How do NCLB and the Spellings Commission affect change in the use of educational technology?
Addressing NCLB's stance of education and my thoughts about how it may affect educational technology, I see schools underperforming and therefore receiving less government stipend funding for technology programs. Those schools that fail to meet the numerical achievement standards will face "punishment" in areas that could likely provide the funding for education programs.
I know that NCLB has been in hot debate since it's arrival about 7 or so years ago, but I am not blogging about my opinion-- moreso of how I see technology education changing because of its arrival. With NCLB, standards are expected to be met and optimal test scores are expected to be achieved. With a fear that they may not hit the marks and lose their funding, schools put aside programs that are good for student achievement, growth, etc. to teach the standards and as some say, 'teach to the test.' Certainly not jumping to any major conclusions, I do see a concern for putting programs like art, music, technology, and physical education on the backburner as teachers struggle to fulfill every tiny category of the standards to be ready for May testing.
As for higher education and the Spellings Commission's accreditation (debate), I feel that educational technology could actually benefit them. There are strict regulations in place for higher education sources to keep high standards... and that's a great thing. The wonderful thing I find about higher education is their ability to make their own rules when it comes to specific standards... so long as those standards are high enough for the DOE. With this freedom... for lack of a better term, schools are pushed to become better than yesterday so they can maintain their funding and status as an "accredited program or university."
This section was pulled from the article that I learned most about:
The process is used largely to help institutions improve themselves, but it also serves as the closest thing higher education has to an externally applied stamp of approval. Although it rarely happens, the agencies have the authority to pull an institution’s accreditation, and with it the ability of its students to receive federal financial aid.
Yes, as I see the article... they have highlighted the best (and worst) the process has to offer. But... what I valued most from reading that was that it requires institutions to improve themselves... which is where I think educational technology may place its footprint. With their need to constantly improve themselves, incorporating technology may be just the extra addition they can add to improve their programs and be "good enough" for the DOE.
Saturday, May 31, 2008
Wednesday, May 21, 2008
EDC 668 - Week 4 Blog
Where do you see technology & education developing next? How do you think the symbiotic relationship between the two will evolve over the next 10 years?
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
Sunday, May 18, 2008
EDC 668 - Week 3 Blog
How can authentic learning tools improve student engagement and deepen learning? What does the apprenticeship model tell us about learning?
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Saturday, May 10, 2008
EDC 668 - Week 2 Blog
Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth?
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Thursday, May 1, 2008
EDC 668 - Week 1 Blog
What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology?
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
Friday, April 11, 2008
EDC 665 -- Week 14 Blog
Blog: What theory, discussion and/or application from this course most impacts your ongoing action research project?
Backwards design is the number one impact on my life in teaching, and my action research project. The ARP gradually changes every cycle because I have found myself changing. My views have been changing in respect to what I value as a teacher and what I feel my students should learn.
While I have always known that backwards design existed (recent teacher ed. graduate), I rarely found time to spend on it. Teaching can be a whirlwind, and it's important to create a list of how and what is important to you in your practice. It's just that: a practice. We must change and design our curriculum to suit our student needs.
The second most important piece that I value is using differentiated instruction. I currently use it in my classroom and daily routines, but I really see value in differentiating in my ARP. Students are exploring how to use the Internet in relation to web searches and I think that my student pairings and expectations are different per pair. Some need additional attention, but in all, I expect that all students will understand my essential questions (or in this case, research questions).
Backwards design is the number one impact on my life in teaching, and my action research project. The ARP gradually changes every cycle because I have found myself changing. My views have been changing in respect to what I value as a teacher and what I feel my students should learn.
While I have always known that backwards design existed (recent teacher ed. graduate), I rarely found time to spend on it. Teaching can be a whirlwind, and it's important to create a list of how and what is important to you in your practice. It's just that: a practice. We must change and design our curriculum to suit our student needs.
The second most important piece that I value is using differentiated instruction. I currently use it in my classroom and daily routines, but I really see value in differentiating in my ARP. Students are exploring how to use the Internet in relation to web searches and I think that my student pairings and expectations are different per pair. Some need additional attention, but in all, I expect that all students will understand my essential questions (or in this case, research questions).
Sunday, April 6, 2008
Power Mentoring w/Jen Part 4
An update on my and Jen's mentoring relationship. We've talked casually recently and wanted to post her recent needs as I remember them. We also have dinner planned for this week to discuss these items even further and also catch up as friends (because that's also very important!).
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
Jen is concerned about making new teacher friends that she "clicks" with at her new school location. Being the department chair at her current high school, she was part in the hiring process and quickly found connections with her apprentice teachers. She was also a support provider in BTSA -- the beginning teacher program required for year 1 and year 2 teachers in California. It is nice to have friends in the department you work in, and I understand Jen's concern there. We can somewhat relate to this issue as I am working at a school that I could leave tomorrow with now holds if required. I love my students and the parents and administration is supportive, but the teachers aren't the most friendly. They don't go above and beyond in their jobs and the parking lot is often empty before 4:00 on any given day. I can barely get students out of the classroom and the last straggling tutoring my students request before most teachers are off into the sunset. So, I understand and we had a great connecting conversation.
One of the other concerns she brought to my attention through her transition was learning to deal with what parents bring. It's a difficult task to figure out proper ways to approach phonecalls, emails, etc. Coming from a school where the demographics include many students who aren't legal residents (hence the parents are not complaining out of safety) and the majority of parents who are uneducated, not bilingual, and not involved, there is a great concern for the abrupt change. To this concern, I can relate completely. This was one of the main reasons why I selected Jen as my mentee because she is in need of assistance on the very thing I had such a learning curve on just a couple years ago. I am better versed now. A friend of mine substitute teaches at my school and her husband is a high school math teacher at the school Jen will be switching to. They will be in the same department and have taught at the same starting school. Given their similiar connections, I was able to speak with that teachers wife about his transition and to offer some advice for Jen. The wife, Julie, mentioned that she is excited Jen will be jumping into their group and that it was a struggle to watch students feel so "privileged" at this new "elite" high school as opposed to the one both of them starting their teaching careers in. It's trying at first, but he has been there now for over 25 years so he obviously warmed up to the student population. The important thing to note is that although it's an affluent area, there are students from all over and not all of them have a supportive family and background. Struggle can be found everywhere and we all have the same basic needs to be loved and appreciated.
Those were some heavy topics. More to come on Thursday/Friday.
EDC 665 - Week 13 Blog
In your current professional environment, how are educational experiences or programs assessed? Is the evidence collected from the assessment used to inform change? Why or why not do you think this occurs?
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
In my current professional environment, the educational experiences and programs are assessed in a few ways; as a school team, as an individual teacher, and at the district level. In our school district, we use PLC's (professional learning communities) where our teachers run the show and discuss progams and all educational experiences that affect our students in a wide setting with everyone involved, in grade level meetings, and in cross-grade level meetings. The universality of the prorgam is fantastic. We created norms to follow when in attendance and we follow up with major events regularly to assure what we are implementing is valid and necessary. For example, we have used PLC's to determine how money should be spent on our supplies, music program, Gifted Students, Physical Education, etc. Teachers are the first to have a say at school decisions and how we run specific programs unique to our site.
As an individual teacher, I am responsible for creating educational experiences for my students and I am lucky to have a school administrator and district that allows individual teachers the luxury of creating these experiences. Within my classroom, as long as I am supportive to my fellow team members (other teachers) and teach the standards, I can teach freely. I am not expected to jump through any hoops within the classroom. Because of this luxury, I have free reign to expose my students to fabulous programs. For example, I love teaching language arts with chapter books to my fourth graders. They equally love the non-scripted approach and flexibility to read a book they had a say in selecting. The point is to get them reading... not to teach them to dislike it!
At the district level, many decisions are made about programs that are out of our control... usually tying somewhere with money. For example, some years we have instructional vocal music and some years we do not. We don't have a P.E. program but we certainly teach our own students all because the money was not available. Professional development is incredibly helpful but we don't receive a lot of funding based on our demographics and location.
Evidence from assessments are absolutely used to inform change. If a program is not working and the outcomes are not the expected outcomes, or outcomes we didn't expect but showing growth, we are quick to re-group and change route. Teaching and school districts must be about change. If they are not, the growth will not be seen in the consumers (students). Given our actual assessment data, we saw a need for increased writing support. Our district and school adopted the Lucy Calkin's program of writing and is now training teachers in this fashion. It has been a huge success. On another note, conceptual understanding and problem solving is a huge push in math this year. I was on the CUPS committee and saw little value in the program. While the concepts are certainly important to review, it was not a good use of money and needed to be re-worked. The outcomes and assessment did not produce good results, thus informing the much needed change. I think that our district and school site uses assessment to inform change because time is not only of the essence, but it is the responsibility of an educational institution to support their students in the greatest possible way while being respective of the tax dollars they are spending. While corruption and disagreements can arise, it seems to be a fluid process within our district and I am proud to have a teaching position in the midst of great and conscious change.
Wednesday, March 19, 2008
Power Mentoring w/Jen Part 3
The recent mentor meeting I had with Jen went well. We brought out another concern she was having that was making her anxious about her upcoming switch to the new high school.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
I was sort of surprised by her concern this time, but understand how she might be feeling in this regard. Jen has worked in this lower-income area for 6 years now, the duration of her teaching career. In this time, she has built a great deal of relationships and fears that leaving with make her feel the "baggage" as she referred to it, of betrayal. She will feel guilty, essentially, for leaving behind what needs more attention and care for something that may come easier to her.
While she is not leaving to get away from the kids she works with, the administration is trying on her. She has gone through multiple administrators and superintendants that most teachers in their 6th year should and do not have to endure. The district is disorganized and seems to be fraying at the seams.
We discussed how she can still involve herself in collaboration with other teachers from the school and possibly still have a foot in the door for assistance, or relationships with students who really value her as a mentor. A bit of "pay it forward" mentoring, if you will.
I brought some thoughts to her about my insecurities with my job future. We talked about ways to market myself and how I may best show my assets to other districts if they time arises where this may occur. She is really supportive and gave me great interview tips that she's used in the past too.
Wednesday, March 12, 2008
Power Mentoring w/Jen Part Deux (really 3... but can't remember the 1st title)
Jen and I have been really busy and she's been out of town (oh life!) but she shot me an email and we've conversed about a few things going down in our lives. Here's the summary:
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Another concern on the horizon is learning how to deal with a new kind of student. Many non-educators probably haven't experienced this dynamic... but when the demographics, area, languages change, so do the students. The needs and difficulties of students in the projects are far different than the tragedies seen in Beverly Hills. Jen is going from an urban school to a school with a mixture of both urban kids and yuppies. It's not to the extreme, but it's certainly a change. Now, parents will speak English (no parents did previously) and are involved. It may also be difficult for Jen to see how to meet these needs because they are so diverse.
I feel a connection to this because I have experienced working/volunteering at a variety of schools recently and seeing the dynamic change. The major connection I bring to the table when lending a helping hand and mentoring in this situation is knowing HOW to deal with the "other" demographic that Jen is not as familiar with. I understand much of what parents are looking for and I have coping strategies for parents who are ultra-needy. She may even run into parents who are doing the homework for the students and then in class the child is failing... it definitely happens.
The great news is that I will be moving in July directly across the street from the high school she is going to be teaching at. I can maintain our mentoring relationship until the framework has been set.
Other than that, she has been incredibly busy as have I. All is well!
Subscribe to:
Posts (Atom)
