EDU692.1 - My School And Its Culture Sasha Hernndez-Ticali...

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My School And Its Culture Sasha Hernández-Ticali EDU 692 | Professor Reeves March 2016
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School Experience I am sure I won’t be the only one to speak on something negative about their school years. When I was in the third grade I had a teacher who was not the nicest of people. During that time I was new to Brooklyn, having come from Puerto Rico, I was having some issues with the teaching style and themes of the education system. It was very different for me because I went to a Catholic School in Puerto Rico. Public School was new to me. My teacher, Mrs. Abarno, was not too fond of the fact that I was not great in Math and made it known. At the time our state exams were graded from 0-100 and she expected all of her students to score high on the math exams. One afternoon, we had been given a quiz and I had been the only one to have not passed. She proceeded to tell me that I would be “like the rest of my people, barefoot, stupid and pregnant by 16.” This affected me and made me very insecure and, until this very day, I am still very worried when it comes to mathematics. This event also affected my ability to take tests, both as a student and as an adult. Ironically enough, I was able to not only pass the state exam with one of the highest scores of my grade and class but also became a substitute teacher for this school a handful of years later. School Characteristics and Cultural Dimensions The Henry Longfellow International School for Language and Culture, PS 94, is an elementary school located in Sunset Park, Brooklyn. It is comprised of grades Pre-
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Kindergarten to the 5 th grade and works with Special Education, ESL, and Dual Language communities. In the 2014-2015 School year there were 1508 students enrolled, 58% Asian, 39% Hispanic, 2% White, 1% Black. 62% of the student population is comprised of English Language Learners and 9% are students with Special Needs. 97% of the students at Ps 94 are receiving free lunches. Most of the families in the school are of Asian or Hispanic decent, immigrants from their native countries and often times work long, tedious hours. For this reason, many of our students end up in after school programs that run late and are at the turn of the opening doorknob turn of the day for breakfast. Most of our children are the first of their families to attend school, learn English and do school work. In most cases, our students are English Language Learners and/or participate in the Dual Language Program and because of this the school only has one “General Education” monolingual class for each grade. As a result, the languages within the school are primarily English, Spanish and a dialect of Chinese (Mandarin and/or Cantonese) and our teachers, to be able to
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