Showing posts with label development. Show all posts
Showing posts with label development. Show all posts

Monday, January 2, 2017

Do You Know the Curriculum, Standards or Benchmarks for Your Child?

Do You Know the Curriculum, Standards or Benchmarks for Your Child?

As a parent I believe we should be aware of our child’s educational settings and climate. This includes school policies, norms and values, of course its curriculum and the standards therein. Having an understanding of such builds an underlying foundation of knowledge that is necessary for the development of the whole individual child in any and every setting. Many parents and educators alike think knowledge of the curriculum and its standards are necessary, but if you took a closer look we can find exactly how they complement each other to the benefits of the development of the whole child rather than the parent or teacher.
As a teacher, have you ever had to;
ü  Explain developmental milestones and benchmarks
ü  Scoring rubrics for standardized tests
ü  The need for remedial classes, tutoring and counseling
If you have, it’s time for a change and you should offer resources to parents that can attribute to their understanding. Likewise, I’m sure parents too have heard concepts that they don’t fully understand.
As a parent have you ever heard;
ü  Not developmentally on level
ü  Developmentally delayed
ü  Below benchmarks and milestones associated with age
ü  Needs remedial classes, tutoring or counseling
If you have then you should familiarize yourself with the curriculum used, standards and benchmarks associated with your child, and as your child’s teacher of resources that you can utilize to further your understanding, knowing which curriculum your child’s school uses and sharing the standards/benchmarks associated can greatly benefit the teacher, parents, and the student; it can also initiate a great line of communication.


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 PTA, Parent Committee, & Volunteering: Get Involved , Simple Classroom Management Tips, Ethical Leaders Anyone? and Respect Goes Both Ways: Teacher and Student

Saturday, August 29, 2015

Support For Dominica

Support For Dominica

       Last Thursday as many of the territories residents prepared for a tropical storm that would give us much needed rain and some winds residents of Dominica struggled to survive what many would agree was a devastating tragedy. Images and videos that have surfaced on the internet have lead to a mass, and much needed relief effort for the residents of Dominica and the multiple disaster areas that have been declared such by the Prime Minister Roosevelt Skerrit. The areas Paradise Valley in Bath Estate, Petite Soufriere, Good Hope, Dubique, Petite Savanne, Pichelin, Coulibistrie, Campbell and San Sauveur were declared disaster areas after a need for focused response was recognized by leaders ( Dominica News Online, 2012). Our territory's own, Governor Mapp, expressed his deepest sympathies of Virgin Islanders to the families in Dominica who have lost loved ones, and to friends and family members with close ties to that island now residing in the territory (Gilbert, 2015).  


 
       Many of our territory's residents are either nationals of Dominica or are relatives of those who are and still reside there. In the wake of this tragedy and reports that the Prime Minister of Dominica believes Tropical Storm Erika has set them back at least twenty years  I too would urge the territory's residents to say a prayer for those who have loved ones 'back home' in Dominica and aid in relief efforts being done throughout the territory and nationwide. The local 'Dominica Disaster Relief Committee' has begun taking donations for the residents of Dominica and are located at the Dominica Cargo, behind O'Henry Dry Cleaners in Tutu on St. Thomas, U.S.V.I. Local news have reported that the committee is looking for dry goods, baby supplies, medical supplies, building materials and tools while the Red Cross website lists similar suggests but are a little more detailed, everything and anything can help.  
  
       To my fellow residents of the U.S Virgin Islands territory that are in pain and worry about their family and friends in Dominica, I share your pain, I pray for their triumph, and as one of my Dominican born friends recently told in the wake of this tragedy D. A will rise again!  

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 #LoveWins Diversity for A Diverse World, Healthy Summer Activities: Keeping Children Active, Savan Cleanup And Restore Project and National Public Gardens Day U.S.V.I.     

Saturday, February 14, 2015

Top Five Reasons Why I'd Choose An Educated Child Care Professional


Top Five Reasons Why I'd Choose An Educated Child Care Professional


Written By: Ms. Child Advocate


        I've recently been on the hunt for a preschool that would meet both my child's needs and my expectations and while I didn't expect to find many who'd fit the criteria I was expecting to find more than I actually found. First I found that many of the preschools that were within reach of the average parents working middle class either didn't offer progressive programs that are age appropriate and those that did were in high price ranges. Many of the learning environments in question were structured in environments themselves that were unprogressive and unwelcoming first leading many to question the safety of the environment. Secondly, as many of the individuals employed at these establishments aren't necessary professionals at their 'profession' concerns are again raised with the extent of progressive lessons and environments that can be constructed for individual children. While experience is a great teacher it does leave one lacking knowledge in areas and would need to be explored in order to be efficient at the profession. For instance, would you allow your child to be treated by a 'physician' with ten to fifteen years experience but no medical training? I'm sure the answer would be no (unless under dire circumstances) so why would these 'schools' be operating without at least a CDA present at each facility? Simply put, what I found was that there weren't many educated child care professionals within our territory and while I was shocked I as also stunned at the fact so many individuals believed in experience over education with all that has come to light about early childhood education. Too many of the preschools within our territory are welcoming individuals as teachers who have little experience in the field and no education and sadly it seems the only reason for so is to save these 'businesses' money; the lesser educated professional received a lesser pay grade. I has also come to my attention that the preschools within our territory were given a deadline of summer 2015 to either educate their staff on the profession or add members with the right credentials, which would be an associates in any field related to early childhood. It is for this reason I decided to write this post about my reasons for choosing a childcare provider who is educated within their profession.


1. Information- An educated child care provider would have common knowledge of different learning practices, techniques, policies, and procedures making learning more versatile with the individual children they encounter. They would also have common knowledge about the symptoms of diseases of various disorders, illnesses, and even common diseases making a diagnosis easier for those involved and hopefully any processes smoother. As we all different as individuals it should be equally important that a educational professional have different resources to ensure progressive developmental learning is taking place. While I wouldn't dare say that an educated professional would be open minded whereas an uneducated professional won't be I would say that with the wealth of knowledge they would've developed such a way of thinking, but people will be people and there is no way to determine such a thing. 


2. Quality- An educated professional would be quite aware of the need for stimulating experiences for early learners to thrive and progress; facilitating nurturing environments where all is concerned regardless of age or disability. They would provide an atmosphere that's inviting and loving while age appropriate, placing an importance on developmental aspects while making it engaging to learn. 

3. Respect
- An educated professional is more cultured and would more easily accept and be open toward others cultures or those with special needs. Respect is this aspect is very important not only between teachers and students but between the school/ institution and parents/ family members as well for interaction between all parties concerned is necessary and anything hampering such could also hamper the child's views and development. 



4. Family & Community Ties- Many educated and uneducated professionals network alike ,but those who have attended educational institutions and others alike are included in larger networks based on those institutions and the professionals within these institutions. Networking and collaborating with after school programs, inter neighborhood programs, religious programs and family/community members helps to build solid relationships and a strong foundation for trust and engagement


5. Safety- As I mentioned before, safety can come in many different forms but the one topic that was repeated mentioned during interviews for this article was that of the safety of the environments of the early learners in question. Educated professionals have a wider network of resources to enable them to provide safe yet engaging programs in safe environments. 


 In closing I know that many parents choose their child care providers on a budget and have all rights to do so, I know I do, and by it's convenience but I implore many of you to actually consider the education levels of the 'professionals' working with your children and consider this, would you depend on your child's primary teacher or intermediate teacher if they were uneducated within the field? Cause it is basically the same thing. 




Thursday, March 13, 2014

Poetry for Women (For Women, By Women, About Women)

Girls vs. Women

Girls are insecure; Women are confident.
Girls dress trashy; Women dress classy.
Girls are students; Women are teachers.
Girls are listeners; Women are preachers.
Girls makes babies; Women raise babies.
Girls have sex; Women make love.
Girls are weak; Women are strong.
Girls fight; Women walk away.
Girls argue; Women speak.
Girls give in; Women compromise.
Girls envy. Women appreciate.
Girls give up. Women strive.
Girls look. Women see.
Girls take. Women give.
Girls follow; Women influence.



Christina E. Brown

Wednesday, March 12, 2014

Poetry for Women (By Women, For Women, About Women)

The Old Stage Queen


by: Ella Wheeler Wilcox (1850-1919)
 
Back in the box by the curtains shaded,
She sits alone by the house unseen;
Her eye is dim, her cheek is faded,
She who was once the people's queen.

The curtain rolls up, and she sees before her
A vision of beauty and youth and grace.
Ah! no wonder all hearts adore her,
Silver-throated and fair of face.

Out of her box she leans and listens;
Oh, is it with pleasure or despair
That her thin cheek pales and her dim eye glistens,
While that fresh young voice sings the grand old air?

She is back again in the Past's bright splendor--
When life seemed worth living, and love a truth,
Ere Time had told her she must surrender
Her double dower of fame and youth.

It is she herself who stands there singing
To that sea of faces that shines and stirs;
And the cheers on cheers that go up ringing
And rousing the echoes--are hers--all hers.

Just for one moment the sweet delusion
Quickens her pulses and blurs her sight,
And wakes within her that wild confusion
Of joy that is anguish and fierce delight.

Then the curtain goes down and the lights are gleaming
Brightly o'er circle and box and stall.
She starts like a sleeper who wakes from dreaming--
Her past lies under a funeral pall.

Her day is dead and her star descended,
Never to rise or shine again;
Her reign is over--her Queenship ended--
A new name is sounded and sung by men.

All the glitter and glow and splendor,
All the glory of that lost day,
With the friends that seemed true, and the love that seemed tender,
Why, what is it all but a dead bouquet?

She rises to go. Has the night turned colder?
The new Queen answers to call and shout;
And the old Queen looks back over her shoulder,
Then all unnoticed she passes out.


Friday, January 31, 2014

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

Monday, January 27, 2014

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.











Friday, January 17, 2014

Children's Corner; Short Stories

The Negro Mother

Children, I come back today
To tell you a story of the long dark way
That I had to climb, that I had to know
In order that the race might live and grow.
Look at my face -- dark as the night --
Yet shining like the sun with love's true light.
I am the dark girl who crossed the red sea
Carrying in my body the seed of the free.
I am the woman who worked in the field
Bringing the cotton and the corn to yield.
I am the one who labored as a slave,
Beaten and mistreated for the work that I gave --
Children sold away from me, I'm husband sold, too.
No safety , no love, no respect was I due.

Three hundred years in the deepest South:
But God put a song and a prayer in my mouth .
God put a dream like steel in my soul.
Now, through my children, I'm reaching the goal.

Now, through my children, young and free,
I realized the blessing deed to me.
I couldn't read then. I couldn't write.
I had nothing, back there in the night.
Sometimes, the valley was filled with tears,
But I kept trudging on through the lonely years.
Sometimes, the road was hot with the sun,
But I had to keep on till my work was done:
I had to keep on! No stopping for me --
I was the seed of the coming Free.
I nourished the dream that nothing could smother
Deep in my breast -- the Negro mother.
I had only hope then , but now through you,
Dark ones of today, my dreams must come true:
All you dark children in the world out there,
Remember my sweat, my pain, my despair.
Remember my years, heavy with sorrow --
And make of those years a torch for tomorrow.
Make of my pass a road to the light
Out of the darkness, the ignorance, the night.
Lift high my banner out of the dust.
Stand like free men supporting my trust.
Believe in the right, let none push you back.
Remember the whip and the slaver's track.
Remember how the strong in struggle and strife
Still bar you the way, and deny you life --
But march ever forward, breaking down bars.
Look ever upward at the sun and the stars.
Oh, my dark children, may my dreams and my prayers
Impel you forever up the great stairs --
For I will be with you till no white brother
Dares keep down the children of the Negro Mother.

BY
Langston Hughes

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.   

Monday, December 23, 2013

The Assessment and Placement of E.L.L students in the U.S Virgin Islands




Assessment and Placement of ELL’s In the U.S Virgin Islands



     ‘I once was blind, but now I see’ a quote I've heard within the forms of theater and music, but one that hadn't applied to me until this course began. As I previously noted within my blog post reflection I was one of the people within our society that stigmatized those of different nationalities (particularly Santo Domingo’s) wondering how is it possible to be born in an English speaking country and attend native English institutions without ever understanding English. I am now ashamed of my ignorant thoughts; I can’t believe that I had let such things blind me from the real issues and truths; it was the fault of our own governments and educational institutions. The only reason they are unable to comprehend and understand English fluently was because they were never accurately taught how to do so. Because of standardized testing and the high demand for better results from schools, many things fall through the cracks and bilingual programs have been a constant variable in the equation. It is my intent to illustrate the purposes and challenges met by teachers when assessing and placing students within bilingual programs and offer some solutions that may help to make the identification and transition smoother.
     
       Assessments, formative and summative, are pertinent in the placement of English Language Learner’s to ensure progression. Formative assessments ensure the appropriate selection of instructional strategies, while summative assessments are basically used as a test to ‘rate’ or ‘scale’ a student’s progression. Teachers depend on this performance based assessments to be able to assess a student’s understanding of skills and to determine initial placement within classrooms. Through visual observation as well as portfolios that illustrate the student’s progress teachers monitor student’s language acquisition/ proficiency. Student’s progression rates will vary due to environmental factors and social interaction through language, formally known as BICS (basic interpersonal communication skills).

       The most complex part of assessing a student for placement is using the results of said testing to create instruction. The report teachers receive, report of students overall level of acquisition, is most useful in this aspect. The scores for each domain are listed which makes it easier for teachers to plan instruction to best fit the needs of their students. This sheet should be upgraded by all staff members involved with the students learning so that all teachers are aware of progressions and can make the appropriate changes to meet those students needs academically to help them further progress. Teachers are expected to create differentiated assessments for students, and it is more than understandable for none of us are the same or two of a kind, but it is also a tedious job for an educator with students from different levels and nationalities within their care. Working with others (colleagues, conferring with parents) can prove to be rewarding for both teachers and students.
All teachers working alongside one another, ESL and mainstream, to create the assessments needed for incoming or returning students annually would elevate a lot of the stress involved within making those assessments. Creating assessments annually even though testing is done quarterly saves a lot of time, as well as having a team of teachers all specializing in different aspects contributing to the creation; it all equals a recipe for success. Through this strategy teachers are afforded more time for instruction, individualized or otherwise. Teachers are also giving better rounded assessments so in return the information received on their students is vast and accurate, giving them the ammunition needed to fuel their progression onto a pathway of success. Through this solution teachers are afforded an opportunity to help each other help the students, as well as themselves.

        Other ideas that help in developing differentiated assessments include familiarizing yourself with the state’s English language proficiency standards for your grade level, and only plan tasks for the levels of the students in your class. Keep all assessment tasks as simple as possible, while noting that students at level five or nearing there should be conducting tasks similar to that of natives. I also personally think that it would be effective for all school to utilize a supplemental grading report which reflects the progress make in each of the four domains; listening, speaking, reading, and writing. This is not something that I am aware of in our school within the territory but I think that it would be quite effective for students and parents would be able to identify target areas and work on them outside of the classroom to help reinforce skills learned.  Engaging a student is the best way to ensure participation and progression, by involving the community and the families within a student’s academic endeavors students are given three times the amount of support than they can ever receive in the classroom, as well as instruction from those who identify with them the most and those who know who they learn the best.





 References


Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student academic achievement and biculturalism. (3405271, Hofstra University). ProQuest Dissertations and Theses, , 242-n/a. Retrieved from http://search.proquest.com/docview/231001355?accountid=32521.

Holloway, L. (2000, Oct 04). A challenge to bilingual programs in teaching English. New York Times. Retrieved from http://search.proquest.com/docview/431580464?accountid=32521
Brian, A. G., & Fabiano, L. (2007). Assessment and intervention for bilingual children with phonological disorders. ASHA Leader, 12(2), 6-7,26-27,31. Retrieved from
http://search.proquest.com/docview/218087462?accountid=32521

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.


Thursday, December 12, 2013

Cultural Diversity in the U. S Virgin Islands



Cultural Diversity in the U. S Virgin Islands

       America has always been the ideal location for immigrants because of our laws promoting equality, rights, and justice and its territories are no different since they are subject to the same laws. It is because of such, and our ideal location, that many immigrants also move to the U.S Virgin Islands seeking refuge from their native lands; and as such our Spanish speaking population is ever rising. With neighbors from Puerto Rico, Santo Domingo, and the Dominican Republic it was pertinent for our local schools to develop ESL programs to meet the needs of our growing population. There are many things, important information, which is needed in order to provide adequate and appropriate teaching and learning techniques that we, as teachers, can only learn from parents; student’s cultural emotional actions and responses, norms, values, and other customs. This information is significant when creating lesson plans, presentations/activities, and to facilitate an effective, progressive classroom. With the holiday season within it's prime time this is the perfect opportunity to utilize different activities to promote diverse cultures,  it is my intent to illustrate a series of presentations and activities that can be used within a classroom to promote cultural awareness among diversity.

  1. Cultural Group Readings

The purpose of this activity is to familiarize students and parents with different cultures and languages active with the classroom/school.

The target group is Spanish speaking minorities

Students and parents are asked to bring a book from their native culture and one item that is a part of their culture. After reading there book within their native language students and parents are encouraged to tell us about their ‘show and tell’ item. Some questions asked may include, but aren’t limited to ‘why be it so important to you/ your culture? How where you introduced to this item? Other students and parents are encouraged to inquire as well.

Each presentation should last no longer than fifteen minutes. Participants will be notified ahead of time and will be asked to choose excerpts or chapters to read aloud.

All materials and resources used are personal items respective to the parities participating. A microphone and speaker should be present to ensure all participants are heard and to promote engagement.

2. Social Studies Activity

The purpose of this activity is to help familiarize students and parents with different cultures and languages present within the classroom and school, as well as to help them identify the different cultures geographically.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Students and parents are asked to bring a map (small or printed out on paper) of the town or city that they are from natively. Students are also asked to bring pictures from their hometown of social hangouts, historical sites, landmarks, and other popular areas to help familiarize others of where they are from. Parents and students will be asked to identify their native homelands on a World map and a globe so students are able to locate it themselves. Then all participants are asked to make a collage using the items they’ve brought, to display within the classroom, which can later be used to reiterate instruction/information.

Presentation/activity target time is ten minutes or less

Participants are asked to bring most of their materials (pictures, maps, souvenirs, etc.). Other items needed include;

  • Poster boards

  • Glue

  • Scissors

  • Markers

  • Computer with printer

  • World map

  • Globe

  • Overhead projector (optional)

3. Social Learning Area

The purpose of this activity is to promote cultural awareness among students and parents about their peers; also to promote understanding between all parties of their native customs to ultimately empathize with all peers regardless of differences, culture or otherwise.

This activity is useful with all groups and minorities, but because of the complex diversity of Spanish speaking individuals within my community I feel it necessary to illustrate through such circumstances

Everyone is asked to bring personal items that may be considered respective to their culture to use within the learning areas (i.e. sombrero, wooden shoes, etc.).After identifying which items were brought by who and their use children and parents are encouraged to utilize objects that are ‘new’ to them, several objects. Through these actions and use of various materials it is believed that students will form a greater appreciation for culturally diverse people and their items; developing cultural awareness.

Participants are encouraged to engage within an activity until they’ve familiarized themselves will all items and interacted with others.

Materials sued are donated by parents and participating members of the community.

All activities listed where developed to promote three types of affective variables related to second language acquisition; self confidence, motivation, and low anxiety. Through these activities, and other engaging activities, it is hoped that students will be able to build an appropriate level of self confidence among their peers, as well as within the classroom to ensure progression. After familiarizing themselves with others and their different backgrounds and cultures, students are more at ease and motivated to participate within all activities. Our text states that learners who have self confidence and positive self image tend to be more successful, high motivated learners who outperform those with low motivation. It is with such information that I conclude, engaging students in learning is necessary across all areas and until that is embraced we will all continue the ‘uphill’ battle of dealing with challenging students.













References

Helm, J. H. (2008). Got Standards? Don’t Give Up on Engaged Learning! Young Children, 14-20.

Gronlund, G. (2007). Making early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press.

Marotz, L. R., Allen, K., Developmental Profiles Pre - Birth through Adolescence, 7th edition Wadsworth Cengage Learning USA 2013

Syrja, Rachel Carrillo. How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. John Wiley & Sons P&T, 08/2011. <Vbk: 9781118397077#page (35)>.

Saturday, November 30, 2013

Children's Corner; Poetry

What Will You Be?

When you grow up what will you be?
Will you be tall like Dad or short like me?
Will your hair be dark like it is right now?
Or will it turn amber, or auburn, or brown?

Will you run fast with agility and grace?
Or fall behind in a slower pace?
Will words come quickly to your mouth and hand?
Or will mathematics and numbers be your plan?

Whatever you choose and wherever you go,
May you always understand and know,
That you are loved, not for what you do,
But because you're special - because you're you.
 Author: unknown

Monday, November 25, 2013

Children's Corner; Poetry


Friday, November 22, 2013

Children's Corner; Short Stories

The Ugly Duckling

by Hans Christian Andersen


An illustration for the story The Ugly Duckling by the author Hans Christian Andersen
IT was lovely summer weather in the country, and the golden corn, the green oats, and the haystacks piled up in the meadows looked beautiful. The stork walking about on his long red legs chattered in the Egyptian language, which he had learnt from his mother. The corn-fields and meadows were surrounded by large forests, in the midst of which were deep pools. It was, indeed, delightful to walk about in the country. In a sunny spot stood a pleasant old farm-house close by a deep river, and from the house down to the water side grew great burdock leaves, so high, that under the tallest of them a little child could stand upright. The spot was as wild as the centre of a thick wood. In this snug retreat sat a duck on her nest, watching for her young brood to hatch; she was beginning to get tired of her task, for the little ones were a long time coming out of their shells, and she seldom had any visitors. The other ducks liked much better to swim about in the river than to climb the slippery banks, and sit under a burdock leaf, to have a gossip with her. At length one shell cracked, and then another, and from each egg came a living creature that lifted its head and cried, "Peep, peep." "Quack, quack," said the mother, and then they all quacked as well as they could, and looked about them on every side at the large green leaves. Their mother allowed them to look as much as they liked, because green is good for the eyes. "How large the world is," said the young ducks, when they found how much more room they now had than while they were inside the egg-shell. "Do you imagine this is the whole world?" asked the mother; "Wait till you have seen the garden; it stretches far beyond that to the parson's field, but I have never ventured to such a distance. Are you all out?" she continued, rising; "No, I declare, the largest egg lies there still. I wonder how long this is to last, I am quite tired of it;" and she seated herself again on the nest.
"Well, how are you getting on?" asked an old duck, who paid her a visit.
"One egg is not hatched yet," said the duck, "it will not break. But just look at all the others, are they not the prettiest little ducklings you ever saw? They are the image of their father, who is so unkind, he never comes to see."
"Let me see the egg that will not break," said the duck; "I have no doubt it is a turkey's egg. I was persuaded to hatch some once, and after all my care and trouble with the young ones, they were afraid of the water. I quacked and clucked, but all to no purpose. I could not get them to venture in. Let me look at the egg. Yes, that is a turkey's egg; take my advice, leave it where it is and teach the other children to swim."
"I think I will sit on it a little while longer," said the duck; "as I have sat so long already, a few days will be nothing."
"Please yourself," said the old duck, and she went away.
At last the large egg broke, and a young one crept forth crying, "Peep, peep." It was very large and ugly. The duck stared at it and exclaimed, "It is very large and not at all like the others. I wonder if it really is a turkey. We shall soon find it out, however when we go to the water. It must go in, if I have to push it myself."
On the next day the weather was delightful, and the sun shone brightly on the green burdock leaves, so the mother duck took her young brood down to the water, and jumped in with a splash. "Quack, quack," cried she, and one after another the little ducklings jumped in. The water closed over their heads, but they came up again in an instant, and swam about quite prettily with their legs paddling under them as easily as possible, and the ugly duckling was also in the water swimming with them.
"Oh," said the mother, "that is not a turkey; how well he uses his legs, and how upright he holds himself! He is my own child, and he is not so very ugly after all if you look at him properly. Quack, quack! come with me now, I will take you into grand society, and introduce you to the farmyard, but you must keep close to me or you may be trodden upon; and, above all, beware of the cat."
When they reached the farmyard, there was a great disturbance, two families were fighting for an eel's head, which, after all, was carried off by the cat. "See, children, that is the way of the world," said the mother duck, whetting her beak, for she would have liked the eel's head herself. "Come, now, use your legs, and let me see how well you can behave. You must bow your heads prettily to that old duck yonder; she is the highest born of them all, and has Spanish blood, therefore, she is well off. Don't you see she has a red flag tied to her leg, which is something very grand, and a great honor for a duck; it shows that every one is anxious not to lose her, as she can be recognized both by man and beast. Come, now, don't turn your toes, a well-bred duckling spreads his feet wide apart, just like his father and mother, in this way; now bend your neck, and say 'quack.'"
The ducklings did as they were bid, but the other duck stared, and said, "Look, here comes another brood, as if there were not enough of us already! and what a queer looking object one of them is; we don't want him here," and then one flew out and bit him in the neck.
"Let him alone," said the mother; "he is not doing any harm."
"Yes, but he is so big and ugly," said the spiteful duck "and therefore he must be turned out."
"The others are very pretty children," said the old duck, with the rag on her leg, "all but that one; I wish his mother could improve him a little."
"That is impossible, your grace," replied the mother; "he is not pretty; but he has a very good disposition, and swims as well or even better than the others. I think he will grow up pretty, and perhaps be smaller; he has remained too long in the egg, and therefore his figure is not properly formed;" and then she stroked his neck and smoothed the feathers, saying, "It is a drake, and therefore not of so much consequence. I think he will grow up strong, and able to take care of himself."
"The other ducklings are graceful enough," said the old duck. "Now make yourself at home, and if you can find an eel's head, you can bring it to me."
And so they made themselves comfortable; but the poor duckling, who had crept out of his shell last of all, and looked so ugly, was bitten and pushed and made fun of, not only by the ducks, but by all the poultry. "He is too big," they all said, and the turkey cock, who had been born into the world with spurs, and fancied himself really an emperor, puffed himself out like a vessel in full sail, and flew at the duckling, and became quite red in the head with passion, so that the poor little thing did not know where to go, and was quite miserable because he was so ugly and laughed at by the whole farmyard. So it went on from day to day till it got worse and worse. The poor duckling was driven about by every one; even his brothers and sisters were unkind to him, and would say, "Ah, you ugly creature, I wish the cat would get you," and his mother said she wished he had never been born. The ducks pecked him, the chickens beat him, and the girl who fed the poultry kicked him with her feet. So at last he ran away, frightening the little birds in the hedge as he flew over the palings.
"They are afraid of me because I am ugly," he said. So he closed his eyes, and flew still farther, until he came out on a large moor, inhabited by wild ducks. Here he remained the whole night, feeling very tired and sorrowful.
In the morning, when the wild ducks rose in the air, they stared at their new comrade. "What sort of a duck are you?" they all said, coming round him.
He bowed to them, and was as polite as he could be, but he did not reply to their question. "You are exceedingly ugly," said the wild ducks, "but that will not matter if you do not want to marry one of our family."
Poor thing! he had no thoughts of marriage; all he wanted was permission to lie among the rushes, and drink some of the water on the moor. After he had been on the moor two days, there came two wild geese, or rather goslings, for they had not been out of the egg long, and were very saucy. "Listen, friend," said one of them to the duckling, "you are so ugly, that we like you very well. Will you go with us, and become a bird of passage? Not far from here is another moor, in which there are some pretty wild geese, all unmarried. It is a chance for you to get a wife; you may be lucky, ugly as you are."
"Pop, pop," sounded in the air, and the two wild geese fell dead among the rushes, and the water was tinged with blood. "Pop, pop," echoed far and wide in the distance, and whole flocks of wild geese rose up from the rushes. The sound continued from every direction, for the sportsmen surrounded the moor, and some were even seated on branches of trees, overlooking the rushes. The blue smoke from the guns rose like clouds over the dark trees, and as it floated away across the water, a number of sporting dogs bounded in among the rushes, which bent beneath them wherever they went. How they terrified the poor duckling! He turned away his head to hide it under his wing, and at the same moment a large terrible dog passed quite near him. His jaws were open, his tongue hung from his mouth, and his eyes glared fearfully. He thrust his nose close to the duckling, showing his sharp teeth, and then, "splash, splash," he went into the water without touching him, "Oh," sighed the duckling, "how thankful I am for being so ugly; even a dog will not bite me." And so he lay quite still, while the shot rattled through the rushes, and gun after gun was fired over him. It was late in the day before all became quiet, but even then the poor young thing did not dare to move. He waited quietly for several hours, and then, after looking carefully around him, hastened away from the moor as fast as he could. He ran over field and meadow till a storm arose, and he could hardly struggle against it. Towards evening, he reached a poor little cottage that seemed ready to fall, and only remained standing because it could not decide on which side to fall first. The storm continued so violent, that the duckling could go no farther; he sat down by the cottage, and then he noticed that the door was not quite closed in consequence of one of the hinges having given way. There was therefore a narrow opening near the bottom large enough for him to slip through, which he did very quietly, and got a shelter for the night. A woman, a tom cat, and a hen lived in this cottage. The tom cat, whom the mistress called, "My little son," was a great favorite; he could raise his back, and purr, and could even throw out sparks from his fur if it were stroked the wrong way. The hen had very short legs, so she was called "Chickie short legs." She laid good eggs, and her mistress loved her as if she had been her own child. In the morning, the strange visitor was discovered, and the tom cat began to purr, and the hen to cluck.
"What is that noise about?" said the old woman, looking round the room, but her sight was not very good; therefore, when she saw the duckling she thought it must be a fat duck, that had strayed from home. "Oh what a prize!" she exclaimed, "I hope it is not a drake, for then I shall have some duck's eggs. I must wait and see." So the duckling was allowed to remain on trial for three weeks, but there were no eggs. Now the tom cat was the master of the house, and the hen was mistress, and they always said, "We and the world," for they believed themselves to be half the world, and the better half too. The duckling thought that others might hold a different opinion on the subject, but the hen would not listen to such doubts. "Can you lay eggs?" she asked. "No." "Then have the goodness to hold your tongue." "Can you raise your back, or purr, or throw out sparks?" said the tom cat. "No." "Then you have no right to express an opinion when sensible people are speaking." So the duckling sat in a corner, feeling very low spirited, till the sunshine and the fresh air came into the room through the open door, and then he began to feel such a great longing for a swim on the water, that he could not help telling the hen.
"What an absurd idea," said the hen. "You have nothing else to do, therefore you have foolish fancies. If you could purr or lay eggs, they would pass away."
"But it is so delightful to swim about on the water," said the duckling, "and so refreshing to feel it close over your head, while you dive down to the bottom."
"Delightful, indeed!" said the hen, "why you must be crazy! Ask the cat, he is the cleverest animal I know, ask him how he would like to swim about on the water, or to dive under it, for I will not speak of my own opinion; ask our mistress, the old woman- there is no one in the world more clever than she is. Do you think she would like to swim, or to let the water close over her head?"
"You don't understand me," said the duckling.
"We don't understand you? Who can understand you, I wonder? Do you consider yourself more clever than the cat, or the old woman? I will say nothing of myself. Don't imagine such nonsense, child, and thank your good fortune that you have been received here. Are you not in a warm room, and in society from which you may learn something. But you are a chatterer, and your company is not very agreeable. Believe me, I speak only for your own good. I may tell you unpleasant truths, but that is a proof of my friendship. I advise you, therefore, to lay eggs, and learn to purr as quickly as possible."
"I believe I must go out into the world again," said the duckling.
"Yes, do," said the hen. So the duckling left the cottage, and soon found water on which it could swim and dive, but was avoided by all other animals, because of its ugly appearance. Autumn came, and the leaves in the forest turned to orange and gold. then, as winter approached, the wind caught them as they fell and whirled them in the cold air. The clouds, heavy with hail and snow-flakes, hung low in the sky, and the raven stood on the ferns crying, "Croak, croak." It made one shiver with cold to look at him. All this was very sad for the poor little duckling. One evening, just as the sun set amid radiant clouds, there came a large flock of beautiful birds out of the bushes. The duckling had never seen any like them before. They were swans, and they curved their graceful necks, while their soft plumage shown with dazzling whiteness. They uttered a singular cry, as they spread their glorious wings and flew away from those cold regions to warmer countries across the sea. As they mounted higher and higher in the air, the ugly little duckling felt quite a strange sensation as he watched them. He whirled himself in the water like a wheel, stretched out his neck towards them, and uttered a cry so strange that it frightened himself. Could he ever forget those beautiful, happy birds; and when at last they were out of his sight, he dived under the water, and rose again almost beside himself with excitement. He knew not the names of these birds, nor where they had flown, but he felt towards them as he had never felt for any other bird in the world. He was not envious of these beautiful creatures, but wished to be as lovely as they. Poor ugly creature, how gladly he would have lived even with the ducks had they only given him encouragement. The winter grew colder and colder; he was obliged to swim about on the water to keep it from freezing, but every night the space on which he swam became smaller and smaller. At length it froze so hard that the ice in the water crackled as he moved, and the duckling had to paddle with his legs as well as he could, to keep the space from closing up. He became exhausted at last, and lay still and helpless, frozen fast in the ice.
Early in the morning, a peasant, who was passing by, saw what had happened. He broke the ice in pieces with his wooden shoe, and carried the duckling home to his wife. The warmth revived the poor little creature; but when the children wanted to play with him, the duckling thought they would do him some harm; so he started up in terror, fluttered into the milk-pan, and splashed the milk about the room. Then the woman clapped her hands, which frightened him still more. He flew first into the butter-cask, then into the meal-tub, and out again. What a condition he was in! The woman screamed, and struck at him with the tongs; the children laughed and screamed, and tumbled over each other, in their efforts to catch him; but luckily he escaped. The door stood open; the poor creature could just manage to slip out among the bushes, and lie down quite exhausted in the newly fallen snow.
It would be very sad, were I to relate all the misery and privations which the poor little duckling endured during the hard winter; but when it had passed, he found himself lying one morning in a moor, amongst the rushes. He felt the warm sun shining, and heard the lark singing, and saw that all around was beautiful spring. Then the young bird felt that his wings were strong, as he flapped them against his sides, and rose high into the air. They bore him onwards, until he found himself in a large garden, before he well knew how it had happened. The apple-trees were in full blossom, and the fragrant elders bent their long green branches down to the stream which wound round a smooth lawn. Everything looked beautiful, in the freshness of early spring. From a thicket close by came three beautiful white swans, rustling their feathers, and swimming lightly over the smooth water. The duckling remembered the lovely birds, and felt more strangely unhappy than ever.
"I will fly to those royal birds," he exclaimed, "and they will kill me, because I am so ugly, and dare to approach them; but it does not matter: better be killed by them than pecked by the ducks, beaten by the hens, pushed about by the maiden who feeds the poultry, or starved with hunger in the winter."
Then he flew to the water, and swam towards the beautiful swans. The moment they espied the stranger, they rushed to meet him with outstretched wings.
"Kill me," said the poor bird; and he bent his head down to the surface of the water, and awaited death.
But what did he see in the clear stream below? His own image; no longer a dark, gray bird, ugly and disagreeable to look at, but a graceful and beautiful swan. To be born in a duck's nest, in a farmyard, is of no consequence to a bird, if it is hatched from a swan's egg. He now felt glad at having suffered sorrow and trouble, because it enabled him to enjoy so much better all the pleasure and happiness around him; for the great swans swam round the new-comer, and stroked his neck with their beaks, as a welcome.
Into the garden presently came some little children, and threw bread and cake into the water.
"See," cried the youngest, "there is a new one;" and the rest were delighted, and ran to their father and mother, dancing and clapping their hands, and shouting joyously, "There is another swan come; a new one has arrived."
Then they threw more bread and cake into the water, and said, "The new one is the most beautiful of all; he is so young and pretty." And the old swans bowed their heads before him.
Then he felt quite ashamed, and hid his head under his wing; for he did not know what to do, he was so happy, and yet not at all proud. He had been persecuted and despised for his ugliness, and now he heard them say he was the most beautiful of all the birds. Even the elder-tree bent down its bows into the water before him, and the sun shone warm and bright. Then he rustled his feathers, curved his slender neck, and cried joyfully, from the depths of his heart, "I never dreamed of such happiness as this, while I was an ugly duckling." - -
THE END