April showers bring ---well a month full of testing. As the end of the school year is quickly approaching us, citywide testing is the topic of discussions. I had an opportunity to sit down wit a fourth grade teacher and test grader who gave me her thoughts about the ELA.
As a teacher, how do you think the test was?
The state ELA exam was fair. Day 1 was the reading comprehension part had several passages to read with several follow up questions for each passage. The passages ranged from non fiction to poetry to narrative procedure to fiction. Students reading at or above grade level should do very well...however due to the states norming procedures that is not always the case.
How did you prepare your students to succeed on the exam?
With lots of test prep. The students were prepared, however the most growth is always seen in the students that are approaching or below level, especially if it is an election year.
What are your thoughts on testing? Do you think standardized tests are the most effective way to measure student’s academic performance?
I do not put much faith in the result of the test due to the norming. I have seen students that were not fluent readers receive a 3 and above average students receive a 3 as well. So when I give marks on the report card my standards are much higher than the states. A students grade may not reflect the score they received on the state exam. Day 2 and 3 of the test is written responses and are marked by teachers. Some of the marking may be done by early childhood teachers, ELL teachers, anyone that the principal chooses to send. I have gone to the marking several years. I can tell you marking these exams is very subjective, thankfully it does not carry as much weight as
day 1(which makes up about 60% of the grade).
Wednesday, May 19, 2010
Child Abuse Seminar
As an employee on a preschool, I as well as my fellow colleagues were mandated to report to a Child Abuse Seminar. As we all gathered inside our school gym, mumbles filled the air with despair and aggravation---”Just what I want to be doing on a Thursday night,” stated a teacher.
This was my first seminar of this sort and I was interested to what I was going to learn. Since working at this facility, I have come across many sad and heartbreaking situations that no child should ever have to face. As a teacher and friend, I want to take them into my arms and assure them that everything will be okay. Their innocent looks succumb any negative in my eyes. I just want the best for them, now and in the future.
Retired Police Officer John Dally* greeted us acknowledging the fact that we didn’t want to be there in a humorous way. He began stating the many forms of child abuse---sexual, physical, verbal and emotional. Without even knowing it, millions of children are affected by some form of abuse. Child abuse had many repercussions for the abuser, yet leaves the child with lifelong scars.
“As teachers,” he stated, “you have a responsibility to do all you can for these children. These are real problems and we need to protect the rights of our children. Not just the parents.”
He continued to explain the characteristics of the offender, types of offense and causes of child abuse. It amazed me what is and what isn’t consider an offense of child abuse.
This seminar opened my eyes making me want to help and work with children even more. There is a lot of danger in the outside world. Don’t we want the best for our children? So let’s protect and provide them with a home and a childhood they can enjoy.
This was my first seminar of this sort and I was interested to what I was going to learn. Since working at this facility, I have come across many sad and heartbreaking situations that no child should ever have to face. As a teacher and friend, I want to take them into my arms and assure them that everything will be okay. Their innocent looks succumb any negative in my eyes. I just want the best for them, now and in the future.
Retired Police Officer John Dally* greeted us acknowledging the fact that we didn’t want to be there in a humorous way. He began stating the many forms of child abuse---sexual, physical, verbal and emotional. Without even knowing it, millions of children are affected by some form of abuse. Child abuse had many repercussions for the abuser, yet leaves the child with lifelong scars.
“As teachers,” he stated, “you have a responsibility to do all you can for these children. These are real problems and we need to protect the rights of our children. Not just the parents.”
He continued to explain the characteristics of the offender, types of offense and causes of child abuse. It amazed me what is and what isn’t consider an offense of child abuse.
This seminar opened my eyes making me want to help and work with children even more. There is a lot of danger in the outside world. Don’t we want the best for our children? So let’s protect and provide them with a home and a childhood they can enjoy.
Mainstreaming in the Classroom
Mainstreaming students in the classroom is the practice of educating special need students of all sorts of disabilities in a general education classroom. It has been a very controversial topic generating intense disagreement between administrators, educators and parents within the school system. Every student is entitled to an education that maximizes his/her potential. However, on the issue of mainstreaming, one must make a clear conceptual separation of what is “right” or “just” in an ideal world.
Though the good may weigh out the bad or vice versa, the outcome of mainstreaming differs depending on the issue that arises of a special needs child as well as general education students. Studies show that mainstreaming can help special need students develop greater self-confidence, skills and independency. Classes with mainstreaming bring students together and learn to understand and appreciate one another, learning to accept individual differences an being comfortable around others who do not fit the mold of a “normal” general education student.
Ms. T*, a special education teacher for the past fifteen years feels the middle/average groups benefit from repetition and different teaching methods offered to IEP students. “The more advanced students do suffer. Even in a class that has differentiated instruction. The advanced student often doesn’t receive enough attention and their needs are not met. On the other hand, if the IEP student has a behavioral problem and distracts the class then everyone suffers and loses.” She continued to explain, “If a teacher of a special class is good then a special education class is very successful for LD students and minor behavioral issues.”
Special needs students who are placed in the mainstreamed classroom curriculum are lowered so they can “progress.” “They keep lowering the levels in order to mainstream more children. At first it was 85, and then they changed it to 80. Now the children just need to score a high 70,” explained Ms. Clifford a teacher who has mixed emotions dealing with mainstreaming children in the classroom. She currently teaches two high school CTT classes and finds students who have basic knowledge of the content are able to be very successful when given proper modifications. “Students who are several years behind should have the opportunity for success in special education. Unfortunately, many students are placed in mainstream classes who have behavioral problem. These students are entitled to a proper education provided they do not take away the other students who are also entitled to a proper education.”
The structure of the classroom greatly affects mainstreaming students. The teacher must design a learning environment that serves general education students as well as special needs students. “As long as the student is able to grasp the material on their level and willing to review work then it is worth the extra planning. Unfortunately, many students have already developed this helpless, unmotivated mentality and often fail to strive to succeed,” said Ms. T*.
I had an opportunity to observe a kindergarten class at a local elementary school and experience first hand a mainstream classroom. I met Christopher*, a five year old boy who has ADHD. His short temper and lack of behavioral skills kept the classroom in an uproar. The slightest distract such as a teacher or student walking through the hallway would set him off. He has a para which was completely helpless in controlling him. “I’m doing everything I can do to keep my students best interests come first,” said Ms. Sheppard*. “He needs constant attention to stay on task which is almost impossible in a general education class. He needs a teacher to work one-on-one with him. He is losing out as well as the other students.”
On the up side, I was introduced to Megan* who has had all positive experiences with mainstreaming. Megan* is autistic. Unlike Christopher* who was a disturbance, Megan* never presented any distraction in the classroom. Although she was given modified work and more time to complete the assignment with the aide of her para, she responded well to this learning environment.
The aim of mainstreaming shouldn’t focus on minimizing each student’s differences, but should maximize student’s potential skills socially, emotionally and intellectually. With some prior knowledge and first hand experiences, my opinion is titter-tottering on the edge of the true effectiveness of mainstreaming children in the classroom.
Though the good may weigh out the bad or vice versa, the outcome of mainstreaming differs depending on the issue that arises of a special needs child as well as general education students. Studies show that mainstreaming can help special need students develop greater self-confidence, skills and independency. Classes with mainstreaming bring students together and learn to understand and appreciate one another, learning to accept individual differences an being comfortable around others who do not fit the mold of a “normal” general education student.
Ms. T*, a special education teacher for the past fifteen years feels the middle/average groups benefit from repetition and different teaching methods offered to IEP students. “The more advanced students do suffer. Even in a class that has differentiated instruction. The advanced student often doesn’t receive enough attention and their needs are not met. On the other hand, if the IEP student has a behavioral problem and distracts the class then everyone suffers and loses.” She continued to explain, “If a teacher of a special class is good then a special education class is very successful for LD students and minor behavioral issues.”
Special needs students who are placed in the mainstreamed classroom curriculum are lowered so they can “progress.” “They keep lowering the levels in order to mainstream more children. At first it was 85, and then they changed it to 80. Now the children just need to score a high 70,” explained Ms. Clifford a teacher who has mixed emotions dealing with mainstreaming children in the classroom. She currently teaches two high school CTT classes and finds students who have basic knowledge of the content are able to be very successful when given proper modifications. “Students who are several years behind should have the opportunity for success in special education. Unfortunately, many students are placed in mainstream classes who have behavioral problem. These students are entitled to a proper education provided they do not take away the other students who are also entitled to a proper education.”
The structure of the classroom greatly affects mainstreaming students. The teacher must design a learning environment that serves general education students as well as special needs students. “As long as the student is able to grasp the material on their level and willing to review work then it is worth the extra planning. Unfortunately, many students have already developed this helpless, unmotivated mentality and often fail to strive to succeed,” said Ms. T*.
I had an opportunity to observe a kindergarten class at a local elementary school and experience first hand a mainstream classroom. I met Christopher*, a five year old boy who has ADHD. His short temper and lack of behavioral skills kept the classroom in an uproar. The slightest distract such as a teacher or student walking through the hallway would set him off. He has a para which was completely helpless in controlling him. “I’m doing everything I can do to keep my students best interests come first,” said Ms. Sheppard*. “He needs constant attention to stay on task which is almost impossible in a general education class. He needs a teacher to work one-on-one with him. He is losing out as well as the other students.”
On the up side, I was introduced to Megan* who has had all positive experiences with mainstreaming. Megan* is autistic. Unlike Christopher* who was a disturbance, Megan* never presented any distraction in the classroom. Although she was given modified work and more time to complete the assignment with the aide of her para, she responded well to this learning environment.
The aim of mainstreaming shouldn’t focus on minimizing each student’s differences, but should maximize student’s potential skills socially, emotionally and intellectually. With some prior knowledge and first hand experiences, my opinion is titter-tottering on the edge of the true effectiveness of mainstreaming children in the classroom.
Tuesday, May 4, 2010
Closing Schools----"Fugheddaboudit"
On April 30, 2010, the Mafia announced that they will be matching the federal grants to help education budget deficit. The money will be coming from the Soprano Foundation where the donor will be anonymous. New York City School Chancellor, Joel Klein says, “he is grateful for all the help he can get in these troubled financial time.”
National Teacher Appreciation Day
“A teacher affects eternity, he can never tell where his influence stops.”
Today is National Teacher Appreciation Day. It falls on the first Tuesday of every May and is celebrated for a full week, “honoring teachers and recognizing that lasting contribution they make to our live,” says the National Education Association. A teacher is one of the most important adults in a child’s life. They provide children with a safe, caring learning environment that encourages students to learn and make morally right choices. Being an Assistant Teacher at a local Preschool, I find teaching fulfills me with the utmost gratification. It allows me to make a difference in a child’s life and take part in his/her growth. We are educators, mentors and friends which surpasses all the negative aspects that may come along with this position.
Most teachers are shown their gratitude at the end of the school year. Take this opportunity to show how much you appreciate your teacher. A student can show their gratitude by giving their teacher a gift or just by saying a simple thank you.
Sunday, May 2, 2010
Ms. Henley a retired teacher of the New York City Board of Education, was kind enough to speak to me about her experiences as a teacher. Years after retirement, she is still teaching in a Private Preschool.
How many years were you a teacher in the Board of Education?
I taught in the Board of Education for 34 years, and it just flew by!
After retirement from the Board of Ed, when and why did you return to the classroom?
After retirement, I got divorced which led me to work. I subbed, did a Maternity leave, and taught music to Kindergarten children. For the past 3 years I have been teaching Preschool and adore my job.
Was teaching something you always wanted to do?
From a very young age, I knew I wanted to teach. I would play school with my dolls and stuffed animals.
If you could go back, would you do it all over again?
Yes, I would pick teaching again for I had a wonderful teaching career.
What advice do you have for people wanting to enter the field of education?
It is very difficult to become a teacher now, with the hiring freezes, and the layoffs which are coming. I would suggest to go into the field of Occupational Therapy or Physical Therapy.
Taking the monetary factor out of the equation, would you send your child to a private school over a NYC Public School? Where do you think children receive the best education?
I believe that every program is as good as the teachers working in that particular school. A good education comes into play when the school has wonderful teachers; whether it is a Private or Public School.
What is the difference between UPK in a Public School verses Private School?
UPK in a Public School has their Principal to answer to, and I do believe there is more flexibility there. I know programs that give Homework etc, and in the private UPK programs this is not allowed. We answer to out Director and follow all the guidelines given to us.
Do you believe children learn better through play or by receiving homework on a daily basis?
Both have their pros and cons. I believe younger children learn better through play. Lets be real the parents do the home work for them. On the other hand, receiving assigned homework gives a child a sense of discipline and responsibility.
The way of teaching has change over the past few years. What are your thoughts on it?
With the changes in teaching, our children are not being allowed to be children. Too much is thrown on them as in Kindergarten now, and not every child is ready for this. Spelling has been forgotten, as well as phonics which is a disaster for the kids of today. Learning for the children of today and tomorrow is not fun anymore. In my Preschool class learning is Fun, as it should be!
I would like to personally thank Ms. Henley for her help and her inspirational words of advice. I had the pleasure of observing her in the classroom and gained a lot from this experience.
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