Last week, a number of LaGuardia juniors found out that their math tracks are being abruptly ended. As a junior in trigonometry this year, I was expected to take pre-calculus in the fall, and take the Math B Regents Exam in January. Now, because of budget cuts, seniors will not be allowed to take pre-calc. To learn the semester of content and prepare for the Math B exam, tutoring will be offered over the summer. This is not really an option for people (like me) who have summer jobs. Also, the only math classes being offered to seniors next year are Advanced Placement classes. For the juniors are in pre-calc this year, the situation may not be much better. Calculus may be cut next year, too, giving these juniors no way to complete their math track. A letter is being sent to all colleges explaining the sudden death of advanced, non-AP math at LaGuardia.
When I expressed my concern, the assistant principal of math told me, “Write to the Chancellor and Mayor and ask them to stop taking our money away in the middle of the year.” I told her I already had, and that was the end of the conversation. But this conversation is far from over. My school has been forced to make hard choices because of circumstances outside its control. LaGuardia has done its best to maintain its unique dual mission to provide students with both good arts and academic educations. But no school should have to make the choice to end a curriculum like math mid-year, without preparation or prior warning.
If, as the Chancellor and the Mayor insist, cuts must be made, they should not come from the classroom and force schools to make decisions like this one.
Perhaps the cuts could come from the testing budget. It seems that tests are multiplying faster than rabbits; kids as young as kindergarten are now being tested. Perhaps the needed savings can come from the production and administration of school Progress Reports, which are often inaccurate representations of a school.
The pattern is scary. Mid-year crunches are resulting in the loss of teachers and classes, which are the last things that ought to be taken away. If “students” were a budget item, we’d probably be the next to go.
Showing posts with label Toni. Show all posts
Showing posts with label Toni. Show all posts
Tuesday, May 19, 2009
Thursday, April 2, 2009
"Twilight" Comes Too Early
WARNING: This blog may include spoilers for the Twilight series.
A few weeks ago I was talking to my neighbor, a 10 year-old boy at PS 321 in Brooklyn, and found out that he had just started reading Stephanie Meyer’s Twilight series. Many of his friends and classmates were doing the same. This surprised me. I knew Twilight had engaged middle- and high-school readers, but I hadn’t realized it had reached a far as fifth-grade boys. And I was more than a little disturbed by this.
I’ve tried to find a non-biased summary of Twilight online, but it doesn’t seem to exist. So the following is my (very biased), but completely accurate, summary: The Twilight series is the story of Bella, a young girl who, in the first two books, falls in love with a vampire (Edward) and a werewolf (Jacob). She then spends the next two books pining over them, threatening to kill herself when one of them leaves her, distancing herself from her friends (so it’s not too hard to say goodbye when she finally becomes a vampire herself to join Edward), jumping off cliffs (to “hear Edward’s voice” getting mad at her), and purposely endangering herself so she will be rescued by these supernatural non-men.
"Despite all its modern accoutrements, the girls of Twilight are still girly girls, and the boys are traditional manly men. More specifically: The boys are muscular and unwaveringly brave, while the girls bake cookies, make supper for the men and hold all-female slumber parties. It gets worse for feminists: Bella is regularly threatened with violence in the first three books, and in every instance she is rescued by Edward or Jacob. In the third book she describes herself as ‘helpless and delicious.'"
Is that how we want young girls defining themselves? This is 2009: What about capable and strong? The Twilight books indicate that being “helpless and delicious” are attractive and desirable qualities. And are these hunky netherworld types the role models for young boys to follow? The young men in Twilight are all head over heels for Bella Swan.
Beth Handman, PS 321’s assistant principal, says, “It is a perennial problem in elementary schools that children who are sophisticated readers end up with books laden with concepts that are beyond their emotional development. Young children can be very vulnerable to messages in literature. It would be best if children could wait until they were older to read these kinds of books.”
If that means they’re reading books like Twilight, parents and teachers should be familiar with the content and engage them in conversations on the messages and morals. Better yet, read it yourself — and decide whether it’s right for your child.
A few weeks ago I was talking to my neighbor, a 10 year-old boy at PS 321 in Brooklyn, and found out that he had just started reading Stephanie Meyer’s Twilight series. Many of his friends and classmates were doing the same. This surprised me. I knew Twilight had engaged middle- and high-school readers, but I hadn’t realized it had reached a far as fifth-grade boys. And I was more than a little disturbed by this.
I’ve tried to find a non-biased summary of Twilight online, but it doesn’t seem to exist. So the following is my (very biased), but completely accurate, summary: The Twilight series is the story of Bella, a young girl who, in the first two books, falls in love with a vampire (Edward) and a werewolf (Jacob). She then spends the next two books pining over them, threatening to kill herself when one of them leaves her, distancing herself from her friends (so it’s not too hard to say goodbye when she finally becomes a vampire herself to join Edward), jumping off cliffs (to “hear Edward’s voice” getting mad at her), and purposely endangering herself so she will be rescued by these supernatural non-men.
"Despite all its modern accoutrements, the girls of Twilight are still girly girls, and the boys are traditional manly men. More specifically: The boys are muscular and unwaveringly brave, while the girls bake cookies, make supper for the men and hold all-female slumber parties. It gets worse for feminists: Bella is regularly threatened with violence in the first three books, and in every instance she is rescued by Edward or Jacob. In the third book she describes herself as ‘helpless and delicious.'"
Is that how we want young girls defining themselves? This is 2009: What about capable and strong? The Twilight books indicate that being “helpless and delicious” are attractive and desirable qualities. And are these hunky netherworld types the role models for young boys to follow? The young men in Twilight are all head over heels for Bella Swan.
Beth Handman, PS 321’s assistant principal, says, “It is a perennial problem in elementary schools that children who are sophisticated readers end up with books laden with concepts that are beyond their emotional development. Young children can be very vulnerable to messages in literature. It would be best if children could wait until they were older to read these kinds of books.”
If that means they’re reading books like Twilight, parents and teachers should be familiar with the content and engage them in conversations on the messages and morals. Better yet, read it yourself — and decide whether it’s right for your child.
Thursday, March 19, 2009
NY2NO: Solidarity Not Charity
Over February break I was down in New Orleans with a group called the New York to New Orleans Coalition. As a student activist and a true believer in the strength of youth, it was the most inspiring experience of my life.
A little background on the organization: after Hurricane Katrina, Beacon High School brought group of students to New Orleans to work on reconstruction. After a year or so, Beacon stopped organizing these trips, but a few kids knew there was still work to do. So they started their own non-profit and began taking kids down themselves on every school vacation and every week of the summer. More than 100 students applied to go on their trip next month. Half had to be turned away because they could not be accommodated.
NY2NO is a completely student-led organization, started by kids who are now seniors at Beacon. Their vision is “to create a network of young people who are interested in organizing and mobilizing across New York City. NY2NO works in solidarity with those most affected by the social, racial, and economic inequalities in both New York and New Orleans. Through this, the youth breaks down barriers and works together to combat racism and classism and move towards an egalitarian society.” Despite the idealistic connotation of the word “egalitarian,” the organizers of NY2NO are practical, forward-thinking, active, thoughtful, and above all passionate.
NY2NO’s work in New Orleans is unique in a couple of ways. They go to rebuild, and to be part of a larger movement against racism. The week begins with a levee tour, where I learned that the levees of the Lower Ninth Ward are like ant hills compared to those of the French Quarter. The rest of the week is spent doing work in the Lower Ninth Ward, which still bears wounds from the storm. Mornings are spent on physical work, like gutting houses (yes, three years later, houses still need gutting) and working on community gardens (there is one supermarket, which is more of a deli, in the whole Lower Ninth). Afternoons are spent going door-to-door asking people about what they need, what their community needs, and just generally talking to the residents. Many people find themselves in two-hour conversations that end in tears on both sides.
Forget New Orleans’ stereotyped reputation: NY2NO trips are not about a bunch of teenagers hitting up the music and clubs on Bourbon St. My group spent every night talking about the best ways to combat racism, the idea of “solidarity not charity”, the emotions that were coming up from the day’s work, and the dynamics of our group as a reflection of society. We talked about how NY2NO could be more effective as an organization, how the environmental and education problems of New Orleans were present in New York City, and a million more things. Our trip quote was “If you have come to help me then you are wasting your time. But if you have come because your liberation is tied up with mine, then let us work together.” We kept this idea at the heart of all the work we did and conversations we had. After the occasional tears and frustration, I always felt a renewed faith in my generation, as did everyone else I talked to.
The trip brings out the best in everyone: We built real friendships, relationships that challenged our intellects and made us consider how de facto segregation is enforced our society. A month later, I’m still getting a new Facebook message every few minutes from someone on the trip. NY2NO was a life-changing and unforgettable experience. If any readers are in high or school or have children in high school, I give this trip my highest recommendation.
A little background on the organization: after Hurricane Katrina, Beacon High School brought group of students to New Orleans to work on reconstruction. After a year or so, Beacon stopped organizing these trips, but a few kids knew there was still work to do. So they started their own non-profit and began taking kids down themselves on every school vacation and every week of the summer. More than 100 students applied to go on their trip next month. Half had to be turned away because they could not be accommodated.
NY2NO is a completely student-led organization, started by kids who are now seniors at Beacon. Their vision is “to create a network of young people who are interested in organizing and mobilizing across New York City. NY2NO works in solidarity with those most affected by the social, racial, and economic inequalities in both New York and New Orleans. Through this, the youth breaks down barriers and works together to combat racism and classism and move towards an egalitarian society.” Despite the idealistic connotation of the word “egalitarian,” the organizers of NY2NO are practical, forward-thinking, active, thoughtful, and above all passionate.
NY2NO’s work in New Orleans is unique in a couple of ways. They go to rebuild, and to be part of a larger movement against racism. The week begins with a levee tour, where I learned that the levees of the Lower Ninth Ward are like ant hills compared to those of the French Quarter. The rest of the week is spent doing work in the Lower Ninth Ward, which still bears wounds from the storm. Mornings are spent on physical work, like gutting houses (yes, three years later, houses still need gutting) and working on community gardens (there is one supermarket, which is more of a deli, in the whole Lower Ninth). Afternoons are spent going door-to-door asking people about what they need, what their community needs, and just generally talking to the residents. Many people find themselves in two-hour conversations that end in tears on both sides.
Forget New Orleans’ stereotyped reputation: NY2NO trips are not about a bunch of teenagers hitting up the music and clubs on Bourbon St. My group spent every night talking about the best ways to combat racism, the idea of “solidarity not charity”, the emotions that were coming up from the day’s work, and the dynamics of our group as a reflection of society. We talked about how NY2NO could be more effective as an organization, how the environmental and education problems of New Orleans were present in New York City, and a million more things. Our trip quote was “If you have come to help me then you are wasting your time. But if you have come because your liberation is tied up with mine, then let us work together.” We kept this idea at the heart of all the work we did and conversations we had. After the occasional tears and frustration, I always felt a renewed faith in my generation, as did everyone else I talked to.
The trip brings out the best in everyone: We built real friendships, relationships that challenged our intellects and made us consider how de facto segregation is enforced our society. A month later, I’m still getting a new Facebook message every few minutes from someone on the trip. NY2NO was a life-changing and unforgettable experience. If any readers are in high or school or have children in high school, I give this trip my highest recommendation.
Monday, February 2, 2009
Sitting out the SATs pt. 2
Things have developed. I am now not only skipping SAT prep, I’m skipping the SATs completely in favor of the ACTs. For East coast schools, the ACTs are less common and therefore less trusted than the SATs. However, almost every college in the country will accept the ACTs in place of the SATs. Neither one is a “better” test. However, many people who find themselves struggling with the SATs score extremely high on the ACTs.
The ACT is only around three hours long, as oppose to the six-hour SAT. This is an advantage for those who have trouble focusing for a long time. The ACT is also divided by subject and does not jump back and forth like the SAT, a plus for people who have trouble rapidly switching between the writing, reading and math sections. The ACT also includes a science section, but you do not need a lot of outside science information. It mainly tests your ability to interpret graphs and tables and apply given information to specific scenarios.
The math section of the ACT is not necesarily harder or easier than the SAT, but it is different. For the SATs, the key to doing well on the math section is familiarizing yourself with the wording of the test, the tricks they use against you and the strategies you can use to decipher their questions. The ACTs, on the other hand, really measure your knowledge and learning of math without trying to mess you up. ACT math questions sound more like questions your teacher might give, and you can answer them by thinking of topics you learned in school, rather than strategies you learned in a test prep class.
The reading section of the ACT is very similar to the SAT, though most people seem to find it easier. There is also an optional writing section, but it is recommended (and required by many colleges) that you take it.
Clearly I am bias because I scored much higher on the ACT than the SAT, but everyone is different. I would just like to remind any fellow SAT-strugglers out there that you have another option. The best thing to do is take both practice tests, and see which one you do better on. (Since the scores are not measured in the same way, it’s hard to do a direct comparison. To determine which one you scored higher on, you can check the ACT and SAT requirements of colleges you are interested in and see which required test score you come closer to). Good luck!
The ACT is only around three hours long, as oppose to the six-hour SAT. This is an advantage for those who have trouble focusing for a long time. The ACT is also divided by subject and does not jump back and forth like the SAT, a plus for people who have trouble rapidly switching between the writing, reading and math sections. The ACT also includes a science section, but you do not need a lot of outside science information. It mainly tests your ability to interpret graphs and tables and apply given information to specific scenarios.
The math section of the ACT is not necesarily harder or easier than the SAT, but it is different. For the SATs, the key to doing well on the math section is familiarizing yourself with the wording of the test, the tricks they use against you and the strategies you can use to decipher their questions. The ACTs, on the other hand, really measure your knowledge and learning of math without trying to mess you up. ACT math questions sound more like questions your teacher might give, and you can answer them by thinking of topics you learned in school, rather than strategies you learned in a test prep class.
The reading section of the ACT is very similar to the SAT, though most people seem to find it easier. There is also an optional writing section, but it is recommended (and required by many colleges) that you take it.
Clearly I am bias because I scored much higher on the ACT than the SAT, but everyone is different. I would just like to remind any fellow SAT-strugglers out there that you have another option. The best thing to do is take both practice tests, and see which one you do better on. (Since the scores are not measured in the same way, it’s hard to do a direct comparison. To determine which one you scored higher on, you can check the ACT and SAT requirements of colleges you are interested in and see which required test score you come closer to). Good luck!
Thursday, January 8, 2009
On with Obamarama
The inauguration is almost here! For the first time ever, the DOE has made an arrangement with ABC news to have live streaming of the inauguration onto public school computers. I asked my sixth period teacher today if we could watch the swearing in during her class, expecting her to smile and shake her head, and she didn’t even blink before responding with an enthusiastic “of course!” In elementary school PS 321, all third through fifth graders are crowding into classrooms on the 20th to stare at TVs, a highly unusual practice for this school.
Obama’s election is a historic moment for a million and one reasons. But one of the most exciting things for me has been passion and action that Obama has inspired in the youth of this country, and I’m thrilled to see the DOE and public school educators embracing this new energy. Teenagers are known to be fairly apathetic, and anyone younger is generally considered too uninformed to be labeled at all. But this really has changed over the past couple months. I’m praying that this energy will hold after January 20th, and I’m applauding the DOE on their work to make the inauguration so accesible to students
Obama’s election is a historic moment for a million and one reasons. But one of the most exciting things for me has been passion and action that Obama has inspired in the youth of this country, and I’m thrilled to see the DOE and public school educators embracing this new energy. Teenagers are known to be fairly apathetic, and anyone younger is generally considered too uninformed to be labeled at all. But this really has changed over the past couple months. I’m praying that this energy will hold after January 20th, and I’m applauding the DOE on their work to make the inauguration so accesible to students
Monday, December 8, 2008
Pennies for Peace
Pennies For Peace (http://www.penniesforpeace.org/home.html) is a fundraising campaign run by Greg Mortenson, co-founder of the Central Asia Institute. Mortensen sees education as the main road to world peace, cross-cultural understanding and the overall improvement of our global community. I think it’s a project that all schools could and should be participating in, as a way to engage their students in politics and international issues while supporting a good cause.
Students are asked to contribute only pennies — no nickels, dimes, quarters, or dollars — so everyone can find a way to participate. The pennies go toward schools being built in Pakistan and Afghanistan, a project Mortensen describes in his book Three Cups of Tea. On the group’s website, Mortenson writes that “Pennies for Peace teaches children the rewards of sharing and working together to bring hope and educational opportunities to children in Pakistan and Afghanistan. A penny in the United States is virtually worthless, but in Pakistan and Afghanistan a penny buys a pencil and opens the door to literacy.”
It’s too easy, in this city of plenty, to walk past a penny in the street. To make your pennies count and start Pennies for Peace in your school, visit their website.
http://www.penniesforpeace.org/home.html
Students are asked to contribute only pennies — no nickels, dimes, quarters, or dollars — so everyone can find a way to participate. The pennies go toward schools being built in Pakistan and Afghanistan, a project Mortensen describes in his book Three Cups of Tea. On the group’s website, Mortenson writes that “Pennies for Peace teaches children the rewards of sharing and working together to bring hope and educational opportunities to children in Pakistan and Afghanistan. A penny in the United States is virtually worthless, but in Pakistan and Afghanistan a penny buys a pencil and opens the door to literacy.”
It’s too easy, in this city of plenty, to walk past a penny in the street. To make your pennies count and start Pennies for Peace in your school, visit their website.
http://www.penniesforpeace.org/home.html
Monday, December 1, 2008
Other Options Day
The NYC Student Union is launching a new project called “Other Options Day.” This is an educational day for all high school students to learn about options after high school if they can’t – or think they can’t – go to college. In many high schools with high levels of military recruitment students are led to believe that there are no good alternatives to joining the military. While this is not an anti-military project, our goal is to show people that there are other options.
Our plan is to have booths from community colleges, jobs that don’t require college degrees, volunteer and intership opportunities, places like AmeriCorps, career counselors and anyone or anything else that seems appropriate.
This plan is in its preliminary stages, and we’re looking for more connections. If anyone is aware of or in touch with a person or group who would have a booth or assist us in another way, I’d love to hear about it. Also, if anyone spends a lot of time in schools and would be able to advertise this day to students, that would be great. My email is toni@taty.org. Thank you in advance, and I’ll keep the updates coming.
Our plan is to have booths from community colleges, jobs that don’t require college degrees, volunteer and intership opportunities, places like AmeriCorps, career counselors and anyone or anything else that seems appropriate.
This plan is in its preliminary stages, and we’re looking for more connections. If anyone is aware of or in touch with a person or group who would have a booth or assist us in another way, I’d love to hear about it. Also, if anyone spends a lot of time in schools and would be able to advertise this day to students, that would be great. My email is toni@taty.org. Thank you in advance, and I’ll keep the updates coming.
Wednesday, November 12, 2008
Don't Part With Art
Last week I discovered that a friend of mine lives alone in an apartment in midtown Manhattan (at age 16) while the rest of her family lives in Pennsylvania. She gets along well with her mother and sister and misses them a lot, so I wondered why she wasn’t living with them. Her answer was totally unexpected: She wanted to stay at our high school, LaGuardia High School of Music and Art and the Performing Arts.
Wow.
In a constantly trashed (usually with good reason) public high school system, why would a public high school cause a 16-year-old to live by herself, miles away from her family? Well, this answer was less unexpected: Acting. My friend is a drama major and her passion for acting wouldn’t allow her to pass up the opportunities that LaGuardia offers. Hearing that definitely made me even more worried that arts education will be threatened by ever-increasing budget cuts. The one thing that inspires so much passion from students is the one thing constantly being taken away.
I see students working harder in their studios at LaGuardia than any other subject of school or life. Students stay until 11:00 at night rehearsing for the musical, putting together an art gallery, working out a jazz arrangement to a piece they composed or choreographing a dance for the talent show. And it’s not just the classic high-achievers who stay late. In fact, the studios at my school do an unbelievable job of uniting students with different grades and attitudes toward school, as well as different races and places in life.
Education activists, teachers, and parents often wonder how they can deal with students who are apathetic towards school and learning. I know for a fact that many kids at my school get up each day mostly for their studio classes. The arts put failing students in center stage and allow them to achieve beyond anything expected of them in any of their classes. Students who struggle in math put their passion into music, drama, dance, visual arts, whatever it is- and find that, as our country just discovered (!!!), yes, they can.
Wow.
In a constantly trashed (usually with good reason) public high school system, why would a public high school cause a 16-year-old to live by herself, miles away from her family? Well, this answer was less unexpected: Acting. My friend is a drama major and her passion for acting wouldn’t allow her to pass up the opportunities that LaGuardia offers. Hearing that definitely made me even more worried that arts education will be threatened by ever-increasing budget cuts. The one thing that inspires so much passion from students is the one thing constantly being taken away.
I see students working harder in their studios at LaGuardia than any other subject of school or life. Students stay until 11:00 at night rehearsing for the musical, putting together an art gallery, working out a jazz arrangement to a piece they composed or choreographing a dance for the talent show. And it’s not just the classic high-achievers who stay late. In fact, the studios at my school do an unbelievable job of uniting students with different grades and attitudes toward school, as well as different races and places in life.
Education activists, teachers, and parents often wonder how they can deal with students who are apathetic towards school and learning. I know for a fact that many kids at my school get up each day mostly for their studio classes. The arts put failing students in center stage and allow them to achieve beyond anything expected of them in any of their classes. Students who struggle in math put their passion into music, drama, dance, visual arts, whatever it is- and find that, as our country just discovered (!!!), yes, they can.
Tuesday, October 14, 2008
Save The Best For Last
Last year, I fell in love with "To Kill A Mockingbird" by Harper Lee. I was deeply moved by the language, the story, the vividness and the warmth of the characters. It wasn’t my first time reading it. In sixth grade I was assigned the book for school, and I found it rather difficult to get through. Rereading it in 10th grade I wondered briefly why I hadn’t appreciated the story before. But the answer was obvious to me. I had just been too young.
I believe there are best times to read certain books. Just because you can read a book, doesn’t mean you should. Books can be understood on many levels, but great books, classic books, should be deeply appreciated. Sixth graders can read Huckleberry Finn, Little Women and Of Mice and Men and “get” it, but these are great books we’re talking about. Books that should be cherished. Over and over again I heard my classmates in middle school (and I don’t exclude myself) complaining about the dullness of supposed “classics” and wondering why on earth their parents and grandparents exclaimed fervently over them. Indeed, my seventh grade English grade dropped 6 points in one semester because I failed the pop quiz on Huckleberry Finn since I couldn’t bring myself to read another page. When I reread it as a Junior I absolutely adored it.
Beth Handman, assistant principal of elementary school P.S.321 in Brooklyn says, “I hate to see the best books in the world go to waste. When I see my favorite series, like the Narnia series, in the hands of a first grader I cringe. That same first grader will read it in first grade and say ‘Oh! Aslan is a lion!’ That really happened, you know.”
What’s the rush to shove these books as kids? Are schools trying to prove that they’re more sophisticated by assigning more sophisticated books to students? Just wait a couple years... Please! It will make all the difference.
I believe there are best times to read certain books. Just because you can read a book, doesn’t mean you should. Books can be understood on many levels, but great books, classic books, should be deeply appreciated. Sixth graders can read Huckleberry Finn, Little Women and Of Mice and Men and “get” it, but these are great books we’re talking about. Books that should be cherished. Over and over again I heard my classmates in middle school (and I don’t exclude myself) complaining about the dullness of supposed “classics” and wondering why on earth their parents and grandparents exclaimed fervently over them. Indeed, my seventh grade English grade dropped 6 points in one semester because I failed the pop quiz on Huckleberry Finn since I couldn’t bring myself to read another page. When I reread it as a Junior I absolutely adored it.
Beth Handman, assistant principal of elementary school P.S.321 in Brooklyn says, “I hate to see the best books in the world go to waste. When I see my favorite series, like the Narnia series, in the hands of a first grader I cringe. That same first grader will read it in first grade and say ‘Oh! Aslan is a lion!’ That really happened, you know.”
What’s the rush to shove these books as kids? Are schools trying to prove that they’re more sophisticated by assigning more sophisticated books to students? Just wait a couple years... Please! It will make all the difference.
Tuesday, October 7, 2008
Why Can't We Be Friends?
This afternoon Emily of NYCSU told me about a program called the Borough Students Advisory Council (BSAC). It is a DOE run program in which every single school in Manhattan is invited to send two students. The students attend monthly meetings with each other and higher powers. The idea is to unite students from across the borough and discuss issues in their schools. It sounds ideal, right? It’s a chance to bring together students and give them access to unbelievable resources, connections with the DOE, contact information for every school and a place to meet every month.
Interestingly enough, their mission is almost identical with ours at the NYC Student Union- the only completely student-run group working toward a collective voice of change in the public education system. So my question is this: why have we never heard of BSAC? And why, when every school in the borough was invited to send representatives, are there only about 12 schools represented in the program? If Chancellor Klein and Mayor Bloomberg are serious about student involvement, I think they could do a lot better than that.
Every week we meet as a student union and we are constantly frustrated by our limitations: lack of communication with the people in charge and lack of communication with more students around the city (two things that BSAC could offer). And now, as I am discovering, there is also a serious lack of communication between different education activist groups. We are working in isolation for the same cause.
We proposed a couple of things today. The first one was a day where all education activists could get together and present their organization or cause. The second one was a wiki page for educational activists- allowing everyone to search for other groups that could work with them on projects, etc. We also considered the idea of using LinkedIn to
connect all the people in this education world- allowing us to share events and ideas.
In the past week alone I have heard of two or three organizations with goals closely aligned with ours in the student union. We are trying to reach out to them- today two representatives from icope came to our meeting and it was incredibly inspiring to talk to them. We are constantly impressed by the work of other groups trying to better our schools- and yet we rarely find the opportunity to collaborate them. So contact us! students@lists.nycstudents.org. Imagine someday all of us education activists will meet together and our concerns will live as one.
Ok sorry.. that was really corny.. I had to say it.
Interestingly enough, their mission is almost identical with ours at the NYC Student Union- the only completely student-run group working toward a collective voice of change in the public education system. So my question is this: why have we never heard of BSAC? And why, when every school in the borough was invited to send representatives, are there only about 12 schools represented in the program? If Chancellor Klein and Mayor Bloomberg are serious about student involvement, I think they could do a lot better than that.
Every week we meet as a student union and we are constantly frustrated by our limitations: lack of communication with the people in charge and lack of communication with more students around the city (two things that BSAC could offer). And now, as I am discovering, there is also a serious lack of communication between different education activist groups. We are working in isolation for the same cause.
We proposed a couple of things today. The first one was a day where all education activists could get together and present their organization or cause. The second one was a wiki page for educational activists- allowing everyone to search for other groups that could work with them on projects, etc. We also considered the idea of using LinkedIn to
connect all the people in this education world- allowing us to share events and ideas.
In the past week alone I have heard of two or three organizations with goals closely aligned with ours in the student union. We are trying to reach out to them- today two representatives from icope came to our meeting and it was incredibly inspiring to talk to them. We are constantly impressed by the work of other groups trying to better our schools- and yet we rarely find the opportunity to collaborate them. So contact us! students@lists.nycstudents.org. Imagine someday all of us education activists will meet together and our concerns will live as one.
Ok sorry.. that was really corny.. I had to say it.
Wednesday, September 24, 2008
Dreams From My Classroom
This past Saturday my parents and I were in Pennsylvania canvassing for Barack Obama. As my mother said, "it's funny how you drive two hours away and suddenly you're in America." Indeed, the population of Frankford, Philadelphia caused us to breathe a sigh of relief when we passed the border coming back into Brooklyn. And yet it was one of the most interesting and educational experiences of my life. It definitely made me think that in the months leading up to this pivotal election, the high schools should be focusing on our two candidates. I can't think of anything more valuable to teach teenagers, who will be voting in the next election, then involvement and awareness during election years.
In my elementary school, P.S.321, fourth and fifth graders are currently involved in an intensive election study. Every four years, teachers take two months to abandon all traditional revolutionary war/civil war curriculum in order to get the kids to understand our country's political systems. The students are running as candidates, choosing vice-presidents and discussing practical solutions to their own school problems.
If elementary school students can have such inspiring yet informative political educations, I can only imagine the ways in which a high school staff could involve their students in the elections. For the first time in my life, myself and my peers are really following and caring about our future president. But I notice that whenever our class discussions move in a potentially heated political direction, teachers flash the lights and remind us of our aim for the day (what cash crop saved Jamestown during the early colonial period of American History?)
So I would like to encourage high school staff members to embrace the interest that their students are taking in the coming elections. Encourage discussion and most of all activism. What more could you want to teach your students than citizenship and political involvement at crucial moments in history?
In my elementary school, P.S.321, fourth and fifth graders are currently involved in an intensive election study. Every four years, teachers take two months to abandon all traditional revolutionary war/civil war curriculum in order to get the kids to understand our country's political systems. The students are running as candidates, choosing vice-presidents and discussing practical solutions to their own school problems.
If elementary school students can have such inspiring yet informative political educations, I can only imagine the ways in which a high school staff could involve their students in the elections. For the first time in my life, myself and my peers are really following and caring about our future president. But I notice that whenever our class discussions move in a potentially heated political direction, teachers flash the lights and remind us of our aim for the day (what cash crop saved Jamestown during the early colonial period of American History?)
So I would like to encourage high school staff members to embrace the interest that their students are taking in the coming elections. Encourage discussion and most of all activism. What more could you want to teach your students than citizenship and political involvement at crucial moments in history?
Tuesday, May 6, 2008
Limbo
What a frusterating time for education. I haven't blogged in quite a while. The truth is, I haven't known what to say.
Klein and Bloomberg are still promising budget cuts, but they won't release the budget. Principals wait in fear, but have no idea what's coming to them. Teacher's salary has gone up, but its unclear whether or not that's accounted for in the new budget. We protested and fussed, but now we don't know who to yell at or what we're even yelling about. I keep finding myself asking, "so whats going on with the budget?" and no one seems to know.
But keep the pressure on. Klein and Bloomberg have decided to be secretive, so we have to be loud. Until the budget is released, and even after, we can't let them forget about us. Don't give up the fight!
For all high school students, NYCSU is organizing a citywide petition against cuts. If you're a high school student interested in helping, please reply to this post.
Klein and Bloomberg are still promising budget cuts, but they won't release the budget. Principals wait in fear, but have no idea what's coming to them. Teacher's salary has gone up, but its unclear whether or not that's accounted for in the new budget. We protested and fussed, but now we don't know who to yell at or what we're even yelling about. I keep finding myself asking, "so whats going on with the budget?" and no one seems to know.
But keep the pressure on. Klein and Bloomberg have decided to be secretive, so we have to be loud. Until the budget is released, and even after, we can't let them forget about us. Don't give up the fight!
For all high school students, NYCSU is organizing a citywide petition against cuts. If you're a high school student interested in helping, please reply to this post.
Wednesday, March 19, 2008
Hooray for Global Conflict Awareness Day
On Friday at LaGuardia Arts High School, the social action club had a display/presentations for all students to attend. Some teachers brought their students, other individuals went during lunch or a free period. While I am generally skeptical of events like this, I was really impressed with the display, and the general knowledge of the students. Not only that, I left knowing what I could DO to help.
This is so, so crucial. Each station not only discussed a specific issue, they gave ideas on how to help. Sometimes it was writing letters to ambassadors, sometimes it was donating to certain causes. For the New Orleans station, we were given the opportunity to sign up to go down and help this summer.
I would like to compliment the work of the social action club. Awareness is great. But ACTION is even better.
This is so, so crucial. Each station not only discussed a specific issue, they gave ideas on how to help. Sometimes it was writing letters to ambassadors, sometimes it was donating to certain causes. For the New Orleans station, we were given the opportunity to sign up to go down and help this summer.
I would like to compliment the work of the social action club. Awareness is great. But ACTION is even better.
Monday, March 17, 2008
Budget Cut Protests THIS WEDNESDAY!!!
All students, parents, teachers, and everyone else:
Please come THIS WEDNESDAY, March 19, at 4 PM for a big rally opposite City Hall to protest the budget cuts to school; cosponsored by lots of education groups, including Class Size Matters.
Go to the above link for a copy of a flyer to distribute around your school and around the city.
As though the recent budget cuts weren't bad enough, there are proposals for further cuts starting next year. The priorities of our city and country are completely twisted- we need to show that education should and not and will not be forgotten.
See you there!
Please come THIS WEDNESDAY, March 19, at 4 PM for a big rally opposite City Hall to protest the budget cuts to school; cosponsored by lots of education groups, including Class Size Matters.
Go to the above link for a copy of a flyer to distribute around your school and around the city.
As though the recent budget cuts weren't bad enough, there are proposals for further cuts starting next year. The priorities of our city and country are completely twisted- we need to show that education should and not and will not be forgotten.
See you there!
Monday, March 3, 2008
Turn The Funds Around
The other day in Global class we were dicussing the recent bugdet cuts for our schools. Because we were studying communism in China my teacher asked, "what would Mao do?" In his opinion, Mao would take the arts out of my school (LaGuardia.) Why should I get to go to a performing arts school with an enormous amount of resources when other kids can barely get books in their classrooms? he asked.
This got me thinking. I am not one to underestimate the importance of arts in a school, so this idea was very disturbing to me. I came to the conclusion that what our schools really need is a redistribution of funds. We spend millions of dollars a year paying Princeton Review, McGraw Hill and other companies for our standarized tests and regents. If we cut down on this, massive amounts of money could go towards art in school.
School Quality Reviews also drain education funds enormously. Reviewers are usually outsiders who know very little about our schools. They are paid tons of money to look through files and attempt at an evaluation.
For the last year or so education reporters seem to be repeating the terms "accountability", "transparency" and "cutting extracurriculur activities." It seems like the more "transparent" our schools become the more devestating the image becomes. So maybe its time to take away some money used to judge teachers, students and principals in meaningless ways and give the schools something to show off. (Like the awesome talent show LaGuardia just produced from its remaining money. Talk about school spirit!)
This got me thinking. I am not one to underestimate the importance of arts in a school, so this idea was very disturbing to me. I came to the conclusion that what our schools really need is a redistribution of funds. We spend millions of dollars a year paying Princeton Review, McGraw Hill and other companies for our standarized tests and regents. If we cut down on this, massive amounts of money could go towards art in school.
School Quality Reviews also drain education funds enormously. Reviewers are usually outsiders who know very little about our schools. They are paid tons of money to look through files and attempt at an evaluation.
For the last year or so education reporters seem to be repeating the terms "accountability", "transparency" and "cutting extracurriculur activities." It seems like the more "transparent" our schools become the more devestating the image becomes. So maybe its time to take away some money used to judge teachers, students and principals in meaningless ways and give the schools something to show off. (Like the awesome talent show LaGuardia just produced from its remaining money. Talk about school spirit!)
Saturday, February 23, 2008
Bronx Science Students Walk Out!!
Last week, about 200 Bronx Science kids participated in a walkout to protest some of their principals policies.
Way to go! Let the students be heard!
The protesters are being criticized for being too whiny and complaining about petty issues, such as "no senior trip" or a "strict cutting policy." I don't think 200 Bronx Science students would agree to walk out without good reason. If the students were able to organize a walk out and get themselves on the news, there was obviously enough of an issue to make it happen.
Recently there has been a lot of controversy over the firing of teachers and principals. The mayor and chancellor are trying to make it easier to get educators fired, and there is a proposed board of lawyers, former principals and others to judge who can be fired. In all this drama, no one has mentioned getting students involved in the decision making process. We're the ones who spend every day under the direct influence of our teachers and principals, and we're the ones who the entire education system is meant to benefit. If the students at Bronx Science have gotten it together to speak out, the people in power need to lend them an ear.
Its unfortunate that we have to protest and walk out for people to notice that we have opinions on our schools. But once again, way to go!
Way to go! Let the students be heard!
The protesters are being criticized for being too whiny and complaining about petty issues, such as "no senior trip" or a "strict cutting policy." I don't think 200 Bronx Science students would agree to walk out without good reason. If the students were able to organize a walk out and get themselves on the news, there was obviously enough of an issue to make it happen.
Recently there has been a lot of controversy over the firing of teachers and principals. The mayor and chancellor are trying to make it easier to get educators fired, and there is a proposed board of lawyers, former principals and others to judge who can be fired. In all this drama, no one has mentioned getting students involved in the decision making process. We're the ones who spend every day under the direct influence of our teachers and principals, and we're the ones who the entire education system is meant to benefit. If the students at Bronx Science have gotten it together to speak out, the people in power need to lend them an ear.
Its unfortunate that we have to protest and walk out for people to notice that we have opinions on our schools. But once again, way to go!
Sunday, February 10, 2008
Yes He Can!
"I know how hard it is to make sure that we're lifting up our schools. Because it's not just going to involve teachers, not just going to involve administrators- it will involve parents and communities changing our midset about our children." -Barack Obama adressing Virgnia on Saturday Feb. 9th.
Thank you, Barack! Problems in education are not isolated. There is a general failure in the priorities of our city and nation. Now we have a presidential candidate who will get us out of our unbelievably costly war and support better education. It won't work to just fire more teachers, or improve principal accountablity or bribe students to preform better on tests. Unfortunately, we as individuals or groups have trouble tackling the "culture of education" and have to focus on smaller issues. If anyone can "lift up our schools" and bring hope back to a deteriorating system, it's Obama.
Thank you, Barack! Problems in education are not isolated. There is a general failure in the priorities of our city and nation. Now we have a presidential candidate who will get us out of our unbelievably costly war and support better education. It won't work to just fire more teachers, or improve principal accountablity or bribe students to preform better on tests. Unfortunately, we as individuals or groups have trouble tackling the "culture of education" and have to focus on smaller issues. If anyone can "lift up our schools" and bring hope back to a deteriorating system, it's Obama.
Tuesday, January 29, 2008
Annualization Vs. The Semester System
This year, La Guardia High School- where I am a sophomore- started a new system of annualization. Previously, students got new schedules every semester. Now schedules are kept the same the whole year, with minor changes when necessary.
However, what constitutes a "necessary" change is very different in the minds of students and staff.
I understand that its impossible to accomodate a bunch of students who are trying to change classes because they hate their teacher. The school should prioritize changes for students who are missing classes etc.. But what bothers me is that the staff members in charge of scheduling refuse to consider changes for students who want a different teacher.
The importance of having a teacher you like is defenitely underestimated. If a student is trying to switch out of a class because they have a problem with a teacher, their request should at least be considered. Kids work so much harder for teachers they respect. Being forced to stay with teachers they hate makes kids resentfull of the class, and the entire school. I despised the entire subject of Science until 7th grade because my teachers had been so uninspiring. Once I was given a decent teacher, I realized how much I was interested in Science. I know there are so many people in this kind of situation.
Gaby Febland, a student of La Guardia High School says, "It's unfortunate, but many of New York City's teachers are forced to revolve their year's curriculum around the regents. Students are daunted with the task of excelling on the regents. New teachers are less familiar with the content of the regents exams. Students are accused of making teacher complaints when they are really displaying a concern for their test grades, which is all the New York City Public School System has been reduced to--test grades."
However, what constitutes a "necessary" change is very different in the minds of students and staff.
I understand that its impossible to accomodate a bunch of students who are trying to change classes because they hate their teacher. The school should prioritize changes for students who are missing classes etc.. But what bothers me is that the staff members in charge of scheduling refuse to consider changes for students who want a different teacher.
The importance of having a teacher you like is defenitely underestimated. If a student is trying to switch out of a class because they have a problem with a teacher, their request should at least be considered. Kids work so much harder for teachers they respect. Being forced to stay with teachers they hate makes kids resentfull of the class, and the entire school. I despised the entire subject of Science until 7th grade because my teachers had been so uninspiring. Once I was given a decent teacher, I realized how much I was interested in Science. I know there are so many people in this kind of situation.
Gaby Febland, a student of La Guardia High School says, "It's unfortunate, but many of New York City's teachers are forced to revolve their year's curriculum around the regents. Students are daunted with the task of excelling on the regents. New teachers are less familiar with the content of the regents exams. Students are accused of making teacher complaints when they are really displaying a concern for their test grades, which is all the New York City Public School System has been reduced to--test grades."
Tuesday, January 22, 2008
Steps Toward Better Guidance
In an earlier post I mentioned the issues with guidance counselors in high schools. It seems I was not the only one to notice. A recent blog on insideschools.org discussed the lack of individual attention given to students by their guidance counselors. Guidance counselors are usually swamped with paperwork and scheduling but rarely spend extensive time getting to know their students.
In my experience, a very small percentage of students at a middle or high school level consider their guidance counselor when they are looking for support in something. Guidance counselors are often strangers, and another authority waiting to punish you for something. Also, kids are intimidated by the requirements of guidance counselors to report anyone who might be in a dangerous situation. I have sometimes suggested to my friends that they talk to a guidance counselor about something (this is usually a last resort) and they respond by laughing or rolling thier eyes. This does not occur exclusively with me or my friends.
So how do we fix this problem? I maintain that weekly advisory periods are a great step. Advisory groups should only be about 15 kids, and they will meet with their guidance counselor for one period a week for open or slightly structured conversation. A counselor in a big school might be given more than one advisory group.
A group situtation like that doesn't make a kid feel pressured to open up, and most likely they won't discuss anything personal in front of their classmates anyway. But it still gives kids a connection with their guidance counselor and a person to come to who knows their name and is looking out for them. Also, its crucial during these periods that counselors try not to judge or preach to their students, but interact on a human and friendly level. I encourage all schools to impliment these periods and all counselors to work on better, more personal relationships with their students.
Wednesday, January 16, 2008
school vending machines
Last week I forgot to bring a lunch to school and found myself at the vending machines in the La Guardia High School cafeteria. I expected to find a small, reasonably healthy snack to get me through the day. When I looked, all I saw were chips, cookies, pop tarts, pretzels and rice krispie treats. The one healthy choice- a bottle of water- was sold out.
Although the evidence that child obesity affects school performance is limited, nutrition clearly affects academic performance. Poor nutritional status and hunger interfere with cognitive function and are associated with lower academic achievement.
While school health classes encourage balanced and nutritious diets, the vending machines competely contradict this message.
Schools are concerned that if they change vending machine selections to be more healthy, they will loose money. However, in many cases where more healthier options were given to kids there was no decrease in sales.
I also know from talking to kids in my school that there are a lot of people, especially girls, who would be grateful for a healthier choice in their vending machines. Being overweight is a really difficult thing for a kid to go through. A lot of kids today are interested in eating well, and it's important that schools encourage this.
Although the evidence that child obesity affects school performance is limited, nutrition clearly affects academic performance. Poor nutritional status and hunger interfere with cognitive function and are associated with lower academic achievement.
While school health classes encourage balanced and nutritious diets, the vending machines competely contradict this message.
Schools are concerned that if they change vending machine selections to be more healthy, they will loose money. However, in many cases where more healthier options were given to kids there was no decrease in sales.
I also know from talking to kids in my school that there are a lot of people, especially girls, who would be grateful for a healthier choice in their vending machines. Being overweight is a really difficult thing for a kid to go through. A lot of kids today are interested in eating well, and it's important that schools encourage this.
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