Ed. Scope

Superb Classroom Management Rule: Get to know your pupils.

2009-10-08T23:27:00.000-04:00

Teachers, there are many ways of establishing familiarity with your student body and/or responding to individual differences in the classroom. It is not necessary for you to jump right into the textbook/curriculum on day one! A sense of "connection" has to establish so that you know "who" it is that you are to teach. Techniques that work to this effect are:

1) Social Brain Teasers where students (and you) have to disclose something about themselves to the class, or share a hobby and pair-up with someone else they don’t know in class who shares the same or a similar hobby;
2) Student Discovery sheets where the students write two paragraphs on their strengths and weaknesses regarding mathematics for example;
3) Student Evaluation sheets where students evaluate themselves on informal assessments before an actual grade is given; and
4) Teacher-to-Student conferences where you would set meeting times with students to listen to the concerns he or she has regarding learning a particular subject.

There are scores of others…. Once the connection is made with the students, you can then begin to teach and form other strategies around the knowledge you have obtained from your pupils about your pupils. Having done this preparation, it would also determine if your curriculum needs adjusting to provide for individual differences in your instruction.

Assessment and teaching tips for diverse learners

2009-09-29T16:14:00.006-04:00

Teaching mathematics for over 12 years in the public, private, charter, collegiate and independent school systems of Georgia, Washington, DC, Maryland, Virginia, and Michigan, choosing skillful assessments have proven to be extremely important in educating a diverse student population. I recognized that each school possessed its own "character of need" in terms of education and the type of student I was to teach. African-American, Hispanic, Chicano, Latino, Asian, Korean, Chinese, Caucasian, African, Indian, Mexican... all were my pupils while teaching in these different school systems.

In each case, I have had to refine my teachings to reach the inner minds and interests of the very culturally diverse student populations. Of those refinements made, the most important of these was the administration of assessments to the students. Teachers and parents must understand the "art of questioning" and how to use this informal assessment correctly and effectively (some may refer to this as probing). Teachers and parents can probe children’s thinking and cognitive growth using questions like the following for example:

1) Why did your answer have a "3" in this position instead of over here (math)?
2) How did you get this answer using the Pythagorean Theorem?
3) Can you show me how to do this problem correctly?
4) Where do you think you went wrong in this mathematics problem?
5) Can you write your answer and thought process in a short paragraph?
6) How would you explain the slope-intercept form to “Nancy” in say, four steps?
7) What is the definition of a "system” in your own words? or
8) Did I do this problem correctly as far as you can tell “Joe” (you present an incorrect problem to child)?

Along with proper questioning, oral, written, formal and informal tests, standardized tests, standards-based testing, and pop-quiz assessments are all good forms of assessments. Allowing students to use test notes, take partner tests, individual (traditional) tests, Fill-in the blank test questions, multiple choice questioned assessments, open text assessments, project-based assessments, group-based assessments with critical questioning drills, games, and video contests, make for a well-rounded, richly diversified, and in-depth learning experiences for any student. Your most challenged learner would find any of these activities fun; given proper instruction and supportive lesson planning prior to assessing them.

All of these types of assessments listed above and others help "diversify" a diverse learner’s growth in the learning process. Approaching the mind from various angles and intelligences is essential here. All students do not learn the same way. If one form of instruction or assessment works better than another, that's OK, as long as the goal for understanding is reached. Let’s not forget that teaching even special education and ESOL youth requires that the teacher or parent-teacher have more techniques to accommodate the many needs (academic and otherwise) of your pupils. These “requirements” for instruction adjustments, etc. are not entirely different for the average learner who feels unchallenged or uninterested in learning. It is only fair to the student to make changes where needed!

A diverse student population/classroom requires a diversified curriculum and instructional plan that challenges each child. If there is one child unchallenged, there are several others soon to follow. And thusly, this is the first sign to make changes in the instruction deliverance.

Does EdScope support parental school choice?

2009-09-23T10:20:00.005-04:00

We are for parental choice Maryam. Here's why.

Parents should not be required to have their children subject to public education as the only source for receiving an education.

With vouchers as a way for poor, or less fortunate families to "pay" for a better education for their children, vouchers present numerous benefits for the family, community, child, economy,... the overall welfare of those using this school choice option.

Since the general public school system, in many instances, has failed our children, why shouldn't parents have the school choice option of using vouchers? Why should anyone be subject to use a failing system unless they are unaware of other options, are ignorant by choice, or they simply do not have other school choice options available to them to use? Why should a parent be subject to this especially when there are better schools worthy of having and teaching their children?

Our moto is: The more knowledgeable the consumer of education, the better a decision he or she can make for those they love or care for.

Put another way: If someone is starving and you offer them the option of choosing a plate of food or a cupcake, which do you think they would prefer? We have to empower people with the information so they can make the choice!

U.S. Education from 1954 to 2009: The varying approaches to school choice.

2009-09-16T15:46:00.003-04:00

The notion of "choice" alone sets the precedence for the reason America's education system has various options parents can use to see that their child is receiving fair, unbiased, quality, and an affordable education. In the 1951-1954 Supreme Court case of Brown v. The Board of Education, we find the origin of the idea of using vouchers as a "school option" of education for parents.

Lisa Cozzens (1998) writes:

"In Topeka, Kansas, a black third-grader named Linda Brown had to walk one mile through a railroad switchyard to get to her black elementary school, even though a white elementary school was only seven blocks away. Linda's father, Oliver Brown, tried to enroll her in the white elementary school, but the principal of the school refused."

Because of the efforts by her father to enroll Linda in a school that was closer to her (not because her school had any difference in education, curriculum, course sequence, or any other attraction…) with the help of the NAACP, he was able to expose the possibility of school choice as a means of education for oppressed, poverty-stricken, systematically deprived and racially/socially segregated children. The Supreme Court's Brown v. Board of Education decision did not abolish segregation in other public areas, such as restaurants and restrooms, nor did it require desegregation of public schools by a specific time. It did however, declare the permissive, or mandatory segregation that existed in 21 states, unconstitutional (Huston, 1954).

Since this time, America's schools has established successful public, parochial, private, magnet, and charter schools, educational programs and successful students who have made great contributions to our society. America has also bared the blunt of many schools--public schools in particular--that have failed our children! The government of the United States of America has come a long way in providing school choice options for parents. From vouchers in 1955, which allow parents to use tax dollars as tuition for their child to attend any public or private institution for education, to an overflowing rise of charter schools (another choice option for parents) in practically every urban, highly populated African-American, Latino, Hispanic, Chicano, Multi-racial, Asian,... area and/or city--America has a buffet of institutions to cater to the needs of any young person now! Granted, each school may have its own admission requirements, mission statement, or creed, but the parent has mandated power of choice in the education his or her child would received if under eighteen years of age in the United States of America.

Private schools were just that private. They operate under specific guidelines in selection of their students.

In the late 1980s, magnet schools were gaining national attention as a school choice option because, these schools were developed with specific curricula that attracted students’ interests in a particular area or profession (slightly different than a vocational/technical center). Simply having a school labeled as a "Academic" school was enough to draw parents running. These schools often had their own admission testing requirements if one wishes to be a student there.

The 1990s brought forth the charter schools.... The charter school as a school choice option was a public school with fringe benefits if you will. They are often managed and developed by corporations or private partners who receive government and public-tax monies ($7600.00 per student in the State of Michigan for example) with the sole control on hiring, budgeting, curricula, election of board members, etc. With no real background or expertise on what the educational needs of the students are, charter school administrators are finding it difficult to keep students AND teachers whom they have attracted from failed public schools; from leaving their schools due to poor educational management practices. Most of these failed public schools have become abandoned buildings or knocked down never to be opened again, and most have been dissolved and now bare the name, a new name, of a different man or woman and you guessed it—chartered.

Now, in the twenty-first century, more parents are educating their own children in home schooling. Some states and school districts have also started virtual high schools, online courses for credit, online high school/university partner courses for credit, or other alternative educational facilities specializing in shorter graduation requirements for students. Most students taking online courses for credit failed their class course during the school season and now need to repeat the course and earn course credit prior to graduation.

Finally, with all of the school choice options that are available, The No Child Left Behind Act of 2001, has made it clear that whatever your choice of education, all students are expected to learn and that each school will be held accountable to this.

Our "Linda Browns" of today will have their say on where they want to learn now. Instead of having a school a mile away, she may have a few on the same block!

References:

Huston, L.A. (18, May 1954). High Court Bans School Segregation: 9-to-0 Decision Grants Time To Comply. Cass 214. New York Times.

Cozzens, L. (29, June 1998). Brown v. Board of Education.
http://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html.

President Obama's speech on education: A class act.

2009-09-08T20:00:00.015-04:00

Say, when was the last time the United States of America had its president, its numero uno head leader, address its K-12 children about being responsible about their own education? Even better, when was the last time someone gave your child advice on how to be a better student in school besides you, your mother, or the local church pastor? I am certain I know the answer to most of the questions posed. Let's uncover what is really behind today's presidential education address to our children--the hypocritical actions and messages adults show and give to young people. C'mon, let's be real folks, the problem that many shallow people had with today's educational speech was that it was delivered by an African-American male AND President of the United States of America (the most "powerful" country in the world). President Barack Obama, a charismatic black man, who took time out to tell your children what, supposedly, you as the parent were telling them all along?

As a former teacher, I can not recall the numerous times I hoped that my class had the opportunity to go on a spirit-lifting field trip (curriculum and subject-based), or have a guest speaker visit the school to speak to them about the advantages of an education. Lord knows they heard me tell them every single passing day about how important education was. Millions of teachers do the same for your children too! There's not one REAL teacher in this country (or abroad for that matter) who wouldn't be overjoyed with gratitude to have their class of well behaved, or unruly children, listen to a motivational message on education and its importance in their lives for 30 minutes. Oh, but wait! The message is delivered by the President of the United States at that! In fact, I know teachers who would drop to their knees shouting praises to God Almighty for such a teachable moment! A moment that many shortsighted, absurdly biased, ill-informed, and narrow-minded adults, political typhoons, self-interest groups, and television media, simply missed-out on by either pulling their children from school to avoid seeing and hearing the speech, or opting out for their children to attend the in-school viewing of the president's speech on education today (or any other excuse unmentioned here). What a shame. Today's speech was perhaps the most important message delivered in this new century! What a beautiful and sincere moment between the nation's leader and our darling children that time was.

It shouldn't matter that the messager is of a particular hue that you find offensive dear reader. What's the cold cut basis for your position? How many children are pulled from school by their parents when another student uses profanity in school or wears obscene clothing? Did you pull your child out of school when the teacher wore something inappropriate to class; or when "God" is mentioned and discussed in History class; or when pork is served several times a week in the school cafeteria; or when the bus driver drives over the speed limit on the way home from the school route; or how about when the mathematics teacher teaches your child about the U.S. Tax system and budgeting techniques even though this subject is not necessarily in the curriculum to teach at that school? Did you take the Xbox away from the child when you saw her blast the face off of a human in the game for 1000 bonus points! Let's be real here. Get the priorities straight.

“It is a sad day…,” a friend of mine put it, when we can't even unite on a simple principal and cause--what's best for our children. It is unfortunate that President Obama's Speech on Education will probably never meet the ears and minds of the youth who were pulled from school today. My only hope is that they ask their parents one day, "Why couldn't I hear the speech?"

"What are the goals of the NCLB anyway? Can you give me one?"

2009-09-04T22:34:00.001-04:00

Two of the goals of the NCLB Act of 2001 were:

1-All students must achieve high standards at a minimum attaining proficiency or better in reading/language, arts, and mathematics by 2013.

2-All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

I've seen the effects of the NCLB Act while teaching in Fairfax County, VA. Having classrooms of 85% Hispanic student population (most of whom were E.S.O.L students), my textbooks came with supplemental aids and spanish dictionaries. I've attended meetings with the Department of Special Education and heard the cases of students who are achieving at the appropriate levels and those who are not. If they were not achieving at the appropriate levels, present teachers were asked, "WHY not?" Not only that, some parents came to the meetings and conferences asking why too. The issue of accountability seemed to be shared by all (at least those in the room). Fellow colleagues are now preparing better lessons, better teaching strategies, better activities, better dialogue, and better relationships with students, community and school administrations. The NCLB Act has made it clear that indeed, No Child will be Left Behind due to poor planning, teaching, or neglect on the part of education. Curriculum building is no less important in seeing that this stands true. With the federal requirements placed on education, better curricula stands to be the call for the day!

Today, do you see the effects of NCLB in your school?

How are school monies being allocated that are granted by legislation? Have you seen any inequities in the programs as of yet?

2009-09-04T00:51:00.001-04:00

Posted: Friday, September 4, 2009 1:00 a.m. by Russell Jeter III

In terms of evaluating legislative efforts to achieve equal access to school programs, we could use several perspectives and still have several very different forms of funding, money allocation, terms, conditions, stipulations, and statutory parameters. For instance, in the state of Arizona, during a special session in June of 2000, the Legislature approved S.B.1007, which, among other things, created the Classroom Site Fund (CSF) to provide funding to school districts and charter schools for designated purposes (A.R.S. § 15-253(B)). With this CSF administered by the Department of Education, all allocation of monies to charter schools and school districts are based on student count and other factors specified by the state's statue. A recent case is California, where legislative leaders are vowing to do whatever is necessary, including rewriting a law barring the use of student scores in teacher evaluations, to ensure that the state is eligible for a chunk of the $4.3 billion the federal Department of Education will soon award to a dozen or so states; under President Barack Obama's American education reform initiatives (Dillon, 2009). Is it fair to have an assigned "Fund" or account where monies are held for specific and approved use? It is if your school district is notorious for mis-management of funds intended for the use of student achievement, safety, proper building management, and such things!

Having stipulations on legislative funding is of extreme importance also. The expenses from the CSF are bounded only to the school site and must not be a means of supplementing any other funding.... These parameters set by legislature statue decrease the likelihood of mismanagement of funds by personnel with ulterior motives.

I have not seen any inequities in the programs being offered, but I am skeptical in the way monies are not being used for the reasons previously expressed above.

Reference
Dillon, S. (2009, August 17). President pushes states to rewrite education legislation. New York Times. Retrieved from http://www.boston.com/