Thursday, May 31, 2012

Paris: The Journey

Oh what a crazy journey these last 48 hours have been! Definitely went through a lot to get to where we are now, and I have to say I am glad to be here!

It is currently 10:22 pm in Paris, making it 4:22 pm back in Plainfield. I have probably accumulated about 7 hours of sleep in the past 48 hours...awesome!

So my journey started yesterday (Wednesday) making our journey to the Cincinnati airport, experiencing no bad traffic, but some bizarre fog. Once arriving, we stood around for an hour and a half waiting for our faculty escort to take us through as previously arranged. We ended up going through without him because of his tardiness, only to find out that our flight to Dallas (where we would be flying from to France) had been cancelled and we had to go on the next one scheduled an hour and fifteen minutes later.

This flight was actually not the most enjoyable. Although surrounded by friends and other trip members, the plane was fun-sized. Everything was so tiny...I had no idea how it could stay on course without the wind whipping it away! Maybe it didn't, because several of us experienced pressure headaches and nausea directly following the flight. Our original three hour layover had been reduced even though our next flight was delayed. I spent my time nibbling on pretzels praying for my Excedrin and Pepto Bismol to kick in. The flight to Paris could probably not have been more enjoyable unless moved to first class, because I had an aisle seat AND there was no one sitting in the seat directly next to me. Lots of leg room and ability to stretch without getting in someone else's space. And the actual flying of the plane was superb, we didn't experience too bad turbulence or tilting. Overall it was an enjoyable flight. The food was nice, they kept us hydrated, and I was even allowed a complimentary glass of wine with dinner. I could get used to that ;)

I tried dozing a couple of times. I believe overall I obtained about four hours of sleep, which compared to my comrades was a lot. Landing was fine and the next thing we know we're getting our bags and are in a bus heading to the south of Paris!

After a slow and uneventful bus ride, we get to the FIAP where we dropped off our bags and went in search for lunch. Then we had a series of meetings talking about our rooms, our meals, our classes, and the FIAP building itself. I actually have class starting on Saturday so we can get into the swing of things as quickly as possible. After our last meeting we went on a mini-tour of the neighborhood so if we needed to buy anything in particular we would know where to go. I then went with two friends to the mall so they could purchase cheap travel cell phones so they could communicate while abroad.

And thus my job as translator commenced.

Which I have always enjoyed, but it just got more amusing each time I was asked to translate. There are a couple of people who know limited French, but no one in our group with fluent enough or confident enough to interact with the store venders to ask questions. I ended up doing a lot of the talking for ordering lunch, obtaining cell phones, and searching for watches throughout the neighborhood. It was with this that I realized how much I enjoy being surrounded by the language and all that it entails! It's really nice to be able to reply in French and actually be understood, and a really cool feeling to be admired for speaking the language. Can't say that happens often.

So I have connected with a lot of people here just by being able to communicate with the necessary parties, and also a lot of people are just really fun to be around.

So after our adventures we went back to FIAP for dinner, showers, unpacking, and just relaxing trying to stay awake as long as possible in order to not wake up at 5 in the morning with nothing to do. Tomorrow is a free day except we have another tour at 5:45 pm. Until then, who knows what tomorrow will bring?

Tuesday, May 22, 2012

Friday, May 18, 2012

AP Exams VS College Placement Tests

There's merit to both, I'm definitely not denying that. My grievance currently is with foreign language AP Exams vs Level Placement Tests offered by the university. I had the opportunity to take the AP French exam but I chose not to because I knew that my university offered a placement test that I thought would be more accurate in assessing my skills. I was right.

My old French teacher in high school become insistent that her fourth year class become an AP class. She's an idiot. There is absolutely no reason any of those students should take that exam. She came into the teacher workroom saying that her kids are blaming her for not being prepared for the exam. About how one is completely fluent in French and thought she failed. How others have already tested into 200 and 300 level college French and feel they failed. That it's the TEST'S fault for not being an accurate assessment and also the SCHOOL'S fault for not offering a fifth year to better prepare the students.

Uhh, lady? NO ONE MADE YOU OFFER THE AP COURSE.

Offering the AP course does absolutely nothing for your students except make them feel like they don't know the language. You're the only one who thinks it's a good idea to do that and let me tell you, YOUR RESULTS SHOULD SHOW YOU THAT YOU ARE INCORRECT.

College placement tests? Those are the way to go. It's a test that assesses your skill only, not your skill against everyone else who is taking that test. If you have 300-level proficiency, you'll get that score. Whereas with AP, you need a number. And if you don't get that number you're SOL.

I just don't get her logic. But in her words "it looks like we'll just have to agree to disagree, Emma".

Wednesday, May 9, 2012

Don't You Hate It

when you're on your blogger homepage and you click the title of your blog expecting it to take you to view your blog, but it takes you to your stats page instead?

Gets me every time...

Monday, May 7, 2012

Something to Look Forward To:

I am documenting all of the recipes I make this summer. I plan to post them with a picture and the recipe. Most of them are simple and are just summer fun to feed my siblings and I, but others are ones I've found and want to try! I've already got two going and can't wait to add more!

Saturday, May 5, 2012

REPA 2 Reaction

CKV: I know the current requirements are not working! I don't agree with these either. I just think the whole education system needs to be overhauled!!!

CJD:
It absolutely does. But allowing people to become teachers because they can pass a test and yet have no training or experience in a classroom is NOT going to be an improvement. There is a difference between a mathematician and a math teacher. I have yet to learn anything mathematical from a mathematician. Likewise, these proposals are suggesting that anyone can be a special education teacher by taking a test. Maybe that's how the teacher in Kentucky, who put a child with autism in a duffle bag and placed it in the hallway, got her credentials.

ED:
One of my professors had a student who was English Ed, ENL, and decided to take the math praxis ii just because and passed, and then was offered a job as a math teacher. I'm moving to illinois to be a teacher lol

CJD:
I may join you, lol. Special education teachers have a maximum case load of 12.

WD:
Not to swerve too far off this important topic, but have you seen Illinois' budget deficits? The entire state may have to declare bankruptcy.

CKV:
I do not THINK (only my opinion) that teachers are really taught their subject matter to a level to earn a degree. My sister has a degree in elementary ed with a minor in English. She teaches first grade, but after 20 years could not teach 4th or 5th to the degree of knowledge needed to be completely successful to all the students. Does that make sense? I think some secondary math teachers can teach algebra for a few years and then couldn't teach geometry to the standard level that should be required.

CJD:
I would agree that a transition from 1st to 5th grade or algebra to geometry might be difficult...at first. But I also believe teachers are capable of getting to that required standard in a shorter period of time than someone who is not educated in education. I also believe good teachers do what it takes to be the best at whatever they are called upon to teach. Teaching cannot be viewed as "just a job". Unfortunately, Dr. Bennett seems to be taking steps to devalue the profession.

CKV:
I don't know...I think there is a big difference in being "taught" or "educated" on HOW to teach, and being ABLE to teach. It is like riding a bike. You know I have just been left a bad taste in my mouth because of educators. I don't have an education degree, but I think my children have more from me than most of the teachers they had.

ED:
I can agree with that statement. I was in a 6th grade math class with two English Language Learners that I would help. It just happened to be a math class with one of my professor's daughters in it. I have heard countless stories from my professor about what is considered "important" in the classroom and how most of it has very little pedagogical value to it. More and more teachers are being told to teach to the test because their jobs are becoming more and more dependent on those test scores. How can a teacher differentiate or keep a low affective filter in the classroom when they are seemingly forced to cram so much information in the kids' head for one test that is the difference between and raise and a pink slip? Dr. Bennett is putting too much emphasis on these scores and not enough on learning in the classroom.

ED:
Oh, and my mother has definitely taught me more than most of my teachers and professors. But she's just that way.

CKV:
but think about it...think about all your mom taught you WITHOUT a teachering license...in this situation before her schooling, she could take the test and teach others in a classroom more than what those that have the teaching licenses under the current statutes and more students would be more successful, you know what i mean? i mean in your mom's case (as well as some others) just having a teaching license doesn't make you a better "teacher" of the material.

CKV:
But, I have been in classrooms in IPS where there are hispanics sitting in the classrooms that do not speak one word of English and they are assigned another student to interpret what the teacher is saying...how do they interpret what they don't understand...some schools are really in some serious crisis

CKV:
if you could find some people like your mom who can speak several languages fluently, and can "teach" effectively the students would be more educated than what they are receiving currently with a licensed teacher who only speaks English. i can see both sides to the proposed plan

CJD:
After having gone to school to become a teacher, I will be a BETTER teacher because of my schooling. And there is plenty of research that says the most successful students are those whose parents value education and help their children outside of the classroom. I had issues with teachers, especially where [my son] was concerned, but I would not trust just anyone who could pass a content test to be able to TEACH that content.

PN:
Did I seriously just read a post on here that said..."WITHOUT a teachering license"? Enough said....and you are criticizing educators? hahahahaha

CKV:
haha, meant teaching license...fingers moving too fast...i understand, but you know, after the kids have certain teachers they had, i might trust one or atleast give them a chance...i remember [J] being in one class and every day they sat around on ebay trying to bid on an "YUGO" car, this teacher had a license but didn't teach ANY material

ED:
I feel like with the standard that education is at currently, where teachers teach more to the test than to teach students to learn, someone without pedagogical training could become a "successful" teacher. HOWEVER. I have thought since I was in 5th grade that I could be a good teacher. Now that I have been through three years of pedagogical methods courses to teach me how to teach students to learn, my standards of being a successful teacher have increased dramatically. Knowing what I know now, I do not think I could have been a truly successful teacher without this training, just one that could get students to pass my classes and keep my job.

ED:
And although this is extremely nitpicky it is a huge myth that you have to know several different language to effectively teach English Language Learners. This past semester I worked with two Korean students in a middle school who had been in the united states both for less than a month. I do not nor have I ever spoken Korean. However, with the methods I have been taught while obtaining my English as a New Language license, I know how to appropriately assess language acquisition and successfully help them acquire English, incorporate their native language, and still get them to understand the necessary academic language.

REPA 2

Got this from one of my teaching professors at school and believe it is necessary to get the word out about how Indiana is going to continue to fall behind in their requirements for those who wish to become teachers. Please post to the public forum and make an appearance at the public hearing if at all possible.

From: Shedd, Jill Denise
Sent: Thursday, May 03, 2012 5:05 PM

Below is a letter that addresses the Indiana Department of Education proposed Rules for Education Preparation and Accountability (REPA) 2. In response to earlier discussions, we believe it is important to distribute widely this letter alerting individuals to this new set of proposed rules and the forthcoming opportunity for public comment. This letter is being sent to the membership of the Indiana Association of Colleges for Teacher Education (IACTE), and you may choose to distribute it to your respective membership as well.

REPA 2 Awareness Letter

May 3, 2012

On April 30 2010, significant changes both to teacher and administrator licensing and to teacher preparation requirements in the state of Indiana went into effect; changes which the Indiana Department of Education approved in January, 2010. Both the Department of Education and teacher preparation programs throughout the state are in the midst of implementing the changes. In fact there are a number of changes approved, such as the testing requirements for new licenses that have yet to be implemented; target dates are January and September, 2013. Amidst these changes, the Department of Education has proposed a new set of rule changes without reviewing the results of the 2010 first set of Rules for Educator Preparation and Accountability (REPA). The timing and nature of this new set of proposed rules adds to the considerable instability that already exists in the state with respect to policy changes affecting teachers and public schools.

At the January 2012 meeting of the State Board of Education, Dr. Bennett and his staff presented REPA 2. Dr. Bennett stated that the purpose of these proposed rules is to provide administrators and schools with flexibility in teacher staffing. However, many professionals in public education have expressed serious concerns with the proposed rules, rules that will significantly lower standards for teaching and administrator licensing in the state.

Currently, there are plans for individuals to be able to provide public comment regarding these changes, and a public hearing in Indianapolis. The intent of this letter is to advise you of this new set of proposed rules and urge you to comment on the public record as provided by law. You are encouraged to share this letter among your colleagues and/or membership to advise them of the potential impact of these proposed changes.

Some of the proposed changes include:

- Creation of adjunct teaching permits, for which the only criteria are a 3.0/4.0 undergraduate grade point average and passage of the content assessment. Adjunct teachers would not be required to complete any preparation in how to teach nor pass the new pedagogy assessment required for new teacher licenses.

- Restrictions of the teacher license renewal criteria to only the results of teacher evaluations earned in their local schools with no external expectations for professional development.

- Elimination of the opportunity to renew existing 10 year licenses.

- Ability to add any content area to an existing license without any developmentally appropriate content or teaching preparations. This change includes the potential for license additions in the fine arts, special education, early childhood education and elementary education by licensed individuals simply passing a test.

- Changes to special education preparation that would not require any subject area preparation or expertise.

- Changes to the building principal license requirements, changes that reduce degree requirements and eligibility criteria at a time in which the building principals are being asked to do significantly more.

- Changes in the approval/accreditation criteria for state teacher preparation programs with no reference to national or professional criteria nor to a clear review process or time line.
In summary, the Indiana Department of Education made significant changes to teacher and administrator licensing and teacher preparation just two years ago; changes which have yet to be implemented fully even by the Department of Education. Coming before the original REPA revisions are fully implemented, REPA 2 will add significantly to the high level of instability in the policy environment affecting teachers and schools in Indiana. Perhaps, the primary recommendation should be "wait"; to allow for the changes made in 2010 to be implemented and for the results to be seen. If consideration of REPA 2 is not deferred, it is important to be aware of the proposed changes and to speak out on specific revisions needed to maintain quality standards for licensure and to avoid further de-professionalization of teaching. You are encouraged to share this letter and to review the proposed rules at http://www.doe.in.gov/sites/default/files/sboe/repa-2-april-25.pdf. More details about the public comment Website and the public hearing will be forthcoming.

On behalf of the Indiana Association of Colleges for Teacher Education (IACTE) Executive Committee

Jill D. Shedd
IACTE Executive Secretary