NCLB and Charter Schools

This presentation was really cool! All three of you made it not only informative but fun. I loved that you used video, volunteers to demonstrate the funding problems within our schools, and group activity. Plus candy doesn't hurt either! I really enjoyed learning about NCLB (No Child Left Behind) since I have not had much experience learning about this legal issue. I especially loved that you let the groups create their own schools, this was one way in which not only everyone was participating but everyone was enjoying it! Plus it really got me thinking about what I would want to include in a school, the wishes the I have for the future of our school systems. I also loved that we discussed the pros and cons with NCLB because all too often only one side of the story is told. It was also really interesting to learn about charter schools considering I did not know a lot about them, what they do, who can start them, and what types of laws or state restrictions they have to adhere to. I want to let you guys know that you did an awesome job!

"Waiting for Superman" Blog Reflection

In the blog posting by Wesley Fryer entitled “Waiting For Superman: A Good Film to Provoke Conversations We Need” he discusses his quick views on the educational system in relation to the new movie “Waiting for Superman”. He also discusses a couple major points that he believes that movie “misses”. One of the first things that Fryer brings up is the idea of accountability in schools and NCLB (No Child Left Behind), as a major proponent for more of the former and getting rid of the latter, he believes that schools should have never been thought of as businesses. We began to see our schools and the educational system as one way, as a business, and they simply are not. Therefore in order to properly run a school, we need to alter our mindset. In addition, Fryer declares that the problem is not a short supply of good teachers or good classrooms but rather a constant and unchanging educational system that is not working for our students or our teacher anymore. There are learners in our classrooms that all learn differently and as such we need to start helping them to learn differently. “The educational process is more than knowledge transfer and regurgitation”, our educational process is something that needs more attention and diversity to reflect the audience for which it is geared.

Relationships are another aspect that Fryer discusses because of how crucial they are to our education. Relationships between students, teachers, parents, administration, and community members need to be seen as a crucial and evident aspect of the classroom learning process. However, towards the end of the blog, I sensed that Fryer was a little critical of the movie, not allowing a lot of room for more interpretations. He anticipated the movie to cover more aspects of education than what he saw. Motivation in relation to education is one of the most important factors in not only students but teachers as well. In the blog, we are aware of much motivation can affect teaching, learning, staffing at the school, and also the entirety of the educational system. There needs to be, in relation to motivation, a want to do better, to do more. There needs to be more involvement in schools at every level with every person, student, teacher, administration, parents, and community. Education is a gift not for a certain group of people with a high economic status in a nice neighborhood with the “right” physical characteristics. Rather, education is for every person, of every race, at every economic level.

If nothing else, this blog, and it sounds like the movie as well, serves a greater purpose than reiterating the problems with education and schools today. They serve to help promote more action and more conversation as to the reasons behind the problems of education. I think this would be a great movie to see. I wonder if I will have the same reactions or issues with the movie as Wesley Fryer.

"Waiting for Superman"

This link is for the trailer for "Waiting for Superman"

Reflection on 8 points

As an individual and as a future teacher, I believe that there are several things which set me apart from others. These things surround the way in which I will organize my classroom, academically and physically as well as how I choose to educate my students. My classroom organization is fairly open. I believe that a warm and colorful environment can help promote learning, a place in which my students feel safe, encouraged, and nurtured. The physical set up will include a flexible desk/seating arrangement, lots of books and resources, bulletin boards and crafts, and technology for ample use and creativity. The motivation in my classroom will not be based upon external objects, or rewards. I want my students to be able to discover the joy of accomplishment and success that comes from personal learning and want to achieve. Students must be internally motivated and they must want to learn to grow for themselves not because a reward is waiting for them at the end goal. When it comes to discipline I believe that without rules and guidelines in the classroom students can easily become disrespectful and disobedient with not only learning but general acceptable behavior. I believe the teacher should have control of the classroom but students must be able to have a voice, to have a say in not just their personal education but the classroom environment. Proper consequences are and should be expected when the proper behavior and attitudes are not displayed.

Assessment in my classroom will include an equal balance between formative and summative pieces. Formative assessment, as a collection of information on what students already know, will include various tools and ways so students can best express to me their previous education and experience, allowing for extended communication. Summative assessment, as information that will be used for final assessment such as a grade, moving to another grade level, exams, graduation, etc., is also important to help me assess where students may be on our educational journey together as teacher and student. I will use rubrics, journals, check lists, blogs, wikis, interviews, portfolios, games, posters, and even book reports, scavenger hunts, discussions, and multi-genre papers. Assessment is important to me, but so are the “ah ha” moments that cannot be measured on any scale but the scale of joy for my students finally excited and proud of their achievement.

My classroom climate is also important because I believe in being a figure that can not only achieve respect from students but give it as well. Caring for and helping my students is an overarching necessity for me as a teacher. I believe in a classroom that becomes a community in which all have equal rights, respect, spaces and voices that are earned not simply given. Students must know that in my classroom you must be respectful to all others, the classroom space, peers, animals, and adults. The learning focus in my classroom is centered on divergent thinking, or in other words, thinking that is developed and focused on multiple points of view. I do believe, however, that there are times when convergent thinking, focused on the answers or subject matter, is important and even necessary. Students must be allowed to discover their potential and then be allowed to follow that potential wherever it may lead. I believe a curriculum focused only on the subject matter and right answers leaves little to no room for multiple interpretations as well as creativity. I want my students to be able to express themselves in all areas of school and in every chance within my classroom. I believe that technology is an important tool in the classroom when used in the right manner and in the right balance. I believe that technology as a tool for resources, education, play, and creativity are important not only in a growing technological age but because my students want to use this tool. I will use blogs, wikis, Comic Life, Garageband, online educational games and sites, as well as music and slideshows. I know students have the ability to use these applications and I want to give them the outlet to do so. I will however balance the technological use with hands-on learning, fun, and opportunity that focuses on the more simple projects such as the classic poster board for more creativity. Technology can be used in almost any direction for the classroom but it is finding the right balance between use and abuse that is crucial.

Turning to my teaching and leadership style, I find myself remembering my vision for being a teacher when I was thirteen years old. I found myself envisioning the perfect classroom with the perfect students and as I grow older I realize my vision has changed. I hope I have a challenging classroom with difficult students who are searching for the person to come and show them not only what it means to be a teacher and leaner but what it means to care. I know that I want to be a guide, a model, and a coach. I want to be a person who students want to look up to and follow not only my words but my actions as well. I know that I will have an influence on my students and I hope that my encouragement and support will empower my students to learn and grow in ways they never thought possible. I know I hold the future of the world in my eyes, when I look at my students. But I hope that by the time each of my students leave my classroom they will realize the power they hold in themselves and make a difference for future generations to come.

Bright Futures

I choose to read and reflect on “Bright Futures: A Framework of Twelve Core Practices for Maine Middle Grades Schools Developing Full Academic, Personal and Social Potential for Maine Young Adolescents,"” which is a report, focused on middle school, which gives a meaningful look into ways in which we can create better schools for our students and children. There are twelve main points to this report and they include:

1. Students have access to curriculum that is relevant, challenging, integrative, and exploratory and is organized and executed to maximize accessibility for all students.
2. Teachers use research-based instructional practices in their classrooms that are effective in increasing the learning and achievement of young adolescents.
3. Teachers in all content areas use teaching and learning practices that are anchored in 21st century literacy’s.
4. Students have access to one-to-one computing technology integrated throughout the curriculum allowing them to acquire the critical thinking skills related to information, media, and technology.
5. All middle level students experience learning opportunities that emphasize creativity and innovation.
6. School leaders, using a collaborative and democratic leadership model, focus on establishing an environment that supports the learning needs of young adolescents.
7. Faculty, administration, and students collaboratively build a safe and caring climate that nurtures the individual while creating a sense of community where everyone is valued.
8. Students benefit from organizational structures within the middle grades that maximize the sense of community, support meaningful relationships, and optimize curriculum delivery.
9. Students have access to a co-curricular program that encourages all students to participate, develop skills, be a member of a team or activity, and simply have fun.
10. Teachers' professional development is an ongoing process that is embedded into the daily life of the school.
11. Parents are actively involved in the life of the school and their child’s education.
12. Teachers, administrators, and staff who are responsible for the education of young adolescents are knowledgeable about their developmental needs and appreciate them for their uniqueness.

The points included in this list may have been ideas developed at some point but as are many good ideas regarding education, hard to implement. But the first step in being able to change our educational system or better yet our ideas and usage of education is to recognize what we are currently doing and acknowledge ways of changing. If these ideas were taken in and put to use in every Maine school we would be looking at a future for our educational system that would help to ensure not only the success of the students but of the teachers and entirety of the school system. Part of putting these ideas into practice requires teachers, schools, and educational leaders to work together in order to promote this change. In addition working together in the school with collaboration is crucial. Allowing teachers and students to interact and learn from one and other as well as inter-mingling the subjects creates a connection for all. This idea of connection needs to trickle down into the actual teaching in the classroom. Making connections to students’ lives with the material at hand is important not only in promoting more academic learning but in moving students towards a “brighter future”. There needs to be, as this report stated in multiple ways, common goals not only for schools and teachers but looking towards the future and the end result. The common goal here is to build students who are not only confident and successful but prepared for what their future will bring.

This report was really interesting to me not just because it allow me to see what can be done with the education of our middle schools but because it gave the good and the bad examples for each point and allowed us to see scenarios in which such points could be used. Being able to see good and bad also allowed us to see how well the student is taken is recognized, and in this case we see that the report took the entirety of the student into consideration. Being able to teach to each student as well as their learning needs and abilities is crucial in education. I loved that this report allowed me to see how students’ lives outside the classroom, outside the world of academia is important. Not only are extra-curricular activities important but their personal or home lives influence their learning and being able to not just make connections but really know their lives allowed for richer educational experience based upon that relationship. This report, I believe, acknowledges that school is a place not just for learning but where students should feel nurtured, cared for, and guided through material, discovery, and life.

Assessment Presentation

This presentation about Assessment was really informative. I think that it included a good amount of history without talking too much during the presentation. I think the media used to enhance your points was rich and provided some leading questions as to how we feel and what we think about testing and assessment in general. I enjoyed the background of testing and the history of the SATs as well as information on the NCLB (No Child Left Behind). Although most of the presentation was focused on testing, I really liked that you mentioned as well as your activities included and allowed for formative and summative assessments. I began to wonder about what happens when you have someone or a large amount of people who are not only highly educated but are pursuing an educational career and they cannot pass the tests that are needed in order to fulfill their goals or career? In so many cases, and in that of one of my good friends, she changed her major and left the University of Farmington because she had taken the praxis over 6 times and could not pass. We may have just lost one of the great educators for our schools all because of a test.

Students have begun, as the presentation mentioned, learning the answers and not the process simply due to the fact that teachers are grading on the final answer not how students got there or the work they may have done. The final activity was neat. It showed the good and bad points to standardized testing as well as good and bad assessment. I really hope that in the future we have many more teachers who feel as strongly, as this class does, against standardized testing and promotes good or “awesome” assessments for their students. I want to believe that the next generation of teachers will change the way not only our students learn but the way in which our future unfolds. Great job guys!

Voices- Educational Pioneers

“The History and Philosophy of Education: Voices of Educational Pioneers” was an incredible read that highlights the major educational philosophies that have helped to create the educational system we have today as well as the philosophical views that I, myself, hold for education. With each educator we learn their stance on the role of the teacher and the learner, their view of the curriculum and their methodology, the purpose or goal of education, and what their major contribution was to education or to our current society. Some of the educators named who I have learned from include, Confucius, Sappho, Socrates, Plato, Charlemagne and Alcuin, Hildegard of Bingen, Thomas Aquinas, Christine de Pizan, Erasmus, Martin Luther, John Locke, Rousseau, Mary Wollstonecraft, Herbart, Froebel, Hakadah-Native American, Benjamin Franklin, Thomas Jefferson, Webster, Emma Willard, Catharine Beecher, Gallaudet, Booker T. Washington, W.E.B DuBois, Bethune, Ralph Tyler, Maria Montessori, and Paulo Freire. All of these educators, although I cannot entirely relate to each one have influenced the educational system that I am a part of and for that I must simply acknowledge, in part, who they are to education and to me. They are a piece of where our educational system has come from, where it is now, and even where it will be in the future for me and my children.

The first educator/philosopher that I related to was Aristotle. His belief that thinking and reflecting need to be encouraged and then time allowed for the practice of these skills enabled the teachers to acknowledge adjustments for each student. He believed that this would produce virtuous men of society. Cicero believed that time was important to education, taking into consideration the past, present, and even future of the students and of society. Human excellence here was born from an educated place in which a person embodied a cultured and articulate man. I believe that our history is crucial to our education and if we are to create not just citizens of society but education human beings we must know where we have come from, where we are now, and have some understanding of where we want to go. Quintilian’s philosophy supported the “teaching of the liberal arts and moral education within the professional educator of the orator.” Here the teacher is the one that must understand each student’s mental and physical developmental needs and levels. I believe that understand the development or the individual behind each student is crucial to me being able to teach to each child.

Although not entirely I can relate to the philosophies of Jesus and Augustine because they promoted a kind and caring teacher in which happiness is valued and our ultimate path or journey in life is not just here on earth. Who we are and who we are to become is important here as well as it is to me, as I strive to help each student discover a piece of themselves each day. Moving to Pestalozzi’s philosophy, he believed that the “whole child” was important, made up of the head, heart, hand, body, feelings, and intellect. A respectful and caring teacher student relationship is important here as well as to my own view of education. Mann’s philosophical view of education was one in which students are contributing citizens, responsible members of society, moral workers, and education can bring about a unity of body, intellect, and spirit. Here, public education, for every person, was key and was considered the “great equalizer”.

Elizabeth Seton’s philosophy of education really hit home because of the focus on “an educational program under the guidance and inspiration of religion.” This involved a kind teacher who saw or taught students as children of God and included various aspects of the child’s life such as a wholesome diet, healthy recreation in an environment with respect and discipline. The physical and spiritual well being was attended to and made sure that the students were learning more than just academic studies. Dewey initiated “cooperative learning” as well as the belief that education meant interactions with, knowledge of, and diversity (he embraced a multicultural environment) in the academic and social environment. He saw society playing an important role in education as well as the child’s potential for learning and succeeding. Lastly, the philosopher in which I most relate to is Piaget. I believe, as Piaget did, that the child must learn and develop not alone but in a social setting, placing an emphasis on the individual. The use of learning centers, individualized instruction (accommodating for each student’s readiness level), higher level thinking, and the purpose of schooling to helping children “learn to think, to discover, and create” rolls my beliefs into one giant ball of education philosophies.

There are several quotes which I related to the most while learning about each educator or philosopher. These quotes include:
-“We are the sum of our actions, and therefore our habits make all the difference.”- Aristotle
-“School is the workshop where young souls are formed to virtue”- Comenius
-“For it is my opinion that if public education does not take into consideration the circumstances of family life, and everything else that bears on a man’s general education, it can only lead to an artificial and methodical dwarfing of humanity.” – Pestalozzi
-“Be ashamed to die until you have won some victory for humanity.”- Mann
-“Education should seek to bring its subjects to the perfection of their moral, intellectual, and physical nature in order that they may be the greatest possible use to themselves and others.”- Emma Willard
- “When so rich a harvest is before us, why do we not gather it? All is in our hands if we will but use it.”- Elizabeth Seton (and this one might be my favorite)
- “Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work- it must teach Life.”- W.E.B DuBois (this one spoke to my philosophical view of teaching children “how” to think not what to think)
- “Every teacher should recognize the dignity of his calling.”- Dewey

Research Project- Technology Conference

I LOVED YOUR PRESENTATION! It was so much fun! I think that this was the perfect example of how to take something that we are supposed to teach (at any level) and turn it into something so much more. I think the fact that the three of you, split up this presentation and did a little history before hand, with several instances of media usage, along with the “workshop” style layout made the information that much more effective. I loved the three tables and the content at each. I have never seen so many resources for English before. I really liked Grammar Gorillas, Noun Dunk, Weboword and my favorite was SpellingCity.com, which I found at my first session Content. The second session I had was the “Must-Have” and I loved the join.me website as well as PaperRater, LearnBoost, Sortfix, and my favorite here was Tagxedo. The third session for me was Teacher Technology, during which I found 60secondrecap, Engrade, and one that I already use and love Curriki. There was so much information to sort through, websites to play with, bookmark, and utilize that I wish we would have had a whole other class to do so! I applaud all of the effort and time put into this project because it obviously shows how much you care, so, Great Job!

Classroom Discipline and Management

This presentation was interesting and informational. Discipline and classroom management by Jason, Kirsten, and Cara gave me a lot of new information to explore and use as I learn more about how I will manage my classroom. I enjoyed the history portion of this presentation, I think it could have gone a little slower, I felt a bit rushed and wanted to read a little more on each slide or hear more from the group- maybe because I was so interested with the topic! Learning about the different types of classrooms, traditional, soft or New England pedagogy, and progressive classrooms, was really neat. I liked being able to hear about the various teaching styles (Laissez-faire as one example) and disciplines. I found it interesting the distinction between discipline and punishment. With discipline being positive or negative (student centered) versus punishment which are consequences for your actions (teacher centered) these are things we can implement, or not in some cases, in our classroom. The activity was fun and was a good way to get us discussing how we can implement the information you provided in our classrooms. I wish I could have had a little more explanation versus the reading of the teaching styles and discipline, I think I would have been more engaged. I have a hard time following only lecture in a presentation so I was a little distracted. But I think overall the presentation was informative. I found myself going back over the resources to find more information that I can use in the future, so great paper and resource list!

Eight Philosophies

When discussing education we find ideas and influences that include the four major philosophies of idealism, realism, pragmatism, and existentialism. With each of these categories we can further group them into teacher-centered and student-centered philosophies. Discussing the teacher-centered approaches we find the educational philosophies of essentialism, behaviorism, and positivism. On the other hand we find the student-centered approaches which include progressivism, humanism, and constructivism.

Essentialism believes that those who are to be educated must have a core of information and skills, organized by schools centered on the most essential and effective material. Here, having a core of information, hard work and mental discipline as well as teacher-centered instruction is found to produce a productive life for the student. Essentialism believes that information can and will change, therefore developing and refining basic skills is crucial to the student whose role is that of a learner. Formal discipline, lectures, repetition and examination are all used in this philosophical view.

Behaviorism believes that one’s own behavior can be determined and changed by the environment and is not hereditary. The school environment must be organized and the curriculum is based on goals or objectives focused from students’ behavior. Using positive and negative reinforcements, teachers can promote or extinguish particular behaviors. Behavior is in the past and is not important here, rather the behavior at hand is the focus, which can be molded and changed through the teacher’s spotlight on the current environment.

Positivism is centered on positive knowledge which rejects essences, intuition, and inner causes that cannot be measured. Reality here can be explained by laws of matter and motion, meaning that student and teacher are limited to the observable and the measureable. Teachers here use direct instruction, clear statements and goals as well as precise expectations on the part of the teacher. Reciting, restating, writing, and other media are used when learning, requiring that all students learn the same knowledge. Positivism believes that schools need to develop standards and content for all students to develop their own set of skills of observation, classification, and logical analysis.

Progressivism, as closely related and partially evolving from pragmatism, the meaning or value of ideas is tested by experimenting and learning is based upon questions that are posed by the learner, the student. Ideas are found as practical results and experience here is important to emphasize learning “how” to think not “what” to think. The process of learning is more important here than the end result, making education a process and helping to improve society. Socialization is crucial here, managing change and developing visions for a new and better world, students take on their ideas and facts through questioning and experimentation.

Humanism holds that the individual is innately good, that they are born free and only due to institutions are people enslaved. Education here is a process that develops a free, self-actualizing person focused on the students’ feelings or the individual self. The individual is crucial and education should continue here without coercion or prescription, emphasizing testing and teaching through the students’ interests, wants and needs, making choice very important. The environment is the foundation for education, and personalization is important to understanding the individual and aiding in the growth of the individual.

Constructivism believes that personal meaning is crucial and can be attained through hands-on activities as well as activity based teaching and learning. Students here are encouraged to develop their own thinking and answer their own questions through promotion of critical thinking and the understanding of big ideas. Problem-based learning is an approach that constructivism uses which centers activities on tackling current social problems and fostering student discovery of knowledge.

The other two philosophies that were not in the book are perennialism and reconstructionism. Perennialism believes that education should focus on ideas that have lasted over time which are still meaningful and relevant to our society and educational system. Education here would stem from the “classics” and when learning from these past intellects, students should appreciate their learning. Perennialism is a teacher-centered philosophy and is not concerned with students’ experiences or individual interests. Here, all students possess the same essential nature and are encouraged to think on a deeper level. Reconstructionism believes that examining the history and issues of society as well as being dedicated to bringing about change will create good citizens and students. The focus of the curriculum is on social issues, or life issues as students are products and pieces of society. Education on cultural diversity and history here is important.

When I begin to contemplate the various philosophies of which I can relate to for my teaching career, I find myself centered not on the teacher, but the student. With my classroom being student centered, I find a couple of philosophies that I can most relate to which are progressivism and constructivism. Within progressivism, I find myself steering towards a philosophy that emphasizes ideas being tested by experimentation and learning rooted in questions developed by my students. I want my students to be able to question the world around them and to discover the path of experiments that leads them towards knowledge. Learning how to think versus what to think is important. I don’t want to teach my students merely material at hand but rather knowledge applicable to the rest of their lives, giving them the tools to continue on in life. In addition, constructivism allows me to further emphasize hands-on learning and activity-based teaching where students can develop their own thoughts. Developing critical thinking and allowing my students to really understand themselves, leading them to discover knowledge for themselves is important to me. I want to be not just a teacher, but an educator, a guide, a coach, a person to whom my students can turn to, to help foster the individual through a classroom community that encompasses a safe, respectful, caring environment.

I am a Pragmatist

After re-thinking and our class discussion, I have re-examined my philosophical standpoint.

The four philosophies of education, realism, idealism, pragmatism, and existentialism, all, at some point, contribute to the person that I am the teacher I am becoming. From these four philosophies I can, after educating myself further and with help from my peers with discussion, I have found myself to be a pragmatist. I initially thought of myself to be an existentialist but have discovered that my personality and teaching style follow that of a pragmatist. I find myself, however, still relating to the other three philosophies in varying ways. In idealism stressing the importance of great works, great leaders, and great ideas as a way to learn and grow from our history and past. But it must go beyond these things, in an ever changing world we must accept alternate ideas, “truths” and technologies. Within realism I can relate and agree with teachers having specific knowledge in order to teach subjects and or topics rationally. I also allow myself to relate to the student and the teacher being learners in order to further educate both parties. While I don’t believe that being rational or logical is the ultimate goal, I do believe in moderation it greatly serves the classroom as well as materials and subjects.

Within existentialism, the individual is important and is seen as having total freedom with choice and work situations. Although I firmly believe in reaffirming the rights and the importance of the “individual” , their lives, culture, and history, within each student, allowing only for personal truth or individual work does not serve the classroom in a beneficial light. Social interaction is crucial for not only social development but academic development as well. Although, I relate to existentialists in denying the use of standardized testing, measurement and tracking, I do not believe that students need to only learn and grow as an individual, they must do so as well with others. Coming to the fourth philosophical idea, pragmatism, I find myself drawn to the core values here. The world, cultures, society, and children in the classroom change constantly and acknowledging and educating about these changes and diverse topics leads to the idea of what it means to know. Experience is emphasized here and as a hands-on learner I find myself relating to being able to learn through experience and integrate reason. As a pragmatist giving students the opportunity for success in the community, social or academic, can lead to self learning, re-thinking, and re-examining the world around them. Experience through learning can help to create the well rounded student, a “good citizen” of the classroom and of society. Having a collaborative, interactive environment with a question based learning technique allows students to apply knowledge to many facets of their lives. As a teacher and a pragmatist, modeling reflective thinking, presenting the factual information and then allowing my students to question it, allows them to develop not only as an individual but as a learner.

Four Philosophies

There are four philosophical schools of thought including idealism, realism, pragmatism, and existentialism. The first of these, idealism, believes that ideas are the only true reality. This school of thought suggests that the physical world we know is only another representation of a spiritual world and thus the power of reasoning is emphasized while the scientific method is not. Idealists must look deep in their minds and value universal truths which hold that truth, goodness, and beauty connect and transcend all ideas. Learning here comes from within the individual rather than from without. Great ideas, works, leaders, cultural heritage are important while lecture, discussion, imitation, and questions that spark thought will get them there.

Realism, as a second school of thought, believes that reality, knowledge, and value are independent of our minds and reject the thought that ideas are the ultimate reality. Here the senses and scientific investigation are the means by which to find truth in the world. Scientific research and development along with standardized tests, serialized textbooks, and a specialized curriculum are combined to form the ultimate goal of education which is the progress of human knowledge. Teachers have specific knowledge, teach rationally, and emphasize subject centered curriculum in an organized and systematic way.

Pragmatism is another school of philosophical thought in which becoming is stressed rather than simply being. Change here is a good thing and evolving as well as understanding are conducted through a relationship of the learner and the environment. Learning through experience, stressing applying knowledge using ideas is how pragmatics educates. There is no absolute and unchanging truth or values all the while letting students question and problem solve as they happen. How to question what we know as well as interacting with the environment in a reflective matter, scientific inquiry is important. School is a community and cultural diversity as well as learner centered problems, providing technology and other resources, encouraging collaboration are key in pragmatism.

Existentialism is the fourth school of thought in our list and believes that the individual is the most important rather than outside or external things. The finality of reality lives within a person making the search for identity and meaning crucial. Scientific knowledge is useful but is also limited because humans are free to make choices through which freedom is wrapped in the search for meaning. Tracking, measurement, standardization are not important here while a free, feeling-centered development of the student is emphasized. Education begins with the individual not the outside world and thus helps to fill the gaps with understanding. Students are defined by their choices.

Further thinking about all of these philosophies I struggle to identify myself with just one. But in re-reading these important details which focuses on various matters, I resolve that I see myself to be most of all an existentialist. I do agree however with several points within the other schools of philosophical view such as in idealism stressing the importance of great works, great leaders, and great ideas as a way to learn and grow from our history and past. Within realism I can relate and agree with teachers having specific knowledge in order to teach subjects/topics rationally. While I don’t believe that being rational or logical is the ultimate goal here, I do believe in moderation it serves the classroom as well as materials and subjects well. Within pragmatism I find myself relating to the idea that ideas of evolving and change. I do believe that the world, cultures, society, and children in the classroom change constantly and acknowledging and education about these changes and diverse topics leads to the idea of what it means to know. Experience is emphasized here and as a hands-on learner I find myself relating to being able to learn through experience and integrate reason. But above all I find myself navigating towards the Existentialist school of thought. I do believe that the individual is very important. As an educator, stressing the importance of the individual lives, culture, history, and person within each student is pivotal. I, as well as the existentialist belief, do not believe that standardized testing, measurement, as well as tracking serve to enrich and further educate the individual. Education here needs to be a process through which students can learn about themselves as a person promoting not only academic growth but individual growth as well. Education here allows choice for students and as such students are thus defined by those choices. Students have the power to educate and discover their “self”.

Reading Reflection 6

The last section in the book “Teaching Hope” is one that needs no extra words, “Empowerment”. Throughout the entirety of the book we find that teachers are trying to reach, guide, educate and empower students with not just academic knowledge but life lessons. This last section really brings the book home, close to your heart, and puts teaching in the perspective of no longer being a profession but being a piece of whom you are. Taking chances within the classroom whether it be for a lesson plan, an activity, or with a student is something that never ceases to be important. Learning and growing not just in success but in failure is the only way to truly educate yourself and your students.

Confronting problems in the classroom may not just be a problem about an assignment but rather about someone’s ethnicity, race, gender, religion, home life, the community, other beliefs or something central to who they are and want to become. Being able to confront these problems and really work them out WITH your students is one way to integrate not just each student but the school, the community, and others across the country. Investing into each student and into ourselves as a teach is key in being able to relate and understand each student. We can mentor, guide, coach, and help all we want but students need to make this decision on their own. Teaching students or giving them the tools they need, to make these decisions for change is what empowers their lives.

As much as we want to help each and every student become the very best they can be in our eyes, we must help them to be the very best in their own eyes. Giving students the “light bulb” to see what they are capable of, the joy and nervousness of anticipation, the appreciation for challenges of life, the willingness to engage in not just the classroom but the world they live in, the courage to overcome disillusionments of everything and everyone around them, the strength to become rejuvenated after a long struggle academically or in life, and the power to lead the life they have hoped for, dreamed of and deserve is the “job” of a teacher.

Reading Reflection 5

The next section of “Teaching Hope” really hits home for me because of the story topics. “Rejuvenation” discusses the special “light bulb” moments that students and teachers both have when finally an understanding, a realization, or even an empowering moment hits. Giving students the tools to let them, on their own, have a light bulb moment is twice as rewarding, knowing that the student has finally grown. Students taking ownership of their own voice and teachers being patient enough to let students explore and discover on their own is really what matters in this transformation of students.

Breaking social barriers in and outside of the classroom is one important piece to understanding your students and allowing them to truly discover themselves and others. One important way to break these barriers is allowing freedom of expression in appropriate ways, one of which is to journal. Through journaling, students can share not only with each other but through a realization of self, coach and guide each other. Making a conscious decision to not quit, everyday, whether it be with your job, your class, your lesson plan, or your students, resolving to never give up is one way to ensure that every day is a new chance at a “light bulb” moment. Sometimes it isn’t just the students that need help. Teachers need to break through our own fears to reach students. “Once I finally broke through these fears, my students delivered on paper in ways I could have never imagined.” (pg. 256)

Teachers, throughout this section, seem to have a motto for teaching and for life. One in the book that I believe captured the section in a very concise way was “Lord grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.” (pg. 258) There are going to be many things within the classroom, within the school, and even within students that you cannot change. But being able to recognize this and work on the things that can be changed is the wisdom that needs to be instilled in our students in relation to life. Learning that some things in life are different than us, our beliefs, our race, our ethnicity, our gender, etc. will be different in every person. Understanding and empowering students with cultural tolerance is something that brings new and exciting realizations and “ah ha” moments to life.

Experience not just as a teacher but as a human being is how we can grow and learn every day. Teaching our students that life is not just something that we live but something we embody everywhere we go and in everything we do, is one piece of empowerment through knowledge. Knowing that there are things we will face that we need to let go of and things that we just can’t say “no” to is how we can create the safe and caring environment for our students. Succeeding in life and in learning is more than just a passing grade. It comes through those “light bulb” moments, expression, wisdom, courage, and experience of the individual. Choosing these things in life, this path is one route, however we must also be aware of and envision the other, its complete opposite. Knowing there is more than one route to success and more than one path in life is power in and of itself. Believing in our students but more importantly ourselves allows the teacher and student to switch positions for just a moment, experience the other’s life, and come back with the light bulb turned on.

Video Response 4-1980-present

Video 1980-present
This section of the PBS video series we have been watching was the final episode on the history of American public education. This video from 1980 to the present day captures the more modern aspects of education as well as what most of my generation experienced or still is experiencing. Ronald Regan’s proposal to fix educational problems was taking the nation by storm. The threat of a “learning” crisis was brought to the attention of America. The idea was to transform schools into possessing a business mentality with the idea of competition at the core, essentially to try and bring about the very best from all schools.

With schools “selling” something that the people would want, why wouldn’t the education system improve? Education was there to transform and inform the people living in a democracy. Therefore equality and technology were important in learning for the educational business world. With the article “Nation at Risk” appearing to the public, many were confused as to how badly the American school system was presented, the idea that schools were not preparing students for the real world and that schools were educating students differently was put on the table. Many groups who had lagged in the past were now brought into sight as NAPE, National Alliance for Powers of Equity, appeared as a counter to “Nation at Risk”. Equity was now the solution and the path towards excellence.

With this competition, schools implemented harder classes, higher standards for all, and high stakes testing. Not all schools needed to be reformed to help students, some simply needed more funding. The “Bottom Line” was hence introduced declaring that test scores were now the determining factor in funding, hence competition reappears. The notion of “Choice” was a debatable topic but with so many schools competing, finding the best way to perform and to educate was an issue. In 1992 New York schools began “choice” schooling which allowed students and parents to choose the schools for their children instead of going to the school in the district where they lived. With the emergence of President George Bush came “vouchers” which allowed students to attend private schools at the expense of the tax payers, the money that would have gone to the public school was given to the private school. The onset of choice and funds brought religious schools into the debate incorporating the “separation of church and state” into the mix.

But vouchers were not such a great thing as planned. Allowing almost anyone to have a “school program” to educate children was a risk that resulted in many people simply wanting the money and many people creating prejudice and potentially harmful environments. So with choice still being the topic, many were now turning to home schooling. With this idea of money and business in play, larger companies decided to get involved, EAI being one of them, and pay for, build, and run schools. However with this control also came the diminished art and music programs as well as educational opportunities for students with disabilities cut in half. With business being pushed back out of the education system so schools could take care of themselves, money became the issue. Media, corporate logos and vending machines made their way into schools and have stuck there ever since as a source of money.

President Bill Clinton, a new yet not so drastic improvement to ideas on education, suggested that the right to choose made education better and competition in and among schools was a healthy thing. But his solutions were in the form of more testing, differing grade levels and higher national standards were imposed. “Curricula emerged to raise the education level of all students.” With money and social/business issues being the forefront of the education crisis not the schools themselves, in my opinion, we find that critical thinking was now matched against a set body of knowledge. Therefore excellence would come in the form of more work and more standards, the call for more testing was unfortunately answered. The “future of democracy is dependent on education of people” as said by Thomas Jefferson holds true today. There needs to be a balance and a connection to and with excellence AND equality.

Video Series

The PBS video series that we have been watching and blogging about can be found here with additional information on what is covered within the series.

PBS- "School Days"

Video Response 3- 1800-1900

1800-1900

“This land was made for you and me” was a song and a slogan that although adopted by America not many Americans were practicing in the 1800’s. 1770-1890 was a time span during which education was not only highly debated by highly valued and wanted. Education in this time was not free or public. Schools were built because towns or villages pulled their resources together and hired a teacher (often times paying them with a cow or other resources). Schools were indeed scarce but where they were indeed constructed, they had a purpose of teaching lessons to help children learn their letters and discipline. Most schooling was linked to the Protestant bible with an underlying rule that if you disobeyed you would be damned. The “New England Primer” was released and most students were taught in order to preserve the status quo, to be like their parents. In 1776 the average school lifetime was 82 days. It was a goal to build a nation, unified, from the 13 colonies. Noah Webster, an advocate for education, wanted to eliminate British textbooks, create a unified culture, and a national history. Known as the “school master of America”, Webster created a book that would later be transformed into what we know as the dictionary of English language.

General education made it a point to educate all Americans in order to preserve democracy. In 1778, Thomas Jefferson proposed three years of public school for all and then advanced education for a few. But this did not allow advanced education for females and was not open to black children either. However with more than 25 years of fighting with government, it was never passed. But, Jefferson did create the University of Virginia, with his biggest argument being that “education is essential to democracy”. The 1830’s and 1840’s brought about state wide school systems. Horris Mann was a large proponent, as the secretary of education, for common schooling. This schooling was one in which a common body of knowledge was taught and education would be the “great equalizer of men”. This would eliminate the distinctions between the rich and the poor, all ages learning together, and improving the learning conditions by introducing chairs with backs, blackboards, and new textbooks. No longer did the family that you were born into automatically determine your future. Sadly, his plan was opposed because of tax issues and the issues with the state’s control.

Conflict thus began to arise over religion. In 1840 one half of all people in New York were foreign and most of them were Irish Catholics. Most of the schools were teaching common subjects but were backed by a protestant belief system. Bishop John Hughes, or also known as Dagger John, pushed for Catholic children to have their own place in schools or to have their own schools themselves. These issues lead to many great debates over other religions wanting the same abilities. It was now an issue of trying to keep separate church and state. Separate Catholic schools were thus created and with religion aside, the issue of race was now at hand. In 1855 segregation in MA schools was abolished but we now, yet again find problem, in the form of separate but equal. Slavery bore the hard punishment of black people not being able to be educated. But with the ending of the Civil War, they now saw freedom as well as their freedom through education. Fredrick Douglas came to the fore front and pushed education for blacks.

1865 brought about 4 million Americans, previously slaves, who could now become literate. With so people wanting education, the question became, who would now teach all of these people? Women were now sought after for teaching across the country. Catherine Beecher, sister of Harriet Beecher Stowe, founded colleges that aimed at preparing women for teaching. With the 19th century coming to an end, there were, in 1890 12.7 million students enrolled in school and the government spending $141 million for public school. Although the United States provided education to more students than any other nation but separate races were still educated separately. Our country still had a long way to go.

Educational History Interview Project

Recall each phase of your schooling- elementary, junior high or middle school, and high school. Reflect on each phase by responding to the following questions:
Grandma’s Interview:

1) What were the expectations of the educational systems for the students?- they expected the best of you and if you didn’t do the best they kept you back a grade until you could be qualified to do the work (A,B,C,D,E)- qualify; the hardest part is when you have a sister that’s a brain they expect you to do the same thing- the family should all be the same
2) What were the expectations of your parent(s)/guardian(s) for your education?- Meme Rose,(my grandmother’s mom) only went as far as fourth grade- taught herself how to read and everything else- she was 1 of 23 children; and her father only went to sophomore in high school; took civil service exam and worked in the post office- would sit at night and go over studies with us; expectations were very high
3) What were the expectations of the business world on education?- worked all through high school- soda foundation- I was a soda jerk (made milk shakes, cherry soda); every Christmas got a $50.00 bonus that went to schooling- right after high school I did a 3 year course in nursing- took exam first before you could go to school- it was at St. Mary’s in Lewiston; but after that I wanted to go on but I couldn’t because I had to help the family; it was most middle class who all worked and went to school- had to help there was never a question (I also picked potatoes all summer one year to buy a violin I wanted to play)
4) What were your expectations for your own education? How were the classes physically set up?- I wanted to go on to school, had a chance to go to catholic school in DC but meme rose had to have surgery so I couldn’t go; I had three years of nursing but I wanted to finish and get a degree; I did change classes during the day, there was a classroom for every grade- but we didn’t change classes in grammar school the teacher taught all subjects;
5) What types of strategies did the teachers use when teaching?- Some teachers were very understanding and some that should have never been a teacher; didn’t even know strategies…..many were very strict and didn’t explain things- just wanted the students to figure it out
6) What strategies did and did not meet your needs and why? In what setting did you have joy for learning and describe a most memorable teacher that had major influence on your learning?- I had one teacher who taught algebra- who didn’t explain anything; Ms. Laveque- taught very well, very understanding- took time to explain things to you and not many teachers did; in mornings I could go in early to play orchestra and could ask for help- but many couldn’t stay after school because they had to work
7) What do you remember about the socioeconomic level(s) and ethnic diversity of the student body?- I don’t really remember, it was not such a priority- everyone did what was expected of them, you didn’t think about it- it was like little house on the prairie but more scattered- families were huge; all English students- I couldn’t speak English when I went to school but I learned quickly- then when I went home couldn’t have cookies till spoke French
8) How were the programs and classes structured and what were your thoughts and responses to it?-Grammar school- did grammar, all classes every day, the same classes everyday- English, science, math history, and religion,
9) What types of classes did you take and how do you feel about the education you received?- Didn’t take any other classes- did languages and math- had some others but not much…..music, chorus, band- took four or five subjects a year (grammar and high school)- I thought grade school was the best- today too much time and effort is placed on computers, cell phones, ipads- when I went to school- you went to learn- learn the basics especially math and English- had more basic education- better back then versus now- but teachers could have been better but programs were very good- made you or broke you- Grandpa didn’t finish high school but did two years in high school then two years in college; when quit high school started driving a beer truck then joined the service, he also got kicked out of the band for playing the drums too loud

Educational History Interview Project

Recall each phase of your schooling- elementary, junior high or middle school, and high school. Reflect on each phase by responding to the following questions:
Mom’s Interview:

1.) What were the expectations of the educational systems for the students? – in elementary, the expectations were you to finish high school and then you go to college- but then- girls were expected to take traditional roles and those who didn’t- like girls taking fire fighting- it was difficult for them to deal with those students in high school- you were supposed to get good grades and catholic school- expected you to get all A’s and if not then study harder to get A’s- expectations were elevated
2) What were the expectations of your parent(s)/guardian(s) for your education? – No doubt- you needed to go to school and go to college- education was huge from the very beginning- but wanted you to go to the traditional route and something for a “woman”, grandma wanted me to be a nurse- and I went to fire fighting school and became paramedic
3) What were the expectations of the business world on education? – I was a non-traditional student and society was not approving of me for taking a different path in life- and when I was going to get a job- affirmative action was big- places needed to hire females and blacks- even though they couldn’t do the job at hand- they had to fill quota
4) What were your expectations for your own education? How were the classes physically set up?- in elementary- it was the same- no choices- these are your classes and what you take- arithmetic, social studies, science and English, and art (which was not very big)- my goal was to get through school without nuns killing me- I was once sent to the principal’s office for holding up a sign that said religion is boring- I just wanted to get to high school/ I was so focused on music and the rescue post- medicine and I saw that as my chance to further that, my career and music-marching band, chorus- I did all my own research and it was almost unheard of to take the path of a paramedic because guidance didn’t know anything about it
5) What types of strategies did the teachers use when teaching?- very strict in elementary- discipline oriented, in high school there was a little more freedom but the teachers, no strategies- just eclectic- did whatever they thought would keep the students interested
6) What strategies did and did not meet your needs and why? In what setting did you have joy for learning and describe a most memorable teacher that had major influence on your learning?- Some teachers, if you didn’t keep up with class you were lazy and didn’t want to learn…one math teacher basically came to calling me stupid because couldn’t get certain algebraic concepts- if you weren’t one of the smart kids- it was easy to fall behind if you didn’t have the perseverance to continue/ some teachers were very energetic- brought energy to class to make you want to learn…..the best teachers wanted respect but also gave respect and compassion- made learning fun…..made students feel a part of their own learning
7) What do you remember about the socioeconomic level(s) and ethnic diversity of the student body? – none- only one African American family in all of high school- no cultural diversity in 1-8….all white…..very few upper class……most middle and lower class- town was mostly a farming town
8) How were the programs and classes structured and what were your thoughts and responses to it? – at St. Bernards- 1-8- classes were already set up for you- no choice…..in high school could choice a couple different tracks- business route, college route, or the trade route…..all I knew- I didn’t know any different so it didn’t matter
9) What types of classes did you take and how do you feel about the education you received?- I took basic classics- but I don’t remember much- sit down and pass classes…..in high school it was very frustrating because the classes I thought I needed to take to go to college they didn’t offer- there was no diversity around non-traditional students- grandma and I took a class at UCONN in cardiology-

"Nation at Risk"- Two articles and Two sides to the story

Nation at Risk was given in 1983 as a thrust towards aiming Americans in the right direction, yet again, for education. President Ronald Reagan, during a White House ceremony took possession of this “report” supposedly detailing the educational decline of America. Ragan discussed the mediocrity in the educational foundation of America. In this year of education, the realization that others are matching are surpassing the United States in education, came as a harsh reality. More and more, the country was performing an “act of unthinking, unilateral education disarmament”. We, as a nation, had forgotten the basic purpose of school. The demands of the school are too high for the students to reach and therefore setting them up for complete failure.

America’s position in the world, as an educational leader, was no longer secure. “Knowledge, learning, information, and skilled intelligence are the new raw materials of international commerce and are today spreading throughout the world as vigorously as miracle drugs, synthetic fertilizers, and blue jeans did earlier. If only to keep and improve on the slim competitive edge we still retain in world markets, we must dedicate ourselves to the reform of our educational system for the benefit of all--old and young alike, affluent and poor, majority and minority. Learning is the indispensable investment required for success in the ‘information age’ we are entering.” Giving people the opportunity and ability to empower and educate themselves will help to not only better themselves but the community and the nation. A decline in all aspects of education is upon us with students becoming “scientifically and technologically illiterate”. We must fix this problem without over emphasizing so much so that we end up hurting ourselves yet again.

There is hope that if the nation can commit to doing better and implement the ideas suggested for change then we can find ourselves knocking at the door of excellence. Finding and securing equity and quality, developing the talents of all to their fullest potential will allow us to eliminate the “minimum requirements” developed in past times that enable failure. Through an education reform we can create a “Learning Society” and secure our nation with education.


As an alternative, the second article read was ‘Nation at Risk’: The best thing or the worst thing for education? This article focused on the responses to the previous Nation at Risk and whether or not it was effective in helping change the education system. During 1983 there was an obvious outcry for a change with education, and something needed to be done. But it isn’t so clear as to how effective the original article/report was in doing just that. With bold statements, statistics, and claims to the decline of the nation in educational skills, scores, and success it turned a lot of people towards the negative rather than the positive, which it was intended to do.
In order for someone to be a part of the reform they were inherently a part of the solution, which lead many to see it as an all or nothing response. Many saw the 1983 claims as overstatements of the problems with education. There were many teachers who shouldn’t have been teaching then and now, but the difference is whether or not the change from then to now was significant to please not only governmental peoples but the citizens of America within the schools. Ultimately, there was no doubt that the education system changed, but we still have a long way to go to even match the goals and ambitions set forth in 1983.

Reading Reflection 4

The next section in “Teaching Hope” is called “Disillusionment”. The first page of the section alludes to the idea that teaching is painful. Our hopes and dreams of being the teacher that can save the world, make a difference in students’ lives and be the best teacher out there are brought to reality. This reality is that they may not happen, we may not always succeed, but our focus is not always winning or succeeding but instead continually finding and holding onto hope.

With the section beginning the talk of testing and school standards, it makes me frustrated that it is true, so many tests only do just that, test, and on things that most children do not know. “So why can’t they just ask us without using these stupid, confusing questions? If they don’t get us ready for college and just make us frustrated, why are we using them? They never ask about things that we know about. It seems as though they were set up to put us down or something.” (176) Why are we holding students, children to standards that are unreasonable and unreachable. But the idea of testing is only one of many problems that teachers face, along with minimal resources, bad classroom environments, no funding, being underpaid, and having the students labeled before they even walk into your class makes being a teacher as difficult as running a country. How are teachers supposed to effectively do their job without having the proper tools? Most schools, teachers, and administrative staff could reply that you find a way to make it work. Although as an optimistic person I would admit that I would do everything to try to overcome these obstacles, this doesn’t solve the problem of the obstacles being there in the first place. We need to fix these problems all the while understanding that no child is “un-teachable” there are only teachers who can’t teach.

Saying that, knowing that all children can be reached at some point, I turn to think, we may reach them in our classroom but how can we help their entire life? When do we stop being “just” a teacher, what can we really do to help that homeless teen, the pregnant girl, the boy who is beaten and has two parents on drugs? How do we help each student? We want to take on the world as teachers, but can we really? Do we strive to reach all or strive to really help some? It may be easier in many of these situations to turn away but if this is our decision we do nothing but add to the problem. There was a point “when it became easier to turn their backs rather than help those kids” but we CAN’T let ourselves follow down this path of ignorance. We need to help. I find myself wondering where to draw an emotional line. If I could, I would take every single one of my students home, but I can’t. So how do I balance being emotionally involved to help and being too connected? I am still working on that one.

SO many people in our lives as future teachers and in the lives of our students will have a say on what “should” be done. But we must realize that the “should be’s” and the judgments, the stereotypes, the racism, gender-ism, and so forth are only things that make us realize what long road we have ahead to change this world. We must be on the right path to help change because no one is going to do things “for” you, you need to do them yourself. “Our lives begin to end the day we become silent about the things that matter.” (201) Deciding to be a teacher is something that we must deal with every morning we wake up, it is a life-long journey. It is a 24 hours a day 7 days a week job whether or not people admit it, but emotionally and mentally your classroom and those students are a part of who you will be and become as a teacher. As with previous educational systems, thoughts and practices, everyday will be a challenge but waking up to the reality of teacher the good AND the bad is crucial. Learning never to give up, never quit, that is what makes a teacher.

1950-1980 Education

This video made me so angry. I was frustrated at how many people were ignorant when it came to understanding and accepting people of other races and genders. In the 1950’s schools were full of the post war baby boomers. The job of schools, at this point in time, was to keep them safe and propel students towards a technological future”. Three out of five students graduated and 50% went on to college. But in this decade, schools were segregated and it was understood that different people were educated differently. There were different schools for the “whites and the blacks” and there were little to no opportunities for women. 17 states had segregated schools by laws with Mexican-Americans averaging only 5 years of schooling and 72% of disabled children not being in school.

From 1950-1970 there were many reforms that came to open schools to everyone. Equality was now a major concern, starting with the schools, it would, as many hoped, carry on through the rest of society. In Topeka, Kansas, the black and the white students were attending schools together but everything else they had or did was separate such as sports, proms, school government, and even the books were different. In Topeka there were 18 white schools with only four African-American schools. The term “separate but equal” was no longer equal, and segregation was still legal as long as the schools claimed to be "separate but equal". The NAACP stated that schools were never equal and they were inadequate. Schools could give employment to black teachers and they were highly qualified but many jobs were not open to them because of race. African- American teachers were interested in the whole child not just certain facets and wanted to expand learning. In 1950, the NAACP enlisted 15 black parents to enroll their children in white schools, with all of them being turned away and denied entrance. Through this we find the Brown vs. Board of Education of Topeka, which ultimately ended 60 years of legal segregation in May of 1954. Schools began complying with the decision but it ended up displacing 30,000 black teachers.

The South defied the decision, saying they would not integrate. But in Little Rock, Arkansas we saw Dwight Eisenhower upholding the law and through armed forces nine black students would attend a white school. We began seeing the Civil Rights movement, Martin Luther King Jr., as well as others who were strong advocates for rights of black people. In 1963 public schools had the support of Lyndon B. Johnson who advocated equal chances at education would lead to equal chances at life. He implemented programs such as Head Start and College Loans to help pay for school. The Civil Rights Act of 1964 passed equality in schools and equal education and opportunity. This Act was then followed by the Elementary and Secondary Education Act promoting quality and equality in education. Eight years after the Civil Rights Act, 90% of black people would attend schools. The 1960s brought about schools trying to keep up with the job market, reaching (and not attaining) the “American Dream”. In the Southwest, we found that Mexican-Americans rarely made it to high school with, in 1968, a 75% drop out rate. In Crystal City, Texas 87% of people were Mexican-American with three out of four teachers being white. We find the word “Americanize” coming back to our schools and society.

We begin to see the push for bilingual education and without results, students performed “walk outs”, 500 students not going to school. The school board was to blame and starting there, the Mexican-American community obtained four of the seven seats on the school board and began making improvements to education. The Bilingual Education Act was passed in 1974 giving even more opportunities to students speaking multiple languages. The Lau case pushed forward more advocacies for bilingual education. This case dealt with Chinese culture in San Francisco schools and also lead to the idea that equality requires that you treat each student differently. Thus $68 million dollars was given for bilingual education. With race and languages making strides in schools, gender became the widespread topic. With, in 1970, only 1% of medical and law degrees were being awarded to women and only 7.4 athletes being women, something had to change. In 1972, Title 9 was passed and demanded equal education for all genders (females more specifically). But even with this step forward books and school materials were heavily gender biased. Dorothy Raffel, a female athlete, who saw doors being closed to her, charged the government with not upholding the law for girls. Women because of Raffel began earned more degrees, participated in more sports and for the first time ever, were in the Olympics. In 1976 we found that children with disabilities were now the subject of discrimination. The 1970’sbrought about changes for these students as well, with more talking, more debates, came progress through communication.

It certainly looks as though, as a nation, if we do not have some group, race, gender, or ability to target for discrimination, our country is at a loss for what to do. I feel so frustrated looking to our history of education, knowing that my own race, the people who I would have mostly identified with, during those days, were so cruel to so many other groups of people for just being different.

Reading Reflection 3

This section in “Teaching Hope” was entitled "Engagement" and very appropriate, for the section offered many scenarios in which teachers and students finally connected. This connection finally leading to an affirmation of the choice to be a teacher. The first thing that stood out to me about this section was the fact that teachers really do need to “draw parallels between the lives of the characters in the books we were reading and the lives of each student.” (pg. 105) There was an instant realization that this section was going to contain messages that were given, directly or indirectly to students or teachers that helped to change their life and their future. Teachers strive to “undo the message she received somewhere that she is bad and stupid”. (pg. 108) So many students are told they are bad, they are not going to make it, or even worse, they are ignored. Students in these situations need help, help they don’t even know how to ask for. Most of the time, it is the teacher helping the students but sometimes the teacher is the one that ends up getting the help.

The classroom should be a place not only to help students and even teachers but a safe place too. It should be a place where students can come together, in any way, shape, or form to unite and further more, celebrate the similarities and differences between their cultures. But so many times teachers, in order to help and have their students understand that their classroom is this kind of place, they “have” to “prove” themselves. Our students, our children in the class, know when they are different, know that they are, for a piece whether small, significant, or for their entire life will be judged on their appearance, culture, background, and abilities. One section that caught me was where we found a journal from one girl about her view of her own race and her struggles. The teacher then responds with her own experiences saying “I wasn’t just the ‘other’ color but that I was the ‘wrong’ color” (pg. 120) How can a child feel, let alone any person, a teacher, parent, or friend, feel so much sadness and hurt about something as their skin? I felt so upset reading this because I take the way I look for granted. Never having had a problem being white, never been looked or stared at, or even discriminated against for the color of my skin. How can I relate to my future students with this? The answer- well I have experienced being discriminated, judged, stereotyped and hurt- my hurt and my pain, now overcome with experience and growth can help others who are now feeling those emotions.

For so many students who come from a disadvantage, whatever that may be, they are automatically put into categories and separated by those around them. But when you find they are doing what they hate to each other, teachers find a moment, a moment when being the teacher is most important to act, to teach a lesson. Making students realize, as we saw through this section of reading, that harboring prejudices and judgments against others is wrong and making progress to change, however small, is always important. Finding, recognizing, and more importantly listening to their stories is what can create the first step on the long path of progress. Being an open person, putting your views, morals, religion, and other background aside, being a clean slate and open place allows kids to come and talk to you, to actually want to talk. All kids have something inside (pg. 134) and it is just a matter of time before it comes out, helping them as being more than just a teacher, allows whatever it is that’s inside to come out in a good way, instead of the alternate.

Are students scared to succeed? Are we as teachers scared to help them be more than what half of all the people in their lives have told them they “should” be? Children and teachers alike find comfort in just settling, fitting into the molds, characters that they are supposed to be. But being honest not only with yourself but with your students allows a connection, a true connection to be made and that path of progress finds another step taken.

Down to Business

Thursday September 16th
Today, Dr. Grace is sporting an outfit that says, "Let's get down to business!" With brown dress pants and brown shoes, we find that brown definitely is one of her best colors! A coral colored long sleeve shirt is covered by a beige button down jacket with detailed stitching. A great business outfit to get the students really working!

1900-1950 Education

1900-1950
This video on education through the years 1900-1950 was definitely not what I anticipated. I expected a boring movie with lots of facts and dates that made the educational system look dull and uninteresting. Instead, the movie was really detailed and described situations, events, and people I have never heard of before. The beginning of the video opens with the idea that through these specific years most schools were aimed at “Americanizing” those that went to school, more specifically those who were of various nationalities. From the years 1890-1930 there were 22 million immigrants that came to America, most of whom were searching for the “American Dream”. The neighborhoods in and around cities were full of social pressures from education. The people were feeling as if they had to be “like everyone else”. There were 125 children applying at once to schools, which were only part time at that. This introduces us to child labor. There were 2 million children working in 1910, I was shocked. I never realized how many children had to work, or in some cases choose to work instead of going to school. But much of this was due to the schools being dangerous, seen as a dark, unsanitary, and a sick place. As child labor laws were put in place the practice of education came to change.

John Dewey came into the educational scene, known as the “father of progressive education”; he believed that school should focus on the whole child, to learn by doing and exploring inside and outside the classroom. Gary, Indiana soon became a place of interest as William Wert pushed himself into the education scene and suggested new ideas for students. He created modern, lavish buildings and curriculum that kept students moving (from class to class), which lead to students having a “rich school experience”. As a follower of Dewey, he gave students opportunities to learn with zoos, art, nature, automotive classes, animal care, and other various aspects of life, as well as introducing health and hygiene to the school scene. With 53 different nationalities in schools, the social and economic scene was falling into disarray. Labor strikes and riots erupted affecting every aspect of society. With 200 cities adopting the “Gary” plan, 30 New York schools were now following the example lead from Dewey and Wert, thus creating violent controversy.

But this provided more controversy with students only being prepared for social work, working in factories or industrial education. With the election of Highland, a new person in political power, schools returned to traditional education. Teaching was now focused on patriotism, citizenship, and language. Ages were mixed in the classrooms and so were languages. Schools continued to expand but were focused so highly on education favoring the majority or the “white American” population. Until Melwood P. Coverty proclaimed that schools are not one size fits all and introduced “science of school management”. We then began to see “tracking” come into play and students divided by jobs. People were now going to school to get a job versus to get an education. It is unbelievable that we allowed our schools to be so discriminatory towards so many people, cultures, and ages. We move into IQ testing and the problems that came with it, facing the various ethnicities. Laws against child labor only added to more children in the classroom being tested and being segregated by their supposed IQ. This discrimination hurt many students with aspirations for particular jobs and futures held back by their IQ.

Towards the end of the movie, not only was I frustrated and overwhelmed with the problems in the early education system but I was sad for all of the students who were held back by people telling them who they "should" be. I wondered if I had been born in the age of all of this going on, where would I have been put and what would have happened to me? After WWII we see that more students were staying in schools and the education system adjusting more for life. Schools began including relevance to students’ lives. In 1958 the national defense of education act changed schools. This era was one of mass education and different groups were educated differently. I sat trying to absorb all of the information that I wrote above, all of which I find really important, it makes me realize that although schools now and when I was in school, are not at the level of greatness that I, as a future teacher, desire, they have come a long way since the 1900s. I was amazed at what this video showed me, how students and people during this time lived and were forced to live educationally. This video enforces the fact that standardized testing and education based on only one culture is SO wrong. The idea of “Americanizing” makes me so sad to think that there were people who, as much as they would have been proud of their heritage- a part of who they are, that they had to push it away. I cannot even begin to imagine what it would be like for someone to tell me, not to be me.

Generations Gap

Greg Hammill, author of “Mixing and Managing Four Generations of Employees” , discusses in this article the generation gap that occurs in the workplace between veterans, baby boomers, generation x and generation y. Each of these generations has their own ideas and traditions set forth by their time, as well as social and personal ideas. This is the first time in our history where there are four generations working together in the workplace. With this high a number of different people working in one place there are bound to be differences. The rules or guidelines for not just work but life, for each generation are different. These differences can cause problems in the work place making it difficult to impossible to continue working with the other generation. The task here, as suggested by Hammill is to find a common ground on which all of the generations or just a few can work together. For all four generations, they have their own ideas of what the core values, family, education, money and communication should be like and entail. However working to understand these “personal and lifestyle characteristics” is crucial in balancing the work place. Hammill continues on to discuss the workplace characteristics of all generations which only adds to the variety found in ideas, implementation, and work ethic. However learning how to use these differences “effectively or to their advantage”, is the way to finding true success.

This article, I found extremely appealing. Not only did I not realize that during my lifetime four generations are working alongside each other, but I did not realize that these generations were so different. Almost everyone can take a look at other generations and find differences, but to see the generations as having gaps so large between them that the work place can’t be helped is absurd. Hammill suggests that there are ways to help these situations but I find him to sound negative. I wish that he would try to see it not just as differences but also in similarities between the two and how to use the good to iron out the “bad”. The point of this article, for me as a future teacher, is to inform me of the differences and hardships I will encounter in the workplace. Although there are going to be many challenges, seeing them as bumps in the road and not road blocks is important. I do realize I am traveling down the path to a teaching profession surrounded by people who either don’t know how to drive (teach) or people who won’t drive effectively for all. The problem with a lot of situations where generational gaps occur is the notion that people claim to not understand the differences when they simply don’t want to understand the differences. I sincerely hope that through my education, my positive and optimistic life attitude, I can bridge the gaps and see others the possibilities that lay ahead in working together.

Reading Reflection 2

This section of the book is entitled, and rightly so, “Challenges”. After the first section, I did not know what to make of the next section until the third sentence. I realized that this portion would not be “pretty”. It was the reality of what teachers face, the brutality behind the “realness” of their lives in and outside their classroom. One of my favorite lines that made me contemplate the actual “job” of being a teacher states, “What no one told you was that you’d be overwhelmed with stress, have an unmanageable workload, and have no option but to break up even the worst of fights wearing pantyhose and your good pair of heels.” (pg. 45) Students come into the classroom with “baggage” carrying with them homelessness, pregnancy, poverty, gangs, deaths, drugs, and other issues that plague the children of today’s society. Teachers do not just have one job, they have many. Teaching is really a job, within a job, within a job, within a job. You are expected to be everything at once, all while still staying true to you, earning less than almost every other profession in the world, even though we should make the most simply because no other profession would exist without a teacher first beginning the knowledge.

With all of the challenges that kids face these days the struggle becomes not what you will encounter but how to handle it when you finally do. How do you assist a student, get students help, and continue the help long after they are in your class and in your school? The answer is found within a simple material object, a mirror. Students don’t need a superhero, they just need someone who is willing to care more than the rest of the people in their lives, who obviously haven’t or can’t. Being able to relate to your students is the first step in the right direction. Reassuring them that you are someone they can turn too, you are more than a teacher, you’re a human being, someone who has all too well experienced hardships of your own and overcame them in order to pursue being a teacher. (pg. 63) The other issue is change, the students and other people involved in the particular situation or issue have to be willing to make a change, without this “will”, students cannot step forward. But as the teacher, learning when to speak up and when not to speak is a continual problem, something that I know I will struggle with and be forced to face many a times. (pg. 60)

Change as an important part of helping students help themselves, is something that must “begin from within”. (pg. 69) Helping a student to find a path, find a reason for surviving daily life, and find their voice all starts here. But more than teenage problems and those issues of society are the issues of the country, of the world that affect not just the school and the classroom, but the students directly. Learning how to deal with this concern lets students know they are not alone. At the end of the day, what does a student really want? Do they want that A on the test, to be popular in school, to have new clothes or food on the table, to have a safe place to life or a place at all, well maybe, but most of all what these students need is someone to stand there and be willing to say, against everything they have done or not done, said or not said, that you are still there, loving them. “As teachers, we have to know each one of our students, so that we can reach them in order to teach them. I encourage us to be that teacher who cares for those who are labeled ‘lost’ and for the students called ‘unteachable,’ because the only thing kids really want is love.” (pg. 88)

Fun and Flirty

Thursday September 8th:
Dr. Grace wore a fun and sassy outfit for this day! She wore a fun brown skort, perfect for the weather. The matching shirt was an off white with brown flowers, fun and bringing back a sense of summer passing. The shirt contained red beads in the center of these brown flowers which add a splash of color. Once again completing this look was her "go to" black sandals. This look gets a finger "snap" for being fun and cool!

Reading Reflection 1

I was taken aback when I began reading "Teaching Hope stories from The Freedom Writer Teachers and Erin Gruwell", I was expecting a somewhat educational book on some sort of stories that teachers had compiled trying to be inspirational, leaving out essential points that, "crap happens". I read the foreward, preface, and introduction, loving the wording that has invited me to read this book not just for inspiration but for a "reality" of teaching. Students are not just children by another name but instead are individuals that deserve the same respect we as teachers and adults want as well. The reality of balancing me a teacher and having a life outside the classroom comes through not only in the beginning of the book but throughout the first section entitled "Anticipation". The start of this book was already giving me a want to read more.

Reading through the first section of the book, I found myself not just connecting to the stories but wishing I could read more from each entry, from each teacher, from each caring person. An overall theme of the section that stood out to me was "questioning", questioning yourself, your abilities, your job, and at times your sanity to be in the teaching profession. One line that stood out for me was on the first few pages, "The first lesson I learned from my students is that I'm up against their past, present, and future." (pg. 4) This first section really echoed the idea that when students arrive in your classroom you don't just have their lives cut, the 2 hours a day you see them or their current age. You are battling or working with their entire lives up until they walk into the class and the life they will lead after they walk out. Making a connection early on to the students not just as those "kids who sit in your room" but as "individuals" is crucial.

Throughout the section I struggled with the ideas that kept coming up about society's, the specific community's role, and their influence on students. What is the world around these children, teaching them? The students in my classroom are, no matter how many may disagree, a reflection of the society in which they live- "the beliefs and expectations" (pg. 11) And as such it is more than academics that should be taught in the classroom. As teachers, we should be teaching them life lessons not just who wrote the "Great Gatsby". Many teachers come from a troubled background or situations similar to their students. The major plus that they possess is that they battled the rough times and came out, even if not always on top, but made it to teach others how they should have been taught or how to empower themselves.

Although the teachers' stories revealed that they had a connection to their students' trouble past and present, finding a way to convey is not always easy. But learning from these stories, uncovers the idea that in order to learn, a little bit of discomfort isn't a bad thing. Some of the greatest lessons can be learned when a person, teacher or student is uncomfortable. And even when students ask tough questions, teachers have to remember "the only thing scarier than the questions would have been if they didn't have anyone to answer them at all." Reading this first section of the book made me want to read so much more! I loved the stories, as raw, truthful, and caring people, these teachers genuinely want others to be able to learn and grow not just from their successes but from their mistakes.

This is my Culture Identity Shield

September 7th 2010 (Clothes Today!)

Today Dr. Grace is wearing a lovely Hawaiian shirt, a theme for this early fall season, and decked out in bright PINK. The bright shirt includes fun wording such as "Tropics"! This shirt is paired with a bright pink skort with cute pockets for "cell phone" holding. Completing the look are flat, black, open toed sandals. This look gets two thumbs up!

Diversity, Learning Style, and Culture

The “Diversity, Learning Style and Culture” article really expanded upon the idea of teaching not just, to all students, but for all students. This article develops the notion that there are many factors involved in a student’s learning. The battle between uniformity and diversity surround many types of students and their cultures. This leads us to the question of “what is good for the whole” and “what is good for the individual”. Taking learning styles and the vastly growing number of students with diverse cultural backgrounds into consideration, we have to figure out what should stay the same in schools and what should be different. We revert back to the opposition between equality and equity. Students’ cognition, conceptualization, affect, and behavior are all factors in their learning styles. Thus, in order to better understand our students and the way they learn we must understand them, their culture, and their cultural and personal connection to learning. Teachers must now put their personal culture and learning style aside to teach and reach the larger number of diverse cultures and learning styles in the classroom. Taking into consideration the culture, learning styles, and achievement can help teachers to identify a student’s individual as well as social path to take on learning.

I now feel my position as a teacher needs to be transformed and molded into, not just a job but a lifestyle, a person that not only has to, but wants to know their students inside and out. It is not enough anymore to know the various learning styles and understand them. As teachers we must leave our own style behind and become unbiased to other cultures and learning styles. I feel that I need to make a better effort to transform my classroom into an open space for those who don’t have one, a place for those who don’t yet realize what they are capable of but I can show them. I think I have a lot of learning and growing to do along with my students. At the root of this opposition between how to serve all cultures, learning styles, students and even myself as a teacher, is the idea that all have the ability to achieve and succeed. However, they just need my reassurance and guidance that I will be and I want to be the one to help make it happen.

September 7th 2010

Today is the first day of my blog for EDU 402 with Dr. Grace. This blog will be based upon my thoughts and feelings on educational issues, articles, books read, class materials, events, and discussions. But for a kick of fun, I will be documenting the amazing fashion style of my incredible teacher every class period. A tribute to the highly acclaimed fashionista Dr. Grace!