No More Common Core in SC

I was so excited to hear that Common Core Standards Dead in South Carolina!

I understand the idea behind Common Core standards but I didn’t agree with them. I think it was taking away basic skills that are important for our children to learn. I think we were trying too hard to make all children in our country be the same instead of teaching individual children according to their needs. Let’s face it; children in different areas of the country are raised differently with different values, different cultures, and different socioeconomic backgrounds. To expect all of these children to learn at the same rate is totally ridiculous.

I’m glad to see that they have brought cursive writing back (which was taken away with Common Core Standards). Cursive writing helps fine motor skills, and an important tool for cognitive development. Some researchers believe that cursive writing can even ease symptoms of dyslexia. 

Also returning is the requirement that students know their multiplication facts in grade 4. This is such an important skill for children and is the foundation for learning harder math skills. I’m not sure how students could progress without knowing their multiplication tables. Or maybe these were being taught anyway even though it was not required.

Some people complain that our new standards are harder. From the examples I’ve seen, I think they are more specific. Hopefully these will help guide teachers in their lessons.  I know that our new standards will have their problems too but I don’t believe there is a perfect set of standards that will magically make all of our students successful. I believe that we need to do the best we can and expect our students to do the best they can.

What is your opinion of Common Core Standards? How do you feel about cursive writing and multiplication tables? Please share.

Image: 'My first attempt at #cursive writing...' 
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Found on flickrcc.net

Heading Down the Rabbit Hole

In The learning monster… from Blogush, Paul Bogush  shares,

“I think somewhere in the last few years I slipped into trying to control their learning.  I wanted to capture their excitement and curiosity by making them do incredible things…and we did.  But at what cost?” 

This is why I try to ask students what they want to learn. Of course at the beginning of the year, they don’t trust me or anyone else. They think this question is a trap. So, I try to work out ways to help them feel comfortable sharing this information.

I try to get them to share things that interest them. I have them work with a partner and their partner has to introduce them to the class by sharing at least 2 things they are interested in. I put a limit on it because they may say that nothing interests them but by giving them a specific number, most can come up with at least 2 things. I keep a list of all the topics to use for lessons later.

A month later as we learn to trust each other, I may ask them to list 2 things that they are good at. I want to know what topics they would be bored with and they are usually quick to tell me what they don’t want to learn about. They feel they know all they need to know about certain topics. I keep a list of these and who gave me the topic. This can be used to have them talk more about these topics in a lesson.

Some lessons can be individually designed so each student can learn more about what they are interested in. Sometimes I can make a list of 5 topics and have students check off the top 3 that interest them and then I have them learn in small groups. I might think the topic is worth having the whole class learn more about it but work on individual assessments.

I think it is important to allow students input into the topics that are taught. If I have to teach a specific subject area, I may chose topics within that subject and let students have some choices about the topics. Then I can bring all of these topics together at the end for a big conclusion.

Just because I am given standards of some kind, there is no reason that I can’t adapt them to fit my class’s individual needs and interests. The more input that the students have in the decision making process, the more vested they will be in learning. When they feel they are getting something useful out of the learning, the more engaged they will be. Isn’t that the way most of us feel?

How do you involve the student’s in their own learning? Please share.

Image: 'Down the Rabbit Hole'
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Found on flickrcc.net

Agreeing to Be Contrary

In 12 Contrarian Statements from Blue Skunk Blog, Doug shares some beliefs that others may not agree with. I agreed with some of them and wanted to share my own examples of why I agree. His beliefs are in bold letters with my opinion following. If you want to read all of his statements, please check out his blog post.

1. “Technology should not transform education. I harbor deep skepticism about the ability of technology to change education in powerful and positive ways. Yes, sometimes technology can support (or even make possible) best teaching practices - but teaching and learning always come before the technology.”

I believe that technology enhances teaching but will never replace teachers. Yes, students can learn many things on line but the bottom line is that someone had to put those lessons online. Somehow, a real live person was involved in that lesson. They might have put up a document or wiki or video but the lesson wasn’t born on its own. I know that sometimes I learn different things in different ways which may involve technology or it may not. I need to look at the student and the individual needs in deciding how I will teach a lesson and make sure I’m not teaching a one-size-fits-all lesson because someone is going to be left out.

1. “Collaboration is not always a good thing. Fine if it is a means to an end, but not an end in itself as library literature too often assumes. See here and here.”

Collaboration only works if the teacher is comfortable interacting with others. You can’t force someone to collaborate if that is not their personality. Forced collaboration is sometimes worse than no collaboration. I stress learning styles of the students when we teach but it is also important to know our own teaching styles and what we are comfortable doing. Yes, we should stretch our limits and try new things but if we decide that it doesn’t work for us, there is no shame in trying something else.

1. “State/national program standards are irrelevant. School libraries and technology programs should be tailor-made to suit individual schools rather than conform to a set of state or national standards.”

Too many times we try to make education a one-size-fits-all plan and that doesn’t work. Students are all different and unique. If we try to pretend that they are all the same we do the students a disservice as well as schools. Depending on the location and the neighborhoods that the students come from, we need to be flexible and willing to adjust in order to meet their needs.

1. “Face-to-face educational experiences will always be better than online. Sorry, I have personally yet to experience an online class, presentation, MOOC, or meeting that even comes close to the learning I experience when working with others in real time, in the same room.”

My online experiences are a great thing and I love every minute of it. But there is something to be said when I meet an online friend in person. It makes the experience real and more meaningful. It helps make the connections relevant to my life and puts the connections in perspective to what is happening in my life at that moment. We need to offer the students the same opportunities as much as possible.

How do you feel about these statements or the other ones on Doug’s post? Please share.

Image: 'Ritratto di Sebastiano'
http://www.flickr.com/photos/10614962@N00/171558814
Found on flickrcc.net