Reflection # 9

Reflection Paper#9: Compare the article entitled the First Schools with Ancient Egyptian Education. What are your thoughts on teacher effectiveness today in comparison?

The articles The First Schools and Ancient Egyptian Education have many similarities and difference. The goal of the Sumerian school was to satisfy political and economic needs for the palace and temple. The Sumerian school became the center of culture and learning. The Sumerian teachers were believed to have been paid out of the students tuition fees. Therefore the students only came from wealthy families. The head of the Sumerian school was called the Ummia meaning expert or school father; while the students were called school sons. Also, their were monitors in charge of discipline, this man was referred to as "the man in charge of the whip". The curriculum of Sumerian schools consisted of two main groups, the first semiscientific, and scholarly and the second consisting of  literary, and creative. The Sumerian school was very effective in passing on all the knowledge they had and needed to only the lucky and wealthy children.

Similarly, the article Ancient Egyptian Education describes education in the Egyptian civilization. The Egyptians began education in the home, the children learned about the world, folk rituals, religion and how to behave in their civilization. After the kids get a little older, around the age of nine wealthy children went to temple school to learn how to read and write. Some of the ethical principles taught by their parents was also taught through the books of instruction or the wisdom literature. Students in temple school were given the books of instruction to copy and practice their writing. If the children were not among the lucky to attend temple school they learned simply by imitation. From a young age the boys would go to work with their fathers and practice until the boys were capable of working in that trade on their own.  If the child wanted to go outside of the family trade the child would complete an apprenticeship with an experienced worker in that field. In ancient Egypt education was successful in teaching their students what they knew so that they could continue the function of their civilization.

Education today is more thorough and available to all. Education begins in the home with the parents just like in the Egyptian civilization. Then at the age of five the boys and girls start kindergarden to begin their formal education. The kids get general education so that they can function in society. After high school the young adult must decidce whether they wish to continue studying at the collegiate level or begin working somewhere with their basic knowledge. I believe that Egyptian, Sumerian and modern schools are successful at reaching their goals of passing down knowledge and furthering their civilizations.

Reflection # 8

Reflection Paper#8:: Briefly describe the three waves of educational reform outlined in the text. In your opinion, why has one of these waves been so dominant?

In the history of education their has been three major waves of reform. 

The first wave of reform came shortly after a report from the national commission on excellence in education, A Nation at Risk: The Imperative for Educational Reform. A Nation at Risk listed the declining test scores, compared the aptitude of U.S students to students of other industrialized nations and mentioned the alarming number of functionally illiterate adults. The report demanded stricter academics, raising the bar for students, paying teachers better and hiring more qualified teachers. As a result, the report inspired; the creation of hundreds of local and state panels, more than forty states increased graduation requirements, thirty-three states implemented testing for student promotion, fifty percent of the united states passed legislation to increase teacher qualifications and raise their pay, most states made school days and years longer and states passed laws that required teachers to demonstrate computer literacy. The motivation of the first wave of school reform was to ensure national defense and economic competition, the goal was to raise educational quality and hire better teachers under state control.


The second wave of reform began in the 1980s and was stimulated by educators. They stressed the need for the reform of school procedures. Teachers like Theodore Sizer, John Goodlad, and Ernest Boyer were distraught with the loss of teacher autonomy and the weak student performances. The teachers suggested many ideas for reform like; reducing bureaucracy, demanding better trained and better paid teachers, adding local decision making, strengthening the role of principal and studying subjects in more detail. The goal of the second wave of reform was to give teachers more power and to alter the curriculum in a way that would prove most successful for the students.


The third wave of reform began in 1988 in an attempt to assist struggling families that may not have the time to support and reinforce the importance of education. The third wave calls for full service schools that provide a network of social assistance, nutrition, health care, transportation, counseling and parent education. The goal the third reform is to do more than just teach the children, to begin to helping the students with all of their needs.


I believe the first wave of reform was the and is the most dominant. Education standards have risen but they still are far from where they need to be. We are still considered an academically weak nation in comparison to other industrialized nations.The mission of the first reform wave is far from being completed and that is what keeps it in focus.

Reflection # 7

Reflection Paper#7: Describe the threefold approach to education in the ancient civilizations of Egypt and Mesopotamia e.g. homeschooling, apprenticeship and temple education.


Education in the ancient civilizations of Egypt and Mesopotamia was passed on through three different methods. After a child had learned basic skills and had been instilled with their parents morals and values, they would continue further homeschooling or enroll in either an apprenticeship or temple education. The boys and girls of ancient civilizations followed disparate journeys in education and life. The girls usually only received basic home training of behavior and ideals. While the boys would get further education in the vocation that they chose or the vocation that was chosen for them. Boys usually continued the family business or profession with the permission of the king. Education in Egypt and Mesopotamia was executed through homeschooling, apprenticeship and temple education.


Homeschooling was practiced by a majority of the people in ancient civilizations. Boys would learn from imitating their fathers at work. For instance, a farmer would bring his son to work with him around the age of nine and teach him everything he knows about the trade, until the day that his son becomes a man and can work alongside his father. Girls were taught by their mothers to cook, clean, dance and maintain religious rituals. All men and women in ancient civilization had to prepare their kids, except the king, he was the only person that did not have to tutor his own sons. Homeschooling was the way that fathers continued their legacies by replacing themselves with there sons.


Another method of education in ancient civilizations was the apprenticeship. An apprenticeship is different from formal education. An apprenticeship involves imitation and simulation, while formal education deals with more understanding and comprehension. On the job training was common and needed in ancient civilization because not everyone could read. 

The last approach to education in ancient civilizations was temple education. To learn to read and write, certain privileged boys would have the opportunity to attend classes at their temple. Each student would practice writing on clay tablets and study arithmetic. The lucky kids that were able to attend a temple school grew up to work in high level positions like scribes, doctors and priests. In essence temple education represents our first schools.


Education in ancient civilizations like Egypt and Mesopotamia used three main methods of education; homeschooling, apprenticeships and temple schools.

Reflection # 6

Reflection Paper#6:Why was the invention of writing so crucial to the establishment of the world's great ancient civilizations.

Writing is the reason that I am able to communicate with you without being in your presence, speaking or using any type of sign language. Writing is the main reason man has evolved and ancient civilizations have bloomed. It is widely accepted that humans began drawing picture as early as 40, 000 years ago. Actual writing is thought to have originated in three different places, China, Mexico and Africa. First in Africa by the Sumerians in 3100 and 2000BC. Next in Mexico by the Mayans before 400BC. The last original place is thought to be in Northern China by 1200BC. The first species of man capable of some sort of writing was homo erectus. From homo erectus evolved many species of man until civilizations were created. All the great ancient civilizations thrived on the creation of writing. Writing was and is used for things like textbooks, literature, the invention of money, the identification of property and many more. Without out writing man would not have orderly civilizations and would be reduced to that of a chimpanzee.

During the times of ancient civilizations the invention of writing made it easy for these civilizations to flourish. People were now keeping track of their money, the dead people, property and knowledge of the land. It began with cuneiform, writing carved into clay and then dried.With the evolution of writing came the development of  mathematics, astrology, science, religion and literature. People were able to create and pass down culture now.Also, writing allowed rituals and traditions to be kept and maintained. Picture a day without writing, can you function without the greatest invention of civilization.

As a result, many myths and gods were created and held responsible for the creation of writing.For instance, in Egypt the believed in Thoth, who was said to be the scribe and historian of the gods, he was said to be responsible for art, speech and science. It was also an Egyptian belief that to attain immortality one must have his or her name spoken or written somewhere forever. The Sumerians believed in a god named Enlil, the creator of writing. During the Babylonian civilization the god named Nabu was credited with the invention of writing. To the Mayans the god of writing was Itzamna. Itzamna was also believed to be the creator of the world, a shaman sorcerer.In China the invention of writing was credited to an ancient sage named Ts'ang Cheich.

 An invention so great it pushed evolution forward, a creation so inspiring man later developed thriving civilizations, all because of writing.

Reflection # 5

Reflection Paper#5: What do initiation rites and rites of passage ceremonies have to do with teaching and learning?

  Teaching and initiation rites have many similarities and differences.Rites of passage ceremonies are celebrations that represent moving forward in society or in maturity.Teaching gives students the tools to grow and reach different levels of society. The rites influencing behavior through levels of maturity and the function of culture within a community. While teachers challenge students with knowledge and responsibilities, so that they may move on to the next level of education. Rites of passage ceremonies in education motivates students to work harder towards a goal of graduation. In certain cultures rites of passage ceremonies dictate the acceptance of a person in society. Teaching and rites of passage ceremonies share common motives for a similar control of the behavior in society.

Firstly, teachers have markers of achievement and levels of respect and responsibility like rites of passage. At school, when a young student in elementary gets a question correct he or she may be rewarded with a gold star to acknowledge achievement. Or to show that students are little bit older and can be independent andthey should be able to carry themselves from class to class and be capable of understanding more complicated concepts and complete tougher assignments. From here a student is expected to pass through three levels and reach their eight grade graduation. Their eight grade graduation symbolizes a growth in maturity, the prime in adolescence and ability to be treated as a young adult. A child here has now entered high school and is being trained and prepared for adulthood and further education. In the twelfth grade the students reach their high school graduation symbolizing the beginning ofcontinue; In the work field, a promotion in pay and job title can represent a rite of passage. In college level studies, a rite of passage can be attaining an AA, the first level of academic achievement in the pursuit of credentials for a desired career.
learn more advance things they get a fifth grade graduation. Students at this stage should be able to do their work without having someone pushing them, adulthood. The young adult from here decides whether they want to continue studying or enter the work field. Some young adults enter the work field and continue studying. In both roads, rites of passage ceremonies

Second and lastly, a rite of passages in culture represent growth and maturity. For instance, a rite of passage ceremony can be in Hispanic cultures the quinceanera celebration. The quinceanera marks the growth a young girl entering womanhood. It has been symbolized by a father replacing his young daughter sneaker with a woman's high heel. Another example can be with the New Guinea culture of the Sambia, the Sambians had rituals and special sexual rites of passage. A small boy of age under 13 would be forced until willing to give an older Sambian boy a fellatio to receive the sacred semen.In culture rites of passage honor growth and the passing down of rituals and culture. Teaching and rites of passages share similar goals for an easier funtion and control of society.

Reflection # 4 - Claudia Cardenas

Reflection paper#4: Discuss what you have learned from reading the articles Early Human Phylogeny, Hominids, the Story of Lucy and African Eve. How has this affected what you believe?

Reading the articles "Early Human Phylogeny", "Hominids", "The Story of Lucy" and "African Eve" has added loads of information to my bank of knowledge. I started off primitively and inaccurately believing that first came Cro-Magnon then came us the"Homo Sapiens". Little did I know that their has been dozens of evolutions! It began with the genus Australopithecus, then through many species later came the genus Homo. I learned that human behavior depends on enculturation that can only be passed down through communication. Homo Habilis was the first species believed to have the ability of simple speech. Homo Habilis was also the first Homo to create and use tools. Man ate raw meat and foraged the land until Homo Erectus was able to create and manipulate fire. At this point man was becoming more civilized, he could hunt, protect his family, survive the cold and communicate orally. The invention of writing sped up the enculturation and evolution of man.

From the Lucy story, I was shocked to see and learn the similarities between man and ape at this point in evolution. Lucy was found in 1974 in Ethiopia. Her skeleton is almost complete and when put together it is clear to see the striking similarities between her frame and that of a chimpanzee. Lucy is classified as an Ape, Australopithecus Afarensis.Although Lucy resembles a chimp, she also has some strong human characteristics. For instance, her hips and pelvis indicate that she walked upright as humans do. Lucy's story is one filled with evidence proving evolution even further.

More over, I found the "African Eve"to be the most interesting of all. Over all it stated that mans origin was Africa and that Homo Erectus later migrated and populated the other regions of the Earth. Characteristics of race being a mutation to adapt to its particular climate habitat. I think its a simple and believable theory that we all came from Africa.

I grew up in a Catholic family and have never shared there beliefs. The Catholic religion never made any sense to me, but I believe to each its own. If I agreed with the story of Jesus I would have no room to believe in evolution or even science for that matter. God made Adam and Eve, not Peking man and Lucy. Learning about the evolution of man has only given me further reason to dispel the ideas I was told to believe as a child. What I believe now is that the universe, and the world is always in a constant change. Evolution fits into my schema of an ever flux world.

Reflection # 3 - Claudia Cardenas

Reflection Paper#3: To what extent was your elementary and secondary education “multicultural”? Would you consider your experience indicative of the contributions approach, the additive approach, the transformation approach, or the social action approach? If you could go back to elementary and secondary school again, which approach would you want your teachers to take, and why?

America has become a vast melting pot and needs to be able to teach children of all races and cultures. Growing up, I took my first couple of years of elementary school in Reading, Pennsylvania. Then I continued my education in Miami, Florida. The teaching methods and culture acceptance of these two cities were and still maybe completely different. At tenth and green elementary in Pennsylvania the classes were made up of mostly white kids with the occasional Black or Hispanic outcast. I would consider my participation at tenth and green elementary to only be scarcely indicative of the contributions approach. While at North beach elementary in Miami, Florida the classes were made up of children from all cultures. I would consider my existence at North Beach elementary to be indicative of all four multicultural teaching approaches. By going to two different elementary schools in different areas of the country I was able to experience different levels of multicultural education.

During my time at Tenth in green elementary to instructors implemented the contributions approach to multicultural teaching. The contributions approach teaches the students the normal curriculum but sporadically includes lessons of ethnic heroes, and foreign holidays. From this system The only hero and holiday I remember learning about was Martin Luther King Jr. I feel that the teachers at tenth and green exemplified a weak attempt at multicultural education. The teachers were only culturally responsive to the white students while the minorities were left feeling like aliens in a foreign world.

On the other hand, the educators at North Beach elementary practiced all four multicultural teaching approaches. They taught of ethnic heroes and holidays (contributions approach),and they taught me about other cultures concepts and themes (additive approach).Also, the teachers taught me issues and events from different ethnic and culture groups (transformation approach) and they pushed me to make decisions on social issues and then to take action to help solve them (social action approach). From my education at North Beach elementary, I remember learning of the culture of many of my classmates and of cultures I had not even heard mention. I recall taking part in discussions like Christopher Columbus, hero or villain? I feel that the incorporation of all these approaches to multicultural education enriched my studies and my way of thinking.

If I could go back I would want tenth and green elementary to incorporate all approaches of multicultural education. Mainly because they only barely used the contributions approach, I felt disconnected and uninterested in school. By North Beach elementary using the four approaches it sparked curiosity in me. Not only did I want to know about the United States, I wanted to learn about parents country Colombia, and the countries of my classmates. I wanted how the world came be, because we were all different, but we were in the United States learning together.

Reflection # 2 - Claudia Cardenas

Reflection Paper#2: Read in "Frames, Paradigms and Paradigm Shifts" the section on paradigms and paradigm shifts. Discuss the article's position on how man's various inventions have changed the way he thinks, learns and sees the world. What do you think? 
 

Throughout the history of mans evolution is a record of paradigm shifts. A paradigm is a type of belief or understanding about something that shapes the way you see and act toward things. For instance, the old conviction that the earth was flat was a paradigm. People would not sail too far out to sea because they thought that they would fall off the edge of the earth. People continued to live in fear until scientists and explorers changed their paradigm and proved that the earth was round. Many changes in paradigms, or paradigm shifts have occurred in the history of human evolution. 
 

Human development was greatly influenced by the use of tools. The first tools created and used by Homo Habilis were the hammer stone, the flake scrapper, flake and the heavy duty scrapper. Man was not at the top of the food chain, man saw the world as scavengers, traveling about, feeding form the land. The point of view of a scavenger changed for man when he was able to create more sophisticated tools. Homo Habilus now saw the world through the paradigm of a hunter. Man now viewed animals as prey and took the role as predator. Man could now grow stronger with the new protein in his diet, and he could stay warmer by wearing clothes made from the skins of his hunt.

The next step in the evolution of man came with Homo Erectus. Man could now create even more sophisticated tools, like the hand axe and sharp edged flakes that allowed man to hunt larger game. As the Homo Erectus's brains became larger their babies developed more slowly, requiring up to five years of close parental care. Also, the women began having mostly only one child at a time, leaving more time for special attention from the mother. Homo Erectus was also the first to create or manipulate natural fires. Man could now see at night, survive colder climates and eat cooked meals. The men would hunt and protect the family while the women cooked and took care of the children. Man was now seeing and living life from a more domesticated point of view.
 

In time, Homo Erectus evolved into Genus Homo. Genus Homo improved communication past simple grunts and gestures with the help of a better memory. The enriched memory of man also led to the ability to process thoughts, ideas, and goals. In addition, man had now learned how to farm, making the establishment of cities possible. Consequently, man  invented writing, a fortified form of communication. Writing preserved and spread culture over a large amount of people. Writing allowed man to become smarter by reading the lessons of others. Writing recorded life and all of its successes. The capability of  higher communication, abstract thinking and farming gave way to yet another paradigm shift. The perspective of a farmer, Man now experienced deeper thoughts, became smarter through the invention of writing and shared and spoke with fellow man.
 

Mans various inventions and achievements have shaped the way he sees and functions in the world. Man went from seeing the world as a scavenger, as a hunter, as a farmer , to finally as a civilized person. I believe that mans creations have sculpted his paradigms and caused every shift along the way. The past of mans evolution is filled with many paradigm shifts.

Reflection Paper # 1 - Claudia Cardenas

*Reflection Paper#1: Describe the evolution of teacher preparation programs from colonial times to the present day. Be sure to discuss the reform efforts of the 1980s and the controversial role of Teach for America in the preparation of teachers.*

Everybody has the inherent ability to teach; but today, not just anyone can be a teacher. During colonial times there was no conventional training for individuals wanting to teach. Elementary teachers needed only to have completed elementary school themselves. A smaller group of professors teaching at the secondary level generally had attained a college education. Knowledge of the subject was the only necessity, no teaching proclivity or skills were required. In colonial times, most of the people that taught were teenagers or adults of questionable character. Early on the act of teaching was poorly executed, received no respect, and demanded no training.

An improvement arrived in 1823, when the Reverend Samuel Hall opened the first normal school. This school was the first to teach elementary school graduates how to pass their knowledge on. Normal schools' teacher training offered a two year program containing basic subjects and teaching methodology. In the twentieth century, professional teacher training became more accepted. Many state teachers' colleges grew to become state colleges. The rise in demand for more and better teachers expanded the programs that normal schools, colleges and universities provided.

As a result, in the 1980s began a new effort to reform education. Many reports like Tomorrow's Teachers (1986), and A Nation Prepared (1986) by the Carnegie forum, complained about low standards and the lack of professionalism of teachers. The latter also suggested an end to the undergraduate teaching major, so that master's level teaching degrees can take its' place. After the reports, some universities added master's level teaching programs.Lack of support for the teaching vocation has hindered a rapid development.

More over, the Carnegie Forum influenced the creation of the National Board for Professional Teaching Standards (NBPTS). The NBPTS aimed to recognize successful and talented teachers with skills and knowledge that indicated their elevated level of achievement. That was an important marker in the evolution of teacher preparation. After the NBPTS, the educator profession strayed away from licensing anyone who had completed the minimum requirements. At this point, teachers had to have a standard teaching license and those professors deemed extraordinary would receive board certification. Reforming teacher preparation is a long and difficult endeavor, but milestones have been reached.

Today exists two main methods of teacher preparation.One method being the traditional path of studying the science of teaching, the subject matter and then doing an internship before actually practicing. The second method gives the students a teaching license after they complete a structured apprenticeship.Also, the latter assumes that the new teachers already know their subjects and believe that with practice they can tune their teaching skills. Although great teachers can come from both methods of preparation, I believe that it is not fair for the students education to suffer because teachers licensed by the second method are not well prepared.

Similarly, a small but growing program Teach for America has critics raving. Teach for America is a program that recruits graduates and professionals to teach throughout the United States. Members of Teach for America do not have to be certified to become an educator. They take a month long course that grants them alternate certification. Many educators believe that these alternate certifications are irresponsible and do not help to establish teaching as a well respected profession. Teach for America critics argue that to be successful in today's classrooms teachers need more thorough preparation and that standards must be maintained. Alternate methods of certification are controversial and deterring to the success and respect of teaching careers.

In colonial times, almost anyone willing could become a teacher, teacher preparation began to improve in the1980s and principles were being set to better success; but, today teaching certification programs seem to be taking teacher preparation development full circle.

Introduction- Claudia Cardenas

Hello,
my name is Claudia Cardenas and I'm twenty years old. I was born in Queens, New York into a Colombian family. On my free time I enjoy reading, watching movies and playing sports. My favorite book is of poetry by Charles Bukowski called "Notes on a dirty old man". My favorite movie is American Beauty. My favorite sport is soccer. I also played for my high school soccer team. When I am not busy with school work or hobbies, I enjoy spending time with my young neices and nephews.

I am interested in teaching because I enjoy helping, guiding and caring for children. At the elementary stage, I believe that it is essential for the kids to receive proper guidance and a strong foundation for the rest of their education. Also, it has always been easy for me to understand and relate to children. I am not only interested in teaching, I'm determined to learn how to become a successful teacher.

Growing up it was always teachers that changed the way I viewed the world. Great teachers ignited a hunger for learning that has influenced my path in life. If it wasn't for my elementary experience, I would be illiterate and incapable of functioning in this day. I want to expose children to all the possibilities a proper education can offer. Help them become independent by giving them the skills and tools needed to succeed. In interacting with kids, I've realized that not only do I like them, but they seem to like me as well. I would stipulate that it is because I am a kid at heart.

I understand that teaching children is hard and inspiring them to learn can seem impossible but, I feel destined for this vocation.