Hurrican Katrina has impacted many schools across the south. This devastating event left 372,000 students without a school. Families were forced to move. Some people had families in other places that took them in until they could get back on their feet. Others had no one. There was one student that entered my school in LaVergne Tn because of Hurrican Katrina; however, other schools in Rutherford County saw more hurricane victims. Our school did a very good job making this student feel at home, making sure they had all the supplies they needed, food, and clothing. This student was also offered counseling. Rutherford County schools donated clothing and food for victims. This taught students a valuable lesson in compassion and character education.
School districts in Texas and other states saw thousands and thousands of displaced students. How do you accomodate such a large number of students in such a short amount of time? These students were also in need of basic needs and counseling. Having the available funds, supplies, and staff must have been a huge undertaking. The schools needed to help these students restore their life and give them a sense of normalcy along with teach them the state standards. I'm sure these students were also in culture shock. Life in New Orleans is very different than life in Texas, Tennessee, or Florida just to name a few. These students needed to feel welcome and other students needed a quick lesson in diversity and respecting others differences I'm sure. One way to help those students is to bring their culture into the schools. I am only hoping that students as well as teachers welcomed them with warm hearts.
I really enjoyed reading the article, "Educating Children of Katrina". I love the idea of offering schools $7500 per student for those displaced by the hurricane. This money would go to the schools and not the district along with other money to educate this child from the state. I also love the idea that this would have schools bidding for these students to enter their buildings. This would turn a very negative event into a positive thing for these families. They could choose which school they felt was best for their child. Schools would be excited about receiving these new students and create a positive environment for them.
I am posting a site where schools that have taken in students from the hurricane can post supplies or other needs. Companies and organizations can get in touch with those schools to help get them the resources they need. The second link is a report on Katrina students scoring better than some of the Texan students in reading.
http://www2.ed.gov/katrina
http://www.nola.com/education/index.ssf/2010/04/hurricane_katrina-displaced_st.html
Thursday, June 24, 2010
Tuesday, June 22, 2010
Entry #4 Diversity
After reading "New Immigration", "Multiculturalism in School Curriculum", and "Toward a Centrist Curriculum" I feel we are still Ethnic loyalist and far from cosmopolitanism. As stated by Hirsch, Ethnic loyalists associate themselves more with the culture of their heritage. Cosmopolitanism is more belonging to a nation or world instead of belonging to a certain ethnic group. I agree with Hirsch when he states that "Ethnic loyalists hold onto their culture and things they have overcome; however, when preservation becomes separation it becomes difficult" (Hirsch, 1992).
I believe everyone needs to know their history and where they come from, but in order to be united as Americans, we need to see ourselves as just that Americans, not African-Americans, Native Americans, Latin Americans, Anglo Americans, just American.
Textbook companies are getting better at including different cultures in the curriculum; however, I still believe that Hispanics, Asians, Blacks, and other cultures are under represented in the curriculum and structure of the schools. There is a policy to teach character education in my county but there is not a policy to teach multiculturalism in the county. We have formed ESL classes for students that are learning a second language and through character education we have taught respect for others. This is a step in the right direction but we still have a ways to go.
I agree that multiculturalism cannot be done by teaching a different culture every month. However, incorporating multiculturalism in a middle school social studies classroom is easier than in a 1st grade classroom that mandates you teach straight from the reading series for 90 minutes, straight from the math series for 60 minutes, detailed 30 minute calendar time, phonics, spelling, recess, co-curricular, and lunch. I am at a school where teachers don't feel like they have the freedom to teach the way they want to teach.
Teachers are so overwhelmed with meeting accountability issues that they don't have time to teach diversity. There needs to be a set curriculum where diversity is taught along with reading, writing, and the other subject areas. Hirsch talks about the Core Knowledge Sequence curriculum that teachers diverse cultures while teaching the subjects and skills a student needs in order to graduate. Our main focus still needs to be to give every child in America an equal educational opportunity. All children need to be able to master the standards set by our nation. As stated by Hirsch, "It will do black American children little good, for example, to learn a lot about their African American past if they still cannot read and write effectively, do not understand natural science, and cannot solve mathematical problems" (Hirsch, 1992). Here are 2 links I found. The first is on teaching diversity in the classroom and the second link is about cosmopolitanism.
http://www.pbs.org/kcts/preciouschildren/diversity/index.html
http://www.kwenu.com/bookreview/obaze/kwame appiah.htm
Hirsch, E. D (1992). Toward a Centrist Curriculum: Two kinds of Multiculturalism in Elementary school. Core Knowledge Foundation, Charlottesville, VA.
I believe everyone needs to know their history and where they come from, but in order to be united as Americans, we need to see ourselves as just that Americans, not African-Americans, Native Americans, Latin Americans, Anglo Americans, just American.
Textbook companies are getting better at including different cultures in the curriculum; however, I still believe that Hispanics, Asians, Blacks, and other cultures are under represented in the curriculum and structure of the schools. There is a policy to teach character education in my county but there is not a policy to teach multiculturalism in the county. We have formed ESL classes for students that are learning a second language and through character education we have taught respect for others. This is a step in the right direction but we still have a ways to go.
I agree that multiculturalism cannot be done by teaching a different culture every month. However, incorporating multiculturalism in a middle school social studies classroom is easier than in a 1st grade classroom that mandates you teach straight from the reading series for 90 minutes, straight from the math series for 60 minutes, detailed 30 minute calendar time, phonics, spelling, recess, co-curricular, and lunch. I am at a school where teachers don't feel like they have the freedom to teach the way they want to teach.
Teachers are so overwhelmed with meeting accountability issues that they don't have time to teach diversity. There needs to be a set curriculum where diversity is taught along with reading, writing, and the other subject areas. Hirsch talks about the Core Knowledge Sequence curriculum that teachers diverse cultures while teaching the subjects and skills a student needs in order to graduate. Our main focus still needs to be to give every child in America an equal educational opportunity. All children need to be able to master the standards set by our nation. As stated by Hirsch, "It will do black American children little good, for example, to learn a lot about their African American past if they still cannot read and write effectively, do not understand natural science, and cannot solve mathematical problems" (Hirsch, 1992). Here are 2 links I found. The first is on teaching diversity in the classroom and the second link is about cosmopolitanism.
http://www.pbs.org/kcts/preciouschildren/diversity/index.html
http://www.kwenu.com/bookreview/obaze/kwame appiah.htm
Hirsch, E. D (1992). Toward a Centrist Curriculum: Two kinds of Multiculturalism in Elementary school. Core Knowledge Foundation, Charlottesville, VA.
Friday, June 18, 2010
Entry #3 Multiculturalism
After reading the three related articles, "Pithissippi Burning", "Why Multiculturalism is Wrong", and "The Challenge of Multiculturalism" it made me sick. Why would someone write a book detailing how to violently get rid of the white people and then make it available to read on the Internet? How can I protect my kids from all this hatred in the world? Reading "Pithissippi Burning" and all the comments at the bottom were very disturbing to me. Webb defines culture as "the behavioral patterns, ideas, values, attitudes, norms, religions, and moral beliefs, customes, laws, language, institutions, art, artifacts, and symbols characteristic of a given people at a given period of time" (Webb, 2010 p213). That's a lot of culture that cannot be taught in just one day or by reading a multicultural book every now and then.
In order to teach multiculturalism within my classroom, every culture and race is respected. Hatred and racism is not tolerated. Differences and similarities are discussed and promoted. All children must feel as if their culture is important. Webb states that in order to respect other cultures we must value the life and history of every student (Webb, 2010).
I wasn't sure how I felt about changing the history books at first after reading "The Challenge of Multiculturalism". I want my children to learn the same history that I was taught. As I read this article, I felt as if my history was being stripped from my kids and they would never be a part of that. On the other hand, I now see how other races and cultures must feel. History does have different points of views and our history books are written from the white person's point of view. I feel children should learn about past history from all points of view. Do not take one away to make another happy. This doesn't solve anything. This goes back to all differences and similarities must be promoted and respected.
Teachers do not need to just have multicultural days, fairs, or black history month. This teaches that blacks are only important one month out of the year or Hispanics just get one day. That creates anger and segregation. Multiculturalism has to be taught everyday in every classroom. We as teachers have a very difficult task. We have to compete with mass media. These kids are going to see and hear violence and racial remarks about others on the Internet, television, games, and in books. We have these kids for 7-8 hours, 5 days a week. We can be a powerful voice if we all do our part and win the war against cultural and racial discrimination and hatred. If not then God help us all. The world is only going to get worse. Here are two interesting articles about multiculturalism and the classroom.
http://www2.scholastic.com/browse/article.jsp?id=10627
http://www.suite101.com/article.cfm/effective_teacher/68230
In order to teach multiculturalism within my classroom, every culture and race is respected. Hatred and racism is not tolerated. Differences and similarities are discussed and promoted. All children must feel as if their culture is important. Webb states that in order to respect other cultures we must value the life and history of every student (Webb, 2010).
I wasn't sure how I felt about changing the history books at first after reading "The Challenge of Multiculturalism". I want my children to learn the same history that I was taught. As I read this article, I felt as if my history was being stripped from my kids and they would never be a part of that. On the other hand, I now see how other races and cultures must feel. History does have different points of views and our history books are written from the white person's point of view. I feel children should learn about past history from all points of view. Do not take one away to make another happy. This doesn't solve anything. This goes back to all differences and similarities must be promoted and respected.
Teachers do not need to just have multicultural days, fairs, or black history month. This teaches that blacks are only important one month out of the year or Hispanics just get one day. That creates anger and segregation. Multiculturalism has to be taught everyday in every classroom. We as teachers have a very difficult task. We have to compete with mass media. These kids are going to see and hear violence and racial remarks about others on the Internet, television, games, and in books. We have these kids for 7-8 hours, 5 days a week. We can be a powerful voice if we all do our part and win the war against cultural and racial discrimination and hatred. If not then God help us all. The world is only going to get worse. Here are two interesting articles about multiculturalism and the classroom.
http://www2.scholastic.com/browse/article.jsp?id=10627
http://www.suite101.com/article.cfm/effective_teacher/68230
Tuesday, June 15, 2010
Religion and Schools Entry #2
After reading the article "Religion and schools: The debate heats up 2009", I do not agree with District Judge Robert Gettleman when he stated "the law was an unconstitutional breach of the separation of church and state". This decision was after hearing the atheist man and his daughter testify against the moment of silence in schools. Since when does moment of silence and prayer mean the same thing? Teachers do not say moment of prayer. The children can choose to pray, sing in their heads, think about the assignment that is due, think about sports, or whatever they choose. No one in the classroom is going to know if you are praying or not. I don't always pray during those moments of silence. I am thinking about if I have everything ready for my first group that is about to walk through the door. To debate this in court is just a ridiculous waste of taxpayer's money!
I also do not agree with changing the language of the science curriculum when it comes to "strengths and weaknesses" in evolution. We teach our children to compare and contrast, agree or disagree, list strengths and weaknesses with all subject areas and units. Children are supposed to use critical thinking skills and we should let them form their own opinions based on what they see and hear.
I do not believe we should teach religion in schools but we should allow children to form religious clubs after school if they so choose. I also believe schools should respect everyone's choice of religion. With that said, I do not agree with the decision to expel the two children for not saluting the flag in the case with the Gobitas children and the courts. These children did not want to go against their religious values and beliefs. The first amendment right of free speech over turned this cased and protected other Jehovah witnesses from being forced to salute the flag. To read more about this case and other cases like it click the link below. I have also added another very interesting link for more information about religion and prayer in U.S. public schools.
http://en.wikipedia.org/wiki/West_Virginia_State_Board_of_Education_v._Barnette
http://www.religioustolerance.org/ps_pra9.htm
I also do not agree with changing the language of the science curriculum when it comes to "strengths and weaknesses" in evolution. We teach our children to compare and contrast, agree or disagree, list strengths and weaknesses with all subject areas and units. Children are supposed to use critical thinking skills and we should let them form their own opinions based on what they see and hear.
I do not believe we should teach religion in schools but we should allow children to form religious clubs after school if they so choose. I also believe schools should respect everyone's choice of religion. With that said, I do not agree with the decision to expel the two children for not saluting the flag in the case with the Gobitas children and the courts. These children did not want to go against their religious values and beliefs. The first amendment right of free speech over turned this cased and protected other Jehovah witnesses from being forced to salute the flag. To read more about this case and other cases like it click the link below. I have also added another very interesting link for more information about religion and prayer in U.S. public schools.
http://en.wikipedia.org/wiki/West_Virginia_State_Board_of_Education_v._Barnette
http://www.religioustolerance.org/ps_pra9.htm
Saturday, June 12, 2010
Historical Perspectives
Entry #1
In my opinion the innovators are the people that want what's best for educational reform, all students, and teachers. Horace Mann to me seems to be the best choice as a leading innovator. He is sometimes called "the father of education". He wanted free public education for all and established free libraries, helped double teacher's salaries, and established teacher training schools. Horace Mann seemed to be a selfless human being choosing educational reform over politics on numerous occasions in his career. This is the problem with education now. So many politicians say they want what's best for education when they are trying to win an election but once in office they chose to further their careers rather than do what is best for schools. I feel the innovators are the people that would want character education, values, and morals taught in the classrooms. The innovators are the people that would help teachers collective bargain for important issues. They want to teach children to become good citizens. The innovators feel by improving our schools, our teachers, and improving instructional materials we will be educating our children in a way that will be very productive to our world in the future. Horace Mann was a great innovator that established educational reform.
The makers on the other hand seem to be selfish, corporate, powerful individuals that are money hungry sharks in the business world. These makers want what's best for them and their companies not what's best for education overall. They are controlling, leaders in their industry, and make it hard for small businesses to compete and make a living. The makers would be dictators in the schools. They wouldn't want to know what works for you in your classroom or how they could help. They would tell you exactly what to do, when to do it, and how often they want it done. There would be no collaborative meetings to discuss how to better our schools. The makers want to raise children up to do as they are told, learn basic skills, and come to work for their company and help make them another million. I feel John D. Rockefeller is a prime example of a maker. He was selfish, extremely rich, controlling in his industry, unfair, and looked out for himself. Granted these makers were very ambitious and hard working. I'm just a softy and not a shark. This is why I will never make millions and I am a school teacher.
http://www.cals.ncsu.edu/agexed/aee501/mann.html
http://www.notablebiographies.com/Pu-Ro/Rockefeller-John-D.html
In my opinion the innovators are the people that want what's best for educational reform, all students, and teachers. Horace Mann to me seems to be the best choice as a leading innovator. He is sometimes called "the father of education". He wanted free public education for all and established free libraries, helped double teacher's salaries, and established teacher training schools. Horace Mann seemed to be a selfless human being choosing educational reform over politics on numerous occasions in his career. This is the problem with education now. So many politicians say they want what's best for education when they are trying to win an election but once in office they chose to further their careers rather than do what is best for schools. I feel the innovators are the people that would want character education, values, and morals taught in the classrooms. The innovators are the people that would help teachers collective bargain for important issues. They want to teach children to become good citizens. The innovators feel by improving our schools, our teachers, and improving instructional materials we will be educating our children in a way that will be very productive to our world in the future. Horace Mann was a great innovator that established educational reform.
The makers on the other hand seem to be selfish, corporate, powerful individuals that are money hungry sharks in the business world. These makers want what's best for them and their companies not what's best for education overall. They are controlling, leaders in their industry, and make it hard for small businesses to compete and make a living. The makers would be dictators in the schools. They wouldn't want to know what works for you in your classroom or how they could help. They would tell you exactly what to do, when to do it, and how often they want it done. There would be no collaborative meetings to discuss how to better our schools. The makers want to raise children up to do as they are told, learn basic skills, and come to work for their company and help make them another million. I feel John D. Rockefeller is a prime example of a maker. He was selfish, extremely rich, controlling in his industry, unfair, and looked out for himself. Granted these makers were very ambitious and hard working. I'm just a softy and not a shark. This is why I will never make millions and I am a school teacher.
http://www.cals.ncsu.edu/agexed/aee501/mann.html
http://www.notablebiographies.com/Pu-Ro/Rockefeller-John-D.html
Monday, June 7, 2010
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