My focus, as I work through my timeline has directed me to the inequities of the education process of children with behavior problems. There are programs available for these students but many adhere to the idea of control. It is my experience that we need to help these students learn strategies to practice self-control and not use a completely authoritarian style of management. These are the kids that through their behaviors are asking for their needs to be met. They are screaming for some sort of attention that teachers cannot always give to them. It might be the quiet student or the Asperger’s student who is constantly being misunderstood. Or it might be the child who runs out of the class and hides in the corner or breaks the window, or breaks the teacher’s finger. How do we education these children without, first, identifying their needs? How do we manage them in the classroom…or, do we? There are many effective strategies available for teachers through classroom management techniques. Do all teachers now take classes in effective behavior management? Can anyone share stories of situations that occurred during your lessons or experiences involving students who did not engage? I’m also looking for possible ideas to educate these kids. Currently, self-contained classrooms, day treatment programs, and alternative schools are used. Any ideas for improvements?
Monday, July 11, 2011
Tuesday, July 5, 2011
Founding Fathers
The virtuous reasoning for the roots of America involved freedom. Obviously, the framers only had one mirror and were unable to understand the many complexities of cultures. If they had the foresight to envision our country as an inclusive gathering of cultures, perhaps today we would be less judgmental and exclusive. Today’s discussion/assignment was interesting on two levels. First, to change these roots we needed a government that would accept, appreciate and tolerate our many differences. As Dr. Shutkin pointed out, had our founding fathers invited representatives from all cultures in America to learn from and about one another, I wonder how different our country would be today? Would we have a national identity that encompasses and represents all? Somewhere that ideal lifts our spirits. However, our jaded past of hatred, slavery, and discrimination is contemptible. Yet we, as a mass, continue to look for blame rather than solution. We become so entrapped in our personal views, that we cannot welcome a different perspective of another single person or group. We scream about our rights, but cannot define them. We scream about unfairness, but we cannot define that either. The taboo topics that divide us into that us/them mentality still live in our country. We can do this. As we define and become comfortable with ourselves, we can allow the possibility of not being a ‘melting pot’ but welcoming the great diversity we have to offer.
Sunday, July 3, 2011
Two Schools 1966
My brother and I attended different high schools as the redistricting occurred in Baltimore County. We had two very different experiences. My school included few African American children who lived in the same area, contiguous to our neighborhood. Everyone knew one another...and got along on a surface level. My brother's school transferred students from Sollers Point High School at its closing. I remember my brother talking about the "kids on the buses. No one will let them off. Everyone is throwing rocks at the windows and I don't care if they ever get off." I suppose that he joined in the heinous activity but I'd like to think he didn't. I always wonder how the kids on the buses were feeling. What fear and hatred was in their hearts? How can that behavior be explained or condoned or accepted?
Please note the link Desgregation in Maryland Counties 1966 to a report on desegregation in Maryland Schools in 1966. The language speaks to continued discrimination, as African American principals are not rehired in the new configuration. It gives a feel for the underlying attitude of benign
compliance during that era.
Brown v Board of Ed was in 1954 and Maryland continued to have separate schools until 1966. I remember seeing Sollers Point HS. It was in disrepair and one cannot imagine learning in that environment. This disparity continues in the Cleveland School system where West side/East side schools has different access to materials and programs. This seems to be a theme of inner city schools nationwide. The inequities of funding for all schools needs to be addressed.
It has taken many years to get to where we are today. I know it is not perfect and probably never will be perfect - but I also look at all the improvements in our society. Things are better.
Please note the link Desgregation in Maryland Counties 1966 to a report on desegregation in Maryland Schools in 1966. The language speaks to continued discrimination, as African American principals are not rehired in the new configuration. It gives a feel for the underlying attitude of benign
compliance during that era.
Brown v Board of Ed was in 1954 and Maryland continued to have separate schools until 1966. I remember seeing Sollers Point HS. It was in disrepair and one cannot imagine learning in that environment. This disparity continues in the Cleveland School system where West side/East side schools has different access to materials and programs. This seems to be a theme of inner city schools nationwide. The inequities of funding for all schools needs to be addressed.
It has taken many years to get to where we are today. I know it is not perfect and probably never will be perfect - but I also look at all the improvements in our society. Things are better.
Monday, June 27, 2011
Racism...
Racism
Power
Fear
Lack of understanding
Class status
Racism is learned and taught.
As I try to make sense of the common school’s exclusion of races in the 1880’s, I attempted to place the underlying themes in some kind of order. Themes that are immediately apparent are power, fear, and class status. These themes infiltrate every culture of every nation. The question is why? And when will it end? What makes people need to control others? I believe that racism is taught through family and childhood, but also possesses the promise of being erased with education and knowledge. There seems to be an equation of racism to religion. Religion, too, is taught through family and childhood. So, what creates the hatred and views of superiority? How many wars have been fought under the guise of religion? There are too many examples of racism and hate in the history of the world to list. The question remains, why…and what can change it?
Racism...
Racism
Power
Fear
Lack of understanding
Class status
Racism is learned and taught.
As I try to make sense of the common school’s exclusion of races in the 1880’s, I attempted to place the underlying themes in some kind of order. Themes that are immediately apparent are power, fear, and class status. These themes infiltrate every culture of every nation. The question is why? And when will it end? What makes people need to control others? I believe that racism is taught through family and childhood, but also possesses the promise of being erased with education and knowledge. There seems to be an equation of racism to religion. Religion, too, is taught through family and childhood. So, what creates the hatred and views of superiority? How many wars have been fought under the guise of religion? There are too many examples of racism and hate in the history of the world to list. The question remains, why…and what can change it?
Sunday, June 26, 2011
Common schools for all!
Methinks that Mann’s objectives for the common school were a bit lofty! The teacher should have been paid a huge salary to attain all those goals. However, we are still viewing similar issues today. The public school is responsible for training children in academics, social niceties, manners, cultures, languages, exposure to politics, and address needs of poverty with school breakfast and lunch programs. There continues to be a separation of social classes. …Private educations are seen as more valuable than public school educations.What I always thought was interesting is how private schools boast of attaining these goals. However, if students do not follow their rules and expectations, are they not expelled…and sent to public school? I wonder if the changes that are now occurring in the state of Ohio will leave the public school a dumping ground for the have-nots in our society. At least government-sponsored education creates an opportunity [imperfect as it is] for all children.
I believe that the ultimate aspiration of bringing cultures together continues to unfold. Change occurs at a snail’s pace. It is interesting that this school debate is occurring before the Civil War and the goal was to ensure that the Anglo-American culture would ultimately become stronger that other cultures. It took another 100 years for Brown v Board of Education (1954) to make its way into history. It took another 10 years for integration for the schools in my city. Without the Brown vs Board of Education ruling, the US would look very different now. Separate institutions would have yielded separate thoughts and lives. People learn to accept and love new people by developing friendships. Without integration of the schools, this social assimilation would not have occurred.
Wednesday, June 22, 2011
Tidbit responses
In response to McCourt - You need to develop a rapport with your students. Each one has to feel noticed and included…the one who sits quietly has something to say. You have to tap into the psyche of your students…they need to care or, at least, know that your care.
In response to Gatto – He said he never heard teachers talking about theory or children in the teacher’s room…I agree that sometimes, teachers are simply trying to get through the day. I have seen this. Teaching becomes rote and scheduled and boring. I relate this to one of my jobs. I was returning to teaching after a 13 year absence and was lucky enough to get a maternity leave position for the entire school year in a day treatment program for emotionally disturbed (just for classification purposes) 5 and 6 year old children. My teaching style was very different from the teacher on leave and the aides were quick to tell me that my constructivist methods would never work in this setting. “These children need to be controlled!” I was also told by the aide to observe some of the other classrooms to get an idea of what she meant. I did. I observed neat desks and teachers sitting at their desks. Every once in a while, a frustrated student in anger was overturning a desk. I also experienced this idea of traditional control in the years following with my teacher’s aide in my classroom. It takes training and modeling to help the aide see that my goal is to help the child learn to control him or herself in different settings in their lives. Teaching is about learning information but it is also about creating a connection to the students that inspires them to want to learn. Ultimately, we want our students to learn to function in our society and become life long learners for themselves.
In response to Kozol – Some things never change. Kozol wrote about Stephen in 1967. We still have many Stephens. They generally are sent to residential or day treatment programs because they are unable to assimilate into the classroom model. They’re angry and don’t know how or where to release that anger. One would think that the county systems that support these children would be able to find the best homes to nurture and support their needs, but that often is not the case. All too often, foster parents goals are not in the best interests of the child. Out society continues to produce these lost children and we continue to struggle to create a program and life that will offer them the best opportunities.
Ping!
This is a response to Gatto's essay, The Green Monongahela. I'm certainly glad that our teachers are better prepared than during his time. And, we do have substitute teachers that are able to continue a teacher's plans in good fashion. However, I recalled a day when my fourth grader came home from school and related this story. His teacher was out and the substitute teacher was to give the weekly spelling test to the students. She had a thick accent...my son, Andrew, had no idea where she was from- but he was adamant in his defense that he could not understand her...and the students had a difficult time understanding the given spelling words. I'm sure, the students, with great 4th grade drama, milked the situation to the ultimate degree which led to the solution of the problem. The sub wrote the words on the board since the students could not understand her accent. Needless to say, all the students that week received perfect scores. Maybe that was John Gatto in disguise.
While reading this essay, I kept in mind the additional assignment of selecting a prop to represent the essence of the essay. "That simple sentence made me a teacher for life." (Gatto, p14) The one moment out of all the difficulties, all the errors, all the frustrations, all the angst made him a teacher for life. Have you ever hit that perfect golf shot? You know the one. There's a soft breeze and you can't see the pin but you know where you need to land your ball. You begin your swing and everything is in motion..and PING! You feel and hear that ping and you know you'll be back tomorrow because it felt just right. You know you can hit it perfectly again. That driver represents teaching. You guide the students through a lesson and simultaneously think about how to improve or augment the plans; sometimes, things go perfectly but most times, you need to adjust and tweak...just like my golf game.
While reading this essay, I kept in mind the additional assignment of selecting a prop to represent the essence of the essay. "That simple sentence made me a teacher for life." (Gatto, p14) The one moment out of all the difficulties, all the errors, all the frustrations, all the angst made him a teacher for life. Have you ever hit that perfect golf shot? You know the one. There's a soft breeze and you can't see the pin but you know where you need to land your ball. You begin your swing and everything is in motion..and PING! You feel and hear that ping and you know you'll be back tomorrow because it felt just right. You know you can hit it perfectly again. That driver represents teaching. You guide the students through a lesson and simultaneously think about how to improve or augment the plans; sometimes, things go perfectly but most times, you need to adjust and tweak...just like my golf game.
Tuesday, June 21, 2011
American School/chapter 2: Where are we now?
The American School , Joel Spring Chapter 2.
Separation of church and state. This is a tenet that our country was founded upon.
This topic seems to jump out of the assigned readings. The colonial presumption that they were to impose their culture on groups of people who were different was always a puzzle to my thinking. It all comes back to power and fear. This common theme is witnessed repeatedly throughout our American history and into present time with the unrest in the Middle East. If the colonists accepted other cultures, then they were not in control. A more simplistic observation is lack of understanding. When we don’t understand other people, we often turn our fear into hatred and control. So we have schools that are based on the religious teachings of the 1600’s from a perception of power: “We will teach you what we think you should know.”
“The content of colonial education emphasized…submission to authority…” (Spring, p19) This theme is evident in the separation of social classes in the early schools. The goal was to suppress individualism for the benefits of the “chosen” society. Ironically, Spring points out that the first library was developed by Benjamin Franklin. The Anglo-society he wanted to protect could not be saved with truth. Spring also states that the information disseminated was partly rooted in Thomas Jefferson’s ideals of learning to think independently. Jefferson’s respect for ideas and opinions was evident in his statement of preferring to live without a government if he had to make a choice. I wonder what Jefferson is thinking about our schools today. Have our schools provided his intention of creating a class of students who are able to make formulated judgments based on their acquisition of knowledge? Would he be surprised of the push to support private and religious schools with government money? I wonder what his tree analogy would resemble? Would it be a reflection of our society?
Monday, June 20, 2011
Response to first reading assignment
Reflection Journal: 6/20/11 The Role of Reflection in Epistemological Change: Autobiography in Teacher Education Bushnell, Henry
“I realize that everything I have learned in the past has taught me something about myself.” (Bushnell, 2003) This quote by a teacher is exactly how reflection affects a person’s thoughts and ideas. I think back on teaching in the 80’s as opposed to today and I see a world of change. Teachers are encouraged to find their voice and own their ideas and perspectives. Whereas, earlier, teachers were supposed to do it the way you were taught. There was always a right way and a right answer. The use of autobiography may be a difficult task for me, but I see it as a way to engage students in a way that goes beyond learning the right way to do a task. This perspective also speaks to children with behavior problems and those that have difficulty making connections with peers. This thinking also meshes with the current stress on reader’s workshop and writer’s workshop as a vehicle to teach reading comprehension and relate to the world. This technique allows students to own their work and their effort.
The reading also posed this question. “How might you be different had you been educated differently? As I think back to the need to be right, I think I would have flourished. To know that my ideas were simply heard and accepted without judgment…without a grade that told me I was smart or not smart would have given me the avenue to flourish. My worth…my knowledge was defined as a grade and everything was a test…and what if I failed? What if I gave the wrong answer? What if I did not know something? Or someone thought (Oh, No!) I was stupid? All those “what if’s” made me an uncertain student that tread softly through school.
Perhaps, that is why I try to create an atmosphere where students are accepted and have little fear of doing the wrong thing in class. A sign in my class read: Mistakes are allowed here! Most of my students have already failed in every other school setting. Perhaps that is why I try to help students think about their work and their effort so that, at the end of the day, they can say, “I did okay today. And what about tomorrow?” So, reflection is a welcomed task in my classroom.
The authors also, discuss an awakening of females as they transform to life challenges. I think I relate to this. I stayed home with my own children (twins are a whole different beast), and I always felt guilty for wanting to work. I knew, I was unable to do it all so I made a choice, but the guilt never left. It did not prevent me from enjoying my family, however, it caused me to think about my life goals and I think I waited too long for me.
Spring’s view on the history of an education framework is critical and timely with the many changes that face public schools. I believe that the underlying theme is that schools are for everybody. Our constitution provides a free and public education for all citizens. Now, of course that really did not mean anything in the historical structure of our country because racism and intolerance played such a large part in our evolution as a society. And it is also a history that cannot be changed. We can review and learn from it, but you can’t forget that it happened…that Native Americans and African Americans were excluded from schools. What we can do is move on and try our best to provide the elements and opportunities of an education that is needed by all children. Public schools were created to protect the general interests of all children…even if it took hundreds of years to finally get to this point. However, other doors open for many children. Those that can afford private school educations have the opportunity to enroll their children in private and religious schools. Our country is a plethora of choice!
About me!
I am a teacher with the Orange City School district and work with special education students in a unique setting. My classroom is in a locked unit for planned and emergency admits to a residential treatment center. We admit students from all over the state of Ohio who usually are unable to successfully live in the general community. I have worked in this position for the past 6 years and recently applied to a less restrictive setting for the students in the day treatment program...change is good! My students range from K to 7th grade and are always a challenge as they are with me for a short time - a 30 day diagnostic time before they move to their next program.
I am finishing my M.ed program this summer. After taking too many years off to raise my children, I am ready to continue opportunities to increase my knowledge in the teaching of reading for my students. I always thought when the empty nest concept was truly realized, I would have all this time to delve into my interests. I did not realize that life just continues to present more challenges. So, all that time continues to be limited with deaths, births, broken bones, graduations, weddings, and all the fun stuff of life. However, back to reading...this is the skill that opens doors for students and these children are often left behind due to their personal learning styles and issues. If I can ignite a love of learning for these students and figure out what works to spark their minds, then I will have done the job right.
In my spare time, I enjoy riding my bicycle and try to get 1000 miles in during each summer. Unfortunately, due to this class and other commitments, this summer will not be a high mileage season. For those of you who are thinking, why is she riding on the road when there is a path?...and I know you're out there....there are many reasons. I try and follow the rules of cycling and pray and appreciate drivers who do not text and drive! Nothing is worse than watching a car traverse the lane and come towards me with no eye contact and no where for me to go without crashing.
What makes me comfortable in a classroom is an interesting question as I pose this to my ed students regularly and ask them to be reflective in their behaviors and how it relates to their learning. To ask this of myself is quite different and a bit uncomfortable for me in the classroom. It's hard to share personal perspectives because I feel that mine are a little different from most and I sometimes feel that there is a right and wrong way. I am not a proficient speaker and do not always feel comfortable speaking my thoughts. I like working on projects but do not generally like working with others...perhaps this is an age thing or a self-confidence thing?
I do have a negative formative memory from elementary school and it helps me to remember to always be kind to students. When I was in 6th grade, I helped a friend run for the student council by helping to make posters. Unfortunately, I misspelled the word "council" (counsel) and Mr. Sassajima had me stand up during class and berated (for what seemed like a very long time, I might add!) me for this tragic error. I remember the other kids laughing at me...perhaps they were glad it wasn't them. Whatever the case, this scene stayed in my memory and helped me to always help students get through those awkward times in class with a little humor and sensitivity.
Significant issues? There are too many...but the one on my mind at this moment is our very arrogant governor who seems to think that anyone can teach...that teachers are not doing a job that is deemed worthwhile...that most people can walk into a classroom and magically "teach"...that charter schools should be held less accountable for academic statistics but awarded more dollars...that he can make these decisions without ever going into a variety of classrooms and seems to get his ideas from a biased documentary...and that he does not take advice or concerns from his staff. Any comments?
Of course, this is to be the most meaningful class EVER! So far, I like the blog as it gives a voice to the student... I think that would be me! Does anybody really listen? I like the idea of projects but hope that not too much time is required for each task as we all have other commitments.
I am finishing my M.ed program this summer. After taking too many years off to raise my children, I am ready to continue opportunities to increase my knowledge in the teaching of reading for my students. I always thought when the empty nest concept was truly realized, I would have all this time to delve into my interests. I did not realize that life just continues to present more challenges. So, all that time continues to be limited with deaths, births, broken bones, graduations, weddings, and all the fun stuff of life. However, back to reading...this is the skill that opens doors for students and these children are often left behind due to their personal learning styles and issues. If I can ignite a love of learning for these students and figure out what works to spark their minds, then I will have done the job right.
In my spare time, I enjoy riding my bicycle and try to get 1000 miles in during each summer. Unfortunately, due to this class and other commitments, this summer will not be a high mileage season. For those of you who are thinking, why is she riding on the road when there is a path?...and I know you're out there....there are many reasons. I try and follow the rules of cycling and pray and appreciate drivers who do not text and drive! Nothing is worse than watching a car traverse the lane and come towards me with no eye contact and no where for me to go without crashing.
What makes me comfortable in a classroom is an interesting question as I pose this to my ed students regularly and ask them to be reflective in their behaviors and how it relates to their learning. To ask this of myself is quite different and a bit uncomfortable for me in the classroom. It's hard to share personal perspectives because I feel that mine are a little different from most and I sometimes feel that there is a right and wrong way. I am not a proficient speaker and do not always feel comfortable speaking my thoughts. I like working on projects but do not generally like working with others...perhaps this is an age thing or a self-confidence thing?
I do have a negative formative memory from elementary school and it helps me to remember to always be kind to students. When I was in 6th grade, I helped a friend run for the student council by helping to make posters. Unfortunately, I misspelled the word "council" (counsel) and Mr. Sassajima had me stand up during class and berated (for what seemed like a very long time, I might add!) me for this tragic error. I remember the other kids laughing at me...perhaps they were glad it wasn't them. Whatever the case, this scene stayed in my memory and helped me to always help students get through those awkward times in class with a little humor and sensitivity.
Significant issues? There are too many...but the one on my mind at this moment is our very arrogant governor who seems to think that anyone can teach...that teachers are not doing a job that is deemed worthwhile...that most people can walk into a classroom and magically "teach"...that charter schools should be held less accountable for academic statistics but awarded more dollars...that he can make these decisions without ever going into a variety of classrooms and seems to get his ideas from a biased documentary...and that he does not take advice or concerns from his staff. Any comments?
Of course, this is to be the most meaningful class EVER! So far, I like the blog as it gives a voice to the student... I think that would be me! Does anybody really listen? I like the idea of projects but hope that not too much time is required for each task as we all have other commitments.
Welcome!!!
This is my first opportunity to blogging and I am thinking about how to use this type of feature with my students. Any feedback and successful use is appreciated.
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