Teaching has changed from when my grandmother was a teacher in the seventies. The subject matter to teach to students, teaching style, discipline, even how to talk to students has changed. The only thing that has stayed the same is the feelings about teaching. The ones where the teachers care about the students, the teachers will do anything in their power to see a failing student succeed. It is this care, this need to help students that have gotten teachers throgh the lean times in the schools right now where there are cut backs seen in every section of the school. Teachers are also put in the position to where they need to teach morals and ethics to a rising group of children that are missing out on these dimensions of personality from their home life. Teachers are taking on a bigger role in the student’s lives. It has become teacher’s responsibility to teach students not only to become better humans but also to teach to the educational standards that the government requires.
The first requirement was the No Child Left Behind bill that was set in place and it required all students to be up to grade level reading standards by January 2014. This bill also set into place required standardized testing of students. If the performance of the students was not deemed up to standards then funding to school could be cut. It is because of this that many schools began teaching to the standardized test. One such example is a charter school in Romulus one year they focused all their efforts on English. So they required all classes in the middle school to write papers, including the electives. It was also required that at the beginning of class the students learn and write the definitions of vocabulary words. On the surface this...
... middle of paper ...
...o the students thus keeping them better engaged. As a teacher keeping the information fresh, the lessons plan’s updated and connecting with the students; will be one step closer to keeping that one student from being pushed out of school.
Works Cited
Bradley, C., & Renzulli, L. (2011). The Complexity of Non-Completion: Being Pushed or Pulled to Drop Out of High School. Social Forces 90 (2), 521-545.
Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case For Culturally Relevent Pedagogy. Theory Into Practice 34(3)`, 159-165.
Noddings, N. ((nd)). Schooling for Democracy. Democracy & Education 19 (1), 1-6.
Pullman, J. (2013, 04 14). Common Core Standards - Fact and Fiction. Retrieved from You Tube: retrived from; http://youtu.be/EXf91AGW2QA
Schoen, L. (2013, 10 28). Questions about Her School Year As an Art Teacher. (M. Kimura, Interviewer)
Convertino, C., Levinson, B. A., & González, N. (2013). Culture, teaching, and learning. In J. A. Banks & C. M. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives (pp. 25-41). Hoboken, NJ: John Wiley and Sons.
University, ©. S., Stanford, & 94305, C. (n.d.). Martha Castellón leads presentation on Common Core with San Francisco Administrators. Retrieved October 3, 2013, from http://ell.stanford.edu/content/martha-castell%C3%B3n-leads-presentation-common-core-san-francisco-administrators
Strauss, Valerie. "Eight Problems with Common Core Standards." Washington Post. The Washington Post, 21 Aug. 2012. Web. 18 Oct. 2015.
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
With these standardized tests comes a time limit in which the student is given to complete each subject. Having a time limit on a test does not give the child a chance to fully think through each question resulting in test scores that could possibly be higher if they were given the opportunity to perform these tests at their own paces. Also standardized testing does not account for the different ways a child learns. If a child struggles with reading, for example, he or she may not be able to complete as much of the test as a child that excels in reading. Because of his or her inability to read and comprehend the questions and answers as fast as the child that excels in reading, the struggling child will most likely not be able to answer the same amount of questions in the same amount of time as the child that excels. The resulting test scores would fail to show the struggling child’s full ability because the child might not have had enough time to complete the test. The No Child Left Behind program is based on creating an equality for all children in their learning environments and was put into effect with hopes of dramatically increasing performance in academics. According to an argument on Common Core Standards, “No Child Left Behind failed to significantly increase academic performance or positively affect the education of undeserved black and Latino students and had a negative impact
There are many studies have conducted on the Common Core issue. I am interested in reading and knowing this topic, the Common Core Standards in the American perspective. According to State Standards Initiative, the Common Core State Standards established curricula for English language arts and literacy in history/social studies, science, and technical subjects “the Standards” are the peak of a prolonged effort to carry out the charge supplied by the states to build the generation of K-12 standards to help guarantee that all learners are college and occupation ready in knowledge at the end of high school. (Schutz, n.d.).
Drew, S. V. (2012). Open up the Ceiling on the Common Core State Standards: PREPARING STUDENTS FOR 21ST-CENTURY LITERACY—NOW. Journal of Adolescent & Adult Literacy, (4). 321. Retrieved 29 March 2017 from http://eds.b.ebscohost.com .proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=9&sid=038c2a83-68e8-498d-8bc0-74dee409185b%40sessionmgr103&hid=117
To start with, culturally responsive teaching practices recognize the validity of the cultural custom contained by several ethnic groups. In other words, it considers whether different approaches of learning are necessary and worthy in the formal learning. Furthermore, culturally responsive teaching practices are fundamental because they create links between school experience and home and between lived social cultural realities and academic abstraction (Gay, 2000).
In my experience, the majority of my teachers were dedicated and caring people to their work. I previously thought that maybe I had gotten lucky with my instructors in which classes I participated in, or maybe I am a more open minded person than those who criticized our educators. Now I see that teachers are scapegoats for other complications outside of their control. Even if some are no longer of a higher caliber, a reason for the decline could be disheartening caused by their limited resources and general disrespect year after year. The government may not be willing to reverse past changes, but now the system whose purpose is to prepare the children of today to become the adults of tomorrow is being annexed by business behemoths striving for ever greater profits to fill their
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. In: American Educational Journal. V32, N.3, 465-491.
Mclaughlin, Joseph. The Consequences of Dropping Out of High School. Mar. 2007. Web. 15 Mar. 2010. .
Stearns, E. & Glennie, E.J. (2006). When and why dropouts leave high school. Youth and Society, 38(1), 29-57.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
Council of Chief State School Officers and National Governors Association. (2010). Common Core States Standards. Retrieved from http://www.corestandards.org/
First, I realized that, teachers carry a lot of weight on their shoulders and have great responsibilities. They have to balance the curriculum, students, parents, lesson plans, common core, and upper management and still maintain a professional demeanor. Second, educators must follow a strong code of ethics. They must be professional at all times with students and colleagues, keep confidentiality, not have or show any prejudice or bias, maintain safe and positive learning environments, help students with problems, and hand out disciplines accordingly. Lastly, I found that when you’re a teacher, your education never stops. Teachers are always trying to improve their own education and professional growth, both for the benefit of their students and for the benefit of themselves.