MRSA Not Welcomed in Schools

Schools are up against new super bugs that can severely affect the health of the youth. There are many 'bugs' that attack schools each year. In particular, the U.S. is hit hard by MRSA, Methicillin-resistant Staphylococcus aureus, a serious deadly skin infection that spreads quickly. Informing children and parents of good personal hygiene as well as cleanliness is the best defense against this illness. Also, keeping schools clean can help prevent students from getting MRSA.

MRSA is also known as Staphylococcus (Staph) infection. Staph is a form of bacteria that is responsible for causing many common skin infections. MRSA is so easy to get. It is passes from person to person through means of skin contact which then enters the body through any abrasions or cuts that may be on the skin. At first MRSA appears to be a pimple on the skin that is filled with fluid or pus. Most of the time the pimple or boil will appear to be on an arm or a leg. However, it has been known to appear on other places of the body. The boil becomes swollen, warm, painful, and red. Fever is extremely common with having a staph infection. To determine if the infected area is in fact staph, the area is swabbed and then tested. People who get staph sometimes have to be hospitalized, depending on the degree of MRSA. Some people have died from this infection from not having the proper care.

The name 'super bug' is an infection that used to plague the super hero population from comic books or in science fiction movies. These drug-resistant infections have been on the rapid increase over the past decade. These infections are becoming more and more of a reality in the general population. This particular infection, MSRA, has urged many school districts to battle against this major health threat. Schools stopping MSRA will help decrease the numbers of people getting it.

Methicillin-resisitant Staphylococcus aureus, which is pronounced as mersa, (MRSA, pronounced mersa), is feared for several reasons. Firstly, this infections spreads rapidly and is not treatable with regular antibiotics. Secondly, if MRSA goes untreated, then it may cause several unwanted serious complications (Delisio 1). While that may be the dirt and bad news about this infection, there is still hope. Schools can make a difference. Schools enforcing personal hygiene and cleanliness policies can cause the spread of MRSA to decrease or even be prevented. If schools systems join in alligence they can kick MRSA to the curb, so to speak.

Educating parents, teachers, and students is the most influential factor of ending MRSA in schools. "To help prevent the spread of MRSA in schools, the U.S. Centers for Disease Control and Prevention has launched an education campaign aimed at clinicians, educators, and mothers" (Delisio, 1). In this campaign, students, teachers, and parents are each provided with resources that teach MRSA prevention, how to identify it, and how to treat it. MRSA is not welcomed in schools.

Delisio, Ellen R. "Preventing MRSA in Your School." EducationWorld. 14 Apr. 2010 http://www.educationworld.com/a_issues/issues/issues428.shtml .

Schools Going Green

The color that is mostly talked about now is green. This color symbolizes several different elements such as money and recycling. The element that has blossomed in the 20th century is recycling. Going green is the term coined for extensive recycling and having elaborate conservation programs. Going green means to rely more on natural resources and have conservation and recycling programs to increase momentum in the movement. Some schools across America are turning the page and becoming green as well.

Green schools are built to depend on extensive conservation and recycling programs as well as natural resources for energy. It may seem like building or even maintaining a green school would be significantly expensive. However, researchers have found that schools who switch to the 'green light' are saving their schools districts thousands of dollars each year. The savings come in with time, the longer the schools maintain green practices they will keep saving precious revenue.

The rise of green schools across the U.S. is what everyone is talking about. States and school districts are searching fr more environmentally friendly and energy-saving building designs. Green schools get their name from both their design and practice. They focus on maximizing the usage of natural resources such as the sun. The sun gives off tons of energy, and with the right tools such as the building, special blinds, and other such items, classrooms can receive their energy from the sun. Green schools also get their name from having extensive school wide programs such as recycling.

The process of a school becoming a green schools is not as strenuous as some may think. "Schools can earn an official green designation from the U.S. Green Building Council. Schools and other buildings that meet certain criteria can receive a rating in Leadership in Energy and Environmental Design (LEED)" (Delisio, 1). Meeting and maintaining their seal should be the easy part. With school-wide participation, students and school staff will be able to reap the benefits of living in a cleaner and healthier environment. Also, they will be saving school districts money, which will go to other areas that need attention.

The savings that a green school has are countless. Designing a building that will maximize other natural resources such as sunlight can help to yield savings by fifty percent. Parts of the country that do not get as much sunlight can be apart of this as well. Schools need determination and the support of their local lawmakers as well as hard workers to see that their school can become a green school. Helping students live in an environment that practices recycling, reusing, and reducing will help to make them become greater members of society.

Delisio, Ellen R. "Green Schools Save the Environment, Money." EducationWorld. 12 Apr. 2010 http://www.educationworld.com/a_admin/admin/admin402.shtml .

Acting Out May Be the Result of Stress

Stress is detrimental to everyone that experiences it. Most people do not think about younger kids having stress, or being affected by the aftermath of stress. However, children are experiencing stress."Children today live with more uncertainty, stress, and trauma than those of a generation ago, leading many to act out in school. Teachers need to differentiate between kids who are disobedient and those who are anxious, says child trauma expert Barbara E. Oehlberg" (Delisio 1). Stress can make people act differently than what they would act if they were not stressed. A study has found that stress, not primarily the lack of self-discipline, in children is linked to students acting out. The forms of how they are acting out include bullying and emotional fits.

There are many causes of stress. Stress may be caused by not getting an adequate amount of sleep. Students need to have plenty of sleep in order to be able to function, much less cope with various situations. It is hard to internalize one's feelings if they are mentally not there. Stress may be caused by living in a hostile environment. It may also be caused by problems in the home such as parents either being divorced or separated. A child needs to be around stability. Stability is crucial in both the development of a child as well as the enjoyment of life. The list of causes of stress can go on and on. Teachers may not be aware of what is stressing the students. It is hard for a teacher to know how to help if the child is externalizing their feelings by acting out.

The effects that stress has on a person is countless. Stress can cause students to act in ways that they should not. Students under pressure or stress feel that the only way to relieve their stress is to act out. They may act out by having a temper-tantrum, throwing items, or by bullying other kids. Not only does stress make someone act differently, but it can do serious damage to a child's health. Thanks primarily to stress, high blood pressure is on the rise in today's youth. Stress also weakens the immune system. It takes longer for a child to get well from getting sick from the occasional bug that is being passed around at school. Not only does a childs' behavior and health suffer, but so does their learning. Students are not able to learn well if they are stressed. Their brains are not able to focus on anything else other than what is stressing them out.

As educators, we have to take a step back and evaluate the situation to see what we can do to to help reduce the stress levels of children to promote learning. There is a multitude of resources that can help teachers with this issue. "Reaching and Teaching Stressed and Anxious Learners in Grades 4-8: Strategies for Relieving Stress and Trauma in Schools and Classrooms" is a book written by Barbara E. Oehlberg to assist teachers in helping kids. This book contains information that is extremely helpful to teachers.

At the center where I am currently doing my service learning, we have been participating in a stress level reducing ritual. Each day we go outside, depending on the weather, lay on the ground and close our eyes. We then focus on our breathing, motor skills, and visual imagery. Each of these helps to slow the children down and take a moment to relax. Many of the kids enjoy this time to wind down and be in a quite environment.

Delisio Ellen,R. "Acting Out Could Be Sign of Stress." EducationWorld. 2. Apr 2010 http://www.educationworld.com/a_issues/chat/chat199.shtml .

Health Issues Become School Issues

Many people are developing health issues more now, than they used to the past few decades ago. Genetics as well as environmental issues play a role in the people who have developed certain issues. These issues range anywhere from type two diabetes, obesity, to heart problems. Schools around their world are adopting this health epidemic problem, and making it their job to do something about it.

Over the past few years, children are developing a form of diabetes that adults contracted later in life. Type two diabetes is just as serious as type one diabetes, but it is preventable. Also, more and more children are developing high blood pressure. There are many environmental factors such as stress, poor eating habits, and lack of sleep that all contribute to the development of high blood pressure. The American Heart Association is teaming up educational and physical programs of schools to help decrease the numbers of children developing these issues.

The American Heart Association has developed several programs such as Jump Rope for Heart and Hoops for Heart to decrease numbers. About 31,000, of schools all throughout the United States participate in either the American Heart Association’s Jump Rope for Heart or the Hoops For Heart programs (Delisio 1). Both of these programs work closely with elementary schools as well as middle schools to teach students are lifelong physical activity, such as jumping and basketball. Also, students are not only learning about the dangers of tobacco products, they are learning about proper nutrition.

Students receive many benefits by participating in the programs such as Jump Rope and Hoops. Students learn about the importance of maintaining heart-healthy lifestyles while they are also participating in service learning as well as being physically active. Schools have an opportunity to enroll themselves in the Healthy Schools Program. Millions of students each day all across America are attending schools with such programs.

Schools have an advantage in helping with this health epidemic, if they chose to make a difference and contribute. Providing communities where students can learn about the benefits of receiving healthy lifestyles as well as being in an environment that promotes health, is one of the best ways to shape up the outdated health educational programs. The efforts of the American Heart Association have made an impact on millions of youth. Informing the youth and providing them with resources is how America is going to over come the various health issues that we are facing, as well as the ones we may face in the future.

Delisio, Ellen D. "Heart Health Programs Move Into Schools." EducationWorld. 24 Mar. 2010 http://www.educationworld.com/a_issues/chat/chat254.shtml.

No More Bullies

I remember that bullying was a huge problem in both my elementary and high school. In elementary school, most of the bullies would pick out the 'weaker' kids who either wore glasses or were the teacher’s pet, and taunt them by saying mean things to them or about their family members. As we aged into our high school years, so did the brand of bullying. The bullies had access to cars, phone numbers, and developed skills of hacking into other people’s computers. With the bullies having so much more access, they did not keep bullying at school; they continued to bully different kids outside of school. There was little to none that teachers were able to do to prevent bullies, or even scold the ones who were bullying others. This was a school-wide problem in my county, but I'm sure that it was a nationwide problem in all around me.

Bullying has been a problem in schools for many years. The types of bulling have changed in the past 15 years. The name calling as well as the terrible rumors still exist. Now-a-days, most kids are bullying other kids through a new type of bullying known as Internet cyberbullying. In cyberbullying, kids bully other kids through text messages, e-mails, or through IM conversations. Also, social media outlets such as Facebook and Twitter have transformed bullying by allowing more and more bullies to torture their victims at any given time of the day. Students are no longer finding refuge at home due to this mass epidemic of cyberbullying. Many parents, teachers, and administrators are concerned with this issue.

In Massachusetts, lawmakers are making a stand against bullying in schools. A bill has been approved to make this effort official. This bill will ban bullying and require school districts to start bullying prevention plans as well as inform the parents of the new anti-bully curriculum("Mass. House Approves," 1).Parents of both the bully and their victim will be notified of each incident.

Several amendments of this bill have been added to ensure that it will be effective. Teachers, nurses, and any other school personnel are to report any bullying incidences to the school principal. Teachers will be required to complete anti-bullying training. Also, lawmakers adopted an amendment that is designed to be effective statewide. It is known as the "no name calling" day. On this day students will be encouraged by their teachers and school staff to think about the lasting effects of bullying and to make a pledge that they will not participate in calling each other names.

Bullying is a problem that has to be stopped. Many students at all ages are committing suicide, which is believed to be the result of cyberbullying. The bill has gained momentum since the deaths of both 11-year-old Carl Walker-Hoover and 15-year-old Phoebe Prince. Parents, teachers, school administrators, and lawmakers need to join together in the stand to prevent and end every nature of bullying. Each effort that is made is one step closer to saving the lives of the victims of bullies.

Below is a video of a young boy named Ryan Halligan, who was a victim of being bullied online and offline. He was a normal teenager who unfortunately ended his life due to being bullied. His dad effortlessly tells the story to warn people or the online dangers that today's children may be facing.



“Mass. House Approves Anti-Bullying Bill.” Boston. 16 Apr. 2010 http://www.boston.com/news/local/breaking_news/2010/03/mass_house_appr.html .

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Teacher Evaluations

Teacher evaluations have been established to ensure that students are being taught with quality as well as efficiency. With programs such as No Child Left Behind, evaluations are critical to a teacher. Failure to have evaluations that are satisfactory, may result in the loss of a teachers job. Not all schools are being treated the same when it comes to teacher evaluation. Cracking down on all schools may result in a better quality of education.

Charter schools and public schools have to meet criteria differently. Charter schools, in particular have more flexibility in their teacher-evaluation policies than that of typical public schools. The Center of American Progress released a study that has recently found evidence that affirms that charter schools are being evaluated differently than public schools. "Charter systems create their own teacher evaluation systems and are not usually constrained by school district mandates, union rules, or laws governing tenure and dismissal" (Donaldson, M. and Peske, H., 1)There may be different effects of being evaluated differently.

Researchers Morgaen Donaldson and Heather Peske interviewed the administrators and teachers of five different schools that are located in three different charter-management organizations, also known as CMOs. Two of the nonunionized CMOs' observations were unstructured and unannounced. Their annual dismissal rates were higher than the nation's average, they did not appear to exceed eleven percent of the teaching forces of the schools (Donaldson, M. and Peske, H., 1).

President Barrack Obama's stance on producing better quality education is mostly in teacher evaluation and charter schools. The amount of funding that schools receive will be based on whether or not student test scores are meeting the qualifications that they should. The Obama administration believes that the persistent failure of public schools can be fixed with the advances made in charter schools.

Several criteria have to be met to judge the performance of charter schools. A few of the questions that have to be asked to ensure quality. The first question is, does teacher evaluation in charter schools improve instruction, enhance student learning, and raise achievement? The second question is do charter school evaluation ratings exhibit wider variation than the narrow distribution of high marks commonly found in "conventional" public schools? The last question is, are charter school administrators able to use teacher evaluation as a means to identify and dismiss teachers who are not effective or recognize and reward those who are? Each of these questions are critical in the process of promoting effective evaluations.

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Donaldson, Morgaen L., and Peske, Heather G. "Supporting Effective Teacher Through Teacher Evaluation." 21 Mar. 2010 http://www.americanprogress.org/issues/2010/03/teacher_evaluation.html>.

The New Classroom

Superintendent, Keith T. Larkin, has a digital vision for future classrooms. He feels that classroom will renounce their name as ‘classrooms,’ and take on the new name of ‘learning environments.’ Also, he envisions these ‘learning environments’ to be filled with all sorts of technology. Wireless computers, multimedia presentations, and interactive whiteboards will all inspire learning in the learning environments.

Student learning will be more interactive with the new classroom system compared to the old classroom system. For example, the article states that at the Tracy Learning Center, students view their textbooks and instructions by logging onto a web portal. Viewing books digitally without having to carry around books is a very innovative tool that almost all of the students appreciate.

Teachers will need to adapt more to student needs. Teachers have to make the choice whether or not their best interest is going to be for their students. Teachers can make this choice by staying on task with what resources are available for them to use. Students will be able to have more one-on-one time with computers due to the new digital classrooms (Manzo 3). Classrooms will be changing in the digital age.

Switching from the old classrooms to new the digital learning environment may have both positive and negative effects on education. Many students will be very successful in their academics in the new digital learning environments. However, the switch will be very expensive. Superintendents from all over will have to heavily contemplate on whether or not their school systems are ready to make the change, or if they are even financially able to change.

Unfortunately, the schools who are not able to embrace this new styles may cause some issues. A digital divide may be seen among the schools in which the schools systems cannot afford to make the switch. A digital divide can slow down schools. If the schools are being slowed down due to lack of funds, then students may be slowed down as well as different parts of society.

Manzo, Kathleen. “The New Classroom Look.” EdWeek. 12 Mar. 2010 http://www.edweek.org/dd/articles/2009/06/17/04classroomlook.h02.html?qs=student+designs&print=1>
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Video Games Hinder Studies

For many years people have debated on whether or not children should play video games. Many parents have mixed feelings on whether or not their children should play them. There have been various forms of studies that have conducted to see if there are any links between children playing video games to their academic achievements. There is not only a link between video games to a childs' academic success, but the students who play video games sometimes tend to lack social skills. The results of these various studies can help to sway parents in the appropriate direction for their children.

A study has recently been conducted that implies that children who play video games may be lacking in school advancements. “The average reading and writing scores of the young gamers don’t go down, but they don’t improve either, said Robert Weis of Dension University in Ohio, co-author of the study” ("Study: Video Games," 1). The study also found gains in the reading and writing scores of children who did not play video games. The study also found that kids were averaging about 40 minutes per day playing the Play Station. This chunk of time is more than likely interfering with study time as well as the time for social activities. The study concluded with a statement about kids becoming less interested and wearing tired of playing with the video games, however no so much for boys.

Social development is key in the development of a child. Socialization means that the child has the ability to communicate and understand language in various forms. A child that is constantly playing video games is focusing on the task at hand, and not on social interaction with others. Children who play video games lack social skills, which in can hinder them later in life.

Needless to say, playing video games has an effect on a childs' education and social development. Children are spending more time playing video games which more than likely implies that they are spending less time doing homework, studying, or interacting with people around them. Test scores may not decrease significantly, however there is little to none improvement on them. Parents are becoming hesitant when it involves buying video games. The more knowledge parents know about video games can help them to take action in not purchasing video games, or in limiting the time their kids play on them. Actions need to be made so that children's test and reading scores as well as their social skills do not decrease.

“Study: Video Games Can Hurt Schoolwork.” MSNBC. 5 Mar. 2010 http://www.msnbc.msn.com/id/35897874

Georgia Schools Allow iPods in Classes

High school students have many different technological resources they use for entertainment as well as learning. Students at Roswell High School, located in Georgia, have the freedom to use iPods and mp3 players as educational tools in school. There are several different pros and cons of allowing students to use their iPods in class. There are also different views of whether or not students should be allowed to use iPods in classes.

Many people have iPods and they love them. They are very easy to navigate through. They may be a huge crowd pleaser, but some people argue that they do not see how they fit within schools. People argue that they are distractions that hold students back. However, others feel that they are enablers that push students in the direction of learning more.

The teachers and the administrative staff at Roswell High School view these particular tools as educational accessories that help to assist in the learning process of students. Edward Spurka, Roswell High School’s principal, felt that their school was becoming overwhelmed with trying to fight technology (Manzo 2). The school was putting so much effort into banning iPods and trying to catch students in the act. However, he made the decision to embrace the technology phenomenon by allowing teachers to encourage students to use iPods and mp3 players to increase education. Student can also use iPods and mp3 players in the library, the cafeteria, and the hallways.

Roswell’s method of integrating iPods with Advanced Placement classes was introduced as an element of the educational technological plan of Georgia. Apparently, this plan is paying off. There have been many benefits from allowing students to use iPods in class. Students can listen on their iPod to valuable information, which can help them learn more about the subjects they are being taught in the classrooms. Also, students have more freedom and more resources of how to share information with other students as well as their teachers. So far over 60 schools throughout the state of Georgia have commenced this plan.

Using iPods and mp3 players in the classroom has positive effects on education. Students will begin to no longer view these devices only for leisure, but also to serve for educational purposes as well. Students love this plan. They are learning more and have shown an increased desire to learn more. Incorporating iPods and mp3 players into student learning has been beneficial to both the school staff and the students.

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Manzo, Kathleen. “Educators Embrace iPods for Learning.” Edweek. 21 Feb. 2010 http://www.edweek.org/login.html?source=http://www.edweek.org/ew/articles/2010/03/18/26ipods.h29.html&destination=http://www.edweek.org/ew/articles/2010/03/18/26ipods.h29.html&levelId=2100.

Is Facebook becoming the New Yearbook?

Looking through old yearbooks is one of my personal pastime favorites of growing up. It was always fun to sit with my mom and dad and let them show me pictures of what they looked like when they were kids, and all the different activities their schools had. My mother's yearbook was my favorite to look through. She was fortunate to have it because her school had taken a break from printing yearbooks due to low funds. She was her school's homecoming queen, and I always cherished the memories we shared as she would tell me about all of her high school experiences. I always enjoyed looking at her pictures and dreaming about how high school would be when I would be there.

There are many different changes that are taking place in how people will remember each other. There are even changes in how high schools and universities will be remembering old classmates. Facebook is being used as a substitute yearbook for some high schools as well as universities. Many people believe that using Facebook as a new method of keeping of with people can be both beneficial and negative.

The most recent college to realize that they do not need the traditional yearbook is the University of Virginia. This university was founded by Thomas Jefferson himself, and the university has always had a yearbook, except for the year 1887. The student publishers of “Corks and Curls” decided not to continue with the traditional yearbook book because they did not have the funds. Instead, they will be using “facebook” to create this yearbook (In Facebook Age, 1). They will be saving nearly 100,000 dollars and spending none because “facebook” is free to use.

Many other schools and universities have joined the band wagon of “facebook” and stopped using the traditional yearbooks as a method of remembering their schoolmates. After all, “facebook” was designed by a Harvard college student to serve as a yearbook for his classmates. “Facebook” is changing how our schools will be remembered.

The switch from the traditional yearbook to the new and innovative “facebook” plays a distinct role in education. Due to more and more people disconnecting from the old traditions of year-booking and embracing online ‘face-booking’, some people would argue that it is related to the lack of needing or wanting permanent documentation. The funds that once paid for yearbooks will go to another area in the universities. The students are given the control to decide whether or not they wish to continue with yearbooks. Obviously, the students wish to switch to “facebook” for various reasons whether it be to save money, save trees, or because “facebook” is easy to navigate and use.

Most high schools will more than likely continue to use traditional yearbooks like they have used in the past. However, low funding may cause many schools to be faced with the inevitable decision to either stop making yearbooks, or switch to using facebook. Facebook is free for anyone to use, so it would definitely be cheaper to utilize. However, looking at pictures of old school days through facebook may not be as enjoyable or memorable if it were done through traditional yearbooks.

“In Facebook Age, Fewer Colleges Printing Yearbooks.” Dailyjournalonline. 19 Feb. 2010 http://www.dailyjournalonline.com/articles/2010/02/25/news/doc4b805d0d01ade313782124.txt.

"iCHS," New School iphone Application

Technology is forever changing how education is being viewed. It is changing quickly through various methods. Many new creations and adjustments of technology have proven that technology is key in the advancements of education. A particular advancement in technology has just recently been invented that will change how various students connect with their schools.

Cory Dobson, a senior at a West Virgina high school called Capital High School has created the first high school application for the notorious iphone. This application is called “iCHS.” The name comes from the name of the high school, Capital High School. Students are able to do so many things with this new application. With this application, students have access to view their report cards, the school’s homepage, Google Maps, the high school’s behavior policy, and the school’s bell schedule (Harold 1). Students are getting connected with their schools in ways that they have never had the opportunity to before.

The Capital High School’s multimedia teacher, Robert Haddy, states “iCHS is the first “fully-integrated” program for a high school student body” (Harold, 1). Students love this application. They feel that they are given independence and love the fact that it is student focused. After all, it was created by a fellow student. About 350 students from all over the world have accessed this application within the three days of it being out for the public to obtain. 50 people for different countries have downloaded the application. This application will change how technology will effect education for future generations.

This particular application puts a whole new spin on connecting education with technology. It is convenient and is quickly spreading to other countries. Education can be benefited by students using this application. By students given the freedom to keep up with their school via the "iCHS" application, they will most likely become more interested in their studies. Students becoming more interested in their academics is crucial in their scholastic success. This will result in more academic achievement for students. Increasing student involvement in schools increases academic excellence. "iCHS" encourages student involvement in schools.

I feel that more and more schools will begin to allow their schools to use this particular iphone application for educational purposes. It is a creative and innovative way for students to get connected and stay connected with their schools. Studies have proven that when students get connected with their schools, they are most likely to succeed in academia and receive a degree or a diploma in the case of high school.

Harold, Zack. “Student Designs High School ‘App’ for iphone.” Edweek. 10 Feb 2010.

http://wowktv.com/story.cfm?func=viewstory&storyid=75153.

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Using the Arts to Promote Learning

There is an amazing method of teaching and learning that has been around for a while, but is just now being rediscovered. Students are now taught by new techniques of learning at various elementary schools in Tucson Arizona. The teachers have teamed-up with the OMA, Opening Minds through the Arts, instructors to educate students by using new methods of learning.“Created in 2000, OMA is a research-based program that correlates its curriculum with the neurological development of children, kindergarten through eighth grade. The concept has proven to be such a successful one that OMA is bringing it to schools across the state” (Miller, 2). This innovative approach is incorporating Fine-Arts with the traditional classroom lectures to promote academic intensification.

Many teachers have noticed a great deal of progress in the students’ knowledge by infusing the Arts into classroom lectures. For example, Peter Howell Elementary School first graders are learning how plants photosynthesize food from sunlight through their teachers and Fine-Art instructor. The teacher and instructor are dressing up like plants and singing opera to creatively illustrate the scientific process (Miller, 1). Kindergartens through eighth graders are learning by using instruments, opera, dance, performing plays, and other various forms of Art in lectures.

The children are now becoming enthusiastic about learning by their teachers applying the Arts in lectures. Teaching through the arts creates an environment where learning is viewed as fun and not as something to be feared or intimidating. Students are learning better because they are not fearing education. However, they are embracing it.

As I was reading this article, I tried to think back to my school days and remember if any of my teachers had used the arts to teach me. I finally thought of an event that was deeper than coloring pilgrims to learn about Thanksgiving. It was the time when I was in kindergarten and my teacher taught my class the Pledge of Allegiance through song. Still to this day tune is in my head and I will never confuse the words thanks to the song.

Also, I remember another incident in which my third grade teacher was trying to improve my classroom's comprehension skills. She assigned us different characters in a story and we were to read our lines when cued and to act. This strategy she used helped all of us to get a better image of what was going on in the story.

I thoroughly enjoyed reading this article. I loved it so much that I started 'googleing' using the arts to teach. I found loads of information. Amazon and other distributing book companies have many resources that teachers can utilize to teach their students by using the arts in their classrooms. I will teach by using the arts when I become a teacher. I feel that students will have a better concept of the material. I also believe that the information students learn will stick in their heads better and the knowledge will stay with them longer.Teaching styles and methods have adapted for centuries and this particular method is making change in how children learn and process information.

Using the arts to promote learning is a very innovative way to make lessons more enjoyable for teachers and students. Teachers are very pleased in knowing that their students are learning by this particular technique. Every teacher should try and expand their teaching skills by incorporating the arts into their teaching styles

Miller, Alexa. “Fine-Arts Techniques Linked With Academic.” EdWeek. 8 Feb. 2010 http://www.edweek.org/ew/articles/2010/01/10/323252bczrtstechniques_ap.html .

Are Charter Schools Being fair?

Just recently in my other classes I have been learning about charter schools and their attempts to encourage parents to have options in school selection for their children. I grew up in a very rural town and we had a public school or a private school. Those two choices were the only options we had. I had no clue that there were magnet schools and other schools that were distinguished excellence.

According to the article entitled “Charters: Students with Disabilities Need Not Apply,” the Obama administration would like to see an uprising of more charter schools in the United States. Charter schools are designed to give parents the right to choose which school they desire for their child to attend. Charter schools are able to keep their funding as long as their academic performance is high. However, students with disabilities do not necessarily have a positive effect on receiving funds due to low test scores.

Inevitably, there appears to be an imbalance of students with disabilities enrolled at these particular schools. “These schools may appear to produce superior results, but they do so without serving comparable populations and while enjoying advantageous funding” (Hehir, 1). With the desire for more charter schools, policymakers are encouraged to address the issue of the imbalance number of students.

Efforts are being made to ensure that charter school education remains available to all types of people, including those who have disabilities. Three steps were suggested to the policymakers to act as guidelines for keeping students with disabilities in charter school. They are as follows, “ monitor charter schools, and enforce federal law where necessary, consider reducing reimbursements to charter schools failing to enroll representative populations of students with disabilities, and, provide support to charter schools in serving students with disabilities,”(Hehir, 1-3). These steps are intended to help hold charter schools accountable to the students with disabilities rights’ under the IDEA, Individuals with Disabilities Education Act.

With policymakers stepping into action, more children with disabilities will now able to attend charter schools.I feel that the attempts presented to the policymakers have a positive affect.It will help to create a safer and more welcoming environment for parents with disabled kids to completely have the opportunity to chose which school is the best choice.

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Hehir, Thomas. “Charters: Students with Disabilities Need Not Apply?” EdWeek. 30 Jan. 2010 http://www.edweek.org/ew/articles/2010/01/27/19hehir_ep.h29.html?r=1794837409.

Texting Improves Literacy Skills

Today’s technology has increased at a rapid rate. Various benefits have arisen due to the advancements in technology. One of the benefits can be linked to the infamous cell phone feature, text messaging. According to the article entitled “Texting’ Improves Literacy, British Study Finds,” text messaging can enhance one’s literacy skills if it is practiced on a regular basis. Because it is one of the most popular forms of communication, texting has become a culturally universal mark of the world due to the fact that many people have heard of texting and know how to text.

Several people have often heard the many fears that come along with texting. One of the fears associated with text messaging is that it may decrease ones’ literacy skills. However the small study of sixty-three children between the ages of eight and twelve proves that texting messaging essentially improves these skills. It improves skills by having to sound out the words before typing them. Sounding the words out helps in reading and comprehension skills (Robelen, 1).

The majority of phones have a spell check tool with their text message feature. Using a spell check helps the person texting to see what words were misspelled and how to correctly spell them. So many people have become dependent on the spell check feature. In a world that relies on technology for various reasons, a new improvement in education has emerged due to text messaging.

From my own personal experience I have found this study to be true. I have noticed an increase in my spelling due to sounding the words out before I type a text message. I can honestly say that I do not know of anyone who does not utilize their text feature on their phone. With that being said, many people young and old are brushing up on their literacy skills. We depend on technology for so many reasons.Thanks to the recent advancements in technology we are virtually able to see our literacy skills improve. A simple perk of texting is an improvement in literacy skills.

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Robelen, Erik. “Texting’ Improves Literacy, British Study Finds,” EdWeek. 23 Jan. 2010 http://blogs.edweek.org/edweek/curriculum/2010/01/texting_improves_spelling_brit.html?qs=Eric+Robelen.

Encouraging Girls to Tinker

When I was a little girl I remember wondering why my dad would ask my brother to help fix the lawnmower or my bicycle, but I was not asked to help. I would stomp my feet, stick my lip out, and pout. My dad in his traditional way would ever so sweetly explain to me that I was a girl and my brother was a boy. Boys did boy things and girls did girl things. I was not encouraged to tinker in tasks that were looked upon as a role of a different gender. Fortunately for my dad, I was a tomboy and would prove to him that I could do it too. This meant that I had to lay my Barbie dolls aside and head to the farm whenever I saw an open opportunity.

According to "Teaching Girls to Tinker," girls are becoming just as good academically as boys. Recent studies have noted an increase on girls' math testing scores compared to that of boys. I feel that this is an exciting accomplishment and opportunity for many reasons. Now girls can have more confidence in learning about subjects that used to boggle their minds.

Tinkering means to meddle with or to fix an object that is broken. Like my experience with my dad, many girls are not encouraged to tinker. This old fashion and traditional way of thinking needs to change. Girls are capable of tinkering just like boys. Raising the standard of expectations for girls will enable them to wonder about how things work or why something is made a particular way.

However, there is still a negative factor that discourages many girls from tinkering. Adults such as parents and teachers are not allowing girls enough time to tinker. Girls are not given the patience from their elders to figure out how to repair broken items. Boys are expected to figure out how something works and they are given the time to determine how an object should be repaired. Teachers who give girl students the time to tinker in or outside of the classroom will more than likely see an interest in mechanical reasoning.

Encouraging girls to tinker will benefit them in many ways. It will help them in their reasoning skills, mechanical skills, math skills, and science skills. Also, girls who tinker may show more interest in majoring in engineering fields as well as computer science fields. I feel that now is the time to encourage girls to tinker.

Damour, Lisa. "Teaching Girls to Tinker." EdWeek. 15 Jan. 2010 http://www.edweek.org/ew/articles/2009/11/11/11damour.h29.html?qs=girls+education

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