Creating High Performance Learning Environments

     I  recently had the opportunity to review three videos and analyze three different teaching learning situations.  Academic expectations, behavior expectations and norms and procedures were key factors that I had to analyze.  

Roller Coaster Physics:

     This video was truly amazing.  I had to watch this as well as look at her lesson plan Glog.  Ms. Migdol STEM class was brilliant.  When I saw that this was a STEM class I already had high academic and behavioral expectations from this group.  It was evident that Ms. Migdol also had high expectations of both.  This lesson was detailed and gave them enough time to complete which created norms and procedures for the students.  The students were broken into groups to create an effective rollercoaster.  These students clearly knew their stuff.  They were able to explain their projects using the appropriate terms, such as "kinetic energy vs. potential energy."  Not only did Ms. Migdol instruct them on what needed to be done, she allowed them to use their critical thinking as a a group. One of the norms or procedures was that the students "chimed" This was when they came together as a class to discuss the trials and errors of their projects. This way they learned from each other as a class as well as from her.  In each group the  students also had individual roles, these roles ranged from Group leader, recorder and accountant.  This gave the students a chance to also assess their individual strengths.  I was so impressed with the thinking of these students.  They were  being encouraged to learn from their mistakes.  The assignment didn't end because of the "failure".  The so called failure just further pushed them to "critically think" even more to figure out how to create an effective roller coaster. Ms. Migdol asked questions and encouraged their thinking process, this appeared to be a norm.  Communication was truly encouraged in this class. This lesson plan promoted all aspects of STEM. I loved how she incorporated all aspects of STEM, designing the roller coaster, using physics, measurements and accounting for budgeting the materials, and still made it fun.  The students had to use the simulator program to design their roller coaster and even with that they were still learning.  Her norms and procedures allowed them adequate time, and she even allowed them the opportunity to earn 120% on the assignment.  Further pushing high expectations from them.  This was a group project that also had individual roles so that everyone was accountable.  She even had a Daily participation score. If she had to tell you to "get to work", that was 10% coming off of your grade.  Ingenious!!!!   

3rd Grade Chinese Math

     This video was totally different.  It was a different topic, and different grade. In all honesty I  was stun as an African-American seeing a predominantly African -American class of 3rd graders speaking in Chinese.  I was also proud.  This video was totally in Chinese, but it was math so I understood the concept.  It appeared as if the students were singing the multiplication table.  As children we are taught to memorize the multiplication table, and rightfully so; numbers don't lie.  2x2 will always equal 4.  The academic expectation of this class appeared high, because they were only allowed to speak Chinese in the class.  This to me also made me believe that the behavior standards were high as well.  This students had to remember to speak in Chinese, and they are only 3rd graders.  This also is a Norm and procedure.  They sat on the carpet and there were maybe 1 or 2 students who appeared restless but this is expected as to this is a lower grade.  I also had to read an article on how Chinese students learn math.  For the most part the foundation of math is made a lot easier when you have to memorize the multiplication chart and formulas, because for the most part you are plugging in numbers to satisfy the need of the equation.   So I agreed and understood, the concept of that.  The high expectations of learning math is set high from every angle.  It's not just the school that expects the best, but the culture of learning is exceptional.  The Chinese have very strict ways of implementing their learning in regards to math.  I wonder if its only strict to me because I was raised differently.  They do however excel in Mathematics so, I guess it works for them.  Right about now I wished I had their training so I can finally pass the math portion of the Praxis core exam.

Whole Brain Teaching

  Prior to this lesson I had never heard of Whole Brain Teaching.  When I watched the video I was taken aback.  It looked to me like a theatrical production.  Tons of hand movement and repeat after me. It played on my sensitivity of the stereotypical outlook of "how to teach students of color".  As if we can only learn like this. I'm all for learning the rules, but the repeat after me aspect for 9th graders didn't appeal to me.  The teaching strategy looked like something that belong in an early education class.    The loud speed reading was too loud and confusing. I wonder if they actually comprehended anything?  The teacher appeared enthused, and her class appeared disciplined.  The behavioral expectation was high because she had the class recite all the  rules. I am also assuming because of the implantation of the rules that she did have a high academic expectation. I was also instructed to research more about Whole Brain Teaching.   The concept of Whole Brain teaching appears to be a creative concept.  From what I have read, this concept came about to help teachers with students that had behavioral  problems and couldn't grasp the fundamentals of learning.  Whole Brain uses a lot of games and tactics to make learning extremely fun, and makes sure that their classrooms are peaceful and organized.  Perhaps this video wasn't a great video to truly represent the Whole Brain teaching concept.  I can however, see this being helpful to keep students engaged.

Setting high performance expectations among my students:

     I plan to be a kindergarten teacher so I am responsible for teaching my students the fundamentals of learning.  It is important to me that I set a great tone for all of my students.  I have to take into account that all children learn differently.  My goal is to make sure each and every one of them are prepared to go to the first grade.  So my academic expectation of them will be high. In order for me to have an effective year I need to expect high behavioral expectations.  Part of being a kindergarten teacher is to implement and reinforce good behavior. This will be one of the goals of kindergarten.  I am also realistic that there will be ups and downs for every child behaves differently as well.   I will like to use a piece of every video that I watched.  I want my students to be critical thinkers and I want to encourage group projects like the roller coaster project.  I also have to make sure that certain lessons are embedded into their minds.  There is no getting around recognizing letter, numbers, shapes and colors.  So I will have to take it seriously like the Chinese math.  They have to know their phonics to prepare them to be great readers.  I have to let their parents know that their involvement is equally if not more critical for their child's success.  I also have to remember at the same time that these are little human beings, and I have to keep them engaged.  They need to feel that learning is fun, they need to feel that they are in a safe place and that they are being nurtured by me their teacher.  Teaching to me ,means that there needs to be structure, critical thinking and fun in learning.  There are ways to incorporate all of the strategies that I saw from these videos  into  teaching.  

References:

 (n.d.). Retrieved December 10, 2015, from http://www.wholebrainteaching.com/index.php?option=com_k2&view=item&id=135:whole-brain-teachers-of-america&Itemid=105 

Establishing a Positive Classroom Environment

     I am often told that I am a child at heart.  As a future teacher I believe that this is a characteristic that helps me greatly.  I vividly remember my childhood experiences, I remember how I felt.  The is why it is extremely important to me that I provide the best environment for my future students.

     Let's face it as children we spend a lot of our lives in a classroom.  The classroom becomes your second home, teachers and school staff members become extended family. For many students it may be their only source of positive encouragement.

     I plan on teaching Kindergarten, for many children this is their first time away from their parents, or in a classroom for longer hours. It's important that not only is the decor of my classroom warm and inviting but my demeanor is as well.  I will be the first person to great them as they enter the classroom.  Bending down to their level (eye contact) a warm smile and friendly tone as I greet them and make sure that I pronounce their name correctly. I want to make sure that I get to know my students, If possible I would reach out to the parents before class starts and ask them to fill out an all about their child survey.  Getting to know them survey, questions about their siblings, nickname, their interest etc.  I was a one to one para for a child who was obsessed with dinosaurs, to get him to learn how to count and recognize numbers past 5 I created a set a flash cards with yep, you guessed it dinosaurs on them.  Needless to say my student learned how to count way past 5 with the use of the flash cards.

     My classroom needs to be one that connects to children.This will be our second home.  It will  contain colors and decor that represent the diversity of  each and every one of them.  Every aspect of my classroom will represent the different cultures, backgrounds, genders, races.  Even if a particular background isn't represented by a student it will still be reflected in my classroom.  I will also incorporate the cartoons and toys of today that children watch.  Its important to me that I study my "client", do my research.  My children grew up with Dora and Diego, but that isn't the case of today.  Paw Patrol, Team Umizoomi, Mickey Mouse Clubhouse and Doc McStuffins are just some of the cartoons of today. This also gives you an opportunity to expose them to cartoons of yesterday that may help with lessons.  Thank goodness for YouTube!   My goal is to relate to my students.  I have sat in many of classroom and heard students mention a cartoon and the teacher had no idea what they were talking about.  It doesn't take much to turn to nickelodeon or disney channel to see what's on today.   I will incorporate these and other characters and the  backgrounds of the students themselves into my lesson plans.  I will have worksheets that will use various characters.  These will make my lessons engaging and making my students very comfortable.

      It important to me that I create a warm, safe and nurturing environment that is conducive for learning and teaching.  At this age its important to teach them healthy behavior.  The importance of ownership, sharing, being encouraging, learning to make mistakes are  just a few elements that I will implement in my classroom.  Teaching children at an early age the importance of treating everyone with respect will help to create a positive classroom environment.   I will have classroom rules posted throughout the room to emphasize these behaviors.
   

     Positive reinforcement is also important in a classroom. Rewards are ways to create a positive classroom environment.    I will also provide a lot of group activities that will give the student a chance to work together and learn from one another.  It will also foster friendships.  I plan to also play with my students as well. Many teachers don't play with their student.  I feel they are missing out when they don't do this.  In my classroom I will incorporate movement time.  This is when you put on a quick dance video conducive to their age and dance to it.  Its a great transitioning tool, as well as a bonding tool.  It also provides a great workout.  :)  Here is a link to a pretty popular dance video:https://youtu.be/5hn61z3FlMQ                          

     Listening to my students is also something I feel that will help create a positive classroom environment.  When a student feels that you care about them that builds a bond.  The student will feel comfortable and will perform better. It also gives you a chance to learn more about that student and find out there special talent.  Every child has their unique way of learning things and you want them to feel comfortable with their way.  It is also important to keep the parents involved and informed on what is going on in the classroom.  Weekly newsletters are just one way to keep parents informed of what is going on in their class.  Birthday celebrations, School trip volunteers and holiday potlucks are another way to get parents involved as well.

     To sum it all up a positive environment is the building block in the development of a child.   It's just not about learning material. Creating a classroom where each child feels a sense of belonging is my goal.

   

Personal Learning Goals

My assignment was to list some personal learning goals that will help me create my personal learning network.  Hmmm something that appears simple, but it takes a lot of thought.  Questions were bought up: What interest me? Where do I see myself in one, three, five, seven years? I have a  lot of personal goals that may or may not fall into the category of learning. lol...   Last year my learning goal was to obtain my driver's license.  I'm a city girl, so there was no need until this summer, I moved to Maryland.  I should have made my goal to learn how to drive, not just pass the test.  So I need to be a bit more  specific with these future learning goals.  :)
  

What Interest me? 

• Reading
• My family
• I love children
• Dancing
• Music
• Teaching
• I'm serious about education
• Interior design (love HGTV)

Where do I see myself in 1, 3, 5, 7 years?

Time flies and in one year I see myself teaching my first Kindergarten class.  Driving more and learning my way around Maryland.  In three years I see myself still teaching but being more involved with curriculum planning.  The next 5 to 7 years I would love to be in the process of being on a board that will implement  more effective ways to teach. I often have thoughts of opening my own Charter School.  Keeping that possibility open.  I also plan to see my two children off to college!!!

What opportunities and resources are available to me?

I have my fellow cohort 6 members, and the Teach Now staff. I am acquiring all sorts of online resources.  Most importantly all of my friends and former coworkers who are in the teaching profession have been more than helpful.  My mother always told me not to burn bridges and she is right.

And now that I have done that let me list my short term personal learning goals.

• Pass the Praxis Exam..... 

Oops !  I just watched a video that gave me a more effective way to list my goals.  Brian Tracy's video taught me some recipes for goal setting. The three P's (Present, Positive and Personal) use these to unlock your mental powers.  So now let me effectively list my personal learning goals.

• I passed  all of my Praxis exams by January 2016
• I learned new and creative ways to teach Kindergarten
• I embraced and implemented 21st Century teaching skills
• I learned new tools of technology for effective teaching
• I learned and used better Project based and Game based learning for my lessons.
• I obtained my Teaching Certification from TEACH NOW in the Summer of 2016
• I passed all the exams required to teach in Maryland.
• I expanded my network of resources to gain employment at a great school.

Passing the praxis exam will help me obtain my certification from TEACH-NOW.  Being certified will help me become a Kindergarten Teacher.  Learning  21st Century Teaching skills will ensure that I am a effective teacher who will properly prepare my students for the future.  I would love to know all the tools ( technology, implementing project based or game based learning)to make my lessons engaging, creative and fun for my students.  Expanding my resources will allow me to being knowledgable of all of the change that is taking place in the world of academia.  I will be able to not only be informed but build strong friendships/connections to make me a well rounded teacher.  

I post my goals on the discussion forum and received positive feedback from my cohort member that made me think a little more in detailed about what I would like to learn and use to make my lessons effective.  

In my current learning Module I had to use Twitter.  I had an account a long time ago but I deactivated my account because I felt it was just too much.  I had no idea of the networking and resource possibilities.  I am now "following" a couple of organizations and I am finding many more.  I am not to sure about using Twitter for my classroom.  It may be too much for kindergarten.   As I teacher I plan to have a balance of technology in the classroom.    Some of the groups that I am following are @kinderchat, @edutopia, @educationnation, and @Acad21cntrylrn to name a few.  

Listing my personal goals felt great. It also feels good to know  that my goals and  reasons for these goals can and will grow. That enhances the beauty of this lesson.  I will learn so much more from TEACH-NOW and will be able to add more and achieve these goals and a whole lot more.  Looking forward to it!

Language Acquisition: Planning for English Language Learners.

     All children have diverse learning styles. This is especially true for English Language Learners.  As a teacher it is important that I am knowledgeable of my students(scholars) and use differentiated instruction as needed.  Differentiated instruction is a teaching method in which teachers adapt their instructions to accommodate a variety of learning needs.
   My goal is to become a Kindergarten Teacher and I will be teaching the foundations, English, Math, Writing, Science...  I will introduce my lesson plan and show how I will accommodate 4 of the learning stages of acquisitions.

I will use as an example teaching my scholars the letters of the Alphabet. In the beginning I will have all the scholars sitting in one group and read them a story. The Story I will use is "Chicka Chicka Boom Boom"  For the Pre-Production stage which is known as the silent stage reading a story to them is great.  This is when they observe and absorb the most.  Chicka Chicka Boom Boom is a very colorful book with great illustrations, and it allows the children to get involved which creates a fun and relax atmosphere for all the scholars. Afterwards I will choose a scholar whose is at the Early Production stage to  come to me and pull out a flash card I have that will introduce the letter of the day.  The letter for today's lesson will be "J".  The Early production stage is when the individual begins to use short words and sentences.  I will say the letter J and ask my scholar to repeat the letter.  Then in turn I will ask the rest of the group to say the letter J together.  This still will help my Pre-Production stage learners because they are absorbing and are very observant and may repeat what the other scholars are saying.  The letter J with its sound and a symbol of a Jacket will be on the flash card.  Before I transition the scholars into individual groups I will have them stand for a short movement break, and will play a Letter J song from Sesame Street.  Scholars at any stage still need visual and songs are a great tool for memorization.  The movement break also gives a time to stretch so they are able to sit and pay attention for the individual groups. Here is a link to the video.  Who doesn't learn better with Elmo? https://youtu.be/mC7jki5cJ24

     Once the scholars are in their groups I will pass out worksheets according to the stages.
For my Pre-Production group they will have a letter J to color. This way they are in a group and coloring the letter but they do not have to speak.  As I hand out the sheet I will ask each scholar in that group to point to the letter J.  My Early Production group will have work sheet with the letter J, but they will be able to color, trace, and write the letter a few times. It will also have an activity where they will have to find the letter J and circle it.  Early Production stage scholars can use short word and sentences.  They still emphasize on listening and absorbing. For my Speech Emergent Group they will have picture books about the letter J and various pictures that coincide with it. In this group speech becomes more frequent and words and sentences become longer.  Their vocabulary continues to increase.  At this stage they are able to finger point to words as they read. I would sit with this group and have them take turns reading the A level picture book about J. I can also download and print "printable reading books" about the letter J.  This will also allow the scholar to practice writing vocabulary with the letter J as well.  My Intermediate Fluency group are a little more independent and will be able to create their own sentences with words that start with the letter J.  This group is more fluent.  They will be able to demonstrate higher order thinking skills like problem solving. This group will be able to use software like Accelerated Reading.  Where they will read a story about words that begin with the letter J and answer short questions in regards to the  story.

     I feel that these stages of language acquisition are a very important tools in helping not only  ELL scholars but all scholars as well.  In time not only will the scholars become more fluent, but I will be stronger in assessing them, and through practice  come up with more effective ways to teach them. 

Special Education Referral Process

 




      Every child is unique and learns differently.  There may be some children who may have difficulty keeping up in a General Education class.  After careful observation from the parent, teacher and school counselor some students may require special education services.

     I had the opportunity to interview Mrs. Meredith Collack.  She is a Placement Specialist for the Placement and Assessment Services Unit for Montgomery Public Schools.

Me: How is the student identified for Special Education referral?

Meredith Collack: Two paths  A) School referral- school teams work collaboratively to identify students who are struggling in school (academical, socially, behaviorally)and discuss whether the student requires an intervention academic intervention such as a special reading program, a social intervention such as meeting with the counselor or behavioral intervention such as Functional Behavior Analysis and Behavior Intervention Plan.  Once the student is receiving an intervention, the school team  meets periodically to discuss progress.  If  it's working, they decide to continue or discontinue.  If not making progress, they need to revise the intervention or do some more analysis and come back again.  If the student continues to not make progress, a special education referral is an option.  

B) Parent referral- parents contact the school in writing and ask for his/her child to be evaluated for special education.  There is a 90 day timeline at this point.


     Mrs. Collack then began to explain that regardless of who makes the referral once its made they have 90 days.  In Montgomery county they have a screening.  This is where they look at the results of the intervention.  They look at the information gathered from teachers, parents, counselors, health, including a classroom observation of the student.  That team meets to discuss and see if a disability is suspected.  If so that team determines what assessments are needed to complete the evaluation ( therapies) written parent authorization is obtained and the team has 60 to 90 days to complete the assessments.  Once the assessments are completed the team reconvenes for an evaluation IEP meeting.  During the meeting all the assessment results are shared and it is determine then if the student qualifies for a educational disability and if special education services are warranted.  If Special Education services are required an IEP is needs to be developed and drafted.  The team meets again to finalize the IEP and obtain parental authorization.

     I also interviewed a friend of mines who I went to school with who now teaches elementary education in Macon Georgia.  Daniel Wright explained that all teaching tactics( audio, visual, tactile) are exhausted before a student gets an IEP or a label. Other signs that may warrant a evaluation outside of the not being able to keep up or understand the work is violent outburst.  Often the students that are not comprehending the lessons become embarrassed and act out.  Parents are notified she said, but it takes 4 to 5 points of contact before a school can move forward with placing a student.  .

     Mrs. Collack, and Ms. Wright both agreed that parental involvement is critical.  The sooner a student gets evaluated the sooner he/she will receive help.

     Mrs. Collack informed me that after the IEP is assigned there is a special education teacher/team leader or counselor that manages the referral.  The counselor needs to ensure that all required paperwork is completed prior to the screening meeting.  The teacher is assigned as a case manager to ensure the child is being provided services.  The case manager gathers the data and reports progress on the IEP to parents every quarter(marking period).

     Ms. Dana Caldwell a friend of mines who teaches 4/5 grade at P.S. 76 in Harlem NY, told me that the referral process is quite similar to the process I mentioned above.  P.S. 76 is a poor school and so the referrals for IEP are not always done.  Many of the students have behavioral problems which is not necessarily due to a disability.  The household situation for many of those students is not stable.  A child may have several violent outburst and when the thought of an evaluation is mentioned to parent of that said child,the parent becomes enraged and very often in denial. For the students that are diagnosed with a disability the proper resources are not always provided.  The school doesn't have the funding for all the technology that is needed.  The teachers there do their best to make sure the needs of the student are met.  Ms. Caldwell did say that parents need to be educated more on the process of an IEP and their rights.

     Both teachers complained about the lack of Special Education teachers, case managers and paraprofessionals.  This causes a backlog in regards to evaluation. The teachers are overworked. I think back to the student I was assigned to that would have several violent outburst in class.  There was not enough staff to properly deal with him.  He was evaluated but he did not receive his para ( me) until the end of December.  I saw how over worked his therapist were so I took on the role and provided him with an extension of his therapies every day.  I utilized technology every chance I got to help him.  I used software on the I-pad, apps I had on my phone, even a v-tech writing tool called with an app called Mr. Pencil.  This allowed him to hold a pencil correctly and write his letters.

     I watched the video about the Mesquite School, and their concept of Reteach and enrich is simply brilliant.  Its the common sense factor to possibly do away with unnecessary evaluation of students who just need a refresher course. The teachers that I interviewed didn't mention a lot in regards to technology being incorporated into the personalized learning, but they did sound exhausted with the system.  They are having to play dual roles of general education teacher and special education teacher.

     I have personally seen the stress of teachers when it comes to the special education referral process.  Children will receive a para and would still have these violent outburst and the case manager would find a way to blame the para.  In one of my cases I was not allowed to call the dean if my student had a violent outburst, I just had to deal with it.  They felt the paraprofessional was all the help a student needed.  The special education referral process in its true form can work wonders for a student.  Its unfortunate that for many students who need it, low income schools, under staffing and lack of resources for parents can make this service a nightmare.

   

Common Core (The Good, The Bad and The Ugly)

     

    

     For most parents the above picture brings about headache and leads to plenty of angst at home.  I must admit it causes me great stress as well.  Simple arithmetic isn't so simple any more.  As I try and I stress "try" to help my children with their math homework, it turns into them teaching me.   No longer is the division box enough.  Now I had to deal with terms such as "array" and "area model".  PTA meetings were now packed with angry parents discussing the perils of Common Core.  Chants of "Curse you Common Core", echoed throughout the school hallways as both teachers and students sat in classrooms with looks of confusion and fear.  Truth be told, though I am not fond of Common Core, I never took the time to really research what Common Core was really about. I was becoming one of those people who complained about something they didn't understand. If I was going to truly argue against something I needed to know what I was arguing about. What is Common Core? Who approved it?   So let's you and I learn a little more about this "Common Core" and justifiably come to a conclusion about whether its Good, Bad or just down right Ugly.  :)

     

     What is Common Core? The Common Core is a set of high quality academic standards in mathematics and English Language Arts/Literacy (ELA).  These learning goals outline what a student should know and be able to do at the end of each grade.  These standards were created to ensure that all students graduate with skills and knowledge to succeed in college, career and life. The famous "No Child Left Behind" campaign.  http://www.corestandards.org/about-the-standards/

     The CCSO and NGA heads the partnership that developed the Common Core Standards.

The National Educational Association (NEA) was invited by the Partnership ofThe Council of Chief State School Officers (CCSSO) and the National Governor's Association (NGA).  They saw a need to create a new standard of education because the academic progress from state to state was declining against the rest of the world. They blame the decline on the uneven academic standards from state to state. They wanted to create consistent learning goals across the states. The NEA claims that members of their board as well as teachers from the American Federation of Teachers, the International Reading Association, the National Council of Teachers of English and Mathematics were actively involved and their ideas were incorporated.  NEA believed that the involvement of these associations provided teachers with more manageable curriculum goals.  According to the NEA many teachers support the standards with or without reservation.  A poll released by the AFT revealed similar levels of enthusiasm, again indicating anxiety but AFT members strongly support Common Core.  I found this alarming because all I hear are complaints from teachers about the rigorous and scripted program. http://neatoday.org/wpcontent/uploads/2013/10COMMONCORE2.png  You can find out more about the NEA's involvement in the Common Core Standards by visiting their website: www.nea.org/home/46665.htm. 

     Common Core would shift focus from just getting the answer to solving problems and critical thinking.  So far I have found out that the NEA was part of an already established partnership with the  CCSSO and NGA that put together the Common Core Standards.  I was also surprised to see a poll from the AFT that was so supportive of the Common Core. The news is flooded with stories of so many disgruntle teachers.  http://www.aft.org/press-release/aft-poll-800-teachers-finds-strong-support-common-core-standards-and You can read more about the early stages of common core here.  There is an article that includes a book written about common core. http://www.ccsso.org/News_and_Events/Current_News/Common_Core_in_the_Districts_An_Early_Look_at_Early_Implementers.html

     44 States including Maryland and DC have adopted Common Core.  Parents are frustrated because they haven't been given the context to even help their children.  A lot of Parents feel that the math problems are just to complex for younger kids. I didn't realize that Texas, Virginia, Alaska, Nebraska and Indiana have not adopted the initiative. http://excelined.org/common-core-toolkit/old-standards-v-common-core-a-side-by-side-comparison-of-math-expectations/There are also complaints about the lack of explanations from School Districts about Common Core.  Standardized Test are based on these Common Core methods and teachers are not properly prepared for it.  Common Core also hinders the Special Education Educators.  The one size fits all model does not fit well for Children with Special Needs. 

     From a personal perspective I understand the "goal" of Common Core.  Yes I want my children to be college ready, yes I want them to be critical thinkers, but all I have seen from implementation of Common Core is stress and fear.  Children having 1 to 2 hours of extra homework, teachers stressed out because they have to follow a rigorous scripted lesson plan.  Common Core to me kills creativity because lesson plans are scripted and teachers have to follow them verbatim.   Creativity to me is very important in a classroom. Test Scores at least in NYC(where I am from) have not gone up and a lot of parents now are using their right to Opt out of testing.  A decision that parents have a legal right to do, though the Board of Education will never admit it.  It's not right to  have  children believe that you will be retained if you do not pass this one exam.  An exam that has been known to be poorly written where even the teachers can't agree on the right answer.  Talk about anxiety for everyone.! My daughter who is an A student, in the 3rd and 4th grade was overwhelmed with the pressure to pass and with a high score. We were constantly sent  letters explaining the grading system.  The scale was from 1-4. 1 is poor , 2 is just making it, 3 good, 4 great.  Several PTA meetings and parent teacher conferences discussing the importance of "making the grade" for these exams.  I had to talk to her over and over that no matter what, those exams did not define her intelligence.  It wasn't enough for her, the school had convince her otherwise.  She managed to get 3's her 3rd grade year and scored a 4 in her ELA in the 4th grade.  She was relieved and I was concerned. The pressure they put on the teachers and students was ridiculous.  Then when the scores were released you had to go through criminal background checks to see your child's results.  The incentive method associated with these exams damages the art of teaching and the moral of school. When I was a kid we had 2 state exams, one day for each.  Now these children have 2 exams 3 days a piece.  To much! Here are some groups by state who are opposed to Common Core: http://usagainstcommoncore.blogspot.com/p/states-by-group-who-oppose-common-core.html

     Common Core claims they want to keep up with the rest of the world.  Let's see what the rest of the world is concerned about in regards to education.  I looked at the Global Partnership for Education website (GRE) is Common Core an issue? I am not surprised it isn't.  Their goal is to raise funds to ensure a better quality of life and feel that a decent education is the root to end such problems. http://www.globalpartnership.org/multimedia/infographic/education-and-global-goals

I looked at the UNICEF website and they were focused on making education attainable and safe. As Americans we take for granted the quality of life we have here.  Reading a little further on I read about the issues they face. In many parts of the world school is not affordable, girls are not allowed to attend, and due to natural and emergency situations schools are just not there.  Something I really didn't think about. You can read further on here. http://www.unicef.org/education/bege_61625.html  It makes you think, here in America the education implementors are so concerned with numbers where in many parts of the world children don't even have access to school.  All they want is a decent education.  What part of the world is America trying to keep up with? It seems we are already ahead. It's scary to think that in America children will be turned off by school at an early age, because it will be to complicated and overwhelming.  America's children won't value education because they have been exposed to the propaganda behind it. The  children across the globe will appreciate education more because they will truly see it as a way to secure a better quality of life.  Ironic isn't it?  

RESOURCES:

 10 Things You Should Know About the Common Core - NEA Today. (2013, October 16). Retrieved September 24, 2015, from http://neatoday.org/2013/10/16/10-things-you-should-know-about-the-common-core/    

 AFT Poll of 800 Teachers Finds Strong Support for Common Core Standards and a Moratorium on Stakes for New Assessments Until Everything Is Aligned. (n.d.). Retrieved September 24, 2015.    

About the Standards. (n.d.). Retrieved September 24, 2015, from http://www.corestandards.org/about-the-standards/

NEA's Involvement in the Common Core State Standards. (n.d.). Retrieved September 24, 2015, from http://www.nea.org/home/46665.htm

News Brief. (n.d.). Retrieved September 24, 2015, from http://www.ccsso.org/News_and_Events/Current_News/Common

Old Standards v. Common Core: A Side-by-Side Comparison of Math Expectations - Foundation for Excellence in Education. (n.d.). Retrieved September 24, 2015, from http://excelined.org/common-core-toolkit/old-standards-v-common-core-a-side-by-side-comparison-of-math-expectations/

PARENTS AND EDUCATORS AGAINST COMMON CORE STANDARDS. (n.d.). Retrieved September 24, 2015, from http://usagainstcommoncore.blogspot.com/p/states-by-group-who-oppose-common-core.html

Education and the Global Goals [INFOGRAPHIC] | Global Partnership for Education. (n.d.). Retrieved September 24, 2015, from http://www.globalpartnership.org/multimedia/infographic/education-and-global-goals

  UNICEF priorities. (n.d.). Retrieved September 24, 2015, from http://www.unicef.org/education/bege_61625.html