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The district is a mix of urban/suburban. The school itself sits on the edge
of a heavily developed area, surrounded by stores and restaurants on three
sides, bordered on its fourth side by homes. A large number of the students live
in this area, within walking distance of the school. The main road through the
commercial area also serves as a main trade and shipping route. Many of the
students spend their free time amongst the many stores and restaurants that this
area has to offer, and they are allowed to leave campus for lunch to go visit
these, an opportunity that many of them seize (Personal Communication,
REDACTED, 2018).
B. District - The school district is 82% white, with about 3% African American
students, 3% hispanic students, 9% Alaskan or island native, and mixed race
students making up about 3% of the population. Enrollment is 51% male, 49%
female, and the district has had a graduation rate of about 89% over the last four
years. About 19% of students are eligible for free or reduced-price lunches. The
district serves around 3,225 students (NYSED Report Card, 2016).
The district is made up of 8 schools: one high school which houses grades
nine through twelve, one middle school which houses grades seven and eight, 5
elementary schools for kindergarten through sixth grade, and one pre-
kindergarten school. The district sits in REDACTED County and encompasses
many small towns and villages. Their mission statement is “to provide instruction,
programs, strategies and challenges in a caring, positive learning environment.
Each student will become a critical thinker, a lifelong learner and a responsible,
contributing citizen in a changing global society,” (Mission Statement, 2014).
Their sports teams produce a high number of students who go on to play sports
for a college team and receive scholarships for that school.
I have a large number of students who are on the school’s robotics team
and are very interested in computer programming. This has lead to a large
number of them, about 80% being incredibly interested in video games of a
particular type. Old school arcade games performed a lot of interesting
programming and hardware tricks to get around the technological limitations of
the time, so many of my students love to play and learn about them for
inspiration on how to solve similar limitations with their own technological
exploits. As such, I chose to take a closer look at RobotCity games, a place
where many of them choose to spend their free time (personal Communication,
2018, various students). RobotCity is the largest arcade in New York State, and
hosts over 140 cabinets representing different eras of technology. It is open on
the weekends and after school until 9:00 p.m., meaning students can visit it
pretty much whenever they want (About RobotCity, 2018). More importantly to
the students, the owners and employees there are incredibly knowledgeable not
just about the games, but the technology involved in creating them. These
individuals will lay out the history and functionality of the cabinets and chipsets
for anyone who wants to ask, serving as another valuable resource for the
students who are interested (Personal Communication, Various Students, 2018).
Coming here and observing throughout the fall gave me one expectation
and one expectation only: that things there would be different. It is a different
type of area than what I grew up in, a different type of school than I went to;
everything there just felt different. One of the main things that I noticed was that
the area, especially the school, had a sense of being much better off, financially
speaking, than where I went to school and I started to worry, foolishly, that these
students were going to be difficult to deal with. I was afraid that, with more
students coming from a slightly more affluent area than I was used to, the
students would be difficult, snobby, or disrespectful. Even at the time I realised
that I was letting my own biases shape my expectations before I started there,
but it was hard not to. I grew up in an area where the few people who had money
were the ones that would rather act in their own self-interest than help a
struggling school program or help support a sports or art program when the
school was forced to slash its budget, and all I had to shape my expectations
were my own past experiences. I should have known better than to expect that
past experiences would inform future ones. Throughout my time spent here
getting to know the students and the few parents I have met so far, I have come
to find that they are no less agreeable than the people I grew up working with
and learning from. The teachers and parents are eager to help and to invest
themselves in students’ education. The students are individuals, not defined by
my own expectation of them. I have encountered my fair share of difficult
students, but not in the manner I expected and not to the detriment of the
reputation of the rests of the students. There are no more disrespectful students
than one would expect to find in the average classroom.
Once I realised this, I found that it was easy to connect with my students.
Not only are we not that different in terms of age, eliminating what is usually a
difficult generation gap to bridge, we aren’t that different in terms of who we are. I
have found myself able to talk in-depth with many of my students about their
interests, because many of their interests are my own. If they are talking about
another of their interests which I am not familiar with, I have found myself able to
ask them about it and get excited answers from the students at someone else
expressing interest in it. Knowing and better understanding their interests allows
me to better tailor their learning experience in the classroom, and knowing them
better as people allows me to better communicate with them, instead of simply
holding onto my preconceived notions about them and communicating with them
through that lens. Being able to see that I was wrong, to toss aside this notion,
and to get to know the students has also helped me to expand my notion of what
education can be, as with my students’ interest in arcade games. In many ways
this experience is very similar to my expectations going into my first placement,
and yet somehow exactly the opposite as well. If anything, these experiences
have shown me not to expect anything of my students until I have allowed them
to be the ones that form my perception of them.