Ethan Brown

EDUC 700: Educational Structure & Change

RAP Scoping School Structure
Taking a moment to observe school culture can provide many insights to human nature,
human development, and socialization. It is an especially useful activity to engage in to further
understand the needs of students in a school. I am currently interning at Mast Way School in
Lee, New Hampshire. The school has a very inviting atmosphere comprised of many smiling
students. I took time to observe the students in class and out of class behavior. The overall
atmosphere of the school is very welcoming from the teachers to the students. Most people
have smiles on and great each other freely. When I walk in the hallway it is common that
almost an entire class will smile and wave at me while walking. The staff is just as friendly and
respectful to each other. There is an overwhelming amount of women working in the school.
The only other men in the school other than me include one fourth grade teacher and the
custodian.
There is very little apparent diversity in the school. The overwhelming majority of the
students in the school are Caucasian, the few minorities include one Indian boy, and three
Asian students. The Indian and Asian boys are quieter and appear to have less esteem than the
Caucasian counter-parts. The Asian girls are quiet, but fit in well with the rest of the students.
There is no outward evidence of isolation due to race in the school, the few minorities there are
seem well accepted, and are members of friend groups. In addition to the lack of racial
diversity there appears to be very little economic diversity.
Many of the students appear to be part of a middle-class family. When UNH is
mentioned in class about half of the students either half a parent that is working, a sibling who

attends the school, of participates in some afterschool activity at the school. It is apparent that
UNH has a very positive impact on the lives of the students in the school. Many of the students
arrive at school in clean clothes, expensive sneakers like Nike, when it rains they have rain
coats. It is apparent that many have supportive homes that encourage educational
development.
The two strongest diving forces of division include gender, and development level. Girls
often group together and boys tend to play together as well. Students who are slower
understanding concepts, and have other developmental issues seem to be less included in
groups than other children. This problem could be compounded by several issues. These
students often have low self-esteem due to their inability to keep up in class. This esteem is
projected during gym, recess and other social activities which the student is often left out of
groups and the problem compounds.
The hallways and all non-classroom location in the school are very well behaved. The
hallways are quiet and rarely occupied by lone students. Classes moving from one location to
another are always in single file line and walking quietly and respectfully. This is due to
reminders from the teachers of respectful walking before departure, and positive
reinforcement upon arrival. The playground has a lot of energy, but is well behaved. The
basketball court is normally only occupied by boys playing basketball. The girls prefer the
swings and slides in the playground, though boys will use this equipment as well. The lunch
room is lively, but in control. The groups are normally divided by class and by gender within the
classes. The groups do not seem to have problems or harass each other, but they tend to sort
themselves out along gender lines.