Thursday, December 6, 2007
We're NOT finished! The work has just begun!
At the end of the semester you usually have this wonderful feeling of relief knowing that you are finished. You can sell back your books, kick up your heels, and wait for the grades to come back. I love that feeling and have had that experience repeatedly for the many semesters I have been through in my life. Somehow this semester was different for me. I don't really know how to explain it fully yet, because I'm not sure I understand it fully myself. I feel a certain unrest and while it is new to me, it is not at all disturbing.
In the past I have been working full time and going to school part, half or full time depending on the semester, my available funds, the courses and their projected workloads, etc. This is the first time since I was a wee lass that I had the luxury of taking four classes without working. I thought I would have so much time and be done with everything early. This was not the case by any stretch of the imagination. Something was different though.
This semester I had time to really reflect on what I was learning. Much like in the England reading for this week, I found that it is "better to eat one portion of grilled halibut than three king-sized burgers." It is important to slow down and really allow for growth, absorption, and understanding to occur. During this semester, just in being exposed to so many different people and concepts I felt that I have grown. Being able to take classes that were at various times rather than only early morning so I could make it to work made a huge difference also. I was able to take classes that actually interested me instead of what I could make it to.
Slowing down like this helped me to formulate my plan for my future. I feel certain that I want to teach now. For so long I have vacillated between being a counselor, social worker, alternative healer, massage therapist, and a teacher. While I know that I can still be any of those other things later if I so choose, I feel that right now I must teach. I also know now that I definitely need to research opposing views to that of which we have been taught in order to be a good teacher. Due to the effects of the banking model, I have accepted everything that I've been spoon fed my whole life and now I wish to build on that foundation. Now I must also question everything and learn differing perspectives.
My plans include using this information and the knowledge I've gleaned from the plethora of classes in my past to be the kind of teacher learners remember. One who uses the problem-posing method of teaching rather than the banking model. Instituting a learning environment that promotes self-exposure through openness and trust amongst all in attendance. To be the impetus for critical thought amongst those who I am privileged enough to teach is my ultimate goal. Refusing to teach to the tests being a revolutionary and using integrative curricula to make subject matter relevant and pertinent. I want the students to come alive in my classroom.
While I gain experience teaching young people (hopefully through Teach for America), I plan to be working on my MSEd in Special Education and then to continue on to attain my EdD or a PhD also. I would like to use my practical experience to benefit other college students who plan to be teachers. I plan to be a lifelong learner continually growing and learning from my instructors and from my pupils.
In the here and now, I can become more informed on political issues, especially those involving education, health care, and poverty. I want to know who I am voting for and why. These things are so vital and important, yet so many of us do not exercise our right to vote, nor do we investigate our candidates and their agendas. This must change. If we were told we could not vote, many of us would be furious. Let us not take for granted the privileges that others have fought for us to have.
One day I hope to write books filled with my ideas and experiences. I want to help myself and others balance carefully between naivete and cynicism on the thin line we call realism. My only fear is that someone will have already said what I want to say by the time I get around to saying it.
I think my unrest stems from the desire to effect change. I hope each of my readers will feel this unrest at some point in their life also. Question authority! Challenge your teachers and instructors! Be an informed citizen who exercises their right to vote! Share your ideas! Think critically! Just like England said, "Our situation is far from hopeless." So let's do what we can to make changes. Never let yourself be "finished." My wish is to make a difference!
Thursday, November 29, 2007
Democracy vs. Plutocracy
It is my opinion, and the opinion of many others more informed than I, that the imperial elites feel it is their divine right to run this country into the ground for their own personal gain. We are living in a plutocratic society which resembles more of a tyrannical dictatorship than a democracy of, for, and by the people.
Does this give you the warm fuzzies? I doubt it. So why teach this truth in school? Do you really want our nation's children to come home from school angry at the world? Do you want to be the parent sitting across from your 4th grader asking them what they learned in school today, only to find out that they know more about our government than you do?
Now, I am not advocating the further use of this hidden curriculum that sugarcoats our government and its affairs nor do I believe in hiding or deleting the truth. What I am concerned about is that many parents know so little that to educate their young children beyond their knowledge would be insulting.
In casual conversation at a gathering it is considered impolite to bring up the topic of politics. Why is this so? Are we taught this just so that we will not offend others or is there a deeper reason? Who came up with this rule anyway? At once it seems to perpetuate complacency and to prevent us from exercising our first amendment right. By socially prohibiting the proletariat from sharing our viewpoints the plutocracy thwarts our chances of assembly and cohesion in opposition to our current system.
Where are the checks and balances? If all three branches of our government are all congratulating one another on their latest stock purchases and shooting pool at the country club together, then how are the interests of all the constituents in our society being met? Can we honestly say that our current government is "of the people, by the people, and for the people"? I do not think we can.
"Democracy is always a movement of an energized public to make elites responsible-it is at its core and most basic foundation the taking back of one's powers in the face of the misuse of elite power. In this sense, democracy is more a verb than a noun-it is more a dynamic striving and collective movement than a static order or stationary status quo." (West 68)
How do we energize our public? How can we educate our young people without making them bitter and cynical? How do we get complacent adults to challenge the status quo? How can we "exercise the powers of persuasion, to take back the public's attention from superficial and unfulfilling diversions, and to hold our public officials to a higher standard"? (West 73)
Here is an article I found about Plutocracy written by Paul Kurtz for the Council for Secular Humanism. http://www.secularhumanism.org/library/fi/kurtz_20_4.html
If you are interested in challenging the status quo and striving toward true democracy rather than our current plutocracy then check out this site.
For all those of you who will be at Binghamton University next fall, you also might want to consider enrolling in Gladys Jimenez-Munoz's Social Activism. It is a class that requires a lot of passion and time, but if you want a good education on societal and political issues, then this is the class for you!
Does this give you the warm fuzzies? I doubt it. So why teach this truth in school? Do you really want our nation's children to come home from school angry at the world? Do you want to be the parent sitting across from your 4th grader asking them what they learned in school today, only to find out that they know more about our government than you do?
Now, I am not advocating the further use of this hidden curriculum that sugarcoats our government and its affairs nor do I believe in hiding or deleting the truth. What I am concerned about is that many parents know so little that to educate their young children beyond their knowledge would be insulting.
In casual conversation at a gathering it is considered impolite to bring up the topic of politics. Why is this so? Are we taught this just so that we will not offend others or is there a deeper reason? Who came up with this rule anyway? At once it seems to perpetuate complacency and to prevent us from exercising our first amendment right. By socially prohibiting the proletariat from sharing our viewpoints the plutocracy thwarts our chances of assembly and cohesion in opposition to our current system.
Where are the checks and balances? If all three branches of our government are all congratulating one another on their latest stock purchases and shooting pool at the country club together, then how are the interests of all the constituents in our society being met? Can we honestly say that our current government is "of the people, by the people, and for the people"? I do not think we can.
"Democracy is always a movement of an energized public to make elites responsible-it is at its core and most basic foundation the taking back of one's powers in the face of the misuse of elite power. In this sense, democracy is more a verb than a noun-it is more a dynamic striving and collective movement than a static order or stationary status quo." (West 68)
How do we energize our public? How can we educate our young people without making them bitter and cynical? How do we get complacent adults to challenge the status quo? How can we "exercise the powers of persuasion, to take back the public's attention from superficial and unfulfilling diversions, and to hold our public officials to a higher standard"? (West 73)
Here is an article I found about Plutocracy written by Paul Kurtz for the Council for Secular Humanism. http://www.secularhumanism.org/library/fi/kurtz_20_4.html
If you are interested in challenging the status quo and striving toward true democracy rather than our current plutocracy then check out this site.
For all those of you who will be at Binghamton University next fall, you also might want to consider enrolling in Gladys Jimenez-Munoz's Social Activism. It is a class that requires a lot of passion and time, but if you want a good education on societal and political issues, then this is the class for you!
Thursday, November 15, 2007
Censor This!
Censorship is a flagrant violation of our first amendment rights. No special interest group, no matter how fantastic their intentions, should be allowed to decide for our children what they can and can not read. It makes me angry just thinking about it. In fact, I would like to go out and read each and every book on the list of those banned for children and give them as gifts to the kids in my life.
Ravitch talks about the right and the left wings and their opposing viewpoints on what should and should not be included in the literature children are exposed to in school. The things that the right wing people don't want students to read about are the exact things I think we all should know. I honestly feel that the more conservative people of our population are hoping to keep many people ignorant of many things that do not align with their agendas. Left wing has chosen some words they'd rather not see in literature as well and situational things that should change also. Why should either wing have a say? Let's see if we can get this pendulum to stop swinging in favor of one political view point or another and find some common ground. That common ground should be educating our children and helping them to really enjoy reading and learning about the things in life that matter.
Frankly, the founding fathers, or the "founders" as we're supposed to call them, set up the constitution to make sure we all had the opportunity to speak freely and be heard. No individual or political group has the right to infringe on this right that we all share. Authors have a right to tell their story and young learners have a right to read it. It really helps if they read something that interests them and really makes them think.
Ravitch talks about the right and the left wings and their opposing viewpoints on what should and should not be included in the literature children are exposed to in school. The things that the right wing people don't want students to read about are the exact things I think we all should know. I honestly feel that the more conservative people of our population are hoping to keep many people ignorant of many things that do not align with their agendas. Left wing has chosen some words they'd rather not see in literature as well and situational things that should change also. Why should either wing have a say? Let's see if we can get this pendulum to stop swinging in favor of one political view point or another and find some common ground. That common ground should be educating our children and helping them to really enjoy reading and learning about the things in life that matter.
Frankly, the founding fathers, or the "founders" as we're supposed to call them, set up the constitution to make sure we all had the opportunity to speak freely and be heard. No individual or political group has the right to infringe on this right that we all share. Authors have a right to tell their story and young learners have a right to read it. It really helps if they read something that interests them and really makes them think.
I found at about.com about censorship and banned books in schools. It was very interesting and reaffirmed a lot of what we covered in class. http://712educators.about.com/cs/bannedbooks/a/bookbanning.htm
Within that article I found another article from the New York Times by Judy Blume about censorship and the Harry Potter Books which really stirred me. As a young girl I loved Judy Blume and I am a huge fan of the entire Harry Potter series. If you have time, you should read it! http://712educators.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=712educators&cdn=education&tm=172&gps=178_1118_1276_651&f=10&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.judyblume.com/articles/harry_potter_oped.html
The policy makers within a school district or each individual school within the district must make clear where they stand on acceptable literature and use these strict policies and guidelines in their opposition to censorship. In the Reichman reading, he discusses how policy writers should include in their documents a section devoted solely to the controversial materials. By covering their bases on where they stand regarding literature that others might question, they are ensuring that books will have a much more difficult time being banned.
Censorship may keep some children from reading a select few books. However, it may fervently spur more children to seek out and read those books which have been banned. When young minds read material that is banned without the guidance and explanation of a teacher or parent, a lot of opportunity for growth and learning is lost.
Saturday, November 10, 2007
Struggling with Assessments
Testing the knowledge of the youngsters we teach is important. We need to understand what they have gleened from the actvities in the classroom. Tests should be based on the subjects covered in class. The subject should be taught for everyone's understanding to improve. As England said, "assessment is for learning not of learning." Teachers may have to exercise different teaching styles to reach all of the different learner's learning styles. Perhaps more time for each subject will also be necessary to ensure that everyone is close to the same level of understanding. Teaching should not be based on prescribed tests from someone outside of the classroom.
All of that said, good teachers usually know the students they teach well enough to know what they excel at and what they struggle with. High stakes testing is more about proving to outsiders that teachers are either doing their job well or not. It is not really about making sure that no child gets left behind. We need to get back to what is fundamental about learning in a classroom. Letting teachers do their personal best to reach each learner and allowing them time in their days to achieve that is key to ensuring that students make real educational gains.
In the England reading, on page 42 she discusses the rapid increase in expenditures for textbooks and standardized tests. Is this a political play between the Bush and McGraw families for both social and fiscal capital? While England says she is not likely to lean toward "political fanaticism," I might be easily swayed in that direction after reading her work and after reading this article: http://www.thenation.com/doc/20020128/metcalf It is far too interesting not to read. Honestly, you must make the time to read it, please!
Bush's political agenda and his wish to be the "education president" leaves such a bad taste in my mouth. The law itself is complicated and immense. Parts of it sound so good in theory. When you look at the big picture and you see the results it makes you question his motives and his tactics. Assessment for learning would not produce these results.
My solutions for change... eliminate NCLB, elect a competent president, use tests to help students further their learning, provide alternative methods of assessment like we dicussed in class, and allow teachers the time and autonomy to teach their children effectively. Portfolios, interviews, field trips, practicums, internships are all ways in which we can further student's learning. Taking the time to understand each student's learning style and their intelligences can better equip a teacher to help each child. Let's do this for every child in every school and prepare teachers to teach these children effectively.
All of that said, good teachers usually know the students they teach well enough to know what they excel at and what they struggle with. High stakes testing is more about proving to outsiders that teachers are either doing their job well or not. It is not really about making sure that no child gets left behind. We need to get back to what is fundamental about learning in a classroom. Letting teachers do their personal best to reach each learner and allowing them time in their days to achieve that is key to ensuring that students make real educational gains.
In the England reading, on page 42 she discusses the rapid increase in expenditures for textbooks and standardized tests. Is this a political play between the Bush and McGraw families for both social and fiscal capital? While England says she is not likely to lean toward "political fanaticism," I might be easily swayed in that direction after reading her work and after reading this article: http://www.thenation.com/doc/20020128/metcalf It is far too interesting not to read. Honestly, you must make the time to read it, please!
Bush's political agenda and his wish to be the "education president" leaves such a bad taste in my mouth. The law itself is complicated and immense. Parts of it sound so good in theory. When you look at the big picture and you see the results it makes you question his motives and his tactics. Assessment for learning would not produce these results.
My solutions for change... eliminate NCLB, elect a competent president, use tests to help students further their learning, provide alternative methods of assessment like we dicussed in class, and allow teachers the time and autonomy to teach their children effectively. Portfolios, interviews, field trips, practicums, internships are all ways in which we can further student's learning. Taking the time to understand each student's learning style and their intelligences can better equip a teacher to help each child. Let's do this for every child in every school and prepare teachers to teach these children effectively.
Sunday, November 4, 2007
Selecting Your School
There are so many choices out there. There are so many schools out there that so many people are unaware of. Many parents probably feel that there is no realistic alternative to the public school in their neighborhood. I knew little or nothing about Charter or MAGNET schools until I took this class. I still don't know much, and I am a fairly educated person. What I have learned is that in order for everyone to have an actual choice, we must make sure there are viable options for people to chose from. I found this website which proposes SOLUTIONS to this problem. If you have time, check it out! http://www.schoolchoices.org/roo/position.htm
Wednesday, October 24, 2007
Integration: How do we achieve this?
Integration is beneficial for all young learners because it will help to eliminate biases that are formed during development due to ignorance. If you are not exposed to people whom are different than you, it is likely that you will accept your reality as the norm. Growing up without the realization that many people's life experiences are much different than yours causes a lot of close-minded thoughts and ethnocentric behaviors. Integration is really the only way to minimize the biases we pass on to our future generations.
http://www.time.com/time/magazine/article/0,9171,984468,00.html
This is the actual Jack White article that the controversial quote discussed in class came from. It is from 1996, but it still applies today. How do we actually desegregate when the white population won't stay still long enough to be integrated into? De Facto segregation will continue until the differences between upper and lower class are somehow minimized. Perhaps the differences were never meant to be minimized. How do we change this then?
I found this incredibly interesting news clip at NPR about this exact topic. If you have a few minutes, you should really listen to it. http://www.npr.org/templates/story/story.php?storyId=5169990 It talks about de facto segregation and white flight. It also discusses how our government and the established class system have contributed to the further segregation of our schools.
In spite of the fact that it is in the best interest of our nation to integrate, our elected officials continue to turn a blind eye to this delicate matter. What can we do to change this problem? I believe it was Hillary Clinton who said that it takes a village to raise a child. Perhaps we need to approach those members of our larger village who are in a position to fund the schools that need the most help.
An idea born during a side conversation in class included calling ABC to ask if Extreme Makeover would like to consider a School Addition. Another idea is to go to local businesses and ask for donations to cover the cost of new text books. Each major corporation has a lot of money it allots each year to donate to worthy causes. Let us find these corporations and help them see the schools that need the most help as the worthy causes they should confer their funds upon.
http://www.time.com/time/magazine/article/0,9171,984468,00.html
This is the actual Jack White article that the controversial quote discussed in class came from. It is from 1996, but it still applies today. How do we actually desegregate when the white population won't stay still long enough to be integrated into? De Facto segregation will continue until the differences between upper and lower class are somehow minimized. Perhaps the differences were never meant to be minimized. How do we change this then?
I found this incredibly interesting news clip at NPR about this exact topic. If you have a few minutes, you should really listen to it. http://www.npr.org/templates/story/story.php?storyId=5169990 It talks about de facto segregation and white flight. It also discusses how our government and the established class system have contributed to the further segregation of our schools.
In spite of the fact that it is in the best interest of our nation to integrate, our elected officials continue to turn a blind eye to this delicate matter. What can we do to change this problem? I believe it was Hillary Clinton who said that it takes a village to raise a child. Perhaps we need to approach those members of our larger village who are in a position to fund the schools that need the most help.
An idea born during a side conversation in class included calling ABC to ask if Extreme Makeover would like to consider a School Addition. Another idea is to go to local businesses and ask for donations to cover the cost of new text books. Each major corporation has a lot of money it allots each year to donate to worthy causes. Let us find these corporations and help them see the schools that need the most help as the worthy causes they should confer their funds upon.
Thursday, October 18, 2007
Please Help Eliminate No Child Left Behind
This topic is so immense. The two weeks that we discussed it in class were really not enough to really get the full picture. I have talked with so many teachers about this initiative and the many problems that they face daily as a result. It is so amazing to me that those who make these major educational decisions for our country are so oblivious to the negative consequences that their decisions have on our society. What sounds good in theory must be proven to work in real life. The No Child Left Behind Act is proving to be more of a problem than a solution. I urge all of you who care about the future competence of our nation's children to write your elected officials and urge them to reject this law as it is currently up for re-authorization. (See the links below for Senators Clinton and Schumer in New York.) Signing the petition is another way to show that you are eager for change. It is imperative that we eliminate this act in order to better help the very children that we are leaving behind.
Here is a video of Teachers of the Year from several different states discussing why it is essential to try something different. Check it out!
http://youtube.com/watch?v=QqTJvpfv6J4
For those of you who wish to revisit some of the issues, here are links to the other videos we watched in class on 10/10/07:
NCLB:Truth and Consequences: http://youtube.com/watch?v=hSTzLILQx3c
No Child Left Bilingual: http://youtube.com/watch?v=AlUEEdj6lkw
Here is a video of Teachers of the Year from several different states discussing why it is essential to try something different. Check it out!
http://youtube.com/watch?v=QqTJvpfv6J4
For those of you who wish to revisit some of the issues, here are links to the other videos we watched in class on 10/10/07:
NCLB:Truth and Consequences: http://youtube.com/watch?v=hSTzLILQx3c
No Child Left Bilingual: http://youtube.com/watch?v=AlUEEdj6lkw
Thursday, October 4, 2007
Inequity of Curriculum
Wednesday in class we talked a lot about passion. I have a lot of it. I am a very passionate person. I love with all my heart. I am extremely loyal. When I like or dislike something, pretty much everyone knows. When I do something, I put my all into it. I love learning. I always have. Has my passion for learning always been abundantly clear when reflecting upon my grades? Certainly not! In fact, my passion for my various love interests, my friends, my family, and so many other things often were of greater importance to me, especially in high school.
Being passionate about learning does not mean you do well. It does help for the student to be impassioned about the topic to be learned and have an eloquent, expressive, and effective teacher on said topic. However, this does not mean that this student will do well. There are so many outside forces which effect us each as students and teachers alike. All of the time, there are forces beyond our control or even within our control that take precedence to doing well scholastically. There is no way to guarantee success without eliminating these variables.
Maslow's Hierarchy of Needs states that unless your baser needs are attended to, you are unlikely to do well at much. I have a very personal and recent experience with this. Doing well in school is only possible when physiological needs and also those for safety are met. In a lot of situations, no matter how much a child may want to learn, if their needs are not being met, they might not "do well". I am sure that many children learn while hungry. Being cold or scared, I'm sure many students still learn. However, there are many situations in which students are hindered from "doing well" because of unmet needs, whether physiological or psychological.
What does it mean to "do well" anyway? Does it mean in the grand scheme of things you are successful in life? Can it mean just passing the class you're taking right now? For some might it mean being a CEO of a major corporation? Could it mean avoiding trouble? It might mean surviving for some. "Doing well" is just so subjective.
There are ways teachers can design their curriculums to make subject matter more relevant and useful to students. Usually in doing so, teachers inspire their students to excel and thrive, and by some people's standards, "do well." Enrichment programs and integrated curricula are methods of achieving just this. Here is a video I found of a school using an integrated curriculum to empassion and empower their students.
Check this out: http://youtube.com/watch?v=m2wgzLEpECI
I hope my passion helps me to be an inspiring and effective teacher. I know how important it is to instill in youngsters a thirst for knowledge and a love of learning. Perhaps that will help them to achieve good grades in my class, but more importantly to succeed in life. That is what I consider "doing well."
Being passionate about learning does not mean you do well. It does help for the student to be impassioned about the topic to be learned and have an eloquent, expressive, and effective teacher on said topic. However, this does not mean that this student will do well. There are so many outside forces which effect us each as students and teachers alike. All of the time, there are forces beyond our control or even within our control that take precedence to doing well scholastically. There is no way to guarantee success without eliminating these variables.
Maslow's Hierarchy of Needs states that unless your baser needs are attended to, you are unlikely to do well at much. I have a very personal and recent experience with this. Doing well in school is only possible when physiological needs and also those for safety are met. In a lot of situations, no matter how much a child may want to learn, if their needs are not being met, they might not "do well". I am sure that many children learn while hungry. Being cold or scared, I'm sure many students still learn. However, there are many situations in which students are hindered from "doing well" because of unmet needs, whether physiological or psychological.
What does it mean to "do well" anyway? Does it mean in the grand scheme of things you are successful in life? Can it mean just passing the class you're taking right now? For some might it mean being a CEO of a major corporation? Could it mean avoiding trouble? It might mean surviving for some. "Doing well" is just so subjective.
There are ways teachers can design their curriculums to make subject matter more relevant and useful to students. Usually in doing so, teachers inspire their students to excel and thrive, and by some people's standards, "do well." Enrichment programs and integrated curricula are methods of achieving just this. Here is a video I found of a school using an integrated curriculum to empassion and empower their students.
Check this out: http://youtube.com/watch?v=m2wgzLEpECI
I hope my passion helps me to be an inspiring and effective teacher. I know how important it is to instill in youngsters a thirst for knowledge and a love of learning. Perhaps that will help them to achieve good grades in my class, but more importantly to succeed in life. That is what I consider "doing well."
The Dynamics of Our Classroom
Our conversation in class yesterday was frustrating because I often feel apprehensive saying what I am thinking. It's not because I am afraid of hurting someone else's feelings. It is also not because I don't want to share my opinions. Most people naturally long for ease and comfort. I am one of those people. I do not enjoy conflict and am not convinced that everyone in our classroom is really interested in respecting every one's opinions.
It is so much easier and to sit here in the comfort of my home and type out how I feel. First of all, I have a back space key. Anything I type can be edited which is not the case in the classroom. Here in cyberspace, I have the time to process my thoughts and be critical of myself and careful to say exactly what I mean. I don't have the huge lump in my throat and I don't feel at all defensive. I also can roll my eyes all I want at myself, at my computer, and the price of gas without anyone thinking it is because of them. There is no one here to offend and no one here who will make me defend my thoughts immediately.
What we are asked to do in class is speak up and may the loudest voice win! This is great for all of those confident people who are passionate about the topic being covered at the time. There are several people in our class whom we rarely hear from and I don't think it's because they don't have good ideas. Even those who are passionate about what we're talking about say things that come across all wrong in the heat of the moment. We need to take all of these things into account when we are talking in class. We need to respect one another's ideas and thoughts and understand that we are not here to judge one another.
Like Kerri-Ann said, we are all coming from vastly different backgrounds which is what makes our class so wonderful. We should try to learn from one another's different experiences, instead of taking things personally and getting defensive and confrontational. I am guilty of this myself and I think this might be why I haven't spoken in class as much lately. I want my thoughts and ideas to come out clearly and precisely, the way they can here in cyberspace. I don't want to roll my eyes at anyone or be accused of doing so either. Being fair to and respectful of others in our class is my intention and my desire. It is important to me that this fact is obvious to everyone in our classroom.
My real post is yet to come. My feelings and thoughts about our classroom dynamics really don't qualify for an actual post, so if you're reading this and thinking I took the easy road, I'm not done yet! Please check back for my post regarding the actual content of the class yesterday. I promise it will be worth reading. :-D
And any comments you have regarding this post will remain private unless you request them be made public. If you have thoughts and feelings about what I've written, but do not wish for the entire class to know what you're thinking, I understand and will listen to whatever you have to say and keep it to myself. I've already received several comments and appreciate each one of them. I value honesty and candor and openness and it may help us as a class to voice our thoughts to someone. . . anyone.
It is so much easier and to sit here in the comfort of my home and type out how I feel. First of all, I have a back space key. Anything I type can be edited which is not the case in the classroom. Here in cyberspace, I have the time to process my thoughts and be critical of myself and careful to say exactly what I mean. I don't have the huge lump in my throat and I don't feel at all defensive. I also can roll my eyes all I want at myself, at my computer, and the price of gas without anyone thinking it is because of them. There is no one here to offend and no one here who will make me defend my thoughts immediately.
What we are asked to do in class is speak up and may the loudest voice win! This is great for all of those confident people who are passionate about the topic being covered at the time. There are several people in our class whom we rarely hear from and I don't think it's because they don't have good ideas. Even those who are passionate about what we're talking about say things that come across all wrong in the heat of the moment. We need to take all of these things into account when we are talking in class. We need to respect one another's ideas and thoughts and understand that we are not here to judge one another.
Like Kerri-Ann said, we are all coming from vastly different backgrounds which is what makes our class so wonderful. We should try to learn from one another's different experiences, instead of taking things personally and getting defensive and confrontational. I am guilty of this myself and I think this might be why I haven't spoken in class as much lately. I want my thoughts and ideas to come out clearly and precisely, the way they can here in cyberspace. I don't want to roll my eyes at anyone or be accused of doing so either. Being fair to and respectful of others in our class is my intention and my desire. It is important to me that this fact is obvious to everyone in our classroom.
My real post is yet to come. My feelings and thoughts about our classroom dynamics really don't qualify for an actual post, so if you're reading this and thinking I took the easy road, I'm not done yet! Please check back for my post regarding the actual content of the class yesterday. I promise it will be worth reading. :-D
And any comments you have regarding this post will remain private unless you request them be made public. If you have thoughts and feelings about what I've written, but do not wish for the entire class to know what you're thinking, I understand and will listen to whatever you have to say and keep it to myself. I've already received several comments and appreciate each one of them. I value honesty and candor and openness and it may help us as a class to voice our thoughts to someone. . . anyone.
Wednesday, September 26, 2007
The Purpose of Education
Our discussion in class about leveling the playing field made me rethink my last post. I realize now more fully how this would completely transform our entire society and I don't think I saw the big picture until today. My thought for making all things equal for all children when they were young learners was to provide equal opportunities for all children regardless of their social class. I'm wondering how much potential we are missing out on by not educating all of our youngsters to the best of our abilities. On one hand, we are doing ourselves and the working class students a great disservice by not expecting more of them. On the other hand, to teach the working class students in the same ways that we teach the executive elite students and then expect them to return peacefully back to their working class status is perhaps a greater disservice. All things are not equal and I now realize that this is a big part of the plan.
I believe the purpose for education is to teach children how to learn, to help them value knowledge, to socialize and familiarize students with their peers and with authority figures, to provide them with structure, to keep them organized, regulated, and out of trouble, and most importantly to prepare them for future success in life, whatever they may do. It provides a method of controlling the population, imparting wisdom and knowledge to young minds, and maintaining homeostasis in our delicate social structure. We go to school to learn to follow directions, to obey or alternatively question and challenge authority figures, to think creatively, to prepare for solving real life problems later in life, and the list goes on. Without these skills, we would not be successful as adults. However, even with these skills I find that I know an awful lot of unsuccessful adults. In all honesty, I do not consider myself to be a successful grown-up.
Check out this article I found articulating the finer points in the debate around the purpose or meaning of education: http://www.teachersmind.com/education.htm
I wish I had been taught in an executive elite school and could readily conceptualize problems the way they were taught to from such an early age. My education seemed to vary from teacher to teacher, but I would have to say that overall, I would classify my school career as somewhere between middle-class and affluent professional. I do feel that I also developed a conflict relationship with capital, just like the working class students did. I'm not sure if that came from my formal education or from my years spent in the actual working class.
My purpose for my own education is to better myself. I do not wish to stagnate or to blindly follow what others tell me. My desire to be educated stems from my longing for challenges, respect, discovery of self and my surrounding world, competence, growth, stimulation, and purpose. I want my contribution to the world to matter in some small way. I want to find meaning and purpose in my work and in my achievements. Being a successful grown-up would be a good start, but I will hopefully surpass that as I continue to aspire to greatness.
I believe the purpose for education is to teach children how to learn, to help them value knowledge, to socialize and familiarize students with their peers and with authority figures, to provide them with structure, to keep them organized, regulated, and out of trouble, and most importantly to prepare them for future success in life, whatever they may do. It provides a method of controlling the population, imparting wisdom and knowledge to young minds, and maintaining homeostasis in our delicate social structure. We go to school to learn to follow directions, to obey or alternatively question and challenge authority figures, to think creatively, to prepare for solving real life problems later in life, and the list goes on. Without these skills, we would not be successful as adults. However, even with these skills I find that I know an awful lot of unsuccessful adults. In all honesty, I do not consider myself to be a successful grown-up.
Check out this article I found articulating the finer points in the debate around the purpose or meaning of education: http://www.teachersmind.com/education.htm
I wish I had been taught in an executive elite school and could readily conceptualize problems the way they were taught to from such an early age. My education seemed to vary from teacher to teacher, but I would have to say that overall, I would classify my school career as somewhere between middle-class and affluent professional. I do feel that I also developed a conflict relationship with capital, just like the working class students did. I'm not sure if that came from my formal education or from my years spent in the actual working class.
My purpose for my own education is to better myself. I do not wish to stagnate or to blindly follow what others tell me. My desire to be educated stems from my longing for challenges, respect, discovery of self and my surrounding world, competence, growth, stimulation, and purpose. I want my contribution to the world to matter in some small way. I want to find meaning and purpose in my work and in my achievements. Being a successful grown-up would be a good start, but I will hopefully surpass that as I continue to aspire to greatness.
Friday, September 21, 2007
Leveling the playing field: Equal Resources for All
Our conversation in class was very interesting. Discussing the different "resources" that are available to some and not to others was very enlightening. When your father makes enough money that your mom can stay home and help you with your homework, work at fundraising for your class trip, be a classroom mom, chaperon a field trip, or attend a PTA meeting, you, as their child, are benefiting from your mother's involvement and knowledge of what is going on in your school career. If your parents or parent have to work every minute of their day just to provide food and shelter for you, their ability to invest further in your school career is hindered. It may appear to your teacher or others that these parents don't care. I am not so naive as to suggest that there aren't some parents who do not care. However, I imagine that it is hard to focus on bettering your child's situation when you can hardly survive. In most cases, it is not that the parent does not care, but is working so hard to make ends meet that finding time to spend at their children's schools is damn near impossible. There is no way I know of to change these disparities. Our situations are what they are. To level the playing field for all families would be impossible. There has to be some way that we can provide equal opportunities for children in safe and abundant environments that prepare them for their lives.
I loved the clip that Patricia brought of the CLAS school. (To see this clip, click on this link: http://youtube.com/watch?v=W3AbBFzIokg) It is good to see that some people out there are thinking of new ways to do things. Trying new things is essential to find a better way to achieve our goals. I did, however, find that Kerri-Ann's assessment of their school was accurate. While they were doing some amazing things and achieving great success with students who had not done well before attending this new school, they were perpetuating segregation. Where were the Native Americans and the Latinos and the Asians and the Caucasians who were having difficulties? What day do they study about the Berlin wall coming down, the French revolution, or the fighting in Ireland? The things that shape us, our own personal history, is paramount, yes; however, the history of the world that surrounds us is just as prevalent.
http://www.brookings.edu/press/review/spring98/darling.htm
Check out this article I found about unequal resources. Linda Darling-Hammond even discusses Kozol's work and his findings. It is a very informative article, but it is just further evidence to support what we already know.
What can we do to improve this situation? My ideas are similar to what Marx said. I think that out of necessity, the proletariat will have to overthrow the system of capitalism in this nation, at least in the case of education. We will have to take a socialist approach in order to provide for each of our children equally. Instead of some schools getting an overabundance of resources and others going without the basics, we should divide the funds for education evenly. There shouldn't be schools within minutes of one another with such gross financial disparities. The working class parents that need to call for this kind of change may be too busy working to further capitalism to see to this change. I guess it is up to us as the informed constituents to do what we can with what resources we've been blessed with.
As a teacher in training and a person hoping to be blessed with a child, I am hopeful that some changes can be made to our system to improve the likelihood that all children are given the opportunities that I wish for my students and my children. How can we increase the resources and their availability? What can we do as regular old constituents of this great nation to ensure that the future is brighter for ALL of our children? As the educated and concerned citizens, where can we begin to level this playing field for all children?
I loved the clip that Patricia brought of the CLAS school. (To see this clip, click on this link: http://youtube.com/watch?v=W3AbBFzIokg) It is good to see that some people out there are thinking of new ways to do things. Trying new things is essential to find a better way to achieve our goals. I did, however, find that Kerri-Ann's assessment of their school was accurate. While they were doing some amazing things and achieving great success with students who had not done well before attending this new school, they were perpetuating segregation. Where were the Native Americans and the Latinos and the Asians and the Caucasians who were having difficulties? What day do they study about the Berlin wall coming down, the French revolution, or the fighting in Ireland? The things that shape us, our own personal history, is paramount, yes; however, the history of the world that surrounds us is just as prevalent.
http://www.brookings.edu/press/review/spring98/darling.htm
Check out this article I found about unequal resources. Linda Darling-Hammond even discusses Kozol's work and his findings. It is a very informative article, but it is just further evidence to support what we already know.
What can we do to improve this situation? My ideas are similar to what Marx said. I think that out of necessity, the proletariat will have to overthrow the system of capitalism in this nation, at least in the case of education. We will have to take a socialist approach in order to provide for each of our children equally. Instead of some schools getting an overabundance of resources and others going without the basics, we should divide the funds for education evenly. There shouldn't be schools within minutes of one another with such gross financial disparities. The working class parents that need to call for this kind of change may be too busy working to further capitalism to see to this change. I guess it is up to us as the informed constituents to do what we can with what resources we've been blessed with.
As a teacher in training and a person hoping to be blessed with a child, I am hopeful that some changes can be made to our system to improve the likelihood that all children are given the opportunities that I wish for my students and my children. How can we increase the resources and their availability? What can we do as regular old constituents of this great nation to ensure that the future is brighter for ALL of our children? As the educated and concerned citizens, where can we begin to level this playing field for all children?
Wednesday, September 5, 2007
Education's Pitfalls-Especially Special Education and the Myths of Desegregation
"Treat a man as he is, he will remain so. Treat a man the way he can be and ought to be, and he will become as he can be and should be."
~Goethe
This quote reflects how I feel about education. There is not a child alive who doesn't need some one of authority to believe in their abilities. Don't misunderstand me. I do not believe having children chant in unison, "If it is to be, it is up to me," is going to change their circumstances. However, as human beings we all share universal needs that need to be met in order to thrive and succeed. Some of the needs include: acceptance, empathy, to understand and to be understood, growth, and stimulation. All of these things require a willingness of the powers that be-i.e. teachers, administrators, elected government officials, and those tax paying constituents of society whom elect those officials-to provide the time, resources, and guidance necessary to help our children succeed.
The special education system has many positive and negative aspects. It can afford children with a sense of family in smaller classrooms. In some instances, it can provide students with more individualized attention. The teachers in a special education classroom are often better equipped to teach students whom are differently-abled. Nevertheless, these smaller classrooms do not usually include students who are not differently-abled and this does not prepare the special needs children with a sense of community with them. Frequently, my friends who are special educators have told me of the overwhelming task set before them with little or no support nor the necessary resources to provide an education to students who clearly needed more attention than one teacher and two aides could ever possibly provide them with. Do the positives outweigh the negatives? I think that perhaps in some schools they may, but in many they do not.
Inclusion classrooms may or may not be the answer. This, at least, provides the children who are deemed "normal" with tolerance of peers who have different abilities than they do. It also provides those students whom are differently-abled with peers whom they might model after and feel a sense of commonality with. It does tend to cause some disruptions for the teacher and the students when special needs arise throughout the inclusion time. In these instances, teachers who have not been formally trained in special education have no clue what to do. This can be alleviated by requiring all educators to be certified for special education.
I, however, feel that inclusion classrooms are the best option. If I were in charge of radical educational reform, I would first require every teacher to be a certified special educator. Secondly, I would schedule part of the day for "Enrichment Programs" where all of the children in the larger classroom would be separated into smaller groups based on their similar needs. These needs could and should change and children should not be in the same group each Enrichment period. There should not be a "smart group" or a "stupid group." In this way, assimilation and inclusion would be utilized and more specific needs could be met on a more individualized basis. I feel that this would be the most effective way to provide students with the acceptance, growth, and stimulation they so desperately need. I know that in some schools this might be what happens, but I feel that all schools should operate this way nationally.
As a student growing up in a primarily white area, I was completely unaware that desegregation was not achieved long ago. Segregation is so hard for me to talk about. I think it is a difficult subject for a lot people to discuss and that may well be why it still exists. I realize that some efforts were made in the past. I've been led to believe, all of my life, that those efforts were successful and that we are all equal. It wasn't until I came to Binghamton University that I realized how ignorant I truly was. I have the presence of mind to admit that I have little personal knowledge of this, but I am anxious to learn and I endeavor to effect change in whatever small ways that I can.
In this week's reading I learned that segregation is alive and well in the most clever of disguises. We use words like "diverse" and "inclusion" to belie the obvious de facto segregation that still exists to this day. While there is no such thing as official de jure segregation in this day and age, what difference does it make? No matter what you call it, the balance is tipped and it is not in favor of those people we label "minorities." While I would love to be an advocate for positive change in this arena, I admit that I have no reasonably feasible ideas to eliminate de facto segregation.
I am completely against segregating children due to differences of culture, race, sex, or ability. Life requires tolerance and I believe that school is where we send our children to prepare them for life. What better way to familiarize them, than to include and accept all types of children into each school? There are many obstacles preventing this from happening. The children whose parents are financially able are sending their children to schools which they are sure will provide them with the best opportunities available. Unfortunately, not all of us have the ability to send our children to these schools. My question is, "Why are there schools in existence that have more resources and better opportunities than others?" I mean, if we are all paying taxes based on what we make and we are all contributing to the budget used to teach all of our children, then why is it that each public school is not presenting our children with equal opportunities and available resources?
Treating each of our children as students deserving of every opportunity and capable enough to achieve anything is something every teacher should do. It is the one sure way to be positive of cultivating the people that these children can and should become. Radical reform is compulsory!
~Goethe
This quote reflects how I feel about education. There is not a child alive who doesn't need some one of authority to believe in their abilities. Don't misunderstand me. I do not believe having children chant in unison, "If it is to be, it is up to me," is going to change their circumstances. However, as human beings we all share universal needs that need to be met in order to thrive and succeed. Some of the needs include: acceptance, empathy, to understand and to be understood, growth, and stimulation. All of these things require a willingness of the powers that be-i.e. teachers, administrators, elected government officials, and those tax paying constituents of society whom elect those officials-to provide the time, resources, and guidance necessary to help our children succeed.
The special education system has many positive and negative aspects. It can afford children with a sense of family in smaller classrooms. In some instances, it can provide students with more individualized attention. The teachers in a special education classroom are often better equipped to teach students whom are differently-abled. Nevertheless, these smaller classrooms do not usually include students who are not differently-abled and this does not prepare the special needs children with a sense of community with them. Frequently, my friends who are special educators have told me of the overwhelming task set before them with little or no support nor the necessary resources to provide an education to students who clearly needed more attention than one teacher and two aides could ever possibly provide them with. Do the positives outweigh the negatives? I think that perhaps in some schools they may, but in many they do not.
Inclusion classrooms may or may not be the answer. This, at least, provides the children who are deemed "normal" with tolerance of peers who have different abilities than they do. It also provides those students whom are differently-abled with peers whom they might model after and feel a sense of commonality with. It does tend to cause some disruptions for the teacher and the students when special needs arise throughout the inclusion time. In these instances, teachers who have not been formally trained in special education have no clue what to do. This can be alleviated by requiring all educators to be certified for special education.
I, however, feel that inclusion classrooms are the best option. If I were in charge of radical educational reform, I would first require every teacher to be a certified special educator. Secondly, I would schedule part of the day for "Enrichment Programs" where all of the children in the larger classroom would be separated into smaller groups based on their similar needs. These needs could and should change and children should not be in the same group each Enrichment period. There should not be a "smart group" or a "stupid group." In this way, assimilation and inclusion would be utilized and more specific needs could be met on a more individualized basis. I feel that this would be the most effective way to provide students with the acceptance, growth, and stimulation they so desperately need. I know that in some schools this might be what happens, but I feel that all schools should operate this way nationally.
As a student growing up in a primarily white area, I was completely unaware that desegregation was not achieved long ago. Segregation is so hard for me to talk about. I think it is a difficult subject for a lot people to discuss and that may well be why it still exists. I realize that some efforts were made in the past. I've been led to believe, all of my life, that those efforts were successful and that we are all equal. It wasn't until I came to Binghamton University that I realized how ignorant I truly was. I have the presence of mind to admit that I have little personal knowledge of this, but I am anxious to learn and I endeavor to effect change in whatever small ways that I can.
In this week's reading I learned that segregation is alive and well in the most clever of disguises. We use words like "diverse" and "inclusion" to belie the obvious de facto segregation that still exists to this day. While there is no such thing as official de jure segregation in this day and age, what difference does it make? No matter what you call it, the balance is tipped and it is not in favor of those people we label "minorities." While I would love to be an advocate for positive change in this arena, I admit that I have no reasonably feasible ideas to eliminate de facto segregation.
I am completely against segregating children due to differences of culture, race, sex, or ability. Life requires tolerance and I believe that school is where we send our children to prepare them for life. What better way to familiarize them, than to include and accept all types of children into each school? There are many obstacles preventing this from happening. The children whose parents are financially able are sending their children to schools which they are sure will provide them with the best opportunities available. Unfortunately, not all of us have the ability to send our children to these schools. My question is, "Why are there schools in existence that have more resources and better opportunities than others?" I mean, if we are all paying taxes based on what we make and we are all contributing to the budget used to teach all of our children, then why is it that each public school is not presenting our children with equal opportunities and available resources?
Treating each of our children as students deserving of every opportunity and capable enough to achieve anything is something every teacher should do. It is the one sure way to be positive of cultivating the people that these children can and should become. Radical reform is compulsory!
Wednesday, August 29, 2007
Hardscrabble Childhood in Rural New York
When I was little, I asked my mother if we were poor, because we didn't have a pool. It was then that she decided to have me help deliver the food baskets to the poor at Thanksgiving, Christmas, and Easter so I could see how others lived. I feel certain that this helped me to really appreciate the things that I had more. However, it is difficult to imagine truly understanding poverty like we witnessed in the movie we watched today. Hardscrabble Childhood in Rural New York made me feel very sad.
It seems so wrong to me that people here in America are allowed to live in such squalor. I have witnessed situations similar to these in my work as a nanny for foster children. Cases in which the living conditions were so vile and parents were so reckless and dangerous that children were better off in the counterproductive foster care system. The hard questions are, "What caused this situation for this family?" and "Why is this family stuck in this cycle?"
The responsibilities of our government to their people is to help provide the education and the tools for success. Too little of the federal budget is spent on education. And President Bush has suggested changes to the federal budget in 2008 to decrease the amount of funding for education by 12%! Check out this chart that I found at http://www.citizenjoe.org/node/418:
Since the government is supposed to be "of the people, by the people, and for the people," I feel it is my current responsibility to write to Senators Clinton and Schumer to request that the budget for Education and Community not be decreased and if they must change, that it instead be increased. After all, we want what we are paying so much money to defend to be worth defending.
The even harder questions are, "What on Earth do we do to help these families out of the situation they're in currently?" Possible solutions to this systemic poverty and its lasting and cyclic affect on families are difficult to formulate. If they weren't difficult, then someone would have already devised a plan and fixed this mess. Through compassionate communication, i.e. really listening to understand, we might be able to better understand what we can do to help people living in poverty overcome their circumstances. Through education we should be able to help break the cycle from continuing throughout multiple generations.
It seems so wrong to me that people here in America are allowed to live in such squalor. I have witnessed situations similar to these in my work as a nanny for foster children. Cases in which the living conditions were so vile and parents were so reckless and dangerous that children were better off in the counterproductive foster care system. The hard questions are, "What caused this situation for this family?" and "Why is this family stuck in this cycle?"
The responsibilities of our government to their people is to help provide the education and the tools for success. Too little of the federal budget is spent on education. And President Bush has suggested changes to the federal budget in 2008 to decrease the amount of funding for education by 12%! Check out this chart that I found at http://www.citizenjoe.org/node/418:
Function | 2007 | 2008 | Pct. change |
| Veterans benefits and services | $72.4 | $83.4 | 15.1% |
| General government | 18.8 | 20.7 | 10.5% |
| Net interest | 239.2 | 261.3 | 9.3% |
| General science, space and technology | 24.9 | 26.6 | 7.1% |
| Transportation | 74.6 | 79.3 | 6.3% |
| National defense | 571.9 | 606.5 | 6.1% |
| Medicare | 372.3 | 391.6 | 5.2% |
| Health | 268.5 | 280.6 | 4.5% |
| Social Security | 586.5 | 612.5 | 4.4% |
| Income security | 365.4 | 380.8 | 4.2% |
| Administration of justice | 45.3 | 47.0 | 3.7% |
| International affairs | 35.1 | 36.1 | 3.1% |
| Agriculture | 20.1 | 19.9 | -1.2% |
| Natural resources and environment | 35.2 | 32.9 | -6.5% |
| Education, training, employment, and social services | 94.0 | 82.7 | -12.0% |
| Energy | 1.8 | 1.4 | -23.5% |
| Community and regional development | 32.6 | 24.7 | -24.4% |
| Commerce and housing credit | .210 | -2.0 | -1,071.4% |
Since the government is supposed to be "of the people, by the people, and for the people," I feel it is my current responsibility to write to Senators Clinton and Schumer to request that the budget for Education and Community not be decreased and if they must change, that it instead be increased. After all, we want what we are paying so much money to defend to be worth defending.
The even harder questions are, "What on Earth do we do to help these families out of the situation they're in currently?" Possible solutions to this systemic poverty and its lasting and cyclic affect on families are difficult to formulate. If they weren't difficult, then someone would have already devised a plan and fixed this mess. Through compassionate communication, i.e. really listening to understand, we might be able to better understand what we can do to help people living in poverty overcome their circumstances. Through education we should be able to help break the cycle from continuing throughout multiple generations.
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