Blogs in the Teacher's Arsenal of Tricks

As most of us have experienced from our encounters with textbooks throughout our educational history there is no such thing as a stand alone textbook. They are great at skimming the surface of subjects especially in social studies but they cannot come close to fully exploring an entire subject’s many complex levels.

Then came the internet with its ability to supplement the classroom manual. The possibilities are endless especially the use of blogs. A blog can be a repository of information, a place to view and extract as well as update and edit on going communication between students, teachers and even parents. It would make a great ongoing homework assignment.

For example, a blog could be used as a weekly journal for students in a government class. The students would be assigned to the rolls as presidential candidates and must maintain a blog of speeches and reactions to opponent’s blogs and speeches as well as worldly events as they are assigned. Each student would choose their party either conventional or their own. Then as in the case of this week the teacher could pose as a reporter and ask each of them the same question and ask them to respond using their blogs. This week they would be asked whether or not they would boycott the Olympic Games in China and explain their choice.

An assignment such as this would not only allow the instructor and students to gage their work but also critic that of their peers. In addition parents would have the ability to view their children’s work and progress first hand. A blog would offer an avenue of self-expression often withheld by some students who choose not to participate in an open classroom.

The blog along with the internet’s infinite opportunities for growth is yet another tool that teachers should incorporate into their bag of tricks to keep learning fun and enticing for all students.

Interactive Website Review

Socialstudiesforkids.com is a site dedicated to both teachers and students. It offers a wealth of information that children would find enticing yet informative. The teacher aspects of the site will help fledgling and experienced educators develop interactive lesson plans that can be implemented as stand alone tasks or supplemented by the website.
The site includes a section of fun facts that dispel popular urban legends and historical inaccuracies such as the fact that Paul Revere did not make it to concord to warn of the British invasion. According to the site, Dr. Samuel Prescott made the announcement because Paul Revere was captured by the British and later escaped in time catch the end of the battle at Lexington.
It also includes in-depth information in each social studies topic from economics, geography, U.S. History, geography and political science. The information is presented in both an elementary level that all grades could comprehend and in an academic method appropriate for teachers.
Students could be sent to the site to research vocabulary or perform one of the many projects such as making a budget or learn how to run a lemonade stand over the summer. They could also use the site to supplement their text or research papers. Additional reading assignments chosen by the student from a broad topic listed on the website. For example, under the heading of wars there are headings with detailed information from the Persian Wars of 500 B.C. to the Gulf War.
The site also publishes a weekly newsletter that features historical events related to that week in history. The newsletter could be used by educators as a lead into a specific topic or as a break from the daily routine.
There are thousands of websites available to teachers and students but most understandably appear to be in the business of entertaining. Few are truly dedicated to education as socialstudiesforkids.com.

Second K-12 News Blog

Pell Grants for K-12 education? If President Bush gets his wish that’s exactly what will happen according to guest columnist Eugene Hickok in a February 17, 2008 Times Dispatch article.

The Pell Grants would work in the same fashion as college grants of the same name. They would be allotted to low-income k-12 students as they are for low-income college students. Any student who is financially trapped in a poor performing school would be awarded the grant. They could then opt for a higher performing private school.

Any public funding that is diverted away from public schools to private schools is hotly debated by both sides. Those who prefer funding the educational system we have view Pell Grants as another attempt to draw desperately needed monies away from where they are needed most. Those who favor choice in education view the scholarships as a way out of a broken educational system that no amount of money can fix.
Money is not necessarily the answer to either problem. Simply throwing cash at education has never worked and there are plenty examples of schools that are well funded fail as well as schools who can be considered under funded excel. The Richmond School District is a perfect example. According a February 3, 2008 Times Dispatch article by David Press “In all, Richmond schools spend a bit more than $13,000 per pupil -- with about $4,500 of that actually going to classrooms as teacher and teacher-aide salaries, textbooks, and materials and supplies...” However, according to the Virginia Department of Education’s school division report card, the Richmond School District did not make Adequate Yearly Progress.
Before President Bush considers siphoning funds away from poor performing schools they should require a truly independent review of why a school is failing. Then attack those issues independently on a case by case basis.

K-12 News Post

When Standards of Learning were first introduced, many of my friends and family who are or were teachers forcasted that several students would not graduate due to failing their SOLs. Some of them even retired prematurely or reigned and found another profession. Some who had intended to become a educator changed majors due to the impending SOLs.

Most feared change others felt it was unwise to "teach to a test" and some felt their creativity would be stiffled such as Jennifer Stottlor, a James Madison University student, "With No Child Left Behind, states are forced to create strict standards, leaving the teacher no leeway to be imaginative." (Free Lance Star, 3/7/2007)

However, not all is gloom and doom as reported by Rosalind S. Helderman, a staff writer for the Washington Post in the August 3, 2004 edition. According to Helderman fewer than 1% of the over 22,000 students enrolled in Northern Virginia schools actually did not receive a diploma or graduate due to failing their SOLs.

The reason for the high and perhaps to some even surprising success rate according to Keith Gaylor, a researcher with the Washington-based Center on Education Policy, is that Virginia is one of the few states that has put together a well-publicized package of statewide tutorials and seminars to help struggling students.

Regardless of you opinion on SOLs, it appears they are hear to stay and have thus far proven themselves as a much needed assessment tool.

Letter of Interest (in progress)

I am seeking a social studies teaching position with a middle school in the Henrico County School District.

Resume in progress

Kumer, Martin
4927 Castle Point Court
Glen Allen, Virginia 23060
(804) 346-9158

Education

Bachelor of Arts in History
Virginia Commonwealth University, Richmond, Virginia January, 2001 - December, 2003
Associate of Science in General Studies
Piedmont Virginia Community College, Charlottesville, Virginia January 1999 – August, 2003
Associate in Applied Science in Criminal Justice
Piedmont Virginia Community College, Charlottesville, Virginia August 1997 – August, 2000
Certificate of Police Science
Piedmont Virginia Community College, Charlottesville, Virginia August 1997 – August, 1999

Certification
VCIN/NCIC re-certified in May 2006
Certified Basic Jail Officer since June 1997
Experience
Classification Supervisor
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia December 2004 –Currently
Supervise the Classification and Case Management teams
Ensure compliance with the Virginia Department of Corrections minimum standards and facility standard operating procedures


Case Manager
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia September 1999 -December 2004
· Assist offenders by helping them navigate the criminal justice system.
· Help inmates maintain a viable relationship with family and friends throughout their
incarceration.
· Work with various agencies to help transition inmates back into society.
· Evaluate individuals to insure proper treatment is planned and implemented in order to restore the offender to a productive member of society.

Work Release Coordinator
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia January 1997 – September 1999
· Assisted incarcerated individuals with obtaining and maintaining employment.
· Developed and implemented alternative forms of incarceration for offenders.
· Managed a quarter million dollar inmate account which was used to defray the
costs of incarceration to the local jurisdictions and repay court costs and
restitution.
· Supervised a work force of 50 inmates as well as an alternative incarceration
program of 40-50 offenders.
Managed the Home Electronic Incarceration program.

Military Service

United States Marine Corps
Marine Corps Base, Camp Lejeune, North Carolina August 1992 – August 1996
· Supervised a squad of 12 Marines who were responsible for the orderly operation of a
Military Correctional Unit that housed 250 – 300 pre-trial and convicted military personnel.

Educational Philosophy

As a teacher I will create a safe, respectful and conducive learning atmosphere. I will not tolerate harassment of other students. I will address such issues as soon as practical. I will have clear expectations of how my students will behave and conduct themselves in my classroom. I will lead my students by example. I will treat them with respect at all times and I will not accept anything less from them towards me or any other student. The physical environment of my classroom will encourage learning through the use of thought evoking books, articles and tangible things. I will encourage them to read by supplying a vast array of books that are visible in the classroom and enticing. I will not lecture to my students. I will engage them directly and require individual and group communication that is reciprocal and productive. I will never stop evolving as an educator. I will continue to further my education. I will continue to adapt to new and better teaching strategies. I will strive to overcome any obstacle that may come between me and educating my students.