Wednesday, November 28, 2007
Class Reflection
Looking back on this semester, several things stand out as pieces that I will remember and take with me into the future. I thought that our class had a great dynamic of interesting and well-spoken educators. Coming from many different teaching environments made for a rich body of diverse experiences. As an administrator I think it is important to appreciate and remain conscious of the fact that your school can learn from different kinds of schools as well as schools that are similar. Prof. Bachenheimer modeled the sorts of qualities that I think make for any effective administrator. He was prepared, knowledgeable, personable, and a good listener. He created an inclusive atmosphere of collegiality and recognized the value of each student's opinions and experiences. Our look at curriculum had both philosophical and practical values. I think that it clarified the role that curriculum plays in schools, as I had little experience in designing or assessing it. The greatest lesson that I think I will carry away with me is that an administrator must always recognize the opportunity presented by improving the curriculum, while tempering that ambition with the realities of schools and standardization. There are still wonderful things that can be done in curriculum that will still conform to standards and prepare students for tests. The challenge as an administrator seems to be to strike that balance with your teachers between what we must team and how we can teach it. Curriculum design does not occur in a vacuum. It is an exciting experience to work with other teachers to create an idea for a new change to the curriculum. By doing so, administrators and/or teachers have the opportunity to directly affect what happens in the classroom. I know that if I ever become an administrator I may feel overwhelmed and inundated with all of my responsibilities. It will be important to remember that which is most important, the learning that takes place in the classroom. Curriculum is one of the key vehicles that drives a school in whatever direction it moves.
Monday, November 12, 2007
Orange Middle Schools
What appeals to me about the plan of Orange Middle Schools is that their focus is not on a specific methods of instruction,but rather on establishing relationships between their students and teachers. I firmly believe it is only through the strengthening of these relationships that students will experience success. Many of students from such impoverished and underfunded districts do not have stable home lives. In the place of a supportive home, the best thing that the school can do is take the time and make the effort to strengthen the relationships between such neglected children and their teachers. For many students, school can be an apealing escape. It is reliable, predictable, and serves as a welcome escape. The weekly discussion groups afford students time to vent, share, and be open with other members of the school community. By creating those ties, the school can challenge students much more and expect greater effort and results. I would also commend how the school includes students in the dialogue of school improvement by asking them what's on their mind and what their concerns are. Through this discussion, they learned that school safety is a major concern of students.
If I did make one recommendation to the schools, it would be to try and make the greatest effort to appeal to parents and guardians for support. Going along with their inclusive model of weekly discussions with students, give parents an opportunity to get involved as well. Another recommendation that I would make, and perhaps this is already being followed, would be to make sure that the concerns and suggestions of students are being acknowledged. It is nice and democratic to ask students what changes they wish to see in their school. If their feedback is ignored it would will have the opposite effect of what is intended.
If I did make one recommendation to the schools, it would be to try and make the greatest effort to appeal to parents and guardians for support. Going along with their inclusive model of weekly discussions with students, give parents an opportunity to get involved as well. Another recommendation that I would make, and perhaps this is already being followed, would be to make sure that the concerns and suggestions of students are being acknowledged. It is nice and democratic to ask students what changes they wish to see in their school. If their feedback is ignored it would will have the opposite effect of what is intended.
Thursday, November 1, 2007
Curriculum Mapping
Curriculum mapping is a technique employed by school districts to create a uniformity and continuity within their curriculum. A district wants there to be there to a uniform curriculum for students in each grade level, regardless of which teacher they have or which school they are in. School leaders also employ curriculum mapping to insure that the subject curriculums from grade to grade fit together without overlap or contradiction. It affords the district a way to create positive change by being inclusive with faculty and appealing to teachers to take part in the process.
In my district, we do not employ curriculum mapping. The concept of teacher isolation that we have discussed before in class is on display in my school. There is a disconnect between department members where we do not communicate as we should on a professional level. Even more severe is the disconnect between the high school and the middle schools. The curriculum for social studies on the 6th, 7th, and 8th grade level has been created with little regard to what students will learn in high school, and we move forward in our curriculum without acknowledgement or regard for what students have already learned.
As an assistant principal/disciplinarian, my department supervisor is inundated with his main office responsibilities. He is very little time to concern himself with our social studies department, which is composed almost entirely of veteran teachers. I think his general attitude is that he trusts us to make responsible decisions with regard to our practice and to communicate with one another as needed. That is the key: “as needed”. Curriculum mapping is not an essential element of school planning. Its benefits are obvious and I would be excited at the prospect of participating in its design. However, as a non-essential tool, it will never be given its fair consideration until it is mandated from the superintendent. If our district has been proactive about anything, it has been technology. Curriculum development is not something that we place a premium on.
Curriculum mapping can be a positive element of curriculum change because, first and foremost, it is inclusive rather than exclusive. Rather than having change forced upon them, the teachers take an active role in its creation. In this way there is a sense of ownership amongst the faculty. The creation of curriculum mapping also depends on an open dialogue between teachers, something that we should be fostering anyway. By creating “horizontal consistency” and “vertical consistency” within schools, we are encouraging communication between teachers not only in the creation of mapping, but also in its continued use. This strengthens the sense of community within a department, school, and district.
In my district, we do not employ curriculum mapping. The concept of teacher isolation that we have discussed before in class is on display in my school. There is a disconnect between department members where we do not communicate as we should on a professional level. Even more severe is the disconnect between the high school and the middle schools. The curriculum for social studies on the 6th, 7th, and 8th grade level has been created with little regard to what students will learn in high school, and we move forward in our curriculum without acknowledgement or regard for what students have already learned.
As an assistant principal/disciplinarian, my department supervisor is inundated with his main office responsibilities. He is very little time to concern himself with our social studies department, which is composed almost entirely of veteran teachers. I think his general attitude is that he trusts us to make responsible decisions with regard to our practice and to communicate with one another as needed. That is the key: “as needed”. Curriculum mapping is not an essential element of school planning. Its benefits are obvious and I would be excited at the prospect of participating in its design. However, as a non-essential tool, it will never be given its fair consideration until it is mandated from the superintendent. If our district has been proactive about anything, it has been technology. Curriculum development is not something that we place a premium on.
Curriculum mapping can be a positive element of curriculum change because, first and foremost, it is inclusive rather than exclusive. Rather than having change forced upon them, the teachers take an active role in its creation. In this way there is a sense of ownership amongst the faculty. The creation of curriculum mapping also depends on an open dialogue between teachers, something that we should be fostering anyway. By creating “horizontal consistency” and “vertical consistency” within schools, we are encouraging communication between teachers not only in the creation of mapping, but also in its continued use. This strengthens the sense of community within a department, school, and district.
Thursday, October 25, 2007
Online Class Review
The reason that I enjoyed the online classes was because it was an alternative, more independent way of thinking and learning. I have taken one online class in my program and I did not feel that I got as much out of it because it lacked the dialogue that can be created in a live classroom. With only three online classes, it created a change of pace that was refreshing and dynamic. I enjoy our discussions in class and I think we all benefit from sitting down together and talking. I would not increase the number of online classes, but I think three, with a conventional class in between each, was perfect.
Being able to complete my assignments from home or from work was a welcome change as well. I think that some students can share ideas and reactions easier in an online environment that is less confrontational. It is difficult for me to check in to the online environment several times during the week. I much rather prefer being able to do my work in one sitting. I might only suggest that reactions to other students’ work be made in the following week. I know that I, for one, often wait until the last minute to make my posts and so what I produce does not help the dialogue of the class.
Being able to complete my assignments from home or from work was a welcome change as well. I think that some students can share ideas and reactions easier in an online environment that is less confrontational. It is difficult for me to check in to the online environment several times during the week. I much rather prefer being able to do my work in one sitting. I might only suggest that reactions to other students’ work be made in the following week. I know that I, for one, often wait until the last minute to make my posts and so what I produce does not help the dialogue of the class.
Implementing the UbD Lesson
Implementing the UbD Lesson
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Any difficulty that I encountered with this lesson was centered around the notion of assessment. Checking for understanding during a lesson and not just after the lesson is over has always been a weak point of my teaching style. After implementing this lesson in my class, I realize that my problems in this area are attributable to my pacing of my lessons. I tend to rush through lessons a little too quickly. As a result, I do not take the time to assess understanding along the way. When reading primary sources, for instance, we need to spend more time deconstructing and discussing what we read. I need to do a better job of recognizing that any more advanced objectives cannot be accomplished by my students without a firm grip on the content. In this case, the readings from Deuteronomy and the article on the Supreme Court case needed to be addressed in greater depth. I longer review of Hammurabi’s Code might have provoked the students to make even better connections to Mosaic Law.
The students did respond well to the lesson as they love tying the present to the past. The discussion on the Supreme Court case was lively, I think, because we had addressed the Ten Commandments previously in good depth. Again, the issue is in the students who are not participating in the discussion actively. They may be able to do the homework because they have listened intently to other students’ opinions. However, on what level have I challenged them to think for themselves?
Reflection on UbD Lesson
Reflection on UbD Lesson
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Any difficulty that I had in creating lessons in the UbD format was centered around the question of what I wanted to students to know at the end of the lesson. This is the point of the UbD template. It exposes the sort of “backwards” way that many of us create our lessons, where we design activities and then see what students will get out of them, rather than first deciding what we want them to know. It is difficult to resist that temptation, but the UbD format takes me back to my days of student-teaching, where I learned that the first step in lesson planning is establishing clear objectives.
I like the format of UbD when my goals of the lesson are skill-centered rather than fact-centered. By creating goals connected to the development of skills like critical reading, cooperative learning, or critical thinking, it helps me focus my lesson. I can say to myself, “this content lends itself to an primary sources so I really want my class to work on synthesizing these two opposing viewpoints of the subject”.
Monday, October 22, 2007
UbD Lesson
The Ten Commandments
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
(Judaism Unit)
Established Goals:
Students will…
• Identify the Ten Commandments as outlined in Deuteronomy
• Contrast the Ten Commandments to Hammurabi’s Law Code
• Evaluate the influence of the Ten Commandments on the American Law System
Understandings:
Students will understand that…
• We can examine a biblical passage from a historical perspective
• The American Law System was influenced by early Puritan/Biblical values
Essential Questions:
• How are the Ten Commandments similar to Hammurabi’s Law Code?
• What principles of the Ten Commandments are reflected in our American values?
Students will know…
• The Ten Commandments
• The details of the Ten Commandments court case
Students will be able to…
• Critically read a passage from Deuteronomy and an article describing the Ten Commandments court case (statue at the Alabama Court House)
• Refer to notes on Hammurabi’s Code to contrast them to the Ten Commandments
• List five ways that the values of the ten commandments are reflected in our American values
Performance Tasks:
• In groups of 2-3, read the passage from Deuteronomy and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard.
• List the Ten Commandments in your notebooks as found in the passage.
• Read a brief article on the Ten Commandments statue court case, and in your notebook, describe the position of each side.
• Homework: The Ten Commandments statue should/should not be removed from the court house rotunda. Defend both the affirmative and negative.
Other Evidence:
• Discussion and check-ins on Deuteronomy and court case articles. Notebook checks.
Learning Activities:
• Distribute and set up Deuteronomy reading. Read the passage in pairs and underline words and phrases that reflect the values of Hammurabi’s Code. List them on the chalkboard. Review.
• Distribute brief article on Ten Commandments court case. Read as class. Discuss. T-chart in your notes on the opinions of each side in the case.
• Assign homework.
Thursday, October 18, 2007
Schmoker
After reading Schmoker, I am left feeling torn between two opposing ideas. On one side, I can see in my own practice and in my own school how the lack of collegiality and the “buffers” that have been erected have created atrophy in the professional development of our faculty. On the other, I am skeptical of how our school day could be restructured to allow for better cooperation and communication between teachers. Token attempts have been made in the past, but have only been successful in reinforcing the “island” mentality of our staff.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
As a fourth year teacher who just earned his tenure, I can appreciate what Schmoker means when he says that teacher training, unfortunately, ends with the hiring of a candidate. My school culture does divert teachers from “continuously improving their mastery of effective instructional and assessment practices.” I had a mentor, but he was on the other side of the building. We never sat down. We never spoke candidly about my successes and failures. Our contact was confined to conversations on the run, impromptu meetings in the hallways, etc. I wonder what would happen to the survival rate of new teachers if more was done in the way of providing them with guidance and support? On one hand, we all try to ease new teachers anxieties by reminding them that they don’t know everything yet. I know that my words of wisdom to new teachers and to myself has always been, “this job is hard, but would you really want to work in a career that was could be mastered in a year?” On the flip side, what do we do to help these novice professionals? What training are they given? What practical help and advice? How do we ease their transition? There certainly is merit to the “baptism by fire” idea. Teachers need to make mistakes and learn from them. But what will they learn? Like a new golfer, who can pick up bad habits and techniques that will plague them forever, new teachers fall into similar predicaments. New teachers need guidance.
The phenomenon of isolation is also evident in my school. Many teachers have the “just leave me alone and let me teach” mentality. However, how are we to improve as educators if we do not take advantage of our collective knowledge and experiences? As Schmoker points out very astutely, other professionals turn to each other for help on a routine basis. The only explanation for our isolationist attitude is our insecurity and fear of a perceived judgment or criticism. Schmoker makes us uncomfortable because we need to face the fact that the perceived “good teacher” is not necessarily an effective teacher in reality. That is certainly the case in my school, where I some of the best teachers, from my perspective, are the most underappreciated.
Thursday, October 11, 2007
Tuesday, October 9, 2007
Did You Know? ('cause I sure didn't)
As I watched this video, my initial reaction was much the same as I imagine many of classmates. The United States is going to hell in a handbasket. The world is rapidly changing and we are ill-equipped and in denial. China and India (or the artificial intelligence robots) will be running things sooner than later. Like the Roman Empire before us, the United States century-long strangle hold on the world will shortly come to an end. Of course, this the unstated goal of the video. The creator, as evidenced by the music, created a gravity to the situation. He also attempted to oversimplify a profoundly complex topic by stating naked, unsupported, (and, by the way, unsubstantiated) facts and leaving the viewer to infer the consequences.
Maybe I will try to infer something different than what he wanted me to. We cannot assume that we know the outcome of these changes to the world. We will not know the effect of these facts for years. The very nature of these rapid changes necessitates a level of uncertainty. Does it all look good for the United States if we continue our slow adjustment to these lightning changes? No. Should we assume the extinction of America like we are a nation of dinosaurs just waiting for the meteor to come and block out the sun?.... If we resign ourselves to the sheer magnitude of educated young adults being turned out in India and China, then any attempt to mobilize and better educate our students would be futile anyways. Their superiority in numbers could not be overcome. Fortunately, in today's world, unlike the feudal fief or factory floor, size does not necessarily matter.
More than anything else, I believe that preparing students for the 21st century, means a reaffirmation of what today's educators agree are the most important things that we should be teaching them. The things that we all agree are not measured on standardized tests. Students need to become problem-solvers. They must be literate, critical thinkers who can work with others and articulate their substantiated opinions both verbally and in writing. Secondary to this is any training in practical technology. Once we acknowledge that 1) technology evolves at an ever increasing rate and 2) students exposure and competency with regard to technology comes from their personal lives, we can feel more comfortable focusing on skill-building. What the inclusion of technology in classrooms does tell me, however, is that more than ever we must shed the pressure to cover a set list of content curricula. Rather, content curriculum should be the vehicle by which we encourage and foster critical thinking and skills in technology. That is how we will prepare today's students for tomororow's world.
Maybe I will try to infer something different than what he wanted me to. We cannot assume that we know the outcome of these changes to the world. We will not know the effect of these facts for years. The very nature of these rapid changes necessitates a level of uncertainty. Does it all look good for the United States if we continue our slow adjustment to these lightning changes? No. Should we assume the extinction of America like we are a nation of dinosaurs just waiting for the meteor to come and block out the sun?.... If we resign ourselves to the sheer magnitude of educated young adults being turned out in India and China, then any attempt to mobilize and better educate our students would be futile anyways. Their superiority in numbers could not be overcome. Fortunately, in today's world, unlike the feudal fief or factory floor, size does not necessarily matter.
More than anything else, I believe that preparing students for the 21st century, means a reaffirmation of what today's educators agree are the most important things that we should be teaching them. The things that we all agree are not measured on standardized tests. Students need to become problem-solvers. They must be literate, critical thinkers who can work with others and articulate their substantiated opinions both verbally and in writing. Secondary to this is any training in practical technology. Once we acknowledge that 1) technology evolves at an ever increasing rate and 2) students exposure and competency with regard to technology comes from their personal lives, we can feel more comfortable focusing on skill-building. What the inclusion of technology in classrooms does tell me, however, is that more than ever we must shed the pressure to cover a set list of content curricula. Rather, content curriculum should be the vehicle by which we encourage and foster critical thinking and skills in technology. That is how we will prepare today's students for tomororow's world.
Thursday, October 4, 2007
Flow
As I began to read, I had to struggle not to roll my eyes... "more than anything else, men and women seek happiness". Wow, that's profound (sarcastic tone). But I owe a great apology to Smith and Wilhelm because their I identified with their four main principles of flow experiences. What a great way to begin to design meaningful and exciting lessons for students. Nothing that they state IS too profound, but the way that is is organized and delivered in such clear terms makes total sense. I think it resonated so well with me, and I assume with many others, because I have experienced the sensation that they are describing. Whether it be in the weight room or the class room, I appreciate all four of those characteristics. Obviously, it is a far greater challenge to fit activities into the curriculum that serve the duel purpose of creating flow for students and also satisfying standards. You wanna talk about differentiating instruction?!?!?!?!? The bar could not be set any higher. The challenge could not be greater than to to try and create a genuine flow experience for 27 students in a single class.
The only thing that I would also respectfully submit is that, while I think there is genuine value to these ideas, we must stop short of treating them like they were gospel. Students need to be able to do things that they do not want to do. They need to complete tedious tasks. They need to focus when they are distracted. They need to suck it up and get things done sometimes. That, too, is an acquirable skill. I don't see educators ever running short of opportunities to accomplish these things. Obviously, we should focus on engaging students as much as possible. However, I just needed to remind myself that we cannot lose sight of the fact that students must be able to sometimes accomplish a task or achieve to the best of their ability, even if there does not exist an external motivation beyond their grade.
The only thing that I would also respectfully submit is that, while I think there is genuine value to these ideas, we must stop short of treating them like they were gospel. Students need to be able to do things that they do not want to do. They need to complete tedious tasks. They need to focus when they are distracted. They need to suck it up and get things done sometimes. That, too, is an acquirable skill. I don't see educators ever running short of opportunities to accomplish these things. Obviously, we should focus on engaging students as much as possible. However, I just needed to remind myself that we cannot lose sight of the fact that students must be able to sometimes accomplish a task or achieve to the best of their ability, even if there does not exist an external motivation beyond their grade.
A Letter to Scott Garrett
Dear Representative Garrett,
My name is Tom Montuori and I am a teacher at Dumont High School in Bergen County. I am writing to share my perspective with you on the NCLB Act. As an educator, I feel I have a valid, but marginalized viewpoint on the active role the federal government can take in improving public education on the local level. I should preface my words by saying that I am not “anti-standards”, as many of my colleagues appear to be. Any realistic proposal for federal education policy must rely on a set of standards. If utilized properly I believe that standards do not have to be regarded by reasonable teachers as a counter to what we are trying to accomplish in the classroom. Rather, standards need to be address the specific needs of a area.
The ramifications of the NCLB Act are far-reaching and almost entirely negative on the quality of education in public schools, particularly those in under-funded districts. There seems to be a disconnect between the needs of schools and the perceptions and attitudes of our lawmakers. How could the national government ever hope to satisfy the needs of 50 diverse states with a blanket law to govern them all? A nation that prides itself on diversity must also do more to recognize and accommodate the cultural and socioeconomic diversity that exists within its 300 million-person population. The challenges of educating children in New Jersey or Massachusetts are profoundly different from those faced in Kansas or Nebraska.
I am fortunate to teach in a school district where local taxes fund the vast majority of the school budget. The socioeconomic status of our residents indicates that the standards outlined by the national government will not be a challenge to satisfy. Coupled with the fact that our district does not rely on federal dollars, it is plainly obvious that the NCLB Act influences the instruction in our district to a far less degree than many nearby districts.
These facts lie at the heart of what is inherently wrong with the NCLB Act. The districts where student achievement is lowest, where local funding is minimal, where the quality of facilities and resources is most lacking are the very districts that the NCLB Act have affected. Under-funded schools are placed in a position where they must decide what is most important. Invariably, local administrators and teachers must take the necessary measures to insure that their federal funding will not be cut off. Teaching to the test is the immediate consequence in the classroom. However, how can a single set of standards adequately cover what children need to know in Charleston, West Virginia and East Los Angeles, California?
I would respectfully submit what the representatives such as you need to remember is what our Founding Fathers intended in the Constitution. The states were delegated the power to control education within their borders. The NCLB Act is a thinly veiled attempt to circumnavigate that ideal, by dangling federal dollars before schools like a carrot on a stick.
Sincerely yours,
Tom Montuori
My name is Tom Montuori and I am a teacher at Dumont High School in Bergen County. I am writing to share my perspective with you on the NCLB Act. As an educator, I feel I have a valid, but marginalized viewpoint on the active role the federal government can take in improving public education on the local level. I should preface my words by saying that I am not “anti-standards”, as many of my colleagues appear to be. Any realistic proposal for federal education policy must rely on a set of standards. If utilized properly I believe that standards do not have to be regarded by reasonable teachers as a counter to what we are trying to accomplish in the classroom. Rather, standards need to be address the specific needs of a area.
The ramifications of the NCLB Act are far-reaching and almost entirely negative on the quality of education in public schools, particularly those in under-funded districts. There seems to be a disconnect between the needs of schools and the perceptions and attitudes of our lawmakers. How could the national government ever hope to satisfy the needs of 50 diverse states with a blanket law to govern them all? A nation that prides itself on diversity must also do more to recognize and accommodate the cultural and socioeconomic diversity that exists within its 300 million-person population. The challenges of educating children in New Jersey or Massachusetts are profoundly different from those faced in Kansas or Nebraska.
I am fortunate to teach in a school district where local taxes fund the vast majority of the school budget. The socioeconomic status of our residents indicates that the standards outlined by the national government will not be a challenge to satisfy. Coupled with the fact that our district does not rely on federal dollars, it is plainly obvious that the NCLB Act influences the instruction in our district to a far less degree than many nearby districts.
These facts lie at the heart of what is inherently wrong with the NCLB Act. The districts where student achievement is lowest, where local funding is minimal, where the quality of facilities and resources is most lacking are the very districts that the NCLB Act have affected. Under-funded schools are placed in a position where they must decide what is most important. Invariably, local administrators and teachers must take the necessary measures to insure that their federal funding will not be cut off. Teaching to the test is the immediate consequence in the classroom. However, how can a single set of standards adequately cover what children need to know in Charleston, West Virginia and East Los Angeles, California?
I would respectfully submit what the representatives such as you need to remember is what our Founding Fathers intended in the Constitution. The states were delegated the power to control education within their borders. The NCLB Act is a thinly veiled attempt to circumnavigate that ideal, by dangling federal dollars before schools like a carrot on a stick.
Sincerely yours,
Tom Montuori
Wednesday, September 26, 2007
New Jersey C.C.C.S.
After perusing the social studies content standards for the first time in quite a while, I am left feeling the same sentiment that I had the last time: when did the school year get extended to 270 school days? Honestly, when I am supposed to find the time to cover New Jersey's role in World War II or the Civil War? Or make time to have students analyze how American colonial experiences caused change in the economic institutions of Africa? Most of the things that are mentioned in the content standars are covered in most social studies classrooms, to one degree or another. I may not spend too much time, if any, discussing the Paterson Silk Strike. However, this is not to say that I do not think it is important. I have always believed that the content in the social studies classroom is only the vehicle by which students arrive at their ultimate goal: critical thought. If it keeps their attention and stirs up their emotions, then I think it is useful. If I spend three days on John Brown and only one on Abraham Lincoln, sue me.
I try very hard to not be a cynical critic of curriculum content standards. They have a place and it is important. I do think that the CCCS are effective in providing teachers with a framework to follow. If so inclined, a teacher would use them to guide their units and dictate the subjects of each day's lesson. The problem is that they would probably get only halfways through them by June. The content standards, in my view, have almost a built-in recognition that no one will actually attempt to cover them all. Implicit in the quantity of standards is the suggestion that you should do the best you can to cover what you can. In this way, most teachers if not pressured to will not refer to the standards at all.
The best way that teaching a social studies curriculum was ever described to me was to view it like a barbed wire fence. The wiring is thin, but continuous. However, to suspend the wire, ever now and then, a thick, sturdy post must be laid into the ground. The posts are the things that a teacher chooses to zero in on because they recognize the opportunity for critical thought, discussion, analysis, etc. I see many or most of the content standards as being effective suggestions for those posts. However, it would be difficult to set the barbed wire to those standards.
I try very hard to not be a cynical critic of curriculum content standards. They have a place and it is important. I do think that the CCCS are effective in providing teachers with a framework to follow. If so inclined, a teacher would use them to guide their units and dictate the subjects of each day's lesson. The problem is that they would probably get only halfways through them by June. The content standards, in my view, have almost a built-in recognition that no one will actually attempt to cover them all. Implicit in the quantity of standards is the suggestion that you should do the best you can to cover what you can. In this way, most teachers if not pressured to will not refer to the standards at all.
The best way that teaching a social studies curriculum was ever described to me was to view it like a barbed wire fence. The wiring is thin, but continuous. However, to suspend the wire, ever now and then, a thick, sturdy post must be laid into the ground. The posts are the things that a teacher chooses to zero in on because they recognize the opportunity for critical thought, discussion, analysis, etc. I see many or most of the content standards as being effective suggestions for those posts. However, it would be difficult to set the barbed wire to those standards.
Saber Tooth Curriculum
Ok, I understand the message of the saber tooth story. However, I cannot help but feel that its lesson brings us nowhere closer to the truth. What are the fish grabbing, horse clubbing, sabretooth tiger scaring lessons that we still teach in schools today? Is the ability to perform basic arithmatic an obsolete with the invention of the calculator? Has spellcheck made it unnessary to teach spelling and punctuation. Are my social studies unimportant because my students can simply google anything that they woudl ever need to know about the War of 1812 or the Red Scare? It's a nice story, although it says in 10,000 words what could be just as clearly stated in a succinct 1,000. However, because it is a clever way of looking at the challenge of curriculum and it is written well, we can be lulled into thinking that the analogy it creates perfectly fits the parameters of our dilemma. I would say that it does not. If there are no more horses, then clubbing horses is an obsolete skill. The sabertooth proponent argued that there was still value in teaching the fundamentals of that skill to children. The problem with this is that there are few examples of things being taught in our schools today that are, to the same degree, out of date. It is ironic that the author creates a comparison between today and the time of early man, when things were much simpler. Neanderthals were preoccupied with one thing: survival. Their individual survival and the survival of their species was the only thing they needed to worry about. Our lives are slightly more compicated. When a man is staring down into the muddy water, looking at the fish that he must grab, there are only two stakeholders: him and the fish. Either he eats and the fish dies or he doesn't eat and the fish lives. Our schools today contend with a fare more complex set of stakeholders: students with ever increasing needs and problems, teachers, parents, administrators, taxpayers, school staff, etc. I would love to put my finger on a piece of curriculum, big and small, and declare it dead. The problem is that I doubt I could get everyone, or maybe anyone, to agree with me. We can and should modify what we teach to adapt to the 21st century. It is impractical and unrealistic to spur changes of the magnitude described in this reading.
simpler
simpler
180 School Days
Isn't it funny how 180 school days can be shaved down so quickly to 67? Before I even begin to account for pep rallys or fire drills, I already know that I will see my students only 135 out of the 180 days because of our rotating block schedule. Of course, all teachers realize most of the things shared in that brief presentation. At the same time, it does open your eyes to have all of the distractions, delays, and interuptions coupled together at once. I would submit that we should hesitate before becoming too disgusted with the reality of instruction time. Many of the things mentioned in the video DID have some value. I am not so naive or idealistic as to think that my students learn, develop, or mature only through the curriculum that I teach. Rather, I firmly believe that the vast majority of what students learn in high school, both in and out of the classroom, occurs outside of the explicitly stated curriculum. For instance, we do not account for the essential need that students learn to socialize and interact with eachother in an informal setting. Sure, we all create cooperative learning activities. However, young men and women also need to be placed in situations that, while supervised or structured, allow for a more informal interaction with peers. This is why I am such a strong proponent of extracurricular activities as a critical part of any healthy school.
Thursday, September 20, 2007
Quieting the Mind
I must admit that as I began to read this article, I could almost feel my eyes starting to roll. Perhaps I have become oversensitive to what the one teacher called “Cloud Nine-groovy-hippie-liberals bringing ‘enlightenment’ to inner city schools”. As I continued to read, however, I started to see how this practice does have some merit and potential to do a lot of good for our students. The line that really struck me was that “parents and teachers tell kids 100 times a day to pay attention, but we never teach them how.” What a great point! I had never thought about it in those terms. It is akin to studying for tests and taking notes, things that we emphasize to our students but do not enough time to show them how.
At the very least, quieting the mind is an attempt to address what we all agree is an ever-increasing problem in our classrooms. Students are often overstimulated and unable to cope with their emotions.
I foresee and opportunity through physical education and health courses to incorporate this practice into high schools. Students today certainly need something to help them deal with their complicated lives. The 21st century teenager has a lot of luxuries that we might not have had in decades past. However, with those luxuries come a multitude of new problems, stresses, and anxieties.
At the very least, quieting the mind is an attempt to address what we all agree is an ever-increasing problem in our classrooms. Students are often overstimulated and unable to cope with their emotions.
I foresee and opportunity through physical education and health courses to incorporate this practice into high schools. Students today certainly need something to help them deal with their complicated lives. The 21st century teenager has a lot of luxuries that we might not have had in decades past. However, with those luxuries come a multitude of new problems, stresses, and anxieties.
Change
Educators are slow to change because they choose to focus on the full half of the glass. There are many wonderful things happening in classrooms in every school. It is the progressive who focuses on what can be done better or what needs improvement. Most educators, for fear of liability or just plain laziness, take a "if it ain't broke..." attitude to their classroom/school/district. Most change is not brought on through individuals. Rather, it takes a shift in the opinions and demands of the public at large to bring on sizable change. In education, the public is composed of people is composed of people who were taught a certain, traditional way. They know no other way of doing things and I am sure also have a sense of nostalgia when they see their children doing the things they remember doing in school. It is a "catch 22". Better education would empower taxpayers to demand more innovation and progress from schools, but without better education they will never know any better.
Wednesday, September 19, 2007
The Prensky Challenge
I couldn't disagree more with the entire premise of the Prensky Challenge. I almost find the article idealistic and controversial to the point that I question whether he was even serious in writing it, or rather just attempting to promote a healthy dialogue.
The reason that students do not achieve at a higher level (by whatever measure you choose to use) can be summarized in a single word: apathy. While this is certainly not a 21st century development, student apathy has increased due to technology, economics, and the media. Students feel empowered by outlets such as YouTube, cell phones, MySpace, and blogging to feel a false sense of maturity, safety, and wisdom. They have it all figured it out. And if they run into trouble along the way, they can always seek help through our advanced information and communication systems. What could they possibly have to learn in a classroom? What skills do they not already possess, that can't be downloaded or googled, that will help them in the future?
By the way, what ever happened to hard work being its own reward? Are times so desparate that we need to resort to these measures in order to motivate students? I certainly hope the answer is no. I doubt we are so enlightened as to feel confident in the premise that our underachieving students only lack the extrinsic motivation to succeed. Have we forgotten that children, by their very nature, become quickly accustomed to such rewards, accomodations, and concessions. Before long, they have a funny way of morphing into entitlements, things that they deserve, and not because they earned them. Then where will we be?
Part of growing up is learning to complete a task to the best of one's ability, whether you like it or not. Not everything that we as adults do is because there will be a positive reward at its conclusion. Rather, I would submit that many of the things we work for are rooted in a fear of losing something. I could give a child a new toy every time he puts his old toys away, but what lesson has he learned then?
The reason that students do not achieve at a higher level (by whatever measure you choose to use) can be summarized in a single word: apathy. While this is certainly not a 21st century development, student apathy has increased due to technology, economics, and the media. Students feel empowered by outlets such as YouTube, cell phones, MySpace, and blogging to feel a false sense of maturity, safety, and wisdom. They have it all figured it out. And if they run into trouble along the way, they can always seek help through our advanced information and communication systems. What could they possibly have to learn in a classroom? What skills do they not already possess, that can't be downloaded or googled, that will help them in the future?
By the way, what ever happened to hard work being its own reward? Are times so desparate that we need to resort to these measures in order to motivate students? I certainly hope the answer is no. I doubt we are so enlightened as to feel confident in the premise that our underachieving students only lack the extrinsic motivation to succeed. Have we forgotten that children, by their very nature, become quickly accustomed to such rewards, accomodations, and concessions. Before long, they have a funny way of morphing into entitlements, things that they deserve, and not because they earned them. Then where will we be?
Part of growing up is learning to complete a task to the best of one's ability, whether you like it or not. Not everything that we as adults do is because there will be a positive reward at its conclusion. Rather, I would submit that many of the things we work for are rooted in a fear of losing something. I could give a child a new toy every time he puts his old toys away, but what lesson has he learned then?
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