A Vision for the Future
The writer once read an article by an author for whose name I can not remember at this time entitled “A Vision for the Future.” This particular article was one that caused the writer to reflect on the past while, yet being forced into having to face reality, by way of sheer apprehension in relations to how the educational system, the writer and others assess learning. The author, without a doubt, revealed the truth about assessing for learning. In that it was mentioned that while assessment of learning has been a driven force in education, assessment for learning has been “ignored.” The author of that article undoubtedly, caused the writer to question, as to why is it that the writer’s parents did not receive notices of such tests that were to be administered to the writer, so that; they too, could assess the writer for learning? ” The writer’s can not remember ever having to take notes home informing parents of any mandated tests, for which the writer would have to take.
Yet, the writer who has a daughter who is now sixteen years old and certainly, remembering a couple of the daughter’s pasts schools making some effort to notify parents of tests that were to be taken by the student, nevertheless very little information was brought home by the student for the writer to assess her. The writer can also remember a couple of those schools taking the liberty of programming an automated system to call students homes, informing the parent’s of the tests their children would be taking. The system would specify that the student must be present to take the tests and pass it with a required minimum score. If the results did not meet requirements, the student will suffer the consequences as stated in the memo. The author of this article now makes the writer to want to begin an inquiry in to why is it that the writer and other parent’s are not receiving notices of tests given to assess their children’s learning.
Being a parent as well as an educator, has oftentimes, many times persuaded the writer into becoming more effective into seeking ways to assess students in everything they are required to know, as well as in those areas in which the educational system has not defined as required learning. Finding out what a student needs to work on in order to achieve competency is just as important as raising the bar to make everyone accountable. The writer believes this to be another area in which the “No Child Left Behind Act” should place more focus on.
Therefore, being an educator, the writer is most definitely, in support of assessing for learning. The writer too, agrees that there is a need for this information. The writer strongly believes that being a teacher a students needs should be recognized by the teacher and then those needs should be imbedded it to the student.
Wednesday, December 5, 2007
Saturday, December 1, 2007
The Direction of Education
The Direction of Education
A career in the field of education is almost becoming one of nonexistence. Therefore, it is without a doubt that those individuals who chose to teach; do it because of their love for teaching and the delight one gets when enhancing students’ lives. True educator’s are a rare find, yet; those who do teach believe in the fact that “all” children can learn. However, with the increase of violence, lack of respect for teachers or those in authority and lack of parental support; it is almost impossible for teachers to take control of their classrooms.
With the mounting scares in the news and the lack of support from parents and proper authorities, teachers are afraid to take control of their classrooms. Certainly, there are other major concerns that the “new age” teacher has but still; safety in the classroom seems to take precedent. Children who are in school today seem to be more angrier than ever before which is now causing a more need for counseling and support from resources outside the classroom. A number of students and parents do not get the “vital” help they should have because many times educator’s resources are limited therefore, causing the student to fall through the cracks per se. Sorry to say, when the connection is not made, the teacher is defenseless in his/her own classroom because their safety, has been compromised.
Should teachers teach the way they were taught and if so is this always adequate for today’s students? Probably not, in that student’s way of life has changed to that of the information age. Technology is now incorporated into the “everyday” lives of today’s teachers and students. Almost everything that is done is computer-based. Families are fragmented, mobile, and stressed, and yet some educators continue to teach the way their teachers taught them 20, 30 years ago. As, result, causing students to begin to believe the curriculum does not meet their needs or applicable to their lives.
A career in the field of education is almost becoming one of nonexistence. Therefore, it is without a doubt that those individuals who chose to teach; do it because of their love for teaching and the delight one gets when enhancing students’ lives. True educator’s are a rare find, yet; those who do teach believe in the fact that “all” children can learn. However, with the increase of violence, lack of respect for teachers or those in authority and lack of parental support; it is almost impossible for teachers to take control of their classrooms.
With the mounting scares in the news and the lack of support from parents and proper authorities, teachers are afraid to take control of their classrooms. Certainly, there are other major concerns that the “new age” teacher has but still; safety in the classroom seems to take precedent. Children who are in school today seem to be more angrier than ever before which is now causing a more need for counseling and support from resources outside the classroom. A number of students and parents do not get the “vital” help they should have because many times educator’s resources are limited therefore, causing the student to fall through the cracks per se. Sorry to say, when the connection is not made, the teacher is defenseless in his/her own classroom because their safety, has been compromised.
Should teachers teach the way they were taught and if so is this always adequate for today’s students? Probably not, in that student’s way of life has changed to that of the information age. Technology is now incorporated into the “everyday” lives of today’s teachers and students. Almost everything that is done is computer-based. Families are fragmented, mobile, and stressed, and yet some educators continue to teach the way their teachers taught them 20, 30 years ago. As, result, causing students to begin to believe the curriculum does not meet their needs or applicable to their lives.
Wednesday, November 28, 2007
School Violence
School violence is a very imperative issue of concern as it relates to the educating and the saving of lives of students. Due to the writer being employed at an alternative school and educates students that are sometimes labeled as deviants, the writer felt duty-bound to discuss this topic that is of heart felt agitation. “School violence" can be defined as any act of intimidation, threats, harassment, robbery, vandalism, physical assault such as fights, with or without a weapon (including rape, or other sexual battery), or murder that happens on school grounds or buses going to and from school” (Capozzoli and McVey 11).
According to Reiss & Roth, 1997, violence jeopardizes the intent of the school's mission to be free of aggression against persons or property by way of drugs, weapons, disruptions, bullying and disorderly conduct.
Many of the students who are involved in school violence have not been properly taught how to rationalize or resolve their disagreements or circumstances. As a result of not being able to do what is considered to be the best strategy for resolving differences, they are more likely to seek out a gun or knife, as a means to solving their issues. This sadistic venting of anger; can ultimately; destroy a school and its mission by taking school violence to an entirely new height.
Many of the students who are involved in school violence have not been properly taught how to rationalize or resolve their disagreements or circumstances. As a result of not being able to do what is considered to be the best strategy for resolving differences, they are more likely to seek out a gun or knife, as a means to solving their issues. This sadistic venting of anger; can ultimately; destroy a school and its mission by taking school violence to an entirely new height.
Capazzoli, Thomas K. and R. Steve McVey. Kids Killing Kids: Managing Violence and Gangs in Schools. Boca Raton: St. Lucie Press, 1999.
Reiss, Albert J and Roth, A. Jeffery (1997). Understanding and preventing violence. (pp. 85-115). Washington, DC: National Academy Press.
Reiss, Albert J and Roth, A. Jeffery (1997). Understanding and preventing violence. (pp. 85-115). Washington, DC: National Academy Press.
Teaching Sex Education to Students
Should issues relating to that of abstinence due to pregnancy be the only reason to teach children not to engage in sexual activity?
The writer realizes that this is a very delicate issue for discussion; nevertheless the writer felt a need for such dialogue; due to the number of students that have become and are becoming impregnated at the writer’s school. The writer strongly believes in the teachings of the Bible and does not close the eyes to/condone sex before marriage; neither does the writer condemn those who choose to engage in such behavior before marriage; due to the writer not being one who will do any judging in the final analysis. For this reason, the writer hopes that this topic of discussion will not be taken out of context, impose on beliefs or infringe upon values.
It is the writer’s belief that whether or not the teaching of Sex education to students has in recent years become one of the most significant topics of the church, government and many of those in the field of education. It was once thought that church communities were too, practical in that they are were not seeing the big picture concerning the issue of abstinence, and are simply telling children\people not to have sex before marriage. Many times this was advocated without any valid; other than biblical as to why one shouldn’t. The writer’s faith also teaches this. The writer is in agreement with her faith and, therefore, lives by those beliefs. Yet, the writer believes that for others the concept is not always, so without doubt accepted. As previously stated, the writer does not condemn those whose beliefs are not as such. While, the writer; does believe that the teaching of Sex Education should broaden beyond that of only the teaching of abstinence, due to becoming impregnated. Yet, believes that such discussion explain other factors such as the contracting of diseases (STD’s) that can be acquired as well through such act as well.
The writer realizes that this is a very delicate issue for discussion; nevertheless the writer felt a need for such dialogue; due to the number of students that have become and are becoming impregnated at the writer’s school. The writer strongly believes in the teachings of the Bible and does not close the eyes to/condone sex before marriage; neither does the writer condemn those who choose to engage in such behavior before marriage; due to the writer not being one who will do any judging in the final analysis. For this reason, the writer hopes that this topic of discussion will not be taken out of context, impose on beliefs or infringe upon values.
It is the writer’s belief that whether or not the teaching of Sex education to students has in recent years become one of the most significant topics of the church, government and many of those in the field of education. It was once thought that church communities were too, practical in that they are were not seeing the big picture concerning the issue of abstinence, and are simply telling children\people not to have sex before marriage. Many times this was advocated without any valid; other than biblical as to why one shouldn’t. The writer’s faith also teaches this. The writer is in agreement with her faith and, therefore, lives by those beliefs. Yet, the writer believes that for others the concept is not always, so without doubt accepted. As previously stated, the writer does not condemn those whose beliefs are not as such. While, the writer; does believe that the teaching of Sex Education should broaden beyond that of only the teaching of abstinence, due to becoming impregnated. Yet, believes that such discussion explain other factors such as the contracting of diseases (STD’s) that can be acquired as well through such act as well.
Thursday, November 22, 2007
Accountability
The writer believes that educators would support the writer’s credence; that education is by far, the most priceless asset an individual could possibly obtain. Education provides a foundational awareness and comprehension people will need to partake in a progressively and evermore changing environment; as it relates to one’s potential entity. It is the writer’s belief that many of those in society, make it seem as though persons who are educated are looked- upon as essential facets to society, rather than a liability. It is the writer’s theory that those societies, also have the preception that having an education means that one has somehow established the bases needed to partake in a more proactive stand in their communities. Also that a solid educational foundation can/will facilitate in identifying other ways of life as well.
The writer for those reasons previously; mentioned agrees with (Linn, 2003) that educational accountability has brought about many changes in education.With this being said, it has now been realized that the long-established approaches in education are being affected as well. The world is without a doubt; moving away from the concept relating to the diverse types of programs a school may have such as; what number of certifications a teacher has, whether or not a school is one of merit, or its number of students in attendance at a school. It is the writer’s belief that a countless number of schools are more tolerant of a learning-based designed school versus the curriculum-based designed. A curriculum-based designed school merely; puts emphasis on the material being presented; rather than what it is that a child should be learning and able to accomplish. It is the writer's understanding that districts are more focused on those assessments for distinction and measurements for accountability. Assessment for excellence is a way for teachers to self-evaluate themselves in how well they are getting the job done (Sanders, 1998). This in particular means of assessment is also used as a modus operandi for which schools measure teacher’s and student’s progress. If by any chance the intended goals are found to be less than that of the achieving bases ever effort is then made to go back and make the required modifications needed to obtain that desired goal. Assessment for accountability is the way others view what the teachers are doing in the classroom (Whitaker, 2004).
The writer for those reasons previously; mentioned agrees with (Linn, 2003) that educational accountability has brought about many changes in education.With this being said, it has now been realized that the long-established approaches in education are being affected as well. The world is without a doubt; moving away from the concept relating to the diverse types of programs a school may have such as; what number of certifications a teacher has, whether or not a school is one of merit, or its number of students in attendance at a school. It is the writer’s belief that a countless number of schools are more tolerant of a learning-based designed school versus the curriculum-based designed. A curriculum-based designed school merely; puts emphasis on the material being presented; rather than what it is that a child should be learning and able to accomplish. It is the writer's understanding that districts are more focused on those assessments for distinction and measurements for accountability. Assessment for excellence is a way for teachers to self-evaluate themselves in how well they are getting the job done (Sanders, 1998). This in particular means of assessment is also used as a modus operandi for which schools measure teacher’s and student’s progress. If by any chance the intended goals are found to be less than that of the achieving bases ever effort is then made to go back and make the required modifications needed to obtain that desired goal. Assessment for accountability is the way others view what the teachers are doing in the classroom (Whitaker, 2004).
Thursday, September 27, 2007
http://www.impactofalternativeschoolplacement.blogspot.com
Greetings Dr. Gates and Esteemed Scholars, I hope all of you enjoy reading my blog. I welcome any comments or suggestions you may have.
Rhonda
Rhonda
Sunday, September 23, 2007
Impact of Alternative School Placement on Student
By: Rhonda Ryans
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
There are a number of reasons for which a student may have to attend an alternative setting. Often times, a student is ejected from his/her regular school because of some act of violations defined by the local school system or the local school. As a result, a student’s case is recommended to the Tribunal for review. After the Tribunal meets with the parents, student and school administrators, a review is made of the student’s record and charges, then, a recommendation is made. During that time the Tribunal hears the concerns and makes recommendations for the student. The Tribunal recommends whether or not the student be removed from the traditional school climate or placed on probation (for a period of time) or in an alternative setting. As a result of the Tribunal’s decision the student is assigned to the writer’s alternative program setting. The alternative program is one component that makes the writer’s alternative center in Southwest, Georgia, what it.
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
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