Monday, October 26, 2009

Prayer and Religion in Public Schools




Here are some guidelines taken from the the department of education. This is to help us know our rights and limits when dealing with religious matters, for both students and teachers.

Prayer During Noninstructional Time

Students may pray when not engaged in school activities or instruction, subject to the same rules designed to prevent material disruption of the educational program that are applied to other privately initiated expressive activities. Among other things, students may read their Bibles or other scriptures, say grace before meals, and pray or study religious materials with fellow students during recess, the lunch hour, or other noninstructional time to the same extent that they may engage in nonreligious activities. While school authorities may impose rules of order and pedagogical restrictions on student activities, they may not discriminate against student prayer or religious speech in applying such rules and restrictions.

Organized Prayer Groups and Activities

Students may organize prayer groups, religious clubs, and "see you at the pole" gatherings before school to the same extent that students are permitted to organize other non-curricular student activities groups. Such groups must be given the same access to school facilities for assembling as is given to other non-curricular groups, without discrimination because of the religious content of their expression. School authorities possess substantial discretion concerning whether to permit the use of school media for student advertising or announcements regarding non-curricular activities. However, where student groups that meet for nonreligious activities are permitted to advertise or announce their meetings—for example, by advertising in a student newspaper, making announcements on a student activities bulletin board or public address system, or handing out leaflets—school authorities may not discriminate against groups who meet to pray. School authorities may disclaim sponsorship of non-curricular groups and events, provided they administer such disclaimers in a manner that neither favors nor disfavors groups that meet to engage in prayer or religious speech.

Teachers, Administrators, and other School Employees

When acting in their official capacities as representatives of the state, teachers, school administrators, and other school employees are prohibited by the Establishment Clause from encouraging or discouraging prayer, and from actively participating in such activity with students. Teachers may, however, take part in religious activities where the overall context makes clear that they are not participating in their official capacities. Before school or during lunch, for example, teachers may meet with other teachers for prayer or Bible study to the same extent that they may engage in other conversation or nonreligious activities. Similarly, teachers may participate in their personal capacities in privately sponsored baccalaureate ceremonies.

Moments of Silence

If a school has a "minute of silence" or other quiet periods during the school day, students are free to pray silently, or not to pray, during these periods of time. Teachers and other school employees may neither encourage nor discourage students from praying during such time periods.

Accommodation of Prayer During Instructional Time

It has long been established that schools have the discretion to dismiss students to off-premises religious instruction, provided that schools do not encourage or discourage participation in such instruction or penalize students for attending or not attending. Similarly, schools may excuse students from class to remove a significant burden on their religious exercise, where doing so would not impose material burdens on other students. For example, it would be lawful for schools to excuse Muslim students briefly from class to enable them to fulfill their religious obligations to pray during Ramadan.

Where school officials have a practice of excusing students from class on the basis of parents' requests for accommodation of nonreligious needs, religiously motivated requests for excusal may not be accorded less favorable treatment. In addition, in some circumstances, based on federal or state constitutional law or pursuant to state statutes, schools may be required to make accommodations that relieve substantial burdens on students' religious exercise. Schools officials are therefore encouraged to consult with their attorneys regarding such obligations.

Religious Expression and Prayer in Class Assignments

Students may express their beliefs about religion in homework, artwork, and other written and oral assignments free from discrimination based on the religious content of their submissions. Such home and classroom work should be judged by ordinary academic standards of substance and relevance and against other legitimate pedagogical concerns identified by the school. Thus, if a teacher's assignment involves writing a poem, the work of a student who submits a poem in the form of a prayer (for example, a psalm) should be judged on the basis of academic standards (such as literary quality) and neither penalized nor rewarded on account of its religious content.

Student Assemblies and Extracurricular Events

Student speakers at student assemblies and extracurricular activities such as sporting events may not be selected on a basis that either favors or disfavors religious speech. Where student speakers are selected on the basis of genuinely neutral, evenhanded criteria and retain primary control over the content of their expression, that expression is not attributable to the school and therefore may not be restricted because of its religious (or anti-religious) content. By contrast, where school officials determine or substantially control the content of what is expressed, such speech is attributable to the school and may not include prayer or other specifically religious (or anti-religious) content. To avoid any mistaken perception that a school endorses student speech that is not in fact attributable to the school, school officials may make appropriate, neutral disclaimers to clarify that such speech (whether religious or nonreligious) is the speaker's and not the school's.

Prayer at Graduation

School officials may not mandate or organize prayer at graduation or select speakers for such events in a manner that favors religious speech such as prayer. Where students or other private graduation speakers are selected on the basis of genuinely neutral, evenhanded criteria and retain primary control over the content of their expression, however, that expression is not attributable to the school and therefore may not be restricted because of its religious (or anti-religious) content. To avoid any mistaken perception that a school endorses student or other private speech that is not in fact attributable to the school, school officials may make appropriate, neutral disclaimers to clarify that such speech (whether religious or nonreligious) is the speaker's and not the school's.

Teaching Salary

This is a chart from a study done a few years ago by the American Federation of Teachers. This is just to give you an idea of how states compare to each other in terms of salary.



No matter where we go we all know we won't get paid much for what we do. However, if you are flexible in where you want to end up, I hope this helps in your planning.

Teaching Inspiration




I found a few teaching quotes that I like, that I wanted to share and talk a little about.

"I hear and I forget, I see and I remember, I do and I understand." -unknown

As teachers, we need to remember that everything has its place. There are times for lectures, and arguably even more times for visuals. However, the most important thing is that a student understand; in most cases that means there should be more practice than instruction, whatever your subject is.

"A teacher is one who makes himself progressively unnecessary." -Thomas Carruthers

We won't have our students forever. One of principles of the McKay School of Education is giving students access to knowledge. To me that means as a teacher, I won't give my students the answers to all their questions. Instead, I will teach them to find answers themselves. When they know how to help themselves, and know where to find information they are looking for, I will have been successful.

"When love and skill work together, expect a masterpiece." -John Ruskin

Well said! Their needs to be a love for students, love for the subject, love for making mistakes, and love for doing better every day. Add the skills that each student brings, with the guidance of a teacher, and every class can be a masterpiece.

"Kind words can be short and easy to speak, but their echoes are endless."
-Mother Teresa

After all we can do as teachers, the most important thing is that students feel safety and kindness in your classroom. I hope that my class will always be a haven from the tough things out in the world. Kindness is hard to find these days; your friendly words may be the only ones they hear that day.

"Teaching kids to count is fine, but teaching them what counts is best." -Bob Talbert

I like this because there is such a need for direction in students' lives. Be a standard bearer and help students find for themselves the truly important things in life.

Monday, October 19, 2009

ELL Helps

Here are some teaching strategies taken from all4ed.org. They are great!

Six Key STRATEGIES for Teachers of English Learners

Strategy #1
Vocabulary & Language Development

Content knowledge:
• Introduce new concepts via essential academic vocabulary.
• Connect student-accessible synonyms or concepts to these essential vocabulary.
• Support students to distinguish word meanings, & their uses for subject-specific tasks& prerequisite language skills.

Academic language:
• Engage beginning-level students in using basic social & school vocabulary, phrases, & sentence structures.
• As students progress, continue to contextualize instruction of more complex language forms & uses: subject-specific academic vocabulary, grammatical forms, & sentence structures used in listening, speaking, reading & writing.
• Respectfully distinguish differences between primary language use & standard academic English.

Sample activities/assessments:
􀀹 Word analysis: e.g., dissecting words into their parts (prefix, root, suffix).
􀀹 Vocabulary journals, A-B-C books, word webs, word walls.
􀀹 Interactive editing, Cloze paragraphs, dictations, subject-specific journals.

Strategy #2
Guided Interaction

Content knowledge:
• Structure multiple opportunities for peer-to-peer interactions as they learn content & develop their use of academic language in speaking/listening, reading & writing.
• Clarify expectations, outcomes, & procedures related to tasks for flexible group activities.
• Allow for primary language interactions to clarify concepts.

Academic language:
• Structure multiple opportunities for peer-to-peer interactions to increase speaking, listening, reading comprehension & writing skills.
• Support language interactions with review/preview of language forms, use of graphic organizers or other types of modeling.

Sample activities/assessments:
􀀹 Partner interviews, Class surveys, Tea Party, Think-Pair-Share, Numbered Heads Together, Four Corners.
􀀹 Poster projects, group presentations.
􀀹 Perspective line-ups.
􀀹 Readers’ Theatre.
􀀹 (See Metacognition & Authentic Assessment activities.)

Strategy #3
Metacognition & Authentic Assessment

Content knowledge:
• Teach students processes for metacognition: i.e., pre-reading & pre-writing skills, word analysis, & methods to monitor their reading comprehension.
• Teach & model ways for students to describe their thinking processes verbally& in writing.
• Use a variety of activities & tasks to check for understanding.

Academic language:
• In addition to components listed above, ensure that assessment tasks are appropriate to students’ assessed language development level.
• Provide enough time to complete tasks, appropriate feedback, rubrics, & models to guide students’ self-assessment.

Sample activities/assessments:
􀀹 Guided reading, completing chapter pre-reading guides, reciprocal teaching, Directed Reading Thinking Activity (DRTA), Anticipation Guides, double-entry journals.
􀀹 Think-alouds, K-W-L.
􀀹 Learning logs/journals, quick-writes.
Activities I use for this strategy:
Activities I use for this strategy:
Activities I use for this strategy:
© New Teacher Center @ UC Santa Cruz(2005)

Strategy #4
Explicit Instruction

Content knowledge:
• Teach essential grade-level concepts & build students’ background knowledge as needed.
• Connect overarching ideas (whole), then examine components or processes (part), culminating with students’ own applications or synthesis of ideas (new whole).
• Explicitly teach academic language & cognitive reading skills needed to complete subject-specific tasks, e.g., analyze, interpret, classify, compare, synthesize, persuade, solve.

Academic language:
• Teach essential language forms & uses per students’ assessed language development level: listening/speaking, reading & writing.
• Follow contextualized introduction & explicit modeling of language use with repeated practice.

Sample activities/assessments:
􀀹 Teach/explain prerequisite language applications: reading directions, idioms, sentence starters, essay formats, pattern drills, or completing a story map; check for understanding.
􀀹 Teach specific reading comprehension skills for completing: task procedures, answering questions, word problems, understanding text & graphics.

Strategy #5
Meaning-Based Context & Universal Themes

Content knowledge:
• Introduce new concepts through familiar resources, prompts, visuals, or themes.
• Use associated types of “realia” meaningful or familiar to students to affirm the appropriate context for using new language.
• Sustain motivation to learn challenging concepts by linking ideas to resources or contexts that reflect student interests & sociocultural or linguistic backgrounds.

Academic language:
• Use methods listed above for introducing academic vocabulary, sentence structures, & language uses.
• Link ongoing language practice or tasks to both school-based & community-based uses.
• Respectfully compare & analyze language use, & meanings to other cultures or context, to promote metacognition.

Sample activities/assessments:
􀀹 Quick-write responses or recording student responses to visuals, current event stories, real-life models, video clips, teacher read-alouds, thematic prompts, role-play, comparing language uses for similar contexts.
􀀹 Identifying & analyzing different perspectives & language references re: essential concepts.

Strategy #6
Modeling, Graphic Organizers, & Visuals

Content knowledge:
• Model how to complete tasks.
• Provide graphic organizers & meaningful visuals to support students’ recognition of essential information.
• Use graphic organizers to support understanding of specific tasks, & specific uses of academic language.
• Use advanced organizers to support metacognition, & overall comprehension.

Academic language:
• Use methods listed above with the addition of word banks, word walls, & modeling the use of graphic organizers appropriate to ELD level.
• Appropriately modulate language delivery, i.e., speed & enunciation, when modeling language forms or presenting content; repetition helps.

Sample activities/resources:
􀀹 Venn diagrams, story maps, main idea + supporting detail schematics, double-entry journals, semantic attribute matrices.
􀀹 Jazz chants, read-alouds.

Monday, October 12, 2009

Internet Security



I visited with my mother about internet safety, and it was great! My dad already knows quite a bit about the subject so I chose to talk with my mom and fill her in on the issues. I don't remember when the internet really became part of my life, but I became familiar with it as a kid. When I hit my teenage years my parents did everything right in terms of internet security and safety. They had the computer out in the living room where everyone could see, they set time limits, had passwords for access, and so on. However, I don't think they really knew about some of the things we have been discussing as a class.

My mother knew about not giving away important numbers like social security or credit card numbers. However, she didn't realize that kids can publish so much about themselves today. I talked with her about how kids should not give away their age, address, full name, school, or schedule. We also talked about being careful about what pictures are posted. I taught her about cyber bullies, stalkers, creating a new "life" online, pornography, sexual harassment, and other things that are dangerous with unrestricted and unmonitored internet use.

Some things that can be done for safety, without getting paranoid, are setting time restrictions for internet use, bookmarking favorite websites for quick access, using search engines that are safe, and educating kids about the dangers out there. Also, there are great resources for parents. I found some websites that can help parents below.


The FBI compiled a list of situations and solutions for parents.

FBI INFO ON INTERNET SAFETY


This website has resources for parents, such as instructional videos on how to do just about everything (basics to very advanced)for safety and security, and detailed information on the dangers of unchecked internet use.

GetNetWise PARENT RESOURECES


These resources are a great start in the quest to use the internet for its great wealth of information safely and securely.

Thursday, October 8, 2009

Professor West

From your announcement...

I used Picknik to edit the photo. I cropped it, did some things with shadows and highlights, and turned it to black and white.

Fighting Internet Filth



Image from library/thinkquest.org

I read the article Fighting Internet Filth by Mario Hipol, and one of the most important things I learned from the article is that there are so many different technologies within technology that you have to teach your children about. You can't just teach them to avoid sketchy websites, you have to teach them to go directly to the intended site or else they may get something bad in the search engine or URL. I also think an important thing I learned was that companies pay money to get their offensive material mixed in with other things, so that offensive material can come even when one is looking for wholesome material.

This article influenced the way I will teach my kids/students because it gave some helpful hints to make internet security a positive thing. For example, setting up bookmarks or favorites will let children get to the website directly. You could even pitch it to them as a "save time" tool, without even telling them it is to avoid bad things. Who doesn't want to save time to get to their favorite websites?

I think the way this article can help me be an influence on others is actually the way it was written. It is a very direct, blunt, straightforward article telling it how it is. I think that making internet safety a very open and public topic will increase awareness and safety. Many people are afraid to talk about bad things, and so they never mention it to their kids. It is a personal decision for each couple, but being shy about topics like pornography, sex, what constitutes sexual material (text, photographic, etc.), hate sites, or illegal sites, won't protect kids. Children are learning more adult subjects at younger ages and from more sources than ever before in the history of the world. I very much believe that definitions of these subjects better come from you (the parents/teachers) first, or it will come from peers, media, or experience.

Sunday, October 4, 2009

Goodreads

Justin's book montage



The Tempest

As You Like It

Othello

King Lear

Ozymandias

Children of the Mind

Xenocide

Speaker for the Dead

The Odyssey

A Tale of Two Cities

The Scarlet Letter

The Cat in the Hat

Les Misérables

Ender's Game

Holy Bible: King James Version

The Book of Mormon: Another Testament of Jesus Christ

Murder on the Orient Express

Adam Bede

The Return of the King

The Two Towers



Justin Scholes's favorite books »


The Great Gatsby Resources

Here is a short home-made documentary by a teacher, discussing his impressions of The Great Gatsby. This video is an introduction to the novel, which we will be reading. The teacher does a great job of giving you an overview of what to expect in the novel, and he has music and images that will help you picture the setting of the book.




Themes, Motifs, and Symbols


Overview Information



The fashion of the time, an idea of what a party looks like as described in the novel.

The Cover of the Novel


GATSBY INTRO ASSIGNMENT

Class Calendar

Juniors and Seniors - you can use the calendar to know what we are doing in class and what is due each day. Simply click on your grade level on the day you want to view. See you in class!

Saturday, October 3, 2009

Justin Scholes


  • I was born and raised in California
  • I got married on August 9, 2008 in Logan, Utah to my best friend Allyson
  • English Teaching, Brigham Young University
  • Teaching Physical Education, Brigham Young University
  • Coaching, Football Emphasis, Brigham Young University
  • I enjoy sports, fishing, camping, traveling, and poetry

I am an English Teacher and the Defensive Head Coach
George Washington High School, Denver, CO