Mind the Gap: Session 2

In chapter one Ravitch states, “Some of the new generations of reformers- mainly Republicans, but not only Republicans- imagine that the schools of the future would function without unions, allowing management to hire and fire personnel at will” (10). Interestingly, the idea of hiring and firing teachers at will tends to be a hot topic of debate.  This is a controversial topic for two reasons: the first being that there are many teachers who have gotten into a routine and teach using strategies that may not be beneficial to student learning.  Some of the older teachers tend to be stuck in their ways, but because of policies like tenure they are protected from being fired.  Second, teachers do need to be protected and unions tend to be the protective force that ensures the fair treatment of teachers.  It seems like a double-edged sword.  We want to do what is best for our teachers but there also needs to be protection for teachers who tend to be the first group scrutinized when schools are not performing well.

Ravitch states, “We must ensure that students gain the knowledge they need to understand political debates, scientific phenomena, and the world they live in. We must be sure they are prepared for the responsibilities of democratic citizenship in a complex society” (13). It was previously thought that students needed to understand the content as presented from the book and teacher.  Yet, in modern society students need to be able to apply this content knowledge to the real world within which they exist.  This concept of applying knowledge will prepare them for the complex world of competition, technology, and advances like the world has never seen before.  Students need to be critical thinkers who have been taught and who have learned transferable skills that will allow them to function in modern society.

According to Ravitch, the well-educated person is knowledgeable in all of the content areas.  Not only would a well-educated person know the content, but they would be able to explain this information to others.  I believe that a well-educated person is someone who is well versed in all content areas.  Even further, a well-educated person would be able to apply critical thinking in regards to all of the areas and solve problems using both knowledge and skill.   In today’s world, I think that a well-educated person will have transferable knowledge and skills.  This means that the well-educated person would be able to use their knowledge of specific subjects to solve real life problems and issues that plague modern society.  The knowledge of the well-educated person would be a resource to problem solve.

In the class discussion, I was intrigued especially by some of the comments from the multiple subject teachers.  It was interesting to hear how students are taught to the test at such an early age which obviously forces teachers to forfeit many of the creative activities they may be able to implement with you children who have thriving imaginations.  In reflection, I think about how many other creative and “outside the box” thinking activities are foregone because teachers are forced to teach to the test.  Because of these reasons, it is easy to criticize standardized tests.  Yet, the point about accountability and reasonable measurements was also brought up during the discussion and begs examination as well.  How else would we measure students?  How else would we, as educators, measure large numbers of kids to know where they may need more support?  Standardized testing seems to be the easiest way to do that, although it is obviously not the most telling.  If we take into consideration special populations, such as ELD students, these standardized tests are by no means a measurement of what that particular group of students knows.  Therefore, it is inaccurate to measure specific populations of student on a standard test that does not consider the individual needs of many of the students.  It is obvious that the education system is failing many students, but tangible solutions need to be implemented to make a change.  I think there is a lack of balance when it comes to accountability.  Accountability is absolutely necessary, but in many cases teachers and schools are being held accountable for things that are out of their control.  One classmate brought up the fact that in grade school students are entering Kindergarten at different levels of skill.  That is a factor that is far beyond the reach of the teacher, yet teachers are being punished for not producing students who prove proficient on the standardized tests.

The standard I am choosing to work with is: 1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). 

Website:  https://sites.google.com/site/milfordhighschoolrti/tier-2-resources/greek-and-latin-root-words/greek-and-latin-resources-for-teachers

Article: http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=31ffa9fb-8ebb-4ff1-b5e6-d11658812f5f%40sessionmgr104&vid=4&hid=121

Book: Vocabulary from Latin and Greek Roots: Book 4 by Elizabeth Osborne –this particular level is for freshmen/sophomore high school students

The article by Deacon (link provided above) proved to be the most useful because it provided various reasons as to why understanding and having knowledge of root words is imperative.  At a young age, children ages 2^nd through 4^th grades, students who learned how to spell the root form of the word will later on be more likely to correctly spell the derivative of the word.  Although this does not guarantee they will understand the meaning, it resonates with the idea that root words, and an understanding of them, proves to benefit the student later in their academic career.  This article supplies various reasons for a teacher to use in an argument as to why knowledge of root words is important.

In my first source, “Identity and Motivation Among Hispanic ELLs” much information proves significant when considering the specific group upon which my inquiry question is based.  The article taught me that a students’ perception of themselves plays a large role in their performance, or in their desire to perform at school.  It lead me to ask questions such as, how could a parents involvement in the students interactions with school and education shape the child’s perception of school? Further, how could this influence the student’s desire to perform at school? The article was convincing in that it surveyed a wide variety of students who interact within the realm of ELL.  I would like to know more about the study, although I am not sure if I would seek out this specific author. 

One of my secondary sources was entitled “Why Can't I Just See the Movie? Fostering Motivation in Children Who Struggle.”  This article was particularly interesting because there are many strategies that teachers are taught in credential programs that are supposed to encourage or motivate students to read, even further, to help them become more proficient readers.  This article caught my attention because many of the strategies tend to be generic.  In this article, the subject of how age plays a role in making certain strategies effective is discussed and scrutinized.  Not all strategies are effective even if a teacher varies the level of difficulty.  It brought me to questions such as: can any reading strategies prove effective across age barriers?  I would seek out this author as she proved to have interesting insights based on previous studies.  In looking at her cited sources, I plan to do further investigation into the sources she used in the article.


I responded to:


Troy Bristol: fatheadtroysmc.blogspot.com
Betsy Varellas: getmovingintheclassroom.blogspot.com
Karen Vigna: karenvigna.blogspot.com