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.
Tuesday, March 31, 2009
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!!!
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