Final Essay - Poverty Stereotypes

Clark 1

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

19 December 2013

 

The Rich and the Rest of Us:  Poverty Stereotypes

            It is easy for us to stereotype others although not easy to live the life of a stereotyped person. People often make judgments of others without knowing all of the facts. It is difficult to make others believe and understand one’s circumstances; therefore it is a challenge to live the life of a negatively stereotyped individual because the stereotype typically stays with the individual. Tavis Smiley and Cornel West, authors of The Rich and the Rest of Us, demonstrate the reality of the existence of poverty in America in the book that they have written about their travels throughout the United States of America. Through examples of real life experiences of American citizens, Smiley and West prove to us that poverty has the potential to affect all of us and bring us down, with the exception of the wealthiest one percent of Americans. Most poverty stereotypes are inaccurate and need to be done away with in order to increase the economic stability of the United States of America.

Poverty stereotypes are defined by the wealthiest Americans who have never experienced poverty themselves; therefore they cannot be relied upon because they do not originate from credible sources. Wealthy, upper class Americans do everything in their power to remain separate from those who belong to the middle and lower classes. Having never experienced poverty, they are unable to sympathize with those who have struggled with poverty, so they stereotype poverty as a negative element of society. They even tend to deny the existence of poverty in the United States of America. As stated by Barbara Ehrenreich in The Rich and the Rest of Us, “‘The theory for a long time – coming not only from the right but also from some Democrats – is that poverty means that there’s something wrong with your character, that you’ve got bad habits, you’ve got a bad lifestyle, you’ve made the wrong choices’” (Smiley, West 22). The Rich and the Rest of Us also confirms that “we deny poverty because we are afraid – afraid that saying the word somehow puts us at risk” (Smiley, West 23). As with addressing any issue, denial helps to avoid the issue initially, although it does not help to address the issue on a long term basis. As the rich get richer and the poor get poorer, the rich do not want to admit the existence of poverty because they fear that they will be required to assist the poor in their struggle to overcome poverty. Just as the poor do not want to continue to become poorer, the rich do not want to jeopardize their opportunity to become richer. Wealthy Americans prefer to stereotype poverty stricken Americans as being at fault for their own struggles, when the truth is that some of these wealthy people are actually at fault for causing the increase in poverty rates because they have reduced the amount of available jobs and foreclosed on homes, causing people to incur large amounts of debt. Middle class individuals who thought that they had done everything necessary to succeed in life, such as obtain an educational degree and employment, now have to worry about becoming the newest additions to the poverty class, even though the circumstances contributing to this are out of their control. In reality, their stereotyped “bad lifestyle” really may be no different than that of the wealthy people who feel that they are entitled to stereotype poverty stricken individuals. Middle class individuals now risk becoming victims of poverty stereotypes and losing connections with their previous social class.

            Poverty stereotypes entitle people who belong to the upper classes to disconnect from people who belong to the lower classes, in order to redirect attention and responsibility from their own selfishness and greed. It is easier for people who belong to the upper class to assume that people in the lower class are uneducated or lazy than it is for them to admit that they themselves are selfish or greedy. Stereotyping the lower class as being at fault for living in poverty takes away any responsibility that the upper class has for contributing to factors which contribute to the struggles of these lower class individuals. America is a very materialistic country, and people are concerned more about their own success than about helping others. People often judge others based on their material possessions. “Because the average poor American household has ‘luxuries’ such as a microwave oven, air conditioning, cable TV, and Xbox video game consoles, the conservative think tank argued that ‘poor’ really isn’t poor in America” (Smiley, West 84). Focusing on the material possessions of the lower class is a form of disconnection, because it allows the upper class to deny financial assistance to people in poverty and ultimately deny the existence of poverty itself. Most of us would not even consider the ‘luxuries’ listed to be luxuries compared with luxuries that most wealthy people have such as fancy homes, cars, jewelry, etc.  The wealthy have no way of knowing how the ‘luxuries’ of the poor were obtained. The items could have been bought at a time of financial stability prior to becoming poor or they may have been received as gifts, for example. Rather than focusing on the material possessions of the poor, the rich should focus on the lack of opportunities available to people struggling with poverty. Providing people in poverty with opportunities to be self-sufficient will not only help them out of poverty, it will contribute to strengthening the American economy.

            People who are currently living in poverty or that have experienced poverty need to let go of their individualism and join together to prove that most poverty stereotypes are inaccurate. They need to speak up and demand opportunities such as education and employment in order to help themselves out of poverty and improve the economy. Silence is like a bomb. It keeps on ticking without notice until it explodes. The rich will continue to get richer and the poverty class will continue to grow until people join together to accept that poverty is a problem that needs to be addressed and speak up to demand opportunities and equality.  “Poverty is no longer confined by class or color; like an unrestrained and deadly virus, it doesn’t discriminate” (Smiley, West 10). Poverty is widely spreading throughout the United States, with an increase in the amount of unemployed citizens and foreclosed homes. Although as an individualistic society we are focused on ourselves and do not want to admit that we have many similarities with others, we are a very diverse country and need to face the facts. We need to move away from our individualism and join together as a community of citizens to prove to the wealthy that we are not at fault for our own struggles. We need to show the wealthy that through their greed and selfishness they have contributed to the crash of the economy, and we must demand that they create jobs to replace those that they have taken away from us. With more people working in this country, more taxes will be paid and all of us will benefit in the long run. The poor will have jobs, and the rich will profit from the tax money that they desire. We must not allow ourselves to give into the poverty stereotypes that the wealthy are using to bog us down. We need to be strong and respectful in order to prove to the wealthy that causing problems for others does not solve any problems and even causes more problems in the long term.

One problem is not solved by creating another problem. Although the wealthiest Americans are defining stereotypes and disconnecting themselves from the rest of us, we must speak up for ourselves and overcome the dread that they have caused us. Most poverty stereotypes are inaccurate and need to be done away with in order to increase the economic stability of the United States of America. We need to stop feeling sorry for ourselves and allowing the wealthiest citizens to control our lives. With confidence and self-satisfaction we can join together to speak up against the stereotypes that the wealthy have created, and prove that we are worthy individuals who have been damaged by their selfishness and greed. We are taught at a young age to treat others as we would like to be treated, in order to avoid hurt feelings. If we hurt somebody’s feelings we want to be made aware of it so that we can make amends with that individual. Now it is our turn to inform the wealthy that they have hurt us, in our best effort to teach them to make amends.

         Works Cited

Smiley, Tavis, and Cornel West. The Rich and the Rest of Us: A Poverty Manifesto. New York: Smiley, 2012. Print.

 

 

Let'sThink About Prison

            The article, "U.S. Prison Myth vs. Mayhem", is about the overcrowding of prisons and the dangers within the prison system of the United States. The article describes the attempts that have been made at prison reform, and provides suggestions for realistic options for reform in the future. What is made apparent is the amount of money that is spent on building new prisons and the lack of positive results that the prisons are producing for our societies. We learn that prison is not the best punishment for everybody, and can even increase the likelihood that people with a lower likelihood of being violent may become more violent. The article explains that prisons should only house those who are considered to be violent, while other non-violent criminals should be housed in rehabilitation centers where they can be taught a lesson and pay back those who have suffered from their wrongdoings.
            Prison is not the best solution for dealing with gang members in my opinion. As we witnessed from the video reflection of life at Santa Rita Jail, gang members are separated and housed in the jail based on their gang affiliation. Gang members then often times separate themselves according to race within the group that they are housed. Sheriffs and other employees of the jail act as a gang themselves, forcing their authority onto the prisoners, which may be necessary in some instances such as self-defense, although encourages gang activity. The authority figures that should be acting as role models for positive behavior are now feeding into the negative behavior that most likely resulted in the gang members being arrested and sent to jail to begin with. It appears as though nothing is being done to discourage gang involvement and activity, because separating gang members in jail only prevents violence from taking place and protects individuals in the interim. If they are only protected while serving time in prison, and are not encouraged to disassociate themselves with their gang involvement, they are likely to continue with their prior habits upon their release and have a high likelihood of returning to prison in the future.

            Rehabilitation can be partnered with prison to make it more successful. Former prisoners that have turned their lives around for the better and are now successful can be a part of the rehabilitation process. Their presence can provide encouragement and prove the reality of the possibility of improving one’s own life. Former prisoners and gang members can share stories of how they survived their own struggles and provide suggestions to current prisoners for ways that they can improve their own lives. People who are struggling need encouragement, not more challenges, therefore suggestions given in the form of basic step by step processes can prove to be more realistic and easy to follow. Witnessing that somebody who was once in their same situation has been able to improve their life provides more encouragement for the person who is currently struggling to take steps towards improving their own life.

            What I found most interesting about the article was reading about the abuse that took place in certain prisons in the United States prior to being reformed, and about the violence and deaths that continue to take place. Violence in prison is not the answer to ending violence in society. It only encourages more violence in my opinion. When I think of this scenario, I think of punishments inflicted upon children by their parents. If parents take their anger out on their children by spanking them for example, they are teaching the children to do the same when the children are angry. Teaching a child a lesson to end their negative behavior in a positive manner is more effective and productive. For example, if a child throws a toy, and you remove the toy from the possession of the child, you are teaching the child not to throw things. Hopefully when the child is in need of punishing their own children in the future, they will remember this type of effective punishment, and continue the process of teaching appropriate lessons to their own children.

            Overall, reading the article taught me a lot about the prison system in the United States that I was not previously aware of. It gave me a beginning bit of insight into the reality of what takes place in prisons, and helped me to understand some of the reasons for recidivism. As the article states, society has not done much to change the current state of the prison system, although what confuses me is that as a member of society I have no idea of how one would go about making a change. In my opinion, much of the change that is needed is in the control of the government. I understand that if previous changes have been made the possibility for more change exists, although it is a matter of an unknown amount of time that it would take to finally notice that any change has been made.

Should We Have Compassion For A Community Callus?

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

17 October 2013

                                                Should We Have Compassion For a Community Callus?

              We all have a place for compassion in our hearts whether we demonstrate compassion on a regular basis or not. Those of us that are struggling in life have compassion, and those of us that are doing well in life are able to have compassion for those that are struggling, although we do not always admit that we have this compassionate side. Tattoos on the Heart points out that “Al Sharpton always says, “We’re all created equal, but we don’t all end up equal.”” (Boyle 77). If we are all created equal then we all have compassion, and need to demonstrate compassion for a community callus, as we are all a part of at least one community. Our reputation belongs to that of the community to which we belong. If the community is viewed positively, we as a part of the community are viewed as good people. On the other hand, if the community is viewed negatively, we are more than likely going to be viewed negatively also if we are a part of the community, even if we are not contributing to the negativity. Being compassionate in this respect allows us to do our best to help those that are struggling in order to improve the outlook of the community to which we belong.

     People have been compassionate for as long as we have known, since the reign of God. This implies that compassion is a natural born instinct. As stated in Tattoos on the Heart, “Certainly compassion was the wallpaper of Jesus’ soul, the contour of his heart, it was who he
was” (Boyle 62). Jesus is known for being non-judgmental and for the forgiveness of sins. This means that he does not judge people for who they are, whether they are gang members or successful human beings. The circumstances through which one has become a gang member are often likely to be out of the control of the individual. Children who grow up without parental support, have parents involved in gangs, and/or live in communities saturated with gang activity have a higher likelihood of becoming gang members themselves. Once people are involved in gangs and become victims of the prison system, it becomes difficult if not impossible for them to lead productive lives, because this becomes part of their record that travels with them through their adulthood. This record does not disappear even if people turn themselves around for the better and remove themselves from the gangs and become positively involved in their communities. We need to have more compassion for people that have the willpower to realize that they have a problem and improve upon their behavior and their outlook on life. Most of us have been through a struggle in our lives, because as we all know nobody is perfect. I am sure that if we put ourselves in the shoes of the people that are struggling, we would hope that there would be compassionate people in our communities to help and support us through our own struggle. 

School Resources - Nine Paragraphs

Clark 1

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

03 October 2013

 

Poorly Funded Public Schools – Nine Paragraphs Regarding School Resources

            Materials are not as important as having a competent individual who is passionate about teaching in the classroom, to provide a quality education to students.  Certain materials such as pens or pencils and paper are necessary to provide students with the ability to take notes on the material that is taught by the teacher, although students can do without other materials such as crayons, backpacks, or pencil boxes, while materials such as books, rulers, etc. can be shared if there is not a sufficient supply for each student. In my experience, modern elementary school teachers typically request that students provide many of their own supplies including crayons, markers and colored pencils.  Realistically, these three items are not all necessary.  Only one of these items is necessary, in order to add color to a project or assignment. As a parent of an elementary school student myself, I would much rather know that my child is being taught by a competent teacher who is passionate about teaching than not know much about the teachers’ qualifications although know that my child is sitting at a desk that is full of unnecessary supplies. With the economic crisis that exists in this generation, most parents would rather pay their bills and if possible have a little bit of money left over as a cushion if necessary than invest their money in school supplies that may not even need to be used.

            Having proper materials for educational purposes is very important when teaching certain types of classes such as science, music, or physical education. Science classrooms such as those that teach chemistry require materials including bunsen burners, flasks, chemicals, etc.  Music classes that teach instrumental music require instruments, while physical education classes require equipment such as balls, exercise equipment, sports equipment, etc. in order to provide variety to students. If these classes do not have proper equipment, students will not receive proper education.  Schools will end up like Goudy, as described in Savage Inequalities “where there are no science labs, no music or art classes and no playground” (Kozol 80). These classes provide students with the opportunity to be creative and use their imagination, and often times are the only inspiration that students have to continue their education or to inspire them to look forward to attending school. They are the classes which require the most supplies; therefore everything possible should be done to assure that these classes have sufficient supplies available to them.

            Basic materials such as toilet paper, paper towels, Kleenex, soap, etc. are materials that really matter, although are not thought about as often, as they are not always used in the classroom but rather are used in other areas of the school campus. They are basic materials that we use on a daily basis at home and almost everywhere we go.  In my experience many schools have Kleenex listed on the suggested supply list requested from parents at the beginning of the school year. Typically in my experience with schools in the Bay Area toilet paper is not requested, although it was requested from me by an elementary school in Mexico. At the time I thought that it was a ridiculous request, although now that I have thought it through I realize that it is a necessity that cannot be eliminated. As described in Savage Inequalities, in schools like Goudy, “the two bathrooms, lacking toilet paper, fill the building with their stench” (Kozol 80). In this particular situation, lacking a basic supply such as toilet paper, contributes to an unhealthy environment which nobody, especially children, should be exposed to.  As a parent I will do everything that I can to be certain that my child is not without necessary supplies, as I was fortunate to grow up with the supplies that I needed, and thankful to still be able to  provide the basic necessities for myself and my family.

            Children feel embarrassed and experience hurt feelings when they do not have the materials that other children have. Children are innocent and should be treated equally. They should not feel inferior to any other child or be made fun of due to not having something simple such as a pencil, paper, backpack, etc. To prevent this from happening, schools should provide necessary materials to students rather than requesting that materials be provided by the students themselves, as some families are not financially able to do so. Children seem to find any reason to make fun of other children, whether because they do not have materials at all or if the materials that one has are better than what the other has. In this respect, I agree with schools that have a policy which requires students to wear uniforms, as this provides no opportunity for children to make fun of what other children are wearing. In terms of cost, uniforms do not necessarily cost more than any other clothing.  I have even seen them being sold at discount retailers such as Wal-Mart. Children are highly susceptible to emotional trauma and should not put in any position that allows for their self-esteem to be lowered.

            Children also feel hopeless when they do not have the materials needed to succeed in their education. They do not value their education and subsequently have a higher likelihood of dropping out of school. Some of the schools described in Savage Inequalities have high dropout rates due to a scarce amount of teachers and sometimes even no teacher at all in a classroom full of students. A teacher is the number one form of educational material. If this material is missing or lacking in quality, such as the quality of education that the teacher is able to provide to the students, students will not be educated appropriately or have the experiences that they need to open their minds and create goals for their future. We learn from our experiences, therefore if we are without necessary materials, we are learning to expect to be without the materials in the future, giving us no motivation to continue with our education.

The only positive value that children can learn from not having enough materials is appreciation. They can learn to appreciate the few materials that they do have, and/or look for ways to improvise and use other materials to substitute for the materials that are lacking. Many people are materialistic, and are in competition with each other to have something better than the other person, such as a job, car, house, etc. As a young adult, I lived in poverty temporarily while resolving a family issue in Mexico. I noticed that there is a drastic difference between the citizens of the United States of America and those of Mexico. While living in Mexico I had to survive with the bare minimum amount of material. There are not as many jobs available in Mexico and the lifestyle is such that most women do not work outside of their homes. Now that I have returned to California where I was born and raised, I live with a minimum amount of material by choice. I have learned to appreciate my second hand clothing, furniture, etc., as these were things that I had very few of while in Mexico. Being without materialistic items has taught me that many of the amenities and other things that I grew up with are not necessary. For example, I  grew up with cable television, although have learned to live without it, and even view it as a negative influence at times because I have found other means of entertainment that are more valuable to me, such as spending time with my family.

When children have the school resources that they need they feel confident. They do not have to worry about going to school and being without materials that they need to be properly educated and complete their assignments. Having the resources needed at school also makes school feel like a better place than home for some children who do not have sufficient resources available to them at home. With enough resources, children will have a higher likelihood of excelling in their education, which will then result in their desire and determination to continue with their education and create educational and career goals for themselves. I am dedicated to my education and have earned good grades in school throughout my educational experience, which has inspired me to continue with my education and return to college. At times attending school is a challenge because I have an extremely demanding lifestyle as many other students do, although I am thankful that I have had the necessary resources and materials available to me to be able to look beyond the difficult times and look forward to my future goals, without giving up on my education. I am confident that I will reach my goal eventually, as long as the school resources continue to be available to me and I continue to believe in myself.

Children are often careless with the materials when they are not in high demand. They do not have to worry about not having enough; therefore they tend to be wasteful. For example, if a child makes a mistake while beginning to write a paper, they throw the paper away rather than simply erasing the mistake, as they do not have the worry of running out of paper. Children do not learn to appreciate and be grateful for the materials that they do have if they have not ever been without. When I think of this ungratefulness, I think about a time when my daughter was in kindergarten. I was told by her teacher that she was breaking crayons in the classroom. The crayons were originally supplied by the teacher, although in order to teach my daughter a lesson, the teacher required that I supply replacement crayons to the classroom as a punishment for those that she had broken. My daughter was young at the time, only five years old, although was definitely impacted by this incident and learned to respect the classroom materials. Prior to the incident, the crayons were readily available and I can only imagine that because of that my daughter did not ever expect to be without therefore she had not yet learned to appreciate the classroom materials.

Some children feel superior to other children when they have materials that others do not. Their parents may be more financially stable than those of other children, but it is hard for children to comprehend this concept. They just wonder why they do not have as nice of a backpack as another child, or fancy pencils that another child has, for example. The children that have the nice supplies look down on the children that have only basic or no supplies, therefore making the other children feel inferior. It does no good for a child to have too many or fancy materials when only basic materials are needed, as this only causes an increased susceptibility for a materialistic personality as the child grows older. Children need to be taught to be thankful and appreciate the simple things in life.  It is acceptable for some people to have more than others, as this is the nature of society. People have varied educational levels, careers, financial obligations, etc., although if you are fortunate enough to be well off and successful, you should not portray yourself as superior or make others feel inferior towards you.

Poorly Funded Public Schools - Summary and Three Paragraphs

Clark 1

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

01 October 2013

 

Poorly Funded Public Schools – Summary

            My topic of focus is school resources. To begin, I researched the definition of tier one, two, and three schools according to the Department of Education website, in order to improve my understanding of how these schools are selected. I found that tier one and two schools are defined by a high school graduation rate below sixty percent in each of the last four years. These schools are also defined as persistently lowest achieving by computing an average proficiency rate for English and math test scores over a period of three years.  A school must contain at least one hundred valid test scores to be included in this category. Upon looking at the list of persistently lowest achieving schools in the Bay Area, Oak Grove Middle School, a tier one school in Concord, California, belonging to the Mt. Diablo Unified School District in Contra Costa County, stood out in particular, as that is the middle school which I attended. I looked to see if there were any persistently low-achieving schools listed in the Castro Valley Unified School District, as I have a child attending school in that district, although was unable to locate any, which was reassuring. I therefore chose to focus my research on Oak Grove Middle School. According to a real estate website by the name of homesnap.com, I found that the quality of education at Oak Grove Middle School is rated a four out of ten, the average annual expenditure per student is $11, 309.00, 72% of the student population is Hispanic, while only 12% of the population is white, 70% of the students are eligible to receive free lunch at the school, and the number of students enrolled by grade level steadily decreases as the grade level increases. At the time that the data was published on the website there were 218 students enrolled in sixth grade, 215 students enrolled in seventh grade, and only 201 students enrolled in eighth grade. I was able to relate much of this information to that of the book Savage Inequalities Children in America’s Schools by Jonathan Kozol. 

 

                                   Poorly Funded Public Schools – Three Paragraphs

            There are a numerous amount of schools in California that are classified as persistently lowest achieving, including many schools here in the Bay Area. I was not surprised that I was unable to locate any persistently low-achieving schools in the Castro Valley Unified School District where my daughter attends school, although was quite surprised when I located Oak Grove Middle School, in Concord, California, part of the Mt. Diablo Unified School District in Contra Costa County, as that is the middle school that I attended as a child. According to the California Department of Education, Oak Grove Middle School is listed as one of the lowest achieving 5% of tier 1 schools, and was enrolled in program improvement in the 2009-10 school year. I graduated from Oak Grove Middle School with honors, and proceeded to graduate high school and attend college, therefore I was unaware of any difficulties experienced by the school if any existed when I attended the school approximately twenty years ago. 

            It does not appear as though Oak Grove Middle School is underprivileged with regards to funding for materials and other resources, as a lack of resources often times contributes to decreased performance on proficiency exams. According to homesnap.com, the average annual expenditure per pupil at Oak Grove Middle School was $11, 309 which compares to some of the better schools in New York. As stated in Savage Inequalities, “in affluent Jericho and Manhasset the figures were, respectively, $11, 325 and $11, 370” (Kozol  145). According to the California Department of Education, on May 10, 2012 Oak Grove Middle School was granted a school improvement grant of $500, 000, which is the maximum allotment.  Other Bay Area schools, such as Burbank Elementary School in Hayward, California, were granted close to the maximum, although were not granted the full amount.  Burbank Elementary School was only granted $494,200. $500, 000 is a lot of money if the school is in good condition structurally and the money is not needed for building repair. This money would not have gone far in many of the poor performing schools described in Savage Inequalities, as the buildings were falling apart and needed to be remodeled or rebuilt.  There should be no reason that with this money Oak Grove Middle School would be unable to supply appropriate resources to its students in order for them to excel in their education and pass proficiency exams.

            The demographics of the Oak Grove Middle School population compare with those of the majority of underprivileged schools described in Savage Inequalities, whose students were minorities. According to homesnap.com, 72% of the school population is Hispanic, while only 12% of the population is white. I do not recall this being the case when I attended the school, although it does reflect the recent trend of an increase of the Hispanic population in California. Much of the Hispanic population has difficulty with learning English as a second language, which may have a large influence on the low test scores, and ultimately the fact that the school is on the list of persistently lowest achieving schools in the Bay Area.

            Many of the schools in poor neighborhoods mentioned in Savage Inequalities have very high dropout rates, some over 50 percent.  An example is Manley High School in Chicago, with a dropout rate of 62 percent (Kozol 71). I worry that the decreased number of students in attendance at Oak Grove Middle School compared with the increase in grade level may be attributed to students dropping out of school. According to homesnap.com, there were 618 sixth graders, 215 seventh graders, and only 201 eighth graders in attendance at Oak Grove Middle School at the time of the publication. Dropping out of school is not the answer to any problems and only causes more problems for the future of an individual.  Everything possible should be done to keep children in school, at least until they graduate from high school, and encourage students to attend college in order to better their future and the future of those around them.

 

Works Cited

"Our Mission." California Department of Education. N.p., n.d. Web. 30 Sept. 2013.

Harrington, Theresa. "State Revises Low-achieving Schools List, Bumping Four East Bay Schools and Adding Two New Ones." ContraCostaTimes.com. N.p., 10 Mar. 2010. Web. 30 Sept. 2013.

"Schools Mt. Diablo Unified Oak Grove Middle School." Oak Grove Middle School Rating, Metrics, Attendance Zone and Real Estate. N.p., n.d. Web. 30 Sept. 2013.

Kozol, Jonathan. Savage Inequalities: Children in America's Schools. New York: Crown Pub., 1991. Print.

PIE - Student Separation in the Educational System

Clark 1

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

24 September 2013

                                                           PIE – Student Separation in the Educational System

              Teachers should not have the power to separate students into different categories of potential. We all have different amounts of potential, and our potential continues to change throughout our lifetime. From birth, we all have unlimited potential, although this amount of potential changes based on multiple factors including the environment that we are raised in, the opportunities that we are provided, etc. If teachers have the power to separate students into different categories of potential, the above level students will continue to advance and the below level students will continue to decline. When referring to the Chicago Panel on Public School Policy in Savage Inequalities, Jonathan Kozol states “The panel also notes that poorer children do not tend to bring the top kids down. It is more likely that the high-achieving kids will bring the others up” (Kozol 75). The only time that it is appropriate and beneficial to the student to be separated into a different category is when a student is in a category that is too low for his/her learning ability. When I was in my junior year of high school, I moved to San Francisco and was assigned to a continuation school which taught multiple grade levels including junior high and high school. As I had been attending advanced placement classes at my previous high school, I had a very easy time at the continuation school, although was very bored and felt as though I was not offered the challenge that I desired. Apparently this was obvious to the school principal because shortly after I was transferred to a regular high school next door, which matched my learning ability better. I was very thankful that this change had been made, as I was beginning to feel depressed and hopeless at the lower level. All students should be encouraged to study at their own level and strive to increase their performance in order to move up to a higher level.  Students should not necessarily be separated based on potential, but should be provided with school work and taught lessons that meet their learning abilities. Higher level learners can be moved out of lower level classes if absolutely necessary, although lower level learners should not be grouped together. They should be in regular classes, and possibly even paired with higher level learners in order to provide them with motivation to reach the higher level. Teachers should have the power to inspire students rather than to group students. Students should have the power to reach the potential that they desire, without being limited by a teacher, education, or any other obstacle.

Part III of "Writing Assignment: Rule of Three" - 3 Paragraphs

Adults may end up being isolated due to lack of socialization from too much time spent on homework as children. Isolation in adults may lead to depression, suicidal thoughts, etc. This can be prevented by assuring that children have enough time outside of school hours to practice effective socialization skills, use their imagination, find their passion, and be themselves. A child needs a proper balance of time spent in the classroom, completing homework, socializing and sleeping in order to grow up healthy and learn to live a productive life. Educational standards are more concerned with teaching students the information they need to graduate to the next grade level and complete high school than they are about the future of these students, with regards to their social lives and their health. This is the reason that parents need to voice their concerns and speak up for the future of our children.

            Too much time spent on homework can result in sleep deprivation, which has short and long term effects on an individual. In the short term, sleep deprivation can cause us to lose our ability to focus, which decreases the amount of information that we are able to retain in the classroom and in our everyday lives. Sleep deprivation and loss of focus are also major contributors to accidents such as automobile and on the job accidents. If homework is meant to reinforce lessons taught in the classroom, it is more important for a student to be able to focus in class, than to fall into a detrimental cycle of spending too much time on homework. Not being able to focus in class results in difficulty understanding the lesson, and even more time spent on homework. In the short and long term, sleep deprivation also contributes to a weakened immune system which increases the susceptibility for physical illness. Illness should be prevented as much as possible because when a student is ill they not only miss valuable time spent in class learning, but they also risk spreading illness to other students and teachers in the classroom.

In addition to the mental and physical health effects caused by too much homework, parents do not always have the time or the skills to assist children with homework.  Parents spend much of their time caring for children at home and completing household chores, as they often have jobs away from home while their children are in school.  Parents may also have been out of school for a period of time that has caused them to have a reduced retention rate of the information that they learned as children, that their children are learning now. This can cause stress for both the child and the parent, as the child does not receive the help they need, and the parent has to witness the child struggle. According to The Association of California School Administrators, “Kralovec and Buell (2001) argue that homework disrupts families because of the frustration and time that must be spent away from other family activities. They also decry the stress created by adding homework to the overburdened schedules children have. Finally, they believe that homework actually limits rather than extends learning” (ACSA 5). Homework is necessary to reinforce lessons taught in the classroom, and I don’t agree that it should be eliminated altogether, although in order to prevent adverse effects of too much time spent on homework the amount of time spent should be monitored, and time limits should be implemented according to grade level. 

 

Works Cited

"Learning Opportunities...everyday[See All Learning Opportunities...]." Association of California School Administrators. N.p., 12 Oct. 2007. Web. 11 Sept. 2013.

Article Summary and Link

Article on the Relationship between Mirror Neurons and Empathy

Link:  http://greatergood.berkeley.edu/article/item/do_mirror_neurons_give_empathy

 

The article on the relationship between mirror neurons and empathy is a report on the highlights of a conference and interview with Neuroscientist V.S. Ramachandran about what mirror neurons can and cannot do, about empathy, and about the relationship between the dysfunction of mirror neurons and autism. The article informs us that mirror neurons were discovered while researchers were observing monkeys’ brains. Researchers noticed that some of the same brain cells (mirror neurons) were activated when a monkey performed an action and when a monkey watched another monkey perform the same action. The article tells us where mirror neurons are located in the brain and states that mirror neurons are involved in empathy and language. We also learn how the dysfunction of mirror neurons relates to autism with respect to the fact that typically people with autism struggle with imitation and lack empathy.  The article concludes by explaining that mirror neurons take part in transmitting skills throughout generations. It explains that mirror neurons are not solely responsible for behavior. It reminds us that science is constantly progressing and that errors are common, but okay because they can be corrected.  

TED Talk Sir Ken Robinson: Bring on the learning revolution

After watching the TED Talk Sir Ken Robinson: Bring on the learning revolution, I learned about the concept of organic living and learning. In the past when I thought of the word organic, I thought of produce. I had never heard the word organic used in any other context. I enjoyed hearing Sir Ken Robinson speak about the contrast between linear and organic learning. As he stated, linear living/learning is following a linear track through life from start to finish. This reminds me of when people say that they are doing certain things, such as raising their children, by the book. In the beginning of his talk, Sir Ken Robinson stated that "people go through life not knowing what their talents are or thinking that they have no talents." People may feel this way due to being accustomed to a linear style of living. In my opinion, it is no fun to live and/or learn in such a structured manner which does not allow for individuality. I compare my lifestyle to the organic style of living/learning described by Sir Ken Robinson. He described the organic style of living as when we "create our lives as we explore our talents." Every individual has talents, although needs to explore himself/herself to encounter and appreciate these talents, as they may be different for each individual. For example, some students are gifted at particular subjects of learning such as reading or math, therefore may be placed in advanced classes to accommodate their higher level of leaning. I personally have found that I have a talent for interacting with others, especially senior citizens, and have a natural talent for caring for others, therefore have formed my educational goals around obtaining a nursing degree.  When I graduated from high school I was unable to attend college right away, due to the need to work and support myself.  Shortly after I began college a few years after, I met my husband, and had a child.  I decided to discontinue my education temporarily to raise my children and establish a stable living environment for my family.  After approximately ten years of discontinuing my education, having two children, and establishing a steady work history, I decided to return to college.  I encountered my talent for multi-tasking and prioritizing, therefore felt confident that I would be able to succeed in my educational goals.  I am not a typical college student, young and going to school full time, although believe that by taking my time and studying at a pace that I believe fits my lifestyle, I will remain healthier and more involved in the lives of my children.  I compare all of my life experiences to an organic lifestyle as for the most part I have taken one day at a time, done my best in everything, and had a positive outlook in life.  I live my life to satisfy my own desires and the needs of my family, and do not feel pressured by others to live my life as instructed by others or expected by society.   I believe that the idea of an organic lifestyle should be utilized more in society to encourage a greater amount of individuality.  It may also lead to people living happier and more fulfilling lives.  After watching the TED Talk Sir Ken Robinson:  Bring on the learning revolution, when I hear the word organic I think of it in a deeper context, rather than just to describe something simple such as produce.

 

Reeling in Research

Clark 1

Brenda Clark

Professor Monique Williams

English 1A

Section:  014

29 August 2013

 

Reeling in Research

            The “Passion Project” introduced me to mirror neurons.  I was amazed to learn about the concept of mirror neurons, and intrigued to read an article written by John Marsh, titled “Do Mirror Neurons Give Us Empathy?” in order to further my understanding of these neurons.  I will explain why I believe that the article intersects with my “Rule of Three” paper focus of children being assigned too much homework by their teachers in the educational system.

I believe that the importance of homework has been exaggerated.  I believe that homework should be a review of the material that is taught in class, and should not be foreign material to a student.  Time spent outside of the classroom completing homework should be limited, and not interfere with the ability of a child to socialize with friends, or get enough sleep, as sleep is necessary for a child to develop properly.  Spending too much time on homework would then, in my opinion, result in a negative effect on a child’s performance in the classroom if the child becomes either depressed due to lack of socialization or exhausted due to a lack of sleep, for example.  I can relate my opinion to a statement in the article titled “Do Mirror Neurons Give Us Empathy?” by Editor-in-chief Jason Marsh, that “the importance of mirror neurons has been exaggerated” (Marsh 1).  There are benefits to both concepts of mirror neurons

Clark 2

and homework, although one must weigh out the benefits versus the risks of each, to determine how valuable the benefits truly are.  I have learned that to absorb new material and improve one’s understanding and memory, sleep is important.  I feel as though it is pointless to give a child/student an extreme amount of homework (extreme meaning to me that it interferes with the student having any life of his/her own outside of schoolwork), if it means that the student will become exhausted and/or frustrated, and have a lesser likelihood of retaining and/or transmitting the learned information.  I can relate education to culture, as in a quote by Jason Marsh which states “that’s what culture’s about - the transmission of those learned skills (Marsh 3).  There are many different types of education as there are many different cultures.  One must have a passion for and comprehend the logistics of the education or culture in order for the education or culture to stay alive and be transmitted to future generations.  As stated by V.S. Ramachandran in the article by Jason Marsh, “mirror neurons are important in transmitting skills from generation to generation” (Marsh 3).  As in the concept of mirror neurons, I believe that if a student is able to notice that a teacher has a passion for the particular subject that he/she is teaching, it may be easier for the student to gain a passion for that subject as well, therefore making it that much easier for the student to complete homework, amounting in less time spent outside of the classroom struggling, and a more balanced and healthy lifestyle for the student. 

As you can see, I believe that the article “Do Mirror Neurons Give Us Empathy” intersects with my “Rule of Three” paper focus of children being assigned too much homework by their teachers in the educational system.  The value of homework may be exaggerated as may be the value of mirror neurons, although I am certain that there may be benefits to both.  I

Clark 3

encourage the evaluation of homework in the educational system and mirror neurons in the brain in the future until there is able to be a more concrete explanation of each.

Post #1: Introduction

        

The template that I chose for my blog space is from the “Awesome” section.  I chose a drawing of what appears to be a vine in a variety of colors, growing in a variety of directions.  The vine reflects my personal growth and the variety of colors reflects my openness to new ideas.  I chose a template from the “Awesome” section as I always do my best to have a positive attitude and be happy.  As I have grown, my life has evolved in many different directions.  I am a firm believer that there is a reason for everything, and am willing to accept challenges with this in mind.

            My health and my family are the most important to me.  I have learned that I need to take care of myself first, in order to be healthy so that I can be a dedicated mother to my two young children and a dedicated wife to my loving husband.  I am passionate about raising my children and preparing them to be successful on their own when they become adults.  I am also passionate about always striving to do my very best at everything including my education.

I am in school as I have grown to appreciate and value education, want to set a good example for my children, and use my education to obtain a good career to support my family.

I hope to get a lot out of this English 1A class.  I hope to become a more attentive reader, and improve upon my reading comprehension skills.  I also hope to improve my vocabulary and writing skills.

I see what I value most helping me with my college career as I have a great desire to be successful, therefore believe that this desire will motivate me to dedicate myself to my college education and be motivated to study hard.  I also hope that my openness to leaning new things will increase my desire to focus in areas that I may lack interest and/or gain interest in areas that may be new to me.