Pedagogue Blog

Matthew Lynch published in HBCU's, Higher Education

Why commencement still matters

Ben Keppel, University of Oklahoma

We have entered one of the most pleasant rites of spring and summer – commencement season.

As a teacher at the University of Oklahoma for more than 20 years, I attend our ceremonies once every three years as part of my faculty responsibilities. Though my attendance is a service obligation of my department and my university, I inevitably end the evening vividly remembering the excellence in performance and character that I have witnessed over the past year.

I attend commencement – now without complaint – because I recognize that I need its ritual and ceremony as much as students and their families do. Even when the commencement speakers occasionally seem to be offering no more than another heaping helping of slow-roasted banalities, the totality of the experience – especially visiting with the families of my students – returns me, without fail, to the optimistic and idealistic frame of mind that led me to be a teaching scholar in the first place.

If ever I find myself unable to return to that emotional place, it will be a sure sign to me that it is time for me to move on.

So, what should we be thinking about at commencement – in addition to how far we have traveled on a difficult individual mission? To what other great works should we commit ourselves?

Money, dreams, debts and decisions

All the daydreams from which one’s future plans originate are idealized images that experience must and will “bring down to earth.” I used to wonder what my professors did with what I believed was the vast wasteland of time that existed between their class meetings with me and my colleagues.

I imagined them in their offices, relaxed and contemplating important problems from a safe distance. This vision, I now realize, conveys more about my own need for peace, reassurance and stability back in my teens and twenties than it did about what university faculty did or should do.

Of course, it did not occur to me to ask my professors what they did. I did not know that universities expect more of professors than teaching and research. I did not fully appreciate then that the same stress that I felt while striving to get an assignment “right” and done on deadline might also be integral to whatever career I would choose for myself.

I must note an additional difference between my life as a student and the student experience today: college cost far less when I attended 30 years ago than it does now.

Today, students graduate with a heavy burden of loans.
Hat image via www.shutterstock.com

I was able to save for two years (while living at home) so I could devote my junior and senior years entirely to my academic work. Boy, was I fortunate! I did not begin to incur any student debt until I was halfway through graduate school.

As college costs go up and as loans become an increasing part of a student’s load, the path that I followed between 1979 and 1984 is simply no longer open to many students whose economic situations resemble mine 30 years ago.

When we commit ourselves at commencement to renewing the highest values of our society, let us see what we can do to change this. If we do not, we run the risk of having students choose majors based solely on the always shaky promise that they will earn enough in this or that career to pay for school.

The teacher’s workplace has pressures

It is to the everlasting credit of my undergraduate mentors that I never learned that the academy is like any other workplace: people, possessed by vanity and anxiety, feud and compete over the stupidest things and sometimes act out of the worst of motives.

I have since learned that “hostile work environments” are not restricted to the corporate boardroom, the temporary cubicle office of the often equally temporary white collar worker, or those who toil at the modern versions of the assembly line.
I have had much to learn about this particular world of work. I am a fortunate one. To an extent that was not true in my student days, universities rely more and more on temporary and at-will employees to do the bulk of undergraduate teaching.

These highly trained faculty are far more vulnerable to all kinds of pressures –- including those from entitled students and their entitled parents when their “star pupil” is shown to be a cheater.

In addition to these kinds of pressures, of course, they are often not paid a living wage. As we observe the pageantry of commencement and as we recommit ourselves to doing good and doing better, we need to end these practices before they devalue the experience of learning for all concerned.

There is value in commencement

The University of Oklahoma canceled commencement this year because of a severe tornado threat. As difficult as this was for students, parents and faculty, it only changed the scene, not the substance, of that day.

Those who missed the chance to “walk” for their degree have the satisfaction of knowing that they were all part of a historic moment created by nature — and endured without loss of life or serious injury.

Because the value of struggling to improve one’s self and one’s world remains vibrantly alive among students and teachers the world over, commencement still matters, even when the ritual itself must occasionally be canceled to make way for stormy weather.

The Conversation

Ben Keppel, Associate Professor of History, University of Oklahoma

This article was originally published on The Conversation. Read the original article.

Read all of our posts about HBCUs by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: What it is Like Being the First Female College President

For most of American history, the college/university presidency could be described as an “all boys club,” however, over the last 3 decades this has changed. Over this time period, the number of female college/university presidents has steadily increased, and this trend shows no signs of slowing down anytime soon. Recently, I sat down with Dr. Angela Franklin, the first female and African American president of Des Moines University, to talk about here experiences. Without further ado, let’s begin the interview.

Q: What are some of the challenges that you have had to face as the first female and African American president?

A: I would begin by citing the obvious challenges of any new leader, regardless of gender or race. Being a newcomer in any environment can have interesting challenges given longstanding cultural dynamics. The difficulty comes from trying to establish rapport, build consensus, create vision, and set strategic priorities, all while trying to assess and learn a new culture. I believe I was selected for the job based on a genuine appreciation for my past experiences and skills, yet, you really have no way of knowing how those experiences will translate or be received in a new environment until you get there. I had to fall back on some basic principles of leadership which fall into the category of servant leadership or even more basically…. following the Golden Rule. So, there is a curiosity of new leadership that sometimes gets in the way of being able to mobilize a new team toward a collective vision. The curiosity typically stems from stereotypical thinking which comes from each individuals past experiences. And, like most institutions, there had been experiences with previous Presidents that colored expectations and impressions of me.

So, I came to a place which had some preconceived notions of the role of the President which did not necessarily fit with my experiences. Being the First Woman President as well as the first African American, added elements which made for some interesting dynamics. Although subtle and on the surface in most instances these factors clearly had an impact underneath it all.

There is actually some research from an organization called Catalyst that suggests that female leaders are scrutinized in a different way than males and I believe there is clearly a double standard. Catalyst has found that often there is an impression of a female leader of being either “too soft or too tough” but never “just right”. There is also an impression of either being competent but not necessarily well liked, or being liked but not necessarily being considered competent. My hope is to change this dichotomy and encourage women to just “be” who they are with an understanding that no matter how much they may try, they may or may not be perceived as they really are. So, I find myself having to be cognizant of some of the stereotypical thinking, acknowledge the double standard, respect the opinions and perceptions others may have, while trying to stay true to who I really am.

Through it all, I believe I have gained the respect of my campus community, and continue to work to demonstrate that a Female President can be “just right”, “competent”, AND liked! That is my challenge!

Q: What has been your proudest accomplishment in your time at Des Moines University?

A: Whereas I am pleased that in my first year I was able to mobilize a campus wide effort to refresh the institutional mission statement, clarify core values, and establish a collective vision for the future with strategic goals identified, I believe the proudest accomplishment thus far comes from a concerted effort made to re-locate La Clinica de la Esperanza to the Des Moines University Campus. This clinic began as one of the Free Clinics of Iowa and was a joint venture between Des Moines University and Unity Point Health System. During my first year, I learned that this partnership was primarily in name only and although housed in one of our properties on the south side of town, Des Moines University had not necessarily been actively engaged. With the support of my Board of Trustees, we moved the Clinic from the old clinic building, renovated space on our campus and they now reside on our main campus. This gives us the opportunity now to realize a more engaged partnership with Unity Point and also expand opportunities for training of our students on campus. In addition, this partnership was the “springboard” to allow us to expand other DMU clinic services to better realize our mission of providing quality care to the surrounding community.

Q: What advice would you give to a woman who has recently been appointed to her first college/university presidency?

A: The first thing any new president should do is to build relationships with the internal and external communities. Being a good listener and being approachable are also two additional bits of advice. I worked to understand the culture (internal and external) and began the process of building rapport across multiple constituent groups. It sometimes felt as if I needed to be in three places at one time, but I worked hard to have a positive presence both within the campus community as well as outside and around the country. This meant agreeing to speak at various local, civic organizations, being keynote speaker at various conferences, and serving on local boards and councils. Being immersed in the community was important in marketing my institution but also raising the awareness of the CHANGE which was happening at DMU!

The relationship with my Board of Trustees as well as my Executive Leadership Team was also essential. Getting the right team was an essential first step! Not making any hasty changes was an important lesson to learn as well. Whereas you sometimes hear that it is important to bring in your own team, I think it is more important to go slowly, assess, give people an opportunity, then make changes only when warranted. The blending of the old and new has merit and the synergies of fresh ideas with the appreciation of the history makes for a great dynamic.

Q: How about a woman who aspires to become a college/university president one day?

A: I would encourage any woman who aspires to become a President to Dream Big. The sky is the limit. We have “cracked” the glass ceiling for women in higher education and the Presidency in particular but there still aren’t enough of us. There is strength in numbers. According to the American Council on Education, the numbers of women college presidents has actually grown slightly from 23 % in 2006 to 26% in 2011. However, the proportion of presidents who are racial or ethnic minorities during that same timeframe actually declined slightly from 14% to 13%. And when Minority serving institutions are excluded, only 9 percent of presidents belong to a racial ethnic minority group which represents no change from 2006.

So, there is still more work to be done in preparing the next generation of Leaders. The changing demographics in our population plus the focus on diversity and inclusivity in higher education warrants a concerted effort to develop a diverse group of future leaders.
There are several leadership development programs out there such as the American Council on Education Fellows program, which by design, help prepare new leaders with a focus on knowledge and skill development as well as mentorship. Not everyone can afford to participate in these programs or would necessarily be supported to pursue them. Therefore, I think the onus is on the current Women Presidents to reach back and help others along the way.

Q: What are you most excited about as you look forward to the coming year as Des Moines University’s president?

A: I am excited about the changing dynamic on campus which has evolved over the last two years in encouraging open, honest communication, and working collaboratively as one university.

I am most excited about the new partnerships we had developed at DMU which includes the DMU Clinical Collaborative, a group of leaders representing all hospital systems within the state and surrounding territory who have agreed to come together to support the clinical training of our students.

I also am excited about prospects to engage with fellow academic institutions to explore new collaborations for interprofessional education and new degree programs.

In addition, we are expanding our clinical services to impact our community with a focus on prevention and wellness.

Q: Anything else that you would like to share with us?

A: Des Moines University is a 115 year old institution with a rich tradition of excellence in the health sciences. I am honored to serve as we continue to raise the bar and provide an exceptional educational experience for the next generation of health professionals.

That concludes my interview with President Angela Franklin. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.

 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Digital Storytelling for Younger & Older Learners

By Marisa Constantinides   Picture this: …a teacher holding up her laptop or tablet and a circle of children listening to her and following the digital images of her imagination, completely absorbed in the world she has been weaving for them through her narration.Now Picture this: The image is the same, it’s just the technology that changes, and books were new technology in the history of mankind, too, not so many centuries ago!

Storytelling & Language Acquisition

Much has been written about the importance of storytelling; bedtime stories form a part of our first contact with books, with language, as well as forge bonds between parent and child, storyteller and story listener, both engaging in a type of communication that goes beyond the narrative itself.

Very wisely, teachers of young learners, have been replicating this model of learning in young learner classrooms around the world.

Stories help children acquire…

… language
… values
… knowledge
… cultural identity
… cultural awareness

Stories help children develop…

… cognitive abilities
… oracy and literacy
… numeracy
… ability to concentrate
… auditory ability
… multiple intelligences
… critical thinking
… creative thinking

Moreover, all this is done naturally, in a way that appeals to the child echoing the process of L1 acquisition when stories and images play such a strong part in developing language skills.

Storytelling & Educational Objectives

Storytelling and story creation cover a wide spectrum of educational objectives. In the revised Bloom’s taxonomy of cognitive domains, creating appears at the very top of Higher Order Thinking Skills and remembering – according to this taxonomy, appears as a Lower Order Thinking Skill. Even in Bloom’s own ordering. In the original  model creating did not feature but instead “Synthesis” was mentioned a higher order thinking skill which is very much an alternative way of describing creative thinking.

 

With the exception of ‘analyzing’, which is perhaps not suited to young learner classes, I would suggest that by using story telling activities which lead to storymaking by the learners,  you satisfy most of the educational objectives shown in Bloom’s taxonomy* – both lower and higher order cognitive domains.

Even if ‘remembering’  and ‘understanding’ are seen be at the lower order end of the cognitive abilities scale, they are equally important and vital in the process of learning anything; recalling language and concepts is a necessary building block for language acquisition.

By engaging your learners in digital storytelling activities you take care of more than just language forms; you also integrate the language skills in a most natural way.

  • Listening to stories can very naturally lead to story telling 
  • Reading stories can equally naturally lead to story writing 

Storytelling and making appeal to our affective domain as well – we connect with other fellow humans and to the collective human experience through storytelling

And, finally, by engaging your pupils in digital story telling activities, you are not only helping their language acquisition processes but also preparing them to be digitally literate and more successful 21st century learners .

Digital Storytelling & Adult Learners

We feel compelled to tell stories.

We tell each other stories every day of our lives, stories meant to help us connect, stories that echo our friends’ stories which makes us feel closer to them, stories that amuse or stories we invent – literary would exist without this strong human need.

Stories are a major part of how we communicate and how we teach – often, they are more powerful than direct instruction. They seem to reach parts that lecturing or direct instruction often are unable to!

Narrating & Adult Communication

Whether learning English on a general purpose course or on a specialist language focus programme, narration is an important part of developing fluency.

Personal narratives or anecdotes can motivate adults to produce long turns, to sustain talk for longer than the disjointed fragments of question and answer conversations common to a language lesson.

  • They can be rehearsed and satisfy the adult learner’s need for meaningful and motivating controlled practice
  • They provide more concrete evidence of progress to the teacher (and the learner herself/himself)
  • They are great for homework which can be recorded digitally in some way – adults are more likely to be motivated by this time of homework assignment.
  • They can build the basis for great presentation skills, which seems to be a skill more and more in demand in a world of online conferences, google hangouts, product presentations and online tutorials uploaded on you tube.
  • They can form the basis of good report writing
  • They can help the adult user establish and maintain better personal and business relationships with other L2 users.

Stories help adults with …

… language
… cultural awareness
… social awareness
… motivation
… oral & written fluency

Stories help adults develop…

… confidence
… social relationships
… ability to sustain talk or writing
… ability to concentrate
… auditory ability
… multiple intelligences
… critical thinking
… creative thinking

Some tools for digital narration

There are too many tools to include in just one post. Digital narration/storytelling is truly worth exploring and to that end I have included some great links for further exploration at the end of this post.

Example 1 – with Voicethread

In this Voicethread, the image  serves as a prompt for prediction. The learners record their version of the story before they hear the teacher narrate what actually happened

The image/prompt is a Word Cloud, another great tool which can lead to  written or oral narration. The students study the phrases, attempt connections, create episodes and sequences before they embark on their own story.

 

__________________________________________________________________

 

Comment:  The students could equally well be asked to write their own version before they hear or read the original story; thus the prompts can lead to speaking, writing or both

Example 2 – with Creaza

A story animation created with this tool to show how you can use familiar themes with a twist to get adults to narrate. The story of Little Red Riding Hood has been used as an example as it was rewritten by American humorist James Thurber in 1932

N.B. The original version can be used with younger learners (though that one is pretty scary too :-) )

 

__________________________________________________________________

You can find more ideas on how to use this type of animation – or similar ones that you can create with Xtranormal, GoAnimate or other similar tool, by reading a previous blog post of mine on Animating  Stories. 

In my original post, I used Jing – a free screencast tool – to capture  the story animation and to record my voice narrating it, something which the students can be shown how to do.

Postscript

The ‘digital’ aspect of storytelling is not a must to make a storytelling lesson a great success, although some of the tools – if available – will create an enhanced experience for younger and older learners alike, and may motivate further.

Read all of our posts about EdTech and Innovation by clicking here. 

___

Marisa Constantinides runs CELT Athens, a Teacher Development centre based in the capital of Greece, and is a Course Supervisor for all courses, including the DELTA Cambridge/RSA Diploma, the Institute of Linguists Diploma in Translation and off-site seminars and workshops on a variety of topics.

This post originally appeared on the blog TEFL Matters and was republished with permission.

  • no reactions
0
Share
Matthew Lynch published in Equity, Policy & Reform, Secondary Education

Will the pending ESEA actually move funding backward?

By Derek Black of Law Professor Blogs Network

Last week, Nora Gordon focused on one of the more technical aspects of the pending Senate bill to reauthorize the Elementary and Secondary Education Act: the supplement not supplant standard. The standard requires that Title I funds for low income students only be used to supplement the resources that state and local entities were already providing those students, not supplant them. Gordon summarized the new revisions and her sense of their importance:

The larger legacy of the Every Child Achieves Act may well be how it cleans up supplement not supplant, a little discussed and often misunderstood fiscal rule with a big impact on how schools actually spend the $14 billion of NCLB Title I funds. The proposed legislation makes two important changes: (1) it requires districts to show they are distributing their state and local funds across schools without regard to the federal funds that each school receives; and (2) it increases local autonomy over how to spend Title I funds.

The problem she says is that:

Under current law, those Title I schools that do not operate school-wide programs must demonstrate that every single thing they buy with Title I funds helps only the neediest students, and would not be purchased with other funds absent the federal aid. In my research, I’ve found this rule often has the unintended consequence of preventing districts from spending money on the things that might help those students most, pushing schools to work around the edges of their central instructional mission. They buy “interventionists” instead of teachers, or “supplemental” curricular materials rather than “core” ones, and are discouraged from investing Title I funds in technology.

Gordon is correct that the supplement not supplant has been a disaster.  As I wrote in The Congressional Failure to Enforce Equal Protection Through the Elementary and Secondary Education Act, 90 B.U. L. Rev. 313 (2010),

Although well meaning, the prohibition on supplanting has not met its goal. In fact, in a recent report, the GAO recommended eliminating the supplement-not-supplant standard altogether. The GAO concluded that the standard has become almost impossible to enforce. Enforcing the standard requires too much speculation about what a school district would have spent on education and also requires extremely detailed tracking of spending in thousands of school districts. In short, the prohibition on supplanting funds relies on unreliable projections and unusually labor-intensive work. Possibly for these reasons, the Department of Education has effectively stopped attempting to enforce the standard, treating it as a non-priority. The standard, however, remains the law and a measure that well-intentioned schools may expend effort attempting to meet.

But at this point, the question is not whether we should discard the current supplement not supplant rule.  The question is what we should replace it with.  It is far from clear that moving toward more district autonomy (so long as they provide data) fixes the funding inequities and inept state and local funding effort that Congress needed to tackle with supplement not supplant and other related standards.

The new fix in the pending bill is a compromise that dodges that fundamental problems, and has the potential to incentivize backsliding by state and local districts unless other new protections are added.  Yes, the new bill would provide more information on funding inequality from states so that we can see what they are doing.  But that data is generally available anyway.  The challenge is that data’s complexity, not its unavailability.  So the new freedom for states looks like a give away that runs the risk that states will engage in the very behavior it formerly sought to prohibit (even if Congress and the Department of Education never did a good job of prohibiting it).  Under the proposed new approach, federal money could even more easily become part of districts’ general operating budget, which would allow the money to be seriously diluted or state and local dollars to decrease when federal dollars are available to fill the gap.

So what should we do in reauthorizing the Elementary and Secondary Education Act?  I laid out the solutions in painstaking detail in the article noted above.  But in short, the Elementary and Secondary Act should 1) demand comparability of resources both within and between districts and 2) distribute federal funds to incentivize states to meet student need (get states to progressively fund high poverty schools), and 3) incentivize integration and punish segregation.  The first two proposal are intuitive, but the third is also necessary because the existence of segregation provides the platform for inequality and drives up the cost of delivering an equitable education in high poverty schools.  Unfortunately, there are longstanding headwinds against these solutions, which explains why the Senate’s proposed supplement not supplant approach does so little.

Get my full explanation of how to fix ESEA here.

 

This post originally appeared on the Law Professor Blogs Network and has been republished with permission.

  • no reactions
0
Share
Matthew Lynch published in HBCU's, Higher Education

Is it OK to spank a misbehaving child once in a while?

Ronald W. Pies, SUNY Upstate Medical University

Spanking, or, as it’s formally known, “corporal punishment,” has been much in the news of late.

Out on the presidential campaign trail there was Senator Ted Cruz’s revelation that

If my daughter Catherine, the five-year-old, says something she knows to be false, she gets a spanking.

And recently, in Canada, following a call by the Truth and Reconciliation Commission to prohibit spanking, the Liberal government has promised to abolish a parent’s right to physically discipline children. Along similar legal lines, in June 2015, the Supreme Judicial Court of Massachusetts ruled that the state was justified in denying foster parenting privileges to a couple who practiced corporal punishment and supported spanking or paddling children. The couple in the case had argued, unsuccessfully, that physical discipline was an integral aspect of their Christian faith.

According to a recent Washington Post article,

America is slowly growing less supportive of spanking children. But a majority of Americans still support it.

So, is it okay to spank a misbehaving child, every once in a while?

By way of personal disclosure, my wife and I don’t have children, and I try not to sit in lofty judgment of couples whose kids present very difficult behavioral problems. But as a psychiatrist, I can’t ignore the overwhelming evidence that corporal punishment, including spanking (which is usually defined as hitting a child with an open hand without causing physical injury), takes a serious toll on the mental health of children.

Why parents spank children

In a review of corporal punishment in the United States, Professor of Psychiatry at the University of Toledo Michelle Knox noted a striking irony in the American attitude toward corporal punishment.

In the United States, it is against the law to hit prisoners, criminals or other adults. Ironically, the only humans it is still legal to hit are the most vulnerable members of our society – those we are charged to protect – children.

What makes parents spank kids?
Lauren, CC BY-NC-ND

Knox, like many mental health professionals, cites a strong correlation between corporal punishment and child abuse, noting that “…spanking is often the first step in the cycle of child abuse.”

What may begin as the parent’s well-intentioned wish to discipline a child often ends with the parent’s mounting anger and worsening blows.

It isn’t that the parent is “evil” by nature or is a “child abuser.” Often, the parent has been stressed to breaking point, and is not aware of alternative methods of discipline – for example, the use of “time-outs,” removal of privileges and positive reinforcement of the child’s appropriate behaviors.

Impact of spanking on children

The psychological toll on children subjected to corporal punishment is well-documented.

In 2011, the National Association of Pediatric Nurse Practitioners (NAPNA) issued a statement noting that,

Corporal punishment (CP) is an important risk factor for children developing a pattern of impulsive and antisocial behavior…[and] children who experience frequent CP… are more likely to engage in violent behaviors in adulthood.

Similarly, the American Academy of Child and Adolescent Psychiatry, in a 2012 statement, concluded that,

…although corporal punishment may have a high rate of immediate behavior modification, it is ineffective over time, and is associated with increased aggression and decreased moral internalization of appropriate behavior.

In short, spanking a child may seem helpful in the short term, but is ineffective and probably harmful in the long term. The child who is often spanked learns that physical force is an acceptable method of problem solving.

Parents vs. researchers

But wait: aren’t there exceptions to these general findings? Aren’t there times when a light rap on the backside can do a misbehaving child some good – or at least, not cause any significant harm?

Many parents think so, but most specialists would say there is little evidence to support such claims. That said, Dr Marjorie Gunnoe, a professor of psychology at Calvin College, and her colleague, Carrie Lea Mariner published a study in 1997 that concluded that, “for most children, claims that spanking teaches aggression seem unfounded.”

Gunnoe and Mariner argued that the effects of spanking may depend on the “meaning” children ascribe to it. For example, spanking perceived by the child as parental aggression (as opposed to nonaggressive limit setting) may be associated with subsequent aggressive behavior by the child.

Spanking can lead to child aggression.
Greg westfall, CC BY

And, to be sure, some parents have argued that it is the misbehavior of children that leads to spanking – not the reverse.

Nevertheless, there is a strong consensus in the mental health community that any form of corporal punishment can cause harm.

Dr Catherine A Taylor (of Tulane University) and colleagues concluded in a 2010 review that

…even minor forms of corporal punishment, such as spanking, increase risk for increased child aggressive behavior.

Furthermore, clinical studies have shown that reducing parents’ use of corporal punishment can reduce children’s subsequent aggression.

Parents who believe they have no alternative except to spank their misbehaving children do not need finger-wagging lectures from clinicians.

But they do need professional support and education, aimed at reducing their level of stress and increasing their use of alternatives to corporal punishment.

The Conversation

Ronald W. Pies, Professor of Psychiatry, Lecturer on Bioethics & Humanities, SUNY Upstate Medical University

This article was originally published on The Conversation. Read the original article.

  • no reactions
0
Share
Matthew Lynch published in Policy & Reform, Teachers

Why Teaching Jobs Should be Preserved during School Reform

 By Matthew Lynch

School reform is never easy. When sweeping changes are decided upon and implemented, everyone must fully participate in order for students to benefit from the changes and certainly not to suffer during the transition. Part of providing that stability for students is through a strong front of teachers that remain at the school during the sometimes turbulent reform process.

Reform is truly not possible without a united front of educators and administrators. A shared vision is challenging to create and maintain without stable leadership, and a supportive culture from the staff.  It is a simple fact of life that high staff turnover can create instability and have a negative impact on efforts to establish a consistent learning environment for students. High staff turnover is also quite costly, particularly when the recruitment of teachers, and then the training of new teachers in the intricacies of the reform effort are considered.

More effort and support needs to be given to the recruitment process for teachers at the outset as schools and districts initiate reform efforts. Hiring teachers who “fit” reform goals will likely reduce teacher attrition.  Still, more support needs to be available for new teachers. Even teachers who ostensibly have the skills and attitudes that align with reform goals will need mentoring and other supports as they begin their jobs. Every attempt must be made to reduce the debilitating rate of turnover.

Doesn’t reform result in loss of teaching jobs though?

Inevitably, a major factor for sustaining reform is having the money to do so. Most efforts now are centered on how to make the most of current funding and utilizing money effectively in order to maximize the positive impact of reforms, rather than how to access untapped resources. Despite the dearth of new money, it is possible to free up cash through alternative means of spending.

An extreme proposal to accomplish this is to reduce staffing to the absolute minimum. For example, a school with 500 students would have 20 teachers and 1 principal. Approximately $1 million could become available, depending on how many education specialists (regular and categorical) and instructional aides worked within the school. This is radical option, and there are other, less extreme ways to change the way money is spent, to include increasing class sizes, spending less on upgrading technology, and eliminating some programs.

The key however is to look in detail at all financial outlays, measure them according to the extent to which they contribute to the goals of the school reform, and rank them according to how well they do this. This will enable schools to break down spending into its core components and work out what is necessary and what can be cut during the process of change in order to better implement their improvement strategy. This is particularly important in times of austerity, when elements that are not essential may have to be reduced or cut in order to help drive reform, no matter how popular or long-standing they may be.

Spending money on non-essential areas does support school reform efforts. Prioritizing what money is spent on does not automatically mean cutting all non-academic projects. What gets cut will depend on the goals of individual schools. This should be a workable situation, as long as the school is still accountable to the state and the district for shifts in expenditures. An understanding that cutting teaching jobs can actually be detrimental to reform is important though, instead of just looking at the numbers on a piece of paper.

photo credit: R Joanne via photopin cc

  • no reactions
0
Share
Matthew Lynch published in Education Leadership

Behavior matters: Fostering a successful mindset

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Justin Foster 

As an elementary school counselor, one of the favorite parts of my job is teaching my guidance lessons. During a guidance lessons a counselor will touch on topics such as citizenship, friendship, anger management, and how to deal with bullying to name just a few. Generally my lessons have a theme for the year and build off the previous lesson. My goal is to conduct one lesson a month for each grade level (my school is K-4).

I am a big proponent of personal responsibility and while that may seem simplistic, something we can all agree upon, base off of stories I have seen recently in the news dealing with young people in schools and bad behavior this is not the case. In my opinion there is an epidemic of violence in schools involving students against each other, and students towards school staff members. This is something that for some reason does not get the attention in the media that it should. This violence impacts the quality of our young people’s education and needs to be address more on a national level. This will no doubt have an impact on the economic well being of many communities and our nation as a whole.

For me teaching students how their behavior affects them and those around them is just as important as teaching manipulatives in math or decoding words. Teaching coping skills and conflict resolution are some of the most important things one will learn in school. One of the issues that I have seen through my career in education is that there are far too many parents who don’t foster and nurture a mindset of school success in their children. School too many times is seen as a necessary evil or something that is just done by going through the motions. Waking up, going to school and coming home is not all there is to receiving the best education possible. School must be looked upon as a vehicle for future advancement and success in society.

Fostering a Mindset

The dictionary defines mindset as a mental attitude or inclination and a fixed state of mind. Working off this definition the attitude that must be taken by all regarding school is that it is for students of school age one of the most important things in their lives. A mindset that views the school experience as one that works best when rules are followed and respect is shown at all times no matter our emotions at a particular moment is critical.

Just in the past three weeks I have seen stories of students assaulting teachers, students refusing to comply with simple school rules and authority. I have watch several YouTube videos showing students fighting each other in school while peers just stand around and in many cases record them. What type of mindset or attitude says it is normal to disobey simple request such as putting away a cell phone in class or that body slamming a principal is appropriate in any form? Who among us really thinks that a school with such chaos and mayhem on a regular basis is an environment that is conducive to learning at an optimum level? Respect, both respect of self and others is one of the most important qualities any school aged student must have in order to reach their full academic and individual life potential.

This has to be instilled at home by parents and caregivers. All the guidance lessons in the world can’t counterbalance parental apathy or parents that do not regularly discuss with their students how important education is and how their attitude towards school will impact their success. No matter how much you may not like your neighborhood school for whatever reasons, it is important to view it as a place that for now is preparing your student for success. Many of us have had bad experiences at the dentist or at a hospital, but we still understand the need for both. Believe it or not most teachers in public education teach because they love the profession.

A certain reverence should come with this role, a reverence that in times gone by was more prevalent, that now sadly is not. Engaging with young people of all races and backgrounds gives most educators tremendous satisfaction. For me as a male educator I love not only teaching my content area but also serving as a role model to students of all races and backgrounds and teaching them the importance of their behavior and why it matters. In order to succeed academically behavior matters!

_________________________________________________

Justin A. Foster currently works as a public school counselor in Pennsylvania and has over a decade of experience working with youth and families in both public and private education. Justin is a speaker, author, and educational consultant who enjoys working with students, parents, community leaders and others with a vested interest in being positive influences in the lives of our young people. You can contact him at [email protected] or on twitter @ justincounsels

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation

Educational Technologies and Concepts that Every Teacher Should Know: Part III

Click here to read all the posts in this series. 

While every district, school, and individual classroom operates in its own way, new technologies and education concepts will affect K-12 education across the board. I want to look at these technologies and education concepts that every teacher should know in the third part of this five-part series.

Online Tutoring. Online learning has revolutionized the way K-12 and college students are able to accomplish academic feats, despite circumstances that may have stood in the way of their success. Access to learning materials and even instructors via webcams provides flexibility to students who need options outside the traditional classroom setting.

What about tutoring, though? The supplemental education services industry is expected to make over $10 billion per year annually in North America by 2017, and it’s no wonder. As students face higher pressures in classrooms, companies like Sylvan and Kumon make millions every year by encouraging parents to bring in their students and pay a premium fee to have them tutored one-on-one.

Aside from the cost, tutoring outside school hours is inconvenient for both parents and students who already have tight schedules. After a day in school, kids are not keen to head back into a traditional learning environment, which can mean a lot of extra tension between parents and kids that surrounds an already-anxious experience. No one likes to feel lost in subject material but the traditional tutoring setup is just too rigid to work for everyone.

But what if the same flexibility that is afforded to regular K-12 and college classes was extended to tutoring too? Of course, many online tutoring options are already available but as an industry, online tutoring lacks the sophistication of the larger-scale academic offerings. As demand for this form of flexible learning rises, though, tutoring in remote ways will see a spike in popularity and availability.

Students are already native online learners and virtual tutoring could open the doors for a lot of breakthroughs – and at a greater convenience and lesser cost to students. These emerging companies just need to look for ways to set themselves apart from the outdated model of in-person tutoring to provide the most help and succeed.

Cloud computing. When it comes to greater educational collaboration, cloud computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent, and teacher-to-student applications. By using a common location, academic expectations can be better accessed, along with actual student work. Instructors can also share learning materials and experiences through the remote opportunities that cloud computing provides.

Simply put, cloud storage saves space, money, and time for teachers, parents, students, and administrators. A report by CDW Government found that over 40 percent of schools use cloud applications to store their data. By 2016, schools are expected to spend 35 percent of IT budgets on the cloud. The savings add up though. Right now, K-12 schools report that their cloud initiatives are saving them an average of 20 percent on IT costs. By 2016, those savings are expected to reach 27 percent.

Alternative input devices. These tools are designed to allow students with disabilities to use computers and related technology easily. Some alternative input devices include touch screens, modified keyboards, and joysticks that direct a cursor through use of body parts like chins, hands, or feet. Some up-and-coming technology in this area is sip-and-puff systems, developed by companies like Microsoft, to perform computer functions through the simple process of inhaling and exhaling. On-screen keyboards are another area of input technology that is providing K-12 learners with disabilities better use of computers and mobile devices for learning.

Speech-to-text options. This technology is making mainstream waves through its use in popular cell phones like the Android-platform Razr M. While it is a convenience tool for people without disabilities, speech-to-text provides a learning advantage for students who have mobility or dexterity problems, or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet. speech-to-text options can also “talk back” to students and let them know about potential errors in their work.

LAMP. Language Acquisition through Motor Planning, or LAMP, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills. Paired with technology, LAMP principles empower a growing student population with autism to effectively communicate and reach higher academic achievements. LAMP is present in technology – from specially made computers to learning apps.

Sensory enhancers. Depending on developmental patterns, children may need to learn differently than their peers. Instead of ABCs and numbers first, a child with language delays may benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools, or speech synthesizers. With the rapid growth of technology in the classroom, these basic tools of assistive technology are seeing great strides.

In coming posts, we will look at more technologies and concepts that every teacher should know.

Read all of our posts about EdTech and Innovation by clicking here. 

  • no reactions
0
Share
Matthew Lynch published in EdTech & Innovation, Physical Fitness

How Interactive Play Can Improve Academic Performance

As the pressure to perform academically rises with each passing school year, students are seeing less time in their days for movement and physical activity. Teacher accountability for student test scores is at an all-time high — making it difficult to allow the creative play time researchers insist is important to developing minds. Finding creative ways to allow kids some physical freedom but keep them on academic tasks is something most teachers really try to do — but it comes with challenges.

One innovative concept that I recently learned more about is from MotionMagix™, a company that has developed an Interactive Wall, Interactive Floor and other engaging interactive teaching methods. The company offers many interactive options that implement gesture technology for floors and walls. The available items include games, quizzes, themes and alternative teaching tools that range in usefulness for preK, elementary and special needs students.

By projecting the learning material onto walls and floors, the company provides a hygienic, safe and reliable way to keep kids in all age groups engaged for hours of fun and learning. By using gesture technology, kids are able to be physical AND learn at the same time.

Gesture based interactive technology in a classroom is optimally used when educators pair academic subjects with  physical activity. There is a proven track record of success in deepening learner engagement. For example, Math Tentacle, a MotionMagix™ Interactive Floor game , gives kids the chance to learn Math in a very entertaining way. The audio visual game helps the kids learn numbers and counting in a really unique and engaging manner. The game also boosts motor activity and movement as it involves jumping and selecting the desired digits.

Schools that have already installed MotionMagix™ have found that statistically, student engagement and interaction has risen. Jumpstart, a preschool based in Pune, India, has observed 6 times higher engagement from kids using the interactive tools. The teachers say the games provide a healthy way of blending mental and physical activity, while improving collaboration, participation and cognitive skills in children.

The way teachers approach limited physical activities, like recess and PE classes, is important to keeping kids interested in learning while addressing the childhood obesity issue. Technology has made life more sedentary, but it has also provided for some innovative ways to get up and move. Ed-tech companies that combine academic pursuits with the movement that kids inherently love are in demand — both in the eyes of teachers and of the students they teach.

If you are an educator, how do you keep your kids focused on academics while enjoying some movement freedom?

Check out MotionMagix™ in action in this video:

 

 

Read all of our posts about EdTech and Innovation by clicking here. 

 

  • no reactions
0
Share
Matthew Lynch published in Policy & Reform, Teachers

Understanding Federal Funding Part I: 3 Types of School Funding

Not only do school systems receive state funding but also federal funding through various programs and initiatives. Therefore it is important to understand three types of federal funding methods that transpired throughout history which include categorical aid, grants, and Title I funds.

Currently, the federal government contributes approximately 9% annually, or about $71 billion, to the education of the nation’s elementary- and secondary-aged children. The amount of support varies from state to state, with some states receiving more federal monies. South Dakota receives the most federal funding (an estimated 16% of the state’s entire educational budget), while New Jersey gets only 3% of its funds from federal sources. The U.S. Department of Education was allocated $63.7 billion for fiscal year 2010. The department distributes funds to schools, determines major education issues and focuses attention to them through provision of funds, instigates programs designed to ensure an equal education for all, and engages in research activities that result in an accumulation of educational statistics.

Before the 1980s, federal funding was distributed to states solely in the form of categorical aid
(or grants). Basically, money was designated to fund several federally sponsored programs and to support federally based educational legislation. Categorical aid was spent on specific items or in particular ways. For example, money for textbooks was to be used exclusively for textbooks. Schools and districts had to track how money from categorical aid was spent and had to report these expenditures to the federal government to ensure that money was used in the manner for which it was intended. Any unused funds had to be returned to the provider, if they were not spent within an allocated time frame. Many critics claim that the stipulations attached to federal monies allowed the federal government to more readily influence state-based education, as districts had to accept federal regulations in order to receive the funding.

In the 1980s, the Reagan administration introduced the notion of the block grant. With this method of funding, monies were dispersed to states with relatively minor conditions attached. This change in funding reflected the Republican belief that the federal government should play a lesser role in educational policy making. The federal government transferred money in a “block” to individual states, and the states decided how the money would be spent. Both block grants and categorical aid are currently used by the federal government to finance education. States are accountable to the federal government for how monies are spent. To this end, they must accept conditions attached to grants and prepare plans for funds received. All expenditures must be tracked, and reports regarding how monies were spent must be submitted to the federal government. These requirements have led to an increased federal influence over education nationwide.

Federal government monies are often distributed to school districts through the state departments of education. Typically, states apply for available federal funds to support state goals and needs, although school districts can apply directly to the federal government for grants as well. As a beginning teacher, you may be asked to sit on a committee that structures a grant proposal. You may also want to consider taking the initiative to suggest an idea, a program, or an educational service that could benefit from the funds provided by a federal grant.

Some sources of federal funds have been available for a number of years. Funds under Title I of
Elementary and Secondary School Act (ESEA) have been available since 1965, when the legislation first passed. Title I funds are directed toward improving the education of students from low-income backgrounds. The intent of the legislation of ESEA 1965 is to provide “compensatory education” as a means of ensuring equality of educational opportunities for all children, regardless of the economic status of their parents. Today, states wishing to receive Title I monies must submit to the federal government a proposal for educational improvement.

Typically, the state disperses funds to school districts, which then provide funds to individual schools. All schools considered for Title I funds must have a minimum percentage of low-income students in attendance. Schools with the highest percentages of poor students receive the most money from the Title I fund. Schools have the right to decide how the money will be spent on site and do not have to specifically allocate funds to individual students. Title I monies can be channeled into general programs of improvement, benefiting all students enrolled in the school. Initiatives such as the “Race to the Top” stimulus program have also been initiated at a federal level. This fund aims to assist states in achieving the standards outlined by Title I, acting as a stimulus grant for schools that can demonstrate that they are committed to reform and take proactive steps to ensure the output of competent students. As a beginning teacher, you should investigate how your state participates in and coordinates reform initiatives and ensure that you remain abreast of requirements. Your investigation will also familiarize you with many of the structures discussed in this chapter and with applying the required guidelines to your particular school and students.

In the 2006–2007 school year, the federal government committed almost $14 billion to Title I grants, which aided 17 million elementary- and secondary-aged school children in 61,000 schools across the country. Almost two thirds of the recipient children were in elementary school. Funds aided the education of 35% of all Hispanic students, 33% of all European American students, and 25% of African American students. Asian American and Native American students made up the remaining 7%. A national assessment of Title I conducted in 2006 found that students who had received services through the grant made modest improvements in both reading and mathematics, as evidenced by standardized test scores. Although Title I funds have helped low-income children improve, their progress in basic reading and mathematics lags behind that of their higher-income peers.

Some criticize Title I as a waste of money, suggesting that there is no real evidence that Title
I helps to improve education outcomes for students who receive Title I services. Critics point out that the funding directed toward improved educational outcomes for low-income children has done little to stem the unremitting cycle of poverty. They maintain that social ills associated with poverty, such as drug use, dropping out of school, early pregnancies, and the inability to find work persist. Advocates of Title I claim that the legislation was never meant to address every facet of poverty, and that services made possible by Title I funds have resulted in small gains in the lives of children the services were intended to help. Proponents of Title I further argue that small successes have an inestimable influence on a life that would otherwise be destroyed by poverty, and that no monetary value can be assigned to that influence.

In addition to Title I, the federal government funds other compensatory programs, all aimed to provide equality of education for lower-income children. Some, like Head Start include a substantial parental involvement component as a means for increasing each parents’ role in facilitating the intellectual and social growth of their children. Other programs target older students, whether in elementary or in secondary schools. Tutoring, literacy training, and projects designed to discourage dropping out of school are all examples of programs funded by the federal government. Title I programs today fall under the No Child Left Behind (NCLB) Act, which was passed in 2001. The 2001 enactment of NCLB was actually a renaming and reauthorization of the ESEA. ESEA was modified several times after 1965, but NCLB was the first sweeping overhaul of the legislation.

Unlike its predecessor, NCLB includes extensive language that connects federal benefits and funding to evidence-based achievement, like standardized testing. NCLB includes specific goals for schools that include early learning initiatives for at-risk students intended to set them on the right path for learning in the formative years. These reading programs for young students have been shown to boost the overall educational achievement for children.

While ESEA took the first steps toward equalizing public school education, NCLB put more specific benchmarks in place. NCLB is grounded in the conviction that a student’s performance can be improved through the simple act of setting high standards and that the achievement of educational objectives can be accurately measured by standardized tests. NCLB requires schools to show adequate yearly progress (AYP) toward a goal of 100% proficiency among students by the 2013–2014 school year, in the areas of reading and mathematics. Schools not making AYP from year to year are subject to sanctions, ranging from the requirement to develop or revise an existing improvement plan after missing AYP for 1 year to complete school restructuring after missing AYP for 5 consecutive years. School districts that fail to ensure that sanctions are implemented at schools not making AYP risk losing Title I funds. Schools do have some leeway in how they can attain AYP. The safe harbor provision, for example, allows a school to improve by 10% overall, even if individual students have not attained state standard. Schools can also receive credit if individual students improve their performance by one third over the course of the year.

The federal government’s commitment to the education of all children was evidenced most recently with the American Recovery and Revitalization Act (ARRA), formalized in 2009.
ARRA allocated a total of $150 billion to keep schools open and functioning across the nation.
This particular piece of legislation was especially significant, because it marked the first time that the federal government provided funding based on the level of need of either the schools or the educational system.

Through the development of federal funding programs school systems are able to continue providing education to children and youth. Although there is still some controversy regarding the amount of funding given by the government, as Educators and guardians, we must be aware of the changes in legislation and how their decisions impact federal funds.

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, Equity, Policy & Reform, Teachers

Education crisis extends across the United States

The U.S. Education Department reports that the high school graduation rate is at an all time high at 80 percent.  Four out of five students are successful in studies completion and graduate within four years. While these statistics sound like a reason for a standing ovation, they are overshadowed by the crisis that is sweeping the United States. While 80 percent of high school seniors receive a diploma, less than half of those are able to proficiently read or complete math problems.

The problem is that students are being passed on to the next grade when they should be held back, and then they are unable to complete grade-level work and keep up with their classmates.

The National Assessment of Educational Progress (NAEP), the largest standardized test administered in the United States, reports that fewer than 40 percent of graduating seniors have mastered reading and math and are poorly equipped for college and real world life.  These students who are passed to the next grade are at a serious disadvantage and have an increased chance of falling behind and dropping out of college.

Luckily, the problem isn’t going unnoticed.  The chair of the National Assessment Governing Board, David Driscoll acknowledges the sobering scores. He points out that it is necessary to determine the performance level of high school seniors, and that the data obtained is useful. It can instill a sense of urgency throughout the U.S. education system to better prepare students for college and the real world.

While this isn’t new news to me, I do feel that this crisis is alarming. I agree with David Driscoll and feel that this data can be used to make improvements in education. All students should be able to proficiently read and do math problems prior to high school graduation.

  • no reactions
0
Share
Matthew Lynch published in Ask An Expert, First Year Teachers, Teachers

The First Year Teaching: The desist approach to classroom discipline

By Matthew Lynch

As you look for your own way of operating your classroom efficiently, there are several styles of teaching discipline to consider. One that is often used because of its easy-to-implement practices is the “desist” approach. Unlike the self-discipline approach where students are responsible, the desist approach places teachers as the responsible ones. This approach can be viewed as a power system, as teachers have the power and they set the specific rules to give students discipline and correct students’ behaviors. Here is how this method is put into practice:

Assertive Discipline

This approach bases itself on the fact that teachers have the power to ask and require specific actions from students. However, this discipline still has students’ best interest in mind. Canter and Canter, in their historical study conducted in 1992, found that teachers who use this discipline are actually calm when it comes to the rules and limits. This discipline makes teachers assert clear rules.  It gives students the clear idea that misbehavior has consequences and if students want positive consequences, they know how to achieve them.

Behavior Modification

This approach centers around four types of punishment/reinforcement.  These are:

  • Positive Reinforcement: Giving extra credit for a question answered with much thought
  • Positive Punishment: A meeting with a Principal
  • Negative Reinforcement: Removal of an activity that the student does not enjoy
  • Negative Punishment: Decrease in free time

This approach finds the positive reinforcement to be the most effective while punishments are comparatively ineffective. It goes without saying then that teachers are expected to encourage students’ good behaviors instead of criticizing the misbehavior.

In both cases, a lot of the responsibility of the enforcement of acceptable classroom behavior falls on the shoulder of the teacher but for individuals who want to have a tighter control over how things operate, this may be favorable. In classrooms with younger students, this may also be something that is desired as students, particularly in grades K-3, have not yet had enough classroom exposure to really understand how to implement self-discipline models.

In most cases, teachers will subscribe to more than one type of classroom management when it comes to discipline and order. If you are a teacher with different students depending on the period of the day, you may find that one style is preferable over another based on the personalities in your specific class. Conversely, you may go into the process with one style in mind and then find that in practice, something else works better. The main thing is that you at least consider how you want your classroom to operate before going into the process blindly, hoping for the best.

It may be hard to believe, but at some point you won’t need to put so much upfront effort into determining the kind of teacher you want to be — it will just come naturally. In the mean time, consider the best ways to function in your classroom to benefit your students and make your early teaching years more manageable for you.

Check out all our posts for First Year Teachers here. 

  • no reactions
0
Share
Latest Posts