age, accountability, and aspirations

[xcriteria]

(Quotes extracted from the GPS tracking thread...)

Doc Johnson Wrote:Yeah, I know, off topic. But it's a little weird being on the board here, being an old man (36), a teacher, and it makes me a little nervous. I'm the freak here, if you follow me. I mean, I guess I'm The Man, if by being a teacher that makes me so. Hard to explain, but I imagine someone out there gets what I mean.

I kind of feel the same way, even though I'm "only" 25. (At least I haven't ended up in an institutional teaching position yet. )

At the same time, I also feel that my participation makes sense, because I can relate to these school issues both in terms of my past and my present, and in terms of what I want to do with my life. I identify with being a learner in search of better methods with which to learn, despite a society that doesn't provide much support for that, for people of any age. This is essentially the same standpoint I've had for as long as I can remember.

Doc Johnson Wrote:I'm here, because I'm an advocate for students...

I'm here both as an advocate for students, and as a student myself. Even though I'm in college (by choice) and it's better than earlier years, some of the same themes of difficulty in self-determination, things moving too slow, etc. still make the situation a struggle (of the not-helpful variety).
I want to help people to learn (I prefer that phrase to "teaching"); but I simply can't see myself working in the sort of organizational structure people usually "teach" in. So I'm trying to figure out what options there are, that can allow me to make a substiantial improvement in some people's lives while earning an income -- without a typical institutional job. Not an easy task, but I think it's possible, due to how much demand there is for alternatives from a certain percentage of the "customers," the students.

Doc Johnson Wrote:I study how the standards-based reform stuff we currently have going in the U.S. is fucked up. Even worse, I think it justifies fucking over anyone who doesn't follow orders well...

Maybe I'm overly optimistic, but I think that the standards movement has some positive aspects (mostly unrealized). The pressure is based on a genuine recognition of the failure of the schools to meet everyone's needs. The desire to "leave no child behind" is a fine starting point, and some accountability can help achieve that. However, the accountability/standards used are SCHOOL-BASED rather than individually based. Schools are accountable, collectively (statistically) to national standards on standardized achievement tests. But shouldn't there be accountability TO THE STUDENTS, individually? While students ought to have equal rights, it must be recognized that they have different needs, preferences, and desires.

The part of the recent education reform laws that especially has me thinking is the provisions for students with "special needs" in the Individuals with Disabilities Education Act of 1997 (IDEA'97). Even though its basic use is for people with disabilities, that component of federal educational policy includes a requirement that students with special needs have an Individualized Education Plan, in which even students are supposed to have a role in crafting.

In fact, according to kidshealth.org, "Children with delayed skills or skills advanced for their age level may be eligible for special services that can provide individualized instruction and programs in public schools, free of charge to your family." and, "...children who have advanced skills, either overall or in one specific area of learning such as math or reading, may need an enriched education curriculum so they don't become bored."

I'm going to look into this in more detail, as this method -- backed up by federal law if the needs can be effectively documented -- may be a viable way for some students to exert input on their schooling.

Comments?

--Brendan