At Tallwood, the student body is diverse and primarily categorized into three distinct groups: school-oriented students, class clowns, and scholars. These types of students make up the entire student body, shaping the overall educational environment. Each category or group contributes to the dynamic of the classroom and can uniquely alter the atmosphere or environment of the classroom. The classrooms are deeply affected by the student body or the makeup of students in the classroom.
The school-oriented students participate in various clubs they can get a hold of, such as SCA, their class clubs, and honor societies. They are more than likely friendly to all the students, teachers, and staff members. You may even see these students pause in the hallway just to give their teacher, current or former, a quick smile and speak with them. Most of the time, school-oriented students are walking in groups because they are often considered “popular.” This student often has good relationships with their teachers that allows for a trusting bond. Additionally, school spirited students’ rep their school’s colors, mascot, and name proudly with no remorse. One often witnesses this type of student with purple, gold, and white on whenever they get a chance. At Tallwood football games, feet will stomp loudly, Tallwood chants will be yelled to maximum volume, and purple and yellow will crowd the student section. When you look at the student section, it will be filled with school-oriented students from Tallwood or of Tallwood origin. School oriented kids are extremely easy to pick out from the crowd due to their enthusiasm about school and are often considered the class favorite because of their mix of characteristics which help them strive during their educational career.
In contrast, class clowns have vibrant and humorous personalities that they instill into the classroom, but it can be viewed as disruptive. At Tallwood, there are fewer class clowns than school-oriented students. Typically, there are about two or three class clowns per class. These students are almost professional comedians, creating the most vibrant learning environment or the most disruptive learning environment among the students in the class. One may see several smiling faces, in which either students that make up the class’s body are laughing at or with the class clown. However, oftentimes, the teachers who are affected by these types of students have disappointed faces rather than smiling faces. Class clowns can be considered or viewed as disruptive, funny, or sometimes even both. They are either studious, funny, and gain from teachers’ laughter or negligent, humorous, and gain from teachers’ insanity.
The last type of common student to make up a student class body are the scholars of Tallwood, who are mainly concerned about the topic of after high school. Scholars often find themselves raising their hand to ask questions, taking a plethora of notes, and having an adequate memory due to their studiousness and attentiveness. The scholars can also be school spirited, but the main difference that sets the scholar apart from the school spirited and class clowns is that a scholar is at the top of the class and focuses more on grades and attributes needed for post-secondary education rather than the next football game or joke they will use to disturb class. A scholar prioritizes their academics, checking their grades regularly and constantly checking with their counselor about their academic career. They contact their teacher at any minor convenience of their grade if they think it is undeserved or unfair which can sometimes be a nuisance to some teachers, but many teachers are appreciative of the student’s dedication to their class. They are either the first to finish their test because they knew all or most of the answers, or they could have been the last to finish because they triple checked their answers. Consequently, the outcome of the grade was good since they worked diligently to get the grade they deserved. Also, they are prepared for what they want to do after school, which is oftentimes, college and some even know the exact occupation they want to proceed on to after college. Scholars are likely to be the teachers’ favorites since they are academically aware and motivated but also fun students to have. Of course, there are more, but these three types are the most distinct and descriptive. If a student does not fit into these categories directly, it is likely for the student to have indirect attributes of 1 or more categories. Most, if not all students obtain some of the characteristics mentioned for at least one group, leaving the attributes in any Tallwood classroom evenly spread.
Writer’s Reflection
Organization is important to a student’s lifestyle, right? I mean, we use AVID strategies in our classrooms and many of us are not even in AVID. Our counselors have a very specific way to create our schedule and us students have a very specific way we pick out our future classes.
Not only is organization important for your lifestyle though. It is important for your essays. It will forever be important, now and later. You’ve been studying comma rules, plots, and reading advanced pieces of literature. Many of the articles or pieces have a clear and central idea or each character resembles a specific theme similar to the organizational structure essay: Classify and Divide. Consequently, once you get into the habit of writing, you have to use these same reading skills to write.
You may find classify and divide the most exciting essay of the six structures. We do this on an everyday basis, classifying who is smart in the class. We classify our teachers from the teachers we like and the teachers we don’t. We use this skill to make choices such as what clubs we want to join. But how do you use this skill in an essay? Yes, I am using a skill to show you its academic purpose. Don’t blame me. Blame my very smart teacher: Mr. Denvir.
Well, in my essay you will notice I classified the student body of Tallwood. I am sure most of you have this same viewpoint about students. We see the students in Tallwood and immediately put them in categories to decide who we should talk to and why. You will notice the detail in my essay which is very important to any organizational structure essay especially classify and divide. You want to make sure you clearly describe your categories so there is no confusion.
You are creating a line between each classification hence the division. It is important that the categories are so specific that if your reader finds themself in a similar situation, they can easily use your techniques and categories to set a specific thing apart from another. In my essay, I give enough descriptions of the student body and specific examples of what students would do if they were a part of that specific category of the student body which would help you, my audience, to pick out these specific categories when you are sitting in the classroom yourself.
