School Tours Assignment

By: Chloe Herman

1. SCHOOL STRUCTURES, COMMUNITY and ADMINISTRATION
Elm Street School is located in the flats and is over one hundred years old,
Alternative School is located near the river and is less than half the age of Elm Street
while Roy Wilson is the newest school in Medicine Hat as it opened first last year in the
South Ridge Area. Elm Street had the lowest average family incomes in Alberta last year,
which presents many challenges to their students and community. This school is highly
involved within its community by providing their gym free to the community, seeking
lots of funding (such as from a local church) and having a lunch program which prepares
350 meals a day and connecting students during school hours with physical therapists and
other needed professionals. All schools have productive visions and missions, Elms
being have the goal being high quality work, inquiry based strategies, craftsmanship and
skill and precision. Roy Wilsons being inquiry, inclusion, integration and assessment and
Alternative has no set mandate due to the other schools and programs it incorporates
however the ability to connect with students and reflect on the past to complete tasks for
the future was restated often by the principal.
All three schools have similar working administration duties ranging from
connecting students with needed resources, punishment, providing opportunity for all,
these never ending duties are accomplished efficiently and effectively as needed. Elm
Street school has a high percentage of coated students in their 15-22 student class sizes
which lead to 22 educational assistants while compared to the 11 teachers in order to
properly provide the needed attention for these students. Alternative school has class

sizes of around 10 students with one teacher and one educational assistants and Roy
Wilson having one teacher per 15-22 class with at least one educational assistant.
Overall the need for educational assistants is higher at Elm Street therefore they
have the highest adults per students ratio of these three schools. Elm Street and roy
Wilson both had single grade classes whereas the Alternative School had multigrade and
multiage classrooms which showed to create different learning environments due to the
different stages students are going through and the different importances the students
place on topics. Elm Street school has the most diverse student population ethnically of
the schools, Alternative has mainly students that were unable to adapt properly within the
school environment therefore having extenuating circumstances such as behavior on the
track to be charged. The community support for Elm Street is astounding, however Roy
Wilson has had a lot of help from Notre Dame beside and the surrounding community to
ensure the school starts off properly. Alternative school is however barely in touch with
its community due to the different programs and schools offered around the city.
The aspect that stood out in Elm Street school compared to the other schools in
the community and business supports readily available to help give the students the
essential living and school needs to ensure a proper education and well-being. The school
of Roy Wilson has a very productive parent council who helps raise funds and provide
the students with needs, compared with Elm Street which lacks parental support heavily
impacted by the economically diverse communities. Alternative school does not operate
like a normal school therefore the parent council is non-existent and often teachers come
together to provide necessary tools to teach.
2. THE CLASSROOM and ROUTINES

Classrooms vary due to the different preferences of teachers, but all classrooms in
Roy Wilson were equipped with the same carpet, plants and a lighting system called the
lead system which figures out the amount of natural lighting entering the room that then
lowers the usage of artificial lights. All classrooms in Elm Street have growing plants and
vegetables (to help out students families and the community garden) and uses mainly
tables within the classrooms. All three school have converted to mainly tables within their
classrooms to have students collaborate and work together to accomplish tasks. Roy
Wilson school has very little hanging on the walls due to regulations the school faces
with the company who owns it, Elm Street school being very old is plastered with student
work and posters throughout the school. Alternative has some classrooms painted blue
colors to concentrate learning and being of the higher age of the students, a mild amount
of student work and posters are presented on the walls.
Being that Roy Wilson is a new school many features were able to be added that
the other schools do not have such as large common areas equipped with various types of
seating (couches, tables, high standing tables), a large gym with the ability to combine or
separate the stage and drama room for production purposes, and a universal washroom, 2
areas where movable walls have been incorporated as well as many open spaces to make
use of. Elm Street had a very small gym and little extra hallways space to take learning
out of the classroom. Roy Wilson classes will often not transition from class to class but
rather from topic to topic with no bells. Elm Street is a very structured school which
mainly operates on a class basis.
The disciple procedures at Alternative school are very different from the other two
schools because many of the students come to the school with authority and behavior

issues. Students are told to look at themselves when things keep reoccuring to create
change, the connection between the student and teacher is seen of utmost importance to
create knowledge of safety and respect however the relationships are separated from
actions. Punishment is often to reflect of the actions made rather than to be directly
punished, students are also aware then if certain behavior is presented the teacher will
readily call the police and those punishments and charges will likely be enforced. Roy
Wilson and Elm Street have the teachers deal with discipline problems in the classroom
rather than pulling students out to talk unless the behavior is reoccuring. The principal
will then be asked to help step in the situation after occuring a few times.
3. TEACHERS
Alternative school teachers are able to dress comfortably and respectively not
required to dress professionally when compared to the teachers at Elm Street and Roy
Wilson who are to dress fairly professionally and jeans only on Fridays. At each school
the personalities of the teachers are shown in their teaching style and language however
Alternative gives teachers the ability to show their personality more freely through dress
as well. Rapport is developed differently by every teacher, however each school has
different general approaches. At Elm Street, teachers are often asking students in more
depth of their home lives/situations because of the vast poverty the community is faced
with which helps create a well-rounded relationship and understanding. Assignments and
knowledge they teach is in a more practical, applicable manner in how the community
runs and is affected. In Roy Wilson teachers help learn about each students unique
abilities to better understand their personality when compared to Alternatives ability to
look at each students past and their hoped future path, teachers help to encourage and

support students in hopes to achieve them. Teachers of Elm Street and Alternative are
similar in styles of communication by use of professional language and volume to reach
students as well as circulating around the class often, and using gestures such as pointing,
eye-contact, kneeling (especially for younger grade levels) and patting students of the
back. Teachers of Alternative often use similar language in the literal sense as students to
portray of being on the same level, therefore they often use lots of direct verbal
communication and will spend more time with certain students that need the help. All
teacher are able to use smartboards and computers however Roy Wilson has many new
technologies available to use such as a 3D printer, kiln and advanced shop materials to
help prepare students for future jobs rather than current. Chromebooks are more available
for their students as well as the ability to have multiple students use their Epsom boards
at the same time. Elm Street teachers have more structured lessons to incorporate all the
learners and abilities of the class, Roy Wilson gives students freedom within their lessons
to explore different directions, and lastly Alternative teachers often cater each lesson to
the needs of the students each individually and often teach various topics to one or more
students throughout a class to improve then deepen their understanding. Students of Elm
Street are given many opportunities to use rooms to relax in with a swing, play sets etc.
as well as colored tiles to jump on which is helpful for special needs, learning and
physically challenged students to refresh their minds.
Students home lives are of importance to the teachers who help find resources
needed for the basic needs of the child to be met at home, which is not done as often at
the other two schools being discussed. Students at Roy Wilson are also given many
different staff members and similar rooms to relax and refresh in to regenerate their

attention. Teachers are able to collaborate often at both Roy Wilson and Elm Street, Roy
Wilson sets aside time each week for the grade level teachers to work together to create
lesson, Elm Street teachers collectively give each teacher feedback on certain projects
and activities they taught throughout the month and what improvements could have been
made. Alternative teachers are given little time to collectively reflect on lessons taught
but rather individual students and their circumstances to support and provide for both
academic and personal goals. Those students attending the Alternative School are
considered and set out plans to achieve individually with the teacher and parents in order
to assure that the student can achieve higher standards. Often children are given the
ability to express themselves more freely but have little area to go when having special
needs and challenges.
4. STUDENTS
Elm Street has grades kindergarten to grade six and each class is full of a range of
heterogeneous special needs and coded students. Roy Wilson Learning Center was grades
kindergarten to grade eight, adding grade nine next year. The majority of students
attending this school are not coded or have major special needs. Grades are
heterogeneous and often all the students of that grade will be brought together to learn
certain concepts together. At alternative school however the ages of students vary in the
grades and multi grade class occur heterogeneously although are mainly comprised of
males. Elm Street students are each treated as individuals with different home life readily
affecting their school lives, with high percentage of students dealing with special needs
and coding, students often have trouble paying attention to the full extent expected but
come to school ready to learn. Often due to being a part of poor families, students may

come to school in old and dirty clothing as well as not wearing proper outdoor attire for
the weather therefore they may be smaller in size due to poor nutrition. Roy Wilson
students mainly come from well off families which are able to provide proper clothing
and food for growth. These students are eager and able to learn attentively and in good
manner. In Alternative School students are most often very attentive and eager to
accomplish their work because they are working to go back into other schools, therefore
great behavior is displayed. The distinct personalities of the students are able to be shown
due to small class sizes and ability to connect with others around them.
In all three schools alike interaction with teachers and visitors is shown with
respect and excitement. In Elm Street and Roy Wilson the teachers make an effort to have
individual relationships with each student however in Alternative School the small class
sizes give the teachers and students a better opportunity to understand and learn with each
other. Students at Alternative are told to be treated fair but not equal by teachers because
each person is a special case. Elm Street and Roy Wilson have large centers that give
students the ability to move around the school quietly and efficiently without disturbing
other classes. The classroom are organized in the school to hold the younger grades on
the lower level and higher grades above in the majority of the cases. Although the small
school size and population, Alternative School has little movement in the hallways and
classroom. Students of both Elm and Roy Wilson are given opportunity to have say in
what topics and ideas are explored, however students at Roy Wilson are given a large end
of the year project that presents students with open creativity and choice. Each student at
Alternative has a different plan and actively participates in their own achievement and
involvement to complete assignments and class but often are on track in completion.

Teachers were shown to cater topics to the needs and requirements of students (through
covering material from earlier grade levels for example) as well as the interests of
students was taken into account to a large extent (by helping chose novel studies with
tasks such as building individual catapults). In Elm street classes were often not overly
integrated with others which was different in both Roy Wilson and Alternative Schools
where integrating different class curriculums was encouraged to help create well-rounded
learning. In Roy Wilson teachers have time set aside to meet up with teachers of the same
grade level to create similar lessons and ideas that can be incorporated into various
classes.
SUMMARY
The most evident patterns among these schools was the drive to provide students
with high quality connections with both peers and individual creativity to create deep
understandings of topics rather than surface level knowledge of concepts. Elm Street is
very connected to its community and personal lives of its students and uses that in
everyday lessons, Alternative worries about each individual students plan and Roy
Wilson provides opportunity for collaboration among students and the ability for its
students to have cross curricular connections to advance and embed its students in full
understanding and abilities. Elm Street needs to provide teachers with the ability to learn
outside of the classroom and let students have cross curricular advantages more often.
The size of Alternative school and the various locations of its other schools creates less
teacher interaction and feedback and sense of community. I questioned how the futures of
the students at Elm Street could be impacted to create change for their future living
situations. How do the modern advancements Roy Wilson is equipped with show any

difference in the level of education students are receiving and if that will give them a
higher level of education in comparison to the other schools. Overall these school visits
helped provide me with a solid understanding of how different all schools are from each
other and what I believe. After visiting all three, my philosophy of education formed on
what the environment students learn in should look and feel like, I enjoyed the open and
adaptable learning environments Roy Wilson provided however the personal connections
to each student both Elm Street and Alternative schools took to better understand and
help the child in more than the academic areas I believe help create stronger relationships
to help the student have deep understanding of lessons. The better a student is known I
feel will help them improve and thrive in their environments. Although each school is
different in size, Elm Streets high educational assistants shows to help provide students
with the needed supports to assist their learning, emotional and behavioral needs while
also providing more one on one help to better understand material. Overall I see these
visits to have been nothing but beneficial to learning about different perspectives on
teaching, classroom environment and educational knowledge.