Dear Mr. Hirsch,
I’ve been reading some of your work about Cultural Literacy, and I have some comments about your theory. I’ll preface my thoughts by saying that I usually give everyone the benefit of the doubt, and I choose to see everyone’s positive qualities.
First, I totally agree with you that spoon-feeding children of the poor would not be helping them grow toward a productive future. It reminds me of the phrase:
Give a man a fish and he eats for a day…teach a man to fish and he eats for a lifetime.
Giving these children the skills to work hard and overcome the difficult financial situations to which they were brought into would better suit their long-term needs.
So that was it—your only positive quality.
You seem incredibly racist, sexist, ageist, and overall insensitive to our differences as human beings. How dare you demand, and assume that each student is capable, to learn in the exact same way? It is completely unreasonable, dated, and irresponsible. Unfortunately, you can’t stop the progressive education movement. It’s happening before our eyes. We can’t stop the creation of technology, and we certainly can’t stop parents from raising our students with it since birth. How then, are we to just to use memorization? If the “teacher has it” and the “student needs it,” why can’t we use fun and inventive ways to transfer that information?
I agree that our students should assimilate, but to mix students together does NOT mean that they become the same. Why should I be insensitive to the presence of Jewish children (or any children who has experienced mass hatred in some way) when teaching about the Holocaust? For them, hearing the brute facts might be so unbearable that they tune out the teacher’s babble and become incapable of learning any of the information. Perhaps, for the sake of these students’ learning, the information could have been presented in a more creative way.
Part of becoming a productive working member of society is having the skill to work with other people. Part of becoming a tennis player is developing the skill of holding the racquet, positioning the feet, and aiming the racquet just so that it can slam the ball accurately to the other side. Part of learning how to stir fry food is obtaining the skill to know what the flames should look like on the stove, how much liquid should be in the wok, how small to cut the pieces, how to identify when the food is thoroughly cooked and desirable. These skills can ONLY be learned from DOING. A teacher cannot TELL a student how to work with others and expect them to perfect it. A teacher cannot TELL a student how to play tennis, and a teacher certainly cannot TELL the students how to make stir fry. SHOWING these students would be insufficient as well. The only way that these students will learn certain skills is for them to experience it themselves.
Your theory is completely ineffective in our current time, and it disregards too many elements of a child’s life. Unfortunately for you, a child is a package deal. We can’t change their core, and we can’t make them be what we wish for them to be. As educators, it is our job to do whatever it takes for the children to learn skills necessary for life.
Good luck convincing your readers that your way is THE way.
Sincerely,
Erica Roth
Wednesday, September 24, 2008
Thursday, September 18, 2008
Standards
I specifically focused on the standards for fifth grade so that I could compare the standards to the reality in my school.
My overall reaction is that website is effective in presenting what a typical student should be able to do by June. It was well organized (better than I remember when I used the website in college) and easy to navigate. For parents of a typical child, it is effective in communicating the flow of learning from grades K-12, the well roundedness of a public education, and an understanding that schools not only teach skills and concepts, but also focuses on helping the children to grow as productive members of society.
However…
Parents of atypical children may feel frustrated by these standards—that their child ISN’T accomplishing what is expected. These parents might feel angry—why didn’t my child’s teacher teach them _________? Lastly, these standards may point out to these parents how very different their children are from their same-age peers.
The same is true for the teachers. Teachers of typical children probably like the guidance the standards provides, as it helps to structure the school year. The standards also help teachers understand what prior knowledge the students should have, and what they should know/be able to do before the next school year. The vagueness of the standards empowers teachers to have flexibility in their classrooms as far as HOW to teach a concept, and how long it should take.
And for teachers of atypical students? I’m never going to get to that topic (for me—probability in math, consistency of voice in writing)! Am I going to get in trouble if I don’t introduce that concept to my class? Should I move onto the next topic even though the majority of my class hasn’t mastered the current one?
The solution: Standards should be called “Guidelines” instead. I know…what’s in a name…but it matters! A guideline GUIDES us in the right direction, and sounds helpful. I also think that the grade level should be removed, and then the topics should just flow into the next one. This way, it would feel reasonable to go at an appropriate pace for each student. It would remove the intense pressure and competition that standards induce. I don’t think state standards are as useful as national and local standards (or guidelines!!!). National Guidelines would unite the country on general topics, while local standards could focus on topics that are specific and important to growing up and living in that specific area. How could students in a town in Alaska have the same Life Skills curriculum as a town in Florida? Shouldn’t they each be learning skills specific to being productive in THEIR lives?
I think the country would lose educational focus without standards. But I also think we should be permitted take them with a grain of salt…that they’re more of a guideline , and that not ALL students will __________ by the end of grade ____. If American culture prides itself on its members being unique and different, how could we all be held accountable to the same information on the same time schedule?
My overall reaction is that website is effective in presenting what a typical student should be able to do by June. It was well organized (better than I remember when I used the website in college) and easy to navigate. For parents of a typical child, it is effective in communicating the flow of learning from grades K-12, the well roundedness of a public education, and an understanding that schools not only teach skills and concepts, but also focuses on helping the children to grow as productive members of society.
However…
Parents of atypical children may feel frustrated by these standards—that their child ISN’T accomplishing what is expected. These parents might feel angry—why didn’t my child’s teacher teach them _________? Lastly, these standards may point out to these parents how very different their children are from their same-age peers.
The same is true for the teachers. Teachers of typical children probably like the guidance the standards provides, as it helps to structure the school year. The standards also help teachers understand what prior knowledge the students should have, and what they should know/be able to do before the next school year. The vagueness of the standards empowers teachers to have flexibility in their classrooms as far as HOW to teach a concept, and how long it should take.
And for teachers of atypical students? I’m never going to get to that topic (for me—probability in math, consistency of voice in writing)! Am I going to get in trouble if I don’t introduce that concept to my class? Should I move onto the next topic even though the majority of my class hasn’t mastered the current one?
The solution: Standards should be called “Guidelines” instead. I know…what’s in a name…but it matters! A guideline GUIDES us in the right direction, and sounds helpful. I also think that the grade level should be removed, and then the topics should just flow into the next one. This way, it would feel reasonable to go at an appropriate pace for each student. It would remove the intense pressure and competition that standards induce. I don’t think state standards are as useful as national and local standards (or guidelines!!!). National Guidelines would unite the country on general topics, while local standards could focus on topics that are specific and important to growing up and living in that specific area. How could students in a town in Alaska have the same Life Skills curriculum as a town in Florida? Shouldn’t they each be learning skills specific to being productive in THEIR lives?
I think the country would lose educational focus without standards. But I also think we should be permitted take them with a grain of salt…that they’re more of a guideline , and that not ALL students will __________ by the end of grade ____. If American culture prides itself on its members being unique and different, how could we all be held accountable to the same information on the same time schedule?
Wednesday, September 17, 2008
This I Believe
Although this is not a general philosophy of education, it has bit more focus and is near and dear to me....
I BELIEVE that autistic children who attend public school should be paired with instructional aides (if it is deemed necessary for them to have such services) who are either licensed Special Education teachers, or are people who receive intense training in the autism spectrum, or are professionals who have some kind of substantial experience in the field.
From my experience, autistic students spend 95% of the school day with an aide. It is the aide who is at recess, the aide who helps them organize their desks and lockers, and the aide who takes them out of the classroom to calm down after an emotional “meltdown.”
The instructional aides take them for the physical therapy sessions required by the IEPs and to have a lesson with the speech and language pathologists. The aides run out of the building chasing the autistic students who respond frantically to the sound of the fire drill alarm.
The aides are forced to respond to the other students who say,
“there are already too many people playing this game, sorry,” and
“uh…no thanks, I’ll work by myself today,” and
“why does he keep touching me?” and
“why won’t he look at my eyes?” and
“I can’t concentrate with him making those noises!” and
“What are all those weird drawings in his notebook? They look like video games,” and
“What is that thing he does with his neck?” and
“STOP IT!!!”
Not to mention the fact that the aides also go to class with these students, with the intention to provide support with all activities and assignments provided by the teacher. Last year there was an incredible boy in my fifth grade class who was classified on the autism spectrum. Being on the spectrum means that there is a wide variety of traits and behaviors that students may or may not exhibit. There are no such things as “cookie cutter” Autistic kids, and there certainly is not a handbook on working the same way with every student on the spectrum.
My student, “S” was provided with an instructional aide who was very kind and enthusiastic. She graduated the previous May with a bachelor’s degree in Psychology. Although she and I were provided with much support from the CST and the Behavioral Consultant, it was up to us to make decisions to help this student throughout the day.
The structure of my school has students switching classes for math, reading, and social studies. In addition, S went to the Resource Room for Language Arts. Obviously, I didn’t go with him to all of these classes, so it was up to the aide to make S’s day consistent and smooth. She was faced with thoughts such as these every day:
Should I stand in the back of the room or sit behind him?
Is he disrupting his classmates? Should I take him out?
He won’t listen to me. Do I have to call the principal to take him out?
He keeps talking asking me why he’s like this. He says that the “stupid stupid autism” is making him do these things.
He won’t stop running.
Should I keep on him or let it rest?
I’m so frustrated.
I just want to go talk to the other kids. I need a break from him.
Among many others.
I attended a one-day workshop on Autism Spectrum Disorders. This aide, had zero training on Autism, or more specifically on S’s past. I think that my school district was a disservice to him by providing him an aide who was not prepared for him. She was also unprepared for how to interact with the other students. Without having prior experience or a teaching degree, it seemed that she lacked some Educator 101 things to know. Without having a teaching degree or prior experience, she made many decisions out of frustration and convenience. She didn’t feel qualified to tell him NO or to make a drastic and necessary decision. My school district was a disservice to my student by providing him a HUMAN to escort him between classes instead of a professional who is qualified, capable, and interested in making the public school the best learning environment for this student.
I BELIEVE that my student missed out and it’s not FAIR.
I BELIEVE that autistic children who attend public school should be paired with instructional aides (if it is deemed necessary for them to have such services) who are either licensed Special Education teachers, or are people who receive intense training in the autism spectrum, or are professionals who have some kind of substantial experience in the field.
From my experience, autistic students spend 95% of the school day with an aide. It is the aide who is at recess, the aide who helps them organize their desks and lockers, and the aide who takes them out of the classroom to calm down after an emotional “meltdown.”
The instructional aides take them for the physical therapy sessions required by the IEPs and to have a lesson with the speech and language pathologists. The aides run out of the building chasing the autistic students who respond frantically to the sound of the fire drill alarm.
The aides are forced to respond to the other students who say,
“there are already too many people playing this game, sorry,” and
“uh…no thanks, I’ll work by myself today,” and
“why does he keep touching me?” and
“why won’t he look at my eyes?” and
“I can’t concentrate with him making those noises!” and
“What are all those weird drawings in his notebook? They look like video games,” and
“What is that thing he does with his neck?” and
“STOP IT!!!”
Not to mention the fact that the aides also go to class with these students, with the intention to provide support with all activities and assignments provided by the teacher. Last year there was an incredible boy in my fifth grade class who was classified on the autism spectrum. Being on the spectrum means that there is a wide variety of traits and behaviors that students may or may not exhibit. There are no such things as “cookie cutter” Autistic kids, and there certainly is not a handbook on working the same way with every student on the spectrum.
My student, “S” was provided with an instructional aide who was very kind and enthusiastic. She graduated the previous May with a bachelor’s degree in Psychology. Although she and I were provided with much support from the CST and the Behavioral Consultant, it was up to us to make decisions to help this student throughout the day.
The structure of my school has students switching classes for math, reading, and social studies. In addition, S went to the Resource Room for Language Arts. Obviously, I didn’t go with him to all of these classes, so it was up to the aide to make S’s day consistent and smooth. She was faced with thoughts such as these every day:
Should I stand in the back of the room or sit behind him?
Is he disrupting his classmates? Should I take him out?
He won’t listen to me. Do I have to call the principal to take him out?
He keeps talking asking me why he’s like this. He says that the “stupid stupid autism” is making him do these things.
He won’t stop running.
Should I keep on him or let it rest?
I’m so frustrated.
I just want to go talk to the other kids. I need a break from him.
Among many others.
I attended a one-day workshop on Autism Spectrum Disorders. This aide, had zero training on Autism, or more specifically on S’s past. I think that my school district was a disservice to him by providing him an aide who was not prepared for him. She was also unprepared for how to interact with the other students. Without having prior experience or a teaching degree, it seemed that she lacked some Educator 101 things to know. Without having a teaching degree or prior experience, she made many decisions out of frustration and convenience. She didn’t feel qualified to tell him NO or to make a drastic and necessary decision. My school district was a disservice to my student by providing him a HUMAN to escort him between classes instead of a professional who is qualified, capable, and interested in making the public school the best learning environment for this student.
I BELIEVE that my student missed out and it’s not FAIR.
Saturday, September 6, 2008
About Me
Hi everyone,
My name is Erica Roth and I'm a 5th grade teacher in Ramsey, NJ. This is my fourth year there, and I really love it. I live in Hoboken, which is fun and convenient-- I take the train to work every day to avoid the hassle of parking here. I also work as the Program Director at Gate Hill Day Camp, which is a year round commitment. Most of my leadership experience in terms of management, long term planning, staff training, etc. has been there. I started out at a counselor there for five years, and have worked on the Leadership Team for the past five.
I love spending time in Hoboken and I'm glad to be back here since most of my time in the summer is occupied by camp. I also love to travel and am planning to go to Israel this winter.
After this semester I'll have completed 18 credits toward the Educational Leadership program-- halfway there! I'm taking this course because it's a requirement in the program. I'm not exactly sure of my career goals... I know that I enjoy staff development, so I'll have to see where I wind up. I don't believe that most districts have a Professional Development staff person, but it's usually paired with Curriculum, or some other administrative area. For now, I'm extremely happy teaching, and can see myself staying in the classroom for the next few years. I haven't completely ruled out becoming an Elementary School Principal... But I'll have to see what I think over the next few years.
My parents are both newly retired, and my older sister just celebrated her first wedding anniversary. My boyfriend is shown in the picture; he lives close by in Hoboken too. I'm lucky to have them all in the area.
My name is Erica Roth and I'm a 5th grade teacher in Ramsey, NJ. This is my fourth year there, and I really love it. I live in Hoboken, which is fun and convenient-- I take the train to work every day to avoid the hassle of parking here. I also work as the Program Director at Gate Hill Day Camp, which is a year round commitment. Most of my leadership experience in terms of management, long term planning, staff training, etc. has been there. I started out at a counselor there for five years, and have worked on the Leadership Team for the past five.
I love spending time in Hoboken and I'm glad to be back here since most of my time in the summer is occupied by camp. I also love to travel and am planning to go to Israel this winter.
After this semester I'll have completed 18 credits toward the Educational Leadership program-- halfway there! I'm taking this course because it's a requirement in the program. I'm not exactly sure of my career goals... I know that I enjoy staff development, so I'll have to see where I wind up. I don't believe that most districts have a Professional Development staff person, but it's usually paired with Curriculum, or some other administrative area. For now, I'm extremely happy teaching, and can see myself staying in the classroom for the next few years. I haven't completely ruled out becoming an Elementary School Principal... But I'll have to see what I think over the next few years.
My parents are both newly retired, and my older sister just celebrated her first wedding anniversary. My boyfriend is shown in the picture; he lives close by in Hoboken too. I'm lucky to have them all in the area.
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