Jackie Lawrence
EDF 1005
Reflection Paper # 18
“In America, education has always been viewed as a vehicle for improving the society at large.” Although we have always faced an abundance of obstacles along the way, I do believe that Americans, in general, have faith in the system. There may be a plethora of flaws and always something to improve, but people wouldn’t flock to the US by the thousands if they didn’t believe opportunities were available for the taking. Additionally, our country has always been based on the idea that educated citizens are the key to producing a strong, powerful society. Since the beginning of early colonial America, our founding fathers set up private schools which operated on a laissez-faire basis. Parents decided how their children were to be educated, and paid for whichever type of school they chose accordingly. America’s first governmental schools had a firm religious foundation, with the majority in New England. Even though compulsory attendance laws didn’t exist, it was found that 96% of children in Boston were attending school by 1817. Boston ultimately became the first American city to establish a fully government-financed school system because, to the reformers, 100% attendance was necessary. In 1837, Horace Mann founded the Massachusetts Board of Education which sought to achieve social unity through governmental control of education methods. Many people fervently disagreed with Mann’s efforts, but this only further supports my belief that education has always been a key aspect of what Americans value. They may disagree about how to go about improving the system, but these disagreements stem from an underlying passion and faith in education. Many Americans today believe that democracy itself would be threatened without governmental influence in schools. Even throughout my lifetime, I have seen reform after reform within the system. And President Barack Obama is still working on it, through parental responsibility along with “retaining, recruiting, and rewarding an army of new teachers to fill new successful schools that prepare our children for success in college and the workforce.” Because of influences from my family and society, I actually felt guilty about not attending college. A huge part of what puts me in my seat today is the conviction that my life will be better with a college degree and an educated mind. And honestly, it already is.
Tuesday, October 20, 2009
EDF 2085 Required Assignment #1: Observation For Equity
Jackie Lawrence
EDF 2085
Required Assignment #1: Observation For Equity
Every day after lunch, the special education students at North Miami Senior High School review with their teacher ten items they ate. The teacher writes the various foods on the chalkboard, and each student is then called to the front to recite to the class what was eaten. As some of the kids exhibit a lot of trouble speaking, this is a lengthy process. Only three students are capable of copying onto paper what is on the board. As they work on this task, the other children break up into small groups to work on activities that are within their skill levels. The learning styles of this group are incredibly diverse, which must be somewhat exasperating at times for their teachers. For example, Kenny is autistic and often has an extremely short attention span. He likes to grab his classmates and twist their arms and hands. The teachers must constantly tell him to put his hands in his pockets, and he is regularly isolated from everybody else. He displays a preference for learning through touch, and gets frustrated when disciplined for hurting his classmates. Kenny is just one of about fifteen exceptional children in his class. Although each student is treated equitably and with respect, some obviously require more individualized attention than others. The teachers utilize a variety of materials in order to achieve growth and development from each child. There might be ten different activities going on at any given time. For example, some kids may be coloring, while others are on the computer, while others are stringing beads or sewing. While all of this is going on, the teachers are busy creating an open climate so each child can feel comfortable with his or her classmates.
Each student’s IEP is readily accessible so the teachers are constantly aware of the different diagnoses they must be prepared to deal with, as well as individual goals that are to be met. I was fortunate enough to be allowed to look through the IEP’s, and found them to be extremely comprehensive. They included the student’s IQ test results, assessment of conduct and learning styles, medical and behavioral issues, and the unique requirements of each student.
In 1990, the Individuals with Disabilities Education Act was passed, which focused on all students receiving the necessary services they require while being mainstreamed and integrated into as ordinary a school setting as possible. Even the most profound students at North Miami Senior High School make the trek to the cafeteria to have breakfast and lunch with everybody else. The gifted and talented kids are placed in honors courses with the older kids, while students with learning disabilities receive specialized attention. Behavioral problems are addressed in specific classes with highly-trained teachers. The school psychologist works long hours to make certain each student that needs care gets it. I truly believe the administrators at North Miami Senior High make an incredible effort to achieve tolerance and acceptance between students, along with a successful and valuable learning experience.
EDF 2085
Required Assignment #1: Observation For Equity
Every day after lunch, the special education students at North Miami Senior High School review with their teacher ten items they ate. The teacher writes the various foods on the chalkboard, and each student is then called to the front to recite to the class what was eaten. As some of the kids exhibit a lot of trouble speaking, this is a lengthy process. Only three students are capable of copying onto paper what is on the board. As they work on this task, the other children break up into small groups to work on activities that are within their skill levels. The learning styles of this group are incredibly diverse, which must be somewhat exasperating at times for their teachers. For example, Kenny is autistic and often has an extremely short attention span. He likes to grab his classmates and twist their arms and hands. The teachers must constantly tell him to put his hands in his pockets, and he is regularly isolated from everybody else. He displays a preference for learning through touch, and gets frustrated when disciplined for hurting his classmates. Kenny is just one of about fifteen exceptional children in his class. Although each student is treated equitably and with respect, some obviously require more individualized attention than others. The teachers utilize a variety of materials in order to achieve growth and development from each child. There might be ten different activities going on at any given time. For example, some kids may be coloring, while others are on the computer, while others are stringing beads or sewing. While all of this is going on, the teachers are busy creating an open climate so each child can feel comfortable with his or her classmates.
Each student’s IEP is readily accessible so the teachers are constantly aware of the different diagnoses they must be prepared to deal with, as well as individual goals that are to be met. I was fortunate enough to be allowed to look through the IEP’s, and found them to be extremely comprehensive. They included the student’s IQ test results, assessment of conduct and learning styles, medical and behavioral issues, and the unique requirements of each student.
In 1990, the Individuals with Disabilities Education Act was passed, which focused on all students receiving the necessary services they require while being mainstreamed and integrated into as ordinary a school setting as possible. Even the most profound students at North Miami Senior High School make the trek to the cafeteria to have breakfast and lunch with everybody else. The gifted and talented kids are placed in honors courses with the older kids, while students with learning disabilities receive specialized attention. Behavioral problems are addressed in specific classes with highly-trained teachers. The school psychologist works long hours to make certain each student that needs care gets it. I truly believe the administrators at North Miami Senior High make an incredible effort to achieve tolerance and acceptance between students, along with a successful and valuable learning experience.
EDF 2085 Reflection #15
Jackie Lawrence
EDF 2085
Reflection Paper #15
Throughout world history, the most horrific display of anti-Semitism, or maybe even prejudice in general, occurred in Nazi Germany during World War II. Under Adolf Hitler’s regime, from January 30th, 1933 until May 8th, 1945, six million Jews were annihilated, along with a variety of other “inferior” groups of people. Segregation turned into destruction, physical attack, and ultimately, massacre. The ethnocentrism of many German citizens and their belief in their “master race” justified their appalling behaviors, which included sterilization, imprisonment, euthanasia, and mass extermination of innocent people. The Germans who disagreed with Hitler’s prejudicial actions lacked the courage to fight back, mostly out of fear for their own lives. We probably still don’t fully comprehend the full magnitude of how this tragedy has affected our world, its people, and the future.
Everybody has been affected. August Hirt, a Nazi doctor closely related to the gassings of those in concentration camps, eventually committed suicide. Hitler’s Armaments Minister, Albert Speer, was sentenced to twenty years imprisonment. A sick man, he refused to divulge much of his inside knowledge in order to escape the death penalty. Many other people deny the Holocaust even existed. Advocates of the anti-Semitic conspiracy theory believe that the Nazis had no intention of mass extermination. To them, the Jews deserved what happened because under Stalin’s regime, Christians were exterminated on an even larger scale. And mainstream historical beliefs as to how many Jews were actually killed is blown way out of proportion. In my eyes, to misrepresent, ignore, or minimize the events that occurred is to prove just how much ignorance and prejudice can cloud perspective. How could one of the most terrible crimes in history be downsized and disrespected? I would like to think these people are suffering from the psychological defense mechanism repression because they can’t bear to deal with their true emotions on the topic. Unfortunately, I think prejudice is at the heart of their reasoning. And this just goes to show that if we don’t learn from the past and this horrendous social problem persists, history could possibly repeat itself.
EDF 2085
Reflection Paper #15
Throughout world history, the most horrific display of anti-Semitism, or maybe even prejudice in general, occurred in Nazi Germany during World War II. Under Adolf Hitler’s regime, from January 30th, 1933 until May 8th, 1945, six million Jews were annihilated, along with a variety of other “inferior” groups of people. Segregation turned into destruction, physical attack, and ultimately, massacre. The ethnocentrism of many German citizens and their belief in their “master race” justified their appalling behaviors, which included sterilization, imprisonment, euthanasia, and mass extermination of innocent people. The Germans who disagreed with Hitler’s prejudicial actions lacked the courage to fight back, mostly out of fear for their own lives. We probably still don’t fully comprehend the full magnitude of how this tragedy has affected our world, its people, and the future.
Everybody has been affected. August Hirt, a Nazi doctor closely related to the gassings of those in concentration camps, eventually committed suicide. Hitler’s Armaments Minister, Albert Speer, was sentenced to twenty years imprisonment. A sick man, he refused to divulge much of his inside knowledge in order to escape the death penalty. Many other people deny the Holocaust even existed. Advocates of the anti-Semitic conspiracy theory believe that the Nazis had no intention of mass extermination. To them, the Jews deserved what happened because under Stalin’s regime, Christians were exterminated on an even larger scale. And mainstream historical beliefs as to how many Jews were actually killed is blown way out of proportion. In my eyes, to misrepresent, ignore, or minimize the events that occurred is to prove just how much ignorance and prejudice can cloud perspective. How could one of the most terrible crimes in history be downsized and disrespected? I would like to think these people are suffering from the psychological defense mechanism repression because they can’t bear to deal with their true emotions on the topic. Unfortunately, I think prejudice is at the heart of their reasoning. And this just goes to show that if we don’t learn from the past and this horrendous social problem persists, history could possibly repeat itself.
Saturday, October 17, 2009
EDF 2085 Reflection #14
Jackie Lawrence
EDF 2085
Reflection Paper #14
As early as infancy, human beings display suspiciousness and hesitancy toward the unfamiliar. As a survival mechanism, we assess and react to changes in our environment and the unknown. However, I do not believe that human beings are born with prejudicial tendencies. While growing up, we look to cultural values to tell us what, or who, is good or bad. In my opinion, this is where the root of prejudice lies. The topic of this reflection reminds me a lot of my recent experiences at the high school where I am doing my service learning hours. I’ve noticed various displays of prejudice between the special education students and the “normal” kids, particularly during the walks to and from the cafeteria for lunch. The high school I’ve been working with tries especially hard to integrate everybody and provide an effective learning environment free of discrimination, so it can be especially hard to watch. The first time I witnessed some children blatantly making fun of the kids in wheelchairs, I became upset with the teachers and wondered why nothing was said. Did they really not see what was going on or were they consciously choosing to ignore the situation? Personally, I think children who display such insensitive behavior should face consequences. Maybe some time helping the special education teachers with their students isn’t such a bad idea. Increased integration might even promote understanding and prevent unintentional prejudicial actions from becoming intentional later on in life. According to the three principles in the readings, it should be up to school administrators to intervene and redirect the force of prejudicial behaviors. Non-target people must unite and provide passive resistance to encourage change. Leadership and training based strategies utilize authority figures and education to reduce prejudice, and either of these methods would probably be effective in a school setting.
In America, segregation is once again increasing in public schools, non-whites are receiving less adequate health care, and even our psychotherapists are behaving in discriminatory ways. Although our country is becoming more and more diverse, we are not exhibiting as much tolerance and acceptance as we should. Prejudice is a widely spread, ongoing social problem that will never completely disappear. But it can be reduced, and it is up to all of us to make it a priority.
EDF 2085
Reflection Paper #14
As early as infancy, human beings display suspiciousness and hesitancy toward the unfamiliar. As a survival mechanism, we assess and react to changes in our environment and the unknown. However, I do not believe that human beings are born with prejudicial tendencies. While growing up, we look to cultural values to tell us what, or who, is good or bad. In my opinion, this is where the root of prejudice lies. The topic of this reflection reminds me a lot of my recent experiences at the high school where I am doing my service learning hours. I’ve noticed various displays of prejudice between the special education students and the “normal” kids, particularly during the walks to and from the cafeteria for lunch. The high school I’ve been working with tries especially hard to integrate everybody and provide an effective learning environment free of discrimination, so it can be especially hard to watch. The first time I witnessed some children blatantly making fun of the kids in wheelchairs, I became upset with the teachers and wondered why nothing was said. Did they really not see what was going on or were they consciously choosing to ignore the situation? Personally, I think children who display such insensitive behavior should face consequences. Maybe some time helping the special education teachers with their students isn’t such a bad idea. Increased integration might even promote understanding and prevent unintentional prejudicial actions from becoming intentional later on in life. According to the three principles in the readings, it should be up to school administrators to intervene and redirect the force of prejudicial behaviors. Non-target people must unite and provide passive resistance to encourage change. Leadership and training based strategies utilize authority figures and education to reduce prejudice, and either of these methods would probably be effective in a school setting.
In America, segregation is once again increasing in public schools, non-whites are receiving less adequate health care, and even our psychotherapists are behaving in discriminatory ways. Although our country is becoming more and more diverse, we are not exhibiting as much tolerance and acceptance as we should. Prejudice is a widely spread, ongoing social problem that will never completely disappear. But it can be reduced, and it is up to all of us to make it a priority.
Tuesday, October 13, 2009
EDF 1005 Reflection Paper #16
Jackie Lawrence
EDF 1005
Reflection Paper #16
Rhetoric is a Greece disciple of education, one of the three ancient arts of discourse. It originated around 600 BC through the teachings of pre-Socratic philosophers, known as Sophists. During the Middle Ages, rhetoric became a significant aspect of Roman education. Philosophers taught it along with logic and grammar, thus creating the concept of the liberal arts. Aristotle, in particular, is credited with furthering rhetoric through presenting his thoughts and beliefs in a rational, systematic way. He utilized the beauty of language to persuade, actually creating a scientifically-based method which could be correlated to other educational topics. Aristotle manipulated logic and emotions to “prove” rhetorical questions, based on his personal beliefs. From him, we get logos, pathos, ethos, and formal vs. informal reasoning. In Roman schools, boys were taught the art of public speaking and how to engage in debates, which both concentrated on the rhetorican tradition. Additionally, the controversia was developed to provide Roman citizens entertainment and amusement during their leisure time. However, rhetoric as a discipline in Roman education had various ups and downs, and eventually lost its credibility to religion and the age of scientific reason. Many Roman citizens preferred to believe in the gods, rather than question, debate, or persuade. And during the Age of Enlightenment, the desire for clarity led to the development of the scientific method, which left little room for the art of persuasion. However, the 20th Century has aided in reshaping rhetoric’s role in western education. This “rhetoric of inquiry” movement has helped rediscover many ways persuasion plays a vital role in our everyday lives and helps broaden our knowledge base. Today, rhetoric is applied in the training of public speakers, writers, lawyers, and the like, and is commonly used in public and political environments. College and university professors apply rhetorical practices in their classrooms, and the mass media makes prominent use of visual rhetoric in advertising. It is once again an accepted technique in analyzing and influencing what is true and real in the world.
EDF 1005
Reflection Paper #16
Rhetoric is a Greece disciple of education, one of the three ancient arts of discourse. It originated around 600 BC through the teachings of pre-Socratic philosophers, known as Sophists. During the Middle Ages, rhetoric became a significant aspect of Roman education. Philosophers taught it along with logic and grammar, thus creating the concept of the liberal arts. Aristotle, in particular, is credited with furthering rhetoric through presenting his thoughts and beliefs in a rational, systematic way. He utilized the beauty of language to persuade, actually creating a scientifically-based method which could be correlated to other educational topics. Aristotle manipulated logic and emotions to “prove” rhetorical questions, based on his personal beliefs. From him, we get logos, pathos, ethos, and formal vs. informal reasoning. In Roman schools, boys were taught the art of public speaking and how to engage in debates, which both concentrated on the rhetorican tradition. Additionally, the controversia was developed to provide Roman citizens entertainment and amusement during their leisure time. However, rhetoric as a discipline in Roman education had various ups and downs, and eventually lost its credibility to religion and the age of scientific reason. Many Roman citizens preferred to believe in the gods, rather than question, debate, or persuade. And during the Age of Enlightenment, the desire for clarity led to the development of the scientific method, which left little room for the art of persuasion. However, the 20th Century has aided in reshaping rhetoric’s role in western education. This “rhetoric of inquiry” movement has helped rediscover many ways persuasion plays a vital role in our everyday lives and helps broaden our knowledge base. Today, rhetoric is applied in the training of public speakers, writers, lawyers, and the like, and is commonly used in public and political environments. College and university professors apply rhetorical practices in their classrooms, and the mass media makes prominent use of visual rhetoric in advertising. It is once again an accepted technique in analyzing and influencing what is true and real in the world.
EDF 2085 Reflection #13
Jackie Lawrence
EDF 2085
Reflection Paper #13
“Think about it. It is sometimes easier for us to be warm and friendly to a person we don't like than to be loving and accepting to a person we care for deeply.” This quote from the article “Understanding the Self” by Don Hamachek struck me deeply. An incredibly important concept, and sometimes so hard to change once embedded in behavior patterns. This is probably one of my worst character flaws when it comes to my personal relationships. I often have a difficult time accepting certain personality traits in my loved ones, wish to change them, and neglect to focus on my own imperfections. I justify my behavior by thinking that I love that person so much, and I just want them to be aware of how they can become better. I would like to think, especially because of my passion for psychology, that I have established a somewhat firm foundation of who I am and where I am going. I may, for the most part, be aware of my strengths and weaknesses, but I often find myself getting angry when I behave in ways I don’t like.
Additionally, I related strongly to the section of the article that discussed impression management efforts. I often feel like three completely different people; who I am at work, who I am at school, and who I am in my own head. My various “faces” sometimes make me feel a little fake, which has caused me to question how genuine other people are being when talking to me. However, the article expressed that impression management is a completely mainstream behavior pattern people utilize to adapt to cultural norms and changes in social environments. In fact, my sensitivity to how I present myself to others suggests I am a high self-monitor, which I can perceive as being a positive characteristic. I suppose I just wish everyone could feel 100% comfortable being exactly who they are at all times. Feedback from others can have an incredible impact on our self-esteem, and our innate desire to be accepted forces us to act in socially desirable ways. This topic greatly parallels what we’ve been talking about all semester in terms of accepting those who may be a little different. If only our world was just a little less judgmental and a lot more open to non-conformity.
All in all, the beauty of being human is that we possess the ability to think, question, ponder, and change. If we don’t like certain aspects of our personality to the point that self-esteem is affected, we can make a conscious effort to transform. And with awareness, constant work, and reflection, we can create meaning and fulfillment during the short time we are here on earth.
EDF 2085
Reflection Paper #13
“Think about it. It is sometimes easier for us to be warm and friendly to a person we don't like than to be loving and accepting to a person we care for deeply.” This quote from the article “Understanding the Self” by Don Hamachek struck me deeply. An incredibly important concept, and sometimes so hard to change once embedded in behavior patterns. This is probably one of my worst character flaws when it comes to my personal relationships. I often have a difficult time accepting certain personality traits in my loved ones, wish to change them, and neglect to focus on my own imperfections. I justify my behavior by thinking that I love that person so much, and I just want them to be aware of how they can become better. I would like to think, especially because of my passion for psychology, that I have established a somewhat firm foundation of who I am and where I am going. I may, for the most part, be aware of my strengths and weaknesses, but I often find myself getting angry when I behave in ways I don’t like.
Additionally, I related strongly to the section of the article that discussed impression management efforts. I often feel like three completely different people; who I am at work, who I am at school, and who I am in my own head. My various “faces” sometimes make me feel a little fake, which has caused me to question how genuine other people are being when talking to me. However, the article expressed that impression management is a completely mainstream behavior pattern people utilize to adapt to cultural norms and changes in social environments. In fact, my sensitivity to how I present myself to others suggests I am a high self-monitor, which I can perceive as being a positive characteristic. I suppose I just wish everyone could feel 100% comfortable being exactly who they are at all times. Feedback from others can have an incredible impact on our self-esteem, and our innate desire to be accepted forces us to act in socially desirable ways. This topic greatly parallels what we’ve been talking about all semester in terms of accepting those who may be a little different. If only our world was just a little less judgmental and a lot more open to non-conformity.
All in all, the beauty of being human is that we possess the ability to think, question, ponder, and change. If we don’t like certain aspects of our personality to the point that self-esteem is affected, we can make a conscious effort to transform. And with awareness, constant work, and reflection, we can create meaning and fulfillment during the short time we are here on earth.
EDF 1005 Reflection Paper #15
Jackie Lawrence
EDF 1005
Reflection Paper #15
To the people of Ancient Rome and Greece, education was considered extremely important and held in high regard. Nonetheless, many differences in their structures existed. In Rome, even the poorest of children learned how to read and write, although they couldn’t receive a formal education because tuition was too high. Rich children were home-schooled by tutors; and girls were taught how to run a successful household from home because they were expected to get married by the time they were twelve. Meanwhile, in Athens, girls received formal schooling in how to become domesticated. Hetaerae, or courtesans, as the most highly educated women were called, were taught how to become good wives and companions for their husbands. Regular schools in Rome were for boys only and based education practices on fear. If students answered a question incorrectly, being beaten or whipped was not out of the ordinary. In both Rome and Greece, paper was very expensive, so writing practice was done on wax tablets. Also, students were taught to memorize everything since textbooks didn’t exist. In the earlier stages of Roman education, classes were informal and somewhat disorganized. It was the student’s sole duty to get the work done and have it checked by the teacher. Furthermore, no intelligence tests were performed to assess the skill levels of the students; we don’t even have evidence of exams given by teachers in the classroom. There were no laws mandating formal education, and schooling probably ended at age fourteen because that’s when Roman boys became responsible for paying taxes to the Empire. To the Romans, competition and athletics were considered more essential in molding their young. However, in Athens, little boys were schooled at home until the age of six or seven. Then, since formal education was cheap, most boys went to neighborhood primary schools. Some received private school education. They were only required to receive military training for two years once they turned eighteen. In schools, the boys learned athletics, such as gymnastics, as well as the arts and music. Literature was vital to the people of Athens, and children were taught subjects that prepared them for spiritual harmony and well-roundedness. Philosophy and peace were considered important facets in bringing up good and moral citizens.
EDF 1005
Reflection Paper #15
To the people of Ancient Rome and Greece, education was considered extremely important and held in high regard. Nonetheless, many differences in their structures existed. In Rome, even the poorest of children learned how to read and write, although they couldn’t receive a formal education because tuition was too high. Rich children were home-schooled by tutors; and girls were taught how to run a successful household from home because they were expected to get married by the time they were twelve. Meanwhile, in Athens, girls received formal schooling in how to become domesticated. Hetaerae, or courtesans, as the most highly educated women were called, were taught how to become good wives and companions for their husbands. Regular schools in Rome were for boys only and based education practices on fear. If students answered a question incorrectly, being beaten or whipped was not out of the ordinary. In both Rome and Greece, paper was very expensive, so writing practice was done on wax tablets. Also, students were taught to memorize everything since textbooks didn’t exist. In the earlier stages of Roman education, classes were informal and somewhat disorganized. It was the student’s sole duty to get the work done and have it checked by the teacher. Furthermore, no intelligence tests were performed to assess the skill levels of the students; we don’t even have evidence of exams given by teachers in the classroom. There were no laws mandating formal education, and schooling probably ended at age fourteen because that’s when Roman boys became responsible for paying taxes to the Empire. To the Romans, competition and athletics were considered more essential in molding their young. However, in Athens, little boys were schooled at home until the age of six or seven. Then, since formal education was cheap, most boys went to neighborhood primary schools. Some received private school education. They were only required to receive military training for two years once they turned eighteen. In schools, the boys learned athletics, such as gymnastics, as well as the arts and music. Literature was vital to the people of Athens, and children were taught subjects that prepared them for spiritual harmony and well-roundedness. Philosophy and peace were considered important facets in bringing up good and moral citizens.
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