Holmes Elementary

Overcoming barriers to education

 This afternoon we visited Holmes Elementary and met with principal Steve Barnes who talked to us about his school, some of the issues the children face, and how himself and the teachers work to help to overcome these problems. Personally, this was one of the highlights of the programme so far, although I found it very difficult at times to hear Steve explain the conditions some of his pupils are brought up in and the issues they are confronted with on daily basis. Holmes Elementary is situated in a low SES area and consequently, as Steve explained, 92% of the school population receive reduced or free school meals, many of the children are from single parent families, have witnessed or experienced abuse, often rely on school for their main meals and some are even homeless.

In the light of these problems, I was amazed to have met such an inspiring, dedicated, passionate and positive principle. Steve's attitude, after 11 years at the school and 7 years as principle, was surprisingly optimistic despite the daily discipline that he must carry out and the 14 hour days he commits himself to. He explained that these children are at such an academic disadvantage due to their home situations, that he and his staff must do all they can to overcome these issues and help them achieve. The teachers are not only educators, but parental figures, carers or friends to many of these children who lack supportive adult figures outside of school. Teaching at Holmes is an extremely demanding job, but the teachers understand this and are devoted to their pupils. 

One comment that Steve made which struck me was that often pupils arrive at school hungry and it is the school's obligation to provide food because they will be unable to learn otherwise. This reminded me of Maslow's hierarchy of needs: the first need which must be satisfied in order to learn is the basic needs, food, water and to feel safe. Although I had studied this on my course at university, I had never really considered that sometimes this first, basic need is not met. I had thought that, as a teacher, I would not be concerned with this need and must only focus on those higher in the hierarchy. However, the reality for some children, I have learnt, is that teachers are the ones to ensure that their basic needs are met.

HomeWorks

The right to choose or the right to an education?

On Tuesday we had the opportunity to visit HomeWorks: a programme which works with home schooled children and their parents. It was very interesting to gain an insight into an alternative form of education that I knew little about, even in my home country. I was somewhat shocked by the high number of children being home schooled in a relatively small area because in England this is a somewhat unpopular choice. I have to admit that I did not agree with the state's laws that removed any power they have over the type, quality or amount of provision that a home schooled child is given. For me, there is a conflict between two fundamental rights: the right of a parent to choose the most appropriate education for their child and the child's right to an education.

In the cases where homeschooling is an educated choice by parents who are unsatisfied with the public education system, and they commit to providing a rich and valuable education for their children from home, I can respect their choice. The HomeWorks programme is a great example of where such parents bring their children to ensure that they are exposed to a variety of learning and social opportunities. However, as Sandra explained, some parents who remove their children from public education do not provide their children with sufficient, or sometimes any education. I believe that there should be some system for the government to intervene in order to ensure that these children do not slip through the cracks. This visit was an extremely interesting one, and it has highlighted an area which I feel I should have more knowledge of in my own country.

Language and culture in & outside of the classroom

The Spirit Catches You And You Fall Down

The third week of the Pathways programme has been focused on home - school connections, and how schools in Washington have responded to culturally and linguistically different families in particular. Anne Fadiman's The Spirit Catches You And You Fall Down is a piece of investigative reporting that we read in preparation for the course, and one that I really enjoyed and engaged with. I feel that there are so many lessons that can be taken from the story of Lia and her family who came to the United States as refugees from Laos, and their experiences with the American doctors who tried to treat Lia's epilepsy. The misunderstandings that arise when such different cultures fail to understand each other, the barriers that language can impose and the tragic consequences are particularly poignant for teachers, who are increasingly likely to encounter cultural differences amongst their students.

One quote that I feel summarises a pertinent message that I have taken away from the book, and one that I hope will help be to better respond to my future pupils is:

"If you can't see that your own culture has its own set of interests, emotions, and biases, how can you expect to deal successfully with someone else's culture?" (p.261)

At the beginning of the novel I identified with the doctors and their advice to Lia's parents seemed reasonable; to follow such requests as to administer medication seemed obvious to me. It was difficult as a reader to empathise with the beliefs and views of the Lee's, as they conflicted with my own preexisting ideas about what I believed was best for the child. It was extremely frustrating as a reader to hear how the doctors and parents could not communicate with one another. However, as the events unfolded I realised that it was unjust to assume that the belief system that I was familiar was correct or infallible. In fact, as the reasons for the Lee's refusal to the medication became clear (that they believed they were killing their daughter) it was extremely difficult to read that Lia was taken from them and they were branded unfit parents. For me, the Lee's devotion and love for their daughter was something that transcended cultural differences; in any culture I cannot believe that they could be considered anything but devoted parents, if the motivation behind their actions had been known.

If the doctors had been able to distance themselves from their own beliefs, would they have been able to consider that the values they assumed 'right' could be completely different from the perspective of someone from another culture? I hope as a teacher, I will be able to practice this skill so that I will never again assume that what I believe or know is what is best in a given situation. This is a difficult aspiration to achieve, but one that I feel is important to aim for, even if it is unattainable.

Refugee parents panel discussion 

We had the chance to meet with refugee parents who have resettled in Spokane to hear their stories. We were particularly interested in their experiences with and expectations of schools, and we were lucky enough to hear what the children thought also. It was an extremely valuable opportunity for me, as I have little experience with refugees or immigrants as my home town is not very diverse. It was also one of the most enjoyable experiences I have had on the programme so far.

It was enlightening to hear the concerns of some of the parents, one criticism from many of the parents was the amount of freedom schools in America allow students. Also, one father voiced that he felt the schools expected too much involvement of parents, especially with homework, and he viewed this as teachers being unable to fulfil the requirements of their job.

Many of the parents explained how they felt that their children had become disconnected with their native country and language. In order to 'fit in' at school and make friends, the children explained how they had wanted to learn English as quickly as possibly. This resulted in the native language becoming spoken less in the home. One young boy made an insightful comment that "I feel African but act American". This has really made me understand a little better what it might feel like to have several identities and how this might make you feel.

Native American workshop

LaRae Wiley

On Friday we had a workshop with LaRae Wiley and her husband Chris who have just launched an immersion pre-school for Salish language learning. Salish is the language of LaRae's Native American tribe, however as they explained, it is under severe threat of extinction like many other Native American languages. For me, they were an inspiring couple; their dedication to saving this language from extinction, despite the many difficulties they faced was amazing. I was unaware of the danger that so many of the Native American languages face and that the decrease in the number of people speaking them has been accelerated so rapidly due to the history of the Native people that we discussed in previous classes. 

I really enjoyed having the chance to try out learning some Salish words and expressions. Although I am not fluent in a second language, I had studied French for seven years, yet this language was completely different! It was extremely different to pronounce the sounds and clicks which were so unfamiliar to me, nevertheless I enjoyed trying. Finding how difficult the language was only heightened my respect for Chris and LaRae.

Omak Pow Wow

We had the chance to take what we had learnt throughout the course about Native Americans and experience it for ourselves at the OmakOmak Suicide Race takes place, although we didn't get to see it (which I was actually relieved about!). 

The 'Indian Encampment' included many traditional tents and a round stage in the centre. We had the chance to see Native American dancing and amazing costumes and music. There seemed to be a competition between the tribes, although everyone seemed to just be having fun and enjoying the music. It was fantastic to see!

The Pow Wow was not what I had expected, it was more commercialized and modern. But my preconceptions were based on films and history books, so I understand that this was perhaps not an accurate, currant image of Native American culture that I held. Although it was different, what I did see I found fascinating!

Language Development

Argument Evaluation

Knowledge vs. skills: a disastrous compromise 

In an article entitled ‘Teach Knowledge not “Mental Skills”’ first written for the New York Times opinion page, E. D. Hirsch details how a failing public school in the South Bronx had been transformed by a ‘core knowledge’ curriculum, which gave strict guidelines for the knowledge that every child should acquire during each grade. The author accuses the alternative, skill orientated curriculum of being inconsistent due to vague instructions, and confronting the teacher with the dilemma of having to choose between those students who need extra support to access the knowledge, and those who require higher level work. It is rather simplistic to suggest that a curriculum is either skill or knowledge centred and that placing emphasis upon one will result in success; as Hirsch states, “skills...depend on a wealth of relevant knowledge” (116), but equally knowledge is discovered, understood and used through skills.

The author presents a very strong and engaging argument; Hirsch’s passion for the cause is demonstrated by phrases such as "disastrous compromise" (116), "excruciatingly slow" (116) and "scornfully dismiss" (116) when condemning the skill centred curriculum. This emotive language could be considered exaggeration; however the context of where the article appeared - a newspaper opinion page - explains Hirsch’s powerful expression. Nevertheless, the author must be criticised for the generalisations that he makes with regard to his claim that the knowledge curriculum is modelled on “the best and fairest school systems in Europe and Asia” (116). This sweeping statement is not supported by any specific examples or details, and therefore weakens the argument.

There are several instances where Hirsch does use statistics to reinforce his assertions about the academic success of the students who have been taught using the knowledge curriculum. These facts do support the claim that academic attainment has increased in the school where this programme has been used. Again, as this is not intended to be an academic piece of writing, the reader must trust that the pieces of evidence are accurate, as no source is given. Although the improvements at Public School 67 cannot be denied, it is unjust to assume that the low standards were a direct consequence of the previous curriculum. As Hirsch highlights, this particular school is one with high cultural and ethnic diversity, where every pupil is recognised as being of low socio-economic status (SES). With the population of the school being such, it is likely that the social and academic problems often associated with low SES and cultural diversity influenced the attainment of the students equally, if not more than the curriculum. Perhaps a curriculum which promoted knowledge acquisition and skill development would see these standards raise even more?

The core knowledge curriculum is an appealing tool in terms of teacher and school accountability; student success is easily quantifiable as it is based entirely upon whether facts have or have not been learned, unlike skills, which are less easily measurable. This curriculum is presented in a rather idealistic manner by Hirsch, who claims that the teacher will not have to make the “disastrous compromise” (116) between slow progress and leaving some pupils behind (which were cited as common outcomes of the skills based curriculum). However, this method sets a rigid pace for learning that does not account for the individual learning needs of all pupils, and results in those who have not learned the specified knowledge content at that time as failing. To use Hirsch’s own phrase, this is a “hit-or-miss approach” (116). With such a prescriptive programme, the teacher is less able to ensure that the differing needs of the pupils are met and that each child is supported. The teacher’s professional judgement of what is best for his/her students and what is appropriate for the specific learning context of his/her classroom is removed. Skills are abilities or processes which one develops, they are something that all children can posses but in varying degrees. As a criterion for success, more children are likely to be viewed as making progress, which may be more encouraging for those who otherwise would be labelled as failures.

One crucial element of the core knowledge curriculum that Hirsch fails to address is the content of this syllabus and what is deemed to be vital knowledge. The Core Knowledge Foundation, founded by Hirsch himself, who developed this curriculum have undertaken a huge responsibility in deciding what it is that all children should be taught. The only examples of the content given by Hirsch are “identify the seven continents” (115) and “learn the difference between evergreen and deciduous trees” (115). The author effectively conveys the purpose of such a curriculum, the reasons for employing it and draws upon some convincing statistics which indicate success, yet the reader is not informed of the content, therefore they are unable to decide whether they are in support of it or not.

‘Teach Knowledge not “Mental Skills”’ presents a compelling argument against the use of a curriculum which only emphasizes skills. The reasons against such a syllabus are numerous and Hirsch expresses them with such powerful and damning descriptions that the reader is forced to acknowledge the drawbacks. However, Hirsch fails to persuade the reader that the alternative, core knowledge curriculum will overcome the undesirable outcomes of the current syllabus. In fact, it could be argued that the same problems will arise from both. Therefore, instead of viewing knowledge and skills as conflicting approaches to curriculum, it may be more useful to envisage a syllabus which promotes the two. Knowledge is vital; pupils need something concrete to work with in order to develop their skills. Equally, skills are crucial so that the knowledge learned can be used and new knowledge can be created.

Assistive Technologies

Case Study Critique                                                            

G'Day Mate: Enabling Learners to Discover An Aussie Author

Content & Context:
General education grade 3 classroom teacher (Jackie Jones - Elementary) teaching a project on Australian literature and in particular the work of author Mem Fox. Jackie Jones wanted her students to read two books written by Mem Fox and learn some biographical information about the author and her homeland.

The types of disabilities/exceptionalities encountered:
A pupil in the class, Steven, was described to have severe learning disabilities which resulted in difficulty with language processing and motivation to read and write. Marie, the reading specialist, also added that Steven resisted starting projects and was not self-initiated in his learning. She believed that he avoided work, which was only highlighted by his lack of success in the classroom.

Modifications, Accommodations, and/or Strategies used to address disability/exceptionality:
Jackie and Marie decided to use websites, computers and video instruction in order to assist Steven with his learning. This was something that he had enjoyed doing in previous lessons. We decided to review the three universal design methods to investigate the modifications and accommodations that can be made for Steven.

1. Representation: Effective Presentations, Audio-Taped Text, Graphic Organisers.

2. Engagement: WebQuest, Cooperative Learning, Guided Notes.

3. Expression: Tiered Assignments, Rubrics.

Technologies Used:
Jackie and Marie decided to use several different forms of technology in order to address the methods outlined above. These are:

1. Representation: PowerPoint, Reading Rainbow Instructional Video, IMovie, Inspiration.

2. Engagement: Internet searches, Cooperative Learning Groups, Video Planner.

3. Expression: Learner Checklist, IMovie.

Seattle

Highlights from Seattle

Teaching in America

Course Reflection

Teaching in America class

I have found the Teaching in America course extremely valuable, interesting and enjoyable. I have learnt a great deal from the course, as most of the topics and issues such as the history of American education, critical pedagogy and issues surrounding ELL in US schools, were things that I had never covered before. 

From some of the reading that I carried out over the course I found out about some of the teaching philosophies that have influenced American education. It struck me how much the philosophies that have shaped teaching in America have evolved over the past 100 years, and how they seem to present conflicting ideologies. The essentialist philosophy which identifies a set of core skills and knowledge base that every child must acquire sits in contrast with the child centered progressivism theory. It was interesting to learn that perhaps over different times in American history, throughout different states or districts, the educational philosophies could vary so much. Sean explained that even today, teachers have the freedom (to a certain extent) to teach in whichever manner they choose. In England, I feel that although teachers can teach under any philosophy, from my experience the huge expectations and high amount of pressure for teachers to produce high examination results, means that most stick to tried-and-tested methods.

I found it interesting that the text claimed that many progressive teaching methods were still being used in classrooms across America today. For me, the progressive method is much more positive and I like the child centered approach that it represents, emphasizing the academic and social development of the child. Problem solving skills and the ability to discover new knowledge and form independent views are also aspects of progressive education that I would expect to find in an American school. Indeed, on a visit to the Great Northern School District, Eileen Nave explained how she encourages her pupils to find the answers to their own questions instead of volunteering an immediate answer. She uses a sign over the board which simply reads "THINK" to remind her pupils to try to discover the solutions themselves. This is a great example of the teacher being a facilitator for learning, another theme which emerged over the course.

The part of the course which I found most enjoyable was the media project. It was very enjoyable to be given the chance to search for our own sources and be creative! Nicola and I picked up on the theme of cultural diversity throughout the articles that we read, however we also identified that there were two conflicting presentations of this theme in the media. On the one hand, the media had identified several problems facing cultural diversity such as culturally isolated schools with low standards and high social problems and high staff turnover. On the other hand, we came across several media pieces which showed cultural exchange and changes to assessment criteria to reduce the attainment gap between cultural groups. I was very pleased with the poster that we created to demonstrate our findings:

'Cultural Diversity' poster for media project