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/