Junior Ring Ceremony Dominant, 2-D Media Design in the '23-'24 book
One quick Google search about the significance of a junior ring and you'll find tons of articles on the subject, but what stands out to the kids of Bullitt East is the tradition and the identity they've gained from earning their junior ring.
The juniors at Bullitt East have been looking forward to getting their junior rings since they learned about them and had lots to say about how they felt once they did. Gabriel Spartan Farrar said(11), “To me, it means it'll be an object commemorating my journey through high school.” and Addyson Hatter(11) said, “For me, it was a change in my high school life. It’s an item that shows I’m truly growing up and continuing my life. “
The growth that the kids feel once they get their junior ring, and then soon move up to become seniors before they graduate has a major impact on their development. They grow up quickly, continuing with their passion in different aspects. Farrar said that he put Journalism and Basketball on the sides of his ring, as they were significant to him. “Since I put journalism on my ring and I plan on going into it as a career I feel like that reflects my values” Said Farrar.
Kyndal Jenkins(11) had a more sentimental approach, saying how she can use the ring to look back on her high school years and reflect on how she has grown. She then expressed how the rings are so important to her family members and how she hopes to share them with her family someday. “I plan on being able to see it as a symbol of how far I’ve come throughout not only junior year but sophomore and freshman year as well. I feel as if it is a glimpse into the past and future in one, which I think will continue to keep it special to me next year,” said Jenkins.
Addison Maguire(11) also expressed how the ring made her feel in a more sentimental approach, Saying “My experiences and achievements have been what made my ring so important to me. They shaped who I am as a person and my future goals.” “it [the ring] was a symbol of going on into the final chapter of the first section of my life and I felt like I was turning over a new leaf and finally growing up.”
Everyone left The final message for the incoming sophomores who'd be receiving their rings in the next year: to “appreciate your high school years.” To “do it, It's worth it.” and “It’s truly not “just a ring” and that the entire ceremony and ring are more important than you think.” “Enjoy every second of it.” and finally, “Value your time before it's over.” these all commemorate their junior year, and the growth they've acquired from their junior year.
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Ethnography Final Paper, EDTP 201 with UofL
A School To Remember
Introduction:
Mount Washington's heart beats fervently, pulsating with the life force of its community, and at its epicenter stands Bullitt East High School. Founded in 1980 as a humble single-story institution, the school burgeoned alongside the town's expansion, evolving into a multi-level educational hub. Witnessing its growth from a mere two floors to the addition of a College and Career Center (fondly dubbed the CCC), Bullitt East remains a vibrant symbol of academic pursuit and community spirit.
Traversing Highway 44, the sight of Bullitt East emerges—a bustling hive of activity with students and faculty, an animated testament to the school's vitality. The school's pride soared when, in the 22-23 academic year, victory crowned the football team at the championship game, etching an indelible mark of achievement in the hearts of all associated with the institution. Yet, this triumph is just one of many laurels adorning the school's legacy, embraced wholeheartedly by the community.
A proud sentinel marking the journey to the school, the monumental sign adorning the Walgreens frontage along Highway 44 narrates a tale of achievements. Crowned by the Charger emblem, it stands tall showcasing the school's prowess and accomplishments, symbolizing the collective dedication and excellence nurtured within.
My journey through Bullitt East has been a revelatory experience, especially within the education pathway. As I aspire to become a teacher, this pathway has granted me access to a diverse array of classes, exposing me to varying teaching styles. From the infectious humor of Mr. Phillips to the tranquil charisma of Mr. Kelty, each educator uniquely imparts knowledge.
However, my long-term observation of Mrs. Amanda Joseph has been particularly enlightening. Despite her vibrant and loud demeanor, her profound care for her students resonates strongly—an admirable contrast to the quiet and laid-back approach of Mrs. Godbold, who also harbors a deep concern for her students. These diverse teaching personas serve as a testament to the multifaceted nature of education, each style leaving an indelible mark on the students they guide.
Bullitt East High School isn't just a center for education; it's a living, breathing entity—a testament to the collective aspirations, achievements, and varied teaching philosophies that shape not only its students but the entire community pulsating around it.
Demographics:
Bullitt East High School stands as a bustling center of education, accommodating a sizeable student body numbering around 1600 individuals. Within this diverse tapestry, the breakdown across grade levels reveals a dynamic mix—seniors constitute approximately 21.2%, juniors follow closely at 24%, sophomores at 25%, and freshmen comprise the largest group at 30.2%. Gender demographics paint a landscape where males hold a slight majority at 52%, with females making up the remaining 48%.
Diversity in ethnic representation is apparent, albeit with predominant demographics: 91.9% identify as white, followed by 3.2% as two or more races, 2.4% Hispanic, 1.3% black, 0.9% Asian, 0.3% American Indian/Alaska Native, and 0.1% Native Hawaiian/Pacific Islander. Notably, economic backgrounds vary, with 25% classified as economically disadvantaged, among which 24% qualify for free lunch and 1% for reduced lunch.
Impressively, the school boasts a commendable 92% graduation rate, with 39% of students having taken at least one AP test, among whom 22% have passed one. Academic proficiency statistics reveal areas of focus: the school reports a 35% proficiency in math, 34% in reading, and 17% in science, reflecting both strengths and areas for improvement in academic achievement.
The faculty makeup comprises 44 female teachers and 37 male teachers, with a notable disparity in racial representation—78 are white teachers compared to only 2 African American teachers and 1 Hispanic or Latino. The student-to-teacher ratio stands at 20:1. The educational qualifications of the teaching staff vary: 19.5% hold a bachelor's degree, 57.1% possess a master's, and 23.4% have achieved rank 1.
My experience observing various classes at Bullitt East was enriching, spanning diverse subjects from mathematics and art to specialized courses like emergency procedures. The school offers a comprehensive range of classes, including pathways such as education, nursing, journalism, and criminal justice. Electives abound, encompassing offerings like band, art, Spanish/French/German, and choir. The curriculum also features a spectrum of courses, from AP and Honors to remedial and regular classes, covering core subjects–Math, English, Science, and History.
Bullitt East's educational landscape is a vibrant mosaic, fostering diverse learning opportunities that cater to varied interests and academic pursuits, fostering a rich tapestry of educational experiences for its students.
Classroom Environment:
Walking into Mrs. Joseph's classroom feels like entering a warm, inviting haven. Her welcoming smile and the comforting fragrance from her warmers immediately envelop visitors in a cozy atmosphere. While the room's lights stay dim, a delightful array of lamps and homely décor elements create an ambiance that feels like a home away from home. In the course, EDTP 201, amidst the wealth of knowledge, one key lesson resonates—the importance of student comfort—and Mrs. Joseph excels in making every individual feel at ease. Despite her vibrant and boisterous persona, often mistaken for obnoxiousness, her former and current students recognize it as her endearing charm and genuine enthusiasm for their daily encounters.
Diversity reigns in Mrs. Joseph's classroom, not just in the individuals but also in various learning approaches. Acknowledging her hands-on learning style, she astutely grasps that her students possess diverse learning methods. Upon entering her domain, one encounters a locker and adjacent storage shelf stocked with an array of supplies, a testament to her readiness to meet her students' needs. Further into the room lie tables, her desk, Mr. Woods' desk (her occasional Co-Teacher), and a half-circle table—a focal point for intense coaching sessions and personalized attention. The shelf behind this table brims with additional supplies, even the occasional candy as a reward for exceptional student achievements.
When Mrs. Joseph positions herself at the half-circle table, it's a signal of serious business—a space dedicated to mentoring and individualized support for her students. Beyond her hands-on approach to teaching, she instills vital problem-solving skills in her students. Instead of spoon-feeding answers, she nudges them to explore resources like Google Classroom or seek help from peers, fostering independence and resilience in tackling challenges.
Seating her students at tables serves a dual purpose: offering diverse perspectives and fostering collaboration among peers. Mrs. Joseph strategically mixes students, challenging them to collaborate with diverse peers, and enhancing their teamwork skills. Group settings encourage collective problem-solving in group projects and aiding each other with individual tasks, fostering a collaborative spirit among the students. Yet, the proximity in a group setting also nudges them to stay focused amidst the allure of social interactions.
Mrs. Joseph's classroom isn't just a space for academic learning; it's a nurturing environment where comfort, independence, and collaboration intertwine, shaping students into resilient, adaptable, and socially adept individuals ready to take on challenges beyond the classroom walls.
Teaching Style:
Mrs. Joseph, a dynamic educator, embodies a rare blend of hands-on teaching methods and a profound appreciation for written work. Her enthusiasm spans both project-based learning and the intricate world of papers, relishing the opportunity to delve into her students' written thoughts and guide them toward refining their writing skills. In William Ayers “To Teach: the journey of a teacher”, he says, “I cook like I teach, with some broad framework of planning but without strict recipes.” In a similar vein, Mrs. Joseph embodies a teaching style that mirrors this approach. Much like the previously mentioned observation, she often begins with a structured plan but frequently diverges onto her unique path. Her teaching methodology isn't confined to a rigid agenda; instead, it fluidly adapts to the ever-changing needs and dynamics of her classroom.
She initiates with a plan, meticulously crafted with educational goals and milestones. However, her flexibility and intuitive understanding of her students’ requirements prompt her to deviate from the preset plan when necessary. Mrs. Joseph recognizes that teaching isn't a linear process; it’s an intricate dance between established guidelines and the organic flow of learning.
Her classroom is a vibrant space where innovation and creativity thrive. She seamlessly integrates spontaneous teaching moments, recognizing teachable opportunities that arise unexpectedly. This approach not only encourages intellectual curiosity but also fosters adaptability and critical thinking skills among her students.
Much like an artist with a canvas, Mrs. Joseph uses the framework of her plan as a foundation, but she isn’t confined by its borders. Her willingness to veer off the established route allows her to explore uncharted territories of knowledge, leading her students on an explorative journey beyond the boundaries of traditional education.
Students under her guidance benefit from this unique approach. They witness firsthand the value of flexibility and resilience in learning. Mrs. Joseph’s ability to pivot from the planned path and steer towards unanticipated educational avenues enriches the classroom experience, making learning an exciting and unpredictable adventure.
Her persona stands as an intriguing paradox: while exuding a vibrant and lively demeanor owing to her youthful spirit, she seamlessly integrates a more contemporary and modernized teaching approach compared to her seasoned counterparts.
Within her classroom, the distinction between teacher and students is palpable; she maintains a position of authority while nurturing genuine care for her students' growth, though not akin to her affection for her children. The students reciprocate this sentiment by admiring her and valuing her class. Yet, they perceive her as one among the many teachers they encounter, blurring the lines between her and her colleagues.
Having previously worked in a middle school, Mrs. Joseph retains a fondness for collaborative group work but adeptly assists her students in transitioning to the demands of high school life. Her choice to extend warmth and friendliness to students, even in situations where it might not seem deserved, remains a deliberate and thoughtful aspect of her teaching philosophy, a choice she executes remarkably well. Notably, when a student exhibits a commendable grasp of the subject matter, she often seeks their permission to use their work separately, aiming to offer insights and support from a younger perspective, a testament to her dedication to fostering diverse learning experiences.
What truly distinguishes Mrs. Joseph is her unwavering commitment to her students' growth. Rather than pointing fingers at their mistakes, she approaches their challenges with genuine care and a desire to assist, evident in every interaction within her classroom.
Curriculum:
In Mrs. Joseph's 4th period, the focus subject is High School English 1, where she orchestrates a learning environment for slightly over 20 eager minds. Collaborating with her colleagues, Ms. Stivers and Mrs. Weidmier, she navigates the freshman English classes, blending their expertise to create a comprehensive learning experience. In William Ayers “To Teach: the journey of a teacher”, he says “Teaching as the direct delivery of some preplanned curriculum, teaching as the orderly and scripted conveyance of information, teaching as clerking, is simply a myth. This resonated with me as I was observing Mrs. Joseph because she doesn't always follow a laid-out plan and likes to wing it. She also doesn't clerk teach; she is very well-attuned with her students, and while she gathers information from her students, she also has a lot of her own and uses that to her advantage.
Initially, as I began observing her class, the curriculum was heavily laden with tests and papers. However, an interruption arose as she embarked on a trip, leading to a shift in the class dynamics. Upon her return, a new unit emerged—Rhetorical Strategies—an engaging topic that delved into the analysis of a ransom note.
During this unit, students embarked on a journey of dissecting and deconstructing the intricacies of the ransom note. Moreover, Mrs. Joseph ingeniously divided them into three groups, replicating the experience from different perspectives. This ingenious approach from a real-life scenario provided a unique platform for students to explore and comprehend various rhetorical strategies, extracting insights from unconventional sources.
What captivates me about Mrs. Joseph's instructional materials is the unconventional yet engaging choices she and her fellow teachers make when designing lesson plans. In William Ayers “To Teach: the journey of a teacher”, he says, “This is why i chose teachinging: to share in the lives of young people, to engage and touch the future. Her remarkable skill with words and her genuinely kind personality are essential elements that enable her to connect with her students on a profound level, particularly those who face academic or personal challenges. Mrs. Joseph possesses a unique ability to articulate complex concepts in a manner that resonates deeply with her students. Her adeptness at using language not only simplifies difficult subjects but also fosters a sense of understanding and belonging among those who find certain topics challenging.
Moreover, it's her innate warmth and empathetic nature that truly set her apart. Mrs. Joseph goes beyond the confines of traditional teaching methods. She invests time in understanding her students' struggles, creating a safe space where they feel comfortable expressing their uncertainties or seeking clarification.
Her classroom is a haven for those who might otherwise feel overwhelmed or left behind. Through her kindness and unwavering support, she nurtures a learning environment that encourages even the most hesitant students to engage actively. Her genuine care and attention empower struggling students, instilling confidence and motivating them to overcome obstacles.
Mrs. Joseph's approach isn’t just about imparting knowledge; it's about building relationships and fostering growth. She embodies patience and understanding, recognizing that everyone learns at their own pace. Her dedication to reaching students on a personal level goes beyond the curriculum, leaving a lasting impact that extends far beyond the classroom.
The deliberate selection of content diverging from the ordinary stands as a testament to their commitment to fostering engaging and thought-provoking learning experiences. Her innovative approach extends even to the grading system within her class—a distinctive 1-4 grading scale. While the overarching grading criteria align with traditional A, B, and C standards, the nitty-gritty assessment on papers and similar assignments adheres to this nuanced scale, offering a more intricate evaluation process.
Mrs. Joseph's pedagogical strategy isn't merely about disseminating information; it's a symphony of creativity, real-world application, and an unconventional grading approach, all orchestrated to enhance the learning journey for her students.
Diversity:
Mrs. Joseph's class, which consists of about 25 students, maintains a balanced gender ratio, with approximately an equal number of boys and girls. Notably, this group comprises solely individuals of Caucasian ethnicity, a trend that has persisted over the past years. Mrs. Joseph mentioned that the previous academic year had only a couple of students from different racial backgrounds, and this year mirrors a similar demographic.
Despite the shared ethnic background, stepping into Mrs. Joseph's class is akin to entering a tapestry of diversity. Each student possesses distinct traits and qualities that set them apart from their peers. In my two months within this classroom, the depth of their uniqueness becomes more apparent with each passing day.
What's remarkable about Mrs. Joseph is her consistent dedication to every student, regardless of their individuality. Her care for them is steadfast, although it might not always be immediately evident. I recall a friend's experience from the previous year; they encountered challenges in Mrs. Joseph's class as she seemed loud and perhaps unconcerned. However, unbeknownst to many, Mrs. Joseph was discreetly collecting information to understand and support that struggling student better.
Beyond her equal care for all, Mrs. Joseph embraces and respects the diversity of her students. She understands that each person is different and, as such, requires unique forms of support. This insight informs her approach to cater to individual needs while maintaining an equitable level of care. There's a particular student this year who faces academic hurdles. Despite their initial resistance to help, I've observed Mrs. Joseph persistently extending her support and guidance, demonstrating her commitment to every student's success.
In essence, Mrs. Joseph's classroom is a testament to her unwavering dedication to her students' holistic well-being. Despite the apparent homogeneity, she fosters an inclusive environment that not only values diversity but also ensures that each student receives personalized care and support tailored to their distinctive requirements.
Conclusion:
Spending time in Mrs. Joseph's classroom was an absolute delight, an experience I cherished deeply. Every moment within those walls felt like a valuable investment in my growth and learning. What struck me most was Mrs. Joseph's innovative approach to teaching. Her methods were refreshingly new, embracing a dynamic fusion of traditional pedagogy with cutting-edge techniques. She could tap into her students' minds, tailoring her lessons to resonate deeply with each individual. It was an inspiring sight to witness how she seamlessly intertwined her learning journey with that of her students, fostering a mutual exchange of knowledge and understanding.
One of the most admirable qualities about Mrs. Joseph was her unwavering amiability. Her warmth and genuine care for her students created an environment that felt safe, welcoming, and conducive to learning. Beyond just being a teacher, she exuded an air of honesty that permeated her interactions and lessons. Her transparency in guiding us through various subjects not only imparted knowledge but also instilled a sense of trust and respect for the learning process itself.
Mrs. Joseph's dedication to education was undeniable. Her passion for teaching was evident in every lesson, discussion, and activity she orchestrated. She was not just imparting information; she was nurturing curious minds, igniting a flame of enthusiasm for learning within each of us. Her commitment to being an honest educator was a beacon guiding us through the academic journey, emphasizing the importance of integrity, critical thinking, and a thirst for knowledge.
As I reflect on my time spent under Mrs. Joseph's tutelage, I am filled with gratitude for the profound impact she had on me and my classmates. Her classroom was a sanctuary where learning wasn't just a task but a joyous exploration. The lessons she taught extended far beyond textbooks, leaving an indelible mark on our hearts and minds. Mrs. Joseph's influence continues to inspire me, shaping not just my academic pursuits but also my approach to life, learning, and empathy toward others.
What resonated deeply with me about Mrs. Joseph was her ability to create a sense of community within her classroom. It wasn't just a space for academic learning; it was a place where diverse minds converged, fostering an atmosphere of collaboration and mutual respect. Mrs. Joseph encouraged us to share our thoughts openly, valuing each perspective as an integral part of the collective learning experience. Through group activities, discussions, and collaborative projects, she cultivated an environment that celebrated individuality while emphasizing the strength found in unity. This approach not only enriched our understanding of the subjects but also instilled in us the importance of teamwork, empathy, and embracing differing viewpoints—an invaluable lesson that extends far beyond the confines of academia. Mrs. Joseph's room wasn't just a place for education; it was a sanctuary where we not only learned about the world but also ourselves and each other.
Form Vs Function, AP Language and Composition Argument Essay
In architecture, form frequently takes precedence over function to express aesthetic beauty, cultural identity, and innovation. Architects design structures to serve practical purposes and convey a sense of grandeur, harmony, and visual appeal. Iconic buildings like the Sydney Opera House or the Eiffel Tower prioritize form, becoming symbols of artistic achievement. These structures elevate the experience of those who interact with them by engaging with the senses, leaving a lasting impression beyond their functional roles. In this way, form in architecture becomes a form of communication, where design tells a story about a culture, era, or philosophy.
We can see this in The Sistine Chapel, with its remarkable paintings by Michelangelo, which is a prime example of how form can enhance aesthetic beauty and communicate cultural values but still not need a function to be of value (even though it does/did have one). The chapel’s architecture is relatively “modest”, but its form, an understated rectangular space, provides the perfect canvas for the elaborate and intricate paintings that cover its ceiling. The artistic grandeur of the paintings transcends the simplicity of the chapel’s form, creating a balanced interplay between architectural space and artistic content. This combination not only reflects the Renaissance ideals of humanism and divine perfection but also elevates the viewer’s experience to a spiritual level. The form of the Sistine Chapel, therefore, does more than house art; it frames it in a way that amplifies its impact and reflects the cultural and philosophical ethos of its time.
In comparing the Eiffel Tower with the Statue of Liberty, we see the reasons behind their construction and their forms reveal contrasting priorities. The Eiffel Tower was built as a temporary exhibit for the 1889 Exposition Universel, intended to demonstrate France’s industrial capabilities and embrace of modernity. Its form reflects a celebration of technological advancement and artistic experimentation.
In contrast, though, the Statue of Liberty, designed by Frédéric Auguste Bartholdi and dedicated in 1886, was a gift from France to the United States to celebrate American independence and symbolize freedom and democracy. Its neoclassical form, with the figure of Liberty holding a torch, embodies ideals of enlightenment and human rights. While both structures have become symbols of their respective cultures, the Eiffel Tower’s form emphasizes engineering prowess, whereas the Statue of Liberty’s form underscores symbolic representation and ideological values.
The distinction between architectural form in functional buildings like distilleries and factories versus iconic structures highlights how form can convey different messages. Distilleries, such as those in Bardstown, often have traditional, functional designs suited to their specific production needs. Their forms are generally pragmatic, focusing on efficiency and utility, yet they can still reflect local architectural vernacular and heritage.
Factories, on the other hand, also prioritize function but often incorporate architectural forms to reflect industrial progress and corporate identity. The early 20th-century factories, with their clean lines and functional aesthetics (which we now see in homes), were designed to reflect the efficiency and modernity of industrial processes. While their forms are less artistically ambitious compared to iconic landmarks (such as the Statue of Liberty, the Sistine Chapel, and the Eiffel Tower), they still communicate a sense of progress and innovation in their context.
In conclusion, the form in architecture often takes precedence over function to express aesthetic beauty, cultural identity, and innovation. From the grandiose Sydney Opera House and the Eiffel Tower to the historically significant Sistine Chapel and the functional forms of factories and distilleries, architectural form serves as a powerful means of communication. It tells stories about cultural values, technological advances, and philosophical ideals, making Form come before Functionalism time and time again.