Nucleus Study by Luyzraul Torres

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

Table of Contents

Pages I.

Background Information……………………………………………………2 – 4

II.

A. Content…………………………………………………………………..4 - 5

III.

B. Areas of Observation…………………………………………………….5 - 8 School Organization………………………………………………….5 Curriculum Programs…………………………………………………5 Facilities………………………………………………………………6 Supervision…………………………………………………………...6 School Personnel……………………………………………………..7 - 8 Students……………………………………………………………...8

IV.

Reaction………………………………………………………………...…..10

Conclusion………………………………………………………………...11 - 12

VI.

Appendix…………………………………………………………………..12 -14

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

Background Information

_________________________________________________________________________ _________________________________________________________________________ Rufino Vigo was a man with a dream. Vigo was a writer and educator born in the city of Humacao, Puerto Rico. He gave classes to many of the residents around the community. Later on, his legacy is being carried on within the Elementary School Rufino Vigo. Rufino Vigo School is an elementary school, founded in 1973 in which then on harbors generations and generations of students from kinder until sixth grade. The school walls contain many stories of these students childhood as well as many teachers that pass and formed themselves in it. The story of the Rufino Vigo´s School is set on the Dufresne Street at the heart of Humacao. At the urban area of Humacao near the central plaza, Rufino Vigo is a school that feeds of its many students and people that pass by. The school is part of the Region of Humacao supervised by Ivette Trujillo Muniz whom supervises from time to time and makes sure the school does well and follows the regulations of the department, on these same lines, the school is under the Las Piedras school district under the umbrella of district superintendent Julio Diaz. Rufino Vigo has had around a line six directors on the drive seat of the institution, current director Rose Mary Lopez Plaza being the seventh. School director Rose Mary Lopez Plaza is a director with many years of experience in the education field. She started as an English bachelor and subsequently masters degree in the field followed by a major in administration. Lopez Plaza didn’t stop there having been born a natural leader she, since childhood was part of various organizations such as, class 2

UPRH English Program â&#x20AC;&#x201C; Practice Teaching Nucleus Study â&#x20AC;&#x201C; Rufino Vigo Elementary School ________________________________________________________________________________

president, church and The Girls Scouts Association that helped on her future career as school director. After being some time at another school, Ponce De Leon High School at Humacao, Lopez Plaza moved five years ago to Rufino Vigo and became its leader and up to this day has made sure of the school improvements and teamwork among its community. Among the extensive community of teachers and non-academic personnel, there is the English teacher Mrs. Peggy Cruz, my cooperating teacher. Peggy Cruz is a well experienced teacher with a masters degree in English. Cruz now teaches grades from second grade up until sixth grade but recently was given a first grade bringing her back to ten years ago when she last gave classes to a group so small in age. The cooperating teacher is a person knowledgeable of what it needs to be done to deliver a great environment for learning. This she accounted to be because of help she received in the past by her own cooperating teacher. Peggy Cruz, as a matter of fact, took her practice on the Rufino Vigo School and started working full time after becoming colleagues with her cooperating teacher. Also, she was the cooperating teacher of Mrs. Gina Hernandez, whom is now a colleague also. This evidences her willingness to aid new comers in the field, like me, into making this a good learning experience. Among the groups Mrs. Peggy Cruz gives there is my practice group 4-1. This group consists of twenty-one students. All of the students have distinctive personalities, different backgrounds, different ways of behaving but one thing in common is that they are proficient with the English language. Each student, with a small amount of positive feedback, can reach excellence and be the best. The Rufino Vigo 4-1 group is evidence of the hope for public school system, demonstrating it can educate our students for excellence. The group schedule is as follows:

II.

Class

Time

Science, Mrs. Rodriguez

8:00-9:00

English, Mrs. Cruz

9:00-10:00

Spanish, Mrs. Matos

10:00-11:00

Lunch Break

11:00 - 12:00

Corporal Movement, Mrs. Beltran

12:00 - 1:00

Social Studies, Mrs. Torres

1:00 - 2:00

Math, Mrs. Placeres

2:00 - 3:00

A. Content

_________________________________________________________________________ _________________________________________________________________________ In the process of writing about the Rufino Vigo School's story, there was much source and information gathering. The Nucleus Study was primary a teamwork collaboration with my practice teaching colleagues Shirlenne Peralta and Jaileen Rodriguez. The process after been divided into parts consisted of interviews and observations. The director Rose Mary Lopez Plaza was a primary source of the research. She was interviewed about herself and later on the school environment. Aside from the director, the school register kindly supported the nucleus study during the director's absence. The information with the cooperating teacher was provided as part of the orientations given the first couple of days. Aside from that, on my part, obsevation was fundamental in the aspect of taking in the Rufino Vigo School and adapting. This Nucleus study contains information about the 4

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

school organization, its extracurricular programs, the facilities within the school, the personnel and the students, all done in a firsthand experience. On that morning of August 19, 2014 walking around the school, while we had a silent conversation, was the best experience of them all. There is nothing better than seeing and experiencing things with your very own eyes. This is the purpose of my Nucleus Study, to immerse in that universe that will become my practice center until December. This experience helped me start understanding Rufino Vigo and telling the story to other readers.

III.

B. Areas of Observation

_________________________________________________________________________ _________________________________________________________________________ The elementary school Rufino Vigo of Humacao is an institution that proudly can say they are progressing. The school esthetically, although there is room for improvement, looks and feels nice. The school is organized primary by two rows of gates and the office which leads into the school. I particularly love this aspect of the organization because everyone needs to come through the office in order to enter the school after 8:00am, serving as a check point. The school has two floors in which both, students from smaller age groups and bigger age groups rotate, meaning that the school doesn’t have a strict organization in that aspect. Regardless the school primary offices are at the front for everyone’s needs including the social worker, library and other services. Aside from its organization, Rufino Vigo School has more than meets the eye. The school graciously counts with an active set 5

of extracurricular activities aside from the regular program of classes and special educational services. The school has Intramural events held at the school court and also a particular special education intramural that they hold. The school counts with a recycling program that the Kindergarten groups hold. Aside from those, the school also has supplementary services such as open school. On that note, the school is also open on Saturdays for cadets from (hrs. 8:00am-2:00pm) 11-18 years old making this Rufino Vigo a school for the community. Rufino Vigo, from both outside and inside, looks like a big school. The school holds various facilities in which students and personnel enroll on a daily basis. Parting from the main gates onwards the school has one inner parking in the front and two parkings on both sides for visitors and teachers, making them three parkings. After this is the second gate and the main office which serves as check point, and holds the directors, registers and social worker offices as well as the faculty bathrooms. Onwards into the school, Rufino Vigo is a closed in school with an internal playground with a central stage for activities in the middle, concrete floor and various seats and five big trees to give shade, all inside the two floors towering around it. In this area, there are eighteen classrooms counting kindergarten. Aside from this there are three classrooms for students with autism, one classroom for RRM and the library, this last one located on the right side of the first floor, right after the office. On the first floor, there are 17 classrooms and on the second floor 9. The school has six bathrooms scattered around the corners of the two floors, three for boys and three for girls. Aside from those, there are bathrooms in the kinder classroom, special education classroom and the office. The school also has three fountains and a ramp for handicap students. In the back of the school, the lunchroom is located being visible as soon as you enter the school. 6

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

The lunchroom contains fifteen tables and seventy-four chairs and the students with special needs go to eat at 11:10am. On the further most part of the school, there is another playground and the school court, right at the back of the school, ending this the main facilities of Rufino Vigo´s School. The school supervision is lead by the school director Rose Mary Lopez Plaza. Also, the school follows instructions from the Department of Education of Puerto Rico, school supervisors and providers. Aside from that when the director is absent, the register, the secretary and social worker and in charge of the school. Aside from them the other personnel is composed of teachers and other employees. In the elementary school Rufino Vigo, there are twenty one teachers up until today and their names and grades are displayed on the following chart: Grades 1st

Teacher Mrs. Diana Droz Mrs. Rosa Oquendo

2nd

Mrs. Lisette Molina Mrs. Mayra Pacheco

3rd

Mrs. Soraida Serrano Mrs. Deannise Morales

4th

Mrs. Maria Rodriguez Mrs. Walesca Placeres

5th

Mrs. Maria Matos

6th

Mrs. Gina Hernandez 7

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

“Salon tiempo

Mrs. Salma Pou

completo” STC Autism STC Pre-school

Mr. Jose Diaz Mrs. Gloria Viera

Autism Physical Education Physical

Mr. Rodolfo Pagan Mrs. Olga Cruz Mr. Victor Rodriguez

Education (Specialty) Corporal

Mrs. Maritza Beltran

Movement Music English Resource Classroom

Mr. Cesar De Jesus Mrs. Peggy Cruz Mrs. Carmen Cordero Mrs. Eiveliz Colon

All these teachers are committed with the school and their community of students and parents to deliver knowledge for a positive future. Aside from the teachers, the elementary school also has other personnel that keep the school going. The school has three custodians, one social worker and five lunchroom employees. The lunchroom is in 8

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

charge of Maria del Carmen Rivera and four others, their schedule alternates from two who enter at 6:ooam, two more at 6:30am and the last one at 7:00am. All work until 1:00 or 1:30pm. Finally, the psychologist Dr. Iris Ortiz comes to school every Thursday in the mornings. Rufino Vigo’s school students are mostly from the urban area that surrounds the school in Humacao. As described by the school director, Rose Mary Lopez Plaza, the students come from the surrounding public communities "cacerios". These students are considered to be poor or have an average economical status. The school, like any other, often gets tardy students arriving late and they need to sign at the office. The student’s attendance is regular except irregular days in which a lot miss classes. The enrollment of the students is as follows: Grade

Females

Special Education:

Males

Total

Kindergarten (a.m. & p.m.

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Total

141

156

297

Pre-scholar Autism, Norma Autism and Mental Retardation

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________ IV.

Reaction

_________________________________________________________________________ _________________________________________________________________________ Rufino Vigo School, has great potential in its students and personnel. Director’s Lopez Plaza words regarding the school strengths mentioned the teamwork of the personnel and the progress the school has undergone since she became its director, a part of the positive school strengths. In my opinion, the school strengths also lies on the several resources the school provides to the students in order to make them have the most of the learning experience. In contrast with the positive aspects, the situations or things that the school has room for improvements is the security. At this moment in time, the school lacks security guards and is depending on community efforts to maintain order. Also, the school vacant librarian position should be considered since it is a must in order to implement student's love for reading, which is greatly needed. Finally, the school maintenance is good but it wouldn’t hurt it to excel. Rufino Vigo Elementary School, as a whole, is a work in progress that little by little will transcend from being a school on development like the 70% percent of schools in Puerto Rico to one of excellence in academic prowess. The students and faculty, no matter where they are from or their needs and economic status, show that there is potential in the public school system.

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________ V.

Conclusion

_________________________________________________________________________ _________________________________________________________________________ The story of Rufino Vigo Elementary school is one of hardships and progress. When I started the process of gathering data for the nucleus study it turned to be a hard and arduous process. First, it was a process that involved a lot of ice breaking situations in which I needed to interact with strangers I have met just one day ago. I understand the reason why the task needs to be done but it felt stressful. On the other hand, my peers and I encountered a lot of obstacles to obtain the information and needed to look it up for ourselves. Nonetheless, now, as I write and see the final product, I cannot help but feel joy. I am joyful that I went through the experience and learned more about the environment I will do my practice in. The school Rufino Vigo impressed me the first time I went in. Even though it was nerve wrecking, I was hopeful for the new experience to come. While doing the process of the Nucleus Study, I learned so much just by observing the environment around me. While traversing the quite halls with my notebook I noticed, that although things weren’t perfect, the school looked and worked well. The arrangements of the main facilities caught me off guard at first, especially the stage at the playground. What impressed me the most was the fact of there being a lot more students from special education that I thought there would be. Moreover I was impressed by how this school has various programs and teachers that focus on dealing with special education students; this impressed me since I haven’t seen that many services before, example preschool for students with autism. In the aspect of the students, I see that as a teacher there is a lot of work to do in order to make students 11

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

improve in the academic department. Something not noted in the study but that I perceived was the integration of the school and the community, this being good but in an extent it feels disorganized. I would add it to this for improvements but as I have heard, the director and teachers fear the parent’s reaction to control of access and so they let them roam the school, preventing an actual change. On the aspect of personnel, I witnessed that there is a kindness and respect between teachers and other school personnel. They know each other and help each other. The nucleus study also helped me bond and work together with my fellow practice teaching peers. That interaction and teamwork is a sample of our future as teachers and how to lend a hand to others. There were many obstacles that we had to face that stressed us but we found alternatives to solve our problems. As I finish writing this conclusion, I still feel nervous for the projects to come, for the new challenges that I will face but I at least know a lot more about my environment. In the end, I feel very happy with the Rufino Vigo Elementary School, now that I have learn and see what the school has to offer for my advantage and the people to consult and the aspects I can help to be an agent of change to the Rufino Vigo community. I still am a fish adapting to its new environment but soon I hope to be swimming around like I have always been there.

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

IV. Appendix

Rufino Vigo School, Internal playground and stage. (Photographer: Shirlenne Peralta)

Rufino Vigo School, Lunchroom (Photographer: Shirlenne Peralta)

UPRH English Program – Practice Teaching Nucleus Study – Rufino Vigo Elementary School ________________________________________________________________________________

RufinoVigo School, School Diagram (Photographer: Shirlenne Peralta)