"Place-based education (PBE) immerses students in local heritage, cultures, landscapes, opportunities and experiences, using these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum. PBE emphasizes learning through participation in service projects for the local school and/or community." (promiseofplace.org)
This quote reminds me a lot of one of my favorite professors here at Central and her name is Dr. Clark (I think I've mentioned her before). Dr. Clark as well as Dr. Werblow strongly emphasize the importance of community and giving back to it. For example, in my EDT 210 class last semester Dr. Werblow took my classmates and I to downtown New Britain to talk to locals in order to truly understand the New Britain community. In addition, Dr. Clark required students in her class to do community service projects such as volunteer at a soup kitchen, work in schools, volunteer at a local business, tutor children, etc. The understanding of community and the act of giving back to it is something I never really understood until now. By relating to the community, by having your students give back to it, and relating community issues and successes to a curriculum is a very strong and effective way of having students learn (at least I think).
"3. Build democratic societies that are just, participatory, sustainable, and peaceful.
a. Ensure that communities at all levels guarantee human rights and fundamental freedoms and provide everyone an opportunity to realize his or her full potential.
b. Promote social and economic justice, enabling all to achieve a secure and meaningful livelihood that is ecologically responsible... 5... d. Require multinational corporations and international financial organizations to act transparently in the public good, and hold them accountable for the consequences of their activities." (earthcharterinaction.org)
This philosophy is very admirable and I feel that elements of this is incorporate into our class. What do you think? This quote again reminds me of Dr. Clark for it relates to social and economic justice. I do have on question though, how are we going to hold multinational corporations and international financial organizations accountable for their wrong doings? Do we charge them fines? Do we threaten to shut them down? Do we give them slaps on the wrists? What's the right way to do this and what's the wrong way?
"‘A just policy should make sure that these industries that over-exploit our resources are not allowed to happen in areas of drought. The needs of the farmers and local communities should be first and foremost,’ he said." (Levitt)
I know that factories and power plants release a number of pollutants into the air but I never thought about the lack of resources and how businesses can negatively effect communities in the United States and across the globe. I used to look at globalization in a positive light due but now I have no idea why. Was I just really stupid in regards to what's going on in the world and how business is negatively effecting the environment and communities? Or was I only exposed to only the "positives" of globalization and just didn't look past the presented truth? I know that in the business world you think simply about what can make the most profit but why aren't they looking at how the local community can be affected?
Wednesday, November 16, 2011
Wednesday, November 9, 2011
Week 11 - Kozol Chapter 8 & Folder 11
"...a world view that would enable us to see ourselves not through the lens of racism or racist stereotypes but one that would enable us to focus clearly and succinctly, to look at ourselves, at the world around us, critically--analytically--to see ourselves first and foremost as striving for wholeness, for unity of heart, mind, body, and spirit." (chss.montclair.edu)
I have had a small number of professors that teach in this way and I find, personally, that this is one of the most effective ways to teach. Courses such as this one and EDTE 210 (a prerequisite for the education program) professors are asking students to reflect on who they are encompassing topics such as, how they can service the community and how they might deal with a number of sociological issues within the classroom. When approaching education in this way, I hope that most students will find value in the course and learning in general. Mentioned further in the reading, a teacher stated that they inform their students that the class will be designed in a nontraditional way. I feel that informing students that the class is designed non-traditionally, they are able to mentally prepare themselves for a different learning experience. As a side note, I feel that this commentary/response to the feminist pedagogy has beautiful values.
"I don't believe a good school system can be built on miracles or on the stunning interventions of dramatically original and charismatic men or women. I don't think anyone really believes this." (Kozol, pg. 200)
I completely agree with Kozol's statement. There are plenty of original and charismatic teachers across the nation but in reality they are one of the smallest components of a school system. Building a "good school system" is far more than miracles and having incredible teachers, it is about changing problems on the sociological level. Where/when can we start designing a good school system? What do we do if people actually believe that a good school is built on miracles and charismatic men and women?
"Playing musical chairs with children's lives, when half the chairs are broken and the best chairs are reserved primarily for people of his class and race, is cynical behavior in a president." (Kozol, pg. 204)
This is the power of privilege. Kozol's metaphor (if that's the right word) perfectly explains how education legislation caters to one group over another. I too believe that this is cynical behavior in a president and a cynical behavior in anyone for that matter. The idea of privilege needs to be eliminated in order for everyone to have an equal opportunity for success. I have a hard time understanding how some people in our class are unable to understand the fact of privilege. Do you? Lastly, I wonder if Bush actually realized what he was doing when he designed education legislation.
Thursday, October 27, 2011
Week 10 - Class 10 Folder
"For many students, education remains an experience that is dehumanizing, distant, and decontextualized... When we are treated as human beings who have the right to tell our stories and have them heard as well as having the right to be creative, very productive learning environments emerge." (Love)
We have made this point a number of times during class and I've heard this from my siblings, friends of mine, and even strangers; who wants to learn about something when it doesn't apply or relate to them? I think about Tim in this case. Tim is really struggling trying to find the connection between this course and PE. I look at my friend Steph who is a psychology major but has to take a math course. Even in Kozol's book students like Pineapple and others aren't asked their opinion, aren't asked about their wants and needs, aren't asked about what they'd like to do in the future and that's a shame. When children tell their stories whether it be through art, music, drama, or writing and can connect to the curriculum in some way that IS when productive learning environment emerge. Isn't that what we see in Finland?
"It's not uncommon for my high school students to read at a 2nd- or 3rd-grade level, ...write without a punctuation mark on the page. But just because students lack skills doesn't mean they lack intelligence. My duty as a teacher is to attempt to coax the brilliance out of them." (Christensen)
First off, it's really unfortunate that students in high schools are reading and writing at the level of second or third grade. That's clearly a flaw in the system. On another note, what Christensen has to say is really inspiring to me. So many people have fallen into the mentality that intelligence is defined by the skills someone has or doesn't have. The author Christensen reminds me of my EDTE 210 professor Dr. Clark who could be one of the most amazing people I have ever met and she definitely inspires me. I'd like to be like Dr. Clark, Erin Gruwell (the teacher from Freedom Writers), and Christensen because they see the potential in every child and wants to "coax" it out of them. People like this make me want to be a teacher because they're bringing out change in such a brilliant way.
"Yet only through communication can human life hold meaning. The teacher’s thinking is authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them." (Friere)
This quote defines this course, at least in my opinion. I say this because, our course started with Dr. Love saying that this class is not meant to force a certain way of thinking upon us put simply provide us with the facts and research of where education stands today. Dr. Love has also encouraged us in our teaching weeks to do more than give information to our classmates and have us regurgitate it back but encourage critical thinking. I feel that in education today the Banking Model of education doesn't work. Like Friere says, "only through communication can human life hold meaning" and I believe in that.
We have made this point a number of times during class and I've heard this from my siblings, friends of mine, and even strangers; who wants to learn about something when it doesn't apply or relate to them? I think about Tim in this case. Tim is really struggling trying to find the connection between this course and PE. I look at my friend Steph who is a psychology major but has to take a math course. Even in Kozol's book students like Pineapple and others aren't asked their opinion, aren't asked about their wants and needs, aren't asked about what they'd like to do in the future and that's a shame. When children tell their stories whether it be through art, music, drama, or writing and can connect to the curriculum in some way that IS when productive learning environment emerge. Isn't that what we see in Finland?
"It's not uncommon for my high school students to read at a 2nd- or 3rd-grade level, ...write without a punctuation mark on the page. But just because students lack skills doesn't mean they lack intelligence. My duty as a teacher is to attempt to coax the brilliance out of them." (Christensen)
First off, it's really unfortunate that students in high schools are reading and writing at the level of second or third grade. That's clearly a flaw in the system. On another note, what Christensen has to say is really inspiring to me. So many people have fallen into the mentality that intelligence is defined by the skills someone has or doesn't have. The author Christensen reminds me of my EDTE 210 professor Dr. Clark who could be one of the most amazing people I have ever met and she definitely inspires me. I'd like to be like Dr. Clark, Erin Gruwell (the teacher from Freedom Writers), and Christensen because they see the potential in every child and wants to "coax" it out of them. People like this make me want to be a teacher because they're bringing out change in such a brilliant way.
"Yet only through communication can human life hold meaning. The teacher’s thinking is authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them." (Friere)
This quote defines this course, at least in my opinion. I say this because, our course started with Dr. Love saying that this class is not meant to force a certain way of thinking upon us put simply provide us with the facts and research of where education stands today. Dr. Love has also encouraged us in our teaching weeks to do more than give information to our classmates and have us regurgitate it back but encourage critical thinking. I feel that in education today the Banking Model of education doesn't work. Like Friere says, "only through communication can human life hold meaning" and I believe in that.
Monday, October 24, 2011
Week 9 - Class 9 Folder
"Even though a particular study may look like it's purely deductive (e.g., an experiment designed to test the hypothesized effects of some treatment on some outcome), most social research involves both inductive and deductive reasoning processes at some time in the project." (Deduction & Induction, Trochim)
I feel that many of the readings for this week focus on the idea that education should be a combination of things. In this particular article, they discuss the combination of inductive and deductive reasoning; building off a theory and using experience to create a theory. In other readings, authors discuss the need for direct instruction and personal experience. I think this is the best way to educate. Students need some sort of structure and guidance, but more importantly students need to be directly connected to what they're learning about. Students need personal experience and the ability to use their critical thinking skills to understand the material more. Dr. Love had students write sentences and paragraphs by connecting recycling (something they can relate to) to the curriculum. The students had a deeper understanding of recycling and writing.
"Personal experience is, therefore, transformed into knowledge in order to create a “frame-work of meaning” which encodes the information more efficiently in the student's brain." (The Benefits of Active Learning)
I feel that many of the readings for this week focus on the idea that education should be a combination of things. In this particular article, they discuss the combination of inductive and deductive reasoning; building off a theory and using experience to create a theory. In other readings, authors discuss the need for direct instruction and personal experience. I think this is the best way to educate. Students need some sort of structure and guidance, but more importantly students need to be directly connected to what they're learning about. Students need personal experience and the ability to use their critical thinking skills to understand the material more. Dr. Love had students write sentences and paragraphs by connecting recycling (something they can relate to) to the curriculum. The students had a deeper understanding of recycling and writing.
"Personal experience is, therefore, transformed into knowledge in order to create a “frame-work of meaning” which encodes the information more efficiently in the student's brain." (The Benefits of Active Learning)
This is one of the things that Dr. Love has been drilling into our head all semester. He has talked about this very topic on a number of occasions. For example, in a science class with diabetes and the components of a cell and the recycling video I mentioned in my response above. When students can relate to the material, the knowledge they are acquiring begins to mean something to them. I know that I learn best when I can tie personal experiences into the content. Does it do the same for you?
"What the educational radicals should offer the handwringing liberals is what radicals do best: go to the root of things. Education should be a preparation for life, especially helping kids become active in determining the conditions that most affect them." (Education Reconsidered, Aronowitz)
Okay, I guess my responses couldn't be any more redundant. I've chosen these quotes because this part of education means a lot to me. I feel that education should prepare you for life and what you're learning should mean something to you. Why learn about something that isn't going to make you a stronger person? In my sociology class, my professor has been focusing on our group project because it will service us later on in life. It's crucial to learn how to work in a group versus independently because in a work setting there will be a lot of collaboration. There will be deadlines so your co-workers can do their part. There is a serious problem with our education system today and we need to go to the root of the problems. Kids aren't doing well on tests because the content means nothing to them. Education is no longer an enjoyable experience and many people aren't getting as much out of school as they may like.
Tuesday, October 18, 2011
Week 8 - Spring Chapters 6 & 8, Class 8 Folder
"In recession-plagued 2009, when teaching became a safe harbor for graduates unsure about the best career path, more than 35,000 people applied to TFA, including 11 percent of Ivy League graduates. TFA placed about 4,000 new members in 2009, bringing its corps to 7,300 teachers in 35 regions." (Miner, pg. 2)
First off, it amazes me that 11% of Ivy League graduates are applying to TFA. I would assume that graduates that spent as much as they did on their education would have higher paying jobs than TFA and have more prestigious jobs lined up for them upon graduation. I guess that's my stereotypes talking... And second, I find it odd and insulting that children in TFA schools are being taught by teachers that went to a five week summer training program. Where is their certification? Where is their experience? I know that teaching takes time, and it does require trial and error in order to establish a steady teaching style that works. Wouldn't you say it's a disservice to children when they're being taught by people straight out of college with no experience for two years and then they're gone? I find it strange.
"Harris believes it is important to commit to the classroom beyond two years, and hopes to stay at least five. Her five-year plan also includes a master’s degree in education, a master’s in education administration, and then law school. And TFA will help make Harris’ career dreams become reality." (Miner, pg. 3)
Wow, that is a really admirable plan. Reading about the philosophy of TFA and the things they wish to accomplish, it seems appropriate that Harris would propose such guidelines. As Diamond noted in another one of our readings, the students are not being taught the material as well as they could because the teacher is learning to teach versus actually teaching. One of the authors of our readings stated that TFA is considered a movement, and is helping address inequalities within our nation. I find it a bit of a stretch that Harris wants people to go to law school but with further analysis, she proposes it for good reason on the basis of civil rights. I like how Harris wants to extend the period of time TFA teachers stay with the corporation and I find it extremely important that a master's in education is required. With qualified teachers TFA may be able to make a considerable difference.
"Children in Finland only start main school at age seven. The idea is that before then they learn best when they're playing and by the time they finally get to school they are keen to start learning. Less is more." (Burridge)
I really enjoy this particular part of this article. As I have told you over this blog I am taking English 270, "Dramatic Enactment", a course in which students learn through the arts and drama. Children learn about their surroundings, themselves, their peers, and development strong group skills through play. I like the idea that children don't start school until an older age because they are able to focus on themselves and have fun when they're young. Children are curious. By starting school at age 7 I feel they can explore life on their own for a while and then they can be guided in learning on a more formal level. I'd like to adapt this sort of educational system because like they say, less IS more.
Tuesday, October 11, 2011
Week 7 - Spring Ch 7 & Class 7 Folder
"Only 9 percent of total revenue for public elementary and secondary education are from the federal government." (Spring, pg. 178)
I'm a little confused here. I read in Spring that only 9% of total revenue comes from the federal government and the "High Stakes Testing" article says that schools face a loss of funding if they don't do well on standardized testing. "schools face sanctions such as a loss of federal funding or the diversion of federal monies to pay for private tutoring, transportation costs, and other “supplemental services” (Burch, 2006, 2009)" (High Stakes Testing) Why is everyone so worried? It's not that much money to begin with so why are we stressing standardized testing? Am I totally misunderstanding these readings? I may have to ask Dr. Love about this one.
"...tests are essentially controlling what knowledge is taught, the form in which it is taught, and how it is taught (Au, 2007, 2009)." (High Stakes Testing)
This quote is so true because standardized testing mandates that children know a certain set of information therefore limiting how the children can be taught. Standardized testing controls the cirriculum students are taught and plays a large role in telling whether a student will be successful later on in life. For example, in order to do well on CAPT testing the teacher must take time out of their busy week to incorporate CAPT review. The best way to teach for CAPT testing is to administer sample tests, timed essays, and more individualized work. In addition, in order to do well on the SAT you need to be able to understand and apply various math equations such as y = mx + b, A = L x W, V = LxWxH, etc. to real life situations. You can't do well on these standardized tests if you aren't taught the material in which is on them. Today schools are stressing the importance of standardized testing (although I disagree) and now it seems like there is a cookie cutter approach to education.
"NCLB mandated that 100 percent of students be proficient in reading and math by 2014. Any school not on track to meet this utopian goal—one never reached by any nation in the world—would face a series of sanctions, culminating in the firing of the staff and the closing of the school." (Obama's War on Schools)
Man do I feel like a terrible person not understanding the federal policies of education when I plan to become a future educator. My question is this, what good is it going to do firing staff and closing schools? What happens to the kids in the schools that have closed down? They go to another school where that school will then face overpopulation? Then what? Those schools test grades are going to suffer because there's not enough teachers to fulfill the needs of the old students and the new ones? Why would any politician, or any human being for that matter want to keep this kind of legislation intact when it's clear it can only do more harm than good? Also, the expectation of having 100% of students be proficient in reading and math is simply absurd.
Wednesday, October 5, 2011
Week 6 - Kozol Chapters 9 & 10 and Spring Chapters 1 & 2
"We need our teachers marching in the streets..." (Kozol, pg. 215)
Ummm... Hell yeah to that! I personally feel (which I think I've made pretty clear in my blogs and in class) that education needs to change; period. Education is to service our youth and provide them with tools to succeed in life. As educators, or counselors, it is our job to teach students about life, not train them for corporate America. Children are children, they are human beings just like you and I and should be given the chance to find what they really enjoy in life. Do they not? As the semester has progressed, I feel like the American style of education is training children to behave like robots to service the corporate world. Through education, society, advertisements, and the media we have really lost the meaning of life and the definition of happiness. Today, life is all about making money, all about having the best material things, and all about the individual. Together we need to march in the streets to restore justice and equality in school systems. Together as Americans we need to take back what we believe to be the right way of life. Children should not be trained to serve the corporate world where many slip through the cracks and struggle to make ends meet. Demand what we need and who knows we might just get it back.
"Then there is this wonderful discovery that people make: Children whom they thought to be so different from their own kids aren't so different after all..." (Kozol, pg. 223)
Honestly, I love the quotes that Kozol incorporates into this book. Again, coming from Canton I was barely ever exposed to diversity through public schooling. I never had the opportunity to play with a person of color and therefore never understood or discovered how similar children of all races can be. Reading the number of statistics and personal accounts incorporated into chapter 9 why aren't we integrating our schools? On page 229-230 a young black girl went to an integrated high school, graduated from Brown University, got a job at Procter & Gamble, and went to grad school to be a reading specialist. Author Rothstein says, "None of that would have been possible... if she had not gone to integrated schools." So my question is, why are we still living off the stereotypes that the founders of our nation have created? I would have loved to have gone to a school with diversity, that allowed me to make this wonderful discovery that Kozol talks about on my own versus in a book.
"...education is itself a fundamental personal right because it is essential to the exercise of First Amendment freedoms and to intelligent use of the right to vote. [They argued also] that the right to speak is meaningless unless the speaker is capable of articulating his thoughts intelligently and persuasively... [A] similar line of reasoning is pursued with respect to the right to vote." (Kozol, pg. 242)
I never thought of education in this way and this point is undeniably true. Education is a tool to teach children how to reason, how to persuade, and how to think intelligently. The First Amendment does require people to be educated so they can have a voice. Without the ability to speak, reason, and persuade, your voice means virtually nothing. In order to make an educated opinion or in this case to justly vote you need some type of background on the topics being addressed by each candidate.
Ummm... Hell yeah to that! I personally feel (which I think I've made pretty clear in my blogs and in class) that education needs to change; period. Education is to service our youth and provide them with tools to succeed in life. As educators, or counselors, it is our job to teach students about life, not train them for corporate America. Children are children, they are human beings just like you and I and should be given the chance to find what they really enjoy in life. Do they not? As the semester has progressed, I feel like the American style of education is training children to behave like robots to service the corporate world. Through education, society, advertisements, and the media we have really lost the meaning of life and the definition of happiness. Today, life is all about making money, all about having the best material things, and all about the individual. Together we need to march in the streets to restore justice and equality in school systems. Together as Americans we need to take back what we believe to be the right way of life. Children should not be trained to serve the corporate world where many slip through the cracks and struggle to make ends meet. Demand what we need and who knows we might just get it back.
"Then there is this wonderful discovery that people make: Children whom they thought to be so different from their own kids aren't so different after all..." (Kozol, pg. 223)
Honestly, I love the quotes that Kozol incorporates into this book. Again, coming from Canton I was barely ever exposed to diversity through public schooling. I never had the opportunity to play with a person of color and therefore never understood or discovered how similar children of all races can be. Reading the number of statistics and personal accounts incorporated into chapter 9 why aren't we integrating our schools? On page 229-230 a young black girl went to an integrated high school, graduated from Brown University, got a job at Procter & Gamble, and went to grad school to be a reading specialist. Author Rothstein says, "None of that would have been possible... if she had not gone to integrated schools." So my question is, why are we still living off the stereotypes that the founders of our nation have created? I would have loved to have gone to a school with diversity, that allowed me to make this wonderful discovery that Kozol talks about on my own versus in a book.
"...education is itself a fundamental personal right because it is essential to the exercise of First Amendment freedoms and to intelligent use of the right to vote. [They argued also] that the right to speak is meaningless unless the speaker is capable of articulating his thoughts intelligently and persuasively... [A] similar line of reasoning is pursued with respect to the right to vote." (Kozol, pg. 242)
I never thought of education in this way and this point is undeniably true. Education is a tool to teach children how to reason, how to persuade, and how to think intelligently. The First Amendment does require people to be educated so they can have a voice. Without the ability to speak, reason, and persuade, your voice means virtually nothing. In order to make an educated opinion or in this case to justly vote you need some type of background on the topics being addressed by each candidate.
Monday, September 26, 2011
Week 5 - Chapters 6 & 7, Spring Chapters 1 & 2, and Folder 5
"And because it places the greatest obstacles to achievement in the path of those children least advantaged, in American society-poor and minority children-tracking forces schools to play in active role in perpetuating social and economic inequalities as well." (Oakes, pg. 421)
Over the past few weeks it has been more and more clear to me that public school systems, the government, advertising, and big business have indeed played an active role in promoting social and economic inequalities. This semester I am taking an intro to sociology course which strongly ties into what we are talking about in this course. I'm not too sure if it's a good thing to take EDF 415 and SOC 110 in the same semester for it makes me realize how screwed up the American society is, but on a higher note, I am fascinated by the content in both courses, and I feel that it is important that I am educated about both diversity, racism, public schooling in America, and society in general. Because of various social institutions: government, public schools, and the work place inequalities still exist. Because inequality is so immersed into our society many people are ignorant to white privilege and racism. School systems play an active role in inequality because of the lack of support inner city schools receive. Here, minorities are given little tools that can get them out of poverty and their social situations. Unfortunately, inner city students are taught to excel at a test versus given the tools that will help them succeed in life. We are here to change this mentality and give students what they need to excel in all areas of life.
"Built to hold 1,800 kids, the school held 3,400. More than 95 percent of the students were black or Hispanic; 1.5 percent were white." (Kozol, pg. 145)
Isn't this a fire hazard? Kozol has written a number of times in this book that principles, school faculty and staff, and students have recognized that things like this would never, ever, ever happen in a white school. Although this is sad, it is true. As I have told you many times before, I come from Canton a nearly all white suburban town. (a town under "attack" from Dr. Love a couple of times) Overpopulation would never happen there; parents would be all over the administration and the town about expansion of the school. I showed my friend this quote and her mouth dropped and she said, "Whattttttttt?" That should never happen, ever. Why hasn't the government tried to help these schools expand, and provide better education? Where do you even start?
"Do you think that there are public benefits from education that should override the objections of parents and other citizens regarding the teaching of particular subjects, attitudes, or values?" (Spring, pg. 4)
I know that this quote is meant to be discussed in the rest of chapter 1 but I found that this would be a great question to respond to. I know that this is a touchy subject for a lot of people but I feel that there are so many public benefits from overriding the objections of parents and other citizens. For example, teaching about safe sex is so important. Nowadays, a lot of young people are engaging in intimate relationships and many don't know their options of protection. The media is endorsing sex because sex sells. I understand that in most religions they stress "no sex before marriage" but kids are going to hear about it and see it on TV almost everyday. Kids should know that they have options to protect themselves from sexually transmitted diseases and ways to reduce their chances of getting pregnant. The public will benefit because we won't have to face overpopulation and citizens will be healthier. In addition, abortion, evolution, the death penalty, and other topics should be discussed in public schools so children will be educated. You can't hide your kids from everything, people are curious, they're going to find out one way or another. Schools won't force students to feel a certain way, they will just present the material in a way that students will become knowledgeable.
Over the past few weeks it has been more and more clear to me that public school systems, the government, advertising, and big business have indeed played an active role in promoting social and economic inequalities. This semester I am taking an intro to sociology course which strongly ties into what we are talking about in this course. I'm not too sure if it's a good thing to take EDF 415 and SOC 110 in the same semester for it makes me realize how screwed up the American society is, but on a higher note, I am fascinated by the content in both courses, and I feel that it is important that I am educated about both diversity, racism, public schooling in America, and society in general. Because of various social institutions: government, public schools, and the work place inequalities still exist. Because inequality is so immersed into our society many people are ignorant to white privilege and racism. School systems play an active role in inequality because of the lack of support inner city schools receive. Here, minorities are given little tools that can get them out of poverty and their social situations. Unfortunately, inner city students are taught to excel at a test versus given the tools that will help them succeed in life. We are here to change this mentality and give students what they need to excel in all areas of life.
"Built to hold 1,800 kids, the school held 3,400. More than 95 percent of the students were black or Hispanic; 1.5 percent were white." (Kozol, pg. 145)
Isn't this a fire hazard? Kozol has written a number of times in this book that principles, school faculty and staff, and students have recognized that things like this would never, ever, ever happen in a white school. Although this is sad, it is true. As I have told you many times before, I come from Canton a nearly all white suburban town. (a town under "attack" from Dr. Love a couple of times) Overpopulation would never happen there; parents would be all over the administration and the town about expansion of the school. I showed my friend this quote and her mouth dropped and she said, "Whattttttttt?" That should never happen, ever. Why hasn't the government tried to help these schools expand, and provide better education? Where do you even start?
"Do you think that there are public benefits from education that should override the objections of parents and other citizens regarding the teaching of particular subjects, attitudes, or values?" (Spring, pg. 4)
I know that this quote is meant to be discussed in the rest of chapter 1 but I found that this would be a great question to respond to. I know that this is a touchy subject for a lot of people but I feel that there are so many public benefits from overriding the objections of parents and other citizens. For example, teaching about safe sex is so important. Nowadays, a lot of young people are engaging in intimate relationships and many don't know their options of protection. The media is endorsing sex because sex sells. I understand that in most religions they stress "no sex before marriage" but kids are going to hear about it and see it on TV almost everyday. Kids should know that they have options to protect themselves from sexually transmitted diseases and ways to reduce their chances of getting pregnant. The public will benefit because we won't have to face overpopulation and citizens will be healthier. In addition, abortion, evolution, the death penalty, and other topics should be discussed in public schools so children will be educated. You can't hide your kids from everything, people are curious, they're going to find out one way or another. Schools won't force students to feel a certain way, they will just present the material in a way that students will become knowledgeable.
Week 4 - Kozol Chapter 5, Spring Chapter 5, and Folder 4
"5. Those with power are frequently least aware of - or least willing to acknowledge - its existence. Those with less power are often most aware of its existence." (Delpit, 24)
Wow. This quote is so true. We've seen it in our own classroom and in "The Color of Fear". Our classmates have listened to personal accounts from people of color, but are convinced that white privilege doesn't exist, even when it does. The Silenced Dialogue is interrelated to the concept of white privilege. As a white American, I was very hesitant about accepting the concept of white privilege and never had the opportunity to acknowledge the existence of it until now. After watching "The Color of Fear", John (I'm not too sure if that was his name) was not listening to the other people in the room speaking about their personal experiences with racism. John was the least willing to acknowledge that racism existed, and did not realize that he wasn't listening to his peers. During the "Color of Fear" John didn't realize the importance of listening to the other people in the room in order for his reality of the world to change. As Sharai said in class last week, "People need to wake up and smell the coffee". In order for this realization to occur in a classroom, Delpit drove home the importance of teachers listening to adults that share the students' culture. By listening to adults that share the culture of your students they will have a better learning experience.
"In a summer session for students who had failed a previous exam, little was "left to chance," noted a journalist from Education Week. Teachers were "given binders spelling out precisely what they should be doing every day..." To guarantee that they compiled, "three dozen monitors" dropped in on a class periodically." (Kozol, pg. 111)
I legitimately wrote ummm... in my book when I read this quote. Honestly? What the hell. I don't understand 1) why people came up with this garbage, 2) why people allow this in a school, 3) how this benefits anyone. You might as well have a robot in the class. Why is it that our society requires us to have higher levels of education when this is what they do? What purpose does a scripted curriculum serve? Isn't that what it is? Also, I apologize for my rant but honestly I don't understand how people allowed this to happen to our school system. How on earth do we get rid of this?
"Other children in the district, said The Times, cried and wet their pants out of frustration." (Kozol, pg. 114)
When I was in the 5th grade, (I remember this event for it scared me for life. Not really but whatever) I was in Mrs. Levy's class and I was required to take the CMT. I am not the strongest reader, and most certainly do not have a large vocabulary. I was taking the Reading Comprehension part of my test and I blanked out. I looked at the page, read the story, and could not answer the multiple choice questions to save my life. I got very frustrated and could not continue. I stared at the page for what felt like hours and couldn't answer the questions; I had absolutely no idea where to start. I was that kid, sitting at her desk crying and having a panic attack at my desk. My teacher couldn't help me, and I was stuck. I hated the CMTs ever since and hated the Reading Comprehension section for the rest of my middle school career until I could stop taking them. And then came CAPT... Anyway, when I read this quote I thought of myself and knew what those kids experienced. Imagine if that's what school was like everyday, I probably would have dropped out of school. If that's what those kids at Stanford 9 did I wouldn't blame them. I hate standardized testing.
Wow. This quote is so true. We've seen it in our own classroom and in "The Color of Fear". Our classmates have listened to personal accounts from people of color, but are convinced that white privilege doesn't exist, even when it does. The Silenced Dialogue is interrelated to the concept of white privilege. As a white American, I was very hesitant about accepting the concept of white privilege and never had the opportunity to acknowledge the existence of it until now. After watching "The Color of Fear", John (I'm not too sure if that was his name) was not listening to the other people in the room speaking about their personal experiences with racism. John was the least willing to acknowledge that racism existed, and did not realize that he wasn't listening to his peers. During the "Color of Fear" John didn't realize the importance of listening to the other people in the room in order for his reality of the world to change. As Sharai said in class last week, "People need to wake up and smell the coffee". In order for this realization to occur in a classroom, Delpit drove home the importance of teachers listening to adults that share the students' culture. By listening to adults that share the culture of your students they will have a better learning experience.
"In a summer session for students who had failed a previous exam, little was "left to chance," noted a journalist from Education Week. Teachers were "given binders spelling out precisely what they should be doing every day..." To guarantee that they compiled, "three dozen monitors" dropped in on a class periodically." (Kozol, pg. 111)
I legitimately wrote ummm... in my book when I read this quote. Honestly? What the hell. I don't understand 1) why people came up with this garbage, 2) why people allow this in a school, 3) how this benefits anyone. You might as well have a robot in the class. Why is it that our society requires us to have higher levels of education when this is what they do? What purpose does a scripted curriculum serve? Isn't that what it is? Also, I apologize for my rant but honestly I don't understand how people allowed this to happen to our school system. How on earth do we get rid of this?
"Other children in the district, said The Times, cried and wet their pants out of frustration." (Kozol, pg. 114)
When I was in the 5th grade, (I remember this event for it scared me for life. Not really but whatever) I was in Mrs. Levy's class and I was required to take the CMT. I am not the strongest reader, and most certainly do not have a large vocabulary. I was taking the Reading Comprehension part of my test and I blanked out. I looked at the page, read the story, and could not answer the multiple choice questions to save my life. I got very frustrated and could not continue. I stared at the page for what felt like hours and couldn't answer the questions; I had absolutely no idea where to start. I was that kid, sitting at her desk crying and having a panic attack at my desk. My teacher couldn't help me, and I was stuck. I hated the CMTs ever since and hated the Reading Comprehension section for the rest of my middle school career until I could stop taking them. And then came CAPT... Anyway, when I read this quote I thought of myself and knew what those kids experienced. Imagine if that's what school was like everyday, I probably would have dropped out of school. If that's what those kids at Stanford 9 did I wouldn't blame them. I hate standardized testing.
Monday, September 12, 2011
Week 3 - Kozol Chapters 3 & 4
"When I'm taking notes during a visit to a school ... observation about something they find amusing, like a goofy face made by another child in the class I put a little round face with a smile on the margin of my notepad... In all the 15 pages that I wrote during my visit in this classroom in the Bronx, there is not a single small round smile." (Kozol, pg. 70)
First, I want to say that that is such a shame. Reading the context in which this quote lies it's pretty obvious that the reason for students not laughing, smiling, and enjoying themselves is because the "curriculum" and environment those students are immersed in; for the lack of a better term, sucks. Teachers are forced to teach material that is referred to by a section number, is timed, and not engaging to students. The classes that Kozol observed had similar methods of quieting students down and limited social interactions between students. Peer discussion was limited to only a few minutes and teachers threw material at the students without truly knowing if the students even understood it. How do you learn best? I know that I personally enjoy working with other classmates, collaborating ideas, and building relationships with my peers. I know I smile during class, I make goofy faces all the time, and am thoroughly amused by the simplest things. It is unacceptable to have students sit in class for hours everyday without letting them express themselves and have fun during the school day. In addition, Kozol expanded on the SFA curriculum by tying in personal accounts explaining the guidelines of posting student work, the issue incorporating seasonal materials, etc.
"The Level Ones, as it turned out, got no applause at all... like the Level Ones weren't even there." (Kozol, 73)
First of all, who does that? Second of all, WHO DOES THAT!?! In chapter one, Isabel compared herself to an object stored in a garage because no one knew what to do with it. A teacher said that the "Level One" students didn't get any applause, were not acknowledged as though they weren't even there. Weird huh? A fifteen year old girl was aware and understood the injustices within an urban school system. The scripted curriculum Kozol discusses in both chapter 3 and 4 does not benefit the student or the teacher. Students hate it, and the teachers feel trapped because they have very little flexibility with what they can do with the class. This scripted curriculum seems very ineffective due to the large number of "Level One" students in the New York Public School system. I never want to act that way toward any student. If the state or school chooses to label students as "Level Ones", Twos, whatever, then that means teachers need to try harder. When I say try harder, I mean they need to try harder to relate to their students and get them to participate in class so they can enjoy the learning process. As a future educator I need to help students succeed not only because it's my job, but I feel like it is my moral obligation to give people hope. I will try my very best to make every student feel appreciated and unique. I never want to make my students feel insignificant and unappreciated. I feel like people forget that everyone has potential and can offer so much to the world. Why stunt growth? What's the purpose?
"In the market-driven classroom, children are encouraged to believe they "own" the book, the concept, the idea. They don't engage with knowledge; they possess it." (Kozol, pg. 96)
Many of the urban schools Kozol observed have a curriculum where education is viewed as a business. Students are paid in various ways to write well, play a certain role, etc. "Help Wanted" signage is posted in classrooms and hallways advertise managerial positions. The school has business vibe written all over it. Like Kozol said, students don't engage with knowledge, they possess it and get paid to do it. Teachers limit the students to a business perspective and partner with large corporations to put the underprivileged directly into the work force. For many, college is not seen as a career path or even an option. The school system has limited the opportunities of students by not mentioning careers such as: teacher, doctor, lawyer, etc. The schools haven't discussed higher education with their students and funnel kids into a cookie cutter life. Students cannot engage with their knowledge because they simply do what they can to possess it versus really and truly understand what they're being taught. In many inner-city schools around the east coast education is market-driven limiting students creativity. Again, it's a shame.
First, I want to say that that is such a shame. Reading the context in which this quote lies it's pretty obvious that the reason for students not laughing, smiling, and enjoying themselves is because the "curriculum" and environment those students are immersed in; for the lack of a better term, sucks. Teachers are forced to teach material that is referred to by a section number, is timed, and not engaging to students. The classes that Kozol observed had similar methods of quieting students down and limited social interactions between students. Peer discussion was limited to only a few minutes and teachers threw material at the students without truly knowing if the students even understood it. How do you learn best? I know that I personally enjoy working with other classmates, collaborating ideas, and building relationships with my peers. I know I smile during class, I make goofy faces all the time, and am thoroughly amused by the simplest things. It is unacceptable to have students sit in class for hours everyday without letting them express themselves and have fun during the school day. In addition, Kozol expanded on the SFA curriculum by tying in personal accounts explaining the guidelines of posting student work, the issue incorporating seasonal materials, etc.
"The Level Ones, as it turned out, got no applause at all... like the Level Ones weren't even there." (Kozol, 73)
First of all, who does that? Second of all, WHO DOES THAT!?! In chapter one, Isabel compared herself to an object stored in a garage because no one knew what to do with it. A teacher said that the "Level One" students didn't get any applause, were not acknowledged as though they weren't even there. Weird huh? A fifteen year old girl was aware and understood the injustices within an urban school system. The scripted curriculum Kozol discusses in both chapter 3 and 4 does not benefit the student or the teacher. Students hate it, and the teachers feel trapped because they have very little flexibility with what they can do with the class. This scripted curriculum seems very ineffective due to the large number of "Level One" students in the New York Public School system. I never want to act that way toward any student. If the state or school chooses to label students as "Level Ones", Twos, whatever, then that means teachers need to try harder. When I say try harder, I mean they need to try harder to relate to their students and get them to participate in class so they can enjoy the learning process. As a future educator I need to help students succeed not only because it's my job, but I feel like it is my moral obligation to give people hope. I will try my very best to make every student feel appreciated and unique. I never want to make my students feel insignificant and unappreciated. I feel like people forget that everyone has potential and can offer so much to the world. Why stunt growth? What's the purpose?
"In the market-driven classroom, children are encouraged to believe they "own" the book, the concept, the idea. They don't engage with knowledge; they possess it." (Kozol, pg. 96)
Many of the urban schools Kozol observed have a curriculum where education is viewed as a business. Students are paid in various ways to write well, play a certain role, etc. "Help Wanted" signage is posted in classrooms and hallways advertise managerial positions. The school has business vibe written all over it. Like Kozol said, students don't engage with knowledge, they possess it and get paid to do it. Teachers limit the students to a business perspective and partner with large corporations to put the underprivileged directly into the work force. For many, college is not seen as a career path or even an option. The school system has limited the opportunities of students by not mentioning careers such as: teacher, doctor, lawyer, etc. The schools haven't discussed higher education with their students and funnel kids into a cookie cutter life. Students cannot engage with their knowledge because they simply do what they can to possess it versus really and truly understand what they're being taught. In many inner-city schools around the east coast education is market-driven limiting students creativity. Again, it's a shame.
Wednesday, August 31, 2011
Week 2 - Kozol Chapters 1 & 2
Quote 1: ""What's it like?"... "Over there-where other people are..."" (Kozol, pg. 15-16)
Although Pineapple did not clearly define "other people" to Kozol he assumed that she meant white people. This is one of the main problems within school systems but most importantly our society today. Today's culture promotes very little integration and understanding of cultures around the world. Race has become a very sensitive subject for some people predominately in communities that are seldomly exposed to diversity. I can relate to Pineapple for the reason that I went to a school that practically had no diversity at all. What is the most effective way to teach diversity in the classroom without making it a sensitive subject?
Quote 2: "The state university system of New York was generally beyond their recognition too." (Kozol,p.17)
What is this? Tunnel vision or something? It saddens me to know that students growing up in the Bronx don't know their options in Manhattan and various other burrows. Why is it that the students that Kozol is writing about limit themselves to community colleges and colleges around the country known for their athletic teams alone. Yes, I know there is a lack of funding in schools but we can't blame everything on that. Where are the passionate teachers? Where are the qualified educators? Where are the mentors? I would assume that educators would want their students to know their options after high school. I would assume that educators would provide guidance and information to better one's future. And I would assume that people understand the obligation to not only their job as a teacher but to the kids they're educating. Am I wrong? It is an educator's responsibility to eliminate this "tunnel vision" in order for their students to know their options for success.
Quote 3: "...During the 1990s, the proportion of black students in majority white schools has decreased... to a level lower than in any year since 1968... Almost three fourths of black and Latino students attend schools that are predominately minority..." (Kozol, p. 19)
What was the purpose of the Civil Rights Movement if no one was planning on holding up their end of the bargain? Why did people lose their lives to better society when it just became worse? Aren't we taught to better ourselves and the community? Aren't we taught to embrace differences and accept that everyone is unique? The hypocrisy of this nation is what makes people angry and bitter. Encouraging and embracing diversity is what makes people stronger and reduces ignorance; does it not? Education dabbles into so much more than math, english, science, and social studies and pinpoints the characteristics that make us good people (teaching sharing, turn taking, empathy, encouragement, etc. if you catch my drift). Education is used to discover things not only about yourself but the sense of community. How do you break down a society created to shut certain people out to a society that embraces everyone for who they are? Seems like a big task. Who will be the strongest to start the revolution?
Although Pineapple did not clearly define "other people" to Kozol he assumed that she meant white people. This is one of the main problems within school systems but most importantly our society today. Today's culture promotes very little integration and understanding of cultures around the world. Race has become a very sensitive subject for some people predominately in communities that are seldomly exposed to diversity. I can relate to Pineapple for the reason that I went to a school that practically had no diversity at all. What is the most effective way to teach diversity in the classroom without making it a sensitive subject?
Quote 2: "The state university system of New York was generally beyond their recognition too." (Kozol,p.17)
What is this? Tunnel vision or something? It saddens me to know that students growing up in the Bronx don't know their options in Manhattan and various other burrows. Why is it that the students that Kozol is writing about limit themselves to community colleges and colleges around the country known for their athletic teams alone. Yes, I know there is a lack of funding in schools but we can't blame everything on that. Where are the passionate teachers? Where are the qualified educators? Where are the mentors? I would assume that educators would want their students to know their options after high school. I would assume that educators would provide guidance and information to better one's future. And I would assume that people understand the obligation to not only their job as a teacher but to the kids they're educating. Am I wrong? It is an educator's responsibility to eliminate this "tunnel vision" in order for their students to know their options for success.
Quote 3: "...During the 1990s, the proportion of black students in majority white schools has decreased... to a level lower than in any year since 1968... Almost three fourths of black and Latino students attend schools that are predominately minority..." (Kozol, p. 19)
What was the purpose of the Civil Rights Movement if no one was planning on holding up their end of the bargain? Why did people lose their lives to better society when it just became worse? Aren't we taught to better ourselves and the community? Aren't we taught to embrace differences and accept that everyone is unique? The hypocrisy of this nation is what makes people angry and bitter. Encouraging and embracing diversity is what makes people stronger and reduces ignorance; does it not? Education dabbles into so much more than math, english, science, and social studies and pinpoints the characteristics that make us good people (teaching sharing, turn taking, empathy, encouragement, etc. if you catch my drift). Education is used to discover things not only about yourself but the sense of community. How do you break down a society created to shut certain people out to a society that embraces everyone for who they are? Seems like a big task. Who will be the strongest to start the revolution?
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