Just going through my EdTech assignments and realized that this liveblog never got posted to the blog! Check out my liveblog for "Writing the Web 2.0 Way"
Monday, April 26, 2010
Racial Issues in the Classroom
Interesting day in World History today! Our class was discussing the Chinese Civil War when an African American student offered the following observation:
"I think all Chinese people look the same!"
I was a bit shocked by the comment. It seemed to me that an African American student would likely have a basic understanding of the kinds of phrases that might be insensitive or offensive to other racial groups. This assumption, however, may highlight some of my own bias. It's completely unfair to assume that a student of any ethnic background is somehow more "racially aware" than their white, suburban peers. The question did, however, allow me to lead my class into a fairly detailed discussion on how race is perceived differently by different people. My students all agreed that it would be a racist statement for a white person to suggest "All black people look the same." It was more difficult for them, however, to recognize the parallel to their own lives: many of them did not have enough experience with Chinese people to understand that they do, in fact, look different from one another! The lesson was not intended, as one student suggested, to show that "all people are racist." Instead, I hope that students left the class with a better understanding of one major factor in creating racism (ignorance/unfamiliarity with another group of people). By examining issues of race with a critical eye, I flirted with potentially controversial content, but I believe that my students will look at race with a more critical eye in the future.
"I think all Chinese people look the same!"
I was a bit shocked by the comment. It seemed to me that an African American student would likely have a basic understanding of the kinds of phrases that might be insensitive or offensive to other racial groups. This assumption, however, may highlight some of my own bias. It's completely unfair to assume that a student of any ethnic background is somehow more "racially aware" than their white, suburban peers. The question did, however, allow me to lead my class into a fairly detailed discussion on how race is perceived differently by different people. My students all agreed that it would be a racist statement for a white person to suggest "All black people look the same." It was more difficult for them, however, to recognize the parallel to their own lives: many of them did not have enough experience with Chinese people to understand that they do, in fact, look different from one another! The lesson was not intended, as one student suggested, to show that "all people are racist." Instead, I hope that students left the class with a better understanding of one major factor in creating racism (ignorance/unfamiliarity with another group of people). By examining issues of race with a critical eye, I flirted with potentially controversial content, but I believe that my students will look at race with a more critical eye in the future.
Attendance in Everyone's Business
In an effort to decrease truancy in Detroit Public Schools, Robert Bobb has declared today, April 26, "Attendance is Everyone's Business Day."
http://www.detroit.k12.mi.us/news/article/1909/
While the name may be mouthful, the article above seems to depict the attendance drive as a policy without much bite to it. The solutions to truancy seem to consist of parents driving their children to school and businesses refusing service to minors on school days. A rally will be held and a parent in-service will provide some ideas for parents to help increase attendance. While these may be good ideas to address the issue, they are certainly a far cry from the kind of administrative changes needed to fundamentally change the culture of truancy that seems to exist in Detroit Public Schools. A better starting point would come directly from the central administration, creating a clear, enforceable attendance policy for the entire district. While some worry that such a policy will result in reduced attendance and graduation numbers, it is necessary if the district hopes to create an environment in which truancy is not an acceptable daily option for students. Short-term losses in enrollment or graduation will be offset by long-term gains in more meaningful metrics, such as college retention rate and standardized test scores. Even more importantly, such measures would require students to attend class with the same regularity as their wealthier suburban peers in order to receive a diploma. If the district continues to resign itself to a student body that will simply drop out if tighter standards are enforced, it will never be able to shed its reputation as a perpetually low-performing system that does not serve the interests of its students nor its community.
http://www.detroit.k12.mi.us/news/article/1909/
While the name may be mouthful, the article above seems to depict the attendance drive as a policy without much bite to it. The solutions to truancy seem to consist of parents driving their children to school and businesses refusing service to minors on school days. A rally will be held and a parent in-service will provide some ideas for parents to help increase attendance. While these may be good ideas to address the issue, they are certainly a far cry from the kind of administrative changes needed to fundamentally change the culture of truancy that seems to exist in Detroit Public Schools. A better starting point would come directly from the central administration, creating a clear, enforceable attendance policy for the entire district. While some worry that such a policy will result in reduced attendance and graduation numbers, it is necessary if the district hopes to create an environment in which truancy is not an acceptable daily option for students. Short-term losses in enrollment or graduation will be offset by long-term gains in more meaningful metrics, such as college retention rate and standardized test scores. Even more importantly, such measures would require students to attend class with the same regularity as their wealthier suburban peers in order to receive a diploma. If the district continues to resign itself to a student body that will simply drop out if tighter standards are enforced, it will never be able to shed its reputation as a perpetually low-performing system that does not serve the interests of its students nor its community.
Sunday, April 25, 2010
Post-Podcast
Just completed our podcast on the impact of seniority on the teaching profession. We reviewed content from this article to make our major points: http://www.nytimes.com/2010/02/24/education/24teachers.html
The issue of seniority is a tricky one, especially for somebody who is about to enter the job market for teachers. On one hand, I question whether young teachers (such as myself) should be laid-off or denied employment in favor of more senior colleagues. After all, an older teacher may lack the technological savvy or innovative ideas that a new, well-trained teacher may possess. On the other hand, I recognize the importance of creating job security within the profession to ensure that quality veteran teachers are not simply replaced by an unending stream of cheap new-hires. Such a system would rob students of the experienced teachers who understand how a classroom works and the best ways to handle students.
The answer to this question is likely a committment to more stringent teacher evaluation. An evaluation system that compares teachers to one another along a variety of metrics (content knowledge, pedagogical knowledge, evaluation of practice from administration, etc.) could allow districts to maintain quality veteran teachers while still keeping opportunities open for young, qualified professionals. This would create a teacher corps that would not only represent the newest and most innovative ideas in education, but would also include respected, experienced teachers who could act as mentors to their new colleagues as well as their students.
The issue of seniority is a tricky one, especially for somebody who is about to enter the job market for teachers. On one hand, I question whether young teachers (such as myself) should be laid-off or denied employment in favor of more senior colleagues. After all, an older teacher may lack the technological savvy or innovative ideas that a new, well-trained teacher may possess. On the other hand, I recognize the importance of creating job security within the profession to ensure that quality veteran teachers are not simply replaced by an unending stream of cheap new-hires. Such a system would rob students of the experienced teachers who understand how a classroom works and the best ways to handle students.
The answer to this question is likely a committment to more stringent teacher evaluation. An evaluation system that compares teachers to one another along a variety of metrics (content knowledge, pedagogical knowledge, evaluation of practice from administration, etc.) could allow districts to maintain quality veteran teachers while still keeping opportunities open for young, qualified professionals. This would create a teacher corps that would not only represent the newest and most innovative ideas in education, but would also include respected, experienced teachers who could act as mentors to their new colleagues as well as their students.
Sunday, April 18, 2010
"I Hope They Invent Time Machines!"
A rather encouraging sign has popped up in my world history classes, so I figured it was worth sharing. During a rather heated discussion about the morality of soldiers killing one another during World War I, a student blurted out: "I hope they invent time machines!"
The phrase seemed a little silly initially; something I would imagine hearing in an elementary school classroom. The more I considered it, however, the more I really appreciated the sentiment. It is perhaps the ultimate the compliment to a history teacher. I think every great love for history probably began with a similar thought, whether it was voiced or not. Not only is the student showing clear signs of participating in class discussion, he wants to take history even further...he wants to *see* it. While I may not be able to grant the students' wish, I certainly hope that my class begins to provide him with the glimpse of the past he seems to really desire.
If that's not motivating for a history teacher, I don't know what could be.
The phrase seemed a little silly initially; something I would imagine hearing in an elementary school classroom. The more I considered it, however, the more I really appreciated the sentiment. It is perhaps the ultimate the compliment to a history teacher. I think every great love for history probably began with a similar thought, whether it was voiced or not. Not only is the student showing clear signs of participating in class discussion, he wants to take history even further...he wants to *see* it. While I may not be able to grant the students' wish, I certainly hope that my class begins to provide him with the glimpse of the past he seems to really desire.
If that's not motivating for a history teacher, I don't know what could be.
Tuesday, April 13, 2010
Class Variety
I was struck today by the vastly different reactions today's lesson received from each of my three World History classes. The lesson was an introduction to combat during World War I (trench warfare, tanks, mustard gas, etc.) and consisted mostly of lecture accompanied by some video clips. I expected the material to carry the day; it was gory and action-packed--the kind of stuff that my students typically enjoy. I was dismayed, however, when my 4th hour class barely stopped chattering long enough to watch the clips. This forced me to spend much of the hour clamping down on behavioral problems and deliver the content in a way that was dull for myself and the students. Fifth hour presented a different challenge, as the students were more willing to engage with the material, but seemed completely unable to grasp it. I tried several times to explain the concept of military alliances, for instance, to no avail. I even used the chalkboard to attempt a visual approximation of the concept...with little success. My 7th hour was by far the most interested in the material. Students asked insightful questions and even debated potential tactics that could be used to break through entrenched positions! Unfortunately, I allowed the conversation to detour well outside of the class material...meaning that 7th hour actually covered less "history" than their less engaged peers.
All in all, a somewhat frustratingly varied day. Each class presented unique challenges whose potential solutions should be outlined in this blog in the coming days and weeks.
All in all, a somewhat frustratingly varied day. Each class presented unique challenges whose potential solutions should be outlined in this blog in the coming days and weeks.
Sunday, April 11, 2010
Reboot!
Time to reboot the old ed blog! After a couple months of constant planning and hectic teaching, I've finally found some time to really sit back and reflect on my experience. I've collected some nice artifacts to share and some recent articles that have really intrigued me. We'll start today with a discussion of a recent WaPo article on a controversial education reform project.
http://www.washingtonpost.com/wp-dyn/content/article/2010/04/09/AR2010040905180.html
The article describes a recent study on the use of cash incentives to motivate low-performing students in the classroom. Students could earn a maximum of $100 a month for attendance, homework and test scores. The study was conducted by Harvard economist Roland Fryer, who has advocated for such programs as a relatively cheap means of improving student performance, reports that his study produced results.
"To my surprise, incentive programs that rewarded process seemed to be more effective than those that rewarded outcomes," said Fryer
I must say that such a program seemed initially abhorrent to me. The idea of paying students for basic academic behavior seemed counterproductive to the fundamental idea behind education. Schools should be instilling in students a love for learning and a level of intrinsic motivation that small cash payments would interfere with. After some consideration, however, I have become a bit more open to the idea. Whether or not I like it, most behavior in society is motivated by money. Students attend school (both high school and post-secondary) being constantly reminded that failing to complete the requirements will result in financial penalties down the line. My own high school experience leads me to believe that this financial motivator was important even to students who genuinely cared about learning. The difference between high-performing schools in wealthy districts and low-performing schools in impoverished districts may be whether or not students actually connect school performance with tangible rewards. Students in my hometown of Livonia lived with or around individuals who had benefited clearly through education. They saw examples of education's impact on people's lives. Unfortunately, many poorer students lack these models. More likely, it seems to me, are students to believe that education does not produce the promised results for them. Using cash as an incentive could serve as a proxy for the financial motivators their more well-to-do peers draw upon on a more subtle level.
http://www.washingtonpost.com/wp-dyn/content/article/2010/04/09/AR2010040905180.html
The article describes a recent study on the use of cash incentives to motivate low-performing students in the classroom. Students could earn a maximum of $100 a month for attendance, homework and test scores. The study was conducted by Harvard economist Roland Fryer, who has advocated for such programs as a relatively cheap means of improving student performance, reports that his study produced results.
"To my surprise, incentive programs that rewarded process seemed to be more effective than those that rewarded outcomes," said Fryer
I must say that such a program seemed initially abhorrent to me. The idea of paying students for basic academic behavior seemed counterproductive to the fundamental idea behind education. Schools should be instilling in students a love for learning and a level of intrinsic motivation that small cash payments would interfere with. After some consideration, however, I have become a bit more open to the idea. Whether or not I like it, most behavior in society is motivated by money. Students attend school (both high school and post-secondary) being constantly reminded that failing to complete the requirements will result in financial penalties down the line. My own high school experience leads me to believe that this financial motivator was important even to students who genuinely cared about learning. The difference between high-performing schools in wealthy districts and low-performing schools in impoverished districts may be whether or not students actually connect school performance with tangible rewards. Students in my hometown of Livonia lived with or around individuals who had benefited clearly through education. They saw examples of education's impact on people's lives. Unfortunately, many poorer students lack these models. More likely, it seems to me, are students to believe that education does not produce the promised results for them. Using cash as an incentive could serve as a proxy for the financial motivators their more well-to-do peers draw upon on a more subtle level.
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