Radio, television and print; these are the top three conduits of receiving information. On Jan. 17, a two-hour delay had students asking questions to which no one had an answer. The snow day caused uproar among Piedmont students and faculty because of the campus closing. A delay of two hours set schedules to ten in the morning. The confusion arose when many wondered whether or not to report for nine-thirty classes. Also, some students thought that eight a.m. classes would proceed at ten a.m.
Resident assistant Katie Corley said, “It was frustrating because the administration didn’t set up a time convenient for Tuesday and Thursday classes. There needs to be better communication from the administration to students, whether that be through the website or by email. I called someone to see about the school’s hours and they said, ‘I don’t know’ when I was trying to answer my residents.”
A way to improve campus communication would be to have a phone tree. If the President was obligated to call Mark Maynard and Drew Davis the problem would be solved. Maynard would deliver the message to the Residence Staff and Davis would forward the message in an email or text message. Reinhardt college handles their commuters solely through email. However, if the Internet is down at the school, then she must rely on local news to post the cancellation. Today there are many types of media. However, Piedmont College neglected to use all their resources. In case of a real emergency, with what plan will the campus proceed? It wasn’t the media’s flaw of communication that was at fault. In fact, the Internet and phone lines were intact. The problem exists solely with campus communicators who left many cold and confused outside their classrooms.
Wednesday, January 23, 2008
Good Communication Between Administration and Students is Vital
In a small, private institution communication between faculty and staff is vital in ensuring the college provides an education and experience students are happy with. However, at the same time communication has to reinforce the mission statement of the college. This can obviously result in conflict.
As a student here at Piedmont College, I have noticed many ways in which the administration has communicated with students which has resulted in miss-communication or problems.
For example, last Thursday after the snow of the previous night it was unclear about how the campus was going to be operating for the day. Media sources from the college website and local TV channels, told students that classes would be cancelled until 10am. However a number of students who went to class at 10am found that their professor was going to cancel class anyway due to snow even though the college has announced classes would start as usual. Here professors and students all needed to have had a clear message as to what was going on with reasoning as to why a certain decision was being made.
This is similar to the confusion students have had with the attendance policy, different faculties seem to have different policies. When an argument was put forward about this at the Town Hall meeting last semester the President cleared the dispute up. This is a good example of how the exchange of ideas, “giving and receiving” can result in a positive outcome.
I think that at a small private college communication between administration and staff is vital especially as the college has the authority being privately owned to make decisions that may conflict with student’s wishes. Talking to other students attending small colleges in Georgia on the same International Program as myself they have experienced similar problems in miss-communication. I think communication and understanding on a two-way approach is necessary to a good relationship between staff and students here at Piedmont.
As a student here at Piedmont College, I have noticed many ways in which the administration has communicated with students which has resulted in miss-communication or problems.
For example, last Thursday after the snow of the previous night it was unclear about how the campus was going to be operating for the day. Media sources from the college website and local TV channels, told students that classes would be cancelled until 10am. However a number of students who went to class at 10am found that their professor was going to cancel class anyway due to snow even though the college has announced classes would start as usual. Here professors and students all needed to have had a clear message as to what was going on with reasoning as to why a certain decision was being made.
This is similar to the confusion students have had with the attendance policy, different faculties seem to have different policies. When an argument was put forward about this at the Town Hall meeting last semester the President cleared the dispute up. This is a good example of how the exchange of ideas, “giving and receiving” can result in a positive outcome.
I think that at a small private college communication between administration and staff is vital especially as the college has the authority being privately owned to make decisions that may conflict with student’s wishes. Talking to other students attending small colleges in Georgia on the same International Program as myself they have experienced similar problems in miss-communication. I think communication and understanding on a two-way approach is necessary to a good relationship between staff and students here at Piedmont.
Communication or lack thereof
All it took was a winter storm to pass through Northeast Georgia for students to realize a complete lack of communication at Piedmont College.
On January 16 Northeast Georgia experienced its first winter storm since 2005. The roads were not only covered with snow and ice but trees were down around the county as well. This created a problem for many residents. These were the reasons that several of the counties surrounding Habersham closed their schools and businesses, which included other colleges in the area. However, Piedmont decided to remain open with a two-hour delay.
This would not have been a problem except for the fact that many of Piedmont's students were unaware of the delay due to a lack of communication on the school's part. Piedmont placed an announcement on the homepage of its website, however, the problem lied in its residents not being able to pick up an Internet signal to check the site or email. Piedmont also had a recording set up through the school telephone service. This was a good idea but many of its students didn't know the schools' number to call or were unaware that they could call. Even Piedmont's professors were unaware of the school's morning delay and were trying to rush to work on dangerous roads.
The winter storm was not the first time that Piedmont has failed to notify its students of events happening around campus. Throughout the fall semester several events took place that ended up being a bust because no students showed up. For example, on World AIDS Day the nursing school in conjunction with Rev. Dr. Ashley Cleere held a worship service at Congregational Circle. About 30 people showed up for the service. However, many were nursing students and faculty members. Other students knew nothing about the event until they walked up and saw a large group of people standing in the Quad.
It is events like these that separate Piedmont from others schools across the country. If its own students are unaware of what is happening on campus, how is the community supposed to see the success of the school?
Other schools that are similar in size to Piedmont, which include Young Harris and Savannah College for Art and Design out of Atlanta, have great methods in which they communicate with their students. One such method is having a section set up on the front page of their school website that lists several of the upcoming events. If you click on a link it will also take you to a list with events for several weeks. If Piedmont would take the time to fix Internet connection problems in its dorms, then both the resident students as well as commuters will be able to know what is happening on campus. This would also mean that Piedmont would have to constantly update its website on current happenings instead of listed events that have already past.
If Piedmont would just take the time to listen to its students or look at the example of other schools communication, it could build its greatness and expand it reach to not only current students but also prospective students. If they see the amazing things that Piedmont does for its students, they too may want to come and join the Piedmont family.
On January 16 Northeast Georgia experienced its first winter storm since 2005. The roads were not only covered with snow and ice but trees were down around the county as well. This created a problem for many residents. These were the reasons that several of the counties surrounding Habersham closed their schools and businesses, which included other colleges in the area. However, Piedmont decided to remain open with a two-hour delay.
This would not have been a problem except for the fact that many of Piedmont's students were unaware of the delay due to a lack of communication on the school's part. Piedmont placed an announcement on the homepage of its website, however, the problem lied in its residents not being able to pick up an Internet signal to check the site or email. Piedmont also had a recording set up through the school telephone service. This was a good idea but many of its students didn't know the schools' number to call or were unaware that they could call. Even Piedmont's professors were unaware of the school's morning delay and were trying to rush to work on dangerous roads.
The winter storm was not the first time that Piedmont has failed to notify its students of events happening around campus. Throughout the fall semester several events took place that ended up being a bust because no students showed up. For example, on World AIDS Day the nursing school in conjunction with Rev. Dr. Ashley Cleere held a worship service at Congregational Circle. About 30 people showed up for the service. However, many were nursing students and faculty members. Other students knew nothing about the event until they walked up and saw a large group of people standing in the Quad.
It is events like these that separate Piedmont from others schools across the country. If its own students are unaware of what is happening on campus, how is the community supposed to see the success of the school?
Other schools that are similar in size to Piedmont, which include Young Harris and Savannah College for Art and Design out of Atlanta, have great methods in which they communicate with their students. One such method is having a section set up on the front page of their school website that lists several of the upcoming events. If you click on a link it will also take you to a list with events for several weeks. If Piedmont would take the time to fix Internet connection problems in its dorms, then both the resident students as well as commuters will be able to know what is happening on campus. This would also mean that Piedmont would have to constantly update its website on current happenings instead of listed events that have already past.
If Piedmont would just take the time to listen to its students or look at the example of other schools communication, it could build its greatness and expand it reach to not only current students but also prospective students. If they see the amazing things that Piedmont does for its students, they too may want to come and join the Piedmont family.
Lacking Communication
During the recent winter storm in Northeast Georgia, very little was done attempting to get in touch with the students, and even the faculty, giving those who find the college home for the majority of the day some sort of piece-of-mind.
A personal experience I have been in with another college (roughly the same size as Piedmont) proves that communication between students/faculty and administration can, in fact, be done. Upon entering Thomas More College in Kentucky, it is required that the student give a telephone number (preferably a cell) for contact upon the case of an emergency. The acquiring of a cell phone number allows the college to potentially be in constant contact with the student through a direct line. This plan proved to be useful when a county-wide tornado warning/watch was issued, at which point the student received a text message reporting the condition in the area and the steps to take for safety. Although a “simple” winter storm may not be as important as a tornado (bringing death and destruction), it can calm a worried mind and allow a person a sense of control over any situation. Although, in a place where ¼ inch of snow could be extremely hazardous, the two “disasters” could possibly be considered equal in size. In giving Piedmont the benefit of the doubt, assuming that the cell phone numbers of the residents were collected, but have they been used? In the one situation where this procedure could have been applied, no messages were received nor were television/radio stations contacted.
This problem could be fixed by cooperation with the local television and radio stations, and an updated website telling the current conditions of the school. Students would be satisfied with a simple message of “Piedmont College is still debating whether or not classes will be cancelled” or even “Piedmont College is confused at the moment.” After a “buying-time” message, a deadline should be set, a reasonable time, allowing students to sleep with a sound state-of-mind and a happy, well-informed heart.
A personal experience I have been in with another college (roughly the same size as Piedmont) proves that communication between students/faculty and administration can, in fact, be done. Upon entering Thomas More College in Kentucky, it is required that the student give a telephone number (preferably a cell) for contact upon the case of an emergency. The acquiring of a cell phone number allows the college to potentially be in constant contact with the student through a direct line. This plan proved to be useful when a county-wide tornado warning/watch was issued, at which point the student received a text message reporting the condition in the area and the steps to take for safety. Although a “simple” winter storm may not be as important as a tornado (bringing death and destruction), it can calm a worried mind and allow a person a sense of control over any situation. Although, in a place where ¼ inch of snow could be extremely hazardous, the two “disasters” could possibly be considered equal in size. In giving Piedmont the benefit of the doubt, assuming that the cell phone numbers of the residents were collected, but have they been used? In the one situation where this procedure could have been applied, no messages were received nor were television/radio stations contacted.
This problem could be fixed by cooperation with the local television and radio stations, and an updated website telling the current conditions of the school. Students would be satisfied with a simple message of “Piedmont College is still debating whether or not classes will be cancelled” or even “Piedmont College is confused at the moment.” After a “buying-time” message, a deadline should be set, a reasonable time, allowing students to sleep with a sound state-of-mind and a happy, well-informed heart.
He said, She said, They said. What?
Last Friday morning Piedmont College was three inches deep in snow. While this would not have normally spelled a problem whatsoever for the daily classes, the partial thaw followed by the prompt refreeze created black ice on roads and sidewalks alike. Because of this, students and professors have questions over wether or not classes would be cancelled. This is where the day’s problems began. While students were assured that they would have information on class cancelation and postponement at six a.m., they were not informed on where to find the information. To make matters worse, professors themselves were in a state of bewilderment over the issue. In many cases students would hear three different stories; one from other students, one from the registrar, and a third from there professors. Under the circumstances, it is quite commendable that any students came to class at all.
One good thing to come out of Friday’s confusion is the question of school communication. Having such a mishap occur forced the school to question its communication network, and hopefully improve. Luckily, Piedmont is a college devoted to excellence; when problems occur, the administration does work to find and institute solutions.
What are some ways to improve current campus communication? Simple. Use the school email system. Every freshman at Piedmont College has a school email address. Many students check these addresses daily. If a school wide email had been sent to the students (and for that matter professors) Friday’s confusion would have been prevented. Another way to improve on the current system of communication would be to include campus wide text messaging. Forwarding a text message is no more difficult than forwarding an email. Also, in a time of emergency, or confusion campus wide text messaging would allow the school to contact students no matter what the student’s location happened to be. Campus wide text massaging would contact and inform both students and faculty instantly. Either of these solutions would be an improvement to the current, watch the news and hope system.
Facebook: The New Flyer
Facebook.com is a website well known by most all college students. It seems to be becoming a better form of communication between students than actually talking. With just 10 minutes spent on facebook you can learn just about anything you want to know about your “facebook friends”. You can view photos, see relationship statuses, read what your friends are writing to others, and many more social things. Facebook.com is definitely the answer to Piedmont College’s communication problem.
As a commuter I often feel left out of what is going on at the college, but after talking with residents I see that the lack of communication has nothing to do with being a commuting student. The most recent problem occurred when a snowstorm hit Northeast Georgia on January 16th and 17th. Some colleges closed for the day, others stayed opened, and a few delayed classes. Piedmont chose to delay opening two hours. Finding this out was not the problem, but understanding it proved to be a different story. I arrived at Piedmont at 1:00pm for my 11:00am class, assuming that each class throughout the day would be pushed back two hours. I was quick to learn that this was not the case, rather any class before 10:00am was just canceled. Matt Curtis, along with many other students in his 8:00am English class, also encountered this problem as they arrived at 10:00am to find their class had simply been canceled.
Another issue that occurred recently at Piedmont was that the Walker School of Business received national accreditation. Writing for the campus newspaper, I went out in search of business majors to get a good quote from one of them about how they felt about the award. The first business major I found, Andrew Beckett, responded, “I had no idea about this.” Unfortunately, I got the same response from about five more business majors before I found one that actually knew about it.
A number of events have come and gone without many students knowing about them, including myself. The events that I have known about have been brought to my attention through facebook. To improve the communication at Piedmont, I believe someone from each organization should be appointed to posting the event on facebook to everyone in the Piedmont network. I sent messages to five of my friends from high school, asking them to explain how word of events get out to students at their colleges. Within 24 hours I had responses from each of them, which shows how often college students check their facebook. Many of them said flyers and banners are posted and mass e-mails are sent out at their schools. They seem to all say these means of communication were only effective if you took the time to read the flyers, banners, and e-mails, but many students do not do this. I believe students spend much more time looking at facebook than they do flyers posted on the wall, therefore more students, whether commuting or not, would be better informed of events on campus.
As a commuter I often feel left out of what is going on at the college, but after talking with residents I see that the lack of communication has nothing to do with being a commuting student. The most recent problem occurred when a snowstorm hit Northeast Georgia on January 16th and 17th. Some colleges closed for the day, others stayed opened, and a few delayed classes. Piedmont chose to delay opening two hours. Finding this out was not the problem, but understanding it proved to be a different story. I arrived at Piedmont at 1:00pm for my 11:00am class, assuming that each class throughout the day would be pushed back two hours. I was quick to learn that this was not the case, rather any class before 10:00am was just canceled. Matt Curtis, along with many other students in his 8:00am English class, also encountered this problem as they arrived at 10:00am to find their class had simply been canceled.
Another issue that occurred recently at Piedmont was that the Walker School of Business received national accreditation. Writing for the campus newspaper, I went out in search of business majors to get a good quote from one of them about how they felt about the award. The first business major I found, Andrew Beckett, responded, “I had no idea about this.” Unfortunately, I got the same response from about five more business majors before I found one that actually knew about it.
A number of events have come and gone without many students knowing about them, including myself. The events that I have known about have been brought to my attention through facebook. To improve the communication at Piedmont, I believe someone from each organization should be appointed to posting the event on facebook to everyone in the Piedmont network. I sent messages to five of my friends from high school, asking them to explain how word of events get out to students at their colleges. Within 24 hours I had responses from each of them, which shows how often college students check their facebook. Many of them said flyers and banners are posted and mass e-mails are sent out at their schools. They seem to all say these means of communication were only effective if you took the time to read the flyers, banners, and e-mails, but many students do not do this. I believe students spend much more time looking at facebook than they do flyers posted on the wall, therefore more students, whether commuting or not, would be better informed of events on campus.
Communication Within the School
There is a lot of controversy on whether Piedmont College’s method of communication with the students is negligent or not. Because Piedmont is such a small school, it is much easier to get in touch with teachers or the College offices then it is for students attending major universities. However, most of Piedmont’s communication is through the internet. E-mails are sent to the students telling them homework assignments, cancellations, or events coming up. Although this might be the fastest way of communication between students and the school, it might not be the most efficient way. What would happen if your power or your internet went out? Many students have conflicts with the method of communication in the school, especially living in the dorms. Many girls have said that GB dorms have unreliable internet and has made it hard for them to feel updated. Will Kent, a freshman at Piedmont, said that “There is so much going on at Piedmont but you don’t hear about it until after it’s happened”. Some suggestions that have been said were to post bulletins, or create a phone tree that requires each person in the class to call another in the event that something changes in that particular class. Another suggestion made was to have the TV channel committed to Piedmont College give updates on class schedules, cancellations, or changes throughout the week. For the most part, students at Piedmont don’t really complain about miscommunication between them and the school, the only change they wish would to be some form of communication other than just through e-mail.
Communication on a Two Hour Delay
Communication is a much needed thing on any college campus. Some schools have found many ways in which to effectively get in touch with their students. Meanwhile, other schools are having a hard time informing students of changes and upcoming events.
This communication problem can be fixed though.
Nathan Dean, a Piedmont Freshmen, commented on the communication system by saying, “If the school would get the internet to work in the dorms, contact could be made. A phone tree would be a good idea; even taping posters to the doors would be nice. In my opinion the school does a terrible job of contacting students and making it clear about the cancellation or delay.”
Tuesday, January 22, 2008
Communication Between Administration and Students
As a student at Piedmont College, I have received one-on-one attention from faculty members at the college, whether it be for academics or just personal advice. I have never had a complain with the school's administration until recently. My complain is with the President of Piedmont College, who delayed school for two hours and didn't give faculty or students any idea of what that meant. Quite a few faculty members and students trekked through the snow and/or ice to make it to their classes at 9:30 to find out that the delay meant morning classes were canceled and the day would continue as normal from 11 o'clock.
After the snow day, i realized that Piedmont's communication with students about events and severe weather directions. Being a student that lives on campus, it wasn't hard for me to walk to class and discover it was canceled and go back to my room. Yes, I was a bit frustrated with the school for having to go outside in the cold weather but my main concern was for the commuters of the college. Many of them had to miss class or drive on the icy roads to make it to class on time. A few ideas, for this improvement would be to follow the idea Millsap College came up with for their students. They made a link on their homepage that directed students to a place to log in and see if classes were canceled, sporting and other events happening on campus.
The administration should try to set up a system for students to log in a see what is going on in the upcoming week or if school is canceled. This would greatly lessen the confusion that was caused by the snow.
After the snow day, i realized that Piedmont's communication with students about events and severe weather directions. Being a student that lives on campus, it wasn't hard for me to walk to class and discover it was canceled and go back to my room. Yes, I was a bit frustrated with the school for having to go outside in the cold weather but my main concern was for the commuters of the college. Many of them had to miss class or drive on the icy roads to make it to class on time. A few ideas, for this improvement would be to follow the idea Millsap College came up with for their students. They made a link on their homepage that directed students to a place to log in and see if classes were canceled, sporting and other events happening on campus.
The administration should try to set up a system for students to log in a see what is going on in the upcoming week or if school is canceled. This would greatly lessen the confusion that was caused by the snow.
Communication all right with non-traditional student
From my perspective as a commuter student, I haven’t found communication to be problematic. In fact, I’ve been captivated by the individual attention I’ve received since enrolling at Piedmont in January 2005. For example, when I have registered for classes I have been amazed at how quickly the process has been facilitated. The personalized service I have received at Piedmont has been a breath of fresh air compared to my previous experience as a student at the University of Georgia in the early 1980’s. Being a part of small college community has been a much better fit for me.
With regard to overall communication, I don’t have any specific complaints about the lack of communication here at Piedmont but again my perspective is not reflective of the typical student experience.
I did take a look at a similar sized liberal arts college – the University of Montevallo located just outside of Birmingham, Al. This small college has about 3,000 students and has been in existence since 1896. I looked at their website and noticed many similarities between Montevallo and Piedmont.
I did glean something that could prove to be of value to our learning community. Montevallo has several reports available online. The reports reflect the results of surveys from several segments of the learning community – students, alumni, faculty and the greater community surrounding the college. I am unaware of this being done here at Piedmont. I have completed surveys after taking classes but have not been invited to participate in other types of surveys. This could be something for Piedmont to consider.
Perhaps it is time for a survey about communication to be offered to our own learning community. This survey could produce interesting results and the feedback could be used to create an opportunity for better communication. After all, communication is defined as an “exchange of information.” To exchange means to give and to receive. If Piedmont is to be about truly communicating, it is important to realize it is a two-way street.
With regard to overall communication, I don’t have any specific complaints about the lack of communication here at Piedmont but again my perspective is not reflective of the typical student experience.
I did take a look at a similar sized liberal arts college – the University of Montevallo located just outside of Birmingham, Al. This small college has about 3,000 students and has been in existence since 1896. I looked at their website and noticed many similarities between Montevallo and Piedmont.
I did glean something that could prove to be of value to our learning community. Montevallo has several reports available online. The reports reflect the results of surveys from several segments of the learning community – students, alumni, faculty and the greater community surrounding the college. I am unaware of this being done here at Piedmont. I have completed surveys after taking classes but have not been invited to participate in other types of surveys. This could be something for Piedmont to consider.
Perhaps it is time for a survey about communication to be offered to our own learning community. This survey could produce interesting results and the feedback could be used to create an opportunity for better communication. After all, communication is defined as an “exchange of information.” To exchange means to give and to receive. If Piedmont is to be about truly communicating, it is important to realize it is a two-way street.
Friday, January 18, 2008
Assignment Due Wednesday, January 23
What can the Piedmont College administration do to improve communciation with students? In your answer, consider any current problems with communication and how such issues are handled by other schools, especially small schools like ours.
Sunday, January 13, 2008
Producing "Results"
Teaching the youth and future adults of tomorrow would seem to be a stressful enough task without interference of outside sources with regulations, but the No Child Left Behind program has certainly put yet another stress factor into the mix. The No Child Left Behind program puts excessive and unnecessary stress on teachers to simply produce “results.”
According to John Stortz, a 4th grade teacher in the Gwinnett County School System (a source with much experience in this area), the No Child Left Behind Act is one of the worst programs that could be placed into the field of education – something that he considers to be “absolutely horrible.” Stortz stresses that the teachers are given time to only teach what is on the test, therefore, preparing the students for that test and that test alone. Stortz states that the “premise behind it all is false,” believing that the government as well as the people of the United States find that our beloved country is somehow “falling behind.”
Furthermore, the classes placed in schools to “culture” their students are also being taken out. Classes such as art, music, and sometimes physical education are being replaced with tutoring sessions for students who are “lagging behind.” But this replacement also poses the question - is too much of an emphasis being placed on these classes anyway? How important are they to the wellbeing of a student? They are EXTREMELY important. With the attention span of a child being roughly 15 minutes and when a student is required to sit for hours on end reciting mindless information, this tends to be frustrating and that student looks for a creative outlet. This creative outlet is in the form of a picture with bright colors or possible a simple game of dodge ball. The program is once again causing more stress to be placed on, not only the teacher, but the student as well, disrupting the basic nature of a child.
BUT with Georgia being 40th for the 2006-2007 school year, according to the Morgan Quintno’s Press Rankings, there is much on the contrary to say about the “No Child Left Behind” program also. Is it that the schools need the improvement that this plan is aiming to provide? Is this pressure necessary to create better teachers as well as better student? The pendulum has swung too far to one side and we have taken the extreme measure of placing the young generation in an atmosphere of extreme pressure. One program that suggests a middle ground would be the Aspen Institute Commission, proposing action to be taken ONLY when “students fail to show improvement for several years in a row.” This seems to be a good plan proving that there may one day be a medium after all. J
According to John Stortz, a 4th grade teacher in the Gwinnett County School System (a source with much experience in this area), the No Child Left Behind Act is one of the worst programs that could be placed into the field of education – something that he considers to be “absolutely horrible.” Stortz stresses that the teachers are given time to only teach what is on the test, therefore, preparing the students for that test and that test alone. Stortz states that the “premise behind it all is false,” believing that the government as well as the people of the United States find that our beloved country is somehow “falling behind.”
Furthermore, the classes placed in schools to “culture” their students are also being taken out. Classes such as art, music, and sometimes physical education are being replaced with tutoring sessions for students who are “lagging behind.” But this replacement also poses the question - is too much of an emphasis being placed on these classes anyway? How important are they to the wellbeing of a student? They are EXTREMELY important. With the attention span of a child being roughly 15 minutes and when a student is required to sit for hours on end reciting mindless information, this tends to be frustrating and that student looks for a creative outlet. This creative outlet is in the form of a picture with bright colors or possible a simple game of dodge ball. The program is once again causing more stress to be placed on, not only the teacher, but the student as well, disrupting the basic nature of a child.
BUT with Georgia being 40th for the 2006-2007 school year, according to the Morgan Quintno’s Press Rankings, there is much on the contrary to say about the “No Child Left Behind” program also. Is it that the schools need the improvement that this plan is aiming to provide? Is this pressure necessary to create better teachers as well as better student? The pendulum has swung too far to one side and we have taken the extreme measure of placing the young generation in an atmosphere of extreme pressure. One program that suggests a middle ground would be the Aspen Institute Commission, proposing action to be taken ONLY when “students fail to show improvement for several years in a row.” This seems to be a good plan proving that there may one day be a medium after all. J
Friday, January 11, 2008
Should GA Schools Be Penalized For Actions Beyond Their Control?
No Child Left Behind has left little room for error, 66 to 67 percent of students must make AYP (adequate yearly progress) or their school will be put on the 'needs improvement' list. You would think that it would be a good thing, but administrators are weighted with the pressures of trying not to get on the list. An elementary school administrator agrees with No Child Left Behind, that every child can learn, but his issues lie within the funding and standards for children. No Child Left Behind sends in mandates to the schools, but they do not send the funding with it, so the money comes straight out of the schools pocket. Making it difficult for needs to be met within the school. Also, he states that "They hold special needs children at the same standards as regular and gifted children. A child with EBD (emotional behavior disorder) could be just as smart as a child with no special needs, but because of their behavior, might give up in the middle of the test and do poorly on it."All it takes for a school to be put on the 'needs improvement' list is for one sub-group, whether it be special needs, black, Mexican, etc., to fail the test. I was also informed that by the year 2014 there will be no room for failure. One Hundred percent of students must pass in order for schools to make AYP and to not be put on the 'needs improvement' list. My question is, 'How many schools do you think will be on that list?'
6 More Years & Millions of Standardized Tests Scores Later They Will Still Be Left Behind
Almost six years ago to date President George W. Bush signed the “No Child Left Behind” federal law and according to this program, with exactly six more years of work our nation's students will be perfect - assuming that perfection is attainable. Initially, the program was formulated with good intentions but some of it’s expectations have proven to be unrealistic. It is ridiculous to think that 100 percent of any student body will ever be able to pass all the standardized tests given today. Furthermore, standardized testing is not an accurate way to measure whether a student is meeting grade level requirements.
According to a press release from reuters.com, President Bush spent one morning at Horace Greeley Elementary School located in Chicago, Illinois speaking on the “No Child Left Behind” program. He stated that “test results are all a part of making sure we achieve a great national goal, and that is, every child be at grade level by 2014.” This idea is not effective or realistic in any way. There is nothing magical about the year 2014 and standardized tests do not always demonstrate a child’s intelligence. Some children just do not perform well in this kind of test setting.
The Northeast Mississippi Online Daily Journal quotes Kevin Gilbert, president of the Mississippi Association of Educators saying “’No Child Left Behind’ helps school districts actually see where achievement gaps are.” Taking time and money to raise these failing subgroup’s test scores is taking away from those students who passed and are ready to excel further. I do believe these subgroups should be helped but others shouldn’t have to wait on them to succeed before they can.
Ironically, although the goal is a perfect test score, another objective presented to teachers is to teach their students higher order thinking skills and critical thinking. Connie Harding, an advanced placement teacher at Stephens County High School in Toccoa, Ga, said, “I believe that the most serious outgrowth of all of this is that many teachers are now teaching the ‘tests’ instead of teaching.” “No Child Left Behind” is stripping teachers down to teaching with what Reggie Clark described as a “drill-and-kill mentality” according to an article from mydesert.com. Mr. Clark switched teaching from one school to another in 2001 when he predicted that the program would affect his teaching to the point where the government would regulate everything to be taught. He knew this would in turn decrease the chance for teachers to show any creativity in their teaching.
“Student minds are not marketable products that can be perfected by ‘quality control’”, Harding said, emphasizing the point that it is not necessary to aim for perfection. Being successful means learning from your mistakes daily. This is such a better measurement than the number of “multiple guess” questions one can answer correctly on a standardized test. Sure, Bush may think the national passing averages are rising, but the reason is the teachers are teaching the tests, and not the material, which does students no good for their futures and makes the program not effective.
According to a press release from reuters.com, President Bush spent one morning at Horace Greeley Elementary School located in Chicago, Illinois speaking on the “No Child Left Behind” program. He stated that “test results are all a part of making sure we achieve a great national goal, and that is, every child be at grade level by 2014.” This idea is not effective or realistic in any way. There is nothing magical about the year 2014 and standardized tests do not always demonstrate a child’s intelligence. Some children just do not perform well in this kind of test setting.
The Northeast Mississippi Online Daily Journal quotes Kevin Gilbert, president of the Mississippi Association of Educators saying “’No Child Left Behind’ helps school districts actually see where achievement gaps are.” Taking time and money to raise these failing subgroup’s test scores is taking away from those students who passed and are ready to excel further. I do believe these subgroups should be helped but others shouldn’t have to wait on them to succeed before they can.
Ironically, although the goal is a perfect test score, another objective presented to teachers is to teach their students higher order thinking skills and critical thinking. Connie Harding, an advanced placement teacher at Stephens County High School in Toccoa, Ga, said, “I believe that the most serious outgrowth of all of this is that many teachers are now teaching the ‘tests’ instead of teaching.” “No Child Left Behind” is stripping teachers down to teaching with what Reggie Clark described as a “drill-and-kill mentality” according to an article from mydesert.com. Mr. Clark switched teaching from one school to another in 2001 when he predicted that the program would affect his teaching to the point where the government would regulate everything to be taught. He knew this would in turn decrease the chance for teachers to show any creativity in their teaching.
“Student minds are not marketable products that can be perfected by ‘quality control’”, Harding said, emphasizing the point that it is not necessary to aim for perfection. Being successful means learning from your mistakes daily. This is such a better measurement than the number of “multiple guess” questions one can answer correctly on a standardized test. Sure, Bush may think the national passing averages are rising, but the reason is the teachers are teaching the tests, and not the material, which does students no good for their futures and makes the program not effective.
Budget needs to ensure “No School Left Behind”
Coming at a time of wide public concern about the state of education in the United States, No Child Left Behind aimed to standardize the education system in every public school in America, making sure that no child is left behind. In a foreword by President Bush who brought in this legislation in 2001 he says, ‘If we succeed in educating our youth, many other successes will follow throughout our country and in the lives of the citizens.’
The effectiveness of No Child Left Behind and its measures, however, don’t appear to live up to its ruling, a major concern is that it does in fact stunt students learning because the use of standardized tests means teachers can simply teach a formula and get students to apply it over again, “teach to the test”. NCLB is also primarily concerned with students being ahead in their reading, math and science which doesn’t allow much for creativity and talent, surely however these are also an important part of a child’s primary education.
The policy needs money if it is really going to work believes Democratic Senator Edward Kennedy, poor schools with little funds need extra help if they are going to work, the size and distribution of the NCLB fund is something Bush is harshly criticized for, “Struggling schools can only do so much on a tin-cup budget”, Kennedy said.
I think that if NCLB really is going to succeed in educating the future, the individuality of the children it affects needs to be taken into consideration, not all children are ever going to be at the same level and some leave way for creativity in education needs to be allowed. For NCLB to be implemented properly the government needs to ensure that “No School is left behind” in terms of budget and funding.
The effectiveness of No Child Left Behind and its measures, however, don’t appear to live up to its ruling, a major concern is that it does in fact stunt students learning because the use of standardized tests means teachers can simply teach a formula and get students to apply it over again, “teach to the test”. NCLB is also primarily concerned with students being ahead in their reading, math and science which doesn’t allow much for creativity and talent, surely however these are also an important part of a child’s primary education.
The policy needs money if it is really going to work believes Democratic Senator Edward Kennedy, poor schools with little funds need extra help if they are going to work, the size and distribution of the NCLB fund is something Bush is harshly criticized for, “Struggling schools can only do so much on a tin-cup budget”, Kennedy said.
I think that if NCLB really is going to succeed in educating the future, the individuality of the children it affects needs to be taken into consideration, not all children are ever going to be at the same level and some leave way for creativity in education needs to be allowed. For NCLB to be implemented properly the government needs to ensure that “No School is left behind” in terms of budget and funding.
Ditching the Cycle
It seems ridiculous to do something over and over and expect a different result. However, This is the very thing that the NCLB act advocates. According to NCLB, teachers are to use the same teaching methods as before the act was passed. The difference? Under NCLB, when students fail to learn (as seems to be the growing trend), the schools are put on to the “Need Of Improvement” list and funding sanctions are imposed. In essence, the bill admits that the current educational system is flawed, demands that teachers continue to use said system, and then punishes students and teachers alike when the system fails. Perhaps this is a vicious cycle? Yes.
According to James Mike Royer Ph.D. and director of the Laboratory for the Assessment and training of Academic Skills, “Students with learning disabilities can receive certain special accommodations such as extra time, but only 1% of total students may take an alternative test for special education students, even if the student population of special education students is 5%, 10%, 15% or more....Today 28% of the nation's public schools - about 26,000 of 91,000 public schools - have been found to have not made "adequate yearly progress" and have landed on the dreaded Schools In Need Of Improvement list... Sanctions are imposed on schools that remain on the Schools In Need Of Improvement list. Such schools must inform parents that they can transfer their children to other schools in the district, and the schools face additional loss of autonomy. No school or staff wants to remain on the Schools In Need Of Improvement list.” Posted on the Reading Success Lab web-sight, exemplary steps taken by schools to improve their test scores include, “Standardizing curriculum around the testing schedule and content”, “Reduced instruction in civics, history, geography, science, and writing in order to focus more on reading and math”, “Reduction of Talented & Gifted programs”, and “Pre-testing in earlier grades, which can include 4 hour tests for first graders.” The implementation or such policies goes beyond stupidity, reaches into the realm of shear dull-witted ignorance, and shows just how pathetic the present educational system has become.
What then is the answer? I’m glad you asked. The answer to our educational systems problems is quite simple. Abolish the current system. Take the present educational budget, liquify it, and give an equal education voucher to each student. These vouchers would, in turn, pay for the free and private education of America’s future. Also, provide standardized testing as a ranking system. These tests would have no control over the schools, but rather would serve merely as an opportunity to evaluate student progress and performance. If needed, multiple types of testing could be instated to insure that no children would become victims to a possible slant in the standard. In such a system, schools that better equip students would naturally draw more students (with perhaps the help of heir parents) to enroll. Thus, these schools would have more money, which translates into more programs, better pay for staff, better equipment, etc. On the other hand, if a school is deemed by parents to be failing, then the obvious parent reaction would be the pulling of students (who could be enrolled, for the same voucher, into a better school) and, therefore, the lose of money to the school.
The Benefits of such a system are obvious. Bureaucracy would decrease, teachers would compete for students and in continuance become better at their craft, students would have a better chance at learning, the state would waste no more money (since the budget would come from the freed funds of the current, to be abolished, system), and parents would finally have the freedom to chose the best education for their children. Everyone wins. It's called capitalism and it happens to be the ideal that has made this country prosper.
Thursday, January 10, 2008
Accountability and Standards
A ruling for fairness has turned the heads of many concerned parents and mediocre students. The No Child Left Behind Act, opposed in 2001, that was still put into action has caused mass chaos throughout the school system. Failure is evident in the school system today Kim Mankin, Head of the Special Education Department at Dacula High School states, “There are many aspects of ‘No Child Left Behind’ that are lacking. One defect is that they say all children can learn, but this is not true; they leave out those with special needs and children with disabilities, creating an ‘unfair’ playing field. However, there are many strong aspects that make it better for regular education students, but not for those with special needs.” When a person fails, especially one with a disability, their self- esteem is lowered even destroyed in some cases. Mrs. Mankin went on to say that she has students who will rank a 35 on an IQ test and are not mentally capable of succeeding with standardized testing. Therefore, when standardized testing is raised to a higher level for gifted students, mediocre to special need students suffer.
According to Steven D. Levitt and Stephen J. Dubner, writers of Freakonomics, state, “The most volatile current debate among American school administrators, teachers, parents, and students concerns “high-stakes” testing.” Schools are now held accountable for the progress of their students. In turn, those schools which did not conform to the set forth standards of standardized testing were put on probation or closed down. Teachers then become the “bad guy” when high stakes testing is put into place. Many schools will offer incentives to educators if their scores are above par but their jobs are also in jeopardy if the coin toss is not in their favor. Poor scores lead to schools closing which then creates an influx of students in other districts and more strain upon parents to commute their child to school.
Is this really the environment you want your child raised in, where schools value scores rather than creativity and growth? The No Child Left Behind Act has done a true disservice to tomorrows adults and has stunted the growth of each child’s true potential.
According to Steven D. Levitt and Stephen J. Dubner, writers of Freakonomics, state, “The most volatile current debate among American school administrators, teachers, parents, and students concerns “high-stakes” testing.” Schools are now held accountable for the progress of their students. In turn, those schools which did not conform to the set forth standards of standardized testing were put on probation or closed down. Teachers then become the “bad guy” when high stakes testing is put into place. Many schools will offer incentives to educators if their scores are above par but their jobs are also in jeopardy if the coin toss is not in their favor. Poor scores lead to schools closing which then creates an influx of students in other districts and more strain upon parents to commute their child to school.
Is this really the environment you want your child raised in, where schools value scores rather than creativity and growth? The No Child Left Behind Act has done a true disservice to tomorrows adults and has stunted the growth of each child’s true potential.
“Good Theory Poor Follow Through”
On paper when the
For more information go to http//:www.ernweb.com
No child pushed ahead
In a rapidly changing world, many other countries have passed the United States in achievement and academic prowess. Our best and brightest students are not being pushed ahead but pushed into the corner of the classroom and told: “they are gifted learners; they’ll just get it on their own.” Sitting still doing busy work is not the way our brightest hope for the nation’s future needs to be spending their time. I believe the No Child Left Behind Act is at the crux of this downward spiral.
The Program for International Student Assessment (“PISA”) report provides evidence of the United States losing ground on the international stage. [PISA compares the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally.] An article in the Washington Post confirmed what I have read in many other publications: “…The United States had the fewest top performers and largest percentage of low performers in an international assessment of 15-year old students in math problem solving skills. By the time these students reach the 12th grade in math and science, they are near the bottom or dead last compared with their international competition.”
According to the Georgia Dept. of Education, No Child Left Behind is described thusly: “NCLB significantly raises expectations for states, local school districts, and schools in that all students will meet or exceed state standards in reading and mathematics within twelve years.” After extensive reading, research and first hand experience as a parent of three children, NCLB seems to be primarily focused on raising the bottom tier of learners. Proficiency is the name of the game. One only needs to look at the results of a 2nd grader’s report card to see the expectations are flat. “S” is the highest grade possible and is described as “performance meeting grade-level expectations for this time of year.” What about those students who consistently exceed the expectations? Again, if we are not pushing those at the top to go above and beyond, then we will continue to slip below other countries in academic achievement.
Cassie states: “Instead of closing the achievement gap among students, No Child Left Behind is constantly increasing the education gap by holding back all students while attempting to improve others.” I agree and think about this: In order to close a gap, you have to bring both the top and bottom together. When this is done, the top comes down and the bottom rises up. What is wrong with the visual illustrated by this example and again, who does it leave out? I say we turn this equation upside down and focus on “raising the bar” instead. If we raise the bar, then all must rise up to meet that bar.
In the day to day reporting requirements mandated by NCLB, the paperwork can be daunting. Teachers are hit over the head with the message to teach to the test from the very first day of the school year. Even the syllabi from our local middle schools reference benchmarks for testing purposes – to make sure we hit the mark on the all mighty testing target. I made an observation in another discussion that we are prostituting the future of our nation to the Federal Government in the frenzy to meet the accountability requirements of NCLB.
For more information on the PISA report, visit www.nces.ed.gov/pubs2008/2008016.pdf
The Program for International Student Assessment (“PISA”) report provides evidence of the United States losing ground on the international stage. [PISA compares the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally.] An article in the Washington Post confirmed what I have read in many other publications: “…The United States had the fewest top performers and largest percentage of low performers in an international assessment of 15-year old students in math problem solving skills. By the time these students reach the 12th grade in math and science, they are near the bottom or dead last compared with their international competition.”
According to the Georgia Dept. of Education, No Child Left Behind is described thusly: “NCLB significantly raises expectations for states, local school districts, and schools in that all students will meet or exceed state standards in reading and mathematics within twelve years.” After extensive reading, research and first hand experience as a parent of three children, NCLB seems to be primarily focused on raising the bottom tier of learners. Proficiency is the name of the game. One only needs to look at the results of a 2nd grader’s report card to see the expectations are flat. “S” is the highest grade possible and is described as “performance meeting grade-level expectations for this time of year.” What about those students who consistently exceed the expectations? Again, if we are not pushing those at the top to go above and beyond, then we will continue to slip below other countries in academic achievement.
Cassie states: “Instead of closing the achievement gap among students, No Child Left Behind is constantly increasing the education gap by holding back all students while attempting to improve others.” I agree and think about this: In order to close a gap, you have to bring both the top and bottom together. When this is done, the top comes down and the bottom rises up. What is wrong with the visual illustrated by this example and again, who does it leave out? I say we turn this equation upside down and focus on “raising the bar” instead. If we raise the bar, then all must rise up to meet that bar.
In the day to day reporting requirements mandated by NCLB, the paperwork can be daunting. Teachers are hit over the head with the message to teach to the test from the very first day of the school year. Even the syllabi from our local middle schools reference benchmarks for testing purposes – to make sure we hit the mark on the all mighty testing target. I made an observation in another discussion that we are prostituting the future of our nation to the Federal Government in the frenzy to meet the accountability requirements of NCLB.
For more information on the PISA report, visit www.nces.ed.gov/pubs2008/2008016.pdf
Government program has opposite affect on students
No Child Left Behind's original intent was to close the achievement gap among studentsin the United States, by testing them throughout their education, and following their progress. 2008 marks the seventh consecutive year that No Child Left Behind has been implemented in the United States education system and the results have been opposite of the original intent. Instead of closing the achievement gap among students, No Child Left Behind is constantly increasing the education gap by holding back all students while attempting to improve others.
According to WKBT.com, a public forum was recently held in Wisconsin to hear the public opinions on what should change in the program when it comes up for reauthorization. Much of the public had the same reaction. Tim Gerber, a parent that attended the forum said, "...I understand why they want to keep track of the progress students 'K' through 12, but eventually you come to a point when you're tested out."
Instead of focusing on the main issues at hand which include learning and applying the material, students are spending more time memorizing a formula, using it on a test and then after a few years pass they have no recollection of how they answered the question.
As a recent graduate in the Georgia public education system, I can attest to these same situations. Rather that spend the extra time learning about a particular subject so that one can understand it fully, teachers sped through the material. This allowed more time to at least touch on all the subject matter that could be included on a particular standardized test. However, the problem presented itself two or three years down the line when I had to relearn certain material in order to pass the Georgia High School Graduation Test.
The No Child Left Behind Act should ensure that all students are fully prepared and knowledgeable not only for its standardized test in current years but in all future endeavors a student may choose to pursue.
This could mean a revision to the current Act that allows educators more time on certain subjects or just pushing back test dates where they are only relevant in a student's transitional years, grades 5,8,9, and 12 instead of K-5, 6,8, and 11. This time frame would allow more students to understand material to its fullest extent as well as allow those who were faster learners the opportunity to explore a topic in a more in depth manner or simply move ahead with an independent study of some sort.
According to WKBT.com, a public forum was recently held in Wisconsin to hear the public opinions on what should change in the program when it comes up for reauthorization. Much of the public had the same reaction. Tim Gerber, a parent that attended the forum said, "...I understand why they want to keep track of the progress students 'K' through 12, but eventually you come to a point when you're tested out."
Instead of focusing on the main issues at hand which include learning and applying the material, students are spending more time memorizing a formula, using it on a test and then after a few years pass they have no recollection of how they answered the question.
As a recent graduate in the Georgia public education system, I can attest to these same situations. Rather that spend the extra time learning about a particular subject so that one can understand it fully, teachers sped through the material. This allowed more time to at least touch on all the subject matter that could be included on a particular standardized test. However, the problem presented itself two or three years down the line when I had to relearn certain material in order to pass the Georgia High School Graduation Test.
The No Child Left Behind Act should ensure that all students are fully prepared and knowledgeable not only for its standardized test in current years but in all future endeavors a student may choose to pursue.
This could mean a revision to the current Act that allows educators more time on certain subjects or just pushing back test dates where they are only relevant in a student's transitional years, grades 5,8,9, and 12 instead of K-5, 6,8, and 11. This time frame would allow more students to understand material to its fullest extent as well as allow those who were faster learners the opportunity to explore a topic in a more in depth manner or simply move ahead with an independent study of some sort.
Wednesday, January 9, 2008
Assignment Due Friday, January 11th
Do you think "No Child Left Behind" is an effective program? Why or why not? What are some recommendations for improving it? Remember to state your opinion early in your blog and back up your opinion with factual information, which can include research, reporting and observation. A typical blog will be 250 words approximately, though it's OK for it to be longer or shorter when appropriate.
Do you think "No Child Left Behind" is an effective program? Why or why not? What are some recommendations for improving it? Remember to state your opinion early in your blog and back up your opinion with factual information, which can include research, reporting and observation. A typical blog will be 250 words approximately, though it's OK for it to be longer or shorter when appropriate.
Thursday, January 3, 2008
Welcome Students of MCOM 220
Welcome to the blog for MCOM 220 Writing for Newspapers and Magazines, Spring 2008. This is where you find your blogging assignments and post your responses. To view blogs written by previous classes, see http://220fall07.blogspot.com http://220spring07.blogspot.com http://220fall06.blogspot.com http://mcom220.blogspot.com and http://simon220.blogspot.com
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