After our discussion tonight about teacher professionalism, I perused the South Carolina Department of Education's website (http://ed.sc.gov/). Through a series of links , I found this one, which is Montclair State University's Portrait of a Teacher. The Center for Pedagogy at Montclair has designed this "constitution" for teachers. It is the result of the work of faculty members, and members of the public school system that embodies their idea of the qualities a teacher should possess, and the institution uses it as a reference when choosing candidates for the Teacher Education Program. Many of the ideals are very similar to those Dewey seemed to promote. The portrait calls for teachers to possess a genuine interest and understanding of one's students and community. It encourages them to create a feeling of community and democracy both inside and outside of the classroom. The phrase, "Lead by example," comes to mind. Dewey would view fondly the creating experiences that enhance critical thinking and problem solving skills portion. I found it interesting that they would include promoting student disposition as part of this. Might this be an elusion to building good citizens? The closest statement that I could find that might be construed as referring to any physical appearance or "negative conduct" is, "...evaluate the effects of their choices and actions on others...," but all seem to underline professionalism. This is conceptual and open to interpretation. However, is the way we present ourselves not a statement of who we are? I believe that if nothing else, it is an invitation for people to make their own judgments, no matter what they may be. Why have any kind of face to face interviews? Why not just look at some one's resume, and make a decision based on their words alone? Maybe interviews could just be held by instant message, text message or e-mail? I think people want to know more about their candidates than how they sound on paper, because they will be representatives of their institutions or businesses, etc. It may not be fair or moral or ethical, but that does not mean it is not true. People have certain expectations for people in certain positions. All too often they are based on malformed stereotypes. Have you ever heard the phrase, "Those who can do, those who can't teach." Fighting words in our business to say the least!
Tuesday, April 15, 2008
Thoughts on last class
Here are some of my thoughts about the ethical questions that were brought up in class last week.
Plagarism is wrong and should be punished yes, but some students do not understand how they can quote, paraphrase, or cite works; they should have to learn, because I am disappointed by the fact that some schools are not providing adequate instruction on this.
In our own judicial system there are different levels/grades of punishment, and there is inequality in that system also based on whether or not a person can afford to buy their way out of the issue with a high priced lawyer or are given an underpaid and overworked public defender. This is a serious issue because it teaches our children that fame and fortune can fix all problems. This becomes a problem because they do not learn morals, they simply learn to desire wealth. I do believe in punishments and rewards, our current system does little to promote this system but hopefully we as teachers can do something to reintroduce this system into our classrooms.
The situations posed in the book also brought to mind a personal story that I would like to pose to everyone, there were two children that I babysat for in my teens, they were so unruly and aggressive that I decided not to babysit anymore after sitting for them (they also made me not want kids of my own for over a decade). Their mother became principal of a local middle school and I heard that she was exerting pressure on her children's teachers to pass them on to the next grade, this seems seriously unethical behavior, would you not agree?
Consequentialist Versus Nonconsequentialist
Emilie Barnes wrote, "Yesterday is gone and tomorrow hasn't come. All we have is today." Then she wrote that she is always looking forward to tomorrow and that she was still learning to live for today. Since she has survived serious cancer treatments, her words are especially meaningful.
After class last week, I received a check in the mail for a construction job that I already had been paid. I did think of consequences. "The money would look good in my bank account." I did think of principles and fairness. "It wasn't fair to pay double." Principles are important.
After class last week, I received a check in the mail for a construction job that I already had been paid. I did think of consequences. "The money would look good in my bank account." I did think of principles and fairness. "It wasn't fair to pay double." Principles are important.
Monday, April 14, 2008
To teach or not to teach multiculturalism? That is the question.
As an often mistaken Native American (it's a joke guys:)) I feel the need to blog about the case of the Iroquois Confederation (chapter 5). I begin with the superintendent who seems to have good intentions but comes off incredibly ignorant especially when he uses phrases like "he seems to be some sort of chief" he also refers to Native Americans as Indians (I'm not sure if that is offensive; fyi it is offensive for East Indians (like me) to be called Native American), he also says that the chief didn't seem belligerent (why would he?) but for me the real kicker was when he said "we'd do something multicultural that discussed Iroquois culture..." as if this task was something to scratch off on his to do list.
When Marie researches about the Iroquois she finds conflicting information and has to choose whether or not to teach that material so that it shows a positive contribution from the Iroquois people. What should she do? For me the answer came on page 82 when it states the following: "Schools need not falsify or invent history in order to present a favorable view of every culture. Nor do they need to treat every aspect of every culture with approval." If they want to teach about the Iroquois people it has to be an honest reflection of it even though it kinda defeats the purpose of the chief wanting the subject taught. On page 78 it says "Trying to respect diversity raises questions of truth, and who is to control what is to count as true." I don't think Marie should be the person that controls the "truth".
The superintendent's ignorance is one thing but what I didn't understand was why they believe teaching their culture will impact how well the Iroquois students will do. And what about the other minorities in this high school whose culture or traditions aren't being highlighted as well? Should they also ask for changes in the curriculum? I don't know the answer to that but I totally disagree with the answer that the school board member had. She said that multiculturalism alienates minorities and that people should stop distinguishing their differences through their culture instead they should start thinking of themselves as Americans. I had issues with her view for two reasons and not because she doesn't want multiculturalism taught (its virtually impossible to teach all the cultures) but because her reasoning is that we should see ourselves as American when this is a country of immigrants therefore it encompasses a collaboration of cultures (right?). The second reason is that every time I go home (which is often) my mother reminds me that I'm Indian (as if I have forgotten) and I need to learn to combine the cultures and not become so westernized (even though there is nothing wrong with it;)).
When Marie researches about the Iroquois she finds conflicting information and has to choose whether or not to teach that material so that it shows a positive contribution from the Iroquois people. What should she do? For me the answer came on page 82 when it states the following: "Schools need not falsify or invent history in order to present a favorable view of every culture. Nor do they need to treat every aspect of every culture with approval." If they want to teach about the Iroquois people it has to be an honest reflection of it even though it kinda defeats the purpose of the chief wanting the subject taught. On page 78 it says "Trying to respect diversity raises questions of truth, and who is to control what is to count as true." I don't think Marie should be the person that controls the "truth".
The superintendent's ignorance is one thing but what I didn't understand was why they believe teaching their culture will impact how well the Iroquois students will do. And what about the other minorities in this high school whose culture or traditions aren't being highlighted as well? Should they also ask for changes in the curriculum? I don't know the answer to that but I totally disagree with the answer that the school board member had. She said that multiculturalism alienates minorities and that people should stop distinguishing their differences through their culture instead they should start thinking of themselves as Americans. I had issues with her view for two reasons and not because she doesn't want multiculturalism taught (its virtually impossible to teach all the cultures) but because her reasoning is that we should see ourselves as American when this is a country of immigrants therefore it encompasses a collaboration of cultures (right?). The second reason is that every time I go home (which is often) my mother reminds me that I'm Indian (as if I have forgotten) and I need to learn to combine the cultures and not become so westernized (even though there is nothing wrong with it;)).
Ethics and Fairness at School and Home
Since our last class meeting I am having the hardest time coming to terms with the lack of importance of fairness in our discussion and the consensus decisions that were made.
Having given the matter significant consideration, I decided to view the matter of Henry's plagiarism wearing my Mother hat. At home, fairness is always an issue for my children, as neither wants to perceive that the other has had an advantage or some nicety that the first did not get. This extends to chores, practice times, dish washing, taking care of our dog, and the fun stuff like candy or popcorn, and just having time together. There are 3-1/2 years between my children, so what is appropriate for the older is not always acceptable for the younger. Many times in any given month, I give the same speech, fair does not mean identical, but perhaps comparable.
This did _not_ help support my strong 'enforce the rules' attitude expressed in class, and I was distressed to discover that not only in giving rewards to my children do I act to maximize good, but also when having to decide consequences for any given breach of our family rules, I was doing the same. Arrrgh!
I can't balance the scales in my head to allow one behavior in school and another at home. I will have to consider Henry's case further. I know that as a teacher I will want all of my students to learn and succeed, I just don't know if I could arbitrarily enforce the established rules of my future school. There are differences - I love my children, and my future students, not so much; at home the rules are not written for all to see, but just understood after years of reviewing them with children, while the school rules are written publicly along with the consequences.
There is much to consider yet.
Having given the matter significant consideration, I decided to view the matter of Henry's plagiarism wearing my Mother hat. At home, fairness is always an issue for my children, as neither wants to perceive that the other has had an advantage or some nicety that the first did not get. This extends to chores, practice times, dish washing, taking care of our dog, and the fun stuff like candy or popcorn, and just having time together. There are 3-1/2 years between my children, so what is appropriate for the older is not always acceptable for the younger. Many times in any given month, I give the same speech, fair does not mean identical, but perhaps comparable.
This did _not_ help support my strong 'enforce the rules' attitude expressed in class, and I was distressed to discover that not only in giving rewards to my children do I act to maximize good, but also when having to decide consequences for any given breach of our family rules, I was doing the same. Arrrgh!
I can't balance the scales in my head to allow one behavior in school and another at home. I will have to consider Henry's case further. I know that as a teacher I will want all of my students to learn and succeed, I just don't know if I could arbitrarily enforce the established rules of my future school. There are differences - I love my children, and my future students, not so much; at home the rules are not written for all to see, but just understood after years of reviewing them with children, while the school rules are written publicly along with the consequences.
There is much to consider yet.
Principle of Learning through Experience
John Dewey wrote that, "All genuine education comes about through experience." pg 25 of Experience and Education. What happens when the experience of children within a family are not equal? In fact, children within the same family often are not treated equally at all. John Dewey also wrote that, "Everything depends upon the quality of experience." Parents should give all their children the best quality of experiences. The article on first-born children portrays the great quality of experiences often vary even in the same family
First-born Children get more Attention
By Donna St. George The Washington Post
When her oldest child was in kindergarten, Laura Haggerty-Lacalle sat down with her every day to review reading or math, intent on providing that most precious commodity of all -- parent time.
But when her second child hit the same age, life was more hetic. Now, with a third child, Haggerty-Lacalle , 37, feels good when she gets five minutes to stack blocks or build Legos in her Oak Hill, Va., home. "When you have three kids," she says, "you're just trying to survive."
Within this familiar progression of family life, new research has confirmed what some parents recognize and others quietly fear: Their first born children get more of their time than others in the family - on average, 3,000 extra "quality" hours from ages 4-13, when brothers and sisters are in the picture.
That's 25 extra minutes a day with mothers on average and 20 extra minutes a day with fathers across a nine year span of childhood, according to a study by exonomist Joseph Price of Brigham Young University.
Some parents find themselves surprised by the lop-sided time log, but the big question, experts say , is whether this difference helps explain findings that show first-born children get better test scores, more education and higher paying jobs
"I certainly think it advances our understanding." said Sandra Black, an economist at the University of California at Los Angeles, who has studied achievement and birth order. Although the reason for first-borns' success have not been fully explored, she said, the new study provides one plausible explanation.
Based pm federa; data from more than 15,000 children whose days were detailed as part of the American Time Use Survey, the new study defined quality time with parents as minutes spent together on such activities as homework, meals, reading, playtime, sports, teaching, arts, religion, and conversation. In all categories, first-borns got more, according to the study, published in the Journal of Human Resources
David Wybenga
First-born Children get more Attention
By Donna St. George The Washington Post
When her oldest child was in kindergarten, Laura Haggerty-Lacalle sat down with her every day to review reading or math, intent on providing that most precious commodity of all -- parent time.
But when her second child hit the same age, life was more hetic. Now, with a third child, Haggerty-Lacalle , 37, feels good when she gets five minutes to stack blocks or build Legos in her Oak Hill, Va., home. "When you have three kids," she says, "you're just trying to survive."
Within this familiar progression of family life, new research has confirmed what some parents recognize and others quietly fear: Their first born children get more of their time than others in the family - on average, 3,000 extra "quality" hours from ages 4-13, when brothers and sisters are in the picture.
That's 25 extra minutes a day with mothers on average and 20 extra minutes a day with fathers across a nine year span of childhood, according to a study by exonomist Joseph Price of Brigham Young University.
Some parents find themselves surprised by the lop-sided time log, but the big question, experts say , is whether this difference helps explain findings that show first-born children get better test scores, more education and higher paying jobs
"I certainly think it advances our understanding." said Sandra Black, an economist at the University of California at Los Angeles, who has studied achievement and birth order. Although the reason for first-borns' success have not been fully explored, she said, the new study provides one plausible explanation.
Based pm federa; data from more than 15,000 children whose days were detailed as part of the American Time Use Survey, the new study defined quality time with parents as minutes spent together on such activities as homework, meals, reading, playtime, sports, teaching, arts, religion, and conversation. In all categories, first-borns got more, according to the study, published in the Journal of Human Resources
David Wybenga
Sunday, April 13, 2008
South Carolina NEA
http://www.thescea.org/
I think this is a timely link. I enjoy how at the beginning of each chapter in The Ethics of Teaching the authors make a point to review a group of statements from the NEA Code of Ethics. Also this link is important because it lets you as a teacher or administrator know how to become a member of the NEA. Since most people from the class seem to want to stay South Carolina to teach, I felt that this website was more appropriate than linking you all to just the NEA site. Plus that link is on there! I think that there is something on this site for everyone whether you will teach art, p.e., english, etc.
I think this is a timely link. I enjoy how at the beginning of each chapter in The Ethics of Teaching the authors make a point to review a group of statements from the NEA Code of Ethics. Also this link is important because it lets you as a teacher or administrator know how to become a member of the NEA. Since most people from the class seem to want to stay South Carolina to teach, I felt that this website was more appropriate than linking you all to just the NEA site. Plus that link is on there! I think that there is something on this site for everyone whether you will teach art, p.e., english, etc.
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