In Classrooms: Social Justice Humanitas Academy (Part 5)
Brenda Arias teaches chemistry first period of the day—from 8:30 to 10:21. First period of the day is longer than other classes that run about an hour and a half). This is her fifth year at Social Justice Humanitas Academy (SJHA). While she taught physics the first four years, she is now teaching chemistry. (Earlier posts about SJHA are here, here, here, and here.)
The 31 students—the largest class I have observed at SJHA–are mostly 10thgraders. They are having breakfast at the beginning of the first period of the day. Two students had gone to the cafeteria and brought back milk, juice, cereal, and egg sandwiches to class. Students picked what they wanted and they spread out among lab tables to eat and talk. This occurs every morning across the school.
After breakfast, students toss trash in a can and pick up Chromebooks to take back to their lab tables. All tables holding 2-3 students face the white board and teacher desk—also a lab table. As Arias takes roll, I look around the room and see the “Habits of Mind” and “Common Core Mathematical Practice Standards,” college banners and the obligatory Periodic Elements chart for a chemistry room. A teacher aide is in the room because there are a half-dozen students with disabilities that will need help with the lesson. He circulates and talks to particular students about the tasks they have to work on.
Arias tells class what’s due today and during the week. “I need you to look at me,” she says. “I need you to focus.” Most of the class will be taking a 20-minute practice test for a later exam that will improve their low scores the first time they took the test. All of the practice questions and answers are loaded on the CONTINUE READING: In Classrooms: Social Justice Humanitas Academy (Part 5) | Larry Cuban on School Reform and Classroom Practice