180 Days

This idea was very interesting to think about. It is also a major
complaint that most teachers seem to have. It is often said there is
just not enough time in the day to cover all of the material that needs
to be taught as well as dealing with scheduling conflicts and students
coming and going in and out of the room all day for pull out programs.
It is probably true that we should subtract a large portion of our
teaching time for these occurrences.

The problem is that I am not sure if it would be possible to do away with all of this. I think that this situation will always present itself as a complaint for
teachers. Maybe we need to be sure that some of what takes us away from
instructional time is still an educational experience for our students.
For example, making an effort to be sure that assembly programs are
worthwhile and supportive of our curriculum is a very good idea. It is
frustrating but some things are out of our control. If the district is
supportive of birthday parties in the room, then it is difficult for
the classroom teacher to make this change alone. I wonder what people
in the business world would do if they were told that their employees
should cease working for extended periods of time each day to pass out
cupcakes and juice boxes to the entire office? I don't think this would
go over well. Our profession is very different than theirs in that we have the lives of children in our hands and some of these things do brighten the day of a child. The problem is that we as teachers must always be aware of our
first responsibility, which is to educate children. Many times, especially in the primary grades, we are viewed similarly to cruise directors. I am not sure of what the answer is to this, but I agree that this is a problem.

The Saber Tooth Curriculum

This little story was very interesting. The way that our own education
system in the US was compared to that of the cavemen learning how to
survive was very creative. I especially liked the way that the
character of New-Fist was described as a "doer and a thinker." Aren't
these also qualities that teachers who strive to make an impact should
hope to have?

In the beginning of the story it is New-Fist who figures out what it is that children need to learn in order to achieve good, safe living. As the story progresses, the changes in society negate New-Fist's thoughts and new and improved methods of survival need to be implemented. This is also true of our changing world and what
young people need to learn now in order to become productive citizens
as compared to long ago.

I especially liked the end of the story when the wise-old men stated "...that the essence of true education is timelessness." I think that this means that whether we are discussing the past, present or the future, what is timeless in education is
encouraging students to be the "thinkers and doers" who can adapt and have the motivation to be problem solvers at any point in time.

change response

Human nature appears to be resistant to change. Overall we like to stick with what we know and are comfortable with. It is difficult to step out of one's comfort zone in order to take a risk and make changes. This is true in the field of education as well. Teachers seem to be big offenders of sticking to what they know as tried and true. In order for change to take place, one needs to make a conscious effort knowing that the change may be beneficial.

I agree with the idea that in order for change to take place a moral purpose needs to be seen. If I know, as a teacher, that I am readjusting or changing to benefit my students, I am more open to whatever the change may be. According to Hunzicker(2004) permanently changing teacher behaviors is most likely to be successful when instructional leaders focus their efforts not on action but on changing teachers' beliefs. It appears that this is the most important element of instituting change. When people believe that change is worth the effort that may be needed, it happens more freely. Maybe the reason why change in American education happens so slowly is because not enough time is devoted to any one idea to truly allow it to change the tried and true beliefs of teachers. There are so many different ideas that seem to come and go in the American education system that I think those who are experienced teachers stick to what they know to work. In order for change to take place faster, maybe we need to consider focusing in on one area of reform and do it thoroughly.

Hunzicker, Jana. (2004).The Beliefs Behavior Connection: Leading Teachers Toward Change. Principal. 84(2).

Marc Prensky's Challenge

Marc Prensky's challenge, although interesting, is totally
idealistic and would be almost impossible to accomplish. As educators,
it is enough of a challenge to cover one year's worth of curriculum in
that year as we prepare for state testing, manage the different
abilities in our classroom and also provide the emotional support to
our students who sometimes need so much.

To say that we should use such incentives as i-pod programming and
meetings with cell phone makers as reason for students to do well in
school is utterly ridiculous. What about those students who do not
have access to some of these luxuries? Isn't this simply making it
worse for them? One should also consider that there may be individuals
who have no interest in such areas as nanotechnology and bioethics. I
wonder what motivated Mr.Prensky to do his best in school? Could it
have been as simple as an inspirational teacher or a parent who made
academics a priority? Possibly he should reflect on his own schooling
to discover what it is that really motivates students to learn.