I was really shocked when I began reading about children farmworkers, but not as much as my husband. I was telling him about the article, the statistics, and about how I did not know this was a big as it is. His response was, "Well, I'll have to see it before I believe it." I think my husband, like so many other people, live with the idea that child labor was eradicated back in 1938. However, it is a very big problem in the United States and all around the world.
The article stated that approximately 500,000 children as young as 10 years old are working on American farms for upwards of 70 hours a week for as little as $2 an hour (when school is out of session). They are subjected to unsanitary working conditions, pesticide contamination, increased injury rates, and extreme heat. The last legislation that passed controlling child labor was in 1938 when the Fair Labor Standards Act set standards for child labor. There are certain restrictions for age, hours, and level of hazards; however, there are loopholes for child farmworkers. They can begin work at earlier ages, work longer hours, and are subjected to greater hazards (like pesticides and sharp tools). Children working at McDonald's (or any work not on a farm) can only work 3 hours a day when school is in session, but the time child farmworkers can work is not regulated except it can not be during school hours. Also, the McDonald's workers do not have to deal with the lack of restrooms, unclean water to drink and wash with, extreme heat, and pesticides being sprayed above their heads.
The No Child Left Behind Act 2001 required that schools identify migrant children and offer them services that are offered to all children as well as special services. The Migrant Education Program is a national, federally funded program through the Department of Education that supplies supplemental educational services to eligible migrant youth and children between the ages of 3 and 22 regardless of legal status. Migrant children may receive special education services, ELL services, transition services, and education about post secondary education services and training. But, even though these services are offered, many children drop at of school before graduating to supplement their families income, even though they would rather stay in school.
What can we do as teachers and consumers? As teachers we are required to follow the regulations set forth in the No Child Left Behind Act, make sure migrant children are registered and aware of the services available to them. We also need to go the extra mile for these students who may be here without their family, working long hours every day, eating poorly, etc... As consumers we need to be aware of where the food and clothing we buy come from. There are websites that list organizations, materials, and companies that do not support unfair child labor practices.
Have you ever read Esperanza Rising? The 7th grade reading class at my school reads it every year. It is about a young Mexican girl who has to struggle with her family working in the fields for very low wages. It is a real eye opener to learn that this fictional story is really taking place every day. I had a migrant child in my room a couple of years ago. He was always telling about working in the fields in Florida during the summer months. Luckily, his family knew the importance of living in a stable environment, so they would only require him to work when school was not in session. He frequently commented about how lucky he was to have the chance to go to school so he would not have to work like his mom and dad. Developmentally, he had some gaps and required special services, but he has done very well for himself, because he worked very hard to close those gaps. His story could have turned out very differently.
We so often take for granite the luxuries we have in America. Articles like this bring to light the real struggles many people are going through and make us aware that changes need to take place. There is currently a bill before the House Committee on Education and Labor that would amend the 1938 Fair Labor Standards Act. The Care Act 2009, as it is called, allows for increased regulations and fines for those breaking the law. Contact your representatives and let them know how you feel about child farmworker regulations. For further information check the website provided below.
http://washlaborwire.com/2009/09/22/childrens-act-for-responsible-employment-of-2009-care-act-hr-3564/
Sunday, October 11, 2009
Saturday, October 3, 2009
Entry #4 Multiculturalism in Curriculum
After reading the required articles about multiculturalism in curriculum, I began thinking about how this topic is handled at my school. It is much the same as is described in the Core Knowledge Foundation article and segmented like in the article by Adam Waxler. My principal encourages us to incorporate special lessons during Black History month and that is about it. I, however, have taken the study of different cultures a step further, but I do not address it on a regular basis. I try to attend to teachable moments when they arise in my classes whenever possible, but the core of my curriculum does not even attempt to include multiculturalism. My students sometimes will ask what I think about all the immigrants coming into the country, and my answer has always been, "As long as they enter legally, I don't have a problem with it." I have considered why people, especially Mexicans, would want to come to America. I imagine they want to have the same experiences I do. They want to raise their families in a safe environment, work at a safe job for a fare wage, they want the freedom to voice opinions without fear of persecution and violence against them, and they basically want more opportunities to do all these things than they would have in the country they come from. These are the beliefs I have and tell my students about.
I appreciated the article by Waxler because he expressed some ideas he had about how he incorporated multiculturalism into his lessons regularly. This will encourage me to dig deeper and find activities I can use also. I will be able to share these ideas with fellow teachers and hope that they will feel compelled to do the same.
I disagree with some of what was mentioned in the New Civil Rights Movement article. I think there should be a penalty (deportation) for those coming into America illegally. How do we keep up with the people here, maintain safety, enforce laws, etc...if people are allowed to come and go freely across our borders? We have very strict guidelines when people fly, why would we not want restrictions for every mode of entry? I agree that if people are willing to follow the rules set forth by our government, then they should be allowed to enter under certain restrictions. They should have to be educated about basic laws, driving, occupation standards, paying taxes, etc...and there should be a trial period before they are allowed to stay permanently. I do not think we should allow them to enter and then leave them to struggle with our culture with no help. Cultural brokers should be a big part of their lives. Hopefully, this would deter any need for the welfare system.
I also disagree with the Core Knowledge Foundation article when it was stated that each classroom has its own sequence of study. I do not, nor does any teacher in my school have time teach what they want to anymore. Our curriculum and time spent daily is so driven by standardized test scores that there is not any time to teach anything other than what is prescribed in the texts and by the state as necessary. Fortunately for our students, we are intelligent and thoughtful enough to be able to incorporate bits and pieces of multiculturalism into our lessons.
In conclusion, I think if we are all taught to respect everyone, no matter where they come from or what minority group they belong to, there will not be a need to squabble over multicultural issues. In my Utopian mind this is a grand idea, unfortunately it is not reality. But I will do my part to stay open-minded and have a caring heart.
I appreciated the article by Waxler because he expressed some ideas he had about how he incorporated multiculturalism into his lessons regularly. This will encourage me to dig deeper and find activities I can use also. I will be able to share these ideas with fellow teachers and hope that they will feel compelled to do the same.
I disagree with some of what was mentioned in the New Civil Rights Movement article. I think there should be a penalty (deportation) for those coming into America illegally. How do we keep up with the people here, maintain safety, enforce laws, etc...if people are allowed to come and go freely across our borders? We have very strict guidelines when people fly, why would we not want restrictions for every mode of entry? I agree that if people are willing to follow the rules set forth by our government, then they should be allowed to enter under certain restrictions. They should have to be educated about basic laws, driving, occupation standards, paying taxes, etc...and there should be a trial period before they are allowed to stay permanently. I do not think we should allow them to enter and then leave them to struggle with our culture with no help. Cultural brokers should be a big part of their lives. Hopefully, this would deter any need for the welfare system.
I also disagree with the Core Knowledge Foundation article when it was stated that each classroom has its own sequence of study. I do not, nor does any teacher in my school have time teach what they want to anymore. Our curriculum and time spent daily is so driven by standardized test scores that there is not any time to teach anything other than what is prescribed in the texts and by the state as necessary. Fortunately for our students, we are intelligent and thoughtful enough to be able to incorporate bits and pieces of multiculturalism into our lessons.
In conclusion, I think if we are all taught to respect everyone, no matter where they come from or what minority group they belong to, there will not be a need to squabble over multicultural issues. In my Utopian mind this is a grand idea, unfortunately it is not reality. But I will do my part to stay open-minded and have a caring heart.
Saturday, September 26, 2009
Entry #3 Multiculturalism in Education
Wikipedia defines multiculturalism as "the acceptance of multiple ethnic cultures, for practical reasons and/or for the sake of diversity and applied to the demographic make-up of a specific place, usually at the organizational level, e.g. schools, businesses, neighborhoods, cities or nations." In the articles I read, each author had their own ideas about how multiculturalism effects our American society. Samuel Taylor mentioned that by rewriting American history texts, we could get a better feel for other cultures and their identity. In the Pithissippi Burning article, the author mentioned that some white Americans do not want anything to do with any other cultures and have devised ways to avoid them. The Nation Planet article discusses the use of multiculturalism in terms of national culture. To me, multiculturalism means getting to experience ideas, beliefs, values, clothing, food, etc... brought to America from places that I will never be able to visit. It does not mean I give any less significance to my own American culture, just that I get to experience other cultures through the people who came to make America their home.
In Mary Pipher's book The Middle of Everywhere, Pipher, in great, detailed stories, expressed to her readers the enjoyment they could receive from getting to know other cultures. She refers to many refugees who did not want to leave their homeland, but had to due to violence against them and their families. Found in these saddening stories is a hope that the refugees will be assimilated into the American culture without losing the culture of their homeland. Yes, they will need to learn English if they wish to move more easily in society, and they will need to adopt an understanding of American laws, but there is no reason for them to not teach their children about their homeland and keep the culture they brought with them. Schiff states, "If school leaders are not offering the student body the opportunity to interact with the immigrant
students and to experience their culture in an authentic way, then the school itself is missing out
on the richness of immigrant histories" (Schiff, 2009). What better teachable moment do schools need than to utilize the new cultures coming into the schools. The children can teach about their history, celebrations, beliefs, customs, etc... Pipher also mentions that it is therapeutic for the refugees to talk about their homeland. It is a way to keep the traumatized centered. So not only are the children learning, but the immigrants are remembering what was good about their homeland.
I come from a predominately white county with a small minority of African-Americans, Asians, Mexicans, Catholics, Jews, Muslims, etc... I have only ever taught a handful of African-Americans and one Mexican-American. I know very little about their culture except for what they have taught me. The first year I taught Jose, the Mexican-American, I learned that his family moved with the growing seasons, and that he had attended many different schools. I figured he would be just like any other student, but he was not. He was very proud of his Mexican heritage and displayed it when he could, but he was also very American and was proud of his and his families freedoms. In contrast, many of his classmates were hesitant to stand and salute the American flag. They would say they hated coming to school and did not want to do any work. Jose would remind them that in Mexico he would have had to work all day in the fields to help support his family and not even get to go to school and that coming to school was the easy part. Jose taught us about Cinco de Mayo, the Day of the Dead, and about Mexican music and clothing. It was a joy having him in class.
The African-American students, however, did not know much more than what is taught in school about their culture. They have lost any feelings for where their ancestors came from, what they fought for, or even an understanding of what slavery was like. They pretty much approached the history of Africans just like a white student did, with indifference. No one they knew had been to Africa, been a slave, or really had a terrible struggle. Most were living in poverty, but were unwilling to do anything to get out. They were content with their position. (Please do not think I am stereotyping these students. This is how they acted and would tell me their goal was to continue living in the projects and being on Welfare, maybe working at McDonald's like their mother.) They did not see that by hard work they could move out of their situation. I wonder, has poverty become a culture of its own? These students did not see the struggles of escaping slaves and apply it to their lives now. They could not apply what they learned in history class and learn that there is a way out. So if the history books are rewritten, will it make a difference in the lives of today's students?
I would like to think that no one thinks their race is superior to another; however, that is not the case. From the beginning of time, someone has thought they were better than someone else. We do not come from a sharing culture in America. We come from a culture of protect yourself, your belongings, your family, and do not give anything to anyone because they might come back for more. There are of course exceptions to this. But to think your race is superior and others should be wiped out is a whole other way of thinking. I do not think people are born believing that if the Mexican family moves in next door, their life is in danger or some how threatened. People had to learn this behavior somewhere. Either their parents, friends, or teachers had to influence these radicals into believing they needed to move away from everyone and live in isolation. My Christian belief says they need Jesus and humility. Why are people so closed minded and cold-hearted? Maybe our society would be better off for these people to move to the deep woods, but would their way of thinking ever change?
As an educator, I am going to do my best to make everyone that enters my classroom feel welcome and wanted. I will try to include their culture in my lessons and find times to make them feel special about their heritage. I will try to learn about the places they come from and about their culture. I will make it seem important to me, so my other students will see, and maybe, it will have importance to them.
Pipher, Mary.The middle of everywhere. Orlando: Harcourt, Inc., 2002.
Schiff, Margo. (2009). Immigrant students in public schools: To what extent do school leaders recognize, promote, and utilize their cultural diversity? The Journal of Multiculturalism in Education. Retrieved September 26, 2009, from http://www.multiculturaljournal.com/
Multiculturalism. (n.d.) Wikipedia Encyclopedia online. Retrieved September, 26, 2009, from http://en.wikipedia.org/wiki/Multiculturalism
In Mary Pipher's book The Middle of Everywhere, Pipher, in great, detailed stories, expressed to her readers the enjoyment they could receive from getting to know other cultures. She refers to many refugees who did not want to leave their homeland, but had to due to violence against them and their families. Found in these saddening stories is a hope that the refugees will be assimilated into the American culture without losing the culture of their homeland. Yes, they will need to learn English if they wish to move more easily in society, and they will need to adopt an understanding of American laws, but there is no reason for them to not teach their children about their homeland and keep the culture they brought with them. Schiff states, "If school leaders are not offering the student body the opportunity to interact with the immigrant
students and to experience their culture in an authentic way, then the school itself is missing out
on the richness of immigrant histories" (Schiff, 2009). What better teachable moment do schools need than to utilize the new cultures coming into the schools. The children can teach about their history, celebrations, beliefs, customs, etc... Pipher also mentions that it is therapeutic for the refugees to talk about their homeland. It is a way to keep the traumatized centered. So not only are the children learning, but the immigrants are remembering what was good about their homeland.
I come from a predominately white county with a small minority of African-Americans, Asians, Mexicans, Catholics, Jews, Muslims, etc... I have only ever taught a handful of African-Americans and one Mexican-American. I know very little about their culture except for what they have taught me. The first year I taught Jose, the Mexican-American, I learned that his family moved with the growing seasons, and that he had attended many different schools. I figured he would be just like any other student, but he was not. He was very proud of his Mexican heritage and displayed it when he could, but he was also very American and was proud of his and his families freedoms. In contrast, many of his classmates were hesitant to stand and salute the American flag. They would say they hated coming to school and did not want to do any work. Jose would remind them that in Mexico he would have had to work all day in the fields to help support his family and not even get to go to school and that coming to school was the easy part. Jose taught us about Cinco de Mayo, the Day of the Dead, and about Mexican music and clothing. It was a joy having him in class.
The African-American students, however, did not know much more than what is taught in school about their culture. They have lost any feelings for where their ancestors came from, what they fought for, or even an understanding of what slavery was like. They pretty much approached the history of Africans just like a white student did, with indifference. No one they knew had been to Africa, been a slave, or really had a terrible struggle. Most were living in poverty, but were unwilling to do anything to get out. They were content with their position. (Please do not think I am stereotyping these students. This is how they acted and would tell me their goal was to continue living in the projects and being on Welfare, maybe working at McDonald's like their mother.) They did not see that by hard work they could move out of their situation. I wonder, has poverty become a culture of its own? These students did not see the struggles of escaping slaves and apply it to their lives now. They could not apply what they learned in history class and learn that there is a way out. So if the history books are rewritten, will it make a difference in the lives of today's students?
I would like to think that no one thinks their race is superior to another; however, that is not the case. From the beginning of time, someone has thought they were better than someone else. We do not come from a sharing culture in America. We come from a culture of protect yourself, your belongings, your family, and do not give anything to anyone because they might come back for more. There are of course exceptions to this. But to think your race is superior and others should be wiped out is a whole other way of thinking. I do not think people are born believing that if the Mexican family moves in next door, their life is in danger or some how threatened. People had to learn this behavior somewhere. Either their parents, friends, or teachers had to influence these radicals into believing they needed to move away from everyone and live in isolation. My Christian belief says they need Jesus and humility. Why are people so closed minded and cold-hearted? Maybe our society would be better off for these people to move to the deep woods, but would their way of thinking ever change?
As an educator, I am going to do my best to make everyone that enters my classroom feel welcome and wanted. I will try to include their culture in my lessons and find times to make them feel special about their heritage. I will try to learn about the places they come from and about their culture. I will make it seem important to me, so my other students will see, and maybe, it will have importance to them.
Pipher, Mary.The middle of everywhere. Orlando: Harcourt, Inc., 2002.
Schiff, Margo. (2009). Immigrant students in public schools: To what extent do school leaders recognize, promote, and utilize their cultural diversity? The Journal of Multiculturalism in Education. Retrieved September 26, 2009, from http://www.multiculturaljournal.com/
Multiculturalism. (n.d.) Wikipedia Encyclopedia online. Retrieved September, 26, 2009, from http://en.wikipedia.org/wiki/Multiculturalism
Saturday, September 19, 2009
Religious Perspectives Entry # 2
The fight for religion in schools and the fight for schools without religion is one of the most worn out fights in America. All people want the right to believe the way they want to and for no one to question their beliefs or try to tell them there are other view points. Parents are especially touchy about this subject, as well they should be.
Education in Colonial America was, "used to teach people to read and write so they could obey the laws of God and the state" (Spring, 2008). It was thought that religion would increase the morality of the people and create "the good society" (Spring, 2008). When the founders and writers of our Constitution wrote about freedom of religion, speech, and press, I do not think they had any idea just how far that freedom would be stretched. They were living in one era and we are now living in a very different one. I believe our theory of freedom has evolved much like Darwin's theory of evolution.
I do not understand why the Theory of Evolution is suddenly thought to be a proven fact. That is what a theory is: an idea that just has not been proven absolutely true yet. There are seven definitions for the word theory found at Dictionary.com:
1.
a coherent group of general propositions used as principles of explanation for a class of phenomena: Einstein's theory of relativity.
2.
a proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact.
3.
Mathematics. a body of principles, theorems, or the like, belonging to one subject: number theory.
4.
the branch of a science or art that deals with its principles or methods, as distinguished from its practice: music theory.
5.
a particular conception or view of something to be done or of the method of doing it; a system of rules or principles.
6.
contemplation or speculation.
7.
guess or conjecture.
They all say the same thing.
The struggle between creationism and Darwinism has been boldly in the news then it goes away. Unfortunately it continues to resurface. People are afraid that one way totally disrupts the way of the other. They can both exist to certain points. Religious people can not help but see that evolution has occurred through scientific data. Scientists should be able to see that like one responder to the article stated, "If we all evolved from monkeys, there should not be any monkeys left. They should all be humans." I found this lady's response the most intelligent of all. If we evolved from monkeys, then why has this not been going on since. Once we evolved into the first two humans, did evolution decide to take a break until its next great task? I had an excellent Biology I class in college where the professor told us upfront that he would briefly cover the Theory, but that he would not state his opinion either way. I majored in a science related field for two years and never had any problems separating the Theory from my religious beliefs. God allowed for evolution in his initial plan and Darwin realized it and wrote it down. My husband in a long distance truck driver and has his own theory based on years of observing people on the highways. He says evolution is going in the opposite direction. That people are going back to being monkeys.
The article about the moment of silence is just ridiculous to me. No one is forcing these students to pray to or believe in any god. If teachers are handling this time incorrectly, they should be retaught how to conduct a moment of silence. My school has a moment of silence and says the Pledge every morning during morning announcements. There have been a couple of instances where a student would ask to leave the room and that was no problem. No one is praying out loud or bowing or waving their hands in the air shouting. Each student is free to sit quietly in their desk and think anything they want to.
I think we all have the right to decide what happens to our children at school as far as religion is concerned. I do not condone the teaching of religion of any kind in public schools. Teachers are not trained to teach religion, and there are too many different view points within each sect. I would not want someone that I have not had extensive conversations with to teach my child about religion. I plan to bring my children up in my church, however, I will not be able to stop them from questioning Christianity or any other religion. I have found through years of teaching Sunday school, that that is what children do. They question everything. But I would hope that they will see by my witness that God is the center of my life and how with that belief and hope that I am able to tackle obstacles put in my path with a different understanding than those without God. I think the people who are proclaimed atheist have had at some point in their life a bad experience that has turned them so bitter they are not willing to open themselves up to any other experiences and they do not want anyone else to either. How Sad!
In conclusion, if we want to control everything our children learn and are exposed to, there is always homeschooling and private schools.
Theory. (n.d.) Retrieved September 19, 2009 from http://dictionary.reference.com/
Education in Colonial America was, "used to teach people to read and write so they could obey the laws of God and the state" (Spring, 2008). It was thought that religion would increase the morality of the people and create "the good society" (Spring, 2008). When the founders and writers of our Constitution wrote about freedom of religion, speech, and press, I do not think they had any idea just how far that freedom would be stretched. They were living in one era and we are now living in a very different one. I believe our theory of freedom has evolved much like Darwin's theory of evolution.
I do not understand why the Theory of Evolution is suddenly thought to be a proven fact. That is what a theory is: an idea that just has not been proven absolutely true yet. There are seven definitions for the word theory found at Dictionary.com:
1.
a coherent group of general propositions used as principles of explanation for a class of phenomena: Einstein's theory of relativity.
2.
a proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact.
3.
Mathematics. a body of principles, theorems, or the like, belonging to one subject: number theory.
4.
the branch of a science or art that deals with its principles or methods, as distinguished from its practice: music theory.
5.
a particular conception or view of something to be done or of the method of doing it; a system of rules or principles.
6.
contemplation or speculation.
7.
guess or conjecture.
They all say the same thing.
The struggle between creationism and Darwinism has been boldly in the news then it goes away. Unfortunately it continues to resurface. People are afraid that one way totally disrupts the way of the other. They can both exist to certain points. Religious people can not help but see that evolution has occurred through scientific data. Scientists should be able to see that like one responder to the article stated, "If we all evolved from monkeys, there should not be any monkeys left. They should all be humans." I found this lady's response the most intelligent of all. If we evolved from monkeys, then why has this not been going on since. Once we evolved into the first two humans, did evolution decide to take a break until its next great task? I had an excellent Biology I class in college where the professor told us upfront that he would briefly cover the Theory, but that he would not state his opinion either way. I majored in a science related field for two years and never had any problems separating the Theory from my religious beliefs. God allowed for evolution in his initial plan and Darwin realized it and wrote it down. My husband in a long distance truck driver and has his own theory based on years of observing people on the highways. He says evolution is going in the opposite direction. That people are going back to being monkeys.
The article about the moment of silence is just ridiculous to me. No one is forcing these students to pray to or believe in any god. If teachers are handling this time incorrectly, they should be retaught how to conduct a moment of silence. My school has a moment of silence and says the Pledge every morning during morning announcements. There have been a couple of instances where a student would ask to leave the room and that was no problem. No one is praying out loud or bowing or waving their hands in the air shouting. Each student is free to sit quietly in their desk and think anything they want to.
I think we all have the right to decide what happens to our children at school as far as religion is concerned. I do not condone the teaching of religion of any kind in public schools. Teachers are not trained to teach religion, and there are too many different view points within each sect. I would not want someone that I have not had extensive conversations with to teach my child about religion. I plan to bring my children up in my church, however, I will not be able to stop them from questioning Christianity or any other religion. I have found through years of teaching Sunday school, that that is what children do. They question everything. But I would hope that they will see by my witness that God is the center of my life and how with that belief and hope that I am able to tackle obstacles put in my path with a different understanding than those without God. I think the people who are proclaimed atheist have had at some point in their life a bad experience that has turned them so bitter they are not willing to open themselves up to any other experiences and they do not want anyone else to either. How Sad!
In conclusion, if we want to control everything our children learn and are exposed to, there is always homeschooling and private schools.
Theory. (n.d.) Retrieved September 19, 2009 from http://dictionary.reference.com/
Sunday, September 13, 2009
Historical Perspectives Entry #1 Innovators & Makers
Jay Lenno had a section on his talk show where he would ask people
on the street very simple questions that they should know the answer to.
However, the humor was in the fact that they would not know the
answer. I find this very disturbing. As hard as the Innovators and Makers
have tried to fight for our right to be educated, productive citizens, I think
there are many who have been failed, or failed themselves.
Gatto mentioned that schools are standardized products of industrialization
and the government and do not produce free thinkers. The PBS article on
E.D. Hirsch, Jr. stated that critics believe the "Back to the Basics" movement
is also producing people with knowledge of the content but no depth of
understanding. I agree to some extent with both. It seems anymore that all
I am expected to do is teach the information so the students can regurgitate
it back on a test. I am really good at doing this and have had advanced test
scores the last 3 years. So am I enabling my students to be like the Jay Lenno
"dummies"?
My teaching philosophy is to give students the tools they need to be productive
citizens. I think I have fallen into the "industrialization" role that Gatto talks
about. I do not even know I am doing it. I have rules and procedures on how
citizens. I think I have fallen into the "industrialization" role that Gatto talks
about. I do not even know I am doing it. I have rules and procedures on how
to do just about everything. What teacher does not? Are we making it so that
the students can not make logical decisions on their own about menial tasks
like where to write their name. John Perricone (2005) mentioned teachers
teach the way they were taught. I had an advanced math teacher in high
school and her favorite saying was, "Don't think about it; just do it." I can not
count how many times I have made that same statement.
On the contrary, in a professional development meeting this summer, I learned
that the new state standards for math are going to mandate higher order
thinking on upcoming standardized tests. There will be essay questions and
students will have to prove (ex. through illustrations) how they derived their
answers. At first, I thought, "How wonderful!" I also began thinking about all
the teachers that will have to be retrained to this way of teaching. How will
students react when there are no bubbles to color in? Will there be a decline
in low wage workers forcing us to send more factory jobs overseas?
Probably not. Education was founded by people standing up for their beliefs,
fighting for what is right, and demanding equality. Education tends to go in
circles, so sometimes we will have free thinkers and sometimes robots.
I think the Innovators laid the ground work and the Makers made it happen.
If the Innovators had not spoken out, fought for, and defended the importance
of education, the Makers would not have had the paved road to run on. But I
think the greatest "Innovator" was Horace Mann. He fought for the education
of teachers, longer school years, and improved schools. I am not a big
proponent of year-round schools, because I live in a rural area where
many students work in the summer with their families, but I am glad
that Mann saw the importance of education and trained teachers. He
knew that students could not learn in cold, drafty buildings, and that
they needed supplies. This is personally important to me today, because
I started out in a room with no windows or heat. As a new
teacher, I did not receive instructional supply money, and I was hired to
teacher, I did not receive instructional supply money, and I was hired to
teach in a position I had not been trained in. So can only imagine the joy
of the 1800s teachers who were told they would be trained to do their
job, and by the way, here are some pencils.
Perricone, J. (2005). Zen the art of public school teaching. Baltimore: Publish
America.
America.
Hello 7060ers! I'm a 7-8th SPED teacher in rural middle TN. This is the first time I've ever done anything like this. I'm sure I would like it if the computer and internet connection would cooperate. I live on a farm and raise registered black Angus cattle which are having alot of calves right now. I have a new Australian Shepherd puppy, Cookie, and a Swedish Cattle dog, Brownie, and the sweetest cat, Polly, that has ever lived. I teach Homebound after school and run the concession stand for the volleyball and basketball games. I teach GAs at my church on Wednesday nights. I have a wonderful husband (married last May) and close knit family. I enjoy being on the farm, traveling, scuba diving, movies, and reading. Well, this is a little about me. I look forward to following the rest of your blogs.
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