My final thoughts on advocacy

I think that the thing that has stuck with me the most, after taking this class, is that individuals can create waves of change. Before taking this class, I cared very little about politics and thought that voting or advocating fell upon deaf ears. Not having taken any political science class seriously since high school, this class has shifted my perspective towards politics. I very much enjoyed the hands-on and project based approach to the subject of advocating– I feel that it has had the most effect on my change of thought. I have signed up for a couple of petition and think tank websites. I am now trying to stay more involved in current news, outside of Humboldt County.

Apart of this shift of my perspective, I am feeling more comfortable and inspired to sign petitions, to write a letter and to join other organized advocacy groups. I am feeling more willing to have my voice be heard on social issues, than I ever have been before. With this new found comfort-ability and motivation to do so, I can now model and demonstrate these behaviors and thoughts to the classrooms and individuals in which I interact.

I think, with my new found admiration for advocacy organizations, I would like to be come more apart of the head start program. I am currently a substitute teacher for the state funded program, but now that I am aware that I can make a difference by just simply writing a letter, I would like to become a more active supporter. I am going to check out the events calendar and board within the classrooms that I assist, for opportunities to become involved. I think that children and families should be support as much as possible, since family systems construct  our social class systems and society. Without families, there wouldn’t be in place the social class division that we have. It seems that this division is based off of incomes that are brought in by households, or families. If our families are not properly supported, than our social class system can weaken and leave a large portion of the population struggling.

Test scores cause some concerns around the Nation

Nations ‘report card’ cause for hand-wringing — or optimism

It seems that the results of how the nation had dome with the first year with the new common core curriculum and it is causing some discussion. Throughout the article Nations ‘report card’ cause for hand-wringing — or optimism written by Louis Freedberg (2015) it is stated a multitude of times that there should be no cause for really concern, since this is just the first year that the new curriculum methodology has been inducted. “Terry Mazany, the chair of the National Assessment Governing Board, said that despite the dip in scores this year, scores are far higher than when the test was first administered in 1990. Mazany said the ‘big story’ of this year’s tests was the narrowing of the test-score gap between large urban school districts and the rest of the nation” (Freedberg. 2015). It is also stated, within the article, that the common core curriculum is designed to provide overlap and be cumulative between grades, therefore it will take time for effects to be displayed (Freedberg. 2015). It is also discussed, that test scores, important as they are, are not the only means of collecting information regarding successful academic achievement (Freedberg. 2015). President Obama had released a video early to the public, stating those exact points, “Tests should be just one source of information, used alongside classroom work, surveys and other factors to give us an all-around look at how our students and schools are doing”(Freedberg. 2015).

CD 479 Policy Article 1

Pearson, ETS, Houghton Mifflin, and McGraw-Hill Lobby Big and Profit Bigger from School Tests A CMD Reporters’ Guide written by Center for Media and Democracy’s Jonas Persson, published on March 30, 2015, states that large textbook and testing corporations have been lobbying in favor of “No Child Left Behind” as well as for the new “Common Core curriculum.” Since the act has passed, there has been an influx of testing, reffered to as “expaned testing” (Persson. 2015), the large book companies are profiting about $2 billion per year. Along with this, the CMD has reported, that the companies have been dodging signing or advocating for student privacy rights (Persson. 2015). “Pearson has a track record of lobbying against privacy protections for kids, using some of the big profits it is making off of Americans’ federal and state tax dollars from the expansion of testing” (Persson. 2015). Educational Testing Services, has been reported by CMD, that in 2014, the company lobbied for the “introduction of a statewide testing system in California and against a bill requiring test agencies to ‘immediately initiate an investigation’ after complaints on ‘inadequate’ testing conditions. It also lobbied against a bill designed to safeguard pupil data when Local Education Agencies (LEAs) sign contracts with 3rd party entities” (Persson. 2015). It seems that these large testing and textbook companies are lobbying extensively for the “expansion of the K-12 testing regime, while fighting tooth-and-nail against legislation designed to safeguard student privacy or protect kids from commercial data mining” (Persson. 2015)

Persson, J. (2015) Pearson, ETS, Houghton Mifflin, and McGraw-Hill Lobby Big and Profit Bigger from School Tests A CMD         Reporters’ Guide. Sourcewatch.org. Retreived from                                  http://www.sourcewatch.org/images/b/bc/Pearson_ETS_Houghton_Mifflin_and_McGraw-Hill_Lobby_Big_and_Profit_Bigger.pdfPearson, ETS, Houghton Mifflin, and McGraw-Hill Lobby Big and Profit Bigger from School Tests A CMD Reporters’ Guide

Anxiety regarding policy and advocacy

I have a few concerns regarding this class and becoming an advocate for social justice, that mostly stem from how little I actually know. I have never been a person that has been interested in politics. I’ve tend to steer away from political discussion, because people become so devoted to their political identities and ideals. However, because I have become more invested and interested in the rights of individuals, I think that this political class may strike a little bit deeper than previous courses. I am very interested in preserving and protecting the rights of all individuals, and this class will not only motivate me, but will coerce me, to stay informed and opinionated on current issues. I’v found a couple of petition signing websites that I would like to subscribe to, to aide me in keeping current. Although, in order to really immerse myself and become more of a participant, I will have to do more background and homework, before signing a petition that I may agree with at first glance.

I guess, ultimately, my biggest concern is getting started and staying motivated. I found this cute youtube video, that will hopefully be my future with these petition signing websites.

356 Reading Response 3

On March 4 in CD 356, there was a small group reading reflection discussion, in regards to Waldorf education and it’s curriculum practices. Around the circle each person talked about the article that they had read. One of the members of the small group discussed reading an article in regards to flaws within teacher practices and training. She said that the article had rather upset her and arose an interest. While looking for an article to read for this reading response, that article peaked my interested but instead I read an article about and titled Anthroposophy and the riddle of the soul written by Rudolf Stiener. hearing her frustration of the article, did raise interest and will be reading and gaining perspective on what exactly is going on with teacher training.

356 Reading Reflection Response 2

During discussion in small groups in CD 356, we discussed each article that was read in regards to Waldorf Education and it’s curriculum model. One of the group members discussed an article that took a neuroscience point of view look at the affects and benefits on Waldorf education. She stated that it was very scientific. The article pertaining to Waldorf education that was read by me, was an article titled RUDOLF STEINER’S PEDAGOGY OF IMAGINATION A PHENOMENOLOGICAL CASE STUDY By Thomas William Nielsen, PhD (2003). Nielsen discussed the importance of imaginative teaching within schools and that current curriculum models are detrimentally harming children’s imaginations.

Nielsen, T. W. (2003) Rudolf Steiner’s pedagogy of imagination: A phenomenological case study, The 1st International Conference on Imagination in Education, Vancouver, BC, Canada, 16-19 July. Available in conference proceedings: http://www.ierg.net/documents/proceedings/july2003/

356 Reading Reflection 1

After reading the research complied by the authors, Wanda Ribeiro and Juan Pablo de Jesus Pereira, of “seven ‘myths’ about the social participation of Waldorf grads” I was sold on Waldorf education. It seems to me that the student is in control of what they are learning and are able to discover and construct knowledge on their own. I feel that this is a rather authentic way of obtaining and retaining information.

The article and study discussed common concerns within the Brazilian community. One that I found interesting was that people were concerned about Waldorf graduates not feeling prepared to deal with professional competition within the job market. I found this interesting because I feel that is is more along personal lines. The research shown reflected this same idea among the graduates interviewed. Another myth I found to be intriguing was that Waldorf graduates are thought to not be able to obtain and maintain a job.

The authors gave a very simple and concise explanation of key concepts withing the Waldorf model. One of the concepts I thought was really cool was that the students are allowed to experience scientific phenomena prior to being introduced to the intellectual concepts. I feel that this may instill relevance and motivation to understand the phenomena experienced.

While in small group, in class we discussed our thoughts on the articles we each read. I believe that we all agreed that if we could go back in time and place ourselves in a Waldorf school as children. Coincidentally, several of the girls in our small group had read the same article. They talked about a study that was done to show Waldorf curriculum and brain development and the benefits. Ultimately, our group discussed the overall benefits that arise from a Waldorf based curriculum in terms of lifespan development.

Reference

Ribeiro, Wanda. Pereira, Juan Pablo de Jesus. (2007) Seven “myths” about the social participation of Waldorf graduates. ECSWE. Retrieved from http://www.ecswe.org/wren/documents/seven_myths.pdf

Guest Speaker Reflection: Claire Ajina

On October 21st, 2014 Claire Ajina walked into CD 211 and began talking about her profession of being a School Psychologist. Claire spoke of her job duties and what an everyday in her shoes entails. I thought her presentation to the class was intriguing and informative. Before Ajina came in, I knew very little about what a school psychologist did. After hearing her talk about her career and the passion that was conveyed, made me question my teaching emphasis opposed to an alternative route. She also mentioned mindfulness as being one of the activities she participates in with children who visit her. Ajina mentioned that mindful practice has been proven to help with symptoms of depression and anxiety. There are several method that can be used to promote what the practice instills– learning to focus in the present moment while offering to view emotions as temporary. Some methods are focusing on ones breathing or doing breathing exercises, guided meditation, eating and focusing on ones body.

As I get older, I find myself engaging in mindfulness when feeling overwhelmed or overly stimulated. Typically, when I catch myself partaking in the practice, I have removed myself from the situation and observe while concentrating on my breathing. I try to refrain from thinking as much as possible, when doing this consciously.

Guest Speaker Reflection: Beth Heavilin

On November 18th, 2014 a lady with a very long job title, named Beth Heavilin, came into my CD 211 class to talk about her very long job title. Her official title is an Advanced Interdisciplinary Infant-Family Early Childhood Mental Health Provider.I found her presentation of her job to be very interesting. I think that anybody working with families should understand how crucial and necessary it is to support relationships within family structures. I heard in a previous child development classes that children with secure attachments in their earliest years are more resilient later in life. Heavilin discussed many focuses of someone in her profession; to decrease  risk and stress within family relationships also identifying and intervening  in early relationships challenges and/or vulnerability that have potential to impact the development of the child. Heavilin stated that anybody that works with children and families can technically be considered a Transdiciplinary Infant-Family Early Childhood Mental Health Provider. I feel like that title might be cooler and more savvy sounding than a preschool teacher, so I’ll take it. Heavilin also stated that her 0-8 Collaboration offers training for promoting healthy and non-stress inducing relationships. I would love to be apart of this type of training, especially if I continue to work with young children and their families.

Guest Speaker Reflection: Arcelia Alvarez

On the date of October 7, 2014 a guest speaker by the name of Arcelia Alvarez facilitated lecture. She is a Special Education Educator with a Bachelors degree and a Special education Program certificate under her belt. She spoke about what her job entails and how she got to where she is today. I found that everything that she had to say was very fascinating. She spoke about inclusion programs that she worked and how she worked in a day classroom with a general education teacher. I thought this was very interesting and surprised to hear that there are programs like this. Alvarez touched slightly of the benefits of this Co-teaching inclusion method. I think that it is absolutely fascinating and would love to be exposed to this kind of methodology for inclusion.

I appreciated her explanation of IEPs and 504 Plans. Having already taken CD 366, I had already been exposed to IEPs but I had never heard of a 504 Plan. After hearing that the education plan is typically for general education students who have ADD or ADHD. I recalled a story my mom told me once about a parent-teacher meeting she attended for me back in early elementary school, where the teacher suggested that I be placed on medication and have one of these plans formulated. My mother choose to not take that route, and I’m glad that she didn’t.