Blog #5 - Teachers' Cost of Living Matters

            The study conducted, by the National Center for Policy, documents valuable information when considering teacher salaries.  According to the study, “public officials and teacher unions often compare teacher salaries in a particular city or region against the national average or against other U.S. cities.” (Danielle Georgiou, Pamela Villarreal , and Matt Moore, 2005)  What exactly is national average?  National average takes the sum of all the different teaching salaries paid out in the U.S. and divides it by the total number of salaries paid.  National average is simply calculating mean. (Wikipedia, 2011)  Perhaps national average is an interesting value to know and understand, but it should not be the deciding factor as to whether or not teachers deserve a pay raise.

            When considering teacher salaries, cost of living for the particular region should be taken into account.  Cost of living is simply the cost for money spent on food, clothing, housing, and other basic necessities. (bing Dictionary, 2011)  Common sense would tell us that a teacher making $45,000 in California would actually be making considerably less than a teacher making $45,000 in Tennessee due to the difference in cost of living between the two states.  The example I just used is an extreme difference, but there are differences within the same state also.  For example, my husband’s family lives in a rural county where the average salary is much lower than the average salary where I live in Sumner County.  The cost of living is also substantially lower between the two counties, but the teacher pay scale between the two counties is not a significant difference. In the small rural county, teaching is considered a high income occupation.  In Sumner County teaching is not a high income occupation.  If cost of living was taken into consideration, I would dare say Sumner County teachers would receive a pay raise over the rural county.

            In conclusion, I feel teacher’s pay relating to cost of living has affected my school and students due to teacher’s attitude towards the present pay scale.  As cost of living continues to increase and county budget dollars decrease, there is not enough money left over for cost of living raises for teachers.  I have noticed that new teachers do not seem to be as disgruntled concerning the issue, but veteran teachers are frustrated.  I agree with the study that public officials should consider cost of living for the county or region when determining teacher’s salaries.

References

bing Dictionary. (2011). Retrieved November 10, 2011, from http://www.bing.com/Dictionary/search?q=define+cost+of+living&qpvt=What+is+cost+of+living&FORM=DTPDIA

Danielle Georgiou, Pamela Villarreal , and Matt Moore. (2005, October 24). National Center for Policy Analysis. Retrieved November 10, 2011, from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133317

Wikipedia. (2011, July 24). Retrieved November 10, 2011, from http://en.wikipedia.org/wiki/National_average_salary

Blog #4 Multiculturalism in Curriculum

            As I reflect on my present classroom setting and my past school days as a student, in relation to multiculturalism, I wonder if the two are really that different.  I will begin with the past.  I was raised in a somewhat small town and had a graduating class of four hundred.  At that time the demographic diversity was between white and black or rich and poor.  The county was not ethnic diverse; therefore, I do not remember any students being considered “foreign” except for the occasional foreign exchange students.  The diversity existing between black and whites was not an issue that caused tension or division in our school.  The school was not multicultural, but at that time I really doubt anyone in my school would have been familiar with the word or its meaning.  If you had ask a student for their ethniticity , I am sure some would have been familiar with the term ethnic and would have said they had a German, Scottish or British heritage.  Although during that era, in my school, we basically all belonged to the same “polis” meaning city or nation, most had different ethnos that extended back many generations.  (Hirsch, 1992)  We rarely identified ourselves with those ethnos and would not have identified ourselves as part of the “cosmopolis” that Hirsch describes in his article.  

            In my present classroom setting and other classrooms, multiculturalism is a familiar term.  The demographics are more diverse and we cannot all identify with one “polis”.  For some their ethnos is not just an ethnic heritage that they know little about; instead it is a present part of their life and they strive to identify with it because the present surroundings do not resemble anything they knew in the past.  I am describing the immigrant that comes to a new nation such as the United States.  They must adapt to the new surroundings, new language, and new culture.  The question is should we adapt our curriculum to educate students concerning the immigrant’s culture and heritage so that we will relate and accept their differences.  In the article Multiculturalism in School Curriculum, Waxler suggest when we pull out different cultures and teach them individually we are teaching “intellectual segregation”. (Waxler, 2008)  I do not agree that Black History Month or Women’s History month will once again lead to segregation, but I do agree with some of Waxler’s philosophies.  At some point in history, someone was an immigrant, someone was the minority, and someone felt like they did not belong, but history continued to be written and eventually one day that person’s offspring was no longer considered the minority or the immigrant.  I agree with Waxler, that we should continue to teach traditional history.  If we do this multiculturalism will always have a place, but the names and ethnicities being taught will change and the term traditional will take on a new meaning with each generation. 

            I stated in the beginning of the blog that I felt the past and present may look the same.  I still feel this statement to be true.  Traditional education in my days of schooling was traditional and multicultural for that era.  If that curriculum was still being taught today I would see bias in the curriculum, but it is not still being taught.  Today, my children’s curriculum does teach diversity and I believe it will continue and evolve as our nation becomes more diverse.

References

Hirsch, E. D. (1992). Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary. Retrieved October 28, 2011, from elearn.mtsu.edu: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133313

Waxler, A. (2008). Multiculturalism in School Curriculum. Retrieved from elearn.mtsu.edu: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133312

Blog #3 Multiculturalism

            When preparing to do this assignment, I read the title, multiculturalism, and concluded that the articles and blog would discuss the many different cultures we have in America.  After reading the first article, I knew this blog was not as I had anticipated.  I was saddened while reading, The Challenge of 'Multiculturalism' In How Americans View the Past and the Future.  The author suggests that America can no longer be identified as a single nation.  In essence, we are one country with multiple national identities. (Taylor, n.d.)  When considering his inference, I agree that America does incorporate many different cultures from various nationalities, but I stand firm that America should stand as one nation.  Taylor’s statement, “History has winners and losers, and they see the same events with different eyes”, is true, but never the less it is history. (Taylor, n.d.)  I do not agree with all the events that took place throughout history. Honestly, I am ashamed that certain indignities were allowed to happen, but it is still apart of American history.  Our country incorporates multiple cultures or nationalities because those individuals or their ancestors found it advantageous to migrate to America.  I do not believe they should disregard their culture, but I do not feel they should denounce the American culture that allured them.

            When reading Pithissippi Burning: Race, White Nationalism and American Culture,  I have to admit I began to envision the writer of such atrocity.   As I was reading and envisioning the Brigade writer and reader, I began to think about how I was being biased. I then read upon Tobia’s imagery of the person that would read the Brigade, “In the wrong hands--like those of a weak minded white guy with a chip on his shoulder--The Brigade could be very dangerous”. (Tobia, 2009)  Tobia’s imagery was somewhat of my own.  I feel this article portrays the extremist population that does exist, but is weak minded and small in size.  I do believe an extremist on either side of the racial spectrum can be dangerous and should not be overlooked or taken lightly.  Racial extremist view America as one nation that should only have one culture, and this view point makes them dangerous. (Tobia, 2009)

                If I understand Why Multiculturalism is Wrong, I completely disagree with the portrayal of multiculturalism in this article.  Cultures should not be considered nations.  I feel cultures have their place in our society and enables generations to connect with their heritage.  I agree that multiculturalism promoted as nationalism takes on a political platform using ancestor’s memory as a disguise. (Why Multiculturalism Is Wrong, n.d.)  In America there are various nationalities and cultures thence we are called the “great melting pot”.  A melting pot takes all ingredients and melts them together.  In the end, you have one substance with many ingredients.  A melting pot does not enable each ingredient to stand alone.  We may be one nation with many cultures, but in the end we should be one nation mixed together.

                I have little experience with diversity in the classroom.  The diversity in my classes consists of wealthy students and average income students.  Although this type of diversity is not addressed in this topic, it is a diversity that can cause separation.  I place students in groups multiple times during the week.  I am intentional when arranging the groups to include diverse students that can bring multiple perspectives to the group.   

References

Taylor, S. (n.d.). The Challenge of 'Multiculturalism' In How Americans View the Past and the Future. Retrieved October 11, 2011, from Institute for Historical Review: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133305

Tobia, P. (2009, February 23). Pith in the Wind. Retrieved October 11, 2011, from Nashville Scene: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133306

Why Multiculturalism Is Wrong. (n.d.). Retrieved October 11, 2011, from Nation Planet: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133306

 

Blog #2 Religion in Schools

            I find it interesting that I am asked to reflect on Religion in schools: The Debate Heats Up at a time when my school district is in a lawsuit with the ACLU.  Over the past several months, I have been enlightened and baffled over the subject.  First let me say, I am believer in my Lord Jesus Christ and I believe I can give honor to my God in the classroom without openly praying or observing a moment of silence. 

            According to the law, “teachers and school administrators are representatives of the state, and, in those capacities, are themselves prohibited from encouraging or soliciting student religious or anti-religious activity. Similarly, when acting in their official capacities, teachers may not engage in religious activities with their students. However, teachers may engage in private religious activity in faculty lounges”. (Religion In The Public Schools: A Joint Statement Of Current Law, 1995)  I do not feel a moment of silence is soliciting student religious activity.  There is a moment of silence in my classroom each morning, and I do not have any indication as to what my students are doing during that time.  As a result of this blog and topic, I have monitored my students during the moment of silence.  My findings: Their actions or gestures give me no concrete indication as to what they are doing, and I can only assume.  There are some students that appear to be sleeping, some daydreaming and others waiting for the second they can continue talking with their neighbor.  There are not any students that I observed bowing in prayer.  Silence does not constitute prayer nor does it dictate that prayer must take place in the student’s heart and mind.  The students are given a freedom of choice during the moment of silence. They can use the moment of being silence for prayer, meditation, reflection, or daydreaming.  If the law prohibits students from observing the moment of silence in school, then I feel it is participating in ant-religious activity which is unconstitutional.  In 1969 the U.S. Supreme court ruled the following in Tinker vs. Moines, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech . . . at the schoolhouse gates”. (The Lectric Law Library, 2011)  Although this was ruled in 1969, today my religious rights have been stripped when I instruct in the classroom.  I can no longer bow my head in my classroom, without the fear that I will be disciplined for promoting my religious beliefs.  Yes, my rights have been stripped as a teacher, but stripping my students is unconstitutional.

            The article, Religion in schools: The Debate Heats Up, also discusses a topic that has been in action as long as I can remember.  Although the controversy is not new, the argument made by scientist stands to rewrite textbooks.  According to the article, children are feeling intimated by their instructors when questioning the Darwin’s theory. (Religion In The Public Schools: A Joint Statement Of Current Law, 1995)  I find this ironic that students fear humiliation when they take in information, reflect on the information, and question its authenticity. I thought this was part of the learning process. 

            In conclusion, I am saddened that so much time and money is being spent on whether or not a moment of silence is unconstitutional and the strengths and weaknesses of Darwin’s theory. I can reflect on three students in my class that I know have little adult supervision, works enable to eat, and sleep fewer hours than I do at night.  If I can reflect on three, how many more there must be in our school systems across the United States?  The moment of silence issue seems very trivial when I think about it from this perspective.

References

Religion In The Public Schools: A Joint Statement Of Current Law. (1995). Retrieved from ED Home: http://www2.ed.gov/Speeches/04-1995/prayer.html

The Lectric Law Library. (2011). Retrieved September 29, 2011, from Lectlaw.com: http://www.lectlaw.com/files/stu02.htm

           

           

Innovators and Makers - Entry 1

As I reflect on the readings from PBS and Gatto concerning education, my initial personal thoughts lean towards, “I want to be an innovator”.  I want to make a difference in my students’ lives, not manufacture them to fit big business or government.  Without researching and expanding my understanding of “innovators” and “makers”, my conclusion would be that the innovators’ aspirations are for the students while the makers’ aspirations are for consumerism.

            I feel it is important to understand the difference between an innovator and a maker.  According to dictionary.com (2011), “an innovator introduces something new or makes changes to anything established”. The synonyms for innovator are groundbreaker, trailblazer, or pioneer.  The education innovators presented by PBS, paved the way for the public education system. PBS presented nineteenth century innovators that cultivated education and piloted the way for twentieth century innovators.

Horace Mann is a nineteenth century innovator that influenced public education. Horace Mann allowed his childhood educational experience in a one-room schoolhouse to enable him to start and lead a crusade for public education (PBS, 2011). I feel Horace Mann’s influence is recognizable because his leadership and persistence established a need for reform in public education. His voice laid the path and educated other innovators that would make changes throughout the nineteenth and twentieth century.

          According to dictionary.com (2011), “a maker is a person or thing that makes, manufactures, or fabricates.  The synonyms for maker are designer or engineer.  The makers discussed by John Gatto are wealthy entrepreneurs who steered the way for classrooms to be viewed as a human resource to big business and government.(Gatto, 2000-2003)  The makers attempted to manufacture or redesign the educational system established in the nineteenth century by innovators such as Horace Mann.  I feel a maker such as Andrew Carnegie is recognizable because one cannot argue that he was a successful wealthy man in spite of only four years formal education (Resetar, 2005), but I do not believe his success can contribute to true educational reform. 

In conclusion after reflecting and researching the innovators and makers, my initial response still holds true, “I want to be an innovator”.  I do not want to manufacture or construct my students to fit big business and make a select few wealthy.  I want to be an innovator and attempt to reach individual students.

References

Gatto, J. T. (2000-2003). The Odysseus Group. Retrieved September 10, 2011, from

                www.johntaylorgatto.com/underground/index.htm

PBS. (2001). Retrieved September 9, 2011, from www.pbs.org/kcet/publicschool/index.html

Resetar, N. P. (2005). Retrieved September 10, 2011, from 

                http://pabook.libraries.psu.edu/palitmap/bios/Carnegie__Andrew.html

http://www.dictionary.com/. (2011). Retrieved September 10, 2011, from http://dictionary.reference.com/

dtree: Hello

dtree: Hello: Hello.... My name is Durinda Crabtree. I teach accounting at Beech High School. I am working on my masters in Curriculum and Instruction. ...

Hello

Hello....

My name is Durinda Crabtree. I teach accounting at Beech High School. I am working on my masters in Curriculum and Instruction. I am in my 2nd year of graduate school and hope to graduate summer 2012.

Goodbye for now.

Durinda