I was a little shocked and saddened by the information found in “Green Schools Don’t Make the Grade.” If schools are to spend six percent more on green buildings than non-green, I would expect some savings. However the results shown in this article show that “In no case was the green school the most energy efficient in the district.”1 This article makes me think that other “green” efforts must be in place in order to reduce costs and to be more earth friendly.
This year, in my school district, we had a major energy saving campaign. Administrators, teachers, and students worked together to turn off lights when leaving the classroom unattended, unplugging “power vampires” (Those items that suck electricity when plugged in, even though they are not in use. Ex: cell phone chargers), removing microwaves and refrigerators from classrooms, and turning down/up the thermostat at the end of the day. This campaign started near the beginning of the year and by March our district had saved $82,000!
Some of the schools that I visit recycle plastic, aluminum, and paper; use plastic washable trays in the cafeteria instead of paper/Styrofoam plates; and have began using ceramic teacher coffee mugs instead of Styrofoam coffee cups. Many teachers use their teacher webpages to post their notes, presentations, worksheets, and other resources in order to go as “paperless” as possible. Students can also access and turn in their assignments online for a more paperless classroom. Not all of the schools in my district participate in these “green” activities. When I think about how much money was saved when the entire district worked together, I wonder what could be accomplished if each school really stressed “green” activities.
1Myers, T. (2008, August 28). Green schools don’t make the grade. Retrieved May 26, 2009, from http://www.ncpa.org/pub/ba622.
Tuesday, May 26, 2009
Friday, May 22, 2009
I agree with the author of “Multiculturalism in School Curriculum,” in that multicultural education is more than teaching black history during Black History Month or women’s history during Women’s History Month. The author, Adam Waxler, states, “I provide students with information from a variety of perspectives and from a variety of races and genders….for many of my [curriculum] units.”1 I believe that multicultural education can and should be incorporated into the curriculum on a consistent basis in a variety of ways.
In “Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School,” E. D. Hirsch, Jr. states, “The schools of a modern nation are the chief institutions through which children become members of a wider national community.”2 Without a multicultural education in which students learn about various cultures and perspectives and gain respect and tolerance for others, students may not “…become adults who cooperate and sustain one another…” in society. Hirsch also believes that students must learn “…a common school-based culture...” and live a dual existence. I do not believe that students should have to abandon their culture when they enter a school to assume a school culture. However, if students do not obtain the ability to communicate in the “common” language and other aspects of the “common” culture, will the students have the same economic opportunities and successes?
The school curriculum and its policies can be used as a means of social control. By consistently incorporating multiculturalism into the curriculum, educators have the ability to teach students tolerance and respect for others. Requiring students to learn the “common” language can also be viewed as social control.
1 Waxler, A. (n.d.). Multiculturalism in school curriculum. Retrieved May 22, 2009, from http://www.eslteachersboard.com/cgi-bin/articles/index.pl?page=2;read=1621.
2Hirsch , E. D. (1992). Toward a centrist curriculum: Two kinds of multiculturalism in elementary school. Retrieved May 22, 2009, from http://coreknowledge.org/CK/about/articles/centrst.htm.
In “Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School,” E. D. Hirsch, Jr. states, “The schools of a modern nation are the chief institutions through which children become members of a wider national community.”2 Without a multicultural education in which students learn about various cultures and perspectives and gain respect and tolerance for others, students may not “…become adults who cooperate and sustain one another…” in society. Hirsch also believes that students must learn “…a common school-based culture...” and live a dual existence. I do not believe that students should have to abandon their culture when they enter a school to assume a school culture. However, if students do not obtain the ability to communicate in the “common” language and other aspects of the “common” culture, will the students have the same economic opportunities and successes?
The school curriculum and its policies can be used as a means of social control. By consistently incorporating multiculturalism into the curriculum, educators have the ability to teach students tolerance and respect for others. Requiring students to learn the “common” language can also be viewed as social control.
1 Waxler, A. (n.d.). Multiculturalism in school curriculum. Retrieved May 22, 2009, from http://www.eslteachersboard.com/cgi-bin/articles/index.pl?page=2;read=1621.
2Hirsch , E. D. (1992). Toward a centrist curriculum: Two kinds of multiculturalism in elementary school. Retrieved May 22, 2009, from http://coreknowledge.org/CK/about/articles/centrst.htm.
Tuesday, May 19, 2009
Multiculturalism
In the “Pithissippi Burning” blog entry, it was very disturbing and scary, as always, to read about individuals so filled with hate that they are willing to do harm to others simply because of their race and/or beliefs. The author states, “In the next 50 years, white culture (such as it is) will cease to be the dominating force in the American landscape.” The author then ponders, “…how to move forward with this kind of social and cultural integration.”1 I believe that the answer would be to incorporate a multicultural education within our classrooms; to teach tolerance, encourage diversity, and respect for all.
In the article, “Why Multiculturalism is Wrong,” I feel like I view the term “multiculturalism” differently than the author. I was at first confused by the statement, “[Multiculturalism] limits freedom, it limits possibility, and it limits possible futures.”2 In our continuously shrinking world, I see opportunities and broken down barriers that didn’t always exist. After reading more of this article, I will take away [whether it was the intention of the author or not] the dangers of assumptions. It is dangerous to assume the culture of a student just because the student is from a specific state, country, or race. As a teacher, knowing and understanding our students can help in knowing how the students learn best. Family, gender, religion, society roles, etc are emphasized differently around the world. Various cultures value education differently.
I believe that we should teach our students to be open-minded and aware of the world around them. I believe that in order for our students to succeed in our global economy/society, students must be sensitive to the fact that every culture is different. Multicultural activities should not just take place in the classroom during holidays or during Black History month. Multicultural resources, lessons, and activities should be used on a consistent basis in order to establish a classroom multicultural philosophy.
I do not agree with the author, Samuel Taylor, when he states that a multicultural education in American History classes would lead students to believe “…that nothing is certain, that their nation’s past is all paradoxes and unsolved problems.”3 Multicultural education instills empathy, respect, and an understanding of others. It helps students to know what it would feel like to walk in another’s shoes. Through multicultural education, students will be able to find similarities and differences between their culture and their classmates’ culture. They will be able to determine their own view point of history.
I recently read the book, The Fair Garden and the Swarm of Beasts, by young adult librarian, Margaret A. Edwards. In this book she explained her purpose as a librarian. I hope that one day I can say that I helped a student to view the world the way that Mrs. Edwards wanted her young adults to view the world: as members of one race -the human race- and citizens of one planet –earth.4
1Tobia, P. J. (2009, February 23). Pithissippi Burning: Race, White Nationalism and American Culture. Retrieved May 18, 2009, from http://blogs.nashvillescene.com/pitw/2009/02/pithissippi_burning_an_essay_o.php.
2Treanor, P. (n.d.). Why multiculturalism is wrong. Retrieved May 18, 2009, from http://web.inter.nl.net/users/Paul.Treanor/multicult.html.
3Taylor, S. (n.d.). The challenge of ‘multiculturalism’ in how Americans view the past and the future. Retrieved May 18, 2009, from http://www.ihr.org/jhr/v12/v12p159_Taylor.html.
4Edwards, M. (2002). The fair garden and the swarm of beasts. Chicago: American Library Association.
In the article, “Why Multiculturalism is Wrong,” I feel like I view the term “multiculturalism” differently than the author. I was at first confused by the statement, “[Multiculturalism] limits freedom, it limits possibility, and it limits possible futures.”2 In our continuously shrinking world, I see opportunities and broken down barriers that didn’t always exist. After reading more of this article, I will take away [whether it was the intention of the author or not] the dangers of assumptions. It is dangerous to assume the culture of a student just because the student is from a specific state, country, or race. As a teacher, knowing and understanding our students can help in knowing how the students learn best. Family, gender, religion, society roles, etc are emphasized differently around the world. Various cultures value education differently.
I believe that we should teach our students to be open-minded and aware of the world around them. I believe that in order for our students to succeed in our global economy/society, students must be sensitive to the fact that every culture is different. Multicultural activities should not just take place in the classroom during holidays or during Black History month. Multicultural resources, lessons, and activities should be used on a consistent basis in order to establish a classroom multicultural philosophy.
I do not agree with the author, Samuel Taylor, when he states that a multicultural education in American History classes would lead students to believe “…that nothing is certain, that their nation’s past is all paradoxes and unsolved problems.”3 Multicultural education instills empathy, respect, and an understanding of others. It helps students to know what it would feel like to walk in another’s shoes. Through multicultural education, students will be able to find similarities and differences between their culture and their classmates’ culture. They will be able to determine their own view point of history.
I recently read the book, The Fair Garden and the Swarm of Beasts, by young adult librarian, Margaret A. Edwards. In this book she explained her purpose as a librarian. I hope that one day I can say that I helped a student to view the world the way that Mrs. Edwards wanted her young adults to view the world: as members of one race -the human race- and citizens of one planet –earth.4
1Tobia, P. J. (2009, February 23). Pithissippi Burning: Race, White Nationalism and American Culture. Retrieved May 18, 2009, from http://blogs.nashvillescene.com/pitw/2009/02/pithissippi_burning_an_essay_o.php.
2Treanor, P. (n.d.). Why multiculturalism is wrong. Retrieved May 18, 2009, from http://web.inter.nl.net/users/Paul.Treanor/multicult.html.
3Taylor, S. (n.d.). The challenge of ‘multiculturalism’ in how Americans view the past and the future. Retrieved May 18, 2009, from http://www.ihr.org/jhr/v12/v12p159_Taylor.html.
4Edwards, M. (2002). The fair garden and the swarm of beasts. Chicago: American Library Association.
Friday, May 15, 2009
Religion and Schools
In a letter to the Danbury Baptists, Thomas Jefferson used the phrase, “wall of separation between the church and the state.1” While it is sometimes a fine line to walk, I firmly believe in the separation of church and state. This division between the two helps to ensure not only religious freedom, but also intellectual freedom.
Recently, a federal judge in Illinois ruled that observing a moment of silence in the classroom was unconstitutional and a breech between the separation of church and state2. In Texas, the State Board Of Education is considering revising the science curriculum so that the possible strengths and weaknesses of evolution cannot be taught2. Early in the 20th Century, the Supreme Court decision in West Virginia State Board of Education v. Barnette, denied the government the authority to compel the saluting or the reciting of pledge of allegiance to the U.S. flag3.
A moment of silence can be filled with internal reflection, thought, or prayer. It is a personal choice what one does with that moment. What I find interesting is that silence, where nothing is being said or promoted, is unconstitutional. I personally do not believe that a moment of silence is crossing the line between the separation of church and state. If students have to right to choose not to salute or pledge to the flag, why can they not choose how to spend their moment of silence?
The government cannot sanction religion. I do not believe that creationism or intelligent design should be taught by a teacher in the science classroom. Creationism is not science, it is a belief based on faith. On the other hand, I do believe that it is important that students develop an understanding and respect for others’ religious beliefs. Teaching students to value diversity, guiding the students in character education, and helping students investigate moral and ethical decisions can be included in the curriculum without bringing in religious beliefs.
1All About History. (2009). Separation of church and state. Retrieved May 14, 2009, from http://www.allabouthistory.org/separation-of-church-and-state.htm.
2Calefati, J. (2009, January 22). Religion in schools debate heats up. Retrieved May 15, 2009, from http://www.usnews.com/blogs/on-education/2009/01/22/religion-in-schools-debate-heats-up.html.
3Library of Congress. (n.d.). Letter, Billy Gobitas to Minersville, Pennsylvania, school directors . Retrieved May 15, 2009, from http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/016)).
Recently, a federal judge in Illinois ruled that observing a moment of silence in the classroom was unconstitutional and a breech between the separation of church and state2. In Texas, the State Board Of Education is considering revising the science curriculum so that the possible strengths and weaknesses of evolution cannot be taught2. Early in the 20th Century, the Supreme Court decision in West Virginia State Board of Education v. Barnette, denied the government the authority to compel the saluting or the reciting of pledge of allegiance to the U.S. flag3.
A moment of silence can be filled with internal reflection, thought, or prayer. It is a personal choice what one does with that moment. What I find interesting is that silence, where nothing is being said or promoted, is unconstitutional. I personally do not believe that a moment of silence is crossing the line between the separation of church and state. If students have to right to choose not to salute or pledge to the flag, why can they not choose how to spend their moment of silence?
The government cannot sanction religion. I do not believe that creationism or intelligent design should be taught by a teacher in the science classroom. Creationism is not science, it is a belief based on faith. On the other hand, I do believe that it is important that students develop an understanding and respect for others’ religious beliefs. Teaching students to value diversity, guiding the students in character education, and helping students investigate moral and ethical decisions can be included in the curriculum without bringing in religious beliefs.
1All About History. (2009). Separation of church and state. Retrieved May 14, 2009, from http://www.allabouthistory.org/separation-of-church-and-state.htm.
2Calefati, J. (2009, January 22). Religion in schools debate heats up. Retrieved May 15, 2009, from http://www.usnews.com/blogs/on-education/2009/01/22/religion-in-schools-debate-heats-up.html.
3Library of Congress. (n.d.). Letter, Billy Gobitas to Minersville, Pennsylvania, school directors . Retrieved May 15, 2009, from http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/016)).
Wednesday, May 13, 2009
Historical Perspectives
I think of myself as information literate; as someone that wonders, questions, and evaluates ideas, believes, and the constraints that I’ve faced. I’ve questioned the standardized tests that I’ve given, wondered whether or not the school day should be longer or shorter, and contemplated the constraints of my brick and mortar school as the best place for my students to learn. However, I’ve never before questioned the importance of the public school system like John Taylor Gatto.
Education innovators like Booker T. Washington, Horace Mann, John Dewey and others have influenced true transformation of the public school system for the benefit of others. While I do not embrace all the theories of these education innovators, I do recognize the impact they had on formal education. For example, Booker T. Washington supported vocational education which can still be seen today as Career and Technical Education programs, purely vocation high schools and technical schools. As a former CTE Business and Information Technology teacher, I saw the importance of students developing career skills like the ability to collaborate and communicate with others, the ability to create original products, and the ability to problem solve. However, as a Tech Coach, I believe that these skills (known as 21st Century Skills) should be incorporated into each and every curriculum and shouldn’t just be taught in specialized areas.
When I started reading John Taylor Gatto’s book, Weapons of Mass Instruction, I first thought it was satirical in nature. It then sounded like one big conspiracy theory with education makers like Carnegie, Rockefeller, Ford, and Morgan at its center. Many of these individuals donated their own money to seemingly support education. Gatto states that these education makers were self-serving and only motivated by financial gains. While I totally agree with some of his ideas (…"adding value to others is the only way to add value to yourself ” (p. 52) and “…excessive regulation ruins the quality of life…”(p. 54)), I do not believe that the sole purpose of these individuals’ contributions were to “…control of the minds of the young” (Gatto, 2003).
Andrew Carnegie donated over $55 million dollars of his fortune to build over 2,500 libraries (Carnegie, n.d.). Libraries provide access to a variety of media for educational and personal pursuit of information and knowledge. Librarians promote information literacy which is the ability to question, find, gather, evaluate, and reflect on information and knowledge. If Carnegie wanted to control the minds of the young, why would he spend millions of dollars building institutions that support intellectual freedom?
Source
Gatto, J. T. (2009). Weapons of mass instruction. Gabriola Island, British Columbia: New Society Publishers.
Education innovators like Booker T. Washington, Horace Mann, John Dewey and others have influenced true transformation of the public school system for the benefit of others. While I do not embrace all the theories of these education innovators, I do recognize the impact they had on formal education. For example, Booker T. Washington supported vocational education which can still be seen today as Career and Technical Education programs, purely vocation high schools and technical schools. As a former CTE Business and Information Technology teacher, I saw the importance of students developing career skills like the ability to collaborate and communicate with others, the ability to create original products, and the ability to problem solve. However, as a Tech Coach, I believe that these skills (known as 21st Century Skills) should be incorporated into each and every curriculum and shouldn’t just be taught in specialized areas.
When I started reading John Taylor Gatto’s book, Weapons of Mass Instruction, I first thought it was satirical in nature. It then sounded like one big conspiracy theory with education makers like Carnegie, Rockefeller, Ford, and Morgan at its center. Many of these individuals donated their own money to seemingly support education. Gatto states that these education makers were self-serving and only motivated by financial gains. While I totally agree with some of his ideas (…"adding value to others is the only way to add value to yourself ” (p. 52) and “…excessive regulation ruins the quality of life…”(p. 54)), I do not believe that the sole purpose of these individuals’ contributions were to “…control of the minds of the young” (Gatto, 2003).
Andrew Carnegie donated over $55 million dollars of his fortune to build over 2,500 libraries (Carnegie, n.d.). Libraries provide access to a variety of media for educational and personal pursuit of information and knowledge. Librarians promote information literacy which is the ability to question, find, gather, evaluate, and reflect on information and knowledge. If Carnegie wanted to control the minds of the young, why would he spend millions of dollars building institutions that support intellectual freedom?
Source
Gatto, J. T. (2009). Weapons of mass instruction. Gabriola Island, British Columbia: New Society Publishers.
Tuesday, May 12, 2009
Welcome!!
I am currently a Tech Coach in a K-12, public school system. My job allows me to work with teachers in embedding technology into their curriculum. This is my 4th year in this roll, and I absolutely love it! I love helping teachers help students learn in ways that are meaningful and relevant to the students. It is the best job!
I’m currently enrolled in a Library Science program and hope to graduate in August. In the Fall, I plan to enroll in the Ed.S in Technology and Curriculum Design program. I can’t wait to learn more about technology in the curriculum!
I am currently a Tech Coach in a K-12, public school system. My job allows me to work with teachers in embedding technology into their curriculum. This is my 4th year in this roll, and I absolutely love it! I love helping teachers help students learn in ways that are meaningful and relevant to the students. It is the best job!
I’m currently enrolled in a Library Science program and hope to graduate in August. In the Fall, I plan to enroll in the Ed.S in Technology and Curriculum Design program. I can’t wait to learn more about technology in the curriculum!
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