education exchange - blackburn college · history has provided us with many great mysteries –...
TRANSCRIPT
Blackburn College Department of Education
VOLUME 11 ISSUE 2 OCTOBER 2014
The student teaching class during fall
semester typically is small, and this semester
is no exception. There are two students plan-
ning to complete their Teacher Education Pro-
grams this fall, preparing for Professional Edu-
cator Licenses in Illinois.
Angela Guemmer
transferred to Blackburn
College in Fall of 2012.
She is an Elementary Edu-
cation major, and is cur-
rently student teaching in
fifth grade at Beckemeyer
Elementary School in Hills-
boro, IL.
Amy Walton trans-
ferred to Blackburn in the fall of 2011. She is
also an Elementary Education Major and is
student teaching in fifth grade at East Elemen-
tary School in Alton, IL.
The semester of
student teaching is in-
tense, as teacher candi-
dates gradually assume
full control of their class-
rooms, attend weekly
seminars, and prepare
their Action Research
Projects. Both Angela
and Amy were familiar with their cooperating
teachers and schools, since they completed
their 60-hour Pre-Clinical assignments in the
same classrooms last spring.
The Education Department faculty, staff,
and students are looking forward to the Action
Research Fair scheduled for December 1st,
where both student teachers will present the
projects they completed in their classrooms
this fall to positively influence their students ’
learning.
Education Exchange
Fall 2014 Student Teachers
Hot Topic: Broad Disciplinary Terms…...…………….……………..Pg. 2
Halloween in the Classroom ………….……….……...………………Pg. 3
Book Review……………………………………......…………………..Pg. 4
Important Dates/Reminders…………....………..….....……………..Pg. 5
Inside
This
Issue...
November Scholastic Book Orders forms are here! The latest brochures are
available in the Education Office and Curriculum Lounge in Rahme. There are
many great titles for purchase at excellent prices, so pick up your order forms
today! Book orders are due in the Education Office on November 25th.
PAGE 2 EDUCATION EXCHANGE
Interpreting “willful defiance” and “disruption” is up to
classroom teachers and principals, but when it comes to
discipline, many researchers are calling foul on how
broadly these terms are used. An act of defiance in some
cases may be as small as an eye roll when asked to com-
plete a task, and a disruption could be something as sim-
ple as talking in the hallway. The topic has inspired de-
bate among many people.
A general theme within the controversy is teacher per-
spective versus student perspective. Teachers may see
certain students as more of a threat because of different
viewpoints, some form of bias, or even a simple misun-
derstanding. For example, taller and larger
children may be perceived as a bit more
intense when rolling their eyes or throwing
their hands up in the air than smaller chil-
dren acting the same way. Two different
teachers could view each behavior differ-
ently. One teacher could read it as an act
of willful defiance, the other as an expres-
sion of a student’s personality and simply
stating an opinion about something. If a
student is always being disciplined, he or she may believe
the teacher is alienating him or her from the other stu-
dents and therefore feel a sense of mistrust within the
classroom. This lack of trust can build and lead to more
infractions because the student could believe the teacher
just does not care.
Race and ethnicity can also factor into a teacher’s per-
ceptions. In 2008 within an unnamed Midwest high
school, 67% of disciplinary referrals were for defiance of
authority. African-American students made up 58% of
those disciplinary referrals even though only thirty per-
cent of the school’s enrolment included African-
American students. Of those students, 185 out of 250
had been repeatedly referred by just one or two teachers
This suggests that other teachers did not experience dis-
ciplinary problems with these students, or that they had
found a way to handle the issue in class.
On the other hand, there are some teachers who believe
they need broader types of discipline to keep their class
in line. Removing the option would be like taking away a
vital tool for the teachers. The power of disciplinary
rules may keep certain students in line without having to
necessarily use the disciplinary action. Many teachers
believe there should be no free-passes, or no optional
consequences for defiance and disruption in the class-
room. They believe the broad rules exist to cover un-
foreseeable circumstances.
Supporters of a change in discipli-
nary policy claim that everything can
be fixed by teaching the educators
new skills to deal with students who
may get out of control in the class-
room. Teachers must learn new
methods to address student behavior
like: sending a student to another
room to refocus, having an activity to let off steam, or
even putting into place a plan of justice a student may
use to right a wrong.
The discipline in schools debate is ongoing. Recently,
California Governor Jerry Brown vetoed a bill that
banned suspensions for willful defiance. He is quoted as
saying he could not “support limiting the authority of
local school leaders,” at a time where the number of stu-
dents is increasing while the number of school personnel
is limited. Broad disciplinary statements continue to exist
in schools, but people have definitely noticed the differ-
ent effects they can have on students.
Source: http://www.edweek.org/ew/
articles/2014/09/24/05defiance.h34.html
Education Hot Topic: The Debate of Broad Disciplinary Terms
by Magin Judd
PAGE 3 EDUCATION EXCHANGE
Back in ancient times, many Celtic tribes would have their own holidays on October 31st. On this
night, members of the tribes would wear masks in the hopes of fending off wayward spirits, ghosts, and
demons who had managed to cross through the doors to the Otherworld. Later, Popes of the Catholic
Church instituted All Saints (All Hallows) Day on November 1st. The Celtic holidays and All Saints Day be-
gan to influence one another. October 31st soon became known as All Hollows Eve, and through the years,
the two holidays helped create the secular holiday that we now know as Halloween. Halloween has be-
come a huge commercial holiday where candy and costume sales sky rocket. But amidst the parties,
pranks, and trick-or-treating, kids still need to go to school. But how can teachers incorporate a holiday
affiliated with sugary sweets and black
magic into a formal lesson plan?
Amongst all that occurs around Hal-
loween, movies like Hocus Pocus, Friday the
Thirteenth, and Beetlejuice come out of the
archives and take control of television sets
around America. One way teachers can in-
tegrate watching these types of movies into
a science lesson is to ask students to ana-
lyze the special effects. Sometimes com-
puter graphics just don’ t look real enough.
Leading special effects technicians use their
knowledge of chemistry to create fire, a bliz-
zard, or fog creeping along the ground. Chemistry also plays a role in developing prosthetics for actors to
wear when they play ghouls, aliens, or other creatures.
Social Study teachers may want to use the horror and mystery aspect of Halloween to initiate their
own mystery investigations. History has provided us with many great mysteries – some solved
(Napoleon ’ s “poisoning” ) , some unsolved (Jack the Ripper, Amelia Earhart ’ s disappearance, or Roa-
nokes ’ s “lost colony ”). Students may write a paper or give a presentation that not only explains the ini-
tial mystery, but its impact on society at the time it took place.
What Halloween is complete without a scary story? Advanced English students often struggle to
identify the components of an author ’ s style – pacing, word choice, and tone. Teachers can use mystery
and horror stories to help students grasp these concepts. Mystery stories in particular are plot-driven and
move quickly, and it ’ s easy to identify the contrast in tone between this genre of writing. Stories by
Stephen King, Neil Gaiman, Agatha Christie, or Raymond Chandler are easy to find and provide plenty of
thrills and horror.
So before the Halloween parties and costume balls begin, students can have some fun in their
classes too. Incorporating the themes of Halloween into a lesson plan is easier than one would think. Just
give it a try, and watch out for ghouls and black cats on this All Hallows Eve.
Source; http://www.teachhub.com/7-fun-halloween-lesson-ideas-grades-9-12
Halloween in the Classroom by Ethan Klaffer
PAGE 4 EDUCATION EXCHANGE
Between Shades of Gray is the story of 15 year old Lina
and her family as they struggle to survive Soviet Un-
ion work camps during World War II. The Soviet se-
cret police barge into their home and deport the fam-
ily. Lina, her mother, and her brother are sent to Sibe-
ria. Her father is separated from them immediately
and is sentenced to death in a prison camp. To get to
their first work camp they are forced into train cars.
The cars are dirty and crowded. The conditions only
get worse as travel goes on, causing many children and
elderly to die. After six weeks, the train stops, and Lina
and her family, along with many families they met on
the train, are taken and made to work in a beet farm-
ing community where they are constantly mistreated and insulted. After working in
this community for many months, the family is moved again. This time they are
transported to Siberia. This is where they face their biggest challenges. The winter
is long and harsh. Their handmade shacks are disease-infested and provide virtually
no warmth from the elements. Many die because of disease, cold, and starvation,
including Lina’s mother. Lina fights hard to ensure that she and her brother make it
through the winter. Will Lina and her brother survive the many more harsh winters
ahead?
Due to its mature content, Between Shades of Gray would work best in class-
rooms at the junior high level. It is a great story to provide students with an idea of
what it was like for young adults during this era and is guaranteed to keep them in-
terested. The story also provides a look into work camps not associated with the
Holocaust. Students can use this book as a tool to compare and contrast Soviet and
German work camps.
This book is new to the Juvenile collection in Lumpkin Commons and is one
of many books the Education Department receives through the Scholastic Book
program.
Book Review: Between Shades of Gray by Ruta Sepetys
by Delanie Casto
PAGE 5 EDUCATION EXCHANGE
November 2 Alpha Chi Induction Ceremony, 7:30 p.m.
November 3 Early Registration for Spring 2015 Semester begins
November 5 ED 330 All-Day Field Trip to PORTA Schools
November 11 Veteran’s Day Convocation, 11:00 a.m.
November 14 Last day of early registration for Spring 2015 Semester
November 21 Last day to withdraw passing from a class
November 25 Thanksgiving vacation begins at 9:00 p.m.
December 1 Course Instruction Resumes 8:00 a.m./Action Research Fair
December 4 ED 250/260/270 Festival of Fine Arts on Campus 9:00-2:00
December 9 Double Instruction Period begins
December 10 Applications for Admission to Teacher Education due
December 12 Field Experience Logs due in Education Office; Course Instruction Ends
Important Dates for Education Candidates
Fall 2014
Registration Reminders
Early registration for Spring 2014 begins
on Monday, November 3rd and runs
through Friday, November 14th. Schedule
an appointment with your advisor—
Education advisors have provided sign-up
sheets on their doors in Rahme 106.
Take note of any field experience require-
ments in Education coursework—and plan
for them in your class, work, and sports
schedules. Be aware of any important
dates for the semester
and ask your advisor or
visit the Education Of-
fice to confirm testing
and application require-
ments.
Golden Apple Scholar Program
Find out more about the Golden Apple Scholars Program,
which offers significant financial assistance to qualified
teacher candidates, along with training and mentoring op-
portunities, by attending a campus meeting.
Date: Tuesday, November 11, 2014
Time: 4:00 p.m.
Place: Curriculum Library Classroom (Rahme Basement)
Pizza and soda will be served!
Blackburn’s Director of Financial Aid and a Golden Apple
Representative will be present to explain the Scholars Pro-
gram and answer questions.
For more information, call the Educa-
tion Office on extension 5686.