Blackburn College Department of Education

VOLUME 11 ISSUE 2 OCTOBER 2014

The student teaching class during fall

semester typically is small, and this semester

is no exception. There are two students plan-

ning to complete their Teacher Education Pro-

grams this fall, preparing for Professional Edu-

cator Licenses in Illinois.

Angela Guemmer

transferred to Blackburn

College in Fall of 2012.

She is an Elementary Edu-

cation major, and is cur-

rently student teaching in

fifth grade at Beckemeyer

Elementary School in Hills-

boro, IL.

Amy Walton trans-

ferred to Blackburn in the fall of 2011. She is

also an Elementary Education Major and is

student teaching in fifth grade at East Elemen-

tary School in Alton, IL.

The semester of

student teaching is in-

tense, as teacher candi-

dates gradually assume

full control of their class-

rooms, attend weekly

seminars, and prepare

their Action Research

Projects. Both Angela

and Amy were familiar with their cooperating

teachers and schools, since they completed

their 60-hour Pre-Clinical assignments in the

same classrooms last spring.

The Education Department faculty, staff,

and students are looking forward to the Action

Research Fair scheduled for December 1st,

where both student teachers will present the

projects they completed in their classrooms

this fall to positively influence their students ’

learning.

Education Exchange

Fall 2014 Student Teachers

Hot Topic: Broad Disciplinary Terms…...…………….……………..Pg. 2

Halloween in the Classroom ………….……….……...………………Pg. 3

Book Review……………………………………......…………………..Pg. 4

Important Dates/Reminders…………....………..….....……………..Pg. 5

Inside

This

Issue...

November Scholastic Book Orders forms are here! The latest brochures are

available in the Education Office and Curriculum Lounge in Rahme. There are

many great titles for purchase at excellent prices, so pick up your order forms

today! Book orders are due in the Education Office on November 25th.

PAGE 2 EDUCATION EXCHANGE

Interpreting “willful defiance” and “disruption” is up to

classroom teachers and principals, but when it comes to

discipline, many researchers are calling foul on how

broadly these terms are used. An act of defiance in some

cases may be as small as an eye roll when asked to com-

plete a task, and a disruption could be something as sim-

ple as talking in the hallway. The topic has inspired de-

bate among many people.

A general theme within the controversy is teacher per-

spective versus student perspective. Teachers may see

certain students as more of a threat because of different

viewpoints, some form of bias, or even a simple misun-

derstanding. For example, taller and larger

children may be perceived as a bit more

intense when rolling their eyes or throwing

their hands up in the air than smaller chil-

dren acting the same way. Two different

teachers could view each behavior differ-

ently. One teacher could read it as an act

of willful defiance, the other as an expres-

sion of a student’s personality and simply

stating an opinion about something. If a

student is always being disciplined, he or she may believe

the teacher is alienating him or her from the other stu-

dents and therefore feel a sense of mistrust within the

classroom. This lack of trust can build and lead to more

infractions because the student could believe the teacher

just does not care.

Race and ethnicity can also factor into a teacher’s per-

ceptions. In 2008 within an unnamed Midwest high

school, 67% of disciplinary referrals were for defiance of

authority. African-American students made up 58% of

those disciplinary referrals even though only thirty per-

cent of the school’s enrolment included African-

American students. Of those students, 185 out of 250

had been repeatedly referred by just one or two teachers

This suggests that other teachers did not experience dis-

ciplinary problems with these students, or that they had

found a way to handle the issue in class.

On the other hand, there are some teachers who believe

they need broader types of discipline to keep their class

in line. Removing the option would be like taking away a

vital tool for the teachers. The power of disciplinary

rules may keep certain students in line without having to

necessarily use the disciplinary action. Many teachers

believe there should be no free-passes, or no optional

consequences for defiance and disruption in the class-

room. They believe the broad rules exist to cover un-

foreseeable circumstances.

Supporters of a change in discipli-

nary policy claim that everything can

be fixed by teaching the educators

new skills to deal with students who

may get out of control in the class-

room. Teachers must learn new

methods to address student behavior

like: sending a student to another

room to refocus, having an activity to let off steam, or

even putting into place a plan of justice a student may

use to right a wrong.

The discipline in schools debate is ongoing. Recently,

California Governor Jerry Brown vetoed a bill that

banned suspensions for willful defiance. He is quoted as

saying he could not “support limiting the authority of

local school leaders,” at a time where the number of stu-

dents is increasing while the number of school personnel

is limited. Broad disciplinary statements continue to exist

in schools, but people have definitely noticed the differ-

ent effects they can have on students.

Source: http://www.edweek.org/ew/

articles/2014/09/24/05defiance.h34.html

Education Hot Topic: The Debate of Broad Disciplinary Terms

by Magin Judd

PAGE 3 EDUCATION EXCHANGE

Back in ancient times, many Celtic tribes would have their own holidays on October 31st. On this

night, members of the tribes would wear masks in the hopes of fending off wayward spirits, ghosts, and

demons who had managed to cross through the doors to the Otherworld. Later, Popes of the Catholic

Church instituted All Saints (All Hallows) Day on November 1st. The Celtic holidays and All Saints Day be-

gan to influence one another. October 31st soon became known as All Hollows Eve, and through the years,

the two holidays helped create the secular holiday that we now know as Halloween. Halloween has be-

come a huge commercial holiday where candy and costume sales sky rocket. But amidst the parties,

pranks, and trick-or-treating, kids still need to go to school. But how can teachers incorporate a holiday

affiliated with sugary sweets and black

magic into a formal lesson plan?

Amongst all that occurs around Hal-

loween, movies like Hocus Pocus, Friday the

Thirteenth, and Beetlejuice come out of the

archives and take control of television sets

around America. One way teachers can in-

tegrate watching these types of movies into

a science lesson is to ask students to ana-

lyze the special effects. Sometimes com-

puter graphics just don’ t look real enough.

Leading special effects technicians use their

knowledge of chemistry to create fire, a bliz-

zard, or fog creeping along the ground. Chemistry also plays a role in developing prosthetics for actors to

wear when they play ghouls, aliens, or other creatures.

Social Study teachers may want to use the horror and mystery aspect of Halloween to initiate their

own mystery investigations. History has provided us with many great mysteries – some solved

(Napoleon ’ s “poisoning” ) , some unsolved (Jack the Ripper, Amelia Earhart ’ s disappearance, or Roa-

nokes ’ s “lost colony ”). Students may write a paper or give a presentation that not only explains the ini-

tial mystery, but its impact on society at the time it took place.

What Halloween is complete without a scary story? Advanced English students often struggle to

identify the components of an author ’ s style – pacing, word choice, and tone. Teachers can use mystery

and horror stories to help students grasp these concepts. Mystery stories in particular are plot-driven and

move quickly, and it ’ s easy to identify the contrast in tone between this genre of writing. Stories by

Stephen King, Neil Gaiman, Agatha Christie, or Raymond Chandler are easy to find and provide plenty of

thrills and horror.

So before the Halloween parties and costume balls begin, students can have some fun in their

classes too. Incorporating the themes of Halloween into a lesson plan is easier than one would think. Just

give it a try, and watch out for ghouls and black cats on this All Hallows Eve.

Source; http://www.teachhub.com/7-fun-halloween-lesson-ideas-grades-9-12

Halloween in the Classroom by Ethan Klaffer

PAGE 4 EDUCATION EXCHANGE

Between Shades of Gray is the story of 15 year old Lina

and her family as they struggle to survive Soviet Un-

ion work camps during World War II. The Soviet se-

cret police barge into their home and deport the fam-

ily. Lina, her mother, and her brother are sent to Sibe-

ria. Her father is separated from them immediately

and is sentenced to death in a prison camp. To get to

their first work camp they are forced into train cars.

The cars are dirty and crowded. The conditions only

get worse as travel goes on, causing many children and

elderly to die. After six weeks, the train stops, and Lina

and her family, along with many families they met on

the train, are taken and made to work in a beet farm-

ing community where they are constantly mistreated and insulted. After working in

this community for many months, the family is moved again. This time they are

transported to Siberia. This is where they face their biggest challenges. The winter

is long and harsh. Their handmade shacks are disease-infested and provide virtually

no warmth from the elements. Many die because of disease, cold, and starvation,

including Lina’s mother. Lina fights hard to ensure that she and her brother make it

through the winter. Will Lina and her brother survive the many more harsh winters

ahead?

Due to its mature content, Between Shades of Gray would work best in class-

rooms at the junior high level. It is a great story to provide students with an idea of

what it was like for young adults during this era and is guaranteed to keep them in-

terested. The story also provides a look into work camps not associated with the

Holocaust. Students can use this book as a tool to compare and contrast Soviet and

German work camps.

This book is new to the Juvenile collection in Lumpkin Commons and is one

of many books the Education Department receives through the Scholastic Book

program.

Book Review: Between Shades of Gray by Ruta Sepetys

by Delanie Casto

PAGE 5 EDUCATION EXCHANGE

November 2 Alpha Chi Induction Ceremony, 7:30 p.m.

November 3 Early Registration for Spring 2015 Semester begins

November 5 ED 330 All-Day Field Trip to PORTA Schools

November 11 Veteran’s Day Convocation, 11:00 a.m.

November 14 Last day of early registration for Spring 2015 Semester

November 21 Last day to withdraw passing from a class

November 25 Thanksgiving vacation begins at 9:00 p.m.

December 1 Course Instruction Resumes 8:00 a.m./Action Research Fair

December 4 ED 250/260/270 Festival of Fine Arts on Campus 9:00-2:00

December 9 Double Instruction Period begins

December 10 Applications for Admission to Teacher Education due

December 12 Field Experience Logs due in Education Office; Course Instruction Ends

Important Dates for Education Candidates

Fall 2014

Registration Reminders

Early registration for Spring 2014 begins

on Monday, November 3rd and runs

through Friday, November 14th. Schedule

an appointment with your advisor—

Education advisors have provided sign-up

sheets on their doors in Rahme 106.

Take note of any field experience require-

ments in Education coursework—and plan

for them in your class, work, and sports

schedules. Be aware of any important

dates for the semester

and ask your advisor or

visit the Education Of-

fice to confirm testing

and application require-

ments.

Golden Apple Scholar Program

Find out more about the Golden Apple Scholars Program,

which offers significant financial assistance to qualified

teacher candidates, along with training and mentoring op-

portunities, by attending a campus meeting.

Date: Tuesday, November 11, 2014

Time: 4:00 p.m.

Place: Curriculum Library Classroom (Rahme Basement)

Pizza and soda will be served!

Blackburn’s Director of Financial Aid and a Golden Apple

Representative will be present to explain the Scholars Pro-

gram and answer questions.

For more information, call the Educa-

tion Office on extension 5686.