children going to school.

“In shore article he talks about how school should be focusing on socialization of the students in the classroom. And that it is good for them to participate because otherwise they become withdrawn.”

This was what Ann Marie’s argument on our last article that we had to read.
When she said this I thought of my friend Amanda. She’s 19 years old with a three year old and a nine month old. She lives on her own because he fiancé died in a tragic car accident before he met his youngest daughter. As her and I became closer it was talk about how she doesn’t want to send her oldest son to school. I asked why and she said she wasn’t ready. As time passed I saw more and more he really needed to go to school. His social skills were lacking with kids his own age. He was always open when I was around or other friends of Amanda’s friends. My hope is that she sends her oldest to school next year but I know it will take time.

thought this was cute!

> BIG PEOPLE WORDS
> A group of kindergartners were trying very hard to become accustomed
> to the first grade.
> The biggest hurdle they faced was that the teacher insisted on NO baby
> talk!
> You need to use 'Big People' words,' she was always reminding them.
> She asked John what he had done over the weekend?
> 'I went to visit my Nana'.
> No, you went to visit your GRANDMOTHER. Use 'Big People' words!'
> She then asked Mitchell what he had done 'I took a ride on a choo-choo'.
> She said. 'No, you took a ride on a TRAIN. You must remember to use
> 'Big People' words'.
> She then asked little Alex what he had done?
> 'I read a book' he replied.
> That's WONDERFUL!' the teacher said.
> 'What book did you read?'
>
> ( I love this...)
>
> Alex thought real hard about it, then puffed out his chest with great
> pride, and said, 'Winnie the SHIT'

Disabilities

Peer Reflection
“As I was reading, I found myself really getting into the article. I found myself really wanting to hug all the children in the world, who just want to be in a normal classroom with their peers, and they can’t because they have a disability, and people don’t think they can do it.” – Sarah T.

Everything that she said in her refection really had me nodding my head in agreement. It’s the same situation with me. In first grade I wasn’t at the same reading level as everyone else, it took me a lot longer to read a passage and comprehend it. I was taken to the Johnston school system for a tutor with an I.E.P. for years I was tutored every day after school with all my homework. It wasn’t till about eighth grade when I was reevaluated and was taken off an I.E.P... This was devastating because applying to High schools was right around the corner. I didn’t know how I was going to be able to get in a good school when it took me so long to get through a test because I’d have to read it over and over to understand it. My parents and I fought for three long months to get a 405, which is like an I.E.P, just different ways of help.
I was accepted into LaSalle Academy but had to go through a transition program over the summer. I was the top of my class going though the program. I went through the school with no use from my 504. I received all A’s and B’s, I was so proud when I got honor roll every year. But as I progressed in school I could see others with disabilities giving up and not achieving their potential. I know many people with problems and I tell them my story and how I did great working hard. They should be doing the same; i helped a lot of people and surprising they graduated.
Just like Sarah used “[Community] requires a willingness to see people as they are-different perhaps in their minds and in their bodies, but not different in their spirits or in their willingness and ability to contribute to the mosaic of society. It requires the "helper" to have the humility to listen for what the person says he or she needs. Also, the "helper" must see that the interaction "helps" both ways. (p. 12)”

Promising Practice

Promising Practice reflection

When I walked in I didn’t know what to expect from a convention because I’ve never gone to one. It was calming when I walked in though and saw Prof Bogad Smiling and excited that we were there; so I felt a little but more at ease. My first group I went to was the Collaborate students with Welfare. I was really looking forward to it because I was just asked to intern with DCYF so I thought this was perfect for me to go to. We talked about the six different aspects of it, emotional, visible, chronological, life experience, peer and cultural. All of these had something very alike in connection. The biggest connection was that it’s a transition, a new change that the kids are going through. It’s out of the norm for them to be taken out of their home and family, and placed with foster parents in a new home, school and environment out of their element. So as teachers we need to be more open to the change. We came up with a list of ways to help. Meetings with DCYF, talk to the foster parents, bee sensitive, help with the behavioral problems they might have, and have a lot of communication with the kids. These things might seem obvious to do but they are over looked and I realized that when we were talking about it. I really enjoyed this seminar because thought it was influential for my future.





After lunch I went to a problem solving seminar with Lindsey, Becka, and Jess. This one was another one I wanted to go to because I am the absolute worst at math and problem solving. I thought it would be more about how to teach it better but it was more of less saying that there are different ways to get the same answer to a problem...well duh! But its okay I was nice still to go to.
So here is a way to solve word problems a much better break down!

http://www.homeschoolmath.net/teaching/teach-solve-word-problems.php

and the do’s and don’t of solving word problems…

http://www.homeschoolmath.net/teaching/problem_solving.php

Oakes.

Quotes:

“Tracking leads to substantial difference in the day to day learning experience students have at school”

This quote makes me think of kids with ADHD; having a good day verses having a bad day. Now a good day for someone with ADHD is usually calm and relaxing. It’s a big problem when one can’t focus on a task at hand because without focus they won’t be motivated to do any work for school. A bad day is when one can’t focus and is all over their place. Usually disorganized and unattached to what is in front of them. It reminds me of the movie “UP” when the dog was talking then yells “squirrel.”

“…top track classes spend more class time on learning activities and less on discipline, socializing or class routine...”

It really makes me wonder if a classroom has to be disciplined and on task. I find the better classes are those who incorporate outside resources, life stories, to help explain a topic. In high school a teacher never did what was on the syllabus and would let the students run the class. I feel like they learn more that way rather than a straight lecture about a topic. “Pacing students more in charge of their owned evaluation.”

“…while students in higher-ability classes seem to be much more involved in their class work.”

This quote reminds me of high school again and how there are different levels of learning and you were placed in that level according to your SAT scores. Im not sure if other schools are like that that but i think it’s much more influential because everyone’s learning style is at the same level. Causing the class to be slower or faster in the learning process. This also corresponds with the quote “…and most striking difference among them might be in the speed at which they master sequentially presented skills.”

“Rich get richer and the poor get poorer”

Just had to put this quote because I hate this saying so much even though sadly it’s true.

While reading numerous articles I can tell that the key issue that exists in 2010 around equality of boys and girls in schools are focused on discrimination. English law on discrimination was already fairly well evolved when the Directives were implemented. However, it has developed significantly since then to comply with European law and the European Court of Justice’s interpretation of certain key concepts. The Equality Act is another large step in the evolutionary process. It is effective as of October 1, 2010.

“The Act still applies to nine “protected characteristics”: age,
Disability, gender reassignment, marriage and civil partnership,
Pregnancy and maternity, race, religion or belief, sex and sexual
Orientation. During consultation, it was suggested that
Characteristics such as language and genetic predisposition should
Also be protected, but the Government rejected those proposals.
The Act introduces a number of changes to victimization and
harassment. Victimisation occurs when an employee is subject to
detriment because he/she has (or is believed to have) made or
supported a complaint or raised a grievance under the Act. A
complainant is no longer required to point to a hypothetical or actual
comparator who has not made or supported a complaint under the
Act.” (Stated by cov.com)

For Gender they had to say that “The Act has expanded the concept of indirect discrimination to cover gender reassignment. Indirect discrimination can now occur when a provision, criterion or practice that applies to everyone within an organization particularly disadvantages people who fall within the gender reassignment protected characteristic (unless it can be justified as a proportionate means of achieving a legitimate aim) The definition of gender reassignment has also been broadened. A person will be regarded as having the protected characteristic if he/she proposes to undergo, is undergoing or has actually undergone the process of reassigning sex. This means that a person will no longer be required to be under medical supervision to fall within the definition. To reassign gender, the employee may simply decide to live and dress as someone of the opposite sex. However, transvestites or those who choose temporarily to adopt the appearance of the opposite sex will not be covered.”

All that this all means is that there shouldn’t be any discrimination towards people that change their appearance because they don’t feel comfortable in their own skin. I have a story, one of my friends was straight her whole life, always loved guys and was completely loved by all for her beauty. When junior year came she “left” the school. We were all sad but it was okay because it always happened. That same year we had a new guy student come in that was funny, loved by all, and into the drama program.
Not till just last year did we find out that it was her that came back as a guy. Really odd huh, but long story short she moved out of her house into her grandparents because her parents wouldn’t accept her as a guy. Now the only reason we found this all out was because when she went to college she was complete antagonized by her roommate causing her to kill herself over Christmas break of 2009. I wish I knew her better but she was just one of those people that said hi to everyone and always started a conversation with you. We weren’t the best of friends but we weren’t the worst either.

Obama's Influence

Responce~

After watching the video of the interview with author Tim Wise, it almost makes me want to pick up his book and see what else he has to say. He states one thing that really stuck out to me and that was his ideas of Racism 1.0 Racism 2.0. He states that these ideas are about how we as Americans now have a new outlook on the “stereo type” of the African American race. Because of Barak Obama, we now have a new idea that you don’t have to be a White Male to become President. The stereo type that people of color are not just good basketball players, or “a problem”, they can achieve much more just like Obama. That doesn’t mean that you have to have the same background as Obama, being in a naval academy or being top of their class, but that they are able to defeat all odds and achieve more.
“Barack Obama has grown up with the teaching of extremely angry, militant, known fanatic people including: the Rev. Jeremiah Wright, Louis Farrakhan, William Ayers and Rev. Michael Pfleger. We want to brush aside these conclusions as attacks and believe Mr. Obama, but, how can we? Are you really to believe that we are not affected by teachers who are militant and angry? This type of teaching plays a rule in anyone whom has endured it. Who is anyone kidding that Mr. Obama won't run this country in the mindset of his teachers.”
Read more: http://www.articlesbase.com/politics-articles/obama-and-the-democrats-push-to-influence-our-children-543217.html#ixzz13QSKwQls
Under Creative Commons License: Attribution

The new hopes for the standards are that everyone can be exceptional no matter race or ethnicity. I agree with that because the stereo types need to be changed. Stereo types can be defeated more now than ever because of the pavement that Obama created. When asking an African American child what they want to be when they grow up, they now have a response of becoming the next president.
"Among my students was the man who's going to swear Obama in as the 44th President of the United States -- John Roberts, the Chief Justice -- very, very smart; but I think that Barack Obama is on the whole at least as impressive, probably more so because of the breadth of qualities that his mind displays, and I suppose it's also a kind of emotional intelligence as well as analytical intelligence." (projo)