The teacher discussion was helpful but was a bit overwhelming. I wish that the other class was not forced, but was encouraged to say their questions. The combination of being expected to say a question and having their teacher lead the discussion made it difficult to have our questions answered. We had to fight to ask the questions that we wanted to ask. It also didn’t help that several of the people were overly talkative. Alright, enough with the complaining. What I did learn was valuable.
One of the major things I took away from it was that I should not expect the nice summer vacations that come with the teaching career. I sort of expected this already, and have thought about what I wanted to do in the summer but it was sort of a reality check to be like yeah these people didn’t have a summer off till years after they started teaching.
One of the most exciting things they talked about was the benefit of having kids multiply years. With teaching foreign language I expect to have students multiple years. This excited me because I hope to be able to build a strong student teacher bond and with foreign language the multiple years will allow me to do that.
There were several things that were re-enforced that I already knew coming into this class. I knew that teachers should love their students. I knew the job was not a 7-2 job. My mom often didn’t leave her classroom till 430. Listening to the speakers made me excited to become a teacher.
Wednesday, March 7, 2007
Wednesday, February 28, 2007
How do I become a teacher?
This is proving more difficult then anticipated. I need to be highly qualified under No Child Left Behind (no teacher left standing). In order to be highly qualified I need to pass Praxis. I still need to figure out a lot of stuff about doing that and whether a minor in German and Spanish will be enough. I will need to be, in the end, highly qualified in German, Spanish and social sciences so that I can teach any of those subjects. I feel with that under my belt I will be able to get a job nearly anywhere I wanted. It will involve a lot of schooling but it will be worth it.
How can I be successful at UMF?
I need to be very organized and stay on track. I should use my four year plan as a way to stay on track. I need to also go abroad to further expand my language abilities. I am going abroad which will probably put me behind yet again. I am going to have to seriously plan out my schedule so that I can take classes during may term and summer. There is no possible year I can graduate without at least one extra year. I need to learn Spanish and will be attempting to take some courses this summer at Augusta because the Spanish courses here I won't be able to take because of practicum.
How can I use knowledge of the learner to be a better teacher?
I think one of great things about foreign language classes is that it can be designed to better allow students to express themselves in different ways. I can design programs that will engage my students in different ways. There are such a variety in learning styles and a lot of those can be addressed. In my classes there will different learning techniques to address that. The way I learned vocab words was using three different methods. There was a list of words and the student would write the word in English. Then we would repeat the word multiple times while at the same time designing a hand motion or action to accompany the word. For instance the word for stand up is steht auf. They would write "stand up," repeat the word(s), then stand up. This helps out with the auditory learners with the repeating of the words, the visual with the reading and writing of the word, and the kinesthetic learners with the motion of acting out the word or doing a hand motions.
Which theories and historical influences should most impact the schools we'd like to have?
A combination of a lot of ideas would be the ideal situation. There is a lot of change in educational philosophy so it will be important to keep reexamining our techniques to better meet the needs of our students. We need to keep NCLB in the back of our minds so students meet the standards. We also need to look at the changing face of special education students in the classroom and make sure that we can meet their needs as well as the rest of the students.
This is proving more difficult then anticipated. I need to be highly qualified under No Child Left Behind (no teacher left standing). In order to be highly qualified I need to pass Praxis. I still need to figure out a lot of stuff about doing that and whether a minor in German and Spanish will be enough. I will need to be, in the end, highly qualified in German, Spanish and social sciences so that I can teach any of those subjects. I feel with that under my belt I will be able to get a job nearly anywhere I wanted. It will involve a lot of schooling but it will be worth it.
How can I be successful at UMF?
I need to be very organized and stay on track. I should use my four year plan as a way to stay on track. I need to also go abroad to further expand my language abilities. I am going abroad which will probably put me behind yet again. I am going to have to seriously plan out my schedule so that I can take classes during may term and summer. There is no possible year I can graduate without at least one extra year. I need to learn Spanish and will be attempting to take some courses this summer at Augusta because the Spanish courses here I won't be able to take because of practicum.
How can I use knowledge of the learner to be a better teacher?
I think one of great things about foreign language classes is that it can be designed to better allow students to express themselves in different ways. I can design programs that will engage my students in different ways. There are such a variety in learning styles and a lot of those can be addressed. In my classes there will different learning techniques to address that. The way I learned vocab words was using three different methods. There was a list of words and the student would write the word in English. Then we would repeat the word multiple times while at the same time designing a hand motion or action to accompany the word. For instance the word for stand up is steht auf. They would write "stand up," repeat the word(s), then stand up. This helps out with the auditory learners with the repeating of the words, the visual with the reading and writing of the word, and the kinesthetic learners with the motion of acting out the word or doing a hand motions.
Which theories and historical influences should most impact the schools we'd like to have?
A combination of a lot of ideas would be the ideal situation. There is a lot of change in educational philosophy so it will be important to keep reexamining our techniques to better meet the needs of our students. We need to keep NCLB in the back of our minds so students meet the standards. We also need to look at the changing face of special education students in the classroom and make sure that we can meet their needs as well as the rest of the students.
Wednesday, January 31, 2007
Maine Issue Personal Impact
I hope to be a foreign language teacher so more then likely the jobs that will require a Spanish or German teacher will be larger schools to begin with. If schools were to consolidate, more than likely, my ability to get a job would be affected positively because I will be in a large school system already or more large systems might open up with a need for a foreign language teacher. It will effect me through my teaching style and I may have to change my teaching methods slightly. I might have to make more time for a student in class instead of having him stay after and miss the bus which would make a parent have to drive out and get him. It might mean I would have to be more flexible and give up more of my time to adapt to a students schedule from a far away area.
Maine Issue Reaction
I feel like I am a perfect example of both the small town school system and the consolidation system. I come from a very small town where it is likely cows outnumber people. There is no Main street, there is no downtown. We have one store and our claim to fame, depending on who you ask, is that somewhere in Bowdoin we have the largest tire dump in the state of Maine. The elementary school is the heart of the town. Its where we go to vote and where town meetings are held. As an little kiddo I felt the community all around me. In middle and high school we went to larger schools made up of four towns. I had a graduation class of about 230, I had the AP coursed and I rode the bus for 45 minutes. I can see both sides of the argument.
However Maine is in a serious situation with its taxes. In the last 3 years Mainers have seen a variety of tax lowering bills come before them on the November ballots. 2004 it was the Palesky tax cap, more recently it was the Tax Payers Bill of Rights, and between those bills was the legislature attempt of lowering taxes with LD 1. The Palesky Tax Cap and TABOR were both shot down mainly by an effort to protect Maine schools from the devastating effect these bills would have. Maine is listed with the second highest tax burden as expressed by a percent of personal income. In 2005 Maine was listed by CNN as the most taxed state in the country, though their methods were arguably less precise. In any case the need for reform of the school system, which is the major area where Mainer’s taxes go, would relieve the burden.
There are many advantages to the larger school method. AP, art and foreign language programs become more available for students. In some cases combining school districts can open up options like vocational schooling. The wide range of offering can open up students to a new perspective. Along with the more course choices it is financially better to group districts because you are spending less per pupil per year when they are attending larger schools.
I can see the point others are making with the long school bus rides and less personalization. It is easier to give that one on one attention when you classes are 10 or 12 students in small schools, but it is not impossible to recreate that in larger schools. With the busing if you can keep the elementary schools in the towns that would leave the youngest kids on the shortest bus routes. This would also leave a school for the community to have. The middle and high school aged students can, within reason, be bussed farther to a larger combined high school. Students shouldn’t be spending hours on a bus but something reasonable should be agreed upon. As for school rivalries, lets be honest here this is not Texas. The worst school rivalries would be at first a small issue to overcome but not a permeant barrier. If they could integrate black and white students in southern schools then some silly school rivalry should be a little step to overcome.
In the end the need to change the current system out ways the need for many districts. Although reducing the 286 districts to 35 seems extreme but some sort of compromise needs to be made. There needs to be some sort of school consolidation because if taxes continue to be high then it will not be too long before another tax relief bill comes before voters
which will devastate Maine school districts
However Maine is in a serious situation with its taxes. In the last 3 years Mainers have seen a variety of tax lowering bills come before them on the November ballots. 2004 it was the Palesky tax cap, more recently it was the Tax Payers Bill of Rights, and between those bills was the legislature attempt of lowering taxes with LD 1. The Palesky Tax Cap and TABOR were both shot down mainly by an effort to protect Maine schools from the devastating effect these bills would have. Maine is listed with the second highest tax burden as expressed by a percent of personal income. In 2005 Maine was listed by CNN as the most taxed state in the country, though their methods were arguably less precise. In any case the need for reform of the school system, which is the major area where Mainer’s taxes go, would relieve the burden.
There are many advantages to the larger school method. AP, art and foreign language programs become more available for students. In some cases combining school districts can open up options like vocational schooling. The wide range of offering can open up students to a new perspective. Along with the more course choices it is financially better to group districts because you are spending less per pupil per year when they are attending larger schools.
I can see the point others are making with the long school bus rides and less personalization. It is easier to give that one on one attention when you classes are 10 or 12 students in small schools, but it is not impossible to recreate that in larger schools. With the busing if you can keep the elementary schools in the towns that would leave the youngest kids on the shortest bus routes. This would also leave a school for the community to have. The middle and high school aged students can, within reason, be bussed farther to a larger combined high school. Students shouldn’t be spending hours on a bus but something reasonable should be agreed upon. As for school rivalries, lets be honest here this is not Texas. The worst school rivalries would be at first a small issue to overcome but not a permeant barrier. If they could integrate black and white students in southern schools then some silly school rivalry should be a little step to overcome.
In the end the need to change the current system out ways the need for many districts. Although reducing the 286 districts to 35 seems extreme but some sort of compromise needs to be made. There needs to be some sort of school consolidation because if taxes continue to be high then it will not be too long before another tax relief bill comes before voters
which will devastate Maine school districts
Maine Issue Summary
Maine’s school districts are getting smaller. Enrollment has dropped by 50,000 students from the 1970s and it is anticipated that in the next decade it will drop another 23,000 students. Maine’s schools systems still function in a system of tradition but “the cost of that tradition and the lack of progress under the current system is forcing change” (New School Choice, 1). Mainers are struggling with high taxes. Maine is listed as the second highest taxed state based on 2002 tax burdens expressed as a percent of personal income (Office of Fiscal and Program Review, 2). These high tax burdens are the result, partly, to the set up of the school systems. Maine has 286 school districts. A plan by the state panel would reduce this number to 35. “While there is little prospect that this plan will be approved, some variation should be; perhaps the result is 50 or 75 or 100 districts, not 280 and not 35" (Take baby steps, 1). There are a variety of benefits that might occur with a combined school districts including a more diverse course offering in the arts and foreign languages. The costs per student at a larger high school is smaller then the cost of the same student at a smaller school. Baldacci anticipates 250 million dollars saved over the span of three years with the school consolidation model.
Opponents of the plan believe that there are several problems to the consolidation idea. One of the main concerns of districts is the length of time their students will be spending on a bus while being driven to their consolidated school district. Another concern was that for many small districts the school system is the center of the town and to consolidate would “rip its heart out" (Quimby, 1). Another point mentioned was that many school districts have neighboring sports rivalries and it would be difficult to combine districts.
Opponents of the plan believe that there are several problems to the consolidation idea. One of the main concerns of districts is the length of time their students will be spending on a bus while being driven to their consolidated school district. Another concern was that for many small districts the school system is the center of the town and to consolidate would “rip its heart out" (Quimby, 1). Another point mentioned was that many school districts have neighboring sports rivalries and it would be difficult to combine districts.
Friday, January 26, 2007
Teaching in a K-8 or 6-12
While my impression is that Maine schools would not seriously consider a switch to a K-8/6-12 system for several years, it would effect my job in either system. I have yet to decide if I would be a high school or middle school teacher. It depends highly on my career choices in the next few years. If I decide to become a middle school teacher then my position would be highly effected by a process to move middle school students. If I were a high school teacher then it is less clear how my job would be effected by a k-8 system.
NYT Middle School Article
The New York Times article "Taking Middle Schoolers Out of the Middle," which focused on the Middle School scenario, presented a variety of solutions to deal with the issues that come with middle schools across the country. The article doesn't so much present problems that middle schools come with. Instead it talks about many areas around the country that have closed their middle school and opted for a different environment for the 6-8 kids. There are several sides of the issue. Many argue for the K-8 level schools, another group presents points for a 6-12 grade level school, the third group argues that there are real problems in these classrooms and that these issues are just being masked by moving kids out of these middle school settings.
The K-8th side as well as the 6-12 side both argue that there are advantages and disadvantages to having the middle schoolers included. One of the main concerns for both groups was mixing older and younger students together with such a large age difference, and emotional development. The K-8 group argued that the there one advantage might be that students have the emotional connection to these same teachers they have been with. Middle school is without a doubt a critical age for students. They go through so much, emotionally and physically, in the span of 3 years and if they were in a setting with adults that they know already they would have additional emotional support. The 6-12 group argues that the additional time in high school would encourage academic success.
Others insist that the issue of breaking down schools is instead masking the problems of large classes, not enough teacher, and not enough attention for students. The time, money and effort spent on moving students to these other schools could be spent improving middle schools and helping students.
There is little statistical data presented in the article. What little data provided, from Philadelphia, shows that while Philadelphia K-8 schools out-preformed traditional middle schools, "those schools had fewer poor and minority students and more experienced teachers" (Gootman, 1). The movement across the country to change the middle school experience is a new one so data in the next few years will be interesting to study. The immediate advantages though that many people argue for are the emotional support that can be available for students at the K-8 level, or the academic support that can happen at a 6-12 level.
For Maine another issue is that this movement to create the K-8 or 6-12 schools are starting, as most movements do, in urban areas. There doesn’t seem to be much data to present to make this appeal on the rural landscape. There is not evidence presented in this one article that the Maine system is in as much need as for a change or how the change would be implemented.
In Maine there are several areas where there are many towns that come together to form a middle or high schools. In SAD 75 the middle and high school are composed of four towns, with six elementary schools. The method used to help relieve the stress of transition to middle school is to break up all the incoming sixth graders into three “houses” and for the three years you will be in a house with the same kids. In high school, the three houses come together to form a freshmen class of around 230 kids. Up until about 7 years ago, before a new middle school was built, there wasn’t the room to house the sixth graders in the middle school. The sixth graders instead stayed at the elementary schools and then made the transition to the middle school as a seventh grader. For a sixth grader to stay at an elementary school seems to be a more logical choice for a district like SAD 75 and other districts in Maine. That extra year in elementary school might prove helpful for the emotional development of the students. It also solves some of the problems mentioned the article about the difference in ages of the student in a k-8 or a 6-12 environment.
Another plague of many middle schools, at least for SAD 75, is that people are worried about the feelings of students at that age. Though it is a critical age, it seems that many adults are afraid to really challenge students for fear that they wont feel satisfied unless they succeed. So instead of challenging the students they set up these steps that with any effort students can succeed. It doesn’t challenge them it makes it so they feel better about themselves. We need to make it so that students learn to work hard, be proud of their work, and feel the satisfaction of receiving a grade that they deserve. It is essential student are challenged in middle schools if they are to preform well in high school.
While there might be valuable reason to move middle aged students to a different environment it seems that there might be many kinks in systems in the rural areas which need to be worked out. Also statistics should be presented showing an overwhelming improvement of students in these new environment before Maine starts thinking about it.
Several years back New York City and Boston tried to break down their larger schools into small schools. Essentially they would use the same facilities except designate floors as different schools so as to create smaller environments. While initial result favored this method, more recent data has sense demonstrated that the smalls schools failed to improve student success. Boston and New York spent millions of dollars making these smalls schools just to have them not succeed. Several Maine Schools jumped on the bandwagon and floated with the idea, to various degrees, of creating small schools in their school systems. MSAD 75 attempted to implement this method but it failed to be approved by the School Board. School systems need to insure that before Maine schools decide to change the makeup of their middle schools that there is clear data that demonstrates that students improve in the K-8 or 6-12 schools then the traditional middle school style.
The K-8th side as well as the 6-12 side both argue that there are advantages and disadvantages to having the middle schoolers included. One of the main concerns for both groups was mixing older and younger students together with such a large age difference, and emotional development. The K-8 group argued that the there one advantage might be that students have the emotional connection to these same teachers they have been with. Middle school is without a doubt a critical age for students. They go through so much, emotionally and physically, in the span of 3 years and if they were in a setting with adults that they know already they would have additional emotional support. The 6-12 group argues that the additional time in high school would encourage academic success.
Others insist that the issue of breaking down schools is instead masking the problems of large classes, not enough teacher, and not enough attention for students. The time, money and effort spent on moving students to these other schools could be spent improving middle schools and helping students.
There is little statistical data presented in the article. What little data provided, from Philadelphia, shows that while Philadelphia K-8 schools out-preformed traditional middle schools, "those schools had fewer poor and minority students and more experienced teachers" (Gootman, 1). The movement across the country to change the middle school experience is a new one so data in the next few years will be interesting to study. The immediate advantages though that many people argue for are the emotional support that can be available for students at the K-8 level, or the academic support that can happen at a 6-12 level.
For Maine another issue is that this movement to create the K-8 or 6-12 schools are starting, as most movements do, in urban areas. There doesn’t seem to be much data to present to make this appeal on the rural landscape. There is not evidence presented in this one article that the Maine system is in as much need as for a change or how the change would be implemented.
In Maine there are several areas where there are many towns that come together to form a middle or high schools. In SAD 75 the middle and high school are composed of four towns, with six elementary schools. The method used to help relieve the stress of transition to middle school is to break up all the incoming sixth graders into three “houses” and for the three years you will be in a house with the same kids. In high school, the three houses come together to form a freshmen class of around 230 kids. Up until about 7 years ago, before a new middle school was built, there wasn’t the room to house the sixth graders in the middle school. The sixth graders instead stayed at the elementary schools and then made the transition to the middle school as a seventh grader. For a sixth grader to stay at an elementary school seems to be a more logical choice for a district like SAD 75 and other districts in Maine. That extra year in elementary school might prove helpful for the emotional development of the students. It also solves some of the problems mentioned the article about the difference in ages of the student in a k-8 or a 6-12 environment.
Another plague of many middle schools, at least for SAD 75, is that people are worried about the feelings of students at that age. Though it is a critical age, it seems that many adults are afraid to really challenge students for fear that they wont feel satisfied unless they succeed. So instead of challenging the students they set up these steps that with any effort students can succeed. It doesn’t challenge them it makes it so they feel better about themselves. We need to make it so that students learn to work hard, be proud of their work, and feel the satisfaction of receiving a grade that they deserve. It is essential student are challenged in middle schools if they are to preform well in high school.
While there might be valuable reason to move middle aged students to a different environment it seems that there might be many kinks in systems in the rural areas which need to be worked out. Also statistics should be presented showing an overwhelming improvement of students in these new environment before Maine starts thinking about it.
Several years back New York City and Boston tried to break down their larger schools into small schools. Essentially they would use the same facilities except designate floors as different schools so as to create smaller environments. While initial result favored this method, more recent data has sense demonstrated that the smalls schools failed to improve student success. Boston and New York spent millions of dollars making these smalls schools just to have them not succeed. Several Maine Schools jumped on the bandwagon and floated with the idea, to various degrees, of creating small schools in their school systems. MSAD 75 attempted to implement this method but it failed to be approved by the School Board. School systems need to insure that before Maine schools decide to change the makeup of their middle schools that there is clear data that demonstrates that students improve in the K-8 or 6-12 schools then the traditional middle school style.
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