In the last few days I have seen Hillary and John chatting on an open mike wanting to cut their fellow democrats our of the debates, seen people bribed into voting for Mitt Romney at the Iowa Straw Poll with free tickets, seen the truth about Rudy and how he really "handled" September 11th, and the tears start to fall. And yet there are people in the country that don't know what these people really have in store for us if they are elected. Someone commented to me that politics is more than a series of isolated incidents and "waiting for the facts to come in" and that may be so. I am not seeking to tarnish any goodness that may exist within the other presidential candidates, but in order to make an informed decision the facts must be known. I am not a conspiracy theorist, but I do not appreciate being lied to. I teach my students to respect themselves and the world around them. How valid will this lesson seem when our country's "leaders" rely on dishonesty, corruption, and giving us a false sense of safety by saying they will do "whatever it takes" to maintain our "freedom". What we should really feel when we hear those words is not pride, but fear. As a people we are so enslaved by what we don't know (because we aren't told) and what the "powers that be" choose to feed us. This may seem cynical but I feel it is necessary to name the reality for what it truly is and move with hope toward the future.
Musings from the edge of freedom...
I pledge allegiance to the Constitution of the United States of America and to the republic for which it stands. One nation, indivisible bestowing liberty and freedom to all. Why is it that the prestigious elite feel our liberty is up for negotiation? My soul, for one, is not for sale and my rights are not "theirs" to pilfer away for their deceitful, ill-gotten gains. Our nation is sick and those who hold the antidote perpetually dangle it before us with the integrity of a mole and a Cheshire cat's grin.
"Jump through the hoops, " they say. "Jump and we'll give you a treat (free health care, lower taxes, homeland security) but its stale. The promises, the grandstanding, the "meaningful" photo ops, all shallow and empty leaving our people hollow, distrustful and defensive. How do they propose to protect us from something as elusive as the wind? How many lies about global hatred and imminent attacks will they spin for us to swallow? Each time, sucking the marrow of truth from every crevice only to cover the holes with a band aid that's torn and used.
How dare they speak of honor to the people carrying out their "plans" with the stench of their own transgressions reeking from their blood-stained hands. What entitlement bestows upon them the mantle of "moral counselor" or "purveyor of truth"?
The time is yesterday, a change must come. We can't wait for it to come to us but run to meet it with all that is within us to our very last breath. If we don't, the world resulting would not bring that relief swiftly enough.
The doctor is here, but his prescription only works if we take back our own responsibilities entrusted to us by those who came before, and do not allow apathy to become our greatest rival and barrier.
Revolutions, by their very nature, are not smooth but rather the tempest that makes the calm possible when what was promised is indeed restored.
7/1/2007 JLM
The only way to secure a future worth living in is to................
Vote for Ron Paul!!!!!
Iowa Straw Poll August 11th in Ames!!!
Sunday, July 15, 2007
Sunday, July 8, 2007
The Dangers of Assumptions: Failure & Apathy?
One of the biggest points of frustration with NCLB is the mandated standardized assessments which put our special education students at a disadvantage before they even begin. For a government official it seems an easy assumption that a student who is in sixth grade should be able to read fluently and perform mathematical calculations appropriate for their grade level. Unfortunately this simply is not true. Even in a general education setting there are students who function at, below, and above their chronological grade level. There is so much discussion about the "The Achievement Gap" usually related to questions regarding the race and socioeconomic status of students. The thing is that intelligence is not something that everyone has in equal measure.
I sincerely believe in helping students attain their potential, but not making them into machines of rote memorization. One of the reasons is that the majority of my students do not respond well to that type of instruction. I need to tailor my instruction to the individual needs of each student and meet them where they are functioning. If I have an eighth grade student who reads at the third grade level my focus has to be reaching him where he is and giving him strategies that will increase his confidence and fluency one step at a time. The same principle would apply in math. If he is working at the fourth grade level in math, then we teach him from where he is and grow from there. Where this doesn't work is when that same student goes to take a standardized test like the Iowa Test for Basic Skills and he is given the eighth grade test, because NCLB does not allow for out of level testing (at least as of this last academic year). What kind of scores do you think he will have? If he rates poorly, does that mean that he isn't learning and that I am not doing my job proficiently?
I would say no for a couple of reasons. The first one is based on the academics. I think when measuring student growth the whole person needs to be taken into account, not just numbers. A portfolio of student work should be gathered to accurately show progress, and inform all teachers and parents what areas are strengths and what goals should be set for the future. The second reason is a lack of investment on the part of the students. This is a variable that a test score cannot tell you. Consider this scenario:
John is a sixth grader who for math and reading is working at the fourth grade level. He is given the sixth grade test. The average testing time is about 30 minutes. In the first two minutes John gets frustrated because he doesn't understand the concepts on the test. He may do one of three things. He may really try and figure it out, he may offer some colorful language to the teacher, tear up the test, and walk out of the room, or he may allow himself some creative license and start making designs with the numerous dots he needs to fill in with no regard for what answers he is giving.
A majority of students will try their best but there are many who just don't care. They don't hide this fact and will answer you honestly if asked. The government doesn't hear about all of these anecdotal details. They just see a number. How is this right?
Another part of this population to consideration is students who are not verbal or are physically incapacitated. Where do they fit? Many of them can't be put in a box that will yield you number. There is an alternative assessment piece out there that is able to give a better view of these students and their achievements and abilities. It entails collecting many work samples and presenting things in a comprehensive packet. The problem with this is that school districts are only allowed to give alternative assessments to a certain percentage of their special education students, so we are still leaving someone out.
I have often heard it said that there isn't one policy that can cover everyone. If that is true of adults, it is also true for our children. The more government control given in this matter, the further out of our hands education becomes. It needs to rest with the people who spend every day with these children and who have the training to raise them up to the best they can be.
Ron Paul wants to put this power back in the hands of those who can serve these children best instead of continuing to allow the government to make assumptions based on numbers. This is a country of people, not machines, who deserve to have their humanity and dignity respected and preserved. Supporting bills like NCLB does not adequately address the needs of our schools and and in fact serves to devalue and dehumanize our students by viewing them in fractions. I am a teacher and wish nothing more than to assist my students in making their dreams come true, who is with me?
I sincerely believe in helping students attain their potential, but not making them into machines of rote memorization. One of the reasons is that the majority of my students do not respond well to that type of instruction. I need to tailor my instruction to the individual needs of each student and meet them where they are functioning. If I have an eighth grade student who reads at the third grade level my focus has to be reaching him where he is and giving him strategies that will increase his confidence and fluency one step at a time. The same principle would apply in math. If he is working at the fourth grade level in math, then we teach him from where he is and grow from there. Where this doesn't work is when that same student goes to take a standardized test like the Iowa Test for Basic Skills and he is given the eighth grade test, because NCLB does not allow for out of level testing (at least as of this last academic year). What kind of scores do you think he will have? If he rates poorly, does that mean that he isn't learning and that I am not doing my job proficiently?
I would say no for a couple of reasons. The first one is based on the academics. I think when measuring student growth the whole person needs to be taken into account, not just numbers. A portfolio of student work should be gathered to accurately show progress, and inform all teachers and parents what areas are strengths and what goals should be set for the future. The second reason is a lack of investment on the part of the students. This is a variable that a test score cannot tell you. Consider this scenario:
John is a sixth grader who for math and reading is working at the fourth grade level. He is given the sixth grade test. The average testing time is about 30 minutes. In the first two minutes John gets frustrated because he doesn't understand the concepts on the test. He may do one of three things. He may really try and figure it out, he may offer some colorful language to the teacher, tear up the test, and walk out of the room, or he may allow himself some creative license and start making designs with the numerous dots he needs to fill in with no regard for what answers he is giving.
A majority of students will try their best but there are many who just don't care. They don't hide this fact and will answer you honestly if asked. The government doesn't hear about all of these anecdotal details. They just see a number. How is this right?
Another part of this population to consideration is students who are not verbal or are physically incapacitated. Where do they fit? Many of them can't be put in a box that will yield you number. There is an alternative assessment piece out there that is able to give a better view of these students and their achievements and abilities. It entails collecting many work samples and presenting things in a comprehensive packet. The problem with this is that school districts are only allowed to give alternative assessments to a certain percentage of their special education students, so we are still leaving someone out.
I have often heard it said that there isn't one policy that can cover everyone. If that is true of adults, it is also true for our children. The more government control given in this matter, the further out of our hands education becomes. It needs to rest with the people who spend every day with these children and who have the training to raise them up to the best they can be.
Ron Paul wants to put this power back in the hands of those who can serve these children best instead of continuing to allow the government to make assumptions based on numbers. This is a country of people, not machines, who deserve to have their humanity and dignity respected and preserved. Supporting bills like NCLB does not adequately address the needs of our schools and and in fact serves to devalue and dehumanize our students by viewing them in fractions. I am a teacher and wish nothing more than to assist my students in making their dreams come true, who is with me?
Friday, July 6, 2007
No Child Left Behind: A report from the trenches...
My name is Jennifer and I am a special education teacher. After a thorough search through the line up of presidential candidates for the 2008 elections, I have decided to give my full support to Congressman Ron Paul of Texas. In order to share with you how and why I have arrived at this choice, I would offer the following thoughts.
This year, a landmark law, "No Child Left Behind", is up for debate to be reauthorized by congress. Myself and thousands of other educators across the nation are waiting with baited breath to await our fate at the hands of the "powers that be" in Washington. Educational accountability by itself is not a negative thing by any means. As a classroom teacher, I feel an ethical responsibility to provide the highest level of education to my students supported with a foundation of equally high expectations. In this way, I reach my students where they are functioning academically and socially, helping to guide them to reach their potential and become contributing members of society.
Unfortunately, No Child Left Behind has swiftly become a hindrance rather than a tool for success in the execution of my job. It has not changed my expectations or demeanor towards my students, but has placed limitations and unreasonable benchmarks to work toward by mandating standardized testing of all students in order to measure yearly student progress and teacher quality. This presents several issues and I feel compelling reasons as to why this law must not be reauthorized. They include teacher licensure, out of level testing, student motivation, curriculum alignment, and the limitations of standardized tests and scores.
Ron Paul voted against this legislation, citing "violations against the rights of states' and local communities' authority to control education free from federal interference" which is protected under the 10th Amendment to the U.S. Constitution. Out of the current field of candidates, only two opposed this legislation, and several others continue to change their minds about it depending on what is "popular". We need a leader in this country that will stick to their convictions no matter what the political tides bring. As proven by his voting record and comportment in congress, Ron Paul is that leader. For once there is a candidate who truly supports teachers and the students who are the future of our country.
This year, a landmark law, "No Child Left Behind", is up for debate to be reauthorized by congress. Myself and thousands of other educators across the nation are waiting with baited breath to await our fate at the hands of the "powers that be" in Washington. Educational accountability by itself is not a negative thing by any means. As a classroom teacher, I feel an ethical responsibility to provide the highest level of education to my students supported with a foundation of equally high expectations. In this way, I reach my students where they are functioning academically and socially, helping to guide them to reach their potential and become contributing members of society.
Unfortunately, No Child Left Behind has swiftly become a hindrance rather than a tool for success in the execution of my job. It has not changed my expectations or demeanor towards my students, but has placed limitations and unreasonable benchmarks to work toward by mandating standardized testing of all students in order to measure yearly student progress and teacher quality. This presents several issues and I feel compelling reasons as to why this law must not be reauthorized. They include teacher licensure, out of level testing, student motivation, curriculum alignment, and the limitations of standardized tests and scores.
Ron Paul voted against this legislation, citing "violations against the rights of states' and local communities' authority to control education free from federal interference" which is protected under the 10th Amendment to the U.S. Constitution. Out of the current field of candidates, only two opposed this legislation, and several others continue to change their minds about it depending on what is "popular". We need a leader in this country that will stick to their convictions no matter what the political tides bring. As proven by his voting record and comportment in congress, Ron Paul is that leader. For once there is a candidate who truly supports teachers and the students who are the future of our country.
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