Sunday, August 30, 2009
UD Speaks to Sponsor Lecture by Colin Powell
From the UDaily:
Former Secretary of State Gen. Colin Powell will give a public lecture on the University of Delaware's Newark campus on Tuesday, Nov. 3.
Powell served as the first African-American chairman of the Joint Chiefs of Staff and was appointed Secretary of State by President George W. Bush, becoming, at that time, the most powerful African-American ever to hold office.
A four-star general, Powell's numerous awards include two Presidential Medals of Freedom. He is the author of the best-selling autobiography, My American Journey.
UD Speaks is dedicated to bringing world-class leaders to the Delaware campus to educate, enlighten and engage the University community.
The event will begin at 8:30 p.m. at the Bob Carpenter Center. The speech will be followed by a question and answer session.
Tickets will go on sale at UD box offices at the Trabant University Center and at the Bob Carpenter Center, and via Ticketmaster, on Tuesday, Sept. 15. Prices are $5 for students, $10 for faculty and staff, $15 for military personnel (active duty and retired) and $25 for the public. All seating is general admission.'
[Continue Reading]
Former Secretary of State Gen. Colin Powell will give a public lecture on the University of Delaware's Newark campus on Tuesday, Nov. 3.
Powell served as the first African-American chairman of the Joint Chiefs of Staff and was appointed Secretary of State by President George W. Bush, becoming, at that time, the most powerful African-American ever to hold office.
A four-star general, Powell's numerous awards include two Presidential Medals of Freedom. He is the author of the best-selling autobiography, My American Journey.
UD Speaks is dedicated to bringing world-class leaders to the Delaware campus to educate, enlighten and engage the University community.
The event will begin at 8:30 p.m. at the Bob Carpenter Center. The speech will be followed by a question and answer session.
Tickets will go on sale at UD box offices at the Trabant University Center and at the Bob Carpenter Center, and via Ticketmaster, on Tuesday, Sept. 15. Prices are $5 for students, $10 for faculty and staff, $15 for military personnel (active duty and retired) and $25 for the public. All seating is general admission.'
Saturday, August 29, 2009
Confidential to Porter Road Elementary
(As Dear Abby would have said it!)
Porter Road Elementary is still very much a work in progress; however,
Your concerns were noted and a response has been generated from district administration:
On Bookcases:
When originally designed and laid out, the classrooms were feeling crowded with material and furniture ... Knowing that teachers often bring much stuff of their own, we waited on adding bookcases. There just weren't obvious places to put them. Now that we are moved in, a list of additional furniture that would be desirable has been generated. Chairs, tables, upright storage cabinets, some shelving and bookcases. We will be ordering this furnature as soon as the list is finalized.
On Maps:
We don't usually order physical pulldown maps anymore. They seem to be outdated the instant we hang them. The overheard projectors are wired to be used from the teacher's computer, so displays of the lastest maps and other materials like that can be brought up on the screen.
To my teachers: If you would like a laminated map to hang on the wall, please contact me directly at montagnebeau@aol.com
On Transparency Projectors:
We have the old style overhead projectors in storage for schools that want them. We are working with Ms. Talbert on whether we move them to Porter and how many. When talking with Mrs. Talbert, the staff was working out a plan where they scan many of the head documents on the large scale scanners/copiers that in the building then use these documents in electronic format on the overhead projectors installed in each classroom. Technology will be working with the staff so that all are well-versed on using the permanent projector in each classroom.
As always, please feel free to contact me at montagnebeau@aol.com
Subject line: CSD
Sincerely,
Elizabeth Scheinberg
[Continue Reading]
Porter Road Elementary is still very much a work in progress; however,
Your concerns were noted and a response has been generated from district administration:
On Bookcases:
When originally designed and laid out, the classrooms were feeling crowded with material and furniture ... Knowing that teachers often bring much stuff of their own, we waited on adding bookcases. There just weren't obvious places to put them. Now that we are moved in, a list of additional furniture that would be desirable has been generated. Chairs, tables, upright storage cabinets, some shelving and bookcases. We will be ordering this furnature as soon as the list is finalized.
On Maps:
We don't usually order physical pulldown maps anymore. They seem to be outdated the instant we hang them. The overheard projectors are wired to be used from the teacher's computer, so displays of the lastest maps and other materials like that can be brought up on the screen.
To my teachers: If you would like a laminated map to hang on the wall, please contact me directly at montagnebeau@aol.com
On Transparency Projectors:
We have the old style overhead projectors in storage for schools that want them. We are working with Ms. Talbert on whether we move them to Porter and how many. When talking with Mrs. Talbert, the staff was working out a plan where they scan many of the head documents on the large scale scanners/copiers that in the building then use these documents in electronic format on the overhead projectors installed in each classroom. Technology will be working with the staff so that all are well-versed on using the permanent projector in each classroom.
As always, please feel free to contact me at montagnebeau@aol.com
Subject line: CSD
Sincerely,
Elizabeth Scheinberg
Wednesday, August 19, 2009
Potty Training Gimmicks
On the local news tonight, there was a story about potty training your child in one day. They had my attention. My shortest attempt at this was 4 days. Four bad days, but then they were over.
Before I go on, let me remind you, the reader, that urinating and defecating are normal bodily functions that will happen no matter what you, the parent, do. Your child will learn to use the toilet and will not wear diapers forever.
Potty training is an interesting process. Some children will essentially do it themselves, as my husband seems to think ours did. Most will not. I have potty trained four children and they were all very different experiences and ages:
Child #1: 3 yrs., 3 mos. old
Child #2: 2 yrs., 7 mos. old
Child #3: 2 yrs., 6 mos. old
Child #4: Tried at 2 yrs., 4 mos., but after a month, gave up. Took an entire month to potty train at the age of 3.
Those were intense days with lots of frustration and tears from all parties (except my oblivious husband!), but we got through them. You will too.
Back to the story on the local news: A mom had attended a workshop put on by a woman who started a business to "help" parents potty train their child in just one day. The disclaimer was that it might take a week or more, and there's lots of prep time working up to the ONE BIG DAY. She sells a baby, a baby potty, and a bottle (grrrrr!) to give the baby so that it has to "pee." She charges a whopping $50! What a business woman -- playing on parents' fears and frustrations to make a buck. Think of all the human beings that have survived on the planet without paying $50 to teach their child to do something that they will do naturally. My husband says she is clever and she'll "make out like a bandit." I'm sure he's right.
Dr. William Sears advises letting your child run naked for a few days. He or she will figure out pretty quick where the pee is coming from and will start to recognize how it feels right before it comes out. I always made my kiddos help clean it up, which was a great deterrent from doing it again. Doesn't that sound cheaper?
And what about this "Elimination Communication" -- did I even call it the right thing?! I feel like John Stossel from 20/20: "Give me a break!" Do you want to enjoy your baby's babyhood, or spend it trying to potty train? The idea, apparently, is that if you read your baby's cues, you can put him or her on the toilet before they pee, or poop, in their diaper. Ok. But what if your 6-month-old has to pee and he actually knows it (which he doesn't!)? He can't get up, walk himself to the bathroom, undress, and situate himself so he can pee. Of course, I am exaggerating, but can you see how absurd this is? And what's the point? Do you care about not changing diapers that much to go through this? Do people who do this think their baby is smarter?
I could go on and on about this. It seems to be a new fad. One I think is totally lame. Changing diapers is part of being a parent. Your baby does not need this "pressure," if he's even old enough to understand that he's not doing what you want him to do. How much of a person's day must be spent doing this who buys into this crazy philosophy?
ENJOY YOUR BABY! POTTY TRAIN WHEN YOUR TODDLER IS READY. You cannot potty train a baby. Sorry.
[Continue Reading]
Before I go on, let me remind you, the reader, that urinating and defecating are normal bodily functions that will happen no matter what you, the parent, do. Your child will learn to use the toilet and will not wear diapers forever.
Potty training is an interesting process. Some children will essentially do it themselves, as my husband seems to think ours did. Most will not. I have potty trained four children and they were all very different experiences and ages:
Child #1: 3 yrs., 3 mos. old
Child #2: 2 yrs., 7 mos. old
Child #3: 2 yrs., 6 mos. old
Child #4: Tried at 2 yrs., 4 mos., but after a month, gave up. Took an entire month to potty train at the age of 3.
Those were intense days with lots of frustration and tears from all parties (except my oblivious husband!), but we got through them. You will too.
Back to the story on the local news: A mom had attended a workshop put on by a woman who started a business to "help" parents potty train their child in just one day. The disclaimer was that it might take a week or more, and there's lots of prep time working up to the ONE BIG DAY. She sells a baby, a baby potty, and a bottle (grrrrr!) to give the baby so that it has to "pee." She charges a whopping $50! What a business woman -- playing on parents' fears and frustrations to make a buck. Think of all the human beings that have survived on the planet without paying $50 to teach their child to do something that they will do naturally. My husband says she is clever and she'll "make out like a bandit." I'm sure he's right.
Dr. William Sears advises letting your child run naked for a few days. He or she will figure out pretty quick where the pee is coming from and will start to recognize how it feels right before it comes out. I always made my kiddos help clean it up, which was a great deterrent from doing it again. Doesn't that sound cheaper?
And what about this "Elimination Communication" -- did I even call it the right thing?! I feel like John Stossel from 20/20: "Give me a break!" Do you want to enjoy your baby's babyhood, or spend it trying to potty train? The idea, apparently, is that if you read your baby's cues, you can put him or her on the toilet before they pee, or poop, in their diaper. Ok. But what if your 6-month-old has to pee and he actually knows it (which he doesn't!)? He can't get up, walk himself to the bathroom, undress, and situate himself so he can pee. Of course, I am exaggerating, but can you see how absurd this is? And what's the point? Do you care about not changing diapers that much to go through this? Do people who do this think their baby is smarter?
I could go on and on about this. It seems to be a new fad. One I think is totally lame. Changing diapers is part of being a parent. Your baby does not need this "pressure," if he's even old enough to understand that he's not doing what you want him to do. How much of a person's day must be spent doing this who buys into this crazy philosophy?
ENJOY YOUR BABY! POTTY TRAIN WHEN YOUR TODDLER IS READY. You cannot potty train a baby. Sorry.
Saturday, August 15, 2009
Google Searches Leading to My Blog
When I check my Google Analytics, it is so fascinating to see how people get to my blog. First of all, I have my blog address on the back of my car with vinyl lettering. I get a lot of traffic from that. People are curious about the title. Someone even asked if I was banned from all such social gatherings -- weddings and the like. Did I have a Texas-sized opinion and couldn't keep my mouth shut? Something like that! David reminds me though, that my "opinions" are based on FACT that are supported by evidence.
But the number one topic that concerned parents have been googling is "ultrasound and autism" and their connection. I am relieved to know that parents are concerned about this and are gathering information before just jumping in. Month after month, it is the number one concern.
Number two, most of the time, is parents trying to find out about the different birthing techniques: Bradley, Lamaze, and Hypnobirthing.
Number three, typically, is "the big baby." As we know, moms are being freaked out by their doctors and told that they "need" c-sections. Again, glad to see that moms (and dads!) are doing some research on the subject. Trust your body!
I also get lots of parents questioning co-sleeping and bed-sharing. It's gotten a lot of publicity over the last year or so, and I suspect that parents are being told that it is not safe. Parents are checking that out. As a former bed-sharer and co-sleeper, I highly recommend it. I miss it terribly -- some of the time!
Lots of questions, also, about breastfeeding and gassy babies. Women are looking for a list of foods NOT to eat while they are breastfeeding. It's on the blog.
Every now and then, I get some really funny things that people have googled, like "how big is too big for a baby shower?" or "how do I manually dilate my cervix?" or "can my husband check my cervix?" I don't check this list too often -- maybe two or three times a month -- just enough to know what parents are researching, and hopefully getting some information they find helpful here.
Someone in India was looking for breastfeeding quotes. I'll leave you with my favorite: "Breastfeeding is a mother's gift to herself, her child, and the Earth."
[Continue Reading]
But the number one topic that concerned parents have been googling is "ultrasound and autism" and their connection. I am relieved to know that parents are concerned about this and are gathering information before just jumping in. Month after month, it is the number one concern.
Number two, most of the time, is parents trying to find out about the different birthing techniques: Bradley, Lamaze, and Hypnobirthing.
Number three, typically, is "the big baby." As we know, moms are being freaked out by their doctors and told that they "need" c-sections. Again, glad to see that moms (and dads!) are doing some research on the subject. Trust your body!
I also get lots of parents questioning co-sleeping and bed-sharing. It's gotten a lot of publicity over the last year or so, and I suspect that parents are being told that it is not safe. Parents are checking that out. As a former bed-sharer and co-sleeper, I highly recommend it. I miss it terribly -- some of the time!
Lots of questions, also, about breastfeeding and gassy babies. Women are looking for a list of foods NOT to eat while they are breastfeeding. It's on the blog.
Every now and then, I get some really funny things that people have googled, like "how big is too big for a baby shower?" or "how do I manually dilate my cervix?" or "can my husband check my cervix?" I don't check this list too often -- maybe two or three times a month -- just enough to know what parents are researching, and hopefully getting some information they find helpful here.
Someone in India was looking for breastfeeding quotes. I'll leave you with my favorite: "Breastfeeding is a mother's gift to herself, her child, and the Earth."
Just an Observation...
As a birth professional, I have noticed something interesting: the majority of women who have given birth, believe they are a "birth professional" simply because they have had a baby, even if it was with medication or a c-section. They "had to be induced" because... They "had to have a c-section" because... Most of the time, those reasons are totally bogus. But they think they really know about it because they have a child. It makes my profession much more difficult. The "student" is often not teachable. Just an observation...
Just because I drive a car doesn't mean that I understand how it works, how to fix it, or how to make it run better.
[Continue Reading]
Just because I drive a car doesn't mean that I understand how it works, how to fix it, or how to make it run better.
Friday, August 14, 2009
The Public/Charter Debate Continues
Charter schools aren't the cure-all
Diane Ravitch • August 14, 2009
http://www.delawareonline.com/apps/pbcs.dll/article?AID=/20090814/OPINION16/90813041
The board of the Los Angeles Unified School District is opening 50 schools over the next few years and considering a proposal to allow some or all to be privately managed. Before taking this step, the board should take a hard look at the evidence about charter schools and privately managed schools.
Because of a brilliant media campaign by charter school organizations, there is a widespread impression that any charter school is better than any public school. This is not true. Charter schools vary in quality from excellent to abysmal. On the authoritative federal tests called the National Assessment of Educational Progress, students in charter schools perform about the same as those in traditional public schools. A recent Stanford University study, which compared half the nation’s charter schools with a neighboring public school, concluded that 46 percent were no better, 37 percent were significantly worse and only 17 percent were significantly better than the public school.
Philadelphia launched an effort last year to compare its district-run schools with its charter schools and privately managed schools. Researchers from Rand Corp. concluded that charter students did no better than those who attended public schools. Performance in the privately managed schools did not, on average, exceed the performance of the public schools. A few months ago, Philadelphia officials — looking at their own achievement data — said that six privately managed elementary and middle schools outperformed the public schools, but 10 were worse than district-run schools.
One of the major arguments for turning schools over to private managers is that the resulting competition will spur improvements in public schools.
This did not happen in Philadelphia, nor is there evidence that it has happened elsewhere. Many charter and privately managed schools get extra resources and smaller classes with the help of corporate sponsors, but public schools typically do not. What the public schools do get are the low-performing and disruptive students who are ejected by or eased out of the charter and privately managed schools.
The Los Angeles proposal for 50 new schools has been likened to New York City’s approach. But Los Angeles should be aware of two points. First, under New York Mayor Michael Bloomberg, spending on education has increased from $12.5 billion annually to $21 billion, or nearly $20,000 per child. Is Los Angeles willing to match that?
Second, New York City’s new high schools started small and were allowed to limit the admission of special-education students and students with limited English proficiency for the first two years. The remaining high schools were left with a disproportionate share of the neediest students. A study this year of the new schools found that, over time, when their enrollment became similar to traditional public schools, their attendance rates and graduation rates declined. Also, the attrition rate of teachers and principals was consistently high.
If we are ever going to get serious about improving education in the United States, we have to face up to basic facts. We can’t solve our problems by handing them off to businesses and community groups. Some schools will claim success by excluding the students who are hardest to educate; others will claim success by drilling children endlessly on test-taking skills. And although California law requires that public schools — charters included — accept all students, charters tend to draw the most motivated students and families away from the traditional public schools because of the application process.
Further, charters and privately managed schools often pay unusually high executive compensation. The leader of a small charter network in New York City that has 1,000 students received $370,000 in 2007, about triple the salary of a principal. The organizer of charter schools in a Pennsylvania suburb is also the primary vendor of goods and services to his schools and earns more than $1 million annually.
What should we do? We must strengthen — not abandon — public education. Our schools should have well-rounded curricula that include the arts, history, science, geography, literature and foreign languages, as well as basic skills. Teachers should be well-educated and treated with dignity. Principals should be head teachers, who can capably evaluate and assist their teachers. School buildings should be well-maintained. Class sizes should be reasonable, making it possible for teachers to give extra attention to students who need it. Schools should have a firm and fair disciplinary code.
Are these common-sense policies beyond the reach of the citizens of Los Angeles?
We evade our responsibility to improve public education by privatizing public schools. In doing so, we undermine the egalitarian promise of public education, thus guaranteeing that many children will continue to be left behind.
Diane Ravitch is a historian of education at New York University; her new book, “The Death and Life of the Great American School System,” will be published in March.
[Continue Reading]
Diane Ravitch • August 14, 2009
http://www.delawareonline.com/apps/pbcs.dll/article?AID=/20090814/OPINION16/90813041
The board of the Los Angeles Unified School District is opening 50 schools over the next few years and considering a proposal to allow some or all to be privately managed. Before taking this step, the board should take a hard look at the evidence about charter schools and privately managed schools.
Because of a brilliant media campaign by charter school organizations, there is a widespread impression that any charter school is better than any public school. This is not true. Charter schools vary in quality from excellent to abysmal. On the authoritative federal tests called the National Assessment of Educational Progress, students in charter schools perform about the same as those in traditional public schools. A recent Stanford University study, which compared half the nation’s charter schools with a neighboring public school, concluded that 46 percent were no better, 37 percent were significantly worse and only 17 percent were significantly better than the public school.
Philadelphia launched an effort last year to compare its district-run schools with its charter schools and privately managed schools. Researchers from Rand Corp. concluded that charter students did no better than those who attended public schools. Performance in the privately managed schools did not, on average, exceed the performance of the public schools. A few months ago, Philadelphia officials — looking at their own achievement data — said that six privately managed elementary and middle schools outperformed the public schools, but 10 were worse than district-run schools.
One of the major arguments for turning schools over to private managers is that the resulting competition will spur improvements in public schools.
This did not happen in Philadelphia, nor is there evidence that it has happened elsewhere. Many charter and privately managed schools get extra resources and smaller classes with the help of corporate sponsors, but public schools typically do not. What the public schools do get are the low-performing and disruptive students who are ejected by or eased out of the charter and privately managed schools.
The Los Angeles proposal for 50 new schools has been likened to New York City’s approach. But Los Angeles should be aware of two points. First, under New York Mayor Michael Bloomberg, spending on education has increased from $12.5 billion annually to $21 billion, or nearly $20,000 per child. Is Los Angeles willing to match that?
Second, New York City’s new high schools started small and were allowed to limit the admission of special-education students and students with limited English proficiency for the first two years. The remaining high schools were left with a disproportionate share of the neediest students. A study this year of the new schools found that, over time, when their enrollment became similar to traditional public schools, their attendance rates and graduation rates declined. Also, the attrition rate of teachers and principals was consistently high.
If we are ever going to get serious about improving education in the United States, we have to face up to basic facts. We can’t solve our problems by handing them off to businesses and community groups. Some schools will claim success by excluding the students who are hardest to educate; others will claim success by drilling children endlessly on test-taking skills. And although California law requires that public schools — charters included — accept all students, charters tend to draw the most motivated students and families away from the traditional public schools because of the application process.
Further, charters and privately managed schools often pay unusually high executive compensation. The leader of a small charter network in New York City that has 1,000 students received $370,000 in 2007, about triple the salary of a principal. The organizer of charter schools in a Pennsylvania suburb is also the primary vendor of goods and services to his schools and earns more than $1 million annually.
What should we do? We must strengthen — not abandon — public education. Our schools should have well-rounded curricula that include the arts, history, science, geography, literature and foreign languages, as well as basic skills. Teachers should be well-educated and treated with dignity. Principals should be head teachers, who can capably evaluate and assist their teachers. School buildings should be well-maintained. Class sizes should be reasonable, making it possible for teachers to give extra attention to students who need it. Schools should have a firm and fair disciplinary code.
Are these common-sense policies beyond the reach of the citizens of Los Angeles?
We evade our responsibility to improve public education by privatizing public schools. In doing so, we undermine the egalitarian promise of public education, thus guaranteeing that many children will continue to be left behind.
Diane Ravitch is a historian of education at New York University; her new book, “The Death and Life of the Great American School System,” will be published in March.
Stimulus: The Second Wave
Free Live Webinar:
Stimulus: The Second Wave
Thursday, Aug. 20, 2 p.m. to 3 p.m. Eastern time
Free registration is now open.
The U.S. Department of Education is gearing up to award $5 billion from the federal economic-stimulus package to school districts, states, and education nonprofit organizations through several competitive grant programs. What are the requirements for Race to the Top, Innovation, and other grant programs? How can leaders best compete for those awards? And how can the money be used to dri
ve education reform?
Join our guests, a high-level official from the education department and a state education commissioner, as they discuss the details of the grant competitions and the education reform challenges ahead for K-12 leaders.
Guests:
Joanne Weiss, Race to the Top director at the U.S. Department of Education
Susan A. Gendron, Maine’s commissioner of education and board president of the Council of Chief State School Officers
This webinar will be moderated by Michele McNeil, assistant editor, Education Week.
Click here to register for this free, live event.
Related stories:
'Race to Top' Guidelines Stress Use of Test Data
Racing for an Early Edge
'Innovation' Push Raising Questions
Stimulus: The Second Wave
Thursday, Aug. 20, 2 p.m. to 3 p.m. Eastern time
Free registration is now open.
The U.S. Department of Education is gearing up to award $5 billion from the federal economic-stimulus package to school districts, states, and education nonprofit organizations through several competitive grant programs. What are the requirements for Race to the Top, Innovation, and other grant programs? How can leaders best compete for those awards? And how can the money be used to dri
ve education reform?Join our guests, a high-level official from the education department and a state education commissioner, as they discuss the details of the grant competitions and the education reform challenges ahead for K-12 leaders.
Guests:
Joanne Weiss, Race to the Top director at the U.S. Department of Education
Susan A. Gendron, Maine’s commissioner of education and board president of the Council of Chief State School Officers
This webinar will be moderated by Michele McNeil, assistant editor, Education Week.
Click here to register for this free, live event.
Related stories:
'Race to Top' Guidelines Stress Use of Test Data
Racing for an Early Edge
'Innovation' Push Raising Questions
Thursday, August 13, 2009
Do Student Cell Phones Belong in Schools?
What do you think?
Indian River schools to begin cell phone ban
By MOLLY MURRAY • The News Journal • August 12, 2009
When students in the Indian River School District head back to school next month, they’ll need to leave their cell phones at home.
The school board has banned cell phones, pagers and all other communication devices in the schools during the school day and on district buses.
“They are a distraction,” said Indian River School Board President Charles Bireley. “These devices have no place in the classroom.”
Bireley said parents who worry that students won’t be able to call for help in an emergency need not worry. Every classroom at the district’s two high schools has a telephone, and there are phones in every district office that students can use. Each bus driver also has a cell phone, he said.
But parents can request a waiver from the new rule if there are extenuating circumstances, he said.
Last year, students in the district could have cell phones in their backpacks or lockers but they were not allowed to use them during the school day.
Bireley said there were still problems with text messaging and students taking pictures. Although the district has had no indication the devices have been used to cheat or copy tests, that is also a concern, he said.
“The board of education believes these new regulations will create a more orderly and productive learning environment.”
[Continue Reading]
Indian River schools to begin cell phone ban
By MOLLY MURRAY • The News Journal • August 12, 2009
When students in the Indian River School District head back to school next month, they’ll need to leave their cell phones at home.
The school board has banned cell phones, pagers and all other communication devices in the schools during the school day and on district buses.
“They are a distraction,” said Indian River School Board President Charles Bireley. “These devices have no place in the classroom.”
Bireley said parents who worry that students won’t be able to call for help in an emergency need not worry. Every classroom at the district’s two high schools has a telephone, and there are phones in every district office that students can use. Each bus driver also has a cell phone, he said.
But parents can request a waiver from the new rule if there are extenuating circumstances, he said.
Last year, students in the district could have cell phones in their backpacks or lockers but they were not allowed to use them during the school day.
Bireley said there were still problems with text messaging and students taking pictures. Although the district has had no indication the devices have been used to cheat or copy tests, that is also a concern, he said.
“The board of education believes these new regulations will create a more orderly and productive learning environment.”
Wednesday, August 12, 2009
Oh! What a Night ...
As promised, I'm blogging my take on the last night's CSD Board Meeting at Bancroft Elementary School:
For the most part, it was a smooth ride. The Board heard an update on the Porter Road School and the new Delaware School for the Deaf campus. Both project received survived Dover's budget crunch, were fully funded at the close the recent legislative session and immediately loaded (meaning the money promised was made available for work to continue/commence.)
Porter is now a finished product, a stunning new school ready to serve its students. Porter's open house is scheduled for August 26, from 4- 7 pm.
After a brief hiatus, The Delaware School for Deaf (DSD) is now ready to proceed into the next phase of construction. During the meeting several contracts were approved by the board to move this project along. Ground breaking is expected in early October, the onset of a 16 month construction schedule that will be completed in December 2010.
We did have an unusual bump in the flow last night concerning contracts for Produce/Seasonal items and Cafeteria Paper Products when these items were tabled after an unhappy vendor addressed the board during public comment. The board reconvened in Executive Session to discuss the concern. Though I am a new Board Member, I am confident with the information provided to the board that these contracts were awarded within the scope of the Request for Proposal(RFP)(the process by which we solicit venders to bid on contracts) fairly and appropriately. The Board reconvened in public session and voted to accept the district's recommendation. Thanks go to our patient superintendent who gracefully yielded to what some may term micro-managing vs policy making, the latter being the purpose of school boards.
Questions? Comments? Hit me at the bottom of this post!
[Continue Reading]
For the most part, it was a smooth ride. The Board heard an update on the Porter Road School and the new Delaware School for the Deaf campus. Both project received survived Dover's budget crunch, were fully funded at the close the recent legislative session and immediately loaded (meaning the money promised was made available for work to continue/commence.)
Porter is now a finished product, a stunning new school ready to serve its students. Porter's open house is scheduled for August 26, from 4- 7 pm.
After a brief hiatus, The Delaware School for Deaf (DSD) is now ready to proceed into the next phase of construction. During the meeting several contracts were approved by the board to move this project along. Ground breaking is expected in early October, the onset of a 16 month construction schedule that will be completed in December 2010.
We did have an unusual bump in the flow last night concerning contracts for Produce/Seasonal items and Cafeteria Paper Products when these items were tabled after an unhappy vendor addressed the board during public comment. The board reconvened in Executive Session to discuss the concern. Though I am a new Board Member, I am confident with the information provided to the board that these contracts were awarded within the scope of the Request for Proposal(RFP)(the process by which we solicit venders to bid on contracts) fairly and appropriately. The Board reconvened in public session and voted to accept the district's recommendation. Thanks go to our patient superintendent who gracefully yielded to what some may term micro-managing vs policy making, the latter being the purpose of school boards.
Questions? Comments? Hit me at the bottom of this post!
Saturday, August 8, 2009
CSD Checkbook Goes Online
When the State of Delaware launched it's online checkbook earlier this week, all school districts entered into a new era of transparency, as checks written by districts are actually cut by the state and therefore a part of the state's online checkbook.
Access the checkbook via http://checkbook.delaware.gov/
Date of Payments for CSD go back to 7/7/08.
Happy reading!
(Thanks, Kilroy)
[Continue Reading]
Access the checkbook via http://checkbook.delaware.gov/
Date of Payments for CSD go back to 7/7/08.
Happy reading!
(Thanks, Kilroy)
Friday, August 7, 2009
Feds, Swine Flu, and Schools
Feds to issue new swine flu advice to schoolsAssociated Press, via www.delawareonline.com • August 7, 2009
WASHINGTON — Swine flu is expected to return when kids go back to school, and the government is hoping its new advice on when to shut down schools during an outbreak will prevent the panic and confusion that led to hundreds of school closures last spring.
The government was to issue new guidance today for schools to follow when swine flu strikes. Unlike regular seasonal flu, this virus has not retreated during the hot and humid summer months and so far has infected more than 1 million Americans.
"We hope no schools have to close, but realistically, some schools will close this fall," Education Secretary Arne Duncan said this week during a forum with administration officials that was broadcast online.
The decision to close actually rests with local school officials. But those officials are looking to the federal government for advice about the new flu strain that has caused a global epidemic, or pandemic.
"I'm dealing first and foremost as a parent," Duncan said Friday on a nationally broadcast news show. "I want to keep my children safe and keep them learning." He said officials are asking parents to "use common sense" and encourage their children to vigorously wash their hands several times a day and take other safety precautions.
"We want to provide as much facts as we can" to local officials, he said. "Basically, this will be a tiered response. If there's a handful of children at a school who might be sick, we want the parents to keep them home. If the numbers escalate dramatically, then we might have to close the schools."
Duncan said officials anticipate the vaccine will be available by mid-October and that they want schools to be principal sites for getting the shots.
The administration wants to avoid the chaos of last spring, when more than 700 schools in half the states closed their doors. There are about 132,000 public and private schools in the U.S.
Students got an unexpected vacation, but many parents wound up scrambling to find child care.
School officials had been acting on advice from the federal Centers for Disease Control and Prevention, which at first said schools should shut down for about two weeks if there were suspected cases of swine flu.
Then the CDC changed course, saying schools did not need to close because the virus was milder than feared. Instead, parents were told to keep sick kids home for at least a week.
Duncan said at a swine flu summit last month that closing school should be "a last resort, not a first resort."
He said earlier this week that school districts should use common sense. "If you have one child sick, that's one thing. If you have a whole host of children getting sick, that's another," Duncan said.
While this particular flu virus is new, the matter of school closings is not. Every winter, regular flu outbreaks prompt a relatively small number of schools to close for a few days because of high absenteeism among students or staff.
In addition to new guidance for when to close, the CDC and Education Department said this week they have set up a new monitoring system to track school closures across the country.
Still up in the air is whether schools will be turned into vaccine clinics, though Health and Human Services Secretary Kathleen Sebelius has said that seems logical.
"We're seeing schools as potential partners," she said at the forum with Duncan.
Children are on the priority list for the first doses of swine flu vaccine, but because of time needed for testing and manufacturing, inoculations can't begin until school has been in session for more than a month; the government is aiming for Oct. 15. Many questions remain, including whether people will need one shot or two for protection. That is in addition to the regular winter flu vaccine that is also recommended for children.
States and school districts should be preparing for the possibility of mass vaccinations, federal officials have said.
They also should make plans to keep kids Learning when schools do close, Duncan said.
Duncan was interviewed Friday on CBS's "The Early Show."
Wednesday, August 5, 2009
Education Voters of Delaware
The following is from: http://www.educationvotersdelaware.org/
It's an interesting organization and worth sharing...
What It Takes
Every child in Delaware has the right to an excellent public education. Many already are doing OK. But too many students are shortchanged, and Delaware must do better. According to national statistics, only 60% of Delaware’s students graduate from high school on time, and just one-third of those are ready for college and the workplace. Over 14% of Delaware’s public schools (26) are performing at very low levels and face restructuring in the next few years, and that number, without serious intervention, could rise to 67 (37%) by 2013.
Every child in Delaware has the right to an excellent public education. Many already are doing OK. But too many students are shortchanged, and Delaware must do better. According to national statistics, only 60% of Delaware’s students graduate from high school on time, and just one-third of those are ready for college and the workplace. Over 14% of Delaware’s public schools (26) are performing at very low levels and face restructuring in the next few years, and that number, without serious intervention, could rise to 67 (37%) by 2013.
Sunday, August 2, 2009
Random Questions and Answers
There are lots of questions that have come up, some even through email. I have wanted to sit down and write for a long time, but just haven't had the time. At the current moment, my husband is watching a nature show on TV with the kids, the laundry is put away, and I'm going to write until someone is demanding my time. Only 3 weeks left of summer vacation...
Question #1: Genie asked:
Could you talk about what you know and your experience with herbs (before and during labor and with oral and internal use)?
Answer: Genie, my response is probably not very exciting. I really do believe that the body knows what to do and when to do it. I believe that labor starts when the mom and baby are both ready. I know a lot of midwives love to use herbs the last several weeks of pregnancy to soften the cervix. This is a personal choice for each couple to use them or not. I do not believe that it is necessary in the majority of labors. My personal experience, which has definitely helped me arrive at this conclusion, was the use of herbs with my third pregnancy. It was our first homebirth and our midwife was a huge proponent of taking herbs the last 5 or 6 weeks of pregnancy. I did exactly as she prescribed. I did have my baby at 39.1 weeks, but it was my longest labor and what I consider my most difficult. "Emotional relaxation" was a challenge with that labor, and I had not prepared as I should have. I just don't think that the herbs made a difference for me.
To be perfectly honest though, I don't know anything about using internal herbs and most of what I have read about deals with using herbs to either soften the cervix prior to labor or using them to start labor. I have not read anything about using them during labor itself.
If you are contemplating using herbs, learn all you can about why you being advised to take them. Find out if there are any side effects to their use. Is there any danger in taking them? I am sure there are people out there who will have plenty to say about this response, and that is ok. I have not read that much on the topic because I don't believe that all women should use herbs in pregnancy. It's just not a part of the natural process.
Question #2: Genie asked a follow-up question:
The mixture 'start up' caused my hands to start swelling (according to our midwife) during labor - can that affect the cervix as well?
Answer: I'm curious what was in your "start up" mixture. When I lived in Albuquerque, I had developed a breast infection when my 4th baby was 3 weeks old. My wonderful midwife, Barb Pepper, recommended I go to a specific herb shoppe to get a "mastitis remedy." She emphasized how important it was to deal with someone who knows exactly what they are doing because mixing herbs was a very delicate science. That made a big impression on me. The herbalist told me that it was very important to take the tincture exactly as prescribed, as it could be lethal if taken inappropriately. I never had to take antibiotics, I followed her instructions, and was better within a few days.
Sometimes, I think we get this attitude that "it's just herbs," not medications, and don't take it as seriously. I don't know your midwife, or her background with mixing herbs, or where she got her "start-up mixture," but swelling hands in labor isn't normal (unless you have an IV) and I would find it bothersome and maybe even uncomfortable. I don't know if the mixture would affect the cervix, but it affected your hands! Again, it just goes back to these concoctions not being a part of the natural process. Your body knows what it is doing without being confused by adding herbs to the laboring process.
Question #3: Jess asked:
I've heard pushing too soon can harm the cervix, but I was told to push at a 9 or 9 1/2, to "push out the last inch." Apparently I pushed out my cervix with my baby's head. No one seemed to think much of it and I can't seem to find out if this 'means' anything. My baby is almost a year and as far as I know everything down-there is ok. Could there be problems in the future?
Answer: There is conflicting information about pushing "too soon," as you discovered by your own experience. I'm curious if you had an uncontrollable urge to push or if you were just told that it was ok to "push out the last cm." Sounds like it was the latter of the two. Physiologically speaking, I don't think it is possible to push out your cervix with the baby's head. When you are dilated, especially at a 9 or 9 1/2, the cervix pulls up over the baby's head. If there is that little cervix left, it is still very high, certainly not something that would be "pushed out" with the baby's head. I hope that makes sense.
Briefly, on this subject of dilation, it is somewhat subjective. One nurse, or doctor or midwife, may check you and find the cervix at a certain number of cm., and then another will get another "reading." You easily could have been fully dilated. Did you have pain when you were pushing? That sounds like a crazy question, I know! But I am talking unusual, intense, internal pain. If the cervix were truly being pulled down with the baby's head, that would be intensely painful. Anytime the cervix is being forced to move in an unnatural manner, there is intense pain. For example, pushing a lip, or rim, of cervix back, or pulling the cervix forward. Your description of how you feel now leads me to believe that everything is just fine!
Question #4: Christina asked:
What are your thoughts on Prenatal Vitamins? Like prescription kind, vs like natural herbs and supplements?
Answer: Truthfully, I don't know what the difference between prescription and OTC prenatal vitamins would be. The American perception is that the prescription must be better because it's harder to get, but I highly doubt this to be true. My honest opinion on this topic is that if you are a mindful, thoughtful eater, aware of eating a variety of foods, vitamins and minerals, proteins, calcium, etc., etc., you probably don't need prenatal vitamins at all. Some people reading this are up in arms, I am certain!, but I think everyone would agree that it is better that your vitamins and minerals be taken from your food instead of a pill. This is up to each woman to decide early on in her pregnancy, or earlier if possible, if she is willing to really be on top of her diet and nutrition. If she isn't, or she knows that she doesn't eat enough of a certain food group, taking a prenatal vitamin will give her a peace of mind.
As a side note, some women report feeling sick to their stomach from taking their prenatal vitamins. Taking them before bed is helpful, but talk to your pharmacists about other things you might be taking at the same time. For example, I was taking iron supplements with my first baby, along with my prenatal vitamin, and Tums for heartburn. I would take them all at once, right before bed. My iron levels were never coming up. When I mentioned this to the pharmacist, he said that the calcium in the Tums and prenatal vitamin were interfering with the iron absorption and to take the iron supplement with a glass of OJ, or vitamin C -- something that would encourage iron absorption.
As far as taking herbs or natural supplements, I think you should question exactly why you are doing so. A prenatal vitamin is just that -- full of vitamins and minerals that may be lacking in your diet. Herbs are not vitamins and/or minerals. Something else to consider is that while there are plenty of medications, etc. that pregnant women are told that are safe, nothing has been proven to be safe. There are medications, such as ibuprofen, that have been proven to be unsafe, but it would be unethical to try to prove a medication safe. My advice is to take as few as possible medications, herbs, or supplements, into your body while pregnant. Eat a variety of foods and take good care of yourself. Your baby will thank you!
Question #5: Genie asked:
I have another thought. Have you heard anything about midwives trying to manually dilate the cervix? I just discovered that this was attempted on me while at 3cm!
Answer: I bet you know what I'm going to say before I even say it! This is not a part of the natural process! Labor is about so much more than just dilation! First of all, manual dilation is usually very painful. Sometimes, if a mom isn't dilating, it is because the baby is still high in the pelvis, not pressing down on the cervix, helping it to dilate. Forcing the cervix to dilate is not necessarily going to bring a baby down. Lots of movement, rotating the hips, changing positions, etc., will encourage a baby to come down. The rest will take care of itself. I rarely hear of a pleasant birth experience when the mom's cervix was manually dilated. Not a fan.
With that being said, everyone knows that I am an advocate of midwifery. You will almost never hear of an OBGYN manually dilating the cervix. He or she will use pitocin to dilate the cervix. Meanwhile, no one is doing what really needs to be done, which is to get the baby into a better position by helping and encouraging the mom to change her positions!
Question #6: Katie asked:
If you have any other thoughts or ideas about circumcision (besides the 2008 post) I'd love to hear about it. I had no idea there were so many people not doing it anymore.
Answer: No, Katie, I really don't have anything else to add. The information I've included in that post is what I teach in my class. I've had a number of interesting discussions about circumcision on Facebook over the last few months, but a lot of them end up in a religious discussion, or debate, as the case may be! I have a feeling that you have a specific question or want specific information. Feel free to ponder that and get back with me!
Question #7: Katie asked:
How about baby wearing. I know you are for it and realize there are tons of benefits to wearing. I've been wondering if you can do it to often or long. I googled it and didn't find much definitive information just lots of people for or against it. Thanks!
Answer: Katie, that is an excellent question. I think a lot of people probably have that question, or concern, but don't ask it. I think our parents generation really emphasized "spoiling" their children, or rather NOT spoiling their children. They really pushed us to be independent. "Attached" would have been a bad word a generation ago!
As far as wearing your baby "too often" -- all mother-baby sling relationships will be different. Some babies want to be in the sling more often than others. Some babies are high-need babies and need to be held more often, for whatever reason. Some babies are content to be on the floor more often. If wearing your baby more often makes your baby more happy and content, you can't do it too much. A happy baby equals happy parents! A great chapter to read on this topic is found in "The Baby Book: Everything You Need to Know About Your Baby - From Birth to Age Two" by Dr. William Sears. The chapter is titled "Babywearing: The Art and Science of Carrying Your Baby."
As far as carrying your baby "too long," most children, especially attached children, will develop a healthy sense of independence and desire to explore on their own. They will want to walk. This is bittersweet as a parent. It's at this point that you wish they still wanted to be in the sling! And sometimes they will. Let them. They will let you know their needs. Let them know that they can trust you to meet those needs. All of my children quit using the sling between 2 and 3 years. We were rarely using it at that point, but it was always in the car to be used in a pinch. The last time Daymon was in his sling was in a furniture store at 2 1/2 years old. The last time Darcy was in her sling was when I was ordering food at Six Flags and couldn't have her running around where I couldn't see her. She was 3 years old. I probably hadn't used it in months though.
All of my children are very independent and none of them would describe themselves as "spoiled!" Wear those babies as often and as long as they'll let you. That time is so short and it will end. Your children probably won't even remember it, but they'll remember the feelings fostered by knowing their needs were met. You'll remember it, and treasure it, and long for those days again, long after your children are taller than you are.
Question #8: Regina let us know that she watched "The Business of Being Born" -- and she was going to have her husband watch it too! Yea! Such a great movie. If you haven't seen it, what are you waiting for? You can watch it through Netflix or even check your local library.
I also received some questions through email and Facebook that I wanted to put up, but I think my family is ready for me to be done with this "project." Hope this was helpful. As always, feel free to add your two cents!
[Continue Reading]
Question #1: Genie asked:
Could you talk about what you know and your experience with herbs (before and during labor and with oral and internal use)?
Answer: Genie, my response is probably not very exciting. I really do believe that the body knows what to do and when to do it. I believe that labor starts when the mom and baby are both ready. I know a lot of midwives love to use herbs the last several weeks of pregnancy to soften the cervix. This is a personal choice for each couple to use them or not. I do not believe that it is necessary in the majority of labors. My personal experience, which has definitely helped me arrive at this conclusion, was the use of herbs with my third pregnancy. It was our first homebirth and our midwife was a huge proponent of taking herbs the last 5 or 6 weeks of pregnancy. I did exactly as she prescribed. I did have my baby at 39.1 weeks, but it was my longest labor and what I consider my most difficult. "Emotional relaxation" was a challenge with that labor, and I had not prepared as I should have. I just don't think that the herbs made a difference for me.
To be perfectly honest though, I don't know anything about using internal herbs and most of what I have read about deals with using herbs to either soften the cervix prior to labor or using them to start labor. I have not read anything about using them during labor itself.
If you are contemplating using herbs, learn all you can about why you being advised to take them. Find out if there are any side effects to their use. Is there any danger in taking them? I am sure there are people out there who will have plenty to say about this response, and that is ok. I have not read that much on the topic because I don't believe that all women should use herbs in pregnancy. It's just not a part of the natural process.
Question #2: Genie asked a follow-up question:
The mixture 'start up' caused my hands to start swelling (according to our midwife) during labor - can that affect the cervix as well?
Answer: I'm curious what was in your "start up" mixture. When I lived in Albuquerque, I had developed a breast infection when my 4th baby was 3 weeks old. My wonderful midwife, Barb Pepper, recommended I go to a specific herb shoppe to get a "mastitis remedy." She emphasized how important it was to deal with someone who knows exactly what they are doing because mixing herbs was a very delicate science. That made a big impression on me. The herbalist told me that it was very important to take the tincture exactly as prescribed, as it could be lethal if taken inappropriately. I never had to take antibiotics, I followed her instructions, and was better within a few days.
Sometimes, I think we get this attitude that "it's just herbs," not medications, and don't take it as seriously. I don't know your midwife, or her background with mixing herbs, or where she got her "start-up mixture," but swelling hands in labor isn't normal (unless you have an IV) and I would find it bothersome and maybe even uncomfortable. I don't know if the mixture would affect the cervix, but it affected your hands! Again, it just goes back to these concoctions not being a part of the natural process. Your body knows what it is doing without being confused by adding herbs to the laboring process.
Question #3: Jess asked:
I've heard pushing too soon can harm the cervix, but I was told to push at a 9 or 9 1/2, to "push out the last inch." Apparently I pushed out my cervix with my baby's head. No one seemed to think much of it and I can't seem to find out if this 'means' anything. My baby is almost a year and as far as I know everything down-there is ok. Could there be problems in the future?
Answer: There is conflicting information about pushing "too soon," as you discovered by your own experience. I'm curious if you had an uncontrollable urge to push or if you were just told that it was ok to "push out the last cm." Sounds like it was the latter of the two. Physiologically speaking, I don't think it is possible to push out your cervix with the baby's head. When you are dilated, especially at a 9 or 9 1/2, the cervix pulls up over the baby's head. If there is that little cervix left, it is still very high, certainly not something that would be "pushed out" with the baby's head. I hope that makes sense.
Briefly, on this subject of dilation, it is somewhat subjective. One nurse, or doctor or midwife, may check you and find the cervix at a certain number of cm., and then another will get another "reading." You easily could have been fully dilated. Did you have pain when you were pushing? That sounds like a crazy question, I know! But I am talking unusual, intense, internal pain. If the cervix were truly being pulled down with the baby's head, that would be intensely painful. Anytime the cervix is being forced to move in an unnatural manner, there is intense pain. For example, pushing a lip, or rim, of cervix back, or pulling the cervix forward. Your description of how you feel now leads me to believe that everything is just fine!
Question #4: Christina asked:
What are your thoughts on Prenatal Vitamins? Like prescription kind, vs like natural herbs and supplements?
Answer: Truthfully, I don't know what the difference between prescription and OTC prenatal vitamins would be. The American perception is that the prescription must be better because it's harder to get, but I highly doubt this to be true. My honest opinion on this topic is that if you are a mindful, thoughtful eater, aware of eating a variety of foods, vitamins and minerals, proteins, calcium, etc., etc., you probably don't need prenatal vitamins at all. Some people reading this are up in arms, I am certain!, but I think everyone would agree that it is better that your vitamins and minerals be taken from your food instead of a pill. This is up to each woman to decide early on in her pregnancy, or earlier if possible, if she is willing to really be on top of her diet and nutrition. If she isn't, or she knows that she doesn't eat enough of a certain food group, taking a prenatal vitamin will give her a peace of mind.
As a side note, some women report feeling sick to their stomach from taking their prenatal vitamins. Taking them before bed is helpful, but talk to your pharmacists about other things you might be taking at the same time. For example, I was taking iron supplements with my first baby, along with my prenatal vitamin, and Tums for heartburn. I would take them all at once, right before bed. My iron levels were never coming up. When I mentioned this to the pharmacist, he said that the calcium in the Tums and prenatal vitamin were interfering with the iron absorption and to take the iron supplement with a glass of OJ, or vitamin C -- something that would encourage iron absorption.
As far as taking herbs or natural supplements, I think you should question exactly why you are doing so. A prenatal vitamin is just that -- full of vitamins and minerals that may be lacking in your diet. Herbs are not vitamins and/or minerals. Something else to consider is that while there are plenty of medications, etc. that pregnant women are told that are safe, nothing has been proven to be safe. There are medications, such as ibuprofen, that have been proven to be unsafe, but it would be unethical to try to prove a medication safe. My advice is to take as few as possible medications, herbs, or supplements, into your body while pregnant. Eat a variety of foods and take good care of yourself. Your baby will thank you!
Question #5: Genie asked:
I have another thought. Have you heard anything about midwives trying to manually dilate the cervix? I just discovered that this was attempted on me while at 3cm!
Answer: I bet you know what I'm going to say before I even say it! This is not a part of the natural process! Labor is about so much more than just dilation! First of all, manual dilation is usually very painful. Sometimes, if a mom isn't dilating, it is because the baby is still high in the pelvis, not pressing down on the cervix, helping it to dilate. Forcing the cervix to dilate is not necessarily going to bring a baby down. Lots of movement, rotating the hips, changing positions, etc., will encourage a baby to come down. The rest will take care of itself. I rarely hear of a pleasant birth experience when the mom's cervix was manually dilated. Not a fan.
With that being said, everyone knows that I am an advocate of midwifery. You will almost never hear of an OBGYN manually dilating the cervix. He or she will use pitocin to dilate the cervix. Meanwhile, no one is doing what really needs to be done, which is to get the baby into a better position by helping and encouraging the mom to change her positions!
Question #6: Katie asked:
If you have any other thoughts or ideas about circumcision (besides the 2008 post) I'd love to hear about it. I had no idea there were so many people not doing it anymore.
Answer: No, Katie, I really don't have anything else to add. The information I've included in that post is what I teach in my class. I've had a number of interesting discussions about circumcision on Facebook over the last few months, but a lot of them end up in a religious discussion, or debate, as the case may be! I have a feeling that you have a specific question or want specific information. Feel free to ponder that and get back with me!
Question #7: Katie asked:
How about baby wearing. I know you are for it and realize there are tons of benefits to wearing. I've been wondering if you can do it to often or long. I googled it and didn't find much definitive information just lots of people for or against it. Thanks!
Answer: Katie, that is an excellent question. I think a lot of people probably have that question, or concern, but don't ask it. I think our parents generation really emphasized "spoiling" their children, or rather NOT spoiling their children. They really pushed us to be independent. "Attached" would have been a bad word a generation ago!
As far as wearing your baby "too often" -- all mother-baby sling relationships will be different. Some babies want to be in the sling more often than others. Some babies are high-need babies and need to be held more often, for whatever reason. Some babies are content to be on the floor more often. If wearing your baby more often makes your baby more happy and content, you can't do it too much. A happy baby equals happy parents! A great chapter to read on this topic is found in "The Baby Book: Everything You Need to Know About Your Baby - From Birth to Age Two" by Dr. William Sears. The chapter is titled "Babywearing: The Art and Science of Carrying Your Baby."
As far as carrying your baby "too long," most children, especially attached children, will develop a healthy sense of independence and desire to explore on their own. They will want to walk. This is bittersweet as a parent. It's at this point that you wish they still wanted to be in the sling! And sometimes they will. Let them. They will let you know their needs. Let them know that they can trust you to meet those needs. All of my children quit using the sling between 2 and 3 years. We were rarely using it at that point, but it was always in the car to be used in a pinch. The last time Daymon was in his sling was in a furniture store at 2 1/2 years old. The last time Darcy was in her sling was when I was ordering food at Six Flags and couldn't have her running around where I couldn't see her. She was 3 years old. I probably hadn't used it in months though.
All of my children are very independent and none of them would describe themselves as "spoiled!" Wear those babies as often and as long as they'll let you. That time is so short and it will end. Your children probably won't even remember it, but they'll remember the feelings fostered by knowing their needs were met. You'll remember it, and treasure it, and long for those days again, long after your children are taller than you are.
Question #8: Regina let us know that she watched "The Business of Being Born" -- and she was going to have her husband watch it too! Yea! Such a great movie. If you haven't seen it, what are you waiting for? You can watch it through Netflix or even check your local library.
I also received some questions through email and Facebook that I wanted to put up, but I think my family is ready for me to be done with this "project." Hope this was helpful. As always, feel free to add your two cents!
Saturday, August 1, 2009
"Are Schools Wounding Kids?"
An absolutely genuine soliloquy with universal applications!
Published: July 29, 2009
Are Schools Wounding Kids?
By Kathie Marshall
Premium article access courtesy of TeacherMagazine.org.
When I returned to the classroom this year after six years as a literacy coach, I chose to teach a reading intervention class other teachers actively avoided—a mix of 6th and 7th graders reading at a mid-2nd to early 4th grade level.
It was a year of change for me as a teacher. I was returning to the classroom for the first time since No Child Left Behind prompted my district to introduce mandatory instructional programs. These included a scripted reading curriculum for our intervention students.
Teaching struggling readers wasn’t new to me. In the late 1990s I had created a language arts intervention course using service learning as the primary vehicle for motivation. Now, however, I found myself pushing students through a massive workbook each day. Their general response was, “It’s boooooring!”
Pretty quickly I found myself “cheating”—changing up the curriculum on Fridays. We read plays from Action Magazine, wrote and illustrated poems, did word games, and sent letters to pen pals and authors. I began letting my more creative side breathe a bit. When the theme included a story about wacky inventions, we had a contest in which students devised their own. When author Elisa Kleven’s scrap art was introduced, students invented their own scrap-art figures and wrote character sketches. Throughout the year, there was this constant tension between what I was supposed to be doing with students and what I was actually doing.
And what was I supposed to be doing? To me, hand-in-hand with the goal of improving reading was the equally important goal of providing my at-risk students with positive learning experiences. Many were already beaten down and convinced they were losers. Bringing some fun and win-win into the classroom equation would help them, however cautiously, to try once more. Was this not important, too?
Teacher-consultant Bill Page defines at-risk students as “Children who are expected to fail because teachers cannot motivate, control, teach, or interest them using traditional methods and prescribed curriculum.” This is precisely what I observed in the early months with my intervention students.
To shine a light on these issues, one day I had my kids sit in a large circle. One child at a time answered the question, “When did you turn off to school?” In my years as literacy coach, I met privately with intervention students who had the lowest grade point averages, and they always had an answer to this question. Most often they turned off in 3rd or 6th grade, when they realized they were struggling and others around them seemingly were not.
Interestingly, seven of my 7th graders this year had turned off to school in the 2nd grade, when they were part of a district experiment that retained the lowest performers. They still had not forgotten what it felt like to be left behind as their friends moved on. At least now I was able to tell them how sorry I was this happened to them. Surely these students deserve a chance to heal the hurt and rethink their identities as learners, something no scripted curriculum I’m aware of can address.
‘Teachers’ Little Comments’
Recently, I came across Kirsten Olson’s new book, Wounded by School. I immediately devoured it and found more insights into the world of at-risk students. See Also Help Wanted: Leader to Promote a Culture of Learning By Kirsten Olson.
Olson explains that her book began “with a desire to understand the experiences of highly capable learners, virtuoso explorers who showed unusual vitality in learning.” But she was “quickly diverted by the repeated and powerful descriptions among my research subjects of educational wounding and laceration in school.”
As I read this, I immediately saw an image of myself as a 6th grader. I was walking back to class after recess, and for perhaps the fifth day in a row I asked my teacher, “Can I go to the nurse? I have a headache.” “What’s wrong with you?” shouted Mr. Wright. “Why do you always have a headache?!” It was another 15 years before my migraines were diagnosed. I warily hid my headaches from others after my teacher taught me to believe something was wrong with me as a person.
Wounded by School delineates a dozen different types of school wounding and their effects, including:
• Feeling you aren’t smart and your ideas lack value.
• Feeling you don’t have what it takes to be successful in school.
• Feeling ashamed of your efforts.
• Suffering a loss of ambition, self-discipline, and persistence when faced with obstacles.
In a section called “wounds of rebellion,” I found my intervention kids and their defensive symptoms:
• The only way to protect yourself is to rebel.
• In response to being unsuccessful or told we are unworthy, we become hostile.
• We are unwilling to see another point of view.
• We act out, as an adaptive response and it becomes fixed, maladaptive, and self-destructive.
Olson quotes one student, who remembers a crushing moment in 7th grade that led him to declare, “I quit! I just really quit!”
The student saw himself as a screw-up: “Basically I became motivated to not do well—like what I could do well was not to do well. ... Kids that struggle are so much more sensitive to moments—especially bad ones. These moments shape their whole lives, their sense of themselves. Teachers’ little comments had a huge effect on me.”
These lines could have been spoken by any one of my intervention students. In an essay about three strengths of his, one of my students wrote: “I am good at three things. I can draw (graffiti), I like to be bad, and I get in trouble a lot.”
Olson’s book is not directed only at struggling students. Her research clearly shows that all students are vulnerable to school wounds. She nails what I observed this year among the most capable 6th graders in my English and history classes. She writes:
“Rather than making them more dutiful, more competent, and more disciplined, they grew weary of school and learning … risk averse, overly intimidated by authority, or likely to underestimate themselves … simply deadened—less enlivened by the world and its possibilities than they might be.”
I wonder if this was why some of my most successful classroom projects from past years seemed less engaging this time around. Although these students were strong oral readers and tested well, they didn’t enjoy reading, were often highly apathetic toward learning, and resisted staying on-task if the work was challenging. As a result, I was disappointed at times by their response to assignments that had once excited and engaged my students before I became a literacy coach.
On our last day of school this June, as I dismissed the class with the cheery words “have a great summer,” one of my best students turned back and said, “We’ve been waiting for this day since September.”
What is within our control to do differently?
After eight years as a literacy coach, Kathie Marshall returned to her Los Angeles classroom in the fall of 2008 to teach middle grades language arts. She writes frequently about instructional practice and the teaching life.
[Continue Reading]
Published: July 29, 2009
Are Schools Wounding Kids?
By Kathie Marshall
Premium article access courtesy of TeacherMagazine.org.
When I returned to the classroom this year after six years as a literacy coach, I chose to teach a reading intervention class other teachers actively avoided—a mix of 6th and 7th graders reading at a mid-2nd to early 4th grade level.
It was a year of change for me as a teacher. I was returning to the classroom for the first time since No Child Left Behind prompted my district to introduce mandatory instructional programs. These included a scripted reading curriculum for our intervention students.
Teaching struggling readers wasn’t new to me. In the late 1990s I had created a language arts intervention course using service learning as the primary vehicle for motivation. Now, however, I found myself pushing students through a massive workbook each day. Their general response was, “It’s boooooring!”
Pretty quickly I found myself “cheating”—changing up the curriculum on Fridays. We read plays from Action Magazine, wrote and illustrated poems, did word games, and sent letters to pen pals and authors. I began letting my more creative side breathe a bit. When the theme included a story about wacky inventions, we had a contest in which students devised their own. When author Elisa Kleven’s scrap art was introduced, students invented their own scrap-art figures and wrote character sketches. Throughout the year, there was this constant tension between what I was supposed to be doing with students and what I was actually doing.
And what was I supposed to be doing? To me, hand-in-hand with the goal of improving reading was the equally important goal of providing my at-risk students with positive learning experiences. Many were already beaten down and convinced they were losers. Bringing some fun and win-win into the classroom equation would help them, however cautiously, to try once more. Was this not important, too?
Teacher-consultant Bill Page defines at-risk students as “Children who are expected to fail because teachers cannot motivate, control, teach, or interest them using traditional methods and prescribed curriculum.” This is precisely what I observed in the early months with my intervention students.
To shine a light on these issues, one day I had my kids sit in a large circle. One child at a time answered the question, “When did you turn off to school?” In my years as literacy coach, I met privately with intervention students who had the lowest grade point averages, and they always had an answer to this question. Most often they turned off in 3rd or 6th grade, when they realized they were struggling and others around them seemingly were not.
Interestingly, seven of my 7th graders this year had turned off to school in the 2nd grade, when they were part of a district experiment that retained the lowest performers. They still had not forgotten what it felt like to be left behind as their friends moved on. At least now I was able to tell them how sorry I was this happened to them. Surely these students deserve a chance to heal the hurt and rethink their identities as learners, something no scripted curriculum I’m aware of can address.
‘Teachers’ Little Comments’
Recently, I came across Kirsten Olson’s new book, Wounded by School. I immediately devoured it and found more insights into the world of at-risk students. See Also Help Wanted: Leader to Promote a Culture of Learning By Kirsten Olson.
Olson explains that her book began “with a desire to understand the experiences of highly capable learners, virtuoso explorers who showed unusual vitality in learning.” But she was “quickly diverted by the repeated and powerful descriptions among my research subjects of educational wounding and laceration in school.”
As I read this, I immediately saw an image of myself as a 6th grader. I was walking back to class after recess, and for perhaps the fifth day in a row I asked my teacher, “Can I go to the nurse? I have a headache.” “What’s wrong with you?” shouted Mr. Wright. “Why do you always have a headache?!” It was another 15 years before my migraines were diagnosed. I warily hid my headaches from others after my teacher taught me to believe something was wrong with me as a person.
Wounded by School delineates a dozen different types of school wounding and their effects, including:
• Feeling you aren’t smart and your ideas lack value.
• Feeling you don’t have what it takes to be successful in school.
• Feeling ashamed of your efforts.
• Suffering a loss of ambition, self-discipline, and persistence when faced with obstacles.
In a section called “wounds of rebellion,” I found my intervention kids and their defensive symptoms:
• The only way to protect yourself is to rebel.
• In response to being unsuccessful or told we are unworthy, we become hostile.
• We are unwilling to see another point of view.
• We act out, as an adaptive response and it becomes fixed, maladaptive, and self-destructive.
Olson quotes one student, who remembers a crushing moment in 7th grade that led him to declare, “I quit! I just really quit!”
The student saw himself as a screw-up: “Basically I became motivated to not do well—like what I could do well was not to do well. ... Kids that struggle are so much more sensitive to moments—especially bad ones. These moments shape their whole lives, their sense of themselves. Teachers’ little comments had a huge effect on me.”
These lines could have been spoken by any one of my intervention students. In an essay about three strengths of his, one of my students wrote: “I am good at three things. I can draw (graffiti), I like to be bad, and I get in trouble a lot.”
Olson’s book is not directed only at struggling students. Her research clearly shows that all students are vulnerable to school wounds. She nails what I observed this year among the most capable 6th graders in my English and history classes. She writes:
“Rather than making them more dutiful, more competent, and more disciplined, they grew weary of school and learning … risk averse, overly intimidated by authority, or likely to underestimate themselves … simply deadened—less enlivened by the world and its possibilities than they might be.”
I wonder if this was why some of my most successful classroom projects from past years seemed less engaging this time around. Although these students were strong oral readers and tested well, they didn’t enjoy reading, were often highly apathetic toward learning, and resisted staying on-task if the work was challenging. As a result, I was disappointed at times by their response to assignments that had once excited and engaged my students before I became a literacy coach.
On our last day of school this June, as I dismissed the class with the cheery words “have a great summer,” one of my best students turned back and said, “We’ve been waiting for this day since September.”
What is within our control to do differently?
After eight years as a literacy coach, Kathie Marshall returned to her Los Angeles classroom in the fall of 2008 to teach middle grades language arts. She writes frequently about instructional practice and the teaching life.
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