Semel
ED500 Foundations of Education
Intro-Chapter 3
Sharlyna's Post September
17, 2012 10:35 AM
Considering that those who experience “life in the
trenches”, usually are not part of the decision making process, reveals a fatal
flaw in our education system, a flaw that has existed from just about the
beginning of time. While some of our decision makers past and present may have
experienced being in the trenches, by the time they become part of the decision
making process, they have been out of the trenches so longer that they no
longer understand or have an idea of what present day teachers are up against.
The dynamic of students is constantly changing. The inability to remain “in
touch” with present day students and be a part of the decision making process,
causes the decisions, suggestions, and mandates impressed upon current
educators to be impractical and sometimes impossible to achieve, an issue that
flourishing in our current schools systems.
I have always admire Booker T Washington (BTW) for his
influence on the African American culture, however I was not aware of his
position as an “artful politician” (Wikipedia). His position in education,
while quite vital, was also damning in that he only mentioned education men and
encouraged Negros to give up political power, civil rights and higher education
to concentrate on industrial education, accumulation of wealth and conciliation
of the South (p. 25). What it seems he didn’t consider was giving up such rights,
would guarantee ever getting them back. It seems things are the rights we are
still fight for to this day. The reading urges me to believe the conforming and
sacrifice can come with a price heftier than we, as a people should be willing
to pay.
As time progresses, urban schools begin to take shape, and
the increase number of non-teaching individuals taking place in the school
systems becomes a vital part of the education system as a whole. I also begin
to see how ignorance of the systems in place can hurt students. As demonstrated
by the angry mobs that thought students throats were being cut, and the fear
that would ensue when a doctor was seen near the school. It was during this
time, I can see how the schools attempted to provide for the needs of the children
to allow them to the freedom to learn without distraction. A theory that I can
recall coming, not from the thoughts of man but from the Bible as evidence in
James 2: 14-18. The schools attempted to take care of the needs, such as
health, removing swollen adenoids, hunger: by providing lunch to students. I
remember when I was in school you received your vaccinations from the school
nurse with the big silver needle or the gun. I also remember getting eye
examinations and hearing test while in school before ever going to see a
doctor. Unfortunately, a lot of these services are still needed today but no
longer provided for several different reasons, ignorance of parents, funding,
etc.
Marla's Reply
One of the big issues today with Mitt Romney is that people
say he is out of touch with the people. That is the same theme you speak of,
that the decision makers are so far removed and have so many fronts they are
making decisions on that they can't give their full attention to any of them.
Some fall to the sidelines and unfortunately it is the squeaky wheel that gets
the oil. The communities that need the most help are the ones with the smallest
voices in our culture. It is sad. Who will fight for them? Or maybe the
question is who will fight WITH them. Strength is in numbers and believing in
yourself. Booker T Washington, in hind sight, may have been a false hope for
people. He was recognized in politics so one may have wanted to believe that he
had some power but in reality he was another puppet of the system. It is an
inherent flaw with our education and political system, that a few decide what
is best for the many.Angelina's Reply
I would like to address your thoughts about Booker T. Washington. I think Booker T. Washington was between a rock and a hard place. He knew that those in power would never see people of color as their equal and that people were afraid of what was coming next. I think in certain ways he was a puppet for those in authority...but I also think he was doing the best he could with the resources he was given. I think his decision may have been the nail in the coffin for true freedom and equality during his lifetime. I wonder if there was a way to unite Dubois's ideas with Booker T. Washington's charism for a better solution.
I think the following images shows just how much control the governing authorities had over the message that Booker T. Washington was selling to his people. I am also attaching a video link that summarizes the debates between the two.
http://www.youtube.com/watch?v=_X5X0eogmN0&feature=player_detailpage
Angelina's Reply
I agree with the transition of the roles of schools in urban setting. Schools are being used to do more than just educate students. The children may only get meals when they are at school. Schools are also where children receive other services that are needed. Last year, we had a mobile dental group come in and clean the children's teeth. Many children had never seen a dentist before that day. I think with all the different directions schools are being pulled it is hard to get any one thing accomplished. I think education is that great balancing act the Dr. Suess discusses in his writings...the problem is I think the balance is swinging way to much to one side.
Sharlyna's Reply to Angelina
I understand that Booker T Washington was in a position of do what you have to do, but it still doesn't take away the disappointment that he was put in that position. It is just another example of the government exercising its control over individuals black or white.
Angelina 's Post September 17, 2012 11:59 AM
Marla Reply September 27, 2012 5:55am
I couldn't agree more about needing to look at the whole picture and not just zeroing in on the education system. So much is wrong about how we treat minorities in this country. It seems as if any differences between people are an excuse to classify them instead of embracing our differences. The world be a much more interesting place if everyone was open to all that exists here instead of trying to make everyone the same. It is sad to that that some teachers are not open to their students differences. For a child to be embarassed at school about what makes them unique instead of proud is a true injustice to our youth.
Sharlyna's Reply
Semel's quote about the past present and future definitely speaks to our current school systems. However, with out the progressive change we will forever remain stuck in our past present. To answer you questions, we must ripped the band-aids off the current system and provide the necessary surgery to fix our problems. I believe we are all aware of the problems, parents, teachers, administration, etc, but until we forget about the cost to fix the problems and just fix them we will remain in a broken system. It is almost as if everyone is too involed in their own little world and has forgotten about the masses. I still believe we can fix our problems in the educational system, yes it may mean a lost of some jobs and the gain of others, it will mean people will need to get involved and stay involved with or without pay. It also means that parents need to get rid of the attitude of "its the schools job". Working together and being honest is the key to the the answer!
Angelina September
17, 2012 12:55 PM
I also found it interesting that there was such a divide between
what the book terms "people of color" of the north and south. Initially
the "people of color" of the north proclaimed that they were free men
and they tried to assimilate with the general population. Whereas, in the south
the people were cowed into submission based on Semel's interpretation.
Eventually two groups would push for self-assertion led by Douglas. I think it
is essential for people to be able to be themselves and preserve their own
culture and not have to assimilate into what the masses follow. I think one of
the major issues is that in education we are trying to use the same size shoe
to fit everyone when the reality is no two people are alike and they should not
feel forced into a mold of something that they are not.
Semel Part 2
Angelina Post 9/21/2012
The Politics of Education-Chapter 4
We shall one day learn to supersede politics by education.
-Ralph Waldo Emerson
I think the quote at the beginning of the chapter is a dream that has yet to be achieved. I think part of the reason is all of the politics involved with education. There is always some group making decisions for the greater good. I think before examined the following chapters it is important to examine all of the policies that are in effect dictating the education system. These policies were put in place for the common good...but are they accomplishing their goals? The following is a list of policies throughout out history:
Education Policy
Timeline: Education Policy
1954 - The National Defense Education Act (NDEA)
1964 - The Civil Rights Act of 1964 Elementary and Secondary Education Act (ESEA)
1965 - Elementary and Secondary Amendments of 1965
1966 - The Elementary and Secondary Amendments of 1966
1967 - In 1967, the Bilingual Education Act
1968 - The Elementary and Secondary Education Amendments of 1968
1969 - The Elementary and Secondary Education Extension
1972 - The Education Amendments of 1972
1974 - The Education Amendments of 1974
1975 - The Education for All Handicapped Children Act
1977 - The Elementary and Secondary Education Amendments of 1977
1978 - The Education Amendments of 1978
1981 - The Education Consolidation and Improvement Act of 1981
1984 - The Education of the Handicapped Act Amendments
1984 - The Elementary and Secondary Education Amendments of 1984
1986 - The Handicapped Children’s Protection Act of 1986
1988 - The Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988
1989 - The Child Development and Education Act of 1989
1992 - The National Commission on Time and Learning, Extension
1994 - The Improving America's Schools Act (IASA) of 1994
1995 - In 1995 the Elementary and Secondary Education Act of 1965
1998 - The Charter School Expansion Act
2001 - The Consolidated Appropriations Act of 2001
2002 - The No Child left Behind Act of 2001
March 13, 2010 - On March 23, 2010 the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA). According to the Department of Education, “The blueprint challenges the nation to embrace education standards that would put America on a path to global leadership. It provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace, and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college.”
March 13, 2010 - On March 23, 2010 the Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA). According to the Department of Education, “The blueprint challenges the nation to embrace education standards that would put America on a path to global leadership. It provides incentives for states to adopt academic standards that prepare students to succeed in college and the workplace, and create accountability systems that measure student growth toward meeting the goal that all children graduate and succeed in college.”
I think this is a lot to accomplish without resources we have been allocated by the government. I also think these policies are looking out for the common good of society as a whole with out focusing on individual differences that make us unique. Chapter 4 focuses in on the liberal educational theory or the panacea of education. There are two schools of thought with the first from Dewey and those who had similar beliefs which was in the democratic school and the other is the technocratic-meritocratic schools. Both schools of thought examine what is the function of schools and how they will carry out these functions. Education is supposed to integrate everyone regardless of their background to create an equitable society. Schools based on the liberal theory have three functions: prepare youth for their roles as adults, equalize opportunities, and promote psychic and moral development. Dewey's quote, "It is the office of the school environment ...to see that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment." Based on the following image does it look like equitable access to education is occurring regardless of economic standing? I think not.
Dewey felt "that a free and universal school system can render the opportunities for self-development independent of race, ethnic orgins, class backgrounds, and sex".(Bowles, Gintis pg.62) I think schools can help elevate the inequalities, but that are other issues at play. This goes into the issues of nature vs. nurture argument. I think the following graphic images lays out one of the foundational issues the education system faces on this pretense.
The inequality of society is caused be the difference in ones mental capabilities, physical capabilities, and other skills based on the technocratic-meritocratic view of education. The theory is the only limitations that you have should be what you are born with. That through merit and hard work you should be able to achieve. The approach is you have what you get at birth and what you do with it is your choice.
How do we decide who our parents are? The one factor that affects all children is the one that is absolutely out of their control. The education system has to find away to combat the environments outside of school if we want to be successful. In the article,
The Early Catastrophe The 30 Million Word Gap by Age 3 the authors Betty Hart and Todd R. Risley examine the effects of nature and nurture of children before they ever step into a classroom. The idea is that all children have a sensitive period where specific things most occur. This period occurs before they ever make it to a teacher. 
Hart and Risley's research can be summarized in the following quotes:
Hart and Risley's research can be summarized in the following quotes:
The Importance of Early Years Experience We learned from the longitudinal data that the problem of skill differences among children at the time of school entry is bigger, more intractable, and more important than we had thought. So much is happening to children during their first three years at home, at a time when they are especially malleable and uniquely dependent on the family for virtually all their experience, that by age 3, an intervention must address not just a lack of knowledge or skill, but an entire general approach to experience.
What are we to do as educators to help elevate this issue? Will there ever be a solution that works to make the playing ground even for our children. Horace Mann claims that education is the "great equalizer" of education. He was the father of the common school movement of the 19th century. It is a shame that over a hundred years later we still don't have it right. We have found that education is not working as the end all to fix the issues. Social programs such as head start have been put into place to help combat the issues inequality for students. Even with the social programs in place the system is still flawed. Evidence of income disparities in rampant in the United States. People with the same education are not receiving the same pay. The argument of 'fix the people' because it is not the economic system does not hold water. The people (minorities & women) have been educated but they are still not receiving the same pay as their white male counterparts. Why is this still and issue in the 21st century. I think it is because minorities and women are still viewed as a lower class of humans that the males that are in control of creating policies. Ribich and the RAND cooperation research has shown that actually giving money directly to the poor would have done more to equalize the education system. So would solution balancing every ones check-books and providing equalized education fix the disparities found among minorities and females? Instead of the government spending so much money trying to figure out what the problem is they should take that money to actually fix the issue.
Teachers used to be in control of their classroom, but now they are controlled by policies and administrators. The education system is being ran like a business. There is no room left for creativity. There are to many jobs that need to be completed. Freire equates teaching to an act of depositing(teacher) knowledge into the children(depositories). This is commonly referred to the Jug and Mug approach where the teacher fills the students. There is no room for creativity in this model...however this is what is going on in our education system. We are banking on the education system to fix the issues in society, but what are the end goals?
Teachers used to be in control of their classroom, but now they are controlled by policies and administrators. The education system is being ran like a business. There is no room left for creativity. There are to many jobs that need to be completed. Freire equates teaching to an act of depositing(teacher) knowledge into the children(depositories). This is commonly referred to the Jug and Mug approach where the teacher fills the students. There is no room for creativity in this model...however this is what is going on in our education system. We are banking on the education system to fix the issues in society, but what are the end goals?
The book Class Counts, Ornstein discusses how much the education system is regressing instead of progressing as it should. Inequality is spreading in the education system and as a result the middle class is shrinking. Gone are the days of the 'haves' we are living in the time of the 'have-nots'. What can we do as teachers to make sure we are doing everything in our power to provide students with the education they all deserve regardless of where they are coming from?
Universal education is the power, which is destined to overthrow every species of hierarchy.
-Lester Frank Ward, Education c. 1872
Marla's Reply 9/23/2012
One of the big issues today with Mitt Romney is that people say he is out of touch with the people. That is the same theme you speak of, that the decision makers are so far removed and have so many fronts they are making decisions on that they can't give their full attention to any of them. Some fall to the sidelines and unfortunately it is the squeaky wheel that gets the oil. The communities that need the most help are the ones with the smallest voices in our culture. It is sad. Who will fight for them? Or maybe the question is who will fight WITH them. Strength is in numbers and believing in yourself. Booker T Washington, in hind sight, may have been a false hope for people. He was recognized in politics so one may have wanted to believe that he had some power but in reality he was another puppet of the system. It is an inherent flaw with our education and political system, that a few decide what is best for the many.
Sharlyna's reply 9/23/2012
After reading this blog I want to abolish all policies, fire all policy makers and START OVER!!! We have become so convoluted in in systems that we don't know what we are doing. In a recent conversation with my son, we looked at the fact of so many needless agencies and departments within our government. For example, why do we have a state board of education, federal board of education, and then many sub agencies, while I know that many are employed by these places, however pyramidal system as proposed by Jefferson in 1779 as discussed in Chapter 6, it seems we have taken the system to a new level with all the different tiers, the watchers are being watched by the watchdogs and everyone is being watched by the other. We are just full of a bunch of people watching either and have lost focus of what is really important EDUCATING OUR CHILDREN
Angelina's Response 9/23/2012
I think that we should have teachers that are currently practicing develop the next steps in education instead of politicians who have never stepped inside of a classroom except for a photo opportunity. They use our children as a pawn in a chest game. They are trying to manipulate the population by selling that they are our salvation to the education crises. The reality is it is their authoritative policies that are plaguing the education system.
This book address how educational policies are killing children's want to learn and teachers drive to teach. Why does Washington think they know what is best for us? Maybe their children should have to attend schools in downtown Washington DC and see how the other side live.
-Lester Frank Ward, Education c. 1872
Marla's Reply 9/23/2012
One of the big issues today with Mitt Romney is that people say he is out of touch with the people. That is the same theme you speak of, that the decision makers are so far removed and have so many fronts they are making decisions on that they can't give their full attention to any of them. Some fall to the sidelines and unfortunately it is the squeaky wheel that gets the oil. The communities that need the most help are the ones with the smallest voices in our culture. It is sad. Who will fight for them? Or maybe the question is who will fight WITH them. Strength is in numbers and believing in yourself. Booker T Washington, in hind sight, may have been a false hope for people. He was recognized in politics so one may have wanted to believe that he had some power but in reality he was another puppet of the system. It is an inherent flaw with our education and political system, that a few decide what is best for the many.
Sharlyna's reply 9/23/2012
After reading this blog I want to abolish all policies, fire all policy makers and START OVER!!! We have become so convoluted in in systems that we don't know what we are doing. In a recent conversation with my son, we looked at the fact of so many needless agencies and departments within our government. For example, why do we have a state board of education, federal board of education, and then many sub agencies, while I know that many are employed by these places, however pyramidal system as proposed by Jefferson in 1779 as discussed in Chapter 6, it seems we have taken the system to a new level with all the different tiers, the watchers are being watched by the watchdogs and everyone is being watched by the other. We are just full of a bunch of people watching either and have lost focus of what is really important EDUCATING OUR CHILDREN
Angelina's Response 9/23/2012
I think that we should have teachers that are currently practicing develop the next steps in education instead of politicians who have never stepped inside of a classroom except for a photo opportunity. They use our children as a pawn in a chest game. They are trying to manipulate the population by selling that they are our salvation to the education crises. The reality is it is their authoritative policies that are plaguing the education system.
This book address how educational policies are killing children's want to learn and teachers drive to teach. Why does Washington think they know what is best for us? Maybe their children should have to attend schools in downtown Washington DC and see how the other side live.
Chapter 5
Chapter 5
Marla's Post 9/21/2012
This chapter was a disturbing account of how little the education reforms that have been put in place actually help the urban education system. The author suggests that we need to figure out the causes of the problems in the educational system before we can try to fix the system. I like her no nonsense approach. It was interesting to take a logical look at the whole picture of urban neighborhoods and schools. She says that due to the stress of poverty, parents aren't as able to help their kids be successful in school. And that kids feel the pressure their parents are feeling. I couldn't agree more with this.
I was shocked by the amount of people who live at the poverty level, 41%. And that with an obvious reform, that is only fair, to pay women the same as men, there would be a 40% reduction in poverty. I think there is a misconception that people at the poverty level want to be there or aren't motivated or capable of bettering themselves. The truth is that they are stuck between a rock and a hard place. The jobs are in the suburbs, the affordable housing is in the city and there is no public transportation that can take the people to the suburban jobs. Layer that with all the industry moving out of the city goes the tax money as well, leaving nothing for the urban community that is left.
To add to the bad decisions, the wealthy pay less in taxes than the poor who can barely make ends meet as is. I think tax reforms should be in place to encourage business' to hire and pay people a wage that can support a family. I think the wealthy could do more. The complaint I hear from the wealthy is that they are happy to share more of what they have, the problem is that they aren't willing to throw money into a government they don't feel is using the money appropriately. To just give money to Washington, where there is no accountability for the money that is spent is a hard sell. If there was an assurance, like a non-profit that was not corrupt that could implement some of the ideas the chapter speaks of, for example, helping people get into better neighborhoods, assisting with child care, increase public transportation lines to the suburbs, I believe that would get more people more willing to help solve the problem. What do you think?
Marla's Post 9/21/2012
This chapter was a disturbing account of how little the education reforms that have been put in place actually help the urban education system. The author suggests that we need to figure out the causes of the problems in the educational system before we can try to fix the system. I like her no nonsense approach. It was interesting to take a logical look at the whole picture of urban neighborhoods and schools. She says that due to the stress of poverty, parents aren't as able to help their kids be successful in school. And that kids feel the pressure their parents are feeling. I couldn't agree more with this.
I was shocked by the amount of people who live at the poverty level, 41%. And that with an obvious reform, that is only fair, to pay women the same as men, there would be a 40% reduction in poverty. I think there is a misconception that people at the poverty level want to be there or aren't motivated or capable of bettering themselves. The truth is that they are stuck between a rock and a hard place. The jobs are in the suburbs, the affordable housing is in the city and there is no public transportation that can take the people to the suburban jobs. Layer that with all the industry moving out of the city goes the tax money as well, leaving nothing for the urban community that is left.
To add to the bad decisions, the wealthy pay less in taxes than the poor who can barely make ends meet as is. I think tax reforms should be in place to encourage business' to hire and pay people a wage that can support a family. I think the wealthy could do more. The complaint I hear from the wealthy is that they are happy to share more of what they have, the problem is that they aren't willing to throw money into a government they don't feel is using the money appropriately. To just give money to Washington, where there is no accountability for the money that is spent is a hard sell. If there was an assurance, like a non-profit that was not corrupt that could implement some of the ideas the chapter speaks of, for example, helping people get into better neighborhoods, assisting with child care, increase public transportation lines to the suburbs, I believe that would get more people more willing to help solve the problem. What do you think?
While I agree many of the issues that have plagued the education system still exist and have to be addressed...I believe we have a whole another issue that will dictate policies in education from this point forward. That issue is the Globalization of the World.
This has made preparing our students even more challenging. The following link has an article that discusses many aspects of the globalization of education. http://books.google.com/books?hl=en&lr=&id=rc7FRbkkzsEC&oi=fnd&pg=PA56&dq=globalization+on+education&ots=jjhGe2ryN0&sig=YvnassSMmKVq33ZHUVmnD9tE6gI#v=onepage&q=globalization%20on%20education&f=false
Obama's policy on education was founded on preparing our youth for the brave new world they live in today. The problem is none of these policies are ever going to make a difference if we do not get to the root of the issue. This root is finding a way to provide an education to all students that embraces their unique differences in order to provide them with the foundations to reach what ever goal they desire. The before mentioned article starts off with Aristotle being ask the question how much superior is the educated man to the uneducated man...his response was as much as living are to the dead. I have to agree with Aristotle on this one point. In this every expanding global society their is little room left for the uneducated.
SEMEL PART III
Angelina's Post
Chapter 7-Functional and Conflict Theories
9/28/2012
Randal Collins opens up this chapter discussing how several research studies show that the number of years in school is a strong indicator for success in the United States even when the social origins remain constant. The research further indicated that prominent secondary and colleges will dictate even more success. Therefore it is easy to infer the better quality and quantity of education a person receives the more success they will have based on these studies. The problem is sometimes education is in surplus than what is required for the position. Over the past few decades the amount of education required for unskilled labor has steadily increased. The jobs did not change in their requirements only the amount of education required for those positions. This prompted me to think about the "why" we are over educating people for positions. SO the question I pose is "Why would the amount of education required for the same job positions have increased over the past few decades". I am attaching two links to look over about the over education and underemployed issues that the US is currently faced with and a video to watch.
On page 119 the technical-function theory of education is discussed. This theory is supposed to address why education is important in modern day society according to Collins. The theory focuses in on three specific areas of importance. The first is that skills need to increase because technology is increasing. I personally do agree on this component of the theory. Everyday we have technological advances. Gone are the days when a secretary uses pen and paper. We all are faced with technology that advances faster than most of us are able to move. So is it important for children to learn specific skills in order to be able to use technology. I would say yes...but this is an area where there is not equitable distributions of technology to all students. A case of where the rich get richer with knowledge and skills and the poor get poorer. I can speak from personal experience to this fact. I worked in a Charter School last year that boosted technology in their curriculum and that all students had access to lap tops. This was not the case. The teachers didn't even have working computers most of the time. I think the computers that were bought with public funds just disappeared. My guess was to ebay or the street so someone could pocket the money. I am so discouraged at how people continue to sell lies and get money for those lies. I do believe it is import to learn skills, but how do we make sure that everyone gets the same opportunities to access to technology?
The second area of focus is on the fact that formal education gives training for skills or general knowledge needed for life and work. I think this component is expecting a lot out of education. Not only are we expected to teach our students how to read, write, and do math...but based on this theory we are supposed to teach specific skills on top of what we are already doing. I think it is possible to incorporate some skills into lesson but other skills are to complex and need to have there own training. An example would be auto mechanics. While changing your oil is a skill most people should be able to do it is not the schools job to train everyone on how to change oil or change a tire. A skill that should be incorporated into education is keyboarding. Most people at some point in their life will have to use a computer. This is one class most people will utilize everyday. So I personally feel that this component of the theory is to stringent. The last component is that education requirements continue to increase for employment so schooling has to be longer. I do believe that in some cases as technology advances the amount of training should increase, but I do not feel that having more education for all fields is necessary. I think because their are very few jobs available employers have started using educational years as a filter for applicants. This does not mean that the education is necessary for the job, but for the weeding out process. I do not think there is a quick fix for this problem. Until, we focus internally on our problems as a society we will continue to be plagued with not enough jobs for our population. I can honestly say from personal experience over 80% of what I learned in undergraduate school is not necessary for me to do my job. I would almost bet most people in America would say the same.
The other theory that is addressed on page 119 is the function theory of stratification developed by Davis and Moore. The premise is that occupations require specific skills and that they must be filled by qualified individuals. The end result is that there has been an "over-education" for low-skilled occupations. The end result for both theories is "over-education". Collins comment, "The main contribution of education to economic productivity, then, appears to occur at the level of the transition to mass literacy, and not significantly beyond this level."(121). Based on the readings and this quote I wonder if there should be a shift of funding to help ensure that everyone becomes literate at an adult level. The one skill that is most needed in all professions may be the simplest.
Marla's reply to Chapter 7
September 29
My first thoughts about having more school means you will be more successful were that it is not true. I too did not use most of my undergraduate education. It was in business which leaves you with such an open market to enter into, it was too broad, I wasn't really trained for anything. But what college did give me was the opportunity to live on my own in a controlled situation, to be challenged to think on a deeper level, expand my world view by working with others that I had not been exposed to before. There are alot of important things that happen in college in addition to education. I realize in today's world of a bad economy and the expense of education that it seems like a luxury to take the time to go to college but I can't help but wonder, even if done in baby steps, part time, a class here and there wouldn't benefit people in a way that would help jump start some changes. That in the long run, it would help people to demand better educations for their children.
Sharlyna's Reply to Chapter 7
As jobs become fewer and fewer, employers and can ask from more and more from it's potential employees. I have watched the job market take a serious downturn so when you have 300 applicants for 10 jobs you could request a master's degree to wash dishes if you want. In looking at all the ways we use technology now, students really should beging learning to use it in the elemntary grades. Everything is run by computers and touch screens, I really realized this when I wanted to get pictures developed and all the usual places no longer even have the equipment to develop pictures, but I can sit at home upload pictures to Walgreens and they are ready in an hour. If we are not teaching using technology our children will be steps behind. It is so unfortunate that some charter schools have taken on the mentalilty of big business and forgot about what they are there for. For a school to get grants and not use them properly is a definite problem in many ways. Notwithstanding the legality of misuse of grants, the children are being cheated out of their education. The saddest part of all is the school attempts to affiliate itself with a church that gives parents a false sense of trust and security that students are being cared for and receiving all that is being offered to them. Reality is there are "crooks" out there taking all the money and sitting on it just like in public schools thus leaving children with lack luster education. In my dream world I would love to bring all educators together and buy out all of the ones who are just there for a paycheck, so that we could get to the serious business of education. Then we could have more students who are educated properly creating more business, creating more jobs allowing for students not to be over educated and underemployed
Angelina's Response 9/30/2012
I think education in the most basic sense was established to help society and not the individual. As we move forward in time I think the focus is still on what is good for the masses. I do believe that education does help individuals grow in their knowledge and to expand their horizons, but I feel that employers use education as a filter. This means that even though someone may have the necessary skill sets for the job they will be overlooked because they do not have most quantitative or qualitative education. I think in the ever tightening job market we will continue to be plagued with people who are over educated for the jobs they fill and in return have a high level of job dissatisfaction. The following link goes into details about this issue.
http://www.tandfonline.com/doi/abs/10.1080/00224545.1987.9713727#preview
Sharlyna's Post - Chapter 8
The Logic of Teacher Sentiments
Marla's Post
Chapter 9 The Tracking Wars
September 29
The chapter lays out the argument of Tracking nicely. She gives both sides but is clearly against tracking. She sees it as another way that schools promote inequality. I agree that what is happening in schools today shows a clear pattern of unequal treatment to African-Americans and Latinos. That tracking "reflects racial and social class stratification outside of school." (Semel, pg. 172) It is sad and hard to believe that the schools are set up this way but it is clear that they are. As I continued reading I couldn't help but still think that tracking has some merits. Math is an area where kids understand the material at different speeds and are capable at different times to grasp a deeper understanding. Why try to make kids learn at the same speed if schools are willing to provide the teachers to teach at a more individualized rate that is appropriate for each student.
Then I continued reading. I learned that the low track classes aren't getting the same resources as the high track classes nor are they getting the same level teachers. I didn't like hearing that. Fair is fair and that's not fair. Learning at different rates is different than saying someone learning at a slower pace isn't capable of learning. My heart breaks for the kids that have been told they aren't good enough. Then Semel starts to give some solutions. I really liked what Maureen Hallinan says "The educational discrepancies among tracks could be remedied with a beefed-up low-track curriculum."
I also was encouraged by the interventions she cited like High Schools that Work, Equity 2000 and AVID. The common theme in them was changing the way we teach math to all children not addressing the question of to track or not. These interventions cite making college prep classes available to all students, allowing all student to develop a "reflective system of beliefs, a critical consciousness....about the limits and possibilities of the actions they take and the limitations and constraints they face in life." To do this they suggest multidimensional instruction, having students work in groups on longer, nontraditional problems and giving students supplementary educational experiences beyond their regular academic courses. It irks me that this is a new concept. This should be the basic level at which all teachers are STARTING from not striving to achieve. I was in a classroom once where the math teacher taught a new concept by teaching a shortcut to getting the right answer. What happened to giving the students a chance to see how it all fits together in puzzle of mathematics? At least present that to the students and present it in a few ways to give all kids a chance to "get it."
What really needs to happen is that teachers need to start caring again. They need to believe that all students deserve and have the ability to learn. Teachers need to remember that they are the students chance in life to be a better person in society. Just like a parent, it is a teachers job to believe in their students, to encourage them and to provide them with many ways of learning a concept until they find a way that is right for them. I don't think it is a question of tracking, it is a question of better teaching.
Sharlyna's Reply to Chapter 9
Stop following me! At some point we would all like to say this, but I wonder if it is even possible for schools to stop tracking students, simply because so many things have become based on statistics and the reports that go to the boards of education. Even if, we remove the socioeconomic and racial profiles, would that really stop the tracking wars? Funding is based on test scores, funding is based on attendance, etc. What happened to we are all equal? If we are all equal and deserve the same education no matter what we look like or where we come from, then why do we need to be tracked. . .just wondering.
Angelina's Reply to Chapter 9
9/30/2012
I think that tracking has a way to create a self-fulfilling prophesy. If you classify a child when they are young into an ability group chances are they will never break out of that label. Teachers may have the best of intentions when grouping students based on ability, but the harsh reality is that the consequences far out weighs the benefits. I am not sure if you are aware of how the new common standards are designed to be assessed in a manner where children can be tracked and monitored even if they change schools. PARCC(23-state consortium working together to develop next-generation K-12 assessments in English and math) has designed an assessment that will determine and track a student's progress to determine if they are ready to graduate and go to college starting in third grade. So if you though tracking was bad before...get ready for a whole new world. Let's hope that some good will come from this assessment. Maybe we can use it to help develop individual education plans for every student based on their unique needs. I think that it will end up just being another means in which a teacher loses more control of his or her classroom. I think the test is designed to ensure that everyone can be evaluated using the same standards to make it easier for colleges and employers to label people into specific roles in society. I do want to voice the fact that I believe that their are cases when students that are at high levels and low levels should be given intervention and more specialized instruction based on their unique needs. I would like to see it done for all students but realistically I do not think it will ever be done because of cost. Regardless of cost though I think some students absolutely need the intervention even if it occurs in the classroom by the classroom teacher. An exceptional teacher has adapted to differentiate instruction without even realizing she has done so. We have to make the extra effort to ensure that all children are provided with the instruction that will allow them to flourish and embrace who they are. I think this picture is worth a thousand words.
Marla's Response to Chapter 9
I haven't heard about the new assessment yet. In the past I would be inclined to give the test the benefit of the doubt, saying that since we are starting early to keep tabs on the kids it will give kids a better chance to get to college in that we aren't waiting until its too late to offer help. But after being in this class for these few weeks, I wouldn't doubt that it is another way to ensure exclusion and somehow this assessment will lead to further segregation of classrooms and resources. Sad.
Sharlyna's Post Chapter 10
Experience and Educations
October 6, 2012
Marla's reply
October 7
I believe there has to be a mix of systems of learning in the classroom and each year and even throughout the year this delicate balance has to be shifted to meet the needs of the individuals. Since every child enters the classroom from a different place, we have to accommodate for all these differences. This should be an organic experience not torture, it takes some effort but should be natural to want to make your classroom a place where everybody can learn.
Angelina's reply
October 7
I think this goes back to multiple intelligence ideas and learning style inventory that all teachers should know about. There is no magic slipper for education or a one size fits all. Education has to be fluid and make adjustments when needed when the normal course of action is not working. I do not think the question should be traditional vs progressive as indicated in the book on page 187, but rather to find a way to combine the two forms to find a happy medium where more children are set up to succeed. I think the following cartoon is a classic example of why education is not working.
Sharlyna's Response to Chapter 10
Angelina and Marla, I could not agree with you more. We can not have a one size fits all education system. Teachers need and must assess and get to know their students to determine their learning styles. Gone are the days of dusting off the lesson plans from 10 years ago and following them word for word. Every student is different and their abililities are different. While they all can learn they may learn differently. I love the cartoon that was addedd because it shows so much diversity in the makeup of how schools have so many different types of students and giving a standardized test just will not work.
Angelina's Post Chapter 11
Wide-Awakeness and the Moral Life by Maxine Greene
October 6
This chapter focuses in on how many people are not truly "awake" in the sense of being alive. Thoreau comment expands on what it means to be awake, "To be awake is to be alive....we must learn to reawaken and keep ourselves awake, not by mechanical aids, but by infinite expectations of the dawn, which does not forsake us in our soundest sleep." I think the message that this chapter is trying to get across can be simply explained by the following quote by Bob Marley.
Maxine Greene focuses in on how this lack of wakefulness is affecting the moral character of nations. One of the causes is that bureaucracies and corporate policies are preventing individuals from taking the initiative to live like they are awake. People are becoming like drones doing the mindless work that they are expected to without questioning "why" they are doing what they are doing. The chapter discusses how many people feel "helpless" and that their is no point in pushing for more because they are powerless to create change. Teachers are finding themselves in this situation where their opinions and ideas mean very little in the hierarchy of schools and most of the time we do not even realize it because we just except it as the way it is. This can be seen in the ideas of group mentality. People tend to follow what the group is doing even when they might not agree with it. This has become the standard in most schools. Teachers are doing what they are told and not thinking independently for themselves. They are asleep in a manner because they are just following along. Greene suggests that if teachers would just take the initiative to ask questions and seek the answers for themselves they would become awake. This chapter also discusses the importance of moral values and how they can be instilled into young people today. The message is that teachers have to be aware of their own values before they can guide students to become virtuous. This is hard for teachers to do because they have little autonomy in the schools system. The virtues that are being pushed are the ones mandated by the school. We are all faced in moral dilemma in our daily life and it is essential that we teachers prepare students to make these decisions based on individual thoughts and not those that are pushed by those in control. Greene believes that people who only do what they are told to do are not living a moral life. I would have to agree on this stance. If you only do what you are told to do you are not making any decisions on your own which is what determines your unique values. How do we fight a system that wants to regulate everything we think, say and do? The statement from Greene sums up the importance of individual principles , "they concern justice and equality, respect for the dignity of persons and regards for their points of view"(197) The final message I took from this reading is that the moral duty of teachers is to help students find away to become autonomous and to think about what they are doing, take responsibility for their actions, and being aware of how their actions effect others. I would agree that we have to help guide our students into the ability to think for themselves and not to always follow the group...but how do we do this is most teachers are just following the group? The change has to start somewhere. People have to stand up for what they believe in and drive change. We can not continue living our lives in state of indifference that makes us asleep in a sense because we are not alive in our thoughts and actions.
Marla's reply to Chapter 11
The reason I chose to be a middle school teacher is this exact reason. I think it is an important time in a child's life where they are learning about who they are and what makes up their core. It is a time to show them they can do anything and though they are on a crazy roller coaster at the time, they will make it through and be better for it. Giving kids some room to make decisions, to be responsible for themselves is something we can do at school. It is a great place to offer these tools. Teachers have to keep the spirit we all started with and remember to do what we can with the classroom we have. To inspire kids, empower them and believe in them. It is much easier to follow the pack but it is important to remember to take the time and energy to stir up the pack instead of just following the leader!
Sharlyna's reply to Chapter 11
Marla, I feel exactly as you do. Middle school is such an important transitional time in the life of our students and someone who cares must be there for the students to make sure they are allowed to make decisions, live with the consequences. At the middle school age, students are realizing some freedoms and dealing with adolescents and peer pressure. .. it is an important time in their lives and teachers play a significant role. If the teachers are "asleep" and the students are "asleep" our nation will continue to be stiffled by the bondage of mediocracy!
Angelina's Response
October 7
I agree. I think that sometimes with all of the extra stuff teachers are bogged down with they forget the real reason they are there...Which is for the children. They are not there to make sure that the PI score is above 90 like some many of us are being brainwashed into believing. Our purpose is to guide students and help be facilitators for their educational journey. We need to be that spark that lights the fire in out students. Sometimes that is hard to do when the teachers flame has already burned out. I do not know if there will ever be a solution to this issue because every year testing becomes more and more central to the goal of schools instead of the goal of education.
Marla's Post Chapter 12
October 6
Being part of the generation that has seen all the benefits of women's lib movement, I don't always give much thought to women's rights but this chapter has some really valid points that we are still feeling the ramifications of the past. The author, Jane Roland Martin, says that R.S Peters, the dominating figure in the philosophy of education described an ideal of the educated person and his ideal is based on a male perspective. She speaks first of the education required to be an educated person, which is a liberal education in the seven disciplines, and that these disciplines "embody a male point of view." (pg. 204). She then says the traits of the educated person are male, feelings and emotions are not included, concern for people and for interpersonal relationships are of no consequence. Neither are being empathetic, supportive or using intuition. So this becomes a no win situation for women, because she has to take on male characteristics to fit the ideal but is looked down upon for having these characteristics. It is an age old double edged sword. The suggestion is to redefine the ideal to a gender-sensitive ideal "one which takes sex or gender into account when it makes a difference and ignores it when it does not." (pg. 211).
I agree in the world of Philosophy this is important and as this trickles down into the real world setting of our classrooms it is very important to remember to take the time to show the students the work that has been done in all the disciplines from all cultures and from both men and women. To not just follow the book as it is written because there is a lot of bias embedded without even realizing it. To encourage all contributions and validate all parts of the human spirit in the classroom. Though this seems pretty obvious, I would argue that teachers everywhere could use a reminder of this and I don't know that every teacher has even been exposed to this thought. It would be a great topic for an in service day, everyone would benefit but the biggest benefit would be to the students.
Angelina's Reply
October 7
I remember when I was in school the big push was to encourage girls in the maths and sciences. I think because people feel that we live in a progressive time there is no point to push children outside of their comfort zone. That the idea that the male and female mind is not the same so therefore they will excel at different things I think is a widely accepted notion. I know anatomically the male and female brain are different and certain areas are more pronounced for males than females and
vice-versa. I do not think this means however that we should be limited based on our basic design. I think that it is a great educators responsibility to help facilitate knowledge and to broaden the horizon of their students. I am attaching an article to read for an FYI about the differences found in male and female brains. http://health.howstuffworks.com/human-body/systems/nervous-system/men-women-different-brains1.htm
Marla's response to Angelina's reply
October 15
There are distinct differences between the way a man and a woman think. And there are times this should be embraced and there are time that this should be ignored. Just like the author of the chapter states, to be truly just you have to acknowledge these differences when it matters and put them aside when they don't matter.
Sharlyna's Reponse - Chapter 12
Men and women not only think differently, but by design everything about them is different. However, that does not mean that learning is limited to just girl stuff or boy stuff. It is always refreshing to see men and women crossing barriers and moving outside of their comfort zone to learn was has been deemed by society a "man thing" or woman thing". Everyone should have all trades and careers open to them regardless of gender. Education should not be determined by race, gender or any other factor for that matter.
The second area of focus is on the fact that formal education gives training for skills or general knowledge needed for life and work. I think this component is expecting a lot out of education. Not only are we expected to teach our students how to read, write, and do math...but based on this theory we are supposed to teach specific skills on top of what we are already doing. I think it is possible to incorporate some skills into lesson but other skills are to complex and need to have there own training. An example would be auto mechanics. While changing your oil is a skill most people should be able to do it is not the schools job to train everyone on how to change oil or change a tire. A skill that should be incorporated into education is keyboarding. Most people at some point in their life will have to use a computer. This is one class most people will utilize everyday. So I personally feel that this component of the theory is to stringent. The last component is that education requirements continue to increase for employment so schooling has to be longer. I do believe that in some cases as technology advances the amount of training should increase, but I do not feel that having more education for all fields is necessary. I think because their are very few jobs available employers have started using educational years as a filter for applicants. This does not mean that the education is necessary for the job, but for the weeding out process. I do not think there is a quick fix for this problem. Until, we focus internally on our problems as a society we will continue to be plagued with not enough jobs for our population. I can honestly say from personal experience over 80% of what I learned in undergraduate school is not necessary for me to do my job. I would almost bet most people in America would say the same.
The other theory that is addressed on page 119 is the function theory of stratification developed by Davis and Moore. The premise is that occupations require specific skills and that they must be filled by qualified individuals. The end result is that there has been an "over-education" for low-skilled occupations. The end result for both theories is "over-education". Collins comment, "The main contribution of education to economic productivity, then, appears to occur at the level of the transition to mass literacy, and not significantly beyond this level."(121). Based on the readings and this quote I wonder if there should be a shift of funding to help ensure that everyone becomes literate at an adult level. The one skill that is most needed in all professions may be the simplest.
Marla's reply to Chapter 7
September 29
My first thoughts about having more school means you will be more successful were that it is not true. I too did not use most of my undergraduate education. It was in business which leaves you with such an open market to enter into, it was too broad, I wasn't really trained for anything. But what college did give me was the opportunity to live on my own in a controlled situation, to be challenged to think on a deeper level, expand my world view by working with others that I had not been exposed to before. There are alot of important things that happen in college in addition to education. I realize in today's world of a bad economy and the expense of education that it seems like a luxury to take the time to go to college but I can't help but wonder, even if done in baby steps, part time, a class here and there wouldn't benefit people in a way that would help jump start some changes. That in the long run, it would help people to demand better educations for their children.
Sharlyna's Reply to Chapter 7
As jobs become fewer and fewer, employers and can ask from more and more from it's potential employees. I have watched the job market take a serious downturn so when you have 300 applicants for 10 jobs you could request a master's degree to wash dishes if you want. In looking at all the ways we use technology now, students really should beging learning to use it in the elemntary grades. Everything is run by computers and touch screens, I really realized this when I wanted to get pictures developed and all the usual places no longer even have the equipment to develop pictures, but I can sit at home upload pictures to Walgreens and they are ready in an hour. If we are not teaching using technology our children will be steps behind. It is so unfortunate that some charter schools have taken on the mentalilty of big business and forgot about what they are there for. For a school to get grants and not use them properly is a definite problem in many ways. Notwithstanding the legality of misuse of grants, the children are being cheated out of their education. The saddest part of all is the school attempts to affiliate itself with a church that gives parents a false sense of trust and security that students are being cared for and receiving all that is being offered to them. Reality is there are "crooks" out there taking all the money and sitting on it just like in public schools thus leaving children with lack luster education. In my dream world I would love to bring all educators together and buy out all of the ones who are just there for a paycheck, so that we could get to the serious business of education. Then we could have more students who are educated properly creating more business, creating more jobs allowing for students not to be over educated and underemployed
Angelina's Response 9/30/2012
I think education in the most basic sense was established to help society and not the individual. As we move forward in time I think the focus is still on what is good for the masses. I do believe that education does help individuals grow in their knowledge and to expand their horizons, but I feel that employers use education as a filter. This means that even though someone may have the necessary skill sets for the job they will be overlooked because they do not have most quantitative or qualitative education. I think in the ever tightening job market we will continue to be plagued with people who are over educated for the jobs they fill and in return have a high level of job dissatisfaction. The following link goes into details about this issue.
http://www.tandfonline.com/doi/abs/10.1080/00224545.1987.9713727#preview
Sharlyna's Post - Chapter 8
The Logic of Teacher Sentiments
Teacher sentiments can be subdivided into three components –preoccupations, beliefs and preferences. (Pg. 137) This chapter gave me another perspective of how teachers view their classroom and what is considered productive according in a teacher’s world. As well as how limited teachers are in what they do.The fact that teachers may be doing the job of 4 to 5 people at one time, further demonstrates how amazing they really are. When people complain about teachers, I don’t believe they realize all that teachers really do in the course of a day.Not only do they attempt to motivate the minds of their students, but they also have organizational matters that they must handle as prescribed by the administration of their schools.It is noteworthy that as the teacher’s status constraints are beyond realistic. Teachers perform a number of tasks, but are never treated as others who carry the same title.For example a Therapist is given much higher status; this is there only job/career.As a teacher it is necessary to play the role of a therapist as well as many other duties. Below is a graphic of just a few of the roles that teachers play on a daily basis, with little to no recognition or resources.
Teachers are often looked down on even though they are actually heroes for all that they do.They are never given the status they deserve.
Marla's Reply to Chapter 8
October 2
It is inspiring to me to read about the spirit of teachers and their desire to teach. Teachers are a special breed who see the importance of their job-"one can sense their yearning for uninterrupted, productive engagements with students." (Semel pg. 146). It is the spirit of a teacher that one has to be careful not to break. I was listening to a piece on NPR yesterday where they interviewed a teacher who was coming out with a new book about how in the beginning of her career, she had a total breakdown because her spirit was broken-she was overwhelmed with administrative duties and had blinders on that kept her eye on the lesson plan she made and she was sticking to it no matter what until the end of the day when she passed another classroom and the teacher had a bowl of candy on her desk, the teacher was reminded for the first time that day that it was Halloween! She hadn't remembered to take the time to acknowledge the holiday with her class of 9 year old-she felt like "how could my students have been so unlucky to have a teacher like me." You could hear in her voice she had taken the weight of the world on her shoulders. That is what teachers do, they take responsibility for being the catalyst to their children's learning and life experience at school. Anyone with a child in school should remember how lucky they are to have teachers who care, who take their job seriously and make a difference. I hope I can live up to the task! The spirit of a teacher is truly amazing!
Sharlyna's Response
The analogy of a teacher being like a mom is a great example of what teachers deal with everyday. Now consider this, they are in one of the least paid occupations across the nations. .. just like moms. For centuries mothers and teacheers have reached out and handled whatever task was put before them and I don't see this changing. The difference now is that we have a "few good men" who are stepping up to the plate to do the same thing and not a moment too soon. Teachers are the people who must remain strong in the face of adversity (administration), protect the minds of the children and keep pressing to the mark.
Teachers are often looked down on even though they are actually heroes for all that they do.They are never given the status they deserve.
Another point brought out in this chapter of the book is what teachers consider a “good day”.As a parent I have always had the thought that if my child is in a school, I can visit whenever I want to.That it is my right to “check out” the school and the teacher when I felt like it. However, this text proves the contrary, the extra duties, interruptions by parents, administrations, and public address announcements are the things that cause teachers to have a “bad”day.It also gives a better understanding of why teachers tend not to enjoy the annual cookie sales and picture day because it takes away from valuable teaching time, because most teachers just want to teach.They don’t enjoy the reports, paperwork and extras that tend to be disruptions in the time allotted to teach.My biggest takeaway from this reading was that teachers want time to teach.They want to the masters of their destiny and be left in their classrooms to teach what they have planned.
Angelina's Reply to Chapter 8
9/30/2012
I think the multi-tasking that is required by a teacher is the same that is required for being a great mom. The reality is that both of these roles are not held with the same respect as once was. I think the one role that you may have overlooked that a teacher has is the scape-goat. This is the part of teaching that makes for a "bad-day" for myself. Most parents believe that if their child is not performing it has to be the teacher's fault. The teacher is not doing enough to engage their child and make learning fun. I think the right solution would be to hold everyone accountable that is responsible for the child not learning and not placing the blame on one individual. I am attaching a link that discusses the current trend in education to use teacher's as the scapegoat. I found it interesting that the issues are global and not isolated to the US.
http://www.tandfonline.com/doi/abs/10.1080/713664040
I would also agree with the text and with you that all of the interuptions during the day can make it near impossible to do my job. I do like where I teach now. There is no intercom system or phones in the classroom. This allows me to actually teach without being interuppted most days. It would be nice if all schools functioned the same way. Angelina's Reply to Chapter 8
9/30/2012
I think the multi-tasking that is required by a teacher is the same that is required for being a great mom. The reality is that both of these roles are not held with the same respect as once was. I think the one role that you may have overlooked that a teacher has is the scape-goat. This is the part of teaching that makes for a "bad-day" for myself. Most parents believe that if their child is not performing it has to be the teacher's fault. The teacher is not doing enough to engage their child and make learning fun. I think the right solution would be to hold everyone accountable that is responsible for the child not learning and not placing the blame on one individual. I am attaching a link that discusses the current trend in education to use teacher's as the scapegoat. I found it interesting that the issues are global and not isolated to the US.
http://www.tandfonline.com/doi/abs/10.1080/713664040
Marla's Reply to Chapter 8
October 2
It is inspiring to me to read about the spirit of teachers and their desire to teach. Teachers are a special breed who see the importance of their job-"one can sense their yearning for uninterrupted, productive engagements with students." (Semel pg. 146). It is the spirit of a teacher that one has to be careful not to break. I was listening to a piece on NPR yesterday where they interviewed a teacher who was coming out with a new book about how in the beginning of her career, she had a total breakdown because her spirit was broken-she was overwhelmed with administrative duties and had blinders on that kept her eye on the lesson plan she made and she was sticking to it no matter what until the end of the day when she passed another classroom and the teacher had a bowl of candy on her desk, the teacher was reminded for the first time that day that it was Halloween! She hadn't remembered to take the time to acknowledge the holiday with her class of 9 year old-she felt like "how could my students have been so unlucky to have a teacher like me." You could hear in her voice she had taken the weight of the world on her shoulders. That is what teachers do, they take responsibility for being the catalyst to their children's learning and life experience at school. Anyone with a child in school should remember how lucky they are to have teachers who care, who take their job seriously and make a difference. I hope I can live up to the task! The spirit of a teacher is truly amazing!
Sharlyna's Response
The analogy of a teacher being like a mom is a great example of what teachers deal with everyday. Now consider this, they are in one of the least paid occupations across the nations. .. just like moms. For centuries mothers and teacheers have reached out and handled whatever task was put before them and I don't see this changing. The difference now is that we have a "few good men" who are stepping up to the plate to do the same thing and not a moment too soon. Teachers are the people who must remain strong in the face of adversity (administration), protect the minds of the children and keep pressing to the mark.
Marla's Post
Chapter 9 The Tracking Wars
September 29
The chapter lays out the argument of Tracking nicely. She gives both sides but is clearly against tracking. She sees it as another way that schools promote inequality. I agree that what is happening in schools today shows a clear pattern of unequal treatment to African-Americans and Latinos. That tracking "reflects racial and social class stratification outside of school." (Semel, pg. 172) It is sad and hard to believe that the schools are set up this way but it is clear that they are. As I continued reading I couldn't help but still think that tracking has some merits. Math is an area where kids understand the material at different speeds and are capable at different times to grasp a deeper understanding. Why try to make kids learn at the same speed if schools are willing to provide the teachers to teach at a more individualized rate that is appropriate for each student.
Then I continued reading. I learned that the low track classes aren't getting the same resources as the high track classes nor are they getting the same level teachers. I didn't like hearing that. Fair is fair and that's not fair. Learning at different rates is different than saying someone learning at a slower pace isn't capable of learning. My heart breaks for the kids that have been told they aren't good enough. Then Semel starts to give some solutions. I really liked what Maureen Hallinan says "The educational discrepancies among tracks could be remedied with a beefed-up low-track curriculum."
I also was encouraged by the interventions she cited like High Schools that Work, Equity 2000 and AVID. The common theme in them was changing the way we teach math to all children not addressing the question of to track or not. These interventions cite making college prep classes available to all students, allowing all student to develop a "reflective system of beliefs, a critical consciousness....about the limits and possibilities of the actions they take and the limitations and constraints they face in life." To do this they suggest multidimensional instruction, having students work in groups on longer, nontraditional problems and giving students supplementary educational experiences beyond their regular academic courses. It irks me that this is a new concept. This should be the basic level at which all teachers are STARTING from not striving to achieve. I was in a classroom once where the math teacher taught a new concept by teaching a shortcut to getting the right answer. What happened to giving the students a chance to see how it all fits together in puzzle of mathematics? At least present that to the students and present it in a few ways to give all kids a chance to "get it."
What really needs to happen is that teachers need to start caring again. They need to believe that all students deserve and have the ability to learn. Teachers need to remember that they are the students chance in life to be a better person in society. Just like a parent, it is a teachers job to believe in their students, to encourage them and to provide them with many ways of learning a concept until they find a way that is right for them. I don't think it is a question of tracking, it is a question of better teaching.
Sharlyna's Reply to Chapter 9
Stop following me! At some point we would all like to say this, but I wonder if it is even possible for schools to stop tracking students, simply because so many things have become based on statistics and the reports that go to the boards of education. Even if, we remove the socioeconomic and racial profiles, would that really stop the tracking wars? Funding is based on test scores, funding is based on attendance, etc. What happened to we are all equal? If we are all equal and deserve the same education no matter what we look like or where we come from, then why do we need to be tracked. . .just wondering.
Angelina's Reply to Chapter 9
9/30/2012
I think that tracking has a way to create a self-fulfilling prophesy. If you classify a child when they are young into an ability group chances are they will never break out of that label. Teachers may have the best of intentions when grouping students based on ability, but the harsh reality is that the consequences far out weighs the benefits. I am not sure if you are aware of how the new common standards are designed to be assessed in a manner where children can be tracked and monitored even if they change schools. PARCC(23-state consortium working together to develop next-generation K-12 assessments in English and math) has designed an assessment that will determine and track a student's progress to determine if they are ready to graduate and go to college starting in third grade. So if you though tracking was bad before...get ready for a whole new world. Let's hope that some good will come from this assessment. Maybe we can use it to help develop individual education plans for every student based on their unique needs. I think that it will end up just being another means in which a teacher loses more control of his or her classroom. I think the test is designed to ensure that everyone can be evaluated using the same standards to make it easier for colleges and employers to label people into specific roles in society. I do want to voice the fact that I believe that their are cases when students that are at high levels and low levels should be given intervention and more specialized instruction based on their unique needs. I would like to see it done for all students but realistically I do not think it will ever be done because of cost. Regardless of cost though I think some students absolutely need the intervention even if it occurs in the classroom by the classroom teacher. An exceptional teacher has adapted to differentiate instruction without even realizing she has done so. We have to make the extra effort to ensure that all children are provided with the instruction that will allow them to flourish and embrace who they are. I think this picture is worth a thousand words.
Marla's Response to Chapter 9
October 2
Sharlyna's Post Chapter 10
Experience and Educations
October 6, 2012
Math is
Math! Experience will not and cannot
change 2+2 will always equal 4! However this is not and argument against
progressive education, it is an addendum to say that while progressive
education may have its place, there is a place for traditional education. I would opine that a great education would be
one that includes both progressive and traditional education. “Conservatives
as well as radicals in education are profoundly discontented with the present
educational situation taken as a whole” p. 190.
Finally something we can all agree on!
The current system is not working.
Rote learning is not the end all to be all, it has it place in our
educational system. John Dewey and
supporters of progressive education have found a key component to education;
experience is a great aid in learning. No matter what philosophy of education
we look at, I do believe none of them to be absolute. When we look at students, they are
individuals that all learn differently.
The kinetic learner may thrive in a progressive education situation
versus an auditory learner may need the “traditional education”. I would
agree with our author to say that to adopt this new education, we begin to open
up a world of questions. For example, if
the new education embraces the freedom of the learner, we must now define
freedom.
Experience
plays a large role in what is being taught whether it be the experience of the
learner or the experience of our forefathers, it is important that embrace both
forms of education, if we want to improve our educational systems .
Marla's reply
October 7
I believe there has to be a mix of systems of learning in the classroom and each year and even throughout the year this delicate balance has to be shifted to meet the needs of the individuals. Since every child enters the classroom from a different place, we have to accommodate for all these differences. This should be an organic experience not torture, it takes some effort but should be natural to want to make your classroom a place where everybody can learn.
Angelina's reply
October 7
I think this goes back to multiple intelligence ideas and learning style inventory that all teachers should know about. There is no magic slipper for education or a one size fits all. Education has to be fluid and make adjustments when needed when the normal course of action is not working. I do not think the question should be traditional vs progressive as indicated in the book on page 187, but rather to find a way to combine the two forms to find a happy medium where more children are set up to succeed. I think the following cartoon is a classic example of why education is not working.
Sharlyna's Response to Chapter 10
Angelina and Marla, I could not agree with you more. We can not have a one size fits all education system. Teachers need and must assess and get to know their students to determine their learning styles. Gone are the days of dusting off the lesson plans from 10 years ago and following them word for word. Every student is different and their abililities are different. While they all can learn they may learn differently. I love the cartoon that was addedd because it shows so much diversity in the makeup of how schools have so many different types of students and giving a standardized test just will not work.
Angelina's Post Chapter 11
Wide-Awakeness and the Moral Life by Maxine Greene
October 6
This chapter focuses in on how many people are not truly "awake" in the sense of being alive. Thoreau comment expands on what it means to be awake, "To be awake is to be alive....we must learn to reawaken and keep ourselves awake, not by mechanical aids, but by infinite expectations of the dawn, which does not forsake us in our soundest sleep." I think the message that this chapter is trying to get across can be simply explained by the following quote by Bob Marley.
Maxine Greene focuses in on how this lack of wakefulness is affecting the moral character of nations. One of the causes is that bureaucracies and corporate policies are preventing individuals from taking the initiative to live like they are awake. People are becoming like drones doing the mindless work that they are expected to without questioning "why" they are doing what they are doing. The chapter discusses how many people feel "helpless" and that their is no point in pushing for more because they are powerless to create change. Teachers are finding themselves in this situation where their opinions and ideas mean very little in the hierarchy of schools and most of the time we do not even realize it because we just except it as the way it is. This can be seen in the ideas of group mentality. People tend to follow what the group is doing even when they might not agree with it. This has become the standard in most schools. Teachers are doing what they are told and not thinking independently for themselves. They are asleep in a manner because they are just following along. Greene suggests that if teachers would just take the initiative to ask questions and seek the answers for themselves they would become awake. This chapter also discusses the importance of moral values and how they can be instilled into young people today. The message is that teachers have to be aware of their own values before they can guide students to become virtuous. This is hard for teachers to do because they have little autonomy in the schools system. The virtues that are being pushed are the ones mandated by the school. We are all faced in moral dilemma in our daily life and it is essential that we teachers prepare students to make these decisions based on individual thoughts and not those that are pushed by those in control. Greene believes that people who only do what they are told to do are not living a moral life. I would have to agree on this stance. If you only do what you are told to do you are not making any decisions on your own which is what determines your unique values. How do we fight a system that wants to regulate everything we think, say and do? The statement from Greene sums up the importance of individual principles , "they concern justice and equality, respect for the dignity of persons and regards for their points of view"(197) The final message I took from this reading is that the moral duty of teachers is to help students find away to become autonomous and to think about what they are doing, take responsibility for their actions, and being aware of how their actions effect others. I would agree that we have to help guide our students into the ability to think for themselves and not to always follow the group...but how do we do this is most teachers are just following the group? The change has to start somewhere. People have to stand up for what they believe in and drive change. We can not continue living our lives in state of indifference that makes us asleep in a sense because we are not alive in our thoughts and actions.
Marla's reply to Chapter 11
The reason I chose to be a middle school teacher is this exact reason. I think it is an important time in a child's life where they are learning about who they are and what makes up their core. It is a time to show them they can do anything and though they are on a crazy roller coaster at the time, they will make it through and be better for it. Giving kids some room to make decisions, to be responsible for themselves is something we can do at school. It is a great place to offer these tools. Teachers have to keep the spirit we all started with and remember to do what we can with the classroom we have. To inspire kids, empower them and believe in them. It is much easier to follow the pack but it is important to remember to take the time and energy to stir up the pack instead of just following the leader!
Sharlyna's reply to Chapter 11
Marla, I feel exactly as you do. Middle school is such an important transitional time in the life of our students and someone who cares must be there for the students to make sure they are allowed to make decisions, live with the consequences. At the middle school age, students are realizing some freedoms and dealing with adolescents and peer pressure. .. it is an important time in their lives and teachers play a significant role. If the teachers are "asleep" and the students are "asleep" our nation will continue to be stiffled by the bondage of mediocracy!
Angelina's Response
October 7
I agree. I think that sometimes with all of the extra stuff teachers are bogged down with they forget the real reason they are there...Which is for the children. They are not there to make sure that the PI score is above 90 like some many of us are being brainwashed into believing. Our purpose is to guide students and help be facilitators for their educational journey. We need to be that spark that lights the fire in out students. Sometimes that is hard to do when the teachers flame has already burned out. I do not know if there will ever be a solution to this issue because every year testing becomes more and more central to the goal of schools instead of the goal of education.
Marla's Post Chapter 12
October 6
Being part of the generation that has seen all the benefits of women's lib movement, I don't always give much thought to women's rights but this chapter has some really valid points that we are still feeling the ramifications of the past. The author, Jane Roland Martin, says that R.S Peters, the dominating figure in the philosophy of education described an ideal of the educated person and his ideal is based on a male perspective. She speaks first of the education required to be an educated person, which is a liberal education in the seven disciplines, and that these disciplines "embody a male point of view." (pg. 204). She then says the traits of the educated person are male, feelings and emotions are not included, concern for people and for interpersonal relationships are of no consequence. Neither are being empathetic, supportive or using intuition. So this becomes a no win situation for women, because she has to take on male characteristics to fit the ideal but is looked down upon for having these characteristics. It is an age old double edged sword. The suggestion is to redefine the ideal to a gender-sensitive ideal "one which takes sex or gender into account when it makes a difference and ignores it when it does not." (pg. 211).
I agree in the world of Philosophy this is important and as this trickles down into the real world setting of our classrooms it is very important to remember to take the time to show the students the work that has been done in all the disciplines from all cultures and from both men and women. To not just follow the book as it is written because there is a lot of bias embedded without even realizing it. To encourage all contributions and validate all parts of the human spirit in the classroom. Though this seems pretty obvious, I would argue that teachers everywhere could use a reminder of this and I don't know that every teacher has even been exposed to this thought. It would be a great topic for an in service day, everyone would benefit but the biggest benefit would be to the students.
Angelina's Reply
October 7
I remember when I was in school the big push was to encourage girls in the maths and sciences. I think because people feel that we live in a progressive time there is no point to push children outside of their comfort zone. That the idea that the male and female mind is not the same so therefore they will excel at different things I think is a widely accepted notion. I know anatomically the male and female brain are different and certain areas are more pronounced for males than females and
vice-versa. I do not think this means however that we should be limited based on our basic design. I think that it is a great educators responsibility to help facilitate knowledge and to broaden the horizon of their students. I am attaching an article to read for an FYI about the differences found in male and female brains. http://health.howstuffworks.com/human-body/systems/nervous-system/men-women-different-brains1.htm
Marla's response to Angelina's reply
October 15
There are distinct differences between the way a man and a woman think. And there are times this should be embraced and there are time that this should be ignored. Just like the author of the chapter states, to be truly just you have to acknowledge these differences when it matters and put them aside when they don't matter.
Sharlyna's Reponse - Chapter 12
Men and women not only think differently, but by design everything about them is different. However, that does not mean that learning is limited to just girl stuff or boy stuff. It is always refreshing to see men and women crossing barriers and moving outside of their comfort zone to learn was has been deemed by society a "man thing" or woman thing". Everyone should have all trades and careers open to them regardless of gender. Education should not be determined by race, gender or any other factor for that matter.
Truthfully, there are so many programs and agencies that say they will help, will keep track of the money, blah blah blah. I am not sure that this would be the solution to what ills society either. What happens in urban neighborhoods is appalling, I have not only witnessed some of these issues first hand but I have lived them as well, as I look back on my education and the schools I attended, I must admit that I am blessed because I had a different perspective from those around me, but I have seen the neighborhoods fall, the businesses die and only those who could not afford to leave remain and accept the scraps. This included the schools as well. Money is not the total answer, while it may help it is only a band-aid on gaping would. Money may fix one problem but then other problems are guaranteed to arise. The answer . . . still a mystery.
Angelina's Reply 9/23/2012
I think this collage says it all!!
I am attaching a resource for information about the education of students in the urban areas. http://uex.sagepub.com/
Sunday, September 23, 2012
Sharlyna's Post