A Day in the Life of: A Student at a School in the West Coast of Oahu
Today was our last day on Oahu. We visited two elementary schools: Makaha and Nanakuli. At these two schools, we took a tour of the grounds and observed a few classrooms. At Nanakuli, we were lucky enough to actually help a teacher and work with the students. Both schools are located on Waianae (the west side of the island), which is the poorer side. All of the students at these schools are financially disadvantaged. Due to the area and lack of money, it is difficult to provide supports for students. Fortunately, they are bringing more technology into the schools, which has helped the students immensely.
Besides the financial status of the schools we have attended thus far, there is something else we have noticed that these schools have in common: caring and passionate administration. The principals we have met work hard to not only provide their teachers with support, but to also give their students the best education they could. The principals truly care about their students and aspire to create a safe, loving, and educational environment for their students. This aspect of these schools is what has stuck out most to us as we visit each school.
Makaha is the furthest school on the west coast. The principal said that all of the poorer families get pushed out there, and their children attend the school. The number of students in special education keeps growing, and they are trying to do everything they could to give their students the help they need to succeed.
Unlike the other schools we have visited, Makaha is unique in how they teach their students. They give their students authentic learning experiences that will be of value to them as they grow up. Makaha has a farm on the campus, in which each grade has the opportunity to grow food and care for animals. The farm offers many educational experiences to the students that will be of use to the students as they grow up. The students are also able to take the food they grow on the farm home to share with the families. Due to the socioeconomic status of these families, they often cannot afford fruits and vegetables. The farm promotes healthy eating and offers a way for families to receive food they cannot afford. The farm also promotes responsibility in their students. The students at this school (and other schools on the west side) have many siblings. Oftentimes, these students must care for their younger siblings. Even the second grade students are responsible for caring for their younger siblings. The farm helps these students develop their responsibly and care taking skills.
We were lucky enough to participate in a fifth grade STEM lesson at Makaha. We created a few different groups and each group had a student. We were given tape, straws, and a tennis ball; we had to create the tallest structure that would hold the tennis ball for at least 15 seconds. Our student was excited. We asked our student questions before and after the challenge (we were all too focused during). We found out that she is one of six children in her family. She has two younger siblings, a twin who was actually sitting right next to her, and two older siblings. The principal had told us that most of these students had large families, but we did not understand until we spoke with this student. Our student had been going to this school all her life. She said she loved going to school. We asked her what her favorite subject was, and she replied "Hmmm, probably STEM." It certainly showed during our challenge. Our student, like most lower socioeconomic students (according to the principal), enjoy coming to school and want to learn. Home may not be the best for these students, so school acts as a safe haven for them.
We are so glad that we were able to see a STEM lesson, especially at a school in Hawaii. We took a STEM course this past semester, so we enjoyed seeing the authentic, engineering activity that promoted design thinking, which is important for students to develop. STEM in the classroom offers real-life situations that develop different kinds of thinking in students that are essential and relevant in their lives. Many schools on the mainland do not even offer STEM, so it was great that this school, although in the poorest area in Oahu, gives this opportunity to their students. Makaha is a great example of culturally responsive teaching. They try to make the curriculum as meaningful as possible for their students.
Besides the financial status of the schools we have attended thus far, there is something else we have noticed that these schools have in common: caring and passionate administration. The principals we have met work hard to not only provide their teachers with support, but to also give their students the best education they could. The principals truly care about their students and aspire to create a safe, loving, and educational environment for their students. This aspect of these schools is what has stuck out most to us as we visit each school.
Makaha is the furthest school on the west coast. The principal said that all of the poorer families get pushed out there, and their children attend the school. The number of students in special education keeps growing, and they are trying to do everything they could to give their students the help they need to succeed.
Unlike the other schools we have visited, Makaha is unique in how they teach their students. They give their students authentic learning experiences that will be of value to them as they grow up. Makaha has a farm on the campus, in which each grade has the opportunity to grow food and care for animals. The farm offers many educational experiences to the students that will be of use to the students as they grow up. The students are also able to take the food they grow on the farm home to share with the families. Due to the socioeconomic status of these families, they often cannot afford fruits and vegetables. The farm promotes healthy eating and offers a way for families to receive food they cannot afford. The farm also promotes responsibility in their students. The students at this school (and other schools on the west side) have many siblings. Oftentimes, these students must care for their younger siblings. Even the second grade students are responsible for caring for their younger siblings. The farm helps these students develop their responsibly and care taking skills.
We were lucky enough to participate in a fifth grade STEM lesson at Makaha. We created a few different groups and each group had a student. We were given tape, straws, and a tennis ball; we had to create the tallest structure that would hold the tennis ball for at least 15 seconds. Our student was excited. We asked our student questions before and after the challenge (we were all too focused during). We found out that she is one of six children in her family. She has two younger siblings, a twin who was actually sitting right next to her, and two older siblings. The principal had told us that most of these students had large families, but we did not understand until we spoke with this student. Our student had been going to this school all her life. She said she loved going to school. We asked her what her favorite subject was, and she replied "Hmmm, probably STEM." It certainly showed during our challenge. Our student, like most lower socioeconomic students (according to the principal), enjoy coming to school and want to learn. Home may not be the best for these students, so school acts as a safe haven for them.
We are so glad that we were able to see a STEM lesson, especially at a school in Hawaii. We took a STEM course this past semester, so we enjoyed seeing the authentic, engineering activity that promoted design thinking, which is important for students to develop. STEM in the classroom offers real-life situations that develop different kinds of thinking in students that are essential and relevant in their lives. Many schools on the mainland do not even offer STEM, so it was great that this school, although in the poorest area in Oahu, gives this opportunity to their students. Makaha is a great example of culturally responsive teaching. They try to make the curriculum as meaningful as possible for their students.
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