Pushing for Equality for Boy Scouts of America

U.S. Secretary of Education Arne Duncan today issued the following statement on the Boy Scouts of America's decision to no longer deny membership to youth on the basis of sexual orientation or preference alone:

"The Boy Scouts of America has been supporting the learning and development of youth for more than a century. The Scouts have helped boys gain skills in camping, hiking and nature, but also engineering, robotics and medicine. And scouting has been the foundation for character development for millions of young men. I can't think of a better lesson in character than one that teaches our young people to value the contributions each of us makes and respect one another. The Scouts have made a historic step in the right direction, and I encourage them to continue to move forward in ensuring equality throughout the organization."

COMMENT

This is a great step towards equality in the United States. Kids will be taught to put their differences aside and work together for the betterment of one another’s character.

If our children are taught equality, than our future will be what we hoped for.

http://www.ed.gov/news/press-releases/statement-us-secretary-education-arne-duncan-boy-scouts-americas-decision-no-lon

Teaching Kids Math through Art

President Obama, in the 2013 State the Union address, challenged the country to move forward simultaneously on two key educational fronts — providing high-quality preschool for all four-year olds  and preparing a new generation of Americans in STEM (Science, Technology, Engineering, and Mathematics) subjects.  Teaching artists from the Wolf Trap Institute for Early Learning Through the Arts and preschool educators in the Fairfax County (Virginia) Public Schools, with support from the U.S. Department of Education, are developing an innovative approach to achieving both of these national goals.

Wolf Trap Teaching Artist Amanda Layton Whiteman integrates the arts with math in preschool classrooms as part of the Early STEM/Arts Program. (Photo by Scott Suchman, courtesy of the Wolf Trap Foundation for the Performing Arts.)

The Early Childhood STEM Learning Through the Arts (Early STEM/Arts) is pioneering an innovative, research-based arts integration model for early childhood learning — one that supports math teaching and learning through active, arts-based experiences in pre-K and kindergarten classrooms.  Preschool teachers participating in the project receive professional development that enables them to apply arts-integrated lessons in their classrooms. Some report “a-ha!” moments as they work alongside Wolf Trap Teaching Artists such as Amanda Layton Whiteman (pictured above). “When I found out it was going to be math, I was saying, oh jeez, this is going to be hard,” said one teacher.  But after being involved with the artist and the arts-integrated approach, she “realized that math is everywhere.” And incorporating the arts into her everyday lessons “helps you reach every child.”

http://www.ed.gov/blog/2013/05/young-children-learn-math-through-the-arts/

House Bill 1293: Parents Want Disclosure

Some parents are completely opposed to standardize test, others just want to know more details. All of them can agree that a bill for full disclosure needs to be passed.

Parents have a right to know what their kids are being tested on and what they hope to accomplish with it, said one concerned parent. Another parent argues that most standardized tests need to be completely removed and the money should instead be used to make more classrooms and pay for more teachers and assistants.

Watch what the parents think and give your own feedback.

http://www.washingtonea.org/content/video/13/tests/frame.html

How Teachers are Succeeding

This is a list of personal examples from teachers who are finding success. The examples here talk about some of the motivating factors that led them to the desire to teach and also some motivating factors they use in the classroom.

I think you will find this list interesting.

§  Thirty-year teaching veteran, Linda Krikorian of Milford, Mass., always finds something positive about the most challenging students: “I try not to leave anyone out; if not, the students fall through the cracks, and as a teacher you never want that to happen.”

§  Bradley Ashley, Technology Coordinator at NYC Lab School for Collaborative Studies, empowers his students to learn on their own: “I’m not very creative, but the kids are and I get the opportunity to show them ways to be creative. Like the teacher that can’t draw but provides the pen and paper.”

§  Breanna Ratkevic, George B. Fine Elementary School, Pennsauken, N.J., credits a trip to Peru in which she volunteered with children as the reason she pursued the teaching profession: “This experience was so rewarding that I wanted to continue my desire to make a difference in the world.”

§  Ninety-nine percent of Ella Davis’ students at Arabia Mountain High School in Lithonia, Ga., passed the Georgia High School Graduation Test. The school was also one of the first-ever U.S. Department of Education Green Ribbon Schools.

§  Rachel Jones, 8th grade Science teacher at Brooks Middle School in Bolingbrook, Ill., realized she wanted to be a teacher after 9/11: “That tragedy caused me to take a look at my life and when I did I was not happy and wanted to do something more meaningful.”

§  National Teachers Hall of Fame honoree, Beth Vernon of Blue Springs, Mo., has dedicated her career to finding the best possible medium to make classrooms more “brain compatible” in all STEM subjects.

§  A team of hand-selected teachers in a brand new school, and a leader with deep community roots coupled with the structure of the STRIVE Preparatory Schools adds up to success for children of color living in poverty at Denver’s STRIVE  Prep SMART Academy.  “Our work does not belong to us,” said school director Antonio Vigil, “it belongs to our students and their families

§  Students of Deborah Apple, 11^th grade physiology teacher at Raoul Wallenberg Traditional High School, San Francisco, appreciate the way she uses fun and creative ways to turn every lesson into an adventure. “Ms. Apple keeps it real. She’s honest with us,” said one student.

§  Barbara Isaacson, Head Start teacher at Lister Elementary School in Tacoma, Wash., summed up the week best with the following statement: “I love teaching, and feel there is no greater joy than to help a student learn something new for the first time and share in their excitement.”

http://www.ed.gov/blog/2013/05/a-behind-the-scenes-look-at-why-teachers-succeed-in-the-classroom/

US Department of Education Officials Going Back to School

By Fedor Gaponenko

As part of Teacher Appreciation Week, US Department of Education (ED) officials will shadow teachers all across the country. 

According to www.ed.gov  over 65 officials will take part in the second annual event designed to give Department officials an opportunity to witness the day in the life of a teacher and hear directly about ways the Department can greater support their work and better understand the demands placed upon teachers.

These officials were assigned in different grades and areas of the country and will meet up afterwards with Secretary of Education Arne Duncan to discuss their experience and share what they learned.

"It is our collective responsibility to make sure that the millions of teachers in America's classrooms have the tools, time and professional development to be the very best they can be,” said Duncan. “The quality of our education system can only be as good as the quality of the teaching happening in classrooms and every member of society has a part to play in supporting our teachers and students.”

Events like this should help teachers and the US Department of Education to gain a mutual respect for one another and in turn impact the work of teachers positively.

http://www.ed.gov/news/press-releases/us-department-education-goes-back-school-part-teacher-appreciation-week

Student’s Rant Has a Point

By Fedor Gaponenko

Duncanville High School sophomore Jeff Bliss rants at his teacher in front of the whole class about all her shortcomings.

The rant began when his World History teacher kicked him out of classes. Instead of leaving quietly Bliss gave a quick lesson of his own.

“If you would just get up and teach us instead of handing ‘em a packet yo,” Bliss said in the video. “There’s kids in here that don’t learn like that… they need to learn face-to-face. You want kids to come to class? You want them to get excited? You gotta come in here, you gotta make ‘em excited, to change him and make him better, you gotta touch his freakin’ heart.”

Bliss is an 18-year-old who returned to school after dropping out, according to WFAA-TV (Channel 8). He said that he realized the value of education and that he wouldn’t be able to make a positive future for himself without it. Maybe that’s why he was so disappointed by the education he was receiving?

http://thescoopblog.dallasnews.com/2013/05/duncanville-high-school-student-lecturing-his-history-teacher-in-the-classroom-goes-viral.html/

MY THOUGHTS

I don’t know this teacher and I don’t know Bliss, but I do know that his argument can apply for teachers across the world. I personally had teachers who had no passion in their work and because of that didn’t earn the respect of their students.

In some career paths you might be able to get away with just getting by pay check to pay check. Even though that might drain the joy out of your life, it won’t impact a lot of others. As a teacher though you are the example, whether you like it or not your students will judge you and rate you not by your brain but by the heart you show them.

Bliss raises an important question, are the teachers teaching or are they just handing out papers?

Although his methods may have been questionable there is no doubt he got his point across. 

Evaluating Educators

By: Fedor Gaponenko

How do you distinguish a good teacher from a great teacher? It seems like it is nearly impossible to objectively evaluate and rate teachers to learn who our superstars are and who is just barely getting the job done.

Teacher reviews are largely based on single 45-minute observations. According to the New York Times, teachers themselves see shortcomings with the evaluation system. They are rated “exceeds expectations,” “proficient,” “below expectations” or “unsatisfactory” across eight areas — including student participation, time management in the classroom and overall campus academic achievement — but are offered little 

specific guidance on how to improve.

Most of these observations are very subjective and “proficient” is usually the rating teachers get.

Another way many parents want teachers to be evaluated by is through standardized testing. The problem is that this method also leaves a lot to be desired. Most standardized tests have Math and reading as their main topics, but some teachers don’t even teach those subjects. Also some students do better on tests and it doesn’t have anything to do with their teachers.

There needs to be a system developed calculating all the different reviews, test scores, student’s reviews and improvements, to get a better understanding of just how good each teacher truly is. Teachers who do struggle with certain aspects should also be given the feedback to work on and improve those areas.