CF Observation Assignment #4

For this assignment I was tasked with creating a 10 minute quiz based on a lesson I observed at CFHS. I have chosen to do a quiz on symbols present in Goldberg's "Lord of the Flies." Student responses should be at least 3 complete sentences.


1) What is the symbolism of the conch shell? What does it's use in the novel say about the boys' connection to civilization?


2) What is the Lord of the Flies? What does it say about the human heart?


This quiz forces students to participate on the Knowledge level of Bloom's taxonomy, having them recall facts from the text. It also requires them to move to the higher level of Analysis, examining the symbolism in the two objects. There is some Evaluation when asking the students about the human heart, but I wouldn't want the students getting too detailed for just a 10 minute quiz.

I could asses the tests in 10 minutes by determining whether the students were able to identify the symbols and evaluate the thoughtfulness of their responses.

CF Observation Assignment 3

For this observation I paid specific attention to the classroom management methods utilized by a few teachers throughout the CFHS English Department. My group first observed Ms. Gomes’ English class, entering midway through a lesson. Most of the students did not react to our presence and continued working as they normally would. I feel like classes at CF are observed so frequently that a stranger entering the room is just part of the everyday routine. Still, some of the students gave us sideways glances, and one chirped out an enthusiastic “Hello, people!” but was hushed by her instructor.

                Much of the classroom management was governed by class-created rules posted prominently at the front of the room on oversized Post-it sheets. The rules were pretty standard and universally acceptable:

1)      Positive attitudes

2)      Be on time

3)      Be adults

4)      Be responsible

5)      Be respectful

The rules were organized at the beginning of the school year using feedback from the students, and the teacher seldom had to enforce them. The students were engaged in the lesson discussing “Lord of the Flies,” and seemed to have little desire to act out.

                During all my observations there were no extreme instances of misbehavior, so there is little to write about in terms of disciplinary strategies. However, one interaction between a student and the teacher gave some insight. A student, “Frankie,” was continuously talking and adding “his two cents” throughout the lesson. The teacher, instead of constantly reprimanding him for speaking out of turn, attempted to channel his exclamations into the class discussion. Her disciplinary strategies only served to enhance her lesson, rather than taking time from the rest of the class by scolding “Frankie” for his misbehavior.

                Finally, our discussion with Mr. LaPlante gave us some significant insight into how CF was managing student behavior in a positive way. The school has recognized how mutually agreed upon structures and rules are more effective, and this was shown in each room with the student-recommended class rules and norms. CF also works to promote “restorative practices” by taking the time to understand the student as a whole person. This enables them to examine the root causes of misbehavior, and how to address those causes. Students are suspended at a much lower rate at CF than at schools in neighboring districts, and I think this is a result of the “restorative practices” in place here. I think taking a student out of the classroom should always be a last resort, and only done when that student’s presence negatively impacts the class as a whole or threatens the safety of other students. Too often to teachers and administrators escalate disciplinary situations to the point of throwing a student out of a class or suspending them from school. RI public schools can learn a lot from the initiatives being developed at CFHS.