Reflections Paper for May, 1999 Cohort III Linda Hart In my reflections of the Toxic Child Lectures, professional books, journal readings, Cohort III discussions on the web pages and in class discussions, I strongly agree with Gregg Soleil when he states that education is a continual process occurring both in and out of school. Schools alone can not and should not be held solely accountable to educate, or for the failure to educate, children. Soleil states that all Americans must shoulder responsibility for public education. At present, I see a conflict between education and society. Parents and government leaders are pressing schools for more measurements and more quantifiable standards by which to make judgments on the schools ability to educate children both academically and socially. In the May 2, 1999 Duluth News Tribunes editorial, the results of Minnesotas eighth graders Basic Standards Tests were being analyzed. The editorial stated that testing was the best way to hold schools accountable for children and their learning. After reporting that 75.2 percent passed the reading test and 70.7 passed the math, an increase from last years scores, the editorial then stated, What Minnesotans, who are footing the bill for education, ought to be taking away from these results is that our public education system is failing to reach -- make that teach--between a third of students what they should know by eighth grade. Thats not good enough (Tests). At the same time results on the 1998 Minnesota student Survey findings could make it appear as if the schools are also not doing a good jobs to prevent violence and sexual and substance abuse in school age children. During a Toxic Child presentation, Judy Gillen Dahl, Duluth Public Schools Curriculum Specialist, reported that there was a decrease in drinking and sexual behavior since, 1995, but that many students especially females perceive Alcohol and drug use as a problem in their schools. Dahl stated that tobacco and marijuana use were not only up, but that an alarming number of younger smokers reported getting tobacco products through shoplifting. Teachers have increasingly high expectations placed upon them by society to solve these social problems. Harvey Ogate, an Education Minnesota Attorney,speaking in the Minnesota Educator, said that teachers are in a unique position to report because they deal closely with students every day and felt that teachers failure to report suspected child abuse cases continues to be a problem. Ogate feels that teachers could have a tremendous impact on eradicating child abuse in our society.

During the Cohort III discussions after each Toxic Child, many of the cohort members, noticed that schools are being expected to be accountable for more than just teaching the basics. Diane Hedberg, a Proctor elementary teacher, stated that she is spending an increased amount of time of each school day teaching social skills and other health related topics. Many educators care and try their best, but because they are vulnerable and exposed eventually they burn out (Covey, 303). Most educators in the cohort group seem willing to look at more effective ways to educate children. Many wondered why we are not making a better difference or were frustrated because there is so limited resources and time available to help children with social problems. Tim White, a Duluth High School math teacher and cohort member, felt frustrated because he sees over 100 students during each day. He stated that he had little time in his day to help kids with problems other than math. He felt his time was best spent teaching his class. Many educators, like myself, feel that education is being asked to single handedly teach values and morals once thought to have been taught by families, government agencies, and churches. Society seems to want education to not only teach academics but to fix everything from violence, sexual and child abuse ,to gambling, alcohol, cigarette and drug use and abuse. These conflicting expectations, Covey says, diverts teachers from their focused tasks of education. Without a common vision on how best to help children learn social behavior the public will continue to push for unrealistic accountability and teachers will continue to be frustrated on the best ways to achieve both societys social and academic expectations.

Gregg Soleil writes, that schools can not act in isolation. He remarks that with the increased numbers of children coming to school with problems caused by poverty, divorce, drug use, and teenage pregnancy, schools can not overcome these obstacles without educators, parents and community leaders working together to help children and adolescents develop healthy attitudes towards alcohol, other drugs, and sexual behavior. Barbara Yates, deputy director of Minnesota Department and Learning, which conducted the 1998 Minnesota Student Survey hoped the findings would encourage parents to get more involved in helping their children lead healthier lives and model good social behavior. Community leaders, she states, must take a firm resolve to deter adolescents from harmful risky behavior. And educators can show children at an early age how to make healthy choices for their bodies. Each stake holder has and shares equal responsibility for providing the best learning environment for children to grow and become empowered (Covey, 307). The main focus should be on whats good for children.

In the article School/Family/Community Partnerships Caring for the Children We Share, Joyce Epstein believes, With frequent interactions between schools, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one another and of staying in school (702). Research shows that everyone must work together to create a partnership with students, parents, schools, and community that must be based on respect, trust and shared common goals. To care for and educate children, these goals must support and overlap each other. To improve childrens chances for school success, everyone energies, resources, and efforts must be directed toward activities that foster student learning and development Young people says, William Glasser, who are involved in quality education do not engage in self destructive activities and are an asset to the community (170).

The Toxic Child Lectures, group discussions, and professional books and journals that I have read during this first year in Cohort III, has assisted me in my choice of a research topic that would include not only students and teachers but parents as well. Because I now believe parents, teachers, and community leaders must help students take responsibility for their behavior and learning, I would like to promote self directed learning in my classroom by encouraging my students to set goals for their own learning. I feel that is very important that each of the stake holders contribute to helping all students achieve success in reaching these goals.

Bibliography

Covey, Stephan R. Principle Centered Leadership. Simon & Schuster. New York: 1990.

Epstein, J.L. School / Family / Community Partnerships; Caring for the Children We Share. Vol. 76 of Phi Delta Kappan. No. 9, 701-712. 1995.

Gillen-Dahl, Judy. Whats Happening With our Students; Minnesota Health Survey Results. Duluth Public Schools Curriculum Specialist.

Glasser, William M.D. The Quality School: Managing Students Without Coercion. Harper Perennial. New York: 1990.

Hedberg, Diana. Procter Elementary Teacher.

Soleil, Gregg. Partnerships: Sharing Responsibility for Children. Ed 1.303 / 4:12 / 3 of The Link. Fall, 1993. 1-4.

White, Tim. Duluth High School Math Teacher.

Child Abuse Reporting is Mandatory. Volume 1, Number 15 of Minnesota Educator. 9 April, 1999. Pg. 4.

More Teens using Tobacco. Volume 1, Number 15 of Minnesota Educator. 9 April, 1999. Pg. 5.

Tests Show Improvement Due. Editorial. Duluth News-Tribune. 2 May, 1999, sec 24:A.

-- Anonymous, May 22, 1999