Population It is always important to understand where your students are coming from, in order to decipher any background issues that may affect ones learning. The school setting we have chosen to build is set in a rural area in Georgia. The National Center for Educational Statistics (NCES) defines rural areas as “Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster” (Office of Management and Budget, 2000). Usually a rural population is of homogenous nature students, “lack of opportunity of rural students to interact with persons of varying backgrounds may be a limiting factor in their educational and sociological development” (Dunne, 1983). “Rural children are more likely to live in poor families, are more vulnerable to death from injuries, and are more likely to use tobacco than their counterparts in urban areas” (United States Department of Health and Human Services, 2011). With this being said we must provide a diverse array of teacher backgrounds in order to try and bridge gaps in students learning. The great thing about teaching in a rural school is that, “rural people were proud of their schools and typically described a feeling of family, individual attention and community commitment of resources and people” (Dunne, 1983). Our school is made up of 1,892 Prekindergarten through Third grade students. The grade levels are broken up as follows:
Prekindergarten – 264 students
Kindergarten – 418 students
1st Grade – 396 students
2nd Grade – 418 students
3rd Grade – 396 students
For every 22 students we will have 1 teacher except in prekindergarten which will have 1 teacher per 11 students. The teachers that make up the faculty of our school will come from a diverse array of backgrounds. This will allow us to bring a more urban feel to our rural school. References Dunne, F. (1983). Good government vs. self-government: Educational control in rural America. Phi Delta Kappan, 65(4),252-256. Office of Management and Budget (2000). Standards for Defining Metropolitan and Metropolitan Statistical Areas; Notice. Federal Register (65) No. 249. United States Department of Health and Human Services. (2011). The health and well-being of children in rural areas: A portrait of the nation 2007.
It is always important to understand where your students are coming from, in order to decipher any background issues that may affect ones learning. The school setting we have chosen to build is set in a rural area in Georgia. The National Center for Educational Statistics (NCES) defines rural areas as “Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster” (Office of Management and Budget, 2000). Usually a rural population is of homogenous nature students, “lack of opportunity of rural students to interact with persons of varying backgrounds may be a limiting factor in their educational and sociological development” (Dunne, 1983). “Rural children are more likely to live in poor families, are more vulnerable to death from injuries, and are more likely to use tobacco than their counterparts in urban areas” (United States Department of Health and Human Services, 2011). With this being said we must provide a diverse array of teacher backgrounds in order to try and bridge gaps in students learning. The great thing about teaching in a rural school is that, “rural people were proud of their schools and typically described a feeling of family, individual attention and community commitment of resources and people” (Dunne, 1983).
Our school is made up of 1,892 Prekindergarten through Third grade students. The grade levels are broken up as follows:
- Prekindergarten – 264 students
- Kindergarten – 418 students
- 1st Grade – 396 students
- 2nd Grade – 418 students
- 3rd Grade – 396 students
For every 22 students we will have 1 teacher except in prekindergarten which will have 1 teacher per 11 students. The teachers that make up the faculty of our school will come from a diverse array of backgrounds. This will allow us to bring a more urban feel to our rural school.References
Dunne, F. (1983). Good government vs. self-government: Educational control in rural America. Phi Delta Kappan, 65(4),252-256.
Office of Management and Budget (2000). Standards for Defining Metropolitan and
Metropolitan Statistical Areas; Notice. Federal Register (65) No. 249.
United States Department of Health and Human Services. (2011). The health
and well-being of children in rural areas: A portrait of the nation 2007.