| EDUCATIONAL REFORM JOINING THE REVOLUTION |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
| |
 |
One must know what one wants for the money being poured into education. The
what we are now getting from education. What is the relationship between what
we are getting now and what we got In the past? Without a revolution, what can
we expect to get from the educational system In the future? Keep doing what
you've always done and you'll keep getting what you've always gotten.
What do we want from education?
Do we want educational history to repeat itself? Throughout history there has
been either education for the have's and none for the have-not's, or education
for the rich and no education for the poor.
In some schools and school buildings, students are taught how to make a living.
Other schools and classes In the same building teach children how to make a life;
how to be wise and virtuous.
If education is to truly improve, we must all want schools to teach both - how to
make a living and how to make a life - to all students. We cannot continue the
practice of teaching some children to be In charge and others to follow.
Leadership must be based on service to the community, as well as ability, not
socio-economic status, gender or race.
The school must be:
...The living center of the community where people care about each other and
their futures. Not just In the neighborhoods but In the home.
We cannot allow the school to put the blame for the problems on the home and
burden the home with doming up with a solution to the problems. We must
demand of the schools, In exchange for our dollars, that they function as a leader
In the problem solving procedure. The schools must function as service centers
to the needs of students, and the community it serves. Grant differential pay to
those who teach In the most dangerous and challenging situations. Grant that
education provide some free service to the community as is the practice of many
businesses and industries.
Educators must seek to liberate minds, not control them Children must be taught
to seek the truth through debate based on experience and true history.
EDUCATIONAL REFORM In AMERICA
America 2000 was conceived In 1991 and is another attempt at educational reform
In this country. On February 22, 1992, the Educational Reform Act was passed. On
March 31, 1994 "Goals 2000: Educate America Act" was passed.
National education goals are basic to each act. Federal and state partnerships
are developing. A call for greater flexibility and accountability are basic
components of the reform movements. The government is committed to getting
the greatest maximum return from the investment to education. Emphasis is
place on building a strong, competitive work force and meeting the needs of our
children for successful citizenship and economic strength and security.
Education is the key to America's international competitiveness.
The community is considered central to effective education. But much of the work
of creating and sustaining healthy communities, communities where education
really happens, can only be performed by those who live In them: by parents,
families, neighbors and other caring adults; by churches, neighborhood
associations, community organizations, voluntary groups and the other "little
platoons" that have long characterized well functioning American communities.
Such groups are essential to the building of relationships that nurture children
and provide them with people and places to which they can turn for help, for role
models and for guidance.
Democrats. Republicans, independents, and other have been sounding the same
horn In regards to education. But the same horn can have different sounds to
different people.
These recently passed acts as other which were previously passes by Congress
and state legislatures include protection for the students, parents, and citizens,
but if citizens do not know of the protection and have no one who reasonably
assists In the enforcement of these protection's then they are to no avail. There
must be a grassroots effort to education, train, and motivate parents, students,
citizens, and educators to what is going on In the education reform movement
and what needs to be done to provide equity for all Americans. Otherwise, we will
have a continuation of the status quo and continuing decline In American's
competitive standing In the world.
SOME CONCERNS ABOUT EDUCATIONAL REFORM
The number one concern is what will be the reward for those who put In the hard
work necessary to bring about the desired changes. Another important concern is
who will be accountable and to whom. Who will pay for these efforts? Will the
efforts include sufficient resource allocations towards the improvement of the
individual neighborhoods and communities?
Are we being realistic? Have the proponents of the various reform items
researched their proposals or are we having more of the same - it worked there
so we will try it - type of mentality.
One concern that I hear frequently from teachers is appropriately addressed In
"Issues In Education:"
"Unless the untapped power of student effort and engagement is activated and
harnessed to learning, we are unlikely to realize the benefits to achievement that
the new reforms aim to make possible."
Students frequently want to know, "what's In it for me?" a very bright student
asked me this school year why the students who dropped out of school had better
jobs than those who received a diploma. This student had concluded that you get
the better jobs because either you are smarter than the others or that you have
connections. Upon taking a poll of classes there was 100% agreement that this
was the reason for the students question which was based on her observations.
This reflects a conflict between what children are told by educators, parents and
the media, and their personal experiences. Disharmony is the end result. Poor
attendance, lack of effort discipline problems, and leaving school , are some of
the indicators of the disharmony resulting from this type of situation.
Tomlison, In a summary of papers presented by international researchers at the
National Conference on Student Motivation - "Hard Work and High Expectations"
held In 1990 summarized Lois Peak's answer for increasing effort:
"Lois Peak says the answer lies In the Japanese view that any child can master
the curriculum if he or she tries hard enough. 'Effort' writes Peak, 'is so
consistently portrayed to children as the key to success that ability is rarely
mentioned. Slogans urging children to persevere line classroom walls. Public
recognition ceremonies reward outstanding effort rather than academic
accomplishments. Ability grouping is virtually unheard of.'"
I have long felt that many students, minority as well as others, do not perform well
In school because of "learned self-helplessness." It pleased me to notice that
researchers are reaching these same conclusions. Sandra Graham and Bernard
Weiner who presented papers at the conference stated: "Far too many black
children perform poorly In school, not because they lack basic intellectual
capacities or specific learning skills, but because they have low expectations,
feel helpless, blame others, or give up In the face of failure.
The conference concluded that four of the causes of low student motivation are
effort are:
1. Students have few incentives to study.
2. Many school policies discourage student effort.
3. Peer pressure many discourage effort and achievement.
4. Good intentions often backfire.
OPTIONS TO PARENTS AND OTHERS
1. Parents and citizens must demand accountability or be willing to expect more of
the same.
a. It is unreasonable for a child to spend thirteen years In public
schools and not be able to fill out a job application, and do things basic to
survival In American society.
2. Parents and citizens must become acquainted with the various aspects of
educational reform and become involved or expect the status quo to dominate.
3. Parents must organize "Data Collecting Troops" who alternate visits to all
schools In their community to document what is really going on! Learn where to
go to obtain help In the getting things In order or expect more of the same.
4. Mal-practice complaints and litigation must be considered and filed when
necessary or expect more of the same. Complaints and litigation have been
successful In the following areas:
a. Violation of Federal Legislations
i. Special Education Malpractice
(1) negligence In implementing Education for all
Handicapped Children's Act (EAHCA) requirements.
(2) Inflicting emotional distress.
(3) Psychological or emotional damage resulting from
teacher ridicule or teachers allowing other children to
ridicule a handicapped child.
(4) Negligence In placement and implementation of
prescribed program for treatment.
(5) Title IV of the Civil Rights Act of 1964.
(6) Title VI of the Civil Rights Act of 1964
a) Ability Grouping and Tracking
(7) Title IX Amendments on Sex Discrimination
(8) Elementary and Secondary Education Act of 1965 as
amended.
b. Negligent Supervision
i. While on school property
ii While on field trips and attending school sponsored
activities.
5. Take responsibility for your children's education by forming support groups.
Respect your children's integrity and individuality but find out first hand what is
going on at school, at home, and In the community.
6. Use the various non-profit organizations, state and Federal regulatory agencies
to assist In the resolution of complaints.
ACCOUNTABILITY
If the student didn't learn, the teacher didn't teach.
If the teacher didn't teach, the principal did not provide instructional leadership.
If the principal did not provide instructional leadership, the administration did not
implement school board policy.
If the administration did not implement school board policy, the relationships
between the school board administration, principals, teachers, and students
needs to be examined.
Parents must insist that the paid professional do their jobs as professionals.
Parents and citizens must do what is necessary to ensure an appropriate
education for their children.
If one goes to a store for food and consistently gets food that does not meet
government standards one finds a store that meets the standards. If one cannot find a
store to meet the standards - one organizes and builds one's own store. The same
must be true for the education of our children.
what we are now getting from education. What is the relationship between what
we are getting now and what we got In the past? Without a revolution, what can
we expect to get from the educational system In the future? Keep doing what
you've always done and you'll keep getting what you've always gotten.
What do we want from education?
Do we want educational history to repeat itself? Throughout history there has
been either education for the have's and none for the have-not's, or education
for the rich and no education for the poor.
In some schools and school buildings, students are taught how to make a living.
Other schools and classes In the same building teach children how to make a life;
how to be wise and virtuous.
If education is to truly improve, we must all want schools to teach both - how to
make a living and how to make a life - to all students. We cannot continue the
practice of teaching some children to be In charge and others to follow.
Leadership must be based on service to the community, as well as ability, not
socio-economic status, gender or race.
The school must be:
...The living center of the community where people care about each other and
their futures. Not just In the neighborhoods but In the home.
We cannot allow the school to put the blame for the problems on the home and
burden the home with doming up with a solution to the problems. We must
demand of the schools, In exchange for our dollars, that they function as a leader
In the problem solving procedure. The schools must function as service centers
to the needs of students, and the community it serves. Grant differential pay to
those who teach In the most dangerous and challenging situations. Grant that
education provide some free service to the community as is the practice of many
businesses and industries.
Educators must seek to liberate minds, not control them Children must be taught
to seek the truth through debate based on experience and true history.
EDUCATIONAL REFORM In AMERICA
America 2000 was conceived In 1991 and is another attempt at educational reform
In this country. On February 22, 1992, the Educational Reform Act was passed. On
March 31, 1994 "Goals 2000: Educate America Act" was passed.
National education goals are basic to each act. Federal and state partnerships
are developing. A call for greater flexibility and accountability are basic
components of the reform movements. The government is committed to getting
the greatest maximum return from the investment to education. Emphasis is
place on building a strong, competitive work force and meeting the needs of our
children for successful citizenship and economic strength and security.
Education is the key to America's international competitiveness.
The community is considered central to effective education. But much of the work
of creating and sustaining healthy communities, communities where education
really happens, can only be performed by those who live In them: by parents,
families, neighbors and other caring adults; by churches, neighborhood
associations, community organizations, voluntary groups and the other "little
platoons" that have long characterized well functioning American communities.
Such groups are essential to the building of relationships that nurture children
and provide them with people and places to which they can turn for help, for role
models and for guidance.
Democrats. Republicans, independents, and other have been sounding the same
horn In regards to education. But the same horn can have different sounds to
different people.
These recently passed acts as other which were previously passes by Congress
and state legislatures include protection for the students, parents, and citizens,
but if citizens do not know of the protection and have no one who reasonably
assists In the enforcement of these protection's then they are to no avail. There
must be a grassroots effort to education, train, and motivate parents, students,
citizens, and educators to what is going on In the education reform movement
and what needs to be done to provide equity for all Americans. Otherwise, we will
have a continuation of the status quo and continuing decline In American's
competitive standing In the world.
SOME CONCERNS ABOUT EDUCATIONAL REFORM
The number one concern is what will be the reward for those who put In the hard
work necessary to bring about the desired changes. Another important concern is
who will be accountable and to whom. Who will pay for these efforts? Will the
efforts include sufficient resource allocations towards the improvement of the
individual neighborhoods and communities?
Are we being realistic? Have the proponents of the various reform items
researched their proposals or are we having more of the same - it worked there
so we will try it - type of mentality.
One concern that I hear frequently from teachers is appropriately addressed In
"Issues In Education:"
"Unless the untapped power of student effort and engagement is activated and
harnessed to learning, we are unlikely to realize the benefits to achievement that
the new reforms aim to make possible."
Students frequently want to know, "what's In it for me?" a very bright student
asked me this school year why the students who dropped out of school had better
jobs than those who received a diploma. This student had concluded that you get
the better jobs because either you are smarter than the others or that you have
connections. Upon taking a poll of classes there was 100% agreement that this
was the reason for the students question which was based on her observations.
This reflects a conflict between what children are told by educators, parents and
the media, and their personal experiences. Disharmony is the end result. Poor
attendance, lack of effort discipline problems, and leaving school , are some of
the indicators of the disharmony resulting from this type of situation.
Tomlison, In a summary of papers presented by international researchers at the
National Conference on Student Motivation - "Hard Work and High Expectations"
held In 1990 summarized Lois Peak's answer for increasing effort:
"Lois Peak says the answer lies In the Japanese view that any child can master
the curriculum if he or she tries hard enough. 'Effort' writes Peak, 'is so
consistently portrayed to children as the key to success that ability is rarely
mentioned. Slogans urging children to persevere line classroom walls. Public
recognition ceremonies reward outstanding effort rather than academic
accomplishments. Ability grouping is virtually unheard of.'"
I have long felt that many students, minority as well as others, do not perform well
In school because of "learned self-helplessness." It pleased me to notice that
researchers are reaching these same conclusions. Sandra Graham and Bernard
Weiner who presented papers at the conference stated: "Far too many black
children perform poorly In school, not because they lack basic intellectual
capacities or specific learning skills, but because they have low expectations,
feel helpless, blame others, or give up In the face of failure.
The conference concluded that four of the causes of low student motivation are
effort are:
1. Students have few incentives to study.
2. Many school policies discourage student effort.
3. Peer pressure many discourage effort and achievement.
4. Good intentions often backfire.
OPTIONS TO PARENTS AND OTHERS
1. Parents and citizens must demand accountability or be willing to expect more of
the same.
a. It is unreasonable for a child to spend thirteen years In public
schools and not be able to fill out a job application, and do things basic to
survival In American society.
2. Parents and citizens must become acquainted with the various aspects of
educational reform and become involved or expect the status quo to dominate.
3. Parents must organize "Data Collecting Troops" who alternate visits to all
schools In their community to document what is really going on! Learn where to
go to obtain help In the getting things In order or expect more of the same.
4. Mal-practice complaints and litigation must be considered and filed when
necessary or expect more of the same. Complaints and litigation have been
successful In the following areas:
a. Violation of Federal Legislations
i. Special Education Malpractice
(1) negligence In implementing Education for all
Handicapped Children's Act (EAHCA) requirements.
(2) Inflicting emotional distress.
(3) Psychological or emotional damage resulting from
teacher ridicule or teachers allowing other children to
ridicule a handicapped child.
(4) Negligence In placement and implementation of
prescribed program for treatment.
(5) Title IV of the Civil Rights Act of 1964.
(6) Title VI of the Civil Rights Act of 1964
a) Ability Grouping and Tracking
(7) Title IX Amendments on Sex Discrimination
(8) Elementary and Secondary Education Act of 1965 as
amended.
b. Negligent Supervision
i. While on school property
ii While on field trips and attending school sponsored
activities.
5. Take responsibility for your children's education by forming support groups.
Respect your children's integrity and individuality but find out first hand what is
going on at school, at home, and In the community.
6. Use the various non-profit organizations, state and Federal regulatory agencies
to assist In the resolution of complaints.
ACCOUNTABILITY
If the student didn't learn, the teacher didn't teach.
If the teacher didn't teach, the principal did not provide instructional leadership.
If the principal did not provide instructional leadership, the administration did not
implement school board policy.
If the administration did not implement school board policy, the relationships
between the school board administration, principals, teachers, and students
needs to be examined.
Parents must insist that the paid professional do their jobs as professionals.
Parents and citizens must do what is necessary to ensure an appropriate
education for their children.
If one goes to a store for food and consistently gets food that does not meet
government standards one finds a store that meets the standards. If one cannot find a
store to meet the standards - one organizes and builds one's own store. The same
must be true for the education of our children.