Saturday, April 21, 2012
Thank You
This semester, I have had the privilege of sharing with and learning from wonderful professionals in the early childhood field. It has been a pleasure reading your thoughts and perspectives about early childhood learners and their families. I hope we can keep in contact with each other through continued posts and interactions online!
Saturday, April 14, 2012
Ethically Sound Practices
This week I had the opportunity to read the Code of Ethics from both the National Associaltion for the Education of Young Children as well as for the Division of Early Childhood. While reading, several of the ideals and principles, mainly from the NAEYC Code of Ethics resonated with me the most and they are as follows.
Section 1
Ethical Responsibilities to Children
Ideal 1-1.1: To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
Education is always evolving, new research is constantly being revealed, and the pendulum is always swinging in the opposite direction.Though it may seem overwhelming, staying informed will not only increase our ability to effectively ensure the positive development and growth of young children, but it will also help us to advocate with purpose.
Section 1
Ethical Responsibilities to Children
Ideal 1-1.11: To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
Before reading this article and after making the commitment to reimmerse myself in the Spanish language, I had a discussion with my Hispanic students. I read a few sentences from an instruction manual to them and asked them what it said. They smiled, because I was speaking Spanish, but only knew a few of the words. When I asked them why they didn't know, they mentioned that they haven't learned them yet. As I remembered that they were only in the Third Grade, I asked them how they learned to speak Spanish and both girls stated that their mothers taught them. From this conversation, I realized that these girls were first generation Americans, meaning that they were the first of their family to be born in the United States. They were the first in their families to be raised in the United States, attend American, English speaking schools, and be immersed in the English language. To me, this also meant that they would not hear or learn as much Spanish as their parents did in Mexico because they are constantly immersed in English and their parents speak little to no English at all, often requiring a translator or interpreter for every contact. Much like Standard English and Language is being taught to children all across our nation, would it not be ideal to give our Hispanic students the opportunity to connect with their culture and learn their own language as in-depth as we make them learn ours? These opportunities are provided to them through Spanish Speaking schools, but are they able to take advantage of them? Isn't it our responsibility to ensure that they don't lose touch of who they are?
Section 1
Ethical Responsibilities to Children
Principle P-1.6: We shall strive to ensure that decisions such as those related to enrollment, retention, or assignment to special education services, will be based on multiple sources of information and will never be based on a single assessment, such as a test score or a single observation.
In my opinion, this principle is much needed in today's classrooms and schools. As an EIP Self-Contained Teacher, I am supposed to receive students who are "middle of the road" and who could benefit from a smaller classroom. You know, those students who just need an extra boost. Unfortunately, especially since the state no longer formally tests first and second graders, students\' second grade mock test scores (which are not equivalent to the state test) are used when placing students. Students who appear to be average on paper, are not "average" in concept of skill or content knowledge. These students lack basic skills to attempt new grade level material in addition to an understanding and internalization of previously taught concepts.
When submitting paperwork for a student's RTI (Response to Intervention), classroom performance is taken into consideration, but when students pass the Special Educaton screening or the yearly state mandated test, it seems as though every piece of data goes flying out the window.
Students who do not pass the CRCT, Georgia's Criterion Referenced Competency Test, are automatically considered for retention. However, students who may have been lucky on the 100% multiple choice test, but struggle to maintain a C or D average within the classroom are promoted and placed in the next grade. As a classroom teacher, it is very hard to see how these placements are helping the student achieve, given that many concepts build on each other and require not just knowledge, but understanding.
With many states adopting the Common Core standards, hopefully things will change. Hopefully, standardized testing will give students the opportunity to show what they've internalized and require them to apply their understanding without being prompted by well though out answer choices. Then will we be able to effectively determine a student's progress and make better decisions about placement, retention, and Special Education services.
References
NAEYC. (2005, April). Code of Ethical Conduct and Statement of Commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.
The Division for Early Childhood. (2000, August). Code of Ethics. Retrieved May 25, 2010, from http://www.dec-sped.org/
Section 1Ethical Responsibilities to Children
Ideal 1-1.1: To be familiar with the knowledge base of early childhood care and education and to stay informed through continuing education and training.
Education is always evolving, new research is constantly being revealed, and the pendulum is always swinging in the opposite direction.Though it may seem overwhelming, staying informed will not only increase our ability to effectively ensure the positive development and growth of young children, but it will also help us to advocate with purpose.
Section 1
Ethical Responsibilities to Children
Ideal 1-1.11: To provide all children with experiences in a language that they know, as well as support children in maintaining the use of their home language and in learning English.
Before reading this article and after making the commitment to reimmerse myself in the Spanish language, I had a discussion with my Hispanic students. I read a few sentences from an instruction manual to them and asked them what it said. They smiled, because I was speaking Spanish, but only knew a few of the words. When I asked them why they didn't know, they mentioned that they haven't learned them yet. As I remembered that they were only in the Third Grade, I asked them how they learned to speak Spanish and both girls stated that their mothers taught them. From this conversation, I realized that these girls were first generation Americans, meaning that they were the first of their family to be born in the United States. They were the first in their families to be raised in the United States, attend American, English speaking schools, and be immersed in the English language. To me, this also meant that they would not hear or learn as much Spanish as their parents did in Mexico because they are constantly immersed in English and their parents speak little to no English at all, often requiring a translator or interpreter for every contact. Much like Standard English and Language is being taught to children all across our nation, would it not be ideal to give our Hispanic students the opportunity to connect with their culture and learn their own language as in-depth as we make them learn ours? These opportunities are provided to them through Spanish Speaking schools, but are they able to take advantage of them? Isn't it our responsibility to ensure that they don't lose touch of who they are? Section 1
Ethical Responsibilities to Children
Principle P-1.6: We shall strive to ensure that decisions such as those related to enrollment, retention, or assignment to special education services, will be based on multiple sources of information and will never be based on a single assessment, such as a test score or a single observation.
In my opinion, this principle is much needed in today's classrooms and schools. As an EIP Self-Contained Teacher, I am supposed to receive students who are "middle of the road" and who could benefit from a smaller classroom. You know, those students who just need an extra boost. Unfortunately, especially since the state no longer formally tests first and second graders, students\' second grade mock test scores (which are not equivalent to the state test) are used when placing students. Students who appear to be average on paper, are not "average" in concept of skill or content knowledge. These students lack basic skills to attempt new grade level material in addition to an understanding and internalization of previously taught concepts.
When submitting paperwork for a student's RTI (Response to Intervention), classroom performance is taken into consideration, but when students pass the Special Educaton screening or the yearly state mandated test, it seems as though every piece of data goes flying out the window.
With many states adopting the Common Core standards, hopefully things will change. Hopefully, standardized testing will give students the opportunity to show what they've internalized and require them to apply their understanding without being prompted by well though out answer choices. Then will we be able to effectively determine a student's progress and make better decisions about placement, retention, and Special Education services.
References
NAEYC. (2005, April). Code of Ethical Conduct and Statement of Commitment. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/PSETH05.pdf.
The Division for Early Childhood. (2000, August). Code of Ethics. Retrieved May 25, 2010, from http://www.dec-sped.org/
Saturday, March 10, 2012
Forever Spoken
"Children are like wet cement. Whatever falls on them makes an impression." - Dr. Haim Ginott
This quote reminds me that the children I teach are not only human, but are sponges. Anything that they I say or do makes a lasting impression on them.
This quote reminds me that the children I teach are not only human, but are sponges. Anything that they I say or do makes a lasting impression on them.
Born to Lead
The bell rings and the morning news blares over the loudspeaker. Students are piling in from the breakfast most of them didn’t get at home. “Good morning,” Ms. Hollis, she says as she drags her slightly pigeon toed feet and bowed legs through the door. No backpack. No books. Nothing. Nothing but her sly innocence that’s slowly drifting away. “Where’s your backpack?” I rhetorically ask, knowing that it hasn’t left home in months. I no longer wonder if she’ll bring it to school, but instead I request a hug and find myself squeezing tighter than ever before. What has happened to me? I’m supposed to be in control of this situation. I’m supposed to be the teacher. Or am I? Is it possible that our roles have been reversed? Is it possible that a six year old, a less than “ideal” student, a cunning little girl could know something that I don’t? Attributing these thoughts to my end of the year stress, I immediately eject them from my cluttered mind and move along with our daily routines. I talk, they listen. I teach, they work.
The last day of school finally arrives and my eyes begin to water as students leave my classroom for the last time. Then it hit me. She wasn’t coming back and I was going to miss her. Why did I feel this way? It wasn’t her lack of desire to learn or her constant need for attention. Neither was it her consistent misbehavior and blatant disrespect. It was much more than that. She had been my teacher all along- teaching me how to love unconditionally. That’s how we change the world. Through love, we lead others into their destiny. That’s what we were born to do.
The last day of school finally arrives and my eyes begin to water as students leave my classroom for the last time. Then it hit me. She wasn’t coming back and I was going to miss her. Why did I feel this way? It wasn’t her lack of desire to learn or her constant need for attention. Neither was it her consistent misbehavior and blatant disrespect. It was much more than that. She had been my teacher all along- teaching me how to love unconditionally. That’s how we change the world. Through love, we lead others into their destiny. That’s what we were born to do.
Sunday, March 4, 2012
Wholeheartedly Sold Out to Educating Children
My name is Karla and I have been teaching for five years. I have served children in both first and third grades in a Title 1 school. I have a heart for young children and enjoy helping them to achieve their academic, emotional, and social goals. As a creative writer, I enjoy blogging and sharing my experiences with others around the world.
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