Argument for 3rd and final paper - Community Service

Community Service

The need for change in the public school educational system has been addressed by many educators and authors explaining everything that is wrong and what should be done about it.  We see this everyday in the students by their boredom, listlessness, and increasing need to have entertainment in order to function.  As John Gatto, a former New York City Teacher, states in his article, “Against School: How Public Education Cripples our Kids, and Why,” that “Mass schooling of a compulsory nature...got its teeth into the United States,” and that there was a “threefold” purpose: “1) To make good people. 2) To make good citizens. 3) To make each person his or her personal best.”  To help students become productive “people, citizens, and their personal best” a community service program should be implemented into school curriculum as a required course before graduating.

John Gatto began his article telling us that, “I taught for thirty years in some of the worst schools in Manhattan…I became an expert in boredom.”  He goes on to say, "if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around." Boredom is the source of many students downfall in this society. When they are sitting around doing nothing, many times they think of naughty things to do.  When they are engaged with productivity, then they start to feel a sense of belonging, a part of something, and feel good about themselves.  Community service is the ticket to take away from these doldrums. From past observations of children through adults, when working at something, their minds stop focusing on themselves and the useless, unproductive feeling that comes with “boredom.”

Another issue with the system is that the teachers need more involvement with their students other than just giving information and expecting the students to just memorize it. In his book Pedagogy of the Oppressed “The Banking Concept of Education” chapter 2, Paolo Freire, a 20^th century educator and philosopher, tells us that, “Those truly committed to liberation must reject the banking concept [teachers give the information and the students receive it in] in its entirety, adopting instead a concept of men as conscious beings…They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world.” When students are out in the community working with others and doing for others such as: working for the county picking up trash, going to nursing homes and reading to the elderly, planting flowers for the Rotary Club, or helping the Chamber of Commerce with fund raisers, along with their teachers who are guiding them or giving them ideas, then they are learning what the "problems of men in their relations to the world" are, as stated above. The teachers and students would be working together forming a bond with each other and those in the community. They become thinkers and doers, taking action to help with progress.

                        According to Jerry Large, columnist for The Seattle Times, in his article titled “Gift of Grit, Curiosity Help Kids Succeed,” Paul Tough author of “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character,” says that “Tough pulls together research and real-world experiences that indicate the relentless pursuit of higher test scores…..if you want success, build character and the rest will follow.” He continues with, “Grit is one of the characteristics of successful people. Here’s a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity.” There is no better way to build character than to get out there, working in the community and serving others.  It is not only building character but very humbling and eye opening to see that the community needs our next generation to know how to work and be part of making a successful community and world.  Community service builds that “grit” it takes to succeed in life.  Andrew Tennyson, author, wrote an article “Types of Community Service Projects.” He names several; one was “Youth Projects” involving “Boy Scouts, Girl Scouts, 4-H clubs.” If you’re not in a club, which many kids are not, then you can help with “bottle drives or litter collection…bringing together the young and aging can be mutually beneficial.” He went on to talk about “Disaster Relief, Neighborhood Projects, National and Internal, and Community Service Work”.  He said that, “Some schools also require students to perform community service as part of their credit requirements.” To have community service as part of their credit requirements would mean that they would be forced to get out there and get the “grit” that it takes to become “good people, good citizens, and their personal best.”

In the article, A Real Education, written by Barry Boyce, editor in chief of Mindful: Taking Time for What Matters magazine, he says, "listen attentively to what someone is saying, negotiate, and confidently persuade; think through problems effectively while considering others' perspectives."

There are many activities in our community that could use the help of students and their teachers. Habitat for Humanity has a program that helps lower income people to build their homes.  A person has to qualify for the program and then help with the building of their home.  While their home is getting built they help others with their homes.  So it is a type of passing forward for the future.  Students can learn many skills through this program:  learning to listen to a boss, being the gofer and cleanup laborer, responsibility, initiative, plus the benefit of a job skill.  Students need to have a job skill to enter into the work force.  A job skill that will benefit our community and future, where the student will “listen attentively” and “think through problems.”

Teaching Critical Thinking: Practical Wisdom a book written by bell hooks, an American author, feminist, and social activist, she states that, "Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers"(7). When students are given responsibility they are more apt to think through the problem and become a problem solver.  Critical thinking develops and matures students physically, mentally, and spiritually.  When asked to step up to the plate, most students at first, would balk on it, but after taking on responsibility it matures them and helps them to become decent and well balanced human beings. University of Michigan did research on What Are The Benefits of Service Learning? They state that, “Service learning benefits numerous parties, from the schools to the agencies to the communities and society (Civic Literacy Project 2002), but overall, it is the students who need and receive the most gain.” The article continues stating the many benefits of community or “service learning” one of which was “Critical Thinking and Problem Solving Skills,” citing researcher Diane Hedin, that “When students are given the opportunities and responsibilities of decision making in a task that is interesting and important to them, they tend to think more deeply about the issues at hand and ‘use their most complex thinking skills’ (Hedin 1989) to solve the problem.” That is so true.  They will step up to the plate and learn to be real problem solvers.

There are possible objections to adding a community service program. Funding and time.  Where would the money come from and who has the time to start this type of program? That’s an easy solution.  Incorporate it into the classes that are already required.  A teacher could take one day out of the week for getting the students together and go to the local food bank and hand out groceries. Of course, it would take some prep time and a phone call to the local food bank and the gas to get there.  But the benefits would out way the cost.

Another objection could be that it is the responsibility of the parents to get their kids involved with the community.  A lot of parents have gotten their kids involved with community service, many through Boy Scouts, Girl Scouts, and 4-H Clubs.  They are wonderful programs and to be greatly commended for what they do. In addition to those clubs, our schools, need to have a community service program to fill in the gap for those students whose parents don’t put them in the other clubs. What better way to build good character, make great citizens and future leaders of our community and world. It can’t be said enough:  To help students become “good people, good citizens, and make each student his or her personal best” a community service program should be implemented into school curriculum and be a required course before graduation. 

 

 

 

Works Cited

 

Boyce, Barry. "A Real Education." Shambala Sun. The Mindful Society. (75) May 2012 

 

Freire, Paolo. "The Banking Concept of Education." Pedagogy of the Oppressed. New York: Continuum, 2007.

 

Gatto, John. "Against School: How Public Education Cripples Our Kids, and Why." Harper's Magazine. September 2003.

 

Hedin, Diane. "The Power of Community Service." Proceedings of the Academy of Political Science. 1989.

 

hooks, bell. "Teaching Critical Thinking: Practical Wisdom." Routledge. 16 September 2009.

 

Large, Jerry. "Gift of Grit, Curiosity Help Kids Succeed." Seattle Times. Seattle Times, 23 September 2012.

 

Tennyson, Andrew. "Types of Community Service Projects." eHow Contributer. Web.

 

Tough, Paul. "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character." Houghton Mifflin Harcort Publishing Company. 2012. Print.

 

University of Michigan. "What are the Benefits of Service Learning." Civic Literacy Project. 2002.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rough Draft for My Argument for "Community Service"

 

 

 
Rough Draft for My Argument for “Community Service" by Gerry Josephsen

 

When considering the need for change in the public school educational system the problem has been addressed by many educators and authors that there really needs to be change.  We see this everyday in the students by their boredom, listlessness, and need to have entertainment in order to function.  To help students become good people, good citizens, and make each student his or her personal best a community service program should be implemented into school curriculum and be a required course before graduation. 

 

In the article by John Gatto, a former New York City Teacher,  “Against School: How Public Education Cripples our Kids, and Why,” he states, “I taught for thirty years in some of the worst schools in Manhattan…….I became an expert in boredom.”  He goes on to say, "if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around." Boredom is the source of many students downfall in the society. When a student is bored, many times they think of naughty things to do.  When they are no longer bored, they then start to feel a sense of belonging, a part of something, and feel good about themselves.  Community service is the ticket to take away from the doldrums of boredom.

 

Another issue with the system is that the teachers need more involvement with their students other than just giving information and expecting the students to just memorize it. In his book Pedagogy of the Oppressed “The Banking Concept of Education” chapter 2, Paolo Freire, a 20^th century educator and philosopher, tells us that, “Those truly committed to liberation must reject the banking concept [teachers give the information and the students receive it in] in its entirety, adopting instead a concept of men as conscious beings…….They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world.” When students are out in the community working with others and doing for others such as: working for the county picking up trash, going to nursing homes and reading to the elderly, planting flowers for the Rotary Club, or helping the Chamber of Commerce with fund raisers, and their teachers are guiding them or giving them ideas, they are learning what the "problems of men in their relations to the world" are, as stated above. The teachers and students are then working together forming a bond with each other and those in the community.

 

 According to Jerry Large, columnist for The Seattle Times, in his article titled “Gift of Grit, Curiosity Help Kids Succeed,” Paul Tough author of “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character,” says that “Tough pulls together research and real-world experiences that indicate the relentless pursuit of higher test scores…..if you want success, build character and the rest will follow.” He continues with, “Grit is one of the characteristics of successful people. Here’s a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity.” There is no better way to build character than to get out there, working in the community, picking up trash and serving others.  It is not only building character but very humbling and eye opening to see that the community needs our next generation to know how to work and be part of making a successful community and world.  Community service builds that grit it takes to succeed in life.

 

In the article, A Real Education, written by Barry Boyce, editor in chief of Mindful: Taking Time for What Matters magazine, he says, "listen attentively to what someone is saying, negotiate, and confidently persuade; think through problems effectively while considering others' perspectives."

There are many activities in our community that could use the help of students and their teachers. Habitat for Humanity has a program that helps lower income people to build their homes.  A person has to qualify for the program, then help with the building of their home.  After or during theirs is getting built they help others with their homes.  So it is a type of passing forward for the future.  Students can learn many skills through this program:  learning to listen to a boss, being the gofer and cleanup construction site person, responsibility, initiative, plus the benefit of a job skill. 

 

In the book Teaching Critical Thinking: Practical Wisdom by bell hooks, an American author, feminist, and social activist she states that, "Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers"(7). When students are given responsibility they are more apt to think through the problem and become a problem solver.  Critical thinking develops and matures students physically, mentally, and spiritually.  When asked to step up to the plate, most students at first, would balk on it.  But after taking on responsibility it matures them and helps them to become decent and well balanced human beings.

 

There are possible objections to adding a community service program.  The first one is funding and time.  Where would the money come from to start this type of program? That’s an easy solution.  Incorporate it into the classes that are in progress.  A teacher could take one day out of the week for getting the students together and go to the local food bank and hand out groceries. Of course, it would take some prep time and a phone call to the local food bank and the gas to get there.  But the benefits would out way the cost.

 

Another objection could be that it is the responsibility of the parents to get their kids involved with the community.  Some parents don’t even think about it.  But what better way to build good character, make great citizens and future leaders of our community and world. To help students become good people, good citizens, and make each student his or her personal best a community service program should be implemented into school curriculum and be a required course before graduation. 

 

 

 

 

 

 

 

 

 

 

 

Works Cited

Gatto, John. “Against School: How Public Education Cripples our Kids, and Why.” Harper's Magazine. September 2003

Freire,Paolo.   “The Banking Concept of Education."  Pedagogy of the Oppressed.  New York: Continuum, 2007

Large, Jerry.  “Gift of Grit, Curiosity Help Kids Succeed.” Seattle Times. Seattle Times, 23 September 2012.

Tough, Paul.  “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character.” Houghton Mifflin Harcort Publishing Company. 2012. Print.

Boyce, Barry. "A Real Education."  Shambala Sun. The Mindful Society. (75) May 2012.

bell hooks. "Teaching Critical Thinking: Practical Wisdom." Routledge. 16 September 2009

 

 

5 works cited sentences

5 sentences from works cited

1.       In the article by John Gatto, a former New York City Teacher,  “Against School: How Public Education Cripples our Kids, and Why,” he states, “I taught for thirty years in some of the worst schools in Manhattan…….I became an expert in boredom.”

 

2.      In his book Pedagogy of the Oppressed “The Banking Concept of Education” chapter 2, Paolo Freire, a 20^th century educator and philosopher, tells us that, “Those truly committed to liberation must reject the banking concept [teachers give the information and the students receive it in] in its entirety, adopting instead a concept of men as conscious beings-…….They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world.”

3.      According to Jerry Large, columnist for The Seattle Times, in his article titled “Gift of Grit, Curiosity Help Kids Succeed,” Paul Tough author of “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character,” says that “Tough pulls together research and real-world experiences that indicate the relentless pursuit of higher test scores…..if you want success, build character and the rest will follow.”

4.  In the article, A Real Education, written by Barry Boyce, editor in chief of Mindful: Taking Time for What Matters magazine, he says, "listen attentively to what someone is saying, negotiate, and confidently persuade; think through problems effectively while considering others' perspectives."

5.  In the book Teaching Critical Thinking: Practical Wisdom by bell hooks, an American author, feminist, and social activist she states that, "Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers"(7).

 

Works Cited

Gatto, John. “Against School: How Public Education Cripples our Kids, and Why.” Harper's Magazine. September 2003

Freire,Paolo.   “The Banking Concept of Education."  Pedagogy of the Oppressed.  New York: Continuum, 2007

Large, Jerry.  “Gift of Grit, Curiosity Help Kids Succeed.” Seattle Times. Seattle Times, 23 September 2012.

Tough, Paul.  “How Children Succeed: Grit, Curiosity, and the Hidden Power of Character.” Houghton Mifflin Harcort Publishing Company. 2012. Print.

Boyce, Barry. "A Real Education."  Shambala Sun. The Mindful Society. (75) May 2012.

bell hooks. "Teaching Critical Thinking: Practical Wisdom." Routledge. 16 September 2009

 

 



6 quotations to support my change

6 quotations to support my change for adding a “community service” program by Gerry Josephsen 12-3-13

1.        “Against School: How Public Education Cripples our Kids, and Why” by John Gatto, in the first paragraph he states, “I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: The said the work was stupid, that it made no sense, that they already knew it.  They said they wanted to be doing something real, not just sitting around.  They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more.  And the kids were right: their teachers were every bit as bored as they were.”

If kids partook in community service it would take away from the “stupid, boring, sitting around” feeling and help them be productive.

 

2.        “Against School” by John Gatto, middle of page 2, “Mass schooling of a compulsory nature really got its teeth into the United States between 1905 and 1915”, he goes on to say that there was a threefold purpose: “1) To make good people. 2) To make good citizens. 3) To make each person his or her personal best”.

 Even though the “Mass schooling” system has its problems and has been said that “School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children”. (Gatto “Against School” page 4, last paragraph) I like the threefold purpose stated earlier to help make students good people, good citizens and their personal best, which getting them involved with community service as a required class to graduate, they would be more than “addicts” and learn to serve other people.

3.        “The Banking Concept of Education” Chapter 2, by Paolo Freire, 1970, page 3 – 1^st paragraph, he states that “Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of men as conscious beings--and consciousness as consciousness intent upon the world.  They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world.”

When students are out in the community doing community service like: working for the county picking up garbage, going to nursing homes and reading to the elderly, planting flowers for the Rotary Club, helping the Chamber of Commerce with their annual fund raisers, and many more.  The students are learning what the “problems of men in their relations to the world” are. They see the need as more than the “route learning” that is part of the “banking concept”.

4.        “Gift of Grit, Curiosity Help Kids Succeed” by Jerry Large he sites “Paul Tough” and his “new book about what it takes for a child to make it: ‘How Children Succeed: Grit, Curiosity, and the Hidden Power of Character’.” Large goes on about Tough and says, “Tough pulls together research and real-world experiences that indicate the relentless pursuit of higher test scores and greater proficiency in this subject or that is not the way to produce successful people.”

“As the title says, if you want success, build character and the rest will follow”.  

“If you want success, build character and the rest will follow”.  There is no better way to “build character” than to get out there, working in the community, picking up trash and serving others. It is not only “building character” but very humbling and eye opening to see that the community needs our next generation to work and be part of it to be “better people”.

5.       “Gift of Grit, Curiosity Help Kids Succeed” by Jerry Large explaining  more on “Tough” in his book that is giving an example of two schools and the second school “Riverdale” he says, “The children at Riverdale were shielded from the possibility of significant failure. They worked hard but weren’t fundamentally challenged.” “ A big part of building character is overcoming failure. Too much adversity is bad, but so is too little, which doesn’t allow a child to build grit.” “Grit is one of the characteristics of successful people.  Here’s a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity.”

It takes “grit” to pick up other people’s trash, to visit a nursing home and see “real people” are and their needs, to work together building life around “real” things. Community service build that “grit” it takes to succeed in life.

6.       “A Real Education” by Barry Boyce. In Boyce’s first paragraph he is giving parents an exercise to imagine their child going for an interview and end up realizing that their education “didn’t cover the essential skills for this job – being able to calm yourself and regulate your emotions in a variety of situations; understand your own emotions, accurately perceive others’ emotions, and empathize; listen attentively to what someone is saying, negotiate, and confidently persuade; think through problems effectively while considering others’ perspectives.”

What better way to learn to “listen attentively” to “negotiate and confidently persuade;” and “think through problems effectively” than to do community service.  There are projects through “Habitat for Humanity” where people build their own homes and help others to build.  You have a contractor supervising the job and lots of work to do.  Building a house and being the “gofer”   you have to “listen attentively” and “think through problems”.

 

 

Favorite Change - Add Community Service

#1.  What I would change: Add Community Service
In Gatto's "Against School", he explained how "mass schooling of a compulsory nature" "got its teeth into the United States", he goes on to say that there was a threefold purpose: "1) To make good people. 2) To make good citizens. 3) To make each person his or her personal best".   Community service is a way to help students "get out of the box" and become part of our community and world.

#2. Who is the audience:  Educators

#3. What are their beliefs/values/interests regarding eduction?
Many teachers do what Freire said is "The Banking Concept of Education" with the "following attitudes and practices":

• "The teacher teaches and the students are taught
• The teacher knows everything and the students know nothing;
• The teacher thinks and the students are thought about;
• The teacher talks and the students listen-meekly;
• The teacher disciplines and the students are disciplined;"
• and more.....

He goes on to say that the " banking concept of education regards men as adaptable manageable beings, The more students work at storing the deposits entrusted to them, the less they de velop the critical consciousness that would result from their intervention in the world."

#4.  What will our system gain or loose?
When students learn to be part of the world in a real sense, they are becoming "giving, sharing, caring, workers together" in our community and world.

#5. Reasons they should agree with me?

• Because it would make good people
• Because it would make good citizens
• Because it would make each student become their best

#6. Reasons they m;ight not agree with me?

• No, because there would not be enough time
• No, because it would cost too much money
• No, because community service is the parents responsibility

#7. Answers to their objections.

• Adding a community service program would take extra time, but if you add 10 minutes per class at the end of a regular course of study, the time invested would be minimal.
• It may cost some money, but the investment would eventually be "put back into the community"
• Community service, from my experience, has been the parents responsibility, or the criminal justice system, or a fund raising event, but if it was part of the educational system, we would all be working together for the world to become a better place.

#8. My support for these reasons are:
Still working on.  :)
       

Argument for Art Museum

Thesis statement:  while art museums might not appeal to  Dead Heads, the EMP (Experience Music Project) would be a place of interest to visit.

We support it because:

They are into musical and personal harmony.  They can add to their musical perspective.

Marijuana is legal in WA, so you can visit the museum stoned.

There is a guitar pillar sculpture and there is none other in the nation.

Group Blog for top two pick 11.26.13

Top Two Pick of readings 11.26.13

We all agree that our number 1 choice is Jerry Large's "Gift of Grit, curiosity help kids Succeed". Truly in the real world children need confidence and character to actually become their own person and make their own decisions which puts them on their own path. They need "perseverance and passion for long-term goals".  We agree with Tough who says, "If you want success, build character and the rest will follow".

Our number 2 choice is bell hooks "Teaching Critical Thinking: Practical Wisdom".  We came to the conclusion that critical thinking is an important thing for children to learn as it helps them to make their own decisions and opinions about important matters in life. It helps children to look into the details and pull out the images and ideas to sort through choices in life. We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".

At first, we didn't all agree with #2.  But after much discussion we concluded that "Teaching Critical Thinking" was a more important piece than Barry Boyce "A Real Education". Barry Boyce talked about being "mindful of others", where we decided that "Critical Thinking" was a more valuable asset in real world situations. We attribute this to critical thinking is more educational than being mindful of others, but being mindful is a subset of critical thinking.

Ranking 1-5 11.26.13

Ranking of readings, 1-5 11.26.13 (#1 best, #5 least)

#1 - Gift of grit
I think this is one of the best things to instill in children, grit.  But it is the teaching of "character" to get to the grit.  I agree with Tough who says, "If you want success, build character and the rest will follow".

#2 - A real education
This goes along with "building character".  If you build "kindness, caring, empathy" they are "social and emotional skills" which will help bring children into "adulthood".

#3 - Critical Thinking
To build critical thinking is very important in the life of all humans.  But it has been crushed down.  We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".

#4 - Children, Arts
It is really hard to put this as my #4, where it could be #3.  It is important to have the arts, as they do build that character of "creativity" without "creativity" I believe we would all be dull beings.

#5 - Arizona Bans
Again, this is hard to put it as #5.  All children deserve to know who they are, what their culture is, and how it became.  To have it all in the "political arena" is terrible.  I liked the statement that said, "you can silence my voice but never my spirit". In reference to the 80 students protesting the ban on their program.

Each author's idea for change

Ideas for change and support of -  11-26-13

"Gift of grit, curiosity help kids succeed"  by Jerry Large
Jerry Large's first sentence states, "Hug your kids and kiss their boo-boos, at least until you have to step back so they can develop grit."  He sites the book written by Paul Tough, a reporter,  "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character". Tough states that he and his wife had a "shelf full of child-rearing books".  His newest book states, "if you want success, build character and the rest will follow". Many of the stories that Tough tells about  revolved around 2 schools: KIPP Academy, and Riverdale Country School, where each of the principals were looking for something that was missing and each would up in the same office pursuing the same research.

KIPP was praised for raising the academic achievement of its students, at first they excelled but "slid backwards in high school". Riverdale, students didn't develop the qualities that "comes from facing and overcoming adversity."  He says that building character is overcoming failure. "Grit is one of the characteristics of successful people.  Here's a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity."

At the end Tough tells a story about rats.  Where the moms "lick and groom them when they are young, and when stressed, do much better in life that those who weren't comforted in that way." He states that "if more parents hug and kiss and coo in those first years, we'd have a lot more happy and successful children."

"A Real Education" by Barry Boyce
Barry talks about the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University, Mark Greenberg who said, "Kindness, caring, empathy, being able to de-center from your own point of view and listen deeply to others-these are values that should be cultivated in our classrooms".  The field of prevention, Greenberg says, "not only aims to aver school failure, depression, and extreme aggression, but to promote positive qualities like empathy, citizenship, and strong friendships. Prevention focuses on "building resilience and promoting well-being in children, by working both with the children themselves and with their environments".
"Children, Arts, and Du Bois" by Keith Gilyard
Keith Gilyard visited an after-school creative arts program and interacted with the elementary school students where they were"inquisitive about his career and more than willing to demonstrate their endeavors to make meaning through poetry, lyrics, oral interpretation, song, drawing, story writing, and dance." He learned later that the program would be discontinued due to "lack of funding". "No music, no poetry, no lyricism, no singing, no visual arts, no drama. A point of immersion in the humanities would be eliminated". He predicts doom for the students and says, "Children can learn and grow in other arrangements", but "afternoons they spend in the program are better than afternoons without it".  He sites Du Bois as saying that the effect of all true education is, "not only a gaining of some practical means of helping present life, but the making of present life mean more than it meant before". Gilyard's last paragraph states that, "One of the best ends to have in view is that of the humanities as a widely recognized and amply funded force for the common good.  Creative arts programs are integral to this vision. Du Bois knew that. So do a number of wise eight-year-olds."

"Arizona Bans" by Deb Aronson
Deb Aronson states that "the Mexican American Studies (MAS) program in the Tucson School District was a success story as 97 percent of students participating in the program graduated from high school and 70 percent entered college. But the program was shut down with no real explanation. But realized that it was a political agenda as the legislature passed a bill making it illegal for courses or programs "to promote the overthrow of the government, to promote resentment toward a race or class of people...." where in fact the program that was cut was "never about what we were doing, it was about who we were, who are students were".  Students and teachers across the district have continued to protest the closing of the MAS program.  Many teachers continue to advocate for their students, filing a lawsuit in 2010 saying, "the law is unconstitutional and deprives students of their first amendment rights". and, "It boils down to legislative control over classroom content and curriculum and teacher voice, the state took over our space and that can happen to anyone".

"Critical Thinking" by bell hooks
"Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers." She goes on to say, "children come into the world of wonder and language consumed with a desire for knowledge" and "become relentless interrogators-demanding to know who, what, when, where, and why of life." "Sadly", "they encounter a world that seeks to educate them for conformity and obedience only".  bell hooks goes on talking about how critical thinking develops and what it is, she states "critical thinking is an interactive process, one that demands participation on the part of the teacher and students alike".  She ends with, "The most exciting aspect of critical thinking in the classroom is that it calls for initiative from everyone", "teacher and students, recognizes that they are responsible for creating a learning community together".

11-21-13 From Group Discussion - Chalk illustrates charges

Group discussion 11-21-13
How Chalk illustrates the charges Freire, Gatto, Rose & Black level against education.

Freire discussed his concerns about education in his paper, "The Banking Concept". One of the issues he mentions is the training of the American students into worker drones or "adaptable manageable beings". This is proved by the following statement: "It is not surprising that the "banking" concept of education regards men as adaptable, manageable beings, the more students work at storing the deposits entrusted to them, the less they develop the critical consciousness that would result from their intervention in the world".

Gatto's main point in "Against School" was that American kids are being pushed to conform to standards set in the 1910's. There is a tendency towards this as  Gatto states,  "forced schooling: six classes a day, five days a week, nine months a year, for twelve years". (pg 2) The documentary Chalk supports this point clearly when one of Mr. Stroope's female students disrespect him because she is bored with the class and curriculum.

Lewis Black, a comedian, discusses in the video "Back to Black" how American schools are "broken". "NBC dedicates one week to education and 51 weeks to incarceration." He further goes on to summarize the failure of the American system by describing it as "We are 25th in math, 21st in science. We fall behind in almost every topic except confidence. Who needs science, math and physics if he'd had a little more confidence he'd have cleared the roof." He and Mr. Stroope in Chalk both utilized humor to make people pay attention and to motivate them.

In "Resolutions Someone Should Make for 2011" Mike Rose discusses the need to measure students and teachers success by improvement and knowledge instead of test scores. He explains it as "To stop making the standardized test score the gold-standard of student achievement and teacher effectiveness." In the documentary Chalk this is supported by Mr. Lowery's improved relationship with student affecting their desire to learn in his class. When his relationship with them exceeded his expectations his personal confidence grew.

Similarities/Differences with Rose and Black

Similarities/Differences with Rose and Black

There seemed to be more similarities than differences between them. 

Rose says in #5 that we need a “major shift from the last decade punitive accountability system”.  Black says that the kids start the “51 week of incarceration”. 

Both Rose and Black are referring to a strict system – that resembles prison.

Rose says in #3 to “stop looking for the structural or technological bullet – like charter schools or value-added analysis”.  Black says, “charter schools are great but most kids are in public schools – only chance to getting in is by lottery”.

Both agree that charter schools are not necessarily the answer.

 Rose says in #10 “to make do with fewer economists in education – most know little about teaching”.  Black shows video clip of Tony Danza where he “comes in to save/co-teach a 10^th grade class, knowing nothing about teaching”.

You can’t fix something you don’t know anything about.

 One difference I found was:

In the first paragraph Rose calls the teaching “bad old habits”, where Black out right says the system is “broken”. 

 

What do I think high school is for?

I think high school ideally is for preparing students for life. Life does include working, family and carrying on ones beliefs to the next generation. But the focus has been to either: go to college, or get a decent job.   Like the threefold purpose of mass schooling that Gatto speaks of.

1. To make good people.
2. To make good citizens.
3. To make each person his or her personal best.

I like to think that is the basics of high school.  But my recollections were not even close.  I was too focused on "goofing off". I think most students go for the social aspect.  We are a social people, but have to learn to use that to be good people, good citizens, and become our personal best.

How Does Chalk Illustrate Freire/Gatto Charges

How does Chalk illustrate the charges Freire and Gatto level against education?

5 charges from Freire and Gatto.

1.  #1 in Ingli's six basic functions, is:  The adjustive or adaptive function. The first sentence says, "Schools are to establish fixed habits of reaction to authority."

The example I think of from Chalk  is when Lowry, a first year teacher, is trying to control his class.  He has it in his mind how the students should respect him.  He actually looses it during one of his classes when a student for the "3rd time that week" had used his cell phone and gets dismissed from class.  He wants that respect when he tells hisIn students what to do and they do the opposite.  He then goes to the students mother about the situation, who turns it around that it is "his" fault.  They end up sharing a bottle of wine and "everything is fine" after that.

2.  In "The Banking Concept of Education" Freire lists the attitudes and practices, #d & e says, " the teacher talks and the students listen-meekly; the teacher disciplines and the students are disciplined.

Again, I use Lowry as an example.  Throughout the year he is trying to get his students to listen to him, and he is trying to figure out how to discipline and "control" his class.  He goes to the library and checks out a book on "Classroom Management".  He studies it and comes up with some productive ideas.

3.  In the "Banking Concept" Freire says, "The student records, memorizes, and repeats these phrases without perceiving what four times four really means".

The 2 teachers that does this method I see the most with was:  Lowry and Stroop.  Both teachers are having things on the board and trying to point to each item, getting the students to repeat what was said.  The students get very bored and disruptive during class.

4.  Gatto brings out in his paper "Against School" that "Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there."

We see this in Chalk at every teacher lounge scene. The scene that comes to mind is where all the teachers are sitting around talking, complaining about their classes, and Coach Webb is on the floor doing a workout or yoga.  She has a liking for Lowry and asks him to "workout" with her. 

5.  In Freire's "Banking Concept" he talks about "liberating education" which "consists in acts of cognition, not transferrals of information."

This brought to mind of  Coach Webb.  She seemed to want to liberate her students by teaching them yoga.  Trying to help them relax and think deeper.  In the one funny situation, she has them all on the floor laying on their mats, and the one heavy set student can't seem to get into it and she tells him to turn and face a different direction so he can focus.

CHALK by Mike Akel – Real Time Notes 11-19-13

Watched video on Amazon.com
Caps at beginning of video:  50% of teachers quit within 3 years

Teachers are :  Mr. Stroop, Mr. Lowry, Miss Webb, and assistant principle (1^st year) Movie reminds me of the way that “The Office” is put together.  Has video clips of each teacher talking and explaining.

First day of school.  Mr. Stroop explains his name to class; Coach Webb says – 2 things: “Show up & be prepared”; Mr. Lowry – 1^st year of teaching, in class is reading words from the board, apologizes, lack self confidence

Principle/Assistant talking about what his teaching was like

Lowry trying to connect with students, trying to be funny, kids asking “how long you been a teacher”,  he says, “ been in the workforce many years, teaching about umm..an hour and a half”

Video clip of Stroop stating he took applied test that said he would be a good teacher.

Stroop and Principle going over what he is suppose to be working on this year.  “Sarcasism, cleaniness, organization”

School kids fighting, assistant yelling & breaking up fight, kids laughing at her

Lowry – my goal “I care about you” trying to interact with kids as kids are fighting in back of classroom, he can’t control class, asking questions from board: Are black people, people? Are immigrant people, people? Etc.

Break room:  teachers discussing, gym teacher Webb doing workout or yoga in corner on floor, trying to interact with Lowry because she “likes him”. Webbs thorn in side:  teachers that let late students in their classroom.  She actually calls a teacher on it and then tells her she is starting a “walking group” (teacher is heavy set) a little awkward… Video clip:  Webb: going through what she does in her class room

Lowry’s classroom:  kids giving him a hard time, hid the chalk, kids laughing and making fun of him, he’s very insecure. Lowry is at library checking out a “book on class management”

Web & Assistant are friends, Webb is always going to her with different situations especially the situation where “teachers let students in late” it infuriates her, but assistant won’t take her side as all the teachers are always complaining to her about the others.  Especially Webb demanding, outspoken, hard to get along with.

Teacher to Teacher meeting:  Stroop asked from Principle to quiz the other teachers on subjects to do with integrity.  He starts out saying “this is teacher to teacher, come on , tell me, Who checks emails between class; who takes paper from printer; has anyone taken petty cash; who’s borrowed the staplers –come on, my stapler is missing, you know how hard it is to staple a stack of papers, you don’t you use paper clips”, “know what I’m talking about now? Integrity” it’s got to stop!!

Christmas:  Webb asking Assistant “am I pushy”…assistant hesitates , “no, not pushy – passionate” (but thinking to herself, yes she is pushy as other teachers complain about her), but says, “maybe you should talk to this teacher”

Stroop having argument with Will on his work not being good, threatens to call father, and actually dials and pretends to speak to him and calls Will over to phone…then says, “he’s not there, but NEXT time he will be” now you are smart, try working!!”

Lowry in break room, semi sleeping and dreaming of him and Webb dancing in the hallway, when the assistant principle finds him and wakes him up.  He is a little flustered.  She asks him if he is seeing anyone, or if he is single (she’s trying to set him up with Webb).

Video clip: Lowry explaining he is divorced, 2 years now, not sure if it is time to start seeing someone as he is just teaching and has a lot on his plate.

Lowry in class upset with student that took a phone call in class. He yells at him and tells student to get out.  He then later goes over to the students mom to explain the “incident” but mom turns it around that it is Lowry’s inexperience as a teacher.  Student brings them wine and they drink a whole bottle.  Problem solved.

Teacher night out in pub.  Webb and Lowry next to each other all telling stories of classroom antics.

16 weeks until summer:

Stroop is up for teacher of the year award along with Mrs. Townsend.  He is pumping his students about possibly getting the award.  The Video clip shows him explaining “how hard it is to get the award” goes on in video clip with strategies on how to debate with the other teacher up for award.  Really wants to win, works hard.  Then he gets dejected as he looses the award and then looses it in class and yells and turns over a chair. 

Webb and assistant have argument about other teachers complaining about Webb. Webb says, “how would you know how to teach?” “You have never taught”.  Assistant stomps out and goes and play the piano roughly, then explains in the video clip that she taught 2 days this year and really enjoyed the kids who care.

Lowry and class come up with idea to have a spelling bee using the students words and the teachers as contestants.  It goes off fabulously, students are judges.  Lowry ends up winning, and making a break through with the students.

13 days left:

Lowry lets kids have last 5 minutes of class as “free time”.  They do a rap, and then get him to make a rap.  Great class time together, ends well.

Teachers around table discussing connecting with students and what to do different next year.  Lowry says, “set up year different” they say he has “come a long way”, Lowry, “feels like I’m respected a lot more”

Ending Video clip:

Webb –“ what did I learn?, I came on strong, I will find a different way to approach other teachers, try to encourage more”

Assistant principle: “Accountable”

Stroop: “lost election, worse, I lost it in front of class”

Lowry: “being a teacher is a gift” “maybe something you can learn, no ones taught me”

He tears down his room, turns out light, and leaves.

 

How do WS sections pertain to paper 3

Our paper three is going to be a 1,200 to 1,500 word, thesis-driven essay that argues fro the change or addition you'd make in the k-12 curriculum in order to mitigate the problems portrayed in Chalk and/or readings.

The assignment was to read pages 32-37 in Writing Simplified. 

How does that relate to our essay? It gives several examples of writing strategies on the sections:  Comparison and/or Contrast, Cause and Effect, and Argument.  There are exercises to be done choosing topics which help in the thinking process for developing the essay. 

The argument section for our essay is probably the best one on "how to" for this purpose. The paragraph on page 36 part A, says, "To use the argumentative approach to your writing, you must clearly state your point of view-the point you are makin-and develop it in the rest of the paper."  Then it gives guidelines.

This is one of my most difficult areas: Thinking out an argument and stating the "why".  This will be interesting to see how or if I can pull it all together. 

Freire and Gatto - Agreement

Bot Freire and Gatto have similar ideas on how our public schools are being run.

 Gatto taught for 30 years in the public school and studied the public school system.  He brings up the purpose of mandatory public education of this country, referencing "Inglis" 6 basic functions, which  concludes that students are "made to have reflexive obedience", make "children as alike as possible", "determine each students proper social role", sorted and trained in the "social machine merits", "tag the unfit", an  "require an elite group of caretakers" to "watch and control a population deliberately dumbed down & declawed".

Freire talks about the "Banking Concept" going on in our schools.  Which basically dumbs down the students by filling them with "contents detached from reality, disconnected from the totality that engendered them and could give them significance". "Students records, memorizes, and repeats these phrases with perceiving what 4 times 4 really means".  "The banking concept of education allowed to students extends only as far as receiving, filing and storing the deposits".  The last sentence, paragraph 5 he states, "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursuing the world, with the world, and with each other." shows that he believes that there is a chance for change and that we do have hope inspite of our educational system.

Banking Method - Small Group Discussion 11-14-13

After reading the Frier's "The Banking Concept" we read "The History of the Man" then compared both pieces with "Paula Frieire" on infed.org. Some similarities are the me ntion of the problem-posing method from "The Banking concept" which both critiques and praised in the piece on infed. "The History of the Man" we learn that Freire originally wanted to end hunger and break class boundaries, he ends up wanting to fix education as seen in "The Banking Concept." In "Dead Poet's Society" we see both methods of teaching, where the majority of the teachers are teaching the banking method and Mr. Keating teaches using the problem-posing method.

My high school experience compared to Gatto's claims

My high school was in a small town in Montana that held a total of 400 kids, grades 9-12. We were divided up into age groups, regular testing, the same 5 or 6 classes per day, 5 days a week, taught year after year.  But that was the "normal" and I never questioned it.   It was what it was. But if the design in teaching was more to create great thinkers and expounded on the individual instead of the mass, who knows what "creative juices" would have flowed from my head.  There was the occasional person that excelled, but if given the opportunity I think most everyone would have excelled in one way or another. It seemed that the smart kids were encouraged more than the regular students.

In my school all the students of different levels of society were together, dividing themselves up into different cliques.  If you weren't in the correct clique you were "unpopular".  Wanting to be  popular seemed to consume everyone's thinking.  But on the side of school learning, there was always the "smart" kids and then kids like me, barely passing and more interested in "goofing off" than "learning".  To me, since our family was more on the "poor" side of town, the idea of college was never an option.  I did get to go to a year of vocational education getting my "clerk typist certificate".  But why was college never an option? I ask myself that question and why wasn't I encouraged to do that?  I ended up believing that I could just get married and all my problems would be solved, which was on the mind of a lot of girls my age - except the college bound ones.

I don't have a lot of fond memories of high school, it was so long ago, my life has moved on.

 

Discussion Questions on John Gatto 11-12-13

Class groups were divided into 2 to 3 people.  There were 2 in my group.
We were assigned question #5 from John Gatto's "Against School". My part was to answer the profile, why and what questions.

5.  Gatto refers extensively to Alexander Inglis.

What's Inglis' "profile"? Inglis, from Prussia,  wrote the book "Principles of Secondary Education", he was a revolutionary and a "lecture in education at Harvard was named". At the time - 1918 -  Harvard was a very elite school, not offered to any one that was not of the upper class.  (page 3, 2nd and 3rd paragraphs)

Why does Gatto want us to notice this? Inglis wanted to "Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole."  We concluded that the "why Gatto wanted us to notice this" was because it is such a slow developing process that you don't take notice until far into that thinking process.  Such as what happened in WWII when the people were changed "slowly" with Karl Marx/Hitler thinking.
(page 3, bottom of paragraph 3)

What's Gatto's purpose of emphasizing Inglis' "past accomplishments".  To make note for us NOT to departmentalize children, or categorize them.  Inglis' whole basic functions "was enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier." (page 3, paragraph 4)

2nd paper final

Triumph and Tragedy

Mr. Escalante from “Stand and Deliver” and Mr. Keating from “Dead Poets Society” were teaching to inspire their students.  Mr. Escalante was teaching at an urban school in Los Angeles during the 1980’s and Mr. Keating was teaching a boys prep school in New England during the 1950’s.  Both of the teachers loved teaching and showed that through their humor, inspiration and dedication to their students ending in triumph and tragedy.

You can tell that each teacher loves teaching through their humor.  Mr. Escalante’s heart was for showing his students to reach above the normal – normal in their school was being part of a gang, babysitting your brothers and sisters while both parents are earning a living, or staying and helping your grandmother when she is ill.  Mr. Escalante used their environment in a humorous way.  He began by speaking to them the way they spoke to each other, but he was funny in doing it.  In the classroom on the second day of class he used slang like, “Whatchagot” or “I’ll see you in People’s Court” and goes on to Chuco who says that he does the work in his head.  Mr. Escalante says, “Ohhh! You know the times tables?” Chuco sticks up his thumb and proceeds saying, “I know the ones; (second finger) I know the twos; (sticking up his middle finger) I know the threes…” Mr. Escalante then says, “Finger man, I heard about you.  Are you the finger man? I’m the finger man too”, he then goes on to show a trick for multiplying by 9.

Mr. Keating was a teacher that had also gone to the same school as his students but doesn’t teach them the way he was taught, strictly by the rules.  He wants them to “look at things a different way”. You see his humor  first day of class as he was calling out students names and he came to Mr. Pitts, he says, “Mr. Pitts an unfortunate name” in a funny, sarcastic way.  Another day in the class room he was using different actors and imitating their voices.  One was John Wayne.  Using the tone and swagger says, “or Macbeth, Is this the dagger I see before me?”  With all the actors he imitates it left the students laughing and enjoying being a part of the poetry class which wasn’t dull and boring.

Not only were they both humorous teachers but had a special way of inspiring their students.  Mr. Escalante was excellent in math.  He didn’t just teach basic math, but immediately started with algebra.  His second day of school he came dressed as a butcher holding a meat cleaver; he swings down and cuts an apple in half.  (He has parts of apples cut up on the students desks).   He asks Claudia, “Whatchagot?” “It’s an apple”, “How much”, “what do you mean”, the students are confused at this point and finally gets to Ana who whispers “missing 25%”, “That’s right”.  He goes on to explain the multiplication of fractions.  As the class progresses through Algebra, Mr. Escalante discovers that they have great potential and decides that the school needs a calculus program.  He then challenges them to prove it and through long, arduous study gets them to understand their own abilities and possibilities.  He had a quick-trick approach which helped them through the rigors of passing the calculus exam. 

Mr. Keating takes his students out of the normal teaching environment of “route” learning and brings them to dream differently than what the normal is.  Even though the school is a “prep school” and all of the students are “heading toward Harvard”, he wants to inspire them in a deeper way.  His first day of school shows him walking into the classroom, whistling the 1812 Overture.  He takes them out of class into the hall of “Past Students”, giving them the idea of “carpe diem” meaning to “Seize the Day” inviting the students to call him “Oh Captain, My Captain!” referencing a Walt Whitman poem. He asks the students to look at the past to see what they have learned and that they are “destined to great things” and to “Seize the Day”.  He goes on in the movie inspiring them with activities that show how to apply the poetry to life.  He takes them out to the football field and gives them each a ball as they kick the ball they quote part of a poem and end up playing a game on the field building team work and comradeship together with their teacher.

Mr. Escalante and Mr. Keating both were looked at from their fellow teachers as odd.  They were dedicated but it made the other teachers upset with them that they didn’t do the bare minimum or go by the rules of the school.  Mr. Escalante was in a teachers meeting as they were discussing how to get more funding for the school, worried that they would loose their accreditation.  The attitude of the faculty, including the principle was, “You can’t teach logarithms to illerates.  Look, these kids come to us with barely a seventh grade education. There isn’t a teacher in this room who isn’t doing everything they possibly can.” Mr. Escalante knows he could do more and says, “I could teach more”, Ortega (Head of Math program) says, “I’m sure of Mr. Escalante good intentions, but he’s only been here a few months.” He was dedicated enough to want to go the “second mile” and put forth the effort necessary to show how the students could do it.  In a different meeting he had said, “Students will arise to the level of expectations”.  After the kids had taken their calculus exam and passed, they were accused of cheating.  Mr. Escalante goes to bat for them, getting them to take the exam again, and finally getting the school calculus program started. 

Mr. Keating was always doing something in his classroom that the other teachers disapproved.  His style was more for allowing the students the chance to be “free thinkers”.  At dinner Mr. McCallister brings up an earlier situation and told Mr. Keating that his class was “fascinating, but misguided”, Mr. Keating is understanding the criticism of his way, but stands his ground stating that he is helping them become “free thinkers”.  Through the whole conversation Mr. Keating is standing for what he knows is best for the students, dedicated to bringing out their closed minds.  During his classes he taught the students things like: “life exists, identify”, “the play goes on”, “this is a battle, a war for your soul, you will learn to think for yourselves, words & ideas can change the world!” He was showing them how to step out from the world they are in to a world waiting for change.

Even though both of the teachers loved teaching, they were all about bringing more from their students whether it was excelling in math or looking for something more from life.  They ended up with total different endings.  Mr. Escalante was instrumental in getting the school their accreditation, getting the math program built up and setting the standard for the school in the area of math.  While on the other end of the spectrum, Mr. Keating in his “free thinking way” ended up getting fired from the school.  Neal, one of his students did not want to be a doctor but an actor.  His father was against anything that would distract Neal from the goal of medical school.  In the end, Neal was so distraught over his father’s desire that he committed suicide, resulting in the school’s criticism of the way Mr. Keating taught on the line of “free thinking”.  It was a tragedy, ending up with Mr. Keating getting fired.  But still with the respect from his students who would always call him “Oh Captain, My Captain”.

Mr. Escalante and Mr. Keating were both teachers who loved teaching.  They showed that through their humor, inspiration and dedication to their students. It was a triumphant ending for Mr. Escalante but sadly a tragic ending for Mr. Keating.