Curriculum Choices

Curriculum Choices

Curriculum choice largely rely on the pedagogy of administrators and leaders within the community, since these leaders and officials are supposed to represent their communities and respective districts, but they often don’t. Most cases where curriculum choices actually mirror that of the immediate community or citizen of who utilize the schools in which they are implemented are the more affluent communities within our country. Curriculum choices should reflect the needs and views of the citizen which participate in the institution. Special needs, disabilities, culture, developmentally appropriate practices, and collaboration with families/community are all pertinent aspects to consider when making and implementing curriculum choices. While developmentally appropriate practice is necessary and pertinent to all grade levels and learners it is especially pertinent to early learners to provide concrete, foundational skills, and open a regular line of communication to build mutual understanding and consistency for children and parents to progress on. NAEYC states that the curriculum consists of knowledge and skills to be acquired in the educational program as well as the plans for experiences through which children learning can take place, for early learners this comes in the form of routines and experiences that will promote learning and development. Curriculum choices should consider and obtain goals, objectives, and resources that are best known practices. Familiarity with knowledge of skills and milestones across domains attribute to the enhancement of the experiences/ opportunities facilitated within the educational setting. 

The views expressed within the blog are solely those of Ms. Child Advocate and does not reflect on any of her affiliations. For more on the U.S Virgin Islands youths read Learning Environment & Strategies, My Beliefs on Language Acquisition,  Respect Goes Both Ways: Teacher and Student

Alternatives to Suspensions and Expulsions

Alternatives to Suspensions and Expulsions

Photo Credit to U.S.V.I Dept. of Education Image Gallery

Yesterday I read an article in The St. Thomas Source that immediately prompted me to write this blog post. I’ll first start by stating that the fact the Virgin Islands Department of Education officials can publicly state that our territory doesn’t have a problem with regards to serving troublesome student without pushing them out of classrooms/ schools, or at least in more recent times, is a drastic improvement. Don’t just take my word, the very same article that prompted this blog post cities the territories statistics in these concerns, and unfortunately they are not very far from what I expected; maybe others within our community had different expectations (whether higher or lower), but not me. Why? Why I am not surprised?  Because I have noticed the many strides that the Department of Education and other government entities, among other private groups, programs, and affiliates, have made to secure a better future for the youths in our territory; regardless of demographic. So what is the concern you may wonder; the concern is the simple infractions that are causing students to be keep away from the classroom where they belong, and in some cases sending them to the last place they need be, jail/prison

As a former student under the Virgin Islands Department of Education I must state that many of the infractions that usually send students to the principal’s office should send them to the school counselor. As outlined in the source feature ‘Undercurrents; Educators Try to Curtail Suspensions’, there are different levels of infractions (levels1-4, 4 being more serious offenses), all of which usually lands students in the main office to a principal. Is there no other way? Aren’t there better ways to teach discipline, humility, and respect other than excluding children from school? Even for more serious offenses, like engaging in a fist fight ( a usual occurrence in middle/ high schools) instead of suspending students , according to how much physical damage they’ve inflicted on each other, wouldn’t they benefit more from anger management classes for a few weeks along with community service (counseling early learners, maybe). This model would also do well for students who are habitually disruptive (since early learners can be somewhat disruptive to those without training) to teach them the same lesson. For every in school suspension given for obscene language students could instead be required to write an essay on a subject of literary importance/nature with the hopes of them learning the power of words among other things.

I personally believe in the power of community service; if more students were/had been exposed to community service then we would have a community of caring individual adults who would be willing to volunteer their services to the community. It does not start after school stops, but before and during. The infractions listed under levels 1 &2 should first be addressed with mandatory hours of community service and counseling. Students with infractions ranging from levels 3-4 may benefit from outside assistance, but not the police dragging them off to jail. Programs like P.A.L.S, The Drug Free Program, The My Brother’s Keeper Initiative, Jr. Fire Fighters, Civil Air Patrol and R.O.T.C should be given as alternatives before suspension/expulsion. Students need to be given the opportunity to make choices about their lives and should not have to live the rest of their lives based on prior mistakes that can be learned from. Parents also have to be involved to ensure accuracy of the program. Many students don’t have the parental support they should at home academically. As educators/ advocates it’s the job to help these children and referrals obviously aren’t doing the job. Mentors should be available for all students, but especially those considered ‘troublesome’; those who don’t display those levels of resilience needed to succeed in a rather stagnant economy and need help preparing for professionalism. An equal amount of support is needed for the little ten percent of over fifteen thousand students so we can ensure that the same ten percent does not end up apart of another statistic of more grave and serious natures.

Since my personal experience and knowledge in the special education/needs field is very limited I’ll keep it very light. With all the fuss and focus on special needs kids and the infractions that usually land them in the principal’s office or a special committee to determine their educational fates has anyone taken record of such incidents to determine the causes and what can be done to remedy the situations? From my readings and a personal discussion with another there can be many factors that may cause a student of special needs to ‘act out’ and become ‘troublesome’. Could these students not also benefit from counseling and behavioral programs, instruction based on reflection on ones actions and determining the better action, rather than further excluding them from the rest of the student population and their peers? And do other students and school officials have a basic understanding/ underlying respect for those of special needs? If not they may benefit from such training/instruction to attain a higher level of positive social interactions between all students, special needs or otherwise, and school official s and administrative officers.

 Dropout rates are significantly lower, as graduation rates have increased; violence among adolescents in school and out has also drastically decreased. Don’t believe me, when was the last time you heard of a student being arrested or involved in a serious altercation (using weapons and causing critical harm)? I know it is nothing like it used to be, if continued at all. While I’d like to credit the wealth of opportunities that have been continuously presented to students for these changes, it alone cannot be the driving influence. Our community is the that driving influence and determining factor, whether its recognized by a majority or not; it is the community who illustrates the positive/ negative images in which our children choose to take part in, become a part of, or affiliate themselves with in any way they can.

For further readings on the U.S Virgin Islands on topics of education and our children please read “What About The Children We Failed”, Risk Factors for Challenging Behavior, and Too Much Violence; USVI Shootings Near Preschools

This blog post is the opinions of Ms. Child Advocate and does not reflect on the institution’s she is employed for nor is those she affiliated with through volunteer work or otherwise. For more opinions from us please visit our blog page usviearlychildhoodlearning.blogspot.com or email us at usvi.childhood.learning@gmail.com  and like us on Facebook or follow Ms. Child Advocate on Twitter.

  

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USVI Early Childhood Learning

How well do you know child's teachers?!

While taking my son on our usual route around a block in our neighborhood which houses a primary school and a head start (among what used to be) we both happened upon two things that astonished us both. The first was a tamarind tree that I used to frequent in my youth! While passing by what seemed to be a patch of trees I could help but pick up one off the ground to give my baby a taste, but he bit off more than he could chew literally! After seeing his excitement for a fruit he’d only tasted once, I decided to try the remainder for myself and boy was I happy. It had been so long since I’d tasted the fruit from ‘these’ trees that I had forgotten how truly sweet they were. While picking up more tamarinds to carry back home with us, or eat on the way, I happened upon my second surprise of the morning which was seemed as unpleasant as it felt uneasy for me to hear.

It was the sound of a woman yelling; yelling to what seemed as if it were the top of her lungs. Because of our initial distance we decided to move closer, contemplating on whether there were any reasons for the school to be conducting a program (of which such noise is customary due to microphones and speakers) although it was too soon to be an Easter program, but way too early to be anything else.  Upon our arrival at the back of the building I heard what I am ashamed to say was by ‘man’s definition’ a woman, a teacher, yelling at a student to the top of her lungs. While I was unaware of the actual/ initial reason for such I did ‘over hear’ hear telling ‘Jaquan’ to “look at me while I’m speaking to you”, “answer me”, and “I am the adult here”.

I swayed my head in dismay as I stood to listen and try to figure out which grade and teacher was this situation taking place? I knew that the school houses primary grades k-3 and most kindergarten classes where held in the same building, but so where a first grade and a computer lab of which all teachers and students have access to and utilize periodically according to schedules. No matter which way I played the scenario it just didn’t seem fit for a teacher to be yelling at primary students of this nature, especially within a classroom. As I stood listening to the ‘teacher’ in question I realized that I had been spotted by another teacher, of whom I’d like to believe was probably having the same thoughts with regards to the boisterous teacher alienating her student. As I walked away I could see the look of other staff members outside listening almost intently but not budging to intervene, I wondered how well do we really know our children’s teachers?

Technology; A Distraction for Some While Empowering Others

So as usual I decided to write about something that I've observed (what else is there to write about right?!), which is how media can be effective for some children while a distraction to others. I must say before I continue that I personally think that media and other technological resources are a great way to engage students and if done appropriately, to learn as well. My compliments to the Virgin Islands Department of Education for including technological materials within all classrooms, primary and secondary. I have come to learn the many different ways students can learn from these objects, as well as the benefits of their engagement through activities that include technological materials. Providing computers for the general use and research of assignments was a great way to include media resources to encourage creativity, as well as providing students was the most powerful resource of our time, the internet.
      But there are some students who aren't learning due to becoming distracted. I've witnessed in certain cases where students became distracted by other students who where allowed to use technological resources when they weren't. In that case in point students where working in groups which alternated the resources ( in this case iPads) because there wasn't enough to supply the whole class. In such cases it is understandable, but allowing students to use such resources for recreational purposes alone while others are still finishing their assignments can be a distraction. Children are more concentrated on the actions of their peers than that of the lesson or activity at hand. In such cases I would recommend placing children performing different actions ( like activities vs. lessons) within different room settings. A learning center within the classroom that is well structured so that students aren't able to view the actions of other children would be ideal. I realize that for many teachers this may be considered strenuous as they may have to move constantly to ensure students are committed to the tasks at hand, but this can also be encouraging for students dramatic play being out of the view of others they are more likely to act out more confidently without fear of persecution from their peers.
There are concerns about whether young children should have access to technology and screen media in early childhood programs. Those concerns have aroused with regards to obesity as many feel kids need more physical activities rather than screen media/ passive non interactive technology. To divert such findings experts recommend the amount of screen time for children under school age is one(4-5 years old) hour, children attending school or of the age are allotted two hours. The intent of these limitations are to defer the believed outcomes which include but aren't limited to;

• obesity
• irregular sleep patterns
• behavioral issues
• focus and attention problems
• decreased academic performance
• negative impacts on social and language engagement

Technology shouldn't be used for activities that aren't educational, progressive, developmentally appropriate or effective; nor as a means to replace physical/social activities or interaction.
Another issues revolves around equity/access to such materials and broadband internet remain unsolved  and in my personal opinion will remain unsolved until all educational institutions reach an educational consensus on appropriate materials, devices, and methodology or maybe the nation will find a way to reverse this recession and allow for more families to have an equal chance at affording such manipulative (which ever comes first I guess).
Despite many of the accolades education has received for taking the next step in education and including technology there are those who feel that it is unnecessary and that it is potentially harming more than helping. While I have already conveyed my personal feelings on the matter a report on learning from media use in America half of the parents that participated within the survey believed that their kids learned more. It is also reported that children spend up to 42 minutes a day watching educational television media; 5 minutes of educational content on mobile devices and three minutes of educational video games. While I'm sure that it may differ on a larger scale since this was a survey with a limited amount of participants and most home don't include all three resources as there are other resources available not listed. But I can say that I do personally concur with their findings; most children that I've seen within such instances aren't inclined to spend more than three to five minutes on an educational video game ,but when allotted others of a different variety they'll spend an hour or two dressing barbie. The same records also showed that children only read an average of forty minutes a day; 29 minutes with print, eight minutes with computers, and five using e-learning platforms. Regardless of those figures the finding where of the most importance. Parents found that the learning extended from the educational media through forms of questions, imaginative play, and projects related to knowledge gained.
Students need be afforded the opportunity to learn technological skills at early ages versus the latter. Just as books were a main source of literacy in our age (80's-90's), in this age it's pertinent for students to indulge in its uses for constructive means rather than just social. The Virgin Islands Next Generation Network (VINGN)  recently participated in and advocated for the literacy of  us ALL in technology through learning to code. Students who learn such skills are afforded the opportunity to create programs and apps rather than just being the perfect target for others who have manufactured that of the same caliber. VINGN is currently holding a cyber learning basic digital literacy course that is free to all USVI residents, I encourage all to attend, if for nothing else personal empowerment. In order for communities to be in unison with moving forward to the next steps of education we need to educate parents on what is educational and how to evaluate adequate materials and media resources such as apps/games. By doing this everyone is more confident about its usage and the educational value of the context.




NAEYC. (2012). Technology and interactive media as tools In Early Childhood Programs serving children from birth through eight. Retrieved on January 26, 2014 from http://issuu.com/naeyc/docs/ps_technology_issuu_may2012/1?e=2112065/2087657

Too Much Violence and Abuse in Schools!!

 Over the past week and a half I've read some very disturbing reports of people whose job classifies them as 'education officials' but their actions define them otherwise; ignorant human beings. Teachers locking students in closets, verbal and physical abuse of students, and the use of racial slurs between pupils and in one horrid example a principal. How are we to expect students to focus on the importance of education when they are steadily side tracked with numerous, ominous situations that test their resilience constantly?

While the situation maybe considered to have been blown out of proportion a little, its still blatantly clear that the use of the N word was inappropriate and possibly uncalled for within the situation at hand. Principal Claudia Alves, of an elementary in Washington, opted to explain to students of the fifth grade why the word 'negro' is better than the N word. Students from the fifth grade class had become uncomfortable using the word negro in preparations for a play n observance of Dr. Martin Luther Kings holiday program, so principal Alves decided to explain why they shouldn't be uncomfortable with the word negro, but the N word. While there is no dialogue that outline the complete conversation, it is clear that her explanation only served to make matters worse. While one can empathize with the sensitivity of the situation, as an administrator, this principal should have been able to conclude that such a conversation with fifth grade students would have been controversial in some context.

In more disturbing news, high schools in Wake County, N.C are apparently 'flooding' the 'school to prison pipeline' with offenses as little as skipping line in the cafeteria. Students engaged within altercations over racial bias are sent to juvenile courts and placed on probation. One student engaged in such a situation after he was verbally assaulted with racial slurs and punched in the face, ended up being sent to juvenile court as well, where students receive juvenile criminal records; a stigma that never leaves them. Such incidents and others more gruesome attribute to the need for the new first federal legal guidance on school discipline.

Last, but certainly not least, a young man in high school was assaulted by officers for what apparently was a misunderstanding that lead to a straight A. high school basketball player receiving a ruptured testicle! Reports state that an patrol officer reported seeing teenagers in ski masks, while school officials with the team says they where given scarfs along with other gear to dress appropriately for the weather. Officers stopped this teen, who didn't give chase as other members of his team did, and reported a struggle, but their where no injuries reported to any officers. According to statements made by the teenager, a female officer whom searched him sexually assaulted him during the search while squeezing his testicles until he 'felt a pop'. The following day the teen underwent surgery and is now in a wheelchair pending recovery. Statements made by the teens mother state this may affect his ability to reproduce. He is the sole victim of this encounter and its because everyone else knew to be afraid of the police, although they hadn't done anything wrong, and to run away. Is this what we should be teaching our children? To fear the police, those who have sworn to protect us?

These incidents, while all different by nature, all have lasting negative effects/impacts that if left untreated, may become harmful to student morale. I was enlightened to read about an NFL figure that stood up against those bashing him as a 'thug' because of his actions at a football game. Football is well known for taunting, as are other sports, so why would reporters nationwide describe this black male, a college graduate and professional athlete as a 'thug' is unbeknownst to many. I do however agree with him that the word 'thug' is being used as a racial slur to describe black males, and while it may or may not be sued as a substitute for the N word, I do empathize with him and I'm sure each case must be judged individually.

Racial bias within schools has dramatically changed, as have the times but it isn't to an acceptable rate given the laws and ideals that we as humanity have set forth; it starts within the community.

http://www.huffingtonpost.com/2014/01/24/claudia-alves-washington_n_4661483.html?ir=Black%20Voices&utm_campaign=012414&utm_medium=email&utm_source=Alert-black-voices&utm_content=Photo

http://www.huffingtonpost.com/2014/01/23/school-to-prison-pipeline-wake-county_n_4654351.html?ir=Black%20Voices

http://www.huffingtonpost.com/2014/01/23/darrin-manning-testicle-rupture_n_4651700.html?ir=Black%20Voices

http://www.huffingtonpost.com/2014/01/22/richard-sherman-thug-n-word-press-conference_n_4646871.html?ir=Black%20Voices&utm_campaign=012214&utm_medium=email&utm_source=Alert-black-voices&utm_content=Photo

How to Deal with Challenging Behavior from Primary Students

How to deal with challenging behavior from primary students

Through observations and personal experiences I've gathered what I'm sure most teachers have already learned, some children can be difficult. While this range of difficulty can span across many different areas I do believe that it can all be controlled and deterred if done correctly. Situations that I've witnessed have led me to believe that dis-spite the child or the behavior they choose to display, there is a remedy to resolve all challenging behaviors. So, how do you deal with children who constantly disrupt activities and lessons by being loud and disruptive, 'being dramatic', physically and verbally abusive towards peers, and is plain out mean? Well, it honestly depends on the child and their situation, but there are a few points that many have seemed to find a consensus on that I intend to explore a little. I do however want to make it clear that I cannot say that I agree with all of the opinions stated ( truth be told I agree with all but one), I do understand the validity of them all in different situations that could appear.

Through my observations I've noted that many students' behaviors are challenging by means of aggression but through 'theatrics'. Many students seem to have a flair for drama, which really isn't appropriate during most lessons so it becomes disruptive. It is not my belief that these children are doing so as a 'call for attention' but that it is an innate sense of their being, its apart of their personalities. It is however my belief that by ignoring such antics whenever they may arise through a 'blind eye and a deaf ear' students will learn that it is inappropriate/unappreciated and such acts will diminish until times that are deemed appropriate for such behavior.

Does 'time out' really work anymore? Is it effective? Although time out is meant as a means of reflection ( one that I personally think works!) it can be hard for it to be used at it's full capacity/effectiveness within a classroom full of children (all of whom at times are partaking in different activities). I've observed that it can be 'adjusted to'; instead of students utilizing the time to reflect their actions, they simply watch their peers and 'plot' their next move. It seems the once overly effective time out may need a twist like providing a behavioral learning center where the student's visibility is blocked from his peers and is instead faced with materials that promote pro social behavior through books, video's, music, games and other materials of the like as a reminder of how things should change 'after' time out. The promotion of 'Pro social Behavior' with classroom has been quite effective (as noted within many resources) with deterring challenging/aggressive behavior from students. The focus of helping children learn to care, share, and assist each other and all behaviors alike are referred to as pro social behaviors. By being a good role model, providing positive feedback and reinforcement of such behaviors through provided opportunities (community service, literature,etc.) and conducting activities on multicultural principles that are unbiased, and by overall generally promoting the self esteems and images of individual students, all parents and teachers would be able to meet their goals.

I'm sure many of us have heard of or at least read about the kindergarten teacher in Tennessee who locks her students within a closet as a form of punishment/ time out. I personally think that it is absurd! Unfortunately, it appears that other than the parents of the little girl who was locked within the classroom, I am the only one who has conveyed such feelings. How could any school official knowingly allow such acts to take place on school grounds? Was there no where else to issue an effective time out or was there a lack of interest put forth in the gesture other than to intimidate students into compliance? It seems to me that members of the school in question, parents of the students, and community members alike should take more of an interest in what goes on within their educational institutions and the personnel that is choose to take care of the future.

A child's behavioral patterns are comprised of what is learned within different settings (school, home, extra curricular activities,etc.) These influences determine a child's behavior. Many assert that physical punishment is inappropriate by ALL MEANS; I don't. I agree that physical punishment (id abusive/overly aggressive) can be detrimental to any child, but I don't agree that the 'spanking' of any child, a light tap on the hand or buttocks, to assert “NO” is inappropriate in any form. Despite my own convictions, oppositions against 'spanking' make many valid points, many of which I agree with, if not all;

• Physical punishment is ineffective because it doesn't promote an alternative way of behavioral
• It actually models the aggression inferring that it's OK to use aggressive acts/behavior
• physical punishment can become an 'emotionally charged' situation where the aggressor is overly aggressive an can hit the child in a vulnerable place.

These kind of situations can ruin any relationship, parent-child/ teacher-student, for their sense of security is now gone. To prevent such situations when a case arises where all parties become 'excited' it is better to take personal time outs for all parties involved. As such all parties have time to assess the situation at a calmer level. This also models to students the steps that can be taken rather than turning to aggression.   

Staying home sick; when is it time

     Usually this time of the year our weather is more unpredictable than ever… hot one minute then cold and pouring rain the next. It takes us all that we can possibly do to keep our children from getting sick, as well as ourselves. While I have always had faith in local 'island remedies' such as Bush tea's, Aloe vera, and coconut oil there is only so much we can do in terms of preventing what may seem inevitable, a cold or even worse the flu. While most preschols and primary schools do inform parents of certain circumstances in which children shouldn't attend school, many don't and as a result the classroom becomes contaminated and germs are spread to other students and teachers. Once all members of the classroom are sick it is only logical that academic  progression will be slowed as an result,  and all kids, including those who aren't sick for their concentration will be on not getting sick, as well as how miserable their peers and teacher's are.

     To sum things up here are some simple guidelines to follow to ensure the safety of your child and their peers, after all when we are sick our immune system is weaker and exposing such a weakened system to a sea of contaminants could be very harmful to the health and well being of your child as well as their education. Lengthy absences can harm a child's self esteem after returning to class to find out that they're so far behind. Children who have vomited, experienced diareheria, high fevers and cold sweats shouldn't be allowed to go to school immediately following such symptoms as they will require time for their bodies to recover, which means plenty of rest (or at least 24 hours). Other sicknesses that are contagious including red/pink eye, the cold, influenza, chicken pox, and ringworm's  should be taken special care of from home where other outside contaminants aren't allowed. This new year we hope and wish for the best for all pupil's within our territory and abroad!!

Ms. Child Advocate

Schools Aren't As Behind As We Make Them Seem

     While visiting my old alma mater I found that they had indeed made many changes with regards to educational teaching methods, materials, procedures and technology. Technological materials ranging from ipads, laptops, desktops, overhead projectors, various learning centers and many more resources to spark engagement among pupils. While many of those materials were available to us, student's of the 90's, they are much more abundant. In every classroom I visited, second and third grades, these materials where spotted with age appropriate applications and adequate instruction for usage. These materials coupled with other various learning manipulatives are a great recipe for the engagement of pupils!!

     It has unfortunately been a long time for me since I've seen so many students engaged within a school/academic setting; during my own school days I can recall only a hand full of students that were engaged with learning academics, including myself, the most popular/engaging subject lessons where those that involved physical activity ( a wide contrast from many students today). The materials and manipulatives utilized by students ensure student participation by engaging them through various subjects compelling them to use their creativity in many forms. Such a thing is a great asset for any educator and pupil to have since all students learn differenly in a variety of ways. While many of the apps and games being utilized sticks to general academics it can also be altered to fit any age group. In this case, a group of first graders, utilized these apps and manipulatives for enrichment, fun, and creativity.

     Including games like hungry fish and Hickory Dickory Dock for mathematics, bejeweled for matching n sorting, candy count for mathematics and matching/sorting. Apps like Paper Snow, that promote artistic creativity through drawing, music and even virtual paper decorations and origami. I don't understand the academic benefits of Angry Birds having indugled in the game myself, nor Barbie,wedding, and model make up: both promote stigmas rampant within the nation, violence (angry birds)  and 'poster girls' i. e. models, actresses, girls wearing size zero and a lot of makeup (Barbie) . Other apps utilized by students for engagement, enrichment, and creativity include Word solitaire, Spanish free,iword juggle, and Sudoku.

     With all that I have seen so far it excites me to think of how in depth this engaging learning will become once we implement the Common Core Standards. Student's will become much more equipped to compete with their peers, locally and abroad,  as well as become more prepared to live within the ever changing world of today rather than their parents yesterdays.

Ms. Child Advocate