While reading Pink’s, A Whole New Mind, I think of the many new inventive ways educators are emerging from classrooms across America. No two are alike. Everyone has their own approach in terms of reaching the students. What works for one may not work for the other.
In terms of relating this to Pink’s philosophy, in some ways many may agree. Moving away from the informational age of the dominance of the left side of the brain to the conceptual age of the right side of the brain is a concept to actual sit back and reflects on.
As silly as I felt when I initially began reading the author’s theory, his views were persuasive in leading me to sway in the direction of his thinking. It was interesting to consider how individuals view situations depending on which side of the brain dominates.
In addition, the symphonic thinker would be successful in today’s society. Having the ability to combine tasks in order for the outcome to be whole, so that the ultimate result becomes the big picture is the goal of many individuals.
Moving from the informational age to the conceptual age will eventually become the new way of the world. Individuals who think outside the box and who are looked at as being creative will be more successful. To have the mindset of an artist or inventor, to be imaginative and resourceful will soon define achievement. As an educator, this may be useful in terms of production within our classrooms and abroad. Our children need versatile ways to view the various situations that are presented to them and those that may have that artistic or dominate side of the brain may have a wealth of opportunities set before them.
Tuesday, September 30, 2008
Tuesday, September 23, 2008
Response to Hirsch
Dr. E.D. Hirsch,
I understand that your basic message is that there is a certain content matter that all students need to acquire uniformly, along with an “objective measurement” indicating whether or not the child has mastered the necessary skills. Realistically speaking, this is precisely the problem in many of the schools in America.
Within multiple schools across the nation, particularly failing schools, teachers are required to “teach to the test” instead of teaching their children lifelong skills through the mandated curriculum. Let’s face it; this is a disservice to the children. Whether or not our children can effectively write a persuasive or speculative essay, will not solidify their position in society. While I agree that standardized tests measure the basic skills that our children should have acquired at a certain point and time within their educational careers, an objective test does not measure whether or not the student will be a successful, productive citizen.
There also seems to be a false assumption that teachers and children can do whatever they want within the classrooms. While this theory would be wonderful it is only a wish. Many schools, particularly schools within Abbott-School districts, have to provide various types of data and measurements indicating the strengths and weaknesses of the child upon entering the classroom and again at the end of the year. This puts extreme pressure not only on the student but the instructor as well. With this said, the student nor the teacher are privy to do whatever they please to within the classroom. Schools are held accountable for failures. The students in New Jersey suffer by risking the chance of graduating and the instructors suffer from the stigmatisms associated with “failing schools.”
I believe children should be treated as individuals. Not all children are on the same level. The skills a 5th grader may have acquired in Millburn may not be the skills a 5th grader may have obtained in Irvington. Even more so, different schools within the same schools district may produce children on various types of levels.
Take the time out to look at the need of the child. Once this is done everything else will fall into place.
Ms. R. Covington
I understand that your basic message is that there is a certain content matter that all students need to acquire uniformly, along with an “objective measurement” indicating whether or not the child has mastered the necessary skills. Realistically speaking, this is precisely the problem in many of the schools in America.
Within multiple schools across the nation, particularly failing schools, teachers are required to “teach to the test” instead of teaching their children lifelong skills through the mandated curriculum. Let’s face it; this is a disservice to the children. Whether or not our children can effectively write a persuasive or speculative essay, will not solidify their position in society. While I agree that standardized tests measure the basic skills that our children should have acquired at a certain point and time within their educational careers, an objective test does not measure whether or not the student will be a successful, productive citizen.
There also seems to be a false assumption that teachers and children can do whatever they want within the classrooms. While this theory would be wonderful it is only a wish. Many schools, particularly schools within Abbott-School districts, have to provide various types of data and measurements indicating the strengths and weaknesses of the child upon entering the classroom and again at the end of the year. This puts extreme pressure not only on the student but the instructor as well. With this said, the student nor the teacher are privy to do whatever they please to within the classroom. Schools are held accountable for failures. The students in New Jersey suffer by risking the chance of graduating and the instructors suffer from the stigmatisms associated with “failing schools.”
I believe children should be treated as individuals. Not all children are on the same level. The skills a 5th grader may have acquired in Millburn may not be the skills a 5th grader may have obtained in Irvington. Even more so, different schools within the same schools district may produce children on various types of levels.
Take the time out to look at the need of the child. Once this is done everything else will fall into place.
Ms. R. Covington
Saturday, September 6, 2008
Hello
My name is Regina Covington and I am an English teacher at Weequahic High School in Newark, New Jersey. At Weequahic, I am the National Honor Society Advisor and was the Senior Class Advisor for the past two years. I am currently in the Educational Leadership program working towards completing my studies by May 2009. For undergrad, I attended North Carolina A & T State University and Kean University. My career goals are to become an English Department Supervisor and/or Vice-Principal. I had the pleasure of developing a curriculum for “Women in Literature” over the summer. Although challenging, I would love to have more exposure in writing curriculums. I do not aspire to advance any further within administration until my children are older. My daughters, Bria and Erica, are my life. All personal interests involve my girls. Dance class, cheerleading, etc… They keep me on the go!!! I love reading all types of literature however, I am fond of novels by Toni Morrison.
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