What I liked best about this presentation was the fact that it wasn't an extensive overview of the entire act. Honestly, that's what I was afraid was going to happen and I was really happy that's not what the girls chose to do. Presenting the pros and cons was a great way of covering all aspects of "no child left behind" without being boring or monotonous. I really liked the youtube clips. They added to the information presented and it was really interesting to hear how people really feel about "no child left behind". It's also really interesting to hear that as we enter a time in our country where that act could be overturned or at least seriously revamped.
Great job guys, I wish I could have seen the whole presentation : )
Wednesday, November 19, 2008
Tuesday, November 18, 2008
How my philosophy will affect my classroom (an excerpt from my final paper)
From day one, my students will know that my classroom has a zero-tolerance policy and so do I. Students will be expected to respect one another at all times and under no circumstances will any deviance be tolerated. That is the only rule regarding classroom management that I will set myself. The rest of the rules will be created by the students themselves. From my experience as a resident assistant, I familiar with this method and feel it can be applied to many situations. This act of getting people to set rules together is referred to as creating “community standards” and I will employ this same concept as a teacher. During the first class I will explain that the classroom is a democracy and that students will be expected to participate and take responsibility for their actions. From there I will help them create their own set of expectations for each other and help them create a classroom they are comfortable being in. Once the rules are created (which can be anything from the consequences of tardiness or talking out of turn to confidentiality and absent homework) they will be posted on the walls. I think this practice gives students ownership and control over their environment and also builds community.
The classroom will not only be a safe place, but it will be a comfortable place as well. Desks or tables will be in a circle so that students can all see one another. There will be plenty of books for students to read and a quiet corner for them to escape to order to work on projects and books. My students will be allowed to eat in my classroom and I will adopt only the school policy on bathroom breaks because it is a basic truth that students cannot learn unless their basic needs are met. My goal is not to make every student love reading and writing, but to help them discover their strengths and weaknesses, as well as their likes and dislikes in terms of literature and writing. Again, it is about helping students make connections to their world and further their self-awareness.
I want students to have input into what they are learning. As a rule, there are always standards within a school system that need to be met and goals that need to be accomplished. There are required texts and S.A.T.s and graduation requirements. I believe that some structure is good and helps guide students towards success, but I feel that how students reach those end goals should be in a way that works best for them. This learner-centered philosophy closely mirrors my own, for I feel that students should have the power to choose their future and find a way to reach their goals. After all, who knows our students better than they know themselves? Why should we direct their lives until the graduate and then expect them to be able to stand on their own? That doesn’t seem fair. This is why I feel that independence and autonomy need to be valued in the classroom and students should always have input in everything they participate in at school. As a class, we discussed alternative schools where students had different levels of control over their education. Through my research I encountered institutions that were rigid, like military or rehabilitation schools and I also encountered schools that were more open, like Summerhill in England and Souhegan in New Hampshire. I realize that being able to choose your education is a powerful gift that not all students have the opportunity to take advantage of. This is why I will be dedicated to giving students a voice no matter where I end up teaching in the future.
As far as assessment goes, the majority of the marks students earn will come from the process and not the final product they produce. While I feel the final product is important, the process is just as important, if not more so, because it is the backbone of the work itself. I want the work my students produce to be a reflection of how they are thinking. That way, I can truly gauge their level of understanding. The only way I can see how much my students are really learning is by seeing them apply the content I teach. This is why my instruction and assessments will be differentiated and range in style. While I personally value hands-on learning and respond positively to it, I realize that some students are more comfortable with more traditional methods. My objective will be to balance both. This will allow all students in my class to benefit from the content and it will give them the chance to highlight their strengths without being penalized for their individual learning style.
As a learner, I was often stereotyped by school administration and peers alike. I was recommended for many tracks, ranging from special education to advanced placement. As a result of this, it is vital to me that no student be tracked unless it will directly benefit them to be in a certain group pertaining to their individual needs. I believe that students of all abilities and backgrounds can learn together in a classroom and it is my job to ensure that success. I will rise to the challenge by getting to know my students, understanding who they are as learners and varying my approach so that I may meet their needs.
The classroom will not only be a safe place, but it will be a comfortable place as well. Desks or tables will be in a circle so that students can all see one another. There will be plenty of books for students to read and a quiet corner for them to escape to order to work on projects and books. My students will be allowed to eat in my classroom and I will adopt only the school policy on bathroom breaks because it is a basic truth that students cannot learn unless their basic needs are met. My goal is not to make every student love reading and writing, but to help them discover their strengths and weaknesses, as well as their likes and dislikes in terms of literature and writing. Again, it is about helping students make connections to their world and further their self-awareness.
I want students to have input into what they are learning. As a rule, there are always standards within a school system that need to be met and goals that need to be accomplished. There are required texts and S.A.T.s and graduation requirements. I believe that some structure is good and helps guide students towards success, but I feel that how students reach those end goals should be in a way that works best for them. This learner-centered philosophy closely mirrors my own, for I feel that students should have the power to choose their future and find a way to reach their goals. After all, who knows our students better than they know themselves? Why should we direct their lives until the graduate and then expect them to be able to stand on their own? That doesn’t seem fair. This is why I feel that independence and autonomy need to be valued in the classroom and students should always have input in everything they participate in at school. As a class, we discussed alternative schools where students had different levels of control over their education. Through my research I encountered institutions that were rigid, like military or rehabilitation schools and I also encountered schools that were more open, like Summerhill in England and Souhegan in New Hampshire. I realize that being able to choose your education is a powerful gift that not all students have the opportunity to take advantage of. This is why I will be dedicated to giving students a voice no matter where I end up teaching in the future.
As far as assessment goes, the majority of the marks students earn will come from the process and not the final product they produce. While I feel the final product is important, the process is just as important, if not more so, because it is the backbone of the work itself. I want the work my students produce to be a reflection of how they are thinking. That way, I can truly gauge their level of understanding. The only way I can see how much my students are really learning is by seeing them apply the content I teach. This is why my instruction and assessments will be differentiated and range in style. While I personally value hands-on learning and respond positively to it, I realize that some students are more comfortable with more traditional methods. My objective will be to balance both. This will allow all students in my class to benefit from the content and it will give them the chance to highlight their strengths without being penalized for their individual learning style.
As a learner, I was often stereotyped by school administration and peers alike. I was recommended for many tracks, ranging from special education to advanced placement. As a result of this, it is vital to me that no student be tracked unless it will directly benefit them to be in a certain group pertaining to their individual needs. I believe that students of all abilities and backgrounds can learn together in a classroom and it is my job to ensure that success. I will rise to the challenge by getting to know my students, understanding who they are as learners and varying my approach so that I may meet their needs.
Tuesday, November 11, 2008
Voices
Confucius expected his students to be motivated and active learners who would take the initiative in their learning.
Education, he felt, improved the moral character of a person as well as the intellect.
Sappho believed the role of the teacher was to be a mentor for her students.
Socrates defended the teacher’s academic freedom to think, question and teach.
Aristotle said “We are the sum of our actions and therefore our habits make all the difference.”
Augustine talks about the ‘flash of insight’ we get when we understand.
Aquinas believes that education is a matter of helping students develop their intellectual abilities and form their character by using their power of choice well. They may develop good habits through their exercise of their own free action.
Christine said “Who makes the effort to acquire learning and good habits will find it pleasing in both this world and the next.”
Luther believed that teachers were to ‘speak kindly to each child in a low tone and shower, in a friendly way, how each defect could be corrected.’
He felt that learning was a natural activity and as long as appropriate instructional techniques were used, it should not be much of a burden to a normally endowed human being.
Rousseau said that education should be centered on who is taught (the child).
Education should interfere as little as possible with the free, natural development of the child – both physically and psychologically.
Pestalozzi believed in educating the ‘whole child’.
He also believed that learning had to be stimulated by the interests and motivation of the child, not by punishment and fear.
Hebart felt that interdisciplinary instruction would help the student to develop multi-sided interests.
Froebel said “In play a child reveals his own original power.”
Jefferson believed in the equality of men, no matter their race, religion, or habitat.
Webster advocated universal public education. He felt that colleges and academics should not be only for the sons of the rich.
Mann believed that public education would be the ‘great equalizer’ and that the common school would only be effective with well-trained and professional teachers.
DuBois said that “Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work – it must teach life.
Dewey felt that part of the role of education was to foster mutual respect among the diverse cultures. He believed in “child-centered education.”
Piaget saw the purpose of schooling as helping children to learn, to think, to discover, and create.
Freire felt education is for freedom.
Montessori believed in allowing children to teach themselves as they worked with the materials that made up the properly prepared environment for their spontaneous activity.
“When we see all these things… which they have learned to enjoy so deeply, we are moved in spite of ourselves and feel that we have come in touch with the very souls of these little pupils.”
Counts said that education needs to educate for democracy and create a generation eager to serve its communities, nations and world in times of peace.
Counts called for a broadening and deepening of the training of teachers.
Counts said that “teaching is the greatest profession in terms of service to our people and to all mankind. Also I think it is the most interesting and challenging of all occupations and ways of life.”
Tyler encouraged teachers to introduce new experiences to their students.
“Before I go to sleep I always ask myself three things: one, what did I learn; two, what did it mean; and three, how can I use it?”
Education, he felt, improved the moral character of a person as well as the intellect.
Sappho believed the role of the teacher was to be a mentor for her students.
Socrates defended the teacher’s academic freedom to think, question and teach.
Aristotle said “We are the sum of our actions and therefore our habits make all the difference.”
Augustine talks about the ‘flash of insight’ we get when we understand.
Aquinas believes that education is a matter of helping students develop their intellectual abilities and form their character by using their power of choice well. They may develop good habits through their exercise of their own free action.
Christine said “Who makes the effort to acquire learning and good habits will find it pleasing in both this world and the next.”
Luther believed that teachers were to ‘speak kindly to each child in a low tone and shower, in a friendly way, how each defect could be corrected.’
He felt that learning was a natural activity and as long as appropriate instructional techniques were used, it should not be much of a burden to a normally endowed human being.
Rousseau said that education should be centered on who is taught (the child).
Education should interfere as little as possible with the free, natural development of the child – both physically and psychologically.
Pestalozzi believed in educating the ‘whole child’.
He also believed that learning had to be stimulated by the interests and motivation of the child, not by punishment and fear.
Hebart felt that interdisciplinary instruction would help the student to develop multi-sided interests.
Froebel said “In play a child reveals his own original power.”
Jefferson believed in the equality of men, no matter their race, religion, or habitat.
Webster advocated universal public education. He felt that colleges and academics should not be only for the sons of the rich.
Mann believed that public education would be the ‘great equalizer’ and that the common school would only be effective with well-trained and professional teachers.
DuBois said that “Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work – it must teach life.
Dewey felt that part of the role of education was to foster mutual respect among the diverse cultures. He believed in “child-centered education.”
Piaget saw the purpose of schooling as helping children to learn, to think, to discover, and create.
Freire felt education is for freedom.
Montessori believed in allowing children to teach themselves as they worked with the materials that made up the properly prepared environment for their spontaneous activity.
“When we see all these things… which they have learned to enjoy so deeply, we are moved in spite of ourselves and feel that we have come in touch with the very souls of these little pupils.”
Counts said that education needs to educate for democracy and create a generation eager to serve its communities, nations and world in times of peace.
Counts called for a broadening and deepening of the training of teachers.
Counts said that “teaching is the greatest profession in terms of service to our people and to all mankind. Also I think it is the most interesting and challenging of all occupations and ways of life.”
Tyler encouraged teachers to introduce new experiences to their students.
“Before I go to sleep I always ask myself three things: one, what did I learn; two, what did it mean; and three, how can I use it?”
Monday, November 3, 2008
Discipline
I was really impressed with the presentation that Evan, Megan and Jess gave the class. I think what I appreciated most was their flexibility. Obviously they had done a lot of research and had many things to present about discipline. They had all sorts of blurbs about different approaches to discipline and bullet-points to present and yet the listened to what the class need and let us discuss our thoughts. I got a lot out of that discussion. I liked the icebreaker activity where we had to talk about the spectrum of reactions to discipline problems. It was a good catalyst for discussion. I also liked learning about discipline in the south and how corporal punishment is allowed in some places. It was interesting. I'm not sure how I feel about it but I was glad to learn about how it worked. Overall, I felt the group had researched a lot and had many ideas to offer as to how to handle classroom discipline. It is a daunting topic and I think they handled it well.
Promising Futures
"Promising Futures" is basically a call to action for Mainers. The Maine Commission on Secondary Education and the Department of Education explored the education system in Maine in 1998 and found that we have a lot to work on. In an effort to overhaul school systems and encourage change, "Promising Futures" was born. The program is a collection of suggestions on how to make school a better place. There are 15 practices to implement and 19 to "consider phasing out". There is also a special section explaining that schools cannot make these changes without support from the greater Maine community. In the end, "Promising Futures" is an action plan that is grant-based so that schools with 98% of their faculty in agreement, can receive funding to help implement the ideas presented in this document.
I like the premise behind this plan. I think that the schools do need to improve and sadly, even 10 years after this document came out, that need is still there. I feel like the suggestions are largely common sense, but maybe that back-to-basics mentality is what we need. Of course students should be respected. Of course teachers should have the resources they need to teach successfully. Of course students should be involved in their education and make their own choices. These things should always be in effect whether a school is labeled "Promising Futures" or not but maybe it takes something like this document to remind people that those principles lead to excellence in schools. I thought the idea of "phasing out" old practices is a good idea. I think using that vocabulary makes the whole plan seem less threatening. I also thought it was really essential that this book included the section on schools needing community help and support to implement this plan.
I like the premise behind this plan. I think that the schools do need to improve and sadly, even 10 years after this document came out, that need is still there. I feel like the suggestions are largely common sense, but maybe that back-to-basics mentality is what we need. Of course students should be respected. Of course teachers should have the resources they need to teach successfully. Of course students should be involved in their education and make their own choices. These things should always be in effect whether a school is labeled "Promising Futures" or not but maybe it takes something like this document to remind people that those principles lead to excellence in schools. I thought the idea of "phasing out" old practices is a good idea. I think using that vocabulary makes the whole plan seem less threatening. I also thought it was really essential that this book included the section on schools needing community help and support to implement this plan.
Tuesday, October 28, 2008
Chapter 10 of Foundations of American Education
Essentialism – There is a common core of material everyone needs to be successful in society. This can change with the needs of the society at the time. The students learn, the teacher teachers and the school system itself stresses discipline and structure.
Behaviorism – One’s behavior is determined by environment. Students can be molded into successful people because teachers can control the stimulus in the classroom. Emphasis on behavior reinforcement.
Positivism – Through observation and measurement students can learn facts. Logic based and systematic. The teacher tells students what they need to learn and students learn it through repetition and focused study.
Progressivism – Learning encourages experimentation and questioning. School is a social institution and improves society by producing quality citizens. Teacher and student work together to form appropriate curriculum.
Humanism – Believes that the goodness in humans can be enhanced as long as they are not victims of institution. Very much about the individual and not the individual’s relationship to the world around him/her. Students should be self-motivated and make their own choices.
Constructivism – Advocates hands-on learning, problem solving and the student’s own development of self. Teachers act as guides and encourage but do not direct. They are responsible for creating maturity-appropriate curriculum for students to use as a starting point.
The last three theories lean more towards my own personal philosophy. I want learning in my classroom to be student-centered. I want an open classroom and I want students to be self-motivated. I want to connect my curriculum to other subjects and let students discover how, what they learn in English class, impacts their understanding of the world around them. I think that school should help produce good citizens, but I do not believe that is our only focus. I believe that, through developing a well-rounded, confident individual, we create a better society.
EDIT: Perennialism: Focus on humans. Humans stay the same. Facts change. Focus on personal development to be better for society. Curriculum = essential nature of human beings. Very teacher centered. Science and logic based.
Reconstructionism: Students are unique learners seeking their own version of truth. Teacher acts as guide/model. Collaboration. Dialogue. Hands on. Democratic values. Shapes the student for society. Work to improve human condition. Less focus on the individual and more focus on the society as a whole. Community based learning.
Behaviorism – One’s behavior is determined by environment. Students can be molded into successful people because teachers can control the stimulus in the classroom. Emphasis on behavior reinforcement.
Positivism – Through observation and measurement students can learn facts. Logic based and systematic. The teacher tells students what they need to learn and students learn it through repetition and focused study.
Progressivism – Learning encourages experimentation and questioning. School is a social institution and improves society by producing quality citizens. Teacher and student work together to form appropriate curriculum.
Humanism – Believes that the goodness in humans can be enhanced as long as they are not victims of institution. Very much about the individual and not the individual’s relationship to the world around him/her. Students should be self-motivated and make their own choices.
Constructivism – Advocates hands-on learning, problem solving and the student’s own development of self. Teachers act as guides and encourage but do not direct. They are responsible for creating maturity-appropriate curriculum for students to use as a starting point.
The last three theories lean more towards my own personal philosophy. I want learning in my classroom to be student-centered. I want an open classroom and I want students to be self-motivated. I want to connect my curriculum to other subjects and let students discover how, what they learn in English class, impacts their understanding of the world around them. I think that school should help produce good citizens, but I do not believe that is our only focus. I believe that, through developing a well-rounded, confident individual, we create a better society.
EDIT: Perennialism: Focus on humans. Humans stay the same. Facts change. Focus on personal development to be better for society. Curriculum = essential nature of human beings. Very teacher centered. Science and logic based.
Reconstructionism: Students are unique learners seeking their own version of truth. Teacher acts as guide/model. Collaboration. Dialogue. Hands on. Democratic values. Shapes the student for society. Work to improve human condition. Less focus on the individual and more focus on the society as a whole. Community based learning.
Monday, October 27, 2008
Meghan and Katie: Classroom Management
I thought this presentation was great and well-researched. Classroom management is such a multifaceted issue and it clearly needs to addressed from a few different angles so as too accommodate the needs of parents, teachers and students. I thought the girls did a great job of illustrating this and giving us a bunch of resources to explore. I thought the grading site was really neat and I'm glad Katie took the time to use our names and really show us how it worked. I was also really impressed with the activity we did where we looked at the different ways to configure a classroom. I think that will be a great tool for use in my future classroom if I need to create seating charts.
The girls did a great job collecting their resources and passing them out to us so we will have them for use later on. I thought that was a good idea. Lastly, I thought the little tips they gave us were great, such as using the number the student got right on an assignment for a grade and using less red ink.
The girls did a great job collecting their resources and passing them out to us so we will have them for use later on. I thought that was a good idea. Lastly, I thought the little tips they gave us were great, such as using the number the student got right on an assignment for a grade and using less red ink.
Wednesday, October 22, 2008
"We're changing the world by changing education!" (241)
I'm not sure what to say as I come to the end of Teach With Your Heart. I feel like the criticism I have already expressed still applies and sums up my overall feelings on this section. I'm glad that Erin didn't win the election because I didn't feel like she was qualified for the position. Yes, she has excellent real-world experience, but she sells her soul. I honestly think that much of that is the result of being a sort of people-pleaser, but I think it also comes from a place of caring. She seems like a good woman but misguided in the art of taking care of herself, too. She got swept up in the hustle and bustle of doing good, and forgot about the other things around her. I've seen this happen to people in my own life and I think it is a learning experience that Erin needed at the time. She did some wonderful things for those students, but it did come with a price.
Erin's journey reminds me of a quote by Margaret Mead: "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." I think, if we're really looking for a moral to this story, this may well be the answer. Erin did amazing things and not without great help from those around her. Her team pulled together and changed the lives of these children. That, in some small sense, changed the world. The simple act of doing good is worth a lot and if we could all take initiative and be part of something, we can create lasting change for generations to follow.
Erin's journey reminds me of a quote by Margaret Mead: "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." I think, if we're really looking for a moral to this story, this may well be the answer. Erin did amazing things and not without great help from those around her. Her team pulled together and changed the lives of these children. That, in some small sense, changed the world. The simple act of doing good is worth a lot and if we could all take initiative and be part of something, we can create lasting change for generations to follow.
Tracking Presentation
I really enjoyed Chrissy and Justin's presentation. I thought they did a very good job tackling tracking. It's a heated issue and I felt they were fair and did not play too far on the biases held by our generation of pre-service teachers. The only criticism I can think of is that I wish we would have had more time, as a class, to discuss the issue a hand, but I know we were pushed for time...
I was not aware of all the technical terms surrounding tracking and I was impressed to see how much Chrissy and Justin learned and were able to convey to us. I understood what they said, it was neat and orderly and professional.
When reading Chrissy and Justin's paper I appreciated being able to see all the facts laid out and organized. It really synthesized their presentation and brought everything together. I found this sentence particularly powerful: "By tracking students, we are creating a group of apathetic students who are not excited about their education and therefore fail to perform in the classroom because they are not required to."
I was not aware of all the technical terms surrounding tracking and I was impressed to see how much Chrissy and Justin learned and were able to convey to us. I understood what they said, it was neat and orderly and professional.
When reading Chrissy and Justin's paper I appreciated being able to see all the facts laid out and organized. It really synthesized their presentation and brought everything together. I found this sentence particularly powerful: "By tracking students, we are creating a group of apathetic students who are not excited about their education and therefore fail to perform in the classroom because they are not required to."
4 Philosophies
Idealism – Puts more weight on the spiritual sense of the world rather than the physical. Reasoning is more important than scientific basis. This philosophy focuses on the development of ideas, not the subject content or the student, per say. Learning is successful if the learner is self motivated. The teacher is the most learned.
Realism – Puts weight on the physical rather than the spiritual. Science and research are stressed. Realism is subject-centered. Information must be presented in an organized and systematic fashion and this is the responsibility of the teacher.
Pragmatism – Stresses that we are always evolving and developing ourselves. Reality is always changing and adapting and we must follow suit. Learning through experience is important, as is problem solving. Interdisciplinary approach.
Existentialism – Stresses the importance of the individual rather than the system in which the individual resides. Student centered. The choices the student makes define them and help them find their way in the world. The teacher-student relationship is important, so are self-direction and personal choice.
I believe that existentialism reflects more of my own personal philosophy. I truly believe in self-direction within the education system and it was the primary way of learning as a child. I think that students need just enough structure to guide them through the requirements of graduation and they need to acquire life skills through a series of choices and practice. I think that, through strengthening the individual and fostering their development, the entire society will benefit. When one truly knows who they are and has a deep sense of self awareness they are more confident and willing to work towards a greater goal.
Realism – Puts weight on the physical rather than the spiritual. Science and research are stressed. Realism is subject-centered. Information must be presented in an organized and systematic fashion and this is the responsibility of the teacher.
Pragmatism – Stresses that we are always evolving and developing ourselves. Reality is always changing and adapting and we must follow suit. Learning through experience is important, as is problem solving. Interdisciplinary approach.
Existentialism – Stresses the importance of the individual rather than the system in which the individual resides. Student centered. The choices the student makes define them and help them find their way in the world. The teacher-student relationship is important, so are self-direction and personal choice.
I believe that existentialism reflects more of my own personal philosophy. I truly believe in self-direction within the education system and it was the primary way of learning as a child. I think that students need just enough structure to guide them through the requirements of graduation and they need to acquire life skills through a series of choices and practice. I think that, through strengthening the individual and fostering their development, the entire society will benefit. When one truly knows who they are and has a deep sense of self awareness they are more confident and willing to work towards a greater goal.
Thursday, October 16, 2008
"I had just come out of the trenches" (190)
This section opens with Erin securing a book deal for her students. They are excited, especially since many teacher have doubted them before, and now they can sort of prove their worth. Because of the book deal and the footage that airs on TV, Erin becomes more and more isolated within the professional community. Because of this she begins considering a job at California State University. Then comes graduation. Erin is happy for the students to move forward in life, but sad to be losing her family of sorts. After all, she really has no one else at this point, besides her students, her father and the people that have been helping her.
As the book progresses, Erin decides to try to match up her Freedom Writers with her grad students so they can be "case studies" and this is where I personally start to have more problems with Erin's choices. She is turning her students into lab rats for the betterment of the teaching profession. While the students may be ready and willing, they are sacrificing parts of themselves and parts of their individuality to take place in this study. I did not agree with this, nor do I feel it is appropriate.
Things become more dramatic and ground-breaking as Erin and her now former students prepare to travel to Europe as "Ambassadors of Tolerance". They are all going to be shining examples of how people from different backgrounds can come together. What I struggle with is that these student have come together and the people helping them have come together to learn and travel and benefit from the rewards that have been handed to them, but they are not, truly together. The lines of race and class and socioeconomic status are still there when they go home at night. They have not changed the world, and while I do not discredit their ability to work hard and work together, I feel the group has reached celebrity status for the wrong reasons. The students are poor. They are pitied for the lives they lead by people who are privileged enough to read and watch them on TV, but who have not walked in their shoes. Erin is praised for her work in bringing them together, but the details of how this has been done are overlooked.
Long story short, the Freedom Writers go to Europe. They enjoy themselves, have many adventures, and there are many poignant moments along the way. When Erin comes back her celebrity status is inflated even more as she is encouraged to run for Congress. She is, in reality, a teacher, or a college professor if you will. She has done wonderful things but she isn't exactly a politician. It is interesting to see how much she struggles with this undertaking. As a reader, I could see that this wasn't going to be her arena, but the pressure she faced must have been tremendous. Erin struggles to raise money and finds calling friends to ask for funds difficult. In the end, an attack ad accuses Erin of "using her students" and this obviously echos with some voters. Erin has a quick radio stunt in which it is apparent she is not being taken seriously and when all is said and done she loses the election.
As the book progresses, Erin decides to try to match up her Freedom Writers with her grad students so they can be "case studies" and this is where I personally start to have more problems with Erin's choices. She is turning her students into lab rats for the betterment of the teaching profession. While the students may be ready and willing, they are sacrificing parts of themselves and parts of their individuality to take place in this study. I did not agree with this, nor do I feel it is appropriate.
Things become more dramatic and ground-breaking as Erin and her now former students prepare to travel to Europe as "Ambassadors of Tolerance". They are all going to be shining examples of how people from different backgrounds can come together. What I struggle with is that these student have come together and the people helping them have come together to learn and travel and benefit from the rewards that have been handed to them, but they are not, truly together. The lines of race and class and socioeconomic status are still there when they go home at night. They have not changed the world, and while I do not discredit their ability to work hard and work together, I feel the group has reached celebrity status for the wrong reasons. The students are poor. They are pitied for the lives they lead by people who are privileged enough to read and watch them on TV, but who have not walked in their shoes. Erin is praised for her work in bringing them together, but the details of how this has been done are overlooked.
Long story short, the Freedom Writers go to Europe. They enjoy themselves, have many adventures, and there are many poignant moments along the way. When Erin comes back her celebrity status is inflated even more as she is encouraged to run for Congress. She is, in reality, a teacher, or a college professor if you will. She has done wonderful things but she isn't exactly a politician. It is interesting to see how much she struggles with this undertaking. As a reader, I could see that this wasn't going to be her arena, but the pressure she faced must have been tremendous. Erin struggles to raise money and finds calling friends to ask for funds difficult. In the end, an attack ad accuses Erin of "using her students" and this obviously echos with some voters. Erin has a quick radio stunt in which it is apparent she is not being taken seriously and when all is said and done she loses the election.
Wednesday, October 15, 2008
The Story of School Part 4
This section brought us up to date (well, to about 2000) in the history of school. It was fascinating to see all the different ideas that spring up when the government started saying that we weren't up to par in our education system. In reality, there is much truth to that when you look at the lifestyle education that was going on in the 70's. Clearly, school needed to be a little more academic and incorporate a little less social grooming. The problem is that, to combat this problem, the focus went too far in the other direction. Suddenly it was all about the testing. Test the students to see if the teachers are teaching. Test the students to see if the school is working. Test the students to ensure the state is successfully educating their youth. Test the students to see if the U.S. education system is effective. Somewhere, there needs to be a middle ground.
It was interesting to note that, as all this stress increased in the schools and students began to be more and more segregated, students became more violent and suddenly we had 200 kids shot in school. That's clearly not ok. Obviously, there is a problem and while it may have been building for a long time, all the changes in the education system and this stress on competition may have helped to push more students to desperate extremes. It is good that more students are going to school and graduating and going to college, but the education system clearly has many flaws still in existence.
What worries me the most after watching this is that the cycle continues. We go round and round, making many of the same mistakes and jumping from one extreme to the other. I am not claiming to have the answers, but I do see a problem. If we don't come up with better solutions we will continue to be forced to choose between being invested in the success of the individual versus the society as a whole. We need to work together to make sure all students are reaching their full potential. If we do this, our society will grow and excel.
It was interesting to note that, as all this stress increased in the schools and students began to be more and more segregated, students became more violent and suddenly we had 200 kids shot in school. That's clearly not ok. Obviously, there is a problem and while it may have been building for a long time, all the changes in the education system and this stress on competition may have helped to push more students to desperate extremes. It is good that more students are going to school and graduating and going to college, but the education system clearly has many flaws still in existence.
What worries me the most after watching this is that the cycle continues. We go round and round, making many of the same mistakes and jumping from one extreme to the other. I am not claiming to have the answers, but I do see a problem. If we don't come up with better solutions we will continue to be forced to choose between being invested in the success of the individual versus the society as a whole. We need to work together to make sure all students are reaching their full potential. If we do this, our society will grow and excel.
Thursday, October 9, 2008
"We're changing the world!" (163)
In this section we come to see how bad things have become between Erin and her husband. "...our relationship had slipped into a series of passive-aggressive stunts that would make any therapist wince." (141). This reality is intensified by the silence that awaits Erin when she returns from her solo trip to Europe and when her husband is too tired to bring the flowers to the celebration.
These issues are intensified when you read of Erin's husband's girlfriend and Charlie and Ramiro's plan to jack his car. This leads me to believe that the student-teacher dynamic boarders on inappropriate. Sometimes I wonder if Erin uses the journal writing project in her classroom so much because she needs that sort of personal connection. She has a lot going on in her life and journaling helps her, and it seems that, having her students do personal writing is cathartic for everyone. Things like "writing will help you deal with your pain" (149) are very borderline therapist behaviors, something Erin says she knows she is not trained to do but seems to fall into anyways.
Again, everything in this story seems to be based on luck. They are all luck to receive the computers. They are lucky to be able to write a book. They are lucky to be able to go to Washington D.C. as a class and have such a good time. Erin is lucky to make news and be on the cover of newspapers. She's lucky to have Primetime contact her and she's lucky to have the customers at the Marriott whip out their checkbooks to help. Luck seems to be what takes her often overzealous plans and her good intentions and turns them into actions. These students are lucky. They aren't let down by Erin because people come through and put together the pieces she couldn't fix on her own. What she does is great, but it comes at a price for her, her students and the very institution of education.
These issues are intensified when you read of Erin's husband's girlfriend and Charlie and Ramiro's plan to jack his car. This leads me to believe that the student-teacher dynamic boarders on inappropriate. Sometimes I wonder if Erin uses the journal writing project in her classroom so much because she needs that sort of personal connection. She has a lot going on in her life and journaling helps her, and it seems that, having her students do personal writing is cathartic for everyone. Things like "writing will help you deal with your pain" (149) are very borderline therapist behaviors, something Erin says she knows she is not trained to do but seems to fall into anyways.
Again, everything in this story seems to be based on luck. They are all luck to receive the computers. They are lucky to be able to write a book. They are lucky to be able to go to Washington D.C. as a class and have such a good time. Erin is lucky to make news and be on the cover of newspapers. She's lucky to have Primetime contact her and she's lucky to have the customers at the Marriott whip out their checkbooks to help. Luck seems to be what takes her often overzealous plans and her good intentions and turns them into actions. These students are lucky. They aren't let down by Erin because people come through and put together the pieces she couldn't fix on her own. What she does is great, but it comes at a price for her, her students and the very institution of education.
Tuesday, October 7, 2008
A Nation at Risk
This article was an interesting time piece. Even though it was written 25 years ago, many points are still relevant. This report was initially produced to urge America to examine the education system and push for reform. It is about a need to recommit to high quality education for all students.
This article pointed out that other nations were surpassing the accomplishments of Americans and beginning to lead the way in the world. The authors backed up this claim with many statistics and background information. It is declared, with much alarm, that the generation present at press will not surpass their parents level of knowledge, but will not even meet it.
The piece continuities and explains to the reader that we have many raw materials to work with to reach the goal in sight. Among these tools are the youth, their parents, and the dedication of teachers. The public is urged to make a commitment to education for the better of the society as a whole.
From there, the article moves into recommendations.
A is content. There needs to be a universal content taught so that students are all equipped with the same base of knowledge.
B is standards and expectations. The stakes need to be raised and academics in America need to be more rigorous.
C is time. Students need more time for learning, including the possibilities of more homework, a longer school year (200 - 230 days) and 7 hour days.
D is teaching. Teachers need more incentives and better preparation for their profession.
E is leadership and fiscal support. Basically, leadership needs to be top notch and citizens need to make education a fiscal priority.
"A Nation at Risk" wraps up with encouraging words and tones of the American "can do spirit". America has triumphed through adversity before, and our frightening decline in quality education is just another hurdle we will be able to face.
I thought this was a very interesting piece. While I didn't agree with some of the points (especially those under time) it was well-written and clear. I was impressed that 18 months were spent crafting this plea to America, but disappointed that many of the things cited in the text are still things we struggle with today. Yes, we have come a long way from the courses on dating practices and borrowing the car, but we still have a long way to go. I think some of the changes have been implemented, but clearly many more have been overlooked. I'm wondering what the general reaction was when this piece first hit the public. It seems like it should have had a great impact and raised many alarms.
This article pointed out that other nations were surpassing the accomplishments of Americans and beginning to lead the way in the world. The authors backed up this claim with many statistics and background information. It is declared, with much alarm, that the generation present at press will not surpass their parents level of knowledge, but will not even meet it.
The piece continuities and explains to the reader that we have many raw materials to work with to reach the goal in sight. Among these tools are the youth, their parents, and the dedication of teachers. The public is urged to make a commitment to education for the better of the society as a whole.
From there, the article moves into recommendations.
A is content. There needs to be a universal content taught so that students are all equipped with the same base of knowledge.
B is standards and expectations. The stakes need to be raised and academics in America need to be more rigorous.
C is time. Students need more time for learning, including the possibilities of more homework, a longer school year (200 - 230 days) and 7 hour days.
D is teaching. Teachers need more incentives and better preparation for their profession.
E is leadership and fiscal support. Basically, leadership needs to be top notch and citizens need to make education a fiscal priority.
"A Nation at Risk" wraps up with encouraging words and tones of the American "can do spirit". America has triumphed through adversity before, and our frightening decline in quality education is just another hurdle we will be able to face.
I thought this was a very interesting piece. While I didn't agree with some of the points (especially those under time) it was well-written and clear. I was impressed that 18 months were spent crafting this plea to America, but disappointed that many of the things cited in the text are still things we struggle with today. Yes, we have come a long way from the courses on dating practices and borrowing the car, but we still have a long way to go. I think some of the changes have been implemented, but clearly many more have been overlooked. I'm wondering what the general reaction was when this piece first hit the public. It seems like it should have had a great impact and raised many alarms.
The Story of School: The Beginning
Basically, this section of the PBS documentary was about how the school system began. Initially, education was only required in the larger colonies, and even those rules were shaky. Eventually, Horace Mann, an unqualified man by all assumptions, began to really explore the school system. He visited 1000 schools on horseback in the course of 6 years and discovered that each institution was different. He wanted equality and so the common school system was created. It didn't simply go to town meeting and get passed. It was opposed and people were not overly impressed with the idea of taxpayer money going towards educating youth.
Thomas Jefferson declares that voting people need education. Public education breeds democracy and that's why it is important. The focus shits from universal education to "raking genius from the rubbish" and only certain children are considered bright enough to continue their education. Later on, once a strange sense of order had been faintly established, we fought over education and religion. From that debate sprouted the first elected body -- the New York Board of Education.
Well, this section brought everything full circle. Guess what? The education system is still messed up. It was almost discouraging to watch this because you can see how cyclical we have been. Round and round we go, making the same mistakes. Segregating and separating people. Trying to find the "smart ones" and assuming other students are stupid because we can't spot their unique qualities. It's all the same issues just strew throughout history at different junctions.
Thomas Jefferson declares that voting people need education. Public education breeds democracy and that's why it is important. The focus shits from universal education to "raking genius from the rubbish" and only certain children are considered bright enough to continue their education. Later on, once a strange sense of order had been faintly established, we fought over education and religion. From that debate sprouted the first elected body -- the New York Board of Education.
Well, this section brought everything full circle. Guess what? The education system is still messed up. It was almost discouraging to watch this because you can see how cyclical we have been. Round and round we go, making the same mistakes. Segregating and separating people. Trying to find the "smart ones" and assuming other students are stupid because we can't spot their unique qualities. It's all the same issues just strew throughout history at different junctions.
Thursday, October 2, 2008
"'You read all four books?'" (112)
This section opens with Erin beginning the year with a new class. She uses her own money to buy books for her students and hosts a "Toast for Change" in which students are given the chance to start fresh. The students read their books and express interest in having Miep Gies and Zlata Filipovic. Thus begins the next adventure. Miep comes to visit the class and the students show her utmost respect. The students are also able to get Zlata to come to see them. They have a formal dinner for their parents and their honored guests and it is truly a 5-star affair.
The students really seem to connect with the texts that Erin uses in the classroom. I was touched by Maria's desire to find The Diary of Anne Frank in Spanish for her mother. You know you're doing something right when, not only are your students effected by what you teach, but they want to share it with the world.
Again, this section of text raised more red flags. I respect Erin, I really do, but on a professional level, she concerns me. She seems unable to create clear boundaries between her personal life and her job. I understand that teaching is an all-inclusive job and it's hard to put the day's events away when you come home, but to be a good professional, you need to protect yourself from burnout. One of the things that really concerned me was when she admitted she was nervous about the beginning of the year because her Sharaud and his friends had graduated and were unable to help her figure things out. I feel like those questions should be discussed in the professional arena. Student feedback is one thing. Student assistance is another.
With that said, I know the circumstances in which Erin was teaching are extreme and atypical. I don't think she's a bad teacher, I just feel she often sets herself up for failure in her personal life. I have a hard time believing that those hardships don't effect her professional life. I also think, because she does do so much with her classes, her sacrifices are rewarded when she is allowed to continue to teach the same students the next year. In the end, what kind of message does that send to other professionals? Erin's level of involvement is great because she's really giving those kids a chance, but is sets a standard that other teachers must sacrifice just as much to have the opportunities awarded to Erin.
The students really seem to connect with the texts that Erin uses in the classroom. I was touched by Maria's desire to find The Diary of Anne Frank in Spanish for her mother. You know you're doing something right when, not only are your students effected by what you teach, but they want to share it with the world.
Again, this section of text raised more red flags. I respect Erin, I really do, but on a professional level, she concerns me. She seems unable to create clear boundaries between her personal life and her job. I understand that teaching is an all-inclusive job and it's hard to put the day's events away when you come home, but to be a good professional, you need to protect yourself from burnout. One of the things that really concerned me was when she admitted she was nervous about the beginning of the year because her Sharaud and his friends had graduated and were unable to help her figure things out. I feel like those questions should be discussed in the professional arena. Student feedback is one thing. Student assistance is another.
With that said, I know the circumstances in which Erin was teaching are extreme and atypical. I don't think she's a bad teacher, I just feel she often sets herself up for failure in her personal life. I have a hard time believing that those hardships don't effect her professional life. I also think, because she does do so much with her classes, her sacrifices are rewarded when she is allowed to continue to teach the same students the next year. In the end, what kind of message does that send to other professionals? Erin's level of involvement is great because she's really giving those kids a chance, but is sets a standard that other teachers must sacrifice just as much to have the opportunities awarded to Erin.
Thursday, September 25, 2008
"Let's see what you can do with those kids, hotshot." (73)
Again, I am struck by Erin's daring behavior. She is so invested in her student's lives and education. It was touching how she put the students autobiographies into a book for Spielberg to read. The way Erin involves her students and finds them special jobs based on their needs, is wonderful. It's truly a shame to read how much Erin had to put up with from other teachers. By doing her job she made them look bad? What kind of logic is that? Rise to the challenge.
Reading through this section it seems to be clear that Erin and her husband are both making choices in their relationship. While Erin is certainly doing a remarkable job in the classroom, she doesn't seem to be communicating with her husband much. I was surprised she didn't even ask him about having students over for a barbecue.
When Erin gets her new class it's silly to see how much she forgets about where her students come from. I don't think she actually forgets, but she does seem shocked when West Side Story doesn't go over and her students don't seem to be on the same level as her when it comes to life experience. Henry says something important and basically calls her on her ignorance when he says "Shit, lady, wake up and realize what kind of world we live in" (84).
I really liked reading about the learning experience Erin goes through when she helps Manny get into college. Her run-in with Manny's mother is an important thing for all teachers who read this book to identify with. Parents need to be honored and while Erin meant no harm, her influence seemed to be read as a threat. She did what she could to combat that and Manny's success is great, but I'm sure, if given the chance again, Erin would approach the situation differently.
Sometimes, when reading, Erin's class seems like counseling and not English. I'm sure it's the slant of the book, but it's amazing to me that Erin could withstand all the emotional strain of having so many students that need help and having so little resources. It's too bad that this strain is hurting her relationship with her husband. I think Erin can teach us all a lesson about not stretching ourselves too thin.
Reading through this section it seems to be clear that Erin and her husband are both making choices in their relationship. While Erin is certainly doing a remarkable job in the classroom, she doesn't seem to be communicating with her husband much. I was surprised she didn't even ask him about having students over for a barbecue.
When Erin gets her new class it's silly to see how much she forgets about where her students come from. I don't think she actually forgets, but she does seem shocked when West Side Story doesn't go over and her students don't seem to be on the same level as her when it comes to life experience. Henry says something important and basically calls her on her ignorance when he says "Shit, lady, wake up and realize what kind of world we live in" (84).
I really liked reading about the learning experience Erin goes through when she helps Manny get into college. Her run-in with Manny's mother is an important thing for all teachers who read this book to identify with. Parents need to be honored and while Erin meant no harm, her influence seemed to be read as a threat. She did what she could to combat that and Manny's success is great, but I'm sure, if given the chance again, Erin would approach the situation differently.
Sometimes, when reading, Erin's class seems like counseling and not English. I'm sure it's the slant of the book, but it's amazing to me that Erin could withstand all the emotional strain of having so many students that need help and having so little resources. It's too bad that this strain is hurting her relationship with her husband. I think Erin can teach us all a lesson about not stretching ourselves too thin.
The Story of School Part 3
The third part of this PBS series continued the cyclical pattern of education. The 1950's begins another large push for reform in the school system. The rights of students were disputed and a need for equal education was pursued. America was still discriminating against anyone who wasn't white, male, and proven "bright" by the IQ test. Go figure.
In the traditional way, America jumped to change everything suddenly. The government demanded equality for people of all races by ending segregation. They demanded equal rights for men and women and proper education for students with disabilities. They banned discrimination, threatening schools with a loss of funds if they didn't integrate. Unfortunately, legal change isn't always enough to change minds and the segregation still continued, and while it's not as drastic as it used to be, tracking still separates students from one another and there are not equal chances for education for all.
When I watched this segment someone spoke about change in America. I don't remember who it was, but I agreed with what he said. In essence he expressed that the best ideas haven't been tried because we keep resisting. We tire of the battle and so the changes we make are never quite enough. Education needs to change and this section of the documentary highlighted many steps we have taken as a country to try to ensure equality. It's not over yet, and I think, as long as we keep that in mind, the background this show provides in quite useful in showing us where we've been and where we've yet to go.
In the traditional way, America jumped to change everything suddenly. The government demanded equality for people of all races by ending segregation. They demanded equal rights for men and women and proper education for students with disabilities. They banned discrimination, threatening schools with a loss of funds if they didn't integrate. Unfortunately, legal change isn't always enough to change minds and the segregation still continued, and while it's not as drastic as it used to be, tracking still separates students from one another and there are not equal chances for education for all.
When I watched this segment someone spoke about change in America. I don't remember who it was, but I agreed with what he said. In essence he expressed that the best ideas haven't been tried because we keep resisting. We tire of the battle and so the changes we make are never quite enough. Education needs to change and this section of the documentary highlighted many steps we have taken as a country to try to ensure equality. It's not over yet, and I think, as long as we keep that in mind, the background this show provides in quite useful in showing us where we've been and where we've yet to go.
Tuesday, September 23, 2008
We all seemed to focus on the same major facts of these articles about generations. The first article, “Talking About Their Generations” by William Strauss was about the traits of each generation and their experiences. These experiences shaped individuals and created certain learning profiles. The five generations defined wereG.I. Generation: Born 1901 – 1924, currently ages 80 - 104
Silent Generation: Born 1925 - 1942, currently ages 62 - 80Boom Generation: Born 1943 - 1960, currently ages 44 - 62Generation X: Born 1961 - 1981, currently ages 23 - 44Millennial Generation: Born 1982 +, currently ages 23 and youngerStrauss’s article focuses more on defining the X and Millennial generations so that they can be better understood by educators today.
Following the same trend, the second article, "Harnessing the Power of Millennials" by Neil Howe explored, in depth, the Millennial Generation. The article addresses these students and defines them further. These students are resources for the future and they excel in modern education, with an undying appreciation for technology and constant advancement.
There are many underlying messages in these two articles. For one, they prove that nothing is random. Defining these generations explains some of the changes in the American education system. These articles also serve as a wealth of resources for all education professionals when examining their students. Knowing the impact life experience has on a student’s learning style is always good to be aware of. Lastly, I think this article helps us to understand our colleagues because by illustrating their possible profiles we can be aware of their various ways of thinking.
As we read these articles, many of us were surprised and interested to learn about the definitions of each generation. Most of us didn’t know the span of time and traits that the separate generations had. Upon reading the second article, many of us were frustrated with the sweeping generalizations made about the Millennial Generation. With that said, these articles should be read with a grain of salt. If we were to take these ideas and apply them blindly they certainly wouldn’t work for all students. Not each individual we interact with will match the traits of their generation. As long as we teach to the student and not the group, we should still be able to be successful as educators.
http://www.collegevalues.org/articles.cfmevalues.org/diaries.cfm?a=1&id=613
https://www.msmc.la.edu/include/learning_resources/todays_learner/The_Net_Generation.pdf
Silent Generation: Born 1925 - 1942, currently ages 62 - 80Boom Generation: Born 1943 - 1960, currently ages 44 - 62Generation X: Born 1961 - 1981, currently ages 23 - 44Millennial Generation: Born 1982 +, currently ages 23 and youngerStrauss’s article focuses more on defining the X and Millennial generations so that they can be better understood by educators today.
Following the same trend, the second article, "Harnessing the Power of Millennials" by Neil Howe explored, in depth, the Millennial Generation. The article addresses these students and defines them further. These students are resources for the future and they excel in modern education, with an undying appreciation for technology and constant advancement.
There are many underlying messages in these two articles. For one, they prove that nothing is random. Defining these generations explains some of the changes in the American education system. These articles also serve as a wealth of resources for all education professionals when examining their students. Knowing the impact life experience has on a student’s learning style is always good to be aware of. Lastly, I think this article helps us to understand our colleagues because by illustrating their possible profiles we can be aware of their various ways of thinking.
As we read these articles, many of us were surprised and interested to learn about the definitions of each generation. Most of us didn’t know the span of time and traits that the separate generations had. Upon reading the second article, many of us were frustrated with the sweeping generalizations made about the Millennial Generation. With that said, these articles should be read with a grain of salt. If we were to take these ideas and apply them blindly they certainly wouldn’t work for all students. Not each individual we interact with will match the traits of their generation. As long as we teach to the student and not the group, we should still be able to be successful as educators.
http://www.collegevalues.org/articles.cfmevalues.org/diaries.cfm?a=1&id=613
https://www.msmc.la.edu/include/learning_resources/todays_learner/The_Net_Generation.pdf
The Story of School Part 2
This part of the PBS series covered 1900 to 1950 and it was really wild, for lack of better words. From John Dewey's attack on the traditional education system came the ideas of movement in the classroom and learning by doing and practical applications. This was furthered by the Gary system and while watching this, I thought the Gary schools were really neat. I can't understand how these principals could be bad. I started thinking about it and I wonder if, because it was difficult to pass information with the efficiency we have today, it was easier to persuade people as a political figure. It was hard for people to do their own research, especially poor immigrants and people who did not speak English very well. Maybe that is why the Gary system was overthrown.
I found the ethnic education pretty disturbing. It seemed especially dangerous to combine the use of IQ scores and ethnicity to determine one's track in life. It seems so wrong and yet we still do it today, in different ways. It's sad that this tracking started so long ago and we haven't changed the education system enough to stop predetermining people's worth. I couldn't believe that tracking effected schools to the point where they became social hangouts rather than places to learn and challenge oneself. The so called "life adjustment education"? Ridiculous. That's why home-economics gets a bad reputation. Students need to learn life skills, but some things should come from the home or from being a general member of society. I'm all for teaching students how to manage money, basic first aid and resume skills, but dating advice? It's crazy. The education system seems to leap from one extreme to the other, over and over again. It's frustrating to watch and realize we still do a lot of the same things today.
I found the ethnic education pretty disturbing. It seemed especially dangerous to combine the use of IQ scores and ethnicity to determine one's track in life. It seems so wrong and yet we still do it today, in different ways. It's sad that this tracking started so long ago and we haven't changed the education system enough to stop predetermining people's worth. I couldn't believe that tracking effected schools to the point where they became social hangouts rather than places to learn and challenge oneself. The so called "life adjustment education"? Ridiculous. That's why home-economics gets a bad reputation. Students need to learn life skills, but some things should come from the home or from being a general member of society. I'm all for teaching students how to manage money, basic first aid and resume skills, but dating advice? It's crazy. The education system seems to leap from one extreme to the other, over and over again. It's frustrating to watch and realize we still do a lot of the same things today.
Thursday, September 18, 2008
Thoughts on Generations
Abstracts:
"Talking About Their Generations"
This article defines the major generations of the education system, focusing on four generations in particular. Those four are as follows:
Silent Generation: Born 1925 - 1942, currently ages 62 - 80
Boom Generation: Born 1943 - 1960, currently ages 44 - 62
Generation X: Born 1961 - 1981, currently ages 23 - 44
Millennial Generation: Born 1982 +, currently ages 23 and younger
Strauss explores the generations and their relations to the history of the education system. The article focuses more on defining the X and Millennial generations so that they can be better understood.
"Harnessing the Power of Millennials"
This article further explores the Millennial Generation mentioned in the first article. Howe brings up America's general low expectations of the current youth and confronts some of the misconceptions. He then talks about the traits of the Millennial Generation, from their beginnings as "trophy kids" to their role as a sort of "public property". The article serves as a sort of "overview" of the current generation for teachers and encourages them to look beyond the stereotypes.
Reflections:
I thought that each article was useful in it's own way. I really liked the first article more so then the second. The first felt like it was a sort of history lesson on education and that felt helpful in understanding my chosen profession. I could see the traits of people I know and educators I have been taught by. What struck me the most about this article was the way that major movements and events in education, from the uprising of social moments in the 1960's, to the Columbine tragedy, to the supporters of No Child Left Behind -- all of it can be filled into it's respective generation and explained via that generations traits. That sort of organization is interesting and I was surprised at how much it all made sense, based on the generation definitions provided in the text.
The second article was interesting and informative, but it was also sort of over the top. The title itself was dramatic: "Harnessing the Power of Millennials". Like that generation is a sort of extra magic group or something. In a way, this is explained in the article, because Howe writes about how the Millennial Generation has been regarded as extra special throughout time, but it is also ironic because America has notoriously low expectations of today's youth. I thought the suggestions offered were good, but I think we need to be careful at how much we define learning by the given traits of a generation. As long as we make sure we're teaching to the student and not just a general group, the practices mentioned will automatically find their place in the classroom and we will succeed as educators.
"Talking About Their Generations"
This article defines the major generations of the education system, focusing on four generations in particular. Those four are as follows:
Silent Generation: Born 1925 - 1942, currently ages 62 - 80
Boom Generation: Born 1943 - 1960, currently ages 44 - 62
Generation X: Born 1961 - 1981, currently ages 23 - 44
Millennial Generation: Born 1982 +, currently ages 23 and younger
Strauss explores the generations and their relations to the history of the education system. The article focuses more on defining the X and Millennial generations so that they can be better understood.
"Harnessing the Power of Millennials"
This article further explores the Millennial Generation mentioned in the first article. Howe brings up America's general low expectations of the current youth and confronts some of the misconceptions. He then talks about the traits of the Millennial Generation, from their beginnings as "trophy kids" to their role as a sort of "public property". The article serves as a sort of "overview" of the current generation for teachers and encourages them to look beyond the stereotypes.
Reflections:
I thought that each article was useful in it's own way. I really liked the first article more so then the second. The first felt like it was a sort of history lesson on education and that felt helpful in understanding my chosen profession. I could see the traits of people I know and educators I have been taught by. What struck me the most about this article was the way that major movements and events in education, from the uprising of social moments in the 1960's, to the Columbine tragedy, to the supporters of No Child Left Behind -- all of it can be filled into it's respective generation and explained via that generations traits. That sort of organization is interesting and I was surprised at how much it all made sense, based on the generation definitions provided in the text.
The second article was interesting and informative, but it was also sort of over the top. The title itself was dramatic: "Harnessing the Power of Millennials". Like that generation is a sort of extra magic group or something. In a way, this is explained in the article, because Howe writes about how the Millennial Generation has been regarded as extra special throughout time, but it is also ironic because America has notoriously low expectations of today's youth. I thought the suggestions offered were good, but I think we need to be careful at how much we define learning by the given traits of a generation. As long as we make sure we're teaching to the student and not just a general group, the practices mentioned will automatically find their place in the classroom and we will succeed as educators.
Monday, September 15, 2008
"How could such a beautiful community be hiding such an ugly secret?" (45)
Abstract: Erin takes her students to see Schindler's List in Newport Beach. There the class sees clear examples of racial bias and Erin is surprised at this. Following the trip a controversial article is published in the newspaper about the class trip and the racial divide. With the publication of the article Erin makes a new friend: Joey Bishop. The class also visits a college campus and meets with Thomas Keneally. This leads to Erin meeting with Steven Spielberg. He agrees to meet the class under the condition that there is no publicity.
Reflection: Erin has an amazing way of gathering people and resources to help her students. While her actions wouldn't be possible in every classroom, clearly there must be a way to capture this excitement and sense of commitment to quality education in other places. When the article was published it reminded me of my own personal experiences with the media. It's so strange how you can say one thing and it is published looking completely different. I felt for Erin at this point. I couldn't imagine taking such a big trip and putting so much energy into this just to have this article stare you in the face the next morning. It was exhausting enough without that. What an eye-opener for Erin the trip to the movies was. It's truly too bad that the racial divide effects everyone, even these bright young students. Strength in the face of adversity, is clearly present in both Erin and her students. I like the way Erin spoke her mind when writing to Spielberg. Obviously her authentic self is powerful as is and changing her stance to be someone she's not wasn't necessary in this situation.
Reflection: Erin has an amazing way of gathering people and resources to help her students. While her actions wouldn't be possible in every classroom, clearly there must be a way to capture this excitement and sense of commitment to quality education in other places. When the article was published it reminded me of my own personal experiences with the media. It's so strange how you can say one thing and it is published looking completely different. I felt for Erin at this point. I couldn't imagine taking such a big trip and putting so much energy into this just to have this article stare you in the face the next morning. It was exhausting enough without that. What an eye-opener for Erin the trip to the movies was. It's truly too bad that the racial divide effects everyone, even these bright young students. Strength in the face of adversity, is clearly present in both Erin and her students. I like the way Erin spoke her mind when writing to Spielberg. Obviously her authentic self is powerful as is and changing her stance to be someone she's not wasn't necessary in this situation.
Thursday, September 11, 2008
Pages 1 - 35 TWYH
Abstract: Erin starts student teaching. She realizes very quickly that teaching in Long Beach is not exactly the perfectly, pre-planned situation she had in her head. All the multicultural awareness she thought she had is suddenly not that simple. Her students aren't threatened by her and don't feel a need to respect her. She has to earn that respect.
Erin realizes the kids don't know about the Holocaust, she plays the cross-the-line game, and plans a field trip. The class goes to a Holocaust museum and Erin visits where they grew up. Erin buys books for the kids because, in all honesty, no one else will. Respect is established and Erin is granted the opportunity to teach for the rest of the year.
These pages also give us a little info about how she met her husband and about her father's general apathy to her chosen profession.
Reflection: So I really like this book. I like the fact that, even though I plan on teaching in Maine, the story and information provided in this book connect to me. Beginnings are always hard. I see it all the time as an R.A. Starting the year off right and getting to truly know the people you are working with isn't as simple as it is described. I remember my first day in my practicum placement and that was scary, so I can only imagine how hard it was for Erin beginning her student teaching in a school district with such a reputation. I am amused by the fact that Erin and I share the same classroom name of "Ms. G". I don't think I'd have the courage to do some of the things she does, but then again, who knows. She seems to bend the rules a lot and put a lot on the line for her kids, and while that is scary and risky, I think it makes a better teacher. I also enjoyed the fact that we both seem to value "The Catcher In The Rye". I look forward to reading more.
Erin realizes the kids don't know about the Holocaust, she plays the cross-the-line game, and plans a field trip. The class goes to a Holocaust museum and Erin visits where they grew up. Erin buys books for the kids because, in all honesty, no one else will. Respect is established and Erin is granted the opportunity to teach for the rest of the year.
These pages also give us a little info about how she met her husband and about her father's general apathy to her chosen profession.
Reflection: So I really like this book. I like the fact that, even though I plan on teaching in Maine, the story and information provided in this book connect to me. Beginnings are always hard. I see it all the time as an R.A. Starting the year off right and getting to truly know the people you are working with isn't as simple as it is described. I remember my first day in my practicum placement and that was scary, so I can only imagine how hard it was for Erin beginning her student teaching in a school district with such a reputation. I am amused by the fact that Erin and I share the same classroom name of "Ms. G". I don't think I'd have the courage to do some of the things she does, but then again, who knows. She seems to bend the rules a lot and put a lot on the line for her kids, and while that is scary and risky, I think it makes a better teacher. I also enjoyed the fact that we both seem to value "The Catcher In The Rye". I look forward to reading more.
Tuesday, September 9, 2008
Diversity Abstract and Reflection
Abstract of Pat Guild’s “The Culture/Learning Style Connection:
Educating for Diversity”
This article was about the correlation between diversity and learning styles. It highlighted the research done to examine the similarities and differences between cultures and learning styles. The research was done in three ways: through observation, data and discussion. This information was then simplified and presented to make educators aware of these findings and how this information impacts students in our classrooms. This article touches upon the controversy surrounding this sort of study and concludes that, although the issues facing educators are sensitive and controversial, an awareness of cultural learning styles and diversity stand to help and not hinder a student’s growth.
Educating for Diversity”
This article was about the correlation between diversity and learning styles. It highlighted the research done to examine the similarities and differences between cultures and learning styles. The research was done in three ways: through observation, data and discussion. This information was then simplified and presented to make educators aware of these findings and how this information impacts students in our classrooms. This article touches upon the controversy surrounding this sort of study and concludes that, although the issues facing educators are sensitive and controversial, an awareness of cultural learning styles and diversity stand to help and not hinder a student’s growth.
Reflection on Pat Guild’s “The Culture/Learning Style Connection:
Educating for Diversity”
To be perfectly honest, I did not really agree with much of what this article had to say. While reading I found myself hoping that the biases presented were as a result of this article’s research being conducted 15+ years ago and not a reflection of today’s standards for education. Personally, I believe that education should be about differentiating instruction for students individual learning styles, but I do not agree that learning styles are an issue of race. If I took this article at face value it tells me that, as a “mainstream whit American” I value “independence, analytical thinking, objectivity and accuracy.” (448). Apparently, if that is true, my heritage and the color of my skin also predetermine that my educational experience will be best framed by competition, testing, and linear logic. It is interesting to note that these core focal points and sweeping generalizations are exactly what drove me out of public education as a child.
If, as a “mainstream white American” I cannot identify with my supposed learning style, then what can be said for the patterns determined for African Americans, Mexican Americans, and Native Americans? These sorts of generalizations keep our schools stagnant. There is a big difference between exploring culture with students and making them aware of the world around them, versus using their cultural backgrounds to predetermine how they will learn best.
Perhaps the most disturbing part of this article for me was the suggestion that we go back in time and reinstate segregation. On page 451 the article states that “Many large city school systems are wrestling with the appropriateness of ethnically identified schools such as an African-American academy.” I may not be a social studies concentration, but I thought that the civil rights movements of the 1960’s did away with this sort of racially defined learning. If educators and schools are doing their jobs all students should be able to learn in the classroom with peers of any race, color or background. After all, if we start separating and defining education in this way then what else could we segregate? Will the Black children who “imitate the ‘hip’, ‘cool’ behavior of the culture in which they live” be deemed more suited for certain types of employment or further education (448)? What about Mexican Americans? Since they are all apparently “more comfortable with broad concepts” will they not be taught more in-depth factual data? (448).
To be perfectly honest, I did not really agree with much of what this article had to say. While reading I found myself hoping that the biases presented were as a result of this article’s research being conducted 15+ years ago and not a reflection of today’s standards for education. Personally, I believe that education should be about differentiating instruction for students individual learning styles, but I do not agree that learning styles are an issue of race. If I took this article at face value it tells me that, as a “mainstream whit American” I value “independence, analytical thinking, objectivity and accuracy.” (448). Apparently, if that is true, my heritage and the color of my skin also predetermine that my educational experience will be best framed by competition, testing, and linear logic. It is interesting to note that these core focal points and sweeping generalizations are exactly what drove me out of public education as a child.
If, as a “mainstream white American” I cannot identify with my supposed learning style, then what can be said for the patterns determined for African Americans, Mexican Americans, and Native Americans? These sorts of generalizations keep our schools stagnant. There is a big difference between exploring culture with students and making them aware of the world around them, versus using their cultural backgrounds to predetermine how they will learn best.
Perhaps the most disturbing part of this article for me was the suggestion that we go back in time and reinstate segregation. On page 451 the article states that “Many large city school systems are wrestling with the appropriateness of ethnically identified schools such as an African-American academy.” I may not be a social studies concentration, but I thought that the civil rights movements of the 1960’s did away with this sort of racially defined learning. If educators and schools are doing their jobs all students should be able to learn in the classroom with peers of any race, color or background. After all, if we start separating and defining education in this way then what else could we segregate? Will the Black children who “imitate the ‘hip’, ‘cool’ behavior of the culture in which they live” be deemed more suited for certain types of employment or further education (448)? What about Mexican Americans? Since they are all apparently “more comfortable with broad concepts” will they not be taught more in-depth factual data? (448).
This article stresses the highly sensitive nature of this study and urges educators not to focus on the shortcomings of students, whether based on cultural background or other factors. While this is stated I don’t think it’s quite enough. I found this article to be full of generalizations and, if anything, it just stressed to me that differentiation in the classroom and an awareness of all learning styles will always go further then racially motivated instruction. While this article warned against making generalizations and drawing hasty conclusions, what good is that warning when those things are present in the text itself? I hope that I’m somehow missing the greater good of this article, but from my current interpretation I do not find it terribly useful or a positive influence on the teaching profession.
Subscribe to:
Posts (Atom)
