After this morning's exercise class, I had a nice talk with a new friend, Jane who is originally from the South. It is good to be heard. She pointed out that maybe I should go toward teaching students with special needs. I think Jane is the third person who pointed that out to me.
I generally understand and empathize with people that has special needs. I will share a quick background about my experience about this. First, I was born prematurely. I did develop my skills like any "normal" baby but I didn't get to speaking until I was 3 years old. The only word I know how to say before conversing was the word "mama." Next when I went to preschool, I had to learn English. The first 5 years of my life, the only language I knew was Chinese (the Cantonese dialect). When I entered elementary school, I didn't get the ESL support that I needed. (For your information, my elementary school didn't have the resources to have an ESL teacher. It depends on how many students that need the service and then the district would send support. During my elementary years, there was a low enrollment of student with ELL needs.) I was really immersed in English. But I did go to the literacy specialist during my first grade and first half of my second grade year. I am thankful for my family who taught me hard work and perseverance.
Finally, I knew that certain lessons that I need time to learn. Sometimes I will need time to process the information to understand. For example, I was not good at math right away. I hate the myth that Asians are good at math. Because of this concept, in my sixth grade year I was put in the wrong math class. It was too advanced for me. I think it took my math teacher several weeks to figure out that I was struggling. I didn't ask for help because I didn't want to be seen as stupid. I learn to personally adapt how I learn so I can master the knowledge content and skills I needed. There are certain things I can probably learn quickly.
Back to what Jane said to me, that is interesting thought. I never really thought about getting into special education. I didn't think I could be strong enough to really deal with students that has special needs. But I am learning that the special need spectrum is huge. I will have to do some research and get some classroom experience with special needs kids. Maybe I could add an endorsement in special education under my teaching license next to the ESOL one. I don't know yet. First I need to go back to school and get my initial teaching license.
Quick definitions of the English language teaching world:
1. ESL--English as a second language are students learning English as their second language. This term is old school and still used by many school districts in the U.S.
2. ESOL--English Speakers of Other Languages are use for people who know more than two languages while learning the English language. This term is quite popular to use in the college and university whelm.
3. ELL--English Language Learners is students learning English by written and spoken form. By the way, I am aware that many PPS schools use that term as well as ESL. In my opinion, this term is also true for native English speakers since they also are learning academic (formal) English. Formal English is so different from conversational English (aka. playground English).
4. LEP--Limited English Proficiency which means the students' English skills are limited. Many schools may still be using this term. I don't like this term because many students may feel limited by the term usage. If I was labeled as that, I would focus in the "Limited" part of the term and believed I am stupid.
Monday, April 18, 2011
Thursday, April 14, 2011
Under Pressure...My 5th Try at CBEST Writing Test
Last night, I barely could sleep at all. I had like 5 hours of sleep. This morning I woke up around 5:20 am. I didn't want to be up that early. I planned to wake up at 6 am. I left the house about 6:55 am. I drove to Beaverton where my computer-based CBEST test would be. I was there about 7:30 am. There were a few people waiting in the room. I had to leave my belongings in the locker. Only thing I could bring with me is the locker key and my drivers license (one of my forms of ID). I was getting so nervous. I prayed and calmed myself. Before I could check in, I had to read the directions about my conduct before, during and after the testing.
The sign-in process was multi-step. First, I had signed an electronic signature. Next, both my palms were read by the pad that goes into the computer. Apparently to help identify me while using it as my time marker (when I registered, signed in and out of the test room). Then my photo was taken by a digital camera on a stand. I was sent to wait at a spot until the administrator could check me into the testing room. She told me to come up to the desk. My right palm was scanned. She asked me if I wanted any earplugs and I said "yes." She handed me a notepad, a marker and the ear plugs. She let me know that there are video cameras recording each tester at all time which included sound. It started to feel really intense. We entered the room; I saw several people at their computer station. Each station was private with the sectionals between each one. The administer reminded me that I can't erase what I written on the notepad so I should raise my hand and she will come in with a new notepad. She left me alone.
I sat down and put in my earplugs. I needed silence so I won't get distracted by the other testers. (By the way, the test site is also for other tests including college entrance exams and SATs. So everyone there was not doing the same test.) I had nine minutes to read the testing directions. Next I started the exam. I had only 4 hours to do two essays--persuasive and personal narrative. In the beginning, there was directions about how to take the CBEST by computer. That time was part of my overall testing time. Urg!!! I had to waste my precious time to read the directions so I know how to navigate the test. Well, it took me just a few minutes for me to understand the process. The first essay was persuasive. The topic was easy for me to answer and support with evidence. I wrote in the notepad the outline and ideas of what to write for the essay. After I knew what I wanted to say, I started typing my essay and revised it soon after. It took me about a little over an hour for the first essay. I flagged the entry for later review. This portion of the written test I was fine.
The second essay was the personal narrative. In the past, I had trouble with the essay topic. I didn't have enough information to make a real essay as well as not enough time to really develop it. I failed this portion four times already. Today is my fifth try for the writing section. This time I feel confident that I will do better. I just need four more points for me to pass the writing section. I have been brushing up on my grammar. I even signed up for a creative writing course this Spring through Parks and Rec/SUN program. So far I attended two classes. Another thing, I also practiced the personal narrative essay the last two days. I will share with you another time. It's about my grandpa who I called Gong Gong. Returning back to the testing, I also brainstorm on the notepad. I was able to type up and revise the second essay in about 80 minutes. This one took longer. I also flagged this essay for review later.
I went back to the first essay. I scrutinize my essay as best as I could. I made some corrections. I looked at the time and realized that I had only 25 minutes left. I quickly hit "next." I had to let my first essay go. I know I tried my best. I spent the last 25 minutes correcting any mistakes that I caught with the second essay. I was freaking out when time was quickly ticking away. I really want to do well on this portion since I had failed four times already. With only 30 seconds to spare, I was done. I signed off of the program. I raised my hand to indicate that I am ready to go. The administrator came to get me. I handed her the notepad and pen. We went back to her desk. My right palm was re-scanned. She hit a button to have the sheet of paper reported that I completed the test. She told me to pick it up at the front desk. Before I was able to pick it up, both my palms was re-scanned as well as I signing my signature on the electronic pad. After that was done, I went to my locker and got my things. I left the key attached to the locker.
As I was leaving the building, it was raining. It has been raining all day with some short breaks. The Uwajimaya Japanese store was right next door. I headed over there to browse around quickly. I headed to the deli to order lunch. I brought one big bbq pork bao, a medium sized veggie bao, and a can of soy milk. I drove to work. Before I entered my work place, I ate my delicious lunch in my car while listening to the radio.
I really want to pass this test. Thanks to everyone who prayed or offered support the last few days. I should get my score at least 10 days from now. (Just let you know in my blogs, my grammar won't be perfect. I do revise them a couple times before they are published. I don't have time to make my blog entries perfect. I know they are clear enough for people to understand what I am trying to say.)
The sign-in process was multi-step. First, I had signed an electronic signature. Next, both my palms were read by the pad that goes into the computer. Apparently to help identify me while using it as my time marker (when I registered, signed in and out of the test room). Then my photo was taken by a digital camera on a stand. I was sent to wait at a spot until the administrator could check me into the testing room. She told me to come up to the desk. My right palm was scanned. She asked me if I wanted any earplugs and I said "yes." She handed me a notepad, a marker and the ear plugs. She let me know that there are video cameras recording each tester at all time which included sound. It started to feel really intense. We entered the room; I saw several people at their computer station. Each station was private with the sectionals between each one. The administer reminded me that I can't erase what I written on the notepad so I should raise my hand and she will come in with a new notepad. She left me alone.
I sat down and put in my earplugs. I needed silence so I won't get distracted by the other testers. (By the way, the test site is also for other tests including college entrance exams and SATs. So everyone there was not doing the same test.) I had nine minutes to read the testing directions. Next I started the exam. I had only 4 hours to do two essays--persuasive and personal narrative. In the beginning, there was directions about how to take the CBEST by computer. That time was part of my overall testing time. Urg!!! I had to waste my precious time to read the directions so I know how to navigate the test. Well, it took me just a few minutes for me to understand the process. The first essay was persuasive. The topic was easy for me to answer and support with evidence. I wrote in the notepad the outline and ideas of what to write for the essay. After I knew what I wanted to say, I started typing my essay and revised it soon after. It took me about a little over an hour for the first essay. I flagged the entry for later review. This portion of the written test I was fine.
The second essay was the personal narrative. In the past, I had trouble with the essay topic. I didn't have enough information to make a real essay as well as not enough time to really develop it. I failed this portion four times already. Today is my fifth try for the writing section. This time I feel confident that I will do better. I just need four more points for me to pass the writing section. I have been brushing up on my grammar. I even signed up for a creative writing course this Spring through Parks and Rec/SUN program. So far I attended two classes. Another thing, I also practiced the personal narrative essay the last two days. I will share with you another time. It's about my grandpa who I called Gong Gong. Returning back to the testing, I also brainstorm on the notepad. I was able to type up and revise the second essay in about 80 minutes. This one took longer. I also flagged this essay for review later.
I went back to the first essay. I scrutinize my essay as best as I could. I made some corrections. I looked at the time and realized that I had only 25 minutes left. I quickly hit "next." I had to let my first essay go. I know I tried my best. I spent the last 25 minutes correcting any mistakes that I caught with the second essay. I was freaking out when time was quickly ticking away. I really want to do well on this portion since I had failed four times already. With only 30 seconds to spare, I was done. I signed off of the program. I raised my hand to indicate that I am ready to go. The administrator came to get me. I handed her the notepad and pen. We went back to her desk. My right palm was re-scanned. She hit a button to have the sheet of paper reported that I completed the test. She told me to pick it up at the front desk. Before I was able to pick it up, both my palms was re-scanned as well as I signing my signature on the electronic pad. After that was done, I went to my locker and got my things. I left the key attached to the locker.
As I was leaving the building, it was raining. It has been raining all day with some short breaks. The Uwajimaya Japanese store was right next door. I headed over there to browse around quickly. I headed to the deli to order lunch. I brought one big bbq pork bao, a medium sized veggie bao, and a can of soy milk. I drove to work. Before I entered my work place, I ate my delicious lunch in my car while listening to the radio.
I really want to pass this test. Thanks to everyone who prayed or offered support the last few days. I should get my score at least 10 days from now. (Just let you know in my blogs, my grammar won't be perfect. I do revise them a couple times before they are published. I don't have time to make my blog entries perfect. I know they are clear enough for people to understand what I am trying to say.)
Wednesday, April 13, 2011
CBEST Writing Test is Tomorrow
As I mentioned previously, CBEST is a test on your reading, writing and math skills and it is used for entrance into an ed program. I'm so nervous. Tomorrow at 8 am, I am taking the computer-based testing on the writing section. I shouldn't be too nervous. I have been brushing up my grammar through the grammar books from the local library. Even I am practicing with an essay. I will share that another day.
I need only 37 points to pass the writing section. (Overall, the CBEST score to pass is 123. Currently I have 121.) The writing section consists of two essays. Writing scores are determined by scoring each of the two essays holistically according to the criteria described in the CBEST Writing Score Scale; the essays are scored based on six standards:
1. Rhetorical Force: The clarity with which the central idea or point of view is stated and maintained; the coherence of the discussion and the quality of the writer's reasoning.
2. Organization: the clarity of the writing and the logical sequence of the writer's ideas.
3. Support and Development: the relevance, depth, and specificity of supporting information.
4. Usage: the extent to which the writing shows care and precision in word choice.
5. Structure and Conventions: the extent to which the writing is free of errors in syntax, paragraph structure, sentence structure, and mechanics (e.g., spelling, punctuating, and capitalization).
6. Appropriateness: the extent to which the writer addresses the topic and uses language and style appropriate to the given audience and purpose.
Each section is the rating scale from 1 to 4. Each essay is evaluated independently by at least two readers using the four-point score scale; the total essay score is derived by combining the two individual scores. To obtain the Writing section score, scores for both essays are summed and converted to the score scale of 20 to 80.
Every time I did the writing section, I passed one essay but not the other. It is hard to write two good essays in four hours. Since this time, I'm doing the essays by typing; it will be better since I type faster than I handwrite. Currently, my writing section score is 33 points. I just need 4 more points to pass the minimum of passing the writing section.
Pray for me that I do not cave under the pressure and let my natural voice through clearly on the essays. Please pray for me this Thursday morning. Thank you.
I need only 37 points to pass the writing section. (Overall, the CBEST score to pass is 123. Currently I have 121.) The writing section consists of two essays. Writing scores are determined by scoring each of the two essays holistically according to the criteria described in the CBEST Writing Score Scale; the essays are scored based on six standards:
1. Rhetorical Force: The clarity with which the central idea or point of view is stated and maintained; the coherence of the discussion and the quality of the writer's reasoning.
2. Organization: the clarity of the writing and the logical sequence of the writer's ideas.
3. Support and Development: the relevance, depth, and specificity of supporting information.
4. Usage: the extent to which the writing shows care and precision in word choice.
5. Structure and Conventions: the extent to which the writing is free of errors in syntax, paragraph structure, sentence structure, and mechanics (e.g., spelling, punctuating, and capitalization).
6. Appropriateness: the extent to which the writer addresses the topic and uses language and style appropriate to the given audience and purpose.
Each section is the rating scale from 1 to 4. Each essay is evaluated independently by at least two readers using the four-point score scale; the total essay score is derived by combining the two individual scores. To obtain the Writing section score, scores for both essays are summed and converted to the score scale of 20 to 80.
Every time I did the writing section, I passed one essay but not the other. It is hard to write two good essays in four hours. Since this time, I'm doing the essays by typing; it will be better since I type faster than I handwrite. Currently, my writing section score is 33 points. I just need 4 more points to pass the minimum of passing the writing section.
Pray for me that I do not cave under the pressure and let my natural voice through clearly on the essays. Please pray for me this Thursday morning. Thank you.
Monday, March 21, 2011
Interview at Marylhurst
This afternoon, I had an interview with the ed program at Marylhurst. I showed up 10 minutes earlier to prepare for the interview questions. The front desk gave me a list of questions. I sat there, reading the questions and trying to answer them.
When it was time for my interview, I was greeted by my two interviewers. One of them led to the conference room. I was feeling so nervous. We sat down. I tried my best to answer the questions. After our talk, they gave me feedback. One of them said, "I could see your passion. When you know what you are talking about, you get so focus. In the areas you are not sure, you stumbled. But I believe when you start learning and get into discussion with your own colleagues, you will refine and get better at conversing. You just need to work on your fluidity of your speech."
The other one said, "I could see you have the foundation on education. That is a good start. It's better than some candidates we get here in the ed program. You just need a chance to learn more and actually practice what you learned, you will get there."
Basically, I understood them of saying that I have potential in the teaching profession. The senior person there said that I need to get my CBEST writing section passed as well as getting my fingerprint results back, then they can really decide on me. Generally, I sense they might like me to be in the Masters of Arts in Teaching (M.A.T.) program.
On April 14th, I will be taking the CBEST writing section again. I just need a 37 points to pass the section. For now to then, I am brushing up on my grammar and practicing writing.
***To answer Brenda's questions, I could say the interview process for me was about an hour long. The questions was asking me about my education background, my work/volunteer experiences with students/children, how I view education and the teaching profession as well as my thoughts on social justice issues and if it's important in the education world. This is for other interested people for the MAT program at Marylhurst University, please show up a few minutes earlier to your interview. Those minutes will give you a chance to review the questions and prepare your answers. The interviewers are also MAT/M.Ed professors and they are real nice. They are excited to help you reach your dreams of becoming a licensed teacher.
Be yourself. Let your words and body language express your excitement in entering the teaching profession. If you love to teach and get excited when a student/child learns something new and can master that knowledge/skill, then go back to school to get your teaching license.***
When it was time for my interview, I was greeted by my two interviewers. One of them led to the conference room. I was feeling so nervous. We sat down. I tried my best to answer the questions. After our talk, they gave me feedback. One of them said, "I could see your passion. When you know what you are talking about, you get so focus. In the areas you are not sure, you stumbled. But I believe when you start learning and get into discussion with your own colleagues, you will refine and get better at conversing. You just need to work on your fluidity of your speech."
The other one said, "I could see you have the foundation on education. That is a good start. It's better than some candidates we get here in the ed program. You just need a chance to learn more and actually practice what you learned, you will get there."
Basically, I understood them of saying that I have potential in the teaching profession. The senior person there said that I need to get my CBEST writing section passed as well as getting my fingerprint results back, then they can really decide on me. Generally, I sense they might like me to be in the Masters of Arts in Teaching (M.A.T.) program.
On April 14th, I will be taking the CBEST writing section again. I just need a 37 points to pass the section. For now to then, I am brushing up on my grammar and practicing writing.
***To answer Brenda's questions, I could say the interview process for me was about an hour long. The questions was asking me about my education background, my work/volunteer experiences with students/children, how I view education and the teaching profession as well as my thoughts on social justice issues and if it's important in the education world. This is for other interested people for the MAT program at Marylhurst University, please show up a few minutes earlier to your interview. Those minutes will give you a chance to review the questions and prepare your answers. The interviewers are also MAT/M.Ed professors and they are real nice. They are excited to help you reach your dreams of becoming a licensed teacher.
Be yourself. Let your words and body language express your excitement in entering the teaching profession. If you love to teach and get excited when a student/child learns something new and can master that knowledge/skill, then go back to school to get your teaching license.***
Friday, March 4, 2011
General Steps to become a Teacher
As for any career, there are steps to complete for one to get licensed and be in that career. Each state of their own requirements for licensed teachers. Here in Oregon, we have TSPC (Teachers Standards & Practices Commision). TSPC are the ones who enforce requirements to get a teaching license or renewing one. They have standards for education programs in this state. The ed programs are the one who recommend people to get a license through TSPC. They require one to successfully complete an ed program that have full time student teaching (at least 10 weeks), two work sample portfolios, fingerprint and background check and passing on all tests.
To enter an ed program, each one is different for application. Though, all programs do need to comply with TSPC standards. Here are the tests I need to do:
1. CBEST: All student teacher candidates need to pass CBEST which covers one's general knowledge of basic reading, math and writing skills.
Link: www.cbest.nesinc.com (Though there are other similar tests of this nature that qualifies but CBEST is usually done in Oregon.)
2. ORELA Multiple Subjects Exam (Subtests I and II); it covers language arts, social science, arts, reading, instruction, mathematics, science, health and physical education.
As for me, I will get an authorization in early childhood/elementary education which means I can teach pre-K, K-5 schools, and K-8 elementary schools. This test covers my basic knowledge of various content areas for teaching students from K-8. (For teaching in middle and high schools, the candidates take different tests.)
Link: www.orela.nesinc.com
3. Finally, the last test is the Civil Rights Test. This is taken by all candidates either before entering or before graduating from the ed program. Each ed program requirement on that is different.
Here is the new ruling: Effective September 1, 2009, the TSPC requires the Protecting Student and Civil Rights in the Educational Environment test for licensure. (I need also pass this test to be part of the process of getting a teaching license in Oregon.)
Link: Also the same as the ORELA link mentioned previously.
To enter an ed program, each one is different for application. Though, all programs do need to comply with TSPC standards. Here are the tests I need to do:
1. CBEST: All student teacher candidates need to pass CBEST which covers one's general knowledge of basic reading, math and writing skills.
Link: www.cbest.nesinc.com (Though there are other similar tests of this nature that qualifies but CBEST is usually done in Oregon.)
2. ORELA Multiple Subjects Exam (Subtests I and II); it covers language arts, social science, arts, reading, instruction, mathematics, science, health and physical education.
As for me, I will get an authorization in early childhood/elementary education which means I can teach pre-K, K-5 schools, and K-8 elementary schools. This test covers my basic knowledge of various content areas for teaching students from K-8. (For teaching in middle and high schools, the candidates take different tests.)
Link: www.orela.nesinc.com
3. Finally, the last test is the Civil Rights Test. This is taken by all candidates either before entering or before graduating from the ed program. Each ed program requirement on that is different.
Here is the new ruling: Effective September 1, 2009, the TSPC requires the Protecting Student and Civil Rights in the Educational Environment test for licensure. (I need also pass this test to be part of the process of getting a teaching license in Oregon.)
Link: Also the same as the ORELA link mentioned previously.
Thursday, February 24, 2011
PSU rejects me...Sent off Marylhurst application
Last week, I heard word that PSU rejected me. They could only accept 200 candidates this year. I know going to PSU is cheaper. But I do want to go into an ed program that has smaller cohorts (group) with supportive, individualized attention from the professors.
Yesterday, I mailed off my Marylhurst application. Here is the answer to that question for the essay:
What are the most important issues facing education/teachers and/or students?
The most important issue currently facing K-12 education in Oregon is budget cuts which impact many areas affecting schools, teachers and students. Based on Portland Public School district website, the PPS has approximately 47,000 students and 85 schools under their care. PPS has only 16% of the General Fund to cover operational expenses like maintaining safe, warm and sound school buildings. They made tough decisions in cutting cost. For example, PPS closed a dozen schools the last 10 years in which the surrounding schools have higher enrollment, and thus are able to better provide a full program. However, PPS district cannot efficiently support the 47,000 students, schools and staff when the state of Oregon keeps cutting the budget. Governor Kitzhaber proposed about $5.6 billion dollars for the 2011-13 which will be a shortfall of $34.8 million dollars. This means that PPS is affected by losing more than 400 teachers or 800 paraeducators/EAs or even more than a month of schooling. I am aware that many PPS buildings need upgrading, rebuilding and remodeling since they are at least 50 years old. There are even a few schools that need new buildings such as Jefferson High School and Marysville Elementary School. For example, one great need for Capitol Hill School is new water pipes. Currently, one wing of the school has issues with the restrooms where the toilet floods. In addition, the proposed cut will also reduce or eliminate many services and resources to students and families.
Another important issue facing PPS teachers are larger class sizes. As mentioned previously, PPS will lose more than 400 teachers, consequently creating larger class sizes. Research has shown that when there are too many students in elementary classrooms, some students will be left behind. The teachers won’t get as much time with individual students. For example, during my kindergarten year at Woodstock Elementary, I had 27 other classmates. As a result, I did not have the individualized attention of my teacher. On the positive side, we were lucky to have an amazing educational assistant whom I remembered as well as had a connection with her. However, many large sized elementary classrooms will get an educational assistant. The PPS website reported that when losing one teacher, there will be a loss of two paraeducators, or educational assistants.
Finally, the third most important issue facing minority students is the achievement gaps, especially the racial gap. The racial gap is the student achievement between Whites and People of Color. It has been argued that the economic status of students’ families affect how students perform. Furthermore, the University of California (1998) and the College Board did a study of average SAT scores which are divided with family income and race/ethnicity. It is true income can affect a student’s performance in school, but income does not “explain the racial achievement gap, which persists irrespective of income level” (Singleton & Linton, Courageous Conversations About Race). The study mentioned previously shows that at every income level, students of Color are outperformed by White students. I noticed that even the low-income White students still outperformed middle class Black and Hispanic students. With attention to the Black students, even at an income over $60,000, they still underperformed the White students who were at an income below $20,000.
In conclusion, I feel that budget cuts, large class size, and the racial gap are important issues facing education today.
All I have to concentrate on right now is to pass the CBEST writing section and apply to many scholarships that I can. Today I submitted in the "Best Facial 3" contest so please vote at http://www.brickfish.com/smoy. The grand scholarship prize is $4,000.
Yesterday, I mailed off my Marylhurst application. Here is the answer to that question for the essay:
What are the most important issues facing education/teachers and/or students?
The most important issue currently facing K-12 education in Oregon is budget cuts which impact many areas affecting schools, teachers and students. Based on Portland Public School district website, the PPS has approximately 47,000 students and 85 schools under their care. PPS has only 16% of the General Fund to cover operational expenses like maintaining safe, warm and sound school buildings. They made tough decisions in cutting cost. For example, PPS closed a dozen schools the last 10 years in which the surrounding schools have higher enrollment, and thus are able to better provide a full program. However, PPS district cannot efficiently support the 47,000 students, schools and staff when the state of Oregon keeps cutting the budget. Governor Kitzhaber proposed about $5.6 billion dollars for the 2011-13 which will be a shortfall of $34.8 million dollars. This means that PPS is affected by losing more than 400 teachers or 800 paraeducators/EAs or even more than a month of schooling. I am aware that many PPS buildings need upgrading, rebuilding and remodeling since they are at least 50 years old. There are even a few schools that need new buildings such as Jefferson High School and Marysville Elementary School. For example, one great need for Capitol Hill School is new water pipes. Currently, one wing of the school has issues with the restrooms where the toilet floods. In addition, the proposed cut will also reduce or eliminate many services and resources to students and families.
Another important issue facing PPS teachers are larger class sizes. As mentioned previously, PPS will lose more than 400 teachers, consequently creating larger class sizes. Research has shown that when there are too many students in elementary classrooms, some students will be left behind. The teachers won’t get as much time with individual students. For example, during my kindergarten year at Woodstock Elementary, I had 27 other classmates. As a result, I did not have the individualized attention of my teacher. On the positive side, we were lucky to have an amazing educational assistant whom I remembered as well as had a connection with her. However, many large sized elementary classrooms will get an educational assistant. The PPS website reported that when losing one teacher, there will be a loss of two paraeducators, or educational assistants.
Finally, the third most important issue facing minority students is the achievement gaps, especially the racial gap. The racial gap is the student achievement between Whites and People of Color. It has been argued that the economic status of students’ families affect how students perform. Furthermore, the University of California (1998) and the College Board did a study of average SAT scores which are divided with family income and race/ethnicity. It is true income can affect a student’s performance in school, but income does not “explain the racial achievement gap, which persists irrespective of income level” (Singleton & Linton, Courageous Conversations About Race). The study mentioned previously shows that at every income level, students of Color are outperformed by White students. I noticed that even the low-income White students still outperformed middle class Black and Hispanic students. With attention to the Black students, even at an income over $60,000, they still underperformed the White students who were at an income below $20,000.
In conclusion, I feel that budget cuts, large class size, and the racial gap are important issues facing education today.
All I have to concentrate on right now is to pass the CBEST writing section and apply to many scholarships that I can. Today I submitted in the "Best Facial 3" contest so please vote at http://www.brickfish.com/smoy. The grand scholarship prize is $4,000.
Tuesday, January 4, 2011
Interview at Concordia
Today I had an interview with two staff members from the college of ed at Concordia. I was so nervous. I got there a few minutes earlier than my appointed time, 10 am. I was lead to a seating area to wait. The interview only lasted about 25 minutes. I think I shared my beliefs and who I am as a teacher, the best of my abilities. They were nice. I should hear word from the admissions office in the Spring. Overall, I think I did okay in the interview. I think I showed my passion for teaching.
This month I'm hoping to work on my Marylhurst application and hoping to get it done and send it by the end of this month. Here is one of the questions to answer on the essay portion: What are the most important issues facing education/teachers and/or students? I think there is funding for both teachers/students as well as outside influences such as hunger and not a stable home life, etc for the students. This will take some time to think about and write up on. What do you think?
This month I'm hoping to work on my Marylhurst application and hoping to get it done and send it by the end of this month. Here is one of the questions to answer on the essay portion: What are the most important issues facing education/teachers and/or students? I think there is funding for both teachers/students as well as outside influences such as hunger and not a stable home life, etc for the students. This will take some time to think about and write up on. What do you think?
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