If I have any time this break, I hope to work on making one of these for my classroom:
I am still wondering how I would use it.
Monday, December 14, 2009
Monday, November 30, 2009
Comment two on an education post
For an assignment, here is my second comment on an education blog outside my cohort- http://blog.mrmeyer.com/?p=5292
(comment 29)
I love your description of an individual living within the comments until they feel constricted and finally break out into their own blog. It is a great description of how one might begin blogging, but there are still so many other ways. The motivations for blogging are widespread. Some are aching to get their voice out and turn to the blogosphere for their audience. Still others, as you said, are motivated by others and in turn are contributing to a generational effect, but I doubt it’s very widespread.
For myself, I first started following blogs that I randomly came across, and I stayed if I found something interesting that kept me. Many times it was the writing. The writing was unique, full of voice, or inspirational. Often times the blogger reinforced my ideas or presented them in a new way. Rarely did I, or still do, read blogs that contradict my own beliefs.
Blogs can become Lost islands. It would be interesting to investigate how and why blogs and groups of blogs become islands.
(comment 29)
I love your description of an individual living within the comments until they feel constricted and finally break out into their own blog. It is a great description of how one might begin blogging, but there are still so many other ways. The motivations for blogging are widespread. Some are aching to get their voice out and turn to the blogosphere for their audience. Still others, as you said, are motivated by others and in turn are contributing to a generational effect, but I doubt it’s very widespread.
For myself, I first started following blogs that I randomly came across, and I stayed if I found something interesting that kept me. Many times it was the writing. The writing was unique, full of voice, or inspirational. Often times the blogger reinforced my ideas or presented them in a new way. Rarely did I, or still do, read blogs that contradict my own beliefs.
Blogs can become Lost islands. It would be interesting to investigate how and why blogs and groups of blogs become islands.
Saturday, November 28, 2009
Ranking, grading, evaluating, and liking
What are the key points you want to keep in mind as you assess students? Why?
Ranking and grading are overused, inaccurate, and destructive. Rarely will two teachers ever give a paper the same grade. This is a stark example of how inaccurate grading can be. Similarly, when everything in the class is graded, students become unhealthily obsessed with their grade and rank. They learn to tailor their work for the teacher, rather than focusing on their learning. Finally, ranking creates a competitive atmosphere where students compare themselves to one another. If the purpose of education is foster caring people and bright students, ranking and grading seem to marginalize many individuals and undermine the purpose.
Evaluation is a great alternative to grading and ranking. Here focus can be on what the student has done well. Moreover, evaluation invites students and teachers to consider student work as a whole, not a stratified number on a spectrum. With evaluation, letter grades are discouraged and instead rubrics, even simple rubrics are used. Likewise, evaluation may be more careful than grading when looking at the work that is neither clearly great nor bad, but rather in the middle. For the students with work in the middle, it can become clear what was done well, and what needs improvement. Evaluation is not a perfect solution; it too can be abused or misused. To prevent this, do not over-evaluate. Not everything done in class should be examined.
Having evaluation-free-zones supports learning. The zones are clear for the students and teachers, and everyone knows that the work done here should foster learning. The students are free to explore and risk, while the teacher provides support. The zones may take the form of free-writes, 15 minute expository writing, creative writing, or whatever else students may need. While free from evaluation, progress in learning can still proceed. Having students share their works with one another can push their writing further. Students will listen to the writing and point out what was done well and why.
Finally, and this is new to me, become better at liking student work. Using the behaviorism model, looking for and rewarding positive behavior is effective in the classroom. Get better at liking student work, and discovering what was done well. When you like the paper you are reading, it is easier to critique and edit because you know beneath the surface there is good content there. When you don’t like the paper, as teachers, we begin to be careful with our criticism and our comments may come across as confusing. For these reasons, find what is good about the paper, and about the student work.
Ranking and grading are overused, inaccurate, and destructive. Rarely will two teachers ever give a paper the same grade. This is a stark example of how inaccurate grading can be. Similarly, when everything in the class is graded, students become unhealthily obsessed with their grade and rank. They learn to tailor their work for the teacher, rather than focusing on their learning. Finally, ranking creates a competitive atmosphere where students compare themselves to one another. If the purpose of education is foster caring people and bright students, ranking and grading seem to marginalize many individuals and undermine the purpose.
Evaluation is a great alternative to grading and ranking. Here focus can be on what the student has done well. Moreover, evaluation invites students and teachers to consider student work as a whole, not a stratified number on a spectrum. With evaluation, letter grades are discouraged and instead rubrics, even simple rubrics are used. Likewise, evaluation may be more careful than grading when looking at the work that is neither clearly great nor bad, but rather in the middle. For the students with work in the middle, it can become clear what was done well, and what needs improvement. Evaluation is not a perfect solution; it too can be abused or misused. To prevent this, do not over-evaluate. Not everything done in class should be examined.
Having evaluation-free-zones supports learning. The zones are clear for the students and teachers, and everyone knows that the work done here should foster learning. The students are free to explore and risk, while the teacher provides support. The zones may take the form of free-writes, 15 minute expository writing, creative writing, or whatever else students may need. While free from evaluation, progress in learning can still proceed. Having students share their works with one another can push their writing further. Students will listen to the writing and point out what was done well and why.
Finally, and this is new to me, become better at liking student work. Using the behaviorism model, looking for and rewarding positive behavior is effective in the classroom. Get better at liking student work, and discovering what was done well. When you like the paper you are reading, it is easier to critique and edit because you know beneath the surface there is good content there. When you don’t like the paper, as teachers, we begin to be careful with our criticism and our comments may come across as confusing. For these reasons, find what is good about the paper, and about the student work.
Monday, November 23, 2009
Resources on class wiki
For an assignment, I have added some resources to the class wiki page.
1) The map of local school districts near the bottom of the page (http://cohort14.wetpaint.com/page/Local+School+District+Websites).
2) The introduction to activboard pdf (http://cohort14.wetpaint.com/page/Activboard+and+Activstudio+3).
3) The visual program schedule (http://cohort14.wetpaint.com/page/Program+Schedule).
4) Documenting sources information, and Free Rice link (http://cohort14.wetpaint.com/page/Writing).
5) Teaching climate change information and resources (http://cohort14.wetpaint.com/page/Social+Studies/revision/1).
6) First day advice for teachers (http://cohort14.wetpaint.com/page/Tips%2Fadvice+for+interns/revision/5).
7) Posting of K-8 Teacher Certification Program Handbook 2009-2010 pdf (http://cohort14.wetpaint.com/page/Program+handbook+and+information).
1) The map of local school districts near the bottom of the page (http://cohort14.wetpaint.com/page/Local+School+District+Websites).
2) The introduction to activboard pdf (http://cohort14.wetpaint.com/page/Activboard+and+Activstudio+3).
3) The visual program schedule (http://cohort14.wetpaint.com/page/Program+Schedule).
4) Documenting sources information, and Free Rice link (http://cohort14.wetpaint.com/page/Writing).
5) Teaching climate change information and resources (http://cohort14.wetpaint.com/page/Social+Studies/revision/1).
6) First day advice for teachers (http://cohort14.wetpaint.com/page/Tips%2Fadvice+for+interns/revision/5).
7) Posting of K-8 Teacher Certification Program Handbook 2009-2010 pdf (http://cohort14.wetpaint.com/page/Program+handbook+and+information).
Saturday, November 21, 2009
The six traits which define strong writing
Have you experienced 6 Traits or writing conferences as a student or as a teacher?
The 6-traits which define strong writing are: ideas, organization, voice, word choice, sentence fluency, and conventions. While in primary and secondary school, I was taught the 6-traits and therefore have some experience. The traits allow the student to learn abstract concepts, which form the body of their writing. The concepts allow the teacher to guide the development of the child’s writing by providing concrete traits for the student’s focus. As a student, I never memorized what the traits were. In fact, I never knew it was important to know the 6-traits. Instead I was shown models for the traits. This worked well. I was shown how to create ideas with webs, organize my work with outlines, form voice by considering audience, select strong word choice by examining what it is I want to say, and building sentence fluency and conventions through editing.
My teachers wanted me to use these approaches whenever I would write an important piece, but I know some of the approaches did not work for me. For instance, outlines rarely helped my writing. However, I feel it is good I know how to outline because I would have tools for when I am stuck in my writing. If a child were to ask me, “why do I need this, I never use it,” I would explain it is important to have as many tools we can so that we can be effective and strong writers.
The 6-traits which define strong writing are: ideas, organization, voice, word choice, sentence fluency, and conventions. While in primary and secondary school, I was taught the 6-traits and therefore have some experience. The traits allow the student to learn abstract concepts, which form the body of their writing. The concepts allow the teacher to guide the development of the child’s writing by providing concrete traits for the student’s focus. As a student, I never memorized what the traits were. In fact, I never knew it was important to know the 6-traits. Instead I was shown models for the traits. This worked well. I was shown how to create ideas with webs, organize my work with outlines, form voice by considering audience, select strong word choice by examining what it is I want to say, and building sentence fluency and conventions through editing.
My teachers wanted me to use these approaches whenever I would write an important piece, but I know some of the approaches did not work for me. For instance, outlines rarely helped my writing. However, I feel it is good I know how to outline because I would have tools for when I am stuck in my writing. If a child were to ask me, “why do I need this, I never use it,” I would explain it is important to have as many tools we can so that we can be effective and strong writers.
Wednesday, November 11, 2009
Optimal learning model and literacy instruction
2. Brown (Electronic reserve): This article examines the role of text in literacy instruction. Consider the optimal learning model (Routman) as you read about Barbara and Linda?s efforts to teach students Travis, Shamika, and Patrick. What connections can you make between these teachers? instruction (and use of texts) and Routman's model? What connections can you make between these teacher/student experiences and observations or interactions in your field placement?
Children advance through the process outlined by Brown (1999) the same way they advance through Routman’s (2005) optimal learning model. In the first model, the child progresses through learning about print, to breaking the code, and finally to going for fluency. This is similar to the second model, where the child is progressing from demonstration, to shared demonstration, to guided practice, and finally independent practice.
Model two places emphasis on who is holding the pen, and a similar emphasis can be extended to model two, who is holding the book. The child is first learning, then applying, then working independently in both models. Similarly, Brown (1999) details the choice of book is reliant on ability and scaffolding need. Routman’s model requires similar amount of tailoring content for the child. The teacher will choose appropriate content (see book or lesson) for the child’s need and ability. With both models, as Brown (1999) would likely point out, there is a relationship between accessibility and complexity. With respect to content, the more accessible it is, the less complex it is, and the less accessible the content, the more complex it is.
In my placement, I have observed the DEAR activity Brown (1999) outlined, and the kids’ access to appropriate books is called their Just Right Books. These approaches seem to work well because every child in the class has a book and all seem interested in the books they have chosen. Additionally, the teacher exposes the children to more complicated book during read aloud, much the same way Brown (1999) outlined. The teacher chooses a genre and complexity the kids likely have had little exposure to. He spends fifteen minutes a day reading aloud to the class, occasionally stopping to check comprehension. I like all these approaches I’ve talked about here and hope I can appropriately integrate them into my classroom.
Children advance through the process outlined by Brown (1999) the same way they advance through Routman’s (2005) optimal learning model. In the first model, the child progresses through learning about print, to breaking the code, and finally to going for fluency. This is similar to the second model, where the child is progressing from demonstration, to shared demonstration, to guided practice, and finally independent practice.
Model two places emphasis on who is holding the pen, and a similar emphasis can be extended to model two, who is holding the book. The child is first learning, then applying, then working independently in both models. Similarly, Brown (1999) details the choice of book is reliant on ability and scaffolding need. Routman’s model requires similar amount of tailoring content for the child. The teacher will choose appropriate content (see book or lesson) for the child’s need and ability. With both models, as Brown (1999) would likely point out, there is a relationship between accessibility and complexity. With respect to content, the more accessible it is, the less complex it is, and the less accessible the content, the more complex it is.
In my placement, I have observed the DEAR activity Brown (1999) outlined, and the kids’ access to appropriate books is called their Just Right Books. These approaches seem to work well because every child in the class has a book and all seem interested in the books they have chosen. Additionally, the teacher exposes the children to more complicated book during read aloud, much the same way Brown (1999) outlined. The teacher chooses a genre and complexity the kids likely have had little exposure to. He spends fifteen minutes a day reading aloud to the class, occasionally stopping to check comprehension. I like all these approaches I’ve talked about here and hope I can appropriately integrate them into my classroom.
New buddy
Today I met my 2nd/3rd grade buddy :)
In lieu of a writing prompt, I have filled out a study guide for the week's readings and will be bringing it to class.
In lieu of a writing prompt, I have filled out a study guide for the week's readings and will be bringing it to class.
Sunday, November 1, 2009
Routman's optimal learning model for writing
Writing Essentials Chapter 4: Consider the optimal learning model Routman introduces in this chapter in terms of teaching and learning writing skills. What do the components of the model mean? What do they look like in practice? How do these connect, compare, and/or contrast to your field experiences or past schooling?
Routman’s optimal learning model consists of four components: Demonstration, shared demonstration, guided practice, and independent practice.
Demonstration, as Routman outlines, is when the teacher holds the book, and the student holds the pen. The teacher/expert shows exactly how to do the skill hoping the student will emulate the teacher, but not imitate the teacher. In practice, the component looks like the teacher leading the classroom by example.
Shared demonstration is when the teacher and student still have the same responsibilities as before, but now the students collaborate on the writing as much as possible. Participation is facilitated by the teacher’s affirmation and encouragement. In practice, this component has the teacher and students working together while writing. Specifically, the student is contributing as much as possible.
During guided practice, the responsibilities now change. The student holds the book, and the teacher holds the pen. Relying on the previous demonstration, the student practices writing while the teacher closely supports, gives feedback, and validates. During this time the students should be monitoring their work and working towards independence. In practice, the students will be producing their own writing with the on-looking teacher giving support and feedback.
Finally, at independent practice the students choose their own topics while monitoring and setting goals for themselves. The teacher only provides minimal assistance. The students have become competent and confident enough and experience intrinsic pride with successful writing. In practice, the students are coming up with their own topics and writing freely. The teacher is providing just enough intervention to push the student further, to a higher level of writing.
The components, surprisingly, closely connect with my experiences in school. I realize now why some of the teachers push students to work independently, while providing different levels of support for other students. The teachers acknowledge the level of writing the student is at and is attempting to provide the appropriate amount of support.
Routman’s optimal learning model consists of four components: Demonstration, shared demonstration, guided practice, and independent practice.
Demonstration, as Routman outlines, is when the teacher holds the book, and the student holds the pen. The teacher/expert shows exactly how to do the skill hoping the student will emulate the teacher, but not imitate the teacher. In practice, the component looks like the teacher leading the classroom by example.
Shared demonstration is when the teacher and student still have the same responsibilities as before, but now the students collaborate on the writing as much as possible. Participation is facilitated by the teacher’s affirmation and encouragement. In practice, this component has the teacher and students working together while writing. Specifically, the student is contributing as much as possible.
During guided practice, the responsibilities now change. The student holds the book, and the teacher holds the pen. Relying on the previous demonstration, the student practices writing while the teacher closely supports, gives feedback, and validates. During this time the students should be monitoring their work and working towards independence. In practice, the students will be producing their own writing with the on-looking teacher giving support and feedback.
Finally, at independent practice the students choose their own topics while monitoring and setting goals for themselves. The teacher only provides minimal assistance. The students have become competent and confident enough and experience intrinsic pride with successful writing. In practice, the students are coming up with their own topics and writing freely. The teacher is providing just enough intervention to push the student further, to a higher level of writing.
The components, surprisingly, closely connect with my experiences in school. I realize now why some of the teachers push students to work independently, while providing different levels of support for other students. The teachers acknowledge the level of writing the student is at and is attempting to provide the appropriate amount of support.
Monday, October 26, 2009
The writing essentials
Writing Essentials Chapter 1:
Consider the writing essentials listed on page 13. What is your response to these, as a writer and as a teacher? Which do you think are easy, and which are challenging? Does one strike you as being particularly powerful or problematic?
As a writer, I look at the writing essentials and think “there is no way I consider all these a checklist while I write. I hope I cover all of them and I feel I do most of the time.” For myself, I prefer to write then go back over the checklist to make sure I attended to all those points.
The teacher side of me is influenced by my own writing style. I hope that kids work similar to my way, which is writing and looking back over it to make sure all the essentials have been fulfilled. But, my teacher side knows kids don’t all think like me. There are many different learning, and writing styles. It is important the kids know these essentials, and are comfortable with them. This means introducing them to the kids and having them practice, probably a lot.
I don’t think any of the writing essentials are easy. I think they are all challenging and require a lot of experience to master. I, a college graduate, have yet to master most, if not all of them. Which essentials are more difficult than others varies. Sometimes I have difficulty finding my voice, other times I have difficulty choosing an appropriate topic. However, I try not to let my difficulties stop me from writing. If I focus too much on the essential I am having trouble with, it paralyzes me and my writing goes nowhere.
Just as I think all the writing essentials are difficult, I also think they all can be powerful or problematic. Again, this varies all the time.
Consider the writing essentials listed on page 13. What is your response to these, as a writer and as a teacher? Which do you think are easy, and which are challenging? Does one strike you as being particularly powerful or problematic?
As a writer, I look at the writing essentials and think “there is no way I consider all these a checklist while I write. I hope I cover all of them and I feel I do most of the time.” For myself, I prefer to write then go back over the checklist to make sure I attended to all those points.
The teacher side of me is influenced by my own writing style. I hope that kids work similar to my way, which is writing and looking back over it to make sure all the essentials have been fulfilled. But, my teacher side knows kids don’t all think like me. There are many different learning, and writing styles. It is important the kids know these essentials, and are comfortable with them. This means introducing them to the kids and having them practice, probably a lot.
I don’t think any of the writing essentials are easy. I think they are all challenging and require a lot of experience to master. I, a college graduate, have yet to master most, if not all of them. Which essentials are more difficult than others varies. Sometimes I have difficulty finding my voice, other times I have difficulty choosing an appropriate topic. However, I try not to let my difficulties stop me from writing. If I focus too much on the essential I am having trouble with, it paralyzes me and my writing goes nowhere.
Just as I think all the writing essentials are difficult, I also think they all can be powerful or problematic. Again, this varies all the time.
Tuesday, October 20, 2009
Comment one on an education blog
For an assignment, here is my first comment on an education blog outside my cohort- http://www.freetech4teachers.com/2009/10/cell-phones-in-my-civics-class-parent.html
What a well-written anecdote! As educators, we are expected to teach. This should include proper use of technology. The classroom does not exist outside the ‘real world’ so let’s help the kids navigate in the ‘real world.’ I love the way the cell phone allowed your kids to share the unit with their parents.
I suppose a concern would be- at what point do cell phones become a distraction? Just as the kids would be using the phones with the curriculum, some would be using them for other means. Perhaps texting their friend while the rest of the class is working. Do we need to control they way these cell phones are used? And how would we?
Similarly, the move to integrate computers in the classroom started many years ago and has yet to be fully adopted. That is, not every kid has access to a computer (however the US is getting MUCH better). I’m left to conclude the cell phone will also continually face resistance. I’m willing to bet that ten years from now we will still be discussing whether the cell phone should be allowed during class. Let’s not forget that kids have been secretly using them for years, and will continue to use them regardless of any no tolerance policy. How do the kids feel about our views?
For more, here is an interesting NY Times article on the issue- http://www.nytimes.com/2009/02/16/technology/16phone.html
What a well-written anecdote! As educators, we are expected to teach. This should include proper use of technology. The classroom does not exist outside the ‘real world’ so let’s help the kids navigate in the ‘real world.’ I love the way the cell phone allowed your kids to share the unit with their parents.
I suppose a concern would be- at what point do cell phones become a distraction? Just as the kids would be using the phones with the curriculum, some would be using them for other means. Perhaps texting their friend while the rest of the class is working. Do we need to control they way these cell phones are used? And how would we?
Similarly, the move to integrate computers in the classroom started many years ago and has yet to be fully adopted. That is, not every kid has access to a computer (however the US is getting MUCH better). I’m left to conclude the cell phone will also continually face resistance. I’m willing to bet that ten years from now we will still be discussing whether the cell phone should be allowed during class. Let’s not forget that kids have been secretly using them for years, and will continue to use them regardless of any no tolerance policy. How do the kids feel about our views?
For more, here is an interesting NY Times article on the issue- http://www.nytimes.com/2009/02/16/technology/16phone.html
Thursday, October 15, 2009
Invented Spelling in the classroom
Fox Chapter 3:
Based on your experience and your reading of this chapter, do you think "invented spelling" (in which children spell words the way they sound) helps or hinders young readers?
Depending on its use, invented spelling can help or hinder. If used solely and in isolation, invented spelling will not guide children to the ‘correct’ answers. It will likely lead children to their own justifications of ‘correct.’ Alternatively, the absence of invented spelling in the classroom will also hurt the children. This rational is conceived with the assumption no invented spelling is commonly used outside the classroom. Children need a chance to write. Be it misspelled or invented words, this does not matter. Once given a chance to write, guidance twoards correct spelling and mechanics needs to be gentle and appropriate. Additionally, invented spelling allows the educator to assess the child’s thinking. Over the course of the school year, the invented spelling would likely progress, and be reflective of, the child’s reading level. Specifically, the beginning sounds of words are expected to be identified by the child first, followed by ending sounds, then minimal combination sounds, eventually middle sounds, and maybe vowel sounds. Taking away invented spelling in the classroom would catastrophically eliminate the educator’s ability to continually assess.
Based on your experience and your reading of this chapter, do you think "invented spelling" (in which children spell words the way they sound) helps or hinders young readers?
Depending on its use, invented spelling can help or hinder. If used solely and in isolation, invented spelling will not guide children to the ‘correct’ answers. It will likely lead children to their own justifications of ‘correct.’ Alternatively, the absence of invented spelling in the classroom will also hurt the children. This rational is conceived with the assumption no invented spelling is commonly used outside the classroom. Children need a chance to write. Be it misspelled or invented words, this does not matter. Once given a chance to write, guidance twoards correct spelling and mechanics needs to be gentle and appropriate. Additionally, invented spelling allows the educator to assess the child’s thinking. Over the course of the school year, the invented spelling would likely progress, and be reflective of, the child’s reading level. Specifically, the beginning sounds of words are expected to be identified by the child first, followed by ending sounds, then minimal combination sounds, eventually middle sounds, and maybe vowel sounds. Taking away invented spelling in the classroom would catastrophically eliminate the educator’s ability to continually assess.
Tuesday, October 6, 2009
Literacy Journal Response, Week 2
Sulzby & Teale:
Think about classrooms you have visited. What aspects of emergent literacy have you observed in young children? How have you seen teachers support the growth of young children's literacy?
The youngest class I have observed is the sixth grade. At this level I find some of the children have a healthy interest in reading. I have also seen that they make book recommendations to one another. In this sense, reading has become a social activity. The children get to read and respond to one another about how the text made them feel.
I have seen teachers support the growth of literacy with read aloud. The time is used to expose the students to new genres of literature. The teacher is able to read a chapter book and stop at points to discuss the story. Just as much, the teacher may stop at points to address a literary style the author is using or to point out the author’s word choice.
Think about classrooms you have visited. What aspects of emergent literacy have you observed in young children? How have you seen teachers support the growth of young children's literacy?
The youngest class I have observed is the sixth grade. At this level I find some of the children have a healthy interest in reading. I have also seen that they make book recommendations to one another. In this sense, reading has become a social activity. The children get to read and respond to one another about how the text made them feel.
I have seen teachers support the growth of literacy with read aloud. The time is used to expose the students to new genres of literature. The teacher is able to read a chapter book and stop at points to discuss the story. Just as much, the teacher may stop at points to address a literary style the author is using or to point out the author’s word choice.
Technology portfolio on Weebly
My tech portfolio has been created. You can view it at: http://teachjt.weebly.com
Friday, September 25, 2009
Friday, September 25
1. Describe one thing that you learned
I learned different ‘tools’ for transition times. I learned to use different noise props in the classroom to grab attention. The effect the tone of my voice can have on the class. Furthermore, different techniques to move students/kids from point A to point B. An example is creating two lines instead of one.
2. What questions do you have and/or what do you still want to know
What kind of teacher will I be?
3. What are you anxious about regarding student teaching/teaching?
Ensuring the students learn.
4. What are you excited about regarding student teaching/teaching?
Beginning Dyad placement and working with a cohort member.
Thursday, September 24, 2009
Thursday, September 24
3. What are the different ways student learning is assessed?
It seems students do not realize that they are not constantly being assessed. They tend to think that teachers are always judging, watching what they do. They may be afraid to share answers or contribute to the class for fear the teacher may judge them. In class today, I was observing which students raised their hands when a general question was asked to the class. I think there is often the same group of students responding.
Yes, there may be other reasons for some students not raising their hands. Perhaps they are shy, or perhaps they fear ridicule from their peers. Whatever the reason, it is important, as teachers, we express to the students that they are not being assessed. We want to encourage participation, even when the answers or response may be wrong. Teachers should never want a student to feel reluctant to contribute over fear of being assessed.
Wednesday, September 23, 2009
Wednesday, September 23
2. Discuss factors affecting teaching and learning in the classroom
A top, perhaps number one, factor affecting teaching and learning in the classroom is behavior management. So much time is spent correcting behavior, little is left for instruction. I can imagine the perfect classroom where students stay on task. In this imaginary room, so much learning would get done. In reality, there will always be behavior issues to address. It seems one may need to make these disruptions minimal so that time is not taken away from learning. This is done in my classrooms by not ‘dancing’ with the students around behavior. The students are clearly told when their behavior is disruptive, and they are given a choice.
However, what happens when it is the same student having discipline problems. It seems they will spend a large amount of time not learning and further falling behind. What a downward spiral they can be sucked into.
Tuesday, September 22, 2009
Tuesday, September 22
8. What do you notice about the broader school context and how it affects student learning?
I learned the broader school context does not have as much impact on learning as my classroom context. The children spend so much time in class every day, it is imperative the classroom environment is supportive and nurturing. At this point, I see the broader school context as being supportive of the environment hopefully already found in the classroom. Ideally, the school will be working with the classrooms to maintain consistency. With consistency, the children will know what is expected inside and outside the classroom.
Monday, September 21
5. How are your own biases affecting your observations of the classroom?
I have spent the last couple quarters learning about the most effective teaching techniques. Now that I am in the classroom, I find myself quick to judge techniques which are different than those I learned. For instance, I learned portfolios, games, art, and meaningful interaction with the children are great ways to appeal to different learning styles. When I find the kids working out of packets and worksheets, I cringe.
I have spent the last couple quarters learning about the most effective teaching techniques. Now that I am in the classroom, I find myself quick to judge techniques which are different than those I learned. For instance, I learned portfolios, games, art, and meaningful interaction with the children are great ways to appeal to different learning styles. When I find the kids working out of packets and worksheets, I cringe.
Friday, September 18
1. Describe one thing that you learned
I learned from the case studies that even experienced teachers with the best made plans will make mistakes. Teaching is difficult and needs continuous reflection.
2. What questions do you have and/or what do you still want to know
How do we reach the children that show no interest in learning?
3. What are you anxious about regarding student teaching/teaching?
I am anxious about leading the entire class and having them look to me for the right answers.
4. What are you excited about regarding student teaching/teaching?
I am excited to see the growth of my students.
Thursday, September 17, 2009
About my students
3 things you know about your students that you wouldn't know just looking at them and how you determined that.
Tori just got her first cell phone.
Caiti has a cell phone.
Lauren is a big reader and she is currently reading Twilight.
Sean has a twin brother.
Mason likes UW football.
David just went to St. Luis.
Billy just turned 12.
Krisna lives near Sean.
Kirstin is interested in giant squid.
Joshua is being tutored after school.
Alexander runs cross country.
Alexis has three older sisters.
Alicia plays soccer.
Etc…
I could go on to list something about every student, but you get the idea. At first, I learned things by participating in the ‘signature races’ on the first day of class. Then I got to know the students by taking one-on-one time to talk with them. The one-on-one time can happen whenever: during lunch, while they come in, while they leave, walking from here to there, or after school, to name a few. I find the more time I spend with them the better I get to know them. Sometimes I need to initiate conversation, other times they will. As I get to know the students, I begin to think of them less as students and more as people/individuals.
Thursday, September 17
3. What are the different ways student learning is assessed?
I have noticed, at the beginning of the year, the district has assessments meant to determine current student knowledge. My sixth grade teachers expressed dismay of the test and they argued the test was poorly designed. It was a lengthy test and included math concepts the students had only had little exposure to. The teachers stressed to the students that the score on the test would have no effect on grades.
I have noticed, at the beginning of the year, the district has assessments meant to determine current student knowledge. My sixth grade teachers expressed dismay of the test and they argued the test was poorly designed. It was a lengthy test and included math concepts the students had only had little exposure to. The teachers stressed to the students that the score on the test would have no effect on grades.
Alternatively, today the sixth grade math teacher administered the first assessment that would be reflected in the students’ grades. It was a surprise quiz and the teacher felt about 90% of the class should be able to pass it. The assessment included a combination of factoring numbers, and short answers. The short answers could be in the form of numbers as examples or sentences explaining concepts.
Wednesday, September 16, 2009
Wednesday, September 16
2. Discuss factors affecting teaching and learning in the classroom
Having the kids clearly understand and follow classroom expectations has a direct effect on teaching and learning. Today I watched something that I really liked. As the kids entered the room, the teacher told them they should remember what they need to do from yesterday (that is get out their maps, packets, and pen). With very little direction, the students got ready for the lesson. This time allowed the teacher to check the homework of some and setup the visuals. If only every lesson had the kids come in prepared and ready.
Having the kids clearly understand and follow classroom expectations has a direct effect on teaching and learning. Today I watched something that I really liked. As the kids entered the room, the teacher told them they should remember what they need to do from yesterday (that is get out their maps, packets, and pen). With very little direction, the students got ready for the lesson. This time allowed the teacher to check the homework of some and setup the visuals. If only every lesson had the kids come in prepared and ready.
Tuesday, September 15, 2009
Tuesday, September 15
1. Describe a great classroom activity that you observed. What made it great? What was the impact on student learning?
Today the teacher was explaining longitude and latitude. To help the kids remember what the terms mean, the teacher had them stand up and recite, “latitude! Equator! North, south!” a bunch of times while moving their hands horizontally. Then she had the class sit down. Next was longitude and the class had to stand up again. This time they recited “longitude! Prime meridian! East, west!” while moving their hands vertically. This was a great activity because it got the students out of their seats and engaged together. It made learning fun and this will likely be something they remember. Moreover, the students said they had fun doing it. As far as learning, this lesson will likely have more staying power for kids that learn kinesthetically than any others because it was fun and got them moving around.
Today the teacher was explaining longitude and latitude. To help the kids remember what the terms mean, the teacher had them stand up and recite, “latitude! Equator! North, south!” a bunch of times while moving their hands horizontally. Then she had the class sit down. Next was longitude and the class had to stand up again. This time they recited “longitude! Prime meridian! East, west!” while moving their hands vertically. This was a great activity because it got the students out of their seats and engaged together. It made learning fun and this will likely be something they remember. Moreover, the students said they had fun doing it. As far as learning, this lesson will likely have more staying power for kids that learn kinesthetically than any others because it was fun and got them moving around.
Monday, September 14
1. Describe a great classroom activity that you observed. What made it great? What was the impact on student learning?
In the sixth grade classrooms, the teachers have posted cards with the current learning concepts on them. For instance, the students are learning about sentences so there are cards for parenthetical expressions and appositives. If the student is stumped trying to recall the word, he/she can look up at the cards and hopefully remember which one applies. Or in geography the students are learning about maps. Therefore there are cards for longitude and latitude. The cards have a positive impact on student learning by providing another resource to help with the lesson.
In the sixth grade classrooms, the teachers have posted cards with the current learning concepts on them. For instance, the students are learning about sentences so there are cards for parenthetical expressions and appositives. If the student is stumped trying to recall the word, he/she can look up at the cards and hopefully remember which one applies. Or in geography the students are learning about maps. Therefore there are cards for longitude and latitude. The cards have a positive impact on student learning by providing another resource to help with the lesson.
Sunday, September 13, 2009
Friday, September 11
1. Describe one thing that you learned
I learned some of us in the cohort are getting along great with our master teachers, while others are struggling. I learned where my dyad placement is going to be, and I am hoping it can be changed to a school closer to me (I’ve already talked to J. about this). I learned my field instructor won't let us have our portfolios online and I am upset about this.
2. What questions do you have and/or what do you still want to know
I want to know how to teach to every student. Some are struggling and others are high fliers. I want to know how to handle both and how to divide my time to accomplish this.
3. What are you anxious about regarding student teaching/teaching?
I am anxious about the evaluations of my student teaching and I am anxious about the first year. Every teacher says the first year is tough.
4. What are you excited about regarding student teaching/teaching?
I am excited for getting to know my first group of kids and watching them grow through the year.
Thursday, September 10, 2009
Thursday, September 10
1. Describe a great classroom activity that you observed. What made it great? What was the impact on student learning?
Today the class worked on a Daily Oral Language (DOL) for language arts. What made this lesson great was the format and process the teacher presented it. The students began by working individually on the problem. After everyone plenty of time, the teacher asked for volunteers to make corrections to the DOL on the smartboard. This was the first thing that made the lesson great. The students were directing their own learning and presenting what they knew to the class. Additionally, the students had to explain to the class why they made the corrections they did. After all the corrections, the teacher stood in front of the class and told them the technical reason for each of the corrections, and adjusted some corrections that still were not right. Then, after all was said, the teacher asked to students to state what they had learned. This also made the lesson great. It made students reflect on their own learning and become active members in the learning. Ultimately, this lesson allowed the teacher to discuss import writing conventions while engaging the class, promoting active student participation, and continually checked for understanding along the way.
Today the class worked on a Daily Oral Language (DOL) for language arts. What made this lesson great was the format and process the teacher presented it. The students began by working individually on the problem. After everyone plenty of time, the teacher asked for volunteers to make corrections to the DOL on the smartboard. This was the first thing that made the lesson great. The students were directing their own learning and presenting what they knew to the class. Additionally, the students had to explain to the class why they made the corrections they did. After all the corrections, the teacher stood in front of the class and told them the technical reason for each of the corrections, and adjusted some corrections that still were not right. Then, after all was said, the teacher asked to students to state what they had learned. This also made the lesson great. It made students reflect on their own learning and become active members in the learning. Ultimately, this lesson allowed the teacher to discuss import writing conventions while engaging the class, promoting active student participation, and continually checked for understanding along the way.
Wednesday, September 9, 2009
Wednesday September 9
Daily Classroom Blog- My own topic
Two issues I see stand out that I want to tackle when I am teaching. First, I want to be able to know the learning style of each of the kids. I can see this done by talking with their former teachers, getting to know the kids, and watching to see how they respond to different lessons. Second, I will come to know the kids that struggle and I want to try to include them in the lesson. Because they struggle, they will be unwilling to raise their hands and share with the class. I want to make sure they feel supported by me and their classmates so that they will share. I can build this support by setting the example. I can show my students how I expect them to act towards one another. Additionally, I need to respond to even the tiniest of problems which threaten to break this trust.
Tuesday September 8
5. How are your own biases affecting your observations of the classroom?
Because of my biases, I need to make sure I rely on proof that a lesson plan or classroom management exercise is working. For example, I prefer an accommodating plan for behavior. However, I need to carefully examine what works and make sure I do not just stay with what I ‘feel’ is best. If ever asked why I am doing something, be it lesson plans or classroom management techniques, I need to be able to back my reasoning with proof. During my observations, my biases are clouded by the way I prefer to learn. I need to step back and think about my thinking. I need to examine why I like a teaching technique or lesson. I need to consider that my judgment is biased because I am male, white, 26, former Marine, analytical, middle-class, from Washington state.
Friday, September 4, 2009
Friday post
1. Describe one thing that you learned
I learned each of us are having different experiences student-teaching. Some of us are perfect matches to our master teachers, others are a difficult fit. I learned many of us are having similar first-day experiences, even though we are in different classrooms, schools, and districts. Many of us are experiencing the community building and consequence/discipline establishment in the classroom.
2. What questions do you have and/or what do you still want to know
I question how many of these great ideas we discuss in class will find their way into our classrooms. I hope I will be able to retain all of the ideas, such as the Joy reading we just had.
3. What are you anxious about regarding student teaching/teaching?
I am anxious about how tired I feel every day. I want to find techniques and a schedule which will help me feel as well rested as I can.
4. What are you excited about regarding student teaching/teaching?
I am excited to get my own classroom and be able to implement the great theories we have been discussing. Specifically, I am excited to see the theories impact in the classroom.
Thursday, September 3, 2009
Teacher interview
Teacher Interview- 1) Classroom management plan (both what and rationale)
The classroom management plan is inspired by the book, Setting Limits in the Classroom (1996), by Robert J Mackenzie. This plan is meant to give the kids choices, and empower them to make the right decisions. Before using the 'choices' approach, the teacher used setting up a color board and having the students change their colors from green, to yellow, to red, as bad choices were made. This was a bad classroom management plan. It promoted confrontation between the child and teacher. It facilitated a 'dance' around the behavior and punishment. Giving kids choices is the right way to go.
2) rationale behind classroom arrangement (include sketch of classroom)
I am lucky to be with three six grade teachers who team teach.
Classroom 1 (math class)
Much of the work is done on the whiteboard or smartboard. Thus the desks are arranged in rows, but there is room for the teacher to walk between row one and two.
Classroom 2 (english/language arts class)
The teacher has been teaching for a long time and likes to have the desks in rows. Books and bookshelves border the classroom. Reading and writing terminology is posted throughout the room.
Classroom 3 (social studies/science class)
The teacher believes science should be noisy and a group effort. The desks are arranged in groups. Chronology of the scientific process is on posters right next the the smartboard at the front of the classroom.
3) Tips for a successful 1st day of school
Tell the kids who I am. Focus on tidbits they can take back to their parents. The teacher does not need to know the first academic lesson. The teacher focuses on having the environment ready and letting the children know you are ready. The first day is focused on establishing routines and expectations. It involves watching the kids and getting to know them as they get to know you. Your boundaries will start to be pushed by the end of the first day and into the second day. Realize that the first couple of weeks are the honeymoon weeks. The kids will begin to push you more and more. This is why on the first day you need to begin tough.
The classroom management plan is inspired by the book, Setting Limits in the Classroom (1996), by Robert J Mackenzie. This plan is meant to give the kids choices, and empower them to make the right decisions. Before using the 'choices' approach, the teacher used setting up a color board and having the students change their colors from green, to yellow, to red, as bad choices were made. This was a bad classroom management plan. It promoted confrontation between the child and teacher. It facilitated a 'dance' around the behavior and punishment. Giving kids choices is the right way to go.
2) rationale behind classroom arrangement (include sketch of classroom)
I am lucky to be with three six grade teachers who team teach.
Classroom 1 (math class)
Much of the work is done on the whiteboard or smartboard. Thus the desks are arranged in rows, but there is room for the teacher to walk between row one and two.
Classroom 2 (english/language arts class)
The teacher has been teaching for a long time and likes to have the desks in rows. Books and bookshelves border the classroom. Reading and writing terminology is posted throughout the room.
Classroom 3 (social studies/science class)
The teacher believes science should be noisy and a group effort. The desks are arranged in groups. Chronology of the scientific process is on posters right next the the smartboard at the front of the classroom.
no picture available... yet
3) Tips for a successful 1st day of school
Tell the kids who I am. Focus on tidbits they can take back to their parents. The teacher does not need to know the first academic lesson. The teacher focuses on having the environment ready and letting the children know you are ready. The first day is focused on establishing routines and expectations. It involves watching the kids and getting to know them as they get to know you. Your boundaries will start to be pushed by the end of the first day and into the second day. Realize that the first couple of weeks are the honeymoon weeks. The kids will begin to push you more and more. This is why on the first day you need to begin tough.
Thursday, September 3
4. Notice the culture of the classroom. What is its impact on student learning?
It is only the second day of school. The students have spent a lot of time rehearsing and practicing daily routines. They will line up and walk to music. If they are too loud, they will practice a couple times. When the students come in from recess, if they are too loud they will be made to practice again. When the children arrive in the morning, if they don’t put their stuff neatly away, they will be made to practice coming in again.
At times the children seem to get a little frustrated with having to practice. After the practice though, the students seem more calm and collected because they clearly know what is expected of them. So far, they seem to be pushing boundaries less than other sixth grade classes. This is likely due to the continuous practice of expectations. The students are starting to clearly understand what is expected of them.
Wednesday, September 2, 2009
Day three reflection
2. Discuss factors affecting teaching and learning in the classroom
Today was the first day of school for the kids. A major factor that affects learning is the sense of community and safety in the classroom. At the beginning of the day, the students said they were feeling frightened, anxious, and nervous because they were starting a new year. Continually working towards developing a responsive, caring, community, the teacher was able to change the students’ feelings. By the end of the day, many/most of the students said they were no longer nervous or frightened, but instead happy and excited. Introducing himself to the students was one way the teacher accomplished this. He made sure to spend enough time presenting who he is, what he expects, and setting the tone for others to do the same.
A second way he built the community was by using humor in the classroom. Humor encourages the children to take those things that are stressing them less seriously. Additionally, humor can be a by-product of a safe environment. The teacher is demonstrating to the students that he is comfortable with them, and by association they will become comfortable with the teacher and the rest of the class.
Today was the first day of school for the kids. A major factor that affects learning is the sense of community and safety in the classroom. At the beginning of the day, the students said they were feeling frightened, anxious, and nervous because they were starting a new year. Continually working towards developing a responsive, caring, community, the teacher was able to change the students’ feelings. By the end of the day, many/most of the students said they were no longer nervous or frightened, but instead happy and excited. Introducing himself to the students was one way the teacher accomplished this. He made sure to spend enough time presenting who he is, what he expects, and setting the tone for others to do the same.
A second way he built the community was by using humor in the classroom. Humor encourages the children to take those things that are stressing them less seriously. Additionally, humor can be a by-product of a safe environment. The teacher is demonstrating to the students that he is comfortable with them, and by association they will become comfortable with the teacher and the rest of the class.
Tuesday, September 1, 2009
Day two reflection
3. What are the different ways student learning is assessed?
This reflection post relates to these two prompts, but not either one directly. Today, the team of sixth-grade teachers was discussing the first assessment they want to employ for the school year. They began by talking about what the district expects the students to know at this point. However, this is not where they settled in the end. They determined the first assessment of the school year should be used by the teachers to measure where each student is at academically. I thought this was a great use of assessment. The teachers want to look at the assessment results, tailor the next lesson plan to target shortcomings, and continually hold themselves accountable by measuring the students’ comprehension.
I’m excited, tomorrow is the first day of school!
Monday, August 31, 2009
Day one reflection
2. Discuss factors affecting teaching and learning in the classroom
Professional Learning Communities (PLCs) are efficient positive factors that impact teaching and learning. Currently the sixth grade teachers at my school do not spend much time in these PLCs. However, the teachers are aware of the benefits and are working to implement more of these communities this year. A roadblock is the absence of other teachers sharing the same subject matter. At my school there is only one sixth grade math teacher, one social studies/science teacher, and one English/language arts teacher. They expressed a need to talk and reflect on their teaching practices within the disciplines. Currently they do the best they can by aligning their curriculum with one another.
3. What are the different ways student learning is assessed?
At a staff meeting today different types of assessments were briefly discussed. Not much detail was gone into. Basically the administrators made us aware that there are daily versus quarterly assessments and they have different functions.
8. What do you notice about the broader school context and how it affects student learning?
Being in a large school, it appears it may be more difficult to establish a sense of inclusive and solid community around the staff. Administration leadership needs to be strong so that a staff community can be developed.
Sunday, August 30, 2009
Friday post 1
1. Describe one thing that you learned
From my Special Topics: Special Education course, I learned to discard deficit thinking and look at Special Education as a place unto its own. It helps to think of Special Education with the metaphor of traveling; you have traveled to Holland instead of Paris. People idolize Paris, but there are a lot of good things in Holland. Holland even has things Paris does not. The metaphor is further explained in this Youtube clip we watched in class:
(http://www.youtube.com/watch?v=Tehcysu03EI)
Also, from the Introduction to Field Placements class, I liked Robin's comment- if you fail teaching a student math, oh well, someone will teach them math next year. But, if you are a bad influence in the student's life, that can screw them up forever. It is difficult to remember the exact quote, but it was along those lines.
2. What questions do you have and/or what do you still want to know
I want to know how reflecting on student teaching will help us become better teachers. Also, I want to know if there is anything we should focus on while reflecting.
3. What are you anxious about regarding student teaching/teaching?
I am anxious about the students not liking me or my teaching style.
4. What are you excited about regarding student teaching/teaching?
I am excited to be a positive role model and influence in the students’ lives.
From my Special Topics: Special Education course, I learned to discard deficit thinking and look at Special Education as a place unto its own. It helps to think of Special Education with the metaphor of traveling; you have traveled to Holland instead of Paris. People idolize Paris, but there are a lot of good things in Holland. Holland even has things Paris does not. The metaphor is further explained in this Youtube clip we watched in class:
(http://www.youtube.com/watch?v=Tehcysu03EI)
Also, from the Introduction to Field Placements class, I liked Robin's comment- if you fail teaching a student math, oh well, someone will teach them math next year. But, if you are a bad influence in the student's life, that can screw them up forever. It is difficult to remember the exact quote, but it was along those lines.
2. What questions do you have and/or what do you still want to know
I want to know how reflecting on student teaching will help us become better teachers. Also, I want to know if there is anything we should focus on while reflecting.
3. What are you anxious about regarding student teaching/teaching?
I am anxious about the students not liking me or my teaching style.
4. What are you excited about regarding student teaching/teaching?
I am excited to be a positive role model and influence in the students’ lives.
Friday, August 28, 2009
Two Paragraphs
Robin loves kayaking. She has been a sea kayaker for a while, and with her recent move to Washington, two years ago, has begun whitewater kayaking. She made a commitment to reinvent herself and consequently joined a local kayaking club. Robin prizes her new black, Wegner, kayak paddle. She loves her padel so much, she has a facebook picture of her in Kid Valley with it. As far as personal history, she is divorced with one daughter. She taught for about ten years in North Carolina. Robin loves math and liked that her graduate studies allowed her to explore math to a new depth.
I have been unusually busy this spring and summer. I went whitewater rafting for the first time, this spring, on the Wenatchee river. I went to two Mariner games this summer, attended my friend’s wedding, and spent a lot of cherished time with my girlfriend. She got us amazing seats for the Mariner game yesterday. Even though the team did not do well, her and I had a great time. After all this, I spent a few days, when I had time, crabbing in Edmonds. But wait, that’s not all. I also graduated from UW Bothell in June with my Bachelor’s degree. As far as personal history, I am a former Marine reservist, I have a younger brother who is a Sophmore at Western Washington University, and I love math.
Wednesday, May 27, 2009
Reform: 1980-present
I am spending this week reflecting on education reform while preparing my final paper for another class. My task is to identify and respond to recent education reform. Recent in this context means 1980-present.
Authors (and my professors!) have written that education reform is a swinging pendulum, moving between two guiding views. One view is schools should be content-centered and face accountability and rigorous standards. The other view is schools should be student-centered and build a socially just and responsive environment. Since 1980, education reform has been moving away from social justice and towards accountability and standards.
The pendulum was swinging during Ronald Reagan’s 1981 term (Oakes & Lipton, 2007, p. 110). He was motivated to minimize the federal government’s role in public life. Subsequently he considered eliminating the Department of Education. The 1983 report, A Nation at Risk, argued schools were failing. Reagan used this report to argue that promoting equality and providing support for the poor was forming a “rising tide of mediocrity” in the schools (Oakes & Lipton, 2007, p. 110). Education responded with curriculums shifting to traditional subjects (e.g. math, science), entrance and graduation requirements, and longer school days. However, at the same time, scholarly critics argued the need to maintain literature and the arts (Levin, 1981). Regardless, education was moving away from student-centered study.
Further momentum was added by Allan Bloom in the 1980s when he argued colleges were failing (Oakes & Lipton, 2007, p. 112). He argued colleges’ shift away from classic European literature was detrimental and failed to educate students. Oakes and Lipton (2007) say Bloom argued national unity required immigrants’ language and culture to be set aside (p. 112). He lamented sympathy for other cultures and respect for one’s own, but competence in the current system requires adopting the mainstream culture. These views gathered momentum for several years.
In 1989, President George H. W. Bush established standards for schools to reach rigorous academic goals by 2000 (Oakes & Lipton, 2007, p. 113). This move appealed to both traditionalists and progressives. Traditionalists saw standards as an opportunity to hold schools accountable, while progressives saw standards as opportunity to ensure equal education. As the decade progressed, traditionalists were not in favor of the cognitively and socioculturaly oriented curricula (Oakes & Lipton, 2007, p. 113). Critical multiculturalism often relied on sociocultural theories similar to John Dewey’s (Oakes & Lipton, 2007, pp. 103-105).
As new standards took hold, Michael Apple in 2001 argued education was held by conservative modernism (Oakes & Lipton, 2007, p. 114). According to Oakes and Lipton (2007), Apple documents the reform agenda of standards, testing, and choice were created by belief in free market principles, commitment to traditional culture, Christian fundamentalist ideas, and “the ‘new middle class’ of professionals and managers” (p. 144). Any success in education at this time came at the detriment to minorities (Oakes & Lipton, 2007, p. 144).
The impact of the No Child Left Behind act (NCLB) of 2002 had significant impact on furthering reform. A culmination of past movements, NCLB set federal standards but failed to provide adequate resources to meet the standards. Furthermore, the plan favors Americans of wealth and power (Oakes & Lipton, 2007, p. 114). Struggling schools in poor or minority areas suffer most under NCLB. Similarly, charter and magnet schools have been established, but these fail at providing socially just education. This is where education reform is left today.
Education reform initiatives seem to be missing a compromise between the ends of the pendulum. On one end it is unjust to provide unequal schools. On the other end, accountability seems necessary. One initiative seeming successful is charter schools. However they are not. They, along with movements like NCLB, are resegregating schools.
While seeking accountability, schools need to practice uncompromising vigilance in ensuring equality regardless of student SES, ethnicity, gender, or culture. However, standards and educational requirements seem to be harmful. Not long ago, Latin was required. Supporters felt the language was necessary for mental development and educational scaffolding. Today pursuing Latin is unnecessary and left to the student to choose. Perhaps future generations will see standards and requirements as being unnecessary much the same Latin is seen today.
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