Literacy in the United States

I agree 100 %. I believe that literacy includes several different aspects of our culture, along with practices that we learn on an everyday basis. Literacy is something that doesn't just happen. Literacy is something that an individual must work hard at, to get better. Growing up my mom was a stickler about education and getting the most out of school. She made sure that me and my sisters stayed focused on our homework during the week. She kept distractions at a very minimal level. My biggst distraction was the television. She made sure that was not a problem for me during the week, becuase we could not watch it. Every now and then if all my homework was done at a reasonable hour and was completed and thoroughly checked, I could watch one of my favoriet shows for 30 minutes.  However this didn't happen a lot. My mother is a teacher and my father is a Pastor. My mother focused on school literacy and my father focused on Religion literacy. We would have our school vocabulary along with weekly scriptures for us to memorize and we were rewarded for doing so. To help us memorize the scriptures along with our vocabulary words, they were all posted around the house. On the fridge, walls, bathroom mirrors, and even posted beside the tv. I feel this provided a more of a repetition learning style, but i feel that it was effective. My parents used different ways to integrate literacy into our everyday activities, and it was effective in my opinion.

The time has come for me to reflect on some of my tutoring experiences again. The kids are so hiliarious and entertaing to me. Children are like spunges and soak up everything from home and take to school with them. This one girl told me about her parents argument the morning she was being driven to school. I laughed, not because of the argument but because she felt inclined to tell me about her parents personal business. Even though it was none of my business to begin with I felt she just wanted somebody to listen to. On another note, I think i'm brushing up on math skills. I know i'm suppose to be tutoring but in all honesty I'm learning my multiplication all over again. lol...sad but true....my math skills are a little rusty so I have been getting a refresher course everytime I go to the center. :) Its amazing how much the roles have switched at my tutoring sessions. My math is terrible but the drastic improvement is amazing. I think of it as a fair deal though because I listen to her talk about her family and in return she teaches me some multiplication. It pretty much balances out in the end.

I learned alot about her life. Her dad is Italian and I think he works with computers. I think she just wants someone to listen to her because she may not get that attention at home. I don't mind listening at all. In fact I enjoy hearing her stories about her family and her siblings. I listen and she talks. Then we do some math and I learn and she teaches. I wouldn't change my tutoring sessions for anything in the world. I think I like the younger kids better than the high school students now. They have an innocence about them and a total disregard for the world around them and that of course is then striped away with discipline and high school cliques. But at the middle school, elementary stage they don't really care about others thoughts about them, they just crave your attention and your affection. They are harmless even in their actions....they can be telling all their parents business and mean nothing by it but to have conversation and hope someone is listening to them. Children! If only I could go back to childhood again.....

I got into a discussion with my friends last night about a topic that was mentioned in class a few weeks ago: double negatives in the English language.  And it made me aware of how people from different backgrounds view the language differently.

My friends, both engineers (one computer science, one aerospace) thought that turning double-negatives into positive made logical sense.  I argued that they believed this because they were transcribing their rules from their math background into a language setting, where it doesn't necessarily belong.  I said that language does not have to be confined by the same rules as mathmatics because math is a structure that is set in place by the universe, whereas language is dynamic.  It is constantly changing and evolving.

My computer science friend said that language is logical, though, and so are many elements of math, therefore the two are related.  But that started to make me wonder how logical language truly is, especially the English language.  We have means of communicating and understanding that may seem logical to us as partakers of the language, but that doesn't necessarily mean the way we communicate is logical.  In fact, the most logical thing to do would be cut out all excess words and express ideas in the most basic sentences to avoid any confusion.  If we wanted to be most logical, perhaps we should adopt the computer method of communication with binary in 1's and 0's.

And, ultimately, it makes me wonder why language is so complicated.  I'm glad it is, don't get me wrong, because it allows us to communicate extensive ideas in expressive ways.  But where did we make the jump from the cave man pointing at a picture on the wall of a fire and grunting, to describing the flame, embers, and heat of the same fire?

So I saw that this was the last blog on someone else's blog.  That got me thinking.  Why do we celebrate things ending and not the beginning?  I mean outside of grand openings and birthdays. Those are a lot of fun, I will admit, but there are not to many more than those two.  Have you ever had a party on your first day at work?  Have you ever had a party on the first day of school?  I have a theory that "the end justifies the means" has infiltrated our beloved "beginnings." 

This is something that I plan to start when I am teaching.  I think a party on the first day of school would make my students very happy! Maybe they will see that school is the beginning of their lives not an obstacle standing in the way. 

Well that was my free rant on things!! 

I have enjoyed this class.  The tutoring has been really enriching.  My confidence in working with children had been increased and a few of my teaching fears have been removed.  Teaching is such a unique job!  I mean we have to look the part, know all the lines,  and perform daily.  I am starting to see those summers off as a necessary part of the job , not just a benefit.  Last semester I lost focus of school and really slipped because of personal sagas and woes.  This semester was a great because of the tutoring.  I really feel that working my profession and helping others has contributed to my success this semester.  More importantly I see this semester as a beginning. 

BREA

My tutoring experience has been quite educational this semester.  I have learned a lot about myself and about the approaches I can take in order to help students out with their literacy and their self-esteem about literacy.  Unfortunately, the approaches have only been made primarily on elementary and middle school students because for some reason or another - the high school students scare me a little.  They are a bit intimidating.  And while I have been able to help one or two of them with their writing, most of them have not let me in to their school work.  For some reason, it is easier for me to approach a elementary or high school student.  Like for instance yesterday, I overheard an 8th grader say how she was not going to do her essay because she'd rather get a zero.  I immediately walked over to her and said, "Hey now.  What's this story about wanting a zero?  I know I heard it wrong so I thought I'd come here so you could properly explain it to me."  Right away she put down her defense wall and explained to me how she hates to think and write and would rather just get a zero on her essay than write one.  After explaining to her that that scenario was not an option now that I was here to help her, she eventually caved in.  Together we drafted out essay, starting with the answers she came up with to her teacher's writing prompt.  Once she did that first small task, I made sure to compliment her.  She laughed.  We then went on to creating the opening paragraph in  her essay and then her first and second paragraph.  By the time we got to her third, she was on a roll all on her own - only asking me for help with spelling and making her thoughts concise.  And all along the way, I encouraged her progress.  And that was that.  She did a remarkable job on her essay - she just needed someone to push her hand onto the paper.  And within the process, I learned that she was a person who was obsessed with perfection.  She did not think she was good at writing, so she would rather not do it and know that failing was her control rather than get marks on it and that not being in her control.  I learned a lot from her and how she worked.  But that's also because she let me.  Now to bring this blog back around to my initial purpose - for some reason I cannot do this with high school students.  After I helped out the 8th grader, I went back into the high school student room and plopped myself down next to a sophomore student who is standoffish.  I tried to get into his work world by asking him what he was doing and looking at his math problems.  He bugged a bit, but then retreated back to his world behind the wall he built up between us.  I did not know how to get in, how to help him with something I could tell he did not understand based on his answers.  And I could also tell that he was getting uncomfortable.   So I asked him if he wanted me to let him be to do his work alone.  He nodded his head.  I told him that if that was the case, I would not be mad and he just has to tell me what he wants.  So politely he did and I got up and moved on to another student.  Was that the right way to approach the situation?  Is there another way I could have made the situation better?  A way I could have got him to let me in?  I thought about this all afternoon yesterday and when I left I spoke with one of the retired teachers who volunteer there.  She said that sometimes its difficult to get the older students to want help or even ask for it.  She said that I did the right thing by leaving him alone because he was not ready to accept my help, but that next time I come in - I should try all over again and see what happens.  I guess with younger students, somehow they seem to trust more easily and accept help.  But with the older students, it seems they are having so much trouble with figuring out who they are and what they need, that it seems complicated to let another person in.  So I guess I will just continue to stop by  his seat every time I go to the center, ask him what he is up to, and ask if he needs help.  Maybe eventually we will get to know each other better, and scare each other just a little bit less.

For my last blog, I think I'm going to skip all the formalities of how much I've learned during the tutoring experience and how it will help me in my future teaching career.  I want to write about the all the slightly amusing, slightly interesting things I've noticed during my time at Heritage Park.  I have discovered that pop culture has invaded the lives of these elementary school students.  The first time I noticed this was a few weeks ago when I was tutoring a 5th grader named Tina.  Tina did not want to talk to me, did not want me to help her, or anything.  Then I noticed she had a Jonas Brothers notebook.  I said, "Oh, do you like the Jonas Brothers?"  Her mouth dropped open and she said, "You know who they are?!"  After which she chattered and chattered and told me everything she knew about them, and finally let me help her with her homework.  A few days later, a girl named Quan told me she didn't want me to help her unless I could name at least three songs by Lil Wayne.  Seriously.  So I did, and then we did her homework.  This definitely proved to me that kids love popular music and television.  Tina and Quan didn't trust me until they realized I could relate to something they were interested in.  The pop culture reference that shocked me the most happened last Tuesday.  I wear my hair down pretty much everyday, so the kids never really see my face (ha).  On that particular day, I had my hair in a ponytail.  I have a bunch of earrings in each ear, but I kind of forget they're there because I'm used to them.  The kids at Heritage were not.  I was tutoring a girl named Lauren, and as soon as I sat down, she screamed, "Whoa, look at all those earrings!!  That means you're EMO!!"  I didn't say anything at first, because I never thought she would know what "emo" was in the first place.  Then I told her that no, I was not emo.  To which she pointed out that I was wearing a black shirt and that my nails were also black, so all the signs were there.  Great.  The kids think I'm emo.

But anyway - I found this all rather interesting and amusing.  Pop culture is invading the minds of elementary schoolers now.  Just wanted to share :)

Last week I went to the Mayview Tutoring Center because I didn't realize that it was closed that day.  The door was closed and locked when I arrived but I didn't see a note and I didn't have a way of checking my email, so I just decided to sit and wait for a while and enjoy the sunny weather.  

 While I was sitting a neighborhood kid walked up.  I knew from overhearing in previous weeks that he didn't go to school but I wasn't sure of the situation but I was curious.  I asked him why he wasn't at school that day and he told me that he didn't go to school.  From what I learned during a conversation with him, he got into a heated argument with a teacher and, because it was not his first offense, he got expelled.  I'll call him 'B'.  So me and B sat and talked for a while until the other students got home.  There isn't an alternative school in the area that he can go to so he just sits at home all day. I often see him at the tutoring center where he comes and writes in a journal because he can't get an afternoon snack without doing so.  All his friends are in school and he seems like he wants to be there as well, but it also seems like he may never go back.  B is supposed to be in 7th grade.  

B washes cars to make money.  I gave him a ride across town that day to a lady's house that is sort of sponsoring him.  She helps B out and gives him brushes, towels, soap and other materials to help in his private business.  She also lines up clients in her affluent neighborhood.  B offered to wash my car because as he said, "I'm not tryin to slay you man, but your car. . . I mean. .  I could wash it for you. . ." 

When the bus got to the neighborhood I talked with several of the students I usually work with.  I made a friend there that I'll call Al.  Al skateboards and one day I let him borrow mine because he left his at home.  Al walked up to the group from down the street complaining that a group of boys down the street tried to jump him.  He ran and avoided it. Some of the boys from the tutoring center wanted to walk back down the street with Al and settle the score.  None of the kids were too mad and in no way were gangs involved, but it seemed as if it was just an every day occurance in the neighborhood and in the every day life of young boys. 

I write about B and Al to show a little bit about where these kids are coming from.  Of course I can't give everything because I don't know everything but I've talked to this kids before and after the tutoring center each week and I've gotten to know a little bit about them.  Al is does pretty well in school and wants to go to college some day.  He and his friends skateboard on campus occasionally and he likes what he sees there.  I worry for B.  His priorities are where any other young 7th grade boy's priorities are, music, girls, money, and games.  I'm glad he has to tutoring center because I know that the staff there will push him to get back in school and will do the best they can to make sure that he gets caught up.  But I'm sure he's not the only student in his position that has made a few mistakes. 

How can we ruin a child's future because of a few mistakes that are made? 

Who's going to look out for a young black boy from a poor neighborhood in Raleigh?

   Last blog entry and it's a free write! I think for this last entry, similarly to everyone else, I'm going to write about my tutoring experience at the Hurricanes Academy. One thing I've really liked about this place is that it's not really as well known as some of the other learning center's and I'm the kind of person that tries something out of the ordinary and take the road less traveled, in a sense. Mr. Well's in the director of the center and he has been such a strong influence for those kid and even the neighborhood. He has been so receptive to any questions that I had and was very helpful in accommodating me with my busy schedule. One thing I love about this center is the kids I have met there. They are just so fun and such a pleasure to be around. The get their work done but they also like to have fun and meet new people who come into their center. It's very apparent when you walk in that they care a lot about the center and it is their home away from home. The love to play board games with me whenever I get there and it's just so great to see them enjoying themselves. While kids will be kids, I think it shows a lot that they voluntarily stay at the center until late when they could be easily just sitting at home doing nothing. These students are very bright and I could see them really going places once they get older. They really seem to seek comfort in each other and learn from one another. It really amazes me how receptive they are to complete strangers coming in to their home. Since day one, they have made sure to include me and make me feel welcome and I will always be grateful to the kids and to Mr. Wells; they made my experience one that I will always remember and utilize as I teach.

 

Tutoring has been such a wonderful experience this semester. I’ve grown so attached to these kids as well as the staff, and find myself looking for new ways that I can interact with them on a continuum. I’ll admit that at first I was a bit apprehensive about tutoring. I’ve worked with kids most of my teen and adult life, at the YMCA’s before and after school program, but it has never really been on an academic level. Sure I would help them with their homework if they needed it, but the majority of my time was spent playing games or singing songs with them, or managing conflicts among the campers. I was also nervous because I’m not an LTN major and have never really thought about going into teaching; so I felt like I might be doing a disservice to the kids on some level because I haven’t been “formally” trained or educated in different teaching methods like I assume the majority of my other classmates have been trained in. My “training” is mostly in linguistics and language development, so I can analyze the structure of sentence, or how something is being produced, no problem, but was worried that I wouldn’t be able to break that down into concepts that would actually prove helpful to these kids.

 

For the most part, I found that tutoring is really just me being there to help these kids along and help instill confidence within them. They just need someone to take time with them, not getting frustrated, and not speeding them along in the hopes of not taking up too much class time. I’ve learned that with literacy especially, there are all types of methods that can prove helpful to children, and yesterday, for the first time, I was able to use something that I love, the IPA, to help a student understand that each letter or group of letters has a sound, and those sounds make up the words we use. This student was so hyper focused on not being able to recognize a word (because there were too many letters in it according to her) that she was missing part of the picture – she understood sounds, and if she could put the blends and diagraphs together, then she could easily produce the word, and understand it.

 

Somewhere there was miscommunication between the phonetic sounds and the orthographic letters, and because of this, she only wanted to read picture books, with very few words, because she could guess what the orthographic symbols would sound like, and then put it all together. It seemed that this way of reading was very frustrating to her, and she would get so upset if the words weren’t represented by a picture, until she at least started working with the sounds of the letters. It was encouraging to see her try and actually start to understand that more often than not certain blends of letters will always produce a certain sound, and that then we can group those sounds with our existing knowledge of the world around through words ((maybe not in those terms exactly - but on some level I believe she’s starting to get it))

As a prospective secondary English educator, I have been thinking, no make that worrying, about how I can reach reluctant or below grade level readers. The National Governors Association (NGA) Center for Best Practices reports that more than 8 million adolescents between grades four and 12 are identified as "struggling readers'" so the chance that I may run across one of these students certainly exists. Additionally, students who are not labeled struggling or reluctant readers are still resistant when they are forced to read works that don't appeal to them. One answer according to experts is to choose novels that appeal to teens. The problem is many of these books contain some questionable material for the classroom (drugs, teen pregnancy, date rape, etc.). Perhaps I might include some YA titles on my reading list, but I believe that high school students do need to at least sample literature of different genres from different periods. Some experts say that if teens read what they like they will enjoy reading, and be more likely to "struggle through" a book they are not interested in. I'm not so sure about this, and I haven't found any data to support this notion. I do agree that children need to enjoy reading, but they also need to learn strategies for comprehension. According to NGA, educators don't focus as much on reading comprehension skills beyond third grade. This proves problematic because although young readers are able to decode the words on the page they can't interpret their meaning. On average many students are able to read and understand such things as newspaper text and simple instruction manuals which allows them to pass required literacy tests; however, it does not prepare them to meet the more stringent requirements of professors and employers after graduation. Elementary and middle school language arts educators need to focus more on building reading skills beyond the third grade, and it's not that I'm pawning off literacy skills on them; rather, I believe that literacy development is a life-long endeavor. That being said, I think secondary English educators not only need to continue this literacy development process, but need to be creative in getting students interested in literature. There are certainly some imaginative lesson plans out there that students can relate to. One clever lesson on Hamlet can be found on http://www.webenglishteacher.com/hamlet.html. It uses a Facebook News feed style to parody the play i.e.: Hamlet is now a fan of daggers; Rosencrantz, Guildenstern, and Hamlet are now friends. I think that if we continue spoon-feeding the classics to a group of resistant learners we will get unsavory results, but with a bit of ingenuity and perseverance it is possible to generate highly skilled and well-versed readers.

I am saddened to read in the News and Observer this week that our school superintendent is considering cutting the budget for Community in Schools. I completely understand that we are in hard times and that all communities must make some very difficult budgetary decisions in order to make ends meet, but I have come to see real value in this program as I visit the Mayview Learning Center twice weekly this semester. I wonder how we decide what stays and what gets cut in a down economy. Charlotte-Mecklenburg Schools announced today (March 25th) that they will lay-off workers (but keep teachers at this time) and Wake County’s superintendent, Del Burns has recommended similar, but less drastic measures (so far) like placing a hiring freeze on any open positions until at least the end of June 2009. Likening the current economy to an “economic hurricane,” Burns suggests that schools raise and lower thermostats a couple of degrees seasonally, and increase class sizes to also save money. While these latter measures likely will draw protests from active and vocal parents who participate regularly in their children’s PTAs or other school-related activities, I worry that the children who benefit from the services of Communities in Schools will not have that kind of voice.

I am inclined to ask our center coordinator, Ms. T., to allow the older students to start a letter-writing campaign appealing to Mr. Burns, et al to consider the benefits of keeping CIS in the budget. While I worry that CIS has no voice, I am also encouraged by the many volunteers who come into the Mayview Center each Monday and Wednesday (when I visit) and believe that there must be others who visit the other CIS centers in Wake County. I should think that these dedicated and devoted individuals would like to ensure the Program’s success and most likely would support them in any way they could. I have also just learned that CIS is interwoven with many community and charitable organizations and their support and connection reach beyond Wake County Schools (ha, hence the name Community in Schools?).

I see magic happening at Mayview and it’s not just about literacy. I see Mayview as a place for kids to go and get academic support in a loving and respectful atmosphere where boundaries are set and sometimes challenged. I believe these kids take pride in their work because they are taught here that they will be rewarded for their efforts and will succeed now academically and later with jobs or admission to college. There’s no room for slackers at Mayview, but they’re never turned away for poor performance or disruption. They are always dealt with firmly and respectfully but reminded that their behavior must also be respectful to others. Magically, after a few minutes in a private discussion with Ms. T., we can usually see a sincerely repentant individual buckle down and get serious about his or her work. Perhaps the biggest reward for these kids is self-respect and I worry that we risk losing this benefit if they no longer have places to go like Mayview.

I'm going to  continue my discussion of my tutee "C" from last week...

After working with C last week at Heritage, I realized that his difficulties aren't just rooted in reading.  His attention span is very short, and he very rarely processes the information that he is learning.  For example, I was helping him with his science homework, and the task was to create a model of a hormone and the different elements that contribute to the hormone, where it's made, what it does, etc.  After explaining the directions to him in which he nodded like he understood, I asked him to tell me what he had to do.  He gave me a blank stare and immediately changed the subject to the NCAA tournament.

Now I know that most kids would rather talk about basketball than their science homework, but what got me was the fact that he was pretending like he understood.  I was reminded of how some students have learned to "beat the system" without ever really learning anything worthwhile except how to shirk responsibility and somehow fly under the radar from grade to grade.  It also worries me because C really doesn't seem to understand, even when we're doing very basic stuff like labeling a diagram.

So, I talked with the center supervisor before I left, and let her know that I had some concerns about C and the level that he's functioning at.  She was so supportive and thankful that I came to her.  Turns out that C has been struggling for quite some time, and that his teachers and his parents are very involved in his school experience.  I'm glad to know that they're trying to get to the root of the problem, because C's a good kid who just needs a little extra attention.  

Last blog! So, yesterday when I was at Mayview Learning Center, I realized that I am starting to get ‘attached’ to some of the students there. There’s a few students who I really enjoy working with and I find myself looking forward to seeing them on Mondays and Wednesdays. I’m grateful that I had the chance to talk briefly with a fellow classmate about this, but I wanted to share a little more. When I began tutoring earlier in the semester, I felt like this tutoring component was more of a burden than anything else, as I had to rush off after class, then rush back for another one. I was not exactly confident in my ability to connect with the students there, but over time that was just an insecurity of mine, which has not gotten the best of me :) Now that going to Mayview on Mondays and Wednesdays has integrated itself into my weekly routine, I no longer feel as if it’s a burden to make the short trip there. I find it refreshing to get off campus and view it as a ‘breather’ from the academic-stuff. Working with younger students has also been beneficial for me, despite my first impressions of it earlier in the semester. I think that it has been good for me to see students who are beginning to learn how to read; it has brought back many of my childhood memories and experiences with learning to read. It has also given me an opportunity to see some of the theories play out that we have read in journal articles, like the two different approaches to learning to read. In addition, I find it beneficial as a future high school teacher, to see what and HOW my future students are learning now, so that I can better understand their past-learning experiences when they are in my classroom. One observation that I have made centers around the overuse of worksheets- it’s ridiculous and foolish (in my opinion) to try and teach children using worksheets to the extent I see at Mayview. They seem to exist as busy-work and they are ineffective; the students are not engaged by them, which I assume (maybe incorrectly) subconsciously plants seeds of resentment towards learning/school. As the semester in beginning to wind down, I predict that my last day at Mayview will be a little emotional (but not anything I can’t handle- I don’t think there will be tears or anything) but it will simulate how the last day of school will be when I am a teacher-especially those specail years when I have those super-fun classes :)

Posted by jrodom @ 09:36 AM EDT

I thought the video was very interesting. Sadly, I know for a fact that I don't know the answers to all of those questions...and I'm not sure if Kentucky Fried Chicken actually comes from Kentucy (let's get serious here). However, I had a better idea than a lot of the people questioned...but why? I am in college, so I have been exposed to a lot more than somone who does not attend school; also, I take interest in the news and what is going on with forgein affairs...if I did not though, I probably would not know much more than some those people. I can't say, based on the video who is apatheic and who is just not "exposed" when it comes to learning and literacy, but it is semi-clear who has had a higher learning level than the others because they seem to pull from other things they do know and not just throw answers out there. Unfortunately, when someone does that it sometimes looks like ignorance (like the guy who was so sure of the "axis of evil" though he named off states instead of countries as members). 

Okay, but I may have to be a little opionated on this one...were the people in this video all not healthy looking Americans who could seemingly take in information and respond in a proper manner? Assuming they are all literate, why are they answering some of these questions the way they were? Could they really not figure out a country that started with a U? Why is is that there was a grown man who did not know the difference between countries and states? ....They may have grown up in different places and come from different backgrounds, but I feel like their problem truly is motivation. As Americans it seems like we sometimes think we know everything. We thrived as a country for so long that learning became secondary and people became more concerned with power and money. I do think that Americans are realizing their place in this world and that that sort of backward thinking is never going to help the world as a whole thrive...honestly, I could go on forever about this. Hopefully reality sets in (though I think it has) and people realize what is important....if we all take time to learn a little more about the world around us, then we can ultimately communicate together....I don't think I can converse with that one man until he picks up a newspaper. 

The other day I went to the park and saw my good friend Manda who I haven't seen in awhile. She looked good as always and was really excited about a new hobby she had found -- hula-hoop making. I've heard of people getting in to this before, but never truly understood the concept until I saw what she had made. They are extremely simple to make and of course extremely fun to use. Nothing brings you back like a hula-hoop! The best part is, Manda is a teacher now and was excited to bring in the hula-hoop to her elementary class and somehow use it for a lesson. To me, this is what makes a good teacher. I think it is important that teachers think of everything they can to better teach their students or even better their overall learning enviroment. Teaching should be like a relationship--a relationship that the instructor is in with however many students they have. I  have been in the shower before and thought of some sort of great lesson plan for my future class...sometimes I feel like I am preparing for my wedding day, but that's what makes a good teacher in my mind. It's important to always be thinking and learning...by looking outside the classroom, it's amazing what one can find to bring back in for their students. I appreciate all the new technology that schools are implementing, but only because I know it is necessary. I know this world is changing and therefore our classrooms must change with it, but I believe there is something to be said for that old fashioned teacher--the one who is more concerned with taking something and making something new out of it, something better (like a home-made hula-hoop) then always worry about test scores. Just my two cents.