Field Day Experience

My field day observation was an eye opening experience. I went to my local high school and got a true taste of inner city life again. I had forgotten that at one point I too had been part of this mix. I grew up in Jersey City, NJ. My graduating class was an even mix between African American, Asian, and Hispanic with a slight minority in Caucasian and Middle Eastern. However, there was something that distinguished me apart from all my other classmates. Over winter break while my friends were playing tackle football in Lincoln Park I was seven hours away skiing Vermont's best mountains. My best friends had never even seen a pair of skis. In the summers, while they sweat profusely on basketball courts all around Hudson County I did the same while hiking the Adirondacks in New York or going on a 60 mile bike ride around the Watchungs. I did this all with my uncle, Robert Chiari, also known as Tico. Tico introduced a new way of life for me. He took me off those city streets and showed me how much more this world had to offer. When I walked into my inner city high school to spend the day I realized I wanted to do the same for my students.
As I looked around I saw kids exactly like me and my friends seven years prior. They were tough, had loose mouths, and held chips on both shoulders. But I really did love the challenge. By the end of the day I had grown attached to the students I taught the importance of pull ups to in the weight room 2nd period. I felt like a teacher to the twelve students I showed how to correctly play volleyball to 4th period. And at the end of the day I knew this was the job for me when several students came back and asked if I was going to be there tomorrow. I spent one day at the high school and I already didn't want to leave. My 7th period health class was talking about the way muscles work. When I mentioned how rock climbing was really a key work out for building arm strength, they were ecstatic about going. I want to open up my students minds. I want them to see new things. I want them to see past the buildings that block the horizon, I want them to see the sun set from a mountain top instead of through smog filled skies and barred windows. I want them to see all the things I've seen, because if i was given the chance, they deserve a chance.

Just Play

"We do not stop playing because we grow old. We grow old because we stop playing."


I went to a physical education conference in New Brunswick, New Jersey recently and these exact words came out of the Chip Candy's mouth. Chip Candy was voted the number one physical educator in the state last year, and spending an entire day with this man really makes you notice why. He really does his job, and he does it well. However, the thing that struck me the most about that day was the above mentioned quote. For my lifestyle, this really means a lot to me. It may seem weird for some, but I want to die while camping with my wife at 86 years old. I want to die while climbing the Alp de Huez on my bicycle at 70. I want to die doing what I love to do: playing. I see my parents come home everyday from work stressed out and frustrated with their careers. I don't want that in my life. I love my parents, and every Sunday before I go to work I try to get them to do something. I'm always suggesting they go for a drive, or go for a little ride on their vintage bicycles. SOMETHING that can take their minds off of work. I WANT THEM TO PLAY. They have lost sight of what playing is in life and this is something common in our society today. It is sad. And although I will probably loose sight of this too, I promise myself that i'll fight as hard as I can to JUST KEEP PLAYING.

No Child Left Behind

Off of www.ed.gov I was going over Secretary Spellings statements about the progress of NCLB. She says that over the past couple of years we've seen an improvement and that sources see NCLB making an improvement. Statistics show that between 2003 - 2004 fourth grade reading and mathematics proficiency increased by four percent. If the program seems to be working than that's great. However, I read further into NCLB's goals of having all students achieve a certain grade level by the year 2014. I don't know how anyone can plan that ALL of America's students will be able to reach a certain level of academic achievment. Now as teachers we should all hope that our students succeed in the classroom to our expectation, but in reality we know that can never happen. And especially by a set date. And if the students don't meet the standards, what happens than? The state takes over the school? I don't like that idea...

Arts High School

As I drove to Arts High School I already knew what to expect. One of my friends during high school attended a school just like it in New York City. I got the chance to meet her friends, go to her dance recitals, and most importantly learn about the arts. I knew that the students of Arts High School, like those of Professional Performing Arts School, would be enthusiastic about walking into their school every morning. I expected a certain loyalty for the halls they walked each morning. And I got just that. Our first meeting was with the directors of the school. Their general summary of Arts was pretty simple: it was the best high school in the United States. Both the Principle and the Vice seemed to be infatuated with their jobs. This, I feel, is the way it's supposed to be in every school.
Their energy certainly rolled over to their students. A group of six Montclair students were given a tour around Arts. Almost immediately I noticed an energy that lacked in my high school. Our tour guide, along with the students we talked to genuinely seemed to love it there. It was as if Arts had become more than just a school for them. I'm curious to see the experience I will learn. However, I also do not want to be fooled. I'm thinking that I might get used to the students' vibe in Arts. The excitment, the will to be there is all something that will make teaching an awesome career, but the reality is that not all schools are like that. Arts is different because those kids choose to be there and they work hard to stay there. In any other school I assume students will lack such a desire. I can't expect my future students to show the same loyalty in my classroom. My goal as a teacher must be to get it out of them. To want to come into my classroom everyday and want to hear what I have to offer them. But untill than, Arts will certainly be a learning experience.

The Promise of Urban Schools / Inquiry Project

The Promise of Urban Schools:

This reading made numerous good points as to why urban education should be a concern. Many of the problems that faced urban schools were listed. It's sad to see that such problems exsist in some our of school systems, but other school districts do not even begin to experience such dilemmas.
One of the solutions talked about was how teachers must try and get the student body interested. We all know that once a child is interested in something it gives them a reason to try. I found it real interesting how an inner city Mathematics teacher got his class interested and involved. He "used mathematics to analyze zoning patterns in their city and then propose changes to reduce the disproportionate proliferation of liquor stores in their neighborhood." This example clearly shows how a teacher triggered something in the mind of his students to be involved; he gave them a problem that dealt with the enviornment they lived in. This is a great method to keep kids interested in what we have to offer in our school systems. Our goal as teachers has to be to seduce them. It is when we accomplish this, that our job of giving them knowledge will become MUCH MUCH easier.

Inquiry Project:

One of the goals listed on that handout is to identify a question to explore that are PERSONALLY MEANINGFUL. All year we've discussed inner city schools and their students. I myself am a product of this theme. I think it should be easy to find a topic dealing with this, especially when i've grown up around it all my life.

Parker Piece

Revised Blog: (2nd Draft)

To insure our way of life, we must teach our way of life. We teach in schools. America’s schools are where children go and learn. They become enlightened in subjects ranging from mathematics, biology, world history, etc. But a key element is missing from our school systems: the teaching of our form of government; the teaching of Democracy. If we are to anticipate our children to live in a democratic fashion, we must show them what is expected of them. We must instill the beliefs of this way of life. Parker (2005) states, “Democratic ways of living together, with the people’s differences intact and recognized, are not given by nature; they are created.” We must realize that democracy does not come natural to humans. If we look back to when cavemen roamed the earth, our population was less than a quarter of what it is today. Because of this, cavemen were allowed to live in seclusion and not have to worry about anyone else. In this great nation, it is impossible to live like a caveman. America’s citizens must work in unison for this country to move forward. Because of this, democracy is something that must be introduced and molded into our minds. We must use the school systems to achieve this.
To introduce the ideals of a democratic government to our children at an early age is essential. Once this is done, we will see that as generations pass it will become undeniable for the American population to see why it is important to live in a country where all people are equal, and everyone’s voice is heard. Parker (2003) supports this by stating, “When aimed at democratic ends and supported by the proper democratic conditions, the interaction in schools can help children enter the social consciousness of puberty and develop the habits of thinking and caring necessary for public life.” When we achieve something of this feat there will be no room in American society for selfish and idiotic mentality. Democracy will be something that is second nature for our children and those who follow. The result will be a nation that understands the importance of succeeding as a whole, and one who realizes that democracy is the best and only way in which to live.

Preserving The Republic

As I concluded the third reading assignment I felt unsettled. I feel like I really didn't get anywhere. The reading went back to the birth of our great nation. It brought up a topic that has plagued our country's schools since the very beginning and still continues to exist today: the separation of religion and politics from education. The article tries to give us an image that we could achieve a compromise between all the different background we have in this country. It is almost as though for the past 200 years we have been trying to come to an agreement with what type of religious and political views we should teach within a classroom. I feel that this is a goal we will never be able to reach. You cannot try and come to an agreement when dealing with such a diverse population. To try and have one set of morals and values to try and teach our students would have consequences and might offend various groups of people. Moreover, if we try and throw out religion and politics from the classroom than what do we have left to teach? Of course we can always teach the history, math, english, grammar. But i feel as though parents might want their children to learn more from sitting in a classroom eight hours a day. This is why Catholic schools, private schools, boarding schools, etc all exist, it's so that students are molded into the certain morals and values the parents want them to have. However, this cannot be achieved in a public school system where students come from all types of different backgrounds, cultures, and religious points of view.

Hodgkinson's Report

Ok Ok, I read Hodgkinson's article and I have to admit that this guy knows his stuff. He has so many percentages and census reports that give factual information on our student diversity. I think he made a good point when he mentioned transiency on page 8. The fact that 40 million Americans move each year really surprised me. A little unstable don't you think? Because of this I can definately see why teachers would have a tough time getting used to their classrooms, especially when 20 out of the 22 students you started the school year with are different by the time it ends. This doesn't allow teachers to get comfortable with their class and it stops them from developing relationships. I feel that when i teach it would be important to me to get to know my students. I know when i was in high school i really got to know my professors over my 4 years there. By the time i graduated i could really say that everyone was like a family, and it made my learning experience there better. To have new children coming into my classroom at different points of the year is something i feel would make my teaching a little difficult.

Response To Martian Questions: 1 - 3

1. Schools are seperated into local school districts, which there are over 14,000 in the US. They are funded by mostly state and local institutions, and get little money from the national level. Some schools are underfunded, depending on how well a district is funded by their local institutions. What a school is like varies depending on what school district you look at, because depending on how much money they have. Some schools are severely undefunded and don’t even have enough money for new textbooks, while others have enough money to buy whatever they want.

2. America as a nation is also known as, "the melting pot" of the world. Since the birth of our nation individuals from other countries have fled to this land in search opportunity. Because of this we have a created a nation full of diversity. One cannot classify a typical American under physical characteristics. Because of this, the students who fill our classrooms come from all parts of the world. They range in age, knowledge, language, and ethnicity. 53% of students are white, 24% are Latino, 15% African American, 6% multiracial, and 5% Asian. But all have one intended goal. America's students are a diverse population working towards an academic degree in the field of their choice.

3. Most of our teachers are highly educated in their field, and are looking to be further educated. 9 out of 10 are white, and 8 out of 10 are female. The percentage of teachers who are africn american is ever declining since the 1970’s. Teachingis a very important but highly stressful job, and 46% of new teaches leave within the first 5 years.

Public Education Primer

Public Education Primer


When i usually see these census reports i don't usually agree with what their saying. After reading the full article, my opinion quickly changed. Their percentages were way on. According to the chart in chapter one the percentage of public school enrollment in the south was 24% higher in the south than in the northeast. When i thought about it, that did seem correct. Having family in both New Jersey and Florida, i've noticed that all of my cousins in Miami, and all my cousins friends all go to public schools. I myself went to a private high school. Whenever i would tell my friends in Florida this they would be shocked. They would ask me all sorts of questions about it. On the other side of the spectrum all of my friends from my neighborhood attended different private schools in the area. In New Jersey we had the option of picking which private school we wanted to go too. In Miami, Florida my cousins and his friends had barely even heard of one.
Another fact that caught my attention was the amount of charter and magnet schools that have recently opened up. In my area, Hudson County, by the time i graduated high school there was three of these types of high school: CREATE charter, High Tech, and County Prep. All of these high schools were opened within a 10 mile radius of eachother. Another point that the article hit was that most of these schools were opening up in urban settings. If anyone has visited Hudson County they know it is by far the most urban county in the state of New Jersey.