Here is a link to my embarrassingly primitive Webpage
I tried!
http://sites.google.com/a/mail.montclair.edu/danielle-s-ed-pages/
Wednesday, May 13, 2009
Monday, May 4, 2009
CIQ Abstract and Conclusions
Abstract
The purpose of this project was to examine the classroom experience of English Language Learners in New Jersey, both in the urban and suburban areas of Newark and Carteret, and how these issues relate to state testing and No Child Left Behind (NCLB). Interviews were conducted with faculty members at East Side High School in Newark and Carteret High School in Carteret, NJ. Both schools were chosen due to the sizeable populations of ELL’s that both schools serve. ESHS is located in the Ironbound section of Newark and serves ELL’s who regularly experience language difficulty when transitioning between speaking native languages like Spanish and Portuguese to English. Carteret High serves a population of ESL students who speak mostly Spanish or Punjabi. The project findings suggest inequity in the NCLB system as students within the three levels of ESL are held accountable on state tests before they have a sufficient command of English. Consequently, these state examinations are the same tests that are used to predict AYP for the school and may push it towards a “failing” status. Therefore, it is increasingly important to make changes to the system that holds ELLs accountable for language knowledge before they are ready.
Conclusion
This project taught me an immense amount about teaching in an urban district as well as the kinds of issues students, teachers, administrators, and parents have. There is a lot of bureaucracy when it comes to urban education, especially as it relates to NCLB and the equity it sometimes fails to create for students. The project topic began on a hunch and ended with some definitive examples of inequality within NCLB and examples where the purpose of the initiative isn’t matching up. The process started with a review of literature on the topic. Through analyzing publications like Double the Work and others, I saw that the progress of those students still in ESL and those students who have left ESL is very important as it relates to state tests.
During my interviews, I learned that state testing is a point of frustration for ESL teachers. The task of preparing students without a core understanding of English for a far-reaching, all encompassing Language Arts and Reading component of a state test, especially one that may include a cultural bias, is a difficult one. The testing process for ELLs and their teachers is made even more frustrating because of the fact that the final outcome, the test score, often doesn’t reflect the work that is being done.
Often, the more I read, the more upset I became that the system appears to disadvantage a large population of learners. In talking with teachers in both districts, I learned that high school students have it worse than students who learn English early, but, at the high school level it is nearly impossible to show progress or acquisition of new language and reading skills. The gaps in the system make it possible for good students to fall through the cracks, all because they can’t prove their progress on a state test. Thus, the SRA process is the only way they can graduate high school.
If a newly certified teacher is planning on being able to serve all populations of students, especially those who from diverse communities, then he or she needs to consider language and its impact in the classroom and on state tests. Furthermore, as a future English teacher, I need to be aware of the role that language plays and plan accordingly. If I plan on being able to serve different populations of students and plan on being able to teach anywhere and in any environment, then I have to be prepared to teach ELLs the skills they need to succeed once they leave ESL and find themselves in a new classroom and using a new language. The project findings have opened up my eyes to NCLB and its effect on school systems and the education of ELLs in the state. This is all information I will likely use in my career as a teacher.
The purpose of this project was to examine the classroom experience of English Language Learners in New Jersey, both in the urban and suburban areas of Newark and Carteret, and how these issues relate to state testing and No Child Left Behind (NCLB). Interviews were conducted with faculty members at East Side High School in Newark and Carteret High School in Carteret, NJ. Both schools were chosen due to the sizeable populations of ELL’s that both schools serve. ESHS is located in the Ironbound section of Newark and serves ELL’s who regularly experience language difficulty when transitioning between speaking native languages like Spanish and Portuguese to English. Carteret High serves a population of ESL students who speak mostly Spanish or Punjabi. The project findings suggest inequity in the NCLB system as students within the three levels of ESL are held accountable on state tests before they have a sufficient command of English. Consequently, these state examinations are the same tests that are used to predict AYP for the school and may push it towards a “failing” status. Therefore, it is increasingly important to make changes to the system that holds ELLs accountable for language knowledge before they are ready.
Conclusion
This project taught me an immense amount about teaching in an urban district as well as the kinds of issues students, teachers, administrators, and parents have. There is a lot of bureaucracy when it comes to urban education, especially as it relates to NCLB and the equity it sometimes fails to create for students. The project topic began on a hunch and ended with some definitive examples of inequality within NCLB and examples where the purpose of the initiative isn’t matching up. The process started with a review of literature on the topic. Through analyzing publications like Double the Work and others, I saw that the progress of those students still in ESL and those students who have left ESL is very important as it relates to state tests.
During my interviews, I learned that state testing is a point of frustration for ESL teachers. The task of preparing students without a core understanding of English for a far-reaching, all encompassing Language Arts and Reading component of a state test, especially one that may include a cultural bias, is a difficult one. The testing process for ELLs and their teachers is made even more frustrating because of the fact that the final outcome, the test score, often doesn’t reflect the work that is being done.
Often, the more I read, the more upset I became that the system appears to disadvantage a large population of learners. In talking with teachers in both districts, I learned that high school students have it worse than students who learn English early, but, at the high school level it is nearly impossible to show progress or acquisition of new language and reading skills. The gaps in the system make it possible for good students to fall through the cracks, all because they can’t prove their progress on a state test. Thus, the SRA process is the only way they can graduate high school.
If a newly certified teacher is planning on being able to serve all populations of students, especially those who from diverse communities, then he or she needs to consider language and its impact in the classroom and on state tests. Furthermore, as a future English teacher, I need to be aware of the role that language plays and plan accordingly. If I plan on being able to serve different populations of students and plan on being able to teach anywhere and in any environment, then I have to be prepared to teach ELLs the skills they need to succeed once they leave ESL and find themselves in a new classroom and using a new language. The project findings have opened up my eyes to NCLB and its effect on school systems and the education of ELLs in the state. This is all information I will likely use in my career as a teacher.
Project Findings
My project centered on ESL programs and issues facing ELLs in the state, especially in regard to state testing and accountability through NCLB. In the beginning of my research, I saw that there was a definite issue in preparing ELLs, or English Language Learners, for the same state examinations that students take who already have a command of English. As per the NCLB requirement, students who are in ESL have to show that they are showing progress in the acquisition of English. I learned from the head of ESL in Newark that a lot of the ESL students are asked to state tests before they reach level 3 for ESL, which means they can't write a full sentence or read and understand the material. These tests then predict AYP for the school and can designate whether or not it is deemed a "failing" school.
Through the data presented in my project, I have found that primary language and language ability is an integral issue for ELLs attending East Side High School and Carteret High School. These programs are tailored to the specific needs of English Language Learners in its classrooms. However, with regard to NCLB and making AYP goals, One teacher I interviewed at ESHS believes that the school will always be at a disadvantage because of the fact that the ESL students in the school are held accountable on the state tests. She said, “Somebody needs to help these kids. Nobody sees what we do. The state requirements don’t reflect all the work we’re doing. We’re putting in the work and we’re being penalized for it.”
Some issues associated with urban education, namely primary language in the home and parental involvement with school, do have an impact on an ELL and his or her ability to learn English. Often times the parents do not speak English and cannot help with the work. Also, students in Newark work as many as 20 to 30 hours a week. It is extremely difficult when one considers the fact that some of these students are asked to take, and pass, a state test when they can’t write a sentence in English. It’s even harder to imagine that these scores then allow the school and its teachers to be held accountable.
Also, the teachers commented that many students slip into speaking their primary language in their content area classrooms as well as outside of school, both socially and in work environments. The Ironbound section of Newark, for example, lends itself more towards a Spanish speaking culture than an English speaking one. The culture within the community next to East Side High is palpable. The school also employs people who are able to dealThe tendency to speak Spanish and to spend less time learning a new language could certainly be a factor as to why the ELLs progress on state tests is less than that of other students.
The project discovered that certain elements of NCLB disadvantaged a group of learners simply because of the testing element. From the interviews I conducted with teachers who were brave enough to be completely forthcoming, I learned that this is true. I learned that the system, fundamentally, is unfair to ELLs. It asks them to acquire knowledge of a new language in a shorter amount of time than is needed and then asks them to produce an understanding of English when classroom time hasn’t afforded them the possibility of having a command of a single sentence.
As seen from the data regarding primary language and the racial background of residents in the Ironbound district, language is a huge part of a student’s everyday life in his or her primary surroundings. Spanish and Portuguese are spoken on the streets surrounding Independence Park, where people go to meet up with friends and family. Spanish and Portuguese restaurants, cafes, clubs, and businesses are all main fixtures within the community, drawing in outside influences as well as maintaining inside influences. The students are a reflection of their community, and the school system responds to the community in which the student’s live.
Tutoring services, community resources, secretarial staff, guidance staff, and teachers all aim to understand the community and the languages used as a means of integrating themselves into Ironbound as well as integrating students into the English speaking world. However, in Carteret, ESL teachers were the students’ sole source of language help and understanding of language difficulty. One teachers adds, “I know because they tell me their problems.”
Through the data presented in my project, I have found that primary language and language ability is an integral issue for ELLs attending East Side High School and Carteret High School. These programs are tailored to the specific needs of English Language Learners in its classrooms. However, with regard to NCLB and making AYP goals, One teacher I interviewed at ESHS believes that the school will always be at a disadvantage because of the fact that the ESL students in the school are held accountable on the state tests. She said, “Somebody needs to help these kids. Nobody sees what we do. The state requirements don’t reflect all the work we’re doing. We’re putting in the work and we’re being penalized for it.”
Some issues associated with urban education, namely primary language in the home and parental involvement with school, do have an impact on an ELL and his or her ability to learn English. Often times the parents do not speak English and cannot help with the work. Also, students in Newark work as many as 20 to 30 hours a week. It is extremely difficult when one considers the fact that some of these students are asked to take, and pass, a state test when they can’t write a sentence in English. It’s even harder to imagine that these scores then allow the school and its teachers to be held accountable.
Also, the teachers commented that many students slip into speaking their primary language in their content area classrooms as well as outside of school, both socially and in work environments. The Ironbound section of Newark, for example, lends itself more towards a Spanish speaking culture than an English speaking one. The culture within the community next to East Side High is palpable. The school also employs people who are able to dealThe tendency to speak Spanish and to spend less time learning a new language could certainly be a factor as to why the ELLs progress on state tests is less than that of other students.
The project discovered that certain elements of NCLB disadvantaged a group of learners simply because of the testing element. From the interviews I conducted with teachers who were brave enough to be completely forthcoming, I learned that this is true. I learned that the system, fundamentally, is unfair to ELLs. It asks them to acquire knowledge of a new language in a shorter amount of time than is needed and then asks them to produce an understanding of English when classroom time hasn’t afforded them the possibility of having a command of a single sentence.
As seen from the data regarding primary language and the racial background of residents in the Ironbound district, language is a huge part of a student’s everyday life in his or her primary surroundings. Spanish and Portuguese are spoken on the streets surrounding Independence Park, where people go to meet up with friends and family. Spanish and Portuguese restaurants, cafes, clubs, and businesses are all main fixtures within the community, drawing in outside influences as well as maintaining inside influences. The students are a reflection of their community, and the school system responds to the community in which the student’s live.
Tutoring services, community resources, secretarial staff, guidance staff, and teachers all aim to understand the community and the languages used as a means of integrating themselves into Ironbound as well as integrating students into the English speaking world. However, in Carteret, ESL teachers were the students’ sole source of language help and understanding of language difficulty. One teachers adds, “I know because they tell me their problems.”
Tuesday, April 21, 2009
Some Thoughts on Unequal Childhoods
I have encountered many themes and things to consider while reading Unequal Childhoods. I think there are also more than a few main ideas that I could come away with from reading the book that I could also apply to teaching. The book gave a unique glimpse into the home lives of the students. These students could just as easily be our students. Or, we may meet students like them as teachers- regardless of age. Though I don't plan on teaching elementary school and won't have experiences with children that are the same age as the kids I met in this book, I'm aware that even older students can have similar issues and even respond to them in ways that are similar to those in the book. Unequal Childhoods gave me a glimpse of what affects school age children and how much of an impact their home lives (and the stress associated with them) can have on learning. Instead of sitting in our classrooms wondering about the home lives of our kids, we can get a window into it.
The question I saw on the faces of lots of people in class last night was (or seemed to be)"Well, how would we know these kids have problems?" Or- "How would we know they are overworked or stressed?" You know. At least I can say this from my own experience. You certainly get a sense of which individual students have it tough and which walk the line of Tattinger family and live off of $100,000 salaries. Our frames of references don't lie to us necessarily and it appears like they are there to guide us to certain truths. Intuition is a good natural compass. I do feel like sometimes you have to be tough. Not pushy, but tough. I've had more discussions with crying kids over seating arrangements in class than I would perhaps like to admit. But, in the end, you can't honor EVERYONE's needs. The classroom is environment is hard, perhaps, because it doesn't always lend itself to complete equality. If you give one student a pass, you have to give it to another. But, reading Unequal Childhoods and taking in the main ideas communicated with regard to class structure will certainly make me a more observant teacher. I guess I appreciate the window that the book gave me and the fact that it allowed me to notice how "at home" issues impact learning and the learning environment. I don't feel like I can then blame the kid falling asleep in class if I know how his family life is structured. But, I think now I may know better how to help.
Strangely enough, while reading Unequal Childhoods, I found myself wondering more about what kind of PARENT I would want to be than what kind of TEACHER I would want to be. Or- more acutely, how I would combat the issues dealt with in the book and the very different parenting styles that were communicated throughout the study and in the research. I found myself wondering: Do I identify more with concerted cultivation or the concept of natural growth? At what point do we "let kids be kids?" At what point do we intervene and lead them? These questions absolutely relate to who we are as teachers, how we choose to do our job, and how we will do it well. It all seems to hark back to the idea that if we are open and available and ready to be mentors and leaders as much as we are educators, then we can really make the difference.
But, I judged the parenting insights that were in the book a little harsher and I tried to apply that to what my idea of parenting this early in the game. I was dismayed at the examples offered about Katie Brindle's mother and how she appeared to take little to no interest in her own daughter's schooling. I can't imagine I'd ever be an absent parent- but how do you juggle job and children? But- the other side of that reminds me of examples from The Feminine Mystique where the mother/housewife has so little to do in her own life that she lives vicariously through her own children, pushing them to do something she never did or, in the modern day context, getting involved with school projects as a way of adding substance to her own life. I don't think I believe so much in natural growth that I would naturally expect my own child to just be entirely responsible for their own viewpoint of the degree to which he or she should be involved in their education. I feel cautioned against the concept of furthering a sense of entitlement in my own children, but I would still want to encourage them to stand up for themselves and their beliefs, even if it means challenging authority. Sometimes when you're right, you're right- regardless of who you are engaging in a conflict with. Parenting wise- it appears like perhaps we have little control over how our lessons are interpreted and followed. While I'm a huge advocate of letting "kids be kids"- how do you then help them to become adults? Are the viewpoints on parenting held by the Williams family, the Tattingers, or the Marshalls wrong? Do we necessarily blame them for wanting the best for their kids? As a parent, how do you "walk the line" between concerted cultivation AND natural growth? How do you do it as a teacher?
As I read about the Tattinger family- I automatically felt like there could be a possibility that Garrett could become very spoiled. It's clear that he lived a fairly privileged life- but he appeared to see soccer and other activities as a burden. This burden was keeping him from "just being a kid." As a potential parent, I would want to encourage my kids to do whatever activity they may be interested in, but without "pushing it." I couldn't help but feel that by encouraging piano or soccer or gymnastics (or anything else) that I would be advocating concerted cultivation and leaving little room for a child's own natural growth. But, on the flipside, I was impressed with Tyrec Taylor's sense of self, sense of right and wrong, personal drive, and personality. His mother must have done something right. Maybe she didn't personally cultivate him like he was a living business plan, but, she allowed him to be just who he is and he appeared to honor her lessons outside of her care. I agreed with the way some of the upper class parents chose to raise their children- especially with the Williams family- and with respect to conducting oneself properly, having a good vocabulary, understanding the world, and thinking for yourself.
With regard to teaching, I remember recounting a story about an experience with a parent to a friend of mine who is also a seasoned teacher. I don't remember the exact story or occurrence. But, at the end of it, he said, "Oh, so you expect parents to be parents?" And, I guess, that's true. I do. I know that my parents (though, admittedly, mostly my mom) was, at all times, a parent. I think that when I am a parent I will have a harder time figuring out to do when encountering a parent who ISN'T acting like a parent.
I don't yet know how to leave my views out of it. I've also had the bad fortune in seeing the look on a kid's face when their parent doesn't show up for the poetry celebration, or the band concert, or the social studies play. That's the part of the teaching profession that goes hand in hand with Unequal Childhoods but can't be communicated in the book itself. But, clearly, parenting and individual parenting styles has a lot to do with it. It has a lot to do with the school as an institution- as parents from different social classes communicated education and school differently to their children. Sometimes it was of supreme importance and other times it was a government institution to be avoided or manipulated. I think the book gave us all a glimpse into issues that will relate to our classrooms, impact our job, and impact the lives and learning of our students. I didn't know how much class figured into the equation...
The question I saw on the faces of lots of people in class last night was (or seemed to be)"Well, how would we know these kids have problems?" Or- "How would we know they are overworked or stressed?" You know. At least I can say this from my own experience. You certainly get a sense of which individual students have it tough and which walk the line of Tattinger family and live off of $100,000 salaries. Our frames of references don't lie to us necessarily and it appears like they are there to guide us to certain truths. Intuition is a good natural compass. I do feel like sometimes you have to be tough. Not pushy, but tough. I've had more discussions with crying kids over seating arrangements in class than I would perhaps like to admit. But, in the end, you can't honor EVERYONE's needs. The classroom is environment is hard, perhaps, because it doesn't always lend itself to complete equality. If you give one student a pass, you have to give it to another. But, reading Unequal Childhoods and taking in the main ideas communicated with regard to class structure will certainly make me a more observant teacher. I guess I appreciate the window that the book gave me and the fact that it allowed me to notice how "at home" issues impact learning and the learning environment. I don't feel like I can then blame the kid falling asleep in class if I know how his family life is structured. But, I think now I may know better how to help.
Strangely enough, while reading Unequal Childhoods, I found myself wondering more about what kind of PARENT I would want to be than what kind of TEACHER I would want to be. Or- more acutely, how I would combat the issues dealt with in the book and the very different parenting styles that were communicated throughout the study and in the research. I found myself wondering: Do I identify more with concerted cultivation or the concept of natural growth? At what point do we "let kids be kids?" At what point do we intervene and lead them? These questions absolutely relate to who we are as teachers, how we choose to do our job, and how we will do it well. It all seems to hark back to the idea that if we are open and available and ready to be mentors and leaders as much as we are educators, then we can really make the difference.
But, I judged the parenting insights that were in the book a little harsher and I tried to apply that to what my idea of parenting this early in the game. I was dismayed at the examples offered about Katie Brindle's mother and how she appeared to take little to no interest in her own daughter's schooling. I can't imagine I'd ever be an absent parent- but how do you juggle job and children? But- the other side of that reminds me of examples from The Feminine Mystique where the mother/housewife has so little to do in her own life that she lives vicariously through her own children, pushing them to do something she never did or, in the modern day context, getting involved with school projects as a way of adding substance to her own life. I don't think I believe so much in natural growth that I would naturally expect my own child to just be entirely responsible for their own viewpoint of the degree to which he or she should be involved in their education. I feel cautioned against the concept of furthering a sense of entitlement in my own children, but I would still want to encourage them to stand up for themselves and their beliefs, even if it means challenging authority. Sometimes when you're right, you're right- regardless of who you are engaging in a conflict with. Parenting wise- it appears like perhaps we have little control over how our lessons are interpreted and followed. While I'm a huge advocate of letting "kids be kids"- how do you then help them to become adults? Are the viewpoints on parenting held by the Williams family, the Tattingers, or the Marshalls wrong? Do we necessarily blame them for wanting the best for their kids? As a parent, how do you "walk the line" between concerted cultivation AND natural growth? How do you do it as a teacher?
As I read about the Tattinger family- I automatically felt like there could be a possibility that Garrett could become very spoiled. It's clear that he lived a fairly privileged life- but he appeared to see soccer and other activities as a burden. This burden was keeping him from "just being a kid." As a potential parent, I would want to encourage my kids to do whatever activity they may be interested in, but without "pushing it." I couldn't help but feel that by encouraging piano or soccer or gymnastics (or anything else) that I would be advocating concerted cultivation and leaving little room for a child's own natural growth. But, on the flipside, I was impressed with Tyrec Taylor's sense of self, sense of right and wrong, personal drive, and personality. His mother must have done something right. Maybe she didn't personally cultivate him like he was a living business plan, but, she allowed him to be just who he is and he appeared to honor her lessons outside of her care. I agreed with the way some of the upper class parents chose to raise their children- especially with the Williams family- and with respect to conducting oneself properly, having a good vocabulary, understanding the world, and thinking for yourself.
With regard to teaching, I remember recounting a story about an experience with a parent to a friend of mine who is also a seasoned teacher. I don't remember the exact story or occurrence. But, at the end of it, he said, "Oh, so you expect parents to be parents?" And, I guess, that's true. I do. I know that my parents (though, admittedly, mostly my mom) was, at all times, a parent. I think that when I am a parent I will have a harder time figuring out to do when encountering a parent who ISN'T acting like a parent.
I don't yet know how to leave my views out of it. I've also had the bad fortune in seeing the look on a kid's face when their parent doesn't show up for the poetry celebration, or the band concert, or the social studies play. That's the part of the teaching profession that goes hand in hand with Unequal Childhoods but can't be communicated in the book itself. But, clearly, parenting and individual parenting styles has a lot to do with it. It has a lot to do with the school as an institution- as parents from different social classes communicated education and school differently to their children. Sometimes it was of supreme importance and other times it was a government institution to be avoided or manipulated. I think the book gave us all a glimpse into issues that will relate to our classrooms, impact our job, and impact the lives and learning of our students. I didn't know how much class figured into the equation...
Monday, April 20, 2009
Blog 11- What have you found? (I'm a little bit behind)
Blog 11
I am little bit behind in terms of piecing together some of the research that I've been doing for the Community Inquiry Project. Some of my interviews appear to be panning out while others aren't working. I have had the chance to survey the neighborhood around East Side High School- my target school- twice now. I've mapped sites and I took pictures around the school and of the school itself. I noticed how much of a role culture plays in this particular neighborhood and, therefore, the kind of role that language plays in the everyday life of the students. It is clear to me that ELL's bring their experiences to the classroom and that the state tests that ask them to test their knowledge are trying to cater to them where they can, but occasionally fall short. I am in the process of piecing through some of the literature out there to get a sense, without speaking to a teacher or administrator, whether or not NCLB disadvantages this core group of learners. However, through Double the Work, a piece of literature put out in NYC through the Carnegie Corporation, I am learning interesting facts that relate to ELL's and their experiences trying to learn English and make certain benchmarks within the states they live in and as they relate to NCLB.
I have an additional contact with an ESL teacher at Carteret High School. I'm not yet sure what role this contact will play in my project. However, I had a chance to walk around Carteret High and saw huge differences between this school and East Side High. I may use data collected from my observations and from speaking with this teacher to make a comparison between the two places. Perhaps an urban environment is not the only place that a teacher who is not ESL certified may be struggling while meeting a language barrier. It may be interesting to compare the two locations as appearances could be deceiving. But, with first glance at a website (not really legitimate though) I came across something that said that teachers at Carteret don't care about the students. I didn't get the impression while taking in the building, the field, and the surroundings of the suburb. I'm thinking that an urban vs. suburban comparison in terms of ESL and English Language Learners could be very interesting, but I'm not yet sure how it factors in.
I am learning that my inquiry question is definitely worth exploring- as language creates a definite barrier for many urban teachers teaching in urban environments. It is another piece of the puzzle that we all will likely have to consider if we decide to teach in an urban environment. So far, based on information from the NJ Report Card for 2007 (I can't seem to find data for 2008) approx. 23% of students at East Side High (hopefully my target school for the project- if these interviews pan out) are considered limited language proficient. 34% speak Spanish at home and 46% percent speak an Indo-European language. Since the school is centered in the Ironbound district, I am pushed to assume that this could include Portuguese. 50% of the school speaks English, but almost 50% (the other half) speaks another primary language. So, therefore, we can assume that more than a few of the students in East Side's classrooms speak a language other than English. The data speaks volumes about the situation going on in this school, but I feel as though I need the remarks from teachers and coordinators at ESH to confirm it.
Part of this project for me involved seeing what the primary issues are for ELL's, what kinds of things are pulling on them and their success in school, and the resources that are available to them to help them to pass state examinations and prosper in their learning environments. East Side does offer SRA help after school with bilingual teachers and bilingual language arts teachers. I have not yet found if there are resources outside of school and in the community that serve the same purpose. The tutoring services at East Side also help with the HSPA- the state examination that NCLB restrictions are contingent on. Also, through the help of the NJ Report Card site and its East Side's profile, I can see the scores on these tests and where the issues lie. This will definitely help me when I am able to conduct my interviews.
This project is beginning to shape my understanding of public education. The first thing I have learned is to try not to judge a book by its cover. By looking at Carteret High, one might not even think that the school would have any sort of issues. It is fairly unassuming, it's kept up well, and sports appears to be a main focal point of the school. However, it didn't make AYP either. East Side, however, is littered, dirty, not well maintained, and, stuck smack dab in the middle of a city. It looks as though nobody cares about it, but you can't just naturally assume that the school then has issues. In some ways, East Side may be thriving, (it's special and vocational programs look excellent) and in others, it is trying to catch up. Also, public education is not just about what you do Monday through Friday while in the classroom, but it's also about policy and understanding policy, NCLB, and the tests. I am gaining an understanding of what the tests are, how many, what the tests TEST, and who the tests impact. It's really not just cut and dry representations of "pass" or "fail"- but what you have to do as a teacher to prepare your kids. Sadly, or maybe regrettably, I would be lying if this project didn't force me to think about changing my certification from English to History. I'm realizing that test preparation and my effort will be an important part of my job, especially as it relates to ELL's.
I am little bit behind in terms of piecing together some of the research that I've been doing for the Community Inquiry Project. Some of my interviews appear to be panning out while others aren't working. I have had the chance to survey the neighborhood around East Side High School- my target school- twice now. I've mapped sites and I took pictures around the school and of the school itself. I noticed how much of a role culture plays in this particular neighborhood and, therefore, the kind of role that language plays in the everyday life of the students. It is clear to me that ELL's bring their experiences to the classroom and that the state tests that ask them to test their knowledge are trying to cater to them where they can, but occasionally fall short. I am in the process of piecing through some of the literature out there to get a sense, without speaking to a teacher or administrator, whether or not NCLB disadvantages this core group of learners. However, through Double the Work, a piece of literature put out in NYC through the Carnegie Corporation, I am learning interesting facts that relate to ELL's and their experiences trying to learn English and make certain benchmarks within the states they live in and as they relate to NCLB.
I have an additional contact with an ESL teacher at Carteret High School. I'm not yet sure what role this contact will play in my project. However, I had a chance to walk around Carteret High and saw huge differences between this school and East Side High. I may use data collected from my observations and from speaking with this teacher to make a comparison between the two places. Perhaps an urban environment is not the only place that a teacher who is not ESL certified may be struggling while meeting a language barrier. It may be interesting to compare the two locations as appearances could be deceiving. But, with first glance at a website (not really legitimate though) I came across something that said that teachers at Carteret don't care about the students. I didn't get the impression while taking in the building, the field, and the surroundings of the suburb. I'm thinking that an urban vs. suburban comparison in terms of ESL and English Language Learners could be very interesting, but I'm not yet sure how it factors in.
I am learning that my inquiry question is definitely worth exploring- as language creates a definite barrier for many urban teachers teaching in urban environments. It is another piece of the puzzle that we all will likely have to consider if we decide to teach in an urban environment. So far, based on information from the NJ Report Card for 2007 (I can't seem to find data for 2008) approx. 23% of students at East Side High (hopefully my target school for the project- if these interviews pan out) are considered limited language proficient. 34% speak Spanish at home and 46% percent speak an Indo-European language. Since the school is centered in the Ironbound district, I am pushed to assume that this could include Portuguese. 50% of the school speaks English, but almost 50% (the other half) speaks another primary language. So, therefore, we can assume that more than a few of the students in East Side's classrooms speak a language other than English. The data speaks volumes about the situation going on in this school, but I feel as though I need the remarks from teachers and coordinators at ESH to confirm it.
Part of this project for me involved seeing what the primary issues are for ELL's, what kinds of things are pulling on them and their success in school, and the resources that are available to them to help them to pass state examinations and prosper in their learning environments. East Side does offer SRA help after school with bilingual teachers and bilingual language arts teachers. I have not yet found if there are resources outside of school and in the community that serve the same purpose. The tutoring services at East Side also help with the HSPA- the state examination that NCLB restrictions are contingent on. Also, through the help of the NJ Report Card site and its East Side's profile, I can see the scores on these tests and where the issues lie. This will definitely help me when I am able to conduct my interviews.
This project is beginning to shape my understanding of public education. The first thing I have learned is to try not to judge a book by its cover. By looking at Carteret High, one might not even think that the school would have any sort of issues. It is fairly unassuming, it's kept up well, and sports appears to be a main focal point of the school. However, it didn't make AYP either. East Side, however, is littered, dirty, not well maintained, and, stuck smack dab in the middle of a city. It looks as though nobody cares about it, but you can't just naturally assume that the school then has issues. In some ways, East Side may be thriving, (it's special and vocational programs look excellent) and in others, it is trying to catch up. Also, public education is not just about what you do Monday through Friday while in the classroom, but it's also about policy and understanding policy, NCLB, and the tests. I am gaining an understanding of what the tests are, how many, what the tests TEST, and who the tests impact. It's really not just cut and dry representations of "pass" or "fail"- but what you have to do as a teacher to prepare your kids. Sadly, or maybe regrettably, I would be lying if this project didn't force me to think about changing my certification from English to History. I'm realizing that test preparation and my effort will be an important part of my job, especially as it relates to ELL's.
Wednesday, April 15, 2009
Online Assignment for 4/13
It appears as though the economic troubles of the poor families we’ve encountered would be exacerbated if these families lived in New Jersey. Even with an adequate income, it appears, through the Cost of Living Index, that a family of 4 cannot exist on 60,000 dollars a year, let alone less than that. It appears that the cost of living in Virginia would be less of that in New Jersey- so children and families living here need that much more to get by. New Jersey appears to offer low income housing opportunities to families who need it, but amenities like food stamps or government assistance seems harder to come by. The reality of the situation would certainly be graver for the families we have read about if the location was moved to Essex County, New Jersey.
First, the Self-Sufficiency Standard is based on several family types: one adult with one preschooler; one adult with one preschooler and one school age child; and two adults with one preschooler and one school age child. The economic strain varies between the family types. As the number of children increases, the wage needed to support them naturally increases too. In the case of New Jersey, from $13.78 for one adult to nearly $30 an hour for a family of two. This would be impossible to attain for the poor families encountered in Unequal Childhoods. For example, the cost of child care will increase for a family with two kids versus a family with one.
Thus, the cost of living index would be troublesome for Harold McAllister’s family, especially since the family situation there includes the economic strain on his mother to take care of his cousins as well as her four children with no job and no professional job training. The Self-Sufficiency Standard described in the cost of living index doesn’t include statistics for a family of four. Mrs. McAllister provides a home for her niece and nephew, but takes on the burden of providing for them as well. If Mrs. McAllister could obtrain a job that offered her the $30 an hour wage needed to get by, she would still have too many mouths to feed and the resources available would be over-extended. The income of $67,000 would not be enough for the McAllisters as it is the lowest possible amount needed for a family of two in New Jersey. (40,000 for one adult and one child in Essex County)
Reading Unequal Childhoods has been eye opening. All the while, it hasn’t been hard to relate the issues that the children of various economic statuses experience to the classroom. Having worked as an aide in an affluent area of the state, I am aware that just because children are economically privileged doesn’t mean that they don’t have problems. A few of the children were experiencing divorces between their parents, illness, and pressures from their parents, a possible bi-product of “concerted cultivation” that teachers regularly have to manage. I distinctly remember a boy in a family of four that appeared to struggle with perfection and living up to his parents astronomical expectations as a means of gaining entry into the Accelerated Math program. One bad grade and he was in tears. Therefore, it’s important to know the diverse needs of the students you’re working with, because often times kids go to their teachers for help. Perhaps if you aware of their struggles and understand them, you can give them the help they need, educationally speaking or not.
However, these issues are a different kind than those that the children in poor families experience in Unequal Childhoods and I would venture to think that they’re a lot more manageable than insufficient food, lack of funds, parental involvement, or issues stemming from the neighborhood that the child lives in and the type of family environment, or lack thereof, that is created there. The research presented in the book has given me a window into these kids lives and I wouldn’t perhaps get that just from teaching them. The book shows you what happens after school and what happens in the home. It gives you the opportunity to understand what is pulling on kids and what could affecting their education based on economic status.
Economics and demographics relate to teaching because we will likely use any statistics or information to better teach those students. It’s important to know the “population” you are serving. As a teacher, one would need to know the make up of an area that they plan to teach in. What types of jobs might their parents have? Is it an industrial area? What’s the median income? All of these may in turn relate to how children learn and the approach they take towards their education. If, say, a majority of the town doesn’t hold a college degree and works mainly in local industry, the accepted attitude may not be one of placing importance in higher education, so the student may not be as active in pursuing a college education, especially if economics and demographics tell the teacher that he or she may not be able to afford it.
In regards to the definition of disposition, one’s nature or temperament also plays a role. Situations, like teaching children in poverty, may affect one teacher more than another. Personally, I’ve always debated how much my emotional nature and tendency to “take in” the plight of others will affect me as a teacher and my ability to do my job. Others, however, may be of the temperament where they figure that they will just not get involved and keep a distance from issues in the classroom. Unfortunately, it appears that you need to do your very best to treat each child equally. I foresee this being a problem when the world, in a sense, is very unequal and some are more advantaged than others. As a potential urban educator, I think it may be difficult to encounter inequality and still manage to maintain at atmosphere where everyone receives the same treatment. Or, better put, you need the poster board to do the project whether your economic status affords the student the opportunity to buy it or not.
First, the Self-Sufficiency Standard is based on several family types: one adult with one preschooler; one adult with one preschooler and one school age child; and two adults with one preschooler and one school age child. The economic strain varies between the family types. As the number of children increases, the wage needed to support them naturally increases too. In the case of New Jersey, from $13.78 for one adult to nearly $30 an hour for a family of two. This would be impossible to attain for the poor families encountered in Unequal Childhoods. For example, the cost of child care will increase for a family with two kids versus a family with one.
Thus, the cost of living index would be troublesome for Harold McAllister’s family, especially since the family situation there includes the economic strain on his mother to take care of his cousins as well as her four children with no job and no professional job training. The Self-Sufficiency Standard described in the cost of living index doesn’t include statistics for a family of four. Mrs. McAllister provides a home for her niece and nephew, but takes on the burden of providing for them as well. If Mrs. McAllister could obtrain a job that offered her the $30 an hour wage needed to get by, she would still have too many mouths to feed and the resources available would be over-extended. The income of $67,000 would not be enough for the McAllisters as it is the lowest possible amount needed for a family of two in New Jersey. (40,000 for one adult and one child in Essex County)
Reading Unequal Childhoods has been eye opening. All the while, it hasn’t been hard to relate the issues that the children of various economic statuses experience to the classroom. Having worked as an aide in an affluent area of the state, I am aware that just because children are economically privileged doesn’t mean that they don’t have problems. A few of the children were experiencing divorces between their parents, illness, and pressures from their parents, a possible bi-product of “concerted cultivation” that teachers regularly have to manage. I distinctly remember a boy in a family of four that appeared to struggle with perfection and living up to his parents astronomical expectations as a means of gaining entry into the Accelerated Math program. One bad grade and he was in tears. Therefore, it’s important to know the diverse needs of the students you’re working with, because often times kids go to their teachers for help. Perhaps if you aware of their struggles and understand them, you can give them the help they need, educationally speaking or not.
However, these issues are a different kind than those that the children in poor families experience in Unequal Childhoods and I would venture to think that they’re a lot more manageable than insufficient food, lack of funds, parental involvement, or issues stemming from the neighborhood that the child lives in and the type of family environment, or lack thereof, that is created there. The research presented in the book has given me a window into these kids lives and I wouldn’t perhaps get that just from teaching them. The book shows you what happens after school and what happens in the home. It gives you the opportunity to understand what is pulling on kids and what could affecting their education based on economic status.
Economics and demographics relate to teaching because we will likely use any statistics or information to better teach those students. It’s important to know the “population” you are serving. As a teacher, one would need to know the make up of an area that they plan to teach in. What types of jobs might their parents have? Is it an industrial area? What’s the median income? All of these may in turn relate to how children learn and the approach they take towards their education. If, say, a majority of the town doesn’t hold a college degree and works mainly in local industry, the accepted attitude may not be one of placing importance in higher education, so the student may not be as active in pursuing a college education, especially if economics and demographics tell the teacher that he or she may not be able to afford it.
In regards to the definition of disposition, one’s nature or temperament also plays a role. Situations, like teaching children in poverty, may affect one teacher more than another. Personally, I’ve always debated how much my emotional nature and tendency to “take in” the plight of others will affect me as a teacher and my ability to do my job. Others, however, may be of the temperament where they figure that they will just not get involved and keep a distance from issues in the classroom. Unfortunately, it appears that you need to do your very best to treat each child equally. I foresee this being a problem when the world, in a sense, is very unequal and some are more advantaged than others. As a potential urban educator, I think it may be difficult to encounter inequality and still manage to maintain at atmosphere where everyone receives the same treatment. Or, better put, you need the poster board to do the project whether your economic status affords the student the opportunity to buy it or not.
Monday, April 6, 2009
CIQ Introduction
One issue within urban education that is especially important to analyze are English Language Learners, otherwise known as ELL's, their school experience, and how certain policies, especially NCLB, and the impact it has on English Language Learners and their journey to learn English and integrate into English speaking classrooms. One way to effectively integrate ELL's into English speaking classrooms is through ESL or English-as-a Second-Language, programs. These classrooms aim to prepare students for the work in their classrooms where English is the primary language as well as to prepare them to take state tests that later judge their progress as well as compare them to other students and other schools in the state. The problem therein lies in the fact that the outcome of the state tests often determines whether or not a school and its students is designated as "failing." What resources are available then? How can we change the situation if the performance of ELL's is a factor?
Unfortunately, if ELL's are not prepared properly for state test and experience language difficulty, then this could mean big changes for the schools and teachers that help them. Even by providing these students with highly qualified teachers, as is the focus of NCLB, the students may still meet difficulty in second language acquisition and fall behind.
The focus of this project will be ESL programs, limitations that language creates for teachers and students, the possible limitations of ESL programs and the resources available and how it relates to NCLB, AYP goals and test scores, and possible restrictions and effects on schools and students. The project will aim to figure out what sort of issues are facing ELL's and what, if anything, is being done to combat the issues they face inside and outside of the classroom. Furthermore, to establish a connection to urban education, the project will also strive to determine the impact that certain issues associated with education in an urban environment like parental involvement, reading skills, resources, or primary language in the home effect the learning of ELL's.
The impact of NCLB and other policies on ELL's as well as the issues facing ELL's is especially important for several reasons. First, there is a connection between primary language capability and the policies at the heart of No Child Left Behind. For example, as outlined in an article called "Double the Work," despite a “growing awareness” of the issues affecting these children, many of them continue to struggle with literacy, reading, and writing in a new language. Policy and challenges to policymakers is also a growing concern and the article suggests things that can be done as well as the stalemate that occurs regarding NCLB restrictions and other restrictions. This is a key issue regarding students with limited language capability as these students are not tracked once they leave language programs designed to help them integrate into English speaking classrooms. Occasionally, ESL stdents are not "tracked" in terms of their progress. This is disconcerning as it relates to NCLB because without knowing their progress, students may lack the skills needed in the areas of state tests that NCLB aims to assess.
Secondly, we need to know the struggles that ELL's are met with in their education and the problems that teachers face when looking to integrate ELL's into English speaking classrooms. Also, establishing resources for these students is important because not only will it prepare them for the issues facing them in their classroom, but it will also prepare them for the job world and ensure that, though English was not their second language, there are opportunities for these students out in the world. Educators and policymakers in the state should aim to equalize education for all learners, including ELL's. There's little way to solve the problem, or even identify that it exists, without speaking to teachers first. Identifying classroom issues would be beneficial, but especially so if it points out an obvious flaw in the NCLB system of establishing AYP based on test scores that aim to put selected populations of students at a stark disadvantage.
Lastly, within the realm of urban education exists factors that may impact the education of ELL's and it's important to identify these issues, if they do exist, and zero in on the impact on an individual child's education. In urban areas of the state that serve Hispanic children like Newark, Carteret, and Paterson, Spanish culture is heavily integrated into Hispanic neighborhoods with bodegas and laundromats on one side and tiny Spanish and Mexican restaurants and hangouts on the other. Flyers advertising classes to better learn English are stapled on telephone poles next to dispensaries for Spanish language newspapers. For many ELL's whose first language is not English, they find themselves at a disadvantage. Therefore, this question is important to study as a means of figuring out how these issues impact the education of ELL's and aim to answer individualized questions like why parental involvement may impact second language acquistion, why the reading levels of ELL's may stagnate, or how extra resources may make movement from Spanish to English easier for a population of students who find themselves immersed in an environment that asks them to produce different languages in different contexts.
Unfortunately, if ELL's are not prepared properly for state test and experience language difficulty, then this could mean big changes for the schools and teachers that help them. Even by providing these students with highly qualified teachers, as is the focus of NCLB, the students may still meet difficulty in second language acquisition and fall behind.
The focus of this project will be ESL programs, limitations that language creates for teachers and students, the possible limitations of ESL programs and the resources available and how it relates to NCLB, AYP goals and test scores, and possible restrictions and effects on schools and students. The project will aim to figure out what sort of issues are facing ELL's and what, if anything, is being done to combat the issues they face inside and outside of the classroom. Furthermore, to establish a connection to urban education, the project will also strive to determine the impact that certain issues associated with education in an urban environment like parental involvement, reading skills, resources, or primary language in the home effect the learning of ELL's.
The impact of NCLB and other policies on ELL's as well as the issues facing ELL's is especially important for several reasons. First, there is a connection between primary language capability and the policies at the heart of No Child Left Behind. For example, as outlined in an article called "Double the Work," despite a “growing awareness” of the issues affecting these children, many of them continue to struggle with literacy, reading, and writing in a new language. Policy and challenges to policymakers is also a growing concern and the article suggests things that can be done as well as the stalemate that occurs regarding NCLB restrictions and other restrictions. This is a key issue regarding students with limited language capability as these students are not tracked once they leave language programs designed to help them integrate into English speaking classrooms. Occasionally, ESL stdents are not "tracked" in terms of their progress. This is disconcerning as it relates to NCLB because without knowing their progress, students may lack the skills needed in the areas of state tests that NCLB aims to assess.
Secondly, we need to know the struggles that ELL's are met with in their education and the problems that teachers face when looking to integrate ELL's into English speaking classrooms. Also, establishing resources for these students is important because not only will it prepare them for the issues facing them in their classroom, but it will also prepare them for the job world and ensure that, though English was not their second language, there are opportunities for these students out in the world. Educators and policymakers in the state should aim to equalize education for all learners, including ELL's. There's little way to solve the problem, or even identify that it exists, without speaking to teachers first. Identifying classroom issues would be beneficial, but especially so if it points out an obvious flaw in the NCLB system of establishing AYP based on test scores that aim to put selected populations of students at a stark disadvantage.
Lastly, within the realm of urban education exists factors that may impact the education of ELL's and it's important to identify these issues, if they do exist, and zero in on the impact on an individual child's education. In urban areas of the state that serve Hispanic children like Newark, Carteret, and Paterson, Spanish culture is heavily integrated into Hispanic neighborhoods with bodegas and laundromats on one side and tiny Spanish and Mexican restaurants and hangouts on the other. Flyers advertising classes to better learn English are stapled on telephone poles next to dispensaries for Spanish language newspapers. For many ELL's whose first language is not English, they find themselves at a disadvantage. Therefore, this question is important to study as a means of figuring out how these issues impact the education of ELL's and aim to answer individualized questions like why parental involvement may impact second language acquistion, why the reading levels of ELL's may stagnate, or how extra resources may make movement from Spanish to English easier for a population of students who find themselves immersed in an environment that asks them to produce different languages in different contexts.
Monday, March 30, 2009
Community Inquiry Project- A Detailed Description
For my Community Inquiry Project, I want to examine NCLB and its impact (positive and/or negative) on English Language Learners (ELL’s) in Newark and Carteret, NJ. The focus of my project will be ESL programs, limitations that language creates for teachers and students, the possible limitations of ESL programs, and how it relates to NCLB, AYP goals and test scores, and possible restrictions and effects on schools and students. To answer this question, I will need to research ESL programs in the state as well as ESL programs in Newark and/or Carteret. First, my research will take me into the neighborhood surrounding East Side High School in Newark and then into the school itself. I have mapped out this neighborhood and I have included 10 sites. I did so to get a feel of the culture there and the appearance of the neighborhood itself. I chose this school specifically because it serves a sizeable population of Hispanic students. Carteret High School is another school that also serves Hispanic students. I feel that both schools will provide me the opportunity to speak to ESL teachers about issues facing ELL’s in New Jersey.
I would then want to look at the effect of NCLB restrictions on ESL/ELL students and see what could be changed as well what has already been put into place to help these students. For example, are resources available to these students? Do they have access to extra help after school or during school? Are there any special programs in existence to help ELL’s? How often do teachers engage with parents? Furthermore, what programs are put in place to help teachers to better serve this population of students?
Part of this project will like involve research into programs that make the transition from Spanish to English smoother for ELL’s in Newark and Carteret. I plan to research state and government websites (and others from my Annotated Bibliography) that provide me with information about the school itself and its status in the state. With regard to the issues facing English Language Learners and students with limited language capability, I would also like to determine:
• What policies are being put into place?
• Is there any information available on how programs are helping ELL’s?
• What works and what doesn’t as far as both lessening the burden for teachers with only an operational knowledge of Spanish who are teaching ELL’s and helping ELL’s to learn English?
To tie in the element of urban education, I plan to research how some issues associated with urban education that we have discussed in class (ie. parental involvement, ancillary issues in the home, primary language spoken in the home, and/or poor reading skills, reading at grade level, and NCLB restrictions that affect English capability and thus, test scores) impact learning and English language acquisition. My questions will be geared towards establishing whether any of these issues impact the education of English Language Learners (ELL’s) in the state (namely at East Side High/Carteret) and how much they come into play, if at all.
I have contacted Ms. Bis, an ESL teacher, and Ms. Borja, head of ESL at East Side High, regarding my project. I am also in the process of contacting an ESL teacher at Carteret High and establishing contacts in other departments that will suit my project. A few questions I will ask are:
• What challenges do you face within the ESL program? What challenges do you face while teaching ELL’s? What challenges do you face in the hopes of integrating English Language Learners into a classroom where English is the primary language?
• Do you feel as though the ESL program has an adequate teacher to student ratio? Do you find that you are able to reach every student?
• Do you feel that the ESL program at East Side High is preparing students for success both in school and out of school?
• Do you feel parental involvement and/or primary language in the home affects progress in the classroom and progress in the ESL program?
• Do your students read above or at their grade level?
• Do your students have difficulty reading? Do they meet difficulty in their Language Arts classrooms? How do you approach this/areas of difficulty in your classroom?
• What are they doing in their classroom to engage these students who are facing difficulties with English? What are they doing to help them learn English faster/better? What types of issues ARE the students facing? What do they think would help fix the situation if they feel it does need to be fixed? Do they feel NCLB restrictions impact their success?
• Do the limited language capabilities of English Language Learners impact AYP numbers/goals?
• Do you feel as though these state tests disadvantage these learners?
• Is there any way for you to better prepare ELL’s for state tests?
As a possible aside for the project, I would like to examine ways that schools involve ELL’s in their education. This could include forays into curriculum and teaching methods that include a multicultural perspective. I could ask the following questions of teachers and administrators:
• What part, if any, of the curriculum is devoted to teaching subjects in a multicultural way that engages students whose first language isn’t English?
• What about literature that incorporates the culture of students in urban areas?
• Does this personalize education?
• Are there other schools incorporating a diversified curriculum that includes Latin and African American literature?
• What changes are being put into place-curriculum wise- to involve and inspire children that are being educated in urban areas?
I would also want to contact Language Arts teachers (my area of certification/MAT) and ask them if and how the English/Literature curriculum at these schools aims to serve the population of Hispanic students that they are teaching. I would ask Language Arts teachers the following questions:
• Why did you choose to teach English at East Side High School?
• Do you possess an ESL certificate or training that enables you to better serve English Language Learners?
• What are you doing in your classroom to engage these students who are facing difficulties with English?
• Are you meeting any difficulties when teaching students whose first language may not be English?
• What are they doing to help them learn English faster/better and how do you go about doing this?
• What types of issues ARE these students facing in the classroom?
• How much time, if any, do you devote towards students who many need after school / extra help?
• What do you think would help fix the issues ELL’s face? Do you feel as though there are some things that need to be fixed?
• Do they feel that NCLB restrictions impact your success as teachers?
• Do you feel as though NCLB restricts ELL’s?
• Do you feel as though these students possess skills needed for state tests? Why or why not?
I would then want to look at the effect of NCLB restrictions on ESL/ELL students and see what could be changed as well what has already been put into place to help these students. For example, are resources available to these students? Do they have access to extra help after school or during school? Are there any special programs in existence to help ELL’s? How often do teachers engage with parents? Furthermore, what programs are put in place to help teachers to better serve this population of students?
Part of this project will like involve research into programs that make the transition from Spanish to English smoother for ELL’s in Newark and Carteret. I plan to research state and government websites (and others from my Annotated Bibliography) that provide me with information about the school itself and its status in the state. With regard to the issues facing English Language Learners and students with limited language capability, I would also like to determine:
• What policies are being put into place?
• Is there any information available on how programs are helping ELL’s?
• What works and what doesn’t as far as both lessening the burden for teachers with only an operational knowledge of Spanish who are teaching ELL’s and helping ELL’s to learn English?
To tie in the element of urban education, I plan to research how some issues associated with urban education that we have discussed in class (ie. parental involvement, ancillary issues in the home, primary language spoken in the home, and/or poor reading skills, reading at grade level, and NCLB restrictions that affect English capability and thus, test scores) impact learning and English language acquisition. My questions will be geared towards establishing whether any of these issues impact the education of English Language Learners (ELL’s) in the state (namely at East Side High/Carteret) and how much they come into play, if at all.
I have contacted Ms. Bis, an ESL teacher, and Ms. Borja, head of ESL at East Side High, regarding my project. I am also in the process of contacting an ESL teacher at Carteret High and establishing contacts in other departments that will suit my project. A few questions I will ask are:
• What challenges do you face within the ESL program? What challenges do you face while teaching ELL’s? What challenges do you face in the hopes of integrating English Language Learners into a classroom where English is the primary language?
• Do you feel as though the ESL program has an adequate teacher to student ratio? Do you find that you are able to reach every student?
• Do you feel that the ESL program at East Side High is preparing students for success both in school and out of school?
• Do you feel parental involvement and/or primary language in the home affects progress in the classroom and progress in the ESL program?
• Do your students read above or at their grade level?
• Do your students have difficulty reading? Do they meet difficulty in their Language Arts classrooms? How do you approach this/areas of difficulty in your classroom?
• What are they doing in their classroom to engage these students who are facing difficulties with English? What are they doing to help them learn English faster/better? What types of issues ARE the students facing? What do they think would help fix the situation if they feel it does need to be fixed? Do they feel NCLB restrictions impact their success?
• Do the limited language capabilities of English Language Learners impact AYP numbers/goals?
• Do you feel as though these state tests disadvantage these learners?
• Is there any way for you to better prepare ELL’s for state tests?
As a possible aside for the project, I would like to examine ways that schools involve ELL’s in their education. This could include forays into curriculum and teaching methods that include a multicultural perspective. I could ask the following questions of teachers and administrators:
• What part, if any, of the curriculum is devoted to teaching subjects in a multicultural way that engages students whose first language isn’t English?
• What about literature that incorporates the culture of students in urban areas?
• Does this personalize education?
• Are there other schools incorporating a diversified curriculum that includes Latin and African American literature?
• What changes are being put into place-curriculum wise- to involve and inspire children that are being educated in urban areas?
I would also want to contact Language Arts teachers (my area of certification/MAT) and ask them if and how the English/Literature curriculum at these schools aims to serve the population of Hispanic students that they are teaching. I would ask Language Arts teachers the following questions:
• Why did you choose to teach English at East Side High School?
• Do you possess an ESL certificate or training that enables you to better serve English Language Learners?
• What are you doing in your classroom to engage these students who are facing difficulties with English?
• Are you meeting any difficulties when teaching students whose first language may not be English?
• What are they doing to help them learn English faster/better and how do you go about doing this?
• What types of issues ARE these students facing in the classroom?
• How much time, if any, do you devote towards students who many need after school / extra help?
• What do you think would help fix the issues ELL’s face? Do you feel as though there are some things that need to be fixed?
• Do they feel that NCLB restrictions impact your success as teachers?
• Do you feel as though NCLB restricts ELL’s?
• Do you feel as though these students possess skills needed for state tests? Why or why not?
Monday, March 23, 2009
Annotated Bibliography-
Annotated Bibliography
Short, D, Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Report to Carnegie Corporation for New York. A publication of Alliance for Excellence Education. Retrieved March 13, 2009 from www.all4ed.org/files/DoubleWork.pdf
(300 words)
http://www.all4ed.org/files/DoubleWork.pdf
(You can view the "article" here, I cannot copy and paste it- it's far too large)
This is a large article written for the Carnegie Corporation for New York which pledges time and money to help members of the New York City community. The Carnegie Corporation Advancing Literacy program dedicates itself to adolescent literacy and the issues associated with it as well as putting into place research, policy, and an extra focus on reading and writing skills of high school students, usually in urban environments based in New York City. The article explains the issues that non-English speaking children are confronted within the realm of education. Despite a “growing awareness” of the issues affecting these children, many of them continue to struggle with literacy, reading, and writing in a new language.
The article explains issues affecting adolescent ELL’s, or English Language Learners. The article identifies six criterion that impacts ELL’s, but also explains that socioeconomic status, cultural differences, and native language present certain barriers. Policy and challenges to policymakers is also a growing concern and the article suggests things that can be done as well as the stalemate that occurs regarding NCLB restrictions and other restrictions. For example, a key issue regarding students with limited language capability is the fact that these students are not tracked once they leave language programs designed to help them integrate into English speaking classrooms, so there’s little way to track their progress and how it relates to aspects of their education that NCLB aims to assess.
Additionally, this article includes key facts that explain how dire the situation is for ELL’s and Hispanic students being educated in urban areas. For example, eighty-nine percent of Hispanic students read below grade level. While this is alarming, it is a much more difficult situation for ELL’s as only 4% of ELL’s in the eighth grade scored as having an adequate level of reading proficiency. The findings also support other findings in drop out rate. It also explains that there is an definite connection between language and school performance and surmises that if these students do not speak English at home, then are disadvantaged in their school environment.
Haskins, R., Greenberg, M. & Fremstad, S. (2004). Federal Policy for Immigrant Children: Room for Common Ground? The Future of Children. 14 (2) A publication of the Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. Retrieved March, 20 2009, from http://www.brookings.edu/articles/2004/summer_demographics_haskins.as px
Haskings and Fremstad’s research examines the issues that are disadvantaging immigrant children. It proves that there are secondary issues besides education and the struggle of educating children in an environment where English is not their primary language. This article will serve as a good factual basis for explaining the lifestyle of immigrant children and the issues they face. Haskings and Fremstad also examine policies that address educational deficits, including NCLB. The article suggests how to fix some of these issues, like use of funding money, examining early childhood education, and creating sub-sets for tests like race, primary language, and ethnicity. Creating this would lead to more accurate test scores for children who do not fall into the one criteria. All in all, if issues that immigrant children and immigrant families face were corrected, it appears like educational issues may follow suit and changes can be suggested and put into place.
Assessment Accommodations for English Language Learners: Implications for Policy Based Empirical Research. Jamal Abedi, Carolyn Huie Hofstetter and Carol Lord Review of Educational Research, Vol. 74, No. 1 (Spring, 2004), pp. 1-28 Published by: American Educational Research Association Retrieved March 20, 2009, from http://www.jstor.org.ezproxy.montclair.edu:2048/stable/pdfplus/3516059.pdf
This article examines which language accommodations work, which one should be used, for students with limited English proficiency and which populations of students these accommodations are designed to benefit. The article also examines the empirical research being done on how to best benefit these students. It also explains which children have access to these accommodations as well as including facts that describe why this criteria may be considered problematic like the use of standardized tests for children who do not have an adequate command of English. Therefore, this could produce low test scores and these low test scores are used to predict their achievement according to NCLB restrictions, thereby disadvantaging these children, the teachers, and the schools they come from by henceforth labeling them as “failing.” The authors also include a list of recommendations that would create change for these students.
McGuinn, P. J. , 2007-08-30 "Equity Meets Accountability: The Implementation of No Child Left Behind in New Jersey" Paper presented at the annual meeting of the American Political Science Association, Hyatt Regency Chicago and the Sheraton Chicago Hotel and Towers, Chicago, IL Online March 21, 2009 from http://www.allacademic.com/meta/p210849_index.html
Equity Meets Accountability: The Implementation of NCLB in New Jersey is an article that is a reputable source because it’s filled with factual information that will give a basis to the our argument on ESL programs, their success, and whether or not the issues associated with urban education applies to limited language proficient children and whether or not NCLB restrictions impact their education. This article include a factual base to it and includes information about how money was relegated to districts in New Jersey, the gaps in test scores, how money was spent or relegated in districts of high need in poor areas of the state. The article and its information can be applied to Newark and West New York and compared to statisitics in other areas of the state. It’s important to include this as a basis of the comparison and proving if, how, or why NCLB restrictions affect immigrant children in Essex County more or less than elsewhere in New Jersey.
Scott J Cech. (2009, January). Weigh Proficiency, Assess Content :Students who are still working to master the English language are being held to the same reading and math proficiency targets as native English-speakers.. Education Week, 28(17), 35, 36. Retrieved March 21, 2009, from ProQuest Education Journals database.
I am interested in looking at reading skills and how ELL’s acquire these skills in classrooms that cannot properly facilitate their learning and literacy because of the ever-present language barrier. This article surmises that ELL’s cannot be lumped into the same category as students whose first language is English and expected to achieve the same scores under the current NCLB system. It suggests that NCLB will not work for every child, a point I want to compare to West New York, Carteret, or Newark schools that serve Hispanic children and Hispanic immigrant children.
Short, D, Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Report to Carnegie Corporation for New York. A publication of Alliance for Excellence Education. Retrieved March 13, 2009 from www.all4ed.org/files/DoubleWork.pdf
(300 words)
http://www.all4ed.org/files/DoubleWork.pdf
(You can view the "article" here, I cannot copy and paste it- it's far too large)
This is a large article written for the Carnegie Corporation for New York which pledges time and money to help members of the New York City community. The Carnegie Corporation Advancing Literacy program dedicates itself to adolescent literacy and the issues associated with it as well as putting into place research, policy, and an extra focus on reading and writing skills of high school students, usually in urban environments based in New York City. The article explains the issues that non-English speaking children are confronted within the realm of education. Despite a “growing awareness” of the issues affecting these children, many of them continue to struggle with literacy, reading, and writing in a new language.
The article explains issues affecting adolescent ELL’s, or English Language Learners. The article identifies six criterion that impacts ELL’s, but also explains that socioeconomic status, cultural differences, and native language present certain barriers. Policy and challenges to policymakers is also a growing concern and the article suggests things that can be done as well as the stalemate that occurs regarding NCLB restrictions and other restrictions. For example, a key issue regarding students with limited language capability is the fact that these students are not tracked once they leave language programs designed to help them integrate into English speaking classrooms, so there’s little way to track their progress and how it relates to aspects of their education that NCLB aims to assess.
Additionally, this article includes key facts that explain how dire the situation is for ELL’s and Hispanic students being educated in urban areas. For example, eighty-nine percent of Hispanic students read below grade level. While this is alarming, it is a much more difficult situation for ELL’s as only 4% of ELL’s in the eighth grade scored as having an adequate level of reading proficiency. The findings also support other findings in drop out rate. It also explains that there is an definite connection between language and school performance and surmises that if these students do not speak English at home, then are disadvantaged in their school environment.
Haskins, R., Greenberg, M. & Fremstad, S. (2004). Federal Policy for Immigrant Children: Room for Common Ground? The Future of Children. 14 (2) A publication of the Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. Retrieved March, 20 2009, from http://www.brookings.edu/articles/2004/summer_demographics_haskins.as px
Haskings and Fremstad’s research examines the issues that are disadvantaging immigrant children. It proves that there are secondary issues besides education and the struggle of educating children in an environment where English is not their primary language. This article will serve as a good factual basis for explaining the lifestyle of immigrant children and the issues they face. Haskings and Fremstad also examine policies that address educational deficits, including NCLB. The article suggests how to fix some of these issues, like use of funding money, examining early childhood education, and creating sub-sets for tests like race, primary language, and ethnicity. Creating this would lead to more accurate test scores for children who do not fall into the one criteria. All in all, if issues that immigrant children and immigrant families face were corrected, it appears like educational issues may follow suit and changes can be suggested and put into place.
Assessment Accommodations for English Language Learners: Implications for Policy Based Empirical Research. Jamal Abedi, Carolyn Huie Hofstetter and Carol Lord Review of Educational Research, Vol. 74, No. 1 (Spring, 2004), pp. 1-28 Published by: American Educational Research Association Retrieved March 20, 2009, from http://www.jstor.org.ezproxy.montclair.edu:2048/stable/pdfplus/3516059.pdf
This article examines which language accommodations work, which one should be used, for students with limited English proficiency and which populations of students these accommodations are designed to benefit. The article also examines the empirical research being done on how to best benefit these students. It also explains which children have access to these accommodations as well as including facts that describe why this criteria may be considered problematic like the use of standardized tests for children who do not have an adequate command of English. Therefore, this could produce low test scores and these low test scores are used to predict their achievement according to NCLB restrictions, thereby disadvantaging these children, the teachers, and the schools they come from by henceforth labeling them as “failing.” The authors also include a list of recommendations that would create change for these students.
McGuinn, P. J. , 2007-08-30 "Equity Meets Accountability: The Implementation of No Child Left Behind in New Jersey" Paper presented at the annual meeting of the American Political Science Association, Hyatt Regency Chicago and the Sheraton Chicago Hotel and Towers, Chicago, IL Online March 21, 2009 from http://www.allacademic.com/meta/p210849_index.html
Equity Meets Accountability: The Implementation of NCLB in New Jersey is an article that is a reputable source because it’s filled with factual information that will give a basis to the our argument on ESL programs, their success, and whether or not the issues associated with urban education applies to limited language proficient children and whether or not NCLB restrictions impact their education. This article include a factual base to it and includes information about how money was relegated to districts in New Jersey, the gaps in test scores, how money was spent or relegated in districts of high need in poor areas of the state. The article and its information can be applied to Newark and West New York and compared to statisitics in other areas of the state. It’s important to include this as a basis of the comparison and proving if, how, or why NCLB restrictions affect immigrant children in Essex County more or less than elsewhere in New Jersey.
Scott J Cech. (2009, January). Weigh Proficiency, Assess Content :Students who are still working to master the English language are being held to the same reading and math proficiency targets as native English-speakers.. Education Week, 28(17), 35, 36. Retrieved March 21, 2009, from ProQuest Education Journals database.
I am interested in looking at reading skills and how ELL’s acquire these skills in classrooms that cannot properly facilitate their learning and literacy because of the ever-present language barrier. This article surmises that ELL’s cannot be lumped into the same category as students whose first language is English and expected to achieve the same scores under the current NCLB system. It suggests that NCLB will not work for every child, a point I want to compare to West New York, Carteret, or Newark schools that serve Hispanic children and Hispanic immigrant children.
Thursday, March 12, 2009
Rewards for Students Under a Microscope - What Motivates Students?
http://www.nytimes.com/2009/03/03/health/03rewa.html?_r=1&scp=1&sq=rewards%20for%20students%20under%20the%20microscope&st=cse
A very interesting article on administering rewards for good grades or high scores on A.P tests in high need schools.
"In cash programs being studied, economist compare the academic performance of groups of students who are paid and students who are not. Results from the first year in the A.P program in New York showed that test scores remain flat but more students are taking the tests, said Edward Rodriguez, the program's executive director."
How much money are we pledging? Because, it appears to me, that students are not taking A.P tests on their own accord, but rather because there is a cash incentive involved. The tests scores aren't going up, but there's a draw. I guess it's a way of at least motivating students to look beyond their basic abilities and the fact that they have to go to school at least 7 hours a day for 7 days a week and push themselves to achieve more. However, in Dallas, students who are rewarded score higher on the SAT and enroll in college at a higher rate. So, perhaps, motivating students to see beyond normal CP classes may also motivate students who perhaps hadn't considered college to go sit for the SAT and start applying. I can't find any fault there, but I still ask myself, "How much are you paying them?"
The article also described that these rewards create once incentives were stopped, students showed less interest in their work and therefore, in their education. We're looking at education the whole child and giving them knowledge, not just getting them to complete their assignments on time. (Though that can sometimes be an issue- but do we fix it with incentives?) I'm a firm believer that effort beyond what's expected should be commended and that there's no problem with administering a few homework passes - but I would much rather see a student get into what he or she is reading on their own than just do it for the sake of a homework pass.
The tutoring center I work in does something similar to the program described at Kaplan in the form of a summer reading program. The students get a sticker- put on a chart- for every book they read. They set goals at the beginning of the summer of how many books they think they can read and there is a list provided of suggested reading. Most include classics that not all students read. However, some of these classics may also be a part of summer reading requirements at their high schools or middle schools- so it's sort of free pass. At the end of the summer, those who participated are rewarded with a special after center hours activity. This summer it was a martial arts instructor. However, the prize wasn't adapted for the older students, so I saw a lax attitude about engaging in the program from students ages 12-17. I feel that it's a good thing to provide these kids with incentive to read, especially since some of them don't engage as readily in learning at school and have learning disabilities, but how much reading are they then doing ON THEIR OWN? It hasn't been proven to foster a love of reading in the students at the center. Though, on the flip side of that, I have been able to foster a love of reading simply by making book recommendations to my high school students of books that aren't titles like Wuthering Heights. (Not that there's anything wrong with Wuthering Heights, a lot of my girls loved it) When I suggest a "cool" book, I am always met with a response after the child finishes it of, "What else you got?" So, the question becomes, does furthering a passion in our students work or does providing an incentive work? The result has to be worth the means.
As Dr. Marinak says in the article, confirming my fears, "A number of kids who received tokens didn't even return to reading at all." Again, we have to aim to foster a desire to learn and a desire to read as a means of gaining new knowledge, not as a gimmick to get candy or jump ropes. It appears that administrators and supporters of these projects are most worried about the dwindling of student motivation. For younger students, the motivation behind the incentives on the part of the teachers seems to go over their heads, but not for older students. Older students sense they are being "bribed" and, as psychology suggests, if the true reward of the system isn't clear or abruptly ends, so will the behavior put into place to get the perceived reward.
A quick aside to this that is an interesting point on motivation-
This acts as a sort of experiment on motivation, but started as a way for me to engage with my students as a classroom aide/paraprofessional. I couldn't actually teach them through actual classroom instruction, but I wanted to reward them for their efforts. I bought Post-it notes in the shape of stars. When I felt that a student went beyond his normal expectations or employed extra thought or extra critical thinking skills, I administered 'the star.' I wrote a quick note telling the student what they did that was exceptional and a message of "Good Job!" This could be anything from "I really liked the point you made about the characters when we were reading The Other Side today" to "You were a really good friend to when you helped her find her homework." to "Thanks for being the first person to quiet down when I asked and for asking others to do the same. You're a good classroom helper."
By the first administered post-it, I was asked by my students, "What do I get if I get a star?" My response would be, "You just get the star" or, put simply, you just get the FEELING of knowing you did something well, that you did something beyond the usual expectations, or you really used your brain. The response would almost always be a shrug of the shoulders, followed by "Oh." or "Thanks." However, eventually, as more stars were passed out and more kids were recognized, it became a competition. Students seemed more encouraged to say things that we "out of the box," discuss things more, listen better, and help others. At first, this was met with questions like, "Does that mean I could get a star?" or "Ms. Kunkel, did you hear what I said? Does that maybe mean I'll get a star?" I would sort of reply with maybe and depending on what occurred, I would reward 'the star' later. Eventually, most of the students did these desired actions or engaged more on their own-. But, most of the time, the students didn't see it coming, but felt rewarded when and excited when finally it was there turn and I stuck a 'star' in the corner of their desk. The 'star' never interfered with class time as I quietly gave out stars on their desks- usually while at lunch or at specials. The student didn't ever parade around with the star- it was more like a letter that Mom leaves in their lunchbox- something for them to read, smile at, and tuck away in their desk.
However, I have to say, I feel like most seasoned teachers would either see this as a) unfair- because the class didn't get it as a whole and I was essentially rewarding one exceptional student- (However, over the course of a few months, each child was eventually given their moment in the sun, but they had to "work" for it) and b)distracting and taking away from lessons- because I would occasionally have to quiet students down if I was too obvious about my method of administering the post-it. But, I really did see that the stars were encouraging my students to go the extra mile- and- they weren't competing for candy or toys or homework passes to lighten their work load, but a small, colored piece of paper. It was more the words and the encouragement that mattered- not the physical reward.
Could a reward system work? It appears like it remains to be seen. It also appears like if it doesn't encourage a student to want to take an active role in their education, then it's just a waste of money and resources. The scores have to show that it works before more schools will employ it. The article seems to communicate that it works in some ways but not in others. I can say from experience that giving encouragement disguised as a reward has a very interesting effect on student motivation and participation.
A very interesting article on administering rewards for good grades or high scores on A.P tests in high need schools.
"In cash programs being studied, economist compare the academic performance of groups of students who are paid and students who are not. Results from the first year in the A.P program in New York showed that test scores remain flat but more students are taking the tests, said Edward Rodriguez, the program's executive director."
How much money are we pledging? Because, it appears to me, that students are not taking A.P tests on their own accord, but rather because there is a cash incentive involved. The tests scores aren't going up, but there's a draw. I guess it's a way of at least motivating students to look beyond their basic abilities and the fact that they have to go to school at least 7 hours a day for 7 days a week and push themselves to achieve more. However, in Dallas, students who are rewarded score higher on the SAT and enroll in college at a higher rate. So, perhaps, motivating students to see beyond normal CP classes may also motivate students who perhaps hadn't considered college to go sit for the SAT and start applying. I can't find any fault there, but I still ask myself, "How much are you paying them?"
The article also described that these rewards create once incentives were stopped, students showed less interest in their work and therefore, in their education. We're looking at education the whole child and giving them knowledge, not just getting them to complete their assignments on time. (Though that can sometimes be an issue- but do we fix it with incentives?) I'm a firm believer that effort beyond what's expected should be commended and that there's no problem with administering a few homework passes - but I would much rather see a student get into what he or she is reading on their own than just do it for the sake of a homework pass.
The tutoring center I work in does something similar to the program described at Kaplan in the form of a summer reading program. The students get a sticker- put on a chart- for every book they read. They set goals at the beginning of the summer of how many books they think they can read and there is a list provided of suggested reading. Most include classics that not all students read. However, some of these classics may also be a part of summer reading requirements at their high schools or middle schools- so it's sort of free pass. At the end of the summer, those who participated are rewarded with a special after center hours activity. This summer it was a martial arts instructor. However, the prize wasn't adapted for the older students, so I saw a lax attitude about engaging in the program from students ages 12-17. I feel that it's a good thing to provide these kids with incentive to read, especially since some of them don't engage as readily in learning at school and have learning disabilities, but how much reading are they then doing ON THEIR OWN? It hasn't been proven to foster a love of reading in the students at the center. Though, on the flip side of that, I have been able to foster a love of reading simply by making book recommendations to my high school students of books that aren't titles like Wuthering Heights. (Not that there's anything wrong with Wuthering Heights, a lot of my girls loved it) When I suggest a "cool" book, I am always met with a response after the child finishes it of, "What else you got?" So, the question becomes, does furthering a passion in our students work or does providing an incentive work? The result has to be worth the means.
As Dr. Marinak says in the article, confirming my fears, "A number of kids who received tokens didn't even return to reading at all." Again, we have to aim to foster a desire to learn and a desire to read as a means of gaining new knowledge, not as a gimmick to get candy or jump ropes. It appears that administrators and supporters of these projects are most worried about the dwindling of student motivation. For younger students, the motivation behind the incentives on the part of the teachers seems to go over their heads, but not for older students. Older students sense they are being "bribed" and, as psychology suggests, if the true reward of the system isn't clear or abruptly ends, so will the behavior put into place to get the perceived reward.
A quick aside to this that is an interesting point on motivation-
This acts as a sort of experiment on motivation, but started as a way for me to engage with my students as a classroom aide/paraprofessional. I couldn't actually teach them through actual classroom instruction, but I wanted to reward them for their efforts. I bought Post-it notes in the shape of stars. When I felt that a student went beyond his normal expectations or employed extra thought or extra critical thinking skills, I administered 'the star.' I wrote a quick note telling the student what they did that was exceptional and a message of "Good Job!" This could be anything from "I really liked the point you made about the characters when we were reading The Other Side today" to "You were a really good friend to
By the first administered post-it, I was asked by my students, "What do I get if I get a star?" My response would be, "You just get the star" or, put simply, you just get the FEELING of knowing you did something well, that you did something beyond the usual expectations, or you really used your brain. The response would almost always be a shrug of the shoulders, followed by "Oh." or "Thanks." However, eventually, as more stars were passed out and more kids were recognized, it became a competition. Students seemed more encouraged to say things that we "out of the box," discuss things more, listen better, and help others. At first, this was met with questions like, "Does that mean I could get a star?" or "Ms. Kunkel, did you hear what I said? Does that maybe mean I'll get a star?" I would sort of reply with maybe and depending on what occurred, I would reward 'the star' later. Eventually, most of the students did these desired actions or engaged more on their own-. But, most of the time, the students didn't see it coming, but felt rewarded when and excited when finally it was there turn and I stuck a 'star' in the corner of their desk. The 'star' never interfered with class time as I quietly gave out stars on their desks- usually while at lunch or at specials. The student didn't ever parade around with the star- it was more like a letter that Mom leaves in their lunchbox- something for them to read, smile at, and tuck away in their desk.
However, I have to say, I feel like most seasoned teachers would either see this as a) unfair- because the class didn't get it as a whole and I was essentially rewarding one exceptional student- (However, over the course of a few months, each child was eventually given their moment in the sun, but they had to "work" for it) and b)distracting and taking away from lessons- because I would occasionally have to quiet students down if I was too obvious about my method of administering the post-it. But, I really did see that the stars were encouraging my students to go the extra mile- and- they weren't competing for candy or toys or homework passes to lighten their work load, but a small, colored piece of paper. It was more the words and the encouragement that mattered- not the physical reward.
Could a reward system work? It appears like it remains to be seen. It also appears like if it doesn't encourage a student to want to take an active role in their education, then it's just a waste of money and resources. The scores have to show that it works before more schools will employ it. The article seems to communicate that it works in some ways but not in others. I can say from experience that giving encouragement disguised as a reward has a very interesting effect on student motivation and participation.
Monday, March 2, 2009
Culture of Self-
I believe that my culture did not start out with precedents like race, religion, or class that shape it. Rather, my culture seems to have been shaped by the impact of the roles that these precedents played in my life. My culture is shaped more by the effect that it has had on me and how I view the above aspects. To me, culture is, put simply, an explanation of who you are and why you are who you are. Family influences, the complexity of some of my life experiences, and my ethnicity impact my personal definition of culture the most.
My ethnicity is Irish, German, Swedish, and Norwegian. Culturally, like some notions about Irish people, I like to talk, I’m a natural storyteller, and I really couldn’t be paler. Everyone on my dad’s side is a redhead. My father thinks sunburn is a tan. I can’t tell one family member something without the entire family knowing it in a span of a day or two, but we uphold the concepts of the Claddagh, or family, love, and loyalty, by being a strong family unit. I’ve noticed some Norwegian characteristics in that I’m very headstrong, and I like to do things myself and I like to do them my way. It’s not stubbornness, it’s just “I can do this” attitude that, culturally, needs to have come from somewhere. I am constantly compared to my great grandfather- who was 100% Norwegian. I believe my ethnicities are a definite aspect of my culture had a large effect on me.
Growing up, I was surrounded by capable, outspoken, gutsy, headstrong Norwegian women. Their advice has been the largest influence on me culturally. They have left a tough legacy for me to follow and walking in their footsteps has been a journey. I believe that these women made me who I am. They reinforced an interesting set of values shaped by their own lives. Each of them definitely dealt with a great deal of adversity.
My great-grandmother left home at eighteen to escape her alcoholic father. My grandmother died in her 40’s from cancer. I have been told that I’m a carbon-copy of her. She was a nurturing woman who was filled with conviction, strength, and compassion. My mother, as a result of her mother’s sickness, became a mother to her brothers and had the added responsibility to run a household and take care of her mother and, essentially, keep her alive. She left home at seventeen after her mother’s death and managed to make it on her own. My aunt got pregnant early and raised two children on her own. My mother and my aunt are key inspirations to me and shaped my culture by showing me how to overcome adversity and use it to build inner strength. I think that these women and their stories have shaped me in incredible ways.
Furthermore, with family attitudes stemming from cultural attitudes established in Bay Ridge, Brooklyn and the Kingsbridge area of the Bronx, as well as a viewpoint shaped as a result of being raised by first generation immigrants in a post-industrial world, a large part of my individual culture stems from the fact that my family believes that the only way you get something is through struggle and facing adversity. The other side of my family stressed the importance of public service. My great grandfather, grandfather, and my aunt were all teachers. Additionally, my grandfather was also a lobbyist and a politician, who believed that there is no greater reward than public service. This idea impacted me culturally, obviously, because that idea led me to considering a career in education. I believe in choosing an altruistic path in life after seeing the rewards it offered these family members. My grandfather definitely perpetuated the idea that I could be whatever I wished, but, true to my culture, I chose a similar path. Teaching is simply in my blood.
Furthermore, I am a child of extremely liberal parents who are in no way “normal” or “cookie cutter.” They shaped my culture because of all the experiences they had that became lessons that were passed on to me. I was not raised religiously. As a result of not being pigeonholed into just accepting the religion of my parents, I branched out and was able to look at situations objectively and question things. This is an aspect of my culture that I hope to bring to the classroom- question everything. However, I like that I wasn’t raised religiously. I am capable of making judgments based on independent thought and introspection.
I grew up in a very open household where any topic was on the table. But, it was definitely a divided house as my parents divorced when I was five. My mother raised us on her own until she remarried (and eventually divorced). My father and I struggled to have a relationship because of the nature of his job. My father was in the Navy when I was born, but, even after switching jobs, still spent a lot of time overseas working as a marine engineer. Because of this distance and the divorce, I grew up communicating with my father through letters, postcards, and five minute phone calls from across the world. I am also very much a “divorce” kid- I can pack in fifteen minutes, I pick my battles, I am used to missing the people I love most, and I have two of everything, especially toothbrushes.
A large part of my culture and my sense of responsibility came with the birth of my siblings, but especially my half-sister. My siblings know me the best and they’re the most important people to me. My sister is 9 years younger than me. I have to thank her for cultivating a natural mothering instinct that has helped me to be a better teacher and eventually, a better mother. I am able to internalize the emotions of others. My parents reinforced that it’s my job to pledge my guidance to my siblings. This became evident to me when my brother came out in 2004. I was the first person in the family that he felt comfortable enough with to come out to. While it didn’t change my view on sexuality, it opened it up and allowed me to challenge my viewpoints and the viewpoints of others. My brother is active in causes relating to gay rights and I’m immensely proud of him. As a teacher, I want my “questioning” students to know that they have a safe space in my classroom
Because I came from a more Irish working class, blue-collar background on my mom’s side, I took school and education very seriously. My grandfather wasn’t permitted to attend school after fourth grade because his family could no longer afford shoes. Additionally, I was a latch key kid, so I didn’t have anyone home telling me to do my homework. Laziness just didn’t cut it in my house. I think I was able to realize that my relatives really weren’t afforded the same opportunities that I was. Because I was the first person in my family to graduate from college, I see the opportunities afforded to me to continue my education as extremely important and vital. This impacts me as a learner because I approached schoolwork and assignments with a level of seriousness and dedication.
Culture will shape what I bring to the classroom. Because I come from a long line of teachers, I sort of have a job to do and a need to prove myself. I consider education important. My grandfather did not attend school after fourth grade because his family could no longer afford to buy him shoes. I will pass on to my students the fact that education is important and that you can make something if yourself even if your opportunities in life are less than those of others. These are cultural ideas, beliefs, and attitudes that I will bring to the classroom, and, I expect mine to differ from those of others. Our culture defines us, but there are many different definitions. I think these add to the classroom experience and what can happen there and, therefore, shouldn’t detract from it.
I think that culture plays a huge role in the classroom. I think this because aspects of our culture are also aspects of us. We can’t change our culture or how we view situations and form opinions based on it. I think culture also affects how students and teacher view each other because we all have different values and work styles. I can’t hold it against a student if they do things better last minute. However, I’m very hardworking and determined, and I guess I would naturally expect my students to take their education as seriously as I did and do. I believe that this attitude stems from my father’s system of high expectations. Though he sometimes made it difficult for me to rise to occasion and make him proud, it kept me soaring towards my true potential.
I’ve learned through this project that my hard work and determination comes from a legacy of family members who did well despite adversity as a means towards establishing personal growth and inner strength. My family also taught me that there are several types of intelligence and success. The openness of my family and myself, my experience as a role model for my younger siblings, and my experiences, some more difficult than others, will help me to be a better teacher in that I can understand the struggle and the cultural implications of others. The culture that I bring to the classroom will help me to engage students, help them to embrace what makes them unique and teach them what’s important by using the aspects of my own life that I find personally important. This project offered me the opportunity to look at myself with a critical eye in terms of determining what cultural aspects had the largest impact. I looked at all the events that created my strong sense of self and, thus, created the burgeoning teacher inside of me.
My ethnicity is Irish, German, Swedish, and Norwegian. Culturally, like some notions about Irish people, I like to talk, I’m a natural storyteller, and I really couldn’t be paler. Everyone on my dad’s side is a redhead. My father thinks sunburn is a tan. I can’t tell one family member something without the entire family knowing it in a span of a day or two, but we uphold the concepts of the Claddagh, or family, love, and loyalty, by being a strong family unit. I’ve noticed some Norwegian characteristics in that I’m very headstrong, and I like to do things myself and I like to do them my way. It’s not stubbornness, it’s just “I can do this” attitude that, culturally, needs to have come from somewhere. I am constantly compared to my great grandfather- who was 100% Norwegian. I believe my ethnicities are a definite aspect of my culture had a large effect on me.
Growing up, I was surrounded by capable, outspoken, gutsy, headstrong Norwegian women. Their advice has been the largest influence on me culturally. They have left a tough legacy for me to follow and walking in their footsteps has been a journey. I believe that these women made me who I am. They reinforced an interesting set of values shaped by their own lives. Each of them definitely dealt with a great deal of adversity.
My great-grandmother left home at eighteen to escape her alcoholic father. My grandmother died in her 40’s from cancer. I have been told that I’m a carbon-copy of her. She was a nurturing woman who was filled with conviction, strength, and compassion. My mother, as a result of her mother’s sickness, became a mother to her brothers and had the added responsibility to run a household and take care of her mother and, essentially, keep her alive. She left home at seventeen after her mother’s death and managed to make it on her own. My aunt got pregnant early and raised two children on her own. My mother and my aunt are key inspirations to me and shaped my culture by showing me how to overcome adversity and use it to build inner strength. I think that these women and their stories have shaped me in incredible ways.
Furthermore, with family attitudes stemming from cultural attitudes established in Bay Ridge, Brooklyn and the Kingsbridge area of the Bronx, as well as a viewpoint shaped as a result of being raised by first generation immigrants in a post-industrial world, a large part of my individual culture stems from the fact that my family believes that the only way you get something is through struggle and facing adversity. The other side of my family stressed the importance of public service. My great grandfather, grandfather, and my aunt were all teachers. Additionally, my grandfather was also a lobbyist and a politician, who believed that there is no greater reward than public service. This idea impacted me culturally, obviously, because that idea led me to considering a career in education. I believe in choosing an altruistic path in life after seeing the rewards it offered these family members. My grandfather definitely perpetuated the idea that I could be whatever I wished, but, true to my culture, I chose a similar path. Teaching is simply in my blood.
Furthermore, I am a child of extremely liberal parents who are in no way “normal” or “cookie cutter.” They shaped my culture because of all the experiences they had that became lessons that were passed on to me. I was not raised religiously. As a result of not being pigeonholed into just accepting the religion of my parents, I branched out and was able to look at situations objectively and question things. This is an aspect of my culture that I hope to bring to the classroom- question everything. However, I like that I wasn’t raised religiously. I am capable of making judgments based on independent thought and introspection.
I grew up in a very open household where any topic was on the table. But, it was definitely a divided house as my parents divorced when I was five. My mother raised us on her own until she remarried (and eventually divorced). My father and I struggled to have a relationship because of the nature of his job. My father was in the Navy when I was born, but, even after switching jobs, still spent a lot of time overseas working as a marine engineer. Because of this distance and the divorce, I grew up communicating with my father through letters, postcards, and five minute phone calls from across the world. I am also very much a “divorce” kid- I can pack in fifteen minutes, I pick my battles, I am used to missing the people I love most, and I have two of everything, especially toothbrushes.
A large part of my culture and my sense of responsibility came with the birth of my siblings, but especially my half-sister. My siblings know me the best and they’re the most important people to me. My sister is 9 years younger than me. I have to thank her for cultivating a natural mothering instinct that has helped me to be a better teacher and eventually, a better mother. I am able to internalize the emotions of others. My parents reinforced that it’s my job to pledge my guidance to my siblings. This became evident to me when my brother came out in 2004. I was the first person in the family that he felt comfortable enough with to come out to. While it didn’t change my view on sexuality, it opened it up and allowed me to challenge my viewpoints and the viewpoints of others. My brother is active in causes relating to gay rights and I’m immensely proud of him. As a teacher, I want my “questioning” students to know that they have a safe space in my classroom
Because I came from a more Irish working class, blue-collar background on my mom’s side, I took school and education very seriously. My grandfather wasn’t permitted to attend school after fourth grade because his family could no longer afford shoes. Additionally, I was a latch key kid, so I didn’t have anyone home telling me to do my homework. Laziness just didn’t cut it in my house. I think I was able to realize that my relatives really weren’t afforded the same opportunities that I was. Because I was the first person in my family to graduate from college, I see the opportunities afforded to me to continue my education as extremely important and vital. This impacts me as a learner because I approached schoolwork and assignments with a level of seriousness and dedication.
Culture will shape what I bring to the classroom. Because I come from a long line of teachers, I sort of have a job to do and a need to prove myself. I consider education important. My grandfather did not attend school after fourth grade because his family could no longer afford to buy him shoes. I will pass on to my students the fact that education is important and that you can make something if yourself even if your opportunities in life are less than those of others. These are cultural ideas, beliefs, and attitudes that I will bring to the classroom, and, I expect mine to differ from those of others. Our culture defines us, but there are many different definitions. I think these add to the classroom experience and what can happen there and, therefore, shouldn’t detract from it.
I think that culture plays a huge role in the classroom. I think this because aspects of our culture are also aspects of us. We can’t change our culture or how we view situations and form opinions based on it. I think culture also affects how students and teacher view each other because we all have different values and work styles. I can’t hold it against a student if they do things better last minute. However, I’m very hardworking and determined, and I guess I would naturally expect my students to take their education as seriously as I did and do. I believe that this attitude stems from my father’s system of high expectations. Though he sometimes made it difficult for me to rise to occasion and make him proud, it kept me soaring towards my true potential.
I’ve learned through this project that my hard work and determination comes from a legacy of family members who did well despite adversity as a means towards establishing personal growth and inner strength. My family also taught me that there are several types of intelligence and success. The openness of my family and myself, my experience as a role model for my younger siblings, and my experiences, some more difficult than others, will help me to be a better teacher in that I can understand the struggle and the cultural implications of others. The culture that I bring to the classroom will help me to engage students, help them to embrace what makes them unique and teach them what’s important by using the aspects of my own life that I find personally important. This project offered me the opportunity to look at myself with a critical eye in terms of determining what cultural aspects had the largest impact. I looked at all the events that created my strong sense of self and, thus, created the burgeoning teacher inside of me.
Thursday, February 26, 2009
Rough Ideas for Question to Explore for Community Inquiry Project
I'm having some trouble formulating a question/topic to explore for the Community Inquiry project, but I have a few rough ideas.
I would say that, over the course of the readings, I am most interested in NCLB and its impact on local urban schools in Paterson or Newark. I am getting the impression simply that punishment is not equally progress. If it appears like this initiative is falling apart, what could we do to change it OR better implement it? What do these schools need in terms of resources that they're not getting? What resources do they have? What do they need that would help them achieve and meet the goals? How do the teachers feel? How much of their time is spent away from other subjects as a means of laying groundwork that will lead to higher AYP and higher test scores? What would need to be done so that hitting these marks would be possible? I thought interviewing teachers was the way to go and I'd be interested in attempting to do that myself.
A second topic involves a poster I saw from a project from last year involving teacher prejudice involving urban education and urban schools. It appears as if teachers coming into an urban school to teach are severely limited by their "frames of reference" regarding what the experience will be like. This limits their effectiveness as teachers- and I would consider exploring a topic similar to the one I saw in class.
I'm also interested in ESL programs at urban schools and the process of integrating non-English speaking children into English speaking classrooms. I'm also interested in the idea that Fruchter proposes that suggests that if a student's culture is integrated into the classroom, then it personalizes their commitment to what they are learning. As a future English teacher, I wonder if I will found myself teaching MORE than just English and more than just BASIC literature. What about literature that incorporates the culture of students in urban areas? Does this personalize education? Are there other schools incorporating a diversified curriculum that includes Latin and African American literature? What changes are being put into place- curriculum wise- to involve and inspire children that are being educated in urban areas? What policies/ideas are putting into place to do something out of the norm?
I've also heard from other teachers working in urban areas that they are serving a population of students who do not speak English in the classroom or need help with English and the only route to reach them is through speaking both English and Spanish. With only an operational knowledge of Spanish, they are finding it very difficult to teach them the topics they need to know, let alone being able to teach it in both languages. I would like to possibly look at the impact this has on urban teachers, what is being put in place to help both the children and the teachers, and perhaps even how these outside factors may impact NCLB restrictions. I plan on taking a look at the pressures of the classroom coupled with pressures enforced by various policies. I'm not sure if Paterson or Newark could afford me this opportunity, however. I wonder if teachers receive outside professional development or services that help them to teach and impact children whose first language isn't English. I have given some thought to obtaining an ESL certificate on top of my Master's- so I'm curious if it this extra work is as needed as I often hear it is.
I am still mulling over topics/questions for the project and will post more- whenever I think of any. Comments and suggestions would help!
-Danielle
I would say that, over the course of the readings, I am most interested in NCLB and its impact on local urban schools in Paterson or Newark. I am getting the impression simply that punishment is not equally progress. If it appears like this initiative is falling apart, what could we do to change it OR better implement it? What do these schools need in terms of resources that they're not getting? What resources do they have? What do they need that would help them achieve and meet the goals? How do the teachers feel? How much of their time is spent away from other subjects as a means of laying groundwork that will lead to higher AYP and higher test scores? What would need to be done so that hitting these marks would be possible? I thought interviewing teachers was the way to go and I'd be interested in attempting to do that myself.
A second topic involves a poster I saw from a project from last year involving teacher prejudice involving urban education and urban schools. It appears as if teachers coming into an urban school to teach are severely limited by their "frames of reference" regarding what the experience will be like. This limits their effectiveness as teachers- and I would consider exploring a topic similar to the one I saw in class.
I'm also interested in ESL programs at urban schools and the process of integrating non-English speaking children into English speaking classrooms. I'm also interested in the idea that Fruchter proposes that suggests that if a student's culture is integrated into the classroom, then it personalizes their commitment to what they are learning. As a future English teacher, I wonder if I will found myself teaching MORE than just English and more than just BASIC literature. What about literature that incorporates the culture of students in urban areas? Does this personalize education? Are there other schools incorporating a diversified curriculum that includes Latin and African American literature? What changes are being put into place- curriculum wise- to involve and inspire children that are being educated in urban areas? What policies/ideas are putting into place to do something out of the norm?
I've also heard from other teachers working in urban areas that they are serving a population of students who do not speak English in the classroom or need help with English and the only route to reach them is through speaking both English and Spanish. With only an operational knowledge of Spanish, they are finding it very difficult to teach them the topics they need to know, let alone being able to teach it in both languages. I would like to possibly look at the impact this has on urban teachers, what is being put in place to help both the children and the teachers, and perhaps even how these outside factors may impact NCLB restrictions. I plan on taking a look at the pressures of the classroom coupled with pressures enforced by various policies. I'm not sure if Paterson or Newark could afford me this opportunity, however. I wonder if teachers receive outside professional development or services that help them to teach and impact children whose first language isn't English. I have given some thought to obtaining an ESL certificate on top of my Master's- so I'm curious if it this extra work is as needed as I often hear it is.
I am still mulling over topics/questions for the project and will post more- whenever I think of any. Comments and suggestions would help!
-Danielle
Sunday, February 22, 2009
Reaction to a Portion of the Haberman Reading
The section of the Haberman reading that I was particularly drawn to dealt with the teacher education programs that prepare teachers. Haberman's main issue seemed to lie within the age group of students that are looking to become teachers. This was particularly disheartening as each of us, myself included, are within this early to mid twenties age bracket. It appears as though Haberman is setting us up for failure. I have to admit that I cringed a little while reading some of this. My frames of reference for wanting to teach stem from my own education and the teachers who taught me along the way. I guess I have hopes to "continue the legacy" and, at some point, I'd like to work in the high school I went to. But, this is not an immediate goal.
When I think about the roadblocks I will meet at the schools I was "schooled" in- I don't imagine that there will be too much difficulty. I grew up in Ramsey, a small, affluent suburb and the teachers all knew that and the occasional issues it could bring to the classroom. A lot of kids there had access to money and were reasonably bored- which led to a few rumors of drug use and drug problems. This wasn't an immediate issue for the teachers, but I'm sure they knew a lot of the "population" of students that they were serving. I remember a lot of these kids being lazy, not wanting to listen, not wanting to be preached too, and a occasionally, even rude. I have a problem with laziness and a problem with bad attitudes and a lack of respect. But it appears that, as an urban teacher, I would have to deal with the above issues and then some. While I always saw myself as giving back to my own community that gave so much to ME, I've never singled out urban communities as places I was unwilling to work in. This portion of Haberman's reading, at first, didn't give me much hope that I would be able to contribute there. It appears that if you're a creative teacher who cares about the population of students you are serving, then you can make an impact. I'm hoping that commitment and drive have something to do with success. Every area and every district, in my experience, seems to produce some sort of problem whether it's the bureaucracy Haberman described or endless paperwork and preparing for state tests.
Early on in my "quest" to teach, I interviewed at NYC Teaching Fellowship. It was an event that lasted from about 4pm to close to 11pm at night that included a model lesson and two interviews. I knew nothing about teaching, did not major in Education, and knew very little about modeling lessons. At the time, I was closer to the post-college age group that Haberman is describing- a twenty something struggling with self-identity and the "Will I"s and "Why"s of life. However, I fancy myself as more grown up than what's described in the reading. I think I've been through enough in my early twenties to set myself apart. Here's hoping. But, in terms of the teaching fellowship, I wasn't ready and my performance and my extreme nervousness at the interview proved that. While I used manipulatives in my lesson and sought the get the other participants posing as "children" involved in the lesson- I figured out that a 5 minute long lesson just isn't enough time to prove that you can serve populations of kids in high-need schools. Now I have a much better idea of what high need means and the type of commitment that those children need. I think that I can offer commitment and compassion, the other parts of the job will need to fall into place. I will have to admit that my parents didn't support my decision to interview for the fellowship. I will also have to admit that the fact that the program would pay for my Master's degree was a huge reason that I considered it. I was at odds with my mother about what the job would involve and whether or not I could do it. Even by eventually working as a paraprofessional/ teacher's aide in one of the most affluent towns in the entire country, I saw my fair share of emotional problems, almost all stemming from divorce and struggling to make ends meet afterwards. Even by living in a perfect town, you will imperfections and plenty of examples of "bad parenting." Teaching is an emotional field no matter where you go- but I wonder about my ability not to overly internalize all of it and still be able to do my job. However, Haberman makes it seem that we're doomed from the get-go by factors that are outside of control like life experience, age, ideals, and strength of character. It appears like the make of a good teacher was given an age bracket in the reading and, if you happen not to fit, you might as well just wait around until you do. This poses a difficulty for me as I want to work with middle school age- high school age children and occasionally wonder if I can hack it.
I found it interesting in the Haberman reading that the majority of students who graduate and are certified to teacher end up not pursuing classroom teaching. I know of a few- most of whom looked at their statuses as Education majors as reason to brag or to hang the fact that "no one knows how much work we have to do" over everyone's heads. Perhaps they are now scared of being unprepared for the work they originally wanted to do- as Haberman expressed. This is disconcerting now that I am in the position of staring down a career in education that I'm not entirely unprepared for, but there will be challenges around the corner. I'm worried about coming out of school with a Master's degree, but very little experience. I'm worried about appearing like a strong "fully qualified" candidate for populations of students that need help, guidance, and an education more than any other. The statistics for success are definitely disturbing and discouraging.
However, in closing, Haberman describes the following, "In our classroom observations of failing teachers we have never found an exception to this condition: if there is a disconnect between the teacher and the students no mentoring, coaching, workshop, or class on discipline and classroom management can provide the teacher with the magic to control children she/he does not genuinely respect and care about." So, perhaps, if a teacher connects with and cares for the students he or she is to teaching, that is one aspect that can cut through all the negative aspects. If you have passion for what you're doing, you can connect with the kids and shape their lives. Excuse my romanticized notion of teaching here, but I think there are people within the ill-prepared, early to mid twenties population that can do this. It's refreshing to read the above excerpt and know that maybe commitment is all it takes. Caring for all populations of children, including disadvantaged diverse children spoken about in the article, is half the battle.
When I think about the roadblocks I will meet at the schools I was "schooled" in- I don't imagine that there will be too much difficulty. I grew up in Ramsey, a small, affluent suburb and the teachers all knew that and the occasional issues it could bring to the classroom. A lot of kids there had access to money and were reasonably bored- which led to a few rumors of drug use and drug problems. This wasn't an immediate issue for the teachers, but I'm sure they knew a lot of the "population" of students that they were serving. I remember a lot of these kids being lazy, not wanting to listen, not wanting to be preached too, and a occasionally, even rude. I have a problem with laziness and a problem with bad attitudes and a lack of respect. But it appears that, as an urban teacher, I would have to deal with the above issues and then some. While I always saw myself as giving back to my own community that gave so much to ME, I've never singled out urban communities as places I was unwilling to work in. This portion of Haberman's reading, at first, didn't give me much hope that I would be able to contribute there. It appears that if you're a creative teacher who cares about the population of students you are serving, then you can make an impact. I'm hoping that commitment and drive have something to do with success. Every area and every district, in my experience, seems to produce some sort of problem whether it's the bureaucracy Haberman described or endless paperwork and preparing for state tests.
Early on in my "quest" to teach, I interviewed at NYC Teaching Fellowship. It was an event that lasted from about 4pm to close to 11pm at night that included a model lesson and two interviews. I knew nothing about teaching, did not major in Education, and knew very little about modeling lessons. At the time, I was closer to the post-college age group that Haberman is describing- a twenty something struggling with self-identity and the "Will I"s and "Why"s of life. However, I fancy myself as more grown up than what's described in the reading. I think I've been through enough in my early twenties to set myself apart. Here's hoping. But, in terms of the teaching fellowship, I wasn't ready and my performance and my extreme nervousness at the interview proved that. While I used manipulatives in my lesson and sought the get the other participants posing as "children" involved in the lesson- I figured out that a 5 minute long lesson just isn't enough time to prove that you can serve populations of kids in high-need schools. Now I have a much better idea of what high need means and the type of commitment that those children need. I think that I can offer commitment and compassion, the other parts of the job will need to fall into place. I will have to admit that my parents didn't support my decision to interview for the fellowship. I will also have to admit that the fact that the program would pay for my Master's degree was a huge reason that I considered it. I was at odds with my mother about what the job would involve and whether or not I could do it. Even by eventually working as a paraprofessional/ teacher's aide in one of the most affluent towns in the entire country, I saw my fair share of emotional problems, almost all stemming from divorce and struggling to make ends meet afterwards. Even by living in a perfect town, you will imperfections and plenty of examples of "bad parenting." Teaching is an emotional field no matter where you go- but I wonder about my ability not to overly internalize all of it and still be able to do my job. However, Haberman makes it seem that we're doomed from the get-go by factors that are outside of control like life experience, age, ideals, and strength of character. It appears like the make of a good teacher was given an age bracket in the reading and, if you happen not to fit, you might as well just wait around until you do. This poses a difficulty for me as I want to work with middle school age- high school age children and occasionally wonder if I can hack it.
I found it interesting in the Haberman reading that the majority of students who graduate and are certified to teacher end up not pursuing classroom teaching. I know of a few- most of whom looked at their statuses as Education majors as reason to brag or to hang the fact that "no one knows how much work we have to do" over everyone's heads. Perhaps they are now scared of being unprepared for the work they originally wanted to do- as Haberman expressed. This is disconcerting now that I am in the position of staring down a career in education that I'm not entirely unprepared for, but there will be challenges around the corner. I'm worried about coming out of school with a Master's degree, but very little experience. I'm worried about appearing like a strong "fully qualified" candidate for populations of students that need help, guidance, and an education more than any other. The statistics for success are definitely disturbing and discouraging.
However, in closing, Haberman describes the following, "In our classroom observations of failing teachers we have never found an exception to this condition: if there is a disconnect between the teacher and the students no mentoring, coaching, workshop, or class on discipline and classroom management can provide the teacher with the magic to control children she/he does not genuinely respect and care about." So, perhaps, if a teacher connects with and cares for the students he or she is to teaching, that is one aspect that can cut through all the negative aspects. If you have passion for what you're doing, you can connect with the kids and shape their lives. Excuse my romanticized notion of teaching here, but I think there are people within the ill-prepared, early to mid twenties population that can do this. It's refreshing to read the above excerpt and know that maybe commitment is all it takes. Caring for all populations of children, including disadvantaged diverse children spoken about in the article, is half the battle.
Monday, February 16, 2009
What Are The Major Influences That Shape Urban Schools - continued.
It appears that one of the factors that shapes urban schools in particular is culture- and using or understanding that culture as a means of teaching effectively. Along with that, it appears that we also have to take into account the stigmas and stereotypes of urban schools that influence how much people care about them as an institution and the children in them and their subsequent opinions. I took Norm Fruchter's chapter on the achievement gap and the culture of schooling to heart. I felt like there was a lot of truth there in terms of the cultural pre-sets that we bring to the classroom and to anything else we do. All of these things need to be taken into account and it appears that culture is a major influence within urban schools because, according to Fruchter, it shapes how diverse children learn. He writes, "The culture of schooling is what results from how a society structures, organizes, and implements its educational system." (26) He explains that to change the education of children in urban centers, we have to change the traditional system to meet their needs. This is a major factor in creating schools that work for all children as, in urban areas, we, no doubt, as educators have to take in cultural pre-sets, language, customs, and opinions formed by all three. Not to say this couldn't occur in the suburbs, but teachers may be battling more of these unique outside influences in an urban center. Curriculum, the schooling organization, primary languages, instructional tactics, the accountability system, and the discipline system differs in urban areas. These children have different needs and need to be reached by creative, committed teachers who think outside of the box.In turn, children can be shaped by their teachers as much as they are shaped by outside influences if done correctly. Again, there is little statistics and data wise separating suburban schools from urban schools, yet they are seen as different. It appears that changing parent culture, school culture, and child culture is a huge undertaking- but shifting it will shift the achievement gap.
Secondly, information communicated from Perry's Young, Gifted, and Black stands out in terms of how urban schools could be changed and the struggles of the children being taught there. Fruchter explains, "Since many black students come to the culture of American schooling shaped by histories, beliefs, and language use that is differ from those white students and white teachers, Perry argues, black students are often perceived as having little familiarity with the kinds of cultural capital that schools use and value." Again, the culture and other factors that students bring to the table is a definite aspect that influence and shapes urban schools. These factors should be worked with. Urban schools and urban centers should work with these differences in order to use cultural capital to shape a schooling system that works along the experiences of urban children.
On top of that- and perhaps a bit off topic- I found the story about John Edgar Wideman's brother, Robby, to be very interesting. Additionally, it was a good jump off point in terms of explaining what diverse children need and the fact that there may be more than one avenue to reach them and that other ways to teach certain children may have to be explored. I think this idea also shapes urban schools in that since it appears to be such a different, culturally diverse environment shaped on outside influences then it would be worthwhile to understand what may be pulling on a child and keeping him or her from succeeding. Knowing this would be a way to reexamine how to reach a particular child- often before it's too late.
Secondly, information communicated from Perry's Young, Gifted, and Black stands out in terms of how urban schools could be changed and the struggles of the children being taught there. Fruchter explains, "Since many black students come to the culture of American schooling shaped by histories, beliefs, and language use that is differ from those white students and white teachers, Perry argues, black students are often perceived as having little familiarity with the kinds of cultural capital that schools use and value." Again, the culture and other factors that students bring to the table is a definite aspect that influence and shapes urban schools. These factors should be worked with. Urban schools and urban centers should work with these differences in order to use cultural capital to shape a schooling system that works along the experiences of urban children.
On top of that- and perhaps a bit off topic- I found the story about John Edgar Wideman's brother, Robby, to be very interesting. Additionally, it was a good jump off point in terms of explaining what diverse children need and the fact that there may be more than one avenue to reach them and that other ways to teach certain children may have to be explored. I think this idea also shapes urban schools in that since it appears to be such a different, culturally diverse environment shaped on outside influences then it would be worthwhile to understand what may be pulling on a child and keeping him or her from succeeding. Knowing this would be a way to reexamine how to reach a particular child- often before it's too late.
Monday, February 9, 2009
What Are The Major Influences That Shape Schools In Urban Centers?
Based on the reading, urban schools seem to be shaped by environment, both inside the school and outside of it, interests of the educators as well as the administration, beliefs on what the school is or should be, policy, curriculum, techniques, and various other "hoop-jumping" that stops education and furthers the bureaucracy of the situation. These factors influence schools in that legislation can impede them from moving forward and integrating with different populations.
On top of this, the influence of class size and crime, as evidenced in Anderson and Summerfield's exploration of urban, suburban, and rural schools proves that there is little separating urban schools from suburban schools in terms of proximity to violence or even something as benign as class size. Parents seem to appear as if they want the best education for their child and that this is determined by outside factors such as violence or crime and internal factors like class size. However, when one sees that there is little difference between them, one is conditioned to believe that perhaps stereotypes and racial beliefs also influence and impact whether parent chooses for their child to attend a suburban school or an urban school. Therefore, these far-reaching stereotypes seem to influence and shape schools in urban centers by giving them a poor reputation and making them appear as if the schools are not taking steps to combat things like violence or large class size.
However, in fact, these factors within urban schools and suburban schools are the same.
It appears as though many things, including aspects parents may not want to admit to themselves, judges whether or not a school is better or worse for a child. What doesn't seem to factor into these decisions is the types of educators or programs available to the student doing the learning but rather where is the school? And, will the child be safe? According to the Anderson and Summerfield reading, violence and crime appear to be relative. To Fruchter, "changing parent, family, and community cultures is far more difficult than changing schooling cultures." (Fruchter, 27)
Norm Fruchter, in the section of Chapter 2 labeled urban schooling, suggests that "The culture of schooling is what results from how a society structures, organizes, and implements its educational system." If the culture of a school appears to be different in an urban environment than in a suburban or rural environment, then it appears like the urban school has to work twice as hard to establish itself. Fruchter cites curriculum, the school organization, the primary languages of the students, the accountability system, or what sets the standards for the students, and the discipline system as aspects of the "culture of schooling." But, other aspects like policies, standards, teacher certification, and legislation also impact a school.
Furthermore, these aspects impact an urban school because it can set it back from other schools. These aspects influence and shape urban schools because they either work for them or against them. The commonly accepted view is that these aspects act against them. For example, if teacher certification policies are lax and allow a teacher to teach in an urban center through a specific fellowship program, like Teach For America or NYC Teaching Fellows, then we are opening up our urban students to teachers will little to no experience, but a ton of drive and motivation. The lack of desire to formulate principles that work and a set group of rules seems to hurt the students and the urban school in the end. Some of the aforementioned road blocks influence and shape the school by perpetuating the "bad name" and disallowing for any real change or change in policy to take place. As Fruchter says, "Ultimately, the culture of schooling reflects, and embodies, the dominant values of each society's hegemonic class and race." The better school is going to dominate over the school that is perceived as lower.
Urban schools are already viewed as "different." (Summerfield and Anderson) This is another aspect that shapes the school. The idea that techniques have to be different, the policies have to be different, and the teachers and the teaching has to be different in order for the urban school to succeed is continued. This could influence the school to be better and to use its diversity to its advantage, but in some ways it continues to set urban education apart by making it appear difficult and bogged down by issues.
On top of this, the influence of class size and crime, as evidenced in Anderson and Summerfield's exploration of urban, suburban, and rural schools proves that there is little separating urban schools from suburban schools in terms of proximity to violence or even something as benign as class size. Parents seem to appear as if they want the best education for their child and that this is determined by outside factors such as violence or crime and internal factors like class size. However, when one sees that there is little difference between them, one is conditioned to believe that perhaps stereotypes and racial beliefs also influence and impact whether parent chooses for their child to attend a suburban school or an urban school. Therefore, these far-reaching stereotypes seem to influence and shape schools in urban centers by giving them a poor reputation and making them appear as if the schools are not taking steps to combat things like violence or large class size.
However, in fact, these factors within urban schools and suburban schools are the same.
It appears as though many things, including aspects parents may not want to admit to themselves, judges whether or not a school is better or worse for a child. What doesn't seem to factor into these decisions is the types of educators or programs available to the student doing the learning but rather where is the school? And, will the child be safe? According to the Anderson and Summerfield reading, violence and crime appear to be relative. To Fruchter, "changing parent, family, and community cultures is far more difficult than changing schooling cultures." (Fruchter, 27)
Norm Fruchter, in the section of Chapter 2 labeled urban schooling, suggests that "The culture of schooling is what results from how a society structures, organizes, and implements its educational system." If the culture of a school appears to be different in an urban environment than in a suburban or rural environment, then it appears like the urban school has to work twice as hard to establish itself. Fruchter cites curriculum, the school organization, the primary languages of the students, the accountability system, or what sets the standards for the students, and the discipline system as aspects of the "culture of schooling." But, other aspects like policies, standards, teacher certification, and legislation also impact a school.
Furthermore, these aspects impact an urban school because it can set it back from other schools. These aspects influence and shape urban schools because they either work for them or against them. The commonly accepted view is that these aspects act against them. For example, if teacher certification policies are lax and allow a teacher to teach in an urban center through a specific fellowship program, like Teach For America or NYC Teaching Fellows, then we are opening up our urban students to teachers will little to no experience, but a ton of drive and motivation. The lack of desire to formulate principles that work and a set group of rules seems to hurt the students and the urban school in the end. Some of the aforementioned road blocks influence and shape the school by perpetuating the "bad name" and disallowing for any real change or change in policy to take place. As Fruchter says, "Ultimately, the culture of schooling reflects, and embodies, the dominant values of each society's hegemonic class and race." The better school is going to dominate over the school that is perceived as lower.
Urban schools are already viewed as "different." (Summerfield and Anderson) This is another aspect that shapes the school. The idea that techniques have to be different, the policies have to be different, and the teachers and the teaching has to be different in order for the urban school to succeed is continued. This could influence the school to be better and to use its diversity to its advantage, but in some ways it continues to set urban education apart by making it appear difficult and bogged down by issues.
Monday, February 2, 2009
Monday's Assignment- Urban, Suburban, and Rural Education in the Media
Movies
URBAN: Dangerous Minds
Dangerous Minds takes place in a high school in urban Los Angeles. It represents the perception of urban education because the movie deals with a lot of the issues that we all referenced on our first day of class like student motivation, self-esteem, under-funding, poverty, gangs, and apathy on the part of most of the educators, with exception to Michelle Pfeifer’s character. The other teachers and the principal in the school system seem to do just the bare minimum to help the students. The students lack motivation and drive to engage in schoolwork and the classroom is rife with behavioral issues and roadblocks that prevent Pfeifer’s character from teaching the class. This movie shapes the perception of education in the urban environment as a situation where the effort is not worth the product, wherein the teacher wants to help a group of students that doesn’t want help. However, by refocusing her efforts, Pfeifer does reach these students, so it does communicate the perception that it is possible to reach students in an urban environment where everything else is against you, but that it is not easy.
SUBURBAN: Mean Girls
This example of suburban teachers, students, and schools is just too good to pass up. There are tons of examples of suburban schools in film, but this film fits the public perception very well in that it encapsulates the influence of cliques, sexual discovery, alcohol, partying and bullying have on the suburban school environment. Education is still enforced, but amid a very tangible social influence. Mean Girls also includes stereotypes like The Math Nerd, the Good Girl, the Jock, the Misfit, the Blonde, the Goth, and the Closeted Gay Teenager all into one film, similar to movies like The Breakfast Club, Sixteen Candles, Better Off Dead, and Fast Times At Ridgemont High that started the genre. The perception of suburban schools is perpetuated in Mean Girls because, as far as depicting what it's like to be a girl in high school, it's dead on. It explains and furthers the perception of "girl world" by suggesting that female high schoolers lack confidence, both in schoolwork (as in Lohan's character denying she's a math ace to fit in) and in their ability to stand up to high school cliques who make them feel inferior. It also furthers the perception of suburban teachers and their connection to their jobs by driving home that teachers are members of the community, role models first and real people second. The scene where Lohan and her friends see Tina Fey's character outside of school is hilarious because it's true. Any suburban teacher who has worked in a close knit school system knows how embarrassing and strange it is to run into students OUTSIDE of school. It also furthers the perception that suburban teachers don't make good money and choose a career where they can impact the child, but are berated by their students behind their backs.
RURAL: Dead Poet’s Society
There are other movies that take place at private schools in rural areas, like School Ties, and Outside, Providence. But, Dead Poet’s Society is set in a more rural, New England-type environment where the students have little else to engage them other than difficult schoolwork prescribed by rigid, pompous instructors. Since the environment is so rigid and the rural area is so commonplace that Mr. Keating is a major figure in their lives, perhaps enhancing the perception that rural education lends itself more to actual learning, discussing, and furthering of one's own education because there is less to distract the student like in urban or suburban schools.
Music
URBAN: KRS-ONE and Human Education Against Lies - Heal Yourself
While choosing hip hop is definitely a stereotypical example, I tried to find hip hop music/groups that were preaching change in the educational system and the youth reaction to education and school in general. In the early 90’s, hip hop artists communicated social change by empowering young children and encouraging them to back the best of their surroundings, protect themselves, and get an education. The beginning of the song shapes the common perception of urban education as the first verse is about the availability of drugs in city schools. However, as with film centered on urban education, the main idea of the song is that the teacher and the student can make the best of the environment, especially in MC Lyte and KRS One’s verses below:
In Elementary, Lyte had the Jordache look
Like me and any other kid who cared about books
But then I got wise and I begin to listen
To the wack teachers and the wick-wack system
And there is where I learned black history
And how to be the best that I can be
I went back and now the school is closed
There is nowhere for black youth to go
Human Education Against Lies tries
To open the eyes of humanity before it dies
Black and white ain't the real fight
That's the only thing the media hypes
The real fight are these major corporations
Holding back on real education
Before you're a color, first you're human
Teaching humanity is what we're doing
SUBURBAN: Pink Floyd - Another Brick in the Wall
This song shapes the perception of suburban teachers and students more so than suburban schools. It shapes the perception of suburban students because it could give a window into the opinion of the students, especially when chanting "We don't need no education" and "We don't need no thought control," which is perhaps similar to the apathetic, "so what?" that suburban students have of their teachers in a suburban school. The commonly accepted view by high school age children in that school is a waste of time. This song shapes the perception of suburban teachers during the dialogue at the end of the song (Wrong, do it again, wrong, do it again. If you don't eat your meat,etc.) in that it demonstrates suburban teachers sticklers that tell their students that they can't get good grades without work.
RURAL: Bob Dylan – Blowing In The Wind
Choosing this example is perhaps a bit of a reach as it doesn’t really explain rural education, but to me it communicates how education or “deeper thought” may be conveyed in area devoid of urban examples or urban culture. The perception of rural schools are perhaps seen as more basic and more down-to-earth and simple. Blowin’ In The Wind communicates a way of asking questions that is simple, but open-ended. I guess I see rural teachers and rural students as being similar to the above ideas.
Television
Television
URBAN: Boston Public
Boston Public takes place in an urban,diverse Boston high school and seems to deal with every instance under the sun that stereotypically may occur in a typical high school in an urban setting: violence, trouble makers, disciplinary problems, funding and policy issues, racism, bullying, rape, teenage pregnancy, etc. and therefore fits the public’s perception of what an urban school is like. Furthermore, the viewer sees the teacher’s struggle to fit in, adjust, and do their job as well as the student’s. This fits the public perception that teaching in an urban environment is difficult and the actual teaching and learning are displaced by these other issues.
SUBURBAN: The Secret Life of the American Teenager
The Secret Life of the American Teenager reinforces similar perceptions of suburban schools, teachers, and students as in Mean Girls. The plot of the show centers around a young girl who finds out she is pregnant. It reinforces the perception that suburban youth get a good education, are taught by passionate teachers, and have more resources available to them than students in an urban environment, but perhaps occasionally fall short in common sense. The show also includes aspects of suburban schools like the prevalence of sex and peer pressure, divorce, and the stress of being popular or in an "in" crowd.
RURAL : High School Confidential
High School Confidential, while essentially a reality show that follows 12 girls through high school, depicts rural education in Overland Park, Kansas. It definitely accurately depicts students growing up in a rural environment. The female students struggle with the same issues that suburban female students do. However, often times, the girls describe their towns as desolate and boring, which may or may not fuel their interest in anything that isn’t ordinary. It seems like a few of the “characters” are either stuck in a rut in their education or starved for more. The teachers in the show shape perceptions of rural education in that, though not directly interviewed, they are similar to what you would find in a rural environment in that they have been a part of the faculty, every student has had experience in a classroom setting with these teachers, and they appear to teach across the curriculum, as there seems to be little underlying issues that would cause them to change their teaching methods. The females pictured on the show also seem to fit “rural” stereotypes: Jessi, the Christian girl who survives a miscarriage, Sara, who gets married during her senior year, and other students who get pregnant during the course of the show. This show may reinforce the perception that students in rural schools don't get a quality education or access to sex education classes.
(http://www.usatoday.com/life/television/news/2008-03-09-high-school confidential_N.htm)
News
URBAN: Monitor on Psychology: Desegregating Urban Schools
(http://www.apa.org/monitor/sep04/urban.html)
The first quote of this article furthers the common perceptions of urban schools: "Urban schools, attended by mostly low-income black and Latino students, continue to lag behind suburban, mostly middle- and high-income white schools in student achievement, studies show." The article calls for "more contextural evidence" that looks at student's lives, yet the beginning of the article establishes the perception that race is a major issue in urban schools as well as one that contributes to a majority of the problems of urban schools. The article suggests that teachers have to have an understanding of urban life to teach effectively, furthering the perception that teachers have difficulty reaching a diverse group of students.
SUBURBAN: NJ.com: 2 Suburban Schools Refuse Trips to Newark for football
(http://www.nj.com/newark/index.ssf/2008/10/2_suburban_schools_refuse_trip.html)
This article fuels the perception that suburban schools and their administration don't want to mix together with students and teachers from urban environments because they fear violence. This goes along with the idea that suburban schools do not have the same or similar issues that urban schools have and are "above" them. It also continues the perception that the students aren't tempted to join gangs or do things to fit in and that violence is not an issue within suburban high schools, even though more recent school shootings occurred in the suburban environments.
RURAL: Weak Economy Threatens Rural Schools
(http://www.truthout.org/012209EDA)
This article communicates the plight of rural schools to stay afloat in an economic crisis. It also furthers the perception that rural schools don't offer as comprehensive of an education as suburban schools while completely ignoring reasons why parents may choose to enroll their students at small, rural schools where they can individual attention. This article communicates the struggle of the small rural school and furthers the perception that rural schools don't have the same resources as suburban schools. It also reinforces the perception that rural schools aren't as important. Most people would choose to work in urban or suburban environments and ignore the benefits of rural schools entirely due to salary or location.
URBAN: Dangerous Minds
Dangerous Minds takes place in a high school in urban Los Angeles. It represents the perception of urban education because the movie deals with a lot of the issues that we all referenced on our first day of class like student motivation, self-esteem, under-funding, poverty, gangs, and apathy on the part of most of the educators, with exception to Michelle Pfeifer’s character. The other teachers and the principal in the school system seem to do just the bare minimum to help the students. The students lack motivation and drive to engage in schoolwork and the classroom is rife with behavioral issues and roadblocks that prevent Pfeifer’s character from teaching the class. This movie shapes the perception of education in the urban environment as a situation where the effort is not worth the product, wherein the teacher wants to help a group of students that doesn’t want help. However, by refocusing her efforts, Pfeifer does reach these students, so it does communicate the perception that it is possible to reach students in an urban environment where everything else is against you, but that it is not easy.
SUBURBAN: Mean Girls
This example of suburban teachers, students, and schools is just too good to pass up. There are tons of examples of suburban schools in film, but this film fits the public perception very well in that it encapsulates the influence of cliques, sexual discovery, alcohol, partying and bullying have on the suburban school environment. Education is still enforced, but amid a very tangible social influence. Mean Girls also includes stereotypes like The Math Nerd, the Good Girl, the Jock, the Misfit, the Blonde, the Goth, and the Closeted Gay Teenager all into one film, similar to movies like The Breakfast Club, Sixteen Candles, Better Off Dead, and Fast Times At Ridgemont High that started the genre. The perception of suburban schools is perpetuated in Mean Girls because, as far as depicting what it's like to be a girl in high school, it's dead on. It explains and furthers the perception of "girl world" by suggesting that female high schoolers lack confidence, both in schoolwork (as in Lohan's character denying she's a math ace to fit in) and in their ability to stand up to high school cliques who make them feel inferior. It also furthers the perception of suburban teachers and their connection to their jobs by driving home that teachers are members of the community, role models first and real people second. The scene where Lohan and her friends see Tina Fey's character outside of school is hilarious because it's true. Any suburban teacher who has worked in a close knit school system knows how embarrassing and strange it is to run into students OUTSIDE of school. It also furthers the perception that suburban teachers don't make good money and choose a career where they can impact the child, but are berated by their students behind their backs.
RURAL: Dead Poet’s Society
There are other movies that take place at private schools in rural areas, like School Ties, and Outside, Providence. But, Dead Poet’s Society is set in a more rural, New England-type environment where the students have little else to engage them other than difficult schoolwork prescribed by rigid, pompous instructors. Since the environment is so rigid and the rural area is so commonplace that Mr. Keating is a major figure in their lives, perhaps enhancing the perception that rural education lends itself more to actual learning, discussing, and furthering of one's own education because there is less to distract the student like in urban or suburban schools.
Music
URBAN: KRS-ONE and Human Education Against Lies - Heal Yourself
While choosing hip hop is definitely a stereotypical example, I tried to find hip hop music/groups that were preaching change in the educational system and the youth reaction to education and school in general. In the early 90’s, hip hop artists communicated social change by empowering young children and encouraging them to back the best of their surroundings, protect themselves, and get an education. The beginning of the song shapes the common perception of urban education as the first verse is about the availability of drugs in city schools. However, as with film centered on urban education, the main idea of the song is that the teacher and the student can make the best of the environment, especially in MC Lyte and KRS One’s verses below:
In Elementary, Lyte had the Jordache look
Like me and any other kid who cared about books
But then I got wise and I begin to listen
To the wack teachers and the wick-wack system
And there is where I learned black history
And how to be the best that I can be
I went back and now the school is closed
There is nowhere for black youth to go
Human Education Against Lies tries
To open the eyes of humanity before it dies
Black and white ain't the real fight
That's the only thing the media hypes
The real fight are these major corporations
Holding back on real education
Before you're a color, first you're human
Teaching humanity is what we're doing
SUBURBAN: Pink Floyd - Another Brick in the Wall
This song shapes the perception of suburban teachers and students more so than suburban schools. It shapes the perception of suburban students because it could give a window into the opinion of the students, especially when chanting "We don't need no education" and "We don't need no thought control," which is perhaps similar to the apathetic, "so what?" that suburban students have of their teachers in a suburban school. The commonly accepted view by high school age children in that school is a waste of time. This song shapes the perception of suburban teachers during the dialogue at the end of the song (Wrong, do it again, wrong, do it again. If you don't eat your meat,etc.) in that it demonstrates suburban teachers sticklers that tell their students that they can't get good grades without work.
RURAL: Bob Dylan – Blowing In The Wind
Choosing this example is perhaps a bit of a reach as it doesn’t really explain rural education, but to me it communicates how education or “deeper thought” may be conveyed in area devoid of urban examples or urban culture. The perception of rural schools are perhaps seen as more basic and more down-to-earth and simple. Blowin’ In The Wind communicates a way of asking questions that is simple, but open-ended. I guess I see rural teachers and rural students as being similar to the above ideas.
Television
Television
URBAN: Boston Public
Boston Public takes place in an urban,diverse Boston high school and seems to deal with every instance under the sun that stereotypically may occur in a typical high school in an urban setting: violence, trouble makers, disciplinary problems, funding and policy issues, racism, bullying, rape, teenage pregnancy, etc. and therefore fits the public’s perception of what an urban school is like. Furthermore, the viewer sees the teacher’s struggle to fit in, adjust, and do their job as well as the student’s. This fits the public perception that teaching in an urban environment is difficult and the actual teaching and learning are displaced by these other issues.
SUBURBAN: The Secret Life of the American Teenager
The Secret Life of the American Teenager reinforces similar perceptions of suburban schools, teachers, and students as in Mean Girls. The plot of the show centers around a young girl who finds out she is pregnant. It reinforces the perception that suburban youth get a good education, are taught by passionate teachers, and have more resources available to them than students in an urban environment, but perhaps occasionally fall short in common sense. The show also includes aspects of suburban schools like the prevalence of sex and peer pressure, divorce, and the stress of being popular or in an "in" crowd.
RURAL : High School Confidential
High School Confidential, while essentially a reality show that follows 12 girls through high school, depicts rural education in Overland Park, Kansas. It definitely accurately depicts students growing up in a rural environment. The female students struggle with the same issues that suburban female students do. However, often times, the girls describe their towns as desolate and boring, which may or may not fuel their interest in anything that isn’t ordinary. It seems like a few of the “characters” are either stuck in a rut in their education or starved for more. The teachers in the show shape perceptions of rural education in that, though not directly interviewed, they are similar to what you would find in a rural environment in that they have been a part of the faculty, every student has had experience in a classroom setting with these teachers, and they appear to teach across the curriculum, as there seems to be little underlying issues that would cause them to change their teaching methods. The females pictured on the show also seem to fit “rural” stereotypes: Jessi, the Christian girl who survives a miscarriage, Sara, who gets married during her senior year, and other students who get pregnant during the course of the show. This show may reinforce the perception that students in rural schools don't get a quality education or access to sex education classes.
(http://www.usatoday.com/life/television/news/2008-03-09-high-school confidential_N.htm)
News
URBAN: Monitor on Psychology: Desegregating Urban Schools
(http://www.apa.org/monitor/sep04/urban.html)
The first quote of this article furthers the common perceptions of urban schools: "Urban schools, attended by mostly low-income black and Latino students, continue to lag behind suburban, mostly middle- and high-income white schools in student achievement, studies show." The article calls for "more contextural evidence" that looks at student's lives, yet the beginning of the article establishes the perception that race is a major issue in urban schools as well as one that contributes to a majority of the problems of urban schools. The article suggests that teachers have to have an understanding of urban life to teach effectively, furthering the perception that teachers have difficulty reaching a diverse group of students.
SUBURBAN: NJ.com: 2 Suburban Schools Refuse Trips to Newark for football
(http://www.nj.com/newark/index.ssf/2008/10/2_suburban_schools_refuse_trip.html)
This article fuels the perception that suburban schools and their administration don't want to mix together with students and teachers from urban environments because they fear violence. This goes along with the idea that suburban schools do not have the same or similar issues that urban schools have and are "above" them. It also continues the perception that the students aren't tempted to join gangs or do things to fit in and that violence is not an issue within suburban high schools, even though more recent school shootings occurred in the suburban environments.
RURAL: Weak Economy Threatens Rural Schools
(http://www.truthout.org/012209EDA)
This article communicates the plight of rural schools to stay afloat in an economic crisis. It also furthers the perception that rural schools don't offer as comprehensive of an education as suburban schools while completely ignoring reasons why parents may choose to enroll their students at small, rural schools where they can individual attention. This article communicates the struggle of the small rural school and furthers the perception that rural schools don't have the same resources as suburban schools. It also reinforces the perception that rural schools aren't as important. Most people would choose to work in urban or suburban environments and ignore the benefits of rural schools entirely due to salary or location.
Frames of Reference
As we move through the world, there are many instances and experiences that shape our beliefs of our surroundings. Without the opportunity to question what we see on a daily basis, we sometimes allow our beliefs to be shaped on outside influences. One’s upbringing and value system, the media and its influences, our past experiences, and the perpetuation of certain stereotypes all shape our belief system. These aspects shape my beliefs of urban centers, teachers, schools, and students because my beliefs paint a picture of how these aspects should or should not be, based on a sometimes inaccurate set of constructs. Often times, we are pre-disposed to view a situation based on the above criteria. We may not notice the degree to which the media, our upbringing, negative stigmas, and past experiences influence our beliefs.
My beliefs of urban centers or urban environments were very much shaped by the perpetuation of certain stigmas in the media. Dangerous Minds, a movie from the early 90’s, definitely fueled the reputation of urban areas as being dirty, poor, run-down, and separate from the “norm.” The students in this film were depicted as being futureless gang members and druggies from bad families with little promise of certain opportunities that are possible for other populations of people. However, movies like Finding Forrester or Freedom Writers communicated to me that children in urban areas are in need of guidance more than actual learning. One movie depicted a far-reaching stereotype, while the other suggested that these students desperately needed role models and allies in an ever-changing, deeply troubled environment. It also communicated that the teacher could be the element of change that would affect the unchangeable elements of an urban area like poverty, poor building code, drugs, and gang influence.
Stereotypes of urban areas are well defined in our society, especially as they relate to education and the classroom. The media almost never communicated to me the idea that although an area was poor, it didn’t mean that there weren’t good people living there or that the area or the people had promise. I had to attempt to pick up these cues from what the media presented to me. My beliefs that urban areas are poor, under-funded, and unsafe are not a reach, as that is true of some areas. But, I don’t believe this necessarily makes these areas bad, it’s just a few characteristics of many that can effect education.
I believe that children from these areas do have a lot of factors pulling on them at one given time and thus, it can determine their success in school. For children living in an urban environment, the stresses of life can include problems in the neighborhood, violence, self-esteem issues, and ancillary issues stemming from a strained family or home environment. All of these issues can affect performance and motivation, even without considering test scores or school performance.
But, children in affluent areas can also be affected. The influences and the environment will be different, but I believe children in affluent areas can have just many factors determining what they get out of their education as children from urban areas do. Affluence doesn’t mean children don’t have family or financial issues. The situation in the Daily Kos article from my reading accurately describes the struggle of children in reasonably affluent environments,
“His parents were laid off from a big financial company and a big overnight delivery company. They live in our neighborhood of 200K homes. They are losing their home. Neither has health insurance anymore, and few prospects. They were an upper middle class family who just fell into poverty. Their son is grieving his home, is scared, hungry and crying.” (bkamr, Daily Kos: The State of the Nation, 2008)
In fact, children have to work twice as hard because of the above factors and others like building safety, proper funding, policy, and faculty commitment, all of which make a strained education system increasingly unfair to the child.
My upbringing and set of values played a role in the formation of my beliefs on urban centers as well as teachers. I was raised in affluent areas of
Past experiences will certainly influence how we judge a situation. My past experiences dictate my opinions of the teachers, the school and the classroom. My belief system could definitely be molded by teachers whose job it was to challenge my thoughts and opinions. But, therefore, I looked at those teachers as models of what a good teacher should be: caring, open, intellectually challenging, tough, but fair. However, the accepted view on urban teachers is that they are apathetic to their students because of the environment they find themselves teaching in. My frame of reference would allow me to believe that, based on my past experiences, teachers are people who care about their students and care about what they do.
My beliefs system will affect my interactions with teacher and students, especially if they are outside my experience. However, by working in an elementary school, I have realized that there are many different types of teachers, teaching styles, and opinions on how a classroom should be run. There are tough teachers and compassionate teachers and both appear create the same means to the same end. We’re all teaching for the same or similar reasons.
Similarly, children’s personalities differ. Therefore, they also learn differently. I previously worked within the Child Study Team as a classroom aide for children with special needs, including autism and Asperger’s. However, I was also exposed to children with remarkably high intelligence and very little learning difficulty. The influences that shape my belief system of urban centers, reinforced by the media and my upbringing, do not seem to factor into my beliefs of the students I have worked with and will work with. I understand that there are many different avenues by which a child learns. You have to be the type of teacher that can reach everyone.
I took away from the experience certain views on how I would want to model my classroom and the kind of professional I want to be. My beliefs, or rather, the decision to change and challenge my belief system, will certainly account for shaping the classroom I hope to create. I hope to create a classroom that is open, accepting, interesting, and, dare I say it, fun. My classroom experience is totally different from the type of classroom experience that is open to children and young adults now. Learning can be fun, engaging, and incorporate the acquisition of critical thinking and problem solving skills without forcing it. I want my classroom to be one of laughs, smiles, and conversations, not dull or drab question and answer sessions. I have learned through teaching and tutoring that it is possible to make children enjoy reading, literature, and even grammar studies if you do it the right way. In terms of the type of professional I want to be, I want to conduct myself with poise, respect, and character. I want to be able to teach what I believe in and in an environment that lends itself to my creativity and my strengths.
In closing, my upbringing, past experiences, relationship to the media, especially film, and the perpetuation of stereotypes of urban environments and education all shape my belief system in one way or another. My past experiences in schools and around teachers, both as a child and as an adult working in a school, shape my beliefs of teachers and students. My main questions about the difference between urban areas and suburban areas, assuming there is a marked difference between the two, lie in how you reach the students and teach them effectively. I find myself asking what the struggles and benefits are in teaching children from both environments. I am always willing to challenge my frames of reference and I wonder which environment would offer me that opportunity.
Works Cited
Daily Kos: The State of the Nation. "Mrs. K I don't have anything to barter." "Mrs. K I don't have any lunch money." Retrieved January 30, 2009 from http://www.dailykos.com/story/2008/12/12/19482/679?detail=f .
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