About Class:
(Students would blog about their thoughts, work, and discussions from the class period.)
Today class was fun, we got to watch a video from some movie with Robin Williams in it! Then we talked about what learning means in the video and how an author or a director of a movie can create a message to "teach" the reader or viewer something. We worked in groups today, working on a worksheet about writing styles. We had to create examples of different writing styles and then share them with other groups, we all had the same "topics" but the stories were all so different. It was neat to learn about them in a different way. We also got to use our computer, not like in Mr. Greg's class where we can't even open them, we got to research and find examples and resources about writing styles. I think that working with groups and researching what we want and finding whatever examples we want made me look to find something interesting and not just post to the wiki whatever it is, because I actually had to read what I found to make sure it was one specific writing style.
The Book:
(After they have read a portion of the book for homework- this is what the students would ideally create as a journal entry.)
The Great Gatsby is interesting, so far. It starts off really with this guy named Nick Callaway and he is in Long Island, New York in a place called West Egg for the summer, living across the water from his cousin Daisy. He goes to visit his cousin Daisy Buchanan and her husband Tom Buchanan, who are entertaining with Jordan. He stays for a brief period of time and talks with them about mundane things. When Tom gets up to answer the phone, Jordan reveals that it is his lover in New York. I can't believe so early in the book and there is already drama! Nick goes to his cabin and as he sees Jay Gatsby, his neighbor. The way it sounds, makes Mr. Gatsby seem mysterious and weird. He could be really interesting- maybe he knows something we don't know!
Monday, March 30, 2009
Monday, March 16, 2009
FIAE- Chapter 15
This chapter was really about tips and ideas on how to support your fellow colleagues and friends as they continue to move forward toward practices and methods for differentiated classrooms. Being able to talk to those that you work with, means all the world to your success in the classroom and your students’ success in the classroom. You learn something new everyday from a number of people and this provides the opportunity to further your ideas and thinking on how to better the classroom and your personal teaching. Exploring together is always more beneficial than exploring alone.
Some tips that I found within the chapter that would be especially helpful when dealing with fellow teachers/colleagues are:
• When disagreeing- assume that you are on the same side
• Try to seek first, then to understand
• If you are feeling stressed then most likely your colleagues are too
• Reflect on the bigger questions as well as those at hand
• If there are a majority of people who are embracing a new grading and assessment approach but a minority are not, focus on the majority
• Create an atmosphere where there is a little pressure to re-examine grading and assessing ideas
• Create opportunities to discuss ideas and story sharing/make use of communication using e-mail/mailboxes
• Model, model, model
• Find funding to accomplish those amazing ideas put forth by teachers/ pursuer additional training
• Have multiple copies of books and materials
• Use HUMOR
• Establish your own core values and make yourself aware of others’
• Staff health- physical, mental, and emotional
Beyond all of these ideas, this chapter really showing me how important it is to continuously keep learning. As a teacher you don’t stop being a student and become this morphed body, you are still a student but you are an example of educational ability. There is always an opportunity to learn from someone in your life and as I have learned, the students will teach you something new everyday. “It still takes a spark to get a fire going, and as colleagues, we can be both flint and kindling for one another.”
Some tips that I found within the chapter that would be especially helpful when dealing with fellow teachers/colleagues are:
• When disagreeing- assume that you are on the same side
• Try to seek first, then to understand
• If you are feeling stressed then most likely your colleagues are too
• Reflect on the bigger questions as well as those at hand
• If there are a majority of people who are embracing a new grading and assessment approach but a minority are not, focus on the majority
• Create an atmosphere where there is a little pressure to re-examine grading and assessing ideas
• Create opportunities to discuss ideas and story sharing/make use of communication using e-mail/mailboxes
• Model, model, model
• Find funding to accomplish those amazing ideas put forth by teachers/ pursuer additional training
• Have multiple copies of books and materials
• Use HUMOR
• Establish your own core values and make yourself aware of others’
• Staff health- physical, mental, and emotional
Beyond all of these ideas, this chapter really showing me how important it is to continuously keep learning. As a teacher you don’t stop being a student and become this morphed body, you are still a student but you are an example of educational ability. There is always an opportunity to learn from someone in your life and as I have learned, the students will teach you something new everyday. “It still takes a spark to get a fire going, and as colleagues, we can be both flint and kindling for one another.”
MI- Chapter 9
This chapter discussed the idea of an MI school and a traditional school. Students come to school not just in order to learn, as is the obvious reason, but to be “provided with experiences that activate and develop all of their intelligences.” It is important to remember no matter what setting a teacher and students might be in, that there will always be a mixture of every learning style and ability. Most schools, known as the traditional school setting, neglect a handful of the intelligences, including: bodily-kinesthetic, naturalist, interpersonal, musical, and spatial. MI schools are a different learning environment and experience. Although MI schools do not specifically exist as MI schools, many schools at this point in time are being built to cater to the different multiple intelligences or the learning types/styles of each student. These schools involve the opportunity for students to further their interests in vocational wants- meaning every job type that a “traditional” classroom setting is not conducive to. These schools give the students the ability to be hands on and base their learning directly on real life.
The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.
Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.
The other part of establishing an MI school would be the different types of staff members. There would need to be an assessment specialist: a person to assess the current and developing strengths, challenges, and interests of all eight multiple intelligences for each student, a student-curriculum broker: a person who can bridge the gap between the gifts of the students and their abilities along with the resources that the school offers, and the school-community broker: a person who can bridge the gap between the students’ abilities and the resources available within the wider community. At an MI school there are important factors that create this functional and creative learning environment. Having instruction every day that involves all eight intelligences, having school wide themes: “animal patterns, changes in time and space, environmental focus”, etc, “pods”: learning groups that are individually selected based on interests, the flow room: rooms designed to activate a different intelligence each time, a community resource committee: a group of community members that help to provide programs for students that are based on the school themes, and heterogeneous mixed-aged grouping: students of every ability level in one room. All of these factors contribute to what makes a difference to the lives of those students who simply can not learn in a traditional manner.
Hopefully MI schools are the future of our education system catering to those students who need “different” types of learning. This way of teaching children may cut out the “this is boring” or the “why do I need to learn this” or even the “I hate school” responses from so many children. As a future teacher I hope that all students can have opportunities that will foster not only their knowledge and understanding but their passions in life.
FIAE- Chapter 14
This chapter allowed me to think about the report cards I will be giving my students as well as how I can relay information about their challenges, successes, and overall progress. When students receive a report card, it is seen not just by their eyes but by the eyes of other colleagues (sometimes), other students (if they share), and parents. It is important, therefore, that schools take a good long look at how they are giving or presenting these grades to these eyes. Report cards should give much more feedback than a number or letter grade. They can give a wide variety of feelings to a student, as horrible as that may sound. These students, parents, and maybe even other colleagues must be able to understand the format. If students are judged on a particular piece of the classroom that is not on the report card, what are we really saying to them? You did really well on this, but it does not matter in the end? Students must be able to know that their grades are the result of not just one homework assignment or a test, but the combination of several aspects in the classroom resulting in their overall understanding and mastery.
How to have or even present a report card in a specific format bothers me. I wish that each teacher could create their own individual report card. Although they essentially do grade by their own system, they must still meet certain requirements and for me, too many requirements or pieces of a puzzle just make me frustrated. This frustration also falls into how to relate one class’s grades to others. Because each teacher is so different and will have different ways of assessing, one teacher’s way of doing it may be different. A 90 in my class may be a 93 in another. I know this is why having a set format for all report cards is important but it takes the individualized, special part of each teacher to student relationship away. The report card is the overall assessment of the student, but it is also a reflection of the teacher, this means that how I value my students’ grades will affect how they value their grades. I will definitely have to truly think about how to “grade” my students in relation to understanding for not just them but for me.
How to have or even present a report card in a specific format bothers me. I wish that each teacher could create their own individual report card. Although they essentially do grade by their own system, they must still meet certain requirements and for me, too many requirements or pieces of a puzzle just make me frustrated. This frustration also falls into how to relate one class’s grades to others. Because each teacher is so different and will have different ways of assessing, one teacher’s way of doing it may be different. A 90 in my class may be a 93 in another. I know this is why having a set format for all report cards is important but it takes the individualized, special part of each teacher to student relationship away. The report card is the overall assessment of the student, but it is also a reflection of the teacher, this means that how I value my students’ grades will affect how they value their grades. I will definitely have to truly think about how to “grade” my students in relation to understanding for not just them but for me.
FIAE- Chapter 13
This chapter discussed different ideas on how to organize a grade book in a classroom containing differentiated instruction. There are different formats that can be considered and helpful, but being able to have and utilize one that can fit or suit your classroom is what must be found. Teaching is not about just relaying material to those people in front of you. Teaching is about being able to share a love or interest in one material/subject and being able to get them excited about that material/subject even if it is only 20 minutes a day. Teachers can try to view their grade book as different parts of a whole, split into sections of standards, objectives, and benchmarks. Another way for a teacher to view the grade book is by sections according to groups of assignments by their weight or category. Each way of viewing the grade book requires the teacher to do work in order to acquire a final grade. If a teacher lists assignments by their date then they can follow or track the students’ progress. Organization using color or a particular system not only will help the teacher but in the long run will help the students be able to rely on the teacher as dependable and organized.
I have seen many ways of organizing a grade book, but for me, being an extremely organized person. I would have to use dates and colors. I would prefer to organize my grade book by date of the assignment as well colors to identify homework, class work, projects, quizzes, and tests, etc. I would much rather have a material grade book not just a digital one, or one on the computer. I find that when I can see it in writing, I am more organized. Now that technology is taking over our world and the classroom, more and more of the grading is done either on the computer, on a website, or must be put there at the end of a grading period. Although this online or digital way of grading might be useful, for someone like me, it means double the work of putting grades in one place and then another. The only reason I like this way of grading is due to the resource of being able to use a site such as blackboard. Parents can view their child’s grades as well as comments I have made about their child. Efficiency has become the way we work in the classroom and while I agree it is important, I also believe that sometimes using an “old school” method might just be better. Being able to record every detail of a student’s progress is important to me. Tracking their work, challenges, improvements, and final mastery is rewarding not just for me but for them. This means that my grade book must incorporate many details in order for not just myself but my students to know and to see why and how they received the grade they did.
I have seen many ways of organizing a grade book, but for me, being an extremely organized person. I would have to use dates and colors. I would prefer to organize my grade book by date of the assignment as well colors to identify homework, class work, projects, quizzes, and tests, etc. I would much rather have a material grade book not just a digital one, or one on the computer. I find that when I can see it in writing, I am more organized. Now that technology is taking over our world and the classroom, more and more of the grading is done either on the computer, on a website, or must be put there at the end of a grading period. Although this online or digital way of grading might be useful, for someone like me, it means double the work of putting grades in one place and then another. The only reason I like this way of grading is due to the resource of being able to use a site such as blackboard. Parents can view their child’s grades as well as comments I have made about their child. Efficiency has become the way we work in the classroom and while I agree it is important, I also believe that sometimes using an “old school” method might just be better. Being able to record every detail of a student’s progress is important to me. Tracking their work, challenges, improvements, and final mastery is rewarding not just for me but for them. This means that my grade book must incorporate many details in order for not just myself but my students to know and to see why and how they received the grade they did.
FIAE- Chapter 12
This chapter, in line with previous chapters, discusses yet again the idea of grading. This time however, it discusses the grading scales. The way in which a teacher grades, whether or not some want to admit it, vastly affects the students and the way in which they view not just the material at hand, but the class and the teacher as well. Giving a simple number or letter grade is not as easy as it once was, taking into account the large number of different learning styles, behaviors, attitudes, as well as personal and social lives. Most teachers prefer a system of grading based on the hundred point system, the four point system, or a specified amount. It is easier to use a smaller scale to grade students on, eliminating that extra room for discrepancies or debate. Using rubrics with each grading scale can also help clarify the expectations required. There is much more room for questions using a larger scale due to the many ways in which a student could have gone wrong or does not understand why he/she got that grade. Being able to be stern about why something was a particular grade and giving fair and reasonable explanation to each student is what should be happening.
This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.
This chapter made me realize just how much importance is put upon not just the student but the teacher to achieve a good grade. On a larger scale it is hard to be precise with each student as to what and why they have achieved or not achieved. Being able to explain how to fully master the material is important to their overall understanding. It is almost impossible to be able to have a classroom environment in which no grades exist. Although I do believe too much emphasis is put upon these grades, no matter what, rubrics without numbers or a scale without letters, the students will place themselves into those categories known to them for so long. Students judge each other and whether by social class, sports, or academics, there will always be a scale onto which they fall. Eliminating the dependence on grades is what needs to be dealt with, not getting rid of grades altogether. It is obvious to me now that I must be able to justify and explain to my students why they got or deserve the “grades” that they received. Understanding with my students is what needs to happen for their “grades” to be well earned/deserved.
FIAE- Chapter 11
This chapter, as also discussed in previous chapters, was about grading. It plays with the idea of the actual number grade and what it means to the students. It is hard to place an emotional value on a number grade, but students in every classroom are doing it. This chapter suggests that it might be more beneficial to your students if they are given a lower grade, such as a zero rather than a 60. The reasoning behind this is that your students may be tempted to just “get by” without doing the work, and rely on getting a 60 as passing. It is important that teachers develop a plan of how to properly assess their students in order to prevent those kids from just “getting by”. This problem leading into how to weigh grades is relentless and learning how to find a solution sooner rather than later can benefit the students as well as yourself. Another problem is teaching to those gifted students as well as those who need extra help. Here is when teaching to the appropriate grade level of each student comes into play. However with such a diverse classroom, the continuing problem is how to reach every student’s needs on so many levels.
Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.
Teachers also need to look at the behavior of each student not just with social and individualized actions but with work, timeliness, and overall reliability and understanding. If a student makes a habit of certain behaviors or attitudes, they need to be addressed on a one on one level. If it happens only occasionally and is the direct result from another force in their life, alternate ways of dealing must be considered. It is so important that the teacher begin and continue a close relationship with each student establishing communication to identify and catch these behaviors, learning styles/level, as well as habits early on. Late work as well as missing work is something I don’t think I would be able to tolerate. If it is late because of a valid medical or family issue that is being or has been discussed with me, that is one case. But for student to just “forget” or not do their work, I can not say that I have sympathy or would be willing to cut a little slack. This is why being able to know each student is the best way to ensure that you will reach them not just on a personal/emotional level but on a strong academic level as well. The point of this chapter, I believe, is consistency. Being able to set standards and guidelines for the classroom and for the students are what will help them learn how to behave, help them to learn, and prevent bad habits from continuing or even beginning.
Wednesday, February 25, 2009
FIAE- Chapter 10
This chapter, after reading the last three chapters, really makes me think about how “mean” or strict I will be as a teacher. It talks about the conditions under which a student would be able to redo an assignment if they do poorly on it the first time. I think that this is a hard situation to consider. This may be one topic or situation that will be decided on when I have come to know my classroom environment and my students better. I believe that if I am too lenient then my students can take advantage of a good thing, of something that was intended to only be there as a means of last resort. There is no way to fully prevent this circumstance from appearing in the classroom. There will always be students who want to redo something or earn a higher grade or even just want bonus points. But keeping the lines of communication open and really connecting with the students are the only ways to help yourself as well as your students succeed on any assignment or with any material.
The number one thing that comes into question when deciding whether or not to allow a student to redo an assignment, project, quiz, or test is the condition under which they did poorly in the first place. If a student has a hard time with taking a paper test and I noticed that they know all the material when talking to me, maybe an oral exam would be more beneficial. If they knew the material but a personal or another extraneous circumstance outside of the class prevented the student from concentrating then maybe a redo is the best scenario. However if a student, when speaking with me, simply does not know the material, did not study, and took no pride or effort in preparing for the quiz, test, assignment at hand- why would a redo benefit this student? I think it would be more beneficial for them to take the lower grade, suffer the consequences of being unprepared, and learn from their mistakes. The only trouble with this way of thinking is that some students may not care whether or not they receive low grades. This is when motivation and great teacher-student interaction comes into play.
The number one thing that comes into question when deciding whether or not to allow a student to redo an assignment, project, quiz, or test is the condition under which they did poorly in the first place. If a student has a hard time with taking a paper test and I noticed that they know all the material when talking to me, maybe an oral exam would be more beneficial. If they knew the material but a personal or another extraneous circumstance outside of the class prevented the student from concentrating then maybe a redo is the best scenario. However if a student, when speaking with me, simply does not know the material, did not study, and took no pride or effort in preparing for the quiz, test, assignment at hand- why would a redo benefit this student? I think it would be more beneficial for them to take the lower grade, suffer the consequences of being unprepared, and learn from their mistakes. The only trouble with this way of thinking is that some students may not care whether or not they receive low grades. This is when motivation and great teacher-student interaction comes into play.
FIAE- Chapter 9
This chapter was so interesting to me because it was from a different standpoint then we have continuously seen. It discussed ten different things that teachers should avoid when they are differentiating grading and assessment. The list includes such things as, grading on a curve, avoiding recording zeros, avoiding extra credit or bonus points, avoiding scaffolding, avoiding categorizing students or using terms that may hint towards this, avoid grading things that are not relevant to mastery of the material at hand, and avoiding grading homework. I think that having a list of things that should be avoided makes me consider all possibilities of a situation, such as grading. Many times teachers are so concerned with what they should be doing and what they should include, that they often times accidentally include some things that could have been left out.
I don’t agree with some of the items on the list simply because I may over think or analyze many different aspects of a situation or particular piece of material. However I feel that sometime it may be better to include more than less. What if a particular student is doing poorly and you know they are capable to achieving much better, why can’t they have extra credit- a second chance to help themselves? If students know that what they are “supposed” to do outside of the class is not going to be graded then why would they bother doing it? They could simply say I forgot about it, I lost it, and every other excuse. I feel that including so many different aspects when grading could help my students to be more prepared and more involved with the material at hand.. Each class may need to be graded differently considering that they will understand, learn, and interact differently on every level. I think the biggest point of this chapter was meant to make us think more extensively about being flexible and adaptable to every kind of classroom environment that we may encounter.
I don’t agree with some of the items on the list simply because I may over think or analyze many different aspects of a situation or particular piece of material. However I feel that sometime it may be better to include more than less. What if a particular student is doing poorly and you know they are capable to achieving much better, why can’t they have extra credit- a second chance to help themselves? If students know that what they are “supposed” to do outside of the class is not going to be graded then why would they bother doing it? They could simply say I forgot about it, I lost it, and every other excuse. I feel that including so many different aspects when grading could help my students to be more prepared and more involved with the material at hand.. Each class may need to be graded differently considering that they will understand, learn, and interact differently on every level. I think the biggest point of this chapter was meant to make us think more extensively about being flexible and adaptable to every kind of classroom environment that we may encounter.
FIAE- Chapter 8
This chapter allowed me to think a lot about what kind of teacher my students will believe me to be as well as what kind of teacher I will grow to be. This chapter also discussed grading and included the idea that effort, attendance and behavior should be measured or considered in the grading. Since grading serves so many purposes such as to document students’ progress, provide feedback to all as well as help in future decisions made in the class it is hard to include so many different aspects when creating rubrics or guidelines for grading. Being able to understand a student, as we have seen before, is crucial in order to understand how they learn and what is affecting their learning outside of the classroom. Grading attendance is important and relates to participation. How can one be actively involved in the class if they are unprofessional and always late or even worse not there?
Grading participation is crucial for a student to become involved not just in the class but to become engrossed in the material. Many times students are too shy to answer questions, therefore participation being graded will help them step out of their comfort zone and work on public speaking. The effort put forth on any project, assignment or group work is hard to grade due to the fact that one may see his part as a crucial part to the whole while another may view it as insignificant. This is when communication between not just student and student but teacher and student can help when grading. Peer feedback can give the teach insights into why each person felt the way they did about another individual’s work. The behavior of a student is important and grading effort allows the student to step up to the plate and control themselves in a professional manner for the sake of others in the group and for the sake of the overall effectiveness of their work.
I think that although the purpose of grading is to measure student’s understanding of the material, there are so many things that impact their learning that those should be considered and accounted for. If a teacher can get every student involved and interested in the topic then the shy or behavioral students may be more apt to speak up or control themselves in order to help and work with others in the class. I do not think that it is enough to just give peer feedback on different aspects such as effort, participation, behavior or even attendance. Just because a student receives a different view point of something does not mean that they will change their ways or “bad habits”. If they are given consequences they might be more likely to see what their true potential is and might be able to help other students along the way, earning a better grade and better yet, a real understanding of the material.
Grading participation is crucial for a student to become involved not just in the class but to become engrossed in the material. Many times students are too shy to answer questions, therefore participation being graded will help them step out of their comfort zone and work on public speaking. The effort put forth on any project, assignment or group work is hard to grade due to the fact that one may see his part as a crucial part to the whole while another may view it as insignificant. This is when communication between not just student and student but teacher and student can help when grading. Peer feedback can give the teach insights into why each person felt the way they did about another individual’s work. The behavior of a student is important and grading effort allows the student to step up to the plate and control themselves in a professional manner for the sake of others in the group and for the sake of the overall effectiveness of their work.
I think that although the purpose of grading is to measure student’s understanding of the material, there are so many things that impact their learning that those should be considered and accounted for. If a teacher can get every student involved and interested in the topic then the shy or behavioral students may be more apt to speak up or control themselves in order to help and work with others in the class. I do not think that it is enough to just give peer feedback on different aspects such as effort, participation, behavior or even attendance. Just because a student receives a different view point of something does not mean that they will change their ways or “bad habits”. If they are given consequences they might be more likely to see what their true potential is and might be able to help other students along the way, earning a better grade and better yet, a real understanding of the material.
FIAE- Chapter 7
This chapter was interesting in comparison to chapter eight just read in UbD/DI. This chapter was also about grading. Many times within a classroom a teacher resorts to the grading system used for so long- A, B, C and D. This chapter allowed me to see that although grading has become somewhat redundant and even annoying to the students and even to the teacher at times, it is important to have a grading system. Having a means by which to assess the students on their work and knowledge helps the teacher become better equip to teach and the students more apt to want to learn. My struggle stems from how to judge what constitutes the actual grades from A to F. Teachers must learn not just how to grade but what grading really means and what it does for the students and for the entirety of the course. If teachers can adapt their teaching and classroom for each student, the grading should be adapted to not just reach all students but to find a common ground. But finding this common ground is when problems arise such as, how can two people view one piece of material or knowledge the same way? One teacher may grade a project as an A and another teacher may see it as a C. The answer is that they probably won’t see it the same way but they need to work together to create an “understanding” of what is expected and what is appropriate.
An important thing that I noticed when reading this chapter was that you need help your students understand that they do not just “get” a grade then earn it. Hard work, understanding of the material and all the extra effort in between is what can achieve that high grade. However the students need to know that although teachers set them up for success, it is in their own hands whether or not they can reach that level of expectation they hold and the teacher holds for them. Being able to not just assign a grade to a piece of work allows the students to yet again grasp the true idea behind teaching in this light, understanding. This chapter emphasizes for me the idea that feedback to my students is crucial in order for them to understand the grade that was given to their work. Without understanding what and why they do the material at hand they may not want to learn and may even “check out” of the class all together.
An important thing that I noticed when reading this chapter was that you need help your students understand that they do not just “get” a grade then earn it. Hard work, understanding of the material and all the extra effort in between is what can achieve that high grade. However the students need to know that although teachers set them up for success, it is in their own hands whether or not they can reach that level of expectation they hold and the teacher holds for them. Being able to not just assign a grade to a piece of work allows the students to yet again grasp the true idea behind teaching in this light, understanding. This chapter emphasizes for me the idea that feedback to my students is crucial in order for them to understand the grade that was given to their work. Without understanding what and why they do the material at hand they may not want to learn and may even “check out” of the class all together.
MI- Chapter 11
This chapter focused on the MI theory and special education. The MI theory has many affects on special education and not just the students but the teachers as well. Using the MI theory as a tool, educators can start to view students with special needs as “regular” students possessing many different intelligence areas. It may be able to provide a growth paradigm for assisting special needs students in school. It helps to give a different viewpoint of the student and of the situation. This theory provides a model for understanding a wide range of special needs students from those who have cerebral palsy and dyslexic to those who are labeled as an autistic savant or “retarded”. Looking at the deficit program and the growth paradigm, we can see it is a good versus bad standpoint of how to “deal with” and “label” students with differences. This theory also provides a context for discussing and dealing with the students’ disability or difference, helping them to understand their own uniqueness. By developing a perspective of special-needs students as whole individuals, viewing them using the growth paradigm it provides a context for positive channels through which they can deal with their disability. The way in which a teacher views a student can have a positive or negative affect on the students overall work and motivation and outcome in school.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
Many times special needs students may need alternatives to an assignment or activity this is called cognitive bypassing, or simply an alternate route to take when completing the work in order to gain the desired outcome. The empowering strategy may include alternative technology, alternative symbol system, and different instructional strategies such as alternative “language” for certain students to understand. Sometimes a difficulty in one intelligence can be overcome by using a more highly developed intelligence. When dealing with IEP’s the MI theory can help teachers identify a student’s strengths and preferred learning style. If the MI theory is used properly then it is likely to have positive effects such as fewer referrals to special education classes because the “regular” classrooms are more sensitive to the needs of all. It can lead to a changing role for the special education teacher, it can put a greater emphasis on identifying strengths, and it can increase self-esteem, and increase understanding and appreciation of students. I feel as if labeling a child to get them out of your classroom and into a special needs classroom is ridiculous. I feel that the MI theory could have so many positive affects on the entirety of the classroom that anyone not using this theory would have to be a fool. Students who have special needs or differences are not the only ones who need this new way of altering the classroom, the whole class as well as other teachers should embrace any model that allows for their students to better develop themselves as well as their learning.
MI- Chapter 8
Many times teachers are at a loss, as to how to get the attention of their students, or essentially, being able to keep them interested and respectful to listen when you ask. Getting a classroom full of so many unique and different students to all calm or quiet at once is not an easy task. Therefore there are many ways in which to approach this, one may be to use new techniques such as doing or saying something unplanned or unexpected by you students. Waiting, flashing lights, or writing on the board are all ways in which you can catch the attention of your students. In order to better understand how to reach your students, a teacher must consider all of the different multiple intelligences and how each one of these may be excited. Allowing each student to have input into the decisions being made, tasks at hand, or any kind of work/activity may allow them to be more interested and focused. I feel that the need to understand multiple intelligences is only becoming more and more important in order to have a balanced and attentive classroom.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
Students will not respond if I simply teach to only one learning style/ intelligence. Creating activities that cater to all multiple intelligences is not hard, just takes some time and consideration. Knowing that multiple intelligences can be used to do so much will benefit not only my students but me as well in the long run. Most teachers resort to what they have experienced or what the “last resort” has become. Learning new ways of communication, verbal and physical, and how to address each student’s behavior may be the best way in order to be able to teach to the whole class not just a handful. I am interested to see how I can really adapt myself, to take myself out of my comfort zone/my own preferred learning style. I feel that when dealing with so many different learners having a routine may be the best way to help all students, mixing in all kinds of cues, music, inside and outside the classroom learning, different verbal and physical communication.
UbD/DI- Chapter 8
This chapter discussed how difficult it can be to teach to a classroom composed of so many different types of students and learning styles. This can cause difficulties when trying to grade and having to use only one grading scale. To many students, they place such a high pressure on themselves to achieve not an understanding of the material but a good overall grade. The emphasis switches from knowledge to a letter grade. However, as the chapter discusses, grading can be a way to communicate not just to the student and how they are progressing through the material and the class but to their parents as well. Some ideas that need to be considered when grading are to make sure that the grades given are determined by how they relate to the goal at hand, how valid the evidence is for grading it as such, how the grading relates to the criteria, and to avoid other obstacles that could hinder grading specifically allowing to focus on a better end result. Teachers do need to make sure that there is little to no competition between students who are succeeding in the class and who are struggling. Many are judged not based upon their knowledge but by the letter they have received, which is most times the only thing students’ peers view.
I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.
I feel that making sure my students understand why I grade in the first place, why I grade the way I do and what I do, as well as why they received the grades they do is important. If students do not understand why I teach and grade the way that I do, they might reject not only my classroom but me as a teacher, at which point I may not be able to reach them. I do feel that finding a balance for all students so they can understand, succeed, want to succeed as well as be able to not just coast through my class or any others. The problem lies in how to be tough with the students so they are not able to coast through the course but being flexible enough to help them learn and grow. The chapter suggested that grades could be reported in three different segments, one to show the achievement or understanding of the material, one to show the progress toward the end goal, and another to show a student’s work habits. I do not know if I agree with these three categories but I do know that I need to find a way to balance what I want, what I can provide, and what my students want and need. Grading and assessing at several points throughout the class and the material at hand, being fair, tough, and flexible may be the best way to achieve my goal.
Tuesday, February 24, 2009
Abstract and Reflection- UbD/DI Ch. 7
Abstract- Lizzie
It was a clear that the class understood that this chapter was about using the WHERETO design model. This model uses six facets of understanding to help each student learn. The WHERETO model stands for: W-what and why, H- hook, E- equip, explore, and experience, R- rethink, revise, rehearse, and refine, E- evaluate, T- tailor (multiple intelligences), O-organize. Each section of the WHERETO model offers ways of not only keeping students engaged but allowing for different experiences verbal, physical, metal, as well as helping them to fully understand the material at hand. This chapter also highlights several points about teachers being able to guide their students towards finding meaning on their own. Guiding with essential questions, examples, and fun activities can help a student to understand the material. Many agree with the chapter with the belief that it is important to cover the material in a way that does not spend too much time on the basics, hindering the students’ ability to truly become immersed in the material. This means finding a way to cover the material without being too repetitive or boring as well as allowing students to not just know but understand the material. Re-enforcement is important when it comes to the WHERETO model, making it easier for each different learner to adapt and understand in their own way. The primary focus of the chapter was to understand that it is not enough to merely cover the content at hand but to work for a deeper understanding of the material.
Reflection- Lizzie
Allowing this chapter to fully sink in, many realized just how important it is not to skim the material. As several people suggested, you must cover the material yes, but it should not cost your students’ understanding of the material to do so. Finding a way to be able to adapt to each classroom environment and work with such a wide range of different learners, is always going to be a challenge. However, as agreed by many yet again, if a teacher can immerse themselves into the material and truly know their students then it makes it easier for their students to become immersed in the material as well. Engaging students is critical in order for them to want to and be able to understand and want to understand the material. Repeating the goals and why this material is important is also crucial. Letting students know that what they are doing is actually going to be able to help them in life and can be applied to real life, may interest them even more.
It was a clear that the class understood that this chapter was about using the WHERETO design model. This model uses six facets of understanding to help each student learn. The WHERETO model stands for: W-what and why, H- hook, E- equip, explore, and experience, R- rethink, revise, rehearse, and refine, E- evaluate, T- tailor (multiple intelligences), O-organize. Each section of the WHERETO model offers ways of not only keeping students engaged but allowing for different experiences verbal, physical, metal, as well as helping them to fully understand the material at hand. This chapter also highlights several points about teachers being able to guide their students towards finding meaning on their own. Guiding with essential questions, examples, and fun activities can help a student to understand the material. Many agree with the chapter with the belief that it is important to cover the material in a way that does not spend too much time on the basics, hindering the students’ ability to truly become immersed in the material. This means finding a way to cover the material without being too repetitive or boring as well as allowing students to not just know but understand the material. Re-enforcement is important when it comes to the WHERETO model, making it easier for each different learner to adapt and understand in their own way. The primary focus of the chapter was to understand that it is not enough to merely cover the content at hand but to work for a deeper understanding of the material.
Reflection- Lizzie
Allowing this chapter to fully sink in, many realized just how important it is not to skim the material. As several people suggested, you must cover the material yes, but it should not cost your students’ understanding of the material to do so. Finding a way to be able to adapt to each classroom environment and work with such a wide range of different learners, is always going to be a challenge. However, as agreed by many yet again, if a teacher can immerse themselves into the material and truly know their students then it makes it easier for their students to become immersed in the material as well. Engaging students is critical in order for them to want to and be able to understand and want to understand the material. Repeating the goals and why this material is important is also crucial. Letting students know that what they are doing is actually going to be able to help them in life and can be applied to real life, may interest them even more.
Wednesday, February 11, 2009
MI- Chapter 14
This chapter was incredibly interesting because it introduced a new intelligence that is not mentioned in the rest of the book. Howard Gardner proposed this intelligence, called existential, in 1999 and it revolves around how a person deals with major life questions such as the meaning of life or life in relation to death, many questions that no one has an answer to. Gardner believed that it fit all of the requirements, all seven, that are considered when dealing with intelligence, but also believed that it may not fit all seven exactly right. One of the major reasons why he believed that the addition of the existential intelligence is up for major debate is due to the ever debatable topic of religion in schools. Application of this intelligence carries through on almost every level within schooling. However, even thought this intelligence could have significance in each subject area and could help to emphasize the motivations behind the acts of history, science, math, and literature, it seems to be lacking something, maybe just more evidence. Howard may have had valid points and reasons for this intelligence but maybe just understanding that each child or student has the ability to be on an existential level and learn that way is enough.
I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.
I believe that this is more of a belief than an intelligence. I believe that if someone where to have an inclination towards one intelligence almost everyone could have a tendency towards this one as well as their other dominant intelligence. I believe that all other intelligences could be improved upon for others and within others but this seems to be more of an internal feeling not an outward idea that needs to be solidified and taught to within schools. This idea seems a littler out of reach considering it in relation to the other intelligences.
MI- Chapter 13
This chapter discusses the uses of the theory of multiple intelligences in computer technology, cultural diversity and career counseling. The first component we learn about is computer technology with multiple intelligences. Depending on what software the computer has on it all eight of the intelligences can be used at some point in time. Some software can be intelligence specific and others can be catered to more than one intelligence. Cultural diversity is an interesting aspect to the theory of multiple intelligences. This is because not all countries and cultures value the same intelligences. For example in Hungary all students are required to learn to read musical notation. This is seen as completely different in the United States where some schools are even cutting music programs. This chapter also discusses how the theory of multiple intelligences can help steer students towards a career. As students understand which intelligences they are strong with they can choose a career that would utilize those intelligences. Having students take vocational tests can be good way to get a student steered toward finding a job that suits their interests through their intelligences. For example a student who possesses a naturalist intelligence could be a marine biologist, veterinarian or zoologist.
One point I thought about was that some students who may have a strong grasp with certain intelligences may be more interested in doing work outside of that intelligence, which could be more exciting and rewarding. Not all aspects of career choosing should be determined by the strength of ones intelligence; personality and interests should also be taken into account when finding a career. Applying technology into the classroom is difficult enough for some teachers to perform. Some teachers also have problems being able to reach each intelligence. However, putting both together can not only solve problems but create a much more productive and active learning environment. There are a lot of games that can be used within the classroom, and video games at that, that are truly educational. Why aren’t teachers taking advantage of this? Someday in the future maybe video games and other technologies that may be now seen as hurtful in the classroom can be an everyday and viable resource to help students learn. Applying the MI theory to the outside world is one of the ways that teachers and learners can be able to connect inside the classroom to outside the classroom.
One point I thought about was that some students who may have a strong grasp with certain intelligences may be more interested in doing work outside of that intelligence, which could be more exciting and rewarding. Not all aspects of career choosing should be determined by the strength of ones intelligence; personality and interests should also be taken into account when finding a career. Applying technology into the classroom is difficult enough for some teachers to perform. Some teachers also have problems being able to reach each intelligence. However, putting both together can not only solve problems but create a much more productive and active learning environment. There are a lot of games that can be used within the classroom, and video games at that, that are truly educational. Why aren’t teachers taking advantage of this? Someday in the future maybe video games and other technologies that may be now seen as hurtful in the classroom can be an everyday and viable resource to help students learn. Applying the MI theory to the outside world is one of the ways that teachers and learners can be able to connect inside the classroom to outside the classroom.
MI- Chapter 7
“There is no other profession that subjects individuals to being packed so close together, for long periods of time, and then expects them to perform at higher levels of efficiency while interacting with others.” This statement only stands to prove that the teaching profession must be taken seriously and the strategies and tools learned from not just these classes in college but these particular books are preparing us for the teaching career. The classroom ecology also known as the classroom environment needs to be consistently restructured, rethought, and reshaped in order for all types of learners to succeed. When trying to adapt to this new way of thinking a review of the eight intelligences reveals more thought provoking questions. Asking these questions can help to develop a deeper understanding of the students and the environment. Within each of the intelligences these questions are meant to probe the minds of students and to develop an idea to the point of complete understanding. In addition to asking questions within each of intelligences creating a MI activity center is important. These centers organize the classroom in such a way that certain areas are devoted to a specific intelligence. Then these specific areas are organized into four categories, the permanent open-ended, the temporary topic specific, the temporary open-ended, and the permanent topic specific activity center. Different combinations can lead to different results within each student within each of the intelligences. Allowing such questions to be asked and such centers to be allowed in the classroom can help promote learning and creativity. But the problem here is that some may need more help than others. Teachers should make it all available to the students during different periods throughout the day. Essentially, any activity that goes beyond simple reading, writing, or calculation can qualify as an MI center.
All of the different aspects of the classroom environment, discusses in this chapter, help me to understand that I really do need to make it a priority to really know how my students learn, that is if I want to be able to reach all of them. There are always going to be questions to consider. However if a teacher can ask a probing question to help the students in every area or intelligence then both sides are benefitting. The teacher can develop a deeper understanding of the student and their abilities. The student can then in return feel comfortable enough and prepared enough to accomplish tasks that were ordinarily overlooked. These activity centers help to not only promote the eight intelligences but social, emotional, and physical skills as well.
All of the different aspects of the classroom environment, discusses in this chapter, help me to understand that I really do need to make it a priority to really know how my students learn, that is if I want to be able to reach all of them. There are always going to be questions to consider. However if a teacher can ask a probing question to help the students in every area or intelligence then both sides are benefitting. The teacher can develop a deeper understanding of the student and their abilities. The student can then in return feel comfortable enough and prepared enough to accomplish tasks that were ordinarily overlooked. These activity centers help to not only promote the eight intelligences but social, emotional, and physical skills as well.
UbD/DI- Chapter 9
This chapter described UbD and DI and how to integrate them both in the classroom. It starts by explaining what differentiated teachers do that is different in order to help their students. A list of nine goals for UbD and DI really explain how important it is within the classroom. There is an example of a backwards design unit plan for 5th and 6th grade nutrition, and it integrates ways to differentiate. There are also other ways that teachers can utilize assessment and how they can adjust for specific students and every student’s learning style(s). There is also a section that points out how crucial it is to ensure maximum student growth by understanding what the makeup of the classroom is by both content knowledge and other skill sets. This chapter also discusses ways to outline the pre-assessment process and ways to help teachers progress through the lesson to the final assessment. There is a list of different tasks outlined for the specific unit that encompass differentiation techniques, and is also specific to certain types of student learners. There is a list of indicators that someone would see if they were to observe a differentiated classroom and ways to see how the teacher is using backwards design. Within this list, there are things to look for within categories. The categories are “the learning environment”, “the curriculum”, “the teacher”, and “the learner”. It illustrates ways that teachers can show and use backwards design and differential instruction in the classroom.
The point is to be flexible, have plans and goals, and to have a comfortable classroom environment. You have to differentiate, and treat the students like they are customers, and anything you can do for them to help them master the topic, is what is going to make you a more effective teacher. The environment in a classroom is not something I continuously think about but I can understand why it is critical for students to feel safe, “comforted”, needed, belong, and most importantly respected. It was nice to see a chapter that had it all come together, connecting everything in the chapter to the other chapters in the book as well as in class. “Bringing it all together” helped to show why these strategies and tools we learn are so crucial.
The point is to be flexible, have plans and goals, and to have a comfortable classroom environment. You have to differentiate, and treat the students like they are customers, and anything you can do for them to help them master the topic, is what is going to make you a more effective teacher. The environment in a classroom is not something I continuously think about but I can understand why it is critical for students to feel safe, “comforted”, needed, belong, and most importantly respected. It was nice to see a chapter that had it all come together, connecting everything in the chapter to the other chapters in the book as well as in class. “Bringing it all together” helped to show why these strategies and tools we learn are so crucial.
Monday, February 9, 2009
Teaching in a Diverse World
Educational opportunity: Low income, first generation students and Upward Bound
-Elyse Pratt Ronco and Panel
This session was interesting to say the least. This program called “Upward Bound” is a program that is a part of a group of five programs called “Trio”. This program was created under the Higher Education Act written during the “war on poverty” under the presidency of Lyndon B. Johnson. This program helps students overcome their class and socio-economic challenges. It is funded through the Department of Education. There are over 865 programs and they serve just fewer than one million students.
The students involved in this program are four times more likely to go to college. They are usually from low income families and they are the first in their family to go to school. One in three students is usually one or the other, low income family or first in their family. This is the criteria or eligibility for the program. After this criterion is looked at once it is not looked at again ensuring the student to stay within the program until the very end. The cap for what is defined as a low income family is an income of 33,000 for a family of four. Some of their facts were really interesting. They found that 36% of children in Maine live in poverty and 85% of people in Maine do not have their Bachelor’s degree. Within this program, race, religion, and gender are taken out and income and education are the primary and key factors.
This program starts at sixth grade and goes all the way through post-bachelors programs. The program is intensely focused on relationships. They want to help those specific students through their cultural and academic barriers. Upward Bound provides academic and personal support with college visits, college info, financial aid help, and stipends. There are summer programs every year and they are six weeks long. During those six weeks they are academic intensive, meaning they take 5 classes a week. They also get a taste of career experience because they much also have a job during these six weeks. They get to experience social and cultural opportunities that they might not have had the chance otherwise. I think that this program is extremely beneficial to those who face those class and socio-economic challenges.
Although I think this program is beneficial I must admit that this session made me somewhat angry. They do loose two to three students a year due to various circumstances. But then I found myself becoming angry that they target the demographic that they do. I understand that they visit certain schools, but what determines a school being needy in order for them to be able to visit? I felt that even though I went to private school, I worked really hard all three years with three jobs at one point in order to pay for school. Why could they not visit more schools and try to find more students in various areas that need the help? I also did not understand, partly because they did not address, what high schools can do to help the students and to promote the programs.
I also started to think about why aren’t there more programs for students who are in need of financial aid? I wish that this program could expand and include more people who also have needs. I think the program should either broaden or other programs all across the country need to be created to help students in this way.
-Elyse Pratt Ronco and Panel
This session was interesting to say the least. This program called “Upward Bound” is a program that is a part of a group of five programs called “Trio”. This program was created under the Higher Education Act written during the “war on poverty” under the presidency of Lyndon B. Johnson. This program helps students overcome their class and socio-economic challenges. It is funded through the Department of Education. There are over 865 programs and they serve just fewer than one million students.
The students involved in this program are four times more likely to go to college. They are usually from low income families and they are the first in their family to go to school. One in three students is usually one or the other, low income family or first in their family. This is the criteria or eligibility for the program. After this criterion is looked at once it is not looked at again ensuring the student to stay within the program until the very end. The cap for what is defined as a low income family is an income of 33,000 for a family of four. Some of their facts were really interesting. They found that 36% of children in Maine live in poverty and 85% of people in Maine do not have their Bachelor’s degree. Within this program, race, religion, and gender are taken out and income and education are the primary and key factors.
This program starts at sixth grade and goes all the way through post-bachelors programs. The program is intensely focused on relationships. They want to help those specific students through their cultural and academic barriers. Upward Bound provides academic and personal support with college visits, college info, financial aid help, and stipends. There are summer programs every year and they are six weeks long. During those six weeks they are academic intensive, meaning they take 5 classes a week. They also get a taste of career experience because they much also have a job during these six weeks. They get to experience social and cultural opportunities that they might not have had the chance otherwise. I think that this program is extremely beneficial to those who face those class and socio-economic challenges.
Although I think this program is beneficial I must admit that this session made me somewhat angry. They do loose two to three students a year due to various circumstances. But then I found myself becoming angry that they target the demographic that they do. I understand that they visit certain schools, but what determines a school being needy in order for them to be able to visit? I felt that even though I went to private school, I worked really hard all three years with three jobs at one point in order to pay for school. Why could they not visit more schools and try to find more students in various areas that need the help? I also did not understand, partly because they did not address, what high schools can do to help the students and to promote the programs.
I also started to think about why aren’t there more programs for students who are in need of financial aid? I wish that this program could expand and include more people who also have needs. I think the program should either broaden or other programs all across the country need to be created to help students in this way.
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