The Bottom Line

AGREE: (1) more hands-on learning than reading from books, and more real-life experiences rather than listening to teachers

(2) "Children may be about 20 percent of the population but they are 100 percent of the future!"
==> As a future educator with a concentration in Biology, I am also a student. From personal experience, sitting in a classroom Monday-Friday's from 8am-3pm and hearing the teacher go on and on about a certain topic is tiresome and boring! Speaking on my behalf, with work and school and trying to maintain a social life, I am always on the go; never a dull moment. But what about students whose "job" is to go to school and maintain good grades? They too deserve to be moving around and entertained. Therefore, students should not learn just by listening to teachers and reciting back everything the teacher says. There's no "How to" manual that teachers can use to teach every single student and prepare students for the ever-changing workplace; however, grabbing the students attention can make such a huge difference. From what I've witnessed, kids are willing to learn: if the material presented to them is made clear. Though small, children are our future!

ARGUE: (1) testing- no one knows for certain whether all the testing, all the required courses, and all the penalties and rewards get teachers to teach better and students to learn more

(2) being enrolled in private schools but paying for them with public school money
==> Though testing is used as a guide to see where a student stands in certain subjects, vigorous testing can be a handful. It's one thing to view schools in producing a trained workforce that would eventually strengthen American international competitiveness, but it's another in calling for tougher academic courses and higher test scores on national and international tests for all students, not just those going on to college. By focusing solely on strengthening test scores, where does "teaching" come into the picture? By thinking that anything but public schools will produce good education, other schools arose. But why use public school money to fund those other schools? Milwaukee's public schools, for example, had fewer resources than before. And as Greg Doyle states, "Rather than supporting the public schools we are supplanting them with something else."

ASSUME: (1) "traditional schooling" means teachers talked most of the time, children listened, read the textbooks, and recited answers to their teachers

(2) it is poor people who typically get trapped in bad schools (i.e. public schools) and can't afford to do anything about it
==> Assuming that "traditional schooling" was feeding x-amount of information on one end and receiving x-amount of information back is preposterous. Going to school does not necessarily mean you will read from a textbook and provide "accurate" answers: children are not robots! There is nothing wrong with going to public schools, however, if all schools could come together and work on providing a better education all around, public schools will not be looked down upon as much! To be honest, I assumed I was poor when I went to a public school near my neighborhood, but was it a bad school? I don't think so. The graduation rate was high, the teachers had great ratings, and the staff was very welcoming and alert in keeping each student safe.

ASPIRE: (1) deliver the quality of education that we as educators promise to do

(2) teach my future students how to be good thinkers by providing them the freedom
==> As I work my way to my teaching certification, I can only imagine the lives I am bound to change. Within this process I have encountered multiple bumpy roads, but my students are rooting for me, so I keep moving forward. As I mentioned before, I intend to teach Biology. Unfortunately, not many students like science, but I intend on making my lessons entertaining, productive, and educational. Because those students deserve to see the beauty of Biology! Allowing students the freedom to choose to want to learn will not only deliver the quality of education, but also the power and knowledge to think on their own and extend that knowledge further.

Separate and Unequal (Reflection)

Part Three further depicts a greater overview of how US schools were constructed with which we live today. To put this chapter into one word, I feel desegregation ties this chapter all together. As the author states in the text “… the opportunity to achieve a good education and the right to attend school without discrimination are still valued… the issue of equal educational opportunity remains serious business, virtually no one today thinks of it as an issue that one might have to die for.” I was in complete awe when I read that people were risking their lives and futures for equal education opportunities. Had it not been for their extraordinary perseverance and courage, I wouldn’t be receiving the education I am today!

Joseph Delaine’s lawsuit, for example, against local white school officials for not providing schools buses for his three children had fatal consequences, not only to Mr. Delaine, but also his loved ones. Such consequences included: firing him from where he had taught for ten years, firing his wife and two of his sisters, burning his house down and the church at which he pastored at, and ultimately having him flee for his own safety. Soon after, in 1957 nine African American teenagers were chosen to integrate Little Rock’s Central High School. Had it not been for President Dwight David Eisenhower sending the 101^st Airborne Division, none of the African Americans would have completed a full day of classes. Their attempt to a better education were not followed with harsh consequences such as that of Mr. Delaine’s, however, daily insults and assaults were not any better. As I continued reading the chapter, I couldn’t help but wonder why some parents were willing to face injury and death themselves or allow their children to face such consequences in order to achieve educational opportunities!

 

“As ethnic minority groups [i.e. African Americans, Latinos, and Native Americans] and women sensed a growing gap in educational opportunities, campaigns to provide better educational opportunities for their children became a critical social issue and a central plan in the larger platform for civil and political equality” as stated in the text. Getting the best education possible for their children motivated parents to challenge legal forms of racial, ethnic, gender, and disability subordination! Soon after, strikes, boycotts, and protests expanded among different minority populations; they were a result from trying to get their (the people’s) point across and their voices heard.

 

Opening America’s schools to everyone took a great wave of education reform led by parents and students themselves. As a former Crystal City student leader and mayor at the time of Crystal City from 1995-1997, Severita Lara claims on the topic of education that, “We weren’t looking to grab or get things that didn’t belong to us, just what democracy had said was ours. And what our Bill of Rights and our Constitution had said belonged to us… We wanted equality, definitely.” Her statement really hit home for me. Why was a lot integrated, yet so much more segregated? Wasn’t everyone fit for equal educational opportunities, not just off of ethnicity and race? Another example that made me feel some type of way included Linda Brown Thompson, daughter of the lead plaintiff in the seminal Supreme Court case Brown v. Board of Education. From what she remembers, she lived in a neighborhood that was integrated, but once school started, her playmates she would play with would go in opposite directions.

All was changed on May 17, 1954 thanks to Chief Justice Earl Warren when he announced that “any child may reasonably be expected to succeed in life if he is denied the opportunity of an education… a right which must be made available to all on equal terms… separate educational facilities are inherently unequal.” Though this decision created uproars and mayhem, several parents and politicians vowed that their [white] children would never sit next to black children in class. Following desegregation, African American children who went to school felt as if they were going into an environment they were not welcome, knowing that teachers would be hostile towards them and they would not be able to make friends. However, Lyndon B. Johnson soon turned the tables by signing the Civil Rights Act of 1964 which banned discrimination on the basis of race in ALL federally funded programs, including schools. The rest was history...

As American as Public School (Reflection)

Diane Ravitch states in her introduction "that one of the greatest glories of the public school was its success in Americanizing immigrants." Before, during, and after the creation of public schools, there were certain effects I came to agree, argue, assume, and aspire with.

 

Three groups were formed in class and the top three choices for each category were picked. However, someones argument wasn't necessarily every one's argument too. Though the curriculum status was a problem (and still is today), school provided opportunities in the work field. Education was no longer granted to the wealthy, but to the underfunded as well: immigrants, for example, that made their way to America in order to improve their future lives. 

Not knowing how to provide the appropriate eduction, certain tests were offered for assigning students to varying curricular tracks, "allegedly in keeping with their needs" as quoted from the author. Soon after, these exams were used as a screening device to embed the Scholastic Aptitude Test (SAT) for college admissions.

Nevertheless, one issue arose: giving a test in a language the test-taker did not understand. In an example provided in the text, two-thirds of the Mexican American students in Los Angeles were classified as slow learners, and even mentally retarded, on the basis of I.Q. tests given as early as kindergarten. One could assume the tests were embedded to segregate and place each child in a curricular track where the pattern of their parent's occupation would repeat. Such aptitude tests did not determine the future educational track for any student!

At the beginning of this blog, and an argument several of the groups made, was that public schools were forcing the students to lose their culture. Opposed to a culturally responsive learning environment, schools succeeded in Americanizing immigrants and masking their roots. It's one thing to introduce American history and traditions to the students so they become aware, but it's also another thing to force them to believe in something they are not familiar with, especially if English is not their first language.

As a future educator myself, I strongly believe that not all "educated" people are destined for professional jobs. Yes, education does help prepare you for a future work field, however, there are professional jobs attained without having gone to school. School isn't for everyone, however, teachers who find a way of making lessons interesting, upbeat, and fun will grab a student's attention and will grasp onto the concept quicker.

Education should continue preparing children for future endeavors, not based off of their ethnicity, intelligence, or financial background. And though the Gary Plan might be seen as "sexist" now, I believed the Gary Plan was placed in order to grant the students some other option opposed to sitting bored in a desk for hours listening to the teacher drone on. In order for kids to have a rich school experience, they should be kept busy all the time, on their toes, and involved in things that would interest them.

But who determines how much time each kid should have learning, playing, and socializing? One thing I agree with, and hope to aspire with in my future class, is providing an equal amount of work, study, and play!

The Common School (Reflection)

Reflecting back on last week's class, the same homework was assigned: read Part I: The Common School and choose three words, phrases, and sentences that portrays what you read and what you identify with. Not one person picked the same word, phrase, or sentence, but understood the context of the chapter!

Although each word, phrase, and sentence were completely different; there was a steady flow for each category in order to create a "bigger picture."

• Words: foundation, school, shape -- literacy, education, schooling -- equalizer, wealthy, textbooks

Having a solid foundation not only prepares and shapes you for school and the outside world, but it also provides knowledge no one can take away from you. One does not just go to school to find a job, but to become wiser and an "educated citizen."

Before the Common School, education was provided to those who could afford it. But what about the rest of those who could not? The Common School provided the non-wealthy and the immigrants opportunities who yearned a brighter future. But in order to improve reading skills and to learn different subjects in education, textbooks had to be provided. Textbooks can be expensive, but there is not ONE textbook that will hold all materials needed to learn from kindergarten to a university level. Textbooks, books in general, are adjusted to fit every ones needs; whether it be by language, topic, or age group.

• Phrases: (1) free common school: the most American thing about America, (2) were required by law to build schools, (3) local control by elected school committee, (4) all citizens have an obligation, (5) freedom struggle, (6) effective education for the 21st century, (7) the educated citizen, (8) the great balance wheel of the social machinery, and (9) "Blue back speller"

The beauty with America, then and now, is that so much help is provided to not only the wealthiest of people, but the poorest. By providing a free education, America was striving for greater change. The interesting part of an "educated citizen" could be interpreted in several ways. Are all citizens educated? Everyone that is 'educated' is an automatic citizen? Yes, education is very important, but education can make you wiser (i.e. voting) or to excel in certain areas others as well as yourself will benefit from (i.e. engineer).

• Sentences: (1) "Jefferson had received the type of education available only to the wealthy of his time." (2) "Immigration swelled... these factors formed the necessary preconditions for the creation of public schools." (3) "It is a free school system, it knows no distinction of rich and poor... it is the equalizer of their conditions of men, the great balance wheel of the social.

A total of nine interesting sentences, but only three really hit home run for me. Beginning with the first sentence, as mentioned before, education was only available to those who could afford it; however, the Common School changed that! Depicted throughout history, immigration is very common in America. Some immigrants will flee from their native home due to violence, but there are others who know America will provide them (and their children) an education not found anywhere else. Throughout history, the creation of public schools were free to the public, not dismissing anyone based off of their income.

Literacy Autobiography

Being the oldest and having to remember the sacrifices my parents made to help me get to where I am today is the main reason I decided to come back to school and fulfill a teaching career. Growing up in a Spanish household had its disadvantages. Imagine being spoken to and read to in Spanish for years, then thrown into a classroom where English was only spoken?

Starting Kindergarten was a nightmare! I was a complete outcast! I was thrilled to make friends, but when I didn't understand a word anyone said, I didn't want to go back. My parents felt they were at fault for never exposing me to an English-speaking environment and felt it was in my best interest to pick up extra shifts and hire an English tutor. The tutor would come over once or twice a week to "teach" me English (ABCs, 123s, shapes, colors, pronunciation, etc.). Not long before I was placed into an ESL class. I didn’t know that it would benefit me in the long run. However, being taken out of class because I was ‘different’ made me feel embarrassed and feel more of an outcast.

Thinking back now, seeking help and being rewarded for my progress motivated me to continue learning English and become better at it. Within a year or two I was finally able to join the rest of the kids in a regular classroom and feel normal! My parents as well as other teachers were amazed, yet surprised, that I was able to pick up the pace and learn quicker than most. But how?

With patience, extra practice and tons of help I began to read, write, and speak in English. I strongly believe that because I was taught English at an early age, I was able to grasp it faster. By fourth grade I was teaching my parents English and they were re-teaching me Spanish. The support group I had (being my parents and my elementary teachers) only wanted what was best for me, and I saw that! A huge part of me, even at a young age, wanted to thank them! So I placed my best foot forward and did what I had to do to prove to them that their hard work wasn’t a waste. The excitement my parents would express when I would come home with good grades, smiley stickers, and lovely notes made it truly worth it! Had it not been for them, I wouldn't enjoy reading as much as I do now.

All the teachers I've had up to this point have taught me valuable lessons I aspire to stimulate and use in my own classroom. I must also keep in mind that every individual is different. Teaching one method may work for one student but not the other, and that lack of understanding is seen frequently in classrooms. I am a visual learner who will not find interest (or grasp onto the concept) simply by reading from a textbook. Unfortunately, no one comes up to you to tell you how you’ll learn best. So throughout the years, each student will eventually come across their best method to learn and understand what is being taught.

Having experienced and witnessed certain factors, we must all keep in mind that just because someone doesn't know how to properly recite something back to you, pronounce words correctly, or is an English language learner does not make them "dumb, slow, or impossible to teach"! As a future educator I will make it my mission to be there for my student’s, support them as much as possible, and root for them regularly so they feel motivated and willing to learn. Literacy doesn’t stop during elementary years, it is an asset used in everyday life and will continue to develop and grow!

English as a second language did not make me illiterate. On the contrary, new doors continue to open!