Shannon said...
I agree! We need to keep all opportunities available for children with diverse life-paths ahead! Who knows, that kid that took the path of computer technician instead of college may be the next Bill Gates!
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A lot of what you discuss in your response of students being denied the education they deserve reminds me of Ch. 5 in Deciding to Lead that explains how teachers too often fall into a comfort zone of teaching their materials.
Many teachers feel that "new" literacies and methodologies are not "fit" for their students and they grow comfortable with the routine of teaching the materials/handouts/lessons they have already established. In the Capital Area Writing Project this summer many teachers explained how incorporating technology was not an immediate issue they attacked in their classrooms because they were intimidated by the use of technology in content areas. Because many teachers are not familiar with the new technologies arising they are not using them in their classrooms. It is important for school districts to provide adequate professional development for their faculty in order to gain the knowledge needed to improve their teaching and keeping it "up-to-date."
Chapter 5 of Deciding To Lead brought up the idea that those who are most familiar with problems and solutions should be agents of reform in certain areas. The perception of these individuals is important and will help guide/lead EFFECTIVE change. I have seen many attempts at fixing a problem that just looks good on paper. In trying to raise test scores (a main concern of my school… sometimes I feel the ONLY concern of my school) my school creates these plans that deny other teachers their teaching time. These decisions at my school are usually made only by administration and an Academic Coach. This decision-making process makes me feel as if I am an OBJECT rather than a SUBJECT. I would like to move more into the role of SUBJECT.
Elective classes are not taken as seriously as they should be at my school. I feel that a lot of Elective class time is cut. Last week’s reading examined what a “safe space” environment should look like in a classroom. Part of a student feeling successful during a school day is that they have outlets where they CAN feel successful and for a lot of my students Core classes are not necessarily a haven they feel successful in. These students’ electives are getting cut and therefore they are not able to pursue their “passions” and hobbies during the school day which may lead to them “checking-out” earlier. Creating a safe-space environment goes beyond the classroom and needs to consume the school.
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