Teachers....don't expect a pricey spa certificate or a fancy restaurant certificate this year for Christmas from your students. How about those very hard-to-find tickets to a theater or a sporting event? You won't be getting any fine wine either or anything for that matter that values more than $50!!!
WOW!! Do teachers actually receive these as gifts over the holidays from their students? Have you? Do you know a teacher who has? Well, apparently, school superintendents are sending home letters this holiday season stating to NOT go overboard with gift-giving to teachers and other staff. If a parent goes over $50, violations are subject to civil penalties. This has to do with a new ethics law in which teachers on public payrolls aren't allowed to accept gifts over $50!
Has gift giving gotten out of hand?? What about the parent who gave her child's teacher a Rolex watch? A Prada purse? A high-definition TV? This has happened in California and other states around the country. Now, I have to ask myself, is this out of the goodness of someone's heart or is there some bribery going on in this competitive atmosphere?
Either way, legislature has had the $50 rule in play since 1976. I didn't realize there was a statute of limitations on gift giving until now. "People need to understand that teachers are public employees and subject to the conflict-of-interest law," said David Giannotti, spokesman for the State Ethics Commission. "Gifts have a tendency to unlevel the playing field and can be exploited."
So what constitutes as valued gifts for teachers? What about your basic homemade cookies as a gift? Or a box of chocolates? Or a handwritten note by the child? I once received a case of Mountain Dew! I didn't realize that some teachers around the country were receiving a check for $200! How uncomfortable would you feel in this case? Maybe the statute of limitations is appropriate. Some school districts go as far as banning gifts.
The Lexington Education Foundation runs a program in which a parent can donate $20 to the foundation in honor of a specific person. "The recognition program is one way to support teachers and the school system," said Deb Rourke, a co-president and a mother of three children. "How many mugs does a teacher need?"
How about a teacher wish-list? Many teachers have had a wish-list for things in their classroom since the first day of school. These things may include hand sanitizers, plastic baggies, etc. This way, you know the gift will be put to good use instead of collecting dust somewhere.
"Parents are very interested in staying within the boundaries of the law," Carin Casey, co-president of the Parent Teacher Association said, "and making sure that teachers are not put in the awkward position of saying, 'I can't accept the gift.'"
Would you be able to accept a Rolex? A high-definition TV? I would be just as happy with a case of Mountain Dew....maybe!!
Monday, December 7, 2009
Wednesday, December 2, 2009
Homework! To give or not to give?? Blog #15
Are you one of many to assign unnecessary busy work each night to your students? Or maybe you don't assign homework at all. Do parents complain about their child having TOO MUCH homework? Or maybe some parents are saying that their child NEVER has homework. What side of the fence do you fall on? Assigning homework or no homework?
There's a study on this, like most things now days, and 90% of 2,100 students surveyed through Education Week, reported that homework caused them additional stress. 75% of these students spend at least thirty minutes each night on homework and 45% spend more than an hour each night on homework. Granted homework can be stressful, but I really don't believe that a high percentage would say it's fun and carefree.
Education Week also wants to know if homework is unnecessary. Could homework be a waste of time? Or is it an effective, educational tool? According to the same study, math scores did not necessarily improve when homework increased. However, this same study revealed that homework does benefit high and low achieving students, but counterproductive for average learners. The authors of this study believe classes "could be better served by using other methods to improve student achievement with a more effective tool for improvement." So now what? Do we give homework or not give homework? This has been debated for many years.
We also have a nation-wide problem of low test scores. Trying to remedy this problem, statistics have shown that teachers are loading their students with homework. Is this why the amount of time students spend on homework has tripled since 1981?
Spring Branch Independent Schools would like to know this; as others would, does homework enhance or hinder students' academic achievement? Is there a right answer? Not at this time, but many teachers feel that homework is good for time management skills. And what about reinforcing what students learn in the classroom? Many teachers also feel that by assigning hours of busywork deprives a child of the free time he or she needs to develop. How about a happy medium: moderate, meaningful homework? This way students can discover their own intellectual curiosity, without being forced to learn. 40% of parents surveyed in the same study as above, say that one-third of their child's busywork assignments are of "fair" or "poor" performance when completed.
The school board members of Toronto School District are looking to exclude homework during vacation periods, no homework at the kindergarten level, and to NOT punish students if their homework isn't turned in on time. Instead, they're looking into having family fun nights by incorporating homework with games.
All in all, the homework debate still continues nation wide. It still could be a prominent part of students' educational lives. I just wish more parents participate and engage with their child and their homework. I don't ASSIGN homework. However, any independent work we do in the classroom turns into homework if it's not completed by the end of the day. But wouldn't my students just LOVE it if they didn't get punished for not getting it done at home and on time??? Then homework wouldn't be stressful!! Poor kids! If only life was stress free!!
There's a study on this, like most things now days, and 90% of 2,100 students surveyed through Education Week, reported that homework caused them additional stress. 75% of these students spend at least thirty minutes each night on homework and 45% spend more than an hour each night on homework. Granted homework can be stressful, but I really don't believe that a high percentage would say it's fun and carefree.
Education Week also wants to know if homework is unnecessary. Could homework be a waste of time? Or is it an effective, educational tool? According to the same study, math scores did not necessarily improve when homework increased. However, this same study revealed that homework does benefit high and low achieving students, but counterproductive for average learners. The authors of this study believe classes "could be better served by using other methods to improve student achievement with a more effective tool for improvement." So now what? Do we give homework or not give homework? This has been debated for many years.
We also have a nation-wide problem of low test scores. Trying to remedy this problem, statistics have shown that teachers are loading their students with homework. Is this why the amount of time students spend on homework has tripled since 1981?
Spring Branch Independent Schools would like to know this; as others would, does homework enhance or hinder students' academic achievement? Is there a right answer? Not at this time, but many teachers feel that homework is good for time management skills. And what about reinforcing what students learn in the classroom? Many teachers also feel that by assigning hours of busywork deprives a child of the free time he or she needs to develop. How about a happy medium: moderate, meaningful homework? This way students can discover their own intellectual curiosity, without being forced to learn. 40% of parents surveyed in the same study as above, say that one-third of their child's busywork assignments are of "fair" or "poor" performance when completed.
The school board members of Toronto School District are looking to exclude homework during vacation periods, no homework at the kindergarten level, and to NOT punish students if their homework isn't turned in on time. Instead, they're looking into having family fun nights by incorporating homework with games.
All in all, the homework debate still continues nation wide. It still could be a prominent part of students' educational lives. I just wish more parents participate and engage with their child and their homework. I don't ASSIGN homework. However, any independent work we do in the classroom turns into homework if it's not completed by the end of the day. But wouldn't my students just LOVE it if they didn't get punished for not getting it done at home and on time??? Then homework wouldn't be stressful!! Poor kids! If only life was stress free!!
Monday, November 23, 2009
Gifted Students Ignored?? Blog 14
Can gifted students become bored? If a student is truly gifted, is there really nothing to do? What qualities constitutes as being gifted?
What are your students to do if they finish their assignment/project/activity before others? Read? Work on other assignments? Computer? Do they have to be constantly told what to do at this point? Sometimes? Or never?
Gifted students have always fascinated me....their independence, eagerness, their knowledge, how easy concepts come to them, etc. I really don't believe that true gifted students are bored in a regular classroom. By a regular classroom, I mean one that is constantly moving right along without lulls, is organized, and always positive. Which brings me to an article I read in the Sunday Fargo Forum about Liz Fitzgerald and her two young teenagers from Atlanta.
We all know the federal No Child Left Behind Law forces states to focus on bringing struggling children up to grade level. So when Liz Fitzgerald realized that her son and daughter were reading instead of doing math so the rest of the class could "catch up," she pulled them out of school and into a gifted school. And we also know that finding a gifted school is very difficult due to budget cuts. Most federal money is focused on efforts in helping low-performing, poor, and minority kids achieve basic proficiency. What about the gifted kids? The federal government spent just $7.5 million last year on research and grants for gifted programs. The bottom line is that the federal government is "ignoring" the idea of helping gifted kids reach their highest potential. Local school districts, instead of the government, are left to deal with this particular task.
Out of 50 states, only six pick up the whole tab for gifted programs. Thirteen states don't even put a dollar toward such curriculum. "In the age of Sputnik, we put money into math and science, and we ended up on the moon," said Del Siegle, a University of Connecticut researcher. "We really need to consider that again. We cannot afford as a country to ignore talent."
So did Liz have a right to move her kids to a gifted program for being ignored? Of course she did. However, Liz also made a comment about if her kids didn't have these gifted classes, they would have been bored and distracted easily with little to no challenges. Think of your gifted students...true gifted students....are they bored? Do they never have anything to do? I think, we as teachers, overly compensate to make sure our students are being productive. However, I still believe that gifted students are not bored in a classroom. Especially a classroom that is moving right along, is organized, and remains to be a positive environment for all.
What are your students to do if they finish their assignment/project/activity before others? Read? Work on other assignments? Computer? Do they have to be constantly told what to do at this point? Sometimes? Or never?
Gifted students have always fascinated me....their independence, eagerness, their knowledge, how easy concepts come to them, etc. I really don't believe that true gifted students are bored in a regular classroom. By a regular classroom, I mean one that is constantly moving right along without lulls, is organized, and always positive. Which brings me to an article I read in the Sunday Fargo Forum about Liz Fitzgerald and her two young teenagers from Atlanta.
We all know the federal No Child Left Behind Law forces states to focus on bringing struggling children up to grade level. So when Liz Fitzgerald realized that her son and daughter were reading instead of doing math so the rest of the class could "catch up," she pulled them out of school and into a gifted school. And we also know that finding a gifted school is very difficult due to budget cuts. Most federal money is focused on efforts in helping low-performing, poor, and minority kids achieve basic proficiency. What about the gifted kids? The federal government spent just $7.5 million last year on research and grants for gifted programs. The bottom line is that the federal government is "ignoring" the idea of helping gifted kids reach their highest potential. Local school districts, instead of the government, are left to deal with this particular task.
Out of 50 states, only six pick up the whole tab for gifted programs. Thirteen states don't even put a dollar toward such curriculum. "In the age of Sputnik, we put money into math and science, and we ended up on the moon," said Del Siegle, a University of Connecticut researcher. "We really need to consider that again. We cannot afford as a country to ignore talent."
So did Liz have a right to move her kids to a gifted program for being ignored? Of course she did. However, Liz also made a comment about if her kids didn't have these gifted classes, they would have been bored and distracted easily with little to no challenges. Think of your gifted students...true gifted students....are they bored? Do they never have anything to do? I think, we as teachers, overly compensate to make sure our students are being productive. However, I still believe that gifted students are not bored in a classroom. Especially a classroom that is moving right along, is organized, and remains to be a positive environment for all.
Monday, November 16, 2009
International Students Help Out U.S Universities Blog 13
Many universities in the U.S. are saying--Thank you India and China!! For eight years, India is our leading country for international students. This year alone, 103,260 students from India are attending American universities. China happens to be rapidly catching up by sending 98,510 students.
Peggy Blumenthal, executive vice president of the Institute of International Education, says, "I think we're going to be seeing 100,000 students from each for years to come, with an increasing share of them undergraduates." During the 2008-2009 academic year, the United States saw the largest percentage increase in ALL international students by 8% in more than 25 years. During that year alone there were 671,616 international students nation wide.
How can this help our economy? Our recession? Apparently, the influx of international students entering our universities has been extremely important in more ways than one. "International students shop at the local Wal-Mart, rent rooms and buy food. Foreign students bring $17.8 billion to this country. A lot of campuses this year are increasing their international recruitment, trying to keep their programs whole by recruiting international students to fill their spaces," said Allan E. Goodman, president of an institute.
Within the past five years, China's undergraduate numbers and graduate numbers have gone up by 5000 students. Not only are these students science majors, but many are branching out into liberal arts education.
Currently, many large public universities are devoting their time and resources to build up their share of international undergraduates. Mitch Leventhal, vice chancellor for global affairs, expects to increase undergraduate recruiting, particularly from India and China. With the lack of good universities in China, studying in the United States is crucial and beneficial. Therefore, many wealthy Chinese parents opt to send their child(ren) to an American university.
With any luck, many other countries within the Middle East will choose to start their education or continue their education at a university in the United States.
Peggy Blumenthal, executive vice president of the Institute of International Education, says, "I think we're going to be seeing 100,000 students from each for years to come, with an increasing share of them undergraduates." During the 2008-2009 academic year, the United States saw the largest percentage increase in ALL international students by 8% in more than 25 years. During that year alone there were 671,616 international students nation wide.
How can this help our economy? Our recession? Apparently, the influx of international students entering our universities has been extremely important in more ways than one. "International students shop at the local Wal-Mart, rent rooms and buy food. Foreign students bring $17.8 billion to this country. A lot of campuses this year are increasing their international recruitment, trying to keep their programs whole by recruiting international students to fill their spaces," said Allan E. Goodman, president of an institute.
Within the past five years, China's undergraduate numbers and graduate numbers have gone up by 5000 students. Not only are these students science majors, but many are branching out into liberal arts education.
Currently, many large public universities are devoting their time and resources to build up their share of international undergraduates. Mitch Leventhal, vice chancellor for global affairs, expects to increase undergraduate recruiting, particularly from India and China. With the lack of good universities in China, studying in the United States is crucial and beneficial. Therefore, many wealthy Chinese parents opt to send their child(ren) to an American university.
With any luck, many other countries within the Middle East will choose to start their education or continue their education at a university in the United States.
Thursday, November 12, 2009
No Money? Then No Textbooks! Blog 12
Cutting teachers.....cutting salaries.....cutting aids/paras......cutting certain departments....what could possibly be next? In this case, it's textbooks! Our Federal government has reduced many schools down to the bare bones in order to cut costs and save money and still schools are struggling to make ends meet.
10 weeks into the school year, many public schools throughout Detroit have gone without textbooks AND supplies needed for everyday classroom necessities. Why? You guessed it!....no money.
As educators, we are taught to be flexible and to be able to work with what we have. If our curriculum is based on using certain textbooks, how do we adapt to meet the needs of our students and to be able to teach to the best of our ability without books for 10 weeks or possibly longer?
Keith Johnson, Detroit's Federation of Teachers President, said, "I have done visitations of 69 schools and with just about every one of them there's been a problem with textbooks." The book suppliers refuse to put the textbooks on credit due to so many schools having financial problems. One tech high school alone in Detroit is short 2,000 textbooks. Not much can be done to solve this dilemma when the sole answer is money.
What would you do in a situation like this? Computers help. But time is an issue when hundreds of students need computers in 45 minute intervals. Supplementary projects/activities can help, but is the material sufficient? 10 weeks and counting is a long time for these students to go without textbooks and proper supplies needed for a good education.
What next?
10 weeks into the school year, many public schools throughout Detroit have gone without textbooks AND supplies needed for everyday classroom necessities. Why? You guessed it!....no money.
As educators, we are taught to be flexible and to be able to work with what we have. If our curriculum is based on using certain textbooks, how do we adapt to meet the needs of our students and to be able to teach to the best of our ability without books for 10 weeks or possibly longer?
Keith Johnson, Detroit's Federation of Teachers President, said, "I have done visitations of 69 schools and with just about every one of them there's been a problem with textbooks." The book suppliers refuse to put the textbooks on credit due to so many schools having financial problems. One tech high school alone in Detroit is short 2,000 textbooks. Not much can be done to solve this dilemma when the sole answer is money.
What would you do in a situation like this? Computers help. But time is an issue when hundreds of students need computers in 45 minute intervals. Supplementary projects/activities can help, but is the material sufficient? 10 weeks and counting is a long time for these students to go without textbooks and proper supplies needed for a good education.
What next?
Wednesday, November 4, 2009
Is it really ADHD? Blog #11
What are the signs and symptoms of ADHD? Forgetting homework? Daydreaming? Act without thinking? Getting fidgety? Yes, these are all signs of NORMAL behavior for children, not children of ADHD. ALL children exhibit these acts. But when do these signs and symptoms go to the extreme? When does it affect a child when it comes to learning?
First of all, ADHD is described as attention deficit hyperactivity disorder which appears in early childhood usually before the age of seven. We all know that most boys in this age range can be very hyperactive. How can we as teachers, distinguish between normal child behavior and behavior that is destructive. Many of you are probably saying something like, "I can spot ADHD a mile away. This disorder is quite common and most classes have a child or two with ADHD."
Which of these 5 statements regarding ADHD are true? Can you guess?
* All kids with ADHD are hyperactive.
* Kids with ADHD can never pay attention.
* Kids with ADHD choose to be difficult. They could behave better if they wanted to.
* Kids will eventually grow out of ADHD.
* Medication is the best treatment option for ADHD.
Actually all five of these statements are myths....none of them are true. The criteria for an ADHD diagnosis consists of inattention, hyperactivity, and impulsivity in the following instances:
* Early onset: before the age of seven
* Duration: symptoms present for at least 6 months
* Settings: need to be present in two or more situations, such as home, school, etc.
* Impact: must have a negative impact on the child's school, family, social life
* Developmental level: are NOT associated with the child's normal developmental level
* Alternative explanation: are not caused by another disorder (physical, mental, or emotional)
So what are some treatments for ADHD? I can already hear some teachers yell....MEDICINE! Although medication is sometimes used, it shouldn't be the only option. Therapy has shown to be extremely effective, as well as, a better diet and exercise plan, and modifying an environment to minimize distractions.
How many of you have a student or two diagnosed with ADHD? Are they boys or girls or both? Are they on meds? Would therapy be affective for them?
First of all, ADHD is described as attention deficit hyperactivity disorder which appears in early childhood usually before the age of seven. We all know that most boys in this age range can be very hyperactive. How can we as teachers, distinguish between normal child behavior and behavior that is destructive. Many of you are probably saying something like, "I can spot ADHD a mile away. This disorder is quite common and most classes have a child or two with ADHD."
Which of these 5 statements regarding ADHD are true? Can you guess?
* All kids with ADHD are hyperactive.
* Kids with ADHD can never pay attention.
* Kids with ADHD choose to be difficult. They could behave better if they wanted to.
* Kids will eventually grow out of ADHD.
* Medication is the best treatment option for ADHD.
Actually all five of these statements are myths....none of them are true. The criteria for an ADHD diagnosis consists of inattention, hyperactivity, and impulsivity in the following instances:
* Early onset: before the age of seven
* Duration: symptoms present for at least 6 months
* Settings: need to be present in two or more situations, such as home, school, etc.
* Impact: must have a negative impact on the child's school, family, social life
* Developmental level: are NOT associated with the child's normal developmental level
* Alternative explanation: are not caused by another disorder (physical, mental, or emotional)
So what are some treatments for ADHD? I can already hear some teachers yell....MEDICINE! Although medication is sometimes used, it shouldn't be the only option. Therapy has shown to be extremely effective, as well as, a better diet and exercise plan, and modifying an environment to minimize distractions.
How many of you have a student or two diagnosed with ADHD? Are they boys or girls or both? Are they on meds? Would therapy be affective for them?
Wednesday, October 28, 2009
School for the Gifted, and Only the Gifted
My son was sitting in the bathtub one evening a few months shy of his second birthday when he started to sing the ABC's. He also proceeded to count to 10. As his mother, I was totally unaware that he was able to do this. Although part of our bedtime ritual was to read books and whenever we were in a vehicle we would always be listening to children songs, I couldn't take full credit of his knowledge. Fortunately, our son went to a very active childcare/preschool. Ever since he was a year and a half, I knew he wouldn't have any trouble in school and could quite possibly go to any college of his choice.
I came across an article in the New York Times, that spurred my interest because of my son, about schools that are ONLY for the gifted students in the New York area. The first paragraph of the article started talking about a one and a half year old that also knew his alphabet, his numbers, as well as his colors. Although this particular student seemed gifted, none of the gifted and talented schools in the Upper East Side, Upper West Side, and Lower East Side would accept him. So his parents enrolled him into a school for precocious children in the West side called Speyer Legacy School. Annual tuition at this school that only caters to advanced learners is $28,500.
Since more and more families opt to live in the BIG CITY and also have multiple children, New York has limited gifted classes. Last year around 14,822 four year olds were tested to enter the city's gifted kindergarten programs. 3,231 of these children scored within the 90th percentile, qualifying them for the gifted programs in their neighborhood. 1,345 of the 14, 822 four year olds made the 97th percentile, qualifying them to enter a gifted program of their choice within three surrounding cities of Manhattan, Brooklyn, and Queens. But there's a problem...there's only a TOTAL of 325 seats. So that means fewer than half of the four year olds who scored in the 99th percentile (the highest possible score) are eligible for any gifted and talented school within the New York City area.
Now what? According to Rebecca Daniels, former president of the Community Education Council for School District 2, said that some families on the Upper East Side decided they were better off at their neighborhood school and others have quit the system for private schools. Private Schools in NYC use the same written curriculum as general ed classes, but add more complex themes and content.
Speyer Legacy School plans to admit 32 to 36 kindergarten students next fall. As of now, the school only goes up to 2nd grade, but hopes to expand to a total of 324 students in K-8 by 2015. "With gifted children, if you don't let them reach their potential, they will feel pressure to be the same as other kids, and that can cause them to shut down," said Lillian Yang a parent of a child who attends Speyer.
Our son attends a public school and we are very pleased with the results. The staff is very accommodating and our son still loves to learn.
I came across an article in the New York Times, that spurred my interest because of my son, about schools that are ONLY for the gifted students in the New York area. The first paragraph of the article started talking about a one and a half year old that also knew his alphabet, his numbers, as well as his colors. Although this particular student seemed gifted, none of the gifted and talented schools in the Upper East Side, Upper West Side, and Lower East Side would accept him. So his parents enrolled him into a school for precocious children in the West side called Speyer Legacy School. Annual tuition at this school that only caters to advanced learners is $28,500.
Since more and more families opt to live in the BIG CITY and also have multiple children, New York has limited gifted classes. Last year around 14,822 four year olds were tested to enter the city's gifted kindergarten programs. 3,231 of these children scored within the 90th percentile, qualifying them for the gifted programs in their neighborhood. 1,345 of the 14, 822 four year olds made the 97th percentile, qualifying them to enter a gifted program of their choice within three surrounding cities of Manhattan, Brooklyn, and Queens. But there's a problem...there's only a TOTAL of 325 seats. So that means fewer than half of the four year olds who scored in the 99th percentile (the highest possible score) are eligible for any gifted and talented school within the New York City area.
Now what? According to Rebecca Daniels, former president of the Community Education Council for School District 2, said that some families on the Upper East Side decided they were better off at their neighborhood school and others have quit the system for private schools. Private Schools in NYC use the same written curriculum as general ed classes, but add more complex themes and content.
Speyer Legacy School plans to admit 32 to 36 kindergarten students next fall. As of now, the school only goes up to 2nd grade, but hopes to expand to a total of 324 students in K-8 by 2015. "With gifted children, if you don't let them reach their potential, they will feel pressure to be the same as other kids, and that can cause them to shut down," said Lillian Yang a parent of a child who attends Speyer.
Our son attends a public school and we are very pleased with the results. The staff is very accommodating and our son still loves to learn.
Wednesday, October 21, 2009
Worst to Among Best in Three Years #9
Many students don't have electricity and running water, and yet, in a rural school where 83% of students are poor and 80% are ELL, test scores soared from horrible to outstanding in just 3 years!
Tohatchi Elementary School has had some of the worst test scores in all of New Mexico. Due in part to the demographics of poverty and language. This all changed 4 years ago when first-year principal George Bickert took over. In fact, in order to be a principal at Tohatchi Elementary, George Bickert needed a special waiver. George immediately took the initiative to learn the name of each student right away, he also greeted them every morning, gave smiles, hugs, and high fives throughout the day. George also interacted with the students by playing organized basketball games with them in the mornings.
With the help of George Bickert and the staff, academics soon became a high challenge for students to meet...and within three years these students met those challenges and felt success at every level. Soon math scores ski-rocketed from 15% of the students being proficient in 2006 to almost 78% this year. Reading scores reached 71% this year compared to a meager 28% in 2006. Veronica Garcia, New Mexico's Public Education Secretary, commented on how "astonishing" the students of Tohatchi have progressed. So how did they achieve wonderful results in such a short time?
George Bickert had an enormous amount of motivational skills and a high amount of character. He expected nothing but the best from his staff, but most importantly he believed in the students and parents. George also knew EVERYTHING about each student when it came to data. He took the time to know who all the ELL students were, which students were poor, what skill a student may have been missing, and what their math and reading scores were. "Know your students," he said. "Everybody around the country is struggling with English language learners and students with disabilities, but you need to know what categories your students fit into and find out what your students need." Learning soon became fun and competitive with a great amount of appraisal from George and the staff.
Although George Bickert was promoted to another school as principal this past year, Vanesa Holly will now try to fill his shoes and go even farther as the new principal of Tohatchi Elementary School....and what's better than starting off in a brand new school filled with Navajo language posters and student artwork?
Tohatchi Elementary School has had some of the worst test scores in all of New Mexico. Due in part to the demographics of poverty and language. This all changed 4 years ago when first-year principal George Bickert took over. In fact, in order to be a principal at Tohatchi Elementary, George Bickert needed a special waiver. George immediately took the initiative to learn the name of each student right away, he also greeted them every morning, gave smiles, hugs, and high fives throughout the day. George also interacted with the students by playing organized basketball games with them in the mornings.
With the help of George Bickert and the staff, academics soon became a high challenge for students to meet...and within three years these students met those challenges and felt success at every level. Soon math scores ski-rocketed from 15% of the students being proficient in 2006 to almost 78% this year. Reading scores reached 71% this year compared to a meager 28% in 2006. Veronica Garcia, New Mexico's Public Education Secretary, commented on how "astonishing" the students of Tohatchi have progressed. So how did they achieve wonderful results in such a short time?
George Bickert had an enormous amount of motivational skills and a high amount of character. He expected nothing but the best from his staff, but most importantly he believed in the students and parents. George also knew EVERYTHING about each student when it came to data. He took the time to know who all the ELL students were, which students were poor, what skill a student may have been missing, and what their math and reading scores were. "Know your students," he said. "Everybody around the country is struggling with English language learners and students with disabilities, but you need to know what categories your students fit into and find out what your students need." Learning soon became fun and competitive with a great amount of appraisal from George and the staff.
Although George Bickert was promoted to another school as principal this past year, Vanesa Holly will now try to fill his shoes and go even farther as the new principal of Tohatchi Elementary School....and what's better than starting off in a brand new school filled with Navajo language posters and student artwork?
Wednesday, October 14, 2009
It's a Fork, It's a Spoon, It's a...Weapon? BLOG #8
You may have already heard this story, but if not, get this....6 year old Zachary Christie was suspended from school because of a Cub Scout utensil! Zachary could also face 45 days of reform school! Imagine trying to find character witnesses at a disciplinary hearing for this case!!
Zachary recently joined Cub Scouts and wanted to take his Cub Scout utensil to school. Why? Because it serves as a knife, fork, and spoon and he was SUPER excited to use it. Would you let your six year old bring it to school? Well, if you said no, you're not the only one. The reason Zachary's "punishment" is so severe is due to an incident that occurred at this same school last year....
A grandmother sent a birthday cake and a knife to school with her third-grade granddaughter. The teacher cut the cake with the knife and served it to the students. The teacher then called the principal and informed him about the knife. The third-grader was EXPELLED for a YEAR!
Christina School District in Newark, Delaware adopted zero-tolerance policies for possession of any weapons on school grounds. Zachary's Cub Scout utensil had a knife in it, therefore, school officials had no choice but to suspend him. Are school policies going too far? He's a first grader after all! "It just seems unfair," Zachary said, while practicing his lower-case letters with his mom.
Obviously, there's two ways we can look at this situation. Zero-tolerance means....zero-tolerance, no exceptions. Think of Columbine and Virginia Tech shootings. How about trying to decipher between innocent pranks and mistakes to more serious threats. We must protect the students.
Then there's the question of....are schools going too far? Because of the zero-tolerance policy, school suspensions and expulsions have increased dramatically over the last few years. These students are then often put on the streets or other places where behaviors could worsen. In Baltimore about 12% of the city's enrollment were suspended in 2006-2007. Ronnie Casella, an associate professor of education who has written about school violence added, "There's no evidence that zero-policies make schools safer.
So, what IS the answer? Zero-tolerance? Or be flexible and "tolerate" some mishaps? Maybe programs and support groups are the answer. How about adult mentorships?
* Seventh-grade girl expelled for using a utility knife to cut windows out of a paper house for a class projects.
* 13 year old boy suspended and attended reform school for 45 days after another student dropped a pocket knife in his lap.
* 86% of public schools reported at least one violent crime in 2005-2006. Maybe this is our answer. We must protect our students....right? Do we want to take chances?
Zachary recently joined Cub Scouts and wanted to take his Cub Scout utensil to school. Why? Because it serves as a knife, fork, and spoon and he was SUPER excited to use it. Would you let your six year old bring it to school? Well, if you said no, you're not the only one. The reason Zachary's "punishment" is so severe is due to an incident that occurred at this same school last year....
A grandmother sent a birthday cake and a knife to school with her third-grade granddaughter. The teacher cut the cake with the knife and served it to the students. The teacher then called the principal and informed him about the knife. The third-grader was EXPELLED for a YEAR!
Christina School District in Newark, Delaware adopted zero-tolerance policies for possession of any weapons on school grounds. Zachary's Cub Scout utensil had a knife in it, therefore, school officials had no choice but to suspend him. Are school policies going too far? He's a first grader after all! "It just seems unfair," Zachary said, while practicing his lower-case letters with his mom.
Obviously, there's two ways we can look at this situation. Zero-tolerance means....zero-tolerance, no exceptions. Think of Columbine and Virginia Tech shootings. How about trying to decipher between innocent pranks and mistakes to more serious threats. We must protect the students.
Then there's the question of....are schools going too far? Because of the zero-tolerance policy, school suspensions and expulsions have increased dramatically over the last few years. These students are then often put on the streets or other places where behaviors could worsen. In Baltimore about 12% of the city's enrollment were suspended in 2006-2007. Ronnie Casella, an associate professor of education who has written about school violence added, "There's no evidence that zero-policies make schools safer.
So, what IS the answer? Zero-tolerance? Or be flexible and "tolerate" some mishaps? Maybe programs and support groups are the answer. How about adult mentorships?
* Seventh-grade girl expelled for using a utility knife to cut windows out of a paper house for a class projects.
* 13 year old boy suspended and attended reform school for 45 days after another student dropped a pocket knife in his lap.
* 86% of public schools reported at least one violent crime in 2005-2006. Maybe this is our answer. We must protect our students....right? Do we want to take chances?
Monday, October 5, 2009
Keeping Kids in the Classroom BLOG #7
What can we do to keep North Dakota's kids in school? Why do kids choose to drop out of school? Are North Dakota's schools doing enough to lower the drop out rate?
On the front page of today's Fargo Forum is a graph representing the number of kids dropping out of school in the state of North Dakota. In 2005, the drop out number was a total of 647. Two years later in 2007, the number of drop outs skyrocketed to 794 and stayed pretty steady at 791 in 2008. That means about 150 more kids opted to drop out between 2005 to 2007. According to Education Week, the projected amount of drop outs could reach 1,777 students in the class of 2009.
Compared to some states across the nation, North Dakota's drop out numbers are actually quite low. For instance, Education Week also projected that nearly 14,000 Minnesota students from the class of 2009 have dropped out of school. Nationwide the number stretched to 1.3 million dropouts. WOW! 1.3 MILLION? Why? According to the National Dropout Prevention Center some risk factors include:
But what about starting programs sooner...like at elementary levels? Why wait till senior high to encourage students to stay in school? Several elementary schools throughout the Fargo area are doing just that. Low attendance is one factor and one of the first signs that students could be headed to dropping out. Jefferson Elementary provides incentives to parents to get their child(ren) to school. And this year, to keep kids involved in school, the staff started offering after school intramurals. These after school activities include chess, soccer, basketball, anything and everything.
At Kennedy Elementary there is a monthly meeting called "The Morning Meeting Plus." The hopes of retaining students is encouraged through meetings with a dozen students per grade from kindergarten through fourth grade and one staff member. This meeting concentrates on character-building activities and by building community awareness.
Drop out prevention goes beyond the classrooms. Community involvement is also needed. Parents can get involved with mentoring programs or act as parent liaison at the schools. To involve the community within the Fargo area, United Way of Cass Clay is hosting a discussion this Wednesday with about 300 leaders regarding how to improve local school districts' graduation rates. "There's greater recognition," said Fargo Public School drop out prevention coordinator Bev Dillion. "We all need to play a part."
On the front page of today's Fargo Forum is a graph representing the number of kids dropping out of school in the state of North Dakota. In 2005, the drop out number was a total of 647. Two years later in 2007, the number of drop outs skyrocketed to 794 and stayed pretty steady at 791 in 2008. That means about 150 more kids opted to drop out between 2005 to 2007. According to Education Week, the projected amount of drop outs could reach 1,777 students in the class of 2009.
Compared to some states across the nation, North Dakota's drop out numbers are actually quite low. For instance, Education Week also projected that nearly 14,000 Minnesota students from the class of 2009 have dropped out of school. Nationwide the number stretched to 1.3 million dropouts. WOW! 1.3 MILLION? Why? According to the National Dropout Prevention Center some risk factors include:
- Learning disability
- Has high-risk friends
- Low achievement
- Held back from grade
- Poor attendance
- No extracurricular participation
- Low socioeconomic status
- Sibling dropped out
- Not living with both natural parents
But what about starting programs sooner...like at elementary levels? Why wait till senior high to encourage students to stay in school? Several elementary schools throughout the Fargo area are doing just that. Low attendance is one factor and one of the first signs that students could be headed to dropping out. Jefferson Elementary provides incentives to parents to get their child(ren) to school. And this year, to keep kids involved in school, the staff started offering after school intramurals. These after school activities include chess, soccer, basketball, anything and everything.
At Kennedy Elementary there is a monthly meeting called "The Morning Meeting Plus." The hopes of retaining students is encouraged through meetings with a dozen students per grade from kindergarten through fourth grade and one staff member. This meeting concentrates on character-building activities and by building community awareness.
Drop out prevention goes beyond the classrooms. Community involvement is also needed. Parents can get involved with mentoring programs or act as parent liaison at the schools. To involve the community within the Fargo area, United Way of Cass Clay is hosting a discussion this Wednesday with about 300 leaders regarding how to improve local school districts' graduation rates. "There's greater recognition," said Fargo Public School drop out prevention coordinator Bev Dillion. "We all need to play a part."
Tuesday, September 29, 2009
Students BEWARE!! Blog #6
Is the amount of school days enough for our students? Are they receiving the best possible education in only 180 days? How does teaching until supper time sound? Say...6:00? Would that be sufficient time to "get it all in." Are you willing to teach year round with only time off for holidays? Are you thinking what's best for you or your students when answering these questions?
Inside The Fargo Forum yesterday was an article concentrating on just ONE part of Obama's school reform proposal: MORE SCHOOL DAYS or MORE HOURS ADDED TO A SCHOOL DAY.
While Obama was running for president, he mentioned during his school reform proposal that he wanted to extend our 180 days of school. He didn't think the nationwide number of 180 days was sufficient enough for our students. His solution? Having school 12 months instead of the traditional 9. Is this right or wrong? Will it work?
Obama has repeated over and over again that kids don't spend enough time in school. Do you agree? Other countries have LONGER days than the United States. Other countries even have MORE days. Why not us? Not spending enough time in school has put our country in jeopardy and at an extreme disadvantage over other countries.
Why do we get summers off? Why has legislators allowed kids to have summers free decade after decade? Is this a benefit for them or teachers? Long live the days where the majority of families still farm. This can't be the reason to have 3 months off! Obama would like to add more time to classes, add more time for school at the end of the day, and to also be open on the weekends so kids have a safe place to go if needed.
Boston's Clarence R. Edwards Middle School is just one of nearly two dozen schools partaking in a 3 year state initiative to add 300 hours of school time to their year. This means students are attending school for an extra 3 hours a day. There's your 6:00! America needs more school because other nations are going a reported 25-30% longer. Even though this 3 year state initiative is new, there have been positive results.
So, can the positives of longer days or longer hours out way the negatives? What are some disadvantages of more hours or days? Family time? Extracurricular activities? Homework time? Eating?? During Obama's campaign, I was all for more school time for our kids. I still agree. We were once a nation at the top in science and math. That is no longer the case. We need to start somewhere. Having summers off to help the family farm shouldn't be a priority any longer.
Inside The Fargo Forum yesterday was an article concentrating on just ONE part of Obama's school reform proposal: MORE SCHOOL DAYS or MORE HOURS ADDED TO A SCHOOL DAY.
While Obama was running for president, he mentioned during his school reform proposal that he wanted to extend our 180 days of school. He didn't think the nationwide number of 180 days was sufficient enough for our students. His solution? Having school 12 months instead of the traditional 9. Is this right or wrong? Will it work?
Obama has repeated over and over again that kids don't spend enough time in school. Do you agree? Other countries have LONGER days than the United States. Other countries even have MORE days. Why not us? Not spending enough time in school has put our country in jeopardy and at an extreme disadvantage over other countries.
Why do we get summers off? Why has legislators allowed kids to have summers free decade after decade? Is this a benefit for them or teachers? Long live the days where the majority of families still farm. This can't be the reason to have 3 months off! Obama would like to add more time to classes, add more time for school at the end of the day, and to also be open on the weekends so kids have a safe place to go if needed.
Boston's Clarence R. Edwards Middle School is just one of nearly two dozen schools partaking in a 3 year state initiative to add 300 hours of school time to their year. This means students are attending school for an extra 3 hours a day. There's your 6:00! America needs more school because other nations are going a reported 25-30% longer. Even though this 3 year state initiative is new, there have been positive results.
So, can the positives of longer days or longer hours out way the negatives? What are some disadvantages of more hours or days? Family time? Extracurricular activities? Homework time? Eating?? During Obama's campaign, I was all for more school time for our kids. I still agree. We were once a nation at the top in science and math. That is no longer the case. We need to start somewhere. Having summers off to help the family farm shouldn't be a priority any longer.
Monday, September 21, 2009
Teacher Quality Under the Microscope #5
How do we create better schools within our country? The answer is to raise the quality of teaching in the nation's classrooms. This, apparently, is no secret.
However, the question NOW is: How do we identify high-quality teaching? We all know that an effective classroom is determined by a high-quality teacher. So how do we find this teacher?
One of two ways is through the Bill and Melinda Gates Foundation. This foundation focuses on teacher effectiveness in two parts:
* research to develop and test methods to rate teachers
* experiments to try out new ways of recruiting, training, assigning, and assessing teachers
Altogether, this foundation will spend approximately $500 million within five years to identify high-quality teaching.
Another way to identify high-quality teaching is through one of four education-reforms within the Obama administration. The four key areas the U.S. Department of Education plans to target within the next year are:
* rewarding effective teaching
* expanding the learning time
* collecting meaningful data
* transforming under performing high schools
This education-reform, as well as the other three, will be conducted using $100 billion in stimulus money for education.
In a recent poll from 45 states, the top three indicators school officials would use in determining performance-based teaching were student achievement, teacher evaluations, and teacher attendance. Is student achievement defined only by test scores? What if teachers "teach to the test?" Doesn't that completely miss the point of high-quality teaching?
According to the American Federation of Teachers (AFT), the nation's second largest teachers union, acknowledges that single-salary schedules for teachers has shortcomings. The group "believes it is time to explore viable, fair, and educationally sound teacher compensation options that will raise salaries while contributing to efforts already under way to ensure high-quality, well prepared teachers for all students."
I believe financial incentives should be awarded to teachers who:
* acquire additional knowledge and skills
* agree to teach in low-performing schools
* participate in school-wide improvement
* mentor new AND veteran teachers
* teach in high-need areas
Would this cost millions or even billions of dollars to implement? High-quality teaching is all around us. All it would take is fellow teachers and administrators to say who qualifies and those teachers need to be acknowledged.
However, the question NOW is: How do we identify high-quality teaching? We all know that an effective classroom is determined by a high-quality teacher. So how do we find this teacher?
One of two ways is through the Bill and Melinda Gates Foundation. This foundation focuses on teacher effectiveness in two parts:
* research to develop and test methods to rate teachers
* experiments to try out new ways of recruiting, training, assigning, and assessing teachers
Altogether, this foundation will spend approximately $500 million within five years to identify high-quality teaching.
Another way to identify high-quality teaching is through one of four education-reforms within the Obama administration. The four key areas the U.S. Department of Education plans to target within the next year are:
* rewarding effective teaching
* expanding the learning time
* collecting meaningful data
* transforming under performing high schools
This education-reform, as well as the other three, will be conducted using $100 billion in stimulus money for education.
In a recent poll from 45 states, the top three indicators school officials would use in determining performance-based teaching were student achievement, teacher evaluations, and teacher attendance. Is student achievement defined only by test scores? What if teachers "teach to the test?" Doesn't that completely miss the point of high-quality teaching?
According to the American Federation of Teachers (AFT), the nation's second largest teachers union, acknowledges that single-salary schedules for teachers has shortcomings. The group "believes it is time to explore viable, fair, and educationally sound teacher compensation options that will raise salaries while contributing to efforts already under way to ensure high-quality, well prepared teachers for all students."
I believe financial incentives should be awarded to teachers who:
* acquire additional knowledge and skills
* agree to teach in low-performing schools
* participate in school-wide improvement
* mentor new AND veteran teachers
* teach in high-need areas
Would this cost millions or even billions of dollars to implement? High-quality teaching is all around us. All it would take is fellow teachers and administrators to say who qualifies and those teachers need to be acknowledged.
Wednesday, September 16, 2009
3-D Video Coming to Education Blog #4
With considerable advances of technology in classrooms...why not go 3-D? As youngsters, we remember going to movies in which images came out of the screen right toward us. The rush we got as a T-Rex was coming right at us! Well, that's how students in Boulder Valley Independent School District will be able to view science, math, and social studies in the classroom.
Can you imagine being able to view and study a real life-like skeleton in the middle of the room instead of seeing one on a poster? Can you imagine how a student would feel if King Tut was projected in actual size in front of the classroom? I know my jaw dropped when I realized that these images (and hundreds more) could be available to educators like us soon!! Perhaps even within the next year, schools across the nation will be piloting 3-D projectors! Like my 6th graders would say...AWESOME!
So how does it work is the question. Apparently, Panasonic constructed a pair of active glasses that are completely high definition. Now, if you happen to have HD on your televisions, you know how seamless it is. These glasses are LCD lenses that have absolutely no blurring. The glasses and TV screen go hand in hand as the TV emits images to the glasses through a receiver built into the glasses. The images appear in three dimensions when the projector's 120 Hz output gets divided between the left and right eye. Panasonic also constructed the complete classroom package: whiteboards, plasma panels, small laptops, cameras, and projectors.
So how much does it cost is another question. Although I didn't find the actual cost of this incredible idea, I did find that it is comparable to projectors with similar specifications that do not have 3-D capabilities. This is the reason Boulder Valley decided to give it a try. After extensive research and planning, Boulder Valley was able to incorporate 3-D imagery in the classrooms within 18 months.
"Educators have a lot to think about when considering how to implement 3-D," said Bob Wudeck, business development manager for IT's pro AV group, "including the brand of projectors, the content you want to use, research on 3-D and the technology, how best to invest, what type of glasses to use, and how you're going to clean those glasses."
How can we get one? There are pilot programs running and are ready to be implemented in the classroom. Once a few schools see the difference 3-D imagery makes compared to text books, there will be a huge boom from other schools around the nation. Why wouldn't a school want to incorporate this into a classroom? Just think about an actual event in history being projected right in front of the students' eyes! AMAZING!
Can you imagine being able to view and study a real life-like skeleton in the middle of the room instead of seeing one on a poster? Can you imagine how a student would feel if King Tut was projected in actual size in front of the classroom? I know my jaw dropped when I realized that these images (and hundreds more) could be available to educators like us soon!! Perhaps even within the next year, schools across the nation will be piloting 3-D projectors! Like my 6th graders would say...AWESOME!
So how does it work is the question. Apparently, Panasonic constructed a pair of active glasses that are completely high definition. Now, if you happen to have HD on your televisions, you know how seamless it is. These glasses are LCD lenses that have absolutely no blurring. The glasses and TV screen go hand in hand as the TV emits images to the glasses through a receiver built into the glasses. The images appear in three dimensions when the projector's 120 Hz output gets divided between the left and right eye. Panasonic also constructed the complete classroom package: whiteboards, plasma panels, small laptops, cameras, and projectors.
So how much does it cost is another question. Although I didn't find the actual cost of this incredible idea, I did find that it is comparable to projectors with similar specifications that do not have 3-D capabilities. This is the reason Boulder Valley decided to give it a try. After extensive research and planning, Boulder Valley was able to incorporate 3-D imagery in the classrooms within 18 months.
"Educators have a lot to think about when considering how to implement 3-D," said Bob Wudeck, business development manager for IT's pro AV group, "including the brand of projectors, the content you want to use, research on 3-D and the technology, how best to invest, what type of glasses to use, and how you're going to clean those glasses."
How can we get one? There are pilot programs running and are ready to be implemented in the classroom. Once a few schools see the difference 3-D imagery makes compared to text books, there will be a huge boom from other schools around the nation. Why wouldn't a school want to incorporate this into a classroom? Just think about an actual event in history being projected right in front of the students' eyes! AMAZING!
Tuesday, September 8, 2009
9/11 Education to be Initiated in Schools (Blog #3)
As September 11th is coming to a near, former Mayor Rudy Giuliani, gathered blocks from the World Trade Center site to discuss a plan to teach middle and high school students about the 2001 terrorist attacks.
Schools in New York City, California, New Jersey, Alabama, Indiana, Illinois, and Kansas is expected to test out the 9/11 curriculum this year. This will be the first educational plan focusing on the attacks.
This plan that will be introduced to middle and high school students was developed by the help of educators, more than 70 interviews with witnesses, family members of victims, and politicians including Rudy Giuliani and Hillary Clinton, the New York senator at the time of the attacks.
Students will be able to map global terrorist activity, watch videos, and incorporate interactive exercises through the curriculum. A range of viewpoints are reflected in the curriculum, such as Muslim scholors. These viewpoints will spark discussions between students. Within the new curriculum are images that can be challenging and drastic. Nothing will be sugarcoated. Teachers will be introduced to the new plan and interacting along with the students and producing extensive lesson plans regarding the 9/11 attacks. Some students may be too young to have strong memories of the attacks, so therefore one of the main goals of the curriculum is to develop a connection to what actually happened.
"In a few years, we will be teaching students who were not even alive at the time of the attacks," said Anthony Gardner, the executive director of the September 11 Education Trust.
As the threat of terrorism and war is still continuing in Afghanistan and Iraq, students will be able to think critcally about the attacks as a historical event and one that will be part of our future. Students in the middle and high schools will be able to think about September 11 and all that it meant and all that it means to the present.
Schools in New York City, California, New Jersey, Alabama, Indiana, Illinois, and Kansas is expected to test out the 9/11 curriculum this year. This will be the first educational plan focusing on the attacks.
This plan that will be introduced to middle and high school students was developed by the help of educators, more than 70 interviews with witnesses, family members of victims, and politicians including Rudy Giuliani and Hillary Clinton, the New York senator at the time of the attacks.
Students will be able to map global terrorist activity, watch videos, and incorporate interactive exercises through the curriculum. A range of viewpoints are reflected in the curriculum, such as Muslim scholors. These viewpoints will spark discussions between students. Within the new curriculum are images that can be challenging and drastic. Nothing will be sugarcoated. Teachers will be introduced to the new plan and interacting along with the students and producing extensive lesson plans regarding the 9/11 attacks. Some students may be too young to have strong memories of the attacks, so therefore one of the main goals of the curriculum is to develop a connection to what actually happened.
"In a few years, we will be teaching students who were not even alive at the time of the attacks," said Anthony Gardner, the executive director of the September 11 Education Trust.
As the threat of terrorism and war is still continuing in Afghanistan and Iraq, students will be able to think critcally about the attacks as a historical event and one that will be part of our future. Students in the middle and high schools will be able to think about September 11 and all that it meant and all that it means to the present.
Thursday, September 3, 2009
Can Teaching Be Both an Art and a Science? Blog #2
Can teaching be both an art and a science? Some educators view teaching as primarily an art, while others consider teaching to be strictly a science.
In my opinion, teaching is a combination of both an art and a science. Effective classroom teachers integrate both in order to create positive student learning. Art and science may seem very different, but they are actually quite the same when used collaboratively. First, I will state reasons why some may view teaching as an art.
TEACHING AS AN ART
In my opinion, teaching is a combination of both an art and a science. Effective classroom teachers integrate both in order to create positive student learning. Art and science may seem very different, but they are actually quite the same when used collaboratively. First, I will state reasons why some may view teaching as an art.
TEACHING AS AN ART
- Teaching involves emotions
- Teachers can not be taught how to understand and connect with kids and/or adults
- Teaching requires: dedication, creativity, and commitment
- Teachers build relationships with students, parents, and colleagues
- Teachers make a lasting impression on the students
- The artist side is remembered
As a teacher, I must be creative in my teaching styles in order for my students to maintain their motivation to learn. Teaching is therefore, an art. This article deals with extrinsic and intrinsic motivation which coincides with teaching as an art. Listed below are a few reasons in which some may view teaching as a science.
TEACHING AS A SCIENCE
- Students can be conditioned to learn
- Teachers adapt lesson plans when it failed the first time
- Learning by trial and error
- Teachers build the foundation through theory and research
- Teachers analyze observations and assess data
- Classroom management and procedures are clearly defined
- Fact-based material and information
While I am continually testing variables, researching and navigating information, the outcome constantly changes. The goal in our classroom is to learn. There's days where I learn just as much as my students. This scientific approach is through trial and error. This article explains when an example of teaching as a science is used through problem solving and a behavioral plan.
Can teaching be both an art and a science? Like I stated earlier, it is a combination of the two. A professional teacher could not be one without the other. Teaching is a science in which principles and rules are applied, and the art comes when those principles and rules don't follow through or don't work at all. An artist truly engages the students in the materials being taught and the scientist assesses the data to make sure learning is established. Effective teachers need the experience and skill that comes from the art of teaching whereas, order and proven procedures come from the scientific component of teaching. Quality, professional teachers are artists who incorporate the science of teaching.
Wednesday, August 26, 2009
Vanishing Act Wed. Aug. 26
On the front page of today's Fargo Forum is a picture of my boss, Tim Jacobson, and the school in which I teach at. The picture on the front page shows our elementary school in Mapleton, North Dakota. The population of our little town is approximately 700. Our school enrollment peaked at around 80 at the beginning of this new school year. Since our classrooms start at preschool and end at 6th grade, our average class size is around 11.
With that being said, this article is focusing on how North Dakota seems to be losing more and more school districts every year. I wanted to know more about the reasons behind this.
According to the article, in 1985 North Dakota had 312 districts. Today, there are only about half that many. "Every year, we have one or two (districts that close or consolidate)," said Jerry Coleman, the state's school finance director. I found out that it's partially to do with a districts loss of money or families with children move.
Here's one example of why Eureka School District near Minot, North Dakota closed its doors for the last time last week: FIVE STUDENTS WERE ENROLLED! This school, prior to just closing had a 100-plus year history of staying open for their community.
Why is North Dakota's population declining? According to a graph located on the front page by the principal of our school, in 1994 the enrollment in public K-12 schools in ND was up to almost 120,000. There shows a significant decline and in 2009 the numbers were less than 95,000. North Dakota Department of Public Instruction predicts the numbers will continue to drop to around 92,000 in 3 years!
Like I said, the school in which I teach at has an enrollment of about 80 students. Our school only goes up to 6th grade. In years past, Mapleton used to go up to 12th grade. Because of the numbers decreasing, Mapleton is now considered only an elementary school. However, we are one of the lucky districts, our numbers are increasing year after year unlike most small districts in the state.
According to North Dakota School Superintendent Wayne Sanstead, North Dakota has declined by 2,000 children each year for the past 15 years, though it's now slowed to about 500 fewer children a year.
Economics could also be a factor for the decline in student enrollment. 20 years ago children were one-third of North Dakota's population. In just a few years from now, children could only make up of about one-quarter of the state's population. Agriculture has slowed considerably since the 1980's.
Every year Mapleton has to endure the "what if's. What if we have to close down? What if our numbers decline? What if our little community of around 700 changes? As a community, as a district, as parents, as teachers, we want answers to the possible "what if's.
What are the solutions? Is there a possible solution to help our school and other schools in North Dakota to keep their doors open? Government officials and legislators are trying to find solutions to this problem.
To read more on this article in the Fargo Forum go to: http://www.inforum.com/
This could affect you as an educator, too!
With that being said, this article is focusing on how North Dakota seems to be losing more and more school districts every year. I wanted to know more about the reasons behind this.
According to the article, in 1985 North Dakota had 312 districts. Today, there are only about half that many. "Every year, we have one or two (districts that close or consolidate)," said Jerry Coleman, the state's school finance director. I found out that it's partially to do with a districts loss of money or families with children move.
Here's one example of why Eureka School District near Minot, North Dakota closed its doors for the last time last week: FIVE STUDENTS WERE ENROLLED! This school, prior to just closing had a 100-plus year history of staying open for their community.
Why is North Dakota's population declining? According to a graph located on the front page by the principal of our school, in 1994 the enrollment in public K-12 schools in ND was up to almost 120,000. There shows a significant decline and in 2009 the numbers were less than 95,000. North Dakota Department of Public Instruction predicts the numbers will continue to drop to around 92,000 in 3 years!
Like I said, the school in which I teach at has an enrollment of about 80 students. Our school only goes up to 6th grade. In years past, Mapleton used to go up to 12th grade. Because of the numbers decreasing, Mapleton is now considered only an elementary school. However, we are one of the lucky districts, our numbers are increasing year after year unlike most small districts in the state.
According to North Dakota School Superintendent Wayne Sanstead, North Dakota has declined by 2,000 children each year for the past 15 years, though it's now slowed to about 500 fewer children a year.
Economics could also be a factor for the decline in student enrollment. 20 years ago children were one-third of North Dakota's population. In just a few years from now, children could only make up of about one-quarter of the state's population. Agriculture has slowed considerably since the 1980's.
Every year Mapleton has to endure the "what if's. What if we have to close down? What if our numbers decline? What if our little community of around 700 changes? As a community, as a district, as parents, as teachers, we want answers to the possible "what if's.
What are the solutions? Is there a possible solution to help our school and other schools in North Dakota to keep their doors open? Government officials and legislators are trying to find solutions to this problem.
To read more on this article in the Fargo Forum go to: http://www.inforum.com/
This could affect you as an educator, too!
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