"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."
The entire Constitution was written over the course of about six weeks in draft form. At that time, it was turned over to a style committee for its final language. I think it is safe to say that the authors were unaware of the ever-changing world we live in today and how their thoughts and words would truly affect and challenge our ways and beliefs. However, in the Preamble, you can read the ultimate hopes they had for the people of the United States, but who “the people” would be someday could be a bit of a surprise.
“We the People” has a broader meaning for us today that expands many cultures and borders. The phrase “People of the United States” has sometimes been understood to mean “citizens.” A common definition of a citizen could be somebody who has the right to live in a country because he or she was born there or has been legally accepted as a permanent resident. I think the key word in that definition is ‘accepted.’ Through the years since the Constitution was first written, we the people have had to change our views regarding our concepts of who was “accepted.”
Gardner’s view on citizenship is discussed in regards to the ethical mind. “In taking ethical stances, an individual tries to understand his or her role as a worker and his or her role as a citizen of a region, a nation, and the planet.” He continues to state, “Individuals without ethics will yield a world devoid of decent workers and responsible citizens: none of us will want to live on that desolate planet.”
The phrase "People of the United States" has sometimes been understood to mean "citizens." This approach reasons that, if the political community speaking for itself in the Preamble ("We the People") includes only citizens, by negative implication it specifically excludes non-citizens in some fashion.
Friday, November 27, 2009
Ever-changing
We live in an ever-changing world. Think about things we purchase. The minute you purchase a car and drive off the lot, it has already decreased in value. You buy a new piece of technology – the latest and greatest – only to see an advertisement the next month for the new and improved model.
Just as with material things, issues related to education and diversity are constantly changing. For some these changes are improvements that they want to pursue, as in the case of the new and improved technology. Others are content with what they have and prefer not to be bothered with the changes.
Education must change in several areas and I believe we will see more discussions than we have already related to these issues. There are many conflicting views when it comes to the word accountability. What does that mean and how should it look? Many have expressed their dissatisfaction for the TAKS test and the reliability of truly assessing the progress (or sometimes lack thereof) of our students. This topic has also brought great concern to the curriculum and instruction issue. Because of the pressure to “pass the test,” have we become schools that “teach to the test” rather than focusing on what the students should really know to be successful? I don’t remember having to take any class time to prepare for passing a test until I was in high school preparing for the SAT. Now we have days, even weeks set aside to prepare our students to pass a test to show that we have not failed as a school.
Another change revolves around our clientele. I think we have made progress in this area, but we are not where we should be. We were presented with several articles at our last class meeting related to many issues. All were important issues related to conflicted ideas and challenges we all will face as educators. One in particular, cultural awareness and tolerance is of high importance especially when you consider the predictions of the majority of students we will be teaching. According to Current Issues and Trends in Education, “Diverse groups are expected to comprise more than 40 percent of the population by 2020 and 50 percent by 2040.” Are we prepared to meet the needs of this predicted diverse population? Actually, another question should precede the first question. Can we all come to a consensus on how best to meet the needs of the diverse population? If history repeats, we will have many obstacles to overcome before we get it right.
Just as with material things, issues related to education and diversity are constantly changing. For some these changes are improvements that they want to pursue, as in the case of the new and improved technology. Others are content with what they have and prefer not to be bothered with the changes.
Education must change in several areas and I believe we will see more discussions than we have already related to these issues. There are many conflicting views when it comes to the word accountability. What does that mean and how should it look? Many have expressed their dissatisfaction for the TAKS test and the reliability of truly assessing the progress (or sometimes lack thereof) of our students. This topic has also brought great concern to the curriculum and instruction issue. Because of the pressure to “pass the test,” have we become schools that “teach to the test” rather than focusing on what the students should really know to be successful? I don’t remember having to take any class time to prepare for passing a test until I was in high school preparing for the SAT. Now we have days, even weeks set aside to prepare our students to pass a test to show that we have not failed as a school.
Another change revolves around our clientele. I think we have made progress in this area, but we are not where we should be. We were presented with several articles at our last class meeting related to many issues. All were important issues related to conflicted ideas and challenges we all will face as educators. One in particular, cultural awareness and tolerance is of high importance especially when you consider the predictions of the majority of students we will be teaching. According to Current Issues and Trends in Education, “Diverse groups are expected to comprise more than 40 percent of the population by 2020 and 50 percent by 2040.” Are we prepared to meet the needs of this predicted diverse population? Actually, another question should precede the first question. Can we all come to a consensus on how best to meet the needs of the diverse population? If history repeats, we will have many obstacles to overcome before we get it right.
Thursday, November 26, 2009
Values and Technology
I would like to begin by stating that I am not against technology. However, as an educator, I think it is my responsibility to help students understand how to decipher and utilize the information they receive so freely with technology.
As I was reading Born Digital, I was happy to see that this was an issue discussed within the book. “We need to help kids understand the line between activities that are part of healthy experimentation and activities that constitute risky behavior, just as parents have done for their children since the dawn of time.” In other words, it has always been the responsibility of the caretakers to make sure the child was safe and knew the rules to any new experience.
Unless taught, it is very easy for students to assume that any information available on the "Net" is accurate information. This is concern one. We must guide students to understand the different forms of information available to them and how to distinguish between those types of information. There will be sources of accurate information that is proven through reliable sources. However, there are also a wide variety of opinion sites that look like the real thing. These sources are not invaluable to the student because they offer a look into the perspectives of others on the given topic. The authors of Born Digital, stress reasons for more supervised instruction and conversations with students regarding the different types of information. By not incorporating this kind of instruction to students, we are setting them up for falling into the trap of relying on inaccurate information.
Another issue of concern for using technology involves the accessibility of "cutting and pasting" from different sources available on the "Net.” This is not a new problem, it has just become easier for students to take from others and deliver it as their own thoughts. As an educator, it is my job to make sure that students can take the information and use it to create their own thoughts in regards to the topic. Discussions of copyright and plagiarism must extend to the sources of information available on the "Net.”
The bottom line is this; we must teach our students to value the opinions of authors, distinguish between reliable an unreliable sources, and most importantly to take that information and think for themselves!
As I was reading Born Digital, I was happy to see that this was an issue discussed within the book. “We need to help kids understand the line between activities that are part of healthy experimentation and activities that constitute risky behavior, just as parents have done for their children since the dawn of time.” In other words, it has always been the responsibility of the caretakers to make sure the child was safe and knew the rules to any new experience.
Unless taught, it is very easy for students to assume that any information available on the "Net" is accurate information. This is concern one. We must guide students to understand the different forms of information available to them and how to distinguish between those types of information. There will be sources of accurate information that is proven through reliable sources. However, there are also a wide variety of opinion sites that look like the real thing. These sources are not invaluable to the student because they offer a look into the perspectives of others on the given topic. The authors of Born Digital, stress reasons for more supervised instruction and conversations with students regarding the different types of information. By not incorporating this kind of instruction to students, we are setting them up for falling into the trap of relying on inaccurate information.
Another issue of concern for using technology involves the accessibility of "cutting and pasting" from different sources available on the "Net.” This is not a new problem, it has just become easier for students to take from others and deliver it as their own thoughts. As an educator, it is my job to make sure that students can take the information and use it to create their own thoughts in regards to the topic. Discussions of copyright and plagiarism must extend to the sources of information available on the "Net.”
The bottom line is this; we must teach our students to value the opinions of authors, distinguish between reliable an unreliable sources, and most importantly to take that information and think for themselves!
Learn and Grow
In Leading with Change, the author states, “Opposition to change remains inevitable. In fact, if your proposed change does not engender opposition, then you should question whether or not what you are proposing really represents meaningful change.” Based on that statement we, as leaders should welcome the challenges that come with asking individuals to adjust their understanding of diverse learners. However, while supporting the individual oppositions, we must also foster an understanding amongst all those involved in our learning community. This is often easier said than done. The statement, 'herding cats', is often used in reference to getting small children to point A to point B. The same statement can be used to reference getting the parents, staff, school board, parents, students, etc. all on the same page when it comes to a common understanding in regards to how best to support the diverse learners within our community.
The term diverse learner is not exclusive to our students. The other stakeholders fall under the umbrella of being a diverse learner. Remember, diversity involves generational differences as well. Too often, generations who have already completed the school experience want their students to be taught the way they were taught. After all, they made it through just fine. However, as we have learned throughout this course, with each generation comes new experiences that the "older" generation did not experience. As a leader, we must foster the learning of others to experience the skills that the students of today and tomorrow need to be successful in the real world. It is very much a "walk a mile in my shoes" attitude. Only when the stakeholders other than the students experience what it takes for the student to be successful, will there be true understanding of the needs of our future caretakers of the world.
The term diverse learner is not exclusive to our students. The other stakeholders fall under the umbrella of being a diverse learner. Remember, diversity involves generational differences as well. Too often, generations who have already completed the school experience want their students to be taught the way they were taught. After all, they made it through just fine. However, as we have learned throughout this course, with each generation comes new experiences that the "older" generation did not experience. As a leader, we must foster the learning of others to experience the skills that the students of today and tomorrow need to be successful in the real world. It is very much a "walk a mile in my shoes" attitude. Only when the stakeholders other than the students experience what it takes for the student to be successful, will there be true understanding of the needs of our future caretakers of the world.
Sunday, November 22, 2009
Leadership Imperatives
What are the leadership imperatives most pressing to address the needs of today's diverse learners?
In my opinion, there are four major areas for discussion; moral imperatives, "21st Century" imperatives, accountability imperatives, and support imperatives.
Moral imperatives - I truly believe that with each generation, you see a decline with values and respect. I set those standards against the beliefs and teachings of my faith. The things I see on TV even in some “children” programs often shock me. I believe that students are required and/or forced to "grow up" before their time. As an educator, I have to try to understand how these young minds deal with grown up situations on a daily basis. As educators, we cannot change the way the world is for our students, so we must find ways to bring those important issues to our students. The alternative feels like a future where violence, disrespect, and lack of tolerance will be the norm.
"21st Century" imperatives - Again, the world is a more advanced place compared to when I was growing up. I have discussed this in some of the previous blogs. However, there are so many advantages especially in the area of technology. We as educators must learn to use what works for students today to our advantage in the classroom. On the other hand, the advancement of such technology has also opened the child's world to material I don't feel is always suitable for a developing mind.
Accountability imperatives - We have had to deal with accountability for some time now, but accountability has been more in the hands of the teacher. Now more than ever we must find ways to teach our students that they are accountable for what they do in the classroom. That does not allow educators to sit back and say, "If the child is unwilling to do the work, then it is not my fault." I have seen several children in the past few years with a sense of, I don't have to do it if I don't feel like it and there isn't or shouldn't be any consequences. I think we are raising a generation of students who don't feel accountable for their work or actions. Dare I ask it; are we raising a generation of students who don't want it if it requires "work"?
Support imperatives - When I think about support, I am referring to support for students and teachers. I think the latter is the most important step in order to finally support our students and their diverse needs. Teachers need both personal and professional support now more than ever. We have discussed in class that our students have changed, but we continue to teach the same way. We have to first support our teachers so they have the tools to work with ALL students. In addition, we see more parents in need of support. It is not just the parents of "special need" students who need the extra support or even the basic educational support.
We have had many discussions that the students of now are different in many ways from when we were students. We know that there were approaches used with us that didn't work that are still being used now. We have to reflect on where our students are and make the changes needed to meet their needs.
In my opinion, there are four major areas for discussion; moral imperatives, "21st Century" imperatives, accountability imperatives, and support imperatives.
Moral imperatives - I truly believe that with each generation, you see a decline with values and respect. I set those standards against the beliefs and teachings of my faith. The things I see on TV even in some “children” programs often shock me. I believe that students are required and/or forced to "grow up" before their time. As an educator, I have to try to understand how these young minds deal with grown up situations on a daily basis. As educators, we cannot change the way the world is for our students, so we must find ways to bring those important issues to our students. The alternative feels like a future where violence, disrespect, and lack of tolerance will be the norm.
"21st Century" imperatives - Again, the world is a more advanced place compared to when I was growing up. I have discussed this in some of the previous blogs. However, there are so many advantages especially in the area of technology. We as educators must learn to use what works for students today to our advantage in the classroom. On the other hand, the advancement of such technology has also opened the child's world to material I don't feel is always suitable for a developing mind.
Accountability imperatives - We have had to deal with accountability for some time now, but accountability has been more in the hands of the teacher. Now more than ever we must find ways to teach our students that they are accountable for what they do in the classroom. That does not allow educators to sit back and say, "If the child is unwilling to do the work, then it is not my fault." I have seen several children in the past few years with a sense of, I don't have to do it if I don't feel like it and there isn't or shouldn't be any consequences. I think we are raising a generation of students who don't feel accountable for their work or actions. Dare I ask it; are we raising a generation of students who don't want it if it requires "work"?
Support imperatives - When I think about support, I am referring to support for students and teachers. I think the latter is the most important step in order to finally support our students and their diverse needs. Teachers need both personal and professional support now more than ever. We have discussed in class that our students have changed, but we continue to teach the same way. We have to first support our teachers so they have the tools to work with ALL students. In addition, we see more parents in need of support. It is not just the parents of "special need" students who need the extra support or even the basic educational support.
We have had many discussions that the students of now are different in many ways from when we were students. We know that there were approaches used with us that didn't work that are still being used now. We have to reflect on where our students are and make the changes needed to meet their needs.
Sunday, November 15, 2009
"Show Me the Money!" Not the Only Solution
Money is always a big issue when dealing with schools. There is never enough money when it comes to paying qualified staff, and providing adequate materials let alone the latest and greatest materials. However, I have read a lot of articles lately in regards to reasons why teachers leave the "hardest to teach" schools. Although perceptions of administrators and even community members are that teachers leave because they don't get paid as much as wealthier school districts; teachers actions tell a different story. It's not about the money, it's about the support both through leadership and professional development. Teachers interviewed wanted help with how to provide the best for students in the "hardest to teach" schools and left because they didn't feel like they received it.
As our population changes and expectations for schools increase, we see more schools with high needs and categorized as the "hard to teach" schools. Leadership at all levels, campus to central office, will need to support teachers in ways that empower them to help the students. Do you remember that old shampoo commercial where the girl told a friend and she told two and so on and so on. Imagine if one leader empowers one teacher with the knowledge to address issues of discipline, teaching to diverse needs, and so on and so on.
Yes, money is important in order to provide schools with the materials needed, but I think we have bigger issues to deal with that involve developing the repectful and ethical minds of students.
As our population changes and expectations for schools increase, we see more schools with high needs and categorized as the "hard to teach" schools. Leadership at all levels, campus to central office, will need to support teachers in ways that empower them to help the students. Do you remember that old shampoo commercial where the girl told a friend and she told two and so on and so on. Imagine if one leader empowers one teacher with the knowledge to address issues of discipline, teaching to diverse needs, and so on and so on.
Yes, money is important in order to provide schools with the materials needed, but I think we have bigger issues to deal with that involve developing the repectful and ethical minds of students.
Sunday, November 8, 2009
Tragedy
I was having the worst day I have ever had since probably my first year of teaching and was feeling very much like quitting. My problems at that time seemed like the worse thing ever and then we went into lockdown at school. At first I was annoyed because I thought it was another drill and I didn't have time for it, but as more time passed I realized something was wrong. I wasn't prepared for what I was told after being called to the office. Suddenly, my problems and issues didn't seem that big at that moment. I was concerned about those involved and the teachers at my school who had loved ones on the base. We all worked together to make sure the kids were okay and they got home safely.
I think it is very telling that in the event of tragedy, we can all put our issues behind us and work together. I pray that we could always put our issues aside and focus on what is important instead of waiting for a tragedy to open our eyes and hearts to others.
I think it is very telling that in the event of tragedy, we can all put our issues behind us and work together. I pray that we could always put our issues aside and focus on what is important instead of waiting for a tragedy to open our eyes and hearts to others.
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