Tuesday, April 21, 2009
Module 12
Even though I am already in a classroom, I feel like this class was very helpful. I enjoyed the textbook and thought it contained a lot of useful information. I will definitely continue teaching, hopefully for many years to come. Keeping up with the demands of teaching, while difficult at times, is possible and I think I have learned many things this semester that will help me better meet these demands in the coming years. Some of the demands, figuring out each student’s learning style, caring for each student as an individual, and meeting curricular needs are not things that will probably ever change. There are other demands that will change with the passage of legislation like NCLB and we will have to adapt when that comes along. The role of the teacher is very complex and it’s not until you’re in a classroom with 25 sets of eyes staring at you that you will be able to understand how complex it is. Being a good teacher and being a good student are related in several ways. Both require attention to detail, dedication, organization, and follow-through. Both can also be very rewarding. As a student, a good grade on a test or the completion of a project makes you feel proud; while as a teacher, seeing a student who was struggling with a concept finally get it, or seeing a project a student worked so hard on, are both rewarding.
Monday, April 13, 2009
Module 11
Focus Questions:
2) According to our text, page 430, class time is evaluated by three terms: allocated time, engaged time, and academic learning time. Form what I read in the book and what I observed during my field experience, although the state mandates that students attend school for 1,080 hours per year, these hours can be used very differently from school to school and classroom to classroom. In one of the classes I observed, the teacher made the best possible use of her time with the students. Students were always actively engaged in something and none of it was “busy work.” There were suggestions on the wall for activities to do if EVERYTHING was finished, but there were also suggestions on the board for what to work on if certain assignments were already finished. These suggestions reflected longer-term projects that the class was working on, like a book report. This enabled the students who had completed their math assignments to know exactly what to do next and why. Academic learning time is engaged time with a high success rate. This refers to the time the students are working independently and without the teacher available to correct their work. Classroom management can play a large part in the success of academic learning time. Where there are poor classroom management skills, the students will not have a high success rate when working independently. They will be off task and easily distracted without the teacher readily available.
6) Teachers can increase student achievement by employing good questioning tactics. John Dewey said, “To question well is to teach well.” As a teacher it is important not only to ask good questions, but to provide students equal and ample opportunities to answer them. It is important to keep the pace up and not allow students too long to sit and wait between questions, but it is also important to ensure that the students have enough time to process and give a thoughtful answer plus give enough time following the answer for the other students to process that information. Bloom’s taxonomy, which proceeds from low-order questions, stating basic facts, to high-order questions, that demand more thought and, generally, more time to answer. Research shows that teachers ask higher-order questions infrequently and these are the questions that are shown to increase student achievement. There is a time for lower-order questions, such as when being introduced to new information or when working on drill and practice, but this type of questioning does not challenge students to manipulate pre-established information to create more sophisticated thoughts. In my observation, the teacher did not ask too many higher-order questions during class time, but much of the work on the board to be done when the class work was completed had to do with higher-order thinking.
2) According to our text, page 430, class time is evaluated by three terms: allocated time, engaged time, and academic learning time. Form what I read in the book and what I observed during my field experience, although the state mandates that students attend school for 1,080 hours per year, these hours can be used very differently from school to school and classroom to classroom. In one of the classes I observed, the teacher made the best possible use of her time with the students. Students were always actively engaged in something and none of it was “busy work.” There were suggestions on the wall for activities to do if EVERYTHING was finished, but there were also suggestions on the board for what to work on if certain assignments were already finished. These suggestions reflected longer-term projects that the class was working on, like a book report. This enabled the students who had completed their math assignments to know exactly what to do next and why. Academic learning time is engaged time with a high success rate. This refers to the time the students are working independently and without the teacher available to correct their work. Classroom management can play a large part in the success of academic learning time. Where there are poor classroom management skills, the students will not have a high success rate when working independently. They will be off task and easily distracted without the teacher readily available.
6) Teachers can increase student achievement by employing good questioning tactics. John Dewey said, “To question well is to teach well.” As a teacher it is important not only to ask good questions, but to provide students equal and ample opportunities to answer them. It is important to keep the pace up and not allow students too long to sit and wait between questions, but it is also important to ensure that the students have enough time to process and give a thoughtful answer plus give enough time following the answer for the other students to process that information. Bloom’s taxonomy, which proceeds from low-order questions, stating basic facts, to high-order questions, that demand more thought and, generally, more time to answer. Research shows that teachers ask higher-order questions infrequently and these are the questions that are shown to increase student achievement. There is a time for lower-order questions, such as when being introduced to new information or when working on drill and practice, but this type of questioning does not challenge students to manipulate pre-established information to create more sophisticated thoughts. In my observation, the teacher did not ask too many higher-order questions during class time, but much of the work on the board to be done when the class work was completed had to do with higher-order thinking.
Thursday, April 9, 2009
Module 10
Teachers’ Rights and Responsibilities
Situation # 5
In looking at situation #5, (page 387) I think of how busy I am as a teacher. In this situation the teacher feels that everything is calm at her post in the cafeteria and steps out to make a school related phone call. While she is gone, a student slips and falls and breaks his arm. The teacher gets sued. While I would not leave my kindergarteners to make a telephone call, I think of all the things that happen in the classroom that take my attention. Walking to the playground one day, one of my students got pushed into the brick wall on the outside of the building. I was no more than 5 feet from the student in the middle of the line, but there was nothing I could do to foresee it. He stepped on another child’s shoe while walking and that child pushed him and he fell into the wall. In the cafeteria situation the teacher was at fault for neglecting to be in her “assigned post.” In my situation I was in my “assigned post” but the child got hurt anyway. Our text states, on page 388, that when looking into teacher negligence cases, courts “use two standards: (1) whether a reasonable person with similar training would act in the same way and (2) whether or not the teacher could have foreseen the possibility of an injury.” According to this, I would not be held legally responsible for what happened on the way to the playground. . . which is quite a relief!
Students’ Rights and Responsibilities
Situation # 10
Situation ten, beginning on page 393, is concerning the issue of student records and who has the right to see them. A teacher is reviewing a student’s folder after school and the student walks in and wants to see it. The teacher refuses and the student tells her parents, who then call the school and want to see the folder themselves. The Family Rights and Privacy Act, or the Buckley Amendment (1974), allows parents and guardians access to their child’s educational records. If a student who is over the age of 18 requests to see the folder, they must also be allowed to do so. In this situation, it does not appear that the teacher should have given the student access to the folder, but does have to show it to the parents at their request. This decision seems fair to me, but what about the student. Obviously letting a first grader review the content of his or her folder would not be appropriate because they would not understand it. There are plenty of 16-year-olds, however, who are mature enough to understand the content of their folder and perhaps should be allowed to see it. Maybe it is up to the parents, when they review it to answer any questions their child may have about what the folder contains. I don’t think I will have any students asking to see their records, but it’s helpful to know that I don’t have to let them!
Situation # 5
In looking at situation #5, (page 387) I think of how busy I am as a teacher. In this situation the teacher feels that everything is calm at her post in the cafeteria and steps out to make a school related phone call. While she is gone, a student slips and falls and breaks his arm. The teacher gets sued. While I would not leave my kindergarteners to make a telephone call, I think of all the things that happen in the classroom that take my attention. Walking to the playground one day, one of my students got pushed into the brick wall on the outside of the building. I was no more than 5 feet from the student in the middle of the line, but there was nothing I could do to foresee it. He stepped on another child’s shoe while walking and that child pushed him and he fell into the wall. In the cafeteria situation the teacher was at fault for neglecting to be in her “assigned post.” In my situation I was in my “assigned post” but the child got hurt anyway. Our text states, on page 388, that when looking into teacher negligence cases, courts “use two standards: (1) whether a reasonable person with similar training would act in the same way and (2) whether or not the teacher could have foreseen the possibility of an injury.” According to this, I would not be held legally responsible for what happened on the way to the playground. . . which is quite a relief!
Students’ Rights and Responsibilities
Situation # 10
Situation ten, beginning on page 393, is concerning the issue of student records and who has the right to see them. A teacher is reviewing a student’s folder after school and the student walks in and wants to see it. The teacher refuses and the student tells her parents, who then call the school and want to see the folder themselves. The Family Rights and Privacy Act, or the Buckley Amendment (1974), allows parents and guardians access to their child’s educational records. If a student who is over the age of 18 requests to see the folder, they must also be allowed to do so. In this situation, it does not appear that the teacher should have given the student access to the folder, but does have to show it to the parents at their request. This decision seems fair to me, but what about the student. Obviously letting a first grader review the content of his or her folder would not be appropriate because they would not understand it. There are plenty of 16-year-olds, however, who are mature enough to understand the content of their folder and perhaps should be allowed to see it. Maybe it is up to the parents, when they review it to answer any questions their child may have about what the folder contains. I don’t think I will have any students asking to see their records, but it’s helpful to know that I don’t have to let them!
Tuesday, April 7, 2009
Field Experience (3)
On Monday I finished my observation for field experience. The school where I observed is very neat, clean, and welcoming, from the front of the grounds all the way into the classrooms. When I arrived I was greeted by the teacher and the assistant and had a seat in the classroom. The class where I observed was an upper middle school special education classroom. There was one teacher and 1 assistant who work in that room throughout the day.
I worked with a few of the children while I was there on some general goals covering what they need to accomplish for this period. The teacher explained to me how they know what to teach, since it's not a typical classroom and went on to explain some of the goals of the students to me. There is a curriculum called the North Carolina Extended Content Standards, that parallels the curriculum used in typical classrooms. The information covered in the curriculum prepares the students for the Extend 1 (a modified EOG) test that the students must take every year. There were ten students in the class that day.
I enjoyed my time with this class and it was not much different from typical 6-9th grade classes. The assistive technology the students have makes it possible to participate in a variety of activities.
I worked with a few of the children while I was there on some general goals covering what they need to accomplish for this period. The teacher explained to me how they know what to teach, since it's not a typical classroom and went on to explain some of the goals of the students to me. There is a curriculum called the North Carolina Extended Content Standards, that parallels the curriculum used in typical classrooms. The information covered in the curriculum prepares the students for the Extend 1 (a modified EOG) test that the students must take every year. There were ten students in the class that day.
I enjoyed my time with this class and it was not much different from typical 6-9th grade classes. The assistive technology the students have makes it possible to participate in a variety of activities.
Tuesday, March 31, 2009
Module 9
In reading about the Leandro case there were many things that jumped out at me, but the biggest was the idea of a “sound, basic education.” As a teacher of at-risk children I am amazed at what I am asked to “do without” for financial reasons. Sure, I have more supplies in my classroom than the children have at home to facilitate their learning and I speak English, but is that really what I should settle for?!?!?! I don’t like the idea of that and I have spent plenty of my own money this year ensuring that my children are not only getting a good education, but also have good materials to work with. I don’t think it is fair to look at a low income group of children, at any age, and say “well, at least they have something.” Trust me, my children aren’t sitting in gold plated chairs and I am certainly not wealthy by any means, but I do make sure we have good markers, good construction paper, good play dough, good paint, etc. I think the stories and art work produced by children in the poorest schools should look just as nice hanging on the walls as the richest schools in the county. I agree with the court case that you can’t take away from the “sound, basic education” of one group of children to fund another group, but I feel like we should all be funded. Living and teaching out of the country I was able to get many school supplies donated and sent to the school in Romania. If businesses will send supplies to me in Romania, surely they would send some to the school down the street.
I think the creation and funding of the new “More at Four” program, as a follow up to this case, is a great idea. It follows the same basic principles of the “Smart Start” or “Head Start” programs and gives at-risk (low income or non-English speaking) children a chance to go to preschool that perhaps their family cannot afford. Hopefully, it will work to give these children a more even playing field on which to start kindergarten so we as teachers won’t have quite so big a gap at the beginning of the year. You can’t get everyone on the same level, all children learn differently and need to have the space to do so, but it can help those children who will be behind and not able to catch up in kindergarten, resulting in being behind for many year and possibly never be promoted to the next grade or able to pass the EOG tests.
I think the creation and funding of the new “More at Four” program, as a follow up to this case, is a great idea. It follows the same basic principles of the “Smart Start” or “Head Start” programs and gives at-risk (low income or non-English speaking) children a chance to go to preschool that perhaps their family cannot afford. Hopefully, it will work to give these children a more even playing field on which to start kindergarten so we as teachers won’t have quite so big a gap at the beginning of the year. You can’t get everyone on the same level, all children learn differently and need to have the space to do so, but it can help those children who will be behind and not able to catch up in kindergarten, resulting in being behind for many year and possibly never be promoted to the next grade or able to pass the EOG tests.
Sunday, March 29, 2009
Field Experience Observation (2)
March 18, 2009
Today was my second day of observation for my field experience. Back in the second grade classroom in Romania. Today was a little different, graded reading had to be done today and there was a math test. In addition, the kids had Romanian lessons and an art class in the afternoon. With the reading grade and the math test both in the morning the teacher has developed a system for accomplishing both things and still making time for the special afternoon activities. She did the language lesson first so the students could do their language papers and study for their math test while the graded reading took place. After the graded reading, the teacher checked over the language papers and made sure everyone was using their time well. Then it was time for the math test. As the students finished the written math test they came up one at a time to do the oral part of the test. While it was a test, the atmosphere in the classroom was very relaxed and the students didn’t appear too stressed about it. There was no talk either day of the standardized testing coming up at the end of the month. Maybe because it’s in a foreign country and the teachers’ jobs aren’t on the line, no one appeared to be worried about the testing. English is at least the second language for these students and sometimes the third or fourth. The test that they take is something like what homeschooled students would take to ensure they are learning, I think. I administered the test when I was teaching at this particular school and it, in my opinion, closely resembles the EOG tests the students in NC take. I had a fantastic time observing in this class and I hope that my other observation goes as well.
Today was my second day of observation for my field experience. Back in the second grade classroom in Romania. Today was a little different, graded reading had to be done today and there was a math test. In addition, the kids had Romanian lessons and an art class in the afternoon. With the reading grade and the math test both in the morning the teacher has developed a system for accomplishing both things and still making time for the special afternoon activities. She did the language lesson first so the students could do their language papers and study for their math test while the graded reading took place. After the graded reading, the teacher checked over the language papers and made sure everyone was using their time well. Then it was time for the math test. As the students finished the written math test they came up one at a time to do the oral part of the test. While it was a test, the atmosphere in the classroom was very relaxed and the students didn’t appear too stressed about it. There was no talk either day of the standardized testing coming up at the end of the month. Maybe because it’s in a foreign country and the teachers’ jobs aren’t on the line, no one appeared to be worried about the testing. English is at least the second language for these students and sometimes the third or fourth. The test that they take is something like what homeschooled students would take to ensure they are learning, I think. I administered the test when I was teaching at this particular school and it, in my opinion, closely resembles the EOG tests the students in NC take. I had a fantastic time observing in this class and I hope that my other observation goes as well.
Field Experience Observation (1)
March 17, 2009
Today I did my first observation for my field experience. I was observing at an American school in Romania. Like many of the buildings in Romania, the outside of the school was not too impressive, but the inside made up for it. The hallways were filled with brightly colored pictures created by the students as well as pictures from last year’s “Spirit Week.” I taught at this school for two years, but we were in a different building on the other side of town, so I was excited to see the new building and students. I had scheduled to spend two full days with the second grade class before visiting the other classes. There were 12 students in the class and a very nice sign welcoming me to their class. They had even set a space up for me to sit, complete with flowers. I was impressed with the amount of information the teacher the teacher covered with the students NOT sitting in their desks. Their spelling words, the math review, and even part of the language lesson were all done through games or physical activity. The students were very well-behaved and transitioned well from moving around and playing to sitting down and working. As the students finished their math work they took the paper to the teacher who checked over it and sent them back to correct any problems they missed and helped anyone who was struggling. I look forward to going back tomorrow.
Today I did my first observation for my field experience. I was observing at an American school in Romania. Like many of the buildings in Romania, the outside of the school was not too impressive, but the inside made up for it. The hallways were filled with brightly colored pictures created by the students as well as pictures from last year’s “Spirit Week.” I taught at this school for two years, but we were in a different building on the other side of town, so I was excited to see the new building and students. I had scheduled to spend two full days with the second grade class before visiting the other classes. There were 12 students in the class and a very nice sign welcoming me to their class. They had even set a space up for me to sit, complete with flowers. I was impressed with the amount of information the teacher the teacher covered with the students NOT sitting in their desks. Their spelling words, the math review, and even part of the language lesson were all done through games or physical activity. The students were very well-behaved and transitioned well from moving around and playing to sitting down and working. As the students finished their math work they took the paper to the teacher who checked over it and sent them back to correct any problems they missed and helped anyone who was struggling. I look forward to going back tomorrow.
Tuesday, March 24, 2009
Module 8 (Make up work)
Most of my scores on the inventory were close together. I scored 18 for Essentialism, 16 for Perennialism, 20 for Progressivism, 19 for Social Reconstruction, and 16 for Existentialism. I like the idea of having a curriculum because I like to know what needs to be accomplished, but I don’t like the idea of children sitting in desks becoming robots. Before answering the questions in the inventory, my idea of an ideal school setting is a Montessori type setting and my highest score was Progressivism. Our book describes a progressive classroom as one where the children are “working in small groups, moving about and talking freely.” I feel that rules and manners are important for children to learn, but I think they can learn them by example. There are skills that are essential for children to learn/master, but I feel that these things can be learned through experiences rather than through worksheets. I learn best when I am interested in a subject and I feel that children learn best this way too. If children are interested in dinosaurs, let them learn math and reading with dinosaurs.
I want my classroom to be a safe, nurturing environment where all the children feel accepted and free to try things out. I don’t want children to be afraid to try new things because they are afraid to fail. I also want children to learn to take responsibility for themselves, their belongings, and their work. I want children to try their best and take pride in what they do.
I want my classroom to be a safe, nurturing environment where all the children feel accepted and free to try things out. I don’t want children to be afraid to try new things because they are afraid to fail. I also want children to learn to take responsibility for themselves, their belongings, and their work. I want children to try their best and take pride in what they do.
Monday, March 23, 2009
Romanian Education System (Module 8)
Romanian Education System
The education system in Romania, in my opinion, is quite different than what we have in America. I have observed classes at the elementary and high school levels, but since elementary is where I teach, most of what I say will be based on that. Before children start school there are evaluated by the school they will attend. Generally, the school is assigned based on where the child lives, although parents can request that their child attend a certain school sometimes up to two-three years in advance. Elementary school, called primary school, usually starts at age 7 and then ends at 17. School days are relatively short for students and very long for teachers. Children go to school either from 7:30-1:00 or 1:30-7:00. Originally I think this was done to accommodate more children in the small schools, but now I think it continues out of tradition. Lunch is not served at school since children are not in school during lunch time. They can bring a snack from home to eat during their breaks. Classes are generally 50 minutes followed by a 10 minute, sometimes 20 minute, break. The children are free to go outside and play during these breaks, provided they are back on time. From what I observed, it is up to the children, regardless of age, to get back to class on time and while there may be a teacher outside talking on the phone or smoking, I don’t think this time could be called “supervised.” The school I observed, as well as many other that I passed on my way to school each morning, seemed a little chaotic despite their strictness. To me, it felt like what I’ve seen on TV portraying what education was like in America many, many years ago. While classes are generally held in their own classrooms, it kind of reminds me of the one room school house, Little House on the Prairie portrayal of education.
Grades are issued as Excellent, Very Good, Good, Insufficient, in primary school and they are based on a 1-10 scale for 5th grade and up. In order to pass grades 5-8th students must receive an academic mark of 5 or higher and a behavioral mark of 6 or higher. At the end of the 8th grade all students must pass a final test. The grade is on the 1-10 scale and this score determines if/where a student will continue their education. While at first glance this could be compared to the End of Grade testing included in the No Child Left Behind legislation, I think there is one key difference. If a student does not perform well on the test, they may attend a vocational high school instead of an academic school and it is the students’ responsibility to do well on these tests, not the teachers’. While the teachers must do their job in order to ensure the students can pass the test, there is not the pressure on the teachers to make the children pass the test. If you don’t do well on the exam, perhaps you’re not cut out for higher education. It seems that while they want the students to succeed, it is ultimately the students’ responsibility to apply themselves and work hard to pass. It doesn’t appear that teachers would even try to teach to the test because their jobs and schools are not in danger if the students don’t do well.
At the end of 4 years of high school, students must pass the baccalaureate exam in order to enter a university. Education is required through age 16, but it is up to a student to decide if they want to continue passed that.
The education system in Romania, in my opinion, is quite different than what we have in America. I have observed classes at the elementary and high school levels, but since elementary is where I teach, most of what I say will be based on that. Before children start school there are evaluated by the school they will attend. Generally, the school is assigned based on where the child lives, although parents can request that their child attend a certain school sometimes up to two-three years in advance. Elementary school, called primary school, usually starts at age 7 and then ends at 17. School days are relatively short for students and very long for teachers. Children go to school either from 7:30-1:00 or 1:30-7:00. Originally I think this was done to accommodate more children in the small schools, but now I think it continues out of tradition. Lunch is not served at school since children are not in school during lunch time. They can bring a snack from home to eat during their breaks. Classes are generally 50 minutes followed by a 10 minute, sometimes 20 minute, break. The children are free to go outside and play during these breaks, provided they are back on time. From what I observed, it is up to the children, regardless of age, to get back to class on time and while there may be a teacher outside talking on the phone or smoking, I don’t think this time could be called “supervised.” The school I observed, as well as many other that I passed on my way to school each morning, seemed a little chaotic despite their strictness. To me, it felt like what I’ve seen on TV portraying what education was like in America many, many years ago. While classes are generally held in their own classrooms, it kind of reminds me of the one room school house, Little House on the Prairie portrayal of education.
Grades are issued as Excellent, Very Good, Good, Insufficient, in primary school and they are based on a 1-10 scale for 5th grade and up. In order to pass grades 5-8th students must receive an academic mark of 5 or higher and a behavioral mark of 6 or higher. At the end of the 8th grade all students must pass a final test. The grade is on the 1-10 scale and this score determines if/where a student will continue their education. While at first glance this could be compared to the End of Grade testing included in the No Child Left Behind legislation, I think there is one key difference. If a student does not perform well on the test, they may attend a vocational high school instead of an academic school and it is the students’ responsibility to do well on these tests, not the teachers’. While the teachers must do their job in order to ensure the students can pass the test, there is not the pressure on the teachers to make the children pass the test. If you don’t do well on the exam, perhaps you’re not cut out for higher education. It seems that while they want the students to succeed, it is ultimately the students’ responsibility to apply themselves and work hard to pass. It doesn’t appear that teachers would even try to teach to the test because their jobs and schools are not in danger if the students don’t do well.
At the end of 4 years of high school, students must pass the baccalaureate exam in order to enter a university. Education is required through age 16, but it is up to a student to decide if they want to continue passed that.
Wednesday, March 11, 2009
Module 7
Two Topics:
KKK Wizard Honored (Teachers, Schools, and Society pg. 287)
I chose this topic because I was amazed when I read that there is a school named after the first grand wizard of the Ku Klux Klan. Naming schools after people in history is not an uncommon occurrence and I guess everyone could find some way to object to every person, but I found this appalling. I found a lot of information when I went on to research this school and the debate regarding its name. Some of the websites are clearly one person’s opinion and may have no merit at all, so I have included four websites to post with this topic.
1) http://Lawreview.law.pitt.edu/issues/66/66.1/Epperson.pdf (Page 132)
I chose this article because, although it may still be biased, it was published by a reputable school and it made good points. It made a good point about the African American children who must attend this school and how such a name for the school alienates the children from the moment they step into the building.
2) www.al.com/news/birminghamnews/metro.ssf?/base/news/1223799323175680.xml&coll=2
I chose this article because it was also from a published source and it discussed the trend of NOT naming schools after historic figures, but instead naming buildings or athletic fields after the person.
3) www.csmonitor.com/2004/0122/p01s03-ussc.html
I chose to include this article mainly because the location given for the article is Raleigh, NC. Its message is more regarding the differences in thinking among residents of the south.
Mexican American (Teachers, Schools, and Society pg. 290)
I chose this topic because I am a teacher in Raleigh and 80 percent of my class is Mexican American. That same 80 percent did not speak a word of English when the year began in September. The text also states that North Carolina is among the states with the highest numbers of Mexican Americans in their rural sections.
1) http://www.allacademic.com//meta/p_mla_apa_research_citation /1/0/4/4/6/pages104460/p104460 -1.php
I chose this article because it address the drop out rates of Mexican Americans compared to other races.
2) http://www.albany.edu/jmmh/vol3/chicano/chicano.html
I chose this article because it is a detailed summary of a video made regarding The Mexican American Civil Rights Movement, including edcuation.
Also. . . please note. . . I will be out of the country from Friday, March 13 until Monday, March 23. I will post an entry to my blog on the Romanian education system on Monday, March 23. Per Dr. Hart's request, please check my blog after Monday to read my entry. I will also be posting a blog entry regarding Module 8 when I return. THANKS!!!
KKK Wizard Honored (Teachers, Schools, and Society pg. 287)
I chose this topic because I was amazed when I read that there is a school named after the first grand wizard of the Ku Klux Klan. Naming schools after people in history is not an uncommon occurrence and I guess everyone could find some way to object to every person, but I found this appalling. I found a lot of information when I went on to research this school and the debate regarding its name. Some of the websites are clearly one person’s opinion and may have no merit at all, so I have included four websites to post with this topic.
1) http://Lawreview.law.pitt.edu/issues/66/66.1/Epperson.pdf (Page 132)
I chose this article because, although it may still be biased, it was published by a reputable school and it made good points. It made a good point about the African American children who must attend this school and how such a name for the school alienates the children from the moment they step into the building.
2) www.al.com/news/birminghamnews/metro.ssf?/base/news/1223799323175680.xml&coll=2
I chose this article because it was also from a published source and it discussed the trend of NOT naming schools after historic figures, but instead naming buildings or athletic fields after the person.
3) www.csmonitor.com/2004/0122/p01s03-ussc.html
I chose to include this article mainly because the location given for the article is Raleigh, NC. Its message is more regarding the differences in thinking among residents of the south.
Mexican American (Teachers, Schools, and Society pg. 290)
I chose this topic because I am a teacher in Raleigh and 80 percent of my class is Mexican American. That same 80 percent did not speak a word of English when the year began in September. The text also states that North Carolina is among the states with the highest numbers of Mexican Americans in their rural sections.
1) http://www.allacademic.com//meta/p_mla_apa_research_citation /1/0/4/4/6/pages104460/p104460 -1.php
I chose this article because it address the drop out rates of Mexican Americans compared to other races.
2) http://www.albany.edu/jmmh/vol3/chicano/chicano.html
I chose this article because it is a detailed summary of a video made regarding The Mexican American Civil Rights Movement, including edcuation.
Also. . . please note. . . I will be out of the country from Friday, March 13 until Monday, March 23. I will post an entry to my blog on the Romanian education system on Monday, March 23. Per Dr. Hart's request, please check my blog after Monday to read my entry. I will also be posting a blog entry regarding Module 8 when I return. THANKS!!!
Thursday, February 26, 2009
Module 6
February 24, 2009
My name is Amanda and I am currently a teacher in North Carolina. I have worked in Virginia for several years in a federally funded Head Start program; this is my first year as a More at Four teacher in North Carolina. From my standpoint, as an educator of at-risk preschool children, the No Child Left Behind Act is making tremendous strides toward ensuring that all children have the opportunity to start kindergarten on a level playing field. I have taught over 50 children who would not have been able to attend preschool if it were not offered to them free of charge. Nearly half of these children would have gone to kindergarten not knowing any English at all. I feel like after a year in either of these preschool programs they are off to a great start and they are ready to succeed in kindergarten.
Once children get to kindergarten and the yearly testing begins, I think there are some shortfalls to the No Child Left Behind Legislation. The testing required by this act takes time and when teachers feel pressured to perform they teach the minimum required to pass the test instead of teaching them to be problem-solvers and thinkers. Children need to learn to be analytical thinkers and learn to think outside the box. When schools fail to make adequate yearly progress (AYP) for two consecutive years they are labeled “underperforming” by the NCLB standards. These schools then receive support but are required to offer parents the option of sending their children to other “more successful” schools. When this happens, the school must pay to transport these children, which takes away from the financial assistance that could be going to hire more qualified teachers or buy new resources to help the children who did not perform well on the test. This seems to only doom the school. The students with high scores can then be removed from the school and receive the bulk of the funding. It seems to me that there should be a better solution to this. In addition, the legislation requires that all children be taught by “highly qualified teachers.” Highly qualified teachers are important, but we come with a price. While I don’t think teachers get into teaching for the money, it is necessary for teachers to make a living. Many of the schools who do not make AYP do not have the money to hire better teachers and this is unfortunate. It seems that more funding should be sent to lower performing schools in order to bring them up to the No Child Left Behind Standards.
Sincerely,
Amanda Kramer
Tuesday, February 17, 2009
Module 5
I work with kindergarteners in a public school and today a child called another child a “dummy head.” While this is certainly not the most offensive statement he could have said, it is not a statement that I think is acceptable. My students and I “live” across the hall from children with severe/profound disabilities. The student was frustrated with his classmate and this was his way of venting his frustration. In the future, where academics and grades are more important, it could be very upsetting for a child to be called a “dummy.” My concern, even more than what might happen in the future, was that a parent or teacher across the hall would hear the comment and not know who it was directed to. As the teacher, I viewed this as a learning opportunity and feigned offense. I was “offended” enough that I got their attention and they wanted to know what had happened. I told “David” that my feelings were very hurt by the comment because “Elijah” was my friend and I didn’t want anyone to call him a name. “David” was affected enough by my act that he came over and told me how sorry he was for saying it and that he hoped I would still like him because he didn’t mean to say it, he was “just mad.” I don’t generally make students apologize because then it’s not sincere and they’re just saying it because they have to. I told “David” that of course I still liked him and I appreciated his apology, but maybe there was someone else whose feelings were hurt. He went to “Elijah” and said he was very sorry because he didn’t think “Elijah” was a dummy head. If the situation was different and “David” had actually called one of the children across the hall a “dummy head” I would have had a more serious discussion and explained (again) that those children have different abilities than we do and different doesn’t mean bad.
Several years ago I worked in Virginia in a Head Start program. On our way to a field trip one year we passed the “Regional Correctional Center.” One of my little girls, just as happy as could be, pointed out the window and said she’d been there before. Trying to be a good preschool teacher, I asked her to repeat what she’d said, before I got worked up over a misspoken sentence. She repeated that she’d been there before. Staying calm, I asked why she had been there. She told me she’d been there on Saturday to see her dad, because he’s locked up. I listened to what she had to say about it, including all the not so nice things her mom had to say about her dad. I asked how she felt about it, if she was happy to see him, if she had missed him, etc. I listened to all she had to say and told her that I would always be here to talk to her about anything she wanted to say. I offered her the opportunity to talk to the counselor at the school and let her mom know how the visit and hurtful words about her dad had affected her daughter.
Several years ago I worked in Virginia in a Head Start program. On our way to a field trip one year we passed the “Regional Correctional Center.” One of my little girls, just as happy as could be, pointed out the window and said she’d been there before. Trying to be a good preschool teacher, I asked her to repeat what she’d said, before I got worked up over a misspoken sentence. She repeated that she’d been there before. Staying calm, I asked why she had been there. She told me she’d been there on Saturday to see her dad, because he’s locked up. I listened to what she had to say about it, including all the not so nice things her mom had to say about her dad. I asked how she felt about it, if she was happy to see him, if she had missed him, etc. I listened to all she had to say and told her that I would always be here to talk to her about anything she wanted to say. I offered her the opportunity to talk to the counselor at the school and let her mom know how the visit and hurtful words about her dad had affected her daughter.
Wednesday, February 4, 2009
Module 4
Thinking back to elementary school, even to first and second grade, school was done sitting in a desk, reciting things. We were graded on neatness and punctuality and we said the Pledge of Allegiance every morning. Even from the beginning I think the goal was to prepare me to go to college, after I passed the standardized tests each year. I’m fine with all those things. I finished high school successfully, went on to college and finished that successfully, worked on my Masters’ Degree and then had the opportunity to teach for two years in a foreign country. I feel that the schools I went to growing up had strong beliefs and academic and social beliefs and it had a positive effect on me.
I think it would be great if every public school in America had the resources and teachers it needed to be a good school. This is not the case, and until it is I think people will always have various types of schools. In areas with good public school systems I think there are fewer children attending an alternative type of school. I don’t think that there is anything wrong with the various types of schools, except that it pulls out children who could benefit the public school.
I think to make my school effective for the students I will need to find a balance. A balance between work and play, discipline and self-regulation, and the necessity to learn and the desire to learn. There are some things that are just not fun to learn, but we have to learn them anyway. Maybe there is a fun way to do it, but maybe there is not. I think that if I can find the right balance and remember that each child is an individual and everyone doesn’t learn the same way, it will be effective.
I think it would be great if every public school in America had the resources and teachers it needed to be a good school. This is not the case, and until it is I think people will always have various types of schools. In areas with good public school systems I think there are fewer children attending an alternative type of school. I don’t think that there is anything wrong with the various types of schools, except that it pulls out children who could benefit the public school.
I think to make my school effective for the students I will need to find a balance. A balance between work and play, discipline and self-regulation, and the necessity to learn and the desire to learn. There are some things that are just not fun to learn, but we have to learn them anyway. Maybe there is a fun way to do it, but maybe there is not. I think that if I can find the right balance and remember that each child is an individual and everyone doesn’t learn the same way, it will be effective.
Wednesday, January 21, 2009
Module 2
I feel that schooling can help or interfere with children's personal growth, depending on how schooling is presented. I do not think that a sit down and copy this method of preschool is helping personal growth, but not going to preschool at all can interfere with personal growth. I believe that schooling helps personal growth by providing an environment where children can interact with peers and age appropriate materials and activities. I also believe that if children are not given the opportunity to interact, it can interfere with the development of social skills, leading to problems later.
Like adults, children learn in many ways. There are visual learners, auditory learners, and kinesthetic learners, in children as well as adults. I believe that young children learn a lot from hands on activities, whether they grow up to be kinesthetic learners or not. I think they learn by doing, whether it works or not the first time. The more opportunities a child is presented with, in my opinion, the more he/she will learn. Children, being quite literal beings, do not have the same experiences and vocabulary that we as adults have and I think this makes auditory learning difficult at a young age. Last week I did a listening experiment with my class of 5 year olds. I asked them to tell me how to make a sandwich. I told them I was going to following their directions exactly and I could not think of anything on my own. By the time I had spread peanut butter on a closed package of bread I think the point was made. Giving oral instruction assumes that the person listening knows what it is that you’re talking about and has some general knowledge of the topic. To explain reading to a child who doesn’t know that letters make sounds is very difficult, no matter how many times you sound out ten, they won’t really get it.
I am a visual learner and once I’ve written something down, I won’t forget it. Thankfully, I can write a grocery list and remember what’s on it even if I forget to take it to the store. I’m sad to say that happens often! If I don’t write it down it’s much more likely that I will forget.
I hope that in nine years of teaching someone has learned something! Professional teaching aside, I recently taught a 13 month old to sign “thank you.” I started by using the sign for thank you whenever I said thank you or wanted him to say thank you. Next, I moved his hand to his mouth and then down, saying thank you out loud while making his hands sign it. As this progressed, I would wait a second after saying thank you, before I signed it, giving him a chance to do it. In a matter of days he was signing thank you every time the word was used in his presence. At 13 months I don’t know if he knows what thank you means, but he does seem to understand that it should come after mommy gives you food!
Saturday, January 17, 2009
Module 1
Why do I want to be a teacher? Sometimes I wonder! I want to be a teacher because I want to provide children with opportunities to explore and develop a passion for learning that they will carry with them their entire lives. When children's early education experiences are positive ones I believe that they will want to go to school, they will want to learn more, and they will seek opportunities to learn new things. I like school, I like learning new things, and I attribute this to experiences I had early in my education.
I remember the names and faces of all my teachers, from Montessori preschool all the way through to Bible College and my graduate classes. I don't have any traumatic memories caused by my teachers and I don't think that I could say that I had a "worst" teacher. The worst teacher I can imagine would be one who not only did not encourage learning and creativity, but crushed it. A teacher who controlled his/her classroom by instilling fear in the students. A teacher who believed that is was his/her job to stand up and talk and my job as a student to sit down and shut up. A teacher who hated his/her job and made it known to the students that they were there because they had to be and not because they cared about the students.
Equally difficult is deciding which of my teachers was "the best." There are specific things that I remember about each of my teachers and classes and why each one was the best I could have had that year. I remember always liking my teachers and always thinking that my teacher was "the best" of all the teachers for that grade. My preschool teacher was very encouraging and always seemed convinced that I could do anything. I don't remember her ever telling me that I couldn't do something, rather I was told that if I tried, she was sure I would succeed. My ninth grade social studies teacher managed to turn American History into the most fascinating subject ever. I don't remember the tests, the homework, or the reading associated with the class; but I do remember the projects. I remember setting up an entire Lego train set in his classroom to go with my project on the Transcontinental Railroad and bringing in a huge "field of cotton" to go with my project on the cotton gin. I think that I remember these teachers because they came to class with an attitude of wanting to be there and wanting the students to get the most they could out of the class, without ever realizing what was happening! There is a place, of course, for textbook learning, tests, and homework, but I think that there is much more than that to teaching and "the best" teachers will figure out how to balance those things.
I remember the names and faces of all my teachers, from Montessori preschool all the way through to Bible College and my graduate classes. I don't have any traumatic memories caused by my teachers and I don't think that I could say that I had a "worst" teacher. The worst teacher I can imagine would be one who not only did not encourage learning and creativity, but crushed it. A teacher who controlled his/her classroom by instilling fear in the students. A teacher who believed that is was his/her job to stand up and talk and my job as a student to sit down and shut up. A teacher who hated his/her job and made it known to the students that they were there because they had to be and not because they cared about the students.
Equally difficult is deciding which of my teachers was "the best." There are specific things that I remember about each of my teachers and classes and why each one was the best I could have had that year. I remember always liking my teachers and always thinking that my teacher was "the best" of all the teachers for that grade. My preschool teacher was very encouraging and always seemed convinced that I could do anything. I don't remember her ever telling me that I couldn't do something, rather I was told that if I tried, she was sure I would succeed. My ninth grade social studies teacher managed to turn American History into the most fascinating subject ever. I don't remember the tests, the homework, or the reading associated with the class; but I do remember the projects. I remember setting up an entire Lego train set in his classroom to go with my project on the Transcontinental Railroad and bringing in a huge "field of cotton" to go with my project on the cotton gin. I think that I remember these teachers because they came to class with an attitude of wanting to be there and wanting the students to get the most they could out of the class, without ever realizing what was happening! There is a place, of course, for textbook learning, tests, and homework, but I think that there is much more than that to teaching and "the best" teachers will figure out how to balance those things.
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