Lauren's comments on the Parent Portal were very interesting. Just like Progress Book in E. Stbg., it is a good source for parents to be aware of their children's current grades. Parents can then take appropriate measures to steer their children in the right direction. I was taken aback that all teachers had access to the students personal records. I don't know if this would be an invasion of privacy. Although it may be good for a teacher to be aware of potential problems in their classroom, you don't want to steretype students. This is a real catch-22. Are parents aware of this - could they possibly sue?
Shawna's articles on going to college without attending high school was also controversial. While you want to give all students an equal chance to succeed, those students that do follow the traditional path may feel that they are doing all of their work for nothing. Which is the correct path? I think the correct path is the one that works for that particular student.
Biofilms - unbelievable innovation. Its like the "Terminator" revisited. The germs kind of scare me - are they safe?
Innovations - I learned a new word "quirte." Innovation Adoption Rate - s curve - innovators, early adopters and early majority, late majority and laggards. I could apply these terms to my own personal experience using Progress Book in school. One out of six teachers used the program immediately. Right now three other teachers have joined in keeping their gradebooks in Progress Book (PB.) Two teachers do not want to use it and want to keep records of student grades in a record book. In PB, report cards can be completed at the click of a button. Even after shown this feature, several teachers are still wary about using this technology. They want to wait until it is required by the district, and will continue to complete the report cards one skill at a time. I did try it this year, so I guess that makes me part of the early majority. As far as education goes, the "hold-outs" are just as educated as the adopters and early majority. I think they are just set in their ways. They are not currently taking any graduate or undergraduate classes, yet the ones who are trying the program have taken at least one class within the past year. Interesting fact!!
Monday, October 29, 2007
Sunday, October 14, 2007
10/14 Homework - Articles & Video Response
I read the article entitled "New Orleans School Chief Tackles Rebuilding Shattered System" and watched the video "Starting Over in Oakland." In my opinion, there are several things that schools experiencing tough conditions can do to make positive changes happen. High expectations, positive and sincere educator and community involvement are the major factors that can lead to positive change. Strong leadership and the willingness to work hard and lead by example seems to be the predominant theme in the New Orleans article. Despite the hardships suffered in New Orleans and the unkept and dangerous conditions in Oakland, the educators were motivated to make positive changes in their schools. In the video, the principles had to "sell"their vision for new schools. All of the principles had a "hands-on" approach to changing the system. Despite some pessimistic opinions, these educators pursued their dream of making positive changes.
It is difficult for children to learn when their basic needs are not being met. According to Maslow, basic needs such as survival (food, water, shelter, warmth) and safety (to be free of physical and emotional threats) must be satisfied before moving on to the next level. Students who are hungry, tired, or homeless should have these needs met before they can concentrate on learning. Students who are afraid for their safety (fighting in school, drug-infested areas, gang violence, etc.) also can not concentrate on the process of learning. It is obvious that these needs were a priority in the New Orleans situation. On the first day of school, only 40% of the students showed up. In Oakland, the feeder school only had 24% of their students at grade level.
Both the New Orleans and Oakland schools were dealing with economic disadvantages. New Orleans due to the devastating effects of Hurricane Katrina, and Oakland due to the low SES/funding and social condition of the local schools. Although both areas suffered hardships, many of the educators portrayed wanted to make a change. Perhaps the extent of dissatisfaction of the conditions was enough to promote action to change. There were some doubting Thomases, who believed that these high expectations were unrealistic due to the community's social condition, yet many of the featured educators continued to maintain their optimistic visions.
These articles made me think - can I make a positive change in my school? Can I increase parent involvement? Am I doing enough? I don't know. Am I one of those doubting Thomases? In the past, I have tried to involve parents in our activities, it just seems like it's the same parents who volunteer all the time. The students who really need the extra help and attention are those whose parents do not get involved. Then there are those parents who really care, but they have full-time jobs to make ends meet and arrive home from work too late to participate in school activities. I feel I already put alot of extra time into my students - I'm always bringing school work home. I also participate in school-run functions (teacher-night at McDonalds, faculty chorus, tutoring, etc.) Sometimes I feel like I am neglecting my own family! Many of the teachers in the article and video seemed like they made the school and the students their main priority in life. They should be commended. This is wonderful for the students they teach, but I can't make that 24 hour a day commitment. With three children, a husband, five pets and a house to run, I feel like I don't have the time (or energy) to make major changes. I do the best that I can for my students and try to make learning the curriculum fun. I care for each and every one of them. I give them encouragement and support and I hope that is enough.
It is difficult for children to learn when their basic needs are not being met. According to Maslow, basic needs such as survival (food, water, shelter, warmth) and safety (to be free of physical and emotional threats) must be satisfied before moving on to the next level. Students who are hungry, tired, or homeless should have these needs met before they can concentrate on learning. Students who are afraid for their safety (fighting in school, drug-infested areas, gang violence, etc.) also can not concentrate on the process of learning. It is obvious that these needs were a priority in the New Orleans situation. On the first day of school, only 40% of the students showed up. In Oakland, the feeder school only had 24% of their students at grade level.
Both the New Orleans and Oakland schools were dealing with economic disadvantages. New Orleans due to the devastating effects of Hurricane Katrina, and Oakland due to the low SES/funding and social condition of the local schools. Although both areas suffered hardships, many of the educators portrayed wanted to make a change. Perhaps the extent of dissatisfaction of the conditions was enough to promote action to change. There were some doubting Thomases, who believed that these high expectations were unrealistic due to the community's social condition, yet many of the featured educators continued to maintain their optimistic visions.
These articles made me think - can I make a positive change in my school? Can I increase parent involvement? Am I doing enough? I don't know. Am I one of those doubting Thomases? In the past, I have tried to involve parents in our activities, it just seems like it's the same parents who volunteer all the time. The students who really need the extra help and attention are those whose parents do not get involved. Then there are those parents who really care, but they have full-time jobs to make ends meet and arrive home from work too late to participate in school activities. I feel I already put alot of extra time into my students - I'm always bringing school work home. I also participate in school-run functions (teacher-night at McDonalds, faculty chorus, tutoring, etc.) Sometimes I feel like I am neglecting my own family! Many of the teachers in the article and video seemed like they made the school and the students their main priority in life. They should be commended. This is wonderful for the students they teach, but I can't make that 24 hour a day commitment. With three children, a husband, five pets and a house to run, I feel like I don't have the time (or energy) to make major changes. I do the best that I can for my students and try to make learning the curriculum fun. I care for each and every one of them. I give them encouragement and support and I hope that is enough.
Monday, October 1, 2007
October 1 - Review on Powerpoint Presentation
Graduation and Dropout Rates - the statistics for dropout rates are startling. There are many reasons for this. It seems that socio-economic status, race and gender are major contributing factors. You would think that our nation would have closed the gap, yet all studies so far have yielded the same results. I agree that education is in trouble becauses of the reasons stated. I wonder when the testing will change to meet the needs of all students? Standardized tests are not a one fits all solution. We have to keep in mind that just about every statistic can be debated.
High School PSSA Scores (School Location) - proficiency levels in reading and math higher in rural setting. Ethnic students tend to live in the cities. Location has a great effect on how students perform. This presentation made me think that most teachers do try their best to teach their students - the teachers that I know are very dedicated to their profession. Socioeconomic status often dictates where one lives, so where a student lives would have an effect on PSSA scores. I still feel education is in crisis. Regardless of the reason why, minority students are still performing below the other ethnic/race groups.
Reading Scores 9-13-17/Graduation Rates - Stats are relatively the same since 1971. Scores are higher, but we live in an age of information. Graduation rates - more males drop out than females (breadwinner?) Black females in the northeast have the lowest graduation rates. White and Asian females have the highest grad. rates. White males have the highest grad. rates. American Indian males the lowest. We are 16th in grad rates around the world. US has more students in HS than other countries - are we really that far behind?
Reading Scores - 5th Grade 2003/04 - Our group focused on "Are PSSA Tests Fair to All" - We feel that there is so much diversity in the student population & learning styles that standardized testing is not a true measure of a student's ability. We spend too much time "teaching to the test," yet we differentiate our teaching in the classroom to meet the needs of our students. This is such a discrepancy!! All students cannot possibly be 100% proficient.
How these presentation relate to the formula discussed in class was extremely interesting. Will be dissatisfied enough to change the system? Some people believe changing the president will change everything, but I feel it is a socioeconomic issue.
High School PSSA Scores (School Location) - proficiency levels in reading and math higher in rural setting. Ethnic students tend to live in the cities. Location has a great effect on how students perform. This presentation made me think that most teachers do try their best to teach their students - the teachers that I know are very dedicated to their profession. Socioeconomic status often dictates where one lives, so where a student lives would have an effect on PSSA scores. I still feel education is in crisis. Regardless of the reason why, minority students are still performing below the other ethnic/race groups.
Reading Scores 9-13-17/Graduation Rates - Stats are relatively the same since 1971. Scores are higher, but we live in an age of information. Graduation rates - more males drop out than females (breadwinner?) Black females in the northeast have the lowest graduation rates. White and Asian females have the highest grad. rates. White males have the highest grad. rates. American Indian males the lowest. We are 16th in grad rates around the world. US has more students in HS than other countries - are we really that far behind?
Reading Scores - 5th Grade 2003/04 - Our group focused on "Are PSSA Tests Fair to All" - We feel that there is so much diversity in the student population & learning styles that standardized testing is not a true measure of a student's ability. We spend too much time "teaching to the test," yet we differentiate our teaching in the classroom to meet the needs of our students. This is such a discrepancy!! All students cannot possibly be 100% proficient.
How these presentation relate to the formula discussed in class was extremely interesting. Will be dissatisfied enough to change the system? Some people believe changing the president will change everything, but I feel it is a socioeconomic issue.
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