http://screencast.com/t/ldlgm8R6m6o
Tuesday, February 24, 2015
Sunday, February 22, 2015
EDPC 603
Chana Haller
EDPC 603
Bullying
I chose Zach’s story because it illustrates how prevention
and intervention, when used, can save a life.
Zach’s story is about how he got bullied throughout Junior
High because he had juvenile arthritis and walked differently than his
contemporaries. No one was concerned about it, as he was able to create a great
façade. He never reacted to the taunts he received and even after crying
through his public address at an arthritis fundraiser, the severity of his
struggles was not recognized or addressed.
Only after he threatened to take his own life, did his
parents find the need to take action. They used several different resources to
help their son. They sought counseling for him and found him a new circle of friends
to build up his self-confidence and desire to live.
Zach was lucky to get help before it was too late. Bullying
is a problem throughout the entire world.
Are we able to stop
it?
The first question we need to answer is: “ what is bullying?”
Bullying is being intentionally mean. There are many ways to be bullied, for
example: social exclusion, physical aggression, taking possessions away, verbal
abuse, and in today’s generation we also have cyber bullying – bullying through
the social media devices. (American Psycholgical
Association, 2015)
In all social circles people will create a hierarchy amongst
themselves. Children will too. The born leaders will take charge and the others
will follow. This works in all social settings and can be successful when we
treat everyone with respect.
Youthoria.org explores why children bully:
Children may bully because they are being bullied, feel bad
about themselves and want others to feel that way too. They could be having
family problems, may not have any friends, or need to have some power and will
feel power through bullying. They often do not realize how hurtful they are, and
have the need to take their anger out on someone else.
In a school system there are many ways that bullying can be lessened.
The children will reflect on the atmosphere of the school environment, school policies
and teacher involvement.
When children feel that the school body cares for each one
of them then there will be less signs of bullying. If the students know that
they are supervised at all times and will be caught, that will also cause them
to think twice before hurting another person. Sandra Graham from UCLA tells
teachers that whenever you are a witness to a student getting bullied, you must
intervene. Most often bullying takes place where there is not much supervision.
Be wary of these places and ensure that there are always ‘watchful eyes’. If
you see bullying use it as a teachable moment for all to learn. If the problem
is not stopping or is bigger than you can handle on your own, seek outside
help. Make sure you are an example to
your students in the way you act. She reminds teachers never to ignore bullying
or rely on the “No bullying policy” in the school to take care of it. A teacher
also needs to be clued in to why the bully is acting the way he is and address the
situation correctly.
The Bullying Prevention Institute gives ideas on how to
create a school policy and a safe environment:
Develop bullying rules and post them, and treat everyone with
respect and kindness. Show an interest in your students, teachers are responsible
for keeping a safe environment. Students that show inclusive behavior should be
rewarded, action must be taken when bullying is noticed. Parents must be
listened to when they report bullying, and information on bullying should be readily
available. A student who is bullied needs to have a safety plan.
Parents and teacher should be aware of bullying signs. The
organization Violence Prevention Works publicizes the warning signs. Some of
them are: complaints of physical ailments, walking in a roundabout way to
school, clothing or possessions which
are ruined or missing. Does your child seem anxious or have low self-esteem,
have trouble sleeping? Has your child had a decline in grades or finds school
work boring? Does he/she avoid social activities? Is anything different for no
explained reason?
Bullying can lead to dangerous consequences. The culprit and
the victim need professional help.
The culprit is usually suffering, and if he/she is not
helped it can lead to alcohol and or drug abuse, he/ she can become abusive to his/her
partners, spouses and children. They may engage in sexual activity at a young
age or become a criminal.
Children who bullied may continue to be depressed well into
adulthood, they may do poorly in school or not complete school at all. As a
result, it may be hard for them to find a good job. In the 1990s, in 12 out of
15 cases of school shootings, the gunners were being bullied. (Stop Bullying, n.d.)
Children are being bullied every 7 seconds! Let us make a
difference in our schools to stop it now!
Resources:
American Psychological Association
Retrieved from www.apa.org
Bullying Prevention Institute
Retrieved from: www.bullyingpreventioninstitute.org
Youthoria retrieved from:
Graham S. UCLA
retrieved from:
Stopbullying.gov retrieved from:
http://www.stopbullying.gov/at-risk/effects/
Violation Protection Works
Abby’s story retrieved from:
EDPC 603
Chana Haller
February, 2015
Waiting for Superman
Critical Reflection
“You wake up every morning and you know that kids are getting
a crappy education” Michelle Rhee chancellor of D.C. public schools.
The video, “Waiting for Superman” describes the trials and
tribulations of children and parents wanting to get an education that the
public school is not able to give them.
We need to ask ourselves: “What is the purpose of education
and why is it so important that children get a good education?”
“Education is the most powerful weapon which you can use to
change the world” – Nelson Mandela.
Education happens in the foundational years of a human being.
When it is used as a positive tool it will not only affect the student during
the time he/ she is in school but will create a lasting impression. When good
education is a foremost priority amongst all school infrastructure, this can
have a powerful effect on the entire country.
The first most important factor in having a good education is
having good teachers. Keith Dewar explored what makes a good teacher on a
University level, however this is applicable to all levels of education.
Initially he cites 400 studies which came up with no conclusive or pat answer. He
then goes on to list several characteristics which make a teacher successful.
Getting to know students and their backgrounds, spending time
with them outside of school hours and school grounds. Being accessible to
students and responding in a timely manner to their questions and requests for
help. Tuning in to the students’ interests and acting like an entertainer in
the classroom; stage presence, humor, self-confidence and reading their
audience are crucial components.
“Waiting for Superman” fails to focus on the reality of the
typical Inner City parent: lack of a functional home life and basic
necessities, parental supervision and involvement, and day to day consistency
with homework etc. The average Inner City parent is just focused on basic
survival and is not able to be a support system for their child.
Another aspect of Education which the movie fails to address
is the atmosphere and environment in which some of these “bad teachers” are
operating. When the principal is not supportive and there is not an effective
discipline system, many classrooms have a small percentage of disruptive
students who negatively impact the learning of others.
The film also “forgot” to mention that “Harlem’s Children
Zone” run by Geoffrey Canada receives over one hundred million dollars in
funding from private resources. With this financial backing he is able to address
the broader social welfare issues. Ironically, in the movie they claim that
Public Schools don’t require more funding, just better teachers!
Davis Guggenheim uses Finland as an exemplar of good
educational results. However some important information was left out: Finland
has a population of Five million people, and a very effective social welfare
infrastructure for children and their families. “The Myth of Charter Schools by
Diane Ravitch” The New York Review of Books points to the fact that Davis Guggenheim
generalizes that public schools are bad and charter schools are the
solution. Statistics prove that only one
in five charter schools achieve good test scores. In addition, test scores from
NAEP are based on high performance levels and what they label as below
proficient is still grade level. The movie’s claim that 70% of students are
below grade level is therefore inaccurate.
Albert Shenker’s goal when he founded charter schools was to
cater to the neediest children. However, many charter schools now have
leadership that is incompetent and whose main goal is financial profit.
Another aspect of the broken system which the movie does not
highlight is the trauma and public shame that children and parents sit through
during the lotteries. Gail Collins from the New York Times asks: “Why not send
a letter in the mail to communicate the results of the lottery?” Children and
parents are being used as pawns in the fight for public opinion.
On the other hand, the
movie also brings out some very important points.
We cannot sustain an economy based on innovation unless we
have citizens well educated in science and engineering. If we fail at this, we
will not be able to compete in the global economy. Schools are operating today
the same way they did fifty years ago.
“When you see a great teacher, you are seeing a work of art”
Geoffrey Canada.
Evaluating and rewarding teachers based on actual classroom
performance would create a culture of accountability amongst educators in the
public school system.
In September 2014 there were 49.8 million children enrolled
in public school (U.S Department of Education, 2015) and some of them ‘failure
factories’.
In “Pedagogical authority and pedagogical love- connected or
incompatible?” Kaarina Määttä and Satu Uusiautti of the University of Lapland,
Finland state: “The vulnerability of the child calls for a loving attitude from
the educator, focusing on the student’s physical security and their social,
emotional, and educational wellbeing.”
In conclusion, “Waiting for Superman” is addressing some very
crucial aspects of our failing school system, hoping to achieve change by
informing the public. However too much vital information is left out, creating
an incomplete account.
Dewar, K. (2002). Journal of History, Leisure, Sport, and
Tourism Education. Retrieved from http://www.hist.academy.ac.uk/johste
Dutro, E. (2011, January). Retrieved from http://www.nepc.colorado.edu/thinktank/review-waiting-superman.
Määttä, K. and Uusiautti, S. (2012). International Journal of
Whole Schooling Vol 8(1). Pedagogical authority and pedagogical love- connected
or incompatible?
Morrison, S. and Sams, B. (2011, February). High School
Journal.
Ravitch, D. (2010,
November 11). The myth of charter schools. The New York
Review of Books. Retrieved from http://www.nybooks.com/articles/archives/2010/nov/11/myth-charter-schools/
Inmatom@yahoo.com.
(2010, October). http://www.imbd.com/title/tt1566648/reviews
Wednesday, February 18, 2015
Monday, February 16, 2015
Backward Design week 4
EDPC 605
Week 4.1
Creating a
curriculum or lesson plan begins by identifying the desired results.
In order to
accomplish this task, one needs to have a clear established goal. This can be achieved
by, asking yourself thought provoking questions such as, “What skill and
understanding would I like the student to gain from this unit/lesson?”
Essential
questions are founded on the established goals and phrased to elicit the
students’ inquisitive thinking.
Breaking
down the established goal into individual understandings help us determine what
we want the students to understand.
Knowledge
and skills are long term desired results. They are based on the student understandings
which in turn are guiding the students throughout the unit. The teacher will
determine them by reflecting and expanding on the established goal.
Monday, February 9, 2015
EDPC 605
Backward design
Stage 1
Sunday, February 8, 2015
EDPC 603
This is the link to my power point video
Howard Gardner
http://screencast.com/t/wC31XML48OU3
This is the link to my power point video
Howard Gardner
http://screencast.com/t/wC31XML48OU3
Saturday, February 7, 2015
Thursday, February 5, 2015
EDPC 605
Backward Design
Backward design is a method of planning for a teacher. The
most important step is for the teacher to have a clear understanding of the
goal that he/she wants the students to reach. The goal should be skilled based
and not primarily content based. Each teacher has to be in tune to each and
every student’s interests, strengths and weaknesses. It’s the teacher’s responsibility
to find a way that the material is relevant and attention-grabbing for the
student. Once the student is motivated, the learning can take place in a
meaningful and engaging manner.
The way I accomplish this in my classroom is by basing my
lesson plan on goals which I establish through classroom and individual student
observations and assessments.
Tuesday, February 3, 2015
EPDC 603 My philosophy
Chana Haller
My
philosophy of Education
I believe
that education is not only about today and tomorrow but living life is an
education. My goal is to be able to instill in my students a love for learning
and encourage them to benefit from everything that they see and experience.
Every student can and will succeed when given the tools they need. I aspire to
reach every child through their specific intelligence and by tapping in to that
child’s strengths. When planning my teaching curriculum I will integrate all
the different learning styles through activities, hands on learning experiences
and team building exercises.
A teacher
must be a role model of the conduct he/she expects of his/her students. An
example of this can be the respect with which I treat each and every one of my
students. This in turn motivates students to treat themselves, their peers and
all those with whom they come in contact, in a respectful way. My teaching
style is student centered, developing lifelong learning abilities and focusing
on building social emotional and interpersonal skills. Reading, math, science
and social studies are learned in small groups where students can benefit from
each other’s observations and insights.
My lesson
plans are based on results of student assessment, enabling me to cater my
learning objectives to the needs of each and every individual child. The
assessment is based on classroom observations and student data. Using an
assessment tool developed by professionals in the field of elementary school
education, ensures that I do not allow a student to fall behind in reaching
their full potential and accomplishing their goals. As a classroom teacher I
will direct my students to tap in to their own resources, and begin to discover
their individuality. My motto is “you will only succeed if you are willing to
try”, empowering my students with a can-do attitude, and the ability to learn
from their mistakes.
Professional
development and continuing education are crucial tools that I consistently use
in order to advance my own knowledge of child development and best practice in
the education of elementary school children. Keeping current on new and
improved teaching methods, based on emerging research, allows me to achieve the
goals which I set for myself as well as my students. Technological advances and
cutting edge tools enhance the children’s learning experience. Visual aids and interactive
collaboration motivate students to pursue personal interests and acquire new
skills.
A classroom
is naturally made up of students with differing backgrounds and abilities.
Inclusion and integration organically teach children respect and consideration
without any need for lectures. I learn about the communities to which my
students belong and I respect the cultures of all students. I believe that my
expectations of my students’ capabilities have a significant impact on
students’ learning. By modifying the classroom environment I create
opportunities for learning which positively affect the students’ self-confidence
and competence.
A recent
immigrant from Israel joined my class without any knowledge of the English
language. Although initially challenged and restricted by the language barrier
and cultural differences, the child was motivated to become an active
participating member of the class. Her frustration and social disadvantage
created discipline challenges which I addressed with an approach made up of
unconditional love and firm consistency. The child very soon learned to respect
class rules and appreciate healthy boundaries.
As a teacher
I have the power of making all the difference in the life of a child, and I
hope to use this opportunity in a positive and constructive manner. This
graduate program will help me achieve my goal of reaching every child and
learning how to fulfill my potential.
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