Kate McDaniel

Professor Karen Rowe

EDUC 450

22 Sept 2022

Classroom Narrative

Looking at Poudre School District's website, it appears that they are very focused on the

wellness of their students whether it’s helping them with their basic needs like food and school

supplies. The district also focuses a lot on the mental wellness of their students so that their

students can focus further on their education. It is interesting to see that the district has planted

community gardens around several of their schools which not only helps with mental health but

also furthers the education of students and pushes them to learn and connect to peers outside of

the classroom. Language and cultural diversity were other highlights I saw on the district’s

website. I appreciate that they are trying to become more inclusive and how they focused on

breaking down the language barrier for students so that they may learn in a school that may not

have resources or be taught in those students’ first languages.

Within Rocky Mountain High’s website, along with the introductions made by the

administrators in our first few days of class, the community and student-focused approach taken

at Rocky was a large highlight that I noticed. It was nice to hear how Principle Woodall was

proud of how Rocky’s focus on the students and their needs and wishes. From what I’ve

observed at the school and heard from the administrators, Rocky really does focus on their

students whether that’s starting programs like the Los Lobos Diversity Leadership Club or

having students create diverse art to hang in their hallways. I enjoyed the River Watch Club and

the World Affairs Challenge Club which I thought were very unique. At least I hadn’t heard of
these kinds of clubs before. Teachers seem to be very involved with listening to students and

giving them opportunities in clubs and to be involved in their school in other ways. I also

enjoyed the student-driven clubs which included Esports and Dungeons and Dragons. Students

seem to really be the center of what is going on at Rocky.

Ms. Otteman’s classroom is very nicely decorated with visual art that I thought was

interesting. I like how she used it to make the classroom atmosphere calmer and more focused.

Although, she is definitely at the center of what makes the atmosphere positive and encouraging

in her classroom. She connects with students well and has a good grasp of how to use humor to

connect with and engage students. She also used humor to keep students engaged with a video,

The Twilight Zone, to practice finding some key concepts within the content of the class,

although it is not something they would typically watch and seemed “old” and “outdated.” Most

of the class are White and slightly more than half are boys although there are quite a few girls as

well. There are a few Black students and a handful of other students of color who tend to group

together. I also noticed that she gauges students’ energy levels well and will begin calling on

students instead of having them raise their hands when she knows they won’t raise their hands,

which I thought was a great idea to keep the class moving forward with the lesson. She interacts

with students when they come in, during lessons, and in transitions in a way that makes the

classroom a fun place to be. When students are not confident in their answers or are unsure she

verbally encourages them and builds community by asking them to “phone a friend” which I felt

relieved stress and awkwardness for students who weren’t sure of the answer to her questions.

The desks were set up in a U-shape which I enjoyed for discussions in the classroom.

On the second day, I observed students taking a test. Ms. Otteman had me sit in the

hallway with a student who had accommodations for tests. There are two students in the class
with IEPs, but the other student either didn’t have accommodations for tests or Ms. Otteman had

talked to them about whether they wanted to use those accommodations on the test and they said

they didn’t. Ms. Otteman was very encouraging even during the test by checking on us several

times out in the hallway. When the student finished their test, both Ms. Otteman and I asked if

the students wanted to work with me out in the hallway on a homework assignment which gave

the student opportunity for extra help if it was needed and allowed the student choice. Even in

Ms. Otteman’s cell phone policy students are given a choice to either be on their cell phones or

work on homework. Although there are strict expectations that cell phones are put away during

discussions and when a teacher is talking to the class, I felt this gave students the chance to take

care of themselves mentally if they were tired or having an “off” day and made cell phones in

class less of a taboo which in turn discouraged them from texting or playing games in class.

Classroom Diagram: