Program Reflections

It is hard to believe that I am finally wrapping up my program after two years of hard work! I have truly enjoyed the courses I have taken, particularly those in the ESL concentration. I believe they have made me a better teacher and helped me to develop a real understanding the second language acquisition process, literacy and linguistics. The courses I took in second language acquisition, ESL methods, linguistics, and grammar not only prepared me to teach English language learners in the future, but also have made me a stronger more confident foreign language teacher in my Spanish classroom. In the Curriculum and Instruction portion of the program one of my favorite, although most challenging, courses was my Multicultural Education course. It really forced me to examine the issues of privilege and power in my classroom and society. I also learned a great deal in classes on curriculum, leadership, educational foundations and research. I found the Action Research course to be especially applicable in to my current teaching practice. Although it was a challenging project, completing research in my classroom truly led to changes in the way I approach teaching and learning.

I found all of the coursework, exams and other university requirements for licensure to be reasonable and appropriate for anyone seeking certification to teach English as a Second Language in Tennessee. I plan to graduate in December, but I am going to take my Praxis examinations in the spring due to BIG changes in my personal life. I am expecting my first baby in a matter of weeks, and, since I do not need certification in ESL to continue in my current position, I plan to enjoy my maternity leave before completing my certification requirements.

One of the most enjoyable and informative aspects of this program was the fieldwork requirement allowing me to work with English language learners. I was so fortunate to be able to work with several ESL professionals this semester who teach ELLs of various ages and backgrounds. I was able to observe, interview and work with students in grades Kindergarten to twelfth grade from countries all over the world. Some students were still working through the silent period while others had acquired advanced fluency. Some students were immigrants and refugees while others were born in the US to limited English proficient families. I am so glad that I was able to work with a variety of ELLs and see an overview of the scenarios I might be expected to work in as an ESL professional. I also especially enjoyed the ethnographic narrative assignment in my fieldwork class this semester. I was able to get to know an amazing student on a more personal level and better meet her needs in my class as a result of our interactions.

Another program requirement that I found especially helpful and that I am particularly proud of is the English Language Learning Wiki that I created for my second language acquisition, methods and linguistics courses. I constantly reference this page when completing projects or talking with colleagues about meeting the needs of ELLs in their classrooms. I know I will continue to use the page as a resource in the future. I also enjoyed creating this reflective blog. While I've never considered writing to be my strong suite, this blog has allowed me to improve my writing skills and reflect of my teaching practice from a variety of perspectives.

If I could give any advice to others considering seeking ESL certification here at MTSU it would be to take advantage of the assignments required by applying them to your own classroom if possible. Applying what you are learning to your current practice helps make it relevant and understandable. Also, online classes require a great deal of discipline and organization, but I truly believe that learning online made me both a better student and teacher. Those considering this program should definitely be prepared to keep up with readings and class assignments carefully. They should also be prepared to improve their communication skills through online discussions and collaborative projects. Avoiding procrastination and taking an active role in each course are definitely the keys to succeeding in the program. Overall I have truly grown personally and professionally and I would highly recommend the program to anyone interested in ESL teaching.

Literature Circles

My literature circle activity was implemented with the help of Mrs. Jennifer Cox at Station Camp Elementary School. I was able to work with a group of four first grade students, two boys and two girls. The students home languages included Cambodian, Korean, Spanish and Chinese. All of the students were in the beginning fluency stage with solid Basic Interpersonal Communication Skills, but varied in their literacy levels. We began with a read aloud of Mia Coulton's Spy Danny. I was not familiar with the series before, but I truly enjoyed reading the selection with these students.

What are your overall impressions of implementation?

Initially I was very intimidated to work with this age group. I felt that their literacy levels would prevent me from creating meaningful activities in which they could interact with the text and develop critical thinking and literacy skills. However, I quickly discovered that I was wrong. We were able to work of prediction and inference skills and the students did very well when asking questions of the text. They were excited about the topic and participated enthusiastically overall.

How did students react to the literature?

The students really loved the story's main character, Danny, and so they seemed excited to see him in the role of a spy. They especially enjoyed the realia involved in exploring the spy theme. The mystery and suspense of the story helped to keep their attention.

How did students react to discussing the selected texts?

The students seemed to enjoy discussing the text in the whole group setting a little more than when working in pairs as "checker" and "highlighter." When I modeled the questions students responded quickly, but when I asked students to ask questions of their partner and then "highlight" their responses with a transparent/colored ruler they needed a bit of encouragement. I find this to be the case with almost all age groups. Students are much more comfortable in a passive rather than an active learning role. I was glad that they were stretching during the activity because, by the end, they became more comfortable asking their own questions of the text.

How appropriate is the Literature Circle Technique for second language learners?

I think the literature circle technique is a fantastic idea for differentiation in the diverse English language learning classroom, especially for older learners. I think that it was a bit more difficult to implement with the group I worked with given their ages and literacy levels, but it was still effective. I could definitely see it implemented even more effectively with more literate students in a setting where the teacher and students had more time to work together.

What changes would you make if you were to repeat this?

I think I would arrange to have more time to follow up with the students and extend the theme with other literature selections for students to choose. I would have liked to have more time to conference individually with each student and better assess their individual language learning needs.

Suggestions for other ESL professionals:
-Choose an initial selection that elicits the interest of the students you are working with.
-Spend time modeling the types of questions you want your students to ask of the text.
-Allot enough time to speak with each individual student to assess their comprehension of the text and assist them in formulating responses in their response journals.
-Have fun!

Ethnographic Study

What are your overall impressions of this observation?

I truly enjoyed the opportunity to observe this student in a second language learning environment. While the observation may have left me with more questions than answers regarding how best to accommodate the student I observed, I felt that through both observation and interviewing the student I came to understand her daily struggles as an adolescent English language learner.

What did you learn as a result of the fieldwork?

First, and probably most importantly, I learned a great deal about a student that I've had the privilege of working with for the past two years in class. Although I knew of some of the struggles she had faced when she immigrated to the US, I learned so much more through my observation and interview. I believe that my fieldwork will help me to better meet the needs of not only this particular student, but also other immigrant students that I work with in the future. I also realized that, as a general education teacher, I need to be MUCH more cognizant of the diverse needs of the learners in my classroom. Because I teach a second language acquisition course, I often assume that the activities I use in my classroom are appropriate for English language learners, since they are appropriate for second language learners. However, observing in another teacher's classroom made me more aware of the adjustments that still need to be made in my presentation like chunking, adjusting my language and adjusting the cognitive load of the assignments I give.

What is the value in case study research and analysis in terms of classroom practice?

Case study research is extremely valuable for any teacher looking to improve practice in terms of meeting the needs of diverse learners in their classrooms. Examining classroom practice from an ethnographic perspective of an individual student leads a reflective teacher to differentiate their instruction not only for that individual learner, but also leads them to evaluate their instructional practices for all of the learners in their classrooms. Case study research also personalizes learning forcing teachers to re-evaluate the rather prescriptive practices that teachers often feel are necessary in our standards- obsessed culture.

What is the value of the ethnographic narrative?

The ethnographic narrative was by far my favorite part of the fieldwork assignment. It allowed me insight into experiences that, while almost unimaginably tragic, are a stark reality for many immigrant students. The interview and narrative allowed me to build rapport with a student on a level that is uncommon in most classroom interactions. I hope to be able to complete fieldwork like this with other students in the future.

How will this information assist future teachers (next year’s teachers) as well as yourself in meeting the needs of this particular second language learner?

I think that the information I collected in the observation and ethnographic narrative could help future teachers to be more aware of the contextual factors that affect the second language acquisition process for this English language learner and, hopefully, help them to respond in a more compassionate and patient manner when seeking to help this student succeed academically.

Reflecting on Action Research

Thoughts about action research

I have really enjoyed all of the action research projects that I have completed as part of this program. The projects have actually helped me and my colleagues to enact significant changes in our department and have informed my teaching practice in surprising ways. I think that action research is really a more intentional and systematic version of what many teachers consider best practice: critically examining their classrooms, reflecting on the teaching and learning taking place, and making changes that result in better learning outcomes. I love that action research is collaborative and cyclical. It forces me to continually consult with other teachers that have talents and strengths different from my own. Although I wish that I could just "arrive" as a seasoned, autonomous, all-knowing professional one day, I think action research helps to remind me that I should always stay humble enough to learn from others and keep growing.


Ideas generated

The focus of my action research study was to examine the impact of collaboration between English Second Language teachers and high school general education teachers on ELL student attitudes and achievement in the general education classroom. I met with English language learners, general education teachers and the ESL professional in my building to discuss accommodations for ELLs in the general education classroom and found that both ELLs and their teachers perceived a need for additional training in modifications for students with limited English proficiency. I think that, as an ESL teacher in the future, I will need to carefully consider how to create professional development and collaboration opportunities for the general education teachers at my school. I would like to continue to research this topic and look for models of best practice in my professional learning community.



Suggestions to other ESL professionals

Based on the action research that I conducted I would definitely suggest that all ESL professionals consider implementing common planning time, online collaboration or other professional collaboration opportunities in their building to work with the general education teachers who teach their ELLs. General education teachers can certainly benefit when educated about second language acquisition and sheltered content instruction. Although I realize that collaboration is difficult on a school-wide level, I think any efforts made will undoubtedly positively impact learning outcomes for ELLs.

Observation #1

My first classroom observation took place on Wednesday, September 28th with Mrs. Cox, an elementary ESL professional. I chose to observe in this setting because all of my previous experience has been with adolescent English language learners. I was only able to observe for a little over an hour because I had to schedule my observation during my planning time. However, following this experience, I've decided that I would like to spend an entire day shadowing Mrs. Cox as soon as possible. In the short time that I was with her I was able to observe her working with three different groups of students. Her schedule is packed and I am sure that spending just one day with her will provide me with a great deal of insight into working with elementary ESL students. I truly enjoyed the brief time I had with Mrs. Cox and her students, but I have to admit that the time constraints that they were forced to adhere to left me feeling a little overwhelmed. Below are my notes and observations from the two lessons I was able to observe. I wasn't able to stay to observe the final group of students, but hopefully I will get a chance to see them in action next time.

Teaching
What was the purpose of the lesson?

The purpose of the lesson I was able to view in its entirety was to develop literacy skills including reading fluency and comprehension and to help students to use their imagination and evidence from the texts to make predictions.

How was the lesson structured –methodology, appropriateness,materials for second language learners, adaptations?

The lesson was a read-aloud session between the ESL student and a kindergarten student. The teacher chose an age appropriate text and took time to pause and model asking questions about the text. The purpose of the text was to encourage imagination. The teacher also took the time to point to visuals and illustrations for words that might be unfamiliar to a second language learner. In the next session the student and teacher will take time to go outside and use their imaginations to create sentences about the “animals” they can find in the clouds and trees around the school.

How did the second language learners react and interact?

This learner was very engaged and interacted enthusiastically with the teacher during the reading. Occasionally he needed to be redirected to the reading, but he seemed to enjoy both the literacy experience and the conversations that he engaged in with the teacher.

Community
What evidence of “community” in terms of the second language learner did you observe?

Each of the students seemed to have developed camaraderie as English language learners. They seemed excited to go to ESL class and were sincerely engaged in class activities. When I arrived, one student was having a tough day. She was a newcomer from South Korea and was sharing her frustrations and anxiety with a fellow student and her teacher. There was definitely a sense that the classroom was a safe space to share her burdens.

What is required to become a member of this classroom or learning environment—consider language, literacy, content instruction, materials, etc.?

The requirements for membership in this classroom vary depending on the schedule. All of the students are second language learners, but their language and literacy skills are extremely diverse. For example, the kindergarten students are not yet literate in L1 or L2, but some of them are strong English speakers. In other grades, students may be literate in L1 and/or L2, but their language skills may vary. All of the students receive services targeted at improving both their productive and receptive language skills. The older that the students are, the more likely that their lessons also focus on content instruction and Cognitive Academic Language Proficiency. The teacher utilized a variety of resources, but leveled readers are used most frequently.

Ethnographic Perspective
What events occurred during your observation – formal interactions and informal
interactions?

When I arrived to Mrs. Cox’s classroom I found that she had taken a break from her current lesson to address the needs of one of her learners. The young girl was crying , but trying desperately to hold herself together. The teacher took the time to explain to the girl that every student is allowed to have a “melt-down” and then wrote the word “melt-down” on a vocabulary card. She also handed her a box of tissues and encouraged her to cry if she needed to. She also encouraged her to tell her regular education teacher when she needed a little time away from class if she was feeling overwhelmed. While allowing the student a moment, the teacher turned to another young lady, and asked her to remember how difficult it was to come to the US as a newcomer. The girl shared about her experiences and both girls were then hugged and sent to class.

After dismissing the girls the teacher followed up with a 3rd grade boy that was working independently on reading comprehension questions from a reader. She checked his work, congratulating him on a job well done and then sent him to class with a fellow classmate that had stopped by the room to pick him up.

After sending these students to class, the teacher and I headed out to the playground to pick up three kindergarten students, two boys and one girl. The teacher had brought a stuffed hen and a big book with the letter “H” out to the playground. On the way in to the classroom the teacher held out the big book and asked students to repeat words beginning with the letter “H.” She gently corrected and redirected one of the boys as he pointed to the “chicken” in the book asking “Can you say “hen”?” Once, inside the classroom the students paused at the door beside a butcher paper cutout with a poem written on it. They recited the poem about rain with careful diction and motions to go along with the words. The teacher then directed the students to sit on the carpet, but was almost immediately interrupted by one of the mainstream kindergarten teachers. She needed two of the students to return to class because their class was scheduled to complete a health screening. One girl and one boy left with their teacher leaving another boy and the teacher to participate in the lesson. The lesson was about imagination. The teacher and the boy read a book about a young girl’s adventure on the walk to school as she imagines seeing jungle animals and trekking through the desert. The teacher often paused to ask questions and allow the learner to make observations and predictions. At the end of the story the teacher explained that the next day they would go outside to find their own adventure and then write a story about it together. The teacher then rewarded the student with a “bee-buck” (a school-wide positive behavior program incentive) for his attentiveness and participation in class that day.

What can an observer see if he/she entered the classroom at this particular time?

An observer in this classroom can see boxes full of books, small tables for reading groups and a carpet. On the wall the teacher has posted three poems, several word walls and other vocabulary visuals. Throughout the course of my observation I saw students seated at the tables working in groups and independently. I also saw students and the teacher seated on the carpet for reading circles.

What evidence of “acceptance and welcome” would a second language learner see?

The students are clearly welcomed by the smile on their teacher’s face when she greets them. The students can also see that the space is theirs to share as there are many manipulatives and classroom objects that they have access to.

Fieldwork Introduction

Hello everyone!

This semester I look forward to reflecting/ journaling on my ESL blog about my fieldwork experiences. After many semesters of reading, discussing and writing, I'm excited to actually see how English language learning takes place in a real classroom. Although I expect to observe many different teachers this semester, I plan on spending the most time with the ESL teacher in my own school building. She teaches ELD courses to high school students and I know she is an excellent teacher. I look forward to seeing some of the students I've had in the past few years in this environment and meeting new students that have not been in my Spanish classes. I hope to learn and grow a great deal this semester! For more information on me and my ESL teaching plans see my blog intro.

Blog Post #5: Issues in Education

While reflecting upon the many articles dealing with educational issues, I am reminded, once again, of the immense complexity of the teaching profession and the many stakeholders in the education of our nation's children. Teachers, administration, politicians, parents, community members, and, most importantly, students are inherently part of the institution that is public education. I think that is why, as many proponents of the privatization of education would suggest, it can be so VERY difficult to affect change in our public education system. Many of the articles that I read brought to mind changes that I, personally, would love to see take effect in educational institutions.

The NCPA article on teacher salaries adjusted based on the cost of living related to two very frustrating, and often controversial, issues in public education. The first is the importance of raising teacher salaries to match those of other college educated professionals. Our nation can't expect to recruit the best and brightest graduates into the teaching profession if they know they will not be payed a competitive wage. I think that our society has lost respect for the teaching profession, perhaps with good reason. However, this lack of respect is most apparent in teacher compensation, and, without substantial change, education will continue to find it difficult to recruit highly qualified teachers into the profession. Another issue that this article brought to mind is the polemic merit-based pay debate. I, myself, am an advocate of a reasonable merit-pay system. My stance is probably partly attributable to my relative inexperience in the teaching profession and the fact that I have a rather competitive nature. I can certainly, however, understand the drawbacks to a merit-pay system if the assessment of merit is based solely on standardized testing. I understand teacher fears over the outcome of evaluations that determine salaries. However, that is a reality that other adults, working in the private sector, face everyday. It is hard to sustain motivation to teach to the best of your ability when you know that the teacher with the Master's degree and twenty years experience showing videos each day next door if being paid more. I know their has to be a better way to determine teacher pay.

Perhaps equally as controversial as the debate on teacher salary is the debate over school choice in public education. The Goodman article on educating the children who were victims of Hurricane Katrina reminded me of the importance of this issue. Although I teach at a traditional public high school, I recognize the impact that choice could and should have in school reform. However, I feel that we should exercise caution before proclaiming any approach to be THE solution for public education reform. Many studies reveal that both vouchers and charter schools fail to produce the outcomes promised and may even hinder reform.

The articles mentioned, as well as the articles addressing child labor, early childhood education and education's environmental responsibility, serve to highlight the need for educators and policy makers that are willing to think critically about the issues, put politics and buzzwords aside, and stand for all that is in a students' best interest. Although their are not simple solutions, I believe that the best way to move forward is through the intentional pursuit of learning above all from the classroom, to the school board, all the way to Washington.

Blog Post #4: Control

The issue of curricular content can be a great point of contention among the stakeholders in education. Parents, teachers, administration and community leaders rarely agree on best practices in regards to selecting the content students should learn. Viewpoints diverge even more when discussing how the content should be presented. As suggested in our blog prompt, I believe most of our debates over curriculum, particularly multicultural curriculum, stem from issues of control. Although the phrase has become a cliché, it is true that knowledge is power. The most educated members of society have the most control over their futures. With knowledge comes opportunity and authority. Sadly, it is also true that human beings have a propensity toward self-preservation and protection. Once a group has attained power, they rarely relinquish it for the common good. It is from this perspective that many proponents of multicultural education argue for change in the way we present our curriculum. They ask that we encourage divergent thinking and present history and culture from multiple perspectives. Some go further and encourage students of specific backgrounds or cultures to preserve their own culture first and foremost. I truly believe that, for the most part, these proponents simply hope to protect and maintain their heritages. However, many experts argue that education from a segmented view only serves to further disenfranchise groups already at-risk for school failure. Instead, many multicultural education advocates hope to focus on commonalities rather than differences. They see multicultural education not only as the presentation of various cultural views, but moreover as equal access to a core curriculum that provides opportunities for all learners.

It is from this perspective that Hirsch argues for a curriculum based in shared cultural literacy. He shares an example from South Africa where students from various ethnic and cultural backgrounds need to be educated together. Hirsch argues that, in any nation, there is a need for a common core curriculum that prepares all students to participate as contributing members of society. This, he believes, levels the playing field for all groups in a society. I have seen firsthand the importance of cultural literacy during my time studying in Segovia, Spain. In Spain there is no official national language and regionalism and autonomy are regarded above all else. However, all students learn castellano, or what we here in the US call Spanish. Classes in Cataluña are taught in both castellano and catalán, in the Basque Country in castellano and euskera and in Galicia in gallego and castellano. This system of education stems from the idea that communication between citizens of Spain is foundational to a strong nation. This shared language makes them stronger, yet they maintain their own identities as autonomous regions. I think Hirsch’s core knowledge curriculum ideas are similar. Having a common knowledge set provides a foundation for educator’s to build on. When all students have access to this knowledge base then we are truly providing a multicultural education.

I also believe, as Adam Waxler, that providing students with varied cultural perspectives does not have to be a matter of creating independent units of study. Integrating cultural into traditional curriculum is just good teaching practice. When we separate groups and cultures we create boundaries that need not exist in the minds of our students. Yes, there are marked differences between the cultures that comprise our planet, but there are many commonalities as well. I think a balanced approach to multicultural curriculum is integral to righting the inequities in our educational system. Curriculum should be comprised of both core understandings and varied viewpoints. Students should share a foundational understanding or level of cultural literacy, but also be able to examine issues from many sides and analyze and judge for themselves.

Blog Post #3: Teaching Diversity in the Classroom

After reading, PJ Tobias’ article on racism in America, I had to spend some serious time thinking about the balance we hold so dear in the U.S. between freedoms and civil rights and the need for a safe and secure country. With all of the recent discussions on tolerance in the news, from our mosque controversy here in Tennessee to Koran burning attempts in Florida, this delicate equilibrium that we sustain as a people has been called into question. Admittedly, as I read the comments left in response to the article, I asked myself “should all people be free to speak and write whatever they please?” I am a firm believer that the truth will always stand against lies and that love and acceptance always win over hate. So, generally, I don’t get upset over comments that strike me as ignorant or even utterly bigoted. However, as one of my mentors often says, we can become so “open-minded” that our brain falls out. Allowing member of supremacist groups, like the author of The Brigade, to espouse principals of hatred and violence on the internet is undoubtedly dangerous. As Tobias states, this kind of propaganda can lead to terrorism and the murder of innocent Americans. As an Oklahoman, my family and I know this too well. Unfortunately, there will always be groups that choose fear over acceptance and anger instead of understanding.

As an educator, I often find myself balancing these same principles, my students’ right to speak their mind and their need for a safe classroom environment. At the beginning of the year, without fail, at least one student will ask, in front of the class, why we have to learn Spanish when we’re in America, apparently home of the free, brave and monolingual. I never have found a way to respond that both acknowledges the student’s right to ask such a question and defends the value of linguistic and cultural diversity. So, given the choice, I support diversity. My rationale is that, in Hendersonville, TN, my students will find plenty enough assenting opinions against multiculturalism. I tend to find myself in this role, the multiculturalist, fairly frequently in my middle class suburban educational environment. Unfortunately, student opinions on race and culture can be so ill-informed that I often shy away from dealing with these issues at any level in my classroom, leaving discussion of culture in my classroom at a superficial level, focusing on the salient traits and stereotypes rather than delving into the complexity of different cultural perspectives. After reviewing some of the articles addressing multiculturalism, I feel challenged to tackle the tough questions that will inevitably arise when discussing culture in all its intricacy. My students need to be presented with conflicting opinions and perspectives in order to learn to analyze and think critically.

Another fear of mine when addressing culture in the classroom is echoed in the nationalist article against multiculturalism. Unlike the article’s author, I am sure that teaching students to value and respect other cultures is important. Yet, I often feel that, in highlighting differences and assigning cultural characteristics, I am creating an “us” opposite “them” mentality in the minds of my students. Although I often emphasize similarities, I feel my students focus on these differences overall. Just as tolerance and security must be balanced, I think a teacher focusing on culture must take care to present evenhandedly cultural contrast and the universality of the human condition. Still, I will choose to explore the "deeper" parts of culture, like differences in values and viewpoints, with my students at the risk of drawing boundaries because I think that students are more capable of grappling with these concepts than we realize. They can use divergent historical and cultural perspectives to develop their own world-views and I hope to become a brave enough teacher to entrust to them that very task.

Blog Post #2: Losing our religion

Religion in education has become a hotly contested debate in my community in the last year. In fact, the district in which I teach and live, Sumner County, is currently entangled in a lawsuit with the ACLU over administrative decisions that allowed for religious involvement in school affairs. After reading articles over controversies in Illinois and Texas it’s clear that states across the country are challenged with balancing protection of religious freedom with individual rights to demonstrate religious beliefs in public schools. When reading on this particular topic, I always find myself conflicted, sorting through the facts, my feelings and my values. I am a Christian and love living in a country that protects my freedom to worship as my conscience and spirit dictate, but I have serious misgivings about religious involvement in public education.

While both of the cases in Illinois and Texas seem perfectly benign to the casual observer, I can understand why some proponents of the venerated “separation of church and state” have become so adamant regarding grey areas such as the “moment of silence” or the teaching of “intelligent design” in a public biology classroom. If school is compulsory, then it should be an environment where any student from any cultural or religious background can experience a sense of belonging as part of a community of learners. So while, personally, the “moment of silence” doesn’t not present an affront to my belief system, I could see how a student from an atheist background might feel ostracized by the awkward pause. And, although I believe in “intelligent design,” I, like St. Thomas of Aquinas happen to believe that scientific reason and faith are not mutually exclusive. I don’t believe I need to undermine the feasibility of a scientifically supported theory in order to assert my beliefs. While some may view the difference between “examining strengths and weaknesses” in scientific theory and “examining the empirical evidence” for each theory as mere semantics, the language we choose to express our learning objectives can possess powerful connotations. Both cases seem to revolve around the tendency of public educators to blur the line between religion and state mandated education.

It seems this debate inevitably leads proponents on both sides of the argument back to our nation’s history and the intent of our founding fathers regarding the church and state. Freedom from state establishment of religion was clearly the intention of the constitutional framers when they wrote that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…” However, anti-religion advocates often speak of the “separation of church and state” as synonymous with the first amendment when, in fact, there is no mention of this separation in the constitution. The “wall of separation between church and state” was a phrase coined by Thomas Jefferson in a letter to the Danbury Baptist Association during his presidency in 1802. In the letter he so aptly stated, “Believing with you that religion is a matter which lies solely between Man & his God, that he owes account to none other for his faith or his worship, that the legitimate powers of government reach actions only, & not opinions, I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should "make no law respecting an establishment of religion, or prohibiting the free exercise thereof," thus building a wall of separation between Church & State.” Although Jefferson was an advocate of personal choice and even suspended national days of fasting and other religious observances during his presidency, I don’t believe that his intention was to protect the state from religious involvement, but, instead, to assure the Danbury Association and the American people that the state would not be allowed to mandate religious practices as it had in Europe. In fact, evidence of church involvement in the founding of our nation is undeniable. Our buildings and money are imprinted with the words “In God We Trust.” Our presidents have all been sworn in with their right hands on the Bible stating “So help me God.” The Declaration of Independence mentions God four times. Surely our nation’s founders were more concerned with the state’s involvement in the church than the church’s influence on the state.

However, just as the constitution is a living document that has changed and grown over time, so should our attitudes regarding how best to truly protect religious freedom in our nation. While historical context does provide a more accurate interpretation of such principles, we must make decisions in light of our current reality. We live in a pluralistic, multicultural society in which all citizens are guaranteed the right to their own belief systems. We may not personally believe that a salute to the flag constitutes idolatry, but the majority of Americans have come to respect a citizens first amendment rights over regimented reverence to a national symbol. I believe we have come to view the principles set forth in our unique constitution as more patriotic than any show of nationalism. While a “moment of silence,” mention of Creationism, or a baccalaureate service may seem harmless to me, I have to be willing to look at the issue from another perspective. As has already been clearly demonstrated in our community, there is a slippery slope from a mandated moment of reflection to school condoned dissemination of the Bible. While some cases may seem more clear cut, we always need to thoughtfully consider what is in the best interest of all students, not just a majority.

Blog Post #1: Innovation vs. Integration

Reading the information presented on both the PBS site School: The Story of American Public Education and Gatto’s site The Makers of Modern Schooling left me feeling intrigued, inspired and infuriated all at once. It seems that, in examining the history of education in the US, there are so many factions involved in reform with divergent interests. Politicians, corporations and the public share both common and conflicting interests in the outcome of public schooling. I think that the intent of each of these stakeholders is what distinguishes an “innovator” in education from a “maker” of education.

Innovators in education are those who seek to affect change in the system to create greater educational opportunities for all American schoolchildren. Innovators may differ in their approach to implementing changes, but I believe a true innovator favors progress and access over standardization and efficiency. Describing the modern educational climate PBS put it this way, “The progressive side of the educational continuum champions intellectual freedom as the cornerstone of democratic society. Student autonomy, creativity, and curiosity are espoused as leading forces in a meaningful education. The “back to basics” advocates believe that curriculum should be standardized and students drilled on its content to ensure a basic level of skill.”

Some of the best representatives of innovation in American education are those like John Dewey or Deborah Meier. These reformers encouraged a student and community centered approach to education. Dewey is undoubtedly changed the landscape of the classroom by emphasizing the relevance of child development and the importance of experiential learning. These principals are now considered cornerstones in any teacher preparation program. It is my hope that Deborah Meier’s emphasis on the importance of teacher and school autonomy in meeting the needs of their individual communities will soon become foundational to school reform as well. Her focus on parental involvement is integral to making changes in today’s apathetic educational climate. Other innovators like Catherine Beecher, Booker T. Washington and W.E.B. DuBois, Jose Angel Gutierrez, and the families of the plaintiffs of Brown vs. the Board of Education created reform by providing improved access to educational opportunities for previously marginalized groups of learners. Their contributions have left an indelible mark on the history of education.

In my personal opinion, some educators credited with innovation might be better categorized as what Gatto describes as a “maker” of public education. Gatto describes “makers” as those individuals who influenced society as a whole and created a system valuing “social efficiency.” This efficient system would drive consumerism and consolidate control in the hands of the government and corporations. Although I don’t take quite as sinister a view regarding the motives driving “makers” to reform public education, I do believe that efficiency, order and control were paramount in their reforms. With Gatto’s definition as a basis, some of the innovators mentioned on the PBS site like Horace Mann, Ellwood Cubberley, or E.D. Hirsch might be better described as “makers” than innovators.

Some of the “makers” that Gatto mentions are industrial giants like Carnegie, Rockefeller, Ford and Morgan. Another “maker” that he views as extremely influential in the movement toward standardization is Federick W. Taylor. I had not heard of Taylor before the article, so I decided to do a little research. Taylor was an American industrial engineer credited with creating “scientific management.” According to Gatto, Taylor’s emphasis on discrete task training has lead to a population of learners equipped to perform in only one capacity, constantly in need of corporate training and dependent on authority. Although I fairly sure that Taylor, in his scientific approach, did not intend to create a foundation for propaganda and mind control, Gatto insists that that is where his work has lead.

Although I personally find innovators to be much more inspiring as an educator, I have to admit that both “innovators” and “makers” have their place in shaping educational reform. I think education will probably continue to debate the merits of progress versus standardization for years to come. Already in our class discussions we have had to come to grips with the realities of standards, testing, and accountability. As educators I believe it is our duty to continually emphasize the value of student and teacher autonomy, creativity and inquiry in achieving optimal educational outcomes. We serve as a balance to a system that could easily streamline students into conformity, but we can only counterbalance such powerful forces if we are willing to take a stand and continue to voice our concerns. I, for one, will keep rocking the boat as long as I can!