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The Next Generation: Our Kids, Our Community
Community Forums
Mendenhall Public Library
January 22, 2007
Question #1:
Describe the learning environment that you don’t want in the high schools.
I don’t want to see one size fit all because each student is an individual with distinct needs. I don’t want to see a learning environment where students are invisible and don’t have a purpose for being in high school. I don’t want to see a learning environment where kids don’t have a voice or choice in outcomes after time in school.
Rigid inflexible, cookie cutter learning for every student that does not allow for student and educator flexibility that does not allow the student to have power over his or her own education goals. I do not want our, new school to contribute to the dropout rate because it fails to provide interest and fails to engage our students.
Teacher centered, disconnected students, students not engaged, teachers who do not know their students well, where failure is an option, curriculum does not connect to life/career, where teacher practice is limited, no options and one size fits all and where failure is the students problem.
Students heckling each other and lack of respect for teachers and fellow students. Chairs all in a row facing the teacher and the teacher lecturing. Blank walls or meaningless posters. Lack of expectation – or concern that students that students are learning (by teachers). Lack of knowledge of students personally by teacher and technology is not used.
Students are afraid to learn because of very mean teachers and teachers that don’t understand how you feel about a given. I don’t want to see an environment that seems to have know care at all.
Lack of focus, hostile and unfriendly, community is on the outside, constrictive, fits some but not all, full of inequities and invisible students.
I don’t want environments where groups of the students feel unconnected with the instruction and are unsuccessful.
I don’t want to see an environment of disengagement, from a student's perspective, a teacher's perspective or a system's perspective. I don’t want to see an environment that fails to respond to the needs (broadly and specifically) that exist in students, teachers' and students' folders.
I want a learning environment that reflects the 21st century needs for young people. What ever that takes! I don’t want to see roadblocks that will deny an outcome that meets high growth job initiatives as well as all other avenues to meeting a student's needs, academically with support services.
Don’t want to see the teachers up front doing all the work with students disengaged. Don’t want to see students doing de-contextualized work. Don’t want to see students or staff treating each other disrespectfully. Don’t want to see barriers limiting all student to opportunities and access to quality learning. Don’t want to see students locked into tracks. Don’t want to see low expectations for kids and don’t want size to make it impossible to have meaningful relationships.
Not applicable to current and future reality of our youth.
Disengaged students and teacher centered. Compartmentalized learning where it’s too easy for kids to become disconnected from how their learning relates to the community and other subjects. Case loads too large for teachers to build quality relationships.
Lack of discipline, communication, openness and ability to express differing opinions. Failure to present all sides of an issue and lack of high expectations for achievement.
I don’t want one choice of learning environments. There should be choices for the students based on their learning styles.
Where the students don’t feel a sense of accomplishment – where the goals aren’t clearly defined – where they just want to get by because learning is not esteemed.
Question #2:
Describe the learning environment that you do want in the high schools.
A school that is recognized by parents, students, teachers and administration as institution of higher learning with common beliefs and philosophy.
Parent connections: Curriculum night, parents music, sports drama, science fair games in the curriculum. Multi environment learning, technology availability for student use and meaningful workshops/counseling for families. More celebration of accomplishments much like we have now, yet think of more recognition avenues. Cross over to UAS - develop possibilities with higher learning.
Classrooms reflect the broad cross section of our community. Students are engaged in tracking their own progress toward meeting standards and know they are supported by their teachers. The curriculum is relevant and will provide students with the skills and knowledge they need to be successful contributors to their community.
I would like to see an environment that is grounded in and exhibits constructs concepts such as: respect for self and others; purposeful study and explorations that are steeped in responsive choice and ownership; opportunities to apply theoretical constructs in real work applications (mentor projects, apprenticeships).
Engaged students with meaning and purpose, connected to the community. Welcoming and friendly where students feel valued and respected. High expectations for all!
Students engaged in learning and problem solving. All students visible and teachers in a coaching role. Concepts visual in school.
A place where students' choices and passions are honored by providing a variety of options, maybe an academy of???. This would then build a set of courses designed to build skills, knowledge and capacities needed to eventually do courses that may lead in Jr. Sr. years to mentorships, certificates etc. combined with a staff to have the same opportunity to gain skills.
I want to see a learning environment where teachers know and challenge each student - where learning is not about covering the content, but rather about providing students, the opportunities to delve deeply into the world of ideas and where by they acquire the tools they need to be lifelong learners and contributors to our community and global society - I would like to see equity and opportunities for all.
More college style class day with more class choices with tracks or programs with greater interaction with and participating from the community at large (not just student jobs). I'd like to see more artists, scientists and technical professions coming into the school to develop the sense that you can be anything when you grow up is really true. I would like fewer classes each day for longer periods of time more like and as a transition to college. I would like to expand arts as a profession in the vocational curriculum, mutually respectful of all participants and jobs simultaneously evolves.
I would like to see an environment that has friendly people and a good surrounding area around the school and I would like to see an environment where a student's vote counts.
An environment where students are excited about what they are doing. Different for each student, therefore we need to be able to address individual needs and start with small class size. Students feeling a sense of community within the school - proud of their school.
Access to technology is not just limited by any barriers, but it is student driven. Sometimes it is difficult to tell who is the teacher and who is the student. Depth of content is emphasized over breadth. Teaching and learning emphasizes the JSD goals towards fostering significant students. Learning is not limited to just inside the building but here is ample opportunity to learn around the community.
Respect between the students, ability to interact with teachers, adequate time to work on assignments to a pace where students can learn about subjects. Structure that allows students to interact and work together. Environment where every child has ability to speak and be heard. Environment where students are held accountable for their own success.
Comfortable, welcoming, connected, kids excited about school and learning to make decisions for their future - how the classes they are currently taking will help them in life. Relevance.
Students doing projects and assignments that are relevant, meaningful and have high expectations for critical thinking - different perspectives, depth of think, concepts as well as knowledge. Teachers and students with energy and enthusiasm for exploring an issue and taking risks and having choice. Issues that relate to today's world - like have groups, prejudices, corporate power etc, being used as central piece of study. High level reading and writing explicitly taught - by all content area teachers. Community members come in often to participate and students go out into businesses, agencies. Technology used on a regular basis.
I'd like to see an environment where students prepare for a future world of work and learn necessary skills in grade 9 & 10 for a future job shadow - opportunities and an senior year internships and community projects.
Question # 3:
Describe your student when he/she graduates from high school.
Student is aware of the broad range of opportunities available for them to explore. Is able to set goals for themselves and achieve them and is resilient if they fail at something. Compassionate, empathetic, curious about and respectful of other people. Is confident they have the skills and knowledge to tackle anything. Is knowledgeable about their won health and is a wellness advocate.
Critical thinker, problem solver, knows self/well confident and contributes beyond self. Confident in their world and life long learners, resiliency.
Confident because she has the skills, knowledge and desire to do whatever inspires her. Life long learner, be appreciative, to know who she is to be responsible to self, family and community.
A student who graduates from the JSD will possess the skills, attitudes and behaviors necessary to successfully take the next step in life (whatever that may be).
The student will say: If it wasn’t for my teachers, administrators, my parents and everyone else, I wouldn’t have made it! I can do and go anywhere I want now. I have the right education. My curriculum was broad – based so much so that I not only can attend college of my choice, but I am skilled in technology in a way that will enable me to find a good job while attending college. I am lucky to have good memories, friendships and a community that cares about me – sometimes they cared for me when I couldn’t.
Happy and proud of accomplishments personally and good friends. Thankful for the opportunities and knowledge. Ready and willing to move forward and to next the next place. Life and learning as a Tlingit. That her identity was not lost or taken away, but strengthened.
My student has the self-confidence, drive, motivation and plan to pursue his/her life long dream. Students knows his/her learning style and values life long learning to the degree that they could independently pursue his/her life long interests. Student is aware of the current issues in community, state, nation and world and the skills in place to make informed decisions and take actions as a responsible citizen.
This accomplished student would have “vision” – would know that anything is possible and would reach out towards the future, he’s open to possibilities.
I think that this particular student should be and do whatever he/she wants.
I want my son to feel bitter sweet about graduation. To feel the pain of breaking with his youth and connection with his mentors at such a decisive period in his life. I want him to look forward and nearly be baffled at the amount of choices he has created for himself because he opened all those doors, rather than closing them. I want him to want to give each and participant himself in the mentoring process because he realizes the value of connections, respect and empowerment – the how we don’t have to budge annually.
Risk taker, confident, competent, proud, self –starter, problem – solver, empathetic, happy prepared for higher learning, drug free, considerate, many interests caring and supportive adults, friends and family, to have a dream.
Feels like they really have achieved something worthwhile and they are proud of receiving a diploma. They love learning. They have hopes and dreams and can hardly wait to get started. They feel competent and self confident.
Knowledge of what is required to be responsible citizen and of the world around them and how it functions both historically, culturally economically etc. Knowledge of what their interests are and how to a their goals. Confident that they have the knowledge to achieve their goals and overcome obstacles.
Student has high self – esteem, respect fro other students, cultures, and the cultures found in Juneau. Student has the tools with which to think/analyze any situation from different perspectives. Student is enthusiastic about learning and feels prepared to take responsibilities whatever his/her life choice is. Student has tools – sense of history, literacy skills, basic science concepts, knowledge of arts etc.
Confident/dependable, independent, caring, contributor to family and community, learner and teacher.
Student who loves the high school with a feeling of sadness for leaving a wonderful experience with an excited expectation for the future. She has goals, plans and a sense of awareness of her potential. There is gratefulness to her family, school community and a desire to give back. She realizes she has become the person she is due partly because of her health choices and interests to continue making those health choices.
Question #4:
What advice do you have for making the best learning environment happen?
Honor diversity, different types of learners, know the direction of your students and the personal needs of your families. Create honor among the elements and pride and respect. Strive to meet expectations together and celebrate what is good. Dwell on solutions not problems and encourage student to make contributions to their society by getting involved. Teach diplomacy and have a full time grant writer.
Structure the school so students can have personal relationships with teachers and others. Students that know them will allow them to have a meaningful voice in their own education. Provide a board range of choice across all disciplines and for extra curricular activities. Provide deep integrated and authentic opportunities for students.
Visionary, cultivating and growing collaborative structures where by collective ownership for the awesome task of providing for the educational needs of our youth. Not just a response to large initiatives, but rather a part of our system.
Provide time for staff and establish doable goals and stay focused. Don’t be afraid of doing something totally different. Continue to get community/parent input and keep the curriculum going. Don’t let a small faction of the community push their ideas. Develop a equity lens and use them in all aspects.
Trust – come with openness, honesty, and respect. Of course you really need to be always be there for trust to be present.
Listen, learn, listen, learn, listen, learn.
Change the way the daily/weekly schedule operates with a broader curriculum. Demonstrate need for basic education – reading, math, science writing thru and community partnership program. Form partnerships with parents and community to invigorate learning.
Where there is breadth, there is hope.
Keep our community accountable to the vision. Listen to our students and provide staff time to develop these tools necessary to make it happen and provide resources to do it.
Determine the needs Social around culture/self. Educational: vocational/college/tests. Health: drugs, support healthy choices. Student and parent support and involvement. Community: work force via looking at each child as an individual. Look at best practices that relate to those needs and strive to meet their needs.
Smaller learning communities model where teachers team together over a smaller student case load: course work is integrated build around student choice (community is thematic in some ways) Specialist has part of a team to integrate relevance (e.g. cultural, technology, arts, vocational in the learning community.
Keep class sizes manageable and have learning in every possible way. Command respect and do not tolerate disrespect between teacher/student, student/student. Welcome the community into the school and into the classrooms or set up programs for students to be part of the community. Address the fact that the world is changing – global awareness. Use of technology is appropriate, access to media, technology etc. has changed the way children learn should be addressed. Ready students for the real world.
Not idea, matter of delivery of content, interaction between student/teachers and students/students, student environment, student self image and student’s home environment.
The look of the school – inside and out – should be warm and welcoming. Comfortable art work and furnishings. Career counseling (personality types to better understand self and others.) Small groups that get together daily as a support group. The same people would staff together all through high school.
Nice people make a nice environment from being friendly and respectful.
I think a lot rests on the teachers. I would develop a 2 month immersion program in the summer (with pay) and model as well as teach UBD, tolerance development, relationships and community building integration of arts in all teaching. Mix in immersion with ethnic communities of Juneau so teachers hear perspectives and experiences customs and traditions of people. Make class size small.
Later start time – 10 AM, training for teachers to figure out collaboration and team teaching techniques. Set up daily schedule that allows for every student to personally connect each day.
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