I reviewed the article titled, "Young Adults Give Low Marks to High Schools" in the April 20th issue of Ed Weekly. This article is about a survey given to young adults so they can rate different aspects of their high school education. They were asked if their high school prepared them for college or trade school and work or internships. It also asked if it exposed you to the latest technology and did it give you the pratical skills you will need to survive as an adult. The majority of surveyors gave a "fair" judgement to most questions. A few of them said they had an excellent experience and a handful said it was a very poor experience. The biggest seems to be being prepared for college.
I can relate to this because I attended a small rural high school in Tillamook Oregon and although I was in college level writing in high school, I wasnt prepared for college math or science. My placement scores for college math put me in the lowest level math offered. In science, I struggled with basic concepts, like parts of a cell. I think I was required to take science for a couple semesters and thats all I remember. I still struggled in writing in college. Even though I took writing 121 my senior year I still couldn't tell the difference between, their, there and they're or your and you're. Apparently I missed some basics in my grammar and to my surprise it wasn't addressed until I took a college level writing class in college. Overall, I would have probably scored this survey the same way, that I had a mediocre high school education.
Saturday, May 14, 2011
Ed Weekly, Blog #17, 4-27-2011
I reviewed the Ed Weekly article entitled, "Critics Targeting 'School Shooter' from the April 27th, 2011 issue. This article talks about a new video game that is available. In the video game the player is the shooter and they are in a school shooting students and teachers because they are upset about some issue in school. The graphics are very real and bloody. The player can choose weapons similar to those used in Columbine and other real life school shootings. Many people in the field of education and otherwise are outraged that such a game is out there. Many studies have shown that those that play violent video games are more likely to display violent behavior in their lives.
Personally, I think this is horrific! I dont understand why we would even give students a choice or a way to act out agression like this. In essence these disgrental students are practicing a violent act on innocent people. I think it is just obscene. Unfortunately the game makers have first ammendment rights and are within those rights by putting this game out for the public to buy. Superintendent Joe Kristobak of the Central Pennsylvania school district states it well when he says, "I'm not a fan of any of these games, violence is not a game and death is not a game. "If you start promoting it as a game, it becomes less realistic to people and it becomes a fantasy". This is exactly right and I wish the game makers could see this. I hope that it doesn't take another trajedy to make this point clear.
Personally, I think this is horrific! I dont understand why we would even give students a choice or a way to act out agression like this. In essence these disgrental students are practicing a violent act on innocent people. I think it is just obscene. Unfortunately the game makers have first ammendment rights and are within those rights by putting this game out for the public to buy. Superintendent Joe Kristobak of the Central Pennsylvania school district states it well when he says, "I'm not a fan of any of these games, violence is not a game and death is not a game. "If you start promoting it as a game, it becomes less realistic to people and it becomes a fantasy". This is exactly right and I wish the game makers could see this. I hope that it doesn't take another trajedy to make this point clear.
Ed Weekly, Blog # 16, 4-20-11
I reviewed the article titled "Judge Blocks Ban Of Cancer Bracelet" from the April 20th, 2011 issue of Ed Weekly. This article is about a Pennsylvania school district ban on the breast cancer awareness bracelet that students are wearing because it says "I heart boobies" on it. The bracelets are sponsored by the nonprofit Keep a Breast Foundation of Carlsbad. In the the Pennsylvania school two students were suspended for defying the district and taking the case to court.
The students won and the schools is no longer allowed to ban the bracelets. Other schools still enforce the ban and seem uneffected by the decision. The middle school that I currently work in has a ban on the bracelets and some teachers follow the school rules and take the bracelets away from the students, some teachers make the students turn it inside out so cant see the words and then some teachers turn the other cheeck. I am one who turns the other cheeck. I understand that the actually phrase on the bracelet might be inappropriate for middle schoolers but I believe there is a better way to handle it than banning the bracelet. What if one of those students has an aunt or a grandmother who had breast cancer and they are supporting the cause. Then what have we taught them? I think a far better lesson would be to discuss the issue of cancer because almost everyone knows someone who has been effected by it. Talk about the real issues of the disease and how research is needed to be done and how that costs money and how the bracelets support all that. The bracelets themselves should not be the issue. Students who are wearing the bracelets for the wrong reason is the issue. If A student believes strongly about a cause and truly wants a part in it, why would we as educators ever stiffle that? I never want to discourage a student to make a stand and support a cause especially one like cancer!
The students won and the schools is no longer allowed to ban the bracelets. Other schools still enforce the ban and seem uneffected by the decision. The middle school that I currently work in has a ban on the bracelets and some teachers follow the school rules and take the bracelets away from the students, some teachers make the students turn it inside out so cant see the words and then some teachers turn the other cheeck. I am one who turns the other cheeck. I understand that the actually phrase on the bracelet might be inappropriate for middle schoolers but I believe there is a better way to handle it than banning the bracelet. What if one of those students has an aunt or a grandmother who had breast cancer and they are supporting the cause. Then what have we taught them? I think a far better lesson would be to discuss the issue of cancer because almost everyone knows someone who has been effected by it. Talk about the real issues of the disease and how research is needed to be done and how that costs money and how the bracelets support all that. The bracelets themselves should not be the issue. Students who are wearing the bracelets for the wrong reason is the issue. If A student believes strongly about a cause and truly wants a part in it, why would we as educators ever stiffle that? I never want to discourage a student to make a stand and support a cause especially one like cancer!
Ed Weekly Blog # 15, 4-20-2011
I reviewed the article "Schools for Homeless Students Feel Recession's Impact" in Ed Weekly's April 20th, 2011 issue.
This article talks about a couple schools that cater to homeless youth. These schools are different because they have offer more than one meal a day, they have showers on the facility for the students. They supply clothes and toiletries and other things that homeless families cannot afford. The students receive counseling and other classes that deal with the issues they are undergoing. It is much different than most schools because of the special attention it gives to the unique issues these students experience.
One of the problems these schools are having is similar to many school in the nation and that is budget cuts. The school has promised to stay open and continue to help this population no matter the money situation. I think that this is a wonderfully positive program that can only help these children. They are just as likely to be successful if given the same tools and resources those who are not homeless have.
This article talks about a couple schools that cater to homeless youth. These schools are different because they have offer more than one meal a day, they have showers on the facility for the students. They supply clothes and toiletries and other things that homeless families cannot afford. The students receive counseling and other classes that deal with the issues they are undergoing. It is much different than most schools because of the special attention it gives to the unique issues these students experience.
One of the problems these schools are having is similar to many school in the nation and that is budget cuts. The school has promised to stay open and continue to help this population no matter the money situation. I think that this is a wonderfully positive program that can only help these children. They are just as likely to be successful if given the same tools and resources those who are not homeless have.
Ed Weekly, Blog # 14, 4-6-11
I reviewed the Ed Weekly article titled "Independant Play Fosters Discovery In Young Children" from the April 6th, 2011 issue. This article touches on the fact that when little children play they are also wondering and discovering and using science to answer their questions.
I found this to be very true and have thought this about my son many times as I watch him play. I happen to be a neat freak of a mother, so I used to not let me son tear into anything because it would make such a mess. But I had to losen up a bit and let him be a boy. In watching him "be a boy", I noticed that he liked to take things apart and try to put them back together. I also started letting him fix his mistakes or try to figure out how things work instead of doing it for him because it's easier. I remember one dinner when he decided to pour his own milk. He did a great job but in drinking his milk, he decided to gurgle it and make bubbles in his cup. At first I wanted to say, "Don't do that"! But then I realized that although trite to me, what he was doing was discovery and science and it needed to be done. I really enjoy watching my son discover now and I am a lot more lenient about the messes.
I found this to be very true and have thought this about my son many times as I watch him play. I happen to be a neat freak of a mother, so I used to not let me son tear into anything because it would make such a mess. But I had to losen up a bit and let him be a boy. In watching him "be a boy", I noticed that he liked to take things apart and try to put them back together. I also started letting him fix his mistakes or try to figure out how things work instead of doing it for him because it's easier. I remember one dinner when he decided to pour his own milk. He did a great job but in drinking his milk, he decided to gurgle it and make bubbles in his cup. At first I wanted to say, "Don't do that"! But then I realized that although trite to me, what he was doing was discovery and science and it needed to be done. I really enjoy watching my son discover now and I am a lot more lenient about the messes.
Ed Weekly, Blog # 13, 4-6-11
I reviewed the following Ed Weekly article, "Curriculum defintions stir up worries of a national curriculum from the Arpril 6th, 2011 issue. This article touched on the idea of a national curriculum and how it will effect teachers, schools, districts and commumities. The concern from teachers is that their creativity and teaching know how will be stiffled by rigid guidlines of how and what to teach. The schools are afraid of the same thing. They fear they will lose their individuality toward education.
All of this is incorrect according to the federal government. Their primary goal is to see uniformity and equality in education for all students. They would like to know that every grade schooler will know about the types of rocks (let's say) that are out there by the time they go to junior high school. They would like there to be a common knowledge amongst our young people in the public education system.
My personal experience in this area comes from working in a junior high school in Salem Oregon. Next year the superintenents and administration have agreed that all middle schools in Salem will have a common six periods a day. This is done so that each student no matter which school you attend will receive the same amount of science time for instance as anyone else.
Overall, I think a similar curriculum is a wonderful idea and it is esesential for those students who move often such as military kids.
All of this is incorrect according to the federal government. Their primary goal is to see uniformity and equality in education for all students. They would like to know that every grade schooler will know about the types of rocks (let's say) that are out there by the time they go to junior high school. They would like there to be a common knowledge amongst our young people in the public education system.
My personal experience in this area comes from working in a junior high school in Salem Oregon. Next year the superintenents and administration have agreed that all middle schools in Salem will have a common six periods a day. This is done so that each student no matter which school you attend will receive the same amount of science time for instance as anyone else.
Overall, I think a similar curriculum is a wonderful idea and it is esesential for those students who move often such as military kids.
Sunday, March 27, 2011
Ed Weekly, Blog #12, 3-17-11
The following is a response to the Ed Weekly article titled, "Navigating the Path to Personalized Education", Volume 30, article #25, 3-17-11.
This article is about personalizing each students educaiton by way of increased use of digital tools and different teaching approaches. In the example classroom, there are 4 computerized white boards that students can use to solve problems as they work at their own pace to complete the current project. Basically, the students are learning the same content delivered in a similar way to each of them. Once the project or assingment is given, the students are free to use any of the technology available (such as laptops)to work at their own pace to complete their work. The teacher in the classroom, walks around and provides individual help for those students who need it. Students will work together and help each other access the technology that will assist them in their work.
I love the idea of personalized education. In a perfect world, each student would have an IEP. This plan would focus on the criterion that each individual student needs to progress. Ideally, we would only have to learn what we don't know in school. But because education is not individualized, often times we are taught things we already know, because the teacher is trying to get the class on the same page. Individualized education would eliminate the need for so much repetition. Education would be much better if students could work on individualized criterion, at their pace and have access to the technology they need.
This article is about personalizing each students educaiton by way of increased use of digital tools and different teaching approaches. In the example classroom, there are 4 computerized white boards that students can use to solve problems as they work at their own pace to complete the current project. Basically, the students are learning the same content delivered in a similar way to each of them. Once the project or assingment is given, the students are free to use any of the technology available (such as laptops)to work at their own pace to complete their work. The teacher in the classroom, walks around and provides individual help for those students who need it. Students will work together and help each other access the technology that will assist them in their work.
I love the idea of personalized education. In a perfect world, each student would have an IEP. This plan would focus on the criterion that each individual student needs to progress. Ideally, we would only have to learn what we don't know in school. But because education is not individualized, often times we are taught things we already know, because the teacher is trying to get the class on the same page. Individualized education would eliminate the need for so much repetition. Education would be much better if students could work on individualized criterion, at their pace and have access to the technology they need.
Ed Weekly, Blog #11, 3-16-11
The following is a response to the article titled, "Cyber Students Facing Barriers to Enlistment In Military Services", Volume 30, article #24.
This article discussed the struggle students who have graduated from Cyber School have when trying to enlist in the Military. It seems that the U.S. Military looks at Cyber Charter schools as an alternative schooling and looks at it similarly to getting a GED. It seems that if you come into the armed forces with this type of diploma you a classified as a Tier 2. A traditional diploma is classified as a Tier 1. The military only accepts a limited number of Tier 2 candidates. So, essentially a candidate may not get in because of the labeling of Tier 2. The military has completed studies in the past that shows that those people with a GED or Tier 2 status are more likely to drop out of the military. Unfortunately the military has not revised their study to include the success/ failure of those who atttended cyber charter school previous to enrollment in the military. The military also claims that those who are going to cyber charter schools are often there because they have dropped out of traditional high schools.
I dont believe this is always the case. With the huge influx of cyber charter schools, it is only reasonable that people are there for many reasons beside dropping out. Hopefully, the military will get up to speed and begin to consider those with a cyber degree as equal candidates to serve their country.
This article discussed the struggle students who have graduated from Cyber School have when trying to enlist in the Military. It seems that the U.S. Military looks at Cyber Charter schools as an alternative schooling and looks at it similarly to getting a GED. It seems that if you come into the armed forces with this type of diploma you a classified as a Tier 2. A traditional diploma is classified as a Tier 1. The military only accepts a limited number of Tier 2 candidates. So, essentially a candidate may not get in because of the labeling of Tier 2. The military has completed studies in the past that shows that those people with a GED or Tier 2 status are more likely to drop out of the military. Unfortunately the military has not revised their study to include the success/ failure of those who atttended cyber charter school previous to enrollment in the military. The military also claims that those who are going to cyber charter schools are often there because they have dropped out of traditional high schools.
I dont believe this is always the case. With the huge influx of cyber charter schools, it is only reasonable that people are there for many reasons beside dropping out. Hopefully, the military will get up to speed and begin to consider those with a cyber degree as equal candidates to serve their country.
Ed Weekly, Blog #10, 3-9-11
The following is a review of the Ed Weekly article titled, "Leaders Urge Shared Curriculum Guidlines Across States", Volume 30, #23.
This article talks about having a curriculum that is similar in content across each of the states in the U.S. The plan would provide guildlines for each state to follow in the major subject areas such as English and Math. I could sense the panic amongst some in this article feeling that this curriculum reform would stiffle their unique teaching style. The other side of the issue states that individual lessons and teaching style are still open for each teacher to use at their discretion. The new state to state curriculum would simply state a list of things that need to be mastered at each grade level. For instance, in the shared curriculum each 5rd grader will know how to do long division before moving on to the next grade. Or every kindergartner will be able to identify 10 geometric shapes before meeting the curriculum guildlines.
I think this proposition is brilliant. I don't believe any teacher should be able to have free reign of subject, criterian, testing, deliviery method and content. Teachers are very unique, individual people who mostly believe that the what and how of their teaching is decided by them. This is wonderful for the teacher, but not so wonderful for some of the students. The population that suffers the most from individual teaching style and diverse content is those students who move often. For these students, having a curriculum that is organized by grade level and is consistent from state to state is a must. I was "the new kid" many times throughout my childhood and I experienced moving from state to state quite a bit. I found myself always trying to catch up or killing time because I was ahead of the class. As an adult, I look back and realize that I have many gaps in my knowledge base due to moving. It was common for my family to move half way through a school year. I often missed critical info from the class I moved to and the one I moved from simply because of timing. I would love to see a uniformed curriculum used across the states. I think that it would clarify what is expected of then school, students and teachers according to the established across the board curriculum.
This article talks about having a curriculum that is similar in content across each of the states in the U.S. The plan would provide guildlines for each state to follow in the major subject areas such as English and Math. I could sense the panic amongst some in this article feeling that this curriculum reform would stiffle their unique teaching style. The other side of the issue states that individual lessons and teaching style are still open for each teacher to use at their discretion. The new state to state curriculum would simply state a list of things that need to be mastered at each grade level. For instance, in the shared curriculum each 5rd grader will know how to do long division before moving on to the next grade. Or every kindergartner will be able to identify 10 geometric shapes before meeting the curriculum guildlines.
I think this proposition is brilliant. I don't believe any teacher should be able to have free reign of subject, criterian, testing, deliviery method and content. Teachers are very unique, individual people who mostly believe that the what and how of their teaching is decided by them. This is wonderful for the teacher, but not so wonderful for some of the students. The population that suffers the most from individual teaching style and diverse content is those students who move often. For these students, having a curriculum that is organized by grade level and is consistent from state to state is a must. I was "the new kid" many times throughout my childhood and I experienced moving from state to state quite a bit. I found myself always trying to catch up or killing time because I was ahead of the class. As an adult, I look back and realize that I have many gaps in my knowledge base due to moving. It was common for my family to move half way through a school year. I often missed critical info from the class I moved to and the one I moved from simply because of timing. I would love to see a uniformed curriculum used across the states. I think that it would clarify what is expected of then school, students and teachers according to the established across the board curriculum.
Wednesday, March 23, 2011
Ed Weekly, Blog #9, 3-2-11
The following is a response to the Ed Weekly article titled, "Special Ed. Pupils Find Learning Tool in iPad Applications", Volume 30, article #22, March 2nd, 2011.
This article discusses the use of the iPad by special education students. apparently the iPad has a program on it called "Proloquo2Go". This program allows students who struggle with speech and language to communicate. The application allows students to scroll through pictures, words, phrases and sentences to use to communicate. The iPad itself has a touch screen and a fast reaction time, so it is child friendly. The size of the iPad is small enough that it is easy to take with them and use anywhere.
I think this is a magnificent idea for any child but especially those students with special needs. I currently work with a 13 year old boy who has severe cerebral palsey. He cannot speak so he uses an alternative mode of communication called an Eco computer. His device is geared specifically toward him. The communication computer reads his pupil gaze and types out and speaks what it is he would like to say. It is quite impressive and very expensive. I'm mentioning this because I am amazed at how technology has allowed our special education students access to communication. As with the iPad, it is a wonderful way to help those with communication issues and now it is becoming more affordable. I have seen so much change in the way of augmentative communication in the last ten years and I think it is amazing. When I completed my undergrad and graduate work in Speech pathology and Audiology in 2001, the field of Aug. com was starting to really take off. Personal computers were begginning to bridge the gap for those who struggled with communication. I like to see more and more computers being used for this purpose in our schools today. It not only helps the student but the teacher as well.
Computers have changed many lives but especially those with communication impairments. The deaf community for instance has changed considerably by the invent and use of texting. They can now use the phone the same as anyone else. What a fantastic thing! The only part that scares me is trying to keep up with technology at the same rate the students do. It seems that it is changing so fast and so many helpful applications are available that is essential for all teachers to stay ahead of the game.
This article discusses the use of the iPad by special education students. apparently the iPad has a program on it called "Proloquo2Go". This program allows students who struggle with speech and language to communicate. The application allows students to scroll through pictures, words, phrases and sentences to use to communicate. The iPad itself has a touch screen and a fast reaction time, so it is child friendly. The size of the iPad is small enough that it is easy to take with them and use anywhere.
I think this is a magnificent idea for any child but especially those students with special needs. I currently work with a 13 year old boy who has severe cerebral palsey. He cannot speak so he uses an alternative mode of communication called an Eco computer. His device is geared specifically toward him. The communication computer reads his pupil gaze and types out and speaks what it is he would like to say. It is quite impressive and very expensive. I'm mentioning this because I am amazed at how technology has allowed our special education students access to communication. As with the iPad, it is a wonderful way to help those with communication issues and now it is becoming more affordable. I have seen so much change in the way of augmentative communication in the last ten years and I think it is amazing. When I completed my undergrad and graduate work in Speech pathology and Audiology in 2001, the field of Aug. com was starting to really take off. Personal computers were begginning to bridge the gap for those who struggled with communication. I like to see more and more computers being used for this purpose in our schools today. It not only helps the student but the teacher as well.
Computers have changed many lives but especially those with communication impairments. The deaf community for instance has changed considerably by the invent and use of texting. They can now use the phone the same as anyone else. What a fantastic thing! The only part that scares me is trying to keep up with technology at the same rate the students do. It seems that it is changing so fast and so many helpful applications are available that is essential for all teachers to stay ahead of the game.
Saturday, March 19, 2011
Ed Weekly, Blog #8, 2-23-11
The following is a response to the Ed Weekly journal article, titled "High Court Case Focus on Police Questioning at School", (volume 30, article #21, published Feruary 23rd, 2011.
This article addresses police questioning in schools. It talks about a couple of cases where the administration and police have taken students out of class and questioned them about a criminal issue without the presence of their parents. In one case a nine year old girl was taken out of class and questioned by a DHS caseworker and a deputy sheriff. She admitted that her father had touched her inappropriately. Her statement was used in court but the father was dismissed of all charges. Another incident was with a 13 year old special education student who was questioned by police and school administration about some thefts that had occurred. The boy admitted to the thefts and was later convicted because of his testimony.
Personally, I would be furious if administration and the police questioned my child about anything without me being there. First of all children and most adults do not know when they might be incriminating themselves because of what they say. Most children do not know that they don't have to say anything at all. Any even more children do not understand that they are entitled to a lawyer and how important that representation can be.
There is one instance in which a child may need to be questioned without the presence of their parent and that is the case where the parent may be accused of physical or sexual abuse of that child. Understandably the child may not want to say anything in front of the accused parent. In this case I think it may be important for the school counselor and DHS to question the child, but not the police. Once possible abuse is mentioned by the child then and only then should the police get involved. I just think that any police contact with a child can be very frightening to them and should be done in a way that is the least traumatic as possible.
This article addresses police questioning in schools. It talks about a couple of cases where the administration and police have taken students out of class and questioned them about a criminal issue without the presence of their parents. In one case a nine year old girl was taken out of class and questioned by a DHS caseworker and a deputy sheriff. She admitted that her father had touched her inappropriately. Her statement was used in court but the father was dismissed of all charges. Another incident was with a 13 year old special education student who was questioned by police and school administration about some thefts that had occurred. The boy admitted to the thefts and was later convicted because of his testimony.
Personally, I would be furious if administration and the police questioned my child about anything without me being there. First of all children and most adults do not know when they might be incriminating themselves because of what they say. Most children do not know that they don't have to say anything at all. Any even more children do not understand that they are entitled to a lawyer and how important that representation can be.
There is one instance in which a child may need to be questioned without the presence of their parent and that is the case where the parent may be accused of physical or sexual abuse of that child. Understandably the child may not want to say anything in front of the accused parent. In this case I think it may be important for the school counselor and DHS to question the child, but not the police. Once possible abuse is mentioned by the child then and only then should the police get involved. I just think that any police contact with a child can be very frightening to them and should be done in a way that is the least traumatic as possible.
Friday, February 25, 2011
Ed Weekly Blog #7, 2-18-11
The following is a response to the Ed Weekly article titled, "College for All Confronted" by Catherine Bewertz in volume 30, issue number 20.
This article looks at Harvards report on diverse academic paths and if the college for all program is worth while. The article explains that a college preparation program should be atarted in elementary school and continue through high school. Ideally, a college prep program looks at the interests of the child and their career interests and then designs an individual program that puts them on track toward that career. For example, a student who want to be in the medical field (we'll say nursing), will begin their track by focusing on and completing higher level science, health and math during high school. They may even be able to complete some college coursework their junior and senior year of high school. After High school, their track may suggest they begin working on their associates with certified nursing assistant coursework along the way. Once they have finished their two year LPN program, they may continue with their bachelor's and work toward their RN license and after that they may go on to a master's or a nursing specialty. One thing this college prep program talks about is that every student does not want or is not capable of completing a traditional four year degree. This is very important to recognize, that each student has individual needs, goals and abilities. Another example, may be a freshman student in high school who wants to be an electrician. Their track would look very different than the one mentioned above. This student may shadow a couple electricians in the community first, and then they could research aspects of the career to see if it is right for them. They may look into the union and ask other prefessionals specifics about the job, such as pay, benefits, work load, supply and demand, where the jobs are, who the jobs are with etc. This student would also take the higher level math and science courses at school. Then, right thereafter, they can begin to apply for apprentiships and a trade school that will give them the credentials they need to work in the field. A good college prep (or career prep) program gives the student more than one option or path and clear expectation of the time committment for each path. Overall, society, including president Obama suggest everyone spend at least one year post high school training for a career in order to be employable and to make a living wether they go through a traditional four year college program or not.
This article looks at Harvards report on diverse academic paths and if the college for all program is worth while. The article explains that a college preparation program should be atarted in elementary school and continue through high school. Ideally, a college prep program looks at the interests of the child and their career interests and then designs an individual program that puts them on track toward that career. For example, a student who want to be in the medical field (we'll say nursing), will begin their track by focusing on and completing higher level science, health and math during high school. They may even be able to complete some college coursework their junior and senior year of high school. After High school, their track may suggest they begin working on their associates with certified nursing assistant coursework along the way. Once they have finished their two year LPN program, they may continue with their bachelor's and work toward their RN license and after that they may go on to a master's or a nursing specialty. One thing this college prep program talks about is that every student does not want or is not capable of completing a traditional four year degree. This is very important to recognize, that each student has individual needs, goals and abilities. Another example, may be a freshman student in high school who wants to be an electrician. Their track would look very different than the one mentioned above. This student may shadow a couple electricians in the community first, and then they could research aspects of the career to see if it is right for them. They may look into the union and ask other prefessionals specifics about the job, such as pay, benefits, work load, supply and demand, where the jobs are, who the jobs are with etc. This student would also take the higher level math and science courses at school. Then, right thereafter, they can begin to apply for apprentiships and a trade school that will give them the credentials they need to work in the field. A good college prep (or career prep) program gives the student more than one option or path and clear expectation of the time committment for each path. Overall, society, including president Obama suggest everyone spend at least one year post high school training for a career in order to be employable and to make a living wether they go through a traditional four year college program or not.
Ed Weekly Blog #6, 2-15-11
The following is a response to the article titled "How to help Transfer Students Adjust" from article number 18, volume 30.
This article focuses on 'the new kid' and how important it is for them to feel comfortable and welcomed when they first come to a new school. The beginning of the article talks about a young man who was struggling with being the new student at Lincoln Southwest High School in Nebraska. His frustration led to him shooting and killing the assistant principle, wounding the principle and later fatally turning the gun on himself. Those around the situation blame his not fitting in at his new school for the tragedy. From this stemmed a need for a program and procedures to help new or transfer students feel comfortable in their new school environment. This procedures include assigning a welcoming group of peers to the new student. The new student and their family should receive a transfer student handbook that outlines the important and neccesary aspects of their new school, including schedules, teachers, classes offered and activities during and after school. Another part of the transfer procedure is assigning a transfer committee to address all new students progress, iondividual physical and emotional needs. Once a month each new student should meet with the school counselor to talk about their adjustment, including how they are doing socially and academically. Lastly, it is suggested there be special activities planned each semester to give transfer students identity and comfort.
I can really relate to this article because I have been a transfer student about ten times in my academic life pre college. I went to 5 grade schools, 3 middle schools, 1 high school and 6 colleges. I would have appreciated a program during my school years to help me adjust. All I could depend on was my personality and all I was concerned about was making new friends. I became very gregarious in elementary school and am to this day. I can morph comforatbly into new situations with new people. But, there are many students out there who are shy or just not extraverted and they struggle tremendously with transfering schools. This is when the transfer program talked about above would be essential.
This article focuses on 'the new kid' and how important it is for them to feel comfortable and welcomed when they first come to a new school. The beginning of the article talks about a young man who was struggling with being the new student at Lincoln Southwest High School in Nebraska. His frustration led to him shooting and killing the assistant principle, wounding the principle and later fatally turning the gun on himself. Those around the situation blame his not fitting in at his new school for the tragedy. From this stemmed a need for a program and procedures to help new or transfer students feel comfortable in their new school environment. This procedures include assigning a welcoming group of peers to the new student. The new student and their family should receive a transfer student handbook that outlines the important and neccesary aspects of their new school, including schedules, teachers, classes offered and activities during and after school. Another part of the transfer procedure is assigning a transfer committee to address all new students progress, iondividual physical and emotional needs. Once a month each new student should meet with the school counselor to talk about their adjustment, including how they are doing socially and academically. Lastly, it is suggested there be special activities planned each semester to give transfer students identity and comfort.
I can really relate to this article because I have been a transfer student about ten times in my academic life pre college. I went to 5 grade schools, 3 middle schools, 1 high school and 6 colleges. I would have appreciated a program during my school years to help me adjust. All I could depend on was my personality and all I was concerned about was making new friends. I became very gregarious in elementary school and am to this day. I can morph comforatbly into new situations with new people. But, there are many students out there who are shy or just not extraverted and they struggle tremendously with transfering schools. This is when the transfer program talked about above would be essential.
Ed Weekly Blog #5, 2-5-11
Response to article entitiled "Researchers Look for Ways to Curb 'Mean Girls' and Gossip" from issue number 19, volume 30.
I found this article to very interesting. Not only that this issue is finally being talked about, but that there is a program to help eleviate the problem. This article by Sarah D. Sparks talks about bullying in school and how gossiping, starting rumors and isolating other students is one of the most severe types of bullying. It states that the school shootings that have occured have most likely been a product of such emotional abuse by other students. Middle school and High school are the towe environments where this type of bullying is seen the most. I can remember this bullying all the way back to grade school. I was often the new kid because my family moved a lot, and although I wasn't picked on often, I could always identify the long standing 'clicks' of friends and then those students who were ostricized, made fun of and given mean looks, sneers and comments. I think that 20 years ago, this was looked at as a right of passage and that everyone went through it. Truth is that is something the popular kids and their most likely popular parents said. isolating a student and making fun of them was a normal process and aside from being disrespectful very few people addressed as a bullying situation. Interestingly, this type of bullying still occurs in the adult workplace. Many times in an office situation for instance, co-workers form clicks and often engage in gossip about other workers, as well as participate in isolating them from co-worker functions.
I am impressed that there is a program now to deal with this and to me it sounds like it would absolutely work. The intervention is one in which students who see another being ridiculed are taught to refuse to be a bystander and even offer support to that individual. The results of this program have shown a huge decline in this type of bullying.
I believe this intervention, needs to be a regular part of the curriculum done every year at the pre-school, elementary and middle school level. I know first hand this bullying behavior can start very early. My four year old's Head Start teacher pulled me to the side two months ago and explained that he and two other students were pushing another student around and excluding him from playing with them. Being in education, I was very surprised by this. One that my son was a part of it and two that it happens as early as pre-school. I delivered my own intervention of course in the form of discussion and punishment. My son and I continue to talk about what happened and the responsibility of being a classmate includes never bullying, offering support to the person being bullied if he sees it and talking about problems or concerns at school not just acting on them. I believe this is the perfect age to address this issue because like my son and the others in the group they are unsure 'why' they did what they did. They just know that they were laughing together as they participated and didnt see the hurt they were causing.
I found this article to very interesting. Not only that this issue is finally being talked about, but that there is a program to help eleviate the problem. This article by Sarah D. Sparks talks about bullying in school and how gossiping, starting rumors and isolating other students is one of the most severe types of bullying. It states that the school shootings that have occured have most likely been a product of such emotional abuse by other students. Middle school and High school are the towe environments where this type of bullying is seen the most. I can remember this bullying all the way back to grade school. I was often the new kid because my family moved a lot, and although I wasn't picked on often, I could always identify the long standing 'clicks' of friends and then those students who were ostricized, made fun of and given mean looks, sneers and comments. I think that 20 years ago, this was looked at as a right of passage and that everyone went through it. Truth is that is something the popular kids and their most likely popular parents said. isolating a student and making fun of them was a normal process and aside from being disrespectful very few people addressed as a bullying situation. Interestingly, this type of bullying still occurs in the adult workplace. Many times in an office situation for instance, co-workers form clicks and often engage in gossip about other workers, as well as participate in isolating them from co-worker functions.
I am impressed that there is a program now to deal with this and to me it sounds like it would absolutely work. The intervention is one in which students who see another being ridiculed are taught to refuse to be a bystander and even offer support to that individual. The results of this program have shown a huge decline in this type of bullying.
I believe this intervention, needs to be a regular part of the curriculum done every year at the pre-school, elementary and middle school level. I know first hand this bullying behavior can start very early. My four year old's Head Start teacher pulled me to the side two months ago and explained that he and two other students were pushing another student around and excluding him from playing with them. Being in education, I was very surprised by this. One that my son was a part of it and two that it happens as early as pre-school. I delivered my own intervention of course in the form of discussion and punishment. My son and I continue to talk about what happened and the responsibility of being a classmate includes never bullying, offering support to the person being bullied if he sees it and talking about problems or concerns at school not just acting on them. I believe this is the perfect age to address this issue because like my son and the others in the group they are unsure 'why' they did what they did. They just know that they were laughing together as they participated and didnt see the hurt they were causing.
Sunday, January 30, 2011
Ed Weekly Blog #4, 2-2-11
Volume 30, no.15, January 12th, 2011
The article titled "Cyber Students Taught the Value of Social Skills" discusses the ever growing population of students receiving an online school. Some of these are charter schools and some are not. Students share classrooms with other students from all over the country. One of the chief complaints or concerns with an online education is how to teach the students about social skills, a topic that often cannot be taught but rather needs to be experienced. So the newest idea is to have fieldtrips, one day a week that they can meet or other outings with students in similar geographical regions. Another idea online charter school, Commonwealth Connections Academy has come up is sending around a vehicle converted into a science classroom. It parks in a different Pennsylvania neighborhood each week. Students who participate get a change to work on science with peers (classmates) and a teacher. Other online programs use networking to join their students socially. These may include Facebook, My Space, Blogging and the Big Think (an alternative to Facebook. Although there is much concern about the socialization skills of students who participate in a full time online education, studies have shown that they are just as social as their counterparts who attend traditional schools. In fact the online students rated higher than students participating in traditional education. Also problem behaviors were rated as significantly lower in students enrolled in online schools. Another issue discussed is the lack of adult role models in an online education.
Overall, I find the whole idea of cyber schooling uncomfortable. I myself learn better in a traditional classroom environment and I think many children need that human interaction to help keep them interested and motivated. I also don't know how this change to cyber schooling is going to address those person's with special needs or behavioral issues. My true fear is the online schooling will eventually completely replace traditional education. I worry that my child or grandchildren may not have the choice of having a real teacher, a real classroom and real classmates and friends. Most of this change will be forced eventually as it's a cheaper way to educate and school budgets continue to get cut. My only hope is that it will take a very long time to happen as my career as well as my children and grandchildrens education may be at stake.
The article titled "Cyber Students Taught the Value of Social Skills" discusses the ever growing population of students receiving an online school. Some of these are charter schools and some are not. Students share classrooms with other students from all over the country. One of the chief complaints or concerns with an online education is how to teach the students about social skills, a topic that often cannot be taught but rather needs to be experienced. So the newest idea is to have fieldtrips, one day a week that they can meet or other outings with students in similar geographical regions. Another idea online charter school, Commonwealth Connections Academy has come up is sending around a vehicle converted into a science classroom. It parks in a different Pennsylvania neighborhood each week. Students who participate get a change to work on science with peers (classmates) and a teacher. Other online programs use networking to join their students socially. These may include Facebook, My Space, Blogging and the Big Think (an alternative to Facebook. Although there is much concern about the socialization skills of students who participate in a full time online education, studies have shown that they are just as social as their counterparts who attend traditional schools. In fact the online students rated higher than students participating in traditional education. Also problem behaviors were rated as significantly lower in students enrolled in online schools. Another issue discussed is the lack of adult role models in an online education.
Overall, I find the whole idea of cyber schooling uncomfortable. I myself learn better in a traditional classroom environment and I think many children need that human interaction to help keep them interested and motivated. I also don't know how this change to cyber schooling is going to address those person's with special needs or behavioral issues. My true fear is the online schooling will eventually completely replace traditional education. I worry that my child or grandchildren may not have the choice of having a real teacher, a real classroom and real classmates and friends. Most of this change will be forced eventually as it's a cheaper way to educate and school budgets continue to get cut. My only hope is that it will take a very long time to happen as my career as well as my children and grandchildrens education may be at stake.
Ed Weekly Blog #3, 1-19-11
Volume 30, No. 16, January 13, 2011
The aritcle titled "Finding Efficiencies in Special Education" addresses the financial aspects of special education and what can be done about them. The first issue raised talks about FAPE, a free and appropriate education for students with special needs. Fape does not address the current budget cuts many schools are going through. This creates a discrepency with parents and administration. Parents are used to not being told no. If their child needs something for their education it has mostly been supplied to them. This dilema puts the schools in a tight spot. Can they turn parents down? Can they say no to certain needs of the student if they cannot afford it in their new limited school budget? And if they have to say no are they in fear of a lawsuit? In the past when students with disabilities have not received appropriate services the school has been sued and lost quite a bit of money. Does this mean that Special education students will receive services even if the school cannot afford it? Each state is given a special education budget annually and their districts are at the mercy of what the state gives them.
The arguement is now becoming about how efficiently the monies are being spent rather than just reducing the budget. A huge push for inclusion is one way to save budget money. Another is to clossly look at each students IEP and determine if all things listed are still neccesary.
I agree with both the family (parents) and the schools argument on this issue. First of all the schools should be able to say no to some services. For example when I worked in Hawaii one the Autistic students at our school received dolphin therapy, a cost the school paid for. Dolphin therapy has not been scientifically proven to help with Autism, so eessentially the schools are paying out quite a bit of their budget to unsubstantiated therapies. I also agree with the parents in that their child needs a free and appropriate education. Parents may feel that if the school is given the right to say no to services that they may take that too far and a free and appropriate education may no longer be free or appropriate. The bigger question of this issue is "what is appropriate"? The answer is something that must be agreed upon by all parties involved. If all parties are reasonalbe and cognicent of the constant lowering of school budgets an agreement may be easier to come by. Unfortunately this is usually not the case. I guess we will just have to wait and see what happens to the future financial state of special education.
The aritcle titled "Finding Efficiencies in Special Education" addresses the financial aspects of special education and what can be done about them. The first issue raised talks about FAPE, a free and appropriate education for students with special needs. Fape does not address the current budget cuts many schools are going through. This creates a discrepency with parents and administration. Parents are used to not being told no. If their child needs something for their education it has mostly been supplied to them. This dilema puts the schools in a tight spot. Can they turn parents down? Can they say no to certain needs of the student if they cannot afford it in their new limited school budget? And if they have to say no are they in fear of a lawsuit? In the past when students with disabilities have not received appropriate services the school has been sued and lost quite a bit of money. Does this mean that Special education students will receive services even if the school cannot afford it? Each state is given a special education budget annually and their districts are at the mercy of what the state gives them.
The arguement is now becoming about how efficiently the monies are being spent rather than just reducing the budget. A huge push for inclusion is one way to save budget money. Another is to clossly look at each students IEP and determine if all things listed are still neccesary.
I agree with both the family (parents) and the schools argument on this issue. First of all the schools should be able to say no to some services. For example when I worked in Hawaii one the Autistic students at our school received dolphin therapy, a cost the school paid for. Dolphin therapy has not been scientifically proven to help with Autism, so eessentially the schools are paying out quite a bit of their budget to unsubstantiated therapies. I also agree with the parents in that their child needs a free and appropriate education. Parents may feel that if the school is given the right to say no to services that they may take that too far and a free and appropriate education may no longer be free or appropriate. The bigger question of this issue is "what is appropriate"? The answer is something that must be agreed upon by all parties involved. If all parties are reasonalbe and cognicent of the constant lowering of school budgets an agreement may be easier to come by. Unfortunately this is usually not the case. I guess we will just have to wait and see what happens to the future financial state of special education.
Ed Weekly Blog #2, 1-19-11
Volume 30, no.17, January 19th, 2011
The article titled "High Schoolers Attend College In 'Second Life'" is about students at Kinston High School in North Carolina who attend virtual college classes. Yet another program created because of budget cuts. The High School can no longer afford to send their college bound students to the college campus to take classes or see what college classes are like. So, their idea is to allow High schoolers a chance to get online and have a virtual class through East Carolina University. Most of the students really enjoy the opportunity to see what college is like withoug actually having to go on campus yet. It may be that some of the students live to far away right now or they just dont have the funds to go take a class on campus. Either way this program that is correlated with the students high school schedule allows them to have a similar experiencew. The students in the past have felt like they are detached from the University through distance learning, so this program named "Second life" connects the student with avatars (other students) and a professor. The online classes are sometimes in the format of a game which tends to really draw the interest of these teenagers.
I thing this is an interesting idea and I can see how we are being pushed toward this sort of instruction because of budget cuts. I do not although think that it can replace the actual visiting and attending a college class. That is a unique experience that can not be mimiced. I do although think that the "Second Life" program would be a good economical way to take and participate in an actual class. This program would save trips to campus and time out of the school day. For this I would give it a thumbs up, otherwise it gets a thumbsdown for me. Obviously, if I thought an online education was better than I wouldn't be attending a traditional on campus Master's program.
The article titled "High Schoolers Attend College In 'Second Life'" is about students at Kinston High School in North Carolina who attend virtual college classes. Yet another program created because of budget cuts. The High School can no longer afford to send their college bound students to the college campus to take classes or see what college classes are like. So, their idea is to allow High schoolers a chance to get online and have a virtual class through East Carolina University. Most of the students really enjoy the opportunity to see what college is like withoug actually having to go on campus yet. It may be that some of the students live to far away right now or they just dont have the funds to go take a class on campus. Either way this program that is correlated with the students high school schedule allows them to have a similar experiencew. The students in the past have felt like they are detached from the University through distance learning, so this program named "Second life" connects the student with avatars (other students) and a professor. The online classes are sometimes in the format of a game which tends to really draw the interest of these teenagers.
I thing this is an interesting idea and I can see how we are being pushed toward this sort of instruction because of budget cuts. I do not although think that it can replace the actual visiting and attending a college class. That is a unique experience that can not be mimiced. I do although think that the "Second Life" program would be a good economical way to take and participate in an actual class. This program would save trips to campus and time out of the school day. For this I would give it a thumbs up, otherwise it gets a thumbsdown for me. Obviously, if I thought an online education was better than I wouldn't be attending a traditional on campus Master's program.
Ed Weekly Blog #1, 1-19-11
Volume 30. No. 17 January 19th, 2011
The article entitled "School Restructures Student Grouping" is about grouping students in the classroom by ability for efficeintly run academia. This type of teaching is an experiment for this school to see if grouping really is better. The experiement is being conducted at Park Preparatory Academy in Detroit, Michigan.
The school discusses recent budget cuts to their school and labor-management relations contentious. Because of this they had to try something new. So, they now group their students according to their level in a particular subject. This method of grouping similar abilities has been refered to as differentiated instruction. It is said that this type of grouping helps those students who have struggled to grasp key concepts and may at risk of getting even farther behind. This school also adopts a teacher run school in which case the teachers take on the budgeting and management duties that are normally done by an administrator.
Another new approach by this school is that the students have personalized schedules. This is supposed to help the students stay more engaged in their work and minimize their frustration. With the personalized schedule the students are grouped by whether they need more of the basics, more intensive or more in depth instruction. Basically the teachers are targeting the same standards but the difference is in the breadth and depth of how the material is taught. At the end of the school day the teachers meet and decide if any students need a change in where they are grouped according to their ability on any given day, week or month. If needed students will be changed to a group that better fits their needs. It is said that this sort of grouping is more like having an IEP for each student. Mointoring of progress of this program is still underway as it is a relatively new program. The staff at this middle school are hopeful that with progress shown they will be able to continue their program next year.
I really enjoyed this article because it is a real life example of my teaching philosophy. I personally believe that their must be a way to differentiate instruction for all students, not only the ones on IEPs. I think that grouping as long as it is equitable is the best way to teach students. I know for myself I learn much better when I am taught information at a level I understand and with peers who are at a similar level.. I certainly wouldn't want a professor to make his lecture simpler than it needs to be to accomodate the lower acheivers in a class. At the same time I would not want to sit through a lecture that teaches to the highest level learners in the class, leaving the rest of us lost. Most times in public school the lessons are taught to accomodate the lower learners. This is a diservice to the other students, but if you are going to blanket teach (teach the same way to all students) then you would have to make it simpler rather than harder to see student acheivement and progress. I think grouping by ability makes much more sense. In the school I work at, I use differentiated teaching during learning lab for efficientcy. I group those with similar assingments (and similar ability) together. Then I can lecture and work with this group knowing that they are all about on the same page. If confusion occurs it is usually something the whole group can benefit from further explanation. Overall, this is a great method of delivery and I plan to use often in my teaching career.
The article entitled "School Restructures Student Grouping" is about grouping students in the classroom by ability for efficeintly run academia. This type of teaching is an experiment for this school to see if grouping really is better. The experiement is being conducted at Park Preparatory Academy in Detroit, Michigan.
The school discusses recent budget cuts to their school and labor-management relations contentious. Because of this they had to try something new. So, they now group their students according to their level in a particular subject. This method of grouping similar abilities has been refered to as differentiated instruction. It is said that this type of grouping helps those students who have struggled to grasp key concepts and may at risk of getting even farther behind. This school also adopts a teacher run school in which case the teachers take on the budgeting and management duties that are normally done by an administrator.
Another new approach by this school is that the students have personalized schedules. This is supposed to help the students stay more engaged in their work and minimize their frustration. With the personalized schedule the students are grouped by whether they need more of the basics, more intensive or more in depth instruction. Basically the teachers are targeting the same standards but the difference is in the breadth and depth of how the material is taught. At the end of the school day the teachers meet and decide if any students need a change in where they are grouped according to their ability on any given day, week or month. If needed students will be changed to a group that better fits their needs. It is said that this sort of grouping is more like having an IEP for each student. Mointoring of progress of this program is still underway as it is a relatively new program. The staff at this middle school are hopeful that with progress shown they will be able to continue their program next year.
I really enjoyed this article because it is a real life example of my teaching philosophy. I personally believe that their must be a way to differentiate instruction for all students, not only the ones on IEPs. I think that grouping as long as it is equitable is the best way to teach students. I know for myself I learn much better when I am taught information at a level I understand and with peers who are at a similar level.. I certainly wouldn't want a professor to make his lecture simpler than it needs to be to accomodate the lower acheivers in a class. At the same time I would not want to sit through a lecture that teaches to the highest level learners in the class, leaving the rest of us lost. Most times in public school the lessons are taught to accomodate the lower learners. This is a diservice to the other students, but if you are going to blanket teach (teach the same way to all students) then you would have to make it simpler rather than harder to see student acheivement and progress. I think grouping by ability makes much more sense. In the school I work at, I use differentiated teaching during learning lab for efficientcy. I group those with similar assingments (and similar ability) together. Then I can lecture and work with this group knowing that they are all about on the same page. If confusion occurs it is usually something the whole group can benefit from further explanation. Overall, this is a great method of delivery and I plan to use often in my teaching career.
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