Nikril's Blog

Nik in the City

nikril — Wed, 28 Jul 2010 13:19:50 +0000

I must admit my first trip to Washington D.C. was quite eventful. On a call home, my sister asked me if I’ve been learning anything. I’ve learned quite a bit about other perspectives on education, religion, the first amendment, and myself. Prior to my arrival in D.C., I had a preconceived notion about politician views on education. In some respects I was right, but in another, I was very wrong. I believed politicians didn’t know the first thing about education. My opinion was that politicians approached education as a manufacturing business that could build a well-oiled machine that would produce the perfect product. I still believe politicians treat education as a business, but I don’t think they are ignorant about education. One thing I noticed about every organization we met with was that they truly care about educating society. We all care about education, we just have different perspectives as to how to fix the problems. Educators, parents, politicians, lobbyists, presidents of education group organizations, and religious organizations view education as extremely significant. The fundamental sentiment shared by stakeholders involves education reform. We are aware that our education system is experiencing difficulties as it pertains to student achievement, high quality teachers, school financing, accountability, and global competition. We want to fix it, but instead of collaborating to brainstorm ideas on how to reform education, we engage in finger-pointing and short-term (band-aid) solutions that produce temporary relief. The federal government points the finger at the states, the states pont the finger at school districts, who disseminate the blame from superintendents, to campus principals, to teachers, parents, and students. Each party blames the other for education’s calamity. The fact of the matter is that we are all responsible for educating society, whether we are parents, teachers, students, principals, legislatures, and so on. Blaming one another and devising schemes to rid schools of “bad” teachers, provide school vouchers, and impose national standards only provide superficial solutions to reforming our education system. Running away from schools, increasing funding, providing teacher incentives for student performance, and standardization will not produce a substantial overhaul of our nation’s education system. All stakeholders must take ownership of the problems and education and discontinue trying to implement policies, programs, and incentives that serve to satisfy constituents. The most important thing I’ve learned from this experience is that unless all stakeholders trust and appreciate each others’ ideas, perspectives, and expertise we will not begin to scratch the surface when it comes to school reform. The major problem with education is that there are entirely too many players fighting for power and position, not realizing that one hand washes the other. It’s ridiculous to think that we can accomplish education reform without trust. As Dr.Rose said, “Trust is the glue that holds an organization together.” When it comes to education, distrust is running rampant. The federal government doesn’t trust the individual states, and vice versa. The states don’t trust the local the local school districts, and vice versa. The district school boards distrust the superintendents, who distrust campus administration, who distrust teachers, who distrust parents, and vice versa numerous times. TRUST, TRUST, TRUST!!! Trust is needed to reform our education system. Education cannot be run like a business managed by a rigid micromanager, and continue to expect and demand high quality results. We all contribute to the system and we should trust one another to perform the tasks assigned to ensure our society is well-educated. If we truly want to reform our education system, we must set discontinue competing with another to gain position and power in the decision-making process. Teachers, parents, campus principals, and students possess a more specific perspective on education woes than superintendents, school boards, state education agencies, state officials, and federal legislatures. However, their viewpoint is too narrow and doesn’t encompass the broader state nor federal view of the state of education. To reform our education system, we need to listen to both broad and narrow views of the problem. We must consider the reprucussions of enacting a policy on each level of the system to determine if attaining the desired outcome is worth the means by which it originates. We must think and act responsibly and strategically to enact the type of educational reform necessary to close the achievement gap, meet the demands of global competition, produce an educated and compeent workforce, and to encourage life long learning.

Humility

nikril — Fri, 09 Jul 2010 14:21:53 +0000

I’ve been contemplating how to use this blog. I’ve decided that I will use it to share my experiences in my Christian walk with others. What better way to begin my ministry. Recently, I learned a very important lesson about humility. I’ve endured a situation for a year, and I didn’t understand why I was going through it. I thought that I was somehow reaping something that I sewed or I was being punished or was being conspired against. Shucks, I thought all three! I got caught up in my own hype. Society teaches us that if we work hard at something then we will reap the rewards. It isn’t that simple. I thought that if I followed the formula of attaining a degree that I would instantly receive my blessing. Boy, was I wrong! At first, I was so motivated that I completed and returned over 20 applications for a position. I was relentless! I just knew that I was going to be hired by someone. It even looked like I was posed to receive a position, but at the last moment, the rug was pulled right from underneath me. I was devasted, but my nature is to keep going. However, I failed to realize that the seed of pride had been planted. I didn’t even notice it when it began to manifest itself. After I didn’t receive the position I just knew I was going to get, I spiraled into depression that was predicated by not receiving what I felt I was entitled to receive and after enduring a hellish battle with a supervisor. The situation was compounded when I found myself in career limbo, not knowing if I would have a job and if so, where. My pride blinded me so much that I failed to realize the blessings God bestowed upon me. I wallowed in self pity all summer, yet I still didn’t get it. My depression and self pity transformed into anger, bitterness, and resentment. What a bad combination! Yet, my pride concluded that I was a victim of a conspiring group of co-workers and supervisors, hell bent on teaching me a lesson, and blocking my blessing. I could see the speck of dirt in their eyes, but not in my own. I, even, went so far as having the attitude that if they chose to slight me, that I would hurt them by ostricizing myself from them, and refraining from putting my all into my job. LOL!!! What I didn’t understand was that I was blocking my own blessing with my FOOLISH pride!!! Yet, inspite of my self, God continued to show me grace and a whole heap of mercy. My pride had grown, so that was unable to hear God speaking to me, personally. He had to use others to send his message. Praise God for not giving up on me!!! I felt as if God wasn’t speaking to me, but in fact, I wasn’t listening. I cried, prayed, vented, and through all sorts of temper tantrums, as if that would get God to change is mind. LOL!!! I went through such a self destructive period that I placed myself in jeopardy, but God would have none of that and blessed me again. On a good day, I was able to hear God. I was driving to work one day, and I heard God say, “Humble yourself.” At first, I didn’t understand, but then he revealed it to me. I was obedient, and God granted me peace. I, even, forgave those I felt wronged me. Yet, I still had not learned my lesson. One day, I spoke with a friend and she told me some things that I really didn’t want to hear. I didn’t understand it then, but God used her to plant a seed. The seed of revelation about my huberance. Of course, I rejected it at first, then I didn’t understand. Now, I get it! Thanks Roz!!! I texted my mom this morning about a decision I needed to make, concerning my job. Before I texted her, I went through a list of pros and cons as to whether I should resign. The pros won! I examined my list of cons and the major con was my pride. Then, I received my mother’s response and she gave me the greatest words of wisdom I have received to this day… Listen to God, not your pain! After I cried, I thought about a question a friend posed to me… What lesson do you think your supposed to learn from this? At that instant, I realized the lesson I was supposed to learn from what I endured…HUMILITY! To God be the GLORY!!! So, the lesson I learned was that I was viewing pride from the extreme viewpoint of narcissim and egotism. What I failed to realize is the fundamental essence of pride is a sense of entitlement that will lead to egotism if further manifested. Although it was a tough lesson to learn, I’m so grateful to God for putting me through it!!! Now I’m able to recognize pride for what it is, and today, I choose humility. Humility operates out of love, whereas pride operates out of the flesh.

Major issues

nikril — Sun, 29 Nov 2009 23:33:07 +0000

I think that the major philosophical issues related to education and diversity involve inclusion and academic and behavioral expectations. Access to the general education curriculum prompted the legislative mandates of the Individuals with Disabilities Act (IDEA) amendments of 1997, the Improving America’s Schools Act (IASA) Title 1 of 1994, and the No Child Left Behind (NCLB) of 2001, to include students with disabilities in the state assessments and accountability systems (Browder, Wakeman, and Flowers, 2006). As a result of the reauthorization of IDEA (1997), Congress agreed that the preferred instructional arrangement of students with disabilities is the general education setting. Not everyone agrees, and students suffer because some teachers neither not want them in their classes nor want to be held accountable for their progress. I have witnessed and participated in several discussions about inclusion. As a special education teacher, I’m very protective of these students, and I want to shield them from the differential treatment that they receive in the general education setting; however, I understand the importance of inclusion.

Another hot topic that causes conflict in education and threatens diversity is expectations. I have attended countless meetings, staff development, and trainings that emphasize setting high expectations for learners. It is so easy for teachers and administrators to set high expectations for gifted and compliant students, but it isn’t so easy for at-risk students, low SES students, minority students, SPED students, and students with disciplinary issues. Academic and disciplinary gaps are prevalent in today’s society, and I believe these problems exist because of low expectations. I think some educators succumb to their own prejudices, biases, and beliefs about life that they lose sight of what students need. In education, we play the hand we are dealt. Unlike Texas hold’em, we can’t discard the cards we feel won’t help us win. My advice for those who don’t value the cards they’re dealt is fold them and leave the table. How’s that for ending that conflict?

Disparity

nikril — Sun, 22 Nov 2009 22:02:30 +0000

There are so many disparities in education ranging from the achievement gap to school finance. Where do we begin? It makes no sense that districts and campuses are so consumed with competition on high-stakes testing that they test students to death by conducting various benchmarks and curriculum-based assessments to gauge the proficiency of their students. It makes no sense that low SES students, from poor campuses, get stuck with wet behind the ear new teachers, while more affluent campuses receive more experienced teachers. It makes no sense that teachers use their hard-earned money to buy copy paper because campuses don’t have enough money in their budgets. It makes no sense that within a district, there exists practically brand new campuses with high-tech everything, and other campuses are falling apart. It makes no sense that districts prefer to hire novice teachers than pay more for experienced teachers. It makes no sense that districts succumb to state investigations of overidentification of special education students and minorities students in DAEPs. It makes no sense that within their infancy, into the profession, teachers choose to leave the profession. It makes no sense that power hungry administrators (central administration) fail to listen to the ideas of the campus principals and teachers in the trenches. It is absolutely ridiculous that in 2009, these and more disparities exist! Our learners deserve so much better! What would I do? Unfortunately, there isn’t much I can do about the financial disparities, but I can do something about instruction. As a leader, I would staff my campus with quality teachers, regardless of experience. I think quality personnel is the key to overcoming many of the academic disparities. I would place teachers in the subject area in which they are most comfortable and competent. I would provide my faculty and staff with mentors, professional development, and other resources to ensure they perform at their very best. I would do everything in my power to encourage struggling teachers to remain in the profession. I would provide opportunities for my staff to take initiative. I would ensure my students received whatever services were needed to ensure their success. I would hound central administration to improve the interior and exterior appearance of my campus, so that teachers and students felt proud to walk into the school. In essence, I would take of the people! I have witnessed, too often what occurs when students, faculty, and staff are not given the care and consideration they deserve and I would refrain from doing anything that would cause them to lose sight of our vision and goals.

Impacting Nik

nikril — Sun, 15 Nov 2009 15:39:58 +0000

From the standpoint of technology, diversity has impacted me positively. I enjoy learning new things, especially more innovative and efficient ways to do things. Technology allows me to access information instantly. Anytime I have a question about something, I surf the internet, morning, noon, or night. I’m not much for reading manuals, so when I purchase or receive a new technological gadget, I start playing with it. I would much rather use trial and error to figure out how to use something, instead of fumbling through an instruction manual. However, when push comes to shove, I blow the dust off the manual.

Everything about this digital, global economy isn’t cool to me. I’m a private person and I hate the fact that some individuals can use technology to invade my privacy. Now, don’t get me wrong. I don’t post naughty photos on Facebook or distasteful blogs, but I do value my privacy. People are free to express themselves as they please on the internet; however, I’m cognizant that someone is always watching and I wouldn’t want to post anything that would come back to haunt me.

Another thing that irritates me about this global economy is competition. I have a competitive nature, but I choose to compete with myself versus another person. I think competition can be healthy, yet it brings out the ugly side in people. For instance, I believe accountability is necessary to ensure learners are receiving the knowledge and skills necessary to succeed, but overemphasis on high-stakes testing negates learning and teaching. Campuses participate in inter-district competition with other campuses, districts compete with other districts, states rival other states, and nations quarrel over who provides the best education. What are the results?… teacher shortage, drop-outs, and unprepared citizens. Granted, everyone in the nation does not succumb to these circumstances, but the fact that anyone succumbs to these situations is failure! It reminds of playing sports. I played my best when I was on a team that worked together to improve everyone’s game, instead of their individual game. I worked better for coaches who encouraged and challenged me, rather than ordering and drilling me to death. Education is not the cure-all for society’s ills. Education is not a game! It shouldn’t be treated as a competition in which someone loses and someone wins. I know from personal experience the damage that occurs as a result of treating education as a competition in which you are on the losing team. However, I know the joy of a comeback, and proving someone wrong! Unfortunately, some learners get so discouraged that they choose to walk away rather than try, again. Education is not a well-oiled machine that produces widgets. Education is about people with different abilities, talents, temperaments, learning styles, and motivations. I believe quality of education is much more important than quantifying how well a learner masters knowledge on a high-stakes assessment. In the nation’s efforts to compete with the world, our nation’s leaders have lost sight of what education is about… learners. Education is not about winners and losers! It’s about making everyone a winner in his or her own right.

Conform or not to Conform

nikril — Sun, 08 Nov 2009 22:57:35 +0000

Assimilation is quite a touchy subject for me, as a woman of color. America embraces the idea of assimilation because it is supposed to bring people of diverse cultures together by absorbing the minority culture into the dominant culture. It’s an interesting notion; however, it, often, involves losing one’s own cultural identity. Other countries embrace multiculturalism as opposed to assimilation because it promotes preservation of cultures and cultural identity. I think that multiculturalism is touted more in the world because of the need to acknowledge, accept, and celebrate our diversity more than conforming to the dominant’s culture. Assimilation seems like such a dirty word because it unintentionally assumes that the dominant culture is superior to others. Individuals are proud of their cultures and want their cultures to be valued. Assimilation values the collective culture and leaves minority groups feeling devalued and unappreciated. It’s almost like succumbing to peer pressure. Even as an adult, I still feel the pressure to conform to the dominant culture whether at work, church, family functions, etc… Often times, I feel conflicted as to assimilate to the notions of the dominant culture, segregate myself, rebel, or assume my own identity and suffer ridicule, rejection, or retaliation from the dominant culture. Although we are humans and we share common characteristics, we were made differently and there is nothing wrong with that, either. However, I think the world is at a point in which it is no longer acceptable for people to deny their culture for fear of the dominant culture’s reaction.

What Mind Shall I Use, Today?

nikril — Sun, 01 Nov 2009 21:15:14 +0000

I’ve been fascinated by Howard Gardner ever since I read about mutiple intelligences. He has hit a home run with “Five Minds for the Future!” Gardner discusses how the changes in society demand a new way of thinking and learning. Gardner presents five minds that will be necessary to survive and function in our ever-changing society; the disciplinary mind, synthesizing mind, creating mind, respectful mind, and the ethical mind. I think it’s interesting that he chose these as the mindsets we need. It’s almost laughable in education because I don’t see our educational system preparing our students in this way. We don’t practice mastery (disciplnary mind) learning in schools, instead, we focus on proficiency. Our students, whether P-12 or beyond, receive limited expereinces with integrated disciplines (synthesizing mind), unless they are in Gifted and Talented programs. High-stakes testing does not give room for creativity (creating mind), as a result, our students feel little contribution to their education. As much as diversity is touted in education, our educational system only provides superficial methods to address issues of diversity (respectful mind). Our society exemplifies low standards in regards to responsibility because as a whole, we have opted to shun our responsibility and blame others or situations for our actions and attitudes (ethical mind). We have the potential to cultivate these five minds. We just need to make the decision to use them.

Give it to me, NOW!

nikril — Sun, 25 Oct 2009 00:21:12 +0000

Today’s P-16 learner wants instant gratification. They want it simple, clear, and most importantly, right NOW! The P-16 learner is not he only generation obessed with automacity. Our entire society is obessed with instant gratification and we have created a generation of learners, who are in no mood to wait. Today’s learners want a speedy education, without the hassle of critical thinking. This saddens me! Our students are not equipped with the skills to survive in our society because life isn’t automatic. We haven’t instilled in our students that slow and steady wins the race. Society has become so obsessed with standardized testing that we devote little time to building social, critical, and practical application skills. As I look back at my own education, I’m reminded of the many times I thought of the uselessness of the information I was required to regurgitate. I would have preferred to apply, analyze, synthesize, and generalize the content that I learned. Some things just haven’t changed. Teachers are being held more accountable, but students are not. Perhaps if learners were held accountable, they would dismantle current education practices by demanding and expecting practical appliction, critical thinking, synthesis, analysis, and generalization of content material. With the exception of some teachers, nothing, in education, made more of an impression on me than when I entered college. I was so happy that I was responsible for my education. I was paying for my education, so I demanded that I was taught what I needed. So, my advice to today’s P-16 learner is to stop demanding instant gratification and in the words of my good friend, Mark Weatherly, “Own it!”

Needs of a New Generation

nikril — Fri, 16 Oct 2009 03:31:12 +0000

Educators, parents, legislators, business leaders, and community leaders are consumed with finding ways to better educate our children. Technology use is being emphasized in classrooms. Classrooms are being bombarded with new curriculum, teaching strategies, and interventions to ensure students meet the academic standards initiated by NCLB. Human resource personnel must dilligently recruit highly qualified teachers. All this sounds well and good; however, it only provides superficial solutions to addressing the needs of our children. If society would pay attention, we all would acknowledge that this “microwave” society has influenced students to want everything quickly, including their education. Students are no longer willing to sit in school for eight hours to be lectured by teacher, that probably has nothing in common with them. Students wonder why it’s necessary to attend school for so many years, when information is readily available for them on the internet. What’s the point of learning facts and strategies that they will never use outside of school? Our children want shorter school days. Our children want more tactile-kinesthetic activities that make abstract concepts concrete. Our childen want to be entertained. Our children want practical applications for what they learn. Although NCLB desires to raise the standards for all students, the reality is that students are being taught the old rote and drill routine, while being demanded to display their test taking startegies. Are they demonstrating a deep understanding of learning? No! Are they utilizing the higher levels of Bloom’s Taxonomy? No! Our children are being groomed to be compliant without resistance. Our students are not being encouraged, required, nor demanded to truly analyze, generalize, synthesize, or question the knowledge to which they are subjected. When will we as a nation realize that we cannot meet the needs of our children if we continue to teach them as if they are us? Our children have ther own needs, desires, motivations, and talents that must be acknowledged, valued, and attended to. There is nothing wrong with wanting the best for our children, but we must pay attention to what our children want, need, value, and are willing to work for.

Out of Touch

nikril — Fri, 09 Oct 2009 02:54:35 +0000

Why is there such a strain between students and teachers? Some say it’s caused by racial tension. Some thinks it’s due to socioeconomical differences. Some even claim that generational differences contribute to the problem. Some say that teachers are the problem, while others complain that the younger generation is so different from the older generations. I think the problems lie within our society’s lack of LOVE. Jesus commanded us to love the Lord, our God, with all our hearts. Then he commanded us to love one another. We don’t love one another like God loves us. We place limitations and standards on one another that we, ourselves, cannot and do not adhere. We want so much, yet give so little. We have become such a selfish people. Yet we have the audacity to shame others for their shortcomings. As a people, we readily criticize, yet, correct with reservation. We wonder why our children behave as they do! We model the behavior. We teach others how to treat us and we teach how to treat others. We settle for things, well beneath, what what God would have for us, instead of demanding and seeking out things of God. We have created this gap between students and teachers. When we demonize an entire profession that is so crucial to our society, we teach our children to devalue and disrespect the profession, as well. When educators fail to demand the respect that they deserve for fear of lawsuits and loss of students, which will result in a loss of ADA, then respect and admiration are lost. When education is reduced to a rating, enthusiasm for teaching and learning are lost. When anger, frustration, and discouragement become everyday characteristics of schools, then love for learning is lost. When we cannot even mention our Lord and Savior in our schools, love is lost. When love is lost, strife exists.