Although I've already remarked a bit on the atmosphere at BJHS, I'd like to start there again, and in more detail.

When I revisted the building yesterday for my first day of the Coaches program, I was struck by the open, airy feel of the hallways. Carpeting keeps it quiet, and neutral tones in carpet and lockers are complimented by some brighter accents. I recall my middle school feeling dark, with dark carpeting and old colored lockers. Because of the large nature of the population in the school, students are required to use a wide ramp instead of the stairs. Even thought the traffic during passing periods can be a bit intimidating, the wide hallways really makes it manageable to navigate, even during heavy traffic times. Walking past the lunchroom and food service area, I noticed that the room where students buy their lunches is a happy pink. I smiled when I saw this because it made me feel relaxed. As a student I would appreciate warm colors as I was buying my food because lunchtime is one of the few times during the day where students can relax. The lunchroom is open on all sides, which is also a positive thing. It probably allows noise to be dispersed more effectively, but also it allows students to feel less constricted during their relaxation period. The halls and rooms were generally very clean, also a difficult task in a middle school. This speaks to the expectation that students respect their workspace in and out of the classroom.

Now, in regards to my philosophy of education/class discussion today:
After reading Professor W's blog, I was inspired to consider some of my personal experience and relate it to how it has shaped my current philosophy of education. It seems to me that my most memorable teachers were those that incorporated some kind of creativity in their classrooms. I remember the big projects well: the Native American Project in 3rd grade, the Illinois project in 4th, Heritage Day in 5th...But of these the Native American project really stands out in my mind. My teacher, Mrs. M, had been teaching at the school for many years, and she was known to be the toughest teacher in the third grade. My grandmother, who taught at the school years before, worked with Mrs. M, and told me that if I wanted to succeed in her class I just had to follow the rules and be ready to learn. I always responded well to rules and structure as a child, so Mrs. M and I developed a strong relationship. When it came time to do the Native American project, she informed us that contrary to the other teachers, she would require us to do our entire project in class to be sure that it was our work, and not our parents. The project involved a building aspect, whether a diorama, or a piece of art, or a replication of something used by whichever tribe you were assigned. I was given the Navajo tribe, and decided to build a loom and during the day of presentations I would weave a piece. My dad helped me prepare the pieces I would need, drilling holes for me to put screws in and helping me measure out the wood, but I had to put the entire thing together in class.
Long story short, I was more proud of that project than any preceding it. I still have the loom in my attic, as well as the piece I weaved on it.

In short, I remember best the teachers that forced me to step outside my comfort zone, if even a little bit. I thrived on learning skills to help me become independent. Now, what can I take from this as it relates to my philosophy of education?

As a child I was driven, and I loved school. But there are always children in a classroom that do not receive the kind of upbringing or encouragement needed to foster such an attitude. Nor should all students in a classroom be of the same desires and opinions....that would be boring. The point is, I believe it is crucial to examine the whole child so that I can manipulate the curriculum in a way that reaches that child. Every child learns differently, we know this, but how do they feel about learning? Do they embrace learning new things and becoming independent, or would they rather not go to school at all and stay home with mom and dad? Or do they not even know what kind of attitude to have towards school because no one is supporting them at home? So many questions, all of which rely on the importance of truly knowing one's students. If an educator is really familiar with each child entirely, their classroom will be the one that is remembered ten years, even twenty years later.