In thinking about the learning experiences I had, I think the majority of my educational memories come from elementary school. I attended Northmoor Elementary, in Englewood, Ohio. It was, and still is, the largest elementary school in the district, and when I was a student there, we had 6 classrooms in each grade and probably close to 30 students in each grade! The school's current website is http://www.northmontschools.com/nm/index.html.
Looking back on it, now through the lens of being an educator, 3 things stick out to me:
1) All throughout elementary school, we always had "specials" and recess. In all grades, each class had the following "specials":
Music ~ 1x per week
Art ~ 1x per week
Physical Education ~ 2x per week
Library ~ 1x per week
In addition, all grades had 3 (count 'em, 3) recesses each day: mid-morning, after lunch, mid-afternoon.
We had time to learn and play outside of the classroom and I believe, as an educator, that students, teachers, and schools were better for it.
2) I had a very strong foundation in phonemic awareness, phonics and spelling. To develop Phonemic Awareness we used "The Letter People" curriculum and to this day I remember the songs and attributes of the letters. I know many other people who feel the same way, and to this day can sing the opening song. (For more information on The Letter People, check out the Wikipedia article on it: http://en.wikipedia.org/wiki/The_Letter_People). Additionally, we had phonics and spelling textbooks and workbooks. At the time, I thought nothing of it, as it had always been a part of education experience. However, as an educator, I realize the importance of phonics and am thankful for the reinforcement I received.
3) Multiplication: I simply COULD NOT learn my multiplication facts until 6th grade. I remember, still with dread, the timed tests and "around the world" races in 3rd and 4th grade. I imagine I did a LOT of counting, as I understood the concept, and yet, the memorization aspect would not "stick". As an educator, I continue to be intrigued and curious as to "how students learn" and I try to be extra sensitive to students individual struggle, as I know from experience how difficult it can be.
Those are just the quick issues that have added to just a small part of who I am as a person and as an educator today. I wonder, what will the students we are presently teaching remember about their education?
This blog contains thoughts, ideas, and inspiration from the world of education. Enjoy!
Sunday, May 31, 2009
Monday, May 25, 2009
Breaking the day-to-day cycle of violence
Last week, in one day, a teacher-friend of mine was punched in the jaw and in the stomach, in two separate incidences at her school. She teaches in a Chicago Public School on the west side of the city and while it was rare for two separate incidents to occur in one day, the violence itself is not rare.
The first of act of violence was when a 7th grade student hit her, when she politely requested that he stop talking on his cell-phone in the hallway. She asked him politely “please stop talking on your phone”, to which he responded with “no” and a series of profanities. She asked him again, in the same flat non-threatening, but firm tone, and he stepped toward her and punched her in the jaw.
Later in the day, two of her own students were in a physical fight while leaving the bathroom. She immediately asked them to break it up and, upon her own choosing, stepped in between the boys and she and another teacher separated them—at least momentarily. However, the student who she was not with left the teacher he was with, and reached around her and the student she was with and accidentally hit her.
Now, I know that many questions could be posed about this situation, including much criticism for her, as many teachers wouldn’t intervene in ways that she did. However, I fully respect her right to make the decisions she did as an educator. My overall concern about the situation is the fact that “random acts of violence” occur on a regular basis, in this particular school setting and sadly, I’m sure it is not alone. Which leads me to the following question:
HOW and WHY do students think that violence, against each other, against their teacher, and specifically in their school, is an acceptable solution to their problems?
I fully recognize that this is a very large question, one that has numerous implications that include but are not limited to: social, cultural, and socioeconomic concerns. However, I do believe with continued discussion and increased scrutiny, some solutions can be found and the cycle of violence can begin to be broken.
Two Organizations that look at the issue of violence in schools are listed below.
1) The Constitutional Rights Foundation
2) The National Youth Violence Prevention Resource Center
The Constitutional Rights Foundation (http://www.crf-usa.org/school-violence/) states:
“Regardless of fluctuations in its rates, incidence, and categories, violence continues to create an ongoing challenge to the nation's educational environment. Violence in our schools demands that educators, students, parents, social service organizations, and concerned individuals be informed about the problems, causes, and effects of school violence and that we all join the search for solutions. We hope that the lessons and resources included in this CRF online site may help to introduce the problem of--and solutions to-- school violence into our schools' educational agendas.”
The National Youth Violence Prevention Resource Center (http://www.safeyouth.org/scripts/topics/school.asp) has links to numerous resources and articles to assist those who are working at addressing school violence in their schools and communities.
Neither provides all-encompassing solutions, but both do provide honest insight into the many issues surrounding students and violence in this nation.
The first of act of violence was when a 7th grade student hit her, when she politely requested that he stop talking on his cell-phone in the hallway. She asked him politely “please stop talking on your phone”, to which he responded with “no” and a series of profanities. She asked him again, in the same flat non-threatening, but firm tone, and he stepped toward her and punched her in the jaw.
Later in the day, two of her own students were in a physical fight while leaving the bathroom. She immediately asked them to break it up and, upon her own choosing, stepped in between the boys and she and another teacher separated them—at least momentarily. However, the student who she was not with left the teacher he was with, and reached around her and the student she was with and accidentally hit her.
Now, I know that many questions could be posed about this situation, including much criticism for her, as many teachers wouldn’t intervene in ways that she did. However, I fully respect her right to make the decisions she did as an educator. My overall concern about the situation is the fact that “random acts of violence” occur on a regular basis, in this particular school setting and sadly, I’m sure it is not alone. Which leads me to the following question:
HOW and WHY do students think that violence, against each other, against their teacher, and specifically in their school, is an acceptable solution to their problems?
I fully recognize that this is a very large question, one that has numerous implications that include but are not limited to: social, cultural, and socioeconomic concerns. However, I do believe with continued discussion and increased scrutiny, some solutions can be found and the cycle of violence can begin to be broken.
Two Organizations that look at the issue of violence in schools are listed below.
1) The Constitutional Rights Foundation
2) The National Youth Violence Prevention Resource Center
The Constitutional Rights Foundation (http://www.crf-usa.org/school-violence/) states:
“Regardless of fluctuations in its rates, incidence, and categories, violence continues to create an ongoing challenge to the nation's educational environment. Violence in our schools demands that educators, students, parents, social service organizations, and concerned individuals be informed about the problems, causes, and effects of school violence and that we all join the search for solutions. We hope that the lessons and resources included in this CRF online site may help to introduce the problem of--and solutions to-- school violence into our schools' educational agendas.”
The National Youth Violence Prevention Resource Center (http://www.safeyouth.org/scripts/topics/school.asp) has links to numerous resources and articles to assist those who are working at addressing school violence in their schools and communities.
Neither provides all-encompassing solutions, but both do provide honest insight into the many issues surrounding students and violence in this nation.
Friday, May 15, 2009
Year-Round Schooling: A Unique Opportunity
Year-Round Schooling is certainly a "hot button" issue these days, as more and more schools districts, are considering the pros and cons of such action.
On April 29, 2009, a U.S. News and World Report blog entry, looked at the increasing number of Chicago elementary schools who are moving toward this change. The major component behind that decision has been for remediation of students and in order to close the gap on what students may forget over the summer. (See http://www.usnews.com/blogs/on-education/2009/04/28/chicago-tests-a-year-round-school-schedule.html for more information).
The debate around year-round schooling has even been extended to national organizations, such as The National Association for Year-Round Education (http://www.nayre.org/). However, I have the unique opportunity of seeing year-round school up-close and personal, and in a slightly different light.
The school I teach at is a private residential school for students with extreme and profound emotional factors and all of our high school students are required to participate in 8 weeks of summer school. It is a unique opportunity for students to learn new skills as well as acquire credit for courses they may be lacking and/or to make-up for lost time. Each summer, we provide two 4-week sessions, from 8am-1pm each day. This summer, students have the opportunity to take courses which include, but are not limited to:Driver's Education, Photography, Printmaking, Basic Computer Skills, Physical Education, Literary Magazine and Vocational Horticulture. Each course offers the unique opportunity to participate in a class outside of the "norm", get "hands-on" experience, and earn a semesters' worth of credit for each course completed. Both students and teachers look forward to the experience and many interesting projects and ideas are shared during the summer sessions. I look forward to an interesting and exciting summer again this year and am curious to see if other schools soon follow suite.
On April 29, 2009, a U.S. News and World Report blog entry, looked at the increasing number of Chicago elementary schools who are moving toward this change. The major component behind that decision has been for remediation of students and in order to close the gap on what students may forget over the summer. (See http://www.usnews.com/blogs/on-education/2009/04/28/chicago-tests-a-year-round-school-schedule.html for more information).
The debate around year-round schooling has even been extended to national organizations, such as The National Association for Year-Round Education (http://www.nayre.org/). However, I have the unique opportunity of seeing year-round school up-close and personal, and in a slightly different light.
The school I teach at is a private residential school for students with extreme and profound emotional factors and all of our high school students are required to participate in 8 weeks of summer school. It is a unique opportunity for students to learn new skills as well as acquire credit for courses they may be lacking and/or to make-up for lost time. Each summer, we provide two 4-week sessions, from 8am-1pm each day. This summer, students have the opportunity to take courses which include, but are not limited to:Driver's Education, Photography, Printmaking, Basic Computer Skills, Physical Education, Literary Magazine and Vocational Horticulture. Each course offers the unique opportunity to participate in a class outside of the "norm", get "hands-on" experience, and earn a semesters' worth of credit for each course completed. Both students and teachers look forward to the experience and many interesting projects and ideas are shared during the summer sessions. I look forward to an interesting and exciting summer again this year and am curious to see if other schools soon follow suite.
Monday, May 11, 2009
School Funding
I grew up in Southern Ohio, where a significant part of school funding is based on taxpayer levy's. I can specifically remember a few times, as a student, where all extra-curricular activities were threatened to be eliminated had a levy not passed. As the child of a high-school coach and as a student who participated in a variety of extra-curricular activities, this seemed an unimaginable disaster! It is still a concern for the community in which I grew up, but luckily, of late, levy’s have passed and all activities curricular and extra-curricular have been able to stay in place.
Looking at the current state of Illinois-school funding, the concern of extra-curricular activities at times seems a minimal, however I do believe that it all boils down to the same point. What kind of learning environment are we providing, as educators, to our students? And, how are we, as educators, going to be able to provided a high-quality learning environment when funding is such as issue?
According to progressillinois.com, (http://www.progressillinois.com/2009/2/6/argument-school-funding-reform) "Illinois has the highest disparity in the Midwest in school spending between poor and wealthy districts." and according to 2008 A+ Illinois article, (http://www.aplusillinois.org/media/news.asp?pressReleaseID=471) is 49th in the nation for state funding. By no means, do I expect there not to be any disparity, nor do I think that we can solve Illinois school-funding issue overnight, however, Illinois is at a crisis-point.
Answers are not easily found. However, as educators, what can we do to influence those in power to make school-funding a priority? This not only extends to the state-level, but also local. How can we continually advocate for change as well as make our current-situation sufficient? I think solutions have to start with those who are affected the most: staff and students of schools.
Looking at the current state of Illinois-school funding, the concern of extra-curricular activities at times seems a minimal, however I do believe that it all boils down to the same point. What kind of learning environment are we providing, as educators, to our students? And, how are we, as educators, going to be able to provided a high-quality learning environment when funding is such as issue?
According to progressillinois.com, (http://www.progressillinois.com/2009/2/6/argument-school-funding-reform) "Illinois has the highest disparity in the Midwest in school spending between poor and wealthy districts." and according to 2008 A+ Illinois article, (http://www.aplusillinois.org/media/news.asp?pressReleaseID=471) is 49th in the nation for state funding. By no means, do I expect there not to be any disparity, nor do I think that we can solve Illinois school-funding issue overnight, however, Illinois is at a crisis-point.
Answers are not easily found. However, as educators, what can we do to influence those in power to make school-funding a priority? This not only extends to the state-level, but also local. How can we continually advocate for change as well as make our current-situation sufficient? I think solutions have to start with those who are affected the most: staff and students of schools.
Sunday, May 3, 2009
Thank You
I've spent some time thinking about what was most influential to me as a student, and though I had many good teachers, my 4th/5th grade teacher, really stands out to me. She was in her late 50's/early 60's and she was as kind and gentle as they come. She had taught at our school for many years, and they year before she retired, she decided to "loop" with my class. In 4th grade, she was my English teacher, but in 5th grade she was my classroom teacher as well.
I can distinctly remember her manner of speaking, the excitement in her eyes, and her kind, gentle voice. More than anything though, I remember that she was incredibly patient and that she took the time to really care for us all.
One of the ways she really cared for me, was by providing many books to read. I absolutely LOVED to read at that age, and she kept me with a steady supply of books. For some reason I specifically remembering the book "Strawberry Girl" by Lois Lensky. I don't know if it was 4th or 5th grade when I read the book, but I do remember, that I felt she'd picked out the book just for me. At 208 pages, it was probably one of the longest books I'd read at the time, and I remember getting absolutely LOST in the story and both my love for reading and my admiration of my teacher grew, as I felt she must have paid special attention to me in order to pick out a book that was so special.
Even as I sit writing this now, I'm finding myself exceedingly reminiscent of those two years in elementary school. I realize that she was one of the first people who truly made me feel special. What a gift!
Now, as an educator myself, I also see this as a great challenge. It's a bit daunting to think about what role I may have in shaping the lives of my students. I wonder someday what they'll say about me...
That said, I realize, in writing these memories of an influential teacher, that the way we recognize those who influence us is important. This past week, "Teachers of the Year" gathered in Washington D.C., to meet, greet, and exchange ideas, as well as receive national attention for their achievements and accomplishments. (See http://www.whitehouse.gov/blog/09/04/30/Celebrating-our-Teachers/ and http://www.ccsso.org/projects/national_teacher_of_the_year/national_teachers/13292.cfm for more details). While they are, for sure, outstanding educators, it makes me wonder, how many other amazing teachers are out there and what can be done to recognize the contributions they've made to the lives of their students?
My personal hope, is that I'm able to get in touch with my 4th/5th grade teacher, and if nothing else, simply tell her thank you.
I can distinctly remember her manner of speaking, the excitement in her eyes, and her kind, gentle voice. More than anything though, I remember that she was incredibly patient and that she took the time to really care for us all.
One of the ways she really cared for me, was by providing many books to read. I absolutely LOVED to read at that age, and she kept me with a steady supply of books. For some reason I specifically remembering the book "Strawberry Girl" by Lois Lensky. I don't know if it was 4th or 5th grade when I read the book, but I do remember, that I felt she'd picked out the book just for me. At 208 pages, it was probably one of the longest books I'd read at the time, and I remember getting absolutely LOST in the story and both my love for reading and my admiration of my teacher grew, as I felt she must have paid special attention to me in order to pick out a book that was so special.
Even as I sit writing this now, I'm finding myself exceedingly reminiscent of those two years in elementary school. I realize that she was one of the first people who truly made me feel special. What a gift!
Now, as an educator myself, I also see this as a great challenge. It's a bit daunting to think about what role I may have in shaping the lives of my students. I wonder someday what they'll say about me...
That said, I realize, in writing these memories of an influential teacher, that the way we recognize those who influence us is important. This past week, "Teachers of the Year" gathered in Washington D.C., to meet, greet, and exchange ideas, as well as receive national attention for their achievements and accomplishments. (See http://www.whitehouse.gov/blog/09/04/30/Celebrating-our-Teachers/ and http://www.ccsso.org/projects/national_teacher_of_the_year/national_teachers/13292.cfm for more details). While they are, for sure, outstanding educators, it makes me wonder, how many other amazing teachers are out there and what can be done to recognize the contributions they've made to the lives of their students?
My personal hope, is that I'm able to get in touch with my 4th/5th grade teacher, and if nothing else, simply tell her thank you.
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