I really enjoyed last week's PowerPoint presentations. Any time I can have future teachers collaborating is a good week for me ;-)
This week: you should be working on getting your awesome, thoughtful, inspiring wiki entries on the class wiki. Remember that we are looking for novel ideas only . . . and please don't use any links from the del.icio.us assignment. Our new assignment will be the beginning of our TaskStream narratives. If time permits, I will also introduce the Copyright collaborative assignment. I am purposefully deviating from the syllabus to be able to give everyone Halloween off to spend with family and/or friends.
Journal #6: I am going to give everyone a journal-free week. I hope that you will all receive your first issue of L&L by now. Don't forget the first set of journals (1-5) are due Oct 19.
This week's Question: I saw Jonathan Kozol speak last night. He said that he believed the most important changes that need to be made in our nation's education are to develop authentic pre-k programs and to decrease class size in k-12(for more than just the wealthy. . .to make these issues a priority in poor and urban districts). What would you say to the NCLB legislators? Do you agree with Kozol? Explain.
22 comments:
Children who attend pre-K programs are better prepared for Kindergarten. These programs should be regulated to meet higher standards. Some parents also do an excellent job of educating their children at home prior to Kindergarten. The problem arises with the children whose parents do nothing with their children prior to Kindergarten and think that their role is to be a parent and the school’s role is to educate the child. This differentiation and separation of roles can lead to escalating problems throughout the child’s life, with no educational support from the parents at home. These parents also consider that pre-K years are for play only and that the child has enough work to do when they start school. Therefore, I consider that the parents need to be educated first in the importance of a pre-K education program, whether it is at home or in an establishment.
When the class size is reduced, especially in early grades, there is a greater impact on student learning. However in order to reduce class size we need: more schools, more teachers and more money. The NCLB legislators are concerned with cost-cutting and trying to educate all children for as little money as possible.
Kozol's suggestions for changing NCLB laws are very valid. I don't think you'll find an educator on this planet that doesn't agree that smaller class sizes would be advantageous. I don't feel that only poor districts should do this, but ALL school districts. I've taught many classes with 34-38 students in them. It's hard to meet the needs of that many students, while also maintaing order and control. Especially when it's a class of 8th grade boys.
By developing quality pre-K programs, many issues can be addressed prior to Kindergarten. This would be especially advantageous to all ELL students. It would give them a jump-start on learning English, which would help to advance their placement once they start school.
I would refer the NCLB legislators to recent research that indicates that while reducing class sizes in the K-3 grade range is beneficial, it is not enough. Studies show that all gains achieved by reduced class size in primary grades are mitigated by the time students reach middle school due to large class sizes, reduced resources, and specialists. The sad truth is that, as a country, we do not dedicate enough money to the education of our citizenry. All grades need to have reduced class sizes; all children should have access to free, quality, state mandated pre-K education. This country can afford it..we just choose not to...and we are reaping what we sow. Like the old saying goes...If you think education is expensive...try ignorance.
All you have to do is look around...Alas, Rome did not fall overnight.
Pre-k programs should be brought up to par. They are important for the well-being of a child. There are many statistics that prove children who attend pre-k do much better through out all of school. Kindergarten is one of the most important years of school. All the basics are learned and used throughout the rest of school. In proper pre-k programs children can be better prepared for Kindergarten.
Class sizes should be smaller. It is so much easier to meet the needs of the students when there is fewer. Fewer students' means more one on one time with the teacher, resulting in better understanding and academic improvement.
I have worked primarily in Alternative schools at the high school level. Without exception all staff that have worked in this setting agree that the earlier the educational intervention the better. In other words more resourses should be headed toward the younger students with smaller class size and identifying problem areas at a young age. . It seems we wait until the situation is critical at the high school level and try and alter behaviors etc. When it would have been much easier to address the problem at the younger ages.
My opinion in regards to smaller class sizes are as follows You cannot fix the problems in education without addressing the costs. What I mean by that is smaller class size calls for more teachers which costs more money. It seems that we are not applying this to the upper grades (post 3rd), in California. As far as pre-K programs, I also agree with the fact that the more early school practice kids are exposed to the greater chances of success as they develp in their scholastic careers (with the help of active parents of course). Do not leave it up to the schools!!!
I definitely think schools should have no more than 20 students max in any class for any grade level. This is based on my own personal teaching experience teaching high school students at a fancy, super expensive boarding school in Arizona. I taught there for 2 years, and we had small classes during the school year, and huge classes in summer school. It was much easier to keep on track with the student's progress if it was a smaller class.
I believe that classes should be smaller. The more one on one a student can get the better.
My daughter went to pre-K and did well, and has done well in school. But I have friends who kept their children home until kindergarten, and they also did well. I believe good teachers and involved parents are what is best for the student.
I absolutely agree with Kozol. PreK programs are especially crucial for kids from lower income areas. As far as class size is concerned, it is a win-win situation. Not only does it benefit the teacher, who will have more time to spend one on one with each student (especially those who need extra help), but this greatly helps the student as well. Also, it enable classes to do learning activities that would basically be prohibitive in a large class.
What would I say to the NCLB legislators? Like anything in this world, you get what you pay for. If budgets are cut, we get poorer quality education--and as a result, poorly educated kids.
This is an uneducated opinion with no value beyond that. Agreeing with smaller class sizes is pretty easy but how does one begin to convince a legislator. I can't think of a way. I believe they look at numbers and unless there is reliable research that states a specific outcome can be attained by decreasing class sizes I don't see how I could convince one. School systems and districts are all so diverse that is seems impossible that any one solution would provide the global healing wanted by all.
Mandating preK is a complicated and intricate issue. I can’t envision any quick and easy solutions for the preK, K, gap. As it is now, the gap may be the result of the emphasis on preK education in recent years. Societal standards have been changing and maybe some can adapt and maybe others are left behind. Those who can afford it, (either monetarily or time commitments etc…); come to K much better prepared both socially and scholastically. I think that is an agreed upon statement. What about the less fortunate kids? Will they have a quality preK experience; one that helps to close the gap? I'm skeptical about that. I'm surprised the speaker didn’t place teacher education near the top of the list of necessary reforms. Teachers seem to need just as much consideration and support in any suggested reforms as the kids. How else can they deliver a quality educational experience? I’m assuming this is a dual problem and I am unsure about spending a disproportionate amount of energy on one of the elements. This would seem to be unbalanced
Yes, I agree with Jonathan Kozol regarding pre-k programs and smaller classes. Pre-school is so important for a childs development. They learn the basics which prepare them for kindergarten. Smaller classes allow teachers to provide individual attention and brings teachers and students closer together. I would tell the NCLB legislators to consider this route because it is beneficial for everyone.
I attended preschool, and I must say that it did help me out quite a bit. My first day of preschool was terrifying, and during the first week, I spent more time worrying about my surroundings and less time focusing on activities and social growth. On my first day of kindergarten, i was excited and looking forward to meeting new friends. I felt much more comfortable in my surroundings.
As far as the classroom size goes, I feel that it is much more beneficial to have reduced class sizes for maximum efficiency, especially in lower grade levels. Our classroom sizes during my elementary school days were 30 - 32 students, but I also remember having at least two teacher's aides for each classroom. Some schools, especially those in a low socioeconomic district, can't afford that luxury.
I would definitely recommend to the NLCB legislators, from experience, that reduced classroom sizes and pre-K programs are definitely beneficial.
Speaking only from my experience as a parent, I would definitely recommend both a quality preschool/preK program and class-size reduction to the NCLB.
Every time our district has taken away class-size reduction or refused to reinstate it, they claim that there aren't any statistics to back up it's benefits, but as a parent who has experienced kindergarten at both 20 and at 31; the difference is crystal clear. To reinforce this point, one of the schools in our district, which has been a failing school for the last four years, mandated a 20-1 ration in all classes K-5. Their scores improved significantly and the district is currently touting their success.
A quality preschool program is truly necessary to bring all children to an even starting point. My children's school has an ELL population of about 55% and the difference in the knowledge levels on the first day of kindergarten is astonishing. There is definitely not equity in the quality of the preschool programs or access to them.
I agree with Kozol probably 100%. I would have to make sure and see his full argument of his reasons. I do think that the number of students to a classroom is sometimes ridiculous to the point where the teacher cannot even teach just manage the students. If there were fewer students in the classroom the teacher would be able to assess the students better and help the progress. Pre-K programs are really hard to find, at least the good ones are. A lot of the programs are more known as a daycare then as a preparation for Kindergarten. I don't think that pre-k students should be doing lots of academic work though. Most of the reason for pre-k programs is for the child to get social interaction with other students and their teacher.
Both of my sons went to preschool and my youngest son attended a subsidized program called PEPP last year through Poway USD. This is a 2 year kindergarten program for those children who are born late in the year and are not yet 5 when they enter Kindergarten. It was a tough call for me, but I think it was a really good decision. Had I not had this option, I would have sent him because I didn't want to pay for another year of preschool and felt that if he had to repeat, he could repeat. After speaking with the teachers about the issue, they said that what happens is that often times parents put their child in K thinking this and then they don't have them repeat due to social pressures. They get passed through and they'll see the impact later on. He's doing great in a K/1 combo class now and confident in his abilities. This is a really popular program as last year I called the day after it opened and the spots were filled. There were parents who called a minute after midnight the day it opened! Luckily they opened up a couple more programs due to the high demand and I was able to get him in one at our neighborhood school. Upon explaining the program to people, I often hear them say that they wish there was a program like that for their children when they were in that siutation. This demonstrates to me the need for more programs like this.
As far as reducing class size, this obviously would be preferable, but it would be a difficult sell in this time of budget cuts. I think that it's important to keep the count at around 20 for the K through 3 classrooms.
Boy, this is a timely question. My oldest boy is now in a public first grade class, and is doing well, but is bored. I am the sight word volunteer for his class and spend about 3 hours every Fridya working with the children on 225 1st grade sight words. The desparity is high and should not be surprising. Many students are still working on Kindergarten words and are already struggling. My son, and a few other boys (yes, boys!) have completed the 1st and 2nd grade sight words and need more challenges. To top off the situation (not anyone's fault), his "real" teacher has been on maternity leave for the entire year, and we are now on long-term substitute #2.
I can also offer my opinion on the Pre-K question. My youngest boy, 4.5 years, has just transferred schools because the old pre-K program emphasized an extreme play-based model. This model allows for no worksheets, formal writing, sight words or exercises similar to that they will see in K. His new school is more academic and sends home a small packet of HW each week.
In all, it is important for children to have a solid, basic-skills foundation. I question how successful our district currently is by offering half-day programs with over 30 children. I support small classes, and wish that it could extend beyond grade 3.
If Pre-K programs we formalized, I believe students would have a higher change of success.
Having been a student in both large classes and small classes, I intuitively feel that classes need to be smaller to address student’s needs. The majority of students are able to cope and thrive in most environments, but students will always have an area or two that need attention. By having smaller class sizes were teach children more efficiently and they learn more. But since the present environment is not a small class funded environment, maybe we need to reconsider our priorities? Do we need to learn to teach larger classes or does there need to be a revolution to prioritize funding? I prefer smaller classes and students that will be able to strive for tomorrow.
I would say that more funding definitely needs to go towards schools so we can afford to hire more teachers to reduce class size. So many class size issues are due to inadequate funding and schools cutting staff to try to save money. Education suffers when kids don't get enough attention because teachers are trying to cater to 30+ kids.
I agree with Kozol in creating an authentic preschool program that is available for all children regardless of their economic status. The benefits of having small class sizes are great, but the reality of it is that the funds are not there to support it. The priority should definitely be made to expand the funding in education to benefit the needs of the student
I think Kozal is onto something, but I think that he his not taking into account the financial implications for reducing class size. I think NCLB is trying to correct the lack of a quality education, by requiring all new teachers to have a bachelors degree to even attend classses for a credential. I think that ultimately taxpayers are going to be responsible for the costs and getting an increase in taxes across the country is a very difficult thing.
Class size is a huge piece of the puzzle. Students need contact with their teacher and this happens more often with smaller class size. In addition to this, teachers have an opportunity to build a relationship with each of their students.
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