What if this course was taught as a recapitulation of all the other courses necessary for certification?Â In other words, it would begin with the issues raced in “Schools and Society,” proceed through the research highlighted in “Educational Psychology,” and then consider questions of special education, literacy, and the specific content area pedagogy?
Not bad as an organizational tool.Â And it would ask students to reflect on coursework that was relevant but probably forgotten.
Not a big fan of Mayor Street, but his adamant refusal to allow police officers into Philadelphia public schools was the right call. The columnist, Bob Herbert, from the New York Times, has been steadily documenting the abuses perpetrated by New York City Police Officers on schoolchildren in NYC.
Today’s article — here
My first job after college was as a teacher in Cotulla, Texas, in a small Mexican-American school. Few of them could speak English and I couldn’t speak much Spanish. My students were poor and they often came to class without breakfast and hungry. And they knew even in their youth the pain of prejudice. They never seemed to know why people disliked them, but they knew it was so because I saw it in their eyes.
I often walked home late in the afternoon after the classes were finished wishing there was more that I could do. But all I knew was to teach them the little that I knew, hoping that I might help them against the hardships that lay ahead. And somehow you never forget what poverty and hatred can do when you see its scars on the hopeful face of a young child.
Remember — 6th street needs to be written as 06th street in order to be recognized.
The most recent article in Educational Leadership with “discipline” in the title was published in 2001.Â Â Â I guess this term has been replaced by “classroom management.”
Reading this collection of essays; particularly striking were several of the assertions in Deborah Meier’s piece on democracy:
We need school where strong cross-generational relationships can be built around matters of importance to the world. Schools cannot do it alone — kids also need other non-school communities — but creating such schools is a necessary start. These schools can exist only in communities that trust them. There is no shortcut. The authority needed to do the job requires trust. Trusting our schools cannot be a long-term goal in some utopian vision. If you don’t trust the babysitter, no accountability scheme will make it safe to leave your child in her hands tonight. The only alternative is to stay home.
The business world offers little guidance in this task (to build trust/community/democracy). The ways of business hardly work for business, where “buyer beware” is the primary response to demands of accountability.
There will be acrimony and there will be local fights (if we can return democracy to schools). Hurrah, not alas. It is the habits of mind necessary for practicing and resolving disagreement — the mental toughness that democracy rests on — that kids most need to learn about in school. If we all agreed about everything, we wouldn’t need democracy; we wouldn’t need to learn how people work out differences.
Meier, Deborah. “NCLB and Democracy.” In Many Children Left Behind: How the No Child Left Behind Act is Damaging our Children and our Schools, edited by Deborah Meier and George H. Wood. Boston: Beacon Press, 2004.
To the Editor:
Iâ€™ve never had a problem with the idea of merit pay for teachers, just the way that it is too often distributed. In many institutions, monetary rewards are the outcome of obedience to administrators rather than excellence in teaching and scholarship.
With academic leadership increasingly falling into the hands of politically appointed micromanagers rather than serious well-qualified educators, this problem will only continue, posing a threat to academic excellence.
If administrators, trustees and legislative overseers are willing to acknowledge that they may not be the most competent arbiters of academic â€œmerit,â€ then a meritocracy may be able to work.
In an environment where petty martinets are in a position to make decisions about merit, excellence will be sacrificed at the altar of subservience. This is not good for education, or for the future of a well-educated America.
New York, June 18, 2007
Use this article:
Stearns, Peter N. “Goals in History Teaching.” In Learning and reasoning in history, edited by James F. Voss and Mario Carretero. London ; Portland, OR: Woburn Press, 1998
alongside the introduction to the 1994 history standards. His critique of the standards is quite interesting (and from inside the discipline as opposed to from a political standpoint) and would provoke a solid conversation.
Funny line: “A colleague who recommended, tongue in cheek, that the responsibility for defending Western values be given for the next ten years to biology courses, to let history off the hook, was not entirely off the mark.” p.286.
Use this as a text in all of your classes — have students bring it to RICA, to Social Studies Methods, to the Secondary Student Teaching Seminar.
they ought to be able to re-write it but these should become public documents at the beginning of the semester.
From the References menu, choose New Reference
1.Enter all of the bibliographic information that the references have in common (such as the year, book title, publisher, and city for different sections from one book).
2.Close the reference when you are finished. It remains selected in the Library window.
3.Choose Ctrl-C from the Edit menu.
4.Use the Ctrl-V command to paste the reference several times, to create as many partially-filled references as you need. You should paste directly to the Library windowâ€”do not open a new reference.