SED 125 and EDU 125 have shown me that teaching will be a challenging job and that it does require work, effort and patience. Yet, they have also shown that teaching is a rewarding experience. Learning about education and about the diversity found in classrooms has made me even more determined to become the best teacher I can be. I want to be like the teacher in Freedom Writers and I want to be an inspiration and get through to my kids. I want to show them that learning can be fun and that everyone can succeed. EDU 125 made me think about what kind of teacher I want to be and how I am going to run my classroom. Before I took this class, I had known that I wanted to be a teacher but I never thought about what it meant to be a teacher. It takes a lot more planning and hard work than I originally thought. Before learning about the philosophies, I would not have been able to think about what I expect from myself and from my students but now I have an idea of how my classroom will run.
I now have a starting point. I know that I want my classroom to be a safe place where no one is afraid to speak and I want my students to learn how to be respectful to each other, no matter the differences. I will not simply force them to learn but will allow them to become actively involved in their own learning through experiments. They will become independent and not dependent on me because I will simply be in the background, their guide should they need one.
This class also made think of what challenges will lie ahead. I have gone to school in a mostly white area, middle-class to poor socioeconomic standing, in a very small town. There was not a lot of diversity. There were maybe 2 black children and 3 Hispanic and a total of about 6 special needs students, many of whom I rarely even saw. As a teacher, I have begun to realize that I might get people with different learning abilities, people with different cultures, races and heritages and that I must be able to teach each and every one of them. Before this class, I had never thought of this but now, I have begun to think about this situation and have been thinking of how to teach everyone so that they all learn.
I think, in high school, when you are deciding your career, it might seem easy. I mean, teaching 3rd graders, how hard can that be? However, what I and probably many of my peers thought was that it sounded easy because, after all, how hard can 3rd grade math be? What I have realized after taking this class is that it is not necessarily the content that is hard but it is explaining how to do it that is difficult. It is always much harder to explain how you got an answer than to just do it out. This is the teacher’s job though. We are expected to know how to break things down so that all the students understand it. We have to be able to teach in a variety of ways so that everyone can succeed. Furthermore, as a teacher, I am going to have to try and be creative so that I never run out of experiements. My job is to teach so that everyone is interested. I have to make learning fun, which is a lot of work sometimes. I also have to learn how to teach subjects that I was never good at, such as math.
I realized, after taking these classes, that there is a lot more to teaching than simply reading out of a textbook and lecturing. It takes hours of planning and decision-making and hours of deciding how to teach in several different ways to become a good teacher. Yet, I know that I will not give up because despite the hard work and the disappointing pay, it is worth it because the children are worth it. All the hard work that you do will be paid in full when you see a smile of triumph and happiness from a child that gets it or even when a child who has struggled finally understands it. All the money in the world could not be better than seeing your students finally understand what you have been trying to teach them.
Thursday, December 13, 2007
Friday, November 30, 2007
Black History. (n.d.). Retrieved November 12, 2007, from http://www.galegroup.com/free_resources/bhm/bio/washington_b.htm.
Booker Taliaferro Washington on Education. (1998). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/
0442.pdf.
Life After the 13th Amendment. (n.d.). Retrieved November 20, 2007, from http://www.history.rochester.edu/class/douglass
/part5.html.
McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://Afroamhistory.about.com/od/
btwashington/a/bio_btw_2.htm.
Reece, D.M. (n.d.) Washington, Booker T. Retrieved Novexmber 10, 2007, from http://www.learningtogive.org/papers
/index.asp?bpid=133.
Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
Booker Taliaferro Washington on Education. (1998). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/
0442.pdf.
Life After the 13th Amendment. (n.d.). Retrieved November 20, 2007, from http://www.history.rochester.edu/class/douglass
/part5.html.
McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://Afroamhistory.about.com/od/
btwashington/a/bio_btw_2.htm.
Reece, D.M. (n.d.) Washington, Booker T. Retrieved Novexmber 10, 2007, from http://www.learningtogive.org/papers
/index.asp?bpid=133.
Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
Thursday, November 29, 2007
Blog E
As a student in Belfast Maine, I found that there was not much diversity in our town and school. Most of the students that went to Belfast were middle-class to poor white Caucasian people. There were very few African Americans, Chinese, Japanese, or Spanish people. Looking at other schools, I wish we had the diversity that other schools did because you can learn so much from other’s cultures. When I came to Farmington, I met a couple people from different cultures. I think this is important because you are given an opportunity to see what other people in other countries are like. They have different manners, different ways of talking and have had many different experiences, even in school. One of my best friends from Farmington originates from Japan and she is amazing. She has a very different way of looking at the world, which is very refreshing. Always polite, her culture has taught her to be empathetic to others and to look at the positive. I think that diversity is important because we can learn things from other cultures.
I believe that diversity is important because it teaches students to respect others that are different from them. It makes them listen to new ideas and they have to learn how to get along with people that they don’t usually hang out with. Sometimes we can learn from people from different cultures. My friend from Japan makes me want to better myself. Her culture and upbringing as made her a friendly, kind and caring individual. She always sees the positive side and is an incredibly hard worker, a trait that is seen more and more from people that come from Japan. I try to learn from her and work hard, and try to be optimistic like her. Her culture has affected her and because she is my friend, it affects me as well.
I know that in this day and age, there is going to be much diversity in the classroom. As more and more students migrate to the United States and from different backgrounds, it would be stupid to assume that you are not going to have different races and cultures in your classroom. In order for everyone in my class to succeed, I must create an environment where everyone feels comfortable and is not scared because they are different. Everyone must feel supported and welcomed. One way to make feel comfortable in the classroom is to dispel any stereotypes you or your students have developed. Do this by showing how different everyone is and how you cannot judge a person simply by the color of his or her skin or by the place they were born. Play games to show what your students have in common (for example, ask different questions such as, what is your favorite color etc).
When these students are in the classroom, I will make sure that they know that their comments and opinions are wanted and are valued. I want my students to participate in class discussion and by creating a safe environment, I hope that students will feel free to voice their opinions. For students that do not speak English or English is not their first language, I will try to help. When there are tests, I will help these children, reading to them the questions and answering any questions that occur from the reading. I will also offer help outside of class for any students that are struggling with the language. I will hold discussions in small groups, so that students can cooperate with each other. Furthermore, I will also try to encourage other students to learn about the diversity in the classroom by giving assignment and teaching in class about these cultures and will show them what each culture has to offer us.
I believe that diversity is important because it teaches students to respect others that are different from them. It makes them listen to new ideas and they have to learn how to get along with people that they don’t usually hang out with. Sometimes we can learn from people from different cultures. My friend from Japan makes me want to better myself. Her culture and upbringing as made her a friendly, kind and caring individual. She always sees the positive side and is an incredibly hard worker, a trait that is seen more and more from people that come from Japan. I try to learn from her and work hard, and try to be optimistic like her. Her culture has affected her and because she is my friend, it affects me as well.
I know that in this day and age, there is going to be much diversity in the classroom. As more and more students migrate to the United States and from different backgrounds, it would be stupid to assume that you are not going to have different races and cultures in your classroom. In order for everyone in my class to succeed, I must create an environment where everyone feels comfortable and is not scared because they are different. Everyone must feel supported and welcomed. One way to make feel comfortable in the classroom is to dispel any stereotypes you or your students have developed. Do this by showing how different everyone is and how you cannot judge a person simply by the color of his or her skin or by the place they were born. Play games to show what your students have in common (for example, ask different questions such as, what is your favorite color etc).
When these students are in the classroom, I will make sure that they know that their comments and opinions are wanted and are valued. I want my students to participate in class discussion and by creating a safe environment, I hope that students will feel free to voice their opinions. For students that do not speak English or English is not their first language, I will try to help. When there are tests, I will help these children, reading to them the questions and answering any questions that occur from the reading. I will also offer help outside of class for any students that are struggling with the language. I will hold discussions in small groups, so that students can cooperate with each other. Furthermore, I will also try to encourage other students to learn about the diversity in the classroom by giving assignment and teaching in class about these cultures and will show them what each culture has to offer us.
Wednesday, November 14, 2007
my notes for the 2nd step of research
Person A- Booker T. Washington
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
my notes for the 2nd step of research
Person A- Booker T. Washington
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
Birth date and place:
Booker T. Washington was born in Virginia, as a slave on a farm in Franklin valley (1). He was born in 1856 and never knew his father (2).
Age, Date of death:
Booker T. Washington died in November 1915 (2). No one was sure what he died of but the theories are that he was either overworked or had a nervous breakdown (2).
Where did he live most of his life? He lived a long time in Virginia as a slave (1).
What roles did he play in the field of education? He was a teacher at Hampton and believed in an industrial education (3). He did believe in the lecture format, where students simply learned by listening or in learning things such as the English language but instead, believed that a true education would help students learn about the real world and how to work (3). He even created a school, the Tuskegee Institute (3.). He was also an advocate for his race and an activist (4). He was a wonderful speaker and he spoke about the economy and about it being self-sufficient. He also suggested the use of literacy tests (4). He also wrote a book called UP From Slavery. (1).
Educational Beliefs? - He believed in self-determination and economic independence, and job skills (4). He also believed that blacks and whites should not be segregated in the economy (4).
What schools of thought did he agree with?
Progressivism, because Washington believed in hands on approaches. He wanted to increase social skills, and learning about real life (5).
What should of though did he disagree with:
Essentialism because the teacher is the center and the material learned in class is the normal sort, like language etc. It gives students the basic studies and gives students traditional values. The students do not have a choice in what they learn but are expected to do it anyway. This is used in a lecture format (6).
How do you see effects of this person in education? - His ideologies made what we know of as technical schools, a very hands on approach to education.
1. Washington, B.T. (1939). Up From Slavery. New York: Doran and Company.
2. Reece, D.M. (n.d.) Washington, Booker T. Retrieved November 10, 2007, from
http://www.learningtogive.org/papers/index.asp?bpid=133.
3. Booker Taliaferro Washington on Education. (n.d.). Retrieved November 10, 2007, from http://northbysouth.kenyon.edu/1998/edu/home/btw.htm.
4. McElrath, J. (n.d.). Booker T. Washington. Retrieved November 10, 2007, from http://afroamhistory.about.com/od/btwashington/a/bio_btw_2.htm.
5. Progressive Education. (n.d.). Retrieved November 10, 2007, from http://www.tcs.pvt.k12.ca.us/page.cfm?p=21.
6. Essentialism. (n.d.). Retrieved November 11, 2007, from http://www.siue.edu/~ptheodo/foundations/essentialism.html.
Frederick Douglass
Birth, date and place: Frederick Douglass was born in Tuckahoe, which was about twelve miles way from Easton, which was located in Maryland (1). He was born (as far as experts can find out because most slaves did not know their age) on February 1818 (2).
Age, and date of death: He died on Feb. 20th, 1895 (2). The cause of death was a heart attack at his home in Anacostia (3).
Where did he live most of his life? He moved around but was mostly living in Maryland. He first lived inner Easton but was separated and was sent to Baltimore, Maryland. He then went to New York City and then when he raised his family when to Massachusetts (2).
What roles did he play in the field of education? He was an abolitionist and an activist as well as a supporter of civil rights. He also believed in the idea of African Americans being equal and that women were equal and deserved the same rights as everyone else. (2). He also wrote a book (1). He also spoke about the role of education in his speech at Manassas, Virginia called Blessing so f Liberty and Education (4).
Educational Beliefs: he believed that education was important and that all people should have the benefit of education. He believed that African Americans could learn and could be good at jobs that were not just menial labor. He believes that people need to discover their potential and the best inside them. He also stated that education meant freedom. (4).
What school of thought did he disagree with? Progressivism- because he believed that African Americans were better than just menial labor but could become better by learning through traditional methods (5). He believed that the African American could learn through this method because it would encourage reasoning and would train the mind. In fact Frederick Douglass believed that everyone could go to college (6).
What school of thought did he agree with.
Essentialism because he believed that learning traditional information would give African Americans the step up, allowing them to be more than just laborers.
Contributions to education: He worked all his life to make sure that African American schools could succeed, allowing African American students to thrive (7).
Effects of this person: His ideas contributed to a multicultural education. He also inspires people, especially the poorer African Americans who do not have a good school where they live to become educated. He was a slave and had to teach himself and yet, he became very intellectual, proving that people of all statuses can succeed (7).
How they are similar and how are they different- Both Booker T. Washington and Frederick Douglass believed that African Americans were equal and that they both deserved a chance to be important in society. They were both influential leaders who spoke out against inequality. However, Booker T. Washington was willing to deal with white people. He was non confrontial and only wanted the whites to recognize African American’s potential. He did not care so much for the segregation issue and really couldn’t care less. However, he did want the African Americans to have a better life than they were living already. He was much more well liked because of his nonconfrontial views. Frederick Douglass wanted racial equality in everything, not just in the economy. Furthermore, he fought for women’s rights and believed that everyone should be given the opportunity to have an equal educational opportunity. In fact, their philosophies were very different. They had the opposite philosophies, one hands on and one more for the lecturing style.
Works Cited
1. Douglass, F. (1994). Autobiographies. New York: The Library of America.
2. Frederick Douglass. (n.d.). Retrieved November 12, 2007, from http://www.winningthevote.org/FDouglass.html.
3. McElrath, J. (2007). The Life of Frederick Douglass. Retrieved November 12, 2007, from http://afroamhistory.about.com/od/frederick
douglass1/a/bio_douglass_f.htm.
4. Douglass, F. (1894). Blessings of Liberty and Education. Retrieved November 12, 2007, from http://www.teachingamericanhistory.org/library/ index.asp
?document=543.
5. Essentialism. (n.d.). Retrieved November 12, 2007, from http://www.edst.purdue.
edu/georgeoff/phil_am_ed/ESSENTIALISM.html.
6. Frederick Douglass Charter School 2002-2003 Annual Report. (2002-2003). Retrieved November 12, 2007, from http://www.doe.mass.edu/charter/reports /2003/annual/0442.pdf.
7. Altenbaugh, R.J. (1999). Historical Dictionary of American Education. Retrieved November 12, 2007, from http://books.google.com/books? id=U_HSk9Yhe
BYC&pg =PA115&lpg=PA115&dq=frederick+douglass+contributions+
to+education&source=web&ots=pXizWThpg3&sig=Z1Eh5E5ZVIwf8
lxSYkWwaHzjG9o#PPR4,M1.
Tuesday, November 6, 2007
Blog C- Booker T. Washington and Frederick Douglass
Both Booker T. Washington and Frederick Douglass shared many similarities. They both were born in slavery, they both became mostly self-educated, and they both believed in the power of education. The only difference was that they had different ideas about education.
Frederick Douglass was born a slave. He was born on the Eastern Shore of Maryland in 1818. His mother was a slave as well and they lived on a big plantation in Maryland. Growing up, he rarely saw his mother because she was sent away to work on another neighboring plantation. Instead, he grew up with his grandparents until he reached the age of six, when he was split apart from his loved ones and given to the Loyd Plantation and then later, Baltimore. There, he served a man by the name of Hugh Auld. Auld’s wife, Sophia began to teach Douglass how to read and write until her husband forbade her to teach him anymore, as it was against the law to teach a slave. Douglass realized that the white owners did not want him educated because it would lead to revolt. He began to understand that education could lift people up and would give African Americans the power to thwart the stereotypes and take their place in the world: equal and strong. He began to self-educate himself, secretly studying every time he could.
Later, Douglass was sent to another master, Edward Covey, a brutal man, who was incredibly cruel to his slaves. Douglass tried to escape but his first try did not succeed. His second escape was much better. Taking identification papers from a friend that was a sailor, Douglas pretended to be a sailor and went to New York City. Here, he lived out his days, continuing to speak out for his fellow slaves and tried to show them the importance of education. He showed them that education would give rise to freedom and liberty. By being educated, African Americans would realize what they were capable of and would no longer be content to be slaves. Furthermore, through education, African Americans could show the white people that they were not dumb but were as capable as anyone else to learn and develop. By becoming educated, Douglass stated that a man would become a greater person. Education gives you the opportunity to grow and develop and to be the best that you can. Education get rid of ignorance and stereotypes and allows us to understand the world and people around us.
Douglass believed that everyone was equal and that education should be given to everyone. It should not be withheld for any reason. His belief was that everyone was equal and everyone should be given the same opportunities so that they could have the chance to better themselves.
Booker T. Washington had very similar views. Also born into slavery, Washington was born in 1856 on a tobacco farm. His mother was a cook while is father was a white man from a neighboring farm. Booker T. Washington, like Douglass, was not allowed to go to school. Instead, he was allowed to carry books for Burrough’s daughters to school but he was not allowed in the schoolhouse. However, this changed when in 1865, the Emancipation Proclamation was created. Booker went to school after his job ended (he worked in a salt mine). Later, he was given a job by a wealthy woman who helped him learn. When he became 16, he walked several miles so that he could enroll in a new school that taught black students. He later became an instructor there and became known as one of the nation’s first black educators in Tuskegee Institute in Alabama. He, like Douglass, believed in educating everyone, but his approach was more hands on. He believed that education should be used as a tool for a job. His ideas were similar to what we now know of as technical schools. His view of education was that education should teach people things they will need to know in life. His approach was practical methods that would help African Americans in their jobs later on.
Frederick Douglass was born a slave. He was born on the Eastern Shore of Maryland in 1818. His mother was a slave as well and they lived on a big plantation in Maryland. Growing up, he rarely saw his mother because she was sent away to work on another neighboring plantation. Instead, he grew up with his grandparents until he reached the age of six, when he was split apart from his loved ones and given to the Loyd Plantation and then later, Baltimore. There, he served a man by the name of Hugh Auld. Auld’s wife, Sophia began to teach Douglass how to read and write until her husband forbade her to teach him anymore, as it was against the law to teach a slave. Douglass realized that the white owners did not want him educated because it would lead to revolt. He began to understand that education could lift people up and would give African Americans the power to thwart the stereotypes and take their place in the world: equal and strong. He began to self-educate himself, secretly studying every time he could.
Later, Douglass was sent to another master, Edward Covey, a brutal man, who was incredibly cruel to his slaves. Douglass tried to escape but his first try did not succeed. His second escape was much better. Taking identification papers from a friend that was a sailor, Douglas pretended to be a sailor and went to New York City. Here, he lived out his days, continuing to speak out for his fellow slaves and tried to show them the importance of education. He showed them that education would give rise to freedom and liberty. By being educated, African Americans would realize what they were capable of and would no longer be content to be slaves. Furthermore, through education, African Americans could show the white people that they were not dumb but were as capable as anyone else to learn and develop. By becoming educated, Douglass stated that a man would become a greater person. Education gives you the opportunity to grow and develop and to be the best that you can. Education get rid of ignorance and stereotypes and allows us to understand the world and people around us.
Douglass believed that everyone was equal and that education should be given to everyone. It should not be withheld for any reason. His belief was that everyone was equal and everyone should be given the same opportunities so that they could have the chance to better themselves.
Booker T. Washington had very similar views. Also born into slavery, Washington was born in 1856 on a tobacco farm. His mother was a cook while is father was a white man from a neighboring farm. Booker T. Washington, like Douglass, was not allowed to go to school. Instead, he was allowed to carry books for Burrough’s daughters to school but he was not allowed in the schoolhouse. However, this changed when in 1865, the Emancipation Proclamation was created. Booker went to school after his job ended (he worked in a salt mine). Later, he was given a job by a wealthy woman who helped him learn. When he became 16, he walked several miles so that he could enroll in a new school that taught black students. He later became an instructor there and became known as one of the nation’s first black educators in Tuskegee Institute in Alabama. He, like Douglass, believed in educating everyone, but his approach was more hands on. He believed that education should be used as a tool for a job. His ideas were similar to what we now know of as technical schools. His view of education was that education should teach people things they will need to know in life. His approach was practical methods that would help African Americans in their jobs later on.
Web Cites Used:
Book Sources:
Book Sources:
Douglas, Frederick. Autobiographies. New York: LIbrary of America, 1994.
Washington, Booker T. Up From Slavery: an Autobiography. New York: Doubleday, 1963.
Washington, Booker T. Up From Slavery: an Autobiography. New York: Doubleday, 1963.
Monday, October 29, 2007
Blog B- Economic Opportunity Act
The Economic Opportunity Act was created in 1964 to combat the poverty found in America. At this time, the US economy had surpassed anything seen before. The country was more wealthy than ever before and yet there was a huge gap between the rich and the poor and there were still many people left behind, continuing to live in the cycle of poverty because, without better opportunities for education and training, people cannot break out of that cycle. President Lyndon Johnson created this act as part of his program called the Great Society, which was geared to get rid of the gap between the rich and poor. Johnson believed that in order to make the US better economically and socially, each individual should have the opportunity to get out of the poverty cycle. To do this, Johnson believed in giving everyone the opportunity to learn and educate themselves. The Economic Opportunity Act gave people the opportunity to educate themselves, to get the training needed for better paying jobs, and to live a better life than they previously would have.
In fact, the Economic Opportunity Act had several programs that were included such as the Job Corps, which provided education and work for young people, ages 16 to age 21. Also created was the Neighborhood Youth Corps, which also gave jobs to young adults from poverty stricken districts. The Economic Opportunity Act also started the Work Study program, which is still being used today. This gave money to colleges so that students how came from families with very little money could get jobs, which gave them money to spend on books and stuff that they might need. Another thing that was created was the Adult Basic Education, which gave money to state education agencies so that people who are 18 or older could learn how to read and learn other things that are necessary for jobs. This enabled people who were not able to go to school or who did not pass high school training to get help so that they could get a job that would pay well. Yet another program was the Assistance for Migrant Agricultural Employees, which provided migratory workers and their families with housing, job opportunities, and education programs.
Later on, when the act was revised, the Economic Opportunity Act created the Head Start program. The Head Start program was created to help children become successful in public schools. It created kindergarten, infant programs, and nursery school in order to get the children ready for school and prepared for school.
The Economic Opportunity Act has done so much for education and has led to everyone having an equal opportunity to learn and grow in school. It has given so many programs to society that around to this day, in order to make education a tool for everyone.
In fact, the Economic Opportunity Act had several programs that were included such as the Job Corps, which provided education and work for young people, ages 16 to age 21. Also created was the Neighborhood Youth Corps, which also gave jobs to young adults from poverty stricken districts. The Economic Opportunity Act also started the Work Study program, which is still being used today. This gave money to colleges so that students how came from families with very little money could get jobs, which gave them money to spend on books and stuff that they might need. Another thing that was created was the Adult Basic Education, which gave money to state education agencies so that people who are 18 or older could learn how to read and learn other things that are necessary for jobs. This enabled people who were not able to go to school or who did not pass high school training to get help so that they could get a job that would pay well. Yet another program was the Assistance for Migrant Agricultural Employees, which provided migratory workers and their families with housing, job opportunities, and education programs.
Later on, when the act was revised, the Economic Opportunity Act created the Head Start program. The Head Start program was created to help children become successful in public schools. It created kindergarten, infant programs, and nursery school in order to get the children ready for school and prepared for school.
The Economic Opportunity Act has done so much for education and has led to everyone having an equal opportunity to learn and grow in school. It has given so many programs to society that around to this day, in order to make education a tool for everyone.
Web Sites Used
http://www.britannica.com/eb/article-47676/history-of-education#303320.hook
http://faculty.virginia.edu/sixties/readings/War%20on%20Poverty%20entry%20Poverty%20Encyclopedia.pdf
http://cascades.jobcorps.gov/WhatandHowToJC.html
http://jschell.myweb.uga.edu/history/legis/econ.htm
http://wps.prenhall.com/wps/media/objects/751/769950/Documents_Library/eoa1964.htm
http://www.nascc.org/PDFs/AbtAssociates-Feb1997.pdf
http://www.questia.com/library/education/head-start.jsp
http://www.naepdc.org/issues/AEAHistort.htm
http://ug-finaid.northwestern.edu/work-study/information/program.html
http://faculty.virginia.edu/sixties/readings/War%20on%20Poverty%20entry%20Poverty%20Encyclopedia.pdf
http://cascades.jobcorps.gov/WhatandHowToJC.html
http://jschell.myweb.uga.edu/history/legis/econ.htm
http://wps.prenhall.com/wps/media/objects/751/769950/Documents_Library/eoa1964.htm
http://www.nascc.org/PDFs/AbtAssociates-Feb1997.pdf
http://www.questia.com/library/education/head-start.jsp
http://www.naepdc.org/issues/AEAHistort.htm
http://ug-finaid.northwestern.edu/work-study/information/program.html
Thursday, October 25, 2007
Blog A- informal education
It was at nighttime, and I was cuddled up with my mother, leaning my head against her shoulder. My sister was on the other side, staring intently at the pictures before us. Although neither one of us could read, we loved to sit there, next to the warm fire, listening as my mother told the story so that it would come alive for us. These moments were very common, giving both my sister and I a basis in language and in reading that would give us an edge as we started school. My parents never believed in television and instead encouraged us to use our imaginations through books. As a result of this, Anne and I were very good readers and I have learned how to use books for entertainment and for research. Without my parent's help, I do not believe that I could have been the reader I am today.
Another lesson I learned was not from my parents. Instead, I learned this lesson from my best friend, Sarah. Sarah is one of those people who is friends with everyone. She is kind, sweet, and always makes you feel special. When I am upset, she is always there to help me, to support me, and to advise me. Sometimes, I do not like to listen to her advice because it seems harsh but I know that she does it because she loves me. A truthful person, she never lies to me. If I ask her something, she will tell me the truth, even if it is not something I want to hear. Yet, Sarah is never malicious. She never talks about people in a negative way and always remains upbeat. She is loyal to her friends, and is the first to defend me when I need it. When I came to college, I knew that I was going to miss her. She had been my support; without her, I was not sure how to survive. Even now, after meeting wonderful people, I wonder if I ever will meet someone like her. Looking back at my memories, I realize what a role model she is. She is someone to model yourself after. By trying to act and behave like her, I feel that I am becoming a better person, less judgmental and more approachable.
Another lesson I learned began in my freshman year. I was a scared 14 year old, stepping out of my comfort zone. It was the second week of school and I had decided to join the swim team. I did not know anyone on the team and was scared out of my mind. I had never swam competively and I was afraid that I could not keep up. Walking into the room to meet the rest of the team and my coach, I had to step out of my comfort zone and do something I had never done before. It was the best choice in my life. Swimming taught me time management and responsibility. To swim, you were required to be there at every practice at a certain time, no excuses. Furthermore, swimming lasted about two to four hours a day, making it mandatory that I learn how to manage my time. Balancing my homework, a social life, music and swimming gave me the ability to balance my time through the day. Then, when I was a junior, I was given the responsibility of being captain. Being captain was a huge commitment. I am the kind of person that likes to fulfill my obligations fully. What this mean to me was that I had to be well liked, positive, supporting, and I also needed to be responsible for everything to run smoothy. Taking my responsibilities seriously, I met with all the girls, trying to be amiable. I would joke around with everyone, as a result becoming very popular with the team. This made me improve my social skills and how to interact with people that I might not necessarily talk to in any other situation. Furthermore, as Captain, I was expected to make everything smoothly. This meant that I had to order the suits (and decide what kind of suit would work best for the team), goggles, and cap, as well as hosting team dinners and organizing functions so that the team was more united. I also had to, during the meets, make sure that everyone was ready to go and that they were ready to race when it was their turn. At the end of the year, I made everyone something (a card etc) to make them know that they were appreciated. I also had to get the coach a gift and make a collage. All these things made me a better person and made me someone who was friendly to everyone, who was responsible and showed good leadership qualities.
Another lesson I learned was not from my parents. Instead, I learned this lesson from my best friend, Sarah. Sarah is one of those people who is friends with everyone. She is kind, sweet, and always makes you feel special. When I am upset, she is always there to help me, to support me, and to advise me. Sometimes, I do not like to listen to her advice because it seems harsh but I know that she does it because she loves me. A truthful person, she never lies to me. If I ask her something, she will tell me the truth, even if it is not something I want to hear. Yet, Sarah is never malicious. She never talks about people in a negative way and always remains upbeat. She is loyal to her friends, and is the first to defend me when I need it. When I came to college, I knew that I was going to miss her. She had been my support; without her, I was not sure how to survive. Even now, after meeting wonderful people, I wonder if I ever will meet someone like her. Looking back at my memories, I realize what a role model she is. She is someone to model yourself after. By trying to act and behave like her, I feel that I am becoming a better person, less judgmental and more approachable.
Another lesson I learned began in my freshman year. I was a scared 14 year old, stepping out of my comfort zone. It was the second week of school and I had decided to join the swim team. I did not know anyone on the team and was scared out of my mind. I had never swam competively and I was afraid that I could not keep up. Walking into the room to meet the rest of the team and my coach, I had to step out of my comfort zone and do something I had never done before. It was the best choice in my life. Swimming taught me time management and responsibility. To swim, you were required to be there at every practice at a certain time, no excuses. Furthermore, swimming lasted about two to four hours a day, making it mandatory that I learn how to manage my time. Balancing my homework, a social life, music and swimming gave me the ability to balance my time through the day. Then, when I was a junior, I was given the responsibility of being captain. Being captain was a huge commitment. I am the kind of person that likes to fulfill my obligations fully. What this mean to me was that I had to be well liked, positive, supporting, and I also needed to be responsible for everything to run smoothy. Taking my responsibilities seriously, I met with all the girls, trying to be amiable. I would joke around with everyone, as a result becoming very popular with the team. This made me improve my social skills and how to interact with people that I might not necessarily talk to in any other situation. Furthermore, as Captain, I was expected to make everything smoothly. This meant that I had to order the suits (and decide what kind of suit would work best for the team), goggles, and cap, as well as hosting team dinners and organizing functions so that the team was more united. I also had to, during the meets, make sure that everyone was ready to go and that they were ready to race when it was their turn. At the end of the year, I made everyone something (a card etc) to make them know that they were appreciated. I also had to get the coach a gift and make a collage. All these things made me a better person and made me someone who was friendly to everyone, who was responsible and showed good leadership qualities.
Wednesday, October 24, 2007
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