Why are we using police power to terrorize children who don’t realize they are violating school rules when they bring objects to school rational people don’t consider weapons ? A folding comb? A camping eating utensil? Their fingers? Where has common sense gone when we use police to arrest children for these offenses instead of using them on the streets where real criminals are using real guns to kill innocent people. Mass murders aren’t committed with folding combs or fingers or even the unmoving guns in the hands of miniature toy soldiers in play sets.
This is the kind of thing that will make actual criminals out of innocent students. Take the case of Zachary Christie mentioned in this article. He is six years old and a Cub Scout, learning to be a good citizen. He innocently brought a camping utensil to school that’s an all-in-one knife, fork and spoon to be used for eating. For this offense he was sentenced to serve 45 days in reform school. I’d wager that will be a much worse influence on him than a Boy Scout camping trip. He’ll probably learn how to commit real crimes, disrespect authority, etc.
We’ve known for a long time that legislators on the state and federal level have been short on common sense, but it appears this lack of common sense also exists in public school administrators. I’ll bet a lot of them played cops and robbers (or violent video games) when they were young. In fact, if we want to prevent gun violence, maybe those violent video games are a great thing to make unavailable for children. If the first amendment keeps those legal, maybe the second amendment can at least keep fingers and harmless guns on play figures that can’t even move legal.
A common sense approach would be that students who probably didn’t realize the items administrators find offensive were considered weapons be informed and warned . Parents should then be called to the office and have it explained to them, and then have the parents come get the item with instructions never to let it come to school again. Things that are normally not thought of as weapons that are forbidden on campus should be listed on the school website that parents use for school policy information. The list should also be on a note sent home at the beginning of the year. Students should also be informed in their classrooms the first day of school and again about once a month.
Meanwhile, while the police are being called to drag these young and probably unintentional offenders from their classrooms, they are not available to track down the real criminals on the streets who are killing each other with real guns. Where have our priorities gone? Where has our common sense gone? No wonder children aren’t learning critical thinking skills in some schools. Teachers can’t teach what they don’t have.
Maybe the idea is to label these children as terrorists now so they will never be allowed to own a gun when they grow up. Then they won’t be able to protect their family someday from a real terrorist or common criminal breaking into their home.
Is there anything more important to teach your students than how to break limiting thought patterns and believe they can actually achieve more in their lives than they thought possible? Here’s one suggestion on how to do that.
Do your students visualize bright futures for themselves? Or do they have low expectations? Perhaps you’ve made goals for yourself this year. But have you made measurable goals for your students beyond the objectives for individual lesson plans? How about this for a starter? Challenge students to write what they want to be doing with their lives when they are 22 and /or make a visual page for it.
It’s easy to make a page to visually represent a goal in life, short or long-term, using pictures from newspapers or old magazines. If those aren’t available, students could draw their own pictures. Invite them to do this as homework on the first day of school or as a first-week project after coming back from the winter break.
Part of the reason our students don’t get where they’d like to be in life and have trouble breaking out of old family patterns is because they can’t visualize anything better. Even if they may secretly dream of going beyond where their parents have been in life, they may have no idea of how school might relate to getting there, or what baby steps to take or short-term goals to set in order to climb the ladder to where they’d like to be.
One of the most important things you need to do as an educator is to inspire your students to aim high and help them begin to see what is possible for them in life. If they are proactive in setting short-term goals to achieve long-term goals, they have a target to aim at and the arrows to shoot at that target.
If taking some time to do this exercise with your students will help even one to break out of old thought patterns and a tendency to just drift toward the future, you will have given your students more than any math, social studies or science lesson could. Those who aim at nothing will achieve it.
What will you do to inspire your students to build a better future?
He recognized that some of our most often used words in English don’t follow the rules of phonics. He is widely recognized for his list of 1000 Instant Words which are intended for children to recognize by sight after a series of exercises, drills, games, flashcards, and other memorization aids. Some of these words, such as in, on, he, be and fish, also obey phonics rules and can be sounded out, but when a child is first learning to read, it’s discouraging to have to stop and sound out every word and lose track of the meaning. It’s very satisfying to be able to read a complete sentence or story without having to stop often and sound out words. Think what it would do to our adult reading speed and comprehension to have to sound out every word we read? By learning the most common words by sight, a child or illiterate adult can have the satisfaction of really reading, not just decoding words. She will understand “A doll is a toy.” if she reads it at a normal speed instead of struggling over every word.
On the other hand, as a child continues on the path of learning to read, it would be burdensome to have to memorize every single word he will ever need to read. Dr. Fry recognizes that understanding the sounds attached to letters is also necessary for a child to become an and independent and proficient reader. He brings these two approaches together seamlessly in his Spelling Book Grades 1-6: Words Most Needed Plus Phonics.
Let’s look at the first lesson for first grade. Only ten sight (or instant) words are introduced: the, of, and, a, to, boy, girl, man, woman, baby. Though the teacher is given teaching suggestions, this is not a workbook. The student pages may be reproduced for student use, but the teacher decides how to best teach the words.
Under the list of words is a list of phrases using the words so that the students can practice seeing and reading the words in context. Samples of the phrases are man and woman and to the boy and girl. Students could practice reading these aloud and the phrases could also be used for dictation exercises, since this book also teaches spelling.
The last parts of the lessons involve age-appropriate word study. In the first grade lesson we used as an example above, students learn about how the phonogram an is used in man,ran, can, and pan. Then they learn in the phonics section below about the short vowel a. The included notes to the teacher in these sections spell out the rules and explanations, but I seriously doubt that the first graders will have to memorize, “The Closed Syllable Rule states that when the syllable ends in a consonant, the single letter vowel is short.” (Examples are taken from Lesson 1 of the book linked to above. ) At this stage of the game, the student may not know or care about syllables, open or closed.
When I learned to read I taught myself in much this fashion. First I memorized a very simple picture book my mother read to me over and over and then I read it back to her. She knew I’d memorized it, but I knew which word was which, so I had learned some sight words that I could recognize in other contexts. My mother would tell me about the sounds that the letters made until I was asking her for the ones I didn’t know yet. I started asking my dad about the letters I saw in the headlines of his newspaper. I was only three, but I could read. By the time I hit first grade, I was sitting in the class library section reading whatever I wanted while the teacher taught reading to all the rest of the class except another student who shared my first and middle name, who could also read.
My mother was a wise woman who realized that although I was reading above grade level, I had holes in my phonics understanding, so she sent me to a private school for a semester to learn phonics in a systematic way. (This was in the late 1940’s, when the “look, say” teaching method was in vogue.) After my phonics instruction, I flew in my reading skills. I think I would have thrived with Dr. Fy’s approach, since I would have learned the sight words in and out of context, as well as the relationships of the sounds to the words I learned every week. Seeing those relationships brings this method of teaching beyond rote memorization to understanding. I think Justin Snider, the author of the blog that inspired this one, could live with this approach. Maybe he will stop by and let us know.
Just how much did socialization help Jaheem Herrera? How I grieve for his family, who will miss socializing with him the rest of their lives. How glad I am that when my son died, it was not like that, but while he was out at the lake with his friends, where he rode a jet ski to Heaven.
What Bullying Can Lead To
I just read this story on the CNN site and it made me very sad for the family and angry at whatever made this happen. As a former teacher of children in public schools, I saw more than my share of playground behavior. Even students in private schools can be very cruel. When my son was still in public school, he was happy in the classroom and miserable on the playground, even though he was friendly and outgoing. At the time he was still a foster child and some of the other kids knew it.
How My Own Children Suffered from Playground “Socialization”
My daughter, in another school’s special ed program, was perfectly happy for two years with a wonderful teacher. Then that wonderful teacher had a sabbatical midyear and her class (in which Sarah was the only girl) got a male long-term substitute who didn’t mind pushing values that were different from ours (and the former teacher’s) at his students in the 3-4 grades. But it was the playground that was the worst problem. Our daughter would come home and complain that the boys were always propositioning her during recess. (She was a very attractive fourth-grade girl.)
We complained to the principal and were told that the teachers on duty at recess can’t see and hear everything. As to the classroom situation, the best we could get was that Sarah would be moved to a resource room with a female teacher after her female teacher aide went home the last hour of the school day. These are the things that are part of the background of my reading this news story.
I also lost my son, but not this way. My heart goes out to the mother and sister who got the terrible shock of seeing their loved one hanging in the closet. It’s a terrible thing to lose a child. You don’t ever get over it. But to know that your child was so unhappy at 11 that he would take his own life — that is one of the very worst ways to lose a child. There is only one way I can imagine that would be worse, and that way always makes the news, too.
Finding the Right Education Solution
On our journey to find the right education solution, we tried private schools. We finally found one that would take both my bright son and his sister, who was behind due to some emotional baggage she was carrying from her life with her birth parents. Unfortunately, or maybe, fortunately, as it turned out, the school closed after one year.
The next year we found a principle approach private school that was just right for the next two and two-thirds years. I had always wanted to homeschool, though, and that last third of the last school year, I got my chance.
My husband was on a contract job in the Seattle area and we all went up to see him during Easter break. We went with another family to let the children play in the snow, and my daughter’s sled got stuck. When my husband freed it for her, he tore a ligament in his arm that required surgery, and he needed us to stay and help. I called our principal at home, and he convinced my husband, who was always the one who objected, that I would be perfectly able to teach the children, who were then in grades 5 and 8. I had been teaching English part time in his school for a year.
Washington was a marvelous state in which to begin the homeschool adventure. Although we had textbooks at home that were used at the school we were coming from, they were still at home and we couldn’t leave for a couple of weeks to go and get them. So we used the Auburn Public Library, near where we found a house to rent. The school district was also good to us when they heard of our situation.
So What About Socialization?
We loved homeschooling, but we heard what almost any other homeschooling family hears from friends and neighbors. What about socialization? Many people think that home school children sit home with their books all day and never see anyone outside the home.
Maybe they don’t realize that children who study at home still play soccer, go to youth group, join the scouts, play with the neighbor children, and learn to get along not only with their peers, but also their families and people who are younger or older than they are. Jason’s social life improved 100% when he started studying at home. He could actually get along with children who couldn’t get along with anyone else.
In public school, Jason had been teased because he was small for his age and because he was a foster child during his kindergarten year. He often came home unhappy. He loved learning and was naturally compassionate and helpful. I had watched him comfort younger children in the neighborhood who were crying when he didn’t know I was watching. He didn’t know how to respond to the meanness he encountered at school on the playground. Is this what a child needs to be considered socialized? To learn to respond to bullying and meanness from others?
One of the boys who lived next door to us was also an adopted child, and he had been abandoned in Korea by his birth father — just left at the train station. He was also handicapped — he had a leg brace. He was dealing with a lot of issues. Jason had lived in his house first, and that’s how we met Jason. I will call the other boy X since he became the neighborhood bully who delighted in getting the younger boys in trouble and then would disappear just before the adults came on the scene.
There were enough adults around, however, to make sure things didn’t go too far, to give comfort after such an event, and to try and help prepare our children for the next temptation to misbehave X lured them into. X never was able to overcome his emotional baggage, and he caused even bigger problems in his adoptive home than he caused in the neighborhood. Eventually, he had to go back to the juvenile system. Meanwhile, though, while he was still around, all parents kept a watchful eye when the children were all outside playing.
The Dark Side of Socialization
So just what is socialization? According to my American College Dictionary, to socialize is “…to make fit for life in companionship with others; to make socialistic; establish or regulate according to the theories of socialism.” The application for education is “to turn from an individual activity into one involving all or a group of students. ” For the moment I won’t ask just what part of this definition others are concerned about when they ask how homeschoolers will socialize.
What I don’t see here is that to socialize means to accept bullying, learn to be insulted at a young age, subject oneself to verbal abuse and just shrug it off. On one hand, we are told how devastating it is when a parent or other adult is verbally or physically abusive. If such socialization occurs at home and it is reported, the children are often removed from the home.
Yet we mandate by law that children must go to school where they often receive this kind of abuse and more from their peers, and the principals and teachers say they can’t really prevent it — in spite of their anti-bullying programs. That’s what it says in the CNN article. That’s what I found in my child’s school in a good neighborhood. This doesn’t just happen in the inner city.
Learning to Socialize in a Healthy Way
I do not think socialization is good in itself. In my opinion, there is good socialization and bad socialization. Children get their first introduction to socialization in their families, learning to speak, share, take turns, sit and eat and talk with the family, etc. They learn to get along with their siblings. They still do all these things when they study at home. They also, as mentioned before, socialize in sports, community, church, and homeschool groups with children and adults. My son’s friends’ parents were amazed that my son always chatted with them when they came to pick up their own children from youth group.
Their school-socialized children avoided talking to adults unless they had to. My son enjoyed talking to them because he considered adults people, too. His very best friend was a fireman who had acted as an adult mentor when my husband was on those contract jobs. But the friendship went two ways. Jason tried to comfort Terry, too, when Terry’s marriage was breaking up. Both Terry and his wife were Jason’s friends, and the break-up was hard on Jason, too.
When Jason died in an accident at 14, I was amazed at all the friends of various ages he had. Some were younger children he played with. Some were his own age. Some were boys and some were girls.
Many were adults we didn’t even know he knew from around the neighborhood. He would ride his bike around and start talking to any adult who appeared to be doing something interesting outside, especially if they were doing something mechanical. (That’s actually how I met Jason when I was working in the garden in the front yard.) These became his new friends. He’d get up at 6:30 AM to go visit with a construction crew in the neighborhood while they had their coffee before starting their work day. They even let him watch them work for a bit before he had to come home for breakfast and to start his school day.
One day he came home from a construction site in the afternoon. (He often went back when school was over for the day.) He was very excited because he’d met the geologist who was checking the area around the site for signs of faults. He also brought home clay from the soil on the site the geologist had given him. He was excited because the geologist told him they were building the homes on a fault. What a tie-in to a science lesson.
I think Jason had a very active social life — more active than he ever had when going to school. He also kept ties with friends made in his last school by joining their Boy Scout Troop. His Scout friends played an active part in his memorial service. And Terry stood there and cried, along with about 399 others.
So what was missing in Jason’s socialization? Being bullied? Being subjected to peer pressure to do drugs? Learning words that would not really enhance his vocabulary? He got enough of some of those things just playing with the kids in the neighborhood. Would it have been better to get more of it on the playground where there were not enough adults to intervene? Just how much did socialization help Jaheem Herrera? How I grieve for his family, who will miss socializing with him the rest of their lives. How glad I am that when my son died, it was not like that, but while he was out at the lake with his friends, where he rode a jet ski to Heaven.
It’s not easy to teach unmotivated students. How does one help them learn when they don’t seem to care?
I just ran across this today and thought I’d share the link to this poem : All Kids Have Special Needs. I think every teacher should read it about once a week. The more challenging your students, the more important it is to read this.
Entering a classroom day after day can sometimes seem like a chess game. As the teacher you want to encourage your students to learn. You have made your plans carefully, taking your students’ abilities and past learning into consideration. But some days they have a different agenda than learning. They are perhaps thinking about survival, abuse, hunger, lack of love at home, and other things you may not have any experience of. All these things keep them from tuning into the classroom experience you are hoping they will have.
Do any of you have books or links or personal experiences to share on how to reach these special students?