I think there is a need to consider what is good and what isn’t. I think there is high potential for this first topic I am about to pursue to be one in which many will find fault. For that very reason, I am even more excited to present an absolute proposition that leans very heavily away from the traditional school structure. I hope that all readers take the time to consider what is being said. It is not said to be trite, nor is it expected that the proposition is a holistic solution. Even more so, it is not to be thought that I am writing this proposition with the misguided belief that it might lead to change in the school today.
My proposal, however, is one that calls on the school system to rethink priority and to make changes now to provide students with a solid education. Perhaps my definition of “solid education” and the standard paradigm of education are not cohesive nor parallel, but I am sure that within all definitions, the focus on meeting students need is forefront. Continue reading
Okay, I just wanted to get a quick post going to start a convo about educational change. So, I’m going out on a limb and asking that you respond with ideas about what must stay and what must go. I will do my best to respond to each with a dedicated post.
My first item: Take sports out of public education… Don’t worry. I’ll put a post up to explain further.
strive to gain or win something by defeating or establishing superiority over others who are trying to do the same.
With that in mind, I say DON’T COMPETE! In fact, I would go as far as saying that any educator without a passion to cooperate in a world of marginalization, hate, and poverty should find a new job!
We envision interactive learning communities where citizens identify, analyze, and help solve problems in their local and global communities. Through cutting-edge research and development, local and international networking, school-university-industry partnerships, and interdisciplinary degree programs, we envision empowered citizens working for the creation of a global society rid of poverty, crime, racism, and other forms of inequality.
The statement that tugs on my heart strings is the last: “we envision empowered citizens working for the creation of a global society rid of poverty, crime, racism, and other forms of inequality.” Is that what you envision? Or are there teachers who strive to defeat all other people in the world who are in pursuit of happiness and freedom in the same manner as we?
I challenge you to ask yourself, “what is it that I strive for?” Contemplate that. Let it guide you in your relationships with youth and fellow educators. Incorporate your passion into education and share it with all.
For in competition, there are no winners; just someone who loses less.
Well, I made it to DC! I’m not generally a nervous passenger on flights, but first news today: Plane Hijacking in the Bahamas! Naturally, I began brushing up on my “recover control of the plane” skills.
My flight was uneventful, at best. But, now I find myself in a beautiful, historic, and wet capital city. I literally stared at the White House for about 8 minutes. So much history!
I’ve just spent the last 1.5 hours perusing the poster session here at the magnificent DC Convention Center (notice image – top left). Lot’s of smiling presenters giving their, “here’s what I’m doing to change the world” talk. The rumble of greetings, contemplation, and theoretical bliss hovers in the small browsing area. A solid 100 to 150 attending. Not bad for my first session. Not bad.
Well, dinner calls. More exciting updates from NCTM 2009 to follow!
P.S. – Follow me on Twitter _levi_ (yes, those are underscores)
Holy Cow! I have read this book in sections for a class before… this time I read it as an entirely new person. One with fervent passion for being part of an education revolution.
I practically underlined everything in the 1st chapter. Of course I appreciate this diametric debate between the oppressor and the oppressed, between objectivism and subjectivism, and so on. The most profound statement of the whole chapter, however, was quite possibly the most simple:
with, not for (p. 48)
Freire discusses the complex dualities of the oppressed, Continue reading
I’ve taken somewhat of a hiatus from posting recently. Here’s why.
In December, I was spending a lot of time wrapping up projects for my classes at the University of Oklahoma. One of those projects is a preliminary literature review for a research study I am planning to do on the experiences had by teachers in alternative education. I am planning a three part series about this and hope to begin the first soon. Continue reading
It has always been my focus, through 26 years of being an elementary teacher and principal, to encourage creativity, artistic expression, thinking, problem solving, and thinking outside the box. My greatest concern, with all schools focused on NCLB mandates, is that learning opportunities in the above areas have almost vanished. Yearly Academic Performance Index scores are 80% test scores and 20% attendance at the elementary level in Oklahoma and the tests students take are in reading and math. What’s tested is taught is pretty much it! In this system, most students will become proficient readers. I have many concerns related to mathematics but that’s another post.
I work with Oklahoma teachers in a consulting role and many report that they devote large blocks of instructional time to reading and math. They report some instruction in science and social studies but Continue reading
Holy Cow! I have read this book in sections for a class before… this time I read it as an entirely new person. One with fervent passion for being part of an education revolution.
It has always been my focus, through 26 years of being an elementary teacher and principal, to encourage creativity, artistic expression, thinking, problem solving, and thinking outside the box. My greatest concern, with all schools focused on NCLB mandates, is that learning opportunities in the above areas have almost vanished. Yearly Academic Performance Index scores are 80% test scores and 20% attendance at the elementary level in Oklahoma and the tests students take are in reading and math. What’s tested is taught is pretty much it! In this system, most students will become proficient readers. I have many concerns related to mathematics but that’s another post.
