Cycle 1: What is Curriculum? What is its Purpose?

Reading about Donovan was very difficult for me. I used to really not think much about curriculum, schooling, or even education in general. I had a vague idea that someday, I would probably have kids, and they would attend whatever the local public school was. That's what I did (though my parents probably looked at the schools when they bought their house, as they already had all 3 of their children), and I turned out fine. But then I began my MAED, and the more I learned, the more I realized: I hate the current system.

It seems completely out of whack, to me, that it is not educators, parents, or even the students themselves who are deciding what they should learn, but lawmakers. Sure, educators develop the specific curriculum, but it is lawmakers, through federal and state learning standards, legislation like No Child Left Behind, and standardized tests, that are determining what each and every child should learn. As if all children are the same, or should be the same.

Reading about Donovan was just one more brick to add to my argument for individualized instruction. And I don't mean the “individual education plans” that my local public school uses. In those IEP's, they slightly modify the curriculum that all the children go through, so that a student can be something approximating successful. No, I mean that every child should be learning what they actually need and want to learn, rather than what a lawmaker has decided.

If I were Donovan's mother, and had all the money I needed to do this (I realize this is hardly ever the case, but one must start somewhere, and where better than the ideal?), I would begin by never putting Donovan in public school. At least, not at first. I would hire a specialist to work with Donovan one on one, if I was unable to do it myself. We would work on mastering the simplist of skills. Skills that Donovan would need to get through life. How to push a specific button when he needed something. Perhaps one for changing (or later, maybe even bathroom?), one for food, one for drink, a panic button for emergencies, maybe a button for sleeping. Of course, not all the buttons would be able to be learned at once, but those would be the first set of goals.

At the same time, Donovan would get at least twice daily therapy. Physical therapy, to help him gain control of his movements, music therapy, to try to connect to his brain, and art, to let him color, and hopefully create another kind of connection.  For example, this art and music lesson might be a good one for a child like Donovan.  Of course, it would have to be modified, but he would be able to listen to the music, close his eyes (even if they were open, with his impaired vision, it might not matter), and draw what the music sounds like to him.  No, he wouldn't be able to do the final steps, but just actually doing something would be beneficial, and at some point, some neural connections would be created.

Having stated that I think that Donovan did not belong in a public school setting, I find myself perhaps changing my mind, due to this article.   "[Online Learning] does not prepare a person with a disability to go out into the world, and it does not help persons without disabilities to recognize the presence and contributions of those who may look, think, or act differently from them," (KosAbility: Vouchers, Parental Choice, and Students with Disabilities; Deejay Lyn).  While the author does concede that online learning frees a child with disabilities from being bullied, it doesn't prepare them to cope with that behavior for the rest of their lives.  Yes, children bully other children, but they learn that behavior from the adults in their lives, which means that adults bully other adults.  And isn't it far better to learn how to deal with hurtful behavior from others, when you are safe at home, in your parents' care, than "out in the world"?  Yes, a child like Donovan will never be able to be self-sufficient, but many children with disabilities will.

This is a tricky case, but ultimately, I think it comes down to being a balancing act.  How to teach a child like Donovan to interact with other human beings (group/public school setting) versus how to give him the resources and support he needs, which I really feel requires a one on one relationship.  It seemed like Donovan's school was working on this balance, by having an aide with him all of the time, but I am concerned about such an aide's qualifications.  Do they have an advanced degree in education?  A psychology degree? A degree or qualifications in physical therapy?  I think the likely answer is no, to all three, but it seems to me, that in order to be truly successful, Donovan's aide would need at least that many qualifications.

I can see the value in having a child like Donovan in a school setting: other kids and the teachers are providing stimulation that he can't receive at home. However, I really don't see the benefit in trying to teach him about seeds, fruit, and juice, if the teacher cannot even tell if Donovan even noticed. It seems to me, that first, Donovan must be taught to respond.

A case like Donovan's truly is a difficult one, and very sad. But making him go through the motions (or not) of learning academic content, just to provide parental hope? It doesn't make sense, to me. Certainly, if a child progresses and it can actually be determined when he or she notices something, efforts should be made to include some kind of academic content, with an emphasis on discovering the clues to when the child has grasped an idea. The school that Donovan was attending seemed to be heading in the right direction, but I think too little was done, too late.

Now, I'm not saying that a child should only learn academic content they will actually use later in life. For one thing, a child that actually knows what they want to be when they grow up (and not change their mind another dozen times), is very rare indeed. I was close to that, as a child. I spent my early years knowing I wanted to be a veterinarian when I grew up. In high school, I realized I preferred my animals alive and healthy, and decided I wanted to be a zookeeper. Today, I am a music teacher, but I have a small farm of chickens, ducks, goats, alpaca, my horse, some pet birds that live inside the house, and a couple of fishtanks. So while I'm not a veterinarian, I'm kind of like a zookeeper.

There were a lot of classes I took, that I really don't remember much from. I can't remember much of anything from calculus, I'm nearly clueless how to diagram a sentence, or identify the different kinds of sentences (volunteering in a 3^rd/4^th split class has taught me a lot of how much I don't remember), history is mostly a blank, and I don't remember how to multiply DNA in a sample of tissue. These are all skills or knowledge I learned in school, some very young, others as late as high school or college. But I haven't used them, so I have forgotten it. Does that mean that I should not have learned those things? Not necessarily. I know that I gained other skills from learning those things. Life skills, like writing, focusing, and how to learn. Could it have been more meaningful? I think so.

I have to agree a lot with Dewey, that education has to start with the child. It has to begin with their innate and developed interests and skills. If my teachers had let me learn about the history of music, or animal care, and slipped into this, the context of what was going on elsewhere in the world, I would likely have learned and retained a lot more. I would have cared. With my own students, they begin lessons because they want to play violin. We start with some very easy songs, but I like letting the students choose which ones they will play on any given lesson. Once they get near the end of their first book, they get to choose what kind of music they want to play. Often, they pick music from movies, or from pop culture, and this music is often much more difficult than the next song they would have played if they continued with classical music. But they are motivated to learn that song, so their playing ability soars through the roof as they learn to master complex rhythms, weird notes, and more complicated technique.

I see myself as a bit of a blend of the four curriculum traditions, as nearly every teacher does. I am like Dewey and the experientialists, in that I think education should begin with the child. I am like the intellectual traditionalist, in that I find great value in the classics. As a child, I always loved Jane Eyre, Pride and Prejudice, and several other classic novels. When given a choice, I would often choose those. If my teachers had offered to teach me how to write using Sense and Sensibility, or diagram one of her sentences, I think I would have jumped at the opportunity. In college, I loved learning how to analyze chords using Bach's chorals, and someday, I might study Mozart's scores to learn how to compose. My children will definitely be encouraged to take on these classics, but I stray from the intellectual traditionalist, in that I will not force them on my children (or students).

I am like the social behaviorist, in that I find the skills of tomorrow very important for our students to be learning today. Children need to be taught what they will need to succeed in life; things like how to do laundry, cook, type, or garden. But most importantly, they need to know how to interact with others in a productive manner, including skills like interviewing, apologizing, and even proper email etiquette. Some of these things are taught in school, many should be taught at home, but oftentimes, they're not, and I see many adults that do not have these basic life skills. Rather than make these skills part of an implied curriculum, I think they should be explicit, like when schools offered home-ec.

The critical reconstructionist came as a surprise to me. I had thought that was when students were asked to create connections and big ideas between seemingly separate facts and skills, to reconstruct their knowledge. I had never heard of them being about activism and righting wrongs. I think this is important, and I see the need for it, but it's not my passion. It doesn't personally speak to me. Maybe it's because that I used to try to be an ecological activist, but I just got worn out. Instead, I've decided to focus more on my world. Perhaps it is selfish of me, but I find more value in focusing on my little farm, my husband, my learning, and eventually, my kids.

So, with a student like Donovan, as with any other student, it has to begin with the experientialist and social behaviorist. Begin with what Donovan is actually capable of, and teach him behaviors that will be essential all his life. From there, you can try to incorporate the great works or classics, even if only in the form of being read to, watching, or listening to. Eventually, it would be great to help Donovan to become an activist for people with disabilities; however, it seems unlikely that he would ever be able to get there. A high-functioning disabled person, like Temple Grandin or Helen Keller, can learn to become activists, as they both did.

Introduction

My name is Ashley Wright.  I came to the world of teaching in a bit of a roundabout manner, and so my teaching situation is a bit unique.  You could say that it all started when I was very young, but I'll skip to a bit later, to leave out the more boring stuff.

In late middle school, I was a very active child with a very active lifestyle.  I played violin and oboe, taking lessons and playing in orchestras and bands, rode horses and showed in the Pinto circuit, participated in Girl Scouts (my mom was the leader, so I REALLY participated), and excelled in school.  I loved reading and animals, and wanted to be a veterinarian when I grew up.  I also attended classes on repairing violins, and LOVED it.  So I wasn't terribly surprised when my violin teachers asked if I wanted to participate in their Teacher Training classes.  Did I want to be a teacher?  No.  Absolutely not, actually.  I didn't want my career to have even the slightest thing to do with violin, but it wasn't that I hated violin.  I loved it.  But I saw my teachers, constantly teaching, rehearsing, performing, and practicing, with no life outside of violin.  I saw the stress this caused them, and never wanted to be stressed about my music.  I loved music, and wanted that love to continue, so I never wanted it to be a job to me.

But I figured, it couldn't hurt, so I joined the Teacher Training class.  And I should note here, that when I say that they asked me if I wanted to do it, it was probably closer to, "Ashley, you're here every Friday afternoon.  We're doing a Teacher Training class then, and you're going to participate."  I was a good kid that did as I was told, so I did.  I enjoyed it, but still did not see it as a career.

Fast forward to a year after I graduated from college.  I had changed my mind in high school, deciding I'd rather work with animals that were alive and healthy, so I wanted to be a zookeeper.  I got my Bachelor's in Zoology from Colorado State University, volunteered and interned during high school and college, the works.  When I graduated, I got a temporary position at Point Defiance Zoo and Aquarium here in Tacoma, WA, in their Wild Wonders Outdoor Theater.  I worked cleaning up after their show animals, presenting shows, handling animals, and answering a lot of visitors' questions.  Overall I loved it, but I was limited to 1,000 hours a year.  In May of 2008, those hours ran out, and I found myself working part time at Petsmart.

For those of you that don't know, part time retail does not pay rent.  Not even close.  And if you get a second job, you have to limit your availability, so you get even fewer hours - it's a vicious cycle.  So I got to thinking about what else I could do, and the one thing I kept coming back to was teaching.

I started teaching private violin lessons, driving to my students, just one day a week, to help make ends meet.  While teachers in either public or private school settings tend to be overworked and underpaid, private teachers, at least music teachers, tend to make pretty good money, so it was a good way for me to make extra money without taking up too much of my time.

Now, almost 5 years later, I'm still teaching private violin lessons, but have expanded to include viola and cello.  I signed a 3 year lease on a studio in Puyallup, and I'm very excited for it to be up in May.  In June, I'll be teaching completely out of my house outside of Buckley, WA, where I can keep a close eye on all my animals.  In addition to my horse, I have alpaca, goats, chickens, and ducks, and can't wait to be able to re-start my garden this year.  I'll be finishing up my MAED this spring, so I should be able to get some plants in the ground in May, which is about the time the sun comes out here.

Throughout my work on the MAED, some of my courses have required me to have access to a conventional classroom, so I've been volunteering at my local elementary school on Friday afternoons.  Last year, we had fourth graders, but this year, it's a split 3/4 class.  It's been very challenging for me to work with more than one student at a time, but I've learned a lot.  Most importantly, I've learned that despite all the uncertainty, I really love doing what I'm doing and never want to work in a conventional school setting.  In addition to helping my own teaching, my work on the MAED is helping to prepare me for homeschooling my kids.