She doesn't strike me as being very bright. She may be a great, or even moderate, intellect. If so, she has a great capacity to hide her light under a bushel.
"You basically have to raise the children yourself. They are de facto monasteries/orphanages in the classic sense. The kids stay at the school from something like 6/7 am to 7/8 at night. They get fed I think three meals a day there, have mass tutoring."
Many children in public school have similar schedules when before and after-school care hours are included.
How about a voucher to pay for cab fare, etc., from the poor neighborhood to the school in the better-off neighborhood? Then it's not an argument about private versus public but about choice among public schools.
Here this devolved into "limited choice" when too many parents wanted their kids to go to good schools.
The voucher program for special needs children in FL is called McKay -- http://www.floridaschoolchoice.org/information/mckay/
"The McKay Scholarships for Students with Disabilities Program provided over 19,850 Florida students with special needs the opportunity to attend a participating private school during the 2007-08 school year. The McKay Scholarships Program also offers parents public school choice."
This article lists other states with similar programs -- http://www.speechpathology.com/news/news_detail.asp?news_id=1090
If you, the principal, need the children to leave to tell you these are problems, you need to work elsewhere. But the leaving could give you leverage if you wanted to stay and fight the school board. Which has likely ignored the parents.
reviewed by Mary C. Markowitz
& Jessica M. Dunn
— May 22, 2009
cover
*Title:*
Teaching the Way Children Learn
*Author(s):* Beverly Falk
*Publisher: * Teachers College Press, New York
*ISBN: *0807749281, *Pages:* 208, *Year:* 2008
In the introduction to the book, Beverly Falk states that “the
developmental theories, pedagogical understandings and reform
strategies” (p. 8) she describes throughout the book are not new. Nor
are her arguments for encouraging the adoption of these theories,
understandings, and strategies. Since the release of /A Nation at Risk/
in 1983 through the past eight years of intense standards-based reform
initiatives tied to No Child Left Behind, many teachers, students,
teacher educators, boards of education, parents, policy makers, and
communities have questioned the purposes and efficacy of public schools,
especially urban schools, and the manner by which public education can
be improved. In that regard, Falk is probably preaching to the choir –
those who already have qualms about the standards-based approaches being
used to address the current performance of public schools and those who
would agree with the child-centered approaches she helped implement and
study at the Bronx New School.
On the other hand, her work is a refreshing reminder that child-centered
education does work to meet not only students’ cognitive development,
the overarching focus of standards-based initiatives, but also their
social and emotional development in rich learning environments, the
foundation of a progressive approach to education. Overall, we agree
that the most beneficial aspect of /Teaching the Way Children Learn /is
its contribution to the growing body of literature about schools and
districts that have success with child-centered, progressive forms of
education, and it offers practitioners some ideas about how to
operationalize the principles she promotes, especially in urban
elementary schools. It is a book full of hope and encourages teachers
and building administrators not to give up their dreams for a system of
public education that offers ways to promote cognitive, social and
emotional development for all students without sacrificing two for the
sake of one; yet, it is also pragmatic in describing the many challenges
involved with major systemic school reform.
Falk’s is a passionate account of the disappointments and triumphs of
developing and running the Bronx New School when it was founded in 1987,
but she also supplements her personal story with subsequent research
studies supported by the American Education Research Association and the
Carnegie Foundation for the Advancement of Teaching after her personal
association with the school had ended. Her personal involvement and her
research were defined by several guiding principles, including the
desire for school equity, the development of authentic, experiential
learning environments, and incorporating the concept of a community of
care in schools that promotes a love of learning, empathy and a sense of
social responsibility. The ultimate goal of the book is to argue for the
need to create an assessment and accountability system that truly
reflects these principles. The standards-based, one-size-fits-all,
heavily-academic focus of our current system does not capture all that
schools do and should be doing to advance the development of children.
The story of the Bronx New School indicates social and emotional
development do not have to be sacrificed to achieve cognitive
development. The school has an alternative perspective, not an either-or
mentality, and seems to have successfully integrated the guiding
principles Falk and the other school founders had envisioned.
Falk describes significant ways in which the Bronx New School has
utilized progressive, child-centered approaches in educating a diverse
group of urban children. The chapters range in scope from the motivation
underlying the school’s creation and the theories on which it was
designed to chapters that describe theory-into-practice in the Bronx New
School. Falk cites a veritable who’s who list of child-centered,
progressive theorists combined in a manner rarely seen in actual
practice. For example, she references Rousseau, Pestalozzi, Froebel, and
Dewey to promote experiential education practices. Piaget and Vygotsky
are present in the explanation of psychological and social
constructivist theories. Heidegger, Gardner, and Ladsen-Billings round
up the group who challenge behavioral (read “standardized”) teaching
practices and promote a call to focus on individual student’s learning
styles. Nel Noddings is cited when referring to a nurturing environment
in a community of care.
From a teacher educator perspective, whether working with pre-service
or in-service teachers, Falk does a wonderful job not only of explaining
the theory and identifying the theorists but also providing real-world
examples of how these theories can be conceptualized in an actual
classroom. Too frequently, we hear teachers say, “Yeah, that’s nice in
theory, but ….” This book gives enough examples to make the “yeah,
but-ers” pause to contemplate different ways to meet the cognitive,
social and emotional developmental needs of their students.
Additionally, the combination and breadth of the theories utilized in
the school is impressive.
From a classroom teacher perspective, the book reinforces that one does
not have to cave in to the notion that teachers are confined to teaching
to the test. Nurturing a child’s curiosity, creativity, and sense of
social responsibility, while simultaneously promoting cognitive
development, is not only possible, it is preferable for enhancing a
student’s cognitive ability in any number of areas. The bulk of the book
provides detailed chapters full of examples of how the Bronx New School
addresses topics like creating communities of learners, the active
nature of learning, critical thinking, curriculum integration,
assessment for supporting learning instead of punishing students,
teachers and schools, culturally relevant teaching, and creating a
community of care. Falk demonstrates how the Bronx New School addresses
the needs of the whole child and involves all school personnel, the
family and the community in the process as equally important
stake-holders in a child’s development. As classroom teachers, we are
not alone. In fact, /Teaching the Way Children Learn/ is a perfect book
for teachers to pick up and read mid-year when they feel discouraged
about their work as a teacher. The stories of success that the Bronx New
School has experienced remind classroom teachers of the great things
education can do for children.
Considering the benefits of the book has also led us to consider a
possible limitation. We believe the audience for this book might be
fairly narrow since the study focuses on an urban elementary school.
While many of the theories and practices can be modified and adapted for
other elementary settings, the special restrictions imposed by the size,
scope, and purpose of secondary schools would require much greater
consideration of systemic reform, especially school culture and
structure. We are currently working on a project in which a heavily
researched special education practice, Response to Intervention, is to
be implemented in general education high school math classrooms. RTI has
been successful in many different settings, most notably in elementary
reading intervention, but translating successful examples of
theory-into-practice from one level of education to the next is
difficult; however, it is not impossible. Some recognition of the
challenge of transferring the knowledge gained by the Bronx New School
to other possible settings and grade levels would garner a larger
audience who might otherwise dismiss this work as being only a vision
for elementary school reform. That would be a shame, because the unique
and successful combination of concepts and principles on which the Bronx
New School was formed apply to all levels of education.
*Cite This Article as: */Teachers College Record/, Date Published: May
22, 2009
http://www.tcrecord.org ID Number:
15637, Date Accessed: 6/9/2009
Even if we can eliminate the FCAT and other states' NCLB tests, even if we can adequately fund ps instead of loving us some tax cuts, how does doing the same thing, following the same standards, help the children stuck in poverty-stricken schools?
The rights of the already-born trump the rights of the unborn. Yes. That's what this progressive/liberal thinks.
Unfortunately, this murder is not unique. It is the natural result of the criminally muddled thinking that has provided cover for restricting the rights of women and forcing a religious agenda on all of us.
"Seems to me that at the end of the day there is simply such a wide swath of autistic diagnoses that it’s hard to lump them all together."
Unfortunately, it seems to have been all too easy to lump them all together. Which has done nothing, imo, to further understanding in the broader community.
Thank you, nadezhda, for this summary of our moral dilemma when dealing with so many life situations. I could not help but think of our current situation with an elderly relative. She clearly needs help but will not accept it and has not yet done sufficient damage to herself and others to warrant legal intervention.
On “two thoughts on sarah palin”
She doesn't strike me as being very bright. She may be a great, or even moderate, intellect. If so, she has a great capacity to hide her light under a bushel.
Nance
On “Understanding Markets”
"You basically have to raise the children yourself. They are de facto monasteries/orphanages in the classic sense. The kids stay at the school from something like 6/7 am to 7/8 at night. They get fed I think three meals a day there, have mass tutoring."
Many children in public school have similar schedules when before and after-school care hours are included.
It's a long day for everyone.
Nance
"
Even if they see it, what are poor parents to do?
How about a voucher to pay for cab fare, etc., from the poor neighborhood to the school in the better-off neighborhood? Then it's not an argument about private versus public but about choice among public schools.
Here this devolved into "limited choice" when too many parents wanted their kids to go to good schools.
Nance
"
The voucher program for special needs children in FL is called McKay -- http://www.floridaschoolchoice.org/information/mckay/
"The McKay Scholarships for Students with Disabilities Program provided over 19,850 Florida students with special needs the opportunity to attend a participating private school during the 2007-08 school year. The McKay Scholarships Program also offers parents public school choice."
This article lists other states with similar programs -- http://www.speechpathology.com/news/news_detail.asp?news_id=1090
Nance
"
If you, the principal, need the children to leave to tell you these are problems, you need to work elsewhere. But the leaving could give you leverage if you wanted to stay and fight the school board. Which has likely ignored the parents.
Nance
On “making things up, public education edition”
More to mull:
Teaching the Way Children Learn
reviewed by Mary C. Markowitz
& Jessica M. Dunn
— May 22, 2009
cover
*Title:*
Teaching the Way Children Learn
*Author(s):* Beverly Falk
*Publisher: * Teachers College Press, New York
*ISBN: *0807749281, *Pages:* 208, *Year:* 2008
In the introduction to the book, Beverly Falk states that “the
developmental theories, pedagogical understandings and reform
strategies” (p. 8) she describes throughout the book are not new. Nor
are her arguments for encouraging the adoption of these theories,
understandings, and strategies. Since the release of /A Nation at Risk/
in 1983 through the past eight years of intense standards-based reform
initiatives tied to No Child Left Behind, many teachers, students,
teacher educators, boards of education, parents, policy makers, and
communities have questioned the purposes and efficacy of public schools,
especially urban schools, and the manner by which public education can
be improved. In that regard, Falk is probably preaching to the choir –
those who already have qualms about the standards-based approaches being
used to address the current performance of public schools and those who
would agree with the child-centered approaches she helped implement and
study at the Bronx New School.
On the other hand, her work is a refreshing reminder that child-centered
education does work to meet not only students’ cognitive development,
the overarching focus of standards-based initiatives, but also their
social and emotional development in rich learning environments, the
foundation of a progressive approach to education. Overall, we agree
that the most beneficial aspect of /Teaching the Way Children Learn /is
its contribution to the growing body of literature about schools and
districts that have success with child-centered, progressive forms of
education, and it offers practitioners some ideas about how to
operationalize the principles she promotes, especially in urban
elementary schools. It is a book full of hope and encourages teachers
and building administrators not to give up their dreams for a system of
public education that offers ways to promote cognitive, social and
emotional development for all students without sacrificing two for the
sake of one; yet, it is also pragmatic in describing the many challenges
involved with major systemic school reform.
Falk’s is a passionate account of the disappointments and triumphs of
developing and running the Bronx New School when it was founded in 1987,
but she also supplements her personal story with subsequent research
studies supported by the American Education Research Association and the
Carnegie Foundation for the Advancement of Teaching after her personal
association with the school had ended. Her personal involvement and her
research were defined by several guiding principles, including the
desire for school equity, the development of authentic, experiential
learning environments, and incorporating the concept of a community of
care in schools that promotes a love of learning, empathy and a sense of
social responsibility. The ultimate goal of the book is to argue for the
need to create an assessment and accountability system that truly
reflects these principles. The standards-based, one-size-fits-all,
heavily-academic focus of our current system does not capture all that
schools do and should be doing to advance the development of children.
The story of the Bronx New School indicates social and emotional
development do not have to be sacrificed to achieve cognitive
development. The school has an alternative perspective, not an either-or
mentality, and seems to have successfully integrated the guiding
principles Falk and the other school founders had envisioned.
Falk describes significant ways in which the Bronx New School has
utilized progressive, child-centered approaches in educating a diverse
group of urban children. The chapters range in scope from the motivation
underlying the school’s creation and the theories on which it was
designed to chapters that describe theory-into-practice in the Bronx New
School. Falk cites a veritable who’s who list of child-centered,
progressive theorists combined in a manner rarely seen in actual
practice. For example, she references Rousseau, Pestalozzi, Froebel, and
Dewey to promote experiential education practices. Piaget and Vygotsky
are present in the explanation of psychological and social
constructivist theories. Heidegger, Gardner, and Ladsen-Billings round
up the group who challenge behavioral (read “standardized”) teaching
practices and promote a call to focus on individual student’s learning
styles. Nel Noddings is cited when referring to a nurturing environment
in a community of care.
From a teacher educator perspective, whether working with pre-service
or in-service teachers, Falk does a wonderful job not only of explaining
the theory and identifying the theorists but also providing real-world
examples of how these theories can be conceptualized in an actual
classroom. Too frequently, we hear teachers say, “Yeah, that’s nice in
theory, but ….” This book gives enough examples to make the “yeah,
but-ers” pause to contemplate different ways to meet the cognitive,
social and emotional developmental needs of their students.
Additionally, the combination and breadth of the theories utilized in
the school is impressive.
From a classroom teacher perspective, the book reinforces that one does
not have to cave in to the notion that teachers are confined to teaching
to the test. Nurturing a child’s curiosity, creativity, and sense of
social responsibility, while simultaneously promoting cognitive
development, is not only possible, it is preferable for enhancing a
student’s cognitive ability in any number of areas. The bulk of the book
provides detailed chapters full of examples of how the Bronx New School
addresses topics like creating communities of learners, the active
nature of learning, critical thinking, curriculum integration,
assessment for supporting learning instead of punishing students,
teachers and schools, culturally relevant teaching, and creating a
community of care. Falk demonstrates how the Bronx New School addresses
the needs of the whole child and involves all school personnel, the
family and the community in the process as equally important
stake-holders in a child’s development. As classroom teachers, we are
not alone. In fact, /Teaching the Way Children Learn/ is a perfect book
for teachers to pick up and read mid-year when they feel discouraged
about their work as a teacher. The stories of success that the Bronx New
School has experienced remind classroom teachers of the great things
education can do for children.
Considering the benefits of the book has also led us to consider a
possible limitation. We believe the audience for this book might be
fairly narrow since the study focuses on an urban elementary school.
While many of the theories and practices can be modified and adapted for
other elementary settings, the special restrictions imposed by the size,
scope, and purpose of secondary schools would require much greater
consideration of systemic reform, especially school culture and
structure. We are currently working on a project in which a heavily
researched special education practice, Response to Intervention, is to
be implemented in general education high school math classrooms. RTI has
been successful in many different settings, most notably in elementary
reading intervention, but translating successful examples of
theory-into-practice from one level of education to the next is
difficult; however, it is not impossible. Some recognition of the
challenge of transferring the knowledge gained by the Bronx New School
to other possible settings and grade levels would garner a larger
audience who might otherwise dismiss this work as being only a vision
for elementary school reform. That would be a shame, because the unique
and successful combination of concepts and principles on which the Bronx
New School was formed apply to all levels of education.
*Cite This Article as: */Teachers College Record/, Date Published: May
22, 2009
http://www.tcrecord.org ID Number:
15637, Date Accessed: 6/9/2009
"
But it's not an industry producing a product.
These are messy people with real lives who will be running the world soon.
Nance
"
How so?
What do you mean by "outcomes?"
Test scores? Which schools/neighborhoods have the lower test scores?
Some other measure?
Nance
"
Here's a link to a group in FL that discusses these issues: http://groups.yahoo.com/group/FCARFORUM/
Nance
"
Even if we can eliminate the FCAT and other states' NCLB tests, even if we can adequately fund ps instead of loving us some tax cuts, how does doing the same thing, following the same standards, help the children stuck in poverty-stricken schools?
Nance
On “George Tiller”
The rights of the already-born trump the rights of the unborn. Yes. That's what this progressive/liberal thinks.
Unfortunately, this murder is not unique. It is the natural result of the criminally muddled thinking that has provided cover for restricting the rights of women and forcing a religious agenda on all of us.
Nance
On “difference/disorder”
"Seems to me that at the end of the day there is simply such a wide swath of autistic diagnoses that it’s hard to lump them all together."
Unfortunately, it seems to have been all too easy to lump them all together. Which has done nothing, imo, to further understanding in the broader community.
Nance
"
Thank you, nadezhda, for this summary of our moral dilemma when dealing with so many life situations. I could not help but think of our current situation with an elderly relative. She clearly needs help but will not accept it and has not yet done sufficient damage to herself and others to warrant legal intervention.
Nance
On “Unanswered Questions”
Even atheists have unanswered questions . . .
***
Even?
Not believing in some god doesn't mean you think you know all the answers.
That territory is usually claimed by the religious.
Nance
*Comment archive for non-registered commenters assembled by email address as provided.