Global Education

Integrating global perspectives with existing subjects being taught is one way to effectively implement international education initiatives. Students learning and connecting with students in other countries via technology is an effective way to enhance global awareness. Not only does it make the learning authentic and motivating, it creates a deeper understanding of cultural awareness.

Erin Young cited many innovative ways teachers are engaging their students in global education. I was disappointed Young did not take this global understanding a step further (or backwards) and discuss the positive implications of increased cultural awareness within our own classrooms. The demographics of our classrooms are changing rapidly. Fostering understanding of similarities and differences between students within our own classrooms, seems like a huge benefit of global education.

Balancing Act

Virtual schools scare me. I know thousands of students are sitting at their computers right now, learning exciting new things via Internet. I am one of them. I also agree, there are many benefits of taking classes online. It we want to reform public schools, technology needs to be an integral component. Virtual classrooms is one important way we can keep up with the ever changing world. Christine Wood sited many ways technology is already changing the way we learn and teach. However, there needs to be a balance. Virtual schools sound too isolated to me. I worry as we move towards more technology for both learning and pleasure, we move away from learning and playing in our natural environment. Richard Louv author of Last Child in the Woods writes that children need nature for the healthy development of their senses for learning and creativity. Schools will need to be ever changing, but that doesn't mean to do away with all the old tried and true learning. Balance. Curriculum needs to support this balance.

Thinking about Curriculum

Up until last week, I haven't given curriculum much thought. I avoided volunteering for any curriculum committee work or anything remotely similar(there I said it). As a special education teacher, my interest in curriculum centered around helping my students access the curriculum. Curriculum was in my definition, a set of standards that we were required to teach. With the development of the Maine Learning Results, the curriculum also needed to align with the educational outcomes set by the state of Maine.

Now, of course, I have spent some time pondering curriculum. I am reminded of my three years working in a Montessori School. Philosophy, curriculum, procedures, and instruction were all entwined. If I had stopped to think about the definition of curriculum then, it would have been a verb rather than a noun.

In my current district, many dedicated teachers have put in long hours developing our various curricula. I respect their work and trust it was done in a thoughtful and professional way.
I am wondering if we have missed a huge step though. How do we begin to move from conversation around effective teaching practices for all students to access the curriculum to action?

In the schools we have been reading about, there seems to be a unified philosophy among the school staff. Is this what turns the noun into a verb?

Is My School Regular?

Absolutely! Newburgh Elementary is one of the best "regular" schools around. The school is organized and operated in many traditional ways. Our dedicated staff works diligently, following the district's mission statement, policies, and curriculum. Our accomplishments include but are not limited to:

*Making AYP
*Active PLC's
*Implementation of RTI
*Reading interventions
*Math interventions
*Student Assistance Teams
*District wide Benchmarks
*District wide Assessments

These accomplishments have come with a cost. We have all felt the pressures of teaching to the test, rushing students through work and subjects, and forgoing lessons that actually engage students due to "lack of time." Last week, a teacher proudly shared she finally taught all the required lessons prior to the District's mid-year math assessment. I congratulated her on this success and asked how she managed it. Sheepishly she replied, "I left out all the exploration lessons, even though those are the most fun."

Despite the pressures, there are times the Newburgh Staff is able to push past these restrictive requirements. There are some traditions we are just not willing to let go of. They include but are not limited to:

*Collaborative teaching
*Grades k-2 sing together at the end of each day
*Cross-grade and whole school activities
*Buddy read every Friday
*Before school recess
*Book bag program
*School wide disciple plan adapted from Schools Where Everyone Belongs by Stan Davis
*Family Fun Nights
*Service Learning
*Warm cookies and homemade bread

So, perhaps Newburgh Elementary School is just a "regular" school. Traditions die hard. Sadly, we won't be able to implement more changes, as our school is closing this June. I will miss the community of learning that has been created for our students and staff. And I will certainly miss the smell of bread cooking while teaching.

first blog-testing the system

Just seeing how this all works...a real blog to follow