sing your life
 
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 “I'm calling on our nation's governors and state education chiefs to develop standards and assessments that don't simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity,” said President Barack Obama on March 9, 2009, in an address to the U.S. Hispanic Chamber of Commerce.

Twenty-first century skills are of the utmost importance in today’s public educational setting. Yet, as a public school educator in a socioeconomically depressed area, it feels as though each year, fewer and fewer leaders are taking steps towards establishing critical thinking and problem solving educational settings.

With mandates for higher standardized test scores, schools that do not perform at required levels must use state-approved programs that flush out teacher and student ingenuity. Creativity and innovation are no longer harnessed in early grades, while communication and collaboration are shunned for teacher-concentrated lessons in higher grades. The lack of student involvement in personal education goals must be remedied with more options than just paper and pencil activities. America’s public schools are stifling, not only current students, but also future cultural and economic growth.

To address the issue of the lack of 21st century skills throughout American public school students, the following questions must be addressed:

How can public school curricula help students become:

• Critical thinkers?

• Effective communicators?

• Superior collaborators?

• Information and technology literate?

• Flexible and adaptable?

• Globally competent?

• Financially literate?

An educator-based taskforce must guide governors and state education chiefs to move forward, offer students options in education, and pilot the U. S. global consciousness. Brain-growth experts, literacy proponents, and education leaders that are not part of the political machine must be appointed to work in the best interest of all students side by side with lawmakers. Public curriculum that uses Bloom’s Revised Taxonomy and multiple intelligences must be made available to all students, not just those whose schools achieve specified levels of standardized tests. All American students should have access to current technology, must be guided by superior educators, and need to be held to high standards.

Students must leave the American public school system with specific interpersonal and intrapersonal capabilities. Effective interactions with other humans are critical to success, and can only be achieved with adequate communication, collaborative, and leadership skills. Making sense of such interactions requires logical, analytical, and evaluation skills. Personal growth necessitates self-assessment, goal-setting, and metacognitive skills. Allowing students to leave the public school system with anything less is an injustice to society, nationally and globally.

Challenge-based learning must replace the standardized testing norm. Students must be taught to guide their own learning initiatives, while educators and parents must be taught how to fully support students in such endeavors. All parties must be ready to invest time, patience, and effort into what is considerably the most important part of America’s cultural and financial future— 21st century skills.

 
 
So, where is California public education really headed?
 
 
For the past week, I've been in limbo about this blog post. I have wanted to write about many ideas bouncing around in my head, but then again, I want to make sure that I explain exactly where those ideas are coming from, since nowadays, people are quick to misjudge any show of patriotism.

Let me make several things clear:
1.) I was born in Romania, and immigrated with my family to the U. S. in 1982, during Ceausescu's regime.
2.) My parents had many trials receiving their American citizenship, which included the Communist Romanian government disallowing them to hold employment during the three-year application process.
3.) I spoke no English when I started first grade a few months after arriving in Houston; by second grade, I was fluent in English not because I was smart, but because to function and assimilate in America, I had to try my best to learn to communicate with other students and teachers.
4.) My parents have instilled in me a sense of responsibility and respect for the U. S. because this country has allowed our family to succeed, to further our education, and to build a solid foundation for future family members.

All in all, I am an American, and I am embarrassed that other immigrants who come to this country do not feel the same sense of patriotism for America that they do for their motherland. When I heard about what happened to the students who wore the American flag on Cinco de Mayo last week, I was livid.

I'm so tired of people who come to this country to use resources and enjoy freedoms, yet refuse to assimilate into American society, to improve and to build American culture with respect and responsibility. I'm annoyed at people who hate America, for whatever reason, but still reside here. I'm sick of people who have no clue how long and arduous legal immigration can be, and take living in this country for granted because they have never had to fight to be able to enjoy the rights and freedoms that come with being a citizen of this nation.

Yet, what really chaps my hide is the fact that the students at Live Oak High School who protested against their peers wearing American flags on Cinco de Mayo don't understand what America is about. The free speech double-standard Live Oak administration supported only propagates further abuse of the five founding American ideals: equality, rights, liberty, opportunity, and democracy.

When was the last time America cried no to outside flags, cultures, or religions? When did America last say, "You can't wear that because it disrespects my beliefs?" Why is wearing a symbol of freedom, justice, perseverance, and bravery misjudged as a symbol of racism, inequality, or discrimination? These students have no idea what they are protesting, or how their indignant behavior is affecting immigrants like me. I feel no sympathy towards these students; do they even know why they are celebrating Cinco de Mayo?

Obviously, we have not done an honorable enough job of teaching students what American patriotism means, and what it does not mean. It's time to remind Americans, because that's what you are when you live and breathe here, what this nation was built on: unity towards a better life.
 
 

Dear Mr. Orsini:

When I first read this article about you, a New Jersey principal who sent out an email urging parents to ban all social media access from their children, I was aghast. I have been tossing your email in my head for the past couple of days, thinking about the pros and cons of social media in the hands of our youth. As an educator who's taught at the middle school level for several years, as well as being a journalist in three different mediums, I feel my background knowledge sustains my belief that your request is doing our youth and parents a disservice.

This specific quote upsets me to the core:
There is absolutely no reason for any middle school student to be a part of a social networking site!

Of course there are, Mr. Orsini! Here are just a few articles explaining why some of the most popular social networking platforms are important in today's educational settings:

Twitter:
NYC’s 140 Character Conference Explores Twitter in the Classroom
Twitter for Learning – 55 Great Articles : eLearning Technology
Twitter in the classroom: 10 useful resources
Twitter in the Classroom: Studies Find Increased Student Engagement

Facebook:
25 Facebook Apps That Are Perfect for Online Education
100 Ways You Should Be Using Facebook in Your Classroom
Facebook Strategies For The Classroom

YouTube:
How to Use YouTube in the Classroom
Using YouTube in the ESL Classroom
A
llowing Safe Access to YouTube in the Classroom

Social Networking in general:
How to Use Social-Networking Technology for Learning
Social networking in the classroom?!

Wikis, Blogs and Social Networking in the Classroom
How to Use Social Networking Technology for Learning


Another part of your email hit me like a ton of bricks:
Some people advocate that the parents and the school should teach responsible social networking to students because these sites are part of the world in which we live. I disagree, it is not worth the risk to your child to allow them the independence at this age to manage these sites on their own, not because they are not good kids or responsible, but because you cannot control the poor actions of anonymous others. 

I'm not sure I understand how not teaching children or students about something that is a part of their world can lead them toward being more responsible, safe, or respectful. Instead of sharing ideas, role-playing situations, and engaging in deep discussions, do you really believe it would be better to act like the social networking gestapo? How could parents have open and honest discussions about anything with their children after your suggested reaction?

If I were to continue using your logic, I would also say parents should ban many books, most television and radio programming, and pretty much everything on the Internet. The basic message says, "Parents, there are bad people outside, so don't allow your children to go out there, not because you can't trust your children, but because you can't control anyone else." Parents never know when someone else will try to influence their children, but, according to you, it's better to just cut off all ties to the real world than try to teach children how to deal with real-world situations.

Maybe you have not had positive experiences with social media, Mr. Orsini, and therefore have decided to severe it completely instead of using other methods of fighting cyber-bullying, immaturity, and illegal Internet use. Here are a few suggestions that I feel would work better than an all-out social networking ban:

1. An Acceptable Use Policy (AUP), either school or district-wide, should be shared with all staff, parents, and students at the beginning of the school year, as well as throughout the year.

2. Teach media literacy either in all subjects or as a core subject. This Edutopia article explains how to use media literacy to foster critical thinking, which might be beneficial to your students beyond just the standard "because I said so" expression.

3. Update your pedagogy, whether through college classes or online webinars, of how to help students and parents progress with 21st century technology, instead of fighting it.

4. Give parents tools for all that you ask them to do, even the items you listed in your email. Many parents may not know how to log onto Facebook, search Internet history, or  set parental controls on tech gadgets. Show them how to not only access their children's information, but how to speak to their children about such issues. Hold parenting classes for media and communication.

5. Last, yet certainly not least, remember why you became an educator. You are part of your students' lives for a short amount of time. How (not only what) you teach them now will affect them for the rest of their lives.

 
 
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This blog post is dedicated to Wine Harlots and their quest to help spread literacy. This quote they posted on fb really explains what literacy means to me:
 
"Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential." — Kofi Annan

Please support this or any other literacy cause if you can.

 
 
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Nicolas Sarkozy recently told the French parliment he wants to pass a bill banning the burqa due to its' symbolism of "subservience."

The debate of women's rights in France comes as Europe's modernity wrangles with Islamic women's attire. Modernity is the awareness or idea that existing cultural mores, norms and ideology are discontinuous with the past. In the course of social and cultural revolutions, either by means of advancement, progress, or deterioration, present-day life is vitally altered from earlier periods. Tradition, contrary to modernity, shows how the contemporary replicates the methods, conduct, and actions of the past. France is now at the center of this cultural battle, which some say is necessary for women's rights to advance, while others maintain that banning the burqa is just as unjust as requiring it.

So who's right? As much as I would like to say that women should be able to wear what they want, it's not that simple. Think the opposite side of the spectrum, and ponder why nations have banned nudity in public, even if a religion claims that is the only way "righteous" women present themselves in public. As societies progress, and modernity causes clashes, such problems are called the "crisis of modernity."

The predicament, it would seem, is simply one's sensation of the aspiration of change. It is a common aphorism that humans do not like change. In actuality, the species craves change, as exampled in all phases of world history. Yet, the crisis of modernity can be interpreted as a war on tradition, which is not necessarily so.

Traditions have changed since they began, always adjusting to the culture in which they were incorporated. Therefore, traditions themselves are part of modernity, and a human’s purpose to reinvent or progress what is positive in one’s society for future generations. When purposeless change occurs, described as “postmodernism,” this new dilemma can create even more subjugation.

Modernity does not only entail material items, but also how a society abides by certain adopted morals, or how a government integrates new ideas. Fundamentalism in any religion is the opposite of modernity, which again relies on traditions that do not change with the ethos of culture. If humans were to remain loyal to fundamentalism since societies formed, our species would not have evolved into today’s world.

This can either be looked at in a negative or positive light, but I believe it is for the better that humans can look at traditions and decide that certain changes must be made to progress the present into the future. As a species, we have the ability to look at what we have and what we want, what we are and what we want to become. How we use this intelligence is what separates the connections of past and present, or modernity.


 
 

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    cristina

    educator, student, yoga enthusiast, roller derby girl

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    The views expressed in this blog are my own, and do not necessarily reflect those of my employers, colleagues, friends, family, or pets. Thanks for visiting!

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