Thursday, August 28, 2008
Which values about children and childhood frame the American public school curriculum?
FROM SAMANTHA S. I am a special education teacher, so I find myself quite lucky. I see small groups of students for about 45 minutes each day no group has more than seven students in it. I get to talk with my students and truly understand what they need and want to learn. I try to take into consideration their home life as best I can while we are in school. I offer my time before and after school. I try to teach standards in a fun and interesting way that my students can relate to and enjoy.
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I think in America we value our students opinions, thoughts and ideas. This gives our children more of the individualistic characteristics and helps them become their own person. I think we value our students childhood and try to make it as fun and interesting in possible,that is why we try to relate the things we teach to things that interest them. I also think in American public schools teachers try to give each child individual and special attention as well because that attention contributes greatly to their learning.
I feel we value the individual child when it comes to learning. We are always trying to find a variety of ways to teach the concepts so all children succeed. We find ways to connect concepts to what the child already knows or can relate to in their past. I also feel at the kindergarten level we make it fun. Since they are still young kids we want them to enjoy learning and school. In America I feel we teach our children responsibility, ownership, caring, and friendship to become great citizens.
I also feel that in America we value our students opinions. Most educator do their best to address the individual child and make learning fun and interesting. However, I feel that there is to much emphasis placed on grades and high stake testing. America is an award driven country. Grades are some of our first awards. The curriculum in schools is moving away from what may be best for a child's education to what will best make that child perform well on a test.
I feel that in America children are valued. The educational system is created to help students to become useful members of society. Teachers try their best to help children become successful in academic areas by building on a common thread. Things begin to be introduced in the younger grades and continue to be built upon as they move along. The moral development of children has also been added onto the focus of schools. Children are expected to learn how to be responsible, hard working, functioning members of socitey.
I feel Amerca values the individual student and wants the teachers to teach to each child. How many times are educators told -each child learns differently. You need to find what works for each one. There are all the educational books out there that are driven to all the modalities of learning, each of our lessons are comprised of more than one, we do not do things the way education used to be.
I feel that in the American public school curriculum the differences in learning styles of each child are valued. Schools are always adopting curriculums that can be modified to reach children at all levels. Teachers are encouraged to teach to the individual child and change their lessons plans so they are easily understood by the entire class. The differences in learning styles are also supported by the special education programs that are in place at each school.
I agree with what most people are saying... about how we value our students and their opinions, how we vary teaching methods to reach different modalities--we'd be pretty lousy teachers if we didn't. I could be getting off track but...one thing that concerns me with most of the statements is how we are saying that all students values are being met. When we are given curriculum by the state and expected to stick to the curriculum, chances are we are not balancing and meeting the needs of all students. When the given read alouds, songs, and poems aren't culturally relevant, how are we valuing our student's childhood? Yes, in small groups, we can be much more successful in valuing the individual student but I don't feel like I am doing much for the bulk of my students when I am reading them a story from my curriculum about a white middle class family building snowmen at Christmas. Another discrepancy is that although, I do recognize and realize the importance of teaching to the different modalities, when it comes down to it, I don't always do it. In an idealistic American public school curriculum, it would happen.
I think in America we value our children and where they come from. Our education system is created for children to be successful. Even from when I was in school to teaching 1st grade now curriculum has come so far. Opportunities in school have become so availiable. It is amazing to think of all the things that we can do as educators with our children. I feel that we also value where each child comes from. The cultural diversity and celebration is huge in schools. When I was in Kindergarten we celebrated holidays, but we never learned about Kawanza. School have come a long way with cultural diversity.
I think that sometimes education systems in the United States are more concerned with test scores, performance, and college readiness that with the actual child's experiences. Many programs have gone away from valuing the importance of long periods of child directed guided play and experiences. I know that it is difficult in my program to value the students interests when we have only two hours a day to meet standards, and follow health department guidelines while at the same time finding time in the day for speech services and other therapies. The students end up losing their time to learn and create by freely exploring their enviornment.
Well, I think I already answered this question in the other response question. American public school curriculum is white euro-centric and does not often take into account other cultures. Why is it that Black people and their history is only taken into account in February? Why isn't it intertwined into all of our curriculum? Why is it that I can't remember one time growing up EVER studying Native Americans (American Indians) or their rich history in the United States? And when I did read about them, it was only about how they helped the pilgrams farm. Why didn't we study their persecution? Why didn't we study salvery in much greater detail? Why did we only study the triumphs of old white men from western Europe? I think I've made my point here, but needless to say, our American curriculum and text-books need to be re-written to take into account the rich fabric of American society, the persecution of other ethnic groups, to paint a true picture of white American society in history. I don't mean to limit this to history either, our literature courses should be full of African American literature, and represent all ethnic groups in the readings. I think my point is clear enough. A lot needs to be done to change our classrooms from only one view to incorporate the richness our society really possesses.
In American, I think the American public school curriculum values children and the childhood frame by creating programs that tailor the needs of the different types of learners. Teachers use these curriculums to try to give each child in their class individual guidance and make connections to real life. Teachers want to know their students interests to make school a more pleasurable experience where they feel comfortable.
I think in America we really put forth effort to value each child as an individual. I think we try to value different cultures and try to be culturally responsive, but we try new things that may not have these values in mind. For example we have always been against segregation, but the new ELD program promotes just that. While in fact this may come to be a great solution and helpful to each child. I do not think it is promoting social interaction amongst different cultures and therefore they may lack the skills to be culturally sensitive in the future without these exchanges. In my own classroom I try to promote as much social interaction amongst my students and want to create an environment that reaches out to each culture so all students feel a sense of community and belonging.
I think as American's we pride ourselves in being culturally sensitive. I agree with a lot of what people are saying with the individual characteristics. I know in my classroom I always try to make students feel good about what sets them apart and makes them feel different. I also try to bring those different cultures into the classroom. I also agree with Kristen. It's funny how we have taken a step back in segregation beliefs with the ELD program. I know if I were a parent of one of these students I would be very upset.
I agree that in our schools we try to value our children. I feel that it is very hard to meet each of our student’s values if we did this we would be teaching each child individually. I think that when we work with them in small groups we can maybe reach more students rather then in whole group. I also feel that it is very hard to teach to every child’s different modality. I think we try our best to reach all of our children but we can’t always meet each child’s individual needs.
I feel Public Schools try THEIR BEST to value children and their childhood. There is so much more that we should "go back" to and change, but since were in such an evolving society with different kinds of parents, idea's, religions, and pretty much a melting pot, it's hard to hit the "exact" value to each families standard. So, we have to change our ways in public schools to make sure we don't "leave behind" anyone out. This includes standarized testing,learning, NCLB, religion in school, and even corporial punishment. How do we interpret what is right and wrong from everyones values and point of view?
Some of the values about children and childhood that frame the American public school curriculum are that children should be taught as much as possible as young as possible and that we should make education as constructive as possible. For example, and far as teaching children so much so soon, children nowadays seem to have so many more pressures on them to read sooner and better at a much younger age than we were. This influences the curriculum by having children now do in kindergarten waht we would have done in first or possibly even second grade. Also, the fact that curriculums across the board are becoming more and more constructive across the board. For instance, every reading curriculum I've seen in my career has connecting activities for math, science, social studies, etc. This leads me to believe that we as a society place great value in teaching our children with a well-rounded academic approach that will help them to succeed in whichever field they choose to pursue.
I agree with Marla72 about America being an award driven country and how it is also expressed in our school systems. Children are judged on their grades, test scores, and other academic activities. I think our public schools focus on this. I understand why this is because you need some way to measure achievement, but why does it have to be award driven and competitive? How about a report card that doesn’t assign letters to a child’s progress, but instead individually gives feedback to each parent on each area of learning? This is more specific to each child and focuses on their progress, not that of a grade they achieved. A great example of this would be Kids at Hope schools. Kids at Hope schools don’t focus on letter grades. Instead they use “a report card which recognizes that although reading, writing, and math are critically important in life, you need additional skills, talents, and intelligence to succeed. It’s a report card which recognizes that success is not just a score or a grade in a subject matter. It’s about what we call total success” (Carlos & Miller, 2002, p 42). By total success they mean success in all aspects of life (e.g. family, career, hobbies, community, etc.) as well as holistically, not just academically. So their report cards are “about those talents, skills, characteristics, and intelligence required for success in life” (p 43). I believe these aspects are not valued for children in American schools as much as they should be or at least partially addressed in some way.
Carlos, J.P., & Miller, R. (2002). Kids at Hope: Every Child Can Succeed, No Exceptions. Reston, VA: American Association for Leisure and Recreation.
The American school curriculum has changed over and over. I agree with what Kristen said about the ELD program changing again. The segregation means that we are not taking into consideration the diversity in the classrooms. Children learn so much from one another. Teachers know how to provide their students of different cultures with opportunities to share and learn from one another. Teachers also know how to make accommodations to help individual students learn at their level. Today, I believe, many schools’ curriculums have materials to allow discussions on certain perspectives. When students collaborate and share with one another, they will learn so much more than what may be in a textbook. Everybody has a culture and all cultures should be valued in schools. Teachers should take the time to integrate culture into the curriculum. To do this, teachers could ask the students to bring in artifacts, poems, and stories to share with the class. When teachers do take the time to get to know their students and their backgrounds, there will be a much stronger community feeling in the classroom.
I feel that the values the American public school curriculum takes is to meet the needs of every child. However I agree with Erin that it falls short. The standardize testing in my opinion is not an accurate measurement of each students abilities or culturally sensitive. The reason why I don't think the standardize testing is culturally sensitive is because schools that are higher in income, or have a lower percentage of minorities are highly performing or excelling. I think the American Public School curriculum was design in the best interest of every student it just need to be modified. Another short coming I see is that I work at a title I school and our school has placed so much emphasis on getting each child to benchmark on their DIBELS testing. I feel that this test doesn't measure a child's progress just points out which child is classified as intensive, strategic, or at grade level. My complaint about the way we conduct our instruction is that we have to place so much focus on those children who are flagged as being below grade level. These students do need extra intervention, but what about the students who are at grade level. We are forgetting about challenging those students. At our school we were instructed to meet with the intensive students and strategic students, but not required to meet with the students who have benchmarked.
I think in America the value that frames our public school curriculum is children should begin reading as young as possible. As a Kindergarten teacher, I'm amazed at how much it has changed since I was in Kindergarten over 20 years ago. The pressure reading year used to be first grade, but it is now Kindergarten. We have placed so much emphasis on how children perform on a test they take only a couple of times a year. I feel that these tests often don't measure what a child really knows.
I agree with Marla who said that the American curriculum has moved away from what is truly best for our children. On the bright side, I do agree with many of the posters who stated that America values children and their opinions. I do feel that most teachers out there sincerely care and work so hard behind the scenes so that everyone of their students can have a successful year.
American public school curriculum is framed by the individualistic values, and a little bit of the collective values. Mainly, schools are concerned with wanting to meet each student's need. We try to tailor the content to meet the needs of the overall class, but also make modifications for each student. However, schools are also in favor of cooperative learning. This allows the students to learn from each other and keep them all engaged. With cooperative learning, each student is held accountable because in true cooperative learning (as opposed to just "working together"), one partner needs the other partner to succeed and move on.
I agree that we try to value each student as an individual. But just as Erin and Katiebart22 both said, how can we do that with all the emphasis that is placed on testing, test scores and standardized curriculum? Now schools are becoming "Reading First" schools and are told that they need to read the teacher's reading manual word for word. How does this value each student as an individual if we can't vary the instruction that we give? Science and social studies are always the first subjects to be compromised in the name of more commonly "tested" subjects. Sometimes I think the value is placed more in "the test" than in the students.
I totally agree with Erin, Katiebart22, and Becky. Currently I feel that testing is what frames the American public school curriculum. As Becky stated, other subject areas (including the arts and pe) are being compromised in order to focus more attention on the tested areas. Arielle, I was teaching at a Kids at Hope school, but we did not have the kind of report cards you mentioned. I am interested to hear more about that.
In my opinion, teachers value the individual child including their life experiences and thoughts. I also believe, however, that because of standardized testing and funding, school districts value test scores more than the invidivual student. This makes it challenging for the teacher to try to do what is best for the children in his/her class, while still being guided by the district's need for high test scores.
I think the public schools are making the effort to value their students background and learning style. As I mentioned they are trying to make the effort to accomodate their needs and differences. They recognize that children at a young age learn from one another, I have seen their efforts to help one another in the classroom and they enjoy that responsibility of group work such as cooperative learning. Also, I think schools value character as in teaching them to be responsible and model citizens in their community, as in classroom helpers. Having a diverse book collection in the classroom and having children bring in things from home to share is a good start in valuing their differences, as someone mentioned. Overall, I do think schools and teachers are trying to make a effort to value and acknowledge their differences.
I am agreeing with many of the other Bloggers about this question. In kindergarten we are not hit as hard as some of the other grade levels with test scores, but I think times are changing. I never remember being tested on anything when I was in kindergarten. What we teach now in kindergarten is what first grade used to be. It is crazy.
We really need to be focusing on the individual child and where they are coming from rather than the number score they may have on the latest test. We need to teach to the child. Every child comes from a different experience. You need to take those experiences into consideration when teaching them.
In my opinion, the biggest value framing the American public school system today is the idea that all children should progress at the same rate. Although schools still celebrate progress (even if below benchmarks), we are still labeling kids with titles like “falls far below.” I am glad to see that we are measuring progress but it feels false to be labeling kids with such discriminatory labels (even if they qualify for additional support as a result). I think that one of our biggest problems in the school system is that most policy makers are people who easily progressed through the school system, went on to higher education, and rose to the top of the pack. Unfortunately, it is difficult for such people to understand the challenges our kids face because school was so easy for them. Therefore, policy makers can say things like “No Child Left Behind” and have absolutely no concept of the diversity and challenges facing our students that don’t learn easily in the regular system. How can we get away from thinking that all kids learn the same way?
I wanted to comment on the post Stacie Freeman left. She stated, "Why is it that I can't remember one time growing up EVER studying Native Americans (American Indians) or their rich history in the United States?"
This made me think about how the social studies in my district changed from Farm, All About Me, Transportation to learning about Leif Erickson, Christopher Columbus, and Red, White and Blue. I completely agree with my students learning about these particular topics but is it appropriate to teach it to kindergarteners when they may not be able to say they remember learning about it.
I believe that as educators we do value each child as an individual and their cultural backgrounds. For instance, last year I had a child of Chinese decent in my classroom so we celebrated The Chinese New Year!
I believe that America, in general, values character and individuality. As educators we are also taught to value the individual child. We expect that we are going to get a classroom with a group of students, who are diverse in personality, background, and ability. We know that we can expect differences, and we will do our best to push those children to success. The American public, however, also values results and test scores. These are the grades and test scores that place norms on our students and, in the end, drive our curriculum. So then I begin to wonder, do we really value individuality?
I agree with what is being said about values about children that frame the American public school curriculum. Many bloggers have stated that we value students, drive curriculum and instruction around their interests and provide differentiated instruction and I could not agree more. Our country is very good at putting students interests and abilities first. We scaffold our lessons, teach to individual learning styles and make learning fun. All of these things are a result of our individualistic culture; we value independance and being our own unique individuals and that is not a bad thing.
Public school curriculum is based on the standards. The standards and NCLD are based on our country's drive and desire to improve education and successfully teach our all of our children. While the success of NCLB is up for debate, we probably can agree upon the fact that we, as Americans, value our children, want them to learn, succeed and be successful.
The American public school curriculum is framed by the following children and childhood values:That parent involvement is key to children's school success. All children grow and develop at the same time and rate. Is based on where children should be at each developmental level. All children should be taught and comunicated to using one style regardless of their ethnic and cultural background. They are also framed to exclude children's life experiences and the knowledge the acquired from these experiences.
I definitely agree with katiebart22 when she said, “Education systems in the United States are more concerned with test scores, performance, and college readiness that with the actual child's experiences.” I feel this same way. At my school they are so concerned with dibels scores, so we are required to teach reading for 90 minutes along with an extra 30 minutes of intervention everyday. This takes up most of my day and I still need to fit in math, writing, science and social studies. I am lucky to get social studies and science in. When I was in kindergarten I can remember painting, art projects, and experiencing a lot more hands on learning, which catered to my needs at such a young age. I think at times America has forgotten about what is best for students, and is too focused on being the best.
Yes we value are students oponions, but alot of teachers I have talked to are worried about the tests. As a self contained special education teacher I am always trying to come up with new and fun ideas to catch and engage my student's interests. They do not all the learn the same so then I need to make sure that I am adjusting my teaching to them. My program does not use a set curriculum, so in some ways it is much easier because my students are held up to their individual goals and not to AIMS and all of the other tests.
Although curriculum has changed a great deal since I was in school (kids required to take so many exams, read, and write in kindergarten compared to learning how to color), I feel American public schools are still great at keeping grade level curriculum at appropriate developmental stages. My kindergarten school day is still opened to teaching curriculum through educational games, music, and interaction; this shows me that America (although changed to meet certain skills at a younger age) values students’ developmental needs and individual needs.
The values of American public schools are making sure that the student learns to their advantage. Most teachers teach to the child’s learning skills, while others keep their teaching the same year after year. One disadvantage for American is they teach to white American not to other cultures. Most books focus on white American student not other culture, like Hispanics. There are books that do focus on that culture but they are rare. Curriculum has changed since I was in school, especially kindergarten. I remember in kindergarten just learning our ABC’s and playing. Now they are learning to write correctly and learning to read. It seems that the playtime or education playtime is now limited to working at a desk and writing the whole time. I know in some schools that is not the case but in others it is the case.
I believe that we value the different ways in which children learn, and the various levels at which children learn. Our school curriculum is based on meeting each individual student’s needs and addressing the various learning styles. The curriculum offers various approaches to teaching the same content whether it is visually, orally, or kinesthetically. The curriculum also offers variations for students that may need additional help because of ELL needs or to be challenged because of giftedness. Our curriculum offers leveled readers to meet the needs of students at each reading level. As wells as our school offering such programs as ELL and SAGE (gifted) as well as giving students with special needs IEP’s in order to meet each student’s needs for where they are.
I believe that we value the different ways and the various levels at which children learn. The frame work for our school curriculum is based on making sure that each individual student’s needs are met by using various learning styles. Some curriculum offers variations for students that may need additional help because of ELL needs or to help challenge students that are gifted. Each lesson contains components that are visually, orally, or kinesthetically taught. Our curriculum offers leveled readers to meet the needs of students at each reading level. It is equally important to give students with special needs IEP’s in order to meet each student’s individual needs.
Based on my limited experience as a substitute teacher, I believe that in general, the public school system places importance on individual learning styles as well as different cultures. However, there has been a trend that focuses on teaching children how to pass specific tests. I think the activities used seem very limited in the skills that they teach, as well as the ways in which these skills are taught.
I also teach kindergarten and I feel the same exact way Kristian! Kindergarten is now first grade. When I was in kindergarten, we colored, drank some milk and took a nap. Now, I have parents who expect their children to be reading at a second grade level by the end of the year. I hope we aren’t pushing students too hard that they lose their love of learning at such a young age.
I have to do at least one standardized test every quarter, and because it is kindergarten, the tests have to be administered individually. I know so many teachers that just teach to the test! Standardized tests, purchased curriculums, and different political issues have made it hard to do what is best for American students.
Brittany Walker
I have been a teacher's assistant in a public inner-city elementary school, an inner-city Catholic school, and now in a upper middle class Montessori charter school. I have seen differences between these schools on what is valued about children and childhood. At the inner-city school, we tried so hard to keep the kids within their childhood. So many of them were already so grown up at an early age. I had to stop 5th grade girls from using the playground equipment as stripper poles. I saw a 2nd grader walking home 5 children all younger than herself because she was their caregiver until an adult came home. Academically, the teachers just tried whatever they could to keep the kids engaged in learning and give them the extra support they needed in reading and other subjects. I worked with a wonderful teacher but in a lot of ways, her hands were tied because so much emphasis was put on preparing the students for the state mandated tests.
The inner-city Catholic school did not allow the kids to always be children. They were very strict on behavior and did not accept horsing around. The main purpose at this school was for all the children to succeed at any cost, not so much to nurture the entire child.
The Montessori school that I work at now is completely different than the other two. Montessori philosophy in general works to nurture the entire child. To allow the child to express his or her emotions, to make choices in the classroom on what work to work on, and very much embraces diversity among students both culturally and academically. Also, being an upper middle class environment, the parents are very involved and willing to help the teachers in whatever way they can.
Overall, I think the values that are seen as important vary depending on the type of school and its location and the individual teacher. I want to say that American public schools, or schools in general, value the whole child and want to nurture all aspects of the child, but my experiences have not always shown this to be true.
Children are valued in America. America is the land of opportunities; therefore, every child has the right to choose what they want to become in life. Public schools want to instill in each child the importance of their role of being an American citizen. Moreover, schools will design their school curriculum to shape the needs of their students in order for them to become a productive member in our society. Through all the subjects taught in schools, students will find what they excel in to achieve their goals.
I feel that the public school curriculum values child's needs. Since no child left behind, educators are always told to accommodate all children and that every child is entitled to an education. There are so many programs offered in the public school system now, it doesn't matter if a child is ELL, deaf, blind, hanicap, special needs, gifted etc. There is most likely a program out there for them to be involved in. Many of these programs are free for parents and if some children do not qualify for a service the regular classroom teacher makes expectations and does their best to find a way for the child to be successful.
The values about children and childhood frame the American public school curriculum is based on the state standards that are applied toward the curriculum. There have been many changes to the "American public school curriculum", It starts with the government understanding that we are not the smartest country and taking action through the "No Child Left Behind Act". They put stress on the Department of Education in each state, trickling down to the Superintendent, Principals, Teachers, Students, then Parents. Students are being academically "pushed" by being forced to learn at a much higher rate than ever before.
After reading Trawick-Smith I understood the stress that is put on students and parents facing poverty. Parents are just trying to survive let alone reading a book to their child. It is very important that teachers understand their area and keep in mind Maslow's Hierarchy of learning.
I agree with Katiebart22, about early childhood learning through play. Yes, we have standards to teach but they can be met through peer interactions and through hands on learning rather than drill memorization.
I believe American Public School’s value children and have good intentions when it comes to developing curriculum. I am a new teacher and from my limited experience (one school in an area of high socioeconomic status), I find my school focuses on values most commonly prevalent in Euro American culture (according to the reading). I have also found that standardized tests (AIMS) drive the curriculum putting a lot of pressure on teachers to prepare students for these measures. While No Child Left Behind has good intentions, allowing all students access to the general curriculum and holding schools accountable for educating all children. We as educators need to be sure we are doing what is best for each individual child.
I think that the American public school curriculum is framed by the fact that Americans value the future of their children. I think that we see children as the future of our country ad want them to receive high quality education in order to sustain society. I think things like NCLB are originally thought of and planned with hopes of providing quality education to all students. I feel it necessary to point out that such things are definitely flawed and put unnecessary pressure on standardized test scores, and less emphasis on actual student achievement. With that said, I think that we put a lot of value on children and education. Some cultures value what their children can bring to their society. Many are expected to take roles early in life that contribute to society, whether that be tending livestock or weeding the garden. In American culture, children are expected to get an education and then become contributing members of society.
I believe the American public school curriculum is based largely on the values of those in power. In this country that has always been a wealthy, white male perspective. We have become more aware of this and teachers have done what they can to integrate more diversity into their curriculums and to help reach each of their students.
I agree with Alexandra and over the last year, I have been told repeatedly that the standards are my curriculum (now that the ELP standards are my curriculum) and that all of the curricular materials that I have been provided with are to help me to teach that curriculum and to supplement it. This tells me that the "curriculum" is the same basis as the test scores and it is simply and completely the values of the state and federal government. These values are not necessarily wrong, but they differ starkly from the values of my student population.
I believe it is then the job of the teacher to find a way to assimilate the values of those in power with the values of our students to allow them to maintain their values, yet also develop the skills necessary to function within the world of those in power. It often appears to me that the values that frame my curriculum are based on loose research and the ideals of people who have spent little to no time inside of the classroom or especially within early childhood settings, there are always good intentions, but without a strong research base and genuine experiences it is impossible for those in power to understand how things will really play out in a school setting. This is sad, yet it is also why we have to rise above our curriculum and make our voices heard to bring respect to our profession and allow a merging of different cultural values of childhood and children and allow a curriculum and system that meets all children's needs rather than the needs of the "majority."
Our American public school curriculum is driven by the belief that the youth is our future. This belief is driven by our "faith in education" as a vehicle to drive students toward success and also "to solve social and economic problems" for our country (Tyack and Cuban, 1995, p. 3).
According to the Trawick-Smith text, the American culture values independence over collectivism and dependence (p. 467). However, this value varies among underrepresented ethnic groups within America.
We also value and cultivate our children's ability to make decisions and form their own opinions, as well as to learn through play and exploration.
Considering our diverse student population, it is of great importance that American public schools begin taking a more multicultural approach to systems and curriculum.
I believe that the values that frame the American public school curriculum are the basics.... Math, English, Science,History, Social Studies, etc.
What about life skills? What about learnig how to treat other people, and how to compromise?
These are life skills that are essential in becoming a productive part of society. Why are these not in curriculum also?
Within America we generally agree that "young children should have attachment relationships with adults at preschool as a basis for secure learning"(Edwards, Knoche, Aukrust, Kumru, and Kim, 2005). I think that this is part of why teachers try so hard to make their classrooms feel like a community and making sure students feel as if their teachers are a secure person to ask questions and talk with.
We also think that "young children need time together with a variety of people from different backgrounds and cultures" (Edwards, Knoche, Aukrust, Kumru, and Kim, 2005). Districts are really pushing for schools and teachers to incorporate multicultural assignments and activities into their curriculums and daily routines.
Stacey makes some strong points on the American public school curriculum not valueing the diverse population of the United States. I must point out that I do remember learning about the plight of the Native Americans. Who did not read " Sing Down the Moon"? Remember the 'long walk'? The Navajos and Apaches were relocated by force in the 1800's. The story clearly depicts the 'whites' as the bad guys. Geronimo, Hiawatha, Sitting Bull?? I think Native Americans are thoroughly covered. Perhaps it depends on which state you are being educated in. Arizona has a lot of Native American history and it is covered in most Arizona schools. Perhaps some info is a little biased, as Stacey mentions Thanksgiving. How accurate is that history?
Black Americans are throughout our children's history books. My children are 15, 12 and 10 years of age. They have read about Fredrick Douglas, Harriet Tubman,Homer Plessey, Rosa Parks, Malcom X and Martin Luther King. I am sure I am missing some. There is great children's literature on these Americans. I don't know how much more black history can be uncovered. Is there more that we don't know about? Slavery is a huge subject, my kids know about this time in history. Black American history is not something just covered in February, at least not at my children's schools.
Stacey is right though, we do have other minorities to keep in mind. Japanese Americans, for instance. Japanese Americans were put in war camps when WWII broke out. Do we learn much about their plight? How they helped form this nation? We do not read much on the Japanese Americans. Although there is more that we can do to foster children's own cultures, I think the public school system does a good job at covering the major minority groups.
I believe that children are valued extremely by teachers, principals and parents in a school setting. However, somehow when I go to our district office I feel as though children are not put in the best interest. I have never understood why the district office sees grade level containing too many students for the maximum class size yet they still wait to hire another teacher until they see “the whites of their eyes” in our classrooms. I believe they are treating the students and teachers unfairly. I don’t believe it is a good idea or fair for a student to think that he/she is going to have a teacher all year and then to be told they have to move because they are opening another section in that grade level. I am not sure how the value of children changes so dramatically from the school setting, to the district office and then to the state school board. I do know that money plays a huge part in making decisions. But since when do we put price tags on the innocent children that we are teaching?
I believe that the American School system is a strong system. Children and their development are celebrated. The schools provide a positive environment for children. The goal is to allow a child to develop both socially and academically. I know of no slippage in the school system. Instead the school system is only improving. The goal of the American School Institution is to improve the quality of education provided to children. Individual learning programs and special services as well as teacher quality continues to improve. Providing new standards and educational requirements for the EARLY CHILDHOOD educator is an example of how the country’s educational values, awareness, and economic resources are continuing to evolve in positive ways.
I believe that American public school value the children's opinions and ideas. We want them to enjoy childhood and expand their imagination and curiosity. We encourage them to be responsible and respectful. We want them to feel secure and know their feelings are validated. Each child is valued and listened to. We teach to each child, finding the different ways they learn and adapt our curriculum to that way. We want the best and we are interested in finding what interests them and drive our teaching towards those ideas.
As many of you have stated, I also believe America values test scores. However, A Kerri mentioned, as teachers we value each individual child and their thoughts. As teachers, we need to be sure we continue to value each individual child and not get caught up in test scores. Although we cannot avoid all the testing being done, we still have time to teach each individual child and find a style that fits ther needs.
Altough I think schools try to value children as individuals from different cultural backgrounds by providing programs such as ELL programs. I feel that with standardized testing we expect all students to be at a certain level when they come from different backgrounds and experiences. I know that teachers try to value the child as an individual with special needs but with these pressures we push children to meet these standards.
I honestly feel in America one of things that is valued the most is diversity. Everyone engages the importance of respecting others for their ideas and beliefs. They are aware that everyone learns differently therefore, there are various alternatives for learning whether its a class online or in class.
In my opinion, state standards frame the American public school curriculum more so than any values. I do believe we all want our students to succeed; however, we fail miserably by using tools that label our students and that don’t take into consideration any of those students’ learning potentials. Some of our education laws have been written by people who have never taught school. They have no idea what challenges teachers and students have in a real classroom. NCLB is proof of that.
We value our public school curriculum because we are always trying and lookig for the best things. Teachers are always taking classes and doing new training so American public schools can be the best they can be. Public school also focus on individual differences. Also they are starting to have teachers take SCI classes to help English learners. Our schools cater to different types of learners and they take value on doing so. They do not just have one way of doing things and that is that. Our schools making learning possible and value the many choices they provide. We all respect eachothers differences and make it possible for all different types of people/children to be together and learn in one classroom.
Americans value the importance of individuality and the vast opportunities for people to learn, imagine, and create. In our American public school curriculum, yes, we truly value this. However, along the way, some schools have lost that vision and are shadowed by the politics of state standards, testing, and end results that do not reflect the hard work and process students have to go through to reach the end result, the data. But it's those phenomenal teachers and principals that absolutely make a difference when students are recognized for the hard work they do.
Lisa Giannone
I feel that in the American public school curriculum the differences in learning styles of each child are valued. Schools are always adopting curriculums that can be modified to reach children at all levels. Teachers are encouraged to teach to the individual child and change their lessons plans so they are easily understood by the entire class. The differences in learning styles are also supported by the special education programs that are in place at each school.
I would have to agree with America valuing test scores. Everytime AIMS comes around the state worries about the scores and the content that the students should learn. DIBELS is used to determine if students can read. The test in my opinion is not effective but the district says it is. "Students need to be at this stage by the end of the first quarter". Students all learn different ways and all have different intelligences.
I agree with everyone who is commenting on how we value learning reading skills at an early age in the public school systems. I remember learning to read in first grade, not kindergarten. I am interested in learning about the research that supports the benefits from rushing children into learning these skills.
Schools in my district have adapted programs that teach students responsibility, moral development and problem solving skills. These programs have contributed to increasing the student’s self-esteem and their self-worth. These are valuable traits for our young people to learn in their early years to develop into life-long values that will guide them to be successful, contributing adults in society. I also agree with Marla and Traci that the American curriculum has moved away from what is truly best for the individual child.
I feel teachers should incorporate different cultures into the ‘everyday life’ in the classroom as much as possible. It would be ideal if the curriculum could be modified to include opportunities for the students to share cultural diversities with their peers and learn from each other. Learning about cultural differences is a way to bridge social gaps. Knowledge cures prejudice.
The American Public School Curriculum Committee in my opinion needs to get and go bowling. The curriculum is set to teach the general population, not the individual child. A child's framework in the bayou is going to be different than that of a child in the bible belt. By using Harcourt-Brace and Saxon type programs the teacher is able to modify and adjust to meet the need of their students. The fist value that should be considered should obviously be academics. Leaving the teacher to develop the students character and self image. In many cases the teacher is the person in contact with the learners the most. So it is our job to build and mold the developing child and the American Public School Curriculum Committee to build a general basis for ALL teachers to stand on.
I guess I have to be the one to put a very skeptical twist on this discussion of values. I enjoyed the ethnotheories article and I find myself agreeing with Raeff, Greenfield and Quiroz that all cultures develop both independence and interdependence because both are essential to becoming a contributing adult within a society. However, regardless of whether American’s espouse individualism or collectivism, their actions with regard to the current education paradigm reveal conformist consumerism and fear to be the underlying values of the American public school curriculum. I believe that American culture is suffering from what David Elkind calls “early childhood amnesia”. Instead of reflecting on our own childhoods and educating children based on their developmental needs, we are looking for some kind of magical solution whereby we skip childhood and acquire an education through purchasing the latest technology. In the past, although many mistakes may have been made, I believe people were more idealistic about providing a quality, free education to all citizens. Thus, if there is a problem with the modern American public school curriculum, I don’t believe it is due to any conflict between the esoteric philosophies of individualistic versus collectivistic attitudes about children and childhood; rather it is due to the fact that management of our education system has been co-opted by cynical politics, which takes advantage of parental guilt and adult insecurity.
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