Second Grade Visits the Parking Garage

The article “A Field Trip to a Strange New Place: Second Grade Visits the Parking Garage” was written by Michael Winerip on February 12, 2012. The article commences by introducing readers to a high poverty school where kids join classes at the age of four. The author indicates that, with high poverty levels, the kids lag behind in class work, as they do not have the mastery skill that kids from rich families’ posses because they get to be read to every day. The article progresses to depict how the kids from poor families are not exposed with some not being able to differentiate between a bus and a car. In addition, most of the students have not toured a zoo and mistake the emergency room of New York Downtown Hospital to be the doctor’s office.

Winerip (2012) alludes that pushing children to read and decode earlier is essential for education establishment, which Ms. Levy and Renee Dinnerstein have deviated from, as they are inclined on offering the children real life experiences in the course of teaching them. Thus, the article indicates that the children were taken to a repair shop, and a station for play was introduced in their class to make learning more fun.

The article also points out that second graders are not an exception to fun learning, as they are taken on field trips to the sidewalk whereby they get to learn new vocabularies such as bureau, parking, and violations. The article also explicates how the second graders got to learn about Muni-Meter and how people who park alongside them are charged. The article notes that the students were elated with the field trip as they were taught about foreshadowing what was going to appear next in a textbook, which they also applied on their field trip to Delancey (Winerip, 2012).

The article points out how the students not only have fun during the field trips, but they also take notes regarding what they learnt as the teacher makes follow ups regarding what they encountered during the field trips. From the article, we learn that the field trip aided the children in developing their verbal skills and got them working together to solve issues.

The article concludes by providing how fearful teachers are when new plans for raising test scores are introduced. However, Ms. Krings is elated with how the aforementioned learning plan has engendered quality learning in the institution. Thus, the article ends by noting that, despite the willingness of principals to adopt the aforementioned system of learning, they are scared because it takes a long time for results to be evident.

In my opinion, I agree with Winerip’s article as practical learning helps students to understand what they are taught clearly. The field trips are essential in learning, as the children are not only introduced to new vocabularies in class when they do not understand what the words concern. Secondly, I agree with Winerip’s article assertion that children from poor families lag behind in learning because of the conditions they are nurtured in. this is a valid statement because most poor families do not get the chance to read to their children because of the pressures of life that they encounter. This explains the reason why children from rich families develop faster in their mastery of language.

I was partly surprised by Winerip’s findings regarding children in the United States who could not differentiate between a bus and a car. In addition, I was surprised to learn that some children had not ever being in a car. These two findings by Winerip seem exaggerated because the US is a developed country where despite significant disparities in social classes, at least it is expected that all people have had a chance to travel by vehicles.

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