Part+6

Flash Fiction: Utopian schools are social life tendrils.
 * My Pedagogic Creed:**

John Dewey – founder of the Progressive education movement -Education must begin with psychological insight into the child’s capacities -These powers, interests, and habits must be continually interpreted – we must know what they mean -They must be translated into terms of their social equivalents -The only true educations comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself -The child’s own instincts and powers furnish the material and give the starting-point for all education
 * Article I – What education is:**

In the first article, Dewey describes “what education is” by stating his beliefs. I thought the most significant point was towards the end, when Dewey elaborates on the importance of letting each child “be in possession of all of their powers.” He explains by saying students need to be aware of their strengths and weaknesses and able to effectively use these in order to make it in the real world. If I was principal, I would hold workshops with the teachers in order to discuss ways that the staff can help students realize their talents and potential. Then, I would ask teachers to spend two class periods on discovering or describing strengths and weakness and having class conversations about why they are important and how students can use the information.
 * __Implications__**

--K. McCollum

-Education is a process of living not a preparation for future living -Simplify existing social life to embryonic form -School life should grow gradually out of the home life and it should reproduce activities in ways in which children can learn the meaning of them. -The child should be stimulated and controlled in his work through the life of the community -The teacher is not there to impose ideas
 * Article II – What the School is:**
 * -**A social institution that must present community life

During the second article, Dewey emphasizes the importance of shaping the school into a community environment. One consideration I would have as a principal is making sure the home and school life are cohesive. This will be a difficult challenge since all homes are different and unique; however, I could have a parent-staff evening at the beginning of school year to discuss reward and punishment procedures. For example, Coopersville’s punishment involves a lot of reflection and dialogue with teachers after having misbehaved. Therefore, by informing parents about the school’s practice, they may wish to implement similar forms of punishment in the household to increase the effectiveness of the strategy. Additionally, Dewey believes it is significant for students to interact with one another, or have a common goal in order to bond as a community. As principal, I could make sure that there are numerous opportunities for graduating classes to bond, as well as, the entire school as a whole. I know my school had spirit week during which the various classes, (freshman, sophomore, etc.) would compete against each other for the most spirit points and bragging rights. Our school had chances to ‘bond,’ too; they always hosted holiday parties, dances and other team-effort assemblies to let students know they are a community.
 * __Implications__**

--K.McCollum

-School curriculum should mark differentiation out of the unity of social life -The child’s nature is violated when we introduce them to too many special studies too fast -The child’s social activities should be the center of school subjects -The only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which make civilization what it is -Education must be conceived as a continuing reconstruction of experience -Subjects should be taught according to systems analysis
 * Article III – The Subject-Matter of Education:**

__**Implications**__ With regards to the third article which discusses the subject-matter of education, I found it interesting that Dewey believes that the student should not be introduced to a number of special studies out of relation to their social life. I am still confused as to what he is trying to say exactly, but it made sense-kind of. I think that as a principal applying this advice I would tell my teachers to make learning relevant. I would say that they need to find—and explain—the reasons why learning the information is important, helpful, necessary, etc. I thought Dewey was trying to express that students won’t remember what one teaches if they aren’t convinced as to why they should learn it. However, I am concerned to what extent Dewey wants teachers to interpret the advice. If teachers chose to only expose students to subjects that relate to their social life, they could be preventing them for expanding their ideas and opinions. After all, what is the social life of the average 8th grader? It certainly isn’t politics, Shakespeare, quadratic formulas, or chatting with their friends about ecosystems. Therefore, it is our jobs to broaden and push their social lives to include other topics worth conversation and interest.

--K.McCollum

-Expression comes before conscious impression -Conscious states tend to project themselves in action and that is why student should be active learners -Interests are the signs and symptoms of growing power -These interests are to be observed to show where the child is at as well as their zone of proximal development -To repress interest it to suppress initiative and deaden interest -Emotions are the reflex of actions and emotions should not be accessed without action
 * Article IV – The Nature of Method:**

I agreed with Dewey’s remarks expressed in article four in which describes his beliefs on the nature of method. He states that students are passive learners because that is what the environment asks them to be; they are placed in a role of absorption. In addition, Dewey believes that physical motions precede conscious movement and that teachers should be aware of this critical link between movement and learning. As a principal, this information would make me curious to see what the environment of my teacher’s classrooms. Thus, I would conduct several observations to determine record the type and frequency of teaching strategies being used. Then, I would host meetings with teachers to discuss the strengths and weaknesses of their teaching methods. I realize some classes will have more independent and quiet –oriented work, such as English; however, science, history and math classes have some exciting alternatives to just using textbooks. Furthermore, I would ask teachers how they are incorporating student interest into their lesson plans. If teachers seem to have weak connections or exhibit little effort, I would place them with a ‘buddy teacher’ who would be able to give suggestions about how to include student interest. Perhaps I would have to create some type of teacher ‘campaign’ to reinforce the significance of student-centered and interactive learning.

--K.McCollum

-Education is the fundamental method of social progress and reform. -In the ideal school we have the reconciliation of the individualistic and the institutional ideals -School is the primary and most effective interest of social progress and reform -The teacher is the social servant that sets apart for the maintenance of proper social order and the securing of social growth.
 * Article V – The School and Social Progress**

-ashley gwinn (summary)

__**Implications**__ The last article emphasizes the imperative relationship between school and social progress. I agreed with Dewey’s belief that education is essential to purposefully organize and create our future, instead of just letting society ‘haphazardly’ form itself. He continues to highlight the significance of teaching students social values which will translate from the classroom to the real-world. Being a principal, I think it is important that every school stresses and enforces values which are crucial to a productive society. At Coopersville, students are rewarded for being responsible, respectful and positive; as well as reprimanded for participating in the latter behavior. This is a good way of teaching students values though everyday application and reinforcement of positive social behavior. However, Dewey did have one belief that I as principal may have trouble enforcing. He believes all teachers should ‘realize the dignity of their calling’ and should act as a social servant to students and role model of appropriate behavior. From my few weeks teacher assisting, I have learned that many teachers dislike their career choice and would never consider their title as one of dignity. These types of teachers feel their jobs are too stressful, unworthy, unappreciated and not respected. I could try to give incentives or pleasant surprises to remind teachers of how important they are to the community as a whole, but individual attitude will most likely override my attempts. Thus, when hiring, it may be beneficial to let teachers know they will receive feedback about their attitude towards teaching as a way to maintain positivity and hope which are obvious characteristics students pick up on while in the classroom.

--K.McCollum

Believing:

John Dewey presents some interesting points on education. Education is an active process, like he states in the article, and students learn through the reactions society gives them. Students need this interaction with their teacher in order to learn the material in the classroom. If a teacher fails to react to the student’s understanding of the material, the student is left in the dark wondering if he or she actually understands the information. Dewey stresses the importance of using students’ natural abilities in the classroom. It is important for teachers to know their students’ strengths in order to help the students excel in these areas. Teachers must understand the student’s society in order to know the full potential of the student’s strengths. Education has to be relatable to the students for real learning to take place. As adults, people do not go searching for random useless information to fill up their minds so why does the education system present the material in this manner? Students leave classrooms believing that they have only learned the information to jump through the hoop towards graduation.

-Katie Reilly

Chapter 35- Doubting Lens Article 1 I disagree with the notion that “the only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself” (215). We have spent a considerable amount of time the past few weeks talking about the benefits of spending time memorizing facts and skills so that our brains can spend less time focused on the process and more time on the deeper level knowledge. We must set the foundation before we can build the skyscraper, each is important in its own regards. Article 2 “Education is a process of living and not a preparation for future learning” (216). Really? I understand that schools need to lay off the heavy emphasis on it being a prep or step into getting into college because by saying that, we exclude those who do not wish to go there. To refute the claim of what he thinks education is, in recent years (past couple of decades rather) schools have replaced classes which teach life skills in change for those AP classes. I agree with the concept but what is it worth teaching for the now if we don’t prepare students for the future? Article 3 “The true center of correlation on the school subject is not science, nor literature, nor history, nor geography, but the child’s own social activities” (217). Wrong. The true correlation is the students’ readiness to enter the real world: knowledgeable, prepared, and confident. Under the pretenses of the previous claims and articles, I feel that Dewey would relate the subjects to the causation of the child’s own social activities since school in primarily only an agent to encourage and promote the child’s social growth. Article 5 “it is the business of every one interested in education to insist upon the school as the primary and most effective interest of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task” (220). If this is the true nature of the educator, then not only are we failing the students, the universities are failing in their education programs. Thus, at some point the United States Education System has in fact determined that there is higher value in the educating of students versus the social growth. -Derek Boillat

//**Were we supposed to only respond to Chapter 35?**// I apologize for the confusion. I only had time to do Chapter 35 at the time. I am doing all of them now.-ashley gwinn ** 36. Rogers **

**Summary 36 ** The experience of the complexities bottled in the present moment ceases to exist, in its most primal warm-blooded form, when thinking about experiencing the present moment supersedes the actual experience. This teacher is overwhelmed and feeling as if teaching is useless and school items learned and assessed are useless. Meaningful information learned and absorbed is not believed by this author to come from school. Conclusions are seen as irrelevant to education because students learn nothing from coming to conclusions. Diplomas should not be given out because they mark the end of a process that should be lifelong.

-ashley gwinn

**Implications Lens**

In regards to Rogers thoughts on teaching and learning, I feel that as a principal I would have little reason to share his beliefs with my staff. Since most teachers, especially those who have been in the profession for years, seem to lose hope and feel depressed about students’ learning I would not want to expose them to Roger’s beliefs. Rogers discusses how nothing significant can be taught; and, although it may make sense that students must experience things or certain situations in order to learn, this viewpoint would be incredibly disheartening to my staff. My goal as principal would be to encourage my staff to find new, challenging ways to teach their content and remain hopeful each year that they can teach a student who seems impossible to teach. However, his insights about why people choose to learn may be helpful to share. He discusses how he only learners when he feels that the material will have some sort of influence of his behavior, if it is rewarding, or if he feels personal interest in the topic. Perhaps, I would have my staff write first about what makes them want to learn and brainstorm ideas. Then, I would share Rogers feelings about learning and ask them to think about these concepts when they are lesson planning and teaching. If teachers create an environment and reasons for why students should learn, they might be able to reach more students. Additionally, Rogers says that he learns more when he states his own uncertainties to gain more meaning to the learning experience. This reminded me of last class period when we all had to draw how the planet experiences seasons. I am more likely to remember the information because I had to think about it first, and then learn the correct information; I tied more meaning to the exercise. Teachers may want to utilize these kinds of strategies to teach difficult material, or material most students //think// they know.

--K.McCollum

Believing:

Carl Rogers makes a good point about teaching where he discusses how learning happens through experience. Teachers need to remember that they are not simply messengers with the task of handing out information to students but are life-long learners committed to expanding their knowledge on a daily basis.

-Katie Reilly

36- Doubting Lens For the very reason that Carl Rogers states he has lost interest in being a teacher, I feel that there is little to pull away from this article. Rogers was a brilliant man and in fact did much for the education field, but his self-discoveries seem primarily subjective and detrimental in a lot of ways for upcoming teachers (mainly for a college of education development program). His conclusions seem illogical and I understand that he states that the conclusions only would come about if everyone came to rationalizing the way he does (thankfully they will not). The one line that I think is the epitome of his shortcomings is “We do away with teaching. People would get together if they wished to learn.” However, even if that was the case, teaching would still take place. Someone would always know something you don’t, and they would shed that informational light upon you, brightening your knowledge. -Derek Boillat

** 37. Boyer **

**Summary 37 ** Everything is one. Connections should be encouraged not discouraged. The life cycle should be the core of the curriculum. It would encourage students to reflect on the mystery of birth, growth, and death. The language through which every subject is communicated should be studied and celebrated. Studying language will also lend itself to teaching students to consider the ethics of communication. Language needs to be regarded as powerful and sacred. To be truly educated means being sensitively responsive to the universal language of art. All subjects should be taught interrelated. A truly educated person will see connections by placing his or her life in time and space. We all belong to many groups. Exploring their history and functions helps students understand the privileges and the responsibilities that belong to each to us. Students need to understand the work put into producing the commodities they use and consume. It is in the understanding of the work put into everything that students will gain respect for people and things around them. Children need to be reconnected with the natural world around them. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">All students should complete a service project. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">We are all connected.

<span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">-ashley gwinn

**Implications Lens**

I think Boyer’s beliefs touch on ideas we as a class have discussed all year. Boyer believes it is important to use broader concepts—such as human commonalities—to teach material. He argues that an educated person recognizes how information relates and connects to various aspects of human life. As a principal I would want to remind teachers to think about these human commonalities when they are teaching. In relation to Rogers’ beliefs, it is significant for the learner to feel interest, or recognize the justification for why they are learning the material, in order to better absorb and understand the information. Furthermore, if my staff teaches in a matter that highlights the importance and human commonality aspect of the material, students will make more synaptic connections. By students creating more connections, they may notice and comprehend the interrelatedness of the diverse topics.

--K.McCollum

Believing: This article stresses how everything is connected. An educated person needs the skill base to connect information so he or she can recall information in a more fluid manner. Carl Rogers brings up the gap between ages in society. People of different ages should be interacting more on a daily basis. Young people can teach older people skills that would not come easy to them as well as the older people can teach the younger people talents that have been lost through time. Boyer’s main point of “reconnecting children to their general curiosity” is something all teachers need to strive to do in their classrooms. The “why?” questions may be tiresome at times but it is important that teachers answer these questions with enthusiasm. Students need to know they can question the world around them. -Katie Reilly

37-Doubting Lens This topic seems too controversial to be openly talked about in schools. There are too many forms of thoughts regarding the importance of life, birth, and death and the implications that would follow. People can’t even seem to agree on what is the best nutrition for the body (Food groups, Vegetarians, fears of Carbs). I disagree with the view of language as a powerful and sacred trust. Rather it is merely a tool to communicate with other, we use it, animals use it, and technology even uses it. It is not some sacred club with limited members who are careful of what they say, it is a mode to tell someone “that’s dumb” “You’re boring” “Text me”. I get where the author was trying to go, but I don’t see what he does. Times have changed; language has changed. Plus he forgets one of the most powerful forms of language, Physical/body language. But that’s a different story altogether. This section went from right on track to forced child labor in a matter of sentences. The ethics behind making a student who defaced a desk go to a dangerous factory for three days when they could be in school learning seems, at best, borderline ridiculous. Though it would be beneficial, I can’t see this holding up in America (China already is onboard with child labor so of course it could happen there…just saying). -Derek Boillat
 * 1) The Life Cycle
 * 1) Language
 * 1) Work

** 38. Baines and Foster **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary 38 ** <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Public schools stand at the epicenter of four trends: delocalization, disintegration of capital infrastructure, taxpayer angst, and historic governmental deficits. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Public schools should be common schools that function as the center point of the community in which they are located. Students should be educated in the area they live by educators that live in that same area. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Perhaps a more appropriate model for American education today is not the common school, but the gated community – and the barrios developing just outside its walls.

<span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">-ashley gwinn

**Implications Lens**

The authors discuss how public schools are dying and “some fifteen million students…no longer attend the neighborhood school” (233). As a principal, I would bring this short article in for my staff to read before the school year. I would ask what they think of the article and their memories of attending public school. I would ask my staff to think of ways our school could combat these issues. It is important that public schools have a majority of the neighborhood community children; this is the way school introduces students to different people and unique ideas. Each child that attends a specialized school takes with them their knowledge, insights and ability to shape our school’s community. I would ask teachers to think about ways they could positively talk about public schools to the students, as well as parents. As principal, I believe it would be my job to make several public appearances and take every opportunity I had to encourage parents to keep their son/daughter in public schools. I would try to find various forms of media which could display staff and students positive and helpful behavior as a way to remind the community about the rewards of attending public school.

--K.McCollum

Believing: This article represents the trend of students choosing private or home schooling over public education. Public schools need funding. It is a simple problem with no easy answer. The article stresses how as education moves towards charter, private and home schooling that education is losing its equal opportunity status. Is it fair that students from lower economic status should receive a poor quality education because their parents cannot afford to send them to private school? This movement towards privatization of education goes against the idea of having education for everyone. -Katie Reilly

38- Doubting Lens Localization of schools and School of choice, though brilliant in its idea, seems problematic to the educational system. For starters, it takes away from the uniformity of schools (a point that the author states is for the better). However, how would schools be held accountable for teaching students to certain standards (even though I am the doubting lens, that sentence seems a little dark!). Schools of choice would also help schools like East Grand Rapids, a school most would like to go to, while at the same time, all but ending schools like Union who do not have the financial success to compete with EGR. There would be no room for helping schools succeed. Public, neighborhood schools need to exist. The charter schools, though great in their own regards, are not possible for everyone. The first thing to consider is the money to attend. The second, transportation would be a factor. Most of my students walk to school. They live in the neighborhood that the school is in, the spend time there in the evening and the school is seen as a safe haven for students to meet with friends at different hours of the day. What are the implications then of removing these schools?

-Derek Boillat

** 39. Damon **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary 39 ** <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">There is a large overhanging question of wondering whether or not schools should participate in the moral education of students. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Many teachers and administrators are afraid to call a child out on their wrong behavior by saying that it was immoral. This fear stems from a false belief that labeling a behavior as wrong will hurt the student’s self-esteem and blemish their self-image. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">However, adult expressions of clear moral standards are precisely what guide character formation. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teaching moral standards opens up the door to explore world philosophies about character formation. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">For a student to render a deep and lasting understanding of the moral implications of a specific action like cheating, the value held and reasons behind it must be explained and taught by a multitude of people in the student’s life. Parents, teachers, and coaches must all help to educate students in this manner.

<span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">-ashley gwinn

**Implications Lens**

Damon discusses the importance of character education; and, ironically enough, this is something my classroom management course discussed the previous week as well. I agree with Damon’s argument and as principle I think it is imperative to have staff determine a list of character traits they believe are necessary for future democratic citizens. After the list is completed, I would ask staff to come up with ways to incorporate character education into their lessons, or give suggestions as to how we could encourage these types of behavior. How can we reward students who exhibit these behaviors? How can we lead students to exhibit or value these behaviors? How do we discipline students who show no value or respect for these behaviors? Once a system is in place of examining, teaching and rewarding positive character traits, monthly meetings or correspondence will give teachers the opportunity to have a quick reflection of the system. They will write or discuss suggestions for improvements, aspects to omit and the techniques which are truly working to instill quality character in all students.

--K.McCollum

Believing:

William Damon talks a lot about how the worry of student’s self image is hindering the school’s responsibility to teach moral values. Education needs to reflect the moral values of the society the students are living in so that they are prepared to be citizens of that society. The stealing example within this article where the student was not punished directly for stealing is a great example of how schools need to be able to punish their students for misbehaving in accordance to society rules. A student needs to know the right and wrong so that when they leave the school building they are not struggling to figure out society but already have a working knowledge on how their society functions and how they should behave within their society.

-Katie Reilly

39- Doubting Lens We just had a talk about the topics of this chapter in one of my other classes: Is it the responsibility to teach character in schools. The answer to that is no. It is not for the educator to decide what the students believe to be wrong or right. There are way too many schools of thoughts on morality and we are a school where students come to learn. We have the obligation to set rules in the classes which may promote an educational set of morals such as respecting others and no bullying.

-Derek Boillat

** 40. Strike **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary 40 ** <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Ethical questions cannot be answered with facts alone; that is why teaching ethics gets muddled. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">If grades rewarded effort instead of successful performance overall class achievement would be enhanced. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">People are of equal worth and, as a consequence, everyone’s happiness is to be valued equally. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">When is it permissible to violate a person’s rights in order to produce a better outcome? <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Ethical reflection helps us to understand how to make more responsible choices.

<span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">-ashley gwinn

**Implications Lens**

The chapter discusses the importance of ethical reasoning and how it can be applied to teaching. Strike argues that ethics are relative and there are many situations which arise while teaching that fall into ‘grey areas’ of what is the right or wrong thing to do. As principal, I would talk with my staff about this issue during their hire. I would ask them “What kind of ethical issues do you think would arise due to your teaching or grading style?” and “How would you support or defend your decision?” I believe it would be important to pose these questions before their hire to ensure that my future staff members are aware of the possible ethical issues. Also, I would want to know how they would handle dealing with unsatisfied and anger people who felt their practices were not fair. Furthermore, I would ask staff to create discipline and grading policies with 3 to 5 facts/ reasons that support their philosophies. For example, a teacher could believe in grading students based on effort and list facts from academic studies that prove this type of assessment helps student performance.

--K.McCollum

Believing:

Kenneth Strike reminds teachers that their profession is full of ethical issues. Teachers need to make tough decisions about ethics on a daily basis within the classroom. When debating ethical issues teachers are advised to look through a benefit maximization lens and principle of equal respect of persons lens. Teachers should consider their whole class when figuring out how to deal with an ethical issue. The decision should benefit as many students as possible to ensure fairness and equal learning opportunities in the classroom. The second lens requires teachers to create equality within their classrooms. Each decision on ethics will have consequences for the classroom so it is important for teachers to examine the pros and cons of their options before making a decision.

-Katie Reilly

40-Doubting Lens One issue to consider within this article is under the section “Ethical Reasoning”. It states that if a teacher punishes the class based on the behavior of an unknown few, then that teacher is breaking ethical reasoning. False. That teacher is following the Positive Classroom Management strategy in which the class earns bonuses and penalties as a whole. There is some value in this because it asserts peer pressure to do the right thing over the “illusion of control” the teacher thinks educators have. If a particular student is continuing to be an issue, they can be placed in omission training, but I in no way see how this breaks ethical reasoning “You win as a team, you lose as a team”. -Derek Boillat

** 41. McDaniel **

**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summary 41 ** <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 1: Thou Shalt Not Worship in the Classroom <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Public schools must remain neutral in religious matters. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">1) not have a religious purpose <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">2) not have the primary effect of either enhancing or inhibiting religion <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">3) not create “excessive entanglement” between church and state <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">courses may be offered in comparative religion <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 2: Thou Shalt Not Abuse Academic Freedom <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers may discuss controversial issues in class if they are relevant to the curriculum. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers may discuss current events, political issues, and candidates as long as neutrality and balanced consideration prevail <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers have some control over school-sponsored publications and plays. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers cannot use any teaching method they want. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 3: Thou Shalt Not Engage in Private Activities That Impair Teaching Effectiveness <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers may belong to any organization or association <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">A teacher my write letters to newspapers criticizing school policies unless it can be shown that such criticism impairs working relationships. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers cannot air private grievances publically <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 4: Thou shalt not deny students due process <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Punishments cannot be excessive <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">When students are expelled they need to be provided with a specific list of charges <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Students with special needs have an added measure of due process protection <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 5: Thou shalt not punish behavior through academic penalties <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">A diploma cannot be denied to a student that fulfilled the requirements <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Grades cannot be reduced for disciplinary purposes <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Lowering grades for absences is questionable legal practices <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 6: Thou Shalt Not Misuse Corporal Punishment <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Punishment must never lead to permanent injury <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">The punishment must not be unreasonable <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Punishment must not be motivated by spite <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">The punishment must not ignore personal variables <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">The punishment must not be administered with inappropriate instruments or to parts of the body where risk of injury is great <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 7: Thou shalt not neglect student’s safety <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Establish and enforce school safety rules <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Be aware of district safety rules <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Enforce safety rules when violations are observed <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Provide a higher standard of supervision when students are younger, disabled, and/or in a potentially dangerous activity. <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Teachers need to learn first aid <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Substitute teachers need to be alerted of students with any unusual medical problems <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Be where you are assigned to be <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">If you have to leave a classroom make appropriate arrangements <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Plan field trips with care <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Do not send students on errands off campus <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandments 8: Thou shalt not slander or libel your students <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Avoid vague or derogatory terms on permanent evaluations <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Say or write only what you know to be true <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Communicate judgments of character only for people who have the right to know <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 9: Thou shalt not photocopy in violation of copyright law <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Make a single copy for class <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Make only one copy per student <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Copied tv shows can only be kept for 45 days <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Commandment 10: Thou shalt not be ignorant of the law <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Sign up for a course in school law <span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">Explore state department of education resources

<span style="display: block; font-family: 'times new roman',serif; font-size: 12pt; text-align: left;">-ashley gwinn

**Implications Lens**

McDaniel reveals the Ten Commandments that teachers must follow and the relevant court cases which give examples of inappropriate behavior. I felt most were common knowledge and that my staff would know they should not engage in those misbehaviors. As a principal I believe I would have to talk with my staff about the Commandment Thou Shalt Not Abuse Academic Freedom. I know that as a student I have had many teachers try and push their values on their students or act as advocates for their beliefs. I want my staff to know that as teachers they have the responsibility to stay neutral and merely be a guide and resource for learning. They are to present factual and correct information and let students construct meaning from those ideas however they see fit. Additionally, this would decrease many parent complaints who may find the teaching of certain concepts or ideas inappropriate due to the teacher’s spin on the subject. By ensuring teachers take no sides, or try to convince and recruit students to absorb their opinions, my teachers can create safe and unbiased learning environments.

--K.McCollum

Believing:

The last commandment discussed in this article stresses the importance of knowing the first nine commandments. Teachers have to know what is allowed and what is forbidden within the classroom. This is not only a job security issue but is important because of the influence teachers have on students. Most classroom settings give teachers the power over the students and with great power comes great responsibility. The commandments Thomas McDaniel writes about in this article show teachers how not to abuse their power in the classroom.

-Katie Reilly

41-Doubting Lens The first thing that troubled me in this article was the format in which it was written, didn’t appreciate it. On a different note one thing that caught my eye was in “Commandment V: Though Shall Not Punish Behavior through Academic Penalties”. First, students who have broken rules should be punished from receiving their diploma and walking in graduation. Although they have completed the necessary Academic Requirements needed to receive their diploma, if they owe the school, let’s say detentions, they still have not completed their overall duty to the school. It is the same thing for students not being allowed to go to school dances if they have had behavioral issues leading up to it. I did however find it interesting that you cannot reduce a student’s grade for an absence plus give them a 0 on any missing work from that day…if only I knew this earlier. Lastly, the Corporal Punishment laws seem insane. At no point should a teacher ever harm a child (see articles on why Spanking a child is detrimental to the relationship). -Derek Boillat

“Thou Shall Not Slander or Libel Your Students” **What happened?** Since the start of school, I have stopped going to the teacher’s lounge for lunch. It is utterly depressing to hear teachers demean students over and over again. I now prefer to hang out in the student cafeteria and sit with my students. I have heard teachers call students stupid, give them inappropriate nicknames, discuss their inevitable failure and talk about how they don’t want them in their class for another second. I have heard teachers make fun of student’s culture, language abilities, reading abilities, and more.

**Why did it happen?** I think it happened because teachers are looking for an outlet to vent their many frustrations. It is easy to lose control when a student acts out and to then take that frustration to the teachers lounge. But what is actually causing that student behavior that makes a teacher feel it is okay to slander them? I think it is a vicious cycle. Teachers that I have witnessed this semester have failed to establish classroom rules, they get mad when students “break the rules” that were never clearly established, and then they slander or demean the student that breaks the rule that was never established. This cycle needs to be broken.

**What does it mean?** I believe it means that moral is low. Moral is low not only at the individual level, but also at a school wide level and within the education system as a whole. Teachers are underpaid, under-respected, and over-worked. Teachers have also experienced a great loss of autonomy. These issues are by no means an excuse for this type of demeaning behavior but it helps unveil why there is a lack of positive and optimistic behavior. I also believe it is a natural human trait to vent people that are in a similar predicament. It may seem natural for teachers to let off steam to their colleagues but this kind of negative behavior can lower the already low morale. Not to mention that teachers with this type of mindset most likely have not established a caring classroom community. If teachers are demeaning students during their lunch periods, how can they go back to the classroom and have high expectations and positive learning environments?

**What are the implications for future practice?** If I were teaching at a school where the moral is so low that teachers are openly demeaning students, I would try my best to increase moral. I would not join in on the conversation and instead would try to offer some positive characteristics about the student being mentioned. I think a positive atmosphere can be established among teachers if they are being held accountable by an authority figure. The principal can discourage this kind of behavior by incorporating it into professional development. I also don’t think it would be a bad idea for teachers to go through sensitivity training. It is my belief that teachers cannot be effective if they are not passionate and caring towards their students.

-Kelsey Curlett **What Happened**: Since the beginning of the year, my students have been told that if they do not have their homework from the previous night completed, they must finish their worksheet in the hallway and wait there until the homework has been graded. My CT bases homework grades on both correct answers and participation, so if a student corrects his or her answers in red pen and shows that they were paying attention, he or she receives full points. The students who don't finish lose the ability to get full points for participation on their homework and get a five minute lunch detention. Students in my classes are consistently not completing their homework, but they are usually pretty good about owning up to not finishing their assignments before we start correcting. On Friday, however, we were halfway through checking a worksheet before it was called to my attention that several of the students hadn't finished their work and were filling in the answers that other students were giving. Essentially, they were cheating, and they knew it. All of the students received a lunch detention and were repremanded by my CT, who was appalled that so many students could be so dishonest.

**Why It Happened**: As sixth graders, my students seem fairly oblivious to the idea of being morally wrong. It's not that they're bad kids, they just aren't being taught proper behavior or moral standards on a regular basis. I don't want to place all of the blame on their parents, but it seems that the students feel that they aren't truly responsible for their incomplete homework and feel that cheating is acceptable as long as they don't get caught. Because no one has explained why this is bad, they probably haven't really thought about it much. Some of the students, of course, know that what they are doing is wrong and do it anyway, but the others just don't seem to know better.

**What It Means**: These students need to be taught not only that cheating is wrong, but also why it is wrong and what can happen to people who cheat later in life, perhaps through examples of plagerism. They need to have this knowledge reinforced in both school and at home, where a good sense of morals should be upheld. Parents and teachers need to communicate about problems such as these to help bring to light the specific morals that need to be taught or retaught.

**Implications**:When I am a teacher, I will make sure to establish rules about what cheating is and what will happen if it is detected to help deter students from trying it in the first place. If students still try to cheat, I will hold a conference with the student to talk about why they felt that it was OK for them to do something so morally beneath them. If the offense was minor, I will explain to them further what could happen if they are caught cheating, and if the offense was more extreme, like cheating on a test, I will follow through with the consequences established at the beginning of the year. To make sure that morals are being enforced at home, I will send a newsletter home to parents, discussing problems such as cheating that are occuring in the classroom to help encourage discussion among parents and their children. I will also make sure to discuss morals in class, perhaps working into a lesson plan with a book or other work.

- Kristy McPherson


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">What Happened **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: Last Friday I had an opportunity to attend a professional development in-service day at my school, Cross Creek Charter Academy. During the professional development session the principal discussed the implementation of the new grading system that the school would be transitioning to for next year. The system follows a four point grading scale where the grade for each content area is a result strictly of summative assessment performance. Homework will affect only the work ethic and moral focus grades, which are also graded on a four point scale.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Why It Happened **: The new grading system was established to give parents a better snapshot of student performance and better reveal students’ true performance. National Heritage Academies is a for-profit charter school company that actively seeks efficiency and effectiveness. It is the company’s belief that this new grading scale will make grading simpler for teachers, while increasing the effectiveness of overall instruction within the school.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">What It Means **: This means that the 5 letter system that students, parents, teachers, high schools, and colleges have known and participated in for years is now finding an end in various districts and areas around the country. Grandville High School for instance, is currently working on transferring to a similar scale. Perhaps schools like NHAs will become a de facto testing ground for larger movement. As assessment and standards-based education become concreted into the American landscape, it is likely that even more change is on the way.

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**<span style="font-family: 'Arial','sans-serif';">Implications **: This change will have huge implications on all aspects of the school. Students will likely struggle with finding their comfort zone within the new system. Students who consistently received A’s will likely be frustrated when they are only earning threes on a four point scale. Parents who grew up with the traditional letter grade system will likely have a difficult time interpreting their child’s grades. The teachers at the school have already vocalized their frustration with the new system. One teacher even commented that this was just another “poorly constructed educational fad that will be gone in a few years.” Whether teachers embraced or commented that they had “seen it a million times” there were numerous questions on WHY? I think that grading is a cornerstone of our current education system and having an opinion on the purpose of grading is an essential foundation to being a teacher. It is time that we as educators ask the bigger questions: Why do we assess? What is the purpose of a grading system? Is the current system fair? Is it accurate? What can we do to make it better? Is grading necessary?

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">-Aaron Noordhoek