Since the 1983 report on the state of American education, A Nation at Risk, there has been two decades of pressure from business and political leaders and others to change the public education system. The simple solution that most pursue are mostly procedural changes like extending school days, better texts and harder curriculum. To be successful we need to find out if what is taught is relevant, does it address the deeper sense of what it means to be educated. If not, curricular content and pedagogical delivery may need to be reconfigured.
According to the research, in order for schools to achieve high academic standards for all students they must progress through three stages (Why, What and How). The first is convincing parents, educators and community members why the school needs change. Second is using reliable data to determine what needs to changed after people understand why. This step would include the educational vision of the school, what will be taught and a view of the organizational instruction. Third is determining how to change the school once everyone embraces the why and what. These three steps, in sequence, articulate the problem before finding the solution. Many schools do the opposite and any change would be ineffective if those involved do not believe in or understand what needs to be changed.
In the most successful high schools the staff and administration embrace change as exciting and challenging rather than threatening and intimidating. The explosion of technology requires breakthrough thinking. Students need to work harder, faster and smarter than their predecessors. Schools need to be able to prepare students to meet the future demands that will be placed upon them. Kodak was unprepared for the widespread adoption of digital photography; it had to lay off one quarter of its workforce in 2004. The old rules don’t apply and an “it’s always been done that way” attitude will not do. The agrarian calendar is not a good match with preparing students for the digital age.
Schools should develop a student focused vision and common focus that helps identify what changes need to be made. In general, throughout history there have been four roles of education, fostering intellectual development, preparing students to be productive citizens, for higher education and for the world of work. Over the past few decades our country has gone through some dramatic changes that require workers to have a new set of skills from those schools have traditionally provided. The tendency has been to rely on old tride and true curriculum but this old methodology is from and education system that would select and sort students, not help them achieve high standards of proficiency. The goal should be to teach students how to think not what to think. It is important to learn how to learn and embrace change so students can succeed in a changing society. To be successful schools need to help students apply high levels of cognitive knowledge to real life unpredictable situations.
Once the student focused vision is created what to teach must be identified. Many schools came to the conclusion that their curriculum is over crowded. A decision needs to be made on what is essential to learn, what is nice to know and what should be eliminated. A majority of successful high schools have identified literacy and writing as essential. An example is that several schools studied had a high percentage of freshmen not proficient enough in reading. The schools made a major commitment to an intensive literacy program in the 9th grade. They recognized that strong literacy skills would prevent academic struggle, frustration and drop outs. In successful schools teachers are trained and expected to teach reading within their individual disciplines. Also a commitment was made to rigorous 11th and 12 grade programs which mainly comprised of advanced math, science, language arts and social study courses.
Most schools developed small learning communities. Relevance is critical; it can help create the conditions and motivation for students to dedicate themselves to rigorous work. This demand requires students to take their own learning seriously. They are more likely to make this investment if they know that teachers, parents and other students actually care how well they do. They will try harder if they are connected, encouraged and assisted. So everyone needs to be involved and trusting relationships are essential.
After discovering why, identifying what and determining how they need to change the true challenge is breaking free of traditions and standard operation procedures. In general one third of the faculty will be excited, one third will be open minded but tentative and one third will resist. High performing schools seem to engage the top third to create and implement the plan for change. The middle third is asked to analyze evaluate and volunteer to use components of the plan, they usually come on board within a year. Successful leaders have found that when it is admitted up front that the plan will need frequent adjustments, the bottom third will get involved over time.
As schools make these changes they must analyze how they are doing along the way. They need to revamp, refine and redirect decisions and plans in place. School leaders should not worry about how many mistakes they make but whether they learned from coped with and made adjustments as needed.
Wednesday, November 11, 2009
Helicopter Parenting
As the issue of Helicopter Parenting becomes more rampant in schools, sports, colleges and life in general, opinions on the subject are on the rise and vary significantly considering the sources. Helicopter parenting is just as it sounds: parents hovering over and micromanaging their children's lives in each and everything they do. Some state this involvement as a good thing, as long as it is not along the lines of over-parenting, which is defined as "not letting your kids take the consequences for their actions, and swooping down to rescue them" (Aucoin, 2007, as quoted by Barbara Defoe). But, define one as the other and there may be trouble in paradise. Of course, being involved in your children's lives is a necessity of raising a healthy, mature, young adult; but, parents beware, being a helicopter parent may produce just the opposite of the above; a dependant, immature, whiny brat. And, as anyone can see from the sense of entitlement that some of the children from this generation have, helicopter parenting is a big problem that calls for immediate attention and remediation.
Helicopter parenting becomes a problem when a parent is so involved in their child's life that they write papers for them, make the sole decisions of what one's career or college major may be, do science projects or book reports on their child's behalf, bring their child's homework to school for them because they forgot it, or is constantly giving advice in problem situations, such as arguments with friends, that it hinders their overall development of decision making, responsibility and people skills. Oh, and not to mention the parents who involve ALL of their children in EVERY sport or extracurricular activity possible and make it a necessity to attend EVERY practice and EVERY game! But, are these examples just cases of parents living vicariously through their own children due to the disadvantages they encountered while growing up? If so, good for them for making better lives for their children, but do they ever stop and think how all of this involvement is running their children ragged and hindering them of developing important life skills of their own? This over involvement in extracurricular activities and sports leaves no room for the developing imaginations that are formed during free play. Even a three year old knows what play is and the importance of it in their lives. In the article, “Helicopter Parents make Kids into Prisoners" (Yahoo news, 2009), when asked what play was, a three year old was quoted saying "It's what happens when everyone else has stopped telling me what to do."
In the ABC News article "Do Helicopter Moms do More Harm than Good" a mother of two sons, aged 18 and 21 is described. She states she proof-reads their papers, makes them to-do list e-mails, balances their check books, organizes their schedules and does their laundry! When is enough finally enough? This is a perfect scenario of two grown men who are being “babied” by their mother and will ultimately make a miserable life for the women they will marry, if anyone is up to the challenge of filling Mommy's shoes. And it doesn't stop there! The mother, Ms. Lewis, was quoted as stating "...we don't know how to balance much of our lives yet when we're 18." This statement is basically telling her sons, and everyone else, that 18 year old adults are incompetent at making their own decisions and being in control of their own lives! This leads one to ask the pertinent question, when do we draw the line? Fortunately, The University of Vermont knows how to answer this question; helicopter parenting has become such a problem at the college level that they have implemented a strict "hands-off" policy (abcnews.com). Even at the elementary and high school levels, helicopter parenting might very well make certain situations more stressful. For example, a child who does not do too well on a math test may have a parent who immediately rushes to school to protest the grade. Due to lack of communication, the parent may be unaware that their child is just not interested in math, but is more interested in art (Krache, 2008). The act of the parent therefore creates a stressful situation not only between teacher and parent, but possibly between teacher and student as well.
Despite all of the negative attention helicopter parenting may be receiving, there are some aspects that may be beneficial to children in the long run. Because parents are so involved in their children's lives, this accustoms children to interacting with adults. According to an article published in the Seattle Times, "Helicopter Parents, Stereotype Challenged" (2007) children whose parents were deeply involved in their lives were "more likely to have after class discussions with professors...and are more likely to talk with faculty and peers about substantive topics." Although, the parental involvement did not show an improvement in grades; in fact, the grades of students whose parents were involved in their lives were lower than those students whose parents were not. According to the Boston Globe, helicopter parents are needed more now days than ever (Aucoin, 2009). Since adolescence is seen as a tough time for teenagers socially, emotionally and psychologically, and taking into account the current state of our economy, helicopter parents may provide the tools and financial assistance to help their children get out of sticky situations. Some also believe that helicopter parenting allows parents and children to develop close and lasting bonds throughout their lives. Other positives on helicopter parenting involve the parents always knowing what's going on in their children's lives and children being able to learn from their parent’s mistakes.
Whatever one’s take on helicopter parenting may be parents, students, teachers and coaches alike need to be aware of the consequences that may result from this type of involvement in one’s life. The above mentioned should also remember that the opposite of helicopter parenting is not negligence, but a healthy bond between parent and child that allows a child to learn responsibility by making their own decisions and taking the steps necessary to avoid mistakes and punishments later down the road.
References
Aucoin, Don. “For Some, Helicopter Parenting Delivers Benefits.” The Boston Globe, 3 March 2009. Web. 29 Oct. 2009.
“Do Helicopter Moms do More Harm than Good?” ABC News, 21 October, 2009. Web. 29 Oct. 2009.
“Helicopter Parents make Kids into Prisoners.” Yahoo! News UK, 29 October, 2009. Web. 29 Oct. 2009.
“Helicopter Parents Stereotype Challenged.” Seattle Times, 7 November 2007. Web. 29 Oct. 2009.
Helicopter parenting becomes a problem when a parent is so involved in their child's life that they write papers for them, make the sole decisions of what one's career or college major may be, do science projects or book reports on their child's behalf, bring their child's homework to school for them because they forgot it, or is constantly giving advice in problem situations, such as arguments with friends, that it hinders their overall development of decision making, responsibility and people skills. Oh, and not to mention the parents who involve ALL of their children in EVERY sport or extracurricular activity possible and make it a necessity to attend EVERY practice and EVERY game! But, are these examples just cases of parents living vicariously through their own children due to the disadvantages they encountered while growing up? If so, good for them for making better lives for their children, but do they ever stop and think how all of this involvement is running their children ragged and hindering them of developing important life skills of their own? This over involvement in extracurricular activities and sports leaves no room for the developing imaginations that are formed during free play. Even a three year old knows what play is and the importance of it in their lives. In the article, “Helicopter Parents make Kids into Prisoners" (Yahoo news, 2009), when asked what play was, a three year old was quoted saying "It's what happens when everyone else has stopped telling me what to do."
In the ABC News article "Do Helicopter Moms do More Harm than Good" a mother of two sons, aged 18 and 21 is described. She states she proof-reads their papers, makes them to-do list e-mails, balances their check books, organizes their schedules and does their laundry! When is enough finally enough? This is a perfect scenario of two grown men who are being “babied” by their mother and will ultimately make a miserable life for the women they will marry, if anyone is up to the challenge of filling Mommy's shoes. And it doesn't stop there! The mother, Ms. Lewis, was quoted as stating "...we don't know how to balance much of our lives yet when we're 18." This statement is basically telling her sons, and everyone else, that 18 year old adults are incompetent at making their own decisions and being in control of their own lives! This leads one to ask the pertinent question, when do we draw the line? Fortunately, The University of Vermont knows how to answer this question; helicopter parenting has become such a problem at the college level that they have implemented a strict "hands-off" policy (abcnews.com). Even at the elementary and high school levels, helicopter parenting might very well make certain situations more stressful. For example, a child who does not do too well on a math test may have a parent who immediately rushes to school to protest the grade. Due to lack of communication, the parent may be unaware that their child is just not interested in math, but is more interested in art (Krache, 2008). The act of the parent therefore creates a stressful situation not only between teacher and parent, but possibly between teacher and student as well.
Despite all of the negative attention helicopter parenting may be receiving, there are some aspects that may be beneficial to children in the long run. Because parents are so involved in their children's lives, this accustoms children to interacting with adults. According to an article published in the Seattle Times, "Helicopter Parents, Stereotype Challenged" (2007) children whose parents were deeply involved in their lives were "more likely to have after class discussions with professors...and are more likely to talk with faculty and peers about substantive topics." Although, the parental involvement did not show an improvement in grades; in fact, the grades of students whose parents were involved in their lives were lower than those students whose parents were not. According to the Boston Globe, helicopter parents are needed more now days than ever (Aucoin, 2009). Since adolescence is seen as a tough time for teenagers socially, emotionally and psychologically, and taking into account the current state of our economy, helicopter parents may provide the tools and financial assistance to help their children get out of sticky situations. Some also believe that helicopter parenting allows parents and children to develop close and lasting bonds throughout their lives. Other positives on helicopter parenting involve the parents always knowing what's going on in their children's lives and children being able to learn from their parent’s mistakes.
Whatever one’s take on helicopter parenting may be parents, students, teachers and coaches alike need to be aware of the consequences that may result from this type of involvement in one’s life. The above mentioned should also remember that the opposite of helicopter parenting is not negligence, but a healthy bond between parent and child that allows a child to learn responsibility by making their own decisions and taking the steps necessary to avoid mistakes and punishments later down the road.
References
Aucoin, Don. “For Some, Helicopter Parenting Delivers Benefits.” The Boston Globe, 3 March 2009. Web. 29 Oct. 2009.
“Do Helicopter Moms do More Harm than Good?” ABC News, 21 October, 2009. Web. 29 Oct. 2009.
“Helicopter Parents make Kids into Prisoners.” Yahoo! News UK, 29 October, 2009. Web. 29 Oct. 2009.
“Helicopter Parents Stereotype Challenged.” Seattle Times, 7 November 2007. Web. 29 Oct. 2009.
Tuesday, November 10, 2009
Multiple Cultures in One Culture
In a small school in south eastern Pennsylvania, the morning homeroom bell rings and about 90 students shuffle into their auditorium homeroom for the morning announcements. What follows the administrative broadcast is insulting to our military personnel and indicative of the deterioration of patriotic culture in education. Out of the 90 students seated in the auditorium, roughly 15 or so stand for the pledge of allegiance. Worse yet, at a school in southern New Jersey, the pledge of allegiance might be broadcasted a total of four days out of the 181 days in a school year. This is just one example of what is sacrificed to make a more harmonious blend of various cultures. From this, it would seem that the acceptance of so many cultures sometimes means the fading of the American culture.
According to The US census bureau it is projected that by 2042 population will no longer make up the majority. Currently, non-Hispanic, single-race, white individuals make-up 74% of the US population. By 2050, the Hispanic population is expected to double, comprising 30% (one in three) of the nation’s population. But beyond the numbers are daily examples of cultural acceptance and integration.
Almost as equally as the country of Mexico, non-Hispanic Americans embrace the celebration of independence known as “Cinco de Mayo.” Retailers no longer wish customers a Merry Christmas but take a more accepting approach with a “Happy Holidays” greeting, referring to Christmas, Kwanza, and Chanukah. More affirmatively, is there a large-scale customer service automation that does not start with “Para habla en espanol, marque o prima el dos.?”
From the perspective of a national community, and specifically in public schools, we are moving from a sense of conformity to that of acceptance and integration. There is enjoyment in the notion that we should no longer consider our country a “melting pot” but rather a “salad bowl” of cultural identity. However, with so many cultures and ethnic backgrounds residing in one country or, is it not rather paradoxical to expect diverse citizens of a multicultural community to accept and embrace other views, religions, and celebrations, and yet remain distinct?
Set aside for a moment the inevitability of shifting demographics. Consider that the “preparation for tomorrow” is a key principle in education. Educators are called to prepare students for (among other issues) a community of diverse cultures. Emphasizing this ideal are government policies, rising immigration numbers, and legislation reactive to cultural dilemmas within a community. Thus students are now immersed in schools where socioeconomic status, learning ability, gender and sexual preferences vary greatly among students. Therefore, the days of cultures losing their identity in the wash of American education have passed. Rather, gaining popularity is the idea of acceptance for all.
The force of inevitability begs the question: To what end should we or shouldn't we recognize, honor, and celebrate every culture? Should we celebrate a culture who's middle-eastern kin are in the midst of a bloody feud with American soldiers who are also American parents? Falling under the rules of the “global acceptance” ideal, shouldn't we include days of worship for Islam in the school calendar? Would it be any less harmful to American culture than giving students the option to say the pledge of allegiance? Is there a culture among us who refuse, and therefore are not required to pay taxes according to their “views?”
Multiculturalism in education has a positive impact on our students as it prepares them for an imminently diverse future. Granted, the demographics are rapidly shifting. Therefore, we need to embrace such a concept, but contemplate how much acceptance is appropriate before we unconsciously ignore the foundations of education and our country.
Multiculturalism - Is This a "Real" Issue in Education?
There are many different definitions of a multicultural education. Following are some of the definitions that I have gathered:
1. Learning about cultural diversity through revision of curriculum and textbooks
2. Making schools more culturally fair, accepting and balanced
3. Developing individual teacher definitions to fit specific needs instead of imposing a universal structure
4. Facilitating the teaching and learning of basic literacy skills of ethnically different students
5. Implementing a process of change in schools that will ultimately extend to society
The main goal of a multicultural education is to provide an equal chance for students from diverse racial, ethnic, social-class and cultural groups to achieve academic success. In order to do this, students need to acquire the knowledge, attitudes and skills needed to function effectively in society. A multicultural education also helps educators to fulfill the goals of maximizing human potential, meeting individual needs and teaching the whole child by enhancing feelings of personal worth, confidence, and competence.
The need for a multicultural education is demonstrated in certain statistics such as the current unemployment rates for the United States. The third quarter of 2009 averages demonstrate that the number of black or African Americans unemployed almost doubles the number of white Americans unemployed. The number of Hispanic or Latino Americans were 1.5 times the number of white Americans unemployed.
USA Today recently printed the article, “SAT scores show disparities by race, gender, family income”. While the average SAT score for white students in the class of 2009 was 1581, the average for Asian students was 1623, the average for African American students was 1276, the average for Latino students was 1364, the average for Mexican Americans was 1362, the average for students reporting family incomes of $200,000 or more was 1701 and the average for students reporting family incomes between $60,000 and $80,000 was 1506. These statistics may suggest that students of color and students of lower income families perform worse than white American students and students in higher income families. South Jersey Magazine stated that one reason for the disparity in test scores may be economic disparity. “The kids who can afford it are taking prep courses.”
There are widely divergent views on whether a problem actually exists. Teachers, depending on where they teach and their position within their school will define the issue differently. Some schools do not even appear to have a multicultural issue. But perhaps the issue is invisible to those not suffering from it! It appears to me that students’ suffering is not due to race but is due to poverty perhaps caused by or connected to their cultural differences.
Resources:
US Department of Labor/Bureau of Labor Statistics Unemployment Data
USA Today – 8/25/09 – SAT Scores
Youtube – Everyday Struggles over Race in K-12 Settings
“A Synthesis of Scholarship in Multicultural Education” by Geneva Gay
1. Learning about cultural diversity through revision of curriculum and textbooks
2. Making schools more culturally fair, accepting and balanced
3. Developing individual teacher definitions to fit specific needs instead of imposing a universal structure
4. Facilitating the teaching and learning of basic literacy skills of ethnically different students
5. Implementing a process of change in schools that will ultimately extend to society
The main goal of a multicultural education is to provide an equal chance for students from diverse racial, ethnic, social-class and cultural groups to achieve academic success. In order to do this, students need to acquire the knowledge, attitudes and skills needed to function effectively in society. A multicultural education also helps educators to fulfill the goals of maximizing human potential, meeting individual needs and teaching the whole child by enhancing feelings of personal worth, confidence, and competence.
The need for a multicultural education is demonstrated in certain statistics such as the current unemployment rates for the United States. The third quarter of 2009 averages demonstrate that the number of black or African Americans unemployed almost doubles the number of white Americans unemployed. The number of Hispanic or Latino Americans were 1.5 times the number of white Americans unemployed.
USA Today recently printed the article, “SAT scores show disparities by race, gender, family income”. While the average SAT score for white students in the class of 2009 was 1581, the average for Asian students was 1623, the average for African American students was 1276, the average for Latino students was 1364, the average for Mexican Americans was 1362, the average for students reporting family incomes of $200,000 or more was 1701 and the average for students reporting family incomes between $60,000 and $80,000 was 1506. These statistics may suggest that students of color and students of lower income families perform worse than white American students and students in higher income families. South Jersey Magazine stated that one reason for the disparity in test scores may be economic disparity. “The kids who can afford it are taking prep courses.”
There are widely divergent views on whether a problem actually exists. Teachers, depending on where they teach and their position within their school will define the issue differently. Some schools do not even appear to have a multicultural issue. But perhaps the issue is invisible to those not suffering from it! It appears to me that students’ suffering is not due to race but is due to poverty perhaps caused by or connected to their cultural differences.
Resources:
US Department of Labor/Bureau of Labor Statistics Unemployment Data
USA Today – 8/25/09 – SAT Scores
Youtube – Everyday Struggles over Race in K-12 Settings
“A Synthesis of Scholarship in Multicultural Education” by Geneva Gay
Year-Round Schooling
Year-Round Schooling (YRS) is a hotly debated topic among parents and educators. With the backing of President Obama’s administration, the issue seems most likely to heat up even more so in the coming years. Currently most schools operate under the agrarian-based schedule of 180 days per year with a 3 month break over the summer months. The YRS schedule, which has been adopted by some schools, consists of smaller breaks throughout the year without the large summer gap (i.e. 45 school days and then a 15 day break). The number of actual days in school, however is unchanged in most schools (180 days) and many schools utilize a multitrack calendar in which there are different tracks of students on different schedules. In this model there is always at least one track on vacation all year round.
There are several proposed benefits of YRS. First, the multitrack calendar can allow schools to maximize resources. For example if there is always a track of students on vacation, schools can fit more students into smaller buildings and save millions in new building costs. Many proponents of YRS also believe it will prevent the regression they feel many students experience from being off for three months in the summer and thus lead to improved student achievement. A study by the New York Board of Regents (1978) found that students forget information over the summer months, particularly disadvantaged students and students for whom English is a second language. Another advantage to YRS is that schools can also offer intersession which include remedial, advanced and enrichment programs.
Some parents are also proponents of YRS because working parents will not have to worry about what to do with their children in the summer. More teachers might also to be able to seek extra compensation for the summer months. Also, although YRS would perhaps cut down on vacations in the summer month, some in the travel industry believe such a schedule would be a boon to selling vacations during other times in the year, which are currently thought of as off-peak months.
Opponents of YRS maintain the point that research into the effect of YRS on student achievement is mixed and contradictory. For example some research has found that students in schools with YRS programs achieve as well or slightly better than their peers in traditional schools programs (Palmer & Bemis, 1999; Kneese, 1996). Other research, however has found no significant relationship between YRS and improved student achievement (Cooper, et al., 2003). Clearly with the multitude of variables it may be difficult to fully understand this relationship. For example many times schools who adopt a YRS schedule are also making many other significant changes in their schools which can also affect student outcomes.
Other opponents to YRS point to the many family issues that may be created by moving to this type of calendar. For example families with children in different YRS tracks at a school or children who attend both YRS and non-YRS schools will have much difficulty arranging vacations or even just days for a babysitter. YRS could also destroy entire towns which have been summer long vacation destinations as well as the summer camps business in general. Finally YRS could also become very expensive in terms of keeping facilities (i.e. air conditioning in buildings) going through the summer months as well as the extra pay teachers would demand to come in throughout the year.
In conclusion there is no clear evidence for the efficacy of YRS, though the topic does raise some valid points to consider in improving student achievement. Some solutions could be considered to ensure year-long learning taking into consideration some of the practical concerns involved. YRS could be an option for students and parents who would rather use the summer to further develop their education. Working parents may be interested in paying school districts extra for academic supports especially after-school for unsupervised children. Supplemental education programs can also be utilized in in summer vacation towns such as morning classes (i.e. 730-1130am)to ensure at least some year-long learning. Such modifications could be helpful in swaying some of the detractors to YRS programs.
By:
Richard Allen
http://www.edweek.org/rc/issues/year-round-schooling/
http://www.auburn.edu/~enebasa/html/home.pp.html
http://www.ericdigests.org/1992-4/year.htm
http://712educators.about.com/cs/reformtime/a/yearrounded.htm
There are several proposed benefits of YRS. First, the multitrack calendar can allow schools to maximize resources. For example if there is always a track of students on vacation, schools can fit more students into smaller buildings and save millions in new building costs. Many proponents of YRS also believe it will prevent the regression they feel many students experience from being off for three months in the summer and thus lead to improved student achievement. A study by the New York Board of Regents (1978) found that students forget information over the summer months, particularly disadvantaged students and students for whom English is a second language. Another advantage to YRS is that schools can also offer intersession which include remedial, advanced and enrichment programs.
Some parents are also proponents of YRS because working parents will not have to worry about what to do with their children in the summer. More teachers might also to be able to seek extra compensation for the summer months. Also, although YRS would perhaps cut down on vacations in the summer month, some in the travel industry believe such a schedule would be a boon to selling vacations during other times in the year, which are currently thought of as off-peak months.
Opponents of YRS maintain the point that research into the effect of YRS on student achievement is mixed and contradictory. For example some research has found that students in schools with YRS programs achieve as well or slightly better than their peers in traditional schools programs (Palmer & Bemis, 1999; Kneese, 1996). Other research, however has found no significant relationship between YRS and improved student achievement (Cooper, et al., 2003). Clearly with the multitude of variables it may be difficult to fully understand this relationship. For example many times schools who adopt a YRS schedule are also making many other significant changes in their schools which can also affect student outcomes.
Other opponents to YRS point to the many family issues that may be created by moving to this type of calendar. For example families with children in different YRS tracks at a school or children who attend both YRS and non-YRS schools will have much difficulty arranging vacations or even just days for a babysitter. YRS could also destroy entire towns which have been summer long vacation destinations as well as the summer camps business in general. Finally YRS could also become very expensive in terms of keeping facilities (i.e. air conditioning in buildings) going through the summer months as well as the extra pay teachers would demand to come in throughout the year.
In conclusion there is no clear evidence for the efficacy of YRS, though the topic does raise some valid points to consider in improving student achievement. Some solutions could be considered to ensure year-long learning taking into consideration some of the practical concerns involved. YRS could be an option for students and parents who would rather use the summer to further develop their education. Working parents may be interested in paying school districts extra for academic supports especially after-school for unsupervised children. Supplemental education programs can also be utilized in in summer vacation towns such as morning classes (i.e. 730-1130am)to ensure at least some year-long learning. Such modifications could be helpful in swaying some of the detractors to YRS programs.
By:
Richard Allen
http://www.edweek.org/rc/issues/year-round-schooling/
http://www.auburn.edu/~enebasa/html/home.pp.html
http://www.ericdigests.org/1992-4/year.htm
http://712educators.about.com/cs/reformtime/a/yearrounded.htm
Friday, November 6, 2009
Helicopter Parents
Helicopter Parents: Ya’ Gotta Love ‘Em
By Kristina E. Bergman
11-5-09
First, let’s define the term, Helicopter Parents as parents ‘who are omnipresent, super-involved and determined to achieve the best for their children’. Doesn’t sound too ominous, does it? Well, let’s continue with more of the definition as, ‘…and they will pursue that goal even if they have to write their offspring’s' job applications, iron their shirts before they go for an interview, and then drive them to work on their first day in the office’. For the children in the lower grades, they can be a teacher’s and administrator’s nightmare. Not only are they overprotective and pay close attention to their child’s every move, they always seem to tune into the negative aspects of their education, insisting that their child is the high achiever and didn’t deserve that low grade or should have received the lead in the school play regardless of who else was in the running. Also, if a discipline issue arises, they will be the first in your office arguing that their child would never have done the questionable deed and must have been influenced by some ne’er-do-well acquaintance at the school.
In retrospect, I myself was a Helicopter Parent to a certain extent. I have three sons, who seemed to always forget something, whether it was lunch money for the week, or leaving their band instrument at home, or missing the bus because they were in the bathroom too long and lost track of time. When they were much younger, and I was a stay-at-home mom, I did run that instrument to the school, find the missing notebook and take it the office, and even took them to school if they happened to oversleep and miss the bus. As they got older, I still continued to shuttle items to the school, but as I had started to substitute teach and work full time in the school system, the ability to get forgotten and misplaced items for my irresponsible boys became nil. To a certain extent, they became more independent and responsible for themselves, but the pattern of behavior had been set. To this day, they still try to get me to do certain things for them, but I remind them that they need to be more responsible for themselves and their behavior and face the consequences of actions or non-action, whatever it may be. Therefore, children need to become independent thinkers and learn on their own, even if they have to fall on their faces periodically to make them realize they are responsible for their own actions and there is not necessarily a failsafe to save them from themselves.
Fortunately, there are some pros to the Helicopter Parent stigma. Those parents tend to keep their kids in line and constantly make them accountable for grades through the use of on-line grade portals, such as K-12 Planet and OnCourse. They can also back you up in regards to behavior issues. For example, if a student has an issue in the classroom with a teacher, some Helicopter Parents will side with you and get the issue resolved quickly, dealing out their own punishment, as well as a school detention. Some Helicopter Parents, if you get enough of them on board with a school wide issue, can possibly sway the decision in the school’s favor by helping to change the Board’s decision. Another positive aspect of Helicopter Parenting is found in a quote from reporter Don Aucoin of the Boston Globe. He writes: “Moreover, they say, with the economy in a deep swoon, helicopter parents may have a vital role to play as career counselors or even as providers of financial aid to their offspring.” I myself have been counseling my middle son as to what career path he would like to follow. Being a teacher, I planted a seed of interest in him and showed him, by example and discussion, the benefits of choosing such a career. He is currently in his second year at Salem Community College as a Mathematics/Education major, and plans to continue his studies at Rowan University next fall. He is even contemplating doing a double major including Physics as a course of study as well. He could not have accomplished what he has so far financially without the aid assistance benefit from the NJ Stars program and my income tax information.
As students get older and become adults, they should become more responsible for themselves. If they are always being bailed out by parents, how are they to survive in this global economy and make it in the world on their own? The responsibility does become the parents’ to teach these students how to make it on their own by giving them opportunities to do just that. Show them how to write checks, balance a checking account, open a savings account, and be an example of good work ethics. Encourage them to open a credit account and, in the beginning, guide them on how to pay early and establish a good credit rating. If they miss a payment, it is on them to pay it and be responsible for their account. When in trouble with the law, the student should face the consequences, pay the fine, and go to court. The parent should not be bailing them out or arguing in court on their behalf; that is what lawyers are for. If the student is an adult, he should act like an adult and not lean on his/her parent to ‘save’ them.
While researching Helicopter Parents, I found Fresher’s Guide for parents of College/University age students. It is pretty cut and dried, but great advice.
Fresher’s Guide
How not to be a helicopter parent when you have university-age children:
1) After settling your children into university, don't reappear until the end of term, except in emergencies.
2) Don't try to steer them towards particular careers. Be there to advise, but no more.
3) Think twice before accompanying your children to careers fairs. The jobs market is one in which they must learn to shop for themselves.
4) Under no circumstances contact prospective employers of your children directly to negotiate salaries. Such interference will be resented.
5) Don't get drawn into acting as a chauffeur, sock-washer, bank manager or short-order chef for your children once they have passed the age of 18. You may get appreciation in the short term, but you risk infantilizing them.
6) Greet each new boyfriend/girlfriend with an insouciant shrug. In love, as in all else, let your children make their own mistakes.
Sources:
Belkin, Lisa. "The Way We Live Now: Let the Kid Be." Motherlode Blog. The Times Magazine, 29 May 2009. Web. 8 Oct. 2009..
Belkin, Lisa. "In Defense of Helicopter Parents." Motherlode Blog. The Times Magazine, 4 May 2009. Web. 8 Oct. 2009.
Flores, Emilio. "Helicopter parents? Eew!" Opinion L.A. Los Angeles Times, 2 Sept. 2009. Web. 8 Oct. 2009. http://opinion.latimes.com/opinionla/2009/09/helicopter-parents-eew.html
My personal experiences
By Kristina E. Bergman
11-5-09
First, let’s define the term, Helicopter Parents as parents ‘who are omnipresent, super-involved and determined to achieve the best for their children’. Doesn’t sound too ominous, does it? Well, let’s continue with more of the definition as, ‘…and they will pursue that goal even if they have to write their offspring’s' job applications, iron their shirts before they go for an interview, and then drive them to work on their first day in the office’. For the children in the lower grades, they can be a teacher’s and administrator’s nightmare. Not only are they overprotective and pay close attention to their child’s every move, they always seem to tune into the negative aspects of their education, insisting that their child is the high achiever and didn’t deserve that low grade or should have received the lead in the school play regardless of who else was in the running. Also, if a discipline issue arises, they will be the first in your office arguing that their child would never have done the questionable deed and must have been influenced by some ne’er-do-well acquaintance at the school.
In retrospect, I myself was a Helicopter Parent to a certain extent. I have three sons, who seemed to always forget something, whether it was lunch money for the week, or leaving their band instrument at home, or missing the bus because they were in the bathroom too long and lost track of time. When they were much younger, and I was a stay-at-home mom, I did run that instrument to the school, find the missing notebook and take it the office, and even took them to school if they happened to oversleep and miss the bus. As they got older, I still continued to shuttle items to the school, but as I had started to substitute teach and work full time in the school system, the ability to get forgotten and misplaced items for my irresponsible boys became nil. To a certain extent, they became more independent and responsible for themselves, but the pattern of behavior had been set. To this day, they still try to get me to do certain things for them, but I remind them that they need to be more responsible for themselves and their behavior and face the consequences of actions or non-action, whatever it may be. Therefore, children need to become independent thinkers and learn on their own, even if they have to fall on their faces periodically to make them realize they are responsible for their own actions and there is not necessarily a failsafe to save them from themselves.
Fortunately, there are some pros to the Helicopter Parent stigma. Those parents tend to keep their kids in line and constantly make them accountable for grades through the use of on-line grade portals, such as K-12 Planet and OnCourse. They can also back you up in regards to behavior issues. For example, if a student has an issue in the classroom with a teacher, some Helicopter Parents will side with you and get the issue resolved quickly, dealing out their own punishment, as well as a school detention. Some Helicopter Parents, if you get enough of them on board with a school wide issue, can possibly sway the decision in the school’s favor by helping to change the Board’s decision. Another positive aspect of Helicopter Parenting is found in a quote from reporter Don Aucoin of the Boston Globe. He writes: “Moreover, they say, with the economy in a deep swoon, helicopter parents may have a vital role to play as career counselors or even as providers of financial aid to their offspring.” I myself have been counseling my middle son as to what career path he would like to follow. Being a teacher, I planted a seed of interest in him and showed him, by example and discussion, the benefits of choosing such a career. He is currently in his second year at Salem Community College as a Mathematics/Education major, and plans to continue his studies at Rowan University next fall. He is even contemplating doing a double major including Physics as a course of study as well. He could not have accomplished what he has so far financially without the aid assistance benefit from the NJ Stars program and my income tax information.
As students get older and become adults, they should become more responsible for themselves. If they are always being bailed out by parents, how are they to survive in this global economy and make it in the world on their own? The responsibility does become the parents’ to teach these students how to make it on their own by giving them opportunities to do just that. Show them how to write checks, balance a checking account, open a savings account, and be an example of good work ethics. Encourage them to open a credit account and, in the beginning, guide them on how to pay early and establish a good credit rating. If they miss a payment, it is on them to pay it and be responsible for their account. When in trouble with the law, the student should face the consequences, pay the fine, and go to court. The parent should not be bailing them out or arguing in court on their behalf; that is what lawyers are for. If the student is an adult, he should act like an adult and not lean on his/her parent to ‘save’ them.
While researching Helicopter Parents, I found Fresher’s Guide for parents of College/University age students. It is pretty cut and dried, but great advice.
Fresher’s Guide
How not to be a helicopter parent when you have university-age children:
1) After settling your children into university, don't reappear until the end of term, except in emergencies.
2) Don't try to steer them towards particular careers. Be there to advise, but no more.
3) Think twice before accompanying your children to careers fairs. The jobs market is one in which they must learn to shop for themselves.
4) Under no circumstances contact prospective employers of your children directly to negotiate salaries. Such interference will be resented.
5) Don't get drawn into acting as a chauffeur, sock-washer, bank manager or short-order chef for your children once they have passed the age of 18. You may get appreciation in the short term, but you risk infantilizing them.
6) Greet each new boyfriend/girlfriend with an insouciant shrug. In love, as in all else, let your children make their own mistakes.
Sources:
Belkin, Lisa. "The Way We Live Now: Let the Kid Be." Motherlode Blog. The Times Magazine, 29 May 2009. Web. 8 Oct. 2009.
Belkin, Lisa. "In Defense of Helicopter Parents." Motherlode Blog. The Times Magazine, 4 May 2009. Web. 8 Oct. 2009.
Flores, Emilio. "Helicopter parents? Eew!" Opinion L.A. Los Angeles Times, 2 Sept. 2009. Web. 8 Oct. 2009. http://opinion.latimes.com/opinionla/2009/09/helicopter-parents-eew.html
My personal experiences
Tuesday, November 3, 2009
Kelly Brelsford
Kelly Brelsford
Brain Based Research and Learning
Brain based research is essentially the basis for brain based learning. Brain based learning is a learning theory based on the structure and function of the brain. The main principal is that as long as the brain is not prohibited from fulfilling its normal processes, learning will occur.
The commonly cited core principles of brain-based learning are:
• The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling.
• Learning engages the whole physiology; everything that affects our physiological functioning affects our learning.
• The search for meaning is innate; it is survival oriented and is a basic function of the brain.
• The search for meaning comes through patterning. Patterning is the meaningful organization and categorization of information. The brain is designed to perceive and generate patterns, and it resists having patterns imposed.
• Emotions are critical to patterning; everything we learn is influenced by our emotions.
• The brain processes wholes and parts simultaneously. Although there is evidence of brain laterality, the concept that each hemisphere of the brain controls specific functions, the two halves are definitely interactive.
• Learning involves both focused attention and peripheral perception; the brain absorbs information that it is aware of as well as underling information that is not explicitly given.
• Learning involves both conscious and unconscious processes; information that is perceived peripherally enters the brain without the learners’ cognizance.
• We have two types of memory: spatial and rote. Spatial memory allows for instant memory of experiences. Rote memory is designed for storing relatively unrelated information.
• We understand best when facts are embedded in natural, spatial memory, which is best invoked through experiential learning.
• Learning is enhanced by challenge and inhibited by threat.
• Each brain is unique, and uniquely organized.
Brain based research and learning effects education in terms of curriculum development, instruction, and assessment. Curriculum must be designed to immerse the students in what they are learning and be designed around their interests. Thematic instruction utilizes this principal. Teachers are encouraged to structure learning around problems that students can relate to their lives. Instruction in areas outside the classroom and team learning are also encouraged. As far as assessment, students are allowed to monitor their own learning progress through understanding their own learning styles and preferences.
Three instructional techniques associated with brain-based learning are:
• Orchestrated immersion: creating learning environments that fully immerse students in an educational experience. A complex learning environment that is highly interactive in which students can perform at multiple levels allows them to make connections to create meaning. An example of orchestrated immersion could be to place students in an environment that simulates Paris to immerse them in the French language and culture.
• Relaxed alertness: attempting to eliminate fear in learners, while maintaining a highly challenging environment. A personal sense of well-being allows students to more freely explore new thoughts and connections.
• Active processing: allowing the learner to consolidate and internalize information by actively processing it. Students process information in a way that is personally meaningful to them, understanding information rather than memorizing it.
Criticism
The primary critical element of brain-based research and learning seems to be that articles relating to brain-based curricula are most often not written by neuroscientists (neuroscience is the biological science of the brain). Normally the authors of such articles are cognitive (cognitive science is the behavioral science of the mind) scientists or educational-futurists. Critics felt that a more appropriate title for brain-based learning would be mind-based learning.
Brain Based Research and Learning
Brain based research is essentially the basis for brain based learning. Brain based learning is a learning theory based on the structure and function of the brain. The main principal is that as long as the brain is not prohibited from fulfilling its normal processes, learning will occur.
The commonly cited core principles of brain-based learning are:
• The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling.
• Learning engages the whole physiology; everything that affects our physiological functioning affects our learning.
• The search for meaning is innate; it is survival oriented and is a basic function of the brain.
• The search for meaning comes through patterning. Patterning is the meaningful organization and categorization of information. The brain is designed to perceive and generate patterns, and it resists having patterns imposed.
• Emotions are critical to patterning; everything we learn is influenced by our emotions.
• The brain processes wholes and parts simultaneously. Although there is evidence of brain laterality, the concept that each hemisphere of the brain controls specific functions, the two halves are definitely interactive.
• Learning involves both focused attention and peripheral perception; the brain absorbs information that it is aware of as well as underling information that is not explicitly given.
• Learning involves both conscious and unconscious processes; information that is perceived peripherally enters the brain without the learners’ cognizance.
• We have two types of memory: spatial and rote. Spatial memory allows for instant memory of experiences. Rote memory is designed for storing relatively unrelated information.
• We understand best when facts are embedded in natural, spatial memory, which is best invoked through experiential learning.
• Learning is enhanced by challenge and inhibited by threat.
• Each brain is unique, and uniquely organized.
Brain based research and learning effects education in terms of curriculum development, instruction, and assessment. Curriculum must be designed to immerse the students in what they are learning and be designed around their interests. Thematic instruction utilizes this principal. Teachers are encouraged to structure learning around problems that students can relate to their lives. Instruction in areas outside the classroom and team learning are also encouraged. As far as assessment, students are allowed to monitor their own learning progress through understanding their own learning styles and preferences.
Three instructional techniques associated with brain-based learning are:
• Orchestrated immersion: creating learning environments that fully immerse students in an educational experience. A complex learning environment that is highly interactive in which students can perform at multiple levels allows them to make connections to create meaning. An example of orchestrated immersion could be to place students in an environment that simulates Paris to immerse them in the French language and culture.
• Relaxed alertness: attempting to eliminate fear in learners, while maintaining a highly challenging environment. A personal sense of well-being allows students to more freely explore new thoughts and connections.
• Active processing: allowing the learner to consolidate and internalize information by actively processing it. Students process information in a way that is personally meaningful to them, understanding information rather than memorizing it.
Criticism
The primary critical element of brain-based research and learning seems to be that articles relating to brain-based curricula are most often not written by neuroscientists (neuroscience is the biological science of the brain). Normally the authors of such articles are cognitive (cognitive science is the behavioral science of the mind) scientists or educational-futurists. Critics felt that a more appropriate title for brain-based learning would be mind-based learning.
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