ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the

culture of the school where you are assigned to observe. Remember you are evaluating the school for its
educational culture, place of learning, sense of safety, invitation for learning, promotion of self-
actualization, development of values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort,
and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols. >>>

The school grounds are very well maintained. The landscaping is well kept. The outside of the
school is very welcoming. The school is gated and secure. There is a large welcome sign in the
front of the building. There are playgrounds, some have new play structures. All the play
structures are labeled with the appropriate age requirements. In the back of the school field
there is a vegetable garden which is maintained by the students and the staff. In the garden
there are flowers, vegetables, and statues of turtles and other desert animals. The school has a
beautiful courtyard with a water fountain feature. The parking lot is clean and organized. There
is a separate parking lot for the staff.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>>

The interior of the school is also very well maintained. It is always clean, neat, and
orderly. In the entrance of the school there is comfortable furniture. There is a big tree
on the wall. There are pictures in the office of the namesakes of the school. In the
hallway that begins at the entrance there are photographs of students. There are student
handprints on the wall. In the bathrooms there are student painted art tiles which
decorate the walls. Throughout the school there are process boards to represent every
classroom in the school including specials. The floors in the hallways have clean
carpets. The school is well lit in the hallways, bathrooms, and classrooms. The doors
are labeled with the room numbers and the teachers names. The windows are always
clean. The school mascot is an owl. The entire school is decorated with owls. There are
four great rooms in the school. Each great room represents a house color. There are
four house colors. The house colors are blue, green, red, and black. All students and
staff are assigned to a house color. Each great room has a large mural painted on a wall
to represent a house color. The front entrance has a door which is always locked, and
you have to be buzzed in by an office member.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere
within the school.

1. Identify the school’s mission statement, motto, and mascot. >>>

The school’s motto is “To bring inspiration and innovation through the highest quality
 educational experiences”. One way the school demonstrates this motto is through their house
pride. There is a chant that is recited every Friday by the students and staff. The chant is titled
“Ober Commitment. The students begin and say, “Why are we here? We are here to learn and
grow”., teachers say “We are here to teach and inspire”, students “To work hard for our goals”’
teachers, “To maintain high expectations”, students, “To be respectful”, teachers, “To be kind”,
students, “To be safe”, teachers, “To be supportive”, students and teachers together, “We are
somebody, we are somebody when we came, and we will be a better somebody when we
leave, and together we will be the best we can be, its essential”. The school has posters
everywhere which demonstrates 15 Essentials everyone follows. When students are
recognized for one of the 15 Essentials, they earn a house buck. When a student has 5 house
bucks, they can trade it for a golden ticket. Golden tickets can be redeemed by the students at
the student store. This house buck system really motivates the students to be the best they can
be. The school’s mascot is the Ober Owl.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. >>>

Students seem very happy; they are always smiling and willing to say hello. Teachers and staff
are very friendly also, greetings are given and received every day. Staff members, teachers,
and administration are always approachable for students and their families. During Nevada
Reading week there were many parents who came in to be guest readers. The students really
enjoyed this. The school has many spirit days and weeks which gives a very positive
atmosphere to the school’s community.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades,
block scheduling, periods) Does the school use inclusion, or a pull-out program for special
education students? >>>

The school bell schedule is always on target. When students travel from one place to another
they walk in organized lines, they are quiet, orderly, and respectful. The school uses inclusion,
they have pull out and push in programs, they have a resource classroom, and self-contained
classrooms for special education students. Each program is designed to meet the specific
needs of each student.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc. >>>

When classes transition from one place to another, they walk in an organized and controlled
line. I have observed students before and after school socializing on the playgrounds and in the
hallways. There is not a lot of time before and after school. In the lunchroom students are
grouped by their classes and have assigned seating.

5. Examine school traditions, achievements and awards; community recognition or community

partners; extracurricular activities/clubs and athletics. Look for and document sources of
community pride and sense of identity through ceremonies, assemblies, trophies, and artifacts.
>>>

Some of the school traditions include house pride colors. All students and staff are
assigned a house color. Black house=Altruismo, Blue house=Reveur, Green
 house=Isibindi, and Red house=Amistad. Each house has their own chant. We dress in
house colors on Friday to show our house pride. We are Ober Owls. Ober’s music
teacher was the Recipient of ACEMM’s Spotlight award in 2016. Ober’s extracurricular
activities include choir, music, and GATE. Ober’s traditions also include annual books
fairs, annual book parade float contest, and spirit weeks. Ober’s sponsors include
Mathnasium. Southern Hills Hospital, Truman Orthodontist, Dave & Busters, and Victory
Martial Arts. Ober has a garden which is kept by staff and students and sponsored by
Howard Hughes Medical and Green Planet. The Garden club held a fund raiser at the
farmers market held in Downtown Summerlin on earth day. Every year the school holds
award ceremonies for the students and assemblies.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>>

I think the ways that current school cultural environment compare to schools
historically would include teachers collaborating with one another, schools still offer
specials like P.E., art, music, and library, and daily schedules and bell schedules.
Schools still offer recess to the students. Schools still have students recite the pledge
of allegiance. Schools still follow curriculum standards. Schools today do also contrast
schools historically in many ways. There are many ways that schools have improved
their cultural environment. In schools today there is a lot of evidence of positive
guidance where schools in the past believed punishment is the answer to behavioral
issues. Schools in the past used chalk boards, paper and pencil. We now use
technology devices in addition to paper and pencil and chalkboards have been replaced
with dry erase boards. Education today is more flexible than in the past. We now tailor
learning activities according to the individual needs of the students instead of following
a strict curriculum. Teaching styes today are more diverse than they used to be.
Students are currently being taught in inclusive classrooms, use programs like pull-out
and push in services, or are in self-contained classrooms based on the needs of the
students instead of the school. ELL students are being taught in inclusive settings
where in the past they were taught in bilingual classes. Cultural diversity is now
appreciated more than it was in the past. There are many ways current schools contrast
to schools in the past because we have and will continue to improve our educational
system as we all grow and learn.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality. >>>

The teacher’s expectations for learning and success is that everyone tries and no one gives up.
Her interactions with all her students are positive and inspirational. She gives them confidence
and makes them take pride in their accomplishments. She is able to discover individual talents
in all of her students. Her personality is loving, kind, and uplifting. I hope to be as good as her
one day.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
 All students participate in the class. There is one student who does his writing on a dry erase
board instead of with paper and pencil. He also uses a laptop some of the time. The dry erase
board and the laptop are his inclusion techniques.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>

The interactions between the students and the teachers are always kind and positive. As
a classroom culture they are very respectful to each other. Everyone encourages each
other all the time. When a student reaches a goal or accomplishment, the other students
will cheer them on. Distribution of power seems equal. Reinforcements are given often.
Children are awarded DoJo points which turn into house bucks. When a student has 5
house bucks, they can trade it in for a golden ticket. Golden tickets can be redeemed at
the student store.