"Michelle": A Case Study Relating to my Student Teaching Experience
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I spent my student teaching internship at the Chicago Public High School for Metropolitan Studies, more popularly known as "Metro High." The school is located in Chicago's "river north" area, a few blocks from Michigan Avenue's "Magnificent Mile." Metro is not a typical public school; in the 21 years of its existence the staff and administrators of Metro have striven to create an unusualleaming atmosphere, utilizing the entire city as their classroom. When Metro opened, it was located in the very heart of Chicago's Loop business area. Since then the school has been moved twice because of economic difficulties. Students at Metro today can take such classes as "Walk-Write," a class that involves keeping a journal while touring the city on foot several times a week, and "Dunes English," a creative writing and ecology class that spends one day a week at the Indiana Dunes. Other classes that students take include Career Planning, Drug Education, and "This Old House," a class that works to refurbish individual classrooms and improve the school building. All Metro students are trained in basic skills as well as more creative efforts, all with the goal of learning to think and act as responsible individuals. Most Metro students plan to attend college. Metro High School is currently led by principal Nina Robinson and assistant principal Olindo "Lee" Alo. I taught under the supervision of three different teachers, Elizabeth Conlon, Leo Gorenstein, and Judy Reed. These teachers and administrators, and all the faculty and staff of Metro, operate on a fIrst-name basis with their students. They find that students prefer this to the more traditional addressing system, because it creates a more cordial atmosphere and allows students and teachers to view each other as "real people."