The United States Secretary of Education Mr. Arne Duncan has been held in high regard since he was appointed in January, but that has recently changed, when he issued the long-awaited rules that states must follow in order to apply for a $4.3 billion discretionary fund, known as the Race to the Top Fund and the second round of federal financing under the $49 billion federal stimulus package, known as the state fiscal stabilization fund.

The rules for the Race to the Top Fund, rewards states that embrace reform and bypass those states that do not, are considered generally sound and have been greeted with enthusiasm. The emphasis for the reforming states is on charter schools, using standardized test scores in teacher evaluation and merit pay systems, and encouraging local districts to dismiss entire staffs of thousands of failing schools. 

Among the new rules is a scoring system to be used by independent reviewers hired by the department of education to judge states’ submissions. A perfect application would earn a state 500 points, with 125 points allotted for a perfectly coherent agenda for change; 70 points for adopting higher standards and higher quality tests; 47 points for developing computerized systems to track student academic progress; 138 points for recruiting quality teachers, evaluating their effectiveness, and using the evaluations in tenure and other key decisions; 50 points for turning around failing schools; 30 points for other miscellaneous categories of change; and 40 points for fostering the growth of charter schools.

Some school reform groups and some in Congress were disappointed mostly due to the part of the stabilization fund that was suppose to require states to end the practice of forcing unprepared and unqualified teachers into high poverty schools.

Congress wanted to discourage the use of inexperienced and unqualified teachers this time around when it passed the stimulus act. Education advocates expected the stabilization fund application to be specific and ambitious on the issue of teacher equity. As you can imagine they were disappointed to find the issue buried in euphemistic language that asks states whether the teacher corps is “highly qualified.”

The Educational Trust, a civil rights group, which deals with reform issues, accused Mr. Duncan of papering over a serious problem and wasting an opportunity to force “truth-telling about unfair teacher-assignment practices.”  The Education Trust has detailed their recommendations for meaningful reform to improve teacher quality and ensure equal access to the best teachers for low income students.  Their report entitled “Fighting for Quality and Equality, Too” calls for policy makers to follow 10 steps which they believe will ensure that fairness ensues.  It can be found at www.edtrust.org.

This group points to extensive research which shows that teacher quality and effectiveness are the most important in‑school variables influencing student achievement.  The strongest teachers should therefore be matched to the students who are farthest behind.  Instead, in almost every school district in every state, we assign our most vulnerable students to our least able teachers.  The vast resources being appropriated to education and the attention that this draws would have been a perfect opportunity to shed light on this long standing practice of unfair teacher assignments.  Instead, according to many education advocates and in our opinion as well, this opportunity was lost yet again.

Mr. Duncan has the opportunity to reform the issue of unqualified teachers in our public schools, we believed he did include many ways to weed out ineffective teachers through many rules in the application process.  Will these new rules and funding help or hurt our school system? That is the most important question, but at this point we believe an attempt to reform is better than no attempt at all, we need to keep working on fixing our school system that is obviously not effective for all students.

Although, we are very optimistic about this attempt at reform and excited to see all this monetary investment being made into our schools, the facts are inescapably clear, students in high poverty schools will continue to be poorly served until Congress forces the states to provide them with qualified and effective teachers.

New York Times Article:

http://www.nytimes.com/2009/11/13/opinion/13fri2.html?_r=1&scp=1&sq=highly%20qualified%20teacher%20dodge&st=cse

U.S. Department of Education Press Release:

http://www.ed.gov/news/pressreleases/2009/11/11122009.html

In case any of you missed our scintillating role play on 10/14 when we played the roles of various curriculum theorists to debate charter schools, here are the highlights. Meet the two “John Deweys” and “Franklin Bobbitt”. These photos were taken by Donna. Thanks, Donna!

Here's Donna in her role as John Dewey

Here's Sarah as Franklin Bobbitt

Here's Beth as John Dewey

And finally, our Curriculum Development class!

Recently an old practice has taken on a new form. Selling services and products have gone from being sold physically to being sold via the internet. This new technology has opened up new markets and ease of sales for everything imaginable, from music to furniture to term papers and now to lesson plans. Some teachers have a prolific ability to create lesson plans, and since they have been doing this for years know what works and what doesn’t. They are able to benefit from their talents now by offering their goods to the world via the internet. Just look up lesson plans on Craig’s List or Ebay and you will find a myriad of lessons to choose from. With just a click of a button you can have a new lesson plan for each class without putting in much effort.

     According to an article in the New York Times, many school districts and educators are fighting this latest phenomenon citing ownership of the plans by the school board. One teacher stated that taxpayers own lesson plans since they are a major funding source for public schools. Robert N. Lowry, deputy director of the New York State Council of School Superintendents, argues that if lesson plans are sold the district should share the proceeds. Others though contend that there are moral issues that need to be considered. What kind of example are teachers who buy and sell lesson plans setting for students? Why wouldn’t students download an essay for a good price?  Joseph McDonald, a professor at New York University, points out that “online selling cheapens what teachers do.” Building sites to freely share and exchange creative ideas and lesson plans some believe is adequate since this benefits the whole learning community.

     Teachers who sell their lessons counter that they are able to let the market dictate whether their product is any good and are able to subsidize their low incomes by offering what they have slaved to produce over the years. Teachers who sell their lessons say they do it to pay for extra classroom supplies needed. Others say they use the extra money to pay for personal needs such as bills, travel expenses, dinners or shopping. On a large scale most public school teachers feel they are underpaid. If they can sell their lessons online they can make up for the low wages that they earn. Other teachers want their lessons bought so they get the recognition that they deserve. They feel that if someone is buying their work then it has more value rather than it just being passed along, teacher to teacher.

   Teachers in need for new ideas find purchasing these lesson plans beneficial. They find comfort in knowing they are using lesson plans that have already been tested in the classroom. Proponents advise that as teachers, they are able to cull the best lesson plans from the market and then tweak them to fit their classroom style. “Why should I have to reinvent the wheel?” asks one teacher who shops online for her lessons. There are perfectly good products that exist on the web and teachers can focus on other things with the time they save in developing lesson plans from scratch. As new teachers enter this field it may make their job easier; however, their pockets may be feeling pretty empty.

References

Editorial comments: Doea a Teacher Own the Lesson Plan? Retrieved from: http://www.nytimes.com/2009/11/23/opinion/l23lesson.html

Graphic Retrieved from: http://graphicshunt.com/search/2/teachers+day.htm

Hu, Winnie (2009) Selling Lessons Online Raises Cash and Questions. Retrieved from: http://www.nytimes.com/2009/11/15/education/15plans.html?_r=1&adxnnl=1&ref=education&adxnnlx=1259068587-xpypVWw2RA3M9npoESpsGg

Now more than ever students are being evaluated by state regulations and regents scores.  Recently state officials are turning the tables, putting teachers to the test.  Certain officials in New York State have proposed to mandate new assessments to evaluate teachers beginning in 2013.  These evaluations and assessments include: an initial assessment performed during student teaching (i.e. video clips of prospective teachers working with students),  and a second assessment in order to obtain permanent certification, in which teachers after two years teaching will be evaluated based on the performance of their students.  In creating this lengthy certification process, New York State’s Education Commissioner feels that the state wants to emphasize that the work the students do is directly a result of the impact and success of the teacher.   With this said, specialty teachers (i.e. those in math and science areas) are eligible to receive cash bonuses if they are willing to teach in low-performing schools in the future.

Although the details of these new assessments have not been entirely concluded many new teachers are concerned that this will imply the focus will be placed on their ability in the classroom as opposed to the results of their certification exams.  While this isn’t necessarily a bad thing, seeing as our job is to be an effective presence in the classroom, it places greater pressure on our role as an educator.  There are both pros and cons to this suggested method of evaluating teachers.  For starters, we feel this evaluation method will benefit teachers by providing new teachers with feedback.  This will reinforce what they are doing correctly while simultaneously providing them with areas they should improve in.   In addition, further down the road when their second evaluation approaches after two years, the teachers may be more motivated and continue teaching to the best of their ability.  This process will also aid in setting apart those teachers who are doing the minimum amount of work to get by as a teacher, from those who truly want to be there to make a difference in their student’s lives.

We believe there are several pitfalls in this proposed evaluation system.  One of which is that many teachers go above and beyond their normal classroom duties (i.e. working outside the classroom, tutoring, providing home care services, proctoring, etc.).  This is something that would not be addressed in the evaluations.  In contrast with this idea, David Steiner, New York State’s new education commissioner says “in certifying new teachers, the state wants to put the emphasis on the work you do in the classroom.”  This shows lack of continuity in the system of evaluating teachers as a whole package.  In addition to the lack of continuity, this system is vague in providing expectations for the teacher.  As far as the number of assessments/evaluations proposed, we feel that it puts an added pressure on new teachers who have just begun their experience in the classroom.  In particular, this evaluation will face teachers lacking experience in classroom management skills, time management skills and various teaching skills including lesson planning with a disadvantage.  As we have learned as education students, it takes years and a lot of money (i.e. certification exams, coursework leading to Bachelor and Master’s degrees) to become proficient in these skills.  Lastly, it is difficult to be evaluated on test scores of your students in certain low performing districts regardless of your teaching ability.  Many of these schools show recurring significantly poor test scores.  It can be difficult to improve these scores regardless of your skills especially just two years in as a teacher.  There are many viewpoints on this issue. For example, Ben Ciuffo from the Jericho School District says, “he would welcome such assessments because it’s the teacher who makes the difference, regardless of the kids’ background.”

Will this make us better educators? When should the emphasis on our teaching abilities become suitable in assessing us as educators? How soon is too soon?  As the basis for State Officials, it is important for the pros and cons of this issue to be assessed.

References:

Hildebrand, John.  New Ways to Evaluate Teachers.

Newsday. November 16^th, 2009 . Page A2.

Related Source:

Stony Brook Teachers Opinion on Evaluation

By Meredith Frey, Carole Gilfedder, Bryan Knipfing, and Lisa Rankin

Why do people have a need or desire to act superior to others?  This desire is usually driven by a subconscious need to make ourselves feel more important and generally displays weakness in our own character.  It has found its way into our families, school yards, and even places of work.  There are many definitions that can be used for this unpleasant and unwarranted behavior but the one that best suits the purpose of this article is: “the intimidation of a weaker person: the process of intimidating or mistreating someone weaker or in a more vulnerable situation”.  Bullying has been a long standing “tradition” in society but it has spiraled into more danger than we once believed. Recent bullying statistics show that half of all traditional bullying incidents go unreported. Statistics regarding cyberbullying indicate even less of these type are reported. Traditionally, a schoolyard bully is the child who is the biggest, strongest, and stereotypically the meanest.  The ability to intimidate others out of toys, friends, and of course lunch money belonged to the ill mannered boy or girl that could most easily intimidate the other children.  A cyberbully on the other hand can remain nameless through technology.  This means that the general character of the intimidator no longer needs to be the biggest or the meanest because behind a screen name or a blog no one can truly depict who the initiator is.  This makes cyberbullying more of a threat because more students can participate without the fear of retaliation.

Today, more than any other school safety problem, bullying affects students’ sense of security.  Once thought of as a relatively harmless behavior that helps to build young people’s character, bullying is now known to have long-lasting harmful effects, for both the victim and the bully.  In a study of 210 college students, University of Florida researchers discovered a link between what psychologists call relational victimization in adolescence and depression and anxiety in early adulthood.  Being victimized by someone you know can lead a child to suffer from angst and apprehension throughout their life.

Cyberbullying is said to be far worse than traditional bullying mainly because of the speed and reach of today’s technology. In the past, bullying was done through aggressive behavior, such as hitting, spitting, kicking, and physically harming the victim. Verbal abuse like name calling, teasing, sarcastic remarks, and ridiculing was a common method of bullying. Both were generally repeated quite often and without the victim doing anything to provoke the offender.

Many kids utilize instant messaging and email as a means of harassment when they “ping” enemies with profanities and violent threats using fake screen names. Social networking sites, such as Facebook, MySpace, Twitter, etc., creates a means for posting embarrassing photos, comments, and hosting mean spirited online polls. Experts believe that they will soon overtake chat rooms as the top source of cyberbullying problems worldwide.  A common act of cyberbullying can be altering photos of a victim in a detrimental way, which is easily accomplished with photo editing software available to everyone. Often cell phones cameras are used to take risqué photos unbeknownst to the victim. These photos are then posted online available for the world to view. Blogs, created anonymously, often encourage others to posts intimidations and threats with little accountability on the bully. Recent bullying statistics show that half of all traditional bullying incidents go unreported. Statistics regarding cyberbullying indicate even less of these type are reported.

There are some disturbing statistics about cyberbullying that demonstrate how widespread this trend is becoming. Unfortunately, no place is safe from cyberbullying, however, there are some areas where it is worse than others. School bullying statistics and cyberbullying statistics in 2007 say that the five worst states to be bullied in grades K thru 12 were, in ascending order, Washington, Pennsylvania, Illinois, New York, and California.

Cyberbullying is an issue that affects many students and a topic that all teachers must directly confront.  Primarily, it is important for teachers to understand the profile of the bully and victim. Bullies have a high level of perceived respect from adults and peers alike and “tend to be at the top of the school social hierarchy.” On the other hand, victims of bullying, regardless of whether it occurs in school or on the Internet, are more likely to have social anxiety and distress.

Knowing this, teachers must become aware of the bullying that takes place between students, regardless of the fact that some of it may take place outside of school.  Even bullying that takes place over the Internet still has an impact on the classroom environment and students’ learning.  First, it is essential for teachers to do their best to prevent cyberbullying. Teachers must create an atmosphere of mutual respect, where all students’ characteristics and dignity are honored and valued.  Also, teachers must face the issue of bullying head-on and allow for discussions regarding the negative effects of bullying.  Finally, it may be helpful for all educators to create a school-wide character education and peer-mediation program where values such as cooperation and tolerance are strengthened.

Lessons plans can be developed to allow students to identify different types of bullying and to engage in role playing situations in which bullying may occur and how to avoid or confront cyber bullying.  Also, according to www.how-to-stop-bullying.com, lesson plans should be developed to help students build social skills, such as expressing how they feel in certain situations and how to compromise with other people.

As an educator, how do YOU combat such harassment among your students in this technological society?

References:

http://www.cops.usdoj.gov/pdf/e12011405.pdf

http://www.Cyberbullyalert.com

http://encarta.msn.com/encnet/features/dictionary/DictionaryResults.aspx?refid=5http://www.cyberbullyalert.com/blog/2008/08/top-5-technologies-used-to-cyberbully/

http://www.education.com/special-edition/bullying/cyberbullying/

http://www.how-to-stop-bullying.com/61563440

http:// www.Sciencedaily.com

Juvonen, Jaana & Gross, Elisheva F.  (2008).  Extending the School Grounds?-Bullying Expereinces in Cyberspace [Electronic Version].  The Journal of School Health, 78(9), 496-505.

Langdon, Susan W. & Prebele, William. (2008).  The Relationship between Levels of Perceived Respect and Bullying in 5^th through 12^th Graders [Electronic Version].  Adolescence, 43(1), 485-503.

As populations become more ethnically diverse, so do our public school systems. This reality generates a lot of challenges for our schools. Schools are faced with getting all of their students to pass standardized tests.  Statistically, schools in low socio-economic areas score lower than higher income areas. Ethnically diverse communities in low income areas are challenged even greater. There is a consensus amongst some that the communities should merge.

According to an article in USA Today, there are programs in the United States that strive to make schools more ethnically diverse. Their methods are very controversial. Traditionally, students go to school based on where they reside. This initiative strategically manipulates the demographics of schools. In an effort to make districts more evenly (ethnically diverse), they are sending students to the schools that need that particular demographic.  This issue is now before the Supreme Court, as some believe it may restrict constitutional freedoms. 

This particular issue of manipulating the demographics is a form of reverse segregation.  This creates a multitude of issues. One might consider, if Brown v. Board of Education ruled that segregation is unconstitutional, then why would it in reverse be anymore so?  The need for diverse population in schools is explicable.  As society continues to become increasingly diverse, then schools should arguably mirror that reality.  Students learn how to co-exist peacefully in a diverse community.  It sets them up for success in life outside the classroom. It is additionally beneficial to expose children at an early age to diverse populations. The benefits appear to outweigh the potential risks, however it is a very controversial topic.

In terms of education, it presents challenges to the students, as well as teachers. Teaching diverse populations are more challenging since there is a necessity to accommodate the students’ culture.  In Dewey’s article, My Pedagogic Creed, he writes about the importance of school as an extension of the student’s social environment.  A student, he believed, only truly learns when the information is made socially relevant. This is a difficult task to achieve in an ethnically, and socio-economically diverse population.

In an article, Diversity and Complexity in the Classroom, it states that since the 1960’s, (the rise of the civil rights movement) colleges have been struggling to find a way to educate students from different groups/cultures. The demographics in classes have become more diverse. The article also states that students of different cultural backgrounds such as African Americans, Latinos, Asians, and immigrants feel unwelcome in colleges. These students feel that there needs to be a social change against discrimination, as well as respect and appreciation for their ideas and thoughts in the classroom. Just like colleges, high schools and elementary schools deals with the same issues. This article includes strategies in handling diverse classrooms for educators. Some helpful tips include but are not limited to:

• Become more informed about the history and culture of groups other than your own.
• Treat each student as an individual, and respect each student for whom he/she is.
• Do not try to protect and group of students.
• Acknowledge all students good work.
• Monitor your own behavior in responding to students.
• Make it clear that you value all opinions.
• Provide opportunities for all students to get to know each other.

As we read some of the helpful tips, it should encourage us to educate every student the same with understanding who they are and the backgrounds they come from. As prospective educators, we will be challenged with much diversity  in  schools and even more challenging in our classrooms. No matter what age, race, gender, culture or ethnic background a student is, they all want to learn and can learn as long as they are respected as an individual.

Sources:

Biskupic, Joan. (2006, November 14). Justices to weigh school diversity. Retrieved November 5, 2009, from  USA Today: http://usatoday.com/news/washington/judicial/2006-11-14-deseg_x.htm

Davis, Barbara Gross. (1999). Diversity and Complexity in the Classroom.  Tools of Teaching, Retrieved November 5, 2009 from, http://honolulu.hawaii.edu/intranet/committees/facdevcom/guidebk/teachtip/divers/htm

Dewey, John.(1929). My Pedagogic Creed. Journal of the National Education Association, 18(9), 291-295

Video Games for Enrichment

By: Melissa Pfeffer , and  Meredith Prisco

Video games and gaming systems have become a part of almost every child’s life. There are countless games that are designed to target children of all ages, and intellectual levels. The designers of most of the games center there programs around either education or entertainment.  Typically the games that are the most popular are the ones that were designed for entertainment purposes.

In recent years game designers have taken into consideration how much time is being spent playing video games, “Among all kid gamers, approximately half are light users (5 hours per week or less) and the other half are medium, heavy or super users (6 to 16 or more hours per week)” www.consumeraffairs.com. With this in mind the games that are being designed now are starting to focus more on getting the children active or educating them in some way.  The goal in games centered on education, is to help the child develop their problem solving skills, and the use critical of thinking. www.nytimes.com.   Leapster, Leap frog, and Vsmile are popular handheld educational gaming systems for children that are similar to Gameboy.  Being that they are handheld they can use them in a variety of different places, whereas before, those games could only be played at home. There are also educational games you can play on the internet and gaming systems that connect to the internet while you play, allowing you to play with others on the system. “The difference in many today’s educational games is that they are online and social, allowing children to interact and collaborate to achieve common goals” www.nytimes.com.

In addition to video games being used to teach children problem solving skills, critical thinking, and improving their abilities to work together, researchers are now using it to help children with Attention-Deficit Hyperactivity Disorder or Attention-Deficit Disorder (ADHD, ADD).  “The objective of the ADD/ADHD game is to help control the child’s brain-wave activity, which some researchers think works too fast or too slow in the brains of individuals with ADD ADHD.” www.child-development-guide.com

With the inclusion of more computer based work in the everyday curriculum, teachers are beginning to use video games as a learning tool.  The theory behind this is that video games supply tools that otherwise be lacking in everyday school curriculum.  A UK study showed that specific games such as The Sims, and Rollercoaster Tycoon, where players create societies or build theme parks; help to develop children’s strategic thinking, and planning.  According to the director of Teem Professor Angela McFarlane said “there was much to learn from the games industry in terms of developing scenarios that really challenged and engaged children rather than reproducing textbooks on screen.” www.news.bbc.co.uk

Citation

www.news.bbc.co.uk

www.child-development-guide.com

www.consumeraffairs.com.

www.nytimes.com.

By: Heather Bloom, Justin Lomagistro, Petrina Vicchio

School systems around the world carefully select subjects to mandate in their schools. However, how do we determine what is beneficial and what is not? We can argue that the core subjects, Math, Science, Social Studies, English and Physical Education are essential for developmental growth. What about recess? Sure, you may not consider this to be a subject but according to Pellegrini and Smith, recess is a necessary “break period.” Just like other periods in the day, recess is an essential time block to aid in developmental well-being in a child’s growth.

In 1989, school districts had at least one recess period during the day. Since 1989, many schools have abolished recess. Recess was viewed as safety risks, liability concerns, and fears that recess will disrupt work patterns. Teachers as well as teachers feel an increased pressure to complete more work and raise state test scores all within a limited amount of time. Recess is viewed as impeding on valuable instructional time.

Recess impacts 3 major aspects in a child’s growth, these are, learning, social development, and the child’s health.

Since the most obvious characteristic of recess is that it acts as a much needed break in the child’s demanding schedule, it is no wonder why it aids in a child’s attention span in class. People of all ages require a break. Breaks are essential for alertness. This was proven true by the experimental research on memory and attention (Toppino, Kasserman, & Mrack, 1991). They found that recall is improved when learning is spaced rather than presented all at once. Another experimental study found a parallel between fourth grade students being more on task on the days they had recess. The findings clearly portray the benefits of breaks for both attention and classroom management.

In addition to aiding in the learning process, recess also allows for social development. Social development is critical. In a seven hour day of high demands to sit quietly, pay attention, listen to the teacher, and do class work; the child needs an outlet. Recess allows for this outlet to socialize with peers and grow as a member of society. Much of what children do during recess, including the sharing of stories, making choices, and developing rules for play are all building blocks for later, more developed skills in life.

Recess is one of the few times in the school day when children can interact freely with peers. This is a valuable time where children’s’ behaviors are guided by their innate tendencies. Children bully and fight as well as demonstrate leadership and pro-social behaviors.

Lastly, and possibly the most obvious benefit of recess is the physical health for the children. Obesity in the U.S is on a rise and poses serious health threats for children. So you may be wondering, how active are children during recess? Studies show that children engage in physical activity 59% of the time and vigorous physical activity occurring 21% of the time. These percentages show slightly more vigorous activity than occurred during physical education.

Can Physical Education be substituted for recess? The National Association for sport and Physical Education say, “NO.”  What do you think?

References:

http://www.ericdigests.org/2003-2/recess.html

By: Kristin O’Brien, Jeffrey Rosbash and Kathryn FitzPatrick

For years, the debate about Sex Education has been one motivated by religious and moral beliefs. In today’s society children need to know and understand sex; the risks and the consequences of what can happen to them as result of sex. According to the Heath Guide in the New York Times, “younger adolescents (12-14 years) are more likely to have unplanned sexual intercourse and more likely to be coerced into sex.” This implies a lack of education and a complete ignorance on behalf of educators. According to the Center for Disease Control and Prevention, in 2006, there were 435,427 births to mothers ages 15-19 years. “Hispanic and non-Hispanic black teen pregnancy rates are three times higher than white teen pregnancy.” And there are 1.1 million Americans living with HIV. The problem is most teens do not want to ask the embarrassing questions about sex and adults tend to avoid the topic altogether, even denigrate teens for wanting to know such information, so technology has stepped in to help eliminate all the embarrassing, face blushing, moments they may have during health class, to answer some of these questions.

In a recent New York Times article, “When the Cell phone Teaches Sex Education”, Jan Hoffman reviews a North Carolina program, called the Birds and the Bees text line, that allows teens to text questions they have about sex.  They text whatever questions they may have which can range to any of the following, “Why don’t guys like short girls” to “what happens if I swallow a piece of the condom?” Within 24 hours they receive a non-judgmental response to these questions by a trained profession with graduate degree in social work or public health. This program does not advocate abortions and when in times of serious need refers teens directly to a doctor or emergency line. One professional actually confesses that she “doesn’t want them to feel connected…I want them to find someone real to talk to.” It is not the program’s goal to educate adolescents but to be a resource they can rely on when they feel no one else will listen. One possibly pregnant teen reported she talked to her sex-education teacher about her situation and the teacher made her feel ashamed. Who are children to look to if parents refuse to discuss sex with their teens and educators fear the backlash? It is obviously up to a family when to and how to discuss sexual education but we need to be aware of the growing need to introduce it earlier than we may want to. We must understand that not every child has an understanding support system at home; sexual education in school may be the only education they will ever get.

As educators keeping up with technology and students needs, what should we be doing in order to help our students? According to ABC News President Obama is replacing abstinence-only education with teenage pregnancy prevention programs that have been proven effective through rigorous evaluation. These programs are effective and based on science. According to a recent study in the journal of Pediatrics, teens who took pledges to remain abstinent are actually no less likely to engage in premarital sex but much less likely to use contraception! Obama believes that we should start sex education in kindergarten and make it age appropriate. It should be medically accurate and also be used to teach children about inappropriate touching which, we think anyone can agree, is an important topic young children should be aware of to avoid abuse.

This Birds and Bees program from North Carolina is just an updated version of what teenagers have been writing to teen magazines about for years. It is an effort to help children get through strange phases in their lives, when other outlets have proven unsuccessful. Sexual Education is an uncomfortable topic for everyone but it should not be. Everyone needs to know the facts eventually, but we need to make sure it does not come too late! This program gives students a way to have their questions answered without anyone judging them and it also gives them many useful resources as well.

Works Cited:

http://www.nytimes.com/2009/05/03/fashion/03sexed.html?_r=1

http://blogs.abcnews.com/politicalradar/2007/07/sex-ed-for-kind.html

http://blogs.abcnews.com/politicalpunch/2009/05/president-oba-3.html

http://www.cdc.gov/Features/dsTeenPregnancy/

http://www.cdc.gov/hiv/

By: Grace Thornton, Jean Marie Kempster, and Emily Sternfeld

When watching children play with blocks, many adults wonder what is going on in the child’s head, and if actual learning is taking place. In the Education Digest article, “The Powerful Effect of Play in a Child’s Education,” by Miquela Rivera, the author discusses how children playing simple games are actually very important to a child’s development and learning.  Rivera also addresses the issue that there are many cultural differences between how students play, especially when there is parental involvement.

As a parent or educator, it is important to allow children to engage in play on a regular basis, so that they can practice their intellectual, social, and physical skills.  It gives a child the chance to discover information on their own. Play challenges a child to think creatively, while at the same time, allowing them to have fun while learning.  Play is work for a child.  By playing, children develop emotionally, socially, physically, intelligently and linguistically.  Play can develop physical coordination or strategic thinking. Children need to use their senses to learn and develop their skills to grow properly.

According to an article from Parents Magazine,  “Place your newborn in his crib and he’ll be fascinated by the motion and colors of the mobile dangling above him. He can’t reach out and grab the mobile (yet), but he can use his senses to study it. Sound, sight, taste, touch, and smell will be the tools he uses to figure out the world.” (www.Parents.com)

Play can also be used as a therapeutic tool for hesitant or depressed children. During play, a child can learn how the world works and how to solve conflicts. There are numerous games that children can play together, teaching them how to take turns, how to treat others the right way, and other basic social skills that they might not learn through regular classroom instruction.  A skilled teacher can use games and activities to make learning fun.  Dry topics can be viewed upon with humor and creativity.  There are no down sides to play in education.  Teachers should keep this thought in mind when designing their curriculum.

The author describes that there are cultural differences between how parents and students play and what they actually consider “playing.” Caucasian parents are more likely to play games with their children. Hispanic adults feel that playing is something that children do when they are too young to work; and bond with their children by doing chores with them.

What can be done to educate parents to the value of play?  All parents need to be educated on how important it is to interact with an infant by playing with them, talking to them and even reading to them.  Their brains are already developing at a rapid rate.  The Child- Development guide suggests and points out that, “Play helps children learn about the world in which they live. They can investigate and discover, test their theories, spatial relationships, explore cause and effect, societal roles and family values” (www.child-development.guide.com).

There are also gender differences when it comes to play. Fathers and males tend to play with their children in a more physical way. They play contact sports, and hands on activities. Mothers or female figures tend to do more household chores, games, and creative projects with children. This could be due to our culture and traditions that we have in the United States.

Today, technology is beginning to take over this bond between parents and children.  Most play time is being fully consumed with video games, computers, and television. Researchers state that this does not allow children to think creatively.  Children can suffer from too much of this type of play time. There is no physical activity involved. Violence in video games is also a downfall of this type of play.
Play is important but doesn’t require expensive toys or equipment.  Imaginative play or borrowing books from the library are some inexpensive ways to encourage and imaginative environment.  Play must not be ignored, and should be happening on a continuous basis all throughout a child’s younger years and even into adult years.

Work Cited:

www.child-development.guide.com

www.parents.com

Rivera, M. (2009).  “The Powerful Effect of Play in a Child’s Education.”
Education Digest, 75, no. 2, 50 – 52.