Teacher Observation Day Arts High School
The day started off me arriving an hour early, so I was able to get breakfast and watch all the students file into the school. I have been to many schools this year and was able to view a few classes. But I must admit that watching these students filtering on this day was different. For the most part all were exuberant, full energy and very animated in their conversations with their classmates as they entered the building. There could be many reasons, they of course auditioned to be here and they are for the most part talented and creative individuals who have been selected above many of their peers. But I felt and would be proven correct later as I sat through three classes of History, that it was the environment that is created by the many teachers here that keeps these gifted students coming back, wanting to come back day after day. I will expand upon this more tomorrow …because now I am exhausted writing 3 12 page final papers before this Wed. see you tomorrow whoever reads this (I don’t think anyone does but whatever see you tomorrow …Keep it real people.
Sunday, December 9, 2007
Thursday, November 29, 2007
Abbott Districts discussion
In class today we discussed the court decision regarding fair and equitable distribution of funds to schools. Particular interest was paid to schools that were not located in affluent neighborhoods. I have always expressed my concerns that because of NJ dependence on local property taxes that the funds allocated to respective schools will naturally be out of balance. This is primarily due to the fact that NJ is so reliant on local tax rolls to finance the local school districts. The states contribution to each school district, in most cases is small in proportion to the local contribution. So naturally Johnny and Buffy in Rich school district #1 are offered a great educational opportunity. While the urban schools will inevitably need more state funds to maintain a comparable school experience.
Thursday, October 25, 2007
A Learning Contract Between Parent and Child
Cooperative Learning between Parent and Child and Educational Contract
In Buddhism there are 4 primary relationships or more aptly responsibilities that people should follow. One of these is Parent Child. The Child must be willing to learn and the parent willing to teach. These are responsibilities we as a society should treat them this way. I do not mean this next statement to offend anyone or present a stereotypical reference, but who are consistently some of the best students Asian Americans. I firmly believe it is cultural the premise of being well educated is firmly established in the family structure. If we as a society can develop a mindset that education is a key to improving our country as a whole, and not just for those who can afford it, would we not all benefit?
The premise I believe is to set parameters and expectations for BOTH students and parents. We can set examples for the parents by providing an innovative and engaging teaching environment that establishes the parents as true partners. My youngest son has brought home reading homework that I must read with him and discuss. As a parent I look at this as quality time spent with my child, not more work. I then sign off that we have done it together. I understand the implications of the exercise (homework for parents), but I am firm believer that if creative tools are developed to have the parents actively participate in their Childs education many will make the effort.
This is not to say making it compulsory (or maybe it should be), but a parent is charged by society to be responsible for their Childs well being ....does that not include getting a good education? Maybe the answer here is a change in our society at large? The pursuit of wealth and success is often more important than being an active participant in a Childs life. What could be more rewarding than having a positive effect on your Childs life? The amount of input to a Childs education from an individual parent should have obvious parameters. This is where a standardized program (minimum requirements possibly) must be set by ONE body (Federal Government?). If a school district wants to complement the program with curriculum above and beyond the minimums, sure but still provide the basic minimum to all. I hope to discuss further this thought in the Future.
In Buddhism there are 4 primary relationships or more aptly responsibilities that people should follow. One of these is Parent Child. The Child must be willing to learn and the parent willing to teach. These are responsibilities we as a society should treat them this way. I do not mean this next statement to offend anyone or present a stereotypical reference, but who are consistently some of the best students Asian Americans. I firmly believe it is cultural the premise of being well educated is firmly established in the family structure. If we as a society can develop a mindset that education is a key to improving our country as a whole, and not just for those who can afford it, would we not all benefit?
The premise I believe is to set parameters and expectations for BOTH students and parents. We can set examples for the parents by providing an innovative and engaging teaching environment that establishes the parents as true partners. My youngest son has brought home reading homework that I must read with him and discuss. As a parent I look at this as quality time spent with my child, not more work. I then sign off that we have done it together. I understand the implications of the exercise (homework for parents), but I am firm believer that if creative tools are developed to have the parents actively participate in their Childs education many will make the effort.
This is not to say making it compulsory (or maybe it should be), but a parent is charged by society to be responsible for their Childs well being ....does that not include getting a good education? Maybe the answer here is a change in our society at large? The pursuit of wealth and success is often more important than being an active participant in a Childs life. What could be more rewarding than having a positive effect on your Childs life? The amount of input to a Childs education from an individual parent should have obvious parameters. This is where a standardized program (minimum requirements possibly) must be set by ONE body (Federal Government?). If a school district wants to complement the program with curriculum above and beyond the minimums, sure but still provide the basic minimum to all. I hope to discuss further this thought in the Future.
Thursday, October 18, 2007
Democracy in School
Democracy has turned into a part-time experience for Americans.
The vast majorities only actively participate, or even pay attention about every 4 years, (election time). Taxpayers have long since stopped seeing themselves as an integral part or participant in Democracy. The populace has become more secular everyone seeking their own mini-democracies or enclaves or their own communities. Edward Banfield called these “amoral families.” The concept is basically maximizing your families’ material world and everyone else will do the same. What they fail to understand is the very meaning of Democracy, the people are the government.
The best example in illustrating how dangerous this can be, is the comparison of the Mafia. They have a strict moral code that holds the family together. But in dealing with the outside world this code is null and void, anything goes. The American populace must break out of these secular little worlds. We all must be an active participant the governmental process, and in order to do that we must be educated in how to participate. The very premise of a “public” school system, for any and all citizens to participate in, is pure democracy.
The vast majority of the general public do not believe this theory. The public school system is the perfect site for democratic citizenship education. It is a collection of different ideologies, religion and social upbringing. One of the purest forms of democracy is the debate and open discussion of different ideals and beliefs. The process of comparing and discussing and most importantly, experiencing these differences, can better prepare students for democratic participation. I cannot stress how important physical experience of any subject matter is to learning. Where else can a person pull together such a diverse set of experiences than an “integrated School? Are we as a nation falling into the inevitable capitalist by-product and accumulating profit and end in itself? Eventually seeking “more for mine” is the mindset many of us now follow. This inevitably leads to a breakdown in the very ideal of Democracy.
The vast majorities only actively participate, or even pay attention about every 4 years, (election time). Taxpayers have long since stopped seeing themselves as an integral part or participant in Democracy. The populace has become more secular everyone seeking their own mini-democracies or enclaves or their own communities. Edward Banfield called these “amoral families.” The concept is basically maximizing your families’ material world and everyone else will do the same. What they fail to understand is the very meaning of Democracy, the people are the government.
The best example in illustrating how dangerous this can be, is the comparison of the Mafia. They have a strict moral code that holds the family together. But in dealing with the outside world this code is null and void, anything goes. The American populace must break out of these secular little worlds. We all must be an active participant the governmental process, and in order to do that we must be educated in how to participate. The very premise of a “public” school system, for any and all citizens to participate in, is pure democracy.
The vast majority of the general public do not believe this theory. The public school system is the perfect site for democratic citizenship education. It is a collection of different ideologies, religion and social upbringing. One of the purest forms of democracy is the debate and open discussion of different ideals and beliefs. The process of comparing and discussing and most importantly, experiencing these differences, can better prepare students for democratic participation. I cannot stress how important physical experience of any subject matter is to learning. Where else can a person pull together such a diverse set of experiences than an “integrated School? Are we as a nation falling into the inevitable capitalist by-product and accumulating profit and end in itself? Eventually seeking “more for mine” is the mindset many of us now follow. This inevitably leads to a breakdown in the very ideal of Democracy.
Thursday, October 4, 2007
Social Experiment
I have a question for my colleagues. Would you care for or adopt a child outside of your enthnicity? As we discuss the challenges in the current educational climate, I think it is important that we ourselves do a littel soul searching. I am not trying to "call out" anyone but simply prove a point. I truly believe that because of our chosen professional pursuit that we as a group are more opened minded than most, we have to be. I also feel though that we are subconsciencely influenced by social stigmas. But this brings about my question. Do we see only students and not students of a racial group ? Can you honestly say to yourself that yes I would care for/adopt a child outside of my race? Again this is ultimately an excercise in trying to realize the challenges we face as educators. There are many kind hearted people out there but where is the line drawn? Will most ultimately stick with there own? One of the big reasons I bring this up is the recent trend for "celebrities" to adopt children from a different race, but amazingly from a different Country !!! As if there are no needy, adoptable children in the USA! It makes me suspect of them. Is this simply a twited publicity stunt? I understand that many will view this as a simplistic view of this situation, but in my opinion it is simple. If you truly want to help a disadvantaged child (the large majority of them in the US are African American)you need only look in your own country! Anyway I would like feedback from you my classmates.
Tuesday, September 18, 2007
Alien project
We live in a world where all are offered the same basic educational opportunities. There are other educational opportunities available, but at additional costs. These options are usually afforded to students of Parents of means (money) and race (in this case Caucasian). In most cases these Parents of means and race congregate together in specific communities. The schools in these communities obviously reflect this demographic makeup. Because the community is more affluent the educational system can be better and afford the children in it better opportunities. This practice though not illegal, does tend to separate students of different races and means. For example, if you look at a school district where the majority of the school’s population is of a certain race, you can safely assume that the town is made up of the same demographic breakdown.
Our students though multicultural, primarily speak or are learning a specific language; in this case it is called English. Attending school is required by the Federal Government. The education of the students starts at age 5 and continues until the child has completed 13 years of schooling or reaches the age of eighteen, whichever comes first. The public school system is responsible for teaching the vast majority of students (86%). There are additional schooling options available to students. Private schools or Parochial (religious based) schools which parents can pay additional funds to send their children to. They can also be taught at home, most commonly by the parents. The numbers who attend these types of schools are small (roughly 14%). All public schools are not created equal though. The quality of the school and what is taught is determined by the community at large. As stated above, parents of means naturally congregate together therefore in most cases afford their children a better educational experience. Once the student finishes the pre-requisite schooling they may attend a school of higher learning. They may choose the focus of this higher education but are required to pay additional funds, which can be costly. Again money is a large factor.
Unlike our students, our teachers are less culturally diverse. Because of gender based stereotypes many men shun educating their children, thus the majority of our teachers are females. They are experienced and well educated. Most of them have advanced degrees. Schools in the above mentioned “communities of means” have more qualified teachers than communities of lesser means. Again the point is stressed that the community is the primary indicator the racial makeup and quality of education.
Our students though multicultural, primarily speak or are learning a specific language; in this case it is called English. Attending school is required by the Federal Government. The education of the students starts at age 5 and continues until the child has completed 13 years of schooling or reaches the age of eighteen, whichever comes first. The public school system is responsible for teaching the vast majority of students (86%). There are additional schooling options available to students. Private schools or Parochial (religious based) schools which parents can pay additional funds to send their children to. They can also be taught at home, most commonly by the parents. The numbers who attend these types of schools are small (roughly 14%). All public schools are not created equal though. The quality of the school and what is taught is determined by the community at large. As stated above, parents of means naturally congregate together therefore in most cases afford their children a better educational experience. Once the student finishes the pre-requisite schooling they may attend a school of higher learning. They may choose the focus of this higher education but are required to pay additional funds, which can be costly. Again money is a large factor.
Unlike our students, our teachers are less culturally diverse. Because of gender based stereotypes many men shun educating their children, thus the majority of our teachers are females. They are experienced and well educated. Most of them have advanced degrees. Schools in the above mentioned “communities of means” have more qualified teachers than communities of lesser means. Again the point is stressed that the community is the primary indicator the racial makeup and quality of education.
Monday, September 10, 2007
Intial Posting
Hello and welome to Bucks Blog....this blog is dedicated to common sense. I truly believe that many current problems in the world today especially in our education system could be solved with common sense...but so many hidden agendas personal, political etc. cloud the issues....well off the soap box and welcome.......
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