8thB.P. Reflecting........

When I think about the course of events that happened I shake my head and wonder why. I think about how far African Americans have come as a people in the wonderful United States of America and our current state disappoints me. Sure there are lots of positive people doing good work but in my opinion the bad outweighs the good. The future is looking pretty bleak for my people. We need to focus more on getting a proper education and or learning a trade so you can support yourself and or your family and teach your children so they can achieve more in life than you did. I know grown men who live in their mother's basement, have three kids by three different women and only want to party, run the streets, and wipe down a car with rims that cost more than the car. Enough is enough. Everyone thinks it's cool to be thugs and going to jail is the new rite of passage for young African American males. I try my best to lead by example with the boys at my school and in my neighborhood. Charles Barkley and Kanye don't want to be role models. I guess I'll continue to do what they should also be doing. I'm just glad that I'm respected and admired even though I don't don all the materialistic possessions that make people "cool." I hope my webquest causes the youth to take into consideration what is right and important in helping them map out and live their lives in a responsible fashion.

In addition I had a pretty good time developing a web based inquiry activity. I believe my project exemplifies the use of student inquiry for learning because it causes them to look at discuss, and deal with the issues that affect their community. I think web based inquiry would fit within my vision of myself as an educator because it allows students to step outside the everyday norm of worksheets and tests.

My 2nd life experience

I think second life is a wonderful place to use for educational purposes. My experience has been nothing but positive with second life. At first I was kinda skeptical because it seemed kinda weird to me. I didn't see why people would want to be in another world as someone else. Little did I know that it encompasses much more than just walking around talking to various people. However once I started using the program and got the basics down I was impressed. There aren't any boundaries and you have the ability to create your own building and present presentations etc..... I especially liked the Space Museum and going up on the rooftop for the powerpoint presentation for nlu. I wish CPS would use this for teachers on our professional development days. However some old school teachers would be lost and most schools wouldnt have enough computers to accomodate the staff. Funny thing is that I just got a PS3 and the playstation network is just like second life with the avatars and such. Everyone is walking around watching videos, talking, and purchasing PS3 games. They throw parties on there and play games together. There is even streaming ESPN! LOL!! Second life may be the future...... but of what in education? There are so many possibilities of how it can be used. Let me get to braingstorming..... maybe I can come up with something that will change education as we know it.

I have a dream

I've had a heck of a time choosing what I was going to do my webquest on. I had no idea where I was going to come from and or come up with for my assignment. Little did I realize that I had all the resources that I need right in my face. For the last month and some change we've all heard and or seen a story or 1,000 of them in the media about Derrion Albert, Fenger h.s., and the Roseland community of Chicago. Well I live in this neighborhood and know lots of students from Fenger h.s. personally. Fenger is my school's neighborhood school. What's sad about this whole situation is that Fenger is used as a drop off for students with the lowest test score of their grammar school who couldn't get accept anywhere else. The majority of students who attend school at Fenger h.s. do just that. They attend school and stay out of trouble. However, in my opinion I would say 20% of the students at Fenger are the "hardcore gangbangers" that are keeping this mayhem up. I attended Morgan Park and some of my friends attended Julian, Corliss, and CHAS. However NO ONE wanted to go to Fenger because in the 1980's the good teachers left when they saw the area going down and student population changing. The Roseland neighborhood does have a gang and drug problem but it's not every single block. I'd say 40% of it is horrible the other 60% is perfectly fine. The gangs within the neighborhood all know each other, fight and kill each other but if outsiders, like the students from Altgeld Gardens come in trying to take over it's a problem. That's what happened up at Fenger. Students from the Gardens flexed their muscle on the various neighborhood gangs in an attempt to "show them who's boss." However the neighborhood gangs came together to get rid of the students from the Gardens. This situation was flaring up for years and nothing was done until someone died. Shame on them! Shame on the students! Shame on the principal! Shame on the Alderman-Carrie Austin! Shame on the police! Everyone knew but no one did anything. Now I see my neighborhood all over the media like its the worst place in the city! Well it isn't, there are plenty of law abiding hard working citizens in this community. Arne Duncan holds an emergency meeting and chooses to throw 500k at the situation for more programs. Okay................. They need gang awareness programs, jobs, work study and better academic/technology based programs for students also. There aren't any local opportunities for students to take advantage of. I decided that my webquest will be about if Dr. King's dream is still alive today and look at what he attempted to accomplish and where African Americans stand today.











This was in the paper today:

http://www.suntimes.com/sports/boxing/1843769,CST-NWS-terrell25.article


I'm sorry but I walk in my neighborhood everyday and I feel safe. No one will mess with you if you aren't messing with them or gang banging. I do not walk in fear, I make eye contact with people and I speak to them. I hope you visit the area and see for yourself that it isn't what the media is making it out the be.

Criteria for the selection of web-based materials

I've been using the internet actively for the last 12 years. I've properly utilized online resources for the last 10 years. I used to be a cut and paste type of student. I knew about primary and secondary resources and how to utilize books the correct way. However, once I found out that you could find the information that you needed online, why not use it? That's why I'm glad I was a history major because my professors drilled us over and over again about plagiarism. They showed us how to test the accuracy and relevance of websites. I even wrote a paper with a classmate for one of those professors. Why did he "loan" our paper to classmates who were in the library. Of course the paper that we wrote ended up getting turned in and we were all in hot water. Luckily I had the resources to back up, how I/we wrote the paper. As far as web bast materials you have to be very careful and do lots of cross referencing in order to see if what you are reading is true. Anyone can make a web page and post something, or edit a wikipedia page. Utilizing web 2.0 tools, ID, and addressing credibility issues are other ways that students, teachers, and others utilizing web based materials can reliably use those materials.

Several teachers and institutions provide access to Web-based teaching materials through links on Web pages. An example is how Columbia Education Center provides access to supplemental Web-based Teaching Materials^[1]. University professors and departments often provide similar resource pages to augment learning opportunities for their students. These resources are especially helpful when they provide an extension beyond what is covered in the classroom (i.e. materials on specific disciplines for Education majors who may be have deep knowledge in a specific discipline).

According to: http://en.wikipedia.org/wiki/Web-based_teaching_materials

Several companies and cooperative efforts have emerged to provide online access to Web-based teaching materials. These entities range from companies producing their own edutainment media to sites provided to aggregate links to other existing content. While the missions of these organizations may differ, they all focus on furthering the World Wide Web as the delivery medium for teaching materials.

Blog #4 -Web 2.0 Tool Evaluation

RSS (most commonly translated as "Really Simple Syndication" but sometimes "Rich Site Summary") is a family of web feed formats used to publish frequently updated works—such as blog entries, news headlines, audio, and video—in a standardized format. An RSS document (which is called a "feed", "web feed", or "channel") includes full or summarized text, plus metadata such as publishing dates and authorship. Web feeds benefit publishers by letting them syndicate content automatically. They benefit readers who want to subscribe to timely updates from favored websites or to aggregate feeds from many sites into one place. RSS feeds can be read using software called an "RSS reader", "feed reader", or "aggregator", which can be web-based, desktop-based, or mobile-device-based. A standardized XML file format allows the information to be published once and viewed by many different programs. The user subscribes to a feed by entering into the reader the feed's URI or by clicking an RSS icon in a browser that initiates the subscription process. The RSS reader checks the user's subscribed feeds regularly for new work, downloads any updates that it finds, and provides a user interface to monitor and read the feeds.

Cited from: http://en.wikipedia.org/wiki/RSS, by Brian H. on 10/03/09

RSS feeds are considered part of Web 2.0 because it utilizes user centered design and information sharing. The primary purpose of RSS feeds is to use one sites date in another site, application, or browser plugin. Students from third grade/ages 7 and above should be able to utilize RSS feeds. A professional development activity/ sample lesson that could be used with an RSS feed is to have teachers start a google account and receive RSS feeds from several news networks through google reader. They could then pick 2 interesting articles and summarize them with group members and embed a video of the story on their blog. resource.

RSS image uploaded from: http://www.zisshop.nl/Zis/web/%5Cpic%5Crss.gif

Back to the drawing board B.P.#3

I got so used to teaching seventh and eight graders, that I forgot what to expect when I went back to early childhood education. Being a man teaching preschool is quite the task. 80% of the children in my class don't live with their biological fathers and I am their only contact with a male outside of siblings and or other family members. This is a positive in a MAJOR way. They get to see a male role model outside of what the norm in my neighborhood is, and let me say that it isn't positive.

I went from easy street, by having students grade their own papers and record grades to having to wipe noses and serve food family style. I also had to change my teaching methods and become more of a nurturer than a disciplinarian. The one thing that I find bot ages of students have in common is that they are all receptive to positive engaged conversation. I'm not a teacher who raises their voice. I've never had to an probably never will. My aura delivers a strange cosmic energy that mysteriously tells students "don't play with him." However, it was back to the drawing board when it came to preschool. I could use a refresher that helped me with my teaching style and what I should be concentrating on teaching the little people.

I found several websites that offered helpful information that I could use in and outside of my classroom.

A to Z Kid's Stuff - http://www.atozkidsstuff.com/

Lots of very basic approaches to instruction for Preschool and Kindergarten, categorized by headings that will surely make sense to any primary teacher. While this site doesn't necessarily offer lots of interactivity, the storehouse of ready to use ideas is a big selling point.

Early Childhood Technology Literacy Project - http://www.mcps.k12.md.us/curriculum/littlekids/

The forward thinking Montgomery County, Maryland School system has put together this progressive program to promote literacy of technology in the earliest grades. This website offers the background and materials to teachers around the world interested in making use of this fabulous program.

Early Childhood Thematic Units - http://www.sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/index.html

Kathy Van Velzen offers this collection of eleven units complete with Bulletin Board Ideas, Cooking Ideas, Fine Gross Motor tasks, Language Development, Literature, Music, Sample Lesson Plans, Sample Parent Communications, Software Support, and Toys and Materials.

EduPuppy - http://www.edupuppy.com/

Kristen Hammond heads up this well-screened directory of developmentally appropriate ideas and materials perfect for grades K-2. Using keywords and categories teachers can sniff out the best activities, research and resources for the classroom. Very user friendly.

Enchanted Learning - http://www.enchantedlearning.com/categories/preschool.shtml

This portion of Enchanted Learning is dedicated exclusively to younger students. It includes letter and number recognition, colors, animals, transportation, as well as themes, links and a child-friendly search tool. Definitely worth your consideration.

ERIC Clearinghouse on Elementary and Early Childhood Education - http://ericeece.org/

This site is one of 16 clearinghouses in the ERIC system, providing resources for educators, parents and families, interested in the development, education, and care of children throughout early childhood. A great resource for research and literature helpful to educators.

Funschool - http://www.funschool.com/

Original activities designed for younger students, Funschool is a great place to have safe fun online. There's lots of familiar game formats here, and great use of JAVA applets for interactive uses of technology. Activities for upper elementary too.

Idea Box - http://www.theideabox.com/

All kinds of timely lessons and activities designed for the primary grades, including message boards where teachers can get together and offer support and ideas for one another. The free monthly newsletter rounds out this exceptionally designed site.

KinderKorner - http://www.kinderkorner.com/

Kinder Korner is a resource web site for teachers and others interested in early childhood education. It has an Internet mailing list and a great place to share ideas, ask questions, and talk about what works in your classroom.

Mrs. Gaines' Kindergarten Links - http://www.geocities.com/Athens/Aegean/2221/gainesgang.html

This is what a truly early childhood collection of links should look like. If you visit no other site from this edition, be sure to visit this one if you're looking for interactive educational games for nonreaders. Close the Geocities menu before sharing with your children.

The School Bell - http://www.theschoolbell.com/

Kathy Gursky offers this collection of themes, activities and resources for the primary classroom. Surf by month, alphabetically or by category. School Bell originals offer new content of interest to young children and their teachers.

A World of Kindergartens - http://www.coe.iup.edu/worldofkindergarten/

Excellent listing of early childhood resources gathered from around the globe and covering such popular areas of interest as the 100th day of school, computers in the primary grades and bookmark collections on high interest topics.

• (*websites suggestions, cited from http://surfaquarium.com/newsletter/early.htm on 10/2/09 by Brian H.)

There are tons of additional materials on the web for teachers to use with their students. We just have to go through them and see if they are worth recommending to our coworkers and classmates.

IQ learning/Sites/Rubrics

http://en.wikipedia.org/wiki/Inquiry-based_learning

According to wikipedia Inquiry-based learning is:

Inquiry-based learning describes a range of philosophical, curricular and pedagogical approaches to teaching. Its core premises include the requirement that learning should be based around student's questions. Pedagogy and curriculum requires students to work together to solve problems rather than receiving direct instructions on what to do from the teacher. The teacher's job in an inquiry learning environment is therefore not to provide knowledge, but instead to help students along the process of discovering knowledge themselves. In this form of instruction, it is proposed that teachers should be viewed as facilitators of learning rather than vessels of knowledge. Even though this form of instruction has gained great popularity of the past decade, there is plenty of debate about the effectiveness of this form of instruction.

In my opinion I believe inquiry is the act of seeking facts through instruction.

The inquiry quotient has a rubric that lays out for criteria rating for all the things that make up the webquest. There are various parts to the webquest such as the intro, task, processes, resources, evaluation, and the conclusion.

http://www.geocities.com/jazzer1402536/Rainforest.htm
This webquest requires students to develop a "campaign" to save the rainforest (A campaign is when people get together to accomplish a purpose). This may include PowerPoint presentations, TV commercials, speeches to people in the government, going on talk shows, brochures, songs, posters, or any other projects approved by the teacher.

http://www.geocities.com/mmooney49/rainforest.html
There are webquests like the one above that require you to research and develop a written report, visual project, and be prepared for an oral presentation about an animal that lives in the rainforest. You will need to explain why your animal needs the rainforest to survive.

Both webquests have some interesting tasks and require the students to participate in inquiry based learning. However I prefer the second site because of the web resources that are provided to students. I evaluated the sites with the rubric I created, and the first site would get a 9/16 and the second site a 11/16

I'll leave you with this, according to Alan Colburn

http://www.csulb.edu/~acolburn/AETS.htm

The science education community has embraced no idea more than that called "inquiry," or "inquiry-based instruction." Developing an inquiry-based science program is the central tenet of the National Science Education Standard's teaching standards. Project 2061's Benchmarks for Science Literacy discusses scientific inquiry multiple times, including a section specifically devoted to the topic.

Still, inquiry is ambiguously defined while nevertheless hailed sometimes as the way to teach science, a method that addresses all important educational goals. The purpose of this presentation, based on my literature review of JRST articles about the topic, is to clarify participants knowledge about one of today=s biggest educational buzzwords. The paper addresses three aspects of inquiry-based instruction important for any teacher educator to understand. As a preservice teacher educator myself, the paper is keyed specifically to people teaching methods courses or science courses for preservice teachers.

Internet Resource Value

My initial opinion of internet resources is that of a positive light. When I recall distant memories of my first exposure of the internet in school, I think about surfing online using a netscape browser on a slow connection. I didn't utilize any of the resources that were available because I wasn't taught what was available or how to use it. Once I got to high school I was taught how to use word processors, spreadsheets, and search engines. However it wasn't until college that I really used the online libraries for primary and secondary resources. Fast forward now and I feel robbed. There is a plethera of information on the internet for students to utilize now. There are online libraries like proquest k-12, and elibrary elementary. Students have access to literature sites like teachingbooks.net, and International childrens digital library. Teachers also have the availability to utilize the online accessories that come with their teachers editions. The publishers of the editions have tests, quizzes, video, and additional resources that cover whatever subject it is that you are teaching. This was totally unheard of in the past. I can recall older teachers with 7-8 resource binders that they had to use to teach with. Those days are gone. The internet allows teachers the ease of using whats available and also to CREATE their own resources that will be available for several generations of students and teachers to use in their classrooms and at home. Students having the ability to go online and find the information that they need in order to finish homework assignments and or to create experiments that they can learn from are very important. Everyone who participates in higher learning and education need the necessary tools in order to be able to do good work. The value of the internet is high. The things such as web 2.0 is allowing surgeons on one coast to preform an operation while the procedure is streaming live online and medical students on the opposite coast can follow the procedure on a cadaver. That was unheard of in the past! The internet now allows that! Hands on activities are so important in that field and having the internet to do that on is priceless. I wish that we had the type of resources that are available now where available when I was in school. They would have been so helpful back then. Unfortunately they weren't but now I will use the resources that are available to me. I hope that other teacher and students will do the same.

Last Blog Post

"Being comfortable" is one enemy. Television, Study Island, Right Winger Republicans, Budget Cuts, Extended School Days, Flaming Hots with Nacho Cheese, Behavior Problems, AYP, Education vs. Teaching, Chicago Teaachers Union, Charter Schools.......

Just some of the topics that we touched on in class. The one thing that I've taken to heart throughout this class is to step away, look, analyze, and change what you are doing if it isn't making a difference in the lives of your students. Being comfortable is quite an easy thing to do as a teacher, especially if your principal isn't breathing down your neck.

The way the majority of educators attempt to teach our students who are minorities isn't working. Everything needs to change when dealing with these groups of people. More funding is needed but PROVEN PROGRAMS that improve test scores while allowing students to come in contact with nature and other environments that they wouldn't otherwise in the concrete jungle.

Teachers must analyze themselves, read quality books that help build character, and join professional organizations that will help them become the well rounded educators that they should be. No one should get "comfortable."

Dr. Cunningham managed to turn my world upside down in a matter of weeks. Everything that seems to be really isn't what it appears to be. I feel like I'm trapped in the Matrix. I have one question for you Craig. What aren't you running for a public office? You have a plethora of knowledge. I could see you in office rustling feathers.

How do budget cuts affect teachers?

Well it's that time of year again. Time for the distribution of cap and gowns correct? Why yes, but also time for the distribution of pink slips to teachers. There were 6 teachers and an Assistant Principal let go by my Principal this year. Five out of the six taught at the school less than 3 years, while the other one for approximately three years. The Assistant Principal taught at the school for the last 24 years! They were all told that they were laid off due to "budget cuts!" Our school suffers from low enrollment. I've noticed the pattern for the last two years. Several teachers are fired at the end of the school year, then in the beginning of the new year the remaining teachers have overcrowded classrooms, some up to 42 students. The paperwork is filed concerning this matter and more monies are given to the school. The Principal then hires teachers fresh out of college. I wonder exactly how much additional money the school is receiving for "overcrowded classrooms?"

http://712educators.about.com/od/issuesineducation/tp/teaching_budget_cuts.htm

Larger Classes

With budget cuts come larger classes. Research has shown that students learn better in smaller classes. When there is overcrowding there is a greater likelihood of disruptions. Further, it is much easier for students to fall through the cracks in larger schools and not get the extra help they need and deserve to succeed. Another casualty of larger classes is that teachers are unable to do as many cooperative learning and other more complex activities. They are just too difficult to manage with very large groups.

Without a doubt I know that half of the teachers that were laid off could not control their students. They were literally hanging from the chandeliers. However I can't believe why the Assistant Principal was let go. She does a wonderful job, but is making 100,000 + so I guess there lies the problem.

http://www.msnbc.msn.com/id/23116409/

WASHINGTON - School budgets have seemed to defy gravity in recent years — going up steadily without ever coming down. But school board members from across the country say that's likely to change soon, and they're bracing for leaner times forced by the nation's economic downturn.

Board members in Washington last week for an annual conference said shortfalls in state budgets coupled with pessimistic predictions about local revenues are forcing them to look for ways to trim next year's budgets, which they are working on now.

I hope my fellow co-workers are really being laid off due to "budget cuts" and not because of their inability to control their students.

Learning through play and fantasy

I am so thankful that I had a 5 year old niece when I was a headstart teacher. I only have one sibling and he's nine years older than me. Walking into that classroom was a rude awakening. I wasn't prepared for what I was going to experience. I learned that preschool must be structured just like the regular classroom, however the children learn a lot through play and fantasy. They aren't just sitting there like kids in the other grades with a book in front of them learning facts. I had to shed my adult skin and participate with my students in all aspects of their education. Learning through play allowed them to emulate doctors, nurses, and construction workers. I recall asking them specifically who they were, what they were doing and why were they doing so. The discussions and demonstrations we had were amazing.

http://www.lifelearningmagazine.com/0312/NovDec03.pdf

"Play isn’t something that we, as adults, can manipulate and control. Our
role, as I have found out, is to facilitate as many opportunities for play as we can. Aside from quality tools, time to play is crucial, and that's something home educating families can give their children in abundance."


I recall the fathers of several headstart students who thought it was wrong for them to play with their children and participate in their "fantasy land." I never had one man to come put on one of the dress up outfits and and become a doctor that was going to cure a patient by the bean bags. Headstart did however hold an inservice on the importance of playing with and fantasizing with your child. A hand full of parents showed up and they learned a lot.

http://extension.oregonstate.edu/catalog/hml/ec/ec1297-e/

Play is for parents, too

You will find that playing with your children can be fun and helpful. It’s a relaxed and easy way to learn about your child’s interests, skills, and worries. It is a way of showing your child that you care, and it is one way you can contribute to your child’s total development.

To make the most of the opportunities play offers both you and your children, try these ideas:

• Join in your children’s play.
• Add fantasy and playfulness to everyday situations.
• Provide playmates for your children.
• Take your children to see people, places, and things outside your home.

You’ll find that play offers lots of possibilities to build on.

My K-12 experience as a student

I attended Metcalfe Magnet School on the far south side of Chicago for K-8. I was in the "gifted" program for grades 1-8. All of the "gifted" classrooms were split 1/2, 3/4, 5/6, 7/8. All of the assignments and tasks we were given were challenging.
We had a wonderful science lab teacher. Each week we did experiments that corresponded with the lessons we learned. She also took us to Argonne national laboratory and other places on field trips. We had a good Spanish teacher, he went class to class and taught us once a week. There was gym class, a music class, and even recess for 20 some minutes per day!
Metcalfe was a wonderful experience. From 5th grade on, the classes were departmentalized. The teachers just adapted their lessons for the three types of classes. All of the kids knew of how the classes were broken down. As you know children are cruel and this is how they referred to the breakdown of the classes, there was "the gifted class", "the middle class", and "the slow class." I personally didn't care because I was friends with everyone but some of the students discriminated against each other. Mainly the higher scoring students versus the lower scoring students. The percentage was very small when it cam down to it but there were actually fights about "being stupid" or "being a nerd."
The Administration and Staff at Metcalfe worked hand in hand with parents to make sure that the students of the school were receiving the best education possible. There was the occasional fight but no gangs or drug problems. My time at Metcalfe was very fruitful and prepared me for high school.
I attended Morgan Park High School and totally messed up my freshmen year. I went into school with a big head because at Metcalfe I was the Co-Captain and starting point guard of the basketball team. We won the region championship in 1990, 1992 and the area championship in 1993. My Iowa test scores got me into M.P. high, but my basketball skills were what saved me. I ended up cutting lots of class and missed about 2 months of school throughout my freshman year. I was at every basketball practice. At the end of my freshman year my g.p.a. was barely 1.0 and I got kicked off the team in addition to being kicked out of the school. The principal gave me one chance to get myself together and in addition to the worse beating I ever got in my life I chose to do what I should have been doing in the first place. Get an education. I stopped cutting school and everything else that hindered me from doing my best. I focused on my studies and managed to graduate on time with a 2.9 g.p.a I loved my Science classes, Black American Studies, and Computer Technology classes. If I would've done what I should have been doing all along I could have graduated with no less than a 4.0 I truly believe. My high school experience showed me that slacking off and b.s.'ing will get you no where in life. I took full advantage of the Morgan Park high school for my last three years. I was the head of the Stage crew, sang in the school choir, worked on the video crew and was on the track team.
My teachers all took a liking to me and let me know that they were there to help me. I didn't listen my first year. I often wonder what could have been.............. We didn't really take any field trips in high school, however I was prepared for college upon graduating from Morgan Park High School.

http://www.shawnolson.net/a/1/my-experience-at-westland-high-school.html

The other way to view it is that the only reason the other kids never asked the essential question (Why am I in school?) was because they were conditioned to accept their environment regardless of its value. This is probably the truest way to view the situation. I have a terrible feeling about this because it seems all too apparent that this attitude is common, and it is an attitude that leads to cultural stagnation and apathy. I am afraid of a world with no concern with where it is and where it is going because that is a world where there is no vision. Without vision we are at the mercy of forces that do not care about us individually or collectively, and we are vulnerable to the claws of predators and fools.

That is the moral I draw from my time at Westland High School.

I somewhat felt they same way Shawn did about high school. I already knew they things that were being taught my first year and I saw no point of being there other than to play basketball. I was doing work to get a grade and wasn't interested in what was being taught for the most part. The classes I took following my freshmen year were more challenging and I applied myself. However, I graduated, unlike Shawn.



http://lagnada.blogspot.com/2007/01/high-school-experience-introduction-i.html

Staying on Course

"A concept that was new to me was the ability of students to register for courses without the parents' consent. I was very new to this idea and that not liking Science and Math courses at the time I decided to skip all the math and science classes in my sophomore year naturally. This is very ironic since later on in life I received my degree in Electrical Engineering which is a course known for to be intensive in Science and Math classes. I found out later on that there were minimum requirements in Math and Sciences so I had to take the missing courses during my junior year if I wanted to graduate. During my junior year, I had two take a couple of courses which I was the only junior in the class. This situation seemed like a blessing for me since I found that even though the sophomores were still a year older than me they were actually the right maturity level. I craved to be immature and unserious. I had fun with the sophomores and made lots of friends at that level. I have found that there is a blessing to every bad situation."

Everyone has a different experience in school. I'm glad Antonio finished and went on to be a successful Electrical Engineer. I never considered being a teacher. While in high school I only wanted to be one thing and that was a Mortician. I used to volunteer over the summer at my cousins funeral home out west. I went to SIUC majoring in Mortuary Science but I couldn't work on the babies. You cant pick and choose what cadaver you wish to prepare so I dropped out of the program.

Public Vs. Private Schools

The Center for Education Policy did a special study based on analysis of the National Educational Longitudinal Study. They found that there is no real difference between the academic performance given by public and private school students from the same low-income bracket and background, suggesting that family involvement has more of an impact than the school setting.

http://www.cep-dc.org/document/docWindow.cfm?fuseaction=document.viewDocument&documentid=226&documentFormatId=3665

I guess everything that Craig said was correct. However the fact remains that the playing field (financially) isn't even. Suburban/Private schools receive more money to spend on each student versus public schools. I wonder what percentage of private school students are from low income homes? I would assume that these students were some of if not the top performing students in a public school at one time and may have received a scholarship to attend the private school.

Summary of CEP Findings

• Low-income students attending public high schools performed just as well academically as low-income students attending private high schools.
• Neither private school students nor public school students with similar background characteristics were more likely to attend college.
• Young adults at age 26 who attended private school are no more likely to be engaged in civic activities than young adults who attended a public school.
• Private school graduates aren't any more satisfied with the jobs they hold at age 26 than are public school graduates.

Contrary to popular belief, we can find no evidence that private schools actually increase student performance,' stated Jack Jennings, the president and CEO of CEP. 'Instead, it appears that private schools simply have higher percentages of students who would perform well in any environment based on their previous performance and background.'

Home Schooling....... With or without teaching crudentials?

I would think that any parent who wanted to educate their child would be required by the state to have some sort of teaching crudentials. The purpose of teaching is to instill knowledge through experience and learn from it. How can an inexperienced parent teach subjects to their child that they don't know about?

http://articles.latimes.com/2008/aug/09/local/me-homeschool9
"In February, in a child-protection hearing, the 2nd District Court of Appeal said parents must have a teaching credential to home-school their children. The decision caused nationwide uproar among home-schoolers, evangelists and others, and the court agreed to reconsider its decision.

Today the court ruled that California law allowed home schooling but that the right of parents to home-school their children can be overridden if a child is in danger.

Unlike in at least 30 other states, home schooling is not specifically addressed in California law. Today's ruling essentially upheld the position of the state Department of Education, which has traditionally allowed home schooling as long as parents file paperwork with the state establishing themselves as private schools, hire credentialed tutors or enroll their children in independent study programs run by charter or private schools or public school districts."

I don't know whether to be disgusted by this or not. I personally only know two African-American children who were home schooled. They did fine in high school and are now in college. However their father is a major architect and their mom has a masters degree in biology but chose not to work. These circumstances aren't the same for rest of the nationwide home schooled students. Here are some comments from some teachers speaking out on this subject.

http://californiahomeschool.net/resources/teachercomments

"My state teaching credential did not teach me how to successfully instruct children as individuals, nor is it even possible to instruct another how to teach. Teaching is an innate ability possessed by most mothers. Instead, my credential gave me the skills to manage large groups of children efficiently within an institutional setting, a skill set completely unnecessary for home instruction."

"Home Schooling has produced some very educated students. Ability to teach is not conditioned on having a credential."

"The classes required for a credential are more about managing a classroom than becoming an excellent teacher. They are quite irrelevant to homeschooling."

"I hold a current teacher's certificate in the State of Illinois. I also homeschool our five children. My credentials did not prepare me to teach my own children!! Rather, being their mom did."

What do you think?

School violence

http://www.ericdigests.org/2004-3/violence.html

Violence in schools is something that isn't discussed much until a tragedy happens. Inner city schools are more prone to have acts of violence happen there than suburban and rural schools. The urban school administrators should take the time and assess how this affects the test scores of children. There should also be more programs instated that address school violence. Students need to be taught how to work out their differences instead of using violence to solve problems.

* Secondary schools are more likely to report at least one incident of violence than elementary and middle schools, with 92 percent of secondary schools, 87 percent of middle schools, and 61 percent of elementary schools reporting a violent incident. For serious violence, secondary and middle schools (29 percent) report the same incidence of serious violence, while 14 percent of elementary schools report at least one serious incident.

* Similarly, compared to city schools, those on the urban fringe are less likely to report a violent incident, while there are no differences in reports of violent incidents between city schools and those located in towns or rural areas.

After controlling for other characteristics, the only school management practice that remains associated with reports of violence is the number of classroom changes students make during a typical school day; as the number increases, the probability of experiencing a violent incident also increases.

At my school there are some fights but mostly from things that happen outside of school. There are several gangs in the area. However the security does a good job at curbing the violence on school grounds. When things to happen, I know that my assistant principal reports the incidents to area office and to the police. I don't believe that he is fudging data.

http://www.cato.org/pub_display.php?pub_id=4032

"In reality, disclosures of school violence vary wildly from one district to another. Some schools report every punch thrown on the playground. Others did not include assaults that police classified as felonies," Denver Post staff writer Doug Oplinger reported.

After comparing police reports with those filed by schools, Oplinger found serious discrepancies. Among the incidents that took place at metro-area schools reporting no violence or fights of any kind last year were a boy who needed staples to close head wounds; a girl who was hospitalized with bruised kidneys; a sexual assault; a knifing; and attacks with a flagpole and a baseball bat.

Between March and April, the Chicago Tribune reported on the failure of law enforcement officials in Illinois to consistently notify school districts when convicted juvenile sex offenders enroll in their schools. Many failed to notify principals in the mistaken belief they were not permitted to alert them, when in fact they were required to do so.

Health risks in education

http://www.usatoday.com/news/nation/environment/school-air1.htm
http://content.usatoday.com/news/nation/environment/smokestack/interactive/4


There are schools nationwide that are located around industrial factories. The factories are emitting toxic pollutants into the air. Guess who's breathing in these toxins? Yes, you guessed correct. The children, teachers, and everyone else in the surrounding areas.

I believe the EPA needs to do more to regulate the the emission levels of these factories. The problem is who's going to regulate the regulators? It is a crime for people to be exposed to these toxins.

In most minority communities you can easily find industrial factories nearby. The flipside to this is that throughout the rest of the U.S. where there aren't any minorities there are Caucasians being exposed to the same toxins. Exposing people to toxins is a crime. These companies slowly killing people, they are also killing the earth with their toxic fumes and waste.

Schools shouldn't be built by these factories. The schools that are within a 4 mile range of factory that emits toxins should be closed.

Social Justice High School

News Article:
http://archives.chicagotribune.com/2008/oct/09/business/chi-gay-school-09oct09

Social Justice High School Website
http://sj.lvlhs.org/apps/pages/index.jsp?uREC_ID=54003&type=d

GLBTQA want their own high school for various reasons. Some of the main reasons is violence, mistreatment from students and teachers, and absentee rates. I've always been opposed to this type of school opening. My reasoning is that if you let people have the ability to leave the regular schools and have their own school because of their social/sexual status that's not fair. It's not fair to those who leave, nor the students who'd still be attending the school.

I think GLBTQA and heterosexual students should be required to take classes the address the questions and or issues that they may have about each other. When I was in high school from 1993-1997 there were GLBTQA's that attended my school and they got along with the majority of the students. The major difference that I see now amongst GLBTQA youngsters of today in comparison to those when I was in high school is some of the outrageous behavior that SOME of them display. Displaying this type of behavior in front of SOME heterosexual high schoolers they tend to speak disrespectfully and or use violent behavior toward the GLBTQA's. Every day schools should have social time where 10 minutes is taken for all the children to interact with one another and highlight 5 kids to say a little about themselves. This isn't a lot but it may help others to see something special in them and want to befriend them.

By educating both parties about one another they can see how they have much more similarities than differences. Your sexual preference and outward display doesn't dictate who you are or what kind of person you are. However getting that point across to a kids ages 13-17 is very hard especially since they tend to judge their peers on outward appearance.

Poverty and Potential

In http://epicpolicy.org/publication/poverty-and-potential Berliner outlines as factors that affect student success in school: 1) low birth-weight and non-genetic prenatal influences on children 2) inadequate medical, dental, and vision care, often a result of inadequate or no medical insurance 3) food insecurity 4) environmental pollutants 5 family relations and stress and 6) neighborhood characteristics 7) extended learning opportunities such as preschool, summer school and after-school learning. These factors are being addressed in schools but the truth of the matter is that not all parents tend to take advantage of the resources at hand. I recall when teaching in headstart that there were actual headstart community personell that held monthly meetings that would address these 7 and other issues that affect the school and community. On average from 40 students. 20 in two half day classes only 2 parents would participate in the meetings. Others simply didn't care or signed in and left after a couple minutes. The personall couldn't force them to stay so they spoke to those parents who did attend.

I feel that articles like this paint a perfect picture for politicians to see what is wrong with the Education system within the United States of America. However, what are they going to do to change these factors? Teachers do everything they can possibly do help raise test scores, raise student morale, and raise productive citizens of this country. Politicians and administrators should be held accountable for not doing enough to correct these inconsistensies. Who will hold those who make the laws and sit on the sidelines accountable? Teachers Union's, parents, students, and the local school councils must all work together in order for a change to happen. The available data has to be reviewed and grassroots programs must be put in place to make an actual "change" in poor school and poor neighborhoods. Parents must also take responsibility for their childrens future and living conditions. If a person refuses to work and chooses to collect a check, there should be prequisites for them recieve any form of government given monies.

"Family violence is much more likely to be directed at females than males, and it occurs more
frequently among the poor than the middle class and wealthy." http://www.abanet.org/domviol/statistics.html. Violence is yet another factor that floods into the school. Neighborhood affairs, family feuds, and gang battles/wars are an everyday reality. Students cant learn when they know there is a 90% possibility that they will get jumped on when it is time to change classes. Gang ties through your family is another problem. I know of students who cant go around or talk to other students due to the gang ties of their older siblings. It's a "respect" issuse of the streets. Kids are taught to only deal with members that associate with the family gang or dont speak at all. So if you have a couple students in your class that score high on tests but dont talk, it doesn't necessarily mean they are introverts.

In the public school rankings article I learned that "due to the 2002 No Child Left Behind Act, and the 2007 reauthorization of that Act, parents of students who are attending low-performing schools at the bottom of Public school rankings have the right to withdraw their children from said schools and enroll them in places that are on the top in regards to Public school rankings." http://www.articlesbase.com/education-articles/public-school-rankingshowpoor-neighborhoods-affect-placement-208604.html This is absolutely wondeful, however I'm pretty sure that most parents from low income areas take advantage of this loophole.

As far as the "Minority proximity to environmental dangers in the USA" from the Berliner article I can think off hand of the landfill and paint factory within a 3 mile proximity to my home and I'm like WOW. There are so may factories and industrial businesses amongst my community and the surrounding that I never paid attention to. Carver high school is a prime example. This school is located with city blocks of a huge landfill.

There are so many factors that affect minority students. Mr. Berliner made a start by providing us with detailed data that can be used to help correct these atrocities. The question is, what will you as an individual do to help those in need?

ISAT Test Week 1

My kids are very happy to be finished with the first part of the ISAT test. Reading part 1 is complete and I know they cant wait for the rest to end.

TIE 532 Blog

Your next assignments are to subscribe to my blog, then create your own personal web log entry on the blog you created. In a few sentences please discuss the hands on experience that we had working with computer hardware last week in class.