Quote 1- "Some go further and fake an address, as she reveals, ideally in an upscale catchment area that has an excellent zoned school (she names a few examples in primarily white neighborhoods) and then they prep their kids for IQ tests and interviews. If they want to boost their child's chances even more, they pay for consulting services from private agencies that give them counseling on how to get their children into schools or programs for the talented and gifted." (Kozol, p.137)
This doesn't seem to surprise me one bit. I can see many parents doing this just to get their child in a better school system. I might even do the same as a parent, but only to a certain extent. I feel that our children should get the best education possible and if a school cannot provide that for my child why send them to that school? If there are teachers there that are well-educated then they can provide a great education for your child. As far as prepping for IQ tests and interviews, I don't think that children should be pushed so hard in order to get into a better school, just to see parents satisfied. Go to the local school nearest your home, maybe that school can benefit from your talents and gifts.
Quote 2- "Some people blame these racial differences primarily upon the values systems of black children and their parents. The inequalities in educational provision that we give, or do not give, these children from the starting-gate are given less attention."(Kozol, p. 141)
Just hearing this quote about children of different backgrounds are given less attention from the starting-gate. How can this be, that students are given an equal opportunity based on their race? Maybe it is because of the school they go to and the opportunities at these schools aren't there for each child compared to other districts. Just because one family may have different values from other families, does that mean they should be discriminated against, especially if a parents values aren't even the child's? One should not base where a child should start educationally based upon their value systems.
Quote 3- "By the time they enter schools like these, the results of all their prior years of educational denial are not easily reversed. Overcrowding and distasteful physical surroundings and large class size have their obvious effects as well. Violence, when it breaks out from time to time, is hardly a surprise." (Kozol, p. 142)
It is sad to hear that these kinds of schools actually exist, but as upsetting as it is, it is true. These schools really exist and are serious issues in our educational world. How can a child learn if there are overcrowded classrooms and buildings? Let alone there being physical distractions, such as water leaking into a classroom or broken desks. It's sad to see other schools getting brand new computers while other schools can't even afford to have students sit at a desk. I understand this book was written a couple years ago and some of the stories in the book are a little older than that, but it doesn't change some of the things still happening in our nations schools today. We need to come together as a society and help these schools, in order to create a equal educational opportunity for all.
Quote 4- "Thirteen of the 15 teachers were provisionals, which meant they were not fully certified to teach. Supplies were scarce. Three of my classes don't have textbooks, said the principal. I have to fight and scratch for everything we get." (Kozol, p. 143)
Wow! How can this many teachers in one school building not be certified to teach? I just can't even understand how this can happen. How can a school district be so poor that they can only heir teachers that aren't even qualified for the job? It makes you wonder if these kids are getting a education at all or maybe it is the opposite end of the spectrum and they may not be certified, but they are extremely "qualified." It's sad to see that classes can't even afford the resources they need while other schools are given everything to them. Why can't we spread the wealth and as I like to say, "share the love!"
Quote 5- "You see," he said with a slight stammer in his voice, "I don't have the least idea of where my life is heading, and these questions that you're asking make me scared." (Kozol, p. 147)
This was a quote that struck me. It was when Kozol was talking to a group of boys about their future careers when a fight broke out right in front of them. They weren't phased a bit, but rather continued the conversation. Many of these students hadn't even thought of college or a career. When I read the quote above of what one student told Kozol, it made me upset. How can a student, so late in his educational career, not have options or at least be ready for the next step, such as college. This just goes to show that there is much inequality in our world. Students aren't given the same options or led in the right direction as others. We, as teachers, need to help our students open their minds to the future and provide guidance in their travels.
Quote 6- "Schools find meaningful relationships with businesses, universities, youth organizations, service agencies, and faith-based organizations." (Anthology, p. 165)
I found this quote to be reassuring in a way because schools are finding these partnerships to help them. These partnerships help the schools with keeping children in schools and giving them other opportunities outside of the classroom. These relationships are so powerful in the success of our schools and each individual child as well. They provide funding, after school programs, and open several other opportunities for our children. I know that CCSU is partnered with several schools in helping promote a positive education. Students from CCSU are helping out in various ways in these schools. It is a great way to benefit the helper as well as everyone in the school community. I feel that all school districts should have these meaningful relationships with surrounding places of interest.
Me
Touring a city in Spain
Tuesday, September 28, 2010
Tuesday, September 21, 2010
Quotes taken from Kozol Ch. 5, Spring Ch. 5, and Anthology Ch. 5&6
Quote 1- "So long as knowledge is considered something like a dot upon a map and learning is considered an assault upon that knowledge (invasion of the subject matter, followed by its capture), then it's hard to quarrel with the model that the CEO had used."(Kozol, p. 111)
This quote referred to the title of the chapter, The Road to Rome, an used a military metaphor to show how students need to be drilled rapidly in order to force the march of students to "Rome," or success/learning. I found this quote to be quite disturbing. I understand they are explaining the drilling of standardized testing to the path of success, but I feel offended that they need to use a military metaphor to explain the plan for teaching. It doesn't seem right to me and the education process. I understand we need to push hard with practicing for these standardized tests in order for students to succeed, but not through "military training."
Quote 2- "The children were told, she said, that "it's not just 'important' that they pass," but that "passing this-the test- is actually the only thing that is important. One of her students "was throwing up and crying, so she couldn't take her test, because she was afraid she'd never be allowed to leave the school because she'd never pass the state exam."(Kozol, p. 113)
Talk about making a child so nervous that he/she is set up to fail. Students shouldn't be scared to death about a standardized test, but rather should be encouraged to practice and try their best. Scaring a child about a test and telling them that it is the most important thing in their life makes them even more nervous. I remember growing up, there being plenty of practice before actually taking the test. This gave children some experience and practice for the certain test they are taking. We must give our students some warm up and even a taste of what the test is going to be like, in order to give them the possibility for success.
Quote 3- "One of the distorting consequences that is taking an especially high toll on children of minorities, she notes, is the increasing practice of compelling children to repeat a grade or several grades over the course of years solely on the basis of their test results and, in some districts, almost wholly independent of the judgement of their principals and teachers." (Kozol, p. 117)
How can one test, one teacher, or one principal singly decide the success of a child? If a child doesn't pass the test they shouldn't be held back. I feel as if some school districts jump quickly to having a child stay back because of the fact that they didn't pass a standardized test. I understand that standardized testing is important to schools and districts, but must they decide if a child moves on or not. Maybe one of these children had a bad day or was under the weather, should this decide if they fail?
Quote 4- "We are giving kids less and calling it more," "limiting what we teach" to what " we can easily measure," pushing our students "to focus on memorizing information, then regurgitating fact," The student's job, he said, should not be only "to absorb information, but to make connections, find new patterns, imagine new possibilities..." But imagination and inquiry are "not a big item" in the testing and accountability agenda, he went on. "Choosing the right answer to someone else's question is what counts." (Kozol, p. 131)
Wow! I loved the fact that this quote was included in Kozol's novel. This quote still seems so true in some districts even though it was stated by Dr. Sobol in the mid 90's. Many districts are still having students memorize information and having them regurgitate it word for word. How can we expect students to do this and actually enjoy what they are learning and encourage them to keep coming to school? I loved the three words in the middle of the quote, "imagine the possibilities..." Amazing is all I have to say. Let students imagine the possibilities and dream big. Have them make connections and find new patterns. Make sure they are thinking critically and using real world situations. This will make your children want to come to school as well as maximizing their learning.
Quote 5- "An important understanding in multicultural education is that people can be bicultural in knowing and viewing the world. This is particularly important for understanding the learning processes of students who have recently arrived in the United States." (Spring, p. 120)
I enjoyed reading this quote because it told us how important it is to understand multicultural education and how people are bicultural in knowing and viewing the rest of the world. As a society we need to be open to others' views and lives. This quote makes me relate it to ELL and how they need support when they first arrive in the U.S.. Especially in the education system, we need to be supportive and open to their diversity. At the same time, we must help them adapt to our society, the way of life, and in the classroom.
Quote 6- "Anti-Bias Curriculum Tools for Empowering Young Children. This curriculum and related methods of instruction are designed to reduce prejudice among young children regarding race, language, gender, and physical ability differences." (Spring, p. 129)
I was very informed by this quote and portion of the chapter on teaching about racism. I liked seeing that there exists curriculums that help children learn about these prejudices and how to reduce the bias against others. We need to teach children that everyone should be treated equally, no matter who they are or what they look like. Everyone is different in their own way and these differences should be celebrated rather than judged!
This quote referred to the title of the chapter, The Road to Rome, an used a military metaphor to show how students need to be drilled rapidly in order to force the march of students to "Rome," or success/learning. I found this quote to be quite disturbing. I understand they are explaining the drilling of standardized testing to the path of success, but I feel offended that they need to use a military metaphor to explain the plan for teaching. It doesn't seem right to me and the education process. I understand we need to push hard with practicing for these standardized tests in order for students to succeed, but not through "military training."
Quote 2- "The children were told, she said, that "it's not just 'important' that they pass," but that "passing this-the test- is actually the only thing that is important. One of her students "was throwing up and crying, so she couldn't take her test, because she was afraid she'd never be allowed to leave the school because she'd never pass the state exam."(Kozol, p. 113)
Talk about making a child so nervous that he/she is set up to fail. Students shouldn't be scared to death about a standardized test, but rather should be encouraged to practice and try their best. Scaring a child about a test and telling them that it is the most important thing in their life makes them even more nervous. I remember growing up, there being plenty of practice before actually taking the test. This gave children some experience and practice for the certain test they are taking. We must give our students some warm up and even a taste of what the test is going to be like, in order to give them the possibility for success.
Quote 3- "One of the distorting consequences that is taking an especially high toll on children of minorities, she notes, is the increasing practice of compelling children to repeat a grade or several grades over the course of years solely on the basis of their test results and, in some districts, almost wholly independent of the judgement of their principals and teachers." (Kozol, p. 117)
How can one test, one teacher, or one principal singly decide the success of a child? If a child doesn't pass the test they shouldn't be held back. I feel as if some school districts jump quickly to having a child stay back because of the fact that they didn't pass a standardized test. I understand that standardized testing is important to schools and districts, but must they decide if a child moves on or not. Maybe one of these children had a bad day or was under the weather, should this decide if they fail?
Quote 4- "We are giving kids less and calling it more," "limiting what we teach" to what " we can easily measure," pushing our students "to focus on memorizing information, then regurgitating fact," The student's job, he said, should not be only "to absorb information, but to make connections, find new patterns, imagine new possibilities..." But imagination and inquiry are "not a big item" in the testing and accountability agenda, he went on. "Choosing the right answer to someone else's question is what counts." (Kozol, p. 131)
Wow! I loved the fact that this quote was included in Kozol's novel. This quote still seems so true in some districts even though it was stated by Dr. Sobol in the mid 90's. Many districts are still having students memorize information and having them regurgitate it word for word. How can we expect students to do this and actually enjoy what they are learning and encourage them to keep coming to school? I loved the three words in the middle of the quote, "imagine the possibilities..." Amazing is all I have to say. Let students imagine the possibilities and dream big. Have them make connections and find new patterns. Make sure they are thinking critically and using real world situations. This will make your children want to come to school as well as maximizing their learning.
Quote 5- "An important understanding in multicultural education is that people can be bicultural in knowing and viewing the world. This is particularly important for understanding the learning processes of students who have recently arrived in the United States." (Spring, p. 120)
I enjoyed reading this quote because it told us how important it is to understand multicultural education and how people are bicultural in knowing and viewing the rest of the world. As a society we need to be open to others' views and lives. This quote makes me relate it to ELL and how they need support when they first arrive in the U.S.. Especially in the education system, we need to be supportive and open to their diversity. At the same time, we must help them adapt to our society, the way of life, and in the classroom.
Quote 6- "Anti-Bias Curriculum Tools for Empowering Young Children. This curriculum and related methods of instruction are designed to reduce prejudice among young children regarding race, language, gender, and physical ability differences." (Spring, p. 129)
I was very informed by this quote and portion of the chapter on teaching about racism. I liked seeing that there exists curriculums that help children learn about these prejudices and how to reduce the bias against others. We need to teach children that everyone should be treated equally, no matter who they are or what they look like. Everyone is different in their own way and these differences should be celebrated rather than judged!
Wednesday, September 15, 2010
Joel Spring- American Education Chapter 4
Quote 12
"Those Mexican children who did attend school faced segregation and an education designed to rid them of their native language and customs." (Spring p. 91)
This made me very upset to read! How could a human being try to rid someone of their own customs? Students were forced to conform to the language and customs of others. That shows how horrible our country was in our history. Every child should be given the opportunity to learn without being forced to change as an individual. We need to provide these students with translators that can help them learn as well as having them learn the English language without feeling any regret to their own language and culture.
"Those Mexican children who did attend school faced segregation and an education designed to rid them of their native language and customs." (Spring p. 91)
This made me very upset to read! How could a human being try to rid someone of their own customs? Students were forced to conform to the language and customs of others. That shows how horrible our country was in our history. Every child should be given the opportunity to learn without being forced to change as an individual. We need to provide these students with translators that can help them learn as well as having them learn the English language without feeling any regret to their own language and culture.
Joel Spring- American Education Chapter 4
Quote 11
"Two methods by which education can be used as a method of social control. One is to deny a population the knowledge necessary to protect its political and economic rights and to economically advance in society; the other is segregation." (Spring p.90)
Why would someone in their right mind ever want to socially control someone through the use of education. No one should be denied the knowledge necessary to protect its political and economic rights. These children will go no where in life, if they do, they will have to work twice as hard just to get by. Segregation was the main way in which education was a method of social control "back in the day." they used segregation as a way to make children feel different from others, educationally, socially, and economically. I can't believe this actually happened in the history of our country. I'm glad we have grown, but not completely. I feel like some students are still socially controlled because they can't choose which school they wish to attend or their parents can't afford to send them to school.
"Two methods by which education can be used as a method of social control. One is to deny a population the knowledge necessary to protect its political and economic rights and to economically advance in society; the other is segregation." (Spring p.90)
Why would someone in their right mind ever want to socially control someone through the use of education. No one should be denied the knowledge necessary to protect its political and economic rights. These children will go no where in life, if they do, they will have to work twice as hard just to get by. Segregation was the main way in which education was a method of social control "back in the day." they used segregation as a way to make children feel different from others, educationally, socially, and economically. I can't believe this actually happened in the history of our country. I'm glad we have grown, but not completely. I feel like some students are still socially controlled because they can't choose which school they wish to attend or their parents can't afford to send them to school.
Joel Spring- American Education Chapter 4
Quote 10
"In California, Mexican Americans were classified as Caucasian until 1930 when California's Attorney General Webb categorized them as Indians. He argued, "The greater portion of the population of Mexico are Indians." Therefore, according to the California school code, Mexican Americans were segregated based on the provision the "governing board of school district shall have power to establish separate schools for Indian children, expecting children of Indians...who are the descendants of the original American Indians of the U.S.." Mexican Americans were not considered "the original American Indians of the U.S.."(Spring p.89)
Just because one culture looks similar in some ways to another, doesn't mean that they should be deemed the same ethnic name. Every individual is their own person and should be treated that way. We are all free in America and shouldn't be given a name based on the population of a certain country. In this quote I chose I thought it was wrong for the Attorney General to make this opinion on the basis that "the greater portion of the population of Mexico are Indians." How can someone make a judgement based on this information? Every ethnic background has their own name and culture, so we cannot begin to say people are the same because they look alike or because the majority of their population is of a different ethnic background. This is like saying all Americans are black because the majority of the population is black. That's not right!
"In California, Mexican Americans were classified as Caucasian until 1930 when California's Attorney General Webb categorized them as Indians. He argued, "The greater portion of the population of Mexico are Indians." Therefore, according to the California school code, Mexican Americans were segregated based on the provision the "governing board of school district shall have power to establish separate schools for Indian children, expecting children of Indians...who are the descendants of the original American Indians of the U.S.." Mexican Americans were not considered "the original American Indians of the U.S.."(Spring p.89)
Just because one culture looks similar in some ways to another, doesn't mean that they should be deemed the same ethnic name. Every individual is their own person and should be treated that way. We are all free in America and shouldn't be given a name based on the population of a certain country. In this quote I chose I thought it was wrong for the Attorney General to make this opinion on the basis that "the greater portion of the population of Mexico are Indians." How can someone make a judgement based on this information? Every ethnic background has their own name and culture, so we cannot begin to say people are the same because they look alike or because the majority of their population is of a different ethnic background. This is like saying all Americans are black because the majority of the population is black. That's not right!
Joel Spring- American Education Chapter 4
Quote 9
"Globalization of the labor market and the Immigration Act of 1965 are resulting in an increasingly diverse U.S. student population. This phenomenon is not limited to the United States." (Spring p.86)
I knew that our population was becoming more and more diverse in the United States, especially in the school systems. This is because many people from other countries are migrating to the U.S. for various reasons. Whether it be for a freedom of religion, better education, or to just start a new life. I never learned about the history of education during my schooling years, which I wish I had. It was so interesting to find out about all the laws that restricted the migration of people from different ethnic backgrounds to the U.S.. I wish I got the opportunity to learn more about these issues in high school.
"Globalization of the labor market and the Immigration Act of 1965 are resulting in an increasingly diverse U.S. student population. This phenomenon is not limited to the United States." (Spring p.86)
I knew that our population was becoming more and more diverse in the United States, especially in the school systems. This is because many people from other countries are migrating to the U.S. for various reasons. Whether it be for a freedom of religion, better education, or to just start a new life. I never learned about the history of education during my schooling years, which I wish I had. It was so interesting to find out about all the laws that restricted the migration of people from different ethnic backgrounds to the U.S.. I wish I got the opportunity to learn more about these issues in high school.
Monday, September 13, 2010
Jonathan Kozol-Shame of the Nation Ch.3 and 4
Quote 8
"There are middle schools in urban neighborhoods today where children are required, in effect, to choose careers before they even enter adolescence." (Kozol p.100)
This goes along with a previous quote I chose about kindergartners having to decide what profession they want to be when they grow up from posters around the classroom. Why do students need to choose what they want to be when they are older in middle school and even in high school. I understand them having to think about it and have a few in mind. Leaving these students with possibilities allows them to succeed and really find what they will enjoy doing for their careers in the future. I remember when I was in high school and I had to to complete several career paths of what I wanted to major in after high school at the various colleges I chose to apply to. I found one that I really enjoyed and went into college decided in Marine Bio at the University of Rhode Island, later to transfer to CCSU and proceed my college career towards a teaching degree. Let students experiment, offer them options, and tell them to dream big!
"There are middle schools in urban neighborhoods today where children are required, in effect, to choose careers before they even enter adolescence." (Kozol p.100)
This goes along with a previous quote I chose about kindergartners having to decide what profession they want to be when they grow up from posters around the classroom. Why do students need to choose what they want to be when they are older in middle school and even in high school. I understand them having to think about it and have a few in mind. Leaving these students with possibilities allows them to succeed and really find what they will enjoy doing for their careers in the future. I remember when I was in high school and I had to to complete several career paths of what I wanted to major in after high school at the various colleges I chose to apply to. I found one that I really enjoyed and went into college decided in Marine Bio at the University of Rhode Island, later to transfer to CCSU and proceed my college career towards a teaching degree. Let students experiment, offer them options, and tell them to dream big!
Jonathan Kozol-Shame of the Nation Ch.3 and 4
Quote 7
"Incentivized (this is another term one hears in many inner-city schools) by getting reimbursements for the acquisition of a skill in terms of simulated cash." (Kozol p.96)
Incentivized can be defined as giving incentives or more simply, a reward. This bothered me that children were "incentivized" for completing a certain educational task. An example of this was that students were provided earnings charts to calculate how much they will be paid for learning to write a sentence. So does this mean as these students progress through their educational career they will expect a reward for everything they do well? We cannot start giving these children, at such a young age, a reward for completing a task they should be completing at grade level. I understand if these children receive a sticker or a little present for doing superb job on an assignment or contributing positively to the classroom. By doing this, it will only hurt the careers of these young children.
"Incentivized (this is another term one hears in many inner-city schools) by getting reimbursements for the acquisition of a skill in terms of simulated cash." (Kozol p.96)
Incentivized can be defined as giving incentives or more simply, a reward. This bothered me that children were "incentivized" for completing a certain educational task. An example of this was that students were provided earnings charts to calculate how much they will be paid for learning to write a sentence. So does this mean as these students progress through their educational career they will expect a reward for everything they do well? We cannot start giving these children, at such a young age, a reward for completing a task they should be completing at grade level. I understand if these children receive a sticker or a little present for doing superb job on an assignment or contributing positively to the classroom. By doing this, it will only hurt the careers of these young children.
Jonathan Kozol-Shame of the Nation Ch.3 and 4
Quote 6
"Starting in kindergarten, children in the school were being asked to think about the jobs that they might choose when they grew up. The posters that surrounded them made clear which kinds of jobs they were expected to select." (Kozol p. 89)
This quote makes me very angry. Not only are students at this age asked to think about jobs, but there are posters that these children are supposed to "expect to select?" How is a child at this age supposed to select what they want to be when they grow up. I am all for children having hopes and dreams, but I don't think high school aged students should have to decide what they want to do before they get to college. These children are allowed to dream big and shouldn't be forced to choose from a picture of a professional on a poster. We can give children ideas and different options, but shouldn't force them to choose. These children can become whatever they want. Most of them will look to a friend to join them in their future profession, or to a family member they really like. We shouldn't pound the idea of a profession into a child's' mind that may have no clue how to read yet.
"Starting in kindergarten, children in the school were being asked to think about the jobs that they might choose when they grew up. The posters that surrounded them made clear which kinds of jobs they were expected to select." (Kozol p. 89)
This quote makes me very angry. Not only are students at this age asked to think about jobs, but there are posters that these children are supposed to "expect to select?" How is a child at this age supposed to select what they want to be when they grow up. I am all for children having hopes and dreams, but I don't think high school aged students should have to decide what they want to do before they get to college. These children are allowed to dream big and shouldn't be forced to choose from a picture of a professional on a poster. We can give children ideas and different options, but shouldn't force them to choose. These children can become whatever they want. Most of them will look to a friend to join them in their future profession, or to a family member they really like. We shouldn't pound the idea of a profession into a child's' mind that may have no clue how to read yet.
Tuesday, September 7, 2010
Jonathan Kozol-The Shame of the Nation Pages 1-108
Quote 5
"I love my job because I love my students," said one of the younger teachers at the school, "but I also hate my job because I know I'm buying into something that I don't believe in." (Kozol p.85)
Curriculum plays a big role in the education of students. It determines what they are learning, materials, lesson planning, and sometimes how a lesson can be taught. Many new teachers go into a school and are given a curriculum that they need to follow, which they might not necessarily like or believe in. Despite the frustration towards the curriculum, the teacher must go ahead and implement it in the classroom. Teachers who do not enjoy the curriculum may leave after only working in a certain school for a year because of this fact. Districts buy certain curriculums that are "proven" to work only to find out that the teachers may despise them or even the children aren't gaining as much knowledge from them as they can and as are needed for their grade level. I haven't had much experience with curriculums, so I can't say this is true for all. I hope to learn more about the various curriculums before I start student teaching.
"I love my job because I love my students," said one of the younger teachers at the school, "but I also hate my job because I know I'm buying into something that I don't believe in." (Kozol p.85)
Curriculum plays a big role in the education of students. It determines what they are learning, materials, lesson planning, and sometimes how a lesson can be taught. Many new teachers go into a school and are given a curriculum that they need to follow, which they might not necessarily like or believe in. Despite the frustration towards the curriculum, the teacher must go ahead and implement it in the classroom. Teachers who do not enjoy the curriculum may leave after only working in a certain school for a year because of this fact. Districts buy certain curriculums that are "proven" to work only to find out that the teachers may despise them or even the children aren't gaining as much knowledge from them as they can and as are needed for their grade level. I haven't had much experience with curriculums, so I can't say this is true for all. I hope to learn more about the various curriculums before I start student teaching.
Jonathan Kozol-The Shame of the Nation Pages 1-108
Quote 4
"I asked her if she thought America did not "have room" for her or other children of her race. "Think of it this was," said a sixteen-year-old girl sitting beside her. "If people in New York woke up one day and learned that we were gone, that we had simply died or left for somewhere else, how would they feel?"
"How do you think they'd feel? I asked
"I think they'd be relieved," this very solemn girl replied"(Kozol pgs. 28-29)
Wow! It is sad to think that to this very day, there are some communities and schools that may have this same opinion that this 16 year old high school girl does. Why is there still racism in our world today? Why can't people see each other as equals or if not respect the fact that we live in the same world and breath the same air? I know our world can't be perfect, but why can't it just make sense? I have even seen certain scenarios in an elementary classroom, where children in a second grade classroom made fun of a child of a certain color. Do they get this from other children? Do they get this from their parents? Can racial segregation ever go away?...... I am baffled!
"I asked her if she thought America did not "have room" for her or other children of her race. "Think of it this was," said a sixteen-year-old girl sitting beside her. "If people in New York woke up one day and learned that we were gone, that we had simply died or left for somewhere else, how would they feel?"
"How do you think they'd feel? I asked
"I think they'd be relieved," this very solemn girl replied"(Kozol pgs. 28-29)
Wow! It is sad to think that to this very day, there are some communities and schools that may have this same opinion that this 16 year old high school girl does. Why is there still racism in our world today? Why can't people see each other as equals or if not respect the fact that we live in the same world and breath the same air? I know our world can't be perfect, but why can't it just make sense? I have even seen certain scenarios in an elementary classroom, where children in a second grade classroom made fun of a child of a certain color. Do they get this from other children? Do they get this from their parents? Can racial segregation ever go away?...... I am baffled!
Jonathan Kozol-The Shame of the Nation Pages 1-108
Quote 3
"They don't have any friends who are white children. When I take them with me sometimes to Manhattan to go shopping at a store for something special that they want or to a movie maybe on one of their birthdays, and they find themselves surrounded by a lot of white kids, many of the younger ones get very scared. It's an utterly different world for them. In racial terms, they're almost totally cut off." (Kozol p. 16-17)
I only have one simple word for this quote, sad! I read this thinking that in 1994, much of our country and schools were diverse. Little did I know! I guess it was different growing up in a suburban town in Connecticut, compared to that of New York City. I would have never thought that a child of color would have found the sight of a person of color scary during that time. This just goes to show that economic status and location play a huge role in what your education could be like. I feel we as teachers need to introduce our students to the world around us. By connecting with classrooms around the world or looking into diversity throughout the schools. Children need to be introduced to different cultures at an early age for them to gain an understanding of how other people/families live their lives compared to their own. Not only will this show children how people differ throughout the world, but also it will help the child gain a better understanding of their own life.
"They don't have any friends who are white children. When I take them with me sometimes to Manhattan to go shopping at a store for something special that they want or to a movie maybe on one of their birthdays, and they find themselves surrounded by a lot of white kids, many of the younger ones get very scared. It's an utterly different world for them. In racial terms, they're almost totally cut off." (Kozol p. 16-17)
I only have one simple word for this quote, sad! I read this thinking that in 1994, much of our country and schools were diverse. Little did I know! I guess it was different growing up in a suburban town in Connecticut, compared to that of New York City. I would have never thought that a child of color would have found the sight of a person of color scary during that time. This just goes to show that economic status and location play a huge role in what your education could be like. I feel we as teachers need to introduce our students to the world around us. By connecting with classrooms around the world or looking into diversity throughout the schools. Children need to be introduced to different cultures at an early age for them to gain an understanding of how other people/families live their lives compared to their own. Not only will this show children how people differ throughout the world, but also it will help the child gain a better understanding of their own life.
Jonathan Kozol-The Shame of the Nation Pages 1-108
Quote 2
"For some reason, children in her class and other classes on her floor had to spend an awful lot of time in forming lines outside the doorways of their rooms, then waiting as long as 30 minutes for their turn to file downstairs to the cafeteria for lunch, then waiting in lines again to get their meals, then to go to recess, then to the bathroom, then return to class. Nearly two hours had elapsed between the time Pineapple's classmates formed their line to go to lunch and finally returned."(Kozol p. 14)
This part of the book where Kozol is talking about Pineapple's class makes me very annoyed. Not only that the children aren't doing a great job with moving from place to place, but the teacher has not taught them anything to help them with their transitioning skills. We can't just yell at a child to do this, or be quiet, or go there. We as teachers, need to, first, lay down rules, second, enforcer those rules, and finally if the rules aren't being followed, then we must teach these children the right way. Teachers lose far to much time throughout the day transitioning from the classroom to other destinations around the school. This is quality learning time. Not only do teachers need to do a better time transitioning their class, but schools must help in the process. Whether it be making another line in the cafeteria so lines will be shorter or changing the schedule a little to allow for this extended transition time. All in all, there should be smooth transitions throughout the day in order to optimize learning for all.
"For some reason, children in her class and other classes on her floor had to spend an awful lot of time in forming lines outside the doorways of their rooms, then waiting as long as 30 minutes for their turn to file downstairs to the cafeteria for lunch, then waiting in lines again to get their meals, then to go to recess, then to the bathroom, then return to class. Nearly two hours had elapsed between the time Pineapple's classmates formed their line to go to lunch and finally returned."(Kozol p. 14)
This part of the book where Kozol is talking about Pineapple's class makes me very annoyed. Not only that the children aren't doing a great job with moving from place to place, but the teacher has not taught them anything to help them with their transitioning skills. We can't just yell at a child to do this, or be quiet, or go there. We as teachers, need to, first, lay down rules, second, enforcer those rules, and finally if the rules aren't being followed, then we must teach these children the right way. Teachers lose far to much time throughout the day transitioning from the classroom to other destinations around the school. This is quality learning time. Not only do teachers need to do a better time transitioning their class, but schools must help in the process. Whether it be making another line in the cafeteria so lines will be shorter or changing the schedule a little to allow for this extended transition time. All in all, there should be smooth transitions throughout the day in order to optimize learning for all.
Jonathan Kozol-The Shame of the Nation Pages 1-108
Quote 1
"The goal was to unlock the chains that held these children within caste-and-color sequestration and divorced them from the mainstream of American society." (Kozol, page 6)
This quote stated a goal that really stuck in my mind and I ended up reading it over several times. The final goal that Kozol is stating came after a long set of goals he didn't want to only happen to help end racial segregation in the schools. The terms caste-and-color sequestration was unfamiliar to me, so I wanted to look further into the phrase. Simply, I found it to mean the removal of the racial segregation. "Divorced them from the mainstream of American society," made me feel like they weren't one of us or part of a whole. Not only in the classroom, or educational "whole," but also in the community, society, and the whole world itself. I liked the goal that was set forth to obtain the finale to racial segregation in these schools. How were they going to obtain this goal? When would it happen? Who would take charge? All questions that I want to know after reading this quote. The words Kozol uses are very intense and leave you to think deeply of each sentence meaning.
"The goal was to unlock the chains that held these children within caste-and-color sequestration and divorced them from the mainstream of American society." (Kozol, page 6)
This quote stated a goal that really stuck in my mind and I ended up reading it over several times. The final goal that Kozol is stating came after a long set of goals he didn't want to only happen to help end racial segregation in the schools. The terms caste-and-color sequestration was unfamiliar to me, so I wanted to look further into the phrase. Simply, I found it to mean the removal of the racial segregation. "Divorced them from the mainstream of American society," made me feel like they weren't one of us or part of a whole. Not only in the classroom, or educational "whole," but also in the community, society, and the whole world itself. I liked the goal that was set forth to obtain the finale to racial segregation in these schools. How were they going to obtain this goal? When would it happen? Who would take charge? All questions that I want to know after reading this quote. The words Kozol uses are very intense and leave you to think deeply of each sentence meaning.
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