Tater Tots, and Catfish Nuggets

Professor is blogging his way into your day!  Join Professor and his side-kicks as they tackle a child's world one day at a time! Professor Meowstein promises to bring to you the reader an interesting perspective. With the help of his side-kick PB   and under the watchful  of his transcriber and consultant, the Professor shares his insights into a child's mind! The Professor is blogging Educational Beginnings ~ July 2008 Environment has always contributed to the development of my educational journey.  My formation started in February 1981 when my first breath was taken and I was placed into the care of my parents.  I took another step in my formation in August 1986, when my mom brought her first born to kindergarten at an area grade school.  It was there that I was surrounded by a strong educational foundation filled morals, values, beliefs, and disciplines, everyday, for nine years.  Upon graduation from 8th grade, I moved into a Catholic H.S. where, again, my environment promoted strong developmental standards and expectations.  The 1st thirteen years set the foundation and allowed for many opportunities.  Through an immersion in a multiple intelligence environment, my hobbies, talents, academic strengths, as well as, weaknesses, were allowed abundant discovery and expression.   I agree with the words of John Powell in that, “children’s lives are shaped by those who love them and those who refuse to love them.”  It was my kindergarten teacher, who was the first person outside of my biological family structure, (my mother being the ultimate first)  that positively shaped my life for the "positive," through her daily acts of unconditional love and acceptance.  As a result of her influence, I have found myself deeply rooted in the development of the individual child through such activities as, tutoring at the elementary level, choreographing elementary and adult theater shows, coaching cheerleading, mentoring, planning and implementing special youth activities, as well as, facilitating learning within the K-8th grade classrooms.   I want to emulate the qualities of unconditional love and acceptance that positively shaped my life, unto the lives of others.  Children with disabilities from all cultures, family structures, religions, etc. need to feel they are safe.  To help them feel safe, accepted, and loved, as well as, enable them to learn, is my purpose in education.  Lady Bird Johnson states that “a child is likely to become whatever he/she is believed of becoming.”  I want to facilitate the next generation to believe they not only hold the power to do great things, but are capable of positively shaping the lives of others.   Professor Meowstein Question of the Week: What does education mean to you?  Please take the time to respond.  It means a lot to the Professor!

Diversity: To Be Assessed Diversely

Diversity... August 2008 In reflection of what constitutes diversity, and in particular, what defines diverse issues within the educational arena, the words spoken by Henry David Thoreau speak great truth.  Thoreau states, “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer.  Let him step to the music which he hears, however measured or far away.” Each student is special and brings into the classroom his/her own sheets of music.  It is the role of the teacher to help enable the student to bring his/her music to full fruition and the responsibility of the nation to assess each student’s ability accordingly.              According to Webb, Metha, and Jordan (2000) “Desegregation is one of the many strategies for realizing equality of educational opportunity”.  Society is not what it once was.  In the past, the United States defined the “melting pot” of diversity through the simple equation, A + B + C = A/BC, meaning that everyone comes together with differences, but an equal blending occurs.  Today, the “melting pot” blending idea has changed, considerably, with the equation of A + B + C = A + B + C. It is extremely important to respect and celebrate each student’s differences, while recognizing that the educational pot is now a “stew” made up of many important and yet different ingredients.             As a teacher, it is a necessity to make the acceptance and recognition of such diversity issues as, gender, nationality, sexual orientation and race, the norm within the classroom.  Children with disabilities from all ethnicities, family situations, religions, etc. need to feel they are safe.  To help them learn, feel accepted and loved is the greatest purpose in education.   Each student possesses his/her own song and should have the opportunity to share it.              In the August 2001 edition of the Teachers College Record, authors, Deschenes, Cuban, and Tyack stated that “there have always been students who ‘did’ not meet the educational expectations of their time--- students outside the mainstream mold who ‘did’ not fit the dominant notions of academic success,” and that “current reformers in the standards movement have ‘made’ a rather radical argument: that all students can learn and that all students should be held to a high standard of performance.” Yes, all students possess the ability to learn and are smart in many ways, yet the current standardized movement in education only truly assesses those who can master the paper and pencil standardized test.  This movement “has and will have something in common with every American educational movement of the past century and a half: students who perform poorly and who fail.”  Such students are a growing group to the nations children, and the solution is not held within requiring all schools to “return to academic basics, harder work, more of the same (in the shape of more hours of school, more homework, and longer school years), in the hope that intensifying standard school would lead to a more competitive economy ( Deschenes, Cuban, Tyack, 2001). I believe the solution lies in realigning the assessment tool to be able to detect the individual strengths amongst all groups of children. The current standardized testing that the nation uses as its tool as “indicators of the country’s health” is completely outdated.  Standardized testing must be realigned to fully evaluate the unique differences within the classroom. Diverse classrooms require diverse assessments.   Until individuals are educated for the individual he/she are and evaluated based on his/her individual successes and strengths, reports will continue to indicate failing scores, rather than achieving individuals ( Deschene, Cuban, Tyack , 2001).        References Deschenes S., Cuban L., Tyack D. (2001). Mismatch: historical perspectives on                         schools and students who don’t fit them. Teachers College Record , 103.4, 525-547.   Webb D. L., Metha A., Jordan F. K. (2000). Foundation of american education.             New Jersey: Merrill.