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

AFTER TEARS COMES FURY


After tears comes fury
Rage, simple and true
Tears are everything women are supposed to be
Weak and powerless
Prone to emotional outbursts
Unable to defend herself
But when the tears are gone
And society has had its say
The fury breaches the surface.
Beware a tear stricken women
For she has broken her chains
And is set loose with rage
Ready to raze those she meets to the ground
After tears comes fury
And when the fury fills your veins,
Giving you the strength you need
Letting you feel powerful,
The world will tremble at your feet

 J_Kreider

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

FREE BUT UNEQUAL

Have we not progressed?
What kind of world are we living in?
Women getting smaller wages?
Men telling us to get back in the kitchen?
We are worth more than we get credit for
We have more to offer than to kitchen slave
To cook and clean for husbands
Giving birth to children to raise
The head of the house should be a partnership
Both the husband and the wife
Each should have a part
In making the decisions in life
Isn't equality for women
Something we worked on years ago?
But men still get higher wages than us
And that just goes to show
That men still think they are better
They think they rule this land
That women are just helpless
So they take the upper hand
But truth is we aren't helpless
And we deserve equal rights
In work, school, and home
And it has become a huge plight
We are moving forward
And while American may be "free"
This country cannot be deemed fair
Until everyone is given rights and equality


 Emily091

Retrieved, March 15, 2014 from http://www.powerpoetry.org/poems/free-unequal

What About The Children We Failed

 What About The Children We Failed

       As someone who as has always taken a keen eye to learning and education I must say that we have made many strides within the last decade alone, but we cannot forget those who where victims of the ignorance of those we elected as leaders. There are many different programs and initiatives aimed at helping our children to learn; The No Child Left Behind Act, Common Core State Standards, and the Race to the Top, are mostly known and publicized and while they all have their different purposes they were still put into place for the betterment of our children which is our future. But what has been bothering me dearly is not no one is thinking about those children who fell through the cracks; the students 'pushed out' of schools by educators who weren't willing to do what was necessary ( which could vary from talking to calling in parents or involving social services for the betterment of the family). They instead opted for the easy way out which was to either watch our students self destruct or give them a little push by showing them how little you actually care about their educations, well beings, and futures. On the mainland the 'school to prison pipeline' has raised questions and concerns all over the nation and has sparked nation wide controversies detailing the insignificant/ petty infractions that are being used to incarcerate our youths and keep our race and our children on the stagnant level and path of destruction that they've witnessed and come to know so well.

       Students shouldn't be allowed to make a rash decision and have that hinder their lives forever. School fights, while not encouraged, aren't uncommon so why should a fight in school lead to an arrest for assault? Why aren't there any school policies that dictate what should happen when such an incident takes place, and why would the police become involved in a matter that should be settled by those who have students best interest at heart, instead of those whose sole goal within their careers are to make arrests and incarcerate? Why are so many of our youths spending their precious lives wasting away on corners, in gutters, and back ally ways drinking, smoking, abusing drugs, and everything else nonconstructive? Because its the place we have left them to be. Its because we as society didn't demand that a program be set in place to detour these youths, teach them the right way, and give them the tools necessary to teach another. What we did demand was lower crime rates instead of more public schools and books for those already in place. We didn't demand a new education commissioner when our high school drop out rates where the highest and students tested the lowest, we demanded retroactive pay and tax returns ( of which many people are still waiting for). And in a time when education should be on the forefront seeing as to how our economy is steadily declining and our best hopes are through tourism and rum to some how magically make our ever rising deficit go away our elected officials, to be specific the Government House and The Legislature are too busy 'picking up and dropping words' at each other via press releases and comments made through the media as if the public doesn't know who it has to blame; THE PUBLIC.

      The public is to blame because we are the ones who has given every single one of those elected officials, all whom hold decision making authority or influence, the power that they harness and put to no good use. If we, the people of this territory whose lives and the lives of our children are those at stake, don't begin to let our voices be heard then we will never be able to relish celebrating the accomplishment of one of our fellow virgin islanders without having to resent the actions of another who could have done better, but was never afforded the opportunity because of his address or an infraction in high school that made him a criminal. Where are the programs to get these children off the streets and to keep them out of jail? What about the children that we as a community have already failed? Do we leave them out on the streets to declare 'another one bites the dust' when we hear of another shooting where a young man was left lifeless or a young lady? Do we sit back and watch as they abuse substances then become menaces in society? Do we shun them and talk about how they once where? Because none of these things are creating solutions within a society that is seemingly embellishing in these problems.  

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

Children's Corner; Poetry

Democracy

Democracy will not come
Today, this year
Nor ever
Through compromise and fear.

I have as much right
As the other fellow has
To stand
On my two feet
And own the land.

I tire so of hearing people say,
Let things take their course.
Tomorrow is another day.
I do not need my freedom when I'm dead.
I cannot live on tomorrow's bread.

Freedom
Is a strong seed
Planted
In a great need.

I live here, too.
I want freedom
Just as you.

Langston Hughes

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)>.

Children's Corner; Christmas Poetry

The Littlest Christmas Tree

The littlest Christmas tree,

lived in a meadow of green,

Among a family,

of tall evergreens,

He learned how to whisper,

the evergreen song,

with the slightest of wind,

that came gently along.

He watched as the birds,

made a home out of twigs,

and couldn't wait till, 

he too was big.

For all of the trees,

offered a home,

the maple, the pine, and the oak,

who's so strong.

"I hate being little",

the little tree said,

"I can't even turn colors,

like the maple turns red",

"I can't help the animals,

like the mighty old oak",

"He shelters them all,

in his wide mighty cloak".

The older tree said,

"Why little tree you don't know?

The story of a mighty king,

from the land with no snow?"

Little tree questioned,

"A land with no snow?"

"Yes!" said old tree,

"A very old story,

from so long ago".

"A star appeared, 

giving great light,

over a manger, 

on long winters night.

A baby was born, 

a king of all kings,

and with him comes love, 

over all things."

"He lived in a country,

all covered in sand,

and laid down his life,

to save all of man.'

Little tree thought of the gift

given by him,

then the big tree said with the 

happiest grin,

"We're not just trees,

but a reminder of that day,

there's a much bigger part,

of a role that we play!"

"For on Christmas eve,

my life I'll lay down,

in exchange for a happier,

loving ground.

And as I stand dying,

they'll adorn me in trim,

this all will be done,

in memory of him".

"Among a warm fire, 

with family and friends,

in the sweet songs of Christmas,

I'll find my great end,

then ever so gently,

he'll come down to see,

and take me to heaven,

Jesus and me".

"So you see little tree,

we are not like the oak,

who shelters all things,

beneath his great cloak.

Nor are we like the maple

in fall,

who's colors leave many,

standing in awe".

"The gift that we give,

is ourselves, limb for limb,

the greatest of honor,

in memory of him".

The little tree bowed, 

his head down and cried,

and thought of the king, 

who willingly died.

For what kind of gift,

can anyone give?

Then to lay down your life,

when you wanted to live.

A swelling of pride 

came over the tree,

Can all of this happen?

Because of just me?

Can I really bring honor?

By adorning a home?

By reminding mankind,

that he's never alone?

With this thought, little tree,

began singing with glee,

Happy and proud,

to be a true Christmas tree.

You can still hear them singing,

even the smallest in height,

singing of Christmas,

and that one holy night.

© Amy Peterson

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)>.

Children's Corner; Short Stories

Aesop's Fables - The Heron

A Heron was walking sedately along the bank of a stream, his eyes on the clear water, and his long neck and pointed bill ready to snap up a likely morsel for his breakfast. The clear water swarmed with fish, but Master Heron was hard to please that morning.

"No small fry for me," he said. "Such scanty fare is not fit for a Heron."

Now a fine young Perch swam near.

"No indeed," said the Heron. "I wouldn't even trouble to open my beak for anything like that!"

As the sun rose, the fish left the shallow water near the shore and swam below into the cool depths toward the middle. The Heron saw no more fish, and very glad was he at last to breakfast on a tiny Snail.

Do not be too hard to suit or you may have to be content with the worst or with nothing at all.

Copyright © 2011 House of Lore

Poems For Kids 

Children's Corner; Short Stories

The Origin of Thanksgiving

After landing in Plymouth, the Pilgrims had to struggle to survive through their first wretched and miserable winter in Massachusetts. When spring and summer came it was a welcome relief. They learned so many things that first year. They had planted and cared for their first fields of corn. They had found wild strawberries in the meadows, raspberries on the hillsides, and wild grapes in the woods.In the forest just back of the village wild turkeys and deer were easily shot. In the shallow waters of the bay there was plenty of fish, clams, and lobsters.The summer had been warm, with a good deal of rain and much sunshine; and so when autumn came there was a fine crop of corn.They wanted to celebrate and give thanks to God for all he had provided for them.

"Let us gather the fruits of our first labors and rejoice together," said Governor Bradford.

"Yes," said Elder Brewster, "let us take a day upon which we may thank God for all our blessings, and invite our Indian friends who have been so kind to us."

The great Indian chief, Massasoit, came with ninety of his bravest warriors, all dressed in deerskin's, feathers, and fox tails, with their faces smeared with red, white, and yellow paint.

Now there were only eleven buildings in the whole village, four log storehouses and seven little log houses; so the Indian guests ate and slept outside. This was no problem though, for it was one of those warm weeks in the season we call Indian summer.

To supply meat for the occasion four men had already been sent out to hunt wild turkeys. They killed enough in one day to last the whole company almost a week.Massasoit helped the feast along by sending some of his best hunters into the woods. They killed five deer, which they gave to their paleface friends, that all might have enough to eat.

Under the trees were built long, simple tables on which were piled baked clams, broiled fish, roast turkey, and deer meat.The young Pilgrim women helped serve the food to the hungry Indians. One was Mary Chilton, who leaped from the boat at Plymouth Rock; the other was Mary Allerton. She lived for seventy-eight years after this first Thanksgiving, and of those who came over in the Mayflower she was the last to die.

What a merry time everybody had during that week! Young John Howland was there. While they were sailing in mid ocean, he fell overboard but was quick enough to catch hold of a trailing rope. Perhaps after dinner he invited Elizabeth Tilley, whom he afterward married, to sail over to Clarke's Island and return by moonlight.

With them, it may be, went John Alden and Priscilla Mullins, whose love story is so sweetly told by Longfellow.

One proud mother, we may be sure, showed her bright-eyed boy, Peregrine White, who was the first baby born in Plymouth.

And so the fun went on. In the daytime the young men ran races, played games, and had a shooting match. Every night the Indians sang and danced for their friends; and to make things still more lively they gave every now and then a shrill war whoop that made the woods echo in the still night air.

The Indians had already learned to love and fear Captain Miles Standish. Some of them called him "Boiling Water" because he was easily made angry. Others called him "Captain Shrimp," on account of his small size.

During this week of fun and frolic it was a wonder if young Jack Billington did not play some prank on the Indians. He was the boy who fired off his father's gun one day, close to a keg of gunpowder, in the crowded cabin of the Mayflower.

After the third day, the Indian king and his warriors said farewell to their English friends and began their long tramp through the woods to their wigwams on Mount Hope Bay.

On the last day of this Thanksgiving party the Pilgrims had a service of prayer and praise. Elder Brewster preached the first Thanksgiving sermon. After thanking God for all his goodness, he did not forget the many loved ones buried on the hillside.

He spoke of noble John Carver, the first governor, who had died of worry and overwork.

Nor was Rose Standish forgotten, the lovely young wife of Captain Miles Standish, whose death was caused by cold and lack of good food.

And then there was gentle Dorothy, wife of Governor Bradford, who had fallen overboard from the Mayflower in Provincetown harbor.

The first Thanksgiving took place nearly three hundred years ago. Since that time in 1621, almost without interruption, Thanksgiving has been kept as a day to be thankful for all God has given us whether in good times or bad. At this time children and grandchildren return home, the long table is spread, and brothers and sisters, separated often by many miles, again sit side by side.

Today Thanksgiving is observed in the United States as a season of sweet and blessed memories of that first thanksgiving.

A Tarnished Trophy; Progress

A Tarnished Trophy; Progress

On November 5, earlier this month the governor extended congratulations to two teachers within our territory Shabre Providence and Diana Tyson as District Teachers of the Year and to Ms. Providence who has been selected as the State Teacher of the Year. I too would like to personally graduate both women on displaying exemplary excellence in a time where their professions are considered stagnant (if recognized appropriately at all). Their dedication towards their profession and the children that they help to progress should be used as an example for all, but it is not. We do still have teachers and professionals within educational institutions that aren’t worthy of their positions or titles, and because of such children are suffering. During the past week I’ve heard of two accounts, one through public news/resources and the other a first hand account, of which undermine the norms and values that most teachers/ educational professionals work so hard to uphold.

One of my readers expressed to me earlier this week a problem that they noticed with their daughter who is two years of age. They had recently enrolled her in a preschool program from a daycare facility closer to home and was beginning to notice some changes. Their daughter seems to be having a lot of loud outbursts of hostility where she would scream and yell ‘NO’ repeatedly while threatening to hit or pointing her finger. The parent first assumed that something may be taking place at school that shouldn’t, and upon her visit for an investigation, she realized that the teachers yell harshly at the students. Children are very impressionable, unfortunately I was familiar with the preschool and could affirm their beliefs with my own knowledge. It is actually a common practice to use only one ‘tone’ when parents are present regardless of which child it may be, for it is suspected that parents would assume that it is truly their nature and practice with the kids. In such a case one has one of two options, enroll with another program or request that teachers utilize a ‘different technique’ with regards to verbal discipline, neither of which is necessarily going to be a pleasant experience. It was my suggestion to bring it to their attention at the next PTA meeting or at the end of the quarter when the children's progressions are assessed with parents. While it may seem as though the matter is being ‘pushed aside’, in truth it is not, by making note of such practices it makes the argument stronger for the necessary points to be considered for the best interest of the students.

On Saturday, November 9, 2013, The Virgin Islands Daily News detailed an account of a 15 year old student on the island of St. Croix where he alleged that he was choked unconscious, by a school monitor, causing him to fall down several flights of stairs and sustain several injuries. Injuries reported includes a laceration to his face that required 17 stitches and a busted lip. This student was reportedly treated by EMT’s and regained consciousness, but as of then no VIDE official nor school officials followed up with the family of the minor who went to the emergency room for treatment and stayed at home the following day to recover from the injuries he sustained that Thursday. Such actions undermine all the hard work that teachers and educational officials alike strives to maintain and progress. With our schools lacking teachers, much needed equipment and repairs, and new programs such negative actions from one member tarnishes an already rusted trophy. As Virgin Islanders we need to strive for a better USVI for all and our children, for if not we will be looking to a future of uneducated aggressors that can only cause our stagnant community to decline at a much more rapid pace.

http://virginislandsdailynews.com/news/woman-says-monitor-at-alternative-education-s     chool-on-st-croix-choked-student-till-he-was-unconscious-1.1582772

http://stthomassource.com/content/news/local-government/2013/11/05/fyi-dejongh-congratulates-state-teacher-year-and-district-t

www.usviearlychildhoodlearning.blogspot.com

Children's Corner; Poetry

I Refuse to Be Discouraged

I refuse to be discouraged, 

To be sad, or to cry; 

I refuse to be downhearted, 

And here's the reason why . . . 

I have a God who's mighty, 

Who's sovereign and supreme; 

I have a God who love me, 

And I am on His team. 

He is all wise and powerful, 

Jesus is His name; 

Though everything is changeable, 

My God remains the same. 

My God knows all that's happening, 

Beginning to end. 

His presence is my comfort,

He is my dearest friend. 

When sickness comes to weaken me, 

To bring my head down low, 

I call upon my mighty God; 

Into His arms I go. 

When circumstances threaten 

To rob me from my peace, 

He draws me close unto His breast, 

Where all my strivings cease. 

And when my heart melts within me, 

And weakness takes control, 

He gathers me into His arms, 

He soothes my heart and soul. 

The great "I AM" is with me, 

My life is in His hands, 

The "Son of the Lord" is my hope, 

It's in His strength I stand. 

I refuse to be defeated, 

My eyes are on my God; 

He has promised to be with me, 

As through this life I trod. 

I'm looking past all my circumstances, 

To Heaven's throne above; 

My prayers have reached the heart of God, 

I'm resting in His love. 

I give God thanks in everything, 

My eyes are on his face; 

The battle's His, the victory is mine; 

He'll help me win the race. 

Author Unknown

Children's Corner; Poetry

The Land of Liberty

Author: Unknown

I love my country's pine-clad hills,

Her thousand bright and gushing rills,

Her sunshine and her storms;

Her rough and rugged rocks, that rear

Their hoary heads high in the air

In wild, fantastic forms.

I love her rivers, deep and wide,

Those mighty streams that seaward glide

To seek the ocean's breast;

Her smiling fields, her pleasant vales,

Her shady dells, her flow'ry dales,

The haunts of peaceful rest.

I love her forests, dark and lone,

For there the wild bird's merry tone

I hear from morn till night;

And there are lovelier flowers, I ween,

Than e'er in Eastern lands were seen,

In varied colors bright.

Her forests and her valleys fair,

Her flowers that scent the morning air--

All have their charms for me;

But more I love my country's name,

Those words that echo deathless fame,

"The Land of Liberty."

Children's Corner; Poetry

The Child

I was the child
Who got raped
I was the child
That held it all in
I was the child
Giving the dirty slate
I was the child
Given this sin
I am the child
Who told a friend
I am the child
My pain now ends
I am the child
With a fresh start
I am the child
Forgiveness in my heart
I am the child
My love will show
I am the child
Who has let this go

 

Brie Carter

 

Challenging Behavior Part II; Teachers

Functional Behavior Assessment

       If challenging behavior within children is considered to be a problem yet a means of communication, then why are we (or the majority anyway) always shying away from it? Children are required to use their body language to say what they can’t for some aren’t articulate enough to convey their feeling, while others who can are afraid to verbally convey their feelings. Nonetheless, all children deserve to have equal opportunities within this world and by allowing any child to continue their challenging behavior to a point where it become a habit, or that it progresses into violence or worse, we aren’t facilitating such opportunities. Through different behavioral assessments and strategies teachers are afforded the opportunity help these students progress towards finding another way to ‘express themselves’. Throughout this article it is my intent to illustrate how teachers collect data in order to determine the functions of a behavior, the importance of collecting and reviewing data before implementing specific interventions to address challenging behavior, three common behaviors a teacher may see in young children and target for modification or replacement along with possible functions for each of these common targeted behaviors. 

       Teachers and education professionals collect data to determine the different functions of behavior with regards to the child in question. The data collected is then analyzed to determine the best course of action to use, or to develop a positive behavior support plan to help guide both the student and teacher on the best strategies and other effective ways to help detour the student from their destructive behavior and progress toward one that is less ‘aggressive and destructive’. Functional assessment and positive behavior support are tertiary interventions; and serious, frequent, and intense behavior problems clearly qualify for their use (Gable, Quinn, Rutherford, Howell, & Hoffman, 1998). More moderate behaviors—especially those that occur often or over a long period and affect learning and social relationships—may be candidates as well (Chandler & Dahlquist, 2005). An informal observation will provide a reality check by helping you figure out exactly how frequently the behavior takes place—how many times a day, how many times a week—and whether it appears at specific times.
       
       Collecting and analyzing data before creating a target modifications and replacements is imperative. Knowledge of the use of the target behavior for the child is imperative before trying to implement modifications and replacement behaviors for the replacement behavior could actually serve to hinder from doing what is in the child’s best interest. If a child is using challenging behavior to avoid participating in art projects and you try to promote his participation more within the class it may cause them to become more challenging or by putting a student outside when they are challenging that student is still avoiding whatever he was using his behavior to contest.  By reviewing records, inquiring about interests of your own, and observing children within their natural habitats/ environment, you are able to better serve the needs of the child/children. After obtaining such information you  are then equip with the tools necessary to create an effective positive behavior support plan; one that will fit the needs of the child in question without hindering other students as well.
 
       Common examples of challenging behavior within children include but aren’t limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. If the functional assessment indicates that the child is trying to obtain your attention, you can use planned ignoring. This means you must plan not to respond to the child’s challenging behavior—not to come to her side, speak to her, or look at her when she behaves inappropriately—but instead provide attention when she’s behaving in an acceptable manner (or a close approximation thereof). This action shows the child that the challenging behavior will not serve the function or purpose it has served up until now—it will no longer get her what she wants (Durand, 1990; O’Neill et al., 1997). When a child begins throwing temper tantrums, screaming, or other aggressive behavior that could be dangerous or may be hazardous in anyway provide some positive reinforcement that is meaningful, and as they begin to regain control offer options of what could be done next.
   

References

The IRIS Center for Training Enhancements. (2009). Functional Behavior Assessment: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan and the A-B-C Analysis. Retrieved May 14, 2013, from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm


Rasminsky, Barbara Kaiser and Judy Sklar. Challenging Behavior in Young Children:
Understanding, Preventing and Responding Effectively, 3/e for Ashford University, 3rd Edition. Pearson Learning Solutions. <vbk:9781256060314#outline(15.2.6)>

Children's Corner; Poetry

"baby"

I wonder if you ever dreamed…

About me and the world unrevealed

I wonder if you ever smiled…

Whenever I talk to you from the outside



~*~*~*~*~*~*~*~*~*~*



I feel butterflies within…

Is that you that I am feeling?

I feel happy when you do that…

Now let’s see, what else do you have?



~*~*~*~*~*~*~*~*~*~*



Every night I want to dream of you…

Hold your face and kiss you

Feel your soft skin and smell it…

Give you a hug and tickle your feet



~*~*~*~*~*~*~*~*~*~*



That is real enough for me…

To see you in my dreams and hold you tenderly

However, I still can’t wait to see…

My precious little gift… my baby.

 Author: Unknown

Children's Corner; Poetry

"A Parent's Blessing"

When you come into this World,
our lives will be disarrayed,
but don't you ever worry baby,
you'll never be betrayed.
You're a miracle to us both and
you haven't even arrived
although you have already lived longer,
than some others even survived.
You'll be our best friend,
for the rest of all mankind,
We would do anything for you,
whatever is on your mind.
Don't ever think that we don't love you,
cause that is far from true,
We'll be Mom and Dad forever,
and love you your whole life through.

 Author: Rachel Kline

Risk Factors for Challenging Behavior

       I decided to write something for the potential bullies since it is anti- bullying month. I realize that some may think the better efforts would be towards the 'victims', but in my eyes all of them are victims; Father forgive them all for they know not what they do. As my grandmother would say 'prevention is better than a cure' so I'd like to purpose a different way of thinking for teachers who have pupils that display challenging behaviors. What is challenging behavior? According to text behavior becomes challenging when the behavior begins interfering with a child's cognitive, social, or emotional development, when the behavior is harmful to the child, other children, or adults, and when the behavior puts a child at high risk for later social problems or school failure (Klass, Guskin, & Thomas, 1995;McCabe & Frede, 2007). Behavior is considered to be challenging when they are threatening, provocative, and stimulating, all at the same time. Common examples of challenging behavior within children include but aren't limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. I empathize with the findings of the authors of a text on the belief that if this behavior is not deterred it may develop into something worse that can hinder any child through their adult life. Many fail to realize just how important these behaviors are and the need for 'correcting' them.

 

      These behaviors, if allowed to escalate, may lead to serious problems for both pupils and teachers alike. Challenging Behavior in the classroom has recently become a hot topic in educational forums and institutions alike around the world; and it should be. For ages the focus of challenging behavior within students, during the classrooms and out, has been set on the wrong foundations; we shouldn't be worry about the 'what' and 'when' but the why and how. Why are these students acting in such strange behavior manners and what can I do to help them progress in their particular areas. There are many factors that can be considered while observing their individual behavioral patterns that may have contributed to their behavior, biological and environmental. These factors may be contributing but they aren't the underlying 'stepping stones' on which behavioral problems are built, at least not individually anyway. Collectively they bear a considerable amount of weight and pressure and once understanding their situations and their individual risk/protective factors, educators and parents alike are more equip to meet their needs and help them develop better behavioral patterns that won't hinder them in the long run. Throughout this paper it is my intent to illustrate risk factors which influence behavior and strategies that may be used by teachers to support the process of changing/ replacing behaviors. 

 

       The risk factors for challenging behavior have been categorized within two categories; environmental and biological. Within the scope of these categories biological is defined as anything that impinges on a child from conception to birth, beginning with genes. The environmental section starts with the family—a child's most intimate environment—and moves outward through Urie Bronfenbrenner's (1979) ecological circles of peer, school, neighborhood, and societal influences (Rasminsky, 2012). Culture is also an important factor, but the risk factors that I would like to elaborate on are mostly environmental; violent media, exposure to violence, poverty, and parenting styles, schools, and peers. My reason for choosing these risk factors to particularize is because in my experiences these risk factors are most evident within today's society.

 

       Many people tend to overlook violent media as a risk factor for challenging behavior in children, they often state that it is the place of the parent to 'differentiate' the appropriate behavior, set boundaries, and most importantly explain the differences between life and television, but this is always as easy and apparent as it sounds. The effects violent/destructive media can have on children are categorized within four categories; victim effect, bystander effect, aggressor effect, and the increased appetite effect. Children who watch violent media are more likely to engage in aggressive behavior, especially if they identify with aggressive characters or find the violence realistic and relevant to their own lives. The more they watch the worse their aggressive behavior may progress; children may watch violent media to validate their own aggressions. In other cases the child may identify with the victim, in such cases they may actually feel as if the violence is real, this may cause children to be more fearful, anxious, and prone to nightmares. The bystander effect cause children who regularly witness violence to believe that it is normal, thus they remain unresponsive.

      

     As discussed previously witnessing violence does have a large effect on children; they can become unsympathetic towards such situations, or they can identify with the aggressor or the victim, neither of which has positive effects. Imagine the effect a real violent situation would have on a child. Many families today are unfortunately living in poverty with conditions that aren't fit for any child; single parent homes lacking adequate care and supervision due to family factors, or lack thereof. These conditions and more make these families and their children prone to witness violence first hand repeatedly. These conditions are maintained within different neighborhoods, within the schools, and unfortunately anywhere that children are known to spend their time recreationally; parks, gymnasiums, skating rings, etc. Being poor create a high level of family stress—nonstop anxiety about food, housing, jobs, medical care, child care, safety, and more. In high-poverty urban neighborhoods, people must deal with noise, overcrowding, substandard housing, air and water pollution, neighborhood and gang violence, homelessness, and illegal drugs (Rasminsky, 2012). These conditions among many others house violence and promote it.

 

       No teacher can change the fact that a family lives in poverty, but teachers can help the child (and maybe even his family) to deal with those risk factors more effectively. If we can bolster some of his protective factors early on, we may be able to minimize or even ward off some of the risks and divert him onto an entirely different developmental trajectory (Masten & Coatsworth, 1998; Rutter, 1987). Every child with challenging behavior is likely to possess some of these attributes and skills in an embryonic or unconventional form, although it may take extra thought and insight on our part to dig them out. One key to enhancing resilience is to search for these strengths—what psychologist Robert B. Brooks ( 1994) calls "islands of competence" (p. 549)—and use them to build new skills and self-esteem. Instead of noticing what a child does wrong, stop and think about his strengths and likeable qualities, what he's good at, what positive contributions he can make, and how you can create opportunities for him to realize whatever he has to offer (Rasminsky, 2012). When families spend more time with their children, chaperone them closely, and limit the places they go and the time they spend with antisocial peers, children perform better at school and witness less violence, decreasing their risk for emotional and behavioral problems (Cauce et al., 2003; Richards et al., 2004). In dangerous neighborhoods, this strong control is an expression of concern as well as an adaptive strategy that brings order, predictability, and safety to children's daily lives (Luthar, 1999). When children receive support in such places as churches, community centers, and boys' and girls' clubs, they feel connected to other people and the core values of the community.

 

 

 

 

Challenging behaviors in early childhood settings: Creating a place for all children. (2004). YC Young Children, 59(3), 93-93. Retrieved from http://search.proquest.com/docview/197687440?accountid=32521

Hemmeter, M. L., Santos, R. M., & Ostrosky, M. M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340. Retrieved from http://search.proquest.com/docview/233253075?accountid=32521

Kaiser, B., Rasminsky, J.S., (2012). Challenging Behavior in Young Children. Retrieved by http://online.vitalsource.com/#/books/9781256060314/pages/29956773

Nungesser, N. R., & Watkins, R. V. (2005). Preschool teachers' perceptions and reactions to challenging classroom behavior: Implications for speech-language pathologists. Language, Speech & Hearing Services in Schools, 36(2), 139-51. Retrieved from http://search.proquest.com/docview/232583471?accountid=32521

 



Children's Corner; Poetry

"A Father's Prayer"

Lord I'm asking for Your help
To raise my newborn son,
Give me strength and guide me
‘Cause I know that You're the one.That sent this angel to me
A little heaven here on earth,
For now I know my place in life...
I'm no longer who comes first.Once I had no answer
As to why it is I'm here,
But when I looked into my baby's eyes....
It all became so clear.This little bit of heaven
Owns me, heart and soul
And it's You that sent him to me
A greater love I'll never know.So take these rugged hands of mine
Help me to understand,
Just what it is I need to do
To raise this little man.Help me build a boy that knows
It's You that holds the key,
To all that heaven holds for us
Show him Your love through me.

 Author: Unknown

Children Are Dying

           For some of you this may hit a little closer to home than it does for me, but we all know that any blow of these circumstances can change anyone. There has been a recent rash of shootings and deaths within our territory, the U.S Virgin Islands, within the past two weeks. While there where no fatalities known to me of infants and toddlers, children are still dying. Regardless of their age, many teenagers, adolescents, and even college goer's are still children and we are loosing them to drugs, violence, and other spoils of poverty. I found out two days ago that a young man that I watched grow up died from fatal gun shot wounds. At first I questioned it, saying it seemed so highly unlikely. But then I saw condolences from the community and was too scared to offer my own, out of fear. What can you truly tell one who has lost a loved one? What could be said that wouldn't sound commercial or generic? what could you say to ease the pain? Throughout my tenure in this life I've meet this situation before, but it never gets better; one can never truly know the right words.

        It would benefit us a society/community to come together in these situations and to prevent these situations from happening. While many efforts are being made in forms of marches and picketing to prevent violence and drug abuse, but we can't just say it we need show it too. Reliable drug abuse and violence programs need be implemented in nurturing environments to promote progression, this is something that is also lacking within our systems. Creating rehabilitation centers and learning institutions in stagnant, violent environments cannot possibly promote progression, as is the intent of these institutions.  To quote one of my favorite artists, 'if you speak about it then you should be about it not just preach about it all day'; we all have a part to play. 

        There are still many of whom deserve recognition for showing resilience toward the 'wave of oppression' and empowering others along the way. Many of those whose story is and will never be heard; it is a shame that only the 'bad' news gets the major headlines and publicity, yet we wonder why the up and coming generations see it fit to live their lives in the influentially negative  manners that they choose. Like all learning skills that develop over time these behaviors are facilitated, by society and its member; all of us, we are the oppressors for we allow it to happen and we promote it. We, members of society are the light that shines, whether on the good or the bad we choose and our choices have lead us to a dark future for our children. The time to promote, encourage, and uplift our children and ourselves as individuals and nations is here; the actions we take now will determine tomorrow and the way we choose to live the rest of our lives.