Ayiti

Angela Gregoire
Ayiti nou led, Nou la

Haiti is the first post colonial independent Black led nation in the world, and the only nation whose independence was gained as part of a successful rebellion. The Caribbean country located about 681 miles from the U.S. has encountered many challenges, but its people continue to persevere and have a strong will to live on. Nou led nou la. Because of the many hardships and setbacks, the Haitians have suffered immensely. It’s hard to believe that this impoverished state was once known as “La Pearl of the Antilles”, the Pearl of the Antilles due to its economic prosperity and importance. Today Haiti the first country to abolish slavery in the Western Hemisphere remains a poor state and is struggling to get out of its economic hardship.
This black republic has a long history of oppression by dictators, including Francois Duvalier and Papa Doc. Ranking consistently among the most corrupt countries in the world on the corruption perceptions index, Haiti’s economic growth remained negative for many years. Haiti, a country with such interesting history suffered presidential coups and disasters. The majority of the people in Haiti lives in poverty, but because they are so resilient continues to be there despite all odds. Ayiti nou led nou la.
In Haiti, environmental issues and soil erosion have caused periodic flooding. In addition, tropical storms and earthquakes have claimed many lives. The most recent was a 7.1 earthquake which devastated the town of Port- au- Prince and took the lives of more than two hundred thousand inhabitants. About eighty percent of the population remained homeless and in dire need of basic needs. The Countries all over the world came together to assist the Haitian people and to attend to the injured and destitute people.
The Haitians continue in the struggle to fight poverty and overcome challenges, but remain hopeful that Haiti will once more become the pearl it was many years ago. We are ugly, but we are here.

Yoruba Religion

Angela Gregoire
Aspects of Yoruba Religion
Aspects of the Yoruba religion were highlighted in a film shown at the Miami Dade college North campus in April, 2010. In attendance at that session were chief Nathaniel Styles, two priestesses from Africa, prince, Professor Joseph Mcnair, invited guests and students from the Miami Dade College.
The Yoruba religion comprises religious beliefs and practices of the Yoruba people of old before the Yoruba community encountered Islam. In this film the significance of Batala was explained. At a ceremony people reconnect with their spiritual base and there is intense energy. The participants all go in a trance while the women and children dance in circles accompanied by the beating of drums. Children participate in rituals as early as they can walk. Members collect over three hundred plants in the forests and display them in a ceremony marking the beginning of a festival. Those who partake in the ceremony believe that plants and rituals work together and members offer prayers to the forests spirits. The Yoruba Orishas are the ones who get into contact with the supernatural. At the beginning of the ceremony there is the washing of feet and the members invoke the spirit of the herbs collected by offering prayers. Following this there is the yearly cleaning of Shangu objects. They all sing songs of praise and there the pig is sacrificed as a symbol of comfort.
The African priestesses explained the ritual or spiritual related hairstyles which can only be done by priest and priestesses. Another interesting aspect of the film was the pilgrimage to the Osun River. The popular Osun River is believed to possess curative powers and it is listed as a world Heritage site. Over sixty thousand persons participate in the festival to thank the river for its spiritual importance. All participants touch the water for blessing for they believe in the sacredness of water. Members of the Yoruba religion value water greatly. The human body comprises seventy percent water.
In the end the drummer gave an explanation of the drum used in all Yoruba activities. It is known that the drum is a significant instrument used in Africa. The drum is used to show respect and is believed that the drum speaks to its members and only members understand the beat. All cultures evolve from Africa and the Yoruba religion celebrates many aspects of our African heritage. At the end of the session I was more informed about the Yoruba religion.

Service learning Journal

Angela Gregoire
Field Experience/Service Learning Journals (FEAPs 1- 12)
From the nineteenth of March to the fourth of April I observed teachers and students at the JFK Middle school at North Miami Beach in Florida. The JFK Middle school is located at 1075 NE 167th Street in North Miami Beach. The JFK Middle school is in the Miami- Dade County Public school district and there are one thousand nine hundred and seventy eight students enrolled at the school. The grades served at this institution are grades six to eight and the school hours are from nine to three forty. Presently there are ninety full time teachers at the school. A high percentage of Hispanic and African Americans students attend school at JFK Middle school.
It is the mission of the JFK Middle school staff, students, parents, and community to create an instructional environment which enables individual achievement while promoting the development of responsible citizens who can efficiently access knowledge, critically assess problems, and creatively seek solutions. The JFK Middle school BEAT Magnet Program offers advanced academics, integrated thematic instruction, hands-on applied technology, and a caring staff to guide success.
The school is eligible for participation in state and federal Title 1 Programs. JFK Middle school operates as a magnet school, providing academically or socially focused instruction on a particular theme. Some of the students from the school participate in free or reduced lunch. JFK Middle school is the home of the Falcons.

March 19th, 2010

On the nineteenth of March 2010 I observed Miss Doane’s reading class at the JFK Middle school in North Miami Beach in Florida. Miss Doane began her lesson with a brief introduction on zombies. The students in the class were mainly Hispanics and African Americans. After reading a story about zombies the teacher engaged the students in a discussion about their knowledge of zombies and other similar stories and beliefs. The teacher then asked the students if they had heard about the topic and if they know what a zombie is. She also asked them if they think zombies are real. Miss Doane asked the students to tell her which country or countries the idea of zombies originated. Following this she lets individual students talk about their experiences or any information they had. Some of the students shared their stories with the class. The students explained why they are afraid of zombies and stated reasons why. The teacher then asked the students to decide if zombies are real based on the information given in their books.
I noticed that the content and strategies of the lesson improved student understanding of the concepts of pluralism. The students will realize that America is a nation that encompasses many cultures and many groups of people came to America and they brought with them their different cultures. In the lesson that I saw the teacher was actively promoting the students interests and also highlighting the importance of each other in society. Incorporating aspects of many cultures in a lesson improves educational equity. The teacher established positive interaction in the learning environment that uses incentives and consequences for students as stated in FEAP 2 (communication). The reading lesson also addressed FEAP 4 (critical thinking). The reading teacher used teaching strategies, materials, and technologies that can expand students’ thinking abilities. In the reading lesson I observed many FEAP indicators such as accepting and valuing students from diverse cultures and linguistic backgrounds and treating all students equitably FEAP 5(Diversity). Through classroom discussions, and interaction of teachers with students completing activities, I have observed that students and teachers alike are valuing diversity, accepting diversity, and gaining knowledge of diversity. The teacher encouraged student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through role modeling and learning activities.
I think it was a very interesting lesson. The teacher created an environment where students expressed themselves freely. Following the discussion and with the information in their textbooks the students were able to complete their assignments on time. The teacher was very professional in her approach and managed her class very well. The students conducted themselves well and time was managed effectively. At the end of the lesson the students acted responsibly and placed the readers neatly on the desks.

4/6/10- April 6th, 2010
On the sixth of April 2010 I observed Mr. Howe’s Social Studies class at the JFK Middle school. Mr. Howe is a tall male who commands respect from his students. Mr. Howe did an introductory lesson on the Civil War. In the lesson he introduced the words negra, Negro, niggra, and nigger. To begin with he asked the students if they know the meaning of the words then he had the students call the words aloud in an effort to make them comfortable with the words. The social studies teacher explained the meanings of the words and also explained how the words are connected with the Civil war. The teacher asked the students if they know what a civil war is. The students explained what a civil war is and Mr. Howe continued explaining what the civil war is all about. In teaching the lesson he showed students the location of the places he mentioned on the map. The students were very interested in the lesson and there was full participation.
At certain times during the lesson Mr. Howe had to deal with disruptive behaviors. He warned the students several times and in the end he sent them out of the classroom. He explained to me that the students concerned are always behaving that way and that they have problems. In his class he is aware of these problems and assists the students in whatever way he can. He explained to me that he is a role model to his students and he treats them like his own kids. Mr. Howe is aware that some of his students function at different levels academically and he caters for these differences.
Mr. Howe serves as an advocate for his students. In the introductory lesson Mr. Howe prepares students for the unit on the civil war. He used practical examples to teach the concept and made the lesson very interesting. In the lesson Mr. Howe recognized students’ behavioral problems, utilized appropriate resources, and devised solutions. He also recognized students’ exhibiting potentially disruptive behavior. As stated in FEAP 1(Assessment). In his class Mr. Howe establishes positive interaction in the learning environment that uses incentives and consequences for students, and he also challenges students in a positive and supportive manner. (FEAP 5) Other FEAP indicators observed in the lesson are the teacher communicates knowledge of subject in a manner that enables students to learn and she also uses the references, materials, and technologies of the subject field in developing learning activities for students.



April 8th, 2010
DR. McBean’s class
On the eighth of April, 2010 I observed Dr. McBean ESOL class. In her class there were about thirty five students. The students in the class are at a disadvantage because they cannot understand English. Most of the students in the class speak either Spanish or Creole. I think it is a challenge to teach these kids.
After watching a film the students were expected to find the meaning of eight words. The teacher wrote the list of words on the board then she discussed the meanings of some of the words with the students. The meanings were written on the board and the students read the meanings of the words. In the lesson she also looked at the plural of the words. In her class Dr. McBean encouraged peer tutoring. The students worked in pairs to assist each other. The teacher also asked a student to explain to the activity to the class in Creole and another student explained in Spanish. This strategy was very effective because the students understood exactly what they had to do. The ESOL teacher delegated responsibility to the students in the class. One student assisted the teacher in distributing some forms to the class. On that form the students were expected to write the meanings of the words. They also had to show whether they had seen the word or not. To complete the activity the students were allowed to use their textbooks.
From my observations the activity was a challenge for some of the students who could not understand English. I was able to assist the students because I could speak Spanish, French, and a little Creole. I interacted with the students and with some help they were able to complete the exercise. Because of the students limitations the teacher used resources in the classroom to explain to them. Dr. McBean is an effective manager and she treats all her students equally and with respect. I was able to see the challenges teachers face in the classroom and the struggles the students go through. From the field experience I gained some insights into a typical Middle school class and was able to see firsthand how adolescents behave in the classroom. Dr. McBean the ESOL teacher at the JFK Middle school assessed individual and group performance to provide instruction that meet students’ needs in the cognitive, social, linguistic, cultural, emotional, and physical channels of development. As stated in FEAP 1(Assessment). Dr. McBean developed her lesson to reflect opportunities for students to learn from each other. FEAP 2

Assignment # 3

Assignment # 3
Teacher Interview
This interview was conducted at the JFK Middle school in North Miami Beach in Florida. I interviewed Miss Simmons a civics teacher who is about thirty five years old. She is a teacher at that school for over five years and she is also head of her department. She was helpful, approachable, and had a good sense of humor. The interview was conducted in her classroom at about eleven thirty on March twenty six two thousand and ten. She explained to me that usually at this time she is much occupied but she is pleased to assist me.
The interview began in a very cordial manner and I felt very comfortable talking to her. I asked her twenty questions and she thoughtfully answered each question with great ease. She was careful in her choice of words and sometimes gave small scenarios. In answering the questions she took time to show to show me samples of different documents used in her class and also samples of students’ work. She was knowledgeable and fluent throughout the interview. She expressed the passion she has for the job and the kids she worked with. She is the civics teacher for the magnet program and teaches students from grades six to eight.
In her class Miss Simmons prefers heterogeneous groups because students are able to help each other and there is not much growth if the groups are the same. She also explained that a student in a group can show that he or she has mastered a concept through leadership, participation, and interaction. She was quick to say that the final project will reveal their work. They can also show it with differentiated instruction. Very often the end product will show meaning and it is self explanatory. Miss Simmons expressed that she is particularly strong in civics and government because they relate to what is going on so there is an easy connection. She explained that a teacher needs to know students’ abilities and personalities in order to begin lesson planning. The teacher should anticipate any issues and need to know what resources are available. The teacher accommodates different learning styles of students in her classroom through whole group instruction, surveys, and by incorporating all learning styles in her lesson. She uses Bloom’s taxonomy and she creates her own quiz. Miss Simmons is not authoritative, but instead she keeps balance, sets standards, and is flexible. In her opinion the teacher says every party at the school is responsible for discipline for she firmly believes that students should be supervised at all times. She listed some persons responsible for discipline including parents, teachers, security personnel, and administrators.
The civics teacher has benefited significantly from enlightening workshops, and professional development seminars. It was with a sense of joy that she said that she empowers her students and make them part of the learning process. The students invest in the learning process and she sells the lesson to them in a logical and relatable manner. If a student is disrupting the class Miss Simmons will first warn the child and remove child from seat to isolate him or her. She speaks softly to the child but still with a sense of fear. When everything fails she finally writes a report. She informs parents about what is going on in the classroom frequently. The teacher uses website, writes letters, make phone calls, power points, e-mail updates, and talks to them at open house. To update parents about the progress of their child Miss Simmons uses e-mail and her website which she said are very effective ways. Miss Simmons believes that parent conferences are very effective especially when there is a follow up two weeks later. The teacher becomes acquainted with parents and students over the course of time, through surveys, and at open house. When parents complained about homework the teacher explains the homework policy. She also encourages the parent to ensure that the child does the work.
The civics teacher asserts that an ideal teacher is effective, flexible, optimistic, accommodating and takes into consideration different needs of students. The ideal teacher recognizes that students learn in different ways and tries to meet those needs. Miss Simmons collaborates with other staff members to plan together, discuss best practices, and exchange ideas. The teacher enthusiastically stated that teaching is constantly changing and change is exciting. She said teaching is always re-inventing itself although it is unexpected and energy is exhausting, but can be very rewarding.
After interviewing the teacher, it was interesting to know that her training at college did not really prepare her to deal with the classroom, but when faced with situations she just knows what to do and how to handle them. That is one of the reasons why she explained that a teacher should have an innate love for children.

Reflection 20

Reflection 20
“The acceptance of the public high school in the mid-nineteenth century affirmed democracy.” By the mid-nineteenth century high school in the U.S. was diverse and included a few top school schools which were opened to a limited number of many students. The high schools did not live up to their expectations and they were established in addition to the grammar schools. During the time of the Great Depression many individuals were out of jobs and there was a demand to educate everyone as many Americans believed that all students should graduate.
To deal with a large population that was diverse in nature there was need to make the curriculum more diverse. The Europeans at that time had vocational secondary schools and academic secondary schools as separate institutions. They classified students at a very young age in comparison to Americans who were in favor of comprehensive high schools. These schools were democratic in nature for students attended the same schools and they were followed different programs which fitted their potential and academic ability. Students who wanted to attend college were taught academic subjects to adequately prepare them for the next level. The vocational courses that were taught to the lower classes were academically weaker and included subjects that were commercial in nature. Some of the subjects taught were shorthand, typing, home economics, automobile repair, leather craft, and carpentry.
The high schools faced a lot of criticism and many educators believed that it was inadequate and was not very good. It was argued that a high percentage of high school students were not well prepared for college. It was debated that the foundation was not laid by the Cardinals. Many believed that that the high schools were not geared to meet the needs of students of socioeconomic, racial, and diverse ethnic backgrounds. Many students attended free high schools in the nineteenth century. In some instances there were more students attending high schools in some American towns than in Europe. As time went by attending high school became compulsory. High schools in the United States varied extensively to the demands of the rapidly changing society and political climates. By the nineteenth century it was much easier to obtain textbooks and there were standardized secondary entrance examinations. Education then was inexpensive and the cheapest labor was sought to teach the nation’s children. During that era many educated women were able to get jobs in the primary divisions and more high schools were built; and the high school movement became part of the common school. Entrance examinations were used in the mid-nineteenth century to screen individuals to set up a meritocracy. Students’ grades were indicators for graduation. Again prejudice played a part for the chances of working class students attending high schools were slim, but those who made it were just as successful as the elite students. Despite this, however, they were equally rewarded after graduation. The U. S. schools were not entirely democratic in nature for many biases were spotted in the system. It was clear that class was a predictor of success.

philosophy

My Personal Philosophy of Education
Angela Gregoire
Miami Dade College








Abstract
This paper deals with my personal philosophy of education. I believe that all students are entitled to an education that is holistic in design. In this approach students can recognize their weaknesses and strengths and profit from a broad based program while the teacher’s job is to provide a safe, caring, and loving environment that is conducive to students learning. It is my belief that every child will be provided with an education that prepares him or her to face the world and to be an active participant in society.











I believe that students can reach their full potential if the right atmosphere is created for learning. Aristotle stated that “all who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.” Students should be taught skills to prepare them for life, but in addition to skills they should be taught values, and virtues to function well in society. I think the school can be a change agent in promoting academics, relationships, and discipline. Although it is important to test students, testing should not be the only instrument to judge progress of students. E. D. Hirsch, Jr. was a strong advocate who believed that an inclusive guide should be used for all students. As an educator, I think that students can master the information taught and they should have good thinking skills.
As a teacher I encourage a broad based curriculum with some flexibility. I believe that students will be more stimulated to learn if the curriculum is developed with their interests in mind. It is certain that students will develop ownership in the process if they work hard to master the skills needed to attain their goals. I would allow my students to read great books because I believe knowledge is important. In reading great books students will be able to think rationally. The teacher or facilitator’s job is to help students find information and to guide them. Jean Jacques Rousseau explained that everything we do not have at birth and which we need when we are grown is given to us by education. The teacher should not be the sole source of information, but instead give students the freedom to seek knowledge for answers to questions. Students are given opportunities to discover and study meaningful and relevant things in their environment. I believe that students should be afforded an input in their learning and made to understand exactly what their roles are in the learning process. Every student should be given a chance to reach his or her full potential regardless of class, religious affiliation, or race.
It is very important that students are treated fairly in the classrooms. I am of the view that students should not be promoted base on age, but through merit. My philosophy is that every child must be given equal chance to excel and reach full potential. I strongly believe that schools should focus on the needs of every child. George Counts (1932) suggested that schools should concentrate on changing society. From a social reconstuctionist point of view I support that social problems and challenges should be incorporated in the school curriculum. Topics dealing with social issues like substance abuse, AIDS, pollution, global warming, and racism should be part of the curriculum. Students need to be knowledgeable on issues that affect their lives, and help to make a difference in the world. John Dewey (2003) described that education is the means of the “social continuity of life.”The teacher can facilitate the process and help the children to develop appropriate questions and strategies. I think students can develop inquiring minds. I believe that students should be given numerous opportunities to find out solutions to some of the challenges that affect them every day.
I firmly believe that every individual is unique and should be treated with respect. As an educator I empower my students to believe in themselves and aim for the best in whatever task they undertake. I support an education system which promotes positive values such as discipline, hard work, honesty, empathy, and decency. I also support a system which incorporates non academic subjects like physical education, athletics, home economics, art, and sports. To me the system is incomplete if it does not encourage participation in group activities such as 4-H movements, boy scouts, Red Cross and health clubs. A good system ensures that it creates a quality product and that is well rounded individuals who can function effectively in society.

References
Experiencing Dewey: Insights for Today's Classroom. (2005). Bloomington, Indiana: Kappa Delta Pi.
R.Zittleman, K., Sadker, D. M., & Sadker, M. P. (2008). Teachers,Schools,and Society (8th Edition ed.). New York: Mc Grawhill.
true, u. m. (n.d.). On Truth and Reality: Philosophy Physics Metaphysics of Space, Wave Structure Matter. Famous Science Art Quotes. On Truth and Reality: Philosophy Physics Metaphysics of Space, Wave Structure Matter. Famous Science Art Quotes. Retrieved March 29, 2010, from http://www.spaceandmotion.com

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