The Great Educator

The Great Educator

Urie Bronfenbrenner addresses the deterioration of family values and how it affected child development.  Because families are continuously faced with stressors while rearing children, Urie Bronfenbrenner’s bio-ecological perspective helps to offer support and strategies.  Homelessness, violence, and chemical dependence are factors tearing at the very core of families.  His model gives insight to positive development through communicative and progressive process.  Bronfenbrenner is quoted as saying, “It is critical that as professionals, we reach out to help families and to base this help on understandings that are research based and of value to enhance families.”  (Swick, 2001, p.292).

In brief, Bronfenbrenner’s theory defines the construct of development and the multi-system layers of the environment that influence child development. Bronfenbrenner’s bio-ecological theory provides a framework for identifying the multi-system factors that influence development.  It considers an individual’s topology or setting.  The context of a child is understood by knowing factors affecting the child.  “Human development is nurtured by the various environmental systems, building upon the layers surrounding the environment of the child.” (Bronfenbrenner, 1992, p.124).  The development of the child depends on its core family, relatives and friends, and community. 

Additional theorists focused on finding more factors or paths influencing the development of thinking in individuals.  Humans possess few innate abilities.  Dependent on a number of factors such as internal events, expectations, self-perception, goals, intentions, sensory and neural systems, and the external environment, the development of individuals is a daily learning exploration (Bandura, 1992).

Often, we are affected by events in history and society.   For example, entire generations were affected by the Great Depression, the Holocaust during World War II, and the civil rights movement.  Comparing children from poor families from the Great Depression, it was found that they placed a greater value on their elders and family members and less on formal education (Kohn, 1976). 

As our society becomes more complex, the division of labor allows for other adults to come in contact with children.  Bronfenbrenner urges establishing schools to teach skills, values, and attitudes.  Children need to be exposed to cooperation, conformity, innovation, rewards, respect for authority, personal hygiene, and organizational skills.  Peers teach sharing, teamwork, and acceptable behavior.  Peer groups also praise, give attention, and provide social rewards for conforming. 

Because great teachers continue to teach their students long after graduation, it is imperative that they instill values, goal setting, and prepare their students to become problem-solvers.  In addition to world events, teachers must reach the families of their students.  This new relationship method can be through incorporating cultural curricula, embracing diversity through peer interaction and intervention exercises, being an example of tolerance, and encouraging students to own their differences.  Teachers need to be partners.  Their communication with parents should reflect a genuine concern.  Because the family values are so influential in a child’s development, more policies regarding home environment should be mandated.  I am still surprised at how easily I checked out of the hospital with two tiny newborns.  No one offered advice, expressed a desire to find out where the girls were going, or gave me a guide to their first few months.  I remember thinking then about all of the babies who are discharged from the hospital only to have to survive and figure things out on their own. 

My dream is to one day see hospitals and schools forming a relationship.  Teachers and hospital staff work together from day one and become instrumental in the lives of children from birth. 

References

Bandura, A. (1992). Social Cognitive Theory. In R. Vasta (Ed.), Six theories of child

development (pp. 1-60). Philadelphia: Jessica Kingsley Publishers.

Bronfenbrenner, U. (1992). Ecological Systems Theory. In R. Vasta (Ed.), Six theories of child

development (pp. 187-250). Philadelphia: Jessica Kingsley Publishers.

Hueter, C. (2012).  Urie Bronfenbrenner:  An Advocate for Children.  Scholarly paper for the

requirements of Texas A&M University at Commerce.  (entered as a visual for personal goal)

Kohn, Melvin L. (1976). “Social Class and Parental Values: Another Confirmation of the

Relationship.” American Sociological Review 41: 538-45.

Swick, K. (2001).  Nurturing decency through caring and serving during the early childhood

years.  Early Childhood Education Journal, 29(2), 131-138.

Hidden Curriculum

Hidden Curriculum

     Why is money always involved in some form or another?  Initially, cultural domination was based on the economic stability of a class within a society.  Cultural hegemony initiates cultural norms.  In order to dominate populations within a society, a higher ruling class imposes acceptable practices through the use of institutions and beliefs.  By doing so, the societal group creates their own culture and meets both social and economic needs.  A certain hierarchical group guides the masses to believe in their ideals and support them by physically complying. 

     In education, a critical pedagogy gives its group the ability to act upon acquired knowledge carefully guided by movements (Freir,1998).  It connects teaching and learning.  I was a pedagogy teacher in college.  It was kind of like student teaching.  My music students only came in contact with me.  However, weekly I would meet with my professor and report any observations needing attention.  It was a very creative and informative way of learning for me.  No textbook could compare with the knowledge gained so quickly by critical feedback and encouragement.  It was a much more refined way of learning while teaching.  I do need to note, however, that the professor was extremely instrumental in defining my own teaching style.  Therefore, when preparing certain societies to develop norms and think alike, those involved in the curriculum can impose their own beliefs and values (Flank, 2007). 

     The separatist movement and Civil Rights are two examples of the assimilation of cultural compromise.  For example, violence experienced between Moslems, Hindus, Catholics, Protestants, Jews and Nazi clashes have been witnessed by leaders sitting safely on the front porch of democracy.  Ethnic and racial relations are the target of many leaders who attempt to explain complex problems among these groups. 

     Combining minority groups with majority groups to form a new group, introduces a new culture.  With the balance of a shared vision along with charismatic leaders, multitudes of people can be turned from prejudices, become lenient, respect diversity, and make a positive change or do the opposite.  Because public schools are able to educate the majority, it is extremely important for school leaders and writers of curriculum to consider how their influence the actions and beliefs of its population. 

     I found a definition recently that simply stated a minority group as having limited access to rewards of a society based on ethnic or racial characteristics.  This is astounding.  It resonates with me personally because I have often wondered why certain groups have limited access to country clubs, equestrian sports, competitive swimming, golf and tennis, gifted education, magnet school registration restrictions, and housing areas because of our society’s hidden curriculum or agenda.  Ethnic sports stars, celebrities, and accomplished scientists are changing norms deemed by a society who devoted its efforts towards Americanization.  This generation is experiencing a new set of standards.  Tolerance and diversity is not just limited to race or ethnicity.  Handicapped, octogenarians, recovering patients, bilingual, and migrant populations are producing role models who one-by-one dispel preconceived perceptions of their limitations.  Much to the dismay and excitement of our societal demands, the Melting Pot is finally melting…

References

Flank, Lenny (2007). Hegemony and Counter-Hegemony: Marxism, Capitalism, and Their

Relation to Sexism, Racism, Nationalism, and Authoritarianism. St. Petersburg, Florida: Red and Black Publishers. ISBN 978-0-9791813-7-5. OCLC 191763227

Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Maryland:

Rowman & Littlefield.

School Reform

School reform begins with acknowledging a need for growth.  The voices of all stakeholders lead to a step in a positive direction.  It has been my own experience in other fields, as well, that the person on the lowest end of the line knows so much more about the basics than those in the highest positions.  I began working at an early age.  It was always such a surprise how absent the ones in charge were on a daily basis.  At a local retail store, the manager had no idea of the poor conditions of the restrooms.  The corporate managers had no idea about the poor attendance of the manager.  The President or CEO had no idea about the lack of interest of his buyers.  It was clear to me then that the higher up a person goes in most professions, the less they actually work.  So, when considering school reform, I’m most interested in observing and considering all parties involved. 

At the schools I’ve been involved with in my career, the janitors, maintenance and cafeteria staff had such clear suggestions on how to run certain issues more successfully.  Often, they knew of scheduling problems and how to correct those through basic observation.  As a person in a minimum leadership role last year (while still teaching full-time), I spoke with the hourly wage staff regarding stocking, maintenance requests, scheduling, etc.  They gave me wonderful insights and guided many resolutions.  Therefore, I have to say that I include all people involved, beginning with those least expected to be in the know.  In addition, students are very aware of solutions.  They may comment on how something as simple as wasting paper could be remedied.  For example, several students who were exposed to a “going green” project quickly pointed out recycling solutions within the school.  Because they are exposed to a different view daily, their suggestions are pretty firm indicators to be considered.  Listen to parents of struggling students, as well as successful ones.  They have needs and wants, and often have constructive criticism.  Teachers young, old, experienced, new, happy, overwhelmed, and courageous need a voice.  Often, any negative remarks quickly label the speaker.  Sure, there are some people who are only negative.  However, all voices should be heard.  The administrators should not only be their own voice in key leadership roles, they should also be the voice of their staff and population.  The superintendent will only be aware of needs when each voice is committed to bearing truths, and willing to initiate and question change.  The school board should only be a reflection of fairness, objectivity, and good listeners.  Politicians and higher leaders chosen are expected to be the voice.  However, I think they should hear voices first and foremost.  It’s like anyone who has ever been given a wrong order.  Is it fair to blame only the cook?

The moral, philosophical, and social ramifications of the power, or lack thereof, of each of these voices, are great.  Each time a person is moved to a higher position, given a greater voice, or receives higher wages, more should be expected of that person.  The current paradigm must change.  Quality must be a guarantee.  Positions need to be earned and remain consistent.  Until that changes, those in power will do more to secure their own positions than make changes for the sake of others.  The voices at the David School are those representing people who don’t have anything to risk, but a dream.

Gender Equity

1892...1848...what's a few years...

The Committee of Ten men collaborated on a shared vision to prepare all students for the endeavors beyond high school.  Because high school was thought to be a stepping stone into college, the response to preparedness gave birth to curricular changes and focus.  In order to serve all students, a broader curriculum was initiated.  In 1892, the Committee of Ten was formed to collect and select qualified individuals to promote their vision.  Their mission was to standardize secondary school curricula.  I find this to be very important.  It was a means of preparing students who would not be attending college.  Back then only the wealthy could afford such high hopes.  However, the masses needed to be able to positively give back to society by being productive and enriched citizens.  I like the way the committee organized the transition by appointing yet another ten-member sub-committee in languages, mathematic, physics, economy, government, and science.  This enabled specialists to have a say in the curricula and standards.  Okay, I left out a few “sub-disciplines”, but my math skills tell me the Committee of Ten became a strong force of over one-hundred specialists overnight.  Good planning, great use of resources, nice delegation, and super promotion of a positive change.  I find it odd that fifty years prior to this realization of equity, women had already had the forethought to consider all. 

When Mott and Stanton spoke, the women of New York listened.  An influential women’s rights convention was held in Seneca Falls, New York in the summer of 1848.  It lasted two days and produced a Declaration of Sentiments and a list of resolutions.  I find it funny how only one hundred of the three hundred in attendance signed the document.  One-third is the ratio I remember reading about in the nineteen seventies regarding male and female wages. 

We all know how brave those who have nothing to lose can be in the face of change.  Historically we have seen royals fall, high profile divorces causing financial ruin, and higher crimes rates among the down-trodden.  In 1848, America was finding her voice.  She believed in the mission stated by the perilous voyages and dreams.  Women discovered their intellect and rediscovered their desire for freedom.  The resolutions regarding equality and the pursuit of a trade were giant steps towards both economic and moralistic strengths breaking free from the silent bonds created by men.  As an educational leader, I can learn from this event.  It was an act of change presented to listeners who secretly liked their positions in society and those who were afraid.  Bullying by community members, high profile stakeholders, and much posturing tried to diminish the retaliation by the multitude of signers who shared a vision.  If anything, leaders must believe, take hold, and persevere in their march towards change.


So, here I sit in 2012, still looking for more women in key political positions.  Equality is a terrible thing to lose, and yet more people throw it away every day.  Women!  What are you thinking?  Vote for your girls...look at the data.  Two-thirds of women do NOT vote for women politicians; even the ones who are extremely capable leaders.  Why would you not build your own gender up and create a louder voice?  I see it everywhere.  Girls jealous of other girls; teachers of teachers, etc.  Equality will never be realized as long as the only vision we see our own reflection...

Right or Wrong...

We've all been there. On the other side of okay, you usually find yourself thinking, "How did I get here?" Often, problems that go unnoticed as long as was the case in Rita's school means they developed slowly. Bam! How did we get here? One little "fudge" on teacher-student ratio here, one on scheduling there, one on hiring practices here, one on professional development there...leaders have to commit to something and focus. If a leader is not aware of inequities, that leader is not focued on the same vision. Too often, we want to point to the teachers and administrators when something is wrong. However, bullying parents and community members, elitests, and slience are the problems. The teachers in the overpopulated area of the school should have spoken up as advocates not only for themselves and their profession, but especially for their students. Administrators should have had more of a presence of mind to notice the inadequacies in certain programs. When is it wrong to hold people responsible for doing the right thing? When is the right thing not wrong? All involved with allowing the school to become divided should be involved in more professional and best practices development training.

Why do individuals have the right to pursue their own happiness? This whole idea of individualism and conservatism is being played out right now in Washington, D.C. One party wants everyone happy and the other party wants the ones, who deserve it, happy. These sociologies or ideologies are both modern liberalism and conservatism.

Modern liberalism reflects on taste. Personal reflection and identifying with others in the group lead to major decisions and choices. Thinking one has an obligation to one’s country because of position, status, race, gender, and intellect, keeps things tidy and provides easy decision-making. This can lead to choosing “bells and whistles” over content.

Classical liberalism wrote the Constitution and other documents created during early America. Rights, liberty, natural ability, legitimate problem-solving, and equality were viewed as positive change agents. These brought about peace, economic liberty, and political choice. When classical liberalism was neglected, a complete opposite effect took on the system. However, amid depression, war, and despair, liberty has survived.

Yes, thankfully, liberty has survived. All people are seeking representation and respect. All needs are being considered. Varying ethnicities are evident on government forms and in documents. I do think that if one is an American or a new American, one should try to make positive change and give, rather than expect. America is built on a nation of people who care and believe in fairness. She will withstand even this test of time...

Rita

     Rita can be a leader with a social justice perspective because of her awareness in the demographics of her new school. The past administrators are at fault with not keeping up with changes, however, I feel they just eased in and kept things going. Of course, after studying leadership, change is the first step in a new, positive direction. These administrators probably were afraid to change. The community must have had very vocal key people, and they just didn't want to upset the flow. It takes people like Rita (in any profession) to be the ones who are genuinely interested in their abilities and vision. The obstacles are everywhere. The demographics are everywhere in business, communities, schools, churches, etc. Rita will face professional dangers. First, she will upset the teachers who have had "cushy" jobs, parents who are elitests, and students who do not want additional competition. She will eventually be able to make changes, though.
     If Rita were a member of the leadership team at the David school, I think she would be a positive influence.  Her ethics alone would prevail.  Her sense of community, a shared vision, and goal setting would inspire others to "buy in" to the mission of the David School.  The students would believe in her ideas.  In addition, her staff would be willing to put forth more effort in maintaining it concept of individuality.