Systematically Thinking
Being in the education field, I find it very important to stay current with the recent studies and finidings in the classroom. Below are some reflections from articles recently published.
Reflections on Defining a High-Quality Classroom
I think that Marsha Jones is on the right track when listing alternatives and improvements to be made for quality in the classroom. She lists nine items in her article that all schools should take part in in order to raise accountability and scores. I agree that student grades should absolutely be based on advanced, proficient, basic or below basic just like the Benchmark shows. I think that a student who consistently performs at a proficient level should earn a B, and not an A. In the same respect, I think that students who are performing at a grade level higher than the one they are currently attending should receive an A.
She also lists having alternative personnel available at all times to serve the needs of the students. I think that in this day and age, and especially in Northwest Arkansas this has become a major issue. Having a plethora of ESL students, as many resources should be available as necessary. Jones states that schools should actively provide ESL staff, special education, speech, occupational therapy and supplemental aids to any child who needs them. I believe that this would help them get back on grade level as quickly as possible.
She also touches on classroom management and behavior. Teachers should have organized classrooms and ask higher order thinking questions in order to get children to learn to their maximum. Student who do not participate are not learning. Lecture in not retainable in the mind of learners, so getting the children to actively participate is a must. Springdale schools are on the right track in expecting higher achievement from their students.
Reflections on What Makes A Teacher Effective
In this article, the author presents the fact that No Child Left Behind will be presented before Congress within the next two years. In the Act is a section which describes effective teachers. Half of a teachers score would be based on student achievement on standardized test scores. They also say that Congress will add school and peer evaluations to the scoring system.
This in effect means that teacher that may have been teaching for 20+ years and have more experience than anyone in the building may be in danger on their job. You can be a highly qualified teacher with all of the ideas in the world, but teaching to the test has become more important than teaching to the child.
Pay scale has been changing due to the need for higher test scores. Some big cities are tempting teachers with incentives and more money to come where they are needed most. They want to show the government that their students can pass the required testing.
I think that this system may cause dishonesty among schools districts to show that their school is proficient. They know that in some way, they must pass, and if they are unable to do that by traditional procedures, drastic measures may be taken.
Teachers should be able to have the freedom to teach in the ways they know to be effective. If teachers are excited about teaching, and can keep the class interested, the kids will learn?and pass tests!
Reflections on What You Call a School in Academic
In this article, the author talks about productivity in the classroom. The students increased learning experience with each change. They could change the lighting or the daily schedule, and each time the students had a larger load on work output. Even when they went from a long day, to a short day, and back to the longer day, the students increased the amount of work load they gave.
I think that each time you change up the students schedule they will give a different performance, either positive or negative. The students also get very routined and bored with the same thing over and over. They get to change up their day and things may be more exciting.
The article also talks about the effects of renaming a school. If you change the name to an academy, the parents will flock in. Just like any store or retail business, if you market your educational building, the parents will want to be served by you. It is also a belief that students are adequately being spread around within these schools so there has become a great diversity.
I know within our three elementary schools, one being public and two being private, there are many dispersed children. Some children have moved over to private schools, and have adequately been served in the way that they learn best. I have also heard parents, however, say that they bought into the propaganda and they have not received the education they thought they would.
I think a child?s education is not something to play around with. We, as parents, need to find the best possible education for our children, and keep them at that spot. Testing and gimmicks should not be included.
Reflections on More Hours at School Could Lead to Higher Achievement
Schools in Massachusetts are trying something new. They have added an extra two hours to ten school?s regular class days in a pilot program. The school is doing this based on the belief that in order for students to master basics, then move on to learn the additional material; a six hour work day was simply not enough. While parents were reluctant at first, they have caught onto the idea.
Students in the Massachusetts schools have not only raised their test scores, they are learning much more than even the district expected. They are received extended hours of enrichment, including arts and music. The teachers are also receiving more planning time throughout this new school day.
I think this is an excellent idea on the concept of content. I think that students are pushed too quickly to master concept that they may not be prepared for. The students now have more time to really grasp concepts before leaving the classroom.
I do think that children, especially those in elementary and middle school will have a very hard time remaining focused in school from 8-5. They do now have added activities to keep their interest, and not just sit at a desk, but I think their day will be difficult. Any child you put in the same place for that amount of time will get restless. I can see the extra time helping students learning, but I could easily see the learning dwindling off after the first 6 hours.
Reflections on Hispanic education: An obstacle course
For Hispanics coming to America, the education system is a difficult task to overcome. Hispanic students have trouble from preschool all the way through college. They have the lowest level of educational achievement, with less than half completing high school.
Living in Northwest Arkansas, this is a major issue. We have so many ESL students in our schools now, which are trying, but are having trouble succeeding. Their parents are not fluent in English, so their assistance at home is less than optimal.
Some reasons this article gives for the performance of Latino students are:
- Hispanics make up 17% of the school population
- ELL students have sky-rocketed in the last decade
- 80% are Hispanic students
- Whites are far more likely to graduate than Latinos
- Schools are serving fewer rigorous courses
- Hispanics are very unlikely to earn a Bachelor?s degree
Something must be done in this country to aide ELL students to achieve more than is currently taking place. If more resources were available to these people, there may be a rise in achievement in ELL?s. If we come to expect more from them, to accomplish and dream, we can change their world.
Bibliography
Jones, Marsha. February 27, 2006. Defining Quality in the Classroom.
Sack-Min, Joetta. March 2007. More Hours at School Could Lead to Higher Achievement. American School Board Journal. Vol. 194 Issue 3, p4-4
Toppo, Greg. March 10, 2007. What Makes A Teacher Effective http://0-web.ebscohost.com.library.uark.edu/ehost/detail?vid=4&hid=105&sid=1b9fa392-0ae4-4a42-954c-92fe838c3027%40sessionmgr105
Wilby, Peter. March 10, 2007. What You Can A School Academic. http://0-web.ebscohost.com.library.uark.edu/ehost/pdf?vid=5&hid=105&sid=1b9fa392-0ae4-4a42-954c-92fe838c3027%40sessionmgr105
Hispanic education: an obstacle course. American School Board Journal, Mar2007, Vol. 194 Issue 3, p6-6,
