Tonight, it was my first class of my second term of grad school. The class is called Language and Language Development. My prof was so nice. She mentioned how this course with the reading essential course work together to help us learn about language and how find good strategies in teaching reading and writing. Before class tonight, we had some readings which she emailed us about last week. Earlier today before I headed off to work, I really finished an article for tonight's class. Tonight, we got to have small group and whole class discussions on the readings. I feel like we are reinforcing what we read and learned through discussion. We do learn new things by learning them in multiple ways. It's nice to connect what we read to our class time.
Here is the description of the class: Course includes an introduction to linguistic description. Theories of language acquisition and applications to the classroom will be integrated. Candidates will learn analysis of components of language and first and second language acquisition theories. Attitudes toward dialect variation, approaches to teaching language complexity, and implications for the teaching of reading, writing and spoken language will be explored.
Anyways, this term I will only have 3 courses: Language, Reading and Math. The reading course will be on Tuesday nights while the elementary math course will be on seven Saturday mornings throughout the term. I will still have field experience once a week for about 3 hours each. This term I will have more interaction with individual students and small groups. My field experience is at an elementary school in Oregon City. I also have three field experience seminars throughout this term for me to meet up with my elementary cohort and our adviser. This is so we can stay connected and learn from each other while our adviser share important information that we must know. I will have another busy term but I like it that way. I feel productive.
Monday, January 9, 2012
Sunday, January 8, 2012
I Passed the Civil Rights Test
Yesterday, I took the Civil Rights Test (official name is Protecting Student and Civil Rights in the Educational Environment). I think I did okay. There were about a dozen questions worded awkwardly so it took me several readings before I could pick the best answers. There were a few dilemmas that I didn't exactly know how to answer but I did my best guesses. After I completed the test, I was in a daze. The monitor came up to me to escort me out of the test room. I was surprised. I literally forgot that there were cameras in the room recording the testers. I was so in the zone with trying my best on the test that I blocked out everything. It also helped when the test site provided me some ear plugs. Before I left the reception area, the employee handed me a ticket out sheet which said I just completed the test and the official scores will be sent to me. My official score report will be send to me in a few weeks.
After I left the test site, I met up with a college friend and her boyfriend for dinner. It was nice catching up with them after taking a stressful test. Later when I went home, I went back to the paper that was handed to me. It said, "Pass" on the Protecting Student and Civil Rights in the Educational Environment. I can't believe I missed reading this earlier. I guess my mind was in a fog; I couldn't read to comprehend the information on the sheet after spending nearly 90 minutes reading 60 questions and answers while trying to pick the best answer for each one. I'm so excited that I passed.
Why do I need to take the Civil Rights test? It's required by Oregon law. So far from what I gathered, Oregon is the only state requiring its educators to take this test to receive a teaching license or renewal of one in this state. Here is the info I received on why I have to take this test:
In order to hold a teaching license, Oregon educators are required by statute to demonstrate knowledge of civil rights laws and laws prohibiting discrimination. ORS 342.123(1) states:
In addition to and not in lieu of any other law or rule or standard established by the Teacher Standards and Practices Commission, the commission shall require an applicant for a teaching license or any renewal thereof to demonstrate knowledge of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and federal statues pertaining thereto, as well as state statues prohibiting discrimination.
Again, I believe Oregon is a leader on high educational standards for students as well as high teaching standards for public school teachers of Oregon. Oregon is leading this nation with the first Civil Rights test for teachers to either get licensed or renewal. It's nice that teachers and administrators know about the Civil Rights laws but it's not enough. How can the public and the government support educators and schools in making sure every public school student get a good quality education with the right support and resources to aid these students to prepare them for their future as positive and productive citizens of our country? How do we make it fair for the low-income and working class students to have a fair playing field in their educational needs and preparation for their future? If we want our nation to be at the top of the education compare to other countries, we need to work together that all students have the support they need to be highly educated. We need to build communities where education is valued and children are safe to walk to school and back home.
After I left the test site, I met up with a college friend and her boyfriend for dinner. It was nice catching up with them after taking a stressful test. Later when I went home, I went back to the paper that was handed to me. It said, "Pass" on the Protecting Student and Civil Rights in the Educational Environment. I can't believe I missed reading this earlier. I guess my mind was in a fog; I couldn't read to comprehend the information on the sheet after spending nearly 90 minutes reading 60 questions and answers while trying to pick the best answer for each one. I'm so excited that I passed.
Why do I need to take the Civil Rights test? It's required by Oregon law. So far from what I gathered, Oregon is the only state requiring its educators to take this test to receive a teaching license or renewal of one in this state. Here is the info I received on why I have to take this test:
In order to hold a teaching license, Oregon educators are required by statute to demonstrate knowledge of civil rights laws and laws prohibiting discrimination. ORS 342.123(1) states:
In addition to and not in lieu of any other law or rule or standard established by the Teacher Standards and Practices Commission, the commission shall require an applicant for a teaching license or any renewal thereof to demonstrate knowledge of Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and federal statues pertaining thereto, as well as state statues prohibiting discrimination.
Again, I believe Oregon is a leader on high educational standards for students as well as high teaching standards for public school teachers of Oregon. Oregon is leading this nation with the first Civil Rights test for teachers to either get licensed or renewal. It's nice that teachers and administrators know about the Civil Rights laws but it's not enough. How can the public and the government support educators and schools in making sure every public school student get a good quality education with the right support and resources to aid these students to prepare them for their future as positive and productive citizens of our country? How do we make it fair for the low-income and working class students to have a fair playing field in their educational needs and preparation for their future? If we want our nation to be at the top of the education compare to other countries, we need to work together that all students have the support they need to be highly educated. We need to build communities where education is valued and children are safe to walk to school and back home.
Recommended Book List
During my winter break, I have been reading some books. I am recommending you these books to read. Here they are:
1. Bait and Switch: The Futile Pursuit of the American Dream by Barbara Ehrenreich. She wrote about the middle class unemployment and their experiences. Sometimes just having the right education and skills level doesn't mean you'll get another job if you get layoff.
2. Nickel and Dimed by Barbara Ehrenreich. This book is about low wage workers and how having a full time job isn't helping much to keep them out of debt and poverty. Even people who can do two or three low wage jobs still struggles in providing for their families.
3. The Other Wes Moore by Wes Moore. This book is about comparing two men with the same name who grew up in similar unsafe neighborhoods with one Wes went to jail because of a murder charge while the other Wes went off to college and became a good leader. It's an interesting to read what factors influence one person to make good or bad choices in life.
4. The Circuit: Stores from the Life of a Migrant Child by Francisco Jimenez. This book open my eyes on the experiences of migrant children and schooling. I never knew any migrant students who move from season to season. Though I did have a few classmates who move a lot because of their family's job or economical reasons or just family issues. The book made me think on how to educate students who may miss a lot of content knowledge and academic English from all their moving around so much.
How can I build a bond/connection with a migrant child? How can I teach this child efficiently? What should the educational goals for this child? How long will I have this child in my class before this child have to move away again? As an educator, how can I voice about the American education system should be consistent so migrating children will have someone there to help them learn without being shamed for missing so many days of school and lack of content knowledge? So many questions and no answers yet.
5. The Shame of the Nation: The Restoration of Apartheid Schooling in America by Jonathan Kozol. I just started this book. So far, it's interesting to read about the different standards placed on low-income schools and the poor children compare to the middle class schools and the affluent children. As Americans, we need to voice ourselves that all children should be held to a high standard but also with assistance from well-trained teachers, collaborative school staff and resources to help reach these high standards. So many poor and minority students aren't getting educated in a way to prepare them for adulthood and becoming a positive and productive citizen of the U.S. They are taught in badly cared for buildings, high turnover of teachers and administrators (no consistency of caring adults in these children lives)and prescribed lessons of teaching to the standardized tests. As Americans, how can we ensure that poor children get a good education? Instead of blaming, let's find solutions to better serve these kids. If all public schools are integrated with diverse student populations and high educational standards with proper support and resources, all students flourish.
Here are two books I read for class last term:
1. The Children of E4 by Susan Eaton. This book follows a group of children from a low-income school and their educational experiences. It also follow the court case of Sheff vs. O'Neill which is about a young Black boy fighting for his rights to have a proper education. This book also share some common themes from The Shame of the Nation.
2. Made in America: Immigrant Students in Public Schools by Laurie Olsen. This book report the experiences of high school immigrant girls at their high school. After reading this book, I felt anger that immigrant students aren't treated as well and not getting the education they need. Why are there less qualified teachers to teach ESL and sheltered content classes? Why do the administrators think it's okay to just enroll students will limited English skills in an English only classroom where these students will fail since they don't understand enough to grasp the content area? Why aren't immigrant students' educational needs being met? The issues in this book isn't at all high schools in this country but the author reports that there are many high schools not meeting the needs of the immigrant youths.
1. Bait and Switch: The Futile Pursuit of the American Dream by Barbara Ehrenreich. She wrote about the middle class unemployment and their experiences. Sometimes just having the right education and skills level doesn't mean you'll get another job if you get layoff.
2. Nickel and Dimed by Barbara Ehrenreich. This book is about low wage workers and how having a full time job isn't helping much to keep them out of debt and poverty. Even people who can do two or three low wage jobs still struggles in providing for their families.
3. The Other Wes Moore by Wes Moore. This book is about comparing two men with the same name who grew up in similar unsafe neighborhoods with one Wes went to jail because of a murder charge while the other Wes went off to college and became a good leader. It's an interesting to read what factors influence one person to make good or bad choices in life.
4. The Circuit: Stores from the Life of a Migrant Child by Francisco Jimenez. This book open my eyes on the experiences of migrant children and schooling. I never knew any migrant students who move from season to season. Though I did have a few classmates who move a lot because of their family's job or economical reasons or just family issues. The book made me think on how to educate students who may miss a lot of content knowledge and academic English from all their moving around so much.
How can I build a bond/connection with a migrant child? How can I teach this child efficiently? What should the educational goals for this child? How long will I have this child in my class before this child have to move away again? As an educator, how can I voice about the American education system should be consistent so migrating children will have someone there to help them learn without being shamed for missing so many days of school and lack of content knowledge? So many questions and no answers yet.
5. The Shame of the Nation: The Restoration of Apartheid Schooling in America by Jonathan Kozol. I just started this book. So far, it's interesting to read about the different standards placed on low-income schools and the poor children compare to the middle class schools and the affluent children. As Americans, we need to voice ourselves that all children should be held to a high standard but also with assistance from well-trained teachers, collaborative school staff and resources to help reach these high standards. So many poor and minority students aren't getting educated in a way to prepare them for adulthood and becoming a positive and productive citizen of the U.S. They are taught in badly cared for buildings, high turnover of teachers and administrators (no consistency of caring adults in these children lives)and prescribed lessons of teaching to the standardized tests. As Americans, how can we ensure that poor children get a good education? Instead of blaming, let's find solutions to better serve these kids. If all public schools are integrated with diverse student populations and high educational standards with proper support and resources, all students flourish.
Here are two books I read for class last term:
1. The Children of E4 by Susan Eaton. This book follows a group of children from a low-income school and their educational experiences. It also follow the court case of Sheff vs. O'Neill which is about a young Black boy fighting for his rights to have a proper education. This book also share some common themes from The Shame of the Nation.
2. Made in America: Immigrant Students in Public Schools by Laurie Olsen. This book report the experiences of high school immigrant girls at their high school. After reading this book, I felt anger that immigrant students aren't treated as well and not getting the education they need. Why are there less qualified teachers to teach ESL and sheltered content classes? Why do the administrators think it's okay to just enroll students will limited English skills in an English only classroom where these students will fail since they don't understand enough to grasp the content area? Why aren't immigrant students' educational needs being met? The issues in this book isn't at all high schools in this country but the author reports that there are many high schools not meeting the needs of the immigrant youths.
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