1 Final Paper: Ryan Silkworth

Growth in Education, 5/4/2011

Growth in an Educator EDUC 275 M-W

Running head: Final Paper: Growth in Education, Growth in an Educator





Final Paper:
Growth in Education, Growth in an Educator
Ryan Silkworth
EDUC 275 M-W
4 May 2011






2 Final Paper: Ryan Silkworth
Growth in Education, 5/4/2011
Growth in an Educator EDUC 275 M-W


We have a great opportunity presented to us in the United States in the form of a public
education system. Our country was founded on the ideals of freedom and opportunity, and an
education is a primary path of achieving those ideals. Education can be a powerful system within
this country. Kids from every ethnicity and socio-economic background are expected to come
together and spend huge chunks of their early lives learning, socializing and overcoming
academic challenges they face. Every childs needs and challenges are different yet the goal of
our education system is to give each student the tools necessary to succeed.
The challenge that the system faces is how to provide students with different cultural
backgrounds, skill levels and socio-economic standings the best and most equal education
possible. The article we read in class titled No Child Left Behind: A Foolish Race into the Past
written by David Marshak said that the No Child Left Behind Act introduces a narrow
curriculum and sorts students through standardized testing (229). We cannot expect every
student to fit into a narrow curriculum and we cannot expect to accurately sort students
through standardized testing (229). This is why teachers should be considered the primary aid to
student success.
A quality teacher in every classroom is the primary way, in my opinion, for schools to
achieve the goal of quality education for each student. The ultimate goal of standards is to
create a certificate of mastery for teachers across the country to be assessed (Lewis 78). One
thing that the article No Child Left Behind: What does it really mean? brought forth was the
need to train teachers evenly across the country, emphasizing the development of new programs
to deliver professional development, mentoring, and class size reduction, particularly in high
3 Final Paper: Ryan Silkworth
Growth in Education, 5/4/2011
Growth in an Educator EDUC 275 M-W

poverty areas (Kysilka 102). One thing I found to be key in this statement was the reduction of
class size. No matter how skilled a teacher is, a large class will impede student success. Teachers
cannot easily build relationships with individual students, nor can they successfully employ
techniques they have learned with a large class.
As a student preparing for a career in education I am learning the best in new education
techniques, such as Dialogical Pedagogy. The article No Child Left Behind: What does it really
mean? says The profession wants teachers who have subject matter, content strength and
pedagogitle value to the latter (Kysilka 102). Using these techniques I can provide a top
education to every student I have in my classes. In the words of Juan-Miguel Fernandez-Balboa
and James Marshall the classic system of education is characterized by a monological and
unilateral form of pedagogy in which the teacher imparts knowledge and students supposedly
learn it as such, any students that dont conform are out of luck (24). I have experienced this
first hand and in contrast, I want to engage my students. My goal is to get each student excited
about learning and involved in the teaching process. As a new teacher I will have the enthusiasm
combined with new ideas and perspectives that I believe can benefit a school and its students.
Personally this class has really helped to open my eyes to the other side of the educational
coin. I grew up in an upper-middle class area, in one of Colorados best school districts. Though
I knew I was privileged, I never considered or appreciated the opposite side of the spectrum. I
think after taking this class, I can be a more understanding and accommodating teacher. I have
read about and spoken with people who had a far different experience in the education system
than I did. I was very interested to hear and engage in conversation with these people of differing
backgrounds. The classroom discussions have really helped me to understand others
4 Final Paper: Ryan Silkworth
Growth in Education, 5/4/2011
Growth in an Educator EDUC 275 M-W

perspectives and broaden my views and opinions. I was very impressed with all of the classroom
activities. I feel that each activity helped me think outside of the box, and some helped me get
out of my comfort zone. I really learned a lot this semester, and I have a stronger view and
passion for education. I think that growth can be seen when you look at both this final paper and
the one I wrote at the start of the semester.
In class we have talked at length about how standardized tests are taking over the
classrooms. I saw firsthand while observing in a third grade class just how much time has to be
given to standardize tests. Almost every lesson I observed was geared towards preparing students
for the CSAP tests. Teachers are being forced to teach students the test, rather than teaching a
true understanding of the material. Of all the things this class has opened my eyes to,
standardized testing upset me the most. When teachers are forced to teach students a test because
of funding, then tests like CSAP are not being carried out in the best interests of the students.
However, I do not think that standardized tests should be cut out entirely. If administered and
evaluated properly such tests can show both strengths and weaknesses in the education system,
and ideally provide a more equal education for all. We must separate the promise of funding
from the results of standardized tests, and allow teachers to actually teach their students.
As stated in the article Kudzu, Rabbits, and School Reform by John Goodlad High test
scores predict high test scores Not much else (39). We talked in class about the correlation
between a students socio-economic standing and their ability to succeed on standardized tests.
The article Privilege, Power, and Difference. By Allan G. Johnson suggests that schools are
continuing the existing order because we do discriminate at times without even knowing it,
because the majority comes from a position of power (16). For instance, after taking this class I
5 Final Paper: Ryan Silkworth
Growth in Education, 5/4/2011
Growth in an Educator EDUC 275 M-W

understand how my education has continued this existing order. My family is upper middle class
and the education I received stepped me up to be successful in college and pick the career I
wanted to pursue. While Aeriela my interviewee from the Inquiry project, who was from a lower
socio-economic background, seemed setup to fail, and for her college always seemed out of
reach.
Education is so important when trying to obtain a highly competitive and highly lucrative
job. Particularly, a secondary education is a way to separate ones self from the pack in todays
competitive job market. However, when the education system is skewed towards a particular
group of people we are not allowing a transformation of the existing order. The powerful and
wealthy can afford property in wealthy areas with great schools, while those in poverty are
generally relegated to poorer overcrowded schools. Certainly the education system has made
huge strides towards equality in education but there are still improvements to be made. I look
forward to playing an active role in the future progress of the education system in America.







6 Final Paper: Ryan Silkworth
Growth in Education, 5/4/2011
Growth in an Educator EDUC 275 M-W


Fernandez-Balboa, Juan-Miguel, and James Marshall. "Dialogical Pedagogy in Teacher
Education: Toward an Education for Democracy." Journal of Teacher Education. 45.3
(1994): 24-34. Print.
John, Goodlad. "Kudzu, Rabbits, and School Reform." Phi Delta Kappan. (2002): 35-51. Print.
Johnson, Allan. (2005). Privilege, Power, and Difference. McGraw-Hill Humanities.
Kysilka, Marcella. "No Child Left Behind: What Does it Really Mean?." Curriculum and
Teaching Dialogue. 5.2 (2003): 99-104. Print.
Lewis, Anne. "An Overview of the Standards Movement." Phi Delta Kappan. (1995): 74-82.
Print.
Marge, Scherer. "How and Why Standards Can Improve Student Achievement." Educational
Leadership. (2001): 82-120. Print.
Marshak, David. "No Child Left Behind: A Foolish Race Into the Past." Phi Delta Kappan.
(2003): 229-31. Print.