Each
student’s learning curriculum is based on the results of an initial
assessment that is given to them prior to being assigned a classroom and
instructor. The assessment will measure the student’s current education
level, learning capability, and willingness/eagerness to learn. There
will also be an assessment of the student’s personal interests, as well
as their social and communication skills.
The
classroom and instructor each student is assigned to is designed to
maximize the learning capabilities of every student in a comfortable
environment. Each classroom is structured around the learning
capabilities and interests of the students. The instructors will be able
to teach basic academic skills (reading, writing, arithmetic,
communication, effective expression) and various types of learning
techniques, which will be categorized by levels of difficulty and
complexity. Students will be able to choose which level they begin their
learning program in, but will be expected to complete that level and
advance to a higher level within a specific time frame. If the student
does not advance to a higher level within the allotted time, a
reassessment will be made on the student, a meeting will be set up
between the student, their family and faculty, and recommendations on
future learning goals and objectives for the student will be made.
Other
faculty will work with the instructors to provide the students’
learning experience. Professionals that have specialized skills and
training will focus on teaching students aspects of learning that are
related to their interests; there will also be staff dedicated to
working with students on social skills, self discipline, and
communication.
Monday, February 18, 2013
Monday, February 11, 2013
Observation #1
I have decided to my observing at the Pillsbury House and volunteer with their Youth Arts after school program. I am still in the initiation stage in the process of observing, and was informed, largely for safety reasons, that I will not be able to do any actual observing of the children until my background check clears.
I did have a meeting and interview with Mary Beth, who is the volunteer coordinator, and Eyenga, the youth arts coordinator. Mary Beth's time was spent mainly taking care of her daily duties of answering the phone - which was constantly ringing during the time I was there - and assisting people who came in, so our interaction was brief overall; she did tell me about the history of the organization and its time operating a facility in the Powderhorn neighborhood. Eyenga did more than an adequate job informing me of the various programs and services Pillsbury House offers.
Pillsbury House has something for children of all ages, with an Early Education Center for preschool aged children and an Afterschool Program for kids in grades K-6. They also have programs for youth in middle and high school, including a program that trains homeless youth how to fix bicycles and provides them with employment opportunities.
There is a strong emphasis put on the arts and fostering creativity, and it seems that is an artistic component incorporated into almost every program Pillsbury House offers. They bring in artists of all disciplines to come in and work with the youth; Eyenga had given me an example of how a professional dancer comes in to work with the youth, introducing them to music and dance moves they are not necessarily familiar with, but pick up on the moves and connect with the music as if they were parts of their daily routines. A theater is within the establishment, but I did not get a sense for how much the youth are involved with or how often they use the theater, but they do have adult theater programs.
I believe the only person I had any interaction with that was actually involved in working with the youth was when I met with Eyenga. It is easy to see that she has a sincere passion for not just some, but all of the children that walk through the Pillsbury House doors. I remember how she expressed that the biggest challenge for her was finding a way to emotionally detach herself from the young people that eventually age out programs and no longer come to Pillsbury House.. And then, as if on cue, a group of adorable little kids from the Early Education Center made their way through the lobby. "You see what I mean?" Eyenga asked, referring to how it easy it is to start to care for the children at first glance.
I did have a meeting and interview with Mary Beth, who is the volunteer coordinator, and Eyenga, the youth arts coordinator. Mary Beth's time was spent mainly taking care of her daily duties of answering the phone - which was constantly ringing during the time I was there - and assisting people who came in, so our interaction was brief overall; she did tell me about the history of the organization and its time operating a facility in the Powderhorn neighborhood. Eyenga did more than an adequate job informing me of the various programs and services Pillsbury House offers.
Pillsbury House has something for children of all ages, with an Early Education Center for preschool aged children and an Afterschool Program for kids in grades K-6. They also have programs for youth in middle and high school, including a program that trains homeless youth how to fix bicycles and provides them with employment opportunities.
There is a strong emphasis put on the arts and fostering creativity, and it seems that is an artistic component incorporated into almost every program Pillsbury House offers. They bring in artists of all disciplines to come in and work with the youth; Eyenga had given me an example of how a professional dancer comes in to work with the youth, introducing them to music and dance moves they are not necessarily familiar with, but pick up on the moves and connect with the music as if they were parts of their daily routines. A theater is within the establishment, but I did not get a sense for how much the youth are involved with or how often they use the theater, but they do have adult theater programs.
I believe the only person I had any interaction with that was actually involved in working with the youth was when I met with Eyenga. It is easy to see that she has a sincere passion for not just some, but all of the children that walk through the Pillsbury House doors. I remember how she expressed that the biggest challenge for her was finding a way to emotionally detach herself from the young people that eventually age out programs and no longer come to Pillsbury House.. And then, as if on cue, a group of adorable little kids from the Early Education Center made their way through the lobby. "You see what I mean?" Eyenga asked, referring to how it easy it is to start to care for the children at first glance.
Sunday, February 3, 2013
History of (Mis)Education in America
There are many things about the Public Education system that bother me, but the biggest concern I have is with the overall structure of the system, and how it seems to contradict its intended purpose to "educate" young people and help prepare them to become well-rounded, productive adults. And by "educate", I mean the teaching of basic academics (such as reading, writing, and arithmetic), health and fitness, and skills that allow them to maximize their learning capabilities.
Since levels of success in Public Education are based on certain standards - many of which were set during a time period when world circumstances were much different - that are expected to be achieved by a certain age, children are often put into categories that dictate how they are taught. If the focus is on teaching kids to recite certain standards, then it seems that there would few, if any, opportunities for young people to think creatively, formulate and share ideas, and actually learn to use their brains. In addition, these standards often are tinged with racial, gender, and socioeconomic stereotypes, and ignore a child's individual circumstances. Most children are misdiagnosed, and as a result, their learning experience suffers, often times doing more harm than good. This starts at the beginning of their educational experience, and continues throughout its entirety.
Moreover, there seems to be more of focus on getting children to fit a particular mold as opposed to strengthening their minds and increasing their intellectual capacity. Children are often removed from classrooms and schools altogether if they are not behaving accordingly, denying them the opportunity to learn anything. Some are even heavily medicated, which is supposed to help them learn; I have no doubt it has the opposite effect and does irreparable damage to their minds and bodies that are still developing.
References:
Only A Teacher - Interactive Timeline, http://www.pbs.org/onlyateacher/timeline/index.html
RSAnimate - Changing Education Paradigms, http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=youtu.be
Since levels of success in Public Education are based on certain standards - many of which were set during a time period when world circumstances were much different - that are expected to be achieved by a certain age, children are often put into categories that dictate how they are taught. If the focus is on teaching kids to recite certain standards, then it seems that there would few, if any, opportunities for young people to think creatively, formulate and share ideas, and actually learn to use their brains. In addition, these standards often are tinged with racial, gender, and socioeconomic stereotypes, and ignore a child's individual circumstances. Most children are misdiagnosed, and as a result, their learning experience suffers, often times doing more harm than good. This starts at the beginning of their educational experience, and continues throughout its entirety.
Moreover, there seems to be more of focus on getting children to fit a particular mold as opposed to strengthening their minds and increasing their intellectual capacity. Children are often removed from classrooms and schools altogether if they are not behaving accordingly, denying them the opportunity to learn anything. Some are even heavily medicated, which is supposed to help them learn; I have no doubt it has the opposite effect and does irreparable damage to their minds and bodies that are still developing.
References:
Only A Teacher - Interactive Timeline, http://www.pbs.org/onlyateacher/timeline/index.html
RSAnimate - Changing Education Paradigms, http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=youtu.be
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