Is it really worth it?

As educators we aim to create "lifelong learners" who are instilled with a desire to strive for excellence. What the heck does that mean anyway? As I submitted my final paper for one of the three graduate course which I took this semester, causing myself and my wonderful family plenty of added stress, I felt a sense of relief...then I began having really insane thoughts! Ideas like should I pursue a degree in administration next or go for my national certification??? Any sane person would not be having these thoughts, but yet I am! There is something about interacting with similar minded peers, those who are constantly striving to improve their teaching strategies, which brings me a kind of high... so, I probably will commit myself to engaging in one of my insane ideas despite what common sense is telling me! Before I do any of those things, I think I'll find a focus for my blog..

Dismay with the direction of education

The decision to take on three graduate course while attempting to maintain a sense of sanity in my life of working full time and raising three small children was probably not the best idea that I have ever had! As I find myself tucking in my children with the anticipation of spending countless hours working tackling the various reading assignments, researching and creating products, I have never once questions the benefits which I am receiving in return for forgoing many hours of needed sleep. As a result of pursuing my second graduate degree I have become a stronger teacher; one who is better able to meet the needs of my students. I have enjoyed the company of my fellow colleagues, the majority of whom I would be proud to have teach my own children, and valued my professors who provided me with the guidance to strengthen my pedagogy and build my repertoire of teaching strategies. Despite all of the positives which have resulted from my experience at U Maine, I graduate with a sense of sadness due to the direction in which public education is headed. As the federal government works to implement its' vision of the road which we should be headed down, one which requires states to compete for funding, which can only result in a greater division between the "haves" and the "have nots" it is apparent that the vision of true learning is becoming lost. The National Middle School association advocates a curriculum which is challenging, exploratory, integrative and relevant. The role of assessment is to for it to be something which is varied and continual, with the purpose being to not only assess learning but to advance it. "Students should have opportunities to set personal goals, chart their growth, and reflect their progress in achieving the knowledge, skills, and behavioral objectives of education." Twisting state's arms by dangling money which must be "earned" by meeting the demands of the Obama administration, one which requires that high stakes testing be used to not only measure student growth ( a snapshot picture) but to determine the effectiveness of teachers is ridiculous! True learning is different for every student, as recognized by middle school philosophy, but apparently in the era of accountability the child is no longer the focus, the results of a high stakes test are.....

Parental Involvement

This past week I had a meeting which had been requested by a parent. Ordinarily, this would not have phased me the least, however she requested that it be with an administrator, which even as a veteran teacher sets off an alarm in my head. Her child, one who I actually am quite fond of, is also a handful and requires a great deal of attention. The fact that I have gone out of my way to provide an environment which this student requires to be successful and was now being "called out" by the parent made me sick to my stomach. I mean this student was having major issues in all of her classes and I was about to be dragged under the bus for her behaviors! To make matters worse, the meeting was delayed for almost two weeks as the result of scheduling conflicts! I must admit, I went into the meeting ready to tell it like it was and defend myself. I brought with me my pre-typed notes, highly organized into categories such as behaviors seen, triggers, accommodations made, etc. There was no way that this parent was going to light into me without a valid reason!

The morning of the meeting came and of course as life goes I was running behind with the morning routine of getting my own three children ready, dropping them off at daycare and school and arriving at school early enough to have a moment to breathe before the anticipated dread. As I walked into the vice-principal's office, I felt like the student summoned to the office knowing that nothing good could result from the visit. My countless hours of worrying and preparation could not fail me..... or could they! Well, in a way they did. The mother conveyed her stance on how school had been going for her daughter by explaining my role in the issues which had been going. Apparently, her daughter loves me and has a strong bond to me which provides her with a comfort level which results in me receiving the brunt of her frustration and bad moods similar to the level which mom experienced at home. Mom wanted to meet with myself and administration to acknowledge that I have gone above and beyond to help her daughter, to convey her thanks and reinforce to her daughter the consequences for her actions during the school day. Wow! Did I ever feel like an idiot!

Unfortunately, every teacher has a parent of two every year who continually blames the teacher for their child's lack of academic success and/or behavior. Parents such as these, who fail to place any responsibility on their own children, can lead to a weariness on the part of a teacher to engage with parents. After the meeting, I thought about this; most parents really do want the best for their children and it is important for teachers to step back and remind themselves that interactions with parents are typically pleasant and that a few negative encounters should not skew your sense of these interactions. As a parent whose oldest is in Kindergarten, I try to remind myself that there may be occasions when I may not agree with something which is occurring in the classroom, but that without the teacher's viewpoint and reasoning, I should not make a final decision. I will always try to be a pleasant parent who does not cause additional stress to the teachers whom my children will be fortunate enough to have!

Schools are strange creatures... students arrive at an early age, innocent and full of energy and enthusiasm. The ideal job...teaching children who absorb information like a sponge, tapping into their endless curiosity...or one would think. We then box these same children into rigid schedules, in which we relay a curriculum which has been pre-determined. As adults, there is nothing that we do which compartmentalizes skills into separate lines. On a daily basis we complete tasks which include math, reading and writing, communication skills, logic, etc. Knowing this, why do we divide subject matter into disciplines?

Students need to see that there are connections among the various "disciplines". How invested can a student be when told that they will be studying a topic such as science, yet are not provided with an authentic experience? Integrated studies provides a vehicle for providing students with the curriculum, but in a manner in which they can see the true relevance of what they are studying. Many argue that integrating subjects waters it down, but I would beg to differ. Creating a unit which truly incorporates information from different content areas forces students to make connections which they otherwise would miss. So, why are schools not integrating to the extent possible?

1) It is time consuming; even teachers who want to plan integrative units across the content areas face the obstacles of finding the necessary time to develop such a unit
2) Current schedules do not allow for teachers to teach cross-content areas
3) Teachers must go outside their comfort zone in order to do this type of teaching; instead of being an expert on their own area, they must be ready to field questions about other content areas
4) Some teachers are not comfortable in taking on the role of the facilitator
5) Professional development in this area is lacking

With so many issues to content with, why bother?

1) Students learn more when engaged and able to see connections and relevance
2) Provides opportunities to go beyond "the curriculum"; as students begin to make connections their desire to delve into the topic of study may increase
3) Class time is extended allowing the study to continue/artificial start and end times to subject matter is eliminated
4) By team teaching integrative units, students have access to more than one teacher, increasing the likelihood that they will gain access to more "expertise"

Negative implications

1) Teachers who thrive on being an expert and in control of the curriculum will not enjoy their day at work!

http://www.ericdigests.org/1992-1/middle.htm
http://www.ascd.org/publications/books/103011/chapters/What_Is_Integrated_Curriculum%C2%A2.aspx

Food Revolution

I confess! Jamie Oliver's Food Revolution is my favorite new show. Considering that the majority of the shows which I am subjected to tend to be rated G, this might not be saying much, however I am hooked! The premise is that Jamie Oliver, a chef from England, has come to Huntington, West Virginia, voted as the unhealthiest place in America, to change their eating habits. People may watch this show and think that it is hype, but the sad truth is that I send my daughter to school with a lunch that I make because the lunches served at schools are similar to what Jamie has shown on his show. With the financial crisis currently facing public education, the reality is that money is what decisions are based on. To create truly nutritious meals, like Jamie is suggesting, begins with fresh ingredients, which cost more than processed foods, and continues with cooks who are provided with the time necessary to create meals with these ingredients (which also takes more money to pay the cooks for more time in the kitchen).

Sadly, many parents are not aware of what their children are eating. In addition, many students who qualify for free or reduced lunch under the federal food program, may not always get a meal outside of school. If we truly care about the youth of this nation, shouldn't we be doing something to ensure that they are being provided with a healthy eating habits? In a state like Maine, where about 2/3 of the population is classified as overweight or obese an effort needs to be made to break this trend.

http://www.mainebirdflu.org/index.php?mod=%2Flibrary%2F&act=showcategory&CID=0831

Why do public schools refuse to listen?

As I continued to read Curriculum 21 by Heidi Hayes Jacobs, I continue to question why the public school system in the United States is still resisting inevitable change. An institution whose primary goal is to prepare students for entry into the real world, it would seem logical that it would embrace the technology which students will need to possess mastery of in order to have an advantage when both competing against their global peers as well as to collaborate with them. Hayes states that "Eventually we must realize that it does not make sense to simply ban all of the existing technologies children want to use from their learning experiences in school." (Hayes 187) Fear of the unknown has paralyzed many educational institutions, leaving a small faction of the faculty to attempt to implement reform against a tide of resistance. In the day and age of the Digital Native, as coined by Will Richardson, there is no excuse for ignoring the power that technology has to offer. Technology holds the capacity to motivate, while providing a forum for genuine creation for an authentic audience. We are doing a disservice to the very students whom are entrusted into our care by alienating them from the opportunity to lean via a mode which they have been wired to connect with and understand. Even those in the educational field who fear integrating technology because they do not possess a level of expertise which they are accustomed to in the classroom have a multitude of options for beginning. Try some of the following:

Wikis, Blogs and Podcasts by Will Richardson
Weblogg-ed
Host Will Richardson

Free Technology for Teachers
Host Richard Byrne

2Cents Worth
Host: David Warlick

The Tempered Radical
Host: Bill Ferriter

Sources:

Curriculum 21: essential education for a changing world

Heidi Hayes.Jacobs - Association for Supervision and Curriculum Development - Alexandria, Va. - 2010

Informal Professional Development

The other night I participated in my first Webinar, put on by the MLTI program, on Blogs, Wiki's and other Social Media, by Barbara Greenstone and Sherry Connally. Once I realized that as a participant I was muted and therefore there was no possibility for everyone else to hear the dog barking or my kids asking for a drink of water (7:15 is not a good time for mothers of young children!) I sat back and enjoyed myself. The experience actually made me realize that I have something in common with the digital students found in our classrooms today. As I listened to the presenters, chatted in the chat room provided, typed notes on my laptop, texted a colleague, worked on finishing up the laundry and occasionally answered my children, I thought to myself, I can't just do one thing at a time, yet many teachers expect students to arrive at school, shutting down and attending to one thing...yeah right!

The actual webinar itself was informative and the best part was that it was free. That's right, free... so why are more educators not taking advantage of this resource? One of the biggest complaints of educators is that there is a lack of professional development provided when it comes to how to use technology in the classroom and with the increasingly dismal budget for education, it is not likely to improve (many districts are looking at eliminating professional development to save money). In addition to MLTI, there are a number of other resources for Webinars, including Classroom 2.0, offering a variety of topics.

Let's face it, how many of you have sat through an inservice day and thought to yourself "What a waste of time!" wishing that the professional development provided was something which you could actually apply in the classroom? Well, webinars offer you the opportunity to meet your needs. Explore what's available and sign up for the topics which meet your interests and needs as a classroom teacher!

Gentle Reminder

As part of a graduate class in Digital Writing, I had to complete an assignment where I created an auditory composition to be shared with my peers. What sounded like a doable assignment to me, even within the realm of my overbooked life, turned out to be anything but that. I'll save you the long story and suffice it to say that, at times, a laptop can have a mind of its' own! When I was finally done (with an hour and a half to spare) I felt a wave of relief as my only remaining task was to upload and submit my podcast...turned out not to be so simple. Even after consulting with my professor, we could not figure out why it was not submitting. Rather than holding steadfast to the "deadline" my professor suggested that I consult with a tech person at school the next day and get back to him. So, why am I relaying this story to you? It reminded me that our students also have obstacles in their lives, which may retard their ability to complete assignments on time. We need to take this into account when making decisions about penalties as a result of late work.

Priorities

As I sit here attempting to write this blog entry, I am at a loss for words. There are so many worthy topics, however the one which keeps coming to the surface is the sadness which I am feeling. This week, one of my co-workers, a promising first year teacher, and a colleague
who has become a good friend, was informed that her position has been eliminated. Eliminated because the Board of Ed decided that her position was where a cut should be made. I understand that the current financial crisis (which by the way, my district will begin 2010-11 $900,000 in the hole) requires that cuts be made, however a promising first year teacher is a cut which will negatively impact the district for years to come. Why not cut something like the textbook fund...I mean come on all 7th and 8th grade students have a laptop; make teachers use them the way for which they were meant. I know, I know teachers come with a big price tag, even at a starting salary of $30K or so, but teachers, at least hard working, quality ones can not be replaced by anything else. Really at a loss for words....

Time to rid our etnocentric view of the world

The globally connected world is here to stay, regardless of those individuals who refuse to accept the reality of change. Heidi Hayes Jacobs, in her book Curriculum 21: Essential Education for a Changing World, outlines a set of criteria which schools should be implementing in order to be preparing students for the global world which they will be participating in. Jacobs does not walk the line between the traditional approach which schools have taken and the possibilities which exist; she encourages teachers to challenge the status quo. She discusses the necessity to replace elements of the curriculum and offers thought provoking questions which should be examined in the pursuit to do so. The development of an updated curriculum which embraces both an understanding and appreciation of other cultures, encourages both teachers and students to rid themsleves of the traditional ethnocentric view which we often possess of the world and our place in it. Students need to be provided with authentic experiences to participate in the global world via collaboration with their peers in other countries. Sadly, one practice, which Jacobs refers to in her book, is the immersion of students in the study of foreign languages, something which is lacking in American school and under further threat of elimination with the current budget crisis sweeping the nation. Jacobs states that "If we do not upgrade content, then we are accepting slippage into the past." (p.59) With the high profile coverage of the "failure" of American schools, it should be obvious that curriculum, the heart of the educational system, needs to be examined. Jacobs provides a wonderful tool to start with.

Curriculum 21: essential education for a changing world

Heidi Hayes.Jacobs - Association for Supervision and Curriculum Development - Alexandria, Va. - 2010

The misconception about literacy

Fear that students are exiting our nations schools lacking the basic literacy skills, the ability to receive and convey messages through the application of reading and writing skills, has resulted in a movement towards literacy based schools, whose primary goal is to provide students with a sound basis in these areas. This goal is to be commended, a sign that schools are willing to focus on areas which are so vital to students. Unfortunately, this well intended initiative has, at times, led to the abandonment of sound teaching strategies, as many teachers, out of fear, relegate their students to instruction of isolated reading and writing skills. Although well intentioned, when schools buy into a pre-packaged program which claims to address all of the required standards and benchmarks, true learning is often sacrificed. Jeff Wilhelm, in his article Change We Can Believe In:Real Literacy for Real Learning discusses the importance of staying focused on the true meaning of literacy; providing students with the ability to apply these skills in real world scenarios. He states that “ Literate people read to learn things, to get work done, to participate in various groups and activities, to acquire data, to plan for a trip, and much more. They may read novels, nonfiction articles, Web sites, photographs, maps, databases, spreadsheets, online forums, or blogs.” He reminds us that there should be a purpose to classroom instruction, beyond that of being able to reiterate isolated facts. When students are taught utilizing inquiry based instruction and provided with opportunities to solve real world problems by applying their knowledge they are not only motivated and engaged, they are being provided with the scaffolding which they need to become successful participants in a democratic society. Which would you rather have, individuals who know how to beat a test or individuals who will have something to offer their communities?

Training Wheels

When you teach a young child to ride a two-wheel bike, you start with training wheels. The purpose of these is to simulate what it feels like to ride a "real" bike without the accompanying danger. As the child gains both skill and confidence, the decision to take off the training wheels is made. School should be the training wheels which prepare children for a successful transition to the real world.... it often is not! This nations obsession with administering standardized tests has resulted in a structure where the ability to memorize random, disjointed facts is applauded, yet politicians continue to wonder why American schools are outscore on international assessments which measure application skills.

This nation possesses so many talented and dedicated teachers whose pedagogy revolves around the belief that students need to be engaged in project based learning which stimulates higher order thinking skills.; the kind needed for successful participation in the real world. Their quest to create learning environments where students are challenged to take information, analyze it, apply it and make connections of their own is retarded by mandates which insist on "accountability". The number of times which we "assess" children in this country has become out of control. The purpose of assessment should be to inform future instruction, yet it seems to be used to determine where students are when compared to each other. Individual student growth is not a priority of the majority of these tests.

Many teachers know the ridiculous bureaucratic red tape that must be maneuvered through in order to make any changes to the traditional manner in which things are done in the public school system. Changes which are beneficial in preparing students for the future, such as utilizing the vast spectrum of technology which now exists, are viewed with fear and resistance rather than embraced. Politicians can continue to scream about how the U.S. does not measure up, but if we continue to ignore the need for classrooms where higher order thinking skills are the norm, nothing will change.

Textbooks: A sinful creation

I am sure that the development of the textbook was done with good intentions, however my personal preference is that they were banned from existence in the classroom. The majority of these sinful creations are no more than a compilation of disjointed facts which supposedly provides a basis for teaching. Unfortunately they have become a Bible for many teachers, who cling to them as though their lives depended on them. Rather than using them as a reference for background knowledge, many teachers systematically make their way through textbooks, evaluating their success by the timely completion of the various sections of the text by the end of the academic year (and let's not forget those wonderful questions at the end of each section or those pre-written chapter assessments). The current obsession with standardized testing has convinced some administrators and teachers that they only way to prepare students for these tasks is to buy into a pre-packaged program which claims to cover all of the essentials.

Students do not learn via lecture and textbook work! They need to be provided with opportunities to take information, manipulate it, and apply it through the creation of their own products. "And they don't just create these products in solitude for their own satisfaction, but for interaction with real audiences of peers, teachers, families, and communities - people with whom these products and performances can be shared, discussed, and used." (p. 27 Daniels and Bozar) Human beings are social by nature therefore it is absurd that many students are still expected to adhere to the rigid structure of schools which were created to meet the demands of the Industrial Era. Why are we allowing classrooms to continue to exist where students are continually subjected to a lecture and bookwork? I thought that we were the educated ones....

Harvey, Daniels,, and Marilyn Bizar. Teaching the best practice way methods that matter, K-12. Portland, Me: Stenhouse, 2005. Print.

Fear

All teachers enter the classroom with some sense of insecurity; about being the new teacher, in their ability to infuse technology into the curriculum, dealing with behavior management, etc. Although fear is not enjoyable, it is often the catalyst for improvement. Through the establishment of a our own professional support networks, we all are capable of educating ourselves to efficiently deal with our fears... or at least most of them.

The tumultuous economic situation which the nation finds itself in has added personal financial fears for many of us, which sadly has entered the classroom. As I read the local paper this past week, noting the 1.9 million dollar deficit which my district will be facing, the real fears that many of us in education are now dealing with was evident. The ability to provide the best education for our students is being threatened. As superintendent Eric Haley stated, in reference to the impact that this will have on my district (AOS 92, Maine), “It’s going to be bleak and disastrous,”. http://morningsentinel.mainetoday.com/news/local/19866332.html. Although no plans to curtail this deficit have been released yet, teachers are preparing themselves for the possibilities; a decrease in staff resulting in larger class sizes, fewer supplies, the elimination of enrichment activities, such as field trips, and the inability, on the part of teachers, to pursue professional development. There is no getting around the fact that cuts to programs must be made during this dire financial time period, however education is the key to providing children with the skills necessary to be able to function as adults. It is time for those of us invested in the future of our children to speak out for maintaining the quality of our schools. Please contact your representatives and tell them that public education is not something which can be compromised.

Maine House of Reps
http://www.maine.gov/legis/house/

Let's Be Real: Who Does Detention Really Punish?

Come on! We all know the answer to the question! Who does detention actually punish? Us, the teachers who are now tied up babysitting that same student who disrupted class. There is no absolutely no point to the traditional method of detention, unless your aim is to scare the student to death by proving how mean you can during your after school bonding time, which if you manage to do also effectively destroys any respect that the student has for you and your working relationship. So why does the institution of detention exist? If one of our goals as educators is to instill a sense of accountability within our students, we need to allow them opportunities to do so! Middle school students often act before thinking, at times, leading to poor decisions. Providing them with some avenue to take a step back, think about what they did, create some type of plan to rectify the problem and brainstorm how they can handle a similar situation differently in the future seems to make more sense to me than the highly held traditional detention process. We all make mistakes, it is how we handle them which measures who we are. Teaching students to take responsibility for their actions and recruiting them to become contributing members of the community seems like a much better use of time than detention.

The Secret to Successful Classroom Management!

As a first year teacher, I was almost convinced that the powers that be had developed a fail proof plan guaranteed to insure that only the strongest individuals would survive their first year of teaching. After all, why invest time and money into an individual unless they possessed the necessary qualities to endure the trials and tribulations of public education! So, after a tireless summer of arranging my classroom so that every detail was as I thought it should be and putting the final touches on my lessons, the students finally arrived! As they entered the room, my thoughts of excitement for the year to come quickly turned to terror as I wondered which federal penitentiary they had just released these students from. Were they seriously asking me to teach these students? Apparently someone forgot to send this group of scholars the memo informing them that they were suppose to quiver in fear at the greatness of my authority. Panic time!

After some soul searching, I came to my senses. After all, the number of renowned professionals in the field of classroom management would help me to solve my problem. In no time at all, these unruly students would be turned into the obedient, knowledge seeking youngsters that I had witnessed in other classrooms. Unfortunately, throughout all of my teacher preparation, the knowledge that was never imparted to me about classroom management was that it has to be your own. No model can completely fulfill your needs. You might take elements of a behavior management program, but you must alter it based on who you are as a teacher and the unique needs of your students. So, although advice and suggestions from those more experienced in the educational field are always helpful, discovering who you are as a teacher and what you value is the most important piece of figuring out the management system which will be successful for you. I highly recommend establishing an environment where you you set high standards, clear expectations and opportunities for students to get to know who you are and what you stand for. Above all else, especially in a middle school setting, a sense of humor is essential! So, sorry new teachers, there is no formula for creating a classroom management system, but the journey will leave you with some great stories!

Tangles

Seriously... barbed wire! At first glance, I was under the impression that Ben Johnson, author of
The Barbed Wire Model of Classroom Management was getting caught up in a literary moment attempting to enthrall the audience with his use of symbolism. By the time that I had finished his article, http://www.edutopia.org/classroom-management-barbed-wire-model, I was declaring the man a genius. His analogy of barbed wire to the struggles with classroom management, which we all face at various moments in time, was a profound reminder that every student and every combination of students is different and need to be treated as their own entity. A "behavior management system" is not something which is meant to be written in black and white, rather a belief system about who students are and how their needs should be addressed. "We constantly have to struggle with overcoming mediocrity (laziness) and getting our students to think and behave in creative ways. Our job is to stay at least one step ahead of the students and to differentiate the curriculum to match their current needs (not wants), because they might change at a moment's notice. Variety is the key." Successful classroom management is not measured by a quiet classroom where all students are busily engaged in a reading or writing task. True classroom management is when a teacher has the vision to engage students in creative, constructive and meaningful exercises in learning and application of that learning. Despite all of our best efforts, there have been and will continue to be instances where we are left scratching our heads as we struggle to find the right mixture of variables which will result in the creation of a successfully functioning learning environment. Johnson's acknowledgement that we will all face our own barbed wire is comforting, reminding us that we are not alone in the trials and tribulations that come with the decision to teach: "We are willing to tackle that barbed wire, knowing that we probably won't come out unscathed. But we are willing to take the risk if it will help our students. So, wear your scars with pride."

What really counts

Winter in Maine is a combination of danger and beauty; a delicate force not to be taken lightly. The indescribable beauty of gently falling flakes can quickly turn into the powerful storm which can wreak havoc. Aware of it or not, teachers have the same power as the winter storm, either providing encouragement and inspiration or contributing to the storm which many students are struggling to weather. Being human ourselves, dealing with our own trials and tribulations, at times it is possible to become entangled in the politics and controversies which are common place in public education. Often it is in the smallest moments, where the students become the teachers, reminding us of what really matters in life. As I stood today, watching my sixth graders roll down the embankment of snow, laughing and having the time of their life, it was a gentle reminder, that they are what really counts. Their simple appreciation for the little things brought a smile to my face, erasing all of the negatives and replacing it with a renewed energy.

Teachers as Learners

I must admit that at times, almost daily, I struggle with balancing the demands of being a mother of three young children, the work load of being a middle school teacher and the devotion of time required to pursue graduate classes. Time is a precious commodity in my life and I definitely get it when teachers say that there isn't just enough time in the day! Prioritizing the laundry list of obligations is a necessity, but teachers, as professionals, have the responsibility to stay updated on the latest research and its' educational applications in the classroom. Staying abreast of developments can not be something which is neglected due to time constraints. With the advent of Web 2.0 obtaining the valuable insight offered by experts in the field is easier than ever. Blogs by experts in various fields, such as technology and differentiated instruction, are accessible within seconds when utilizing an RSS feed. Websites, such as those hosted by the National Middle School Association, MiddleWeb and Edutopia, place a wealth of invaluable resources at the fingertips of educators. We are constantly challenging our students to make growth. Shouldn't we lead by example? Take the time improve yourself as an educator....today!

Agreeing with the "Enemy"

Not often do you find a public school teacher agreeing with an individual who believes that the public education system should be abolished. So although Alvin Toffler could be considered an enemy of the public education system his arguments for the abolition of it do hold merit. When Toffler addresses the inadequacies of the institution of public education, he refers to its' inability to keep pace with the real world. "The schools are changing, if anything, at 10 miles per hour. So, how do you match an economy that requires 100 miles per hour with an institution like public education? A system that changes, if at all, at 10 miles per hour?" This blanket statement could be regarded as a challenge by those of us who do believe that the public education system offers benefits for our students. It is no secret that many schools, filled with innovative and motivated teachers, are afflicted with the disease of laborious change. Public education was built upon the premise that individuals needed to be prepared to fill the ranks of industry. With the evolution of society into the current globally connected world has come the need for change. Students need to be immersed in technology and educated in digital citizenship, collaborating with their global peers, applying their knowledge in real life scenarios such as through participation in service learning, etc. This demanded change, necessary to keep students prepared for the future is often retarded by many variables, including stagnant budgets, bureaucratic red tape, a lack of understanding and resistance to change. Our rigid ties to the "established curriculum" also prevents us from providing an education which is optimal for all students. We all have those students in our classrooms who are bright yet disengaged in the material being taught. Toffler believes that "If you want kids to really learn, they've got to love something. For example, kids may love sports. If I were putting together a school, I might create a course, or a group of courses, on sports. But that would include the business of sports, the culture of sports, the history of sports -- and once you get into the history of sports, you then get into history more broadly." Toffler understands the concept of differentiated instruction, providing students with the motivation to immerse themselves into their education. I do believe that there are basic concepts that students should learn and be able to apply, however shouldn't the end result be the measuring stick, rather than the road that takes the student there? So although I do not agree with all of Toffler's ideas, I do believe that he does paint an accurate picture of some of the problems which we need to address in the public education system. A wake up call for public education! Reshaping Education from the Ground Up by James Daly:
http://www.edutopia.org/future-school

The Lost Children

"I had a tremendous amount of energy and a craving for challenge and stimulation, yet I was forced to try to sit still in a classroom and passively take in information at a slow pace. School was a boring prison for me, and I did what I could to bring excitement into my life in an environment that seemed designed to prevent it." Wow! What a powerful quote! Written by Aaron Iba, co-founder of Etherpad, as presented in The Innovative Educator http://theinnovativeeducator.blogspot.com/, this quote, sadly, depicts the situation that countless number of students are submitted to on a daily basis. Able to survive his years of torture in the educational system, Aaron went onto become a successful innovator in the technology industry. Despite this success story, we, as educators, have to ask the question: For each successful Aaron, how many more have we lost due to our inadequacies to meet their needs? In an era of education where we possess the ability to differentiate and utilize technology why are we not doing everything within our power to reach as many students as possible? With all of the demands placed upon teachers, it is easy to get caught up in the whirlwind of the pressures of state mandates, school initiatives and yes, even politics. Aaron's story should be a reminder of what our true focus is - the children. So, next time that one student is pushing the limts and you're ready to give up, take a deep breath, smile to yourself and think about this.... they may be the next Aaron or they could be a future drop-out. Which do you want?

Some people who know me insist that I have lost my mind. They tend to have this notion that my life is hectic and that I take on too much causing myself stress. Sometimes I agree with them! Balancing a family life which includes three young children who are beginning to become involved in various activities, a teaching career and the "extras" that I have taken on in my role as an eductaor, and attempting to finish up my CAS does have me overextended at times. My personality does not deal well with complacency, therefore I have this expectation that educators should always be attempting to improve their teaching. Hence, I seem to be continually taking classes. When I began my degree in Literacy, my main focus was the incorporation of literacy in content areas.

A few semesters ago, I stumbled onto an elective course whose focus was the use of technology in the classroom. Wow, what an eye opener! My introduction to the world of Web 2.0 left me with a thirst for more knowledge in this area. I will be the first to admit that I am not yet an expert in this area, however I do feel that I am at least competent. In the beginning many of these tools seemed overwhelming to me. For example, setting up an RSS feed! How could any normal person actually manage all of the information coming at them with this device? It did take me some time to be able to adapt to this manner of receiving and sorting through information, but now this has become an indispensable tool, providing me with some of my most useful resources that I have implemented in the classroom. The exclusion of Web 2.0 in some sectors of public education is a mystery to me, as I feel that the benefits far exceeds the issues surrounding their use (i.e safety concerns). Advocating for the inclusion of Web 2.0 in the classroom should be a priority for teachers, who have the ability to make a profound impact on their students.

I have been following blogs by experts in the field , such as Will Richardson's blog on technology http://weblogg-ed.com/ which provide not only great resources, but a great example of the potential power of a blog , however as I enter the world of blogging, my thoughts of how can I do justice to blogging are rampant. My discovery of http://successfulteaching.blogspot.com/ by Pat Hensley has provided me with hope that, with time, my blog will provide insight for others. Her blog is inviting and includes useful resources as well as experiences that she is dealing with as a blogger (see her post on someone else stealing her blog posts and using them as their own). I find myself able to connect with her as an educator who is still close to the trenches that the majority of us find ourselves in. So, now all I have to do if figure out all of the bells and whistles that go along with blogging. I think I am on my way....

Complacency in Education

Merriam-Webster defines complacency as self-satisfaction especially when accompanied by unawareness of actual dangers or deficiencies. Public education must be weary of falling into the trap of complacency. Decisions, in regards to the curriculum, including the use of technology, must be made to reflect the need to prepare students for the global world in which we live today. The traditional lecture style of instruction which places emphasis on the memorization of isolated facts and events is no longer an acceptable method. Students need to experience an education which provides for hands-on, exploratory activities, including opportunities for service learning and the creation of global connections, fostered by collaboration with global peers, and the instruction and application of technology. Flexibility and the willingness to stray from the traditional manner of structuring both the school day and the curriculum needs to be considered. Shuffling students from subject to subject may not be the best option as it can lead to the fragmentation of the learning process. Opportunities to integrate subject matter helps to solidify concepts, strengthening the learning experience. This can be accomplished through a variety of means ranging from integrated studies to collaboration among subject area teacher. Change can be difficult, however making the investment into exploring opportunities to improve the education of our future is a worthy cause. Failing to do can only result in the education attainment of students being hindered. As educators we challenge our students to expand their boundaries....we need to do the same. The first step is a willingness to step outside our comfort zone.

To Blog or Not to Blog....

The prevalence of the web in modern society has made it the main vehicle for the sharing of ideas and information. Networking with other professionals in the educational field is one of the most successful ways of obtaining informal professional development. The existence of Web 2.0 has made this endeavor easier than ever to pursue, however fear has limited this opportunity for many in the education field. Many educators are fearful to blog due to possible ramifications on the part of administrators. Freedom of expression, one of the rights accorded by the Constitution, is being curtailed by fear....fear that expressing personal beliefs and opinions will be result in retaliation in the workplace. Educators should have a level of accountability for their actions; blogging about specific individuals in a manner which could be considered slanderous should not be tolerated, however educators should have the peace of mind that expressing their own personal views is a liberty which we all possess. Or at least should...