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.
Tuesday, October 28, 2008
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.
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