Reflection Summary
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Dec 6, 2023
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docx
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Reflection Paper
Reflection Summary
La’Dasha Frankmann
EDUC 840
School of Education, Liberty University
Dr. Thomas
October 15, 2023
Author Note
La’Dasha Frankmann
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
La’Dasha Frankmann
Email:
lmfrankmann@liberty.edu
2
Reflection Paper
Reflection Summary Paper
Several topics in this course have caught my attention and may be worth further
investigation. Technology, class size, curriculum, and prerequisites for charter schools have all
been examined. Considering these concerns and the current state of our country's educational
systems, I made the decision to concentrate on reforming the classroom. There are various ways
the current classroom layout could be changed to enhance the learning experience. In this
summary, the important issues that affect student accomplishment will be briefly covered.
When trying to find a solution to a problem, it is frequently necessary to go back to the
original source. The beginning point for any change in education must be the classroom. It is
necessary to examine every area of the classroom to ascertain what works and what doesn't.
Class size is one of the main issues in the classroom. Private school classes normally contain 12–
20 pupils, whereas public school classrooms typically have 24–26 students, according to the
Schools and Staffing Survey (SASS).
The National Teacher and Principal Survey, or NTPS, found that student academic
performance considerably increased in classes with less than 20 students. Finland was
acknowledged as one of the countries with the worst academic performance in the 1970s. It is
presently the highest-ranking "developed" nation in terms of academic attainment thanks to
significant advances in the classroom, such as reducing class sizes to 20 or fewer students and
school enrollment to 300 or fewer students (Darling-Hammond, 2019). When society demands
an instant solution to an ongoing issue, the most common answer is to close the school.
According to the American Federation of Teachers (2012), "most researchers conclude that the
incorrect schools are often targeted for closure and emphasize that the effect on student
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Reflection Paper
performance is about what happens to students, not what happens to the school building after the
school closes."
To transform the classroom into a true learning community, there is also the possibility of
bringing in a community of learners. The immediate set of stakeholders and the surrounding area
have the potential to have a big impact on transformation. A learning community is described by
Schlechty (2009) as "a group of individuals who communicate individually, face-to-face or
electronically, and are connected by a common question, problem, or issue." Communities of
learners, according to Schlechty (2009), are "groups of people who have come together to
communicate what they have learned or to share a mutual learning experience." Every classroom
will benefit from having coworkers who are concerned about their overall success.
A school cannot undergo comprehensive transformation without addressing the issue at
its root, which is what happens in the classroom. As an administrator, I want to begin
implementing these reforms in each school separately, working with a group of progressives with
an open mind. It is a good idea to involve stakeholders in every aspect of student achievement.
Everyone stresses how important it is to have a "village" to raise our children. Academic
attainment may be affected and the learning atmosphere may be improved by bringing the town
into the classrooms.
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Reflection Paper
References
American Federation of Teachers. (2012, September 30). Closing Schools to Improve Student
Achievement: What the Research and Researchers Say. Research Summary. American
Federation of Teachers (NJ). https://eric.ed.gov/?id=ED538666.
Darling-Hammond, L. (2019, December 10). What We Can Learn from Finland's Successful
School Reform. Stanford Center for Opportunity Policy in Education.
https://edpolicy.stanford.edu/library/publications/543
.
National Teacher and Principal Survey (NTPS). Table 7. Average class size in public primary
schools, middle schools, high schools, and schools with combined grades, by classroom
type and selected school characteristics: 2015–16. (n.d.).
https://nces.ed.gov/surveys/ntps/tables/ntps_7t_051617.asp
.
Schlechty, P. C. (2009). Leading for learning: how to transform schools into learning
organizations. Jossey-Bass.
Schools and Staffing Survey (SASS). National Center for Education Statistics (NCES) Home
Page, a part of the U.S. Department of Education. (n.d.).
https://nces.ed.gov/surveys/SASS/tables/sass0708_2009324_t2a_08.asp.