mcclishs’ Neighborhood

Go forth and fill your libraries with media.

Seriously, thanks to everyone for being so amazing and patient. You are the reason I love Vox.

~daisy

I was just told that the Amazon Conduit will be fixed by tomorrow. I will post here as soon as I get word that it's back up and running.

I know this has been frustrating and I am sorry there wasn't more I could do to make it less so. I really appreciate your patience though.

Cheers,

daisy

"The idea is that students will rise to whatever your expectations are, no matter how high they are."

 This sentiment, ruminated by TFA alumni, Gary Rubinstein and endlessly quoted as an 'one-size fits all'  amelioration of student failure- is just that- an 'idea.'  This in itself, speaks to its overt fallibility.
Gary Rubinstein argues  “....when you make things too complicated, students don't rise to your 'high expectations,' they lose confidence in themselves and, more importantly, they lose confidence in the ability of their teacher.  Once they decide that their teacher is not competent enough to make 'appropriate level' lessons, they stop listening, start talking, and make it impossible to teach."

The preceding statement simultaneously identifies the cause  as being a teacher 's poor pedagogical awareness and the effect as being poor student performance. Here, the cliché, “it takes one to no one,” shamefully holds true for me.  I have been that teacher.
 As such, however, I have come to distinguish between “mak[ing] things too complicated”  and raising your expectations - they are not one in the same. Neither are 'expectations' synonymous with 'standards.'  The incisive directive with which Ben Guest so purposefully equipped us, “Release yourself of all expectations,” is timeless and true.
While expectations are tailored to the individual and often perpetuated into lofty ideals, standards should have uniformity and are (intended to be) aligned with a state, national, or otherwise accountability factor.
To this end, 'Freedom Writers,' the very movie that Rubinstein (incorrectly) cites as promoting an 'unrealistic expectations sentiment,'  actually evidences the case for realistic standards, not high expectations. 
Although unrealistic in the movie's  'feel good' ending, the teacher, Ms. Erin Gruwell (Hilary Swank) in no way, blithely upholds expectations (that are invalidated even as she attempts to teach internal rhyme using Tupak Shakur.)  Rather, she actively reflects and re-evaluates until she achieves a psycho-social, pedagogical, and otherwise awareness of her students.
It is only now, in the context of an acquired awareness of our  students' reality, may we, like Ms. Gruwell, allow this awareness to inform what must be consistently realistic expectations and relevant standards.

Bad news. As many of you have probably noticed, the Amazon Conduit was not fixed in the last week's release. Unfortunately, there was an undetected bug that is preventing the conduit from working.

We are working on this bug fix and hope to have the Conduit back up and running this week.

I will keep you posted.

Thank you for being so patient.

~daisy

Blog Action Day

6 comments

Blog Action Day is every October 15th, when blogger are asked to post something about a single issue to show our strength and conviction as an online community. It's a great way to feel connected to the greater good, and the participation of so many bloggers to support the world's leading non-profit organizations is something you can do to help, right now. By blogging today, you're supporting some of the world's leading non-profits and sharing your voice for change.

This year's topic is climate change, and we'd love to read your thoughts on the topic. If you participate, leave us a link to your post in the comments, so we know to check out your post!

Go to www.blogactionday.org to learn more, get a badge for your blog showing your participation, and see some ideas for your post on climate change.

Can't wait to read your posts!

~ daisy

 As a case study, Ruby Payne’s “A Framework for Understanding Poverty, is well-researched and topically comprehensive.  As a sociological handbook with ‘practical yet compassionate strategies for addressing impact on people’s lives’ it is more prescriptive than any such resource should claim to be.  

While the observation-based generalizations in which Payne made regarding the characteristics of generational vs. situational poverty seem to be accurate or at least representative of my own observations many generalizations are misappropriated as facts. Specifically, the ‘Deposits, Withdrawals’ chart on pg.111 can be easily reciprocated from lower to middle class.  While I agree that mannerisms for living (such as importance of matriarchal structure, identity tied to lover/fighter role for men) can be positively influenced through mentoring from someone who has made the transition to the higher economic class- the references that intend to define specific mannerisms (‘mating dance,’ ‘negative orientation’)  were more theoretical than factual.  

 While “A Framework for Understanding Poverty” does not in and of itself equip me with the understanding I need to both emphasize and educate my students it does provide a register to interpret the results from the anonymous student survey and a language to articulate the responses that they so candidly put forth.

Perhaps, the greatest shortcoming of Ruby Payne’s book is that she juxtaposes credible researches with sources that are commercial rather than academic.  

DeAngelo.  Overarching essential questions in social studies.  Accessed at http://gse.uml.edu/rtah/pdf/DeAngeloOverarchingEssentialQuestions.pdf on September 9, 2009.

A good resourse to help guide inquiry-based lesson planning/development in social studies courses.

The Amazon Conduit will be working again on October 15, 2009. Thank you to everyone for your patience.

Have a great weekend,

daisy, Team Vox

Well, it's far from the Mid-South and the Delta.  Here's what I was able to find out from the Arlington Public Schools website.  However, I think the President's message can be easily transferred to our own schools and student populations.

Taken from Welcome to High School in Arlington Public Schools: A Guidebook for Parents

Wakefield High School is a richly diverse school where many ethnic groups and cultures are represented.
Students have the benefit of learning with peers from around the world
on a daily basis. This multicultural aspect is just one of the
unique features of Wakefield. Wakefield was a 2006 recipient of
one of three National College Board Inspiration Awards of
$25,000. This prestigious award was given in recognition and
support of Wakefield’s commitment to challenge all students to
take advanced and Advanced Placement courses.
Wakefield takes great pride in its ninth grade “House” program,
called the FOUNDATION FOR ACADEMIC EXCELLENCE
as well as its Senior Project requirement of an independently
conducted project presented for assessment by a review
panel. Also unique are the COHORT program designed to
increase the enrollment of African-American and Hispanic males
in Advanced Placement courses, and the United Minority Girls
group, designed to assist juniors and seniors with the college
application process. The exemplary project, the Advanced Placement
Network, whose goal is to provide access to Advanced
Placement courses for all students, continues to grow and expand.
Technology is a focus for all students beginning with a
required 9th grade course and expanding to higher level classes
including Network Administration, JAVA and Cisco. Wakefield
provides its students and teachers with nine full-sized computer
labs and every classroom has at least one computer station with
full-class display capability, allowing teachers to provide instruction
using the most up-to-date software and Internet resources.
Wakefield boasts a state-of-the-art Technology Center complete
with a television production studio. Each spring, Wakefield has a
Technology Expo where students present examples of technologybased
schoolwork.
There are many leadership opportunities for Wakefield
students. All Virginia High School League sports are offered and
all athletes are required to maintain a 2.0 GPA. The Drama
program maintains a strong partnership with Signature Theatre
and fine arts students compete in and win many competitions.
Wakefield’s commitment is to continue providing programs of
excellence for all of its students.

DOE Secretary Arne Duncan shares information with principals and lesson plan ideas to go with President Obama's speech on 09/08/09.

I don't see what all the fuss is about...  http://www.ed.gov/admins/lead/academic/bts.html

This link also includes a link to the text of the President's speech.