Chapter 4: Schools as a workplace for students and teachers

Chapter four addressed the different relationships within a school. Whether that meant the teaching relationship between a teacher and principle, the relationship between a school and state, or the relationship between the school and government.

Staff and Organization: In my groups "Lyons Grene" build-a-school project, the teachers and parents were very important at influencing what and how things would be taught. Teachers would get special training so that they could know more of what to teach since our school was environment friendly and a pro active environment school. For example, it has archery classes, hunting and tracking classes, camping, recycling, etc. Besides our school being orientated around the earth and environment, the staff and organization in our school would be the same as a "normal" school, like in the text. The text mentioned similar roles that would play a part in our school, jobs/ roles like assistant principals, department chairs, and other organizations that would keep any school flowing well. School district relationship with the state, Our school would have a very good relationship with state since we would be environment orientated. We would take field trips to places like the senate and see what they were doing to promote a green environment; maybe even intervene and help out. We also would camp at a lot of parks. Overall our school would be involved with the state just as much and in the same ways as other schools in our text book. Yet again, because our school would be environment oriented, our school would be even more involved. role of federal government We wanted our student government to have the power to make changes in the school to help the students, but our group never developed these ideas, it was just an interesting thought we had. The federal government would also probably play a much bigger role in our school more than most too, due to the fact of our school promoting a “green environment”. Our school would probably receive more than 7% funding since we would need support with paying the extra teachers and class space, not to mention field trips and experiments like trying to make fuel out of corn and other bio products.Besides the governments help, the school would be paid for by the families and town...like a normal school...but more contribution from families would be expected. For example buying supplies for some of the outing events, or providing a ride for their child to stay after school to do experiments and projects more than a “normal” school. Overall the schools would be paid for the same way.

Overall our school is very similar to the school mentioned in the chapter and it follows similar if not the same ways of carrying out the teaching of the students.