My group discussed case study four. It was hard to come to a decision on what to do. We went through many different options. Each time we thought we had our decision something else came up.
We decided that we would not let the students try out for All-State. The reason for our decision is that she signed a code of conduct and new what would happen if it was not followed. If you let that student off then you would have to let the other four off as well and that will not teach them anything.
We also said that if the parents were to go and get a lawyer than we would drop the case and let her try out. After doing that we would change the policy for the code of conduct. We would make it so the parents would have to sign one as well so they know what will happen if it is not followed.
We also talked about how it looks bad on the parents part. The students knew what would happen but did this action anyway. Now the parents are trying to get her out of it. The parents are saying we will get you out of this you can do what you want. They are not teaching the child to deal with the consequences to their actions.
There were other case studies discussed in class and they are all possibilities that you may have to face. It is hard to make a decision because there are many different ways you could approach the case.
Monday, February 15, 2010
Monday, February 8, 2010
Paideia II "The Flourishing Life"
"The flourishing life" was an interesting read. I do not agree with everything that Brighouse said in the chapter it was interesting to hear his point of view.
One thing that I do not agree with is, the purpose of education is to promote human flourishing. First of all human flourishing is not the same to everyone. We have all come from different experiences. My view of a flourishing life may be very different from others views. How are we suppose to promote how to have a flourishing life? I feel that in order to have a flourishing life you need to have an idea of what you want. You can have a flourishing life depending on what you make of it.
The one thing that I do agree with is when he said that flourishing and happiness are two different things. You may see some one who has a great job and accomplished a lot in their life but they are not happy. Some one may be happy but not have a lot to show for themselves. There are different ways to look at happiness and flourishing. We all have our own views about happiness and what a flourishing life for us looks like.
In the chapter he did make some good points about current education. I think in the end we all need to make the decision for ourselves as to what makes for a flourishing life.
One thing that I do not agree with is, the purpose of education is to promote human flourishing. First of all human flourishing is not the same to everyone. We have all come from different experiences. My view of a flourishing life may be very different from others views. How are we suppose to promote how to have a flourishing life? I feel that in order to have a flourishing life you need to have an idea of what you want. You can have a flourishing life depending on what you make of it.
The one thing that I do agree with is when he said that flourishing and happiness are two different things. You may see some one who has a great job and accomplished a lot in their life but they are not happy. Some one may be happy but not have a lot to show for themselves. There are different ways to look at happiness and flourishing. We all have our own views about happiness and what a flourishing life for us looks like.
In the chapter he did make some good points about current education. I think in the end we all need to make the decision for ourselves as to what makes for a flourishing life.
Wednesday, December 3, 2008
Freedom Writers
http://blip.tv/file/1518068
My study group and I read the book, The Freedom Writers Diary. I was a great book to read and I recommend it to others.
Erin Gruwell was a very unique teacher and she had a big impact on the lives of her students.
Click on the link above to watch the video we made about the book.
My study group and I read the book, The Freedom Writers Diary. I was a great book to read and I recommend it to others.
Erin Gruwell was a very unique teacher and she had a big impact on the lives of her students.
Click on the link above to watch the video we made about the book.
Monday, December 1, 2008
Chalk
I thought the movie was good and true. When I look at the teachers that I have had some of them are like the teachers in the movie. The movie did a great job of showing different teaching strategies. Some of them worked and other failed right away.
The history teacher who was new to teaching had some obstacles to overcome. He wasn't really sure how to teach the students in the beginning. He even went to the library to get books on how to manage the classroom. At the end of the movie him and his students had formed a relationship. He was able to teach them and manage the classroom.
I liked the movie and would recommend it to other students thinking about teaching.
Wednesday, November 12, 2008
Parents 11/10
On Monday night we had three parents from the community come and talk to us.
The first question that was asked was if they were happy with the teachers. One parent said that they were happy with the teachers who were in touch with current practice. They are using new ideas to make the classes more enjoyable. The work that the students were doing seemed more creative. The second part of the question was how do they deal with a teacher they are not happy with. The response was to talk to the teacher. Parents agreed that they don't want to interfere with their childrens school life unless necessary. If their children are not doing well in a class they will talk to the teacher and figure out a solution to the problem. They liked it when teachers were cooperative and willing to make adjustments and give extra help.
They were asked about No Child Left Behind and how they felt about it. The parents response was different than the administration, teachers and school board responses. The parents said that the test scores really don't mean anything to them. Now at conferences the teachers will show the parents a graph and talk about what it means. There is no time for the parents to ask questions about their child and how they are doing. The parents said that they don't know how to take the data and help their children. They said that the test should not determine the funding for schools. Now the tests are the main focus the parents really don't know what to do with that information.
All of the parents agreed that a second language should be taught at a young age. One of the parents said that they took a second language when they were in second grade. They think that knowing that language helped them when they took another language later in high school. They agreed that the language should be started at the second or third grade level.
The parents were asked if they felt the curriculum expectations for students is practical. They said that some of the material that the students do they don't know if they are really understanding it. The material may be better understood if they had waited a few years and taught students. They said that they don't mind getting more content in but if the students are not able to understand the material it is a waste of time.
I think that having the parents last was a good way to end the panel type of discussions. They had good information for us as we work toward becoming teachers. The parents also had some much different input than the others we had come in and talk with us.
It was nice of the parents to take the time to come and talk with us.
The first question that was asked was if they were happy with the teachers. One parent said that they were happy with the teachers who were in touch with current practice. They are using new ideas to make the classes more enjoyable. The work that the students were doing seemed more creative. The second part of the question was how do they deal with a teacher they are not happy with. The response was to talk to the teacher. Parents agreed that they don't want to interfere with their childrens school life unless necessary. If their children are not doing well in a class they will talk to the teacher and figure out a solution to the problem. They liked it when teachers were cooperative and willing to make adjustments and give extra help.
They were asked about No Child Left Behind and how they felt about it. The parents response was different than the administration, teachers and school board responses. The parents said that the test scores really don't mean anything to them. Now at conferences the teachers will show the parents a graph and talk about what it means. There is no time for the parents to ask questions about their child and how they are doing. The parents said that they don't know how to take the data and help their children. They said that the test should not determine the funding for schools. Now the tests are the main focus the parents really don't know what to do with that information.
All of the parents agreed that a second language should be taught at a young age. One of the parents said that they took a second language when they were in second grade. They think that knowing that language helped them when they took another language later in high school. They agreed that the language should be started at the second or third grade level.
The parents were asked if they felt the curriculum expectations for students is practical. They said that some of the material that the students do they don't know if they are really understanding it. The material may be better understood if they had waited a few years and taught students. They said that they don't mind getting more content in but if the students are not able to understand the material it is a waste of time.
I think that having the parents last was a good way to end the panel type of discussions. They had good information for us as we work toward becoming teachers. The parents also had some much different input than the others we had come in and talk with us.
It was nice of the parents to take the time to come and talk with us.
Friday, November 7, 2008
Lecture 11/6
The lecture on Thursday night was “Islam and Christian Muslim Dialogue: Theological and Political Challenge and Opportunity.” Dr. Charles Amjad-Ali gave the lecture. It was at 7 in Olin 102.
Dr. Amjad-Ali talked about the Islamic religion and the beliefs that they hold. He said that Islam religion is close to the Christian faith. Islamic religion they believe in Allah which is there God. Their bible is the Qur'an.
He gave us some of the history of the religion. The religion was established in 622. Many people followed the beliefs of the Islam religion and they believed in Allah. Spain was ruled by Islam for about eight hundred years. Then Christianity was developed and some people converted.
The lecture was interesting. It was interesting to hear about another religion and their beliefs.
Dr. Amjad-Ali was a good speaker. He started out his lecture with quotes. He kept everyones attention through out the lecture. He had time for questioning after the lectures.
Dr. Amjad-Ali talked about the Islamic religion and the beliefs that they hold. He said that Islam religion is close to the Christian faith. Islamic religion they believe in Allah which is there God. Their bible is the Qur'an.
He gave us some of the history of the religion. The religion was established in 622. Many people followed the beliefs of the Islam religion and they believed in Allah. Spain was ruled by Islam for about eight hundred years. Then Christianity was developed and some people converted.
The lecture was interesting. It was interesting to hear about another religion and their beliefs.
Dr. Amjad-Ali was a good speaker. He started out his lecture with quotes. He kept everyones attention through out the lecture. He had time for questioning after the lectures.
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