ELL Reflective Report

By the 1950’s, America’s illusively plaid appearance was being disrupted by a growing multitude of problems: increasing visibility of poverty, rising frustrations from African American communities, and a growing angst concerning America’s position in the world. In response, the United States’ leaders sustained their constitutional promise to promote the general warfare of society, by confidently indorsing policies that directly attacked these problems-to the best of their ability. When President Lyndon Johnson, Kennedy’s successor, sworn into office, he believed in the active use of power and legislation. “Between 1963 and 1966, he compiled the most impressive legislative record of any president since Franklin Roosevelt” (Brinkley 784). Among

In her 2013 “Bowie State University Commencement Speech”, found in They Say/I Say, Michelle Obama, the current First Lady of the United States, uses several rhetorical strategies, including historical references and appeals to emotion and history, in order to drive her central message of the importance of education and the responsibly of her audience to deliver the legacy of education to the next generation. Throughout the piece, Obama relays a historical analysis of the progress made in education for African Americans, including an exploration of the toil and sacrifice made over the decades so that that progress could come to pass. She concludes by calling the graduating students to action to carry on the legacy of educational excellence that

In Merriam Webster Online Dictionary, the word segregation means a “cause or force the separation of (as from the rest of society).” American society has for decades segregated African-Americans from their White counterparts. Even today, with equal rights for all, many people of color feel segregated in their daily lives. However, today’s segregation does not compare to the 1930’s America. For instance, the laws in the 1930’s made African-Americans feel the weight of segregation in their daily lives and education.

“We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place.”

Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes.

Americans, when they think of Civil Rights probably think of the Civil Rights Movement. During the civil rights era African Americans fought to be treated as equals by fighting segregated schools, for their voting rights, and for their basic right that every American has today. To say that education is our civil rights movement of today is inaccurate. Antonio Alvarez’s narrative “Out Of My Hands” focuses on a financially struggling family, but proving that they can succeed. David L. Kirp’s article “The Secret to Fixing Bad Schools” reinforces the idea that even though a community might be poor, that doesn’t have to reflect the quality of education students receive. Horace Mann, known as the godfather of American public education, expresses

America’s education system today is in a state of disrepair. The children are either not being taught enough or taught unnecessary information excessively. We rely on two types of education institutions; charter and public schools. For those are more privileged financially, there are private schools available. Diane Ravitch wrote “The Myth of Charter Schools” to provoke the undermining idea that charter schools are far more superior than public schools. This notion was introduced through one of the most influential documentaries in recent years, “Waiting for ‘Superman’” by Davis Guggenheim, an Oscar-winning director. Ravitch argues that Guggennheim is wrong and provided insufficient or incorrect statistical evidences. Her use of of

After my arrival, I was placed in a bilingual high school located in midtown Manhattan. My high school was one of the four schools in the building; each floor had its own school. The schools were divided as follow: the first floor; special Ed, second floor; culinary arts (black students), third floor; native English speakers (mostly white students), and fourth floor; bilingual school for newcomer immigrants (Hispanics). The dynamics of segregation experienced in my high school reflects to the reality that many Americans lived in the era of “Separate but equal.” Sadly, more than 60 years after Brown v. Board of Education, the United States schools continued to be segregated. In addition, the Government Accountability Office [GAO] (2016) reported: “from school years 2000-2001 to 2013-2014, the percentage of all K-12 public schools that had high percentages of poor and black or Hispanic students grew from 9 to 16 percent” (p. 2). These findings suggest that practices of racially and economically segregating students of color continue unresolved. Sadly, poverty and race are automatic disqualifiers for children of color to have equal access to quality

As I write this, and the reader reads, there are children who are thrown into buildings that barely pass for schools. They are educated without proper materials, and in many cases, without a teacher. In other places, there are teachers who are masters of pedagogy and command the room with their engaging lectures. There are students who perform elaborate experiments on Bunsen burners. It is for public education's transformation into the latter that Jonathan Kozol writes so emotionally and thoughtfully. His beliefs ring true - why should any student have any advantage over another? Why should a wealthy runner be given the head start in the educational race? As Kozol points out, "All of these children say the Pledge of Allegiance every morning. Whether in the New York suburbs, Mississippi, or the South Bronx, they salute the same flag. They place their hands across their hearts and join their voices in a tribute to “one nation indivisible” which promises liberty and justice to all people" (p.

Public education has always been a topic of intense controversy in the United States since its early founding years. As of today, the country is still split on this education issue even in reference to political

Education, wealth and assets, and labor and market opportunities has always been unequally divided between Caucasian and African Americans. African Americans do not amass huge sums of money, they own less property and receive unequal educational opportunities. These disparities have landed African Americans in the low socio-economic class. Trying to narrow the economic gap between White and Black Americans, policies such as the Elementary and Secondary Education Act and Welfare Policies were implemented. This essay will highlight how education, wealth and assets and labor market opportunities contribute to the economic gap in America.

Foster homes were created for children who have no family members to take care of them. These children usually have been dealing with stress and a lot of bad situations in their life. They had an idea that they can live in foster homes and follow the rules to teach them how to be independent and do individual things by themselves. They are allowed to have a foster parent or family member to approved by the state they are living in. Caring for foster youth is helping a child grieve the loss of a parent.

Inequality is an issue in the current American society and it is widely existing in every aspect of the society. The question why the education inequalities are still exacerbated today by racial segregation and concentrated poverty in many American schools. The evidence provided in the book “Savage Inequality”, written by the Jonathan Kozol in 1991. This book addresses the disparities in the education funding and discusses the difference of the education quality between urban schools and suburban schools. This book is based on Kozol’s two years observation of public school and interviews with students, teachers, and parents in Mississippi, Chicago, New York, Washington D.C., and San Antonio. Kozol highlights the problems in the poor school

In 1954 Brown v. Board of Education began to link equitable treatment to the results of the education a child received. In other words, giving the same to every child was not sufficient to determine equality without considering how the child benefited from the opportunity (Coleman,1968;Deshnes et

The paper reflects on my experience during the teaching practicum. Initially, it analyses the strategies my Mentor Teacher (MT) adopted in her teaching and interaction with the students. Additionally, it analyses the techniques I employed to motivate, monitor, and manage students during my teaching practice. Finally, it discusses how I will improve my teaching in terms of instructional strategies, classroom interaction, objectives-activities-assessments alignment, and classroom management.