Be an Informed Voter

October 29, 2004
I really fail to understand why we, as a society of fairly educated people on average, continue to let politicians like Ralph Klein (who have a dismal education background) make enormously important education policy and curriculum decisions. By now we are all aware of the fact that when our children do poorly in school, the first people to get blamed are the teachers and the parents. The politicians don’t even get mentioned even though they are the ones supplying the schools with crappy resources. Honestly, what do they know about picking out a textbook, or the value of a good teaching staff? Without being on the front lines every day, the answer is probably not much. Therefore, why do we continue to let these politicians have the final say on everything? It just doesn’t make any sense!
I’m not suggesting that we relinquish all provincial control over education. I realize if we did that, we could no longer claim national unity on curriculum, which I believe is important for the kids who are forced to move around all their lives. Besides, the Alberta system is fairly good about outlining the curriculum, but not telling you exactly how to teach it. We as Alberta teachers, still have the option of incorporating creativity, which I believe is an important quality in successful teaching.
I am suggesting however, that we vocalize as a province the importance of education and force the government to put money back into this priceless resource. Ever since Klein came into power, he has made drastic cuts to education, and continues to see this as the only way to balance the budget. This has resulted in major teacher discontent, and everybody knows when the teachers aren’t happy it’s the students that suffer. Even if you don’t have kids of your own, it is impossible to deny the fact that kids are our future. We need to invest more into our future before it is too late.
With the next provincial election hot on our heels, we all need to do our part in becoming informed voters. Make sure the party voted into power has the future of our province (the kids) at heart.

Year-round Schooling

October 27, 2004
All this talk about educational policy has got me thinking about our current education system and its flaws. One of my biggest complaints revolves around how we structure the school year.
I fail to understand the benefit of a two-month summer vacation for either the teachers or the students. It doesn’t do the teachers any justice because they have to spend September and October re-teaching the basic concepts from the year before. This is because everything builds on previous knowledge (especially in elementary school). From the student’s perspective, most of them are bored out of their minds after two weeks of freedom even if they don’t admit it. They need to be kept entertained. In the name of entertainment, I see no harm in keeping the creative juices flowing. If you haven’t been able to guess already, my proposed solution to these drawbacks is year-round schooling.
I see a year-round policy as helping to reduce the increasing trend of teacher burnout as well. Having regular breaks gives teachers the relaxation periods they need to de-stress (if need be), or simply re-energize. Maybe then, the good teachers could remain active members in the school system for longer periods of time instead of being forced into early retirement.
With the year-round schooling, children will also remain more accessible to their peers. This is especially true for rural kids who have to rely on transportation to get them to and from school on a daily basis. It is not unusual for farm kids to go the whole summer without contact from their friends. This is simply not healthy. We all need our friends on a regular basis, if not for support than for mere socialization. Our family can’t always meet these needs.
I feel parents and teachers would also deal with less behavioural issues with a year-round school program. This is simply because kids would not have to be completely re-integrated into the school “routine” that includes observing a bedtime, following classroom/school rules, and completing homework after a two-month holiday.
This is not to say that I don’t recognize some of the major drawbacks of year-round schooling-the least of which would be functioning in the extreme heat thanks to scorching temperatures in July and August. As well, teacher commitment to this type of school system could be problematic as many join the profession because of the guaranteed two-month summer vacation. I also recognize the costs to implement this type of program would be huge. However, I truly believe the benefits easily outweigh the drawbacks. Year-round schooling is the answer.

Hutterite Colonies-Should We Intervene?

October 25, 2004
I found it quite interesting that one of the modern issues in Alberta education appears to be Hutterite schools and whether or not their educating practices should be modified. As my mom got her first teacher assistant job on a Hutterite colony, I feel obliged to speak up on this issue.
My mom found it very frustrating to watch very smart kids (boys and girls alike) walk out the school doors on their fourteenth birthday never to receive another drop of education. After all, if given the opportunity, many of those children could become the next doctor, lawyer, or even teacher. Now, there are many people out there who believe Hutterites are given the choice to stay or leave the colony, and if they really wanted to continue their education they would. However, let us take a closer look at the stakes sitting on this traditional practice.
At the age of fourteen, Hutterites believe children have received enough basic education to be successful contributors to their community. The young boys are expected to go and help the men in the fields, and the young girls are expected to join the women in the homes-cooking and cleaning. If everyone assumes their pre-destined roles in the colony, they should be able to maintain their culture and continue to live comfortably.
However, the outside world seems to be continually threatening their simple life. My mom was constantly probed with questions because she was seen an outlet into the unknown. They always wanted to listen to the car radio, become familiar with the latest fashion trends, find out about the latest movies and television shows, drive her vehicles, and hear the latest on what we (her children) were doing. Their overall curiosity was high, and many children expressed the desire to visit my mom at home. Who can blame them though? Things always seem greener on the other side of the fence.
Leaving the colony was always a permanent decision though. Once you left, there was no coming back. You immediately severed ties to your family (and only support network), and job opportunities were minimal with only a grade nine education. If you were a woman, the situation was even bleaker because you couldn’t operate a motor vehicle.
In the end, it’s easy to see why so many agree to the Hutterite way of life. It’s in the name of acceptance, safety, and security. There is no “real” choice here because surviving on your own is next to impossible given the sheltered upbringing.
Now we could always level the playing field for Hutterite children by insisting that everyone must graduate from high school. However, more education only increases the chances of rebellion, and we would probably witness the destruction of another ancient culture (the first being the Native Americans). Seeing the devastating effects of Native assimilation into Western culture, I would honestly not want to claim responsibility for something like that. I think we just need to sit back and let them come to terms with the changing society when they are ready to do so. At least then, they will maintain their identities and most importantly their dignity.

Child-Centred versus Curriculum-Centred Teaching-the Debate

October 22, 2004
Should schools develop each individual’s potential, or only that potential which society currently needs? I think this is a great question. Based on what past experience has shown, I think we should be leery about developing only the potential society needs. We are not psychics, and as such it’s impossible to predict the needs of society years in advance. By the time an individual actually graduates with a degree, it’s been proven that the demographics of the job market have changed. Sometimes this is due to an influx of graduates in a particular field that automatically decreases the odds of obtaining the “dream” position. If you are lucky enough to come up ahead of the competition, it’s not necessarily a winning scenario. Because there is a huge populace of candidates that have the necessary skills to replace you, it’s impossible to demand a high starting salary. This trend is known as “cheapening the labour force”. Other times, you have a job waiting for you once you’ve got the necessary documentation, and you can demand your salary. This can often be accredited to economic booms or recent retirements.
On the other side of this debate, developing each individual’s potential doesn’t guarantee they will be active contributors to society either. If there are no jobs available highlighting a need for your level of training, the fact that you have a degree becomes obsolete. Driven by the fact that you need money to live, you take any job you can get. If you end up working at McDonald’s with a university degree, the public purse has just lost $40,000 and a possibly great employee in your field of expertise. This is because anybody can work at McDonald’s. You do not need a high degree of intelligence to succeed in a fastfood franchise, and It’s not a prestigious job that carries a high degree of status.
In reality, this issue isn’t merely black or white. I believe the best solution lies somewhere in the gray department. In order to keep children interested in school, teachers should focus on a child-centred curriculum in elementary and junior high. Then in high school, teachers should begin highlighting the possible careers their students could pursue considering their strengths and interests. Under no circumstances should a student be told what they are doing, even if you are trying to prevent discouragement. Life is about making mistakes and learning from them. Kids are very intuitive, and once shown their options, they usually make the best decisions for them based on personal lifelong dreams and aspirations. For some kids, salary will be the driving factor in choosing a career. For others, it will be the likelihood of obtaining a job upon graduation. Still others will only pursue their passions citing personal happiness as the ultimate goal. Given the diversity of this planet, if we are all allowed to branch off into different careers fueled by our developed potential, the job market should remain relatively stable. Of course, there are always exceptions, but you’ll always win some and lose some no matter what path is chosen. After all it’s amazing what kids can accomplish with confidence and support. Chances are, they will exceed all expectations, and things will work out for the best.
In other words, it’s unrealistic to believe you can be anything you want to be by high school. Obviously, one can’t be a pilot unless they have perfect eyesight, or a brain surgeon if they have a hand tremor. However, if you pursue a career just to satisfy others you will lack motivation. Without motivation, the chance of success drops dramatically. Even if you do enter into their career of choice, you will be void of happiness and miss the true meaning of life. It should be realistic to achieve some balance between these two extremes.

I Disapprove of "Teacher-Proofing"

October 20, 2004
When my mom managed to obtain a teacher assistant position three years ago with no prior training (working with kids or with disabilities), I was really ticked off. To put it mildly, I felt like I was wasting a lot of time and money. After all, here I was spending $10,000 per year at a reputable university hoping to obtain a degree in five years that would classify me as a qualified teacher. Plus, teaching wasn’t exactly a booming job market. Positions were hard to come by, and employers wouldn’t hesitate in hiring someone with less experience if it meant they could save a little bit of money. All I want to do upon graduating is work with kids. If I can do that without a degree, I found it difficult to justify why I’m here.
While I recognize the fact that being a teacher assistant is quite a bit different than being an actual teacher, I still believe any individual working with kids in a classroom setting should have some prior experience in the field. It should not be as simple as providing teachers and their assistants with binders full of material that tell them exactly what to do on a daily basis. What about classroom and behavioural management? Even though my mom is awesome with the children she works with, she still struggles to command respect from the students as an authority figure. She approaches most kids as a “friend” first which I know to be a critical mistake. As well, she believes in making learning fun but hasn’t found the optimal balance between “fun” and “learning”. Often, the kids are having so much fun the overall learning objectives of a lesson are temporarily forgotten. This often results in constant review, which can be time-consuming. This is something else one learns with experience. Another recent struggle for my mom is establishing effective communication between parents and teachers, especially when dealing with special needs. She’s finding out the hard way that lack of support from the family can result in an uphill battle in terms of a child’s progress.
Because I’m actively involved in the training process of becoming a teacher and take classes that deal with these issues in one form or another, my mom often approaches me for advice. Since she has sacrificed so much for me and really does love her job, I feel obliged to help her. Some days though, my frustration with the whole education system for letting inexperience taint this profession is at an all-time high. This is part of the reason that some children “fall through the cracks” so easily.

Weaknesses of the Education Models Observed

October 18, 2004
When my mom informed me this past weekend that my twelve year old brother managed to get himself suspended from school for “mouthing off” the teacher, I was shocked and horrified. After all, I’ve always seen teachers as authority figures that commanded and received respect from their students at all times. In other words, when I was in junior high we “tested the waters, but never dove in when the sharks were biting”. The famous line my brother always likes to throw in my face is: “Things are different now”.
As we continue to study the history of education in class and explore the different education models, I can somewhat understand the point my brother is trying to make with his rhetorical response.
Ten years ago when I stood in my brother’s shoes, my friends and I all had reasons for attending school every single day. This motivation was fueled by many factors: a) we had a desire to gain knowledge/a love for learning, b) our parents believed in the power of a good education c) the alternative to school (working in a fast food joint) was too scary to imagine-let alone live, or d) living a luxurious lifestyle with tons of money wasn’t just a dream, but a goal. My brother on the other hand, lacks any kind of motivation whatsoever. He does not possess a natural desire to learn-general consensus is that school sucks. To make matters worse, our father has lost respect for the education system over the years. This stems from the fact that he was a child who “slipped through the cracks”. School was a constant struggle that always resulted in a feeling of hopelessness. Even though our father failed to graduate from high school, he did manage to obtain a decent job. My brother tends to holdfast to the idea, if our father succeeded in scraping by, so can he. Plus, working at a fast food restaurant sounds like fun to my brother because he would be in good company with some of his long lost friends (who managed to get expelled). Finally, my brother has always been provided with everything he has ever wanted. Who needs money when you’re handed everything on a silver platter?
On top of this devaluation of education, my brother also somehow skipped the lesson on respecting authority. Although it’s difficult to pinpoint blame for this one, it doesn’t seem to help matters that media (TV, movies, music and books) seems to communicate the message that “breaking the rules is cool”. Sadly enough, my brother has managed to destroy public property, operate a motor vehicle without a license, and experiment with drugs and alcohol underage without having to suffer any major consequences. This has done wonders for his social reputation, but completely distorted all previously instilled views of right and wrong (basic morals).
In case any of you are wondering, my brother’s lack of supervision these days can be attributed to dual income families. Both my parents have to work to pay the bills, and my brother is old enough to look after himself after school for a few hours. Ten years ago, my mom didn’t have to work, and chose to be a stay at home mom. This made it difficult to get into any kind of trouble. Thus, I never pushed the envelope far enough to question the basic morals my parents taught me.
As you can see, we desperately need to reinforce the value of an education in today’s society. When kids begin to ask the question “Why do I need to know this?” we have to be ready and respond with intelligent answers. For starters, not everything we do in life is going to be fun, or possess immediate gratification. Teachers and family members have to illustrate concrete real-life examples of when we need to use math, science, language arts, or social studies principles. The message that everything we learn has relevance must be communicated on a regular basis. Don’t harbour the attitude it’s all useless information. In terms of authority, it might be time to return to the basics. Instead of abusing the power that comes with many positions in society, it might be better just to stick to the age-old analogy of “respect your elders”. At least then we’re all on the same playing field.

TV Shows May Serve As Teenage Therapy

October 15, 2004
I feel inclined to comment on Julia’s blog entitled “Mean Girls”. In this entry Julia asks the question do movies/TV shows portray reality or dictate it? As someone who used to be obsessed with the show Dawson’s Creek in high school, I must admit there were plenty of times that I substituted myself for Katie Holme's character Joey. This is because Joey was in love with her best friend-something I could totally relate to. No matter how much I wished I could act like Joey in my own situation, I realized her role in the show was scripted for entertainment value. I was able to separate reality from fiction. My addiction to the show only continued to climb because I was able to see how my ultimate fantasies might play out if they were ever acted upon. Often, the final result wasn’t the ending I had hoped for, and I would “learn” from Joey’s mistakes that it’s maybe best not to mess with a good thing. Plus, I never would possess enough courage to create that kind of drama in my own life. That was another part of the appeal. I got to see myself live dangerously for an hour every week without having to deal with the consequences on a personal level. As I see myself rationalizing my slight TV addiction, in some ways Dawson’s Creek served as a kind of therapy for my frustrations. When you’re a teenager, you often find it difficult to voice your frustrations/problems to others because “no one will understand”. Therefore, having TV shows that cater to normal teenage angst could prove to be a very smart marketing idea.

Striving To Be The Best

October 15, 2004
I am such a hypocrite. While I fume about the negative impacts of sorting students into particular categories, I came upon the realization today that I belong to a faculty of students that appears to condone the whole sorting process. As education students, we are all obsessed about grades. It’s all about striving for that A, and if we receive anything less it’s an absolute tragedy. It’s so stupid!!! After all, what does a letter grade mean anyways?
As we’ve already mentioned in our education and society class, grades really have little bearing when determining an individual’s success in the workplace. It’s only about being one step ahead of the competition-especially with credential inflation continuing to be a reality. We all know the person with “great distinction” or “distinction” written on their diplomas is going to get the jobs before anyone else.
However, when hiring someone to fill a teaching position, administration should also be looking for individuals that mesh within their existing staff dynamics. We are in a profession where people have to be able to cooperate and support each other on a daily basis. Having said that, everyone’s opinion should be heard prior to making any major decisions when it comes to curriculum or policy. Without cooperation, we are just adding more stress to an already highly stressful occupation (as Tamara quoted in her blog).
No matter how much I hate the concept of sorting, I can’t deny how good it feels to actually receive that A. After all, you work hard for that kind of recognition. It’s just too bad that someone else had to receive the B’s and C’s that come with the same package deal. In the end, if the grade race doesn’t kill us, it will definitely make us stronger.

Working at McDonalds or Attending University-Which Would You Prefer?

October 13, 2004
After reading the entire first chapter of “Stacking the Deck”, I feel the need to blow off some steam. All I can keep thinking is “If I was born and raised in Ontario, I would be working at McDonalds right now instead of attending university.”
When I started kindergarten, my mom was a single parent raising two children. We had barely enough money to pay the bills on a regular basis and still put food on the table. Even though I was smart, my mom’s economic status would have automatically labeled me a slow learner in Ontario. I would have been forced into a vocational high school diploma, probably with specialization in beauty culture or home economics. Oh how I hate sewing, and doing hair! Hatred towards these activities would have resulted in bad grades at best. With this attitude, the likelihood of receiving a high school diploma at all looks bleak. With such limited skills, I probably would have ended up married soon after graduation to ensure financial stability. Chances are I would be the model housewife, and have no less than four kids to attend to. What a nightmare!!!
My only retaliation to that is to say; “I’m glad I’m from Alberta”. My mom’s economic status played no bearing on the education I received. Because I was seen as one of the smartest kids in my class, I was able to register in any high school classes of my choice. Of course, I took all of my core subjects and added French and psychology as my options. By the time I graduated, I was ranked fourth in my class, and could pretty much attend the post-secondary institution of my choice. Being smart also paid off financially. I have won numerous scholarships to help with my expenses while away at school. In 2006, I will become the first one in my family to graduate from a university. I look forward to establishing a career, and being viewed as self-sufficient. If I were a young girl living in Ontario, none of my dreams would have become a reality. Talk about a major blow to the self-esteem. Chances are I would have been left to drown in my unhappiness as a homemaker.
However, this is not to say that those women who are homemakers are any less important than people with a university degree. I am very proud of my mom and what she has accomplished with the cards that life dealt her. This just isn’t the life for me, and if I had somebody trying to fit me into that mould, I would fight it every step of the way. After all, it’s amazing what a little encouragement can do.
WE ALL DESERVE THE SAME OPPORTUNITIES FOR SUCCESS!

Stacking the Deck

October 12, 2004
The original topic for my term paper has fell through. I have a real interest in the concept of intelligence and its societal implications. However, most of the research that exists on intelligence is from a psychological perspective. Given that this assignment is for a sociology-based class, it became apparent if I used the info I was finding, the end result would be a bad grade.
Battered and bruised but not beaten, I decided to read on an extra-curricular level a book entitled “Stacking the Deck”. This book addresses the topic of streamlining from a sociological perspective. From what the book has told me so far, Ontario schools in the late 80’s and early 90’s were abusing working class kids. The situation was even heightened if you were from an incredible poor family. Basically, the common analogy was “you are destined to become whatever your parents are-no more and no less”. This meant if you were a child of a professional, you were automatically enrolled in the matric classes with the expectation you would attend university and make something of yourself. If you were the child of a factory worker on the other hand, you were labeled a slow learner from day one, and enrolled into dead-end high school programs. These programs were so lame, that dropping out was often a better alternative. While some people might be tempted to blame the students, parents, or even teachers of these kids, the fault lies in the school system that was so obviously sorting kids as they walked through the school hallways on a daily basis. Of course, this resulted in a vast waste of educational potential. How and why did this happen? As I continue to read, I promise to keep everyone posted on how well-to-do children were given the so-called advantage.

Generation Next

October 11, 2004
While at home for Thanksgiving, I had some pretty interesting discussions with my mom about the current generation of children.
For starters, my brother is trying very hard to gain acceptance in his new school. This is proving to be a rather difficult task. Because he’s the new kid in a fairly small school, he’s often the target for all their jokes and pranks. My dad believes that one must always stand up for oneself no matter the cost. My mom, on the other hand, believes in walking away from kids who are making fun because as she always tells us “they often have bigger problems and have to take their frustrations out on somebody-leave them alone”. Because my brother is a boy, he tends to agree more with his father. Unfortunately, this has resulted in a few hallway altercations. As his disabled sister, this saddens me.
I was a huge target for bullies in school simply because I couldn’t hide my weaknesses. Comments were always made about how I walked, danced, talked to boys etc. Even though their words were hurtful and hard to forget, I always walked away. I never wanted to give the bullies the satisfaction of knowing they ever got to me. Many times, my younger siblings witnessed these exact altercations. Somehow I always hoped that because they had a disabled sister, they would always be more tolerant of others and never become bullies themselves. They had witnessed first hand how much pain I had endured, and I hoped they never wanted to inflict that pain on others.
However, both my sister and brother have been in their fair share of altercations with peers. I have seen them play both roles-the victim and the bully. Not even first hand exposure to doing the right thing was enough to prevent my siblings from crossing the line from victim to bully. And now, bullying not only takes place in the schoolyard, but in the comfort of your home via the Internet. There is no safe haven anymore.
I shudder to ask if bullying will ever stop. I might not like the answer. This is especially true if we continue to have fathers out there who believe you must defend yourself at all times. Besides, with the invention of cyber-bullying, identities remain anonymous. Unless you are caught, you don't have to own up to your actions and accept the consequences. What luck hey?
On another topic, my mom is a teacher aide in kindergarten. She is absolutely shocked at what five year olds are exposed to these days. It is not unusual to hear boys talking about boobs, and girls talking about penises. The girls like to wear skimpy clothes, and the boys like to swear. Instead of playing with toys (G.I. Joe and Barbie), they have the latest video game (packed with violence), or watch R-rated movies/TV. This behaviour is usually heightened if there are older siblings at home. I’m posing the question “How old is too young anymore?” We are exposing younger and younger children to very adult topics. What is this going to mean for future teachers and society in general?

The Value of Post-Secondary Educations

October 4, 2004
I’m not quite sure just how to take the 5-minute university analogy.
On the one hand, I can attest to the fact that half of the knowledge we will gain in university will not be used in the workforce. However, we must ask ourselves if the retention of knowledge is really the point of a university education. I would personally say that the knowledge is only part of what we gain from attending any kind of post-secondary institution. Think about how a university or college is set up. We have to learn how to be independent learners. As many professors say over and over, the general rule of thumb is for every hour spent in class, you spend three hours outside of class reading/studying/reviewing notes. We also learn how to cope with deadlines. Assignments have to be handed in on certain dates complying with previously outlined standards. Most importantly, we learn about responsibility. Nobody is going to tell us to go to class, but we know if we don’t go we miss out on learning. Because we don’t receive a diploma for four/five years, we also learn about delayed gratification (we don’t always see immediate rewards for our efforts). This also has merit in the real world. I mean who gets paid every day after work? Along with delayed gratification comes learning how to set short and long-term goals, and work towards acheiving them.
It’s not all about the academics. The other great reason for going to school revolves around socialization. Most people meet the friends they will remain close to for life while away at university or college. They may even meet their husband/wife. This is because everybody who attends university/college shares similar interests. Plus, this is usually the first time most kids move away from home and have to cook and clean with no assistance from parents. Often, students learn the value of money as well, having to obtain student loans to pay tuition and living expenses.
On the other hand, I must admit spending $40-50,000 to get a piece of paper seems like somewhat of a rip off. This is especially true with the continued social trend of credential inflation. I feel huge societal pressure to obtain a secure job in five years after graduation, or I know my degree will be basically obsolete. There’s just too much competition out there. Plus, there’s the whole issue of it’s whom you know, and not what you know. How can we ever overcome that? Somebody's always going to hold all the decision making power, biases and all.
This whole process of life doesn’t seem too logical after such an analysis, yet we all continue to buy into it. Until the day we all protest, life will continue, as we know it.

Literature-The Common Thread that Ties Many Social Issues

October 3, 2004
After reading some of my colleagues’ posts on their literature fair experience, I can’t refute from commenting on the roundtables I found to be the most useful-both in PS1 and last week.
In PS1, I was so glad that we had to do a literature fair assignment for our language arts class because this forced me to attend at least four of the roundtable discussions. My favorite one at that particular time had to be “Multicultural Books”. With the growing number of ethnic diversities present in a classroom, it is becoming increasingly important that teachers promote cultural awareness and tolerance. What better way to do this than with books!! There are some fantastic fiction and non-fiction works available in our library if you’d like to look at some examples. To get there just go to the library homepage. Then click on curriculum lab on the left hand side of the screen. Next, click on handouts, and then scroll down until you come across the link for “recommended books for promoting multiculturalism”.
Hand in hand with multiculturalism, comes the issue of ESL (or English as a Second Language). Some of the language barriers can be easily overcome if students are allowed to communicate about their culture and personal experiences. Teachers should try to incorporate as much student input as possible into their lessons, especially with a heavily diverse classroom.
The other roundtable discussion that I found just as informative dealt with recommended books for middle school readers. I came across the opportunity to attend this talk while wandering around last week. I found it really uplifting that educators were aware of the age bracket that tends to shift away from reading, and made the effort to win them back. Most of the books addressed in this workshop dealt with real-life teen issues in a fictional context. Considering the lines of communication between parents and their children are often strained in adolescence, it was uplifting to see that books were attempting to deal with some of the tough issues associated with growing up. This provided teens with another source of information besides their peers. And the great thing about books is that no one has to know you are reading them. It’s something you can do just before turning out the lights on a regular basis.
The other thing of interest that I noticed at the literature fair was the whole notion of bibliotherapy. I was unable to attend the actual talk, but the concept of using books to deal with death, sickness, and other BIG issues is fascinating. When a young girl that I was close to lost her father, I contemplated getting her the Chicken Soup for the Teenage Soul on Tough Stuff. Unable to come up with any other bright ideas, I purchased the book and a journal for her to record all her thoughts. It turned out this book was a lifesaver for her mom as well as the young girl. The book gave them hope and insight that allowed them to overcome their grief in the comfort of their own home-eliminating the expense of an actual therapist. For some people, a book can work miracles. It makes them feel like their not alone, and instills a sense of hope for the future.

I Love Books!!!!

October 1, 2004
I am an absolute bookworm. Therefore, when our Education and Society class was cancelled so we could attend the Literature Fair, I automatically jumped on the bandwagon.
As a kid, my mom could never tear me away from a book for longer than a couple of minutes. While most children lug around their favorite stuffed animal, I have to say I always had a book. My fascination with reading began at a very young age. I have to give credit to my mom for that. She would read to us kids every night before bed for years. Some of my favorite stories included Green Eggs and Ham, Little Women, and Little House on the Prairie.
As I’ve mentioned in previous blogs, I am disabled. As a result, I spent a lot of time alone cooped up in a hospital room. To escape the depressing state of that reality, I often began reading a new book. Almost instantly, I was transported to another world-often living as the main character. I’ve had so many awesome adventures that I couldn’t even begin to describe them all. Now that I’m in university, I seldom read anything besides textbooks. I know it’s sad, but it is true. I often go through withdrawal though, and by the time the summer hits, I gear myself up to read all the books I’ve wrote down on my “To Do” list. I try very hard to borrow most of the books I read from the public library though because if I bought them all, I’d be broke.
Not surprisingly, one of my favorite summer jobs was working at the Public Library in conjunction with the summer reading program. I just loved picking out my favorite stories, and reading them out loud to the kids. It was great to see them get really wrapped up in the story to the point that their eyes shone with excitement.
Taking the time to read to a child, especially at a young age is the best gift you could give them.

Technology Will Destroy Us All

September 30, 2004
I detest computers so much you would think I was born in the 1950’s instead of the 1980’s. I have always been a supporter of the old pen and paper analogy, even though working on a word-processor is so much more efficient. I think this negative opinion stems from the fact that I believe we are too dependent as a society on technology, and that one day it is going to incredible backfire on us. However, I am well aware that computers and the Internet are the way of the future, and that I better familiarize myself with how they work if I want a decent job in the workforce, even as a school teacher (Hello, ICT Learner Outcomes).
Having said that, I found Mike Perry’s lectures on search for research very helpful. Before attending those lectures, I was always a person who searched for hours on the web looking for relevant research information. His tips will save me valuable time, and a tremendous amount of effort. On a similar not however, I still can’t quite see myself spending any and all of my extra time surfing the net. I’m not that comfortable yet, but I’m overcoming the fear. That’s a good start right?
To help with my computer phobia, I signed up to do a reading blog. I want to become more comfortable simply writing my thoughts directly onto the computer and saving them on a disc. Writing things out on paper, and then typing them out after the fact is a waste of time (but something I’ve become very good at). At this point, I have to say I am making considerable progress.
I’ll let you know if my opinion of computers and the Internet has changed (if at all) by the end of the semester. Hopefully by then, I can make an educated decision on the issue, and not cloud my judgment with ignorance and fear.

The Devastating Reality of Small Town Schools

September 28, 2004
My brother has constantly struggled at the academic level in school. This weakness was highlighted even more when his older siblings were known for achieving academic excellence. I have always been secretly annoyed at how my brother’s teachers have chosen to deal with this situation. From about grade three on, it was clearly obvious my brother was struggling in reading comprehension. This wasn’t a surprise to me! After all, my brother had never read a book voluntarily in his life. The initial response to my brother’s poor academic performance though was………….he’s just lazy! His sisters were both smart, so we know he has the potential. He’s just choosing not to use his gift. Allow me to explain how this generalization came to be.
I live in a small town. Given the size of my town, it comes as no surprise that my teachers were also my parents’ teachers. Even though they should have retired after they taught me, they continued to work and also taught my younger siblings. As such, all the teachers become very good at recognizing family names. It’s not uncommon for your teacher to act like they’ve known you for years on the first day of school. They even automatically make assumptions on what kind of student you are going to be. I’ve heard teachers tell students that they expect you never to show up to class, hand in assignments late, and drop out before the end of grade twelve because that’s what your father/mother did. How fair is that? It isn’t, but it’s the reality of living in a small town
Because my brother developed a reputation for being lazy, every teacher he encountered never questioned his reading comprehension. They didn’t see a need to do any testing because all his marks were average. They figured when he was ready to apply himself his grades would improve. However, the higher up in the education system my brother got, the harder school got. This is because reading is the basis for everything. You have to be able to read to follow any kind of instructions. As my brother’s grades continued to drop, teachers noticed a change in his personality. He was no longer this easy-going shy kid. He got explosively angry every time he got confused. Because the teachers failed to alleviate his confusion, he would verbally torment them. The very people he believed were supposed to be helping him, were only making the situation worse. At the peak of his outbursts, numerous teachers would kick him out of class.
My brother interpreted this action to mean that he was a failure. Kicked out of class, he began to hang around the “wrong” group of kids. These bad kids filled my brother’s head with a bunch of useless info like: You don’t need a good education to get a well-paying job.
By the time I got wind of what was happening at home, I was furious! First of all, I didn’t understand why all the teachers my brother had failed to address his reading problem. Something should have been done to ensure that my brother’s reading level continued to advance as he progressed from grade to grade. Even a simple tutor (just for reading) could have prevented a lot of frustration and negative feelings my brother has acquired over the years about school. The warning signs of a problem shouldn’t have been dismissed as laziness simply because his sisters were so-called “geniuses”. How the teachers handled my brother’s case was completely unprofessional. They shouldn’t have let their personal feelings dictate how they handled my brother’s difficulties. Teachers are supposed to highlight their students’ strengths and work to overcome their weaknesses (not merely sweep them under the rug). Above all, teachers should be a never-ending source of encouragement, and positive role models. Currently, my brother is enrolled in a smaller school that provides him with a lot more one-on-one instruction. Even though he is well below grade level in all of his subjects, he is showing immense improvement. Changing schools meant he also got a fresh start at making friends, and he doesn’t associate with the wrong crowd anymore. He still has anger management problems, but is actually starting to enjoy school again by getting involved in extra-curricular activities. Even though my brother’s reading difficulty will probably prevent him from becoming a brain surgeon, he is excited about going to trade school to become a welder or mechanic. He has long term goals and teachers who believe in his abilities. This is comforting, as I believe intelligence isn’t just about test scores.

Inclusive Education...........To Be or Not To Be

September 27, 2004
Since I am physically disabled, the debate surrounding Inclusive Education has always been of particular interest to me.
I was born with mild Cerebral Palsy. As the name suggests, this physical disability develops due to lack of oxygen at birth resulting in some degree of brain damage. When most people here the words “brain damage”, they automatically assume this individual has a learning disability, and quite possibly a lower IQ. However, in my case the disability itself only robbed me of proper muscle development. I walk stiff-legged and require regular physical therapy to maintain mobility. I have had numerous surgeries to correct physical abnormalities and sever muscle tightness, and will never be able to participate in activities that require a high degree of physical fitness and coordination such as hiking, skating etc.
From my first day of kindergarten, my parents insisted that I remain in a regular classroom against the recommendation of many professionals. Although I had obvious developmental delays of the physical nature, my mom remained adamant that I was intelligent, and would have no problem keeping up academically with my peers. As it turned out she was right, but I would spend the rest of my school days proving my abilities to the rest of the world.
I encountered at least a handful of teachers who were skeptical about having me in their classroom. It was this skepticism that resulted in labels such as “challenged”, “handicap” and even “stupid” being placed on me from the moment of introduction. It was these teachers that refused to give me a grade higher than “average or C” because they figured I would never actually graduate with a high school diploma, let alone attend a post-secondary institution. Plus, my presence greatly changed the social dynamics of any classroom. If the teacher failed to handle the situation appropriately, chaos always broke out. This would always reflect negatively on the teacher’s classroom management abilities.
Even though I was able to keep up to my peers academically, I struggled relentlessly on a social level. It was blatantly obvious that I was different from my peers. I walked with a limp, had six fingers on one hand, came to school regularly in a wheelchair or with casts, and spent more time in a hospital than at home. Of course, this made me an easy target for harassment. It wasn’t until high school that I can actually say I had “real” friends, and even then, the barrier of my disability prevented me from participating in numerous activities. This lack of general acceptance with my peers was extremely damaging to my self-esteem. The only thing that kept me going was my goal to be the top student in my class every year. With high marks, I knew I would always gain the recognition I deserved.
It obviously wasn’t easy for me being a part of the regular school system. I always wonder what it would have been like to be in a resource classroom. At least in that setting, there would have been other students with limitations like my own, and making friends would have been a more natural occurrence. However, I would have never developed my full potential intellectually. In the end, I think my parents made the right decision. After all, my education has gotten me to where I am today.
Having said all this, the issue of Inclusive Education is a difficult one. There are pros and cons to both sides of the fence. However, parents should always have the option of placing their child in the regular school system despite their limitations and the decision should be made in the best interests of the child. A child should never be refused the best education possible simply because 1) They look or act different and/or 2) The teacher detests the amount of work required to implement classroom modifications for various reasons; including lack of resources.