Teachers are Heroes

This week I should be writing about how to teach about religious diversity and the richness that Christmas, Hanukkah and Kwaanza bring to American culture. I should be writings about tips and New Years resolutions for teachers to make 2013 a better teaching year. Or I should be writing about how high school economics and civics classes can discuss,debate and analyze “the fiscal cliff” issue.

But I cannot write about any of these topics- at least not today. Twenty first graders in Newtown, Connecticut are dead as are six adults, including  teachers, principal and a school psychologist.

These children loved school and loved their teachers. They were excited about the upcoming Christmas holidays. Now instead of talking about Santa Clause and presents, family visits and holiday trips, we are talking about funerals, school safety and gun control.

The NRA refused to appear on any of the Sunday news talk shows but they will probably produce the tired mantra that “guns don’t kill people, people kill people.”  I chatted with a friend of mine, an attorney from Canada, who both explained why gun control has been so successful in the land of our northern neighbors. He chided his American colleagues who have interpreted the Second Amendment to include gun ownership for reasons other than national defense.

What I want to write about today is that teachers are heroes, not just on Friday, but every day. Few people would ever believe that teaching is a dangerous job? Every day you step into a classroom you are a hero to your students. Even on your worst day as a teacher you are your students’ bets hope.  Teachers at the Sandy Hook Elementary School were heroes on Friday- doing what they always do- looking out for the safety and welfare of their students. Schools were always thought to be a safe place for students- a warm and nurturing environment in an often cold and indifferent world. We need to regain that safety. The sign  in fron of the school said "visitors welcome." We need to protect that notion.

May the souls of the children and their teachers who perished last week rise high in Heaven and may their memories be a blessing to those that loved them.

c. 2012 J. Margolis

Extending Classroom Time

A recent Associated Press article noted that an increasing number of states are taking part in an imitative to increase the number of hours in school students are required to attend. Colorado, Connecticut, Massachusetts, New York and Tennessee are cooperating in the program in the latest effort to improve student achievement.  This project is being funded by local state and federal funds in conjunction with the National Center on Time and Learning (http://www.timeandlearning.org/). The goal is to add 300 hours to the school years. Each district will decide whether to add hours on to the school day or add days on to the school year. US Education Secretary Arne Duncan has endorsed this effort which is part of a 3 year pilot project that will ultimately include 20,000 students. This latest maneuver is the continuation of a trend as there are currently over 1000 schools throughout the United States that are currently operating on some type of extended schedule. The article notes that “student testing, teacher evaluations, charter schools and voucher programs join longer school days on the list of reforms that have been put forward with varying degrees of success.”

As usual the focus of this program will be on improving math and science skills, two critical areas that American students have fallen behind many of their world wide peers.

The research on this topic is extensive and there have been divergent outcomes. Programs like the KIPP Academies (http://www.kipp.org/) have proven that extended time in class and additional days in school do make a difference in student performance.  But on the other side of this issue, researchers report that in our high tech, computer, Smartphone, etc. society, the attention span of students has dwindled so that additional time on task in the classroom may not be productive.

Secretary Duncan has expressed his interest in extending the school year into the summer as well as having school open six days a week.

c.j. Margolis 2012

Does Teacher Training Matter?

What kind of training should a teacher have? How many years of college should be required? How much contact time with students in an actual classroom setting. What are the most appropriate assessments to determine whether a teacher candidate is ready to enter the profession? These are questions that have baffled colleges of education for years. As the teaching profession comes under more public scrutiny and demands more accountability, the issues surrounding teacher preparation have again surfaced. Most traditional colleges of education divide their pedagogy into several sections- Theoretical and practical. In the theoretical domain, students are exposed to how children learn. They investigate theories of learning, stages of learning and review of learning disabilities.  Everything thing from John Dewey to Daniel Golman is often included. The practical aspects to teacher preparation include site visits and observations of actual classrooms or in campus experimental classrooms, teaching sample lessons to peers that are videotaped and culminating in clinical practice, also known as student teaching. Teacher candidates are expected to prepare lesson plans and develop teaching strategies that will encompass all learners the classroom. In many colleges and universities, graduates who wish to teach in middle or high school setting must also be deemed highly qualified (using federal NCLB guidelines) in the subject that they teach. This often means completing a separate undergraduate degree in the specific content area, e.g. English, Mathematics, Social Studies, etc.

But the question remains which type of preparation best serves the candidate and ultimately the school and its students? When we take a look at the current research, the new norm for teacher evaluation is how the students perform on state or national standardized tests. So what becomes more critical, how to teach (pedagogy) or what to teach (content)? How does a teacher address the various learning styles so that all of the students (or a majority) can pass the test? A teacher should complete needs assessments of the students at the beginning of get academic year and monitor their progress as the year continues. Since most assessment tests are administered in the early spring, it is imperative that teachers ramp up their efforts after the Christmas vacation. By that time teachers should identify who is in need of remedial help, who can grasp concepts orally, visually or hands on. This might tend to favor the theoretical plank of the academic curriculum. There are too many videos on YouTube where students stare blankly at reporters and cannot answer the most rudimentary questions like how many Supreme Court Justices are there and how many Muslim nations there are.

Readers here  might want to  read some of the recent books by Linda Darling Hammond( From Inequality to Quality due out in April 2013 and Surpassing Shanghai  c.2011)

c.J. margolis 2012

Holocuast Resources for Teachers

Florida’s Teaching Trunk Program

I was recently in St. Petersburg, Florida and had the opportunity to the visit the Florida Holocaust Museum. The displays tell in a graphic manner the horrific story of the Holocaust in a uniquely understandable way. They were a number of interactive sites as well as artifacts and video testimony of Holocaust survivors. The third floor of the museum is home to a comprehensive resources center with many books and materials. This museum has been accredited by the American Association of Museums, which is quite an accomplishment.

But perhaps the most creative and unique program at the museum was the “Teaching Trunks” initiative. In response to the statewide mandate to teach Holocaust education in the public schools in Florida, the museum, in cooperation with the Florida Department of Education and the Florida Department of State, Division of Cultural Affairs and Historical Resources has developed portable self contained trunks with age appropriate videos, picture books and reading material for students for all grade levels. Essentially the trunk contains a pre-packed teaching unit with all of the materials suitable for classroom use.

Here is the focus of each grade level.

Grades 1-2  Different and the Same. Materials include a video series with related literature on awareness, fairness, understanding, respect and tolerance education.

Grades 3-4   Creating Community.  Students examine the issues of immigration, prejudice, family, community and cultural identity.

Grade 5  Beginning Holocaust Studies.  At this grade level students learn the importance of learning from history including the socio-political and historical context. Material includes the books: The Night Crossing, Talking Walls, Jacob’s Rescue and Immigrant Kids.

Middle School- Investigating Human Behavior. The focus at this level is the choices that individuals made during the Holocaust. It looks at the bystander, perpetrator, victim and rescuer and how their lives and the lives of others were affected.

High School- Historical Perspectives of the Holocaust. Literature, posters and a focused study of the historical impact of the Holocaust.

For more information about the Teaching Trunk Program and how to obtain one for your classroom, you should contact Mr. Charles Jaynes, Teaching Trunk Coordinator at (727)-820-0100 ext 249.

You may also wish to access the museum’s web site at www.flholocaustmuseum.org

If your school or state has a similar program, please let us know.

c.2012 J. Margolis

Identifying Students with Depression

According to a report issued by the United States Department of Education approximately 20% of all young women between the ages of 14-17 have suffered from some degree of depression. The rate for males is somewhat less. The study defined depression as “a period of at least 2 weeks where a person experiences a depressed mood or loss of interest or pleasure in daily activities.” Middle to late adolescence has been identified as the most common age for the symptoms of depression first appear.

Teachers are in a unique situation to be on the front line of identifying students with depression. Sometimes, parents are too close to a situation and don’t realize what is happening. Peers may be more willing to commiserate with their friends feelings and able to understand that help may be needed.

Below is a list of some of the warning signs for adolescent depression:

·         Insomnia

·         Yo-yoing of weight

·         Poor self esteem

·         Difficulty in focusing on tasks

·         Chronic absenteeism

·         Talking or writing  about death or suicide

·         Running away from home

·         Drug or alcohol abuse

School districts should have a process in place to deal with students who have been identified with having symptoms of depression.  Many schools have guidance counselors, school psychologists or social workers who are trained to deal with students who exhibit symptoms of depression. Parents may also want to consult with their family physician or social service agencies that have counselors available to assist troubled teens. Additionally, many hospitals have psychologists on staff to deal with depression and crisis issues that they see when adolescents are brought to the ER.

Unfortunately, many of these symptoms begin to manifest themselves during the holidays. At this time of year teachers should be especially alert and sensitive to students who may be exhibiting some of the symptoms listed above.

This link to an article from the National Institute of Health may be another useful resource.

http://www.nlm.nih.gov/medlineplus/ency/article/001518.htm

As always, your comments and suggestions are welcome.

Copyright  2012. J. Margolis

Is it Time for the Core Knowledge Program?

Two recent items came across my desk that had me pause and reflect on the Core Knowledge program. The program is an offshoot of the research and writings Professor E.D. Hirsch. Hirsch, author of Cultural Literacy and The Cultural Literacy Dictionary, believed that American students have fallen behind their peers in other countries sin part by what was being taught in the school,. He devised a list, a quite controversial list, of 5000 items that every American should know. Included in Hirsch’s list were items in science, math, literature, music, geography and history. From this list and ongoing research, the Core Knowledge Foundation evolved, founded by Hirsch. What the members of the organization did was to break down the list by grade level. This brought about the publication of What Every First Grader Should Know and so on up to the end of elementary school.  Hirsch also authored The Knowledge Deficit: Closing the Shocking Education Gap for American Children .In this book Hirsch makes the case for exposing students to a broad spectrum of knowledge as a route to more effective reading comprehension skills for students.

Hirsch was not alone in his sentiment. In a recent interview on CBS’ 60 Minutes, noted author and historian David McCullough observed that American students, even at the college level, were “historically illiterate.” Apparently some groups are taking these allegations seriously and are doing something about it. Recently in Naples, Florida, a group has obtained permission from the county superintendent of schools to operate a charter school whose academic foundation will be based in part on the Core Knowledge Curriculum.

An in depth article appeared in the fall 2012 issue of American Educator Magazine published  by the American Federation of Teachers. The article focused on an elementary school classroom in Queens, New York. In all, ten school s participated in a pilot project in language arts utilizing the Core Knowledge concepts. Students who participated in this program outscored their peers on reading comprehension tests. The results are encouraging and are certainly worthy of further exploration. The article, More than Words, written by Jennifer Dubin, can be found on pages 34-40 of the magazine. The article also has a list of endnotes with references to other research and articles about the Core Knowledge program.

You can obtain more information about the project at www.sft.otg/pdfs/smericaneducator/winter2022/CommonCorte.pdf.

The web site for the Core Knowledge Foundation can be found at http://www.coreknowledge.org/

Teachers can obtain lesson plans and project ideas and learn more about the foundation and its goals from the site. If you  believe that content is important and are interested in trying  new ways to motivate and stimulate your students, take a look at the Core Knowledge Program.

Copyright 2012 - J. Margolis

New Jersey Teachers Cancel Convention

For the first time in 158 years, the New Jersey Education Association (NJEA) Annual Convention has been cancelled due to the devastation caused by Super Storm Sandy. The convention traditionally held in Atlantic City, New Jersey every November has drawn as many as 50,000 members to participate in lectures, discussions and professional development programs. It also provided visitors opportunity to network with fellow educators as well as to meet representatives from textbook companies and other education supply vendors. With much of coastal New Jersey in tatters, it was the appropriate thing to do. People are without power. Many have lost their homes and all of their possessions. The storm has caused over 100 fatalities to date. It is also unfortunate that there will be a lot of lost revenue to hotels, restaurants, taxis and such.

The executives of NJEA have asked its members to assist on the cleanup efforts and to volunteer their time if they can. Donations are desperately needed for affected families not just in New Jersey but elsewhere up and down the east coast. Teachers and their students can help other teachers and students in a region that has been devastated.  Contributions can be made to the American Red Cross. To donate, visit RedCross.org, call 1-800-HELPNOW or text the word REDCROSS to 90999 to make a $10 donation. Other institutions are also pitching in. The faculty and students of Rowan University in Glassboro, New Jersey have initiated clothing drives and requests for donations. Teaching has been known as one of the “helping” professions. This would be a great time to pitch in and help your peers in need and to provide comfort to students and their families.

Our prayers and thoughts go out to our colleagues in need.

Copyright- J. Margolis 2012