Inquiry Project Events

During the course of the semester, I volunteered by tutoring Italian II to a student. I was surprised how far behind he was for the course, since he had not even mastered basic skills in Italian I. It was impressive to see his progress during the time that I had helped him, which was almost once a week. Although he did not manage to get better than C+ on the tests each week, his teacher allowed anyone who did not to take the test over again the following week. We would work on what he missed on the previous test which would prepare him for the retake, and he generally got B+ on those tests. It was a good experience and it felt good to know that I was able to help.

For one of my community events I attended a high school football game. I have pictures, but I'm not computer literate enough to figure out how to put them up here! Perhaps they will make their way to the poster! It was interesting for me, because I had not gone to a football game since I was in high school about five or six years ago, and I was never one to be involved in my school community. The most interesting part about going to the game was that the bleachers were completely segregated. Not by race, but by age! The students were on one side and the parents sat on the other. I was informed by my younger sister that it was not appropriate for me to be sitting with the students!

The other community event I attended was a concert performed by the Newark Boys Choir on December 16,2007. The Newark Boys Chorus School is a private school in Newark, NJ. They have performed in numerous venues, and have even been on Good Morning America! They sang a diverse repertoire, including African folksongs, traditional classic music, and jazz. I would recommend everyone to go see them if they have a chance!

Lastly, my experience at Newark Arts High School was quite an interesting one. Originally, I had not gotten in touch with my cooperating teacher, Richardson. Stressing out because it was the last week of classes, another dance teacher had sent me an email saying he would be pleased to have me come and observe. I sent him an email saying when I was going to come, and if there were any problems to contact me. I was excited and looked forward to seeing a dance class in a public arts high school. Unfortunately, when I arrived, I was informed that it was a "B" day and that teacher was not there! The original teacher I was assigned to observe was there, but she acted like she had no idea who I was! It took a while for us to finally get into a class to observe, which was quite frustrating. I didn't get to see a dance class, because the dance teacher said it wasn't a good day for me to observe. My partner and I ended up with an English teacher, Mr. DeSousa, who was fantastic! Unfortunately, my inquiry topic question had to do with the arts, and I would've liked to have visited that classroom. It was definitely an experience though!

Inquiry Project

I feel like I haven't blogged in a while. And I am feeling really uneasy about this project, as the semester is almost winding down! I can't believe this semester has flown by. Is anyone else feeling stressed about this project or am i just crazy?!

Ed.gov Disappointment

Although our assignment for class is to blog about anything we have read on either ed.gov or edlawcenter.org, I want to blog about something I did not read. Ed.gov has a ton of information in basically anything pertaining to education, whether it be for parents, teachers, administrators, or students. There are a variety of articles regarding education, a toolbox for teachers, and information for parents. I browsed through looking for the teacher's toolbox and different resources that are available to teachers. I was extremely disappointed to find NOTHING on dance education. As a future dance educator, I feel that dance is important to instill in students, whether it be about the history of dance or a dance lab. In general, I do not find much information on dance education, but I thought that with all of the information on ed.gov, they would undoubtedly have something. Movement and the arts is so important for children, and I have stressed it several times in my different blogs. Some children may not be able to express themselves like they can through dance, and it is disappointing dance is often left out of the curriculum and government websites, since it is often seen as an "unimportant" subject. So, in terms of the teacher resources, unless it is pertaining to working with students, parents, and administrators, I did not find that website as helpful as a teacher of a different subject might find it.

Observing for Inquiry Project

So I have come up with a few different questions for my inquiry project as listed in my previous blog. While I liked the idea of how the arts play a role in standardized test scores, I don't think that I will be able to get enough of my research from observing, nor do I think I will have enough to write about for at least eight pages! So, over the course of the day I will think about which of the topics would be the best to choose for this project. I also had another idea/question. I was thinking about how curriculum from other courses are incorporated with dance. More specifically, how do dance teachers incorporate what students are doing in math or history with dance. Another idea is what kinds of teaching methods to dance teachers use in a public school dance class. In a studio, there is no curriculum and it is purely a "dance lab". In a public school, teachers will have to follow a curriculum, administer exams, and get students to work in groups and alone to name a few.

Going a little off topic, I feel really overwhelmed by this project!!! I have all of these ideas, yet I'm not sure if I am on the right track, and which of the questions I would like to answer.

Getting back, observing in class last week was helpful for my upcoming visit at Newark Arts High School. It made me realize how different I see/observe from other students in my class. It is important not to be subjective, and write everything down that I hear, see, smell, etc. in the school as a whole. I will note everything I can, use the report cards, and even teacher/ student interviews to help me collect the information I need for this project.

Narrowing the Curriculum?

After reading Narrowing the Curriculum, I was not surprised by the facts illustrated. It spoke mostly about how many schools have had to cut out physical education, art, and music among the few from the school day in order to have more time for math and reading. This is done to boost the scores of standardized tests, so that those schools receive ample funding under the No Child Left Behind Act. I have many negative feelings about this act, as it impairs schools rather than helps them. The schools with adequate progress continue to strive, while the schools who do not score high enough are penalized and continue to be in a slump.

In the October 15, 2007 issue of Newsweek, there was an article entitled, "To Catch a Cheat", which opened my eyes to a whole other issue. Its sub headline reads, "The pressure is on for schools to raise test scores. Some, it seems, are willing to resort to anything". It tells of teachers, principals, and administrators who help students cheat on standardized tests. In 2005, 700 schools had suspicious test scores! I was really surprised to read about this, and it is something I never would have thought goes on. It is an interesting article, one that I would recommend for all to read!

http://www.newsweek.com/id/42454

Inquiry Project

As a dance education major, there are many aspects of the arts which I am curious to research and learn more about. Since MSU is the first college in New Jersey to offer this as a major, most teachers are not specifically certified to teach dance. As of right now, there are not too many schools in New Jersey offering Dance as a course. I am curious to see how many do in fact offer it, and if any are planning on beginning a dance program. Generally, the arts is often one of the first subject areas to get cut out of a school's budget. The fact that it is not offered in many schools and may be eliminated due to school budget, boggles my mind. Aside from all of the positive things dance teaches children, it needs limited funding. A room, music, and teacher are all that are needed.

Martha Graham stated, "If I could say it, I wouldn't have to dance it". This quote from a famous modern dancer sparked interest for me to research more about the importance of dance education in the lives of children.

Some other questions I have thought about:

• How do the arts impact standardized testing scores?
• What challenges do dance teachers face dealing with children of disabilities?
• Why are males less likely to participate in dance and what can be done/ how can the course attract males to participate?
• How do children who participate in the arts compare to children who do not? (academically-overall outcome)
  
• Can the arts help motivate children to learn?
• Are critical thinking skills developed by participating in the arts?

As I think more about this project and dance I will post more questions that I think about!

Security in Schools...Is it Enough?

Another school shooting, and even once is too many times. Since this past shooting though, I have heard a lot of different discussions about what should be done in the future when this happens. Both the Jersey Guys (101.5fm) and a tv morning talk show brought up the question, "When will teachers be carrying guns?" Another thing mentioned was a need for national security requirements. Personally, I don't think that teachers will carry guns. How would that be promoting a safe environment since there are "whacko" teachers out there. Let's face it, there will always be violence in our world, and it may not ever be likely to ensure every student in the country that he or she is safe from this. Also, if our schools aren't run by the federal government, I can't imagine there being a federal security requirement. The Jersey Guys also brought up that when "Code Blue" was announced on the P.A., many ran instead of going into lock down, which brought up a lot of discussion as to whether people should be required to stay locked down in a classroom or run. I know that if I was ever in that situation, regardless of what I was told, I would RUN! I don't understand how huddling together in a classroom is more effective. In the school I attended, the doors had glass windows on it. That would not be very hard to break through at all. I feel that if I were to run, it may be harder for someone to shoot me than if I was stuck in a corner with a large group.

Overall, it is obvious there are many opinions on this topic. I am curious to see what will be done as a result of the continuing school violence. I am also curious as to how increased security in schools will affect the hidden curriculum.

Importance of a Democracy (Parker assignment)

How important is it to teach democracy in US public schools? In Teaching Against Idiocy, by Walter Parker, he explains the term “idiocy” and focuses on the importance of educating individuals in a democratic society in order to be a public-minded citizen. “Schools in societies that are trying in various ways to be democracies, such as the United States, Mexico, and Canada, are obliged to develop public minded citizens” (Parker 1). It is clear in the reading that it is important for schools to improve teaching democracy in order for students to become public-minded citizens.

Since a public school is composed of an array of diverse students, many issues are raised. When children are at home, they are not interacting with anyone from a different background from their own. This is why student interaction is crucial at school. They must learn to work with one another and respect each other’s rights, since everyone is equal in a democracy. If children stay home, they will not experience working with others to promote a democratic society.

By carrying out activities such as school and mock elections in public schools, it will teach children the values of democracy. For example, as given in Parker’s reading, students decide on important issues such as whether or not to include all classmates in their playtime. “What the participants have in common in these mixed groups is not culture, race, or opinion, but the problems they face together and must work out together in ways that strike everyone as fair” (Parker 5). Each student has the right to voice his or her opinion on the matter while using cooperative problem solving.

Students who understand the principles of social equality and respect in a classroom, are in turn better prepared to exercise democracy on a larger scale in the community. This will allow children to become public-minded citizens; one who can make and take part in educated decisions regarding their community. Moreover, if children are not taught democracy in schools, there will never be an end to “idiocy”.

When is Enough ENOUGH?

As I've mentioned in a previous blog, I am a nanny for an eight year old boy. This year he has started his third school, which is a private school for children with learning disabilities. This school offers tons of after school activities you would never expect to have in a public school. Mondays and Fridays he finishes the day at 2:45, but Tuesdays, Wednesdays, and Thursdays I pick him up at 4:00. Now to me, that is already a long day. Today, I was to pick him up early from Homework Help Club at 3:30 and take him to cartooning until 5:30. He was so upset when I told him he had to go to cartooning! Even though he enjoys it, he told me he didn't want to do three things in a day because it was too much! He was so overwhelmed and kept crying. It seems to me that the younger generation doesn't have time to breathe. Parents are always pushing them to do more, be better, and proficient in every area! Dance, swimming, fencing, karate, sports, art class, the list goes on. Come on...give the kids a break! How many activities and hours a day should children of different ages be expected to complete? To me going to school until 2:45, then to do homework in school until 3:30/4:00, and then to another activity until 5:30 seems just too much!

Resegregation or Choice

In the article, "Teaching Against Idiocy", by Walter Parker, it touches on issues that students in Just Community schools face and deal with. One of the topics that they may deliberate on is whether or not cafeteria seating should be assigned randomly as an effort against resegregation. I understand the school's efforts for every culture, race, etc. to be intermingled, but why can't the students have a choice as to who they can spend their free time with to chat about academic and social issues? I find that we form relationships with people whose cultures reflect or our own, because we tend to have more in common. I don't feel this is necessarily resegregation or being prejudice against others. I am curious to know how others feel about this topic if it were an issue to be deliberated in your own school.

To Pledge or Not to Pledge

In Chapter 1 of Seeking Common Ground: Public Schools in a Diverse Society, by Tyak, it mentioned a US Supreme Court Case about whether or not it was mandatory for children to salute the American flag if they were Jehovah's Witnesses. This case was in 1943, and affirmed their right to refuse to salute the flag. It also states that three years before that court case, refusal to salute the flag was was punishable and insubordinate (Tyak 34).

I was surprised to read that these tensions in civic education between liberty and unity were prominent during this time. Lately, I have heard a lot about whether or not the Pledge of Allegiance should still be recited in school since it contains the words "under God". This is an issue that will continue to be debated, and I am interested to see whether or not the Pledge will no longer be a daily ritual in the school day.

I am not a History fan at all, but I have to admit this article had me very interested. I had no clue about how and why the education system was started. This is an article all future teachers should read!

Educational Demographics" What Teachers Should Know

This article speaks of the shifting demographics in the United States affecting the population that concerns educators and their students. There was a topic stating that the 2000 census allows you to check as many race boxes as you wish. I had not heard of this, and it was also a topic discussed in my Teaching for Equity and Diversity class. My professor is from Brazil, and my family is from Cuba. He and I are similar in that although we are both of Latino descent, we "look" white (ie. brown hair, blue eyes, fair skin). The stereotype for Latinos is dark hair, dark eyes, dark skin, and short to name a few. We were both talking about what it is that you are suppose to check off. We are white, but Hispanic/Latino. But to me, being Hispanic or Latino are two different things. I associate Hispanics with Spain in Europe, and Latinos from Central or South America. Why is it that we should be lumped together? Because of a common language? No, because Brazil is included in the Latino category, yet they speak Portuguese. After reading this, I am pleased to know that I can now check more than one box.

It also talked about Tiger Wood's who is "Cablinasian". A combination of being Caucasian, Black, Indian, and Asian. This is the first time I ever heard this term. Also, I liked the question this article asked, "Does he count for four people?" I wonder how the Census Bureau will account for this. We are becoming more and more diverse, and many can identify themselves as "Cablinasian". In this month's issue of Marie Claire magazine (October 2007, page 62b-63b), there is an article entitled, "Embracing Identity". It is about Rebecca Walker, a female who tries to hide her black identity and then comes to understand and appreciate her heritage. At the bottom of the article, there is something called "Race Lexicon: Naming a Diverse Population". Here it also mentions the fact that the 2000 Census Bureau allows people to identify themselves as more than one race. It also includes new terms for races with their definitions. I found this article interesting, so I would recommend checking it out! Here are some of the terms taken from that article:

Amexica- The zone where the US and Mexico share a border, culture, and language.
Babalog- A young, Westernized Indian concerned with wealth, appearance, and superficialities.
Cablinasian- A mix of Caucasian, Black, Indian, and Asian.
Halfrican American- Half African-American
Hapa- The Hawaiian Term for a racially mixed Asian.

Haiku

Will I handle it
So many students at once
Teaching how to dance


My haiku is about what I have been feeling over the past couple of weeks. I am a dance education major, and this is the first semester this major is being offered at MSU. Right now there are only three of us officially in this department, and we're kind of the guinea pigs! I always like to have an organized plan, and I have been having to go with the flow since things are not in place for this major yet. My student teaching will be here before I know it, and I don't know that I feel ready for it. I guess that may be something that one can never be prepared enough for. Each class has a different class dynamic, and a teacher can't expect things to always go smoothly or be predictable.

Moving Around

It was interesting to listen to the opinions and comments made in regard to transiency in class today. We discussed how many students change schools either throughout the year, or from year to year, and its effects on children. Of course one may find it difficult to begin learning certain subject matters in a class, then go to a new school in the middle of the year, and be learning either the same thing or something far more advanced and have to catch up. Also, the child may even be bored with the subject material and feel there is not point in trying. One must take into account why the child has changed schools as well. Was it because a parent changed his or her job? Because his or her parents got a divorce? These situations may also change the way a child behaves in a classroom.

On a more personal note, I am a nanny for an eight year old(third grade) who has a few learning disabilities. This is his third school he is attending. Today we were talking about different things going on in his school, and he mentioned twice that he had made no friends, and it is hard to make new friends in a new school. He also told me how the children in his class had voted for a campaign manager, and when I asked him if he had run for office, he replied, "Nobody would vote for me, I have no friends!" This really made me feel sorry for the kid! I mean, who wouldn't?? Each year he's in a new school and has to make new friends, become familiar with new faculty, different classrooms, different schedules, etc. We all know what those first day jitters are like! I really feel that with children who have to change their school so often, it can greatly hinder their learning. It makes me wonder if he would work harder in school and be more enthusiastic about it if he had more friends. And I would think that he would be more enthusiastic to participate in school activities if he didn't have such a negative attitude about how he is looked at by his peers.

As a future teacher, I feel it is crucial to take new students under our wings, make sure they are adjusting as best as they can, and do what we can to make that child feel safe and comfortable.

To our fellow friends: The Martians

We live in a world where all are offered the same basic educational opportunities. There are other educational opportunities available, but at additional costs. These options are usually afforded to students of parents of means (money) and race (in this case Caucasian). In most cases, these parents of means and race congregate together in specific communities. The schools in these communities obviously reflect this demographic makeup. If the community is more affluent, the educational system can be better, and the children in it have more opportunities. This practice though not illegal, does tend to separate students of different races and means. For example, if you look at a school district where the majority of the school’s population is of a certain race, you can safely assume that the town is made up of the same demographic breakdown.

Our students are diverse and primarily speak or are learning a language other than English. School attendance is mandatory according to the Federal Government. The education of the students starts at age five and continues until the child has completed thirteen years of schooling or reaches the age of eighteen, whichever comes first. The public school system is responsible for teaching the vast majority of students (86%). There are additional schooling options available to students. Parents can pay additional funds to send their children to Private or Parochial (religious based) schools. They can also be taught at home, most commonly by the parents. The number who attend these types of schools are small ( roughly 14%). All public schools are not created equal though. The quality of the school and what is taught is determined by the community at large. As stated above, parents of means naturally congregate together; therefore, in most cases, they can afford a better educational experience for their children. Once the student finishes the pre-requisite schooling, they may attend a school of higher learning. They may choose the focus of this higher education but are required to pay additional funds, which can be costly. Again money is a large factor.

Unlike our students, our teachers are less culturally diverse. Due to gender based stereotypes, many men are shun from educating young children; hance, the majority of our teachers are females. They are experienced and well educated. Most of them have advanced degrees. Schools in the above mentioned “communities of means” have more qualified teachers than communities of lesser means. Again, the point is stressed that the community is the primary indicator for the racial makeup in a school and the quality of education.

First Day of Class

Thursday, September 6, was the first day of Public Purposes of Education! As usual, I am overwhelmed by the new semester, hoping that it goes smoothly. And since I know very little about computers, I hope that after writing my blogs they are actually posted! Our professor is very enthusiastic, which definitely makes me more enthusiastic about the class too. I am starting this semester with a positive outlook, and I hope that it ends just as positive.

Reaction to "A Public Education Primer"

"A Public Education Primer" covers an overview of the US Education System using data from the Center of Education Policy, including everything from who and where are the students, who controls public education, how well students are achieving, and what the public school teaching force is like to name a few. After reading this article, I question why it is that nine out of ten teachers are white, and almost eight out of ten are female. Furthermore, I can directly relate it to my subject field (dance education) as well as who the majority of who my students will be.


Many are aware that after the Civil War, it was common for teachers to be white females. As mentioned before, nine out of ten teachers are white and eight out of ten are females. Is this culturally influenced? Even though women have equal rights and may choose to perform any job they wish, why still teaching? We have equal rights but I still feel strongly that women would have a rough time in a "man's job" like construction. Similarly, it is immediately assumed that a male who is an elementary school teacher is a pervert or petifile. Why is that? As much as we would like to say we are all created equal in the US, not everyone is treated equally, especially in the workforce.


I am a dance education major, and although there are only a few of us in this new major, we are all females. The dance department as a whole is comprised of 99% (a rough guess) females and 1% males. Once again, this seems to be a female major. Why is that? From personal experiences, the straight guys who are dance majors are constantly having their sexuality questioned by others. In today's society, many men and women are against homosexuality, and the fear for being thought of as gay turns many away from this major. Male friends of mine are also disinterested to attend any sort of dance performance with me. Not necessarily because people may think they are homosexual for going, but because it is not something that interests them. I suppose this is the same as how I am not interested in sports. So this brings me to my next question, does it have to do with the way we are brought up? As a little girl I was given dolls and dress up clothes to play with, whereas my male cousins had trains, cars, and batman. It makes me wonder as to whether or not my likes and dislikes would be different if I was taught otherwise as a child. I feel society influences their children which shapes their beliefs on what is appropriate for males and females.

Moreover, I can expect to teach a class mainly comprised of females, but I hope that this will change. Is there an effort to help this change? I feel it is important to educate males about this subject, even if they wish not to dance.