Analysis Of The Alternative By Galen Leonhardy

In Journal two, of The Alternative, by Galen Leonhardy, he explains how his students are growing academically and individually, along with how he is helping them succeed. He explains how his students are beginning to talk about their personal lives, as well as, beginning to be more active in their education. He goes into depth about three students, and those students are Gia, who is in an abusive home, but still wants to finish her schooling, Lori, who was taught by Mr. Leonhardy that she can use her knowledge about the history of a local bar to her advantage, and Tony, who is a student with mental health issues. As Galen Leonhardy meets with his students’ parents, he learns more about the students’ lives. As he talks about his students’ lives, he also begins to write about how he plans to help them. Although he has opposing forces, like Anne and Judith, he writes about wanting to build an outreach program that helps students, as well as their parents. He concludes by saying that day by day he is growing, and how his fellow staff, as well as himself, need to start expecting productive change from the students. While reading Journal two, I was faced with the question, what is the most effective educational program outline? Is it a traditional educational program that goes by the books and never strays, or is it a non-traditional educational program that is determined by each individual student? Although a traditional education program does work, a non-traditional and

Journal One in The Alternative by Galen Leonhardy, tells the story of a teacher who helps open an alternative school in Kozol Creek, Idaho, and the struggles he faces in attempting to implement a collaborative education process. The author writes of teachers who let students run free through the halls or simply ignored kids because they did not know how to handle them. He also writes of teachers who strive for a more personalized education by learning who their students are and understanding the environment from which they come. I have also dealt with both kinds of teachers in my educational experience, as I was a student of an alternative school. Mr. Lamar, to me, represents what a teacher should be. His personal dedication to making a difference in students’ lives and his willingness to go the extra mile by empowering students to take responsibility for their education changed how I perceived my own education. Mrs. Patton, on the other hand, is a teacher I would much rather forget. Her militarized style of teaching made learning an afterthought to the daily complications we encountered in the classroom. Both Mr. Lamar and Mrs. Patton taught me the importance of being included in your own education.

Mr. Rose presents many descriptive vignettes of teaching professionals in his life who have influenced him both positively and negatively and whom he has retained for emulation or distinction. These characters in his life include teachers from grammar school throughout his college experience. All have in one way or another left a considerable imprint on his recollection of school and learning.

Within the poem “Schoolsville” by Billy Collins, the author describes his career as a teacher, highlighting the relationship with his students and how they have impacted him. Collins executes this through his creation of an imaginary town, intertwined with the reality of his profession and the real world. Through the frequent use of exaggerations, humorous imagery, and critical diction, Collins captures his weakening grasp on reality. The speaker captures himself in a dark moment where he realizes how detached he has become from his students and reveals his sense of hopelessness as a teacher.

These stereotypes of teachers inspire the general public by showing a “fairy-tale version” of what truly happens in the classroom. The movies make it look like there is always some huge triumph at the end of the day and everyone ends up learning what they need to learn. This does not always mean learning the classroom material. Breault states that in most of the movies studied the teachers are more focused on teaching life lessons as opposed to the basic knowledge that should be taught in the classroom. The article also discusses how the teaches are viewed as heroes who save the students and advocate for them outside of the classroom. The teachers in the movies are praised for never teaching with a textbook or teaching regular course curriculum. The pictures show that the real live classroom is a lot more structured than what is portrayed in

The following cases are utilized: Pickering v. Board of Education, Mt. Healthy City School District v. Doyle, Connick v. Myers, Hazelwood v. Kuhlmeir, and Garcetti v. Ceballos. The case, Pickering v. Board of Education, the Supreme Court acknowledged teachers have the right to voice personal views as they relate to issues of public concern (Cambron-McCabe, McCathy & Eckes, 2014). More specifically, “The Pickering case is one of the most influential court cases concerned with the balancing of teacher’s First Amendment right to freedom of expression against the state’s interest in promoting efficient schools” (DeMitchell & DeMitchell, 1990, p 385). If a teachers voices personal views that are damaging to coworkers, school procedures, ones’ occupational performance, and does not directly relate to public concerns there will be grounds for disciplinary actions (Cambron-McCabe, McCathy & Eckes, 2014). This constitutional rights stands both inside and outside of the classroom, as educators can utilize various methods of communication, such as social media, written artifacts, visual relics, and expressive language. In the case, Hazelwood v Kuhlmeier, a teacher’s personal opinion can be expressed within the contours of a classroom when applicable to pedagogical reasons. More specifically, “Reasoning that the teachers was speaking for the school, the court concluded that teachers are not entitled to express views in the classroom that are counter to the adopted curriculum” (Cambron-McCabe, McCathy & Eckes, 2014, p. 242). If the topic discussed within the classroom is controversial in nature it must be censored, thus deeming appropriate to a youthful audience. In conclusion, it is imperative for educators to ‘think before they speak,’ as their actions can have detrimental impacts on key stakeholders as well as their

I am aware that there are better and worse high schools out there than Fremont High School. And yet, reading Kozol's account of the terrible conditions that are endured by these students made me feel more aware of the severity of improper or inadequate education that poorly funded schools provide. All of these problems, alongside my awareness of my fortunate years of education, make me wonder, just as Mireya did, as to why, "...[students] who need it so much more get so much less?" (Kozol 648). Interestingly, I have little to comment on Kozol's actual writing style, even though he wrote this account of his. I was just so attached to the characters within that school that I wanted to be able to reach out somehow; Kozol definitely achieved something very touching here.

The exuberant and laid back Miss Hancock made for a great elementary teacher but not so much for secondary. The high school students quickly strip Miss Hancock “of [her] 15 years of overblown confidence” (77). In reality, the students need a sterner teacher that can balance laid-back with discipline. Moreover, Miss Hancock is too dependent on her confidence; as soon as her confidence is broken she becomes pathetic. A “desperate

As future alumni, of Emmerich Manual High School, going on the fourth year here, I have an abundance, and variety of memories. Undoubtedly, the incomparable memory I have, was the day I realized I had found the diamond in the rocks. In the course of my sophomore year, one of my teachers motivated me by saying; “You’re selling yourself short, and turning in hogwash to get by.” The following day these words were regurgitated over and over in my head. While enduring this repetitive selection of words, I registered everyone I was surrounded by were also being navigated by almost the same words. Subsequently we all joined in on a healthy academic competition. We hustled each other, and continue to do so; my friends became my ‘saving grace’ this day. Regardless of this experience, Manual was not always a great place to go to school. Essentially Manual could have been considered a zoo by anyone who read, Matthew Tully’s 2012 book, Searching for Hope. Tully’s book details a school that contained students with academic apathy, violent action, and crippling attendance. These students demolished many opportunities that Manual yearned to present to the students. While Manual today resembles Tully’s Manual in the way some students maintain the prior students’ characteristics,

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

Author and speaker of the compelling article Why Tough Teachers Get Good Results, Joanne Lipman informs the public on different teaching styles and which ones have the best results. Dabbling in the careers of journaling, editing, and writing, obviously attending Yale University has given Ms. Lipman many opportunities to succeed in life in different areas. Although, having such a sheltered life as a white and privileged woman will obviously give her a different perspective of this topic. Joanne is automatically given the upperhand and is taught from an early age a different way to think about different subjects. Ms. Lipman was fortunate enough to go to a high-ranking high school in New Jersey which could have molded her thoughts about teachers and their teaching strategies. When reading parts of the article we can find examples of her knowledge on the subject, “We’re in the midst of a national wave of self recrimination over the U.S. education system” (Lipman 4) the reader acquires the sense that she is exceptionally well informed on the topic of the education system. With this comprehension of the issue, I can assume that Ms. Lipman has primarily worked in the education field. The background of an author is an immensely important quality when it comes to their works of literature. Not only does it show their point of view, but also their bias which proves to be influential to the readers. Creative and factual, Joanne spreads her point throughout the article thoroughly,

The author, Joanne Lipman, wrote this for a vast audience from student to teachers to parents and more. Mrs. Lip man made the article a lucid topic. By using past experience with a band teacher, Mr. Kupchynsky, called students "idiots" or yell "Who eez deaf in first violins?" the author proved these specific memories since one could relate to being called out by a teacher. Although many could also relate to having different teachers using different teaching methods. For example, a fourth grader at one of the worst schools in LA explains "When I was in first grade and second grade and third grade, when I cried my teachers coddled me. When I got to Mrs. T's room, she told me to suck it up and get to work. I think she's right. I need to work

The traditional idea of schooling has evolved throughout the course of history. Our diverse world commands alternative ways of organizing education. These alternative measures are designed to meet the needs of students who may not have an opportunity to be successful within the traditional school setting. Although, students are the primary constituents of education, they are not the sole culprits of reform in education. The needs for alternative educational programs include aspects such as population decline, economic issues, and the need for better learning experiences. Therefore, alternative methods are designed to meet the needs of particular groups of students in various ways that might be difficulty to meet in the traditional setting.

I feel that a school in many ways is like a clock: it has several gears and mechanisms that when separate do not do much, but when working together, they can even sometimes sing you the time! Most recent example I have witnessed second handedly, aside from the teacher shadowing at Mapleton Jr. High, was the reading in Educational Foundations. I actually had to read the first chapter twice because the first time I did not read it through a personal perspective—I did not see how an alternative school district and its performance would apply to me since I do not want to teach at an alternative school. However, after reading it a second time, I saw many key points that made the alternative school a good school. They built their school and designed it for the students and their exact needs. They periodically collaborated as a staff and discussed their students’ progression and successes. They took the time to know their students and provide them with the instruction that would directly affect each individual’s life. Within the schools’ walls, there was a sense of respect, not simply for one another, but furthermore, a deeper respect for one another’s education. I especially enjoyed the quote in chapter thirteen that states, “Successful teaching requires recognition of the social and cultural context of school and a deep understanding of how these factors influence, shape, and most importantly, can nurture […] schools” (157). When we are aware of our surroundings, we

One of the most commonly asked questions to a teacher is,“why do you want to be a teacher?”. Some myths about teaching is teachers are heroes, the pay is bad, students are brats, and you cannot just leave your classroom to use the bathroom. These are some of the common myths portrayed on television and in society that is not accurate.Not everything you hear or see on television about teaching is true. There may be times where you want to pull your hair out due to student behavior or wish the wage was higher, but the job is not about that. Teaching is about loving children and wanting to educate them so they can in return help us in the future by being doctors, lawyers, etc... Therefore, teachers get the wrong impression, because they are either looked at as a hero in someone's life or not knowing anything about their job.