Comments on: The end of teacher sameness and solidarity http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html Technology, leadership, and the future of schools Thu, 09 Feb 2012 14:42:44 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: “No thanks. I choose to do nothing.” An excellent piece from Scott McCloud | George’s Weblog http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-21606 “No thanks. I choose to do nothing.” An excellent piece from Scott McCloud | George’s Weblog Sat, 31 Jul 2010 14:43:42 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-21606 [...] [...] [...] [...]

]]> By: ~synthesis~ http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9788 ~synthesis~ Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9788 <strong>tribal self-preservation</strong> Our DNA prioritizes self-preservation (fight/flight, procreation, etc.) - this is human-nature. "Self" goes pretty far - we see this behavior extend to the family unit, or even the community, and in the case of larger threats, to entire nations (witnes... tribal self-preservation

Our DNA prioritizes self-preservation (fight/flight, procreation, etc.) – this is human-nature. “Self” goes pretty far – we see this behavior extend to the family unit, or even the community, and in the case of larger threats, to entire nations (witnes…

]]> By: judy http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9787 judy Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9787 In a recent study US Department of education indicates that the students who use online learning in addition to the classroom are more productive. This is definitely a move forward towards the use of online learning in mainstream education. Online learning is fun and interactive, the students who experience this are encouraged to use it more often. The ability to share and learn from other students anywhere in the world is a definite plus point. Technology is constantly changing. The www has now evolved into “Web 2.0” and is the second wave of the World Wide Web.Most of us still follow the textbook type of teaching, where the students are made to by-heart, recite and write what is taught by us. In an era of global connectivity teachers should be actively involved to make the students aware of the digital tools available and how effectively they can be used for learning purposes. There are many online platforms to make learning a group activity, where students interact with each other and learn to create <a href="http://www.funnelbrain.com" rel="dofollow" rel="nofollow">flash cards</a>,videos, photos and flash cards online effectively for learning purposes. We could make studying a sporting event so children are actively involved and learn faster. Though class room education cannot literally be replaced by e-learning online education has its own advantages. Today's net generation like to discover new things and learn from hands on experience. when they look for information online,not only will they try different search engines, they will also search for interactive materials. The goal should always be to enhance child's learning abilities and confidence while at the same time preserving the relationship with your child. Such learning methodologies creates a sense of “self directed” learning and problem solving attitude among students.A balanced combination of online education and proper guidance of class room education can get the best out of students. In a recent study US Department of education indicates that the students who use online learning in addition to the classroom are more productive. This is definitely a move forward towards the use of online learning in mainstream education. Online learning is fun and interactive, the students who experience this are encouraged to use it more often. The ability to share and learn from other students anywhere in the world is a definite plus point. Technology is constantly changing. The www has now evolved into “Web 2.0” and is the second wave of the World Wide Web.Most of us still follow the textbook type of teaching, where the students are made to by-heart, recite and write what is taught by us. In an era of global connectivity teachers should be actively involved to make the students aware of the digital tools available and how effectively they can be used for learning purposes. There are many online platforms to make learning a group activity, where students interact with each other and learn to create flash cards,videos, photos and flash cards online effectively for learning purposes. We could make studying a sporting event so children are actively involved and learn faster. Though class room education cannot literally be replaced by e-learning online education has its own advantages. Today’s net generation like to discover new things and learn from hands on experience. when they look for information online,not only will they try different search engines, they will also search for interactive materials. The goal should always be to enhance child’s learning abilities and confidence while at the same time preserving the relationship with your child. Such learning methodologies creates a sense of “self directed” learning and problem solving attitude among students.A balanced combination of online education and proper guidance of class room education can get the best out of students.

]]> By: Lin Jenkins http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9786 Lin Jenkins Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9786 By the way-- After reading these comments, I'd actually like to hear Scott's response. I hope that it would be thoughtful, not reflexive: I think it's clear that the teachers do not feel respected or heard in this conversation. Scott, so you really feel that I-- or many or your other readers-- are the sole or main reason schools are not what you envision them as being? And do you really feel that a for-profit corporation which pays its teachers wages below the 50th-65th percentile of local norms are a better solution? Because that's John Chubb and Terry Moe's answer. I can drive less than 10 miles to see the examples. DECA (Dayton Early Childhood Academy), which meets in the building where my husband works at the University of Dayton, has been an exceptional success in large part because of UD's sponsorship. This year it is desperately seekign funding. The easy answers mostly aren't, actually. By the way– After reading these comments, I’d actually like to hear Scott’s response. I hope that it would be thoughtful, not reflexive: I think it’s clear that the teachers do not feel respected or heard in this conversation. Scott, so you really feel that I– or many or your other readers– are the sole or main reason schools are not what you envision them as being? And do you really feel that a for-profit corporation which pays its teachers wages below the 50th-65th percentile of local norms are a better solution? Because that’s John Chubb and Terry Moe’s answer. I can drive less than 10 miles to see the examples. DECA (Dayton Early Childhood Academy), which meets in the building where my husband works at the University of Dayton, has been an exceptional success in large part because of UD’s sponsorship. This year it is desperately seekign funding. The easy answers mostly aren’t, actually.

]]> By: Colleen Krakauskas http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9785 Colleen Krakauskas Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9785 This is just another "educated" argument to propagate the anti-union propaganda that has permeated the public-political discourse in our country for quite awhile. Especially in any public industry that the "for profit" advocates have seen the money in reforming. I'm sorry but this is just another "educated" way to blame the teachers for the issues that reflect our society. The teachers have a union because obviously, they were tired of being blamed for the deficiencies of society by those who only see it on the sidelines. The public school is expected to teach much more than academic skills it is also expected to teach public behavior skills online and offline. The unions are not solely to blame for the lack of progress, there are many other characters in this story. It is hard to advocate a "for-profit" reform if you acknowledge the "non-profit" solution. This is just another “educated” argument to propagate the anti-union propaganda that has permeated the public-political discourse in our country for quite awhile. Especially in any public industry that the “for profit” advocates have seen the money in reforming.

I’m sorry but this is just another “educated” way to blame the teachers for the issues that reflect our society. The teachers have a union because obviously, they were tired of being blamed for the deficiencies of society by those who only see it on the sidelines.

The public school is expected to teach much more than academic skills it is also expected to teach public behavior skills online and offline. The unions are not solely to blame for the lack of progress, there are many other characters in this story.

It is hard to advocate a “for-profit” reform if you acknowledge the “non-profit” solution.

]]> By: Chad Evans http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9783 Chad Evans Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9783 I would add that often times I feel that we (teachers) recieve competing ideology. On one hand, we are told to get all students to standard by differentiating, allowing students to learn at their own pace, and meeting the needs of the individual child while at the same time making sure we are keeping pace on the pacing guide and curriculum maps and with other teachers of the same content. Which is it? Certainly these are not the result of union ideologies. On one hand I like the idea of allowing teachers to be innovative, but it's incredibly frustrating that "innovation and entrepreneurship" is the future of education, when what most teachers want is the autonomy to BE innovative. The past ten years in public education has been all about standardization for teachers and students, but that's hardly the profession or union's fault. I would add that often times I feel that we (teachers) recieve competing ideology. On one hand, we are told to get all students to standard by differentiating, allowing students to learn at their own pace, and meeting the needs of the individual child while at the same time making sure we are keeping pace on the pacing guide and curriculum maps and with other teachers of the same content. Which is it? Certainly these are not the result of union ideologies. On one hand I like the idea of allowing teachers to be innovative, but it’s incredibly frustrating that “innovation and entrepreneurship” is the future of education, when what most teachers want is the autonomy to BE innovative. The past ten years in public education has been all about standardization for teachers and students, but that’s hardly the profession or union’s fault.

]]> By: Greg Cruey http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9784 Greg Cruey Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9784 Terry Moe and John Chubb make it sound like "what's best for children" is always easily quantified, perhaps even obvious. I don't know how education could be a government budget item and NOT be a political issue. They also seem to believe that special interest is always the same thing as self-interest. I don't always agree with my union, but the characterization in this book of the unions as the problem is pretty offensive. To be honest, I'm getting tired of being spoon fed the tripe these guys are pedaling... Terry Moe and John Chubb make it sound like “what’s best for children” is always easily quantified, perhaps even obvious. I don’t know how education could be a government budget item and NOT be a political issue. They also seem to believe that special interest is always the same thing as self-interest. I don’t always agree with my union, but the characterization in this book of the unions as the problem is pretty offensive. To be honest, I’m getting tired of being spoon fed the tripe these guys are pedaling…

]]> By: Lin Jenkins http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9782 Lin Jenkins Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9782 Living in Dayton, I am very familiar with Terry Moe & John Chubb. They are not exactly impartial observers; Terry Moe is a Fellow of the Hoover & Brookings conservative think tanks; John Chubb is the founder & Senior Executive VP of Edison Schools, a for-profit alternative schools group. They have used their significant political connections (largely Republican) to make Dayton, Ohio the home of an exceptional number of alternative schools, many of whom use the same financial officer-- one who is now under investigation for not paying the bills. These schools frequently fail to deliver education that is "better" by almost any measure. (Not just the pitiful Ohio Achievement tests.) I think the unions are a straw man in this conversation. I am a technology teacher in an independent school & currently have no connection with the teachers' unions, but I have been a member in other states and I agree with previous posters: the most powerful forces against change-- which in my case meant adopting a number of new technologies for my students, who were considered gifted-- was the administration and some school board members. They wanted "what has proved itself over time." We are also facing a really serious budget crunch, and that includes state aid for education. So "just using what we have" begins to sound very appealing-- even to administrators who want different results! Living in Dayton, I am very familiar with Terry Moe & John Chubb. They are not exactly impartial observers; Terry Moe is a Fellow of the Hoover & Brookings conservative think tanks; John Chubb is the founder & Senior Executive VP of Edison Schools, a for-profit alternative schools group. They have used their significant political connections (largely Republican) to make Dayton, Ohio the home of an exceptional number of alternative schools, many of whom use the same financial officer– one who is now under investigation for not paying the bills. These schools frequently fail to deliver education that is “better” by almost any measure. (Not just the pitiful Ohio Achievement tests.)

I think the unions are a straw man in this conversation. I am a technology teacher in an independent school & currently have no connection with the teachers’ unions, but I have been a member in other states and I agree with previous posters: the most powerful forces against change– which in my case meant adopting a number of new technologies for my students, who were considered gifted– was the administration and some school board members. They wanted “what has proved itself over time.”

We are also facing a really serious budget crunch, and that includes state aid for education. So “just using what we have” begins to sound very appealing– even to administrators who want different results!

]]> By: Tracie Weisz http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9779 Tracie Weisz Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9779 My experience has been to feel pressure for sameness from school board and administration, not union. My experience has been to feel pressure for sameness from school board and administration, not union.

]]> By: Dan McGuire http://dangerouslyirrelevant.org/2009/10/the-end-of-teacher-sameness-and-solidarity.html/comment-page-1#comment-9780 Dan McGuire Tue, 30 Nov 1999 05:00:00 +0000 http://annahein.com/2009/10/the-end-of-teacher-sameness-and-solidarity.html#comment-9780 I think the union contracts are an effect and not a cause of a desire for sameness. Union power grew with the effort to make the education 'delivered' the same for all groups within a political entity. Another name for sameness is equality. As we move to differentiating for all we will risk being inequitable. That might not be bad, but it is a very real and potentially huge risk. I think the union contracts are an effect and not a cause of a desire for sameness. Union power grew with the effort to make the education ‘delivered’ the same for all groups within a political entity. Another name for sameness is equality. As we move to differentiating for all we will risk being inequitable. That might not be bad, but it is a very real and potentially huge risk.

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