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Michael O'Connor

A Warning to Young People: Don't Become a Teacher | Randy Turner - 0 views

  • Teachers are being told over and over again that their job is not to teach, but to guide students to learning on their own. While I am fully in favor of students taking control of their learning, I also remember a long list of teachers whose knowledge and experience helped me to become a better student and a better person. They encouraged me to learn on my own, and I did, but they also taught me many things. In these days when virtual learning is being force-fed to public schools by those who will financially benefit, the classroom teacher is being increasingly devalued. The concept being pushed upon us is not of a teacher teaching, but one of who babysits while the thoroughly engaged students magically learn on their own
  • But there is no way that eighth graders' opinions should be a part of deciding whether I continue to be employed.
  • It is hard to get past the message being sent that our teachers are not good enough so we have to go outside to find new ones
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  • Merit pay and eliminating teacher tenure, while turning teachers into at-will employees are the biggest disservice our leaders can do to students.
  • The teaching of history, civics, geography, and the arts have shrunk to almost nothing in some schools, or are made to serve the tested areas.
  • Even worse, in some schools weeks of valuable classroom time are wasted giving practice standardized tests (and tests to practice for the practice standardized tests) so obsessive administrators can track how the students are doing
  • . Pearson
  • received the contract to create the tests, has a full series of practice tests, while other companies like McGraw-Hill with its Acuity division, are already changing gears from offering practice materials for state tests to providing comprehensive materials for Common Core.
  • Common Cor
  • Why would anyone willingly sign up for this madness?
  • I cannot remember a time when the classrooms have been filled with bad teachers. The poor teachers almost never lasted long enough to receive tenure.
  • there are exceptions
  • here is nothing to stop administrators from removing those teacher
  • tenure
  • provide teachers with the right to a hearing. It does not guarantee their jobs.
  • Times have changed. I have watched over the past few years as wonderfully gifted young teachers have left the classroom, feeling they do not have support and that things are not going to get any better
  • That framework is being torn down, oftentimes by politicians who would never dream of sending their own children to the kind of schools they are mandating for others.
  • After all, what other profession would allow me to make $37,000 a year after 14 years of experience and have people tell me how greedy I am?
Garth Holman

What is Curriculum Theory by William F. Pinar (Multiple Participant Book Review) | Joy Russell - Academia.edu - 1 views

  • primary of which is the idea that curriculum is a “complicated conversation.”
  • Pinar argues that curriculum  –  or  currere    –  is an organic idea rather than a Socraticmessage that never changes (Pinar, 2011) Teachers must discover this currere for themselvesthrough methods of self reflection and self discovery.
  • Pinar has a good grasp of the situation stating “standardization makes everyonestupid,” and “to deny the past and force the future, we teach to the test.”
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  • What knowledge is of most worth (pg. 210)? This is a difficult question that requiresreflection into what is the most at stake for us as teachers and for our students as learners.
  • The conflict within this text focuses on the loss of power and privilege of teachers over the teaching profession. Pinar (2011) states, "How could we have so fallen in the public's eyethat we are no longer entitled to professional self-governance, the very prerequisite for  professionalism?" (p. 69).
  • The inability for teachers to have a voice results in an environment in which the professionalism aspect of a professional group has been diminished to a non-existent level.
  • illiam F. Pinar‟s purpose in writing this book is to ask us [the student] to question this  present moment and our relation to it. In doing so, we are to question the very reason behind what it means to teach, “To study, to become “educated” in the presen t moment (Pinar, 2011)
  • Pinar vision of schooling is   to "understand, not just implement or evaluate thecurriculum" (Pinar, 2011). He urges educators to know what they are teaching. Reciting from a text and reading from a manual is not teaching in his opinion and it‟s not teaching in ours either. As students we are asked to brainstorm and use our imagination to picture the perfect scenario.Pinar is asking teachers to do the same
  • Pinar describes curriculum theory as: an interdisciplinary field in which teacher education is conceived as the professionalization of intellectual freedom, fore fronting teachers‟ and students‟ individuality (originality), their creativity, and constantly engaging in ongoing if complicatedconversation informed by a self-reflexive, interdisciplinary erudition (Pinar, 2011)
  • By tying the curriculum to student performance on standardized test, teachers were forced toabandon their intellectual freedom to choose what they teach, how they teach, and how theyassess student learning (Pinar, 2011). Failure to learn has been the result of separating the   WHAT IS CURRICULUM THEORY? 8 curriculum from the interest of students and the passion of teachers.
  • Contemporary is referring to a person in thesame field or time period as you. Pinar is trying to emphasize that we are not all moving at thesame speed when it comes to educating middle and elementary students
  • Teachers are then empowered tohave a voice to influence the curriculum in such a manner that positively contributes to studentlearning. Pinar is urging teachers to take back their classroom. Take the initiative and leadwithout boundaries. Instruct without guidelines and open your mind to learning indirectly fromyour students
  • Students are set up to fail but it is not really their fault.   They attend school where the system begs for learning to equate to test scores and they become “consumers” of  educational s ervices rather than “students” This system also encourages drop-outs becauseschools only want to teach students that have acceptable test scores which benefits the school‟s accountability. Students do not experience an environment that places importance on the development of ideas and critical thinking but rather the successful completion of atest.
  • Demonization of the teacher has been the result of the current political and economic powers have placed the teacher in an unimportant position in the educational hierarchy andassume that business leaders know more about the curriculum and teaching than the teachersknow themselves. Teachers have become “technicians” because of school deform and are encouraged to replace ideas and know ledge with “cognitive skills” that will fit into the  jobsettings of the future. According to Pinar, these skills result in historical amnesia, political passivity and cultural standardization.
  • He invites us to become “temporal” subjects of history, living simultaneously in the past, present, and future  –  aware of the historical conditions that haveshaped the current situation, engaged in the present battles being waged over the course anddirection of public education, and committed to re-building a democratic public sphere.
Jonathan McClure

William Bradford - History.com Articles, Video, Pictures and Facts - 0 views

  • Born in 1590, William Bradford was one of the founders of Plymouth colony in 1620 and a signer of the Mayflower Compact. He served as the colony's governor for more than thirty years, and wrote "Of Plymouth Plantation," one of the first histories of European settlement in the New World, before his death in 1657.
allison ross

The University of Akron : Archival Services - 0 views

    • allison ross
       
      Testing Post-it: Times for Archival Services 
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