The Benefits of Decluttering for Personal Growth

Students targeted showed poor organizing abilities. Such a lack of organization usually resulted in missed reading assignments, missing notes, forgotten homework, and a generally unprepared attitude for class. Few students carried and used their agenda books for the proper purposes that of identification and planning. Evidence for the problem included failed

grades, anecdotal data documenting missing or misplaced notes and homework, student polls reflecting their view of the matter, and teacher observations.Built in 1960, School A was a two-story structure housing grades three through five. Eleven classrooms, a computer lab, a library, a gym with a stage, a lunchroom, and a basement with a classroom and a general use

room made up the facility. With a racial/ethnic background including Caucasian,5%Hispanic and less than 2% other, School A enrolled 240 kids overall. Of these students, 37% were regarded as low income. Students' mobility rate was 23%; their attendance rate was The class size on average was Except for music and computers, every class at School A

Was self-contained with one teacher covering a typical

curriculum including all academic areas. Included in special programs were Run for Fun, chorus, band, orchestra, intramurals, After School Challenge. Language arts, math performance, and increasing knowledge of personal and instructional requirements to increase performance in instructional techniques and the school environment were among the

issues the school aimed at improving. One of four schools in the state highlighted at a Raising Student Achievement Conference, School A was acknowledged by the Red Cross for fund-raising it had also received an award from the state for academic advancement School A's classroom consisted in fourteen special needs kids ranging in grades three through five.

During research, disabilities found in the classroom included mental retardation, learning impaired, and other pupils with medical conditions. Serving the class were one teacher and one assistant. The room consisted in three computers, two for student usage and one for the teacher. Two entrances led from the classroom, one allowing access outside and the other

From in and out of the main corridor of the institution School

Built in 1892, Site B is a two-story brick construction. For about 620 sixth, seventh, and eighth grade children, the building included 35 classrooms, 3 computer labs, a library, a reference room, a teacher's lounge, a gymnasium, a central office, and a combined band and orchestra room. There were 620 total student enrollment. The student body comprised 93% Caucasian,

Hispanic, 1% Asian, 3% Multi-racial, and less than 1% other. The low income rate was thirty-three%. Less than 1% of students missed consistently. The mobility rate came at 14%. Attendance was 94%; each grade level was broken up into teams of roughly 100 pupils. One instructor for every basic subject—math, reading, English, science, and social studies—each

team comprised Two special education teachers on one team served all of the special needs kids at that grade level. For those qualifying, the other team offered Title I math and reading courses. The classroom included four student PCs, individual stools, and six big tables Windows ran down the side wall, and one door was positioned close to the front of the

Classroom School One unit district included the high school

The unit district consisted in four independent school buildings. Comprising 80 acres of land, the high school was in a rural region. Originally completed in 1976, the onestory brick construction underwent extensive renovation in 2003. Many of the newly renovated rooms resembled carpe.English, fine arts, foreign language, math, health PE, science, social studies, and applied technology made up the high school's course of study. The teacher

instructed in speech and English. The school's initiatives and accolades won it recognition. Certified staff members could refer students through accessible programs. The school presented a junior work shadowing day, a freshman-mentoring program, two senior retreats, and a senior co-op program. For students also were AP courses, foreign travel programs, and

the Wilson Reading Program. The school received a Bright Star Award. Many pupils received statewide awards both academically and athletically The high school debated a number of questions and issues. The program in special education needed certified teachers. Further issues included tardiness, plagiarism, and truancy.

Conclution

With a theater-auditorium, two gymnasiums, a commons area, two teacher lounges, and a library-media center, implementation of the program Writing Across the Curriculum raised questions as well as air conditioning and classroom design. The high school grades freshmen through seniors or nine through twelve. Fourth in size among all the classrooms in the building was this one. The teacher had a computer at her desk; the classroom featured.

year-old student desks. On one wall stood a long bookcase. The bookcase housed art supplies, dictionaries, thesauruses, and grammar books. This secondary school drew about 700 pupils. The pupils consisted in 93% Caucasian, 4% Hispanic, and 3% other. Attendance was 94%; the dropout rate was 4%; the chronic truancy rate was 3%. Students from low incomes came at sixteen percent. There were no students with limited English-proficiency.