Tuesday, December 6, 2016

Pecha Kucha


Sunday, November 27, 2016

“Education is Politics”

Hayley Dias
Education is Politics- Short
November 27, 2016

In this reading the Shor expressed I thought that it included great positive thoughts on the subjects that we have focused on this semester.

"The teacher is the person who indicates the relationship between outside authorities formal knowledge and individual students in the classroom. Through the day today lessons teaching links the students develop to the values of powers and debates in our society."

Having  teacher in a classroom that indicates the morals and someone who is teaching theses children the education of how our society it brought together as a whole made me want to read more of this concepts that focused on the relationship's of Education in Politics.

"Empowering education as I do find it here is a critical democratic pedagogy her self and social change. It is a student centered program for multicultural democracy in school and society it approaches individual growth as an active cooperative and social process because the cells and society create each other."

Multicultural children see man things differently, being a child who has grown in education differently can be centered in programs that involve social change. However, I see this as being a good thing because it shows that being multicultural doesn't matter because each child receives a great education like other children and education is politics takes on a positive note for them.

The teacher plays a key role in critical classroom. Student participation in both a positive emotions are influenced by the teachers commitment to both. One limit to this commitment comes from the teachers development and traditional schools where passive competitive and authority methods are dominated.
In this reading, It reminded me to reading by Gerri August where he focused on the LGBT Community, and how it is important for a child's values and powers to be viewed for there education. For each child to have benefits in there education in there society no matter where they come from. Every child is special in there own way.

Tuesday, November 22, 2016

Promising Practices

Hayley Dias
Promising Practices
Resilience-Across the Board

            This conference that our class had to attend was just a great experience, I loved how passionate our speaker was Robert Brookes. He was just a great older man who told us and taught us how to be resilient and basically to help others find themselves within. He taught us how to teach and be resilient with children. As he went on how he shows resilience, he kept referring to his past jobs working with children who had disabilities. As we continued through the conference we moved on to each of the workshops we chose. My first workshop I attended was Fostering Resiliency: Strength- Based interventions that support diverse learners on the path to standardized test scores. I learned great new habits about test taking for standardize testing. After I left this conference I felt great about it and it taught me lots about test taking. I learned 4 new interventions on standardize test taking, Confidence loaning, Reverse Scaffolding, Meta Testing, Strength in Numbers. Confidence Loaning is a framing that challenges you in a positive way and it helps you observe your strengths on a test. Reverse scaffolding, is basically go with your answer that you know he most of and go for it. Strength based interventions- Meta Testing is taking them behind the scenes. And finally, the last fostering to resilience is the strength in numbers is by phoning s friend. The second workshop that I attended was, in this we learned how to interact with other people and how we could learn how to play games with others in building a relationship with others an how interactive play can build resilience. We played different kinds of game that involved interacting with others. Techniques that we could use with being around children who need more resilience in their life time.

Three Hyperlinks..
1. Testing Techniques
2. Interaction in Classrooms
3. Fostering Resilience

Connections I could make to my experience at the Promising Practices event was when we met in our small groups and when in my first small group conference classroom that I attended we discussed about test taking. I struggle with test taking and the oasis tutors helped me get through test taking and preparing for the praxis and they used most of the techniques they told the group of us about and I felt that I could reflect on it all. In the second conference small group I attended the whole idea was to get to know knew people and interact with other an see what we had in common with each other to build relationships with resilience with other we may have not known we had certain things in common with. 

“Citizenship in School: Reconceptualizing Down Syndrome

Hayley Dias
Reflection/Extended Comments

While reading the article  by Jeannie Oakes I began to see many things at different angles reading about how different children are to one another. Looking at my peers blogs this week I can refer to Bianca's Blog. She refers to children with down syndrome and how they are looked at and treated differently. Because of there illness that they have there are no reasons for a child to feel different.

She referred to a documentary where it was about special education children, I went looking online for some about down syndrome where it talked about how schools need to take another kind of route in teaching other children with mental illnesses. I see it being as it being a good thing to involve special education children with other children in classrooms and not have them isolated because they are different. Because not child should be treated differently.

Having a mixed classroom is beneficial for not only the children but I feel for the teacher also because it gives a different good or bad learning pattern for them to follow. Understanding if there were more mixed classrooms in schools with children with down syndrome and other children it would take lots of time and evaluating of teaching but it would be a great thing to be down for children  to feel appreciated for who they are.

Jeanie Oakes, she refers to each of the classrooms she talked about as the "low ability", "high ability" and "regular". Classifying these classrooms I see as being a good but however bad thing, the consequences would be having the "regular kids vs the not" and I see this to be changed to have more and more mixed classrooms to benefit the children. 

Hear I have attached the video I found to be interesting that refer to children with down syndrom.

Friday, November 11, 2016

Tracking Why Schools need Another Route- Oakes

Hayley Dias
Tracking Why Schools need Another Route-Oakes
November 11, 2016

In this reading Oakes begins on describing how children who are raised an brought up in a richer community and family life style have more of an ability to succeed in there education roles. She states, " On the other side, growing numbers of school professionals and parents pose tracking because they believe it locks most students into classes where they are stereotyped as "less able," and where they have fewer opportunities to learn." 

I mean seeing how I was raised and on how my ability for education are different then other children and teens. I was brought up in going to school daily, doing homework daily, and continuing to succeed in school and outside of school with the great support of my parents and grandparents. 

However there are many children who grow up differently with different privilege and are stereo typed as "Less-able." Which I believe should not be characterized like that because children shouldn't be punished for how they are raised in there lifestyle at home and at school. 

Rethinking our classrooms gives great support about " A Place Called School" students should be provided to be able to learn and be able to boost their scores while getting ready to test into college or any other type of schooling. There thinking habits are all different where ever to live and go to school, but every child is capable of anything they want to do. It is available for each and everyone. 
Therefore that is what Oakes is trying to support in her claim about why schools need a different route for children to see things. 

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