Green Schools Don't Make the Grade

Green schools… Cost more Green.

            School has always been based on teaching the three “R’s”. While the world around them has become more and focused on the other three R’s, Reduce, Reuse and Recycle. When this as inspiration, attention has been turned to how effective our school buildings are at saving the planet. Modifying how our educational facilities are heated, cooled, lit, and constructed has become talking points across the nation. Our government has only added to the issue with the various “Green Laws” that they have put into place.

According to the article “Green Schools Don’t Make the Grade, there were several problems with the approaches to the green schools that were used in the examples. There were several goals for eco-friendly schools that they seemed to fail at measuring up to. First, the green schools cost more to manufacture than projected. This was likely due to the fact that green technology isn’t cheap. Even if it is the most efficient insulation can cost substantially more than the regular stuff. Second, the green schools were not as efficient as projected. It was believed that a 30% reduction in the schools “carbon footprint” could be established. However, the reality was only a small margin of improvement. This is largely because the projected outcome was unreasonable. Thirty percent was just too large of an improvement for current green technology to achieve. These results were also based on uncontrollable factors. The schools carbon footprint was based on student’s behaviors. One such expectation is that more students would ride their bike to the school than before, which simply didn’t happen. I suppose this was going to be something that the green school was to inspire its students to do. However this inspiration simply didn’t occur.

Since coming to work at the Murfreesboro City School System there have been several attempts to cut the electrical bills. From what I understand, we have had some rather pricey bills that have really taken their toll on funds for other projects. A few years back there was a competition to see which of our twelve schools could reduce their electric bill by the highest percentage. Since the school that I work at , Scales Elementary, attempts to win at every competition we run across, we gave it our all. In fact we were able to reduce our electrical consumption by almost double what the next school could accomplish. However, similar to the schools in the study, our energy savings came at a cost. We were so focused on turning off lights, computer, and running the A/C at a minimum that we were loosing instructional time to our efforts. We knew it was slowing us down a bit on the curriculum schedule but we had no idea just how badly it was. Once our competition ended many of our teachers realized that somehow almost five days of instruction time had been sacrificed to the small changes in routine that had been used to save energy. So we did what any other self-respecting school would, bragged about our victory while scrambling to overcome our sacrifices.

There are several limitations and hurdles to overcome to create a green school. Wisely using what the climate is in the schools area is always the starting point (Allen, 2011). Then using the climate to your advantage is the next. By collecting rain water to cool an air conditioning unit, a school can cut energy consumption and water the landscaping (Gordon, 2010). By planting trees to shade key areas of the building energy loss can be managed (Gordon, 2010). There is one key advantage to creating a green school. There is a wealth of education built into the building’s design itself. Sure we may loose educational value in some areas of these buildings but being able to show a student how their school is saving the planet should only inspire them to do the same.

Reference:

Gordon, Douglas. (2010). Green Schools as High Performance Learning Facilities. Retrieved on 10-27-11. Retrieved from: http://eric.ed.gov/PDFS/ED512700.pdf

Allen, Nathaniel. (2011).Department of Education lauches Green Ribbon Schools Program. Retrieved on 9-27-11. Retrieved from: http://centerforgreenschools.org/utility-nav/blog/11-09-29/Department_of_Education_launches_Green_Ribbon_Schools_Program.aspx

Multiculturalism in the Classroom

Growing up in McMinnville, Tennessee led me down a fairly sheltered path in life. Most everyone looked like me, acted like me (well maybe not just like me), and basically lived like me. There were “minorities” in my school system growing up and there were enough of them that they were not viewed as being any different than I was. I do remember having several “celebrations” in the classroom that revolved around other cultures. Although multicultural celebrations didn’t happen often in my school, they were typically fairly bias to Spanish cultures and practices alone. I am sure that my teachers thought that they were doing an amazing job of exposing us to “the world”, and maybe they were, but it just didn’t seem like it happened all that often. I suppose that as a child I really could have cared less if we were celebrating other cultures or not. I did enjoy the experience and I do remember enjoying the knowledge that was acquired about how other people lived.

The use of curriculum, policies, and structure as a social control is a bit harder to nail down. To me, rules were rules and expectations were expectations. We were expected to be polite to everyone, no matter his or her cultural background. I assume that the policies that made these expectations were both based in political correctness and simply general humanitarianism. I feel like I have always been exposed to a “treat other right because that is right” environment. 

After reading the articles for this blog assignment I was a bit torn. There are several ways to look at Multiculturalism and several ways to apply it to the classroom. We have obligations to the curriculum and we have obligations to each other as humans. Where we draw the line on how to blend the two is a bit challenging. The amount of “minorities” is on the rise and it is something that we are going to have to deal with, including modifying our current educational approaches (Brown-Jeffy, & Cooper 2011).

I agree that we should address different cultures in the classroom. However, I don’t feel as though the curriculum should be completely altered to do so. I know that there is much to learn by understanding other cultures but what truly matters in life is the ability to understand. If we instill in a student the ability to be sensitive to other cultures, and to appreciate them for what they are, then we have truly educated that child. It goes back to the principal of giving a child a fish vs. teaching a child to fish. At times we should simply give an idea to a student, but then there are times when we should actually teach that student to think for himself or herself. There is proof that ethnic sensitive educational facilities can make all the differences in how well minorities can thrive in environments that are tailored for them. (Dwyer, 2006). As successful as these have been it stands to reason that our education systems simply can’t be completely effective at reaching all students at all times. Teachers have to be mindful that even their own ethnic understanding and experience can play a huge role in how a student who is ethnically different from them relates to them as an instructor (Blunt, 2006).

Multiculturalism is so important but I personally don’t see that it is worth loosing a sizable amount of instructional time to. Teachers have such high standards to reach with each student that as much time as possible must be spent educating toward the core ideas.

Reference:

Brown-Jeffy, Shelly & Cooper, Jewell. (2011). Toward a Conceptual Framework

of Culturally Relevant Pedagogy:

An Overview of the Conceptual

and Theoretical Literature. Retrieved on 9-26-11. Retrieved from: http://eric.ed.gov/PDFS/EJ914924.pdf

Dwyer, Brighid. (2006). Framing the Effect

of Multiculturalism

on Diversity Outcomes

among Students

at Historically Black

Colleges and Universities. Retrieved on 9-26-11. Retrieved from: http://eric.ed.gov/PDFS/EJ751760.pdf

Blunt, David. (2006). The Effects of Multiculturalism within the

Parameters of Instructional Course Design. Retrieved on 9-26-11. Retrieved from: http://eric.ed.gov/PDFS/ED490178.pdf

Multiculturalism is Wack!

After reading the article on Pithissippi Burning, I find myself to be stricken with paranoia. I realize that in so many ways the culture of our nation is changing. Lets face it, as long as we are the “melting pot of the world” a single dominate race was simply only going to be short lived (Tobia,2009). I don’t really have a problem with the notion that “White America” is going away. However, I do have a problem that while this change is going on the direction of our nation is heading in a negative direction. Change for the sake of change is likely never a good thing. Change for the sake of progress should top our agenda. It is quite scary to think about what the terrorist have done to this nation and it is even scarier to think about what home grown racial terrorist will further do to it. We do live in a fragile state and something simply has to give.

The article “Why Multiculturalism is Wrong” is one that I struggled to deal with. In so many ways I feel that the article is correct. Sometimes multiculturalism only muddies thew waters and makes keeping a countries heritage difficult. However, I don’t see how we can cherish our history and demand that immigrants forget theirs. I am a huge proponent for learning the language and lifestyles of the nation live in. It is in so many ways the only way you can truly “live” in your surroundings.

Both of these angles come crashing together in blinding truth through the article “The Challenge of Multiculturalism”. We as a nation are simply what we claim and proof to be. What we tell our children that our country stands is what defines us (Taylor, n.d.). We were founded on the grounds of America being a place with open arms for immigrants and have succeeded because of that notion. We have told our children about our rich history of including people because they are special and worthy, not because they conform to our thought process (Taylor, n.d.). We have shown our children that we will go and fight for people who are in need, even to the demise of ourselves. We have lost sight of our love of people at times, with the Spanish American War and especially with Slavery, but our overwhelming theme has remained constant (Taylor, n.d.). We are a nation with open doors. However, it is indeed these open doors that are compromising what our nation is about. Much like a bride, we are simply loosing our name and taking on another because of the decisions we have made. However, unlike a bride I am not sure that I hear any music, celebrating, or partying going on because of this name change.

Reference:

Tobia, P. (2009). Pithissippi Burning: Race, White Nationalism and American Culture. Retrieved on 9-13-11. Retrieved from: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133306

Why Multiculturalism is Wrong (n.d.) Retrieved on 9-13-11. Retrieved from: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133307

Taylor, S. (n.d.) The Challenge of “Multiculturalism” In How Americans View the Past and the Future. Retrieved on 9-13-11. Retrieved from: Https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=297445&tld=19133305

Religions in Schools

There are very few topics that have caused more debates and hurt more feelings than the “Religion in Schools Debate”. This is a tough topic for many people since so many of us feel so strongly about religion. This nation was founded on freedoms and students should feel free to pray if they want. One of the key points of the debate is about schools having a designated time to pray. When we take away an opportunity to pray we are sending a message that prayer within these walls is incorrect. Thus, students feel they no longer have the freedom to express themselves through prayer. As sighted in A Parent’s Guide to Religion in the Public Schools, “All parties should treat one another with civility and respect and should strive to be accurate and fair.” (First Amendment Center) We must strive to make sure that our policies are fair to both Non-Christians and Christians.

The school is a place of education and everything that we do, as educators, should be based on such. I realize that prayer is not an education practice but a religious one. I also realize that having a designated time for prayer only sets the school up for lawsuits from parents who disapprove. Over time we have seen how taking a strict stand for religion has resulted in severe consequences that were negative for both the children and the school. As Norman Baurer stated, “Many Americans gradually came to realize that interfaith harmony and community goodwill could best be realized by keeping public schools neutral on religious questions.” However, having a time for prayer isn’t mandating that prayer must occur. We have to be careful not to take away the Christian’s rights as well. The opinion listed in the article said it perfectly “it is a student's personal choice whether to pray or reflect more generally; therefore, proponents say, the law does not force religion on public school children.” (Calefati, 2009) A Simple moment of silence is just that, a quiet moment. Nothing religious must occur, but it is an opportunity to allow students to pray if they so choose.

Personally, I am a Christian, so keeping God out of the school system is a completely foreign concept to me. I believe that God should be an integral part of every part of our lives, and seeing that children spend nearly 40 hours of week in the school building, I believe God should be incorporated there. I understand that we must be sensitive to other religions, however, and to that end I think that the least that we should do is allow a moment of prayer for children who do believe and have a relationship with God. We are not forcing prayer and we are not preventing prayer that way.

In closing, initially I understand the debate and see both sides of the argument. Reflectively, I realize the consequences of forcing the issue for both religious and non-religious families and children. Personally, I don’t want the government interfering with my ways of religion, so likewise I realize I cannot force my ways of religion on the government. Providing a moment of silence is a good compromise for all parties involved.

Reference:

First Amendment Center (1999). A parent’s guide to religion in public Schools. Retrieved on 9-29-11. Retrieved from: http://eric.ed.gov/PDFS/ED440021.pdf

Bauer N. (1995). Likely implications of the thought of Dewey and James regarding a school prayer amendment. Retrieved on: 9-29-11. Retrieved from: http://eric.ed.gov/PDFS/ED401177.pdf

Calefati, J. (2009). Religions in schools debate heats up. Retrieved on: 9-29-11. Retrieved from: https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133302

Bianca, You Animal, Shut Up!

Even though we weren’t instructed to do so, I thought I would write a bit about the Bianca article. “Wow” is one of the only words that come to mind. In our country, and honestly across the globe, I am sure the problems dealt with in this article are universal. In an effort to do our best and to govern how students learn, we may indeed be forgetting the individuals that make up the actual classroom. I have never heard of the school system “Stealing our children”, but the idea makes a lot of sense. We mandate that people bring their kids to school, send them to court if they don’t, and then communicate only what we must back to them. It can seem like a “Deal with it Mom and Dad” mentality. This became quite obvious to me just a few weeks ago when we had to take my daughter to school for her first day. Since then we only get a glimpse into what is truly happening in my daughters life within the classroom. For the first time in her life we are given little control over her environment, but what can we do? With the mere number of students and the amount of work that goes along with the job, who has time to cater to each individual student or parent? We have to make the time for this crucial part of teaching. Students and their parents are real people with real needs and concerns.

Innovators and Makers

            One of my favorite topics is History. I love learning about the origins of our world today. Both of the articles about the history of education were quite inspiring and interesting. I have never stopped to look at the history of those who played such a role in shaping the school environment. There was one key difference in “makers” and innovators that stood out to me. Innovators go after education with a purpose, and “Makers” are those who make an indirect impact on education.

After looking at all of the achievements and hurdles that the innovators had to over come and what they changed, I look to Horace Mann as the maker that stood out above the rest. From equality to professional educators, they all made a difference but where did it all begin? Horace Mann is where the structure for modern education began.

A few years back I had the privilege of being a part of opening a new school, Scales Elementary. Although there was much excitement and an overwhelming amount of support, this was no small task for any of us that were involved. Horace Mann did much of the same, only he did it at a much higher level, and with much more at stake. We saw the need for an additional school, and he saw the need for a complete reform, reorganization, and a refreshed idea of what education should be.

The line in his biography that stood out the most to me was: “Mann comprehensively surveyed the condition of the state’s schools, established training institutes for teachers, increased the length of the school year to six months, and gathered support for more funding for teacher salaries, books and school construction.¹ “

Any one of these achievements would have been good, but to do all of them is simply amazing. I realize that the school system would have been smaller and simpler at that time, but what a great adjustment he made to the public education system. The quality and energy that goes into the beginning of anything carries with it so much importance, and Horace had to get this re-invention of the school system right. Even though he lived through a time of great social changes and unrest, he stayed focused on making the education system better.  

            The “Maker” that I felt influenced public education the most was Henry Ford. With his abilities to make transportation easier, the little schoolhouses were quickly becoming part of the past. People were able to move across our world easier than ever before, and thus had freedoms that they had never had before. Farming would fade from its dominant role as the job of Americans. Instead, city life and factories began to take over. Just like Ford’s design of an assembly line, schools followed suit.² Instead of several small schools; they began to combine into school districts. These districts would be more equipped to provide a better education. All of these advances hinged on the popularity of the automobile.

           

            Comparing the differences that the makers and innovators have made over the years is very inspiring. The world we live in needs “Makers” of education. Those people that will see something that needs to be done better and will spend their life fixing it. The kind of people that will put everything they can into making our world a better place for the children of the world. The world will always be full of innovators who demand that education change. The world needs those people who bring about such a change to the world that the education system simply must change to accommodate the changing world. The one thing I do know is that the education that my grandchildren will receive will be quite different from the one that I received.

1. School “The Story of American Public Education” Roundtable Publications. https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=2975445&tId=19133297

2. The Mackinac Center for Public Policy website.

http://www.mackinac.org/4926