Professionally studying the Social Studies

Any well informed elementary school teacher feels an obligation to connect the social studies of history, sociology, anthropology, psychology, archaeology, geography, politics, and economics through daily reinforcing lessons that promote learning.  Competent students should be encouraged to make independent, well thought out decisions as they mature into citizens of a very culturally integrated and global society. 

My particular strength may lie in the Johnson & Johnson’s small group “hands on” method of Cooperative Learning.  This method of teaching appeals to me because it encourages cooperative settings whereby students learn interactively and independently.  It does not foster competition, but encourages each student to maximize his or her own abilities.  I find it gratifying when the competition is removed from a classroom and all students can become superstars.  This cooperative method fits in the teaching of all areas of the social studies.  However, I would not exclude other teaching methods or accommodations or learning styles if students were struggling.  I understand that academics connect to standards and assessments, but a well educated teacher can utilize many approaches when teaching diverse learners.  Students are not “one size fits all”, so one method may not fit all.  With that understanding, my primary method of teaching would remain cooperative learning.

The application of this method is especially important in approaching geographical concepts, maps, and orienteering students to scope and scale and map reading.  Following my “hands-on” approach, I would encourage the students to research countries, states, and other locations using maps and charts.  I would teach the students about map making and understanding the symbols used.  Once the concepts are understood, various maps need to be utilized in the classroom by groups of students in an exploration format.  I would encourage students to take their map and present a travelogue.  By the end of the year, our hallway would be filled with student created maps and representations of various areas of the world.

An obvious tangent to our geographical study would be to encourage the students to familiarize themselves with the economic, political, and social customs of each area.  Culture and heritage are difficult concepts for young students to grasp in isolation, but when integrated thematically students can better understand the varying governmental structures in those areas.  When studying culture, a classroom food festival would certainly immerse the class in different ethnic delicacies.  Other valuable activities would come in opportunities to cooperatively create a mock trial, enhance a current political system, or create money.  

While it is important to learn about current events, the study of history is just as important.  I will use the history text as a basis for learning, but I hope to also embed the standards in creative lessons which grasp the attention of the students.  It is vital that the students learn history in a sequence, however there may be certain events in time where I would make more learning choices available for the students to choose a project.  Individual accountability through project ownership is paramount.  In every mainstream classroom there will be special needs students, but they will always need to be incorporated into my classroom activities without using ability grouping.  I want to foster high class moral, teamwork, and ownership motivating my class to contribute.  Not only will I use the textbook to teach history, but I will also use technology which includes the internet, audio and visual devices, and also digital cameras and video recorders which will enable kinesthetic as well as cognitively advanced learn.

I would especially enjoy incorporating anthropology and archaeological concepts into my classroom.  Frequent virtual field trips to the Smithsonian Museum and visits to digs throughout the world can keep my students actively engrossed in ancient history.  Discovery of new artifacts anywhere in the world today can be brought into the classroom immediately through the use of technology.  I will also make vivid power point presentations to model a project to students.  The students will then choose a location to study for its anthropological or archaeological value.  Students selected locations reinforce the cooperative learning aspect always inherent in my teaching. 

A healthy study of psychology is directly related to cooperative learning because it is centered in relationships.  As students are no longer competitive for grades, they learn to develop their own self-esteem through positive group relationships. All students are accountable to themselves and their group.  Classroom achievement will be less centered on objective test assessments and more centered on projects and presentations of learned material.  My goal is to have students encourage, congratulate, and self assess each other’s contributions.  By teaching with this method, it will create academic friendships and positive feelings to motivate students to continue additional study. 

The pervasive attitude I want my students to exit with would be that the study of social studies is historic, social, political, economic, and personal.  It is not a subject that never touches a life, and my students will be able to show what they’ve learned as they mature into responsible citizens able to work within a group for a common cause.  It is important for me that I teach children to become respectable and contributing members of a society which supports democracy and acceptance of diverse individuals.  Thus, I look forward to professionally teaching the social studies as my students grow from these activities and experiences.

Teaching Freedom of Speech in the Elementary Classroom

“Analytical Overview of”

Teaching Freedom of Speech in the Elementary Classroom

By Andrea Schoemaker

In “Teaching Freedom of Speech in the Elementary Classroom,” Charlotte C. Anderson explains that the teaching of the concept of freedom of speech can be compared to providing water to a ‘democratic plant.’ Children need to be taught at a young age that the First Amendment of the United States Constitution does provide a right but also a responsibility. The freedom of speech concept is complex but must be taught to children of all ages in classrooms. An elementary teacher has a great responsibility to convey the meaning of free speech through our values and grade-appropriate lessons which translate the concept of democracy. “Perspective consciousness” is an absolute underpinning of the First Amendment in education. It encourages students to see issues through the eyes of others and remain open to conflicting viewpoints. “Competencies” refer to children’s ability to empathize with others and consider the rights of others. Acceptance of cultural, societal vs. self needs, and the rejection of stereotyping and prejudice are paramount in free speech education. As students age and mature, the depth and scope of this First Amendment education can be broadened by classroom tasks which interest and encourage all students to internalize the fundamentals of freedom of speech in America.

It is not merely a change in opinion, but more an openness to conversations and probing one’s bases for opinions. Probing perspective allows a classroom teacher to analyze the cultural and gender cues present within his or her own classroom and hopefully engages children in meaningful and honest discussions about their personal perspectives on issues. A teacher who can help open up his class to varying perspectives while helping individuals to minimize their concentration on self is giving that student an ability to live well within our ever changing global economy. Respect for others and the ability to really listen is inherent in the First Amendment. Disagreement with accepted social mores has not been tolerated in homes whose culture considers girls and boys to have no opinions nor any right to express them. Expressing diverse perspectives would not be welcome or encouraged in these situations so children who grow up in such circumstances may have a harder time acclimating to a classroom which allows it. The teacher must consider both the boisterous child who comfortably volunteers a perspective but must not forget to use activities which may ask students to quietly listen and reflect upon others’ views. Once students become comfortable with and open exchange of ideas within the classroom, they will be much more apt to handle conflicts which may arise. They may need guidance to resolve those conflicts peacefully and within a community atmosphere.

Parental attitudes are much more engrained in children than even the children suspect allowing students to actually apply free speech concepts by accepting viewpoints other than their own makes those concepts much more real. The teacher must remain cognoscente of the huge and powerful role he or she possesses. The successful teacher develops his or her own perspective while respecting the views of his or her students through sound discussions and decisions. Some amazing class activities can occur when students are able to value policies they create themselves and understand the rationale behind their decisions. Many lessons can be used through the use of classroom “case studies, role playing, simulations, and debates.” One very creative activity involves the use of a “decision tree” which seems to force children to consider all ramifications of decisions both positive and negative.

Thus, the creation of mutually agreed upon classroom rules is a great learning experience for students. Extending those democratic decisions to playground, hallway, and cafeteria rules gives ownership to students and is a real lesson in the First Amendment in action. Students familiar with democratic adaptations of rules can even extend those lessons to their own homes or communities in negotiating reasonable home and community bylaws.

Anderson’s concept of making the First Amendment real to classrooms from kindergarten through high school is exciting and practical. I especially enjoyed her suggestion that students create classroom rules from the first day of school and on all occasions when additional directions are needed. It seems obvious that student created rules would be much more effective than those simply imposed upon them. The “decision tree” is a graphic that I would certainly like to incorporate into my classroom in the future. Doesn’t it seem obvious that students would respond to self created consequences and alternatives to a particular act? I also appreciated the passage that discusses authoritarian teachers and how the imposition of preconceived teacher beliefs needs to be carefully monitored. Even the most caring teacher can inadvertently offend a child with a thoughtless remark which goes against the cultural heritage or gender of that child. I don’t believe I can help children develop a real sense of freedom of speech and the First Amendment by dictating beliefs. Those need to be developed and internalized by each child as he or she continues education. The use of role playing, simulation, and debates in the classroom can invoke not only creativity and imagination, but also problem solving skills and interaction between classmates. In my classroom, I could see myself incorporating the self created classroom rules by asking the students for suggestions of rules. With those rules, I would then have them vote on their top three favorite rules and incorporate them into daily patterns within the classroom and activities. I do understand that a teacher must be very careful not to alienate parents with different cultural views. Our multi-cultural classrooms bring great opportunities for children to become open and accepting of other cultures. However, a teacher must remember that the parents of these children may not be open to the same opportunities. Perhaps an occasional night that parents come to class and are taught by their own children might be a good incorporation of the First Amendment into their homes.

Educational Professionalism

    Any discussion of professionalism in education at any level must begin with an acceptance of the core values to which teachers have long been committed to. I know that teachers realize that children come to us as part of a family and a community with individual worth and uniqueness. It is our job to help those children reach their potential in a classroom that provides a safe environment. I believe that each child comes to school trusting that the work he or she is about to undertake is important and will help them become more educated and a better member of society. I know that the lessons we undertake with children need to be based on sound theories of child development and must support family ties. Finally, I realize that teachers do not operate within a vacuum but must constantly align their lessons to children, their families, other colleagues, and the community in general.

I believe that part of professionalism is feeling an ethical responsibility to keep our children safe and healthy in a nurturing environment. It is important to realize that children are vulnerable and trusting individuals. All children, especially children with disabilities need to be included in all activities of all classes. I know it my job to advocate for all children to find the most appropriate placement for each child. It is alarming to hear of an educator in the media taking advantage of the sacred trust that the community has placed in our hands. I should never involve myself in any activity that harms, degrades, damages, or segregates children of any basis. I realize that part of my responsibility is to familiarize myself with not only the curriculum but also the symptoms of any form of child abuse. I know I need to understand all state laws and reporting regulations within my state. I further understand that when a person or a child tells me that there is a suspicion of abuse or neglect, then I am obligated to follow up. Furthermore, if I would become aware of a situation that had placed one of my students in any harm, it is my responsibility to inform the appropriate authorities to protect that child.

I am also aware that the child is a part of a family and I need to work to develop a positive relationship with that family. Just as a child is unique, a family is unique with its own customs and rules. I need to be supportive of the family just as I expect that family to support me in the education of that child. Communication with parents is paramount to avoid problems.

I understand that occasionally a family member may with to visit my classroom or program and I welcome that visit. It is important that families know of any change within school policy or my own qualifications to teach whatever subject we are undertaking. I want to involve families in policy decisions when appropriate, especially if they affect that child. It is my responsibility to inform appropriate authorities and families when children have been exposed to any disease or emotional stress. I know that there is a need for confidentiality and that I need to respect a family and student’s privacy and that child’s records.

I am aware that a teacher needs to maintain high ideals and principals when dealing with coworkers, employers, and all staff members. I do expect to be involved in meetings and professional development and conduct myself in a professional manner. I realize that as a teacher I represent my school and staff when out in the community and I need to conduct myself in a way which would not diminish the reputation of my school. As a community member, I expect to be called upon to volunteer my time when it benefits my students or my school and I want to conduct myself in an honest and above board manner. Finally, I realize that violations of the trust that has been placed in me may lead to a dismissal or other circumstances.

When a teacher maintains a professional standard of conduct in or outside of his or her classroom, a standard of expectation exists in that community. Having established this standard of expectation, a teacher is viewed as a trusted member of a school team. That means in essence that students, parents, coworkers, and employers will readily place their trust in me that I will respond with appropriate demeanor and control in any situation. I should be relied upon to function in place of parents and guide children throughout the day in a positive, caring environment. Having a uniform code of conduct tells the community what it should and can expect from each educator.

Each schools staff member is an integral part of a team. Whether that member is a smiling cafeteria worker, a patient janitor, a traveling physical education or music teacher, or an overworked secretary, each is interrelated and interdependent in the well being of all children. No classroom teacher could get this job done without the constant help and assistance from a team of caring individuals. Occasionally a teacher may find herself volunteering her time in an after school activity in which she is a leader of a group of students outside of the classroom. That teacher should still be accounted upon to conduct herself appropriately and abide by the professional code of conduct put in place for her time in the classroom. She may find herself interacting with inquisitive parents who are not aware of confidentially and mandated reporter responsibilities of teachers. Diplomacy is a positive trait for any teacher in a teamwork environment.

Building Geographic Understanding with Elementary Students

“Analytical Overview of”

Building Geographic Understanding with Elementary Students

By Andrea Schoemaker

Gwendolyn Thompson’s article recounts her experience with her third grade class over the course of one school year.  She realized they had difficulty grasping the abstract concept about the actual size and shape of the world.  The students appeared to have no idea where continents and oceans were located even though they had seen many maps drawn on a flat surface. The idea of building an entire globe within her classroom came to her suddenly at the start of the school year.  With the help of a young geology student attending a local college, she was able to begin with a large beach ball hung from the center of her classroom.  Students took ownership of this globe through suggestions on how to build it from the inside of the earth out.  As she explained the history of the globe and it’s earliest formations, the students reflected that lesson by painting the earth with hot brilliant colors to reflect the heat of the early planet Earth.  As the year progressed,
Ms. Thompson introduced lessons on further formation of the Earth.  At this time students began to paint the globe again.  Scope and scale on a map is a difficult concept for children.  Ms. Thompson began with a fun scavenger hunt-type map on which students mapped the path of a lost ant.  They realized that these early maps must have some sort of key in order for others to understand it.  That led to more sophisticated mapping of locations within their own school.  Once again, Ms. Thompson taught a lesson on the further formation of the Earth, and students began to make suggestions as to how they may depict continents, mountain ranges, and oceans.  The students’ conception of that large globe was further enhanced when Ms. Thompson added latitude and longitude strings.  The children began to have conversations about how large bodies of water actually were on this globe.  When they began to use peanut shells and placed all mountain ranges, glitter where deserts would be, and silver paper as lakes, these conversations became animated.  They truly realized the size and locations of some world landmarks.  Throughout the year, the globe remained in her room and was viewed by many parents and staff members.  Our author reflected that this approach had caused the children to truly internalize this lesson.  Students leaving her classroom in the spring remarked that they never thought of the globe as round and would always recall this project. 

Making a large globe and hanging it in the midst of a classroom is an ingenious idea.  Ms. Thompson makes a convincing case that children truly learn when it is totally interactive with their lives.  From the painting of bright colors to represent the early formation of the Earth to the extensive time spent painting the oceans, students really understood the vastness of such locations.  The ownership they showed by suggesting peanut shells for mountains and glitter for deserts made it truly their globe.  Scale and symbols on maps are difficult concepts for 8 year olds to understand and yet they began to create maps and create keys for those maps.  The latitude and longitude strings, although simple in concept, allowed students to place continents accurately where they really exist.  Her discovery method was very rewarding as she watched her students transfer that information from continent to continent.  Those students are obviously able to conceptualize any map presented to them in the future. 

I think this project would be very fun to try.  By being able to create their own globe, these students made a personal connection to their learning experience.  Using this method, it makes it collaborative, inventive, and interactive, which best educational practices are encouraging.  I would love to visit Ms. Thompson’s classroom and see what else she has created since this article with her discovery method since the article’s publication in 1999!  I can envision rivers being depicted by tin foil or snow with cotton balls placed on top of the peanut shells.  If Ms. Thompson was a colleague of mine, I would love to collaborate on science projects with her.  Many elementary students feel that teachers do not spend much time on science projects as they are time consuming and require much preparation.  Ms. Thompson appears to be a teacher who would have no problem creating a small mess in her classroom to make a big impact with her students.  I wonder whether these class created globes exist today or whether she has allowed students to take them out of the classroom.  It appears that Ms. Thompson did not create a pen and paper test to assess this project, and yet I wonder how she graded individual efforts within this class.  I do think the globe creation added tremendous relevance to what might have been a mundane study of flat maps on the wall of a classroom. 

One-way street should help student, vehicle traffic near Denkmann School

        This article discusses the recent approval by Rock Island Alderman of a special ordinance making some streets and avenues around Denkmann elementary school one ways during certain times of the day.  Traffic tie-ups at this school and dangerous crossings for children have caused this ordinance to be necessary.  In addition, there are no sidewalks on many streets adjacent to Denkmann and not all drivers are aware that children may soon be darting into their paths.  It seems that voluntary traffic patterns that the school requested were not being observed around the elementary school, and some parents were simply letting children out at dangerous location.  This has worked well at other grade schools in the area and allows a large number of cars to enter and exit quickly. 

            It seems so simple to me that parents would follow voluntary traffic patterns and yet human nature tells me that people get in a hurry.  I don’t believe anyone would purposely endanger his or her own child or other children.  Yet, distractions occur for drivers at the very moment when a child would run into the path of an automobile.   I congratulate Rock Island on being proactive on this very simple issue.  I attended a grade school which dismissed minutes away from the local high school and many businesses.  There were many times when students could have been hurt, and there was one student who was hit by a car crossing the main road in front of the school.  If these new traffic patterns are observed consistently and enforced by police, parents and caregivers will routinely do the right thing.  There will always be the few people who don’t care that there are rules in place and will want to find the easiest or fastest way to speed through their day.  Every school should take a hard look at their own traffic patterns and see if safety of children is the primary concern as it should be everywhere.

Indian Season in American Schools

“Analytical Overview of”

Indian Season in American Schools

By Andrea Schoemaker

            Jack Weatherford’s article, Indian Season in American Schools, explains how well meaning teachers across America attempt to teach lessons in the fall of each school year about Indian culture.  He feels these well meaning teachers do not accurately portray the American Indians as they lived when European settlers came to their shores.  Weatherford states that the Indians had a profound effect upon the settlers and not the other way around.  By demonstrating a varied diet and traditional Indian government, the Indians drastically changed the culture of the European settlers.  The author notes that the previous diets of these settlers were very bland vegetables until the Indians introduced them to wonderful new ways to prepare meat and vegetables.  In addition, the Indians were adept at fashioning weapons to protect their homeland.  They did not care to venture into the ocean and were quite happy to remain on their lands as farmers.  As stated in the article, “60% of all the food crops grown in the world today” came from the Indians of the Americas.  Little has been told to American school children about the variety of ways that Indians prepared tomatoes into dishes resembling chili or pizza.  Seasonings were cultivated and preserved.  The Thanksgiving story is a bit untrue as corn was not a staple in the diet of the European settlers.  They did however feed it to their animals and improved their own food supply.  A form of potato was also introduced and was widely utilized.  Even today the products of the American Indians derived from corn, cotton, tobacco, peanuts, and potatoes are marketed throughout the world.  Indian cultures in the remotes areas today are cultivating crops which may feed the world tomorrow. 

            Furthermore, Weatherford feels we owe a debt of gratitude to the Indians for our entire system of government.  A chief from the Iroquois league of Indians suggested as early as 1744 that the colonies unite.  It was Benjamin Franklin who repeated his words at the first meeting of colonies.  John Hancock wrote a speech which was taken back to the Iroquois chief asking for their help during the coming war with Britain.  Those Indians were instrumental in helping the colonies become free.  When independence came in 1776, representatives of that tribe attended the Philadelphia meeting.  Franklin had observed Iroquois laws which even supported female suffrage and the founding principals of our constitution.  The word “caucus” is an Algonquin term which means decision making.  That word describes the American nomination system for political candidates in some states.  Thus, Weatherford makes his case that Indians have had a tremendous effect on the history of the United States.  The entire idea of liberty and the rejection of slavery come from the Indians.  Visitors to Washington D.C. today can still see the influence of Indian carvings in marble buildings. 

            In addition to giving new foods and political systems, many medicines were given to settlers by the Indians.  Much of our modern language, math, and scientific concepts come from Indian influences.  Thus, the American Indians were much more influential on the European culture than were the Europeans upon the Indians. 

            Mr. Weatherford makes a great case for changing the approach many teachers take in the teaching of American Indian culture.  The lists of accomplishments in food preparation and cultivation are seldom taught in any American schools.  Previously most students were taught how to make a pilgrim hat or a turkey feather and assume that they had studied Indian culture.  However the author’s informative article vividly describes how inventive the Indians were with food. They took their staples of corn and tomatoes and built them into wonderful dishes.  The variety of spices that they were familiar with and used in cooking goes back many years.  The Indians inventively used potatoes and learned how to grow crops in even the harshest climates.  They were a people who could feed themselves unlike the European settlers who came to their shores.  It does seem obvious then that the same products that they raised such as corn and cotton are so plentiful even today and exported by American farmers today.  It is fascinating that there are still Indians in South America that are growing crops under very difficult conditions.  These grains grown once the Incans maybe become the staple of millions tomorrow. 

            The tremendous influence of the Indian system of government upon the colonists was amazing.  Weatherford’s knowledge of specific chiefs and tribes who contributed suggestions and attended meetings cannot be ignored.  It is sad that more American students are not learning what a huge impact these Indian leaders had upon our system of government.  Without the help of some tribes, we would probably have been defeated by the British during the revolutionary war.  Had the colonists listened more attentively when the Indians described liberty we would never had fallen into the trap of becoming slave holders.  In addition, the huge influence of Indians upon the medicine, scientific, and mathematical fields also cannot be ignored.  The author wishes readers to educate themselves and others in the understanding that the Indians were huge contributors to the current American culture. 

            Overall, I think Weatherford’s article should become a must read for any elementary school teacher.  Personally, I would be embarrassed to have my students make pilgrim hats and colorful turkeys and call it a lesson on Indian culture.  The inventiveness of the American Indians and their ability to survive and flourish agriculturally was so informative.  I cannot help but wonder what would have happened to those Europeans had the Indians simply ignored them rather than coming to their aide.  The sense of reason that the Indians had in government is so logical.  The Indians believed in the concept of voting and democracy.  Chief Canassatego of the Iroquois was able to bring peace among squabbling colonists over state’s rights.  The Indians were so adaptable in producing medicines when needed.  First attempts at astronomy and an accurate calendar also came from the Indian culture.  I think that it is so important that teachers alter lessons to reflect more than the traditional Thanksgiving turkey project.  Weatherford’s guidelines for choosing new textbooks which include American Indian history should be a mandate for all schools.  The list is complete and accurate listing of concepts that should be considered when choosing a text.  I found this article so interesting because most of these facts were never included in my own textbooks growing up. 

my theory of education - by planetandrea

I believe there is no limit to learning.  As a lifelong learner, I am excited to utilize my own interpersonal skills soon in the classroom.  I also know that an attentive teacher can spot opportunities to assist individuals through additional instruction or positive feedback.  Students may not achieve full expectations simultaneously but at various paces and styles. 

Former First Lady of the United States and current Presidential candidate Hillary Clinton told Americans, “It takes a village to raise a child.”  Actually, the real importance of this statement is in a lesser known part of her quote, which goes on to say, “I’m obviously not talking just about or even primarily about geographical villages any longer, but about the network of relationships and values that do connect us and binds us together.”  Schools today are given the arduous task of educating students who come from affluence to poverty, homelessness, and a variety of social ills.  The school and the classroom become the village binding students together through caring attitudes of conscientious teachers.  Regardless of socioeconomic or cultural factors, schools and classroom teachers can still influence learning and impact even the most discouraged student.  The ability to interact with diverse learners is a day-to-day challenge but can be accomplished by differentiating instruction for students within a classroom.  Some students may need additional instruction to internalize the concepts presented or may need additional strategies and encouragement.  However, through dedication and perseverance a teacher can gather her “village” of learners into a mutually cooperative community.  Most teachers should expect to be asked to work with large and small groups as teacher, co-teacher, facilitator, or mentor to my students.  Even if a student must return to a less than desirable home life at the close of the school day, I believe we must do our best to give that child a safe haven and nourish him physically and mentally in the hours we share with him or her.

Many students learn quickly and enjoy school assignments.  Yet, sometimes students come to us discouraged with diagnoses indicating much difficulty in past classroom accomplishments.  The job of the teacher is to believe that these students can also be reached through a variety of methods which may involve visual, auditory, and kinesthetic activities.  Thus, a supportive teacher who is willing to go the extra mile for her students before and after school, through parental contacts, and supplemental materials can support the learning for all of her students.  

Teachers that have good interpersonal skills and communicate well with adults can certainly do so with children.  I believe students come to school expecting lessons that are challenging and interactive.  The schoolroom of the past with lengthy teacher-centered lessons and lectures are simply not viable today.  The technologically adept students today need variety and stimulating lessons which require thought.  Teamwork and collaboration are excellent ways to motivate students.  Classrooms that are setup for cooperative learning logistically will enhance learning.  A system of rewards may further learning as students are always responsive to positive re-enforcement.  Avoiding negativity is crucial to help students develop positive self-esteem.  Motivation can best be achieved through a constantly interesting and challenging set of assignments. 

States push for cyberbully controls

    Abbott Koloff writes an article for USA Today about how many states are trying to put an end to cyber bullying.  The article gives examples students that were being bullied online and they ended their own lives because of it.  Now a number of states are trying to impose laws that will either give local law enforcement agencies or school districts more control to prevent this type of violence from occurring.  Some officials are leery of passing any laws because they feel that it will impose on free speech. 

            I feel that cyber bullying is a very important issue and needs to be taken very seriously.  Not only are kids made fun of at school, but now there are so many ways they can be misrepresented and made a joke of outside of school.  The expanded use of technology has given kids the ability to say things about someone anonymously, which will cause a problem when it comes time to punish them.  I feel that law enforcement agencies are the ones who need to be in control of this problem since they are the group responsible for controlling any type of harassment anyway.  They can work with the schools to get names, find circles of friends, and use the school to find the actual kids to punish.  I have found that most kids are not necessarily scared of their teachers or principals, but are scared of a police officer.  I hope that the major social networking websites like Facebook and MySpace work together with law enforcement to allow them to patrol private messages and conversations from kids that have been found to pose an issue.  The most important role in this problem is parental involvement.  If parents talk to their children about peer pressure and respecting others’ feelings, that will catch most of the problems before they begin. 

Vote Issued Rock Island-Milan schools passed in all 40 precincts

        The Rock Island-Milan School Board and Superintendent Rick Loy were pleased when all 40 precincts voted to support a recent school referendum.  This will let the district issue bonds that will build a new elementary school and make substantial changes to 8 elementary schools and 2 junior high schools.  Within this new school restructuring, there will be much choice built in for families.  There will be an academy and a school which specializes in math and science.  Another elementary school will specialize in liberal arts.  Many meetings were held throughout the community and Superintendent Loy said he tried to be as honest as possible with the voters on this referendum.  Hopefully by August of 2009 these new buildings will be ready for students.

            The real surprise to me was that every precinct voted for this.  Senior citizens often talk about their cost of living and how living on a fixed income is so difficult and yet they voted for good schools.  It’s really heartwarming for a potential teacher to see a community come together with a common goal.  The bottom line is that communities with good schools attract industry, jobs, and tax payers.  I think Rock Island is a district to be admired for this radical step forward.  The chance to begin teaching in an elementary school with a liberal arts focus would be wonderful.  I think that having specialized school such as the math and science academies are something that been needed for a very long time.  Most inner city schools have made steps towards revamping into academies long before this area.  This will not only help our economy in the future, but also allow children to become more excited to go to school when they have the choice to decide what they want to study.   Rock Island-Milan is trying to maintain a neighborhood school concept but is realistic enough to know that that pattern is antiquated.  Many people opposed the new school because it happened to sit on what had been previously a historic landmark which was ruined by fire.  I agree with those who felt that sacrificing the history of the area had to come second to this bold new use of such a large piece of ground in central Rock Island. 

Teaching about Local History Using Customized Photographs

“Analytical Overview of”

Teaching about Local History Using Customized Photographs

By Andrea Schoemaker

Joseph Kirman’s article, Teaching about Local History Using Customized Photographs, explains how modern cameras have expanded teacher’s abilities to create and customize any image, scenery, atmosphere or environment for students in an elementary or secondary school.  The use of a photo can create critical thinking units to compare past landscapes and society with today. By implementing five important objectives such as; the evolution of a location, viewing advancements during the computer age, creating urban infrastructure, understanding effects of pollution, and exploring land options, Kirman indicates re-photographing will enhance lessons.   Old photographs can be obtained through a variety of sources.  To re-photograph a location, the photographer needs to consider if the locations itself is still accessible.  Angles, format, lens manipulation, editing and perspective are all equally important.  Regardless of problems encountered, the photograph taken must stay on task for the teacher’s lesson.  A group of photographs may have multiple educational applications which include art, writing, and guest lecturers that are familiar with the photographed area.  Finally, Kirman lists a number of questions which may be helpful for a beginning photographer.  He also includes an example highlighting a comparison of past and present educational systems through photography. 

            The author spends time examining all of the various things that need to be considered.  He lists different locations where old photographs may be found to use as a basis.  He further suggests exploring old collections of newspapers and magazines in museums and local libraries or even purchasing sets from available sources.  Kirman spends a great deal of time explaining how a novice photographer goes about the process of re-photographing.  Several important ideas include finding the original location of the photo, locating where the original photographer actual stood, and if the previous location is now unavailable, focus of the new picture should try to match the center of the old photo.  He feels a re-photographer needs to be creative enough to find a similar perspective even if it means going higher or farther away.  Every effort should be made to match the original perspective if possible.  Using various lenses or manipulating a lens by zooming in or out will help a new re-photographer get the right angle.  If neither of these options seems to help, the re-photographer needs to change his or her position and become closer or further away from the object. Consideration has to be given to the shape as format is equally important. One problem that may arise is that by following the shape, some of the area may be lost.  Another problem that can occur is when the photo needs to be enlarged it might need to be cropped and further edited.  However, sometimes the best efforts cannot get you an exact duplicate because locations and positioning are unavailable.  Kirman suggests some re-photographers want the picture to look remarkably different because that fulfills a teaching objective.  Comparisons can then be made between the two photos and used in many ways.  Class projects vary greatly and these sets of photographs are unique teaching tools.  They can be used by students and teachers for multiple lessons and community involvement. 

            An additional part of Kirman’s article centers on his many general suggestions for questions that the modern photographer should ask himself before beginning.  Questions included whether scenery changes have affected the area photographed in a positive or negative way, or what might be viewed today that could never have been included in older photos.  Additional questions deal with comparing lifestyles and environmental issues seen in the photos.  Finally, Kirman suggests that a camera should always be included in any teachers’ trip.  Opportunities for thematic units are available no matter where a teacher travels whether it is seasonal pictures or landscapes.  This personal record is invaluable anytime a comparison wants to be made between eras.  Kirman’s inclusion of an old school photograph is his example of how to create a unit dealing with school functions and behaviors of the past.  Furthermore, discussion questions are included which would help a teacher guide students to talk about their observations in these pictures.  Unit activities are also listed which broaden the usefulness of the photographs even further.   The use of reflective questions help students pull together their ideas and share those ideas with one another.  In conclusion n, this inexpensive and very personal classroom tool is a great aide for any teacher now or in the future. 

            Generally, I think Kirman’s article was inventive.  Children are familiar with digital cameras and their uses.  Implementing technology with visual images would be much more engaging than asking a class to read a selection about a local historic place or event.  The inclusion of entire units and questions is so helpful to the beginner.  Editing, formatting, and customizing photographs help create a learning experience for the teacher and the students if they become involved in the process.  One drawback could be that a student could get lost in the creativity and lose focus by veering away from the educational objectives.  The teacher would have to be quite specific about expectations and requirements to help the students stay on task.  I am excited to visualize locations in this area which could be photographed for comparison or become the basis for field trips.  I am an avid photographer and I look forward to incorporating these units, questions, and ideas into my classroom in the future.  I enjoyed Kirman’s article and I think his suggestions are right on target for so many applications.