Blog 3

1) "For lack of a better term, we refer to it simply as sham inquiry-that is, teaching practices that look like inquiry, sound like inquiry, but on closer inspection are revealed to be just as unhealthy to student learning as a steady, uniform diet of teacher telling. In its various guises, sham inquiry gives no one solace but the teacher, who, thinking she has refined her practice, continues to ignore, discount, or put aside the questions students ask in favor of those she believes are more valuable. (Canestrari & Marlowe pg 72)

Not that the reason why I chose this quote is a 'good reason', but I thought it was interesting that it seemed to put into writing the practices that I sometimes see in classrooms. I have unfortunately been in a classroom where students needs are simply ignored and not considered while instructions were given or even while students were working on certain tasks. Seeing teachers just turn their head the other way to some students, for me, explains why specific students have behavioral problems, are unmotivated to do their work, and disturb their other classmates for attention that they aren't getting from the classroom teacher. Wouldn't a "great teacher" who doesn't lose their character and sense of self when they enter their classroom, want to refine the strategies and methods they use to be able to give undivided attention to students they know need that extra help and direction? Sometimes I wonder if teachers are aware of their actions and are aware of the impacts it has on the students, or if they are not aware and conscious of the impacts as they are simply going day to day doing what they do because it's their routine and they don't like to modify/don't see the need to modify their ways.

2) "I mean, I'm going to teach junior high school."
"When you see your mother next, tell her she raised a moron. Christ! Are you going to be sorry!"
"In New York City, we don't have schools; we have pens for lost souls. Teaching is a scam, a welfare project for those who can't do anything else!". (Canestrari & Marlowe pgs. 10-11)

Reading this quote was very disturbing to me seeing as it completely bashes not only the teaching profession itself but also those who pursue careers in this field as well. I felt this quote almost tops the belief off that teachers simply aren't successful at what they do, no matter how much they time and effort they put in for their students, especially if standardized test scores are not at or perhaps even above proficiency level. I don't understand how people, and especially those who have no educational background or work in education, can have little to no respect for teachers who at some points know they are on the brinks of losing their job but that still doesn't even cause them to give up or fail their students! Given everything that teachers are faced with, from having to follow strict schedules to allot for enough test preparation time, to worrying about waking up the next day and still having their job(based on students test results), to struggling to fulfill other criteria and standards on top of test preparation, wouldn't one have a little bit of respect and praise for the teachers we have today? I know that some teachers teaching styles and beliefs may effect how they manage their classroom and what goes on inside, but even differences such as those shouldn't effect the students' ability to have the best eduaction possible with those who genuinely care about them and want them to succeed.

3) "Now, assessment is integral to learning. Good teachers give a wide variety of tests and assignments, make judgements about student work, and probe students' thinking when their answers miss the mark. Standardized tests can well be part of this constellation of assessment, but should not overwhelm it. It's important to remember how far removed standardized tests are from the cognitive give-and-take of the classroom. That's one reason why there is a debate among testing specialists as to whether a test score is really an accurate measure of learning. Yet the scores on standardized tests have become the gold standard for excellance. (Rose ch. 3 pg. 48)

This particular quote seemed to sum up most of my personal feelings on standardized tests and how they appear to be the only way students are assessed these days, regardless of any other special talents or abilities they may have. I completely agree with the fact that a variety of assessments should be given and that differentiation is key to being able to meet every students individual needs based on what/how much the teacher really knows about their students. To me, standardized tests should simply be ONE way of assessing students, but they shouldn't be the ONLY strategy and certainly shouldn't label schools, teachers, and students as failing or "at risk" if a particular score isn't met. I personally am not the greatest paper-pencil test taker and that has always been one of my weaknesses, so this is why I couldn't agree more with the question of whether or not A test score is an accurate measure of learning. These tests do not even cover a variety of topics or even subject areas, so how can they possibly be looked at as an overall definite answer to students certain abilities and level of knowledge they have? As a future teacher, I really feel that the importance of finding out levels of acheivement in specific areas of study will depend on the different ways students are assessed, both written and orally, seeing as I am not 100% again these tests, but in today's educational system these tests out-beat all other forms of assessments. Unfortunately, they are looked at as the one and only way of assessing and the standards are high for all students at all different levels, yet are expected to meet the same level of proficiency!

4) "Standards, in many places, have proven nebulous and low," he writes in a coming essay. "Accountability has turned to test-cramming and bean-counting, often limited to basic reading and math skills." ("Leading Scholar's U-Turn on School Reform Shakes up Debate" NY Times p. 2)

I chose this quote because I felt it went long with my ideas and feelings on the previously discussed quote above. I agree with the idea posed here especially because it is so specific and directly expresses that these tests ultimately only measure reading and math skills. These limitations are further proof that areas such as art and music have been completely disregarded and pretty much considered irrevelant or not important for kids development. Since schools are 'cramming' to study and prepare for these tests, time for art, music, and creativity are becoming more and more nonexistant and it is such an unfortunate sight especially for kids in elementary schools to have to lose these opportunities of enrichment through art and music, simply because it's not on the test. Schools seem to also "dumb down" their own standards simply to 'meet' state standards/national standards (NCLB). I think with all the drilling and main focus on these tests, students are really just losing motivation and their desire to do their absolute best because they are not being provided alternatives to learning that are beneficial and of interest to them.

5) Every classroom should have not merely a qualified teacher, but a great teacher. But for this to happen, we must move the definition of "qualified" back from quantity indicators and onto quality, by teaching teachers about efficacy and caring, about the ways one can empower and engage students, while allowing teachers to retain their "distinctive character". What matters at every turn is the teacher, and all the kids deserve great teachers. This need has never been so pressing." (Canestrari & Marlowe pg 117)

I liked this quote simply because it reemphasizes the importance of what kind of a classroom teacher kids deserve and how this can be mastered through teaching teachers to basically care, support, and engage students in learning on a daily basis. I really thought the last sentence of the quote was powerful because it a given fact that in today's schools there are so many teachers who look at their job as simply a job. This outlook distant's them from their students and forms a relatively big gap which doesn't allow for any form of relationship to be established nor does it build on trust and feelings of belongingness for the kids either, which is crucial for them to feel like they are cared for and have the supports they need to do well. I strongly disagree with the notion that a teacher of 25 years (quantity) has all the characteristics of a "great teacher" just because they have been in the profession for 25 years. At an individual level they may have created their beliefs on teaching and how they manage the students, but the amount of time a teacher teaches, to me, remains an unimportant fact that doesn't really accurately measure just how well of a teacher they are (based on what they provide for their students and how students feel being in the classroom everyday). This may sound like a clichee, but from past experience, teachers have their way of getting to students and those teachers who show they care and are there for the benefit of the students are the ones that leave imprints and positive motivational memories in the future for the kids.

6) "The capability of banking education to minimize or annul the students' creative power and to stimulate their credulity serves the interest of the oppressors, who care neither to have the world revealed or to see it transformed. The oppressors use their "humanitarianism" to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another." (Paul Friere The Banking Concept")

I didn't fully understand this quote but I knew it was making important/interesting points and that is a reason why I chose it. It reminded me of a traditional education/education system because it talks about not wanting to see any kinds of transformations and being 'against any experiments' that might foster or stimulate critical 'faculties'. Looking at education as "banking education" suggests a very clear cut and simple way of suggesting how the educational system really works. In reality, there certainly is not ONE problem or ONE solution to a problem, and I think to be able to solve problems that education faces in today's world then it is critical to have an open mind while allowing ideas from all different perspectives to flow in. This quote, along with the entire article for that matter, put education into the business realm and used comparisons that for me, don't justify how things really work now. The best interest of students and teachers even seem to be disregarded.