Monday, October 25, 2010
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.
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.
Wednesday, October 20, 2010
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.
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.
Monday, October 18, 2010
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”.
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”.
Wednesday, October 13, 2010
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.
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.
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.
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"
PBS- "School Days"
Tuesday, October 5, 2010
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.
“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.
Saturday, October 2, 2010
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
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-
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.
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.
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