Blog 6: A Window into Rockbridge County High School

Rockbridge County is in the Shenandoah Valley in West Central Virginia and according to the Rockbridge county website, serves about 2,500 students. The area is predominantly rural and contains mostly farmers, artists, small business owners, military, and retirees. However, the area is plagued with an ailment that harms many areas nationally and internationally. According to the 2013 census, Rockbridge county maintained the highest poverty statistics in all of Virginia. Federal assistance is usually required in the community and free lunch is required for the children.

We asked our teacher, Mrs. Leadbetter about the demographics and she gave information much like that above. She let us know that poverty was one of the biggest challenges the school faced and that their learning had to adapt to those conditions. This factor about Rockbridge County; However, did not show at first glance. When we arrived in their high school environment, we saw a relatively normal scene. Once we entered the classroom, we experienced firsthand Mrs. Leadbetter’s teaching style. Within her teaching day she began the lesson with one topic and switched to another to cover more ground in the unit. Her children seemed to respond relatively positive to this method of teaching. Her environment was an example of the interesting culture that was Rockbridge High School. Prior to the visits, I would never had been able to see Lexington in that light. I see now that Mrs. Leadbetter’s Class, Rockbridge County High School, and Lexington has a whole had a unique story to tell.

EAGLE ACADEMY AT MRMS WITH DAVIDA STATON AND BOXERWOOD’S ELISE SHEFFIELD (Blog 6)

Classroom Portrait
Outside Views:

Rockbridge County is a relatively small county with only around 20000 residents. The two largest cities, Lexington and Buena Vista, are enclaved within the county. What this means for the students of the county is that there are separate school systems for the county and for the city schools. This means that funding for the schools is coming from the county or the city. While schools like Maury River are within the boundaries of Lexington, they are still a county school. All the students from the relatively geographically large county are bused into a central school. However, The county and city work together to create a shared high school for students within the geographical bounds of the county.

According to school quality of Virginia, they rate Maury River Middle school with a level one science achievement. This entails that Maury River prepares their students in the sciences which allows for groups such as the Eagle Academy to develop and discuss ideas such as the environment and formulate solutions that would help the society adapt and fix necessary areas to improve the environment around them. Eagle Academy was able to form because of the level one education the Maury River is providing.

Inside Views:

We have spent the beginning of semester with a group of middle schoolers who decided they wanted to help the environment. These kids, although they are not the best academically, they are the best when it comes to thinking aloud and discussions. These are some of the brightest kids we have ever met. They developed ideas that inspired thought and deep conversations on how to improve their environment. Project Based Learning has really allowed the students to think for themselves and gather as one to develop ideas that would and possibly bring change to a society. We believe that all institutions across the country should think about and at least look into what project based learning is.

If we had PBL during our time during elementary and middle school it would have been better at academic thinking. PBL from our experiences so far enables students to gather into groups and think about an issue and develop solutions that would fix what the problem is.

It has allowed for students in our classroom to take ownership of their own learning from their class charter of shared values to their participation in NEST FEST (See Lexington News Gazette article) with all the other middle schoolers.

Final Reflection

I still remember my thoughts as I learned that I would be teaching a 6th grade class. I had been out of high school for three years already. I thought “how am going to do this?” I also knew that I was required to take this course and I could not just drop it an pursue something else. I had to do this. I had to put myself out there and go into it.

Going into my first visit I was nervous, but I reassured myself that I would just be observing. Little did I know that I would be answering questions in front of the class for a half hour. I was not prepared for that. What little I did get to observe in the classroom, surprised me. I found myself seeing students on laptops and doing assignments online. All my assignment in middle school, High school, and most of college had been submitted in person. This was one of the first revelations about the changing learning environments that I saw.

I had never heard of EL or PBL before I started this class. I was not familiar with the educational methods and the different ones that educators can employ. It was interesting how instead of breaking the curriculum into units and teaching it that way, Project Based Learning combines a large or all the curriculum into a project. It also emphasizes letting a student fail and succeed. Thankfully, I did not have much experience with the former in this course.

I think the Lesson that Max and I came up with had a lot of value. We gave them information that many students will not learn/discover until later in their lives. We helped dispel some myths about health that they can apply towards their everyday lives. There is value in that. We might be the reason that they live a healthier life and that impact can follow them for the rest of their lives. I think this alone showed me the value of EL. It shows the impact that can be had by doing project like these.

 

Final Reflection

The ride of 411 Fieldwork has been one worth remembering, and I am grateful for the experience. Growing up with my mother being an educator, I always had a slight curiosity of what it’ll be like to teach one day. Never had I thought that this hidden ambition would be satisfied in my college years. Nonetheless, through expeditionary learning I have discovered new ideas of the education system I haven’t yet had. In a personal view, I appreciate being able to be up close and personal with students in the classroom to see if their experience is the same as mine was. Being able to understand the true thoughts of students and knowing what they’re going through is way more important than just making sure they pass.

In an academic sense, the biggest insight that I’ve taken away from this time is the importance of flexibility and technology. In life there will always be an obstacle a student and teacher will face. During this time, the obstacle of COVID-19 was one that was unforeseen(kinda). Being able to transition from a face-to-face learning environment to strictly online is a major change. That being said, for teachers in Rockbridge County to swiftly make this change is amazing. Those teacher along with thousands of other across the country were flexible enough to not let their obstacle hinder their production. With the numerous technological advances that I didn’t have growing up, its exciting to know the many opportunities for students available. This sudden change of learning is a great reminder for the future that plan A might not always work and a plan B must be in your back pocket.

For a civic view, I think expeditionary learning is vital for producing citizens that will take charge rather than sitting back and watching things happen. The different character traits developed through this type of learning can range from teamwork and initiative to time management and creativity. This is important for developing leaders within our local communities. Without them even knowing, these students are being steadily groomed to stand up and take charge and control their own destiny.

I Have Never Thought of Being a Teacher

I have never thought of being a teacher.

I dreaded the idea of standing up in front of people and teach them knowledge that I, myself did not think I knew. I knew that I would not be prepared I didn’t think I would be ready for even an observation of a classroom. Even with all the readings and lessons about teaching I felt like I would not be prepared to walk into that middle school and observe them learning and discussing with one another.

I have never thought of being a teacher.

I was nervous just about being around these kids, I was nervous about talking to them, I was nervous that I would make a fool of myself and they would laugh at me. I know that last part seems ridiculous but that was a fear of mine. As for the readings and understanding of principles I develop a deep understanding of project base learning which give me some hope to lessen my nerves. With my new found understanding I felt like I knew how they were learning which gave me an edge.

I have never thought of being a teacher.

Once I entered the room and meet the eight or nine students, I felt comfortable and I felt at ease. Once I began talking with them, I began to understand them, I began to know each one of them. I felt like it was easy to know them and speak with them. Every time they broke apart from the main group to discuss idea, I was able to speak with them and help them formulate solutions and come up with grand ideas on how to improve their learning environment.

I have never thought of being a teacher.

I felt a connection to them. Although I was observing I felt like I was one of them and was able to shape their minds and help them learn through projects and help them understand the three main W’s to the environment, water, waste and wildlife. One thing I knew for sure is that these kids were smart and knew things ever I didn’t know. Once I arrived at nest fest my whole understanding of middle schoolers changed in one in a half hour.

I have never thought of being a teacher.

Nest fest changed my outlook on middle schoolers. It was my job to sit in on their presentation and give them pointers on how to improve their delivery. I was excited because I knew a lot about how to deliver a presentation. I was able to help the students out and they even taught me somethings as well. I believe these students are smart and the idea of teaching them is now a possibility of the future.

I have never thought of being a teacher.

 

-Matthew Jingle

Final Reflection on My Journey Through a Fifth Grade Class.

Reflecting back on the time and effort put into ERH – 411 with my partner Joe this semester, I can recognize growth academically, personally and civically. This class at first was a struggle academically but as I put more effort to better understand the readings and the PBL standards I was able to see how these standards were used not only in our own class through demonstrations but in Mrs. Cosgriff’s fifth grade class. Stepping into Mrs. Cosgriff’s classroom transported me back into time when I was in fifth grade. I forgot how engaging the classrooms are set up to be. Every inch of the classroom was covered with diverse academic material waiting for a student’s curiosity to overtake them. When I was first exploring the options of a potential “Teach Aloud” with Joe, we were speculating about how much leeway to give the fifth graders. Trying to think back to when I was in fifth grade, I didn’t give these students enough credit. Mrs. Cosgriff’s fifth grade class proven to be more engaging and creative than what I first anticipated. This allowed us more creativity with our teach aloud than originally.

As a soon to be 2nd Lt in the Marine Corps, I should be comfortable with speaking in front of others. But when I found myself in front of Mrs. Cosgriff’s classroom for the first time, I was anxious to even introduce myself. As we continued to venture back into the classroom and interact with the students more personally, my initial shyness soon washed away. Sadly, our time with Mrs. Cosgriff’s fifth grade class was cut short because of the COVID-19 pandemic. Completing this semester at home as a senior brought its own challenges. I struggled to stay on top of my schoolwork in this class and others. To find the motivation, especially when I don’t have the fifth graders to keep me accountable was hard.

I am very thankful to be have the opportunity to take this class my senior year at VMI. I fell in love with Rockbridge and found myself searching for ways to connect with the community. For my sophomore and junior year I was able to give back to the community as a firefighter at LFD. But this semester, I was able to learn from these students and have an impact, even a small one, on their educational journey.