Five things I learned:
When Newsweek creates a list of the best high schools in America, all it looks at is the percentage of students taking the rapidly growing AP programs.
Only 10% of students play varsity sports.
The Department of Defense runs it's own school system.
In one school:
5th graders spent more than 90 percent of their time in their seats listening to the teacher or working alone and only about 7 percent or their time working in groups. Findings were similar in 1st and 3rd grade.
In 5th grade, more than 60 percent of students' time was spent on improving basic literacy or math skills, while less than 25 percent of their time was devoted to science and social studies.
Wednesday, May 4, 2011
Letter to the editor
As future teachers, cyberbullying is an epidemic that is taking control of our schools. Cyberbylling has caused many to take their lives in extreme cases, and causing many other problems that affect students in the classroom as well as the teacher, and the school itself. Something has to be done, in order to protect those affected. What should be done? Parents should teach their kids what is appropriate behavior when it comes to the internet. The parents should also monitor what their child is doing on the internet. The internet can be a great tool when used correctly, but when it is misused it becomes a hazard.
The topic of cyberbullying has caused numerous problems among today’s teens and young adults. Suicides, depression, and isolation are few of the many problems that are associated with cyberbullying. Cyberbullying is an unnecessary form of harassment that takes place via the web, cell phones, I pads/ pods. People aren’t afraid to say what they want, and aren’t aware of the consequences that can follow. This is where intervention needs to start. Young adults should be educated about cyberbullying, and the effects it has on people involved. This education should start as early as possible. The more we teach our children the more lives we can save by early intervention. Some states like New Jersey, New Hampshire and Massachusetts, are taking steps in the right direction to fix this problem. They are viewed as models because they include provisions allowing school officials to address off-campus actions that disrupt school operations.
Although some states are taking steps in the right direction to stop, or prevent cyberbullying, this is not enough in some cases. Educating the children in our school systems has to be our number one priority. Hopefully in time other states will pass laws just like the ones that already have, to prevent this from happening to any other young adults.
Wednesday, April 20, 2011
Teacher Prep
Three ideas for teacher prep: student teaching in another country would be a great idea and if that is not something someone can afford, then, maybe student teaching in another state.
I also think that more classes should focus on education rather than gen eds. I understand that it's a requirement; however, perhaps it can be an option and there could be other classes one can also take.
I also feel that maybe there can be a class on how to deal with certain types of scenarios that teachers may have to deal with - perhaps an ethics/law course for students to take.
I also think that more classes should focus on education rather than gen eds. I understand that it's a requirement; however, perhaps it can be an option and there could be other classes one can also take.
I also feel that maybe there can be a class on how to deal with certain types of scenarios that teachers may have to deal with - perhaps an ethics/law course for students to take.
IDI Reflection
I wasn't too thrilled with the results of the IDI test; however, it could be that my results were a mistake.
I feel that I am a bit more culturally competent than the results showed. I have lived in another country and I have been raised by parents who are from another country. I have also had friends from many different cultures and religions and I have always been interested in knowing more about who they are and where they come from. This is why the results of the IDI surprised me because I feel that my competence should have been higher than the score that I got due to my life experience. I do feel that I could become more culturally competent; however, I feel that due to my life experience it has given me the mind to be open minded and be interested in other cultures, because I am also from another culture and I like having that in common with someone else.
I do hope that my IDI score was a mistake and I am more competent than the test revealed.
I feel that I am a bit more culturally competent than the results showed. I have lived in another country and I have been raised by parents who are from another country. I have also had friends from many different cultures and religions and I have always been interested in knowing more about who they are and where they come from. This is why the results of the IDI surprised me because I feel that my competence should have been higher than the score that I got due to my life experience. I do feel that I could become more culturally competent; however, I feel that due to my life experience it has given me the mind to be open minded and be interested in other cultures, because I am also from another culture and I like having that in common with someone else.
I do hope that my IDI score was a mistake and I am more competent than the test revealed.
Finland Phenomenon
The Finland Phenomenon was a very interesting film to watch.
The educational system in Finald is remarkable and I wish that the United States could follow in it's foot steps.
The three biggest differences between the US and Finald was that each teacher must obtain a master's degree - 3 years of school for a bachelor's degree and 2 years of school for a master's.
Another difference was students addressed their teachers by their first name. This created a more relaxed enviroment for the students and probably created a better student/teacher relationship as well. When one has a better student/teacher relationship there is trust and respect. Both trust and respect are very important for a teacher to have from a student and also for a student to receive from a teacher.
There is not much homework for students and there are no tests given in Finland. In America, students are given homework (the older one gets, the more homework one receives) and there are standardized tests as well. If America was to focus less on tests and more on learning like Finland does; we may see America's rank for education increase.
I think it's important to look at what countries like Finland and other countries on top of the education list are doing right that we are doing wrong or maybe not doing at all and learn from them.
The educational system in Finald is remarkable and I wish that the United States could follow in it's foot steps.
The three biggest differences between the US and Finald was that each teacher must obtain a master's degree - 3 years of school for a bachelor's degree and 2 years of school for a master's.
Another difference was students addressed their teachers by their first name. This created a more relaxed enviroment for the students and probably created a better student/teacher relationship as well. When one has a better student/teacher relationship there is trust and respect. Both trust and respect are very important for a teacher to have from a student and also for a student to receive from a teacher.
There is not much homework for students and there are no tests given in Finland. In America, students are given homework (the older one gets, the more homework one receives) and there are standardized tests as well. If America was to focus less on tests and more on learning like Finland does; we may see America's rank for education increase.
I think it's important to look at what countries like Finland and other countries on top of the education list are doing right that we are doing wrong or maybe not doing at all and learn from them.
Sunday, April 17, 2011
Waiting for Superman
Waiting for Superman was a good film to watch. The film speaks of the failures of public education by following several students through the educational system. These students have also applied at near by charter schools; hoping to be selected in the lottery of the charter school in which they applied for.
The narrator, in the beginning of the documentary talks about how he fears sending his kids to a failing public school and he says he's lucky; he can send his kids to a private school. He says he is lucky to have that choice and not everybody has a choice.
It's hard not to feel for the children as you follow them throughout the movie. They want to succeed and these children have big hopes and dreams. They want to be a doctor, a teacher, etc; however, the schools which they are going to are not rated as very good and the kids know this and want to get a better education if possible - which is why they applied to the charter school and unfortunately not all of the children won the lottery for the charter school which they applied to.
A few things that struck me during the film..
NCLB: The No Child Left Behind Act - it measures every child in the country and there are still 4 years left to be 100% proficient - as a country, we are not even close.
5th - 7th grade minority children are going from B - D students (not sure where or what percentage), the statistic shocked me, though.
The cost of Prison vs Private Schools. It costs more for someone to live in prison than it does for someone to go to a private school.
Michelle Rhee.. She is the chancellor for the Washington D.C. public schools. She has some wonderful ideas and many individuals don't see eye to eye with her and because of this not much can be changed unless people are supporting her ideas and want to change as well.
The film showed what flaws there are in the United States educational system and that much needs to be changed. One can only hope that in time we can change the way the educational system is for the better.
The narrator, in the beginning of the documentary talks about how he fears sending his kids to a failing public school and he says he's lucky; he can send his kids to a private school. He says he is lucky to have that choice and not everybody has a choice.
It's hard not to feel for the children as you follow them throughout the movie. They want to succeed and these children have big hopes and dreams. They want to be a doctor, a teacher, etc; however, the schools which they are going to are not rated as very good and the kids know this and want to get a better education if possible - which is why they applied to the charter school and unfortunately not all of the children won the lottery for the charter school which they applied to.
A few things that struck me during the film..
NCLB: The No Child Left Behind Act - it measures every child in the country and there are still 4 years left to be 100% proficient - as a country, we are not even close.
5th - 7th grade minority children are going from B - D students (not sure where or what percentage), the statistic shocked me, though.
The cost of Prison vs Private Schools. It costs more for someone to live in prison than it does for someone to go to a private school.
Michelle Rhee.. She is the chancellor for the Washington D.C. public schools. She has some wonderful ideas and many individuals don't see eye to eye with her and because of this not much can be changed unless people are supporting her ideas and want to change as well.
The film showed what flaws there are in the United States educational system and that much needs to be changed. One can only hope that in time we can change the way the educational system is for the better.
Sunday, April 10, 2011
After 3 Months, Mayor Replaces Schools Leader
http://www.nytimes.com/2011/04/08/education/08black.html?_r=1
This article is about Cathleen Black who was a city school chancellor in New York for a little more than 3 months. Individuals were stunned when she was chosen as the chancellor and she was asked to step down on April 7th, 2011.
She will be replaced by Dennis M. Walcottt, who, unlike Cathleen Black, has educational experience.
From the article, Cathleen's dismissal came about due to Ms. Black's lack of experience and also her behavior. She did not know much information when asked questions during interviews, she also would joke inappropriately or be mocking of others. It was most likely best for her to be dismissed and for someone better fit for the job to take over.
I feel that there are individuals who are in positions such as Ms. Black's who have little to no educational experience and feel they are entitled to a job such as that; however, they do not have the experience or knowledge that is needed. There should be a requirement for someone to be a chancellor. One should have knowledge and at least have had experience in the education system at one time or another in order to have the position of a chancellor because then one can truly understand what the job is about because the individual as truly 'been there'.
This article is about Cathleen Black who was a city school chancellor in New York for a little more than 3 months. Individuals were stunned when she was chosen as the chancellor and she was asked to step down on April 7th, 2011.
She will be replaced by Dennis M. Walcottt, who, unlike Cathleen Black, has educational experience.
From the article, Cathleen's dismissal came about due to Ms. Black's lack of experience and also her behavior. She did not know much information when asked questions during interviews, she also would joke inappropriately or be mocking of others. It was most likely best for her to be dismissed and for someone better fit for the job to take over.
I feel that there are individuals who are in positions such as Ms. Black's who have little to no educational experience and feel they are entitled to a job such as that; however, they do not have the experience or knowledge that is needed. There should be a requirement for someone to be a chancellor. One should have knowledge and at least have had experience in the education system at one time or another in order to have the position of a chancellor because then one can truly understand what the job is about because the individual as truly 'been there'.
Tuesday, March 29, 2011
How was my school organized?
As I think back to my schooling days I think that I was kind of 'all over' as far as organization is concerned.
I went to several schools throughout my K - 12 years.
In Kindergarten - 4th grade I went to Kennedy Elementary school in St. Joseph, Minnesota. I think that this would be unheard of now a days; for a child to go to a school that is only K-4; however, that is the highest grade that was offered at my elementary school in the late night 1980-early 1990s (I think it was the same at some of the other schools in the 742 district, I'm not quite sure, however). Then, in 5th grade I went to Discovery School in St. Cloud, Minnesota which had a 5th and 6th grade.
Then, at the end of my 5th grade year my parents moved to Cold Spring, Minnesota and in 6th grade I attended St. Boniface Elementary School in Cold Spring, Minnesota which was a K - 6 school. Then, in 7th and 8th grade I went to Rocori Middle School which was also in Cold Spring, Minnesota.
In 9 - 12 I went to St. John's Prep School in Collegeville, Minnesota.
As you can see, I was all over with my schooling. I think if I was in grade school today I would be going to school that had K - 6 in the same school and 7 and 8 in another and then 9 - 12. I think having to jump around from school to school made it difficult for me to make any consistent friends (I also think moving didn't help much, either.. but, that's another story).
As for how the actual school itself was organized.. I don't quite remember since it was so long ago.. But, I think that how my education was back then was much different than it is now. I do know that my education was probably much different going to a private high school vs. someone who was going to a public school - there were higher expectations and harder classes since the high school I went to was preparing us for college and at a private school they have their own agenda which is followed.
My schooling was also a "normal" school year September - June up through 8th grade and then in 9th grade school started in late August and ended in late May.
Overall, I think I enjoyed my school years and I don't think I would have changed anything. As I stated, I think things have changed since I was in grade school - I do know what is being taught now is much more different than what I learned - especially in regards to Math. However, a lot can change in 15 - 20 years.
I went to several schools throughout my K - 12 years.
In Kindergarten - 4th grade I went to Kennedy Elementary school in St. Joseph, Minnesota. I think that this would be unheard of now a days; for a child to go to a school that is only K-4; however, that is the highest grade that was offered at my elementary school in the late night 1980-early 1990s (I think it was the same at some of the other schools in the 742 district, I'm not quite sure, however). Then, in 5th grade I went to Discovery School in St. Cloud, Minnesota which had a 5th and 6th grade.
Then, at the end of my 5th grade year my parents moved to Cold Spring, Minnesota and in 6th grade I attended St. Boniface Elementary School in Cold Spring, Minnesota which was a K - 6 school. Then, in 7th and 8th grade I went to Rocori Middle School which was also in Cold Spring, Minnesota.
In 9 - 12 I went to St. John's Prep School in Collegeville, Minnesota.
As you can see, I was all over with my schooling. I think if I was in grade school today I would be going to school that had K - 6 in the same school and 7 and 8 in another and then 9 - 12. I think having to jump around from school to school made it difficult for me to make any consistent friends (I also think moving didn't help much, either.. but, that's another story).
As for how the actual school itself was organized.. I don't quite remember since it was so long ago.. But, I think that how my education was back then was much different than it is now. I do know that my education was probably much different going to a private high school vs. someone who was going to a public school - there were higher expectations and harder classes since the high school I went to was preparing us for college and at a private school they have their own agenda which is followed.
My schooling was also a "normal" school year September - June up through 8th grade and then in 9th grade school started in late August and ended in late May.
Overall, I think I enjoyed my school years and I don't think I would have changed anything. As I stated, I think things have changed since I was in grade school - I do know what is being taught now is much more different than what I learned - especially in regards to Math. However, a lot can change in 15 - 20 years.
Chapter 8
The Chapter 8 presentation was about Organization of American Schools. The presentation was very informative.
The group showed a video about virtual education and in the video one of the girls was using a website called Starfall.com. I recognized this site because when I was living in Austria as a full time nanny; the 6 year old boy I nannied also used Starfall.com as a tool along with his academics. His teacher suggested that the students use Starfall to help them learn to read, help them with the alphabet - pronouncing letters, etc. The boy was also an Austrian native and going to an American school and was in his 2nd year of speaking English. I thought using this website was useful for him along with going to school. I think that using virtual learning can be useful if it's used along with regular education. However, I don't think virtual learning should just be used on it's own.Children will lack the social skills if they are not in a classroom setting and socializing with other children. I just don't think it's a good idea to use virtual learning on it's own; however, as I stated I feel it would be useful to use some virtual learning in a regular educational setting.
The group showed a video about virtual education and in the video one of the girls was using a website called Starfall.com. I recognized this site because when I was living in Austria as a full time nanny; the 6 year old boy I nannied also used Starfall.com as a tool along with his academics. His teacher suggested that the students use Starfall to help them learn to read, help them with the alphabet - pronouncing letters, etc. The boy was also an Austrian native and going to an American school and was in his 2nd year of speaking English. I thought using this website was useful for him along with going to school. I think that using virtual learning can be useful if it's used along with regular education. However, I don't think virtual learning should just be used on it's own.Children will lack the social skills if they are not in a classroom setting and socializing with other children. I just don't think it's a good idea to use virtual learning on it's own; however, as I stated I feel it would be useful to use some virtual learning in a regular educational setting.
2 Million Minutes
2 Million Minutes was quite an interesting film that compared the lives of high school students in China, India and the United States.
In the United States the high school students tried to find a balance between socializing and school and in India and China school was the top priority - I remember that one of the students in China said, "It's academics and nothing else." In America it seems school isn't always on the top of the list for students. In the film it seemed that in the United States high schools also focused on sports and that took some time away from academics. In China the extra curricular activities were taking ballet lessons for the female and playing violin or learning more about mathematics. In India the students focused on school more so than Americans; however, they also tried to have somewhat of an active life as well - playing soccer, engaging in family activities or doing normal teenage things - listening to music, playing computer games, etc.
I also noticed in the film that family time seemed more important in India and China than in the United States. The hectic lives of the high school students made it difficult for them to have meals with their family on an everyday basis; however, they tried to eat together a few times a week; where as in India and China they ate together every day and even helped in preparing meals and also what was eaten was different - in America one family had pizza (which was obviously delivered) and I think the other had lasagna - which is pretty easy to make and doesn't take much time.
Each of the countries have different thoughts on education. I think that education is a number one priority for all of the students that were featured in the film; however, how much time was spent studying and focusing on academics was a different story. I feel that China spent the most of their time on academics and had little time for anything else; India focused on school quite a bit as well; however, they also allowed themselves to have a social life and Americans came in third and although school was important for them, they also spent the most out of the three countries socializing and partaking in other activities other than academics and I think that has mostly to do with culture - Americans are a fast paced culture and we want to get things done quickly so we can get to things we enjoy the most. If we took time on what was important; we may also find time to appreciate our free time more.
In the United States the high school students tried to find a balance between socializing and school and in India and China school was the top priority - I remember that one of the students in China said, "It's academics and nothing else." In America it seems school isn't always on the top of the list for students. In the film it seemed that in the United States high schools also focused on sports and that took some time away from academics. In China the extra curricular activities were taking ballet lessons for the female and playing violin or learning more about mathematics. In India the students focused on school more so than Americans; however, they also tried to have somewhat of an active life as well - playing soccer, engaging in family activities or doing normal teenage things - listening to music, playing computer games, etc.
I also noticed in the film that family time seemed more important in India and China than in the United States. The hectic lives of the high school students made it difficult for them to have meals with their family on an everyday basis; however, they tried to eat together a few times a week; where as in India and China they ate together every day and even helped in preparing meals and also what was eaten was different - in America one family had pizza (which was obviously delivered) and I think the other had lasagna - which is pretty easy to make and doesn't take much time.
Each of the countries have different thoughts on education. I think that education is a number one priority for all of the students that were featured in the film; however, how much time was spent studying and focusing on academics was a different story. I feel that China spent the most of their time on academics and had little time for anything else; India focused on school quite a bit as well; however, they also allowed themselves to have a social life and Americans came in third and although school was important for them, they also spent the most out of the three countries socializing and partaking in other activities other than academics and I think that has mostly to do with culture - Americans are a fast paced culture and we want to get things done quickly so we can get to things we enjoy the most. If we took time on what was important; we may also find time to appreciate our free time more.
Sunday, March 27, 2011
Study: British Math Teachers Some of the Worst in the World
http://www.educationnews.org/global/152166.html
This article talks about how British Math teachers rank 2nd lowest according to a study conducted by Plymouth University. Czech Republic was ranked the lowest.
An elementary school teacher in England requires only a C in Math GCSE to be qualified to teach, while secondary school teachers must have a degree in a math-related discipline. According to the article in the Daily Mail, most elementary school math teachers in Japan have a degree in mathematics.
The conclusions drawn by the Plymouth researchers point to improved training as the way forward. Raising the requirement for primary school teachers to at least a B in GCSE and making maths degrees and continuing career training a requirement for those wishing to teach at the secondary level are the necessary first steps. Tony McAleavy of the Plymouth Center says:
I agree that if the requirements are raised then Britain may not fall so low on the list. Having higher expectations and requiring that teachers are experts in the subjects they teach might make a big difference.
I almost wish there were global education standards that could be followed so that countries were not competing with one another around the world and that some countries were not lacking this or lacking that and that we were all on the same page.
This article talks about how British Math teachers rank 2nd lowest according to a study conducted by Plymouth University. Czech Republic was ranked the lowest.
An elementary school teacher in England requires only a C in Math GCSE to be qualified to teach, while secondary school teachers must have a degree in a math-related discipline. According to the article in the Daily Mail, most elementary school math teachers in Japan have a degree in mathematics.
The conclusions drawn by the Plymouth researchers point to improved training as the way forward. Raising the requirement for primary school teachers to at least a B in GCSE and making maths degrees and continuing career training a requirement for those wishing to teach at the secondary level are the necessary first steps. Tony McAleavy of the Plymouth Center says:
‘Teaching needs to become a respected profession in this country, on a par with the law and medicine, and then we will attract more able people.'
I agree that if the requirements are raised then Britain may not fall so low on the list. Having higher expectations and requiring that teachers are experts in the subjects they teach might make a big difference.
I almost wish there were global education standards that could be followed so that countries were not competing with one another around the world and that some countries were not lacking this or lacking that and that we were all on the same page.
Wednesday, March 23, 2011
Chapter 7 / Philosophy of Education
The presentation about Chapter 7 was about the Philosophy of Education.
First, the group shared the definition of philosophy and theory. Then, the group handed out a survey which everyone took which would help us determine which educational philosophy each of us fell under.
The philosophies are: Perennial, Essential, Progressive and Social Reconstruction.
I fell under Social Reconstruction. The results didn't surprise me too much because my undergrad degree consisted of many social work classes and a lot of the beliefs of someone who would believe in social reconstruction would be a social worker. I think once I dig deeper into the philosophy I fall under that it will make more sense to me in an educational sense. I look forward to finding out more and how my philosophy can help shape me as a future educator.
First, the group shared the definition of philosophy and theory. Then, the group handed out a survey which everyone took which would help us determine which educational philosophy each of us fell under.
The philosophies are: Perennial, Essential, Progressive and Social Reconstruction.
I fell under Social Reconstruction. The results didn't surprise me too much because my undergrad degree consisted of many social work classes and a lot of the beliefs of someone who would believe in social reconstruction would be a social worker. I think once I dig deeper into the philosophy I fall under that it will make more sense to me in an educational sense. I look forward to finding out more and how my philosophy can help shape me as a future educator.
Unequal Education
This video was about two schools in the same vicinity of one another. Riverdale and South Fordham schools. Riverdale was in a nicer middle class neighborhood and South Fordham was in a 'ghetto' like area which was not the safest area for students to navigate around in. The principal would walk the grounds of the school to make sure the students were getting to class and were safe.
Riverdale school had a nice track and field and South Fordham did not - they had to use an indoor gym. Riverdale had a band - students played instruments and at South Fordham students played keyboards - they could not afford to have a school band. Riverdale had licensed teachers; and South Fordham had unlicensed teachers teaching several subjects.
As one can see from this video alone; education for these two schools are unequal. One school has more than the other and that is unfortunate for the students at South Fordham.
I feel that every student deserves an equal education and it should not matter where a child lives; however, that is not the case. If you live in a nicer area; it is likely the school your child will go to has more to offer and better resources - I-pads, computers, a track and field, etc. If the area you live in is not the nicest, chances are the school your child will go to will lack resources and funding and your child may not be as fortunate as the child going to the school in the nicer area.
I do hope that some day this all may change and that all education will be equal and that each child will have access to the same resources and that it will not be a matter of whether you live in a rich or poor area. Each child deserves an equal education no matter what.
Riverdale school had a nice track and field and South Fordham did not - they had to use an indoor gym. Riverdale had a band - students played instruments and at South Fordham students played keyboards - they could not afford to have a school band. Riverdale had licensed teachers; and South Fordham had unlicensed teachers teaching several subjects.
As one can see from this video alone; education for these two schools are unequal. One school has more than the other and that is unfortunate for the students at South Fordham.
I feel that every student deserves an equal education and it should not matter where a child lives; however, that is not the case. If you live in a nicer area; it is likely the school your child will go to has more to offer and better resources - I-pads, computers, a track and field, etc. If the area you live in is not the nicest, chances are the school your child will go to will lack resources and funding and your child may not be as fortunate as the child going to the school in the nicer area.
I do hope that some day this all may change and that all education will be equal and that each child will have access to the same resources and that it will not be a matter of whether you live in a rich or poor area. Each child deserves an equal education no matter what.
Monday, March 21, 2011
Mother hopes others will opt out of standardized testing
http://www.cnn.com/2011/US/03/20/pennsylvania.school.testing/index.html?iref=allsearch
When I read this article I immediately thought of the book I'm reading, The Global Achievement Gap. Schools are focusing more and more on preparing students for standardized testing and worrying about their achievement rather than worrying about if their students are learning anything they can take into the real world. What good will taking a test do in the real world? It probably will do very little.
This article talks about how parents have the option to take their children out of the standardized testing due to religion; however, one mother says it goes far deeper than religion and she feels that the tests do not represent the schools very well or her child.
Some parents feels that there is less curriculum and more focus on preparing students for these standardized tests and this disappoints parents because it does not accurately portray the schools or their children.
Some parents think that the parents that are taking their kids away from standardized testing are hurting education. There are two sides to this story and either one has valid points.
I do feel that schools are focusing less on the needed curriculum and are trying to focus more on preparing students for standardized testing. I think this is okay for the time being; however, one needs to look at the bigger picture. How are these tests going to help these children as adults? Will they help with social skills? Will they help in a job interview? Will they help in a job? Not really.. It almost seems schools are in a race to be at the top. As in the book, "The Global Achievement Gap".. There are many good schools; however, what are the students learning? They are basically learning how to take a test and in the end this isn't something that is going to help them in their future.
When I read this article I immediately thought of the book I'm reading, The Global Achievement Gap. Schools are focusing more and more on preparing students for standardized testing and worrying about their achievement rather than worrying about if their students are learning anything they can take into the real world. What good will taking a test do in the real world? It probably will do very little.
This article talks about how parents have the option to take their children out of the standardized testing due to religion; however, one mother says it goes far deeper than religion and she feels that the tests do not represent the schools very well or her child.
Some parents feels that there is less curriculum and more focus on preparing students for these standardized tests and this disappoints parents because it does not accurately portray the schools or their children.
Some parents think that the parents that are taking their kids away from standardized testing are hurting education. There are two sides to this story and either one has valid points.
I do feel that schools are focusing less on the needed curriculum and are trying to focus more on preparing students for standardized testing. I think this is okay for the time being; however, one needs to look at the bigger picture. How are these tests going to help these children as adults? Will they help with social skills? Will they help in a job interview? Will they help in a job? Not really.. It almost seems schools are in a race to be at the top. As in the book, "The Global Achievement Gap".. There are many good schools; however, what are the students learning? They are basically learning how to take a test and in the end this isn't something that is going to help them in their future.
Saturday, March 19, 2011
Chapter 6
The presentation of Chapter 6 was about the history of of education in the United States. It was an informative presentation.
The history of education has changed quite a bit since it first began - it first began with the "3 R's " - reading, writing and arithmetic. Religion was also a big part of schools.
Eventually, the separation of church and state occurred in the early national period.
During the common school movement a standard curriculum was created in addition to the "3 R's".
Something I found interesting during the presentation was that in just 1982, high school was "redefined". The NEA, realized students needed more skills. Not all high school students went to college and the NEA felt that students should have more skills if they decided not to go to college.
After the presentation we saw a video about Native American Indians and the history of boarding schools. It is something that I had already learned about in the past in a Native American History class. American Indian children were forced to go to boarding schools and assimilated to the "English ways". They were unable to speak their native language and were forced to speak English and also become Christian. Fortunately, many Native Americans returned to their culture in their adult years.
The history of education has changed quite a bit since it first began - it first began with the "3 R's " - reading, writing and arithmetic. Religion was also a big part of schools.
Eventually, the separation of church and state occurred in the early national period.
During the common school movement a standard curriculum was created in addition to the "3 R's".
Something I found interesting during the presentation was that in just 1982, high school was "redefined". The NEA, realized students needed more skills. Not all high school students went to college and the NEA felt that students should have more skills if they decided not to go to college.
After the presentation we saw a video about Native American Indians and the history of boarding schools. It is something that I had already learned about in the past in a Native American History class. American Indian children were forced to go to boarding schools and assimilated to the "English ways". They were unable to speak their native language and were forced to speak English and also become Christian. Fortunately, many Native Americans returned to their culture in their adult years.
Monday, March 7, 2011
Chapter 1 - The Global Acheievement Gap
5 things that I have learned:
1. Employers look for people who can engage in good discussion. They have to know how to work well with others. They need to know how to engage others.
2. Engage in critical thinking. It means being curious about why things are the way they are and being able to think about why something is important.
3. "Leadership is the capacity to take initiative and trust yourself to be creative. I say to my employees if you try five things and get all of them right, you may be failing. If you try ten things, and get eight of them right, you're a hero. If you set a stretch goals , you'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying. One of the problems in a large company is risk aversion. Our challenge is how to create entrepreneurial culture in a larger organization."
4. "The biggest skill people are missing is the ability to communicate: both written and oral presentation. It's a huge issue for us."
5. Children aren't as curious as they should be; and neither are adults.
1. Employers look for people who can engage in good discussion. They have to know how to work well with others. They need to know how to engage others.
2. Engage in critical thinking. It means being curious about why things are the way they are and being able to think about why something is important.
3. "Leadership is the capacity to take initiative and trust yourself to be creative. I say to my employees if you try five things and get all of them right, you may be failing. If you try ten things, and get eight of them right, you're a hero. If you set a stretch goals , you'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying. One of the problems in a large company is risk aversion. Our challenge is how to create entrepreneurial culture in a larger organization."
4. "The biggest skill people are missing is the ability to communicate: both written and oral presentation. It's a huge issue for us."
5. Children aren't as curious as they should be; and neither are adults.
Friday, March 4, 2011
Speaking in Tongues
I thought the DVD, "Speaking in Tongues" was a very good one. I think immersion programs are a fantastic idea. Having the opportunity to grow up bilingual is a great thing and it expands your thinking and you get to be more or less immersed in another culture by learning it's language.
My mom and dad are both from Austria and when I was four years old my parents moved to Austria for a year. Before we moved I spoke nothing but English; but, when we moved to Austria for that year within two weeks I was speaking nothing but German. It shows that a child can learn a foreign language at a younger age better than at an older age.
A younger child's brain is like a sponge and it soaks up what it learns and it sticks there. It is the prime time to learn a foreign language and I think this is a great thing. Several years ago I was living in Austria as a nanny. I was a nanny for a 5 year old boy and an 8 year old girl. The boy went to an American school. Before going to school there he did not know a word of English and was thrown into an English speaking school and within months he spoke English. When I was living there I spoke nothing but English to him and he is now bilingual in English and German. He was not in an immersion program; but, his story is very similar to that of an immersion program because he is a young child who must learn a foreign language - English. His sister had a harder time learning English because she was going to a German grade school; however, she then transferred to an English school and eventually to the American school after having a better grasp of the English language.
I am thankful to be able to speak German. When I travel to Austria I am able to communicate with my relatives and I am able to make my way around the country. Many individuals in Austria do speak English; however, it does help to know German because there are those who do not know English at all or know very little English. I am thankful to know both German and English and I hope to pass the German language on to my future children.
My mom and dad are both from Austria and when I was four years old my parents moved to Austria for a year. Before we moved I spoke nothing but English; but, when we moved to Austria for that year within two weeks I was speaking nothing but German. It shows that a child can learn a foreign language at a younger age better than at an older age.
A younger child's brain is like a sponge and it soaks up what it learns and it sticks there. It is the prime time to learn a foreign language and I think this is a great thing. Several years ago I was living in Austria as a nanny. I was a nanny for a 5 year old boy and an 8 year old girl. The boy went to an American school. Before going to school there he did not know a word of English and was thrown into an English speaking school and within months he spoke English. When I was living there I spoke nothing but English to him and he is now bilingual in English and German. He was not in an immersion program; but, his story is very similar to that of an immersion program because he is a young child who must learn a foreign language - English. His sister had a harder time learning English because she was going to a German grade school; however, she then transferred to an English school and eventually to the American school after having a better grasp of the English language.
I am thankful to be able to speak German. When I travel to Austria I am able to communicate with my relatives and I am able to make my way around the country. Many individuals in Austria do speak English; however, it does help to know German because there are those who do not know English at all or know very little English. I am thankful to know both German and English and I hope to pass the German language on to my future children.
Monday, February 28, 2011
Teacher Tenure Under Fire, as States Try to Cut Deficits
http://abcnews.go.com/US/teacher-tenure-fire-states-cut-deficits/story?id=13003142
It took a Los Angeles school district five years (which cost them $3.5 million dollars) to fire six teachers for poor performances.
In Washington D.C., 75 teachers were let go for being incompetent in 2008. One teacher played DVDs in his class while another missed 20 days of work in two months. All were reinstated by an arbitrator.
The story is similar in New York City where hundreds of teachers considered too inept to teach are kept out of classrooms, but continue to collect full salaries and benefits.
"The administration there has decided that it's actually harmful to children to have them in classrooms and yet the public is still responsible for continuing to pay full salary and benefits for these people year in and year out," said Michelle Rhee, former Chancellor of D.C. Public Schools and Founder of StudentsFirst. "That's absolutely a waste of taxpayer dollars."
An even louder chorus of critics is attacking unionized public school teachers for their tenure and seniority rules, job protections that make it difficult to remove bad teachers.
New Jersey Gov. Chris Christie is a vocal critic of the union rules.
"Really there are two places left in America where there's a profession where there's no reward for excellence and no consequence for failure. We all know the first one is weathermen -- unfortunately the second one is teaching," the governor said.
The head of the largest national teachers union responded to the on-going criticism by offering a major concession, a proposal to make it easier and faster to fire even tenured teachers who are not making the grade.
"Under the proposal, a teacher deemed 'unsatisfactory' would be required to submit to an improvement plan which could last anywhere from a month to a year," said Randi Weingarten, president of the American Federation of Teachers. "If administators and peer experts thought the teacher had not improved, they would refer it to an arbitrator who would decide within 100 days to keep or dismiss the teacher."
Under the new proposal it would still take as long as 15 months to remove a teacher who's ultimatley determined unfit to be in a classroom.
I feel that tenure is important; yet, after hearing this news story on ABC news and after reading the article I wonder if it's even fair. If there are unfit teachers teaching children and they are protected by tenure; where's the fairness in that? For those who are great teachers and doing an exceptional job I think they deserve tenure; however, for those who are not doing a good job and more or less failing their students; they do not deserve tenure.
It kind of upsets me to see that the 75 unfit teachers in Washington D.C. were reinstated even though they were seen as unfit - one teacher was playing DVD's in class while another missed 20 days of work in 2 months (although the reason was not given; but, I would assume it was not an 'excusable' absence). There are people waiting to get into the teaching field who would be exceptional teachers and yet; they are waiting for jobs because there are some teachers who are still teaching because they are on tenure and they have seniority. Granted, many deserve the teaching jobs they have and are doing a wonderful job; but, there are the few that are in this article who are not doing a good job and are still teaching and should not be.
It took a Los Angeles school district five years (which cost them $3.5 million dollars) to fire six teachers for poor performances.
In Washington D.C., 75 teachers were let go for being incompetent in 2008. One teacher played DVDs in his class while another missed 20 days of work in two months. All were reinstated by an arbitrator.
The story is similar in New York City where hundreds of teachers considered too inept to teach are kept out of classrooms, but continue to collect full salaries and benefits.
"The administration there has decided that it's actually harmful to children to have them in classrooms and yet the public is still responsible for continuing to pay full salary and benefits for these people year in and year out," said Michelle Rhee, former Chancellor of D.C. Public Schools and Founder of StudentsFirst. "That's absolutely a waste of taxpayer dollars."
An even louder chorus of critics is attacking unionized public school teachers for their tenure and seniority rules, job protections that make it difficult to remove bad teachers.
New Jersey Gov. Chris Christie is a vocal critic of the union rules.
"Really there are two places left in America where there's a profession where there's no reward for excellence and no consequence for failure. We all know the first one is weathermen -- unfortunately the second one is teaching," the governor said.
The head of the largest national teachers union responded to the on-going criticism by offering a major concession, a proposal to make it easier and faster to fire even tenured teachers who are not making the grade.
"Under the proposal, a teacher deemed 'unsatisfactory' would be required to submit to an improvement plan which could last anywhere from a month to a year," said Randi Weingarten, president of the American Federation of Teachers. "If administators and peer experts thought the teacher had not improved, they would refer it to an arbitrator who would decide within 100 days to keep or dismiss the teacher."
Under the new proposal it would still take as long as 15 months to remove a teacher who's ultimatley determined unfit to be in a classroom.
I feel that tenure is important; yet, after hearing this news story on ABC news and after reading the article I wonder if it's even fair. If there are unfit teachers teaching children and they are protected by tenure; where's the fairness in that? For those who are great teachers and doing an exceptional job I think they deserve tenure; however, for those who are not doing a good job and more or less failing their students; they do not deserve tenure.
It kind of upsets me to see that the 75 unfit teachers in Washington D.C. were reinstated even though they were seen as unfit - one teacher was playing DVD's in class while another missed 20 days of work in 2 months (although the reason was not given; but, I would assume it was not an 'excusable' absence). There are people waiting to get into the teaching field who would be exceptional teachers and yet; they are waiting for jobs because there are some teachers who are still teaching because they are on tenure and they have seniority. Granted, many deserve the teaching jobs they have and are doing a wonderful job; but, there are the few that are in this article who are not doing a good job and are still teaching and should not be.
2,000 Northern Ireland pupils on educational psychology waiting list
http://www.bbc.co.uk/news/uk-northern-ireland-12596279
This is a brief; yet, important article that discusses that 2,000 Ireland students are on an educational psychology waiting list.
Figures from the last academic year show that 11,000 students in post and primary schools have been getting help from an educational psychologist.
However, now there is a waiting list and there is a shortage of educational psychologists. It was stressed in the article that children should get the help they need as early on as possible.
I think that the shortage of psychologists is something that is also a problem here in Minnesota. There are waiting lists to see specialists because there is such a shortage and it is unfortunate. I think that perhaps what turns someone off from going to school to become a psychologist may be the length of time it takes to go to school to earn a degree to become a psychologist and perhaps that needs to change in the future so that more individuals would be willing to go to school to become a psychologist and then the shortage of psychologists would be less of a problem.
This is a brief; yet, important article that discusses that 2,000 Ireland students are on an educational psychology waiting list.
Figures from the last academic year show that 11,000 students in post and primary schools have been getting help from an educational psychologist.
However, now there is a waiting list and there is a shortage of educational psychologists. It was stressed in the article that children should get the help they need as early on as possible.
I think that the shortage of psychologists is something that is also a problem here in Minnesota. There are waiting lists to see specialists because there is such a shortage and it is unfortunate. I think that perhaps what turns someone off from going to school to become a psychologist may be the length of time it takes to go to school to earn a degree to become a psychologist and perhaps that needs to change in the future so that more individuals would be willing to go to school to become a psychologist and then the shortage of psychologists would be less of a problem.
Thursday, February 24, 2011
TWLOHA
On Wednesday, February 17th Jamie Tworkowski came to St. Cloud State to speak. He is the founder of To Write Love On Her Arms. I knew a bit about TWLOHA (I even had a t-shirt.. but, it got holes in it after a few months of my wearing it and I donated it to Savers after that.); but, I didn't know everything about TWLOHA.
I thought Jamie was a wonderful speaker and I was glad that there is someone like him in this world. Jamie talked about how he founded TWLOHA. There was a young woman who he was introduced to who was struggling with addiction and she had cut something across her arms and instead he thought of something like, "To Write Love On Her Arms" and it went on from there and it's been an organization that has inspire and reached many and the sales of t-shirts and other TWLOHA merchandise have been able to help pay for the treatment of many individuals.
TWLOHA hits close to home for me. I have been through a lot over the years and can relate to those who struggle. I've struggled with self injury, suicide attempts, eating disorders and depression. I think it's important for people to be aware of mental health and that it does exist. I also think people should be aware of the stigma that comes a long with mental health. I've been judged because of what I've been through and been labeled as 'crazy' and 'psycho' and I'm none of those. I just have struggled and I've overcome a lot. As Jamie said, we each have a story to tell and each of us needs someone who can/will listen. Mental health is real and it doesn't mean that you're crazy or psycho. It just means that you're struggling and you need the extra support. People struggle in different ways - self injury, drugs, eating disorders, alcohol, etc. It's important not to judge because behind these struggles is a story and with these struggles there can be hope and recovery. And with hope and recovery the individual can become the best person they can be and everybody deserves to be the best they can be.
I thought Jamie was a wonderful speaker and I was glad that there is someone like him in this world. Jamie talked about how he founded TWLOHA. There was a young woman who he was introduced to who was struggling with addiction and she had cut something across her arms and instead he thought of something like, "To Write Love On Her Arms" and it went on from there and it's been an organization that has inspire and reached many and the sales of t-shirts and other TWLOHA merchandise have been able to help pay for the treatment of many individuals.
TWLOHA hits close to home for me. I have been through a lot over the years and can relate to those who struggle. I've struggled with self injury, suicide attempts, eating disorders and depression. I think it's important for people to be aware of mental health and that it does exist. I also think people should be aware of the stigma that comes a long with mental health. I've been judged because of what I've been through and been labeled as 'crazy' and 'psycho' and I'm none of those. I just have struggled and I've overcome a lot. As Jamie said, we each have a story to tell and each of us needs someone who can/will listen. Mental health is real and it doesn't mean that you're crazy or psycho. It just means that you're struggling and you need the extra support. People struggle in different ways - self injury, drugs, eating disorders, alcohol, etc. It's important not to judge because behind these struggles is a story and with these struggles there can be hope and recovery. And with hope and recovery the individual can become the best person they can be and everybody deserves to be the best they can be.
Field Experience: Week 2
I had my second field experience on Wednesday and it went well.
I arrived at 9:30am and Mrs. Hylla was in the middle of finishing reading part of a book to the children. Then, she excused the children to go to their proper math classes.
After all the children were in their seats; Mrs. Hylla had problems on the smart board for the children to work on in their notebooks. In green color was something that they had worked on before - division and multiplication, in blue was something that they were currently working on - lines, segments and rays and in red was something they would be working on that day - angels and measuring angles. If the children had questions they could ask any of the adults (including myself) questions. One boy raised his hand and wanted to be sure that 7 x 9 = 63. The other teacher, Mrs. Searles also joined the class. She was helping a girl use a calculator and had then asked me if I would be willing to show her how to use the calculator and go over a few practice problems with her on it. After practicing a few problems, the girl got the hang of it and was eager to know how to use a calculator and have one of her very own. Mrs. Searles told me that the school she had transferred from had only had her in 2nd grade level math and she was much more advanced then that - she only struggles she had was with multiplying and dividing and was unsure of how to use a calculator. Other than that, she was a very bright young girl and caught on quickly with a little help.
After the students worked on the problems on the smart board each of them went to the carpet and Mrs. Searles then went over angles and how to use a protractor. The students were then given a sheet and were split up into six different groups which were lead by an adult (myself included). I lead a group with three girls. The assignment was to label whether the angle was obtuse, acute, straight or right. Then, the students had to draw the angle with the protractor and label it accordingly. After the students finished the sheet the teachers asked for the children to do extra angles on the back. I had each girl come up with an angle degree for the rest of the group to work on and then I gave them an angel measurement to work on as well. The group went well and the girls did a great job on their sheet.
Next, Mrs. Hylla went over some review about perimeters and areas. She then handed out a homework sheet and split the children up into groups once again and had an adult be in charge of each group (myself included, once again). She also gave each adult an answer key so we could check the children's work. The kids did a great job and most of them finished their homework sheet so they did not have to worry about finishing it the next day in class and have 'homework'.
At the end of the day Mrs. Hylla thanked me and said I did a good job. I was about being able to help lead a small group and be seen as a 'teacher' in a way. I look forward to next week and the weeks ahead and being able to know the 5th graders and teachers better. I also feel certain that education is the right field for me and I'm glad that I am in it. :)
I arrived at 9:30am and Mrs. Hylla was in the middle of finishing reading part of a book to the children. Then, she excused the children to go to their proper math classes.
After all the children were in their seats; Mrs. Hylla had problems on the smart board for the children to work on in their notebooks. In green color was something that they had worked on before - division and multiplication, in blue was something that they were currently working on - lines, segments and rays and in red was something they would be working on that day - angels and measuring angles. If the children had questions they could ask any of the adults (including myself) questions. One boy raised his hand and wanted to be sure that 7 x 9 = 63. The other teacher, Mrs. Searles also joined the class. She was helping a girl use a calculator and had then asked me if I would be willing to show her how to use the calculator and go over a few practice problems with her on it. After practicing a few problems, the girl got the hang of it and was eager to know how to use a calculator and have one of her very own. Mrs. Searles told me that the school she had transferred from had only had her in 2nd grade level math and she was much more advanced then that - she only struggles she had was with multiplying and dividing and was unsure of how to use a calculator. Other than that, she was a very bright young girl and caught on quickly with a little help.
After the students worked on the problems on the smart board each of them went to the carpet and Mrs. Searles then went over angles and how to use a protractor. The students were then given a sheet and were split up into six different groups which were lead by an adult (myself included). I lead a group with three girls. The assignment was to label whether the angle was obtuse, acute, straight or right. Then, the students had to draw the angle with the protractor and label it accordingly. After the students finished the sheet the teachers asked for the children to do extra angles on the back. I had each girl come up with an angle degree for the rest of the group to work on and then I gave them an angel measurement to work on as well. The group went well and the girls did a great job on their sheet.
Next, Mrs. Hylla went over some review about perimeters and areas. She then handed out a homework sheet and split the children up into groups once again and had an adult be in charge of each group (myself included, once again). She also gave each adult an answer key so we could check the children's work. The kids did a great job and most of them finished their homework sheet so they did not have to worry about finishing it the next day in class and have 'homework'.
At the end of the day Mrs. Hylla thanked me and said I did a good job. I was about being able to help lead a small group and be seen as a 'teacher' in a way. I look forward to next week and the weeks ahead and being able to know the 5th graders and teachers better. I also feel certain that education is the right field for me and I'm glad that I am in it. :)
Sunday, February 20, 2011
Public Classrooms Say Goodbye Textbooks, Hello e-Texts
http://www.publicschoolreview.com/articles/199
This article talks about how some public schools in several states have begun to experiment with using e-textbooks rather than using printed text books.
In Texas the legislature adopted a bill that provided funds to school districts and charter schools to purchase technology that is necessary for e-textbooks.
The bill also allowed school districts to be reimbursed by the state for 50% of the savings they saved by switching from regular textbooks to e-texts. "As Texas Senator Jeff Wentworth reports in a guest column for the website My San Antonio, school districts may use the reimbursement they receive from the state to purchase educational technology, such as computers, if they choose."
The other states that have made the switch are Indiana, Michigan and California.
The article also talks about the advantages to using e-textbooks. The advantages are: hyperlinking, updating information, an enhanced learning experience and e-textbooks are budget friendly.
I kind of like the idea of e-textbooks; but, I think it may take some getting used to since I (and I'm sure many others) have been so used to text books. There are definitely many advantages to using e-texts - one being that information will never bee out dated; however, I would not be opposed to using a text book as well. Technology can definitely be a wonderful thing.
This article talks about how some public schools in several states have begun to experiment with using e-textbooks rather than using printed text books.
In Texas the legislature adopted a bill that provided funds to school districts and charter schools to purchase technology that is necessary for e-textbooks.
The bill also allowed school districts to be reimbursed by the state for 50% of the savings they saved by switching from regular textbooks to e-texts. "As Texas Senator Jeff Wentworth reports in a guest column for the website My San Antonio, school districts may use the reimbursement they receive from the state to purchase educational technology, such as computers, if they choose."
The other states that have made the switch are Indiana, Michigan and California.
The article also talks about the advantages to using e-textbooks. The advantages are: hyperlinking, updating information, an enhanced learning experience and e-textbooks are budget friendly.
I kind of like the idea of e-textbooks; but, I think it may take some getting used to since I (and I'm sure many others) have been so used to text books. There are definitely many advantages to using e-texts - one being that information will never bee out dated; however, I would not be opposed to using a text book as well. Technology can definitely be a wonderful thing.
Field Experience: Week 1
I had my first field experience on Wednesday at Madison Elementary in St. Cloud. I checked in and signed in at the office and was guided to the classroom where I would be doing my field experience.
I am doing my field experience with Mrs. Hylla's 5th grade math class.
On my first day there, Mrs. Hylla told me how her math class worked. She and another teacher co taught the course together. She also told me that what is taught in 5th grade now is a lot different than when I was in 5th grade and if I had any questions about what was being taught that I could ask her and the other teacher questions at any time. Mrs. Hylla also asked me what I wanted to get out of this field experience and I told her that I wanted to get a feel of what it was like to be in a classroom, get to know the students and be a part of the classroom as much as I could be.
After speaking with Mrs. Hylla the math class began. The other teacher (I'm blanking on her name.) had the children sit on the carpet and she talked about lines, segments and rays. In order for the kids to remember it easier they had a little way of remembering it - a line - you put your hands out and say, "ZOOM, ZOOM!", a segement was, "POP, POP!" and a ray was "POP, ZOOM!" I thought it was a neat way of remembering what each was. After learning that the teacher handed out a worksheet where the kids had to determine the difference between a line, ray and segment by using different colors.
After the kids were done working on their worksheet; Mrs. Hylla then taught the children about different types of angles and the children were given worksheets to work on.
After the math class the kids then went to lunch and I joined Mrs. Hylla in the faculty lounge and I was asked if I could correct the worksheets the children worked on earlier - line, segment, and ray. The children were not graded on these worksheets; but, rather the teachers looked for the children who struggled with what was being taught and then intervened and worked with each child one on one.
My first field experience day was a good one. I was very nervous for my first day and I now feel less nervous for my next and I look forward to knowing the children, getting a feel for the classroom and being able to assist Mrs. Hylla in the classroom.
I am doing my field experience with Mrs. Hylla's 5th grade math class.
On my first day there, Mrs. Hylla told me how her math class worked. She and another teacher co taught the course together. She also told me that what is taught in 5th grade now is a lot different than when I was in 5th grade and if I had any questions about what was being taught that I could ask her and the other teacher questions at any time. Mrs. Hylla also asked me what I wanted to get out of this field experience and I told her that I wanted to get a feel of what it was like to be in a classroom, get to know the students and be a part of the classroom as much as I could be.
After speaking with Mrs. Hylla the math class began. The other teacher (I'm blanking on her name.) had the children sit on the carpet and she talked about lines, segments and rays. In order for the kids to remember it easier they had a little way of remembering it - a line - you put your hands out and say, "ZOOM, ZOOM!", a segement was, "POP, POP!" and a ray was "POP, ZOOM!" I thought it was a neat way of remembering what each was. After learning that the teacher handed out a worksheet where the kids had to determine the difference between a line, ray and segment by using different colors.
After the kids were done working on their worksheet; Mrs. Hylla then taught the children about different types of angles and the children were given worksheets to work on.
After the math class the kids then went to lunch and I joined Mrs. Hylla in the faculty lounge and I was asked if I could correct the worksheets the children worked on earlier - line, segment, and ray. The children were not graded on these worksheets; but, rather the teachers looked for the children who struggled with what was being taught and then intervened and worked with each child one on one.
My first field experience day was a good one. I was very nervous for my first day and I now feel less nervous for my next and I look forward to knowing the children, getting a feel for the classroom and being able to assist Mrs. Hylla in the classroom.
Saturday, February 12, 2011
Suicide surge: Schools confront anti-gay bullying
http://www.msnbc.msn.com/id/39593311/ns/us_news-life and http://www.change.org/petitions/ask_the_anoka-hennepin_school_board_to_re-evaluate_neutrality_policy_on_sexual_orientation
This news article talks about suicides that occurred over the past year. One suicide that was discussed in the article was the suicide of Justin Aaberg who went to Anoka-Hennepin. His friends told his mother that he was the frequent target of bullies whom mocked his sexual orientation. Five other students also committed suicide in the past year and it's possible that anti-gay bullying may have played a role.
The Anoka-Hennepin school district has something called neutrality. The policy states:
"Anoka-Hennepin staff, in the course of their professional duties, shall remain neutral on matters regarding sexual orientation including but not limited to student led discussions. If and when staff address sexual orientation, it is important that staff do so in a respectful manner that is age-appropriate, factual, and pertinent to the relevant curriculum."
Justin's mother, Tammy, was upset to find out about the school's policy.
For those of you who have never had a gay child, you need to know that it is one of the scariest things to learn, because you know that they will need to deal with a lot of criticism and harassment in their lives, and it makes you worried," Aaberg said. "Unfortunately, I didn't learn of this unfair school sexuality policy until after Justin died ... my question to you is what about my parental rights to have my gay son go to school, without being bullied?"
I have to agree with Justin's mother, Tammy. There must be more done and the topic of GLBT should not be a neutral topic in schools. It should not be shyed away from and it should be discussed. Another life should not have to be lost because of anti-gay bullying. If individuals remain neutral on the matter and another student commits suicide because they were being bullied due to their sexual orientation then it almost is saying that it's okay to bully and it definitely is not. We need to teach our students to accept others no matter what.
This news article talks about suicides that occurred over the past year. One suicide that was discussed in the article was the suicide of Justin Aaberg who went to Anoka-Hennepin. His friends told his mother that he was the frequent target of bullies whom mocked his sexual orientation. Five other students also committed suicide in the past year and it's possible that anti-gay bullying may have played a role.
The Anoka-Hennepin school district has something called neutrality. The policy states:
"Anoka-Hennepin staff, in the course of their professional duties, shall remain neutral on matters regarding sexual orientation including but not limited to student led discussions. If and when staff address sexual orientation, it is important that staff do so in a respectful manner that is age-appropriate, factual, and pertinent to the relevant curriculum."
Justin's mother, Tammy, was upset to find out about the school's policy.
For those of you who have never had a gay child, you need to know that it is one of the scariest things to learn, because you know that they will need to deal with a lot of criticism and harassment in their lives, and it makes you worried," Aaberg said. "Unfortunately, I didn't learn of this unfair school sexuality policy until after Justin died ... my question to you is what about my parental rights to have my gay son go to school, without being bullied?"
I have to agree with Justin's mother, Tammy. There must be more done and the topic of GLBT should not be a neutral topic in schools. It should not be shyed away from and it should be discussed. Another life should not have to be lost because of anti-gay bullying. If individuals remain neutral on the matter and another student commits suicide because they were being bullied due to their sexual orientation then it almost is saying that it's okay to bully and it definitely is not. We need to teach our students to accept others no matter what.
Wednesday, February 9, 2011
Bullied
Today in class we watched the movie Bullied; and as a future teacher I was saddened and angered to see what little school authorities had done to help protect Jamie. If I were a teacher and had someone like Jamie as a student I would go to the head of the school, and if they brushed it off like the individuals did in Jamie's case I would then go to the school counselor and ask who can be contacted - more than likely a social worker and/or the police because what happened to Jamie was a hate crime and the fact that school authorities did next to nothing is a crime in itself.
Any type of bullying is wrong and as a teacher it will be my responsibility to put a stop to it and if I am unable to put a stop to it; it will be my responsibility to find someone who can intervene. It is also my responsibility as a future teacher to educate children about bullying and that it is wrong to bully and if a child should witness bullying that they should not be afraid to speak up and tell an adult because if they do not they are almost as guilty as the bully themselves by just being a bystander. Bullying will not be tolerated in my classroom and I will make sure to educate my future students about bullying and that it is important to be nice to one another and embrace one another's differences because we all have something to offer this world.
Any type of bullying is wrong and as a teacher it will be my responsibility to put a stop to it and if I am unable to put a stop to it; it will be my responsibility to find someone who can intervene. It is also my responsibility as a future teacher to educate children about bullying and that it is wrong to bully and if a child should witness bullying that they should not be afraid to speak up and tell an adult because if they do not they are almost as guilty as the bully themselves by just being a bystander. Bullying will not be tolerated in my classroom and I will make sure to educate my future students about bullying and that it is important to be nice to one another and embrace one another's differences because we all have something to offer this world.
Saturday, February 5, 2011
The U.S. must start learning from Asia
http://www.cnn.com/2010/OPINION/12/07/school.results.us.asia.desai/index.html?iref=allsearch
This article confirms what we discussed in class on Thursday. It discusses the PISA results and that Asia is among the top eight in those results and that America could learn a thing or two from Asia.
"Asian nations have high academic standards and a demanding school curriculum that clearly defines the content to be taught and is sequenced to build on a student's abilities step by step. Teachers are expected to teach the full curriculum to all students, and schools have substantial responsibility and autonomy to design a program of instruction that meets students' needs."
"High-quality teachers and principals. Teachers are routinely recruited from among the top high-school graduates and, unlike in the U.S., principals generally do not apply to become school leaders as much as they are selected and prepared to do so. There are comprehensive systems for selecting, training, compensating and developing teachers and principals -- delivering tremendous skill right to the classroom."
I found this to be interesting. Principals in the United States are usually former teachers where in Asia they are applying to be principals and do not go from teacher to principal. There is training for developing teachers and principals as well and this may be lacking in the United States.
Another thing the article pointed out is that there is an emphasis on science and math in primary school. Subjects such as biology, chemistry and algebra are among the subjects that are taught. In America these topics are taught in middle school and high school.
School years are longer than the United States and sometimes the school days are longer - school days in America end at around 2:30pm or 3:00pm and we have summer vacation from June - beginning of September. Perhaps a longer school year and longer school day could be beneficial for education here in the United States.
As the title of the article says, "The U.S. must start learning from Asia." I do feel we could learn quite a bit from Asia and incorporate some of their educational standards into our educational system. It may benefit us and perhaps our spot in the PISA may rise.
This article confirms what we discussed in class on Thursday. It discusses the PISA results and that Asia is among the top eight in those results and that America could learn a thing or two from Asia.
"Asian nations have high academic standards and a demanding school curriculum that clearly defines the content to be taught and is sequenced to build on a student's abilities step by step. Teachers are expected to teach the full curriculum to all students, and schools have substantial responsibility and autonomy to design a program of instruction that meets students' needs."
"High-quality teachers and principals. Teachers are routinely recruited from among the top high-school graduates and, unlike in the U.S., principals generally do not apply to become school leaders as much as they are selected and prepared to do so. There are comprehensive systems for selecting, training, compensating and developing teachers and principals -- delivering tremendous skill right to the classroom."
I found this to be interesting. Principals in the United States are usually former teachers where in Asia they are applying to be principals and do not go from teacher to principal. There is training for developing teachers and principals as well and this may be lacking in the United States.
Another thing the article pointed out is that there is an emphasis on science and math in primary school. Subjects such as biology, chemistry and algebra are among the subjects that are taught. In America these topics are taught in middle school and high school.
School years are longer than the United States and sometimes the school days are longer - school days in America end at around 2:30pm or 3:00pm and we have summer vacation from June - beginning of September. Perhaps a longer school year and longer school day could be beneficial for education here in the United States.
As the title of the article says, "The U.S. must start learning from Asia." I do feel we could learn quite a bit from Asia and incorporate some of their educational standards into our educational system. It may benefit us and perhaps our spot in the PISA may rise.
January 27th, 2011
On January 27th, 2011 I we were introduced to some new online sources. Atomic learning and Edutopia. I think these sources will be good to use as future references for papers as well as projects.
In Atomic learning there is a wide variety of tutorials which one can use to learn how to use certain programs and do certain things. Edutopia has a variety of topics for educators and this will be an important site for me to use now and in the future when I am in a teacher.
In Atomic learning there is a wide variety of tutorials which one can use to learn how to use certain programs and do certain things. Edutopia has a variety of topics for educators and this will be an important site for me to use now and in the future when I am in a teacher.
Saturday, January 29, 2011
http://kurier.at/karrieren/uni/2068513.php
My dad told me about something that is happening in Austria. It is from a newspaper called Kurier. Here is the translation of the article into English: http://babelfish.yahoo.com/translate_url?trurl=http%3A%2F%2Fkurier.at%2Fkarrieren%2Funi%2F2068513.php&lp=de_en&.intl=us&fr=yfp-t-701
Austria is making some big changes in regards to how it's school systems run. It had something called Hauptschule - which was a higher up high school and now it will be replaced with a middle school in order to give all students an equal education.
Also, the training for teachers at pedagogical academies and universities will be unified - meaning, they will all receive the same type of training. It was different in the past.
This is quite a substantial change for Austria and it will take some getting used to for students and teachers a like.
Austria is making some big changes in regards to how it's school systems run. It had something called Hauptschule - which was a higher up high school and now it will be replaced with a middle school in order to give all students an equal education.
Also, the training for teachers at pedagogical academies and universities will be unified - meaning, they will all receive the same type of training. It was different in the past.
This is quite a substantial change for Austria and it will take some getting used to for students and teachers a like.
Saturday, January 22, 2011
"Standards Heightened On School Lunches"
http://minnesota.cbslocal.com/2011/01/13/standards-heightened-on-school-lunches/
For as long as I can remember; schools have been talking about how there needs to be a change in school lunches and that children need to have healthier options and it looks as if that is finally going to happen and has already happened in one school according to the article on WCCO.
When I was younger I do not remember getting anything that was very healthy to eat at school. Once in a great while we'd get vegetables and fruits; but, it was usually pizza (which everyone loved!), french fries or some type of starch daily, skim, chocolate or 2% milk (1% milk was unheard of) and there was usually a dessert of some type - which everyone looked forward to! :)
I wish that these type of standards would go into the college years and the dreaded "freshman 15" wouldn't be a concern for anyone. I do not feel that college cafeterias offer the most nutritious options for college students and perhaps they could learn a thing or two from the primary schools changing their standards on school lunches. I realize that when one is in college one is an adult and we have the option to make our own choices in what we eat; however, I think if there were healthier choices that one would make the choice to eat healthier if it was available. When I lived on campus I did not really ever remember there being much of anything healthy to choose from - much of it was pasta, fried foods, pizza, burgers, fries, cookies, desserts, ice cream, pop, etc.
I think that healthy food options should be offered in any school setting you're in - whether you're a 4 year old or a 40 year old going back to school.
For as long as I can remember; schools have been talking about how there needs to be a change in school lunches and that children need to have healthier options and it looks as if that is finally going to happen and has already happened in one school according to the article on WCCO.
When I was younger I do not remember getting anything that was very healthy to eat at school. Once in a great while we'd get vegetables and fruits; but, it was usually pizza (which everyone loved!), french fries or some type of starch daily, skim, chocolate or 2% milk (1% milk was unheard of) and there was usually a dessert of some type - which everyone looked forward to! :)
I wish that these type of standards would go into the college years and the dreaded "freshman 15" wouldn't be a concern for anyone. I do not feel that college cafeterias offer the most nutritious options for college students and perhaps they could learn a thing or two from the primary schools changing their standards on school lunches. I realize that when one is in college one is an adult and we have the option to make our own choices in what we eat; however, I think if there were healthier choices that one would make the choice to eat healthier if it was available. When I lived on campus I did not really ever remember there being much of anything healthy to choose from - much of it was pasta, fried foods, pizza, burgers, fries, cookies, desserts, ice cream, pop, etc.
I think that healthy food options should be offered in any school setting you're in - whether you're a 4 year old or a 40 year old going back to school.
Tuesday, January 18, 2011
Freedom Writers
1) What are some of the hopes and expectations Erin has prior to starting her first job?
Erin wants to teach high school English. A story she wishes to teach that she has in mine is The Odyssey.
2) What realities and challenges confronted her in the beginning of the year?
Erin is confronted with realities that the students she will have do not have the reading level of someone in high school and the students come from a rough walk of life.
3) What were some of the case scenarios of the lived experiences of the students she had in class?
Some of the case scenarios are that one student comes from an abusive house hold, some students are in gangs, others have witnessed murders and another witnessed a murder as a child and witnessed her father being taken away for it; even though he did not commit the crime.
4) How did the student’s attitudes towards learning impact their academic performance?
The students did not feel they needed to learn because there was no point in learning. One student professed her hatred of white people and how they feel superior to other races and don't understand. The students didn't think that learning would help them "out there" in their world.
5) What strategies did Erin incorporate to break down the barriers between the students and the teacher?
Erin took the students on a field trip and this helped immensely in breaking down the barrier between the students and teacher relationship. It created trust and respect.
6) What kinds of teaching methods worked with the students?
Erin had the students write journals and after their journals were finished at the end of the year; she had the students put them into a book. She gave them several books to read, group discussions, field trips, guest speakers, etc.
7) How did Erin develop curriculum that connected with the students?
Erin chose materials (books) that the students could read that they could relate to. She chose books such as The Diary of Ann Frank which the students could relate to and they were able to go to a museum to see first hand what happened during the holocaust. They also were inspired to raise money to fly in someone who helped house the family of Ann Frank as a guest speaker.
8) What were the attitudes and challenges from other teachers and administrators in the school?
One administrator in particular was not very pleased and more than likely felt as if Erin was doing too much. She probably felt a bit intimidated and instead of praising Erin for her good work; she complained to the school board and that her methods may work now; but, that in the future if the students were to be split up that they would go back to their old ways.
9) What role did Erin’s expectations for the students have on their learning?
Erin did not give up on her students and she kept fighting. In the beginning it was hard for her to reach her students; but, in time her students were learning and they enjoyed learning. Erin went out of her way for them - taking them on field trips, buying them books to read and so on.
10) What lessons did you learn from this in regards to your first year of teaching?
I learned that it may be tough at first; but, I should keep going and not give up. Also, not everyone may not like me and that is okay. If I follow my heart and do my job and influence them in a positive way that is what counts.
Erin wants to teach high school English. A story she wishes to teach that she has in mine is The Odyssey.
2) What realities and challenges confronted her in the beginning of the year?
Erin is confronted with realities that the students she will have do not have the reading level of someone in high school and the students come from a rough walk of life.
3) What were some of the case scenarios of the lived experiences of the students she had in class?
Some of the case scenarios are that one student comes from an abusive house hold, some students are in gangs, others have witnessed murders and another witnessed a murder as a child and witnessed her father being taken away for it; even though he did not commit the crime.
4) How did the student’s attitudes towards learning impact their academic performance?
The students did not feel they needed to learn because there was no point in learning. One student professed her hatred of white people and how they feel superior to other races and don't understand. The students didn't think that learning would help them "out there" in their world.
5) What strategies did Erin incorporate to break down the barriers between the students and the teacher?
Erin took the students on a field trip and this helped immensely in breaking down the barrier between the students and teacher relationship. It created trust and respect.
6) What kinds of teaching methods worked with the students?
Erin had the students write journals and after their journals were finished at the end of the year; she had the students put them into a book. She gave them several books to read, group discussions, field trips, guest speakers, etc.
7) How did Erin develop curriculum that connected with the students?
Erin chose materials (books) that the students could read that they could relate to. She chose books such as The Diary of Ann Frank which the students could relate to and they were able to go to a museum to see first hand what happened during the holocaust. They also were inspired to raise money to fly in someone who helped house the family of Ann Frank as a guest speaker.
8) What were the attitudes and challenges from other teachers and administrators in the school?
One administrator in particular was not very pleased and more than likely felt as if Erin was doing too much. She probably felt a bit intimidated and instead of praising Erin for her good work; she complained to the school board and that her methods may work now; but, that in the future if the students were to be split up that they would go back to their old ways.
9) What role did Erin’s expectations for the students have on their learning?
Erin did not give up on her students and she kept fighting. In the beginning it was hard for her to reach her students; but, in time her students were learning and they enjoyed learning. Erin went out of her way for them - taking them on field trips, buying them books to read and so on.
10) What lessons did you learn from this in regards to your first year of teaching?
I learned that it may be tough at first; but, I should keep going and not give up. Also, not everyone may not like me and that is okay. If I follow my heart and do my job and influence them in a positive way that is what counts.
Thursday, January 13, 2011
Alternative Teacher Licensure
http://www.kare11.com/news/news_article.aspx?storyid=900178&catid=14
I can see where someone would see both the good and bad side of this; however, I feel that this bill can be beneficial. For someone who is older and wishes to become a teacher; this will save them time, however, the training should still be the same as it is for someone in college - it just means that the education process is not as long as someone who is going to school.
If this bill does go through, I would hope that the right types of individuals take advantage of the Alternative Teacher Licensure. I do not feel that anyone can be a teacher, it takes a certain type of individual to become a teacher and I am sure that there are some individuals out there right now who would be wonderful teachers; but, do not have the time and/or money to go back to school.
I can see where someone would see both the good and bad side of this; however, I feel that this bill can be beneficial. For someone who is older and wishes to become a teacher; this will save them time, however, the training should still be the same as it is for someone in college - it just means that the education process is not as long as someone who is going to school.
If this bill does go through, I would hope that the right types of individuals take advantage of the Alternative Teacher Licensure. I do not feel that anyone can be a teacher, it takes a certain type of individual to become a teacher and I am sure that there are some individuals out there right now who would be wonderful teachers; but, do not have the time and/or money to go back to school.
Why do I want to be a teacher?
Why do I want to be a teacher? That's a good question. Isn't it?
I already have a general degree from the College of St. Scholastica in Duluth, Minnesota. My degree is a general degree - nothing specific. I got a degree in Behavioral Arts with a focus on Social Work and Psychology. I graduated from there in 2006 and have built up somewhat of a resume since working there. In May of 2006 I worked at Camp Friendship as a counselor. I worked respite weekends. I found that I worked well with individuals who had special needs and I really enjoyed the work. I also had a few babysitting jobs for several families in the St. Cloud area. I also took up pet sitting and house sitting for a few people in the area as well.
In December of 2007 I took a job as a full time, live in, nanny for new born baby named Amelia. That job lasted for several months. In March of 2008 I was offered the job and experience of a life time. My cousin's boyfriend had a sister who was looking for an English speaking nanny for her two children. I had to make a decision within a week and I asked my current employers at the time for their opinion and it was okay with them for me to take this new job since they were planning to move out east that summer anyways.
I lived in Vienna, Austria from May 2008 - July 2009. I transported the children to and from school and I taught the girl English and I spoke nothing but English with the boy since he went to an American school in Vienna. I also played the role of a translator when there was a parent/teacher conference. I did many things with the children and it was quite an experience for me! While living in Austria, I also got to know my relatives better and I got know the place my parents came from and that is something I really enjoyed.
In July of 2009 I moved back to the United States and decided it was time to go back to school to further my education. I had decided to get a Social Work degree; however, since I had already had a Bachelor's degree it was suggested I get a master's degree and I should try for Gerontology. I was in Gerontology for about 1.5 years and it just didn't seem to click for me. The jobs I had and what I was studying in school didn't fit together. I babysit 3 times a week for a 9 year old girl, I am a PCA for a 7 year old girl who has down syndrome and autism and I also have created my own pet sitting/house sitting business. I have always enjoyed being with kids as well as animals. I took this last semester off and did some soul searching and decided that I needed to pursue something else and decided that pursuing Special Education would be the right choice for me. I began my PCA job in October and I think that Autumn (the girl I am a PCA for) has inspired me to become a Special Education teacher.
Since I already have a bachelor's degree; I am hoping to pursue a graduate certificate in Special Education. Right now the application process is in the works and I hope to have good news in the next few weeks. :)
So, I guess I want to be a teacher because of my work history and because it feels right. I have worked with children since I was about 16 years old and I have always enjoyed it. I found that I really enjoy working with Autumn and I would love to become a Special Education teacher and I hope that in the next few years I can make that dream a reality. I want to make a difference in the lives of children and be someone they can learn from and look up to and a teacher would be the perfect career choice for me to do so.
I already have a general degree from the College of St. Scholastica in Duluth, Minnesota. My degree is a general degree - nothing specific. I got a degree in Behavioral Arts with a focus on Social Work and Psychology. I graduated from there in 2006 and have built up somewhat of a resume since working there. In May of 2006 I worked at Camp Friendship as a counselor. I worked respite weekends. I found that I worked well with individuals who had special needs and I really enjoyed the work. I also had a few babysitting jobs for several families in the St. Cloud area. I also took up pet sitting and house sitting for a few people in the area as well.
In December of 2007 I took a job as a full time, live in, nanny for new born baby named Amelia. That job lasted for several months. In March of 2008 I was offered the job and experience of a life time. My cousin's boyfriend had a sister who was looking for an English speaking nanny for her two children. I had to make a decision within a week and I asked my current employers at the time for their opinion and it was okay with them for me to take this new job since they were planning to move out east that summer anyways.
I lived in Vienna, Austria from May 2008 - July 2009. I transported the children to and from school and I taught the girl English and I spoke nothing but English with the boy since he went to an American school in Vienna. I also played the role of a translator when there was a parent/teacher conference. I did many things with the children and it was quite an experience for me! While living in Austria, I also got to know my relatives better and I got know the place my parents came from and that is something I really enjoyed.
In July of 2009 I moved back to the United States and decided it was time to go back to school to further my education. I had decided to get a Social Work degree; however, since I had already had a Bachelor's degree it was suggested I get a master's degree and I should try for Gerontology. I was in Gerontology for about 1.5 years and it just didn't seem to click for me. The jobs I had and what I was studying in school didn't fit together. I babysit 3 times a week for a 9 year old girl, I am a PCA for a 7 year old girl who has down syndrome and autism and I also have created my own pet sitting/house sitting business. I have always enjoyed being with kids as well as animals. I took this last semester off and did some soul searching and decided that I needed to pursue something else and decided that pursuing Special Education would be the right choice for me. I began my PCA job in October and I think that Autumn (the girl I am a PCA for) has inspired me to become a Special Education teacher.
Since I already have a bachelor's degree; I am hoping to pursue a graduate certificate in Special Education. Right now the application process is in the works and I hope to have good news in the next few weeks. :)
So, I guess I want to be a teacher because of my work history and because it feels right. I have worked with children since I was about 16 years old and I have always enjoyed it. I found that I really enjoy working with Autumn and I would love to become a Special Education teacher and I hope that in the next few years I can make that dream a reality. I want to make a difference in the lives of children and be someone they can learn from and look up to and a teacher would be the perfect career choice for me to do so.
Welcome to my blog.
Welcome to my blog! This blog is for my Introduction to Education class and will be updated often.
- Jenny
- Jenny
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