Core Values Reflection

Robert Gendreau 6/16/2009 Core Values Reflection Common Core of Learning Connecticut’s Common Core of Learning is designed to create standards for all students. The Common Core recognizes that not each individual will have the same “readiness” when coming into school; however the state decrees that despite these differences the aspirations remain the same. This is designed to be an idealistic platform that students should be aiming to achieve. Since my content area is in Special Education, I felt the most pertinent area to concentrate on was the applied technology section. The main goal of this core is to have students “by the end of Grade 12…apply the academic, critical, practical, technical, technological, and employability skills needed for success in higher education and the workplace, and to manage their own lives” (Connecticut State Department of Education, 1998, p. 25). The high school to college transition, is more concerned with the high school tocareer/life management skills. Among the applied technology section’s goals include “the ability to demonstrate attitudes and habits that are valued in the workplace, including pride in good workmanship, dependability and regular attendance “ (p. 25). It is rarely a negative ideato show up on time and to take pride in what you do. This type of training does more than address content, it develops character and self-discipline. In this

light, it is apparent that learning how to control the self helps develop your character. In my classroom I could definitely help students with their habits by rewarding them when they show up on time. I can change their attitudes to be more positive toward school. For example, if I recognize that someone is upset, I think that if I can allow him to express himself and avoid dictating to him what he should do. If does act out in an inappropriate manner, than it is my duty to punish him but to punish him with the intent on teaching a lesson that the act is inappropriate and should not be repeated. Perhaps he would realize that I am there to help him and not to just make him do projects or to yell at him. The second statement I found appealing was to be able to “understand the implications of living in a finite world and will learn to optimize available financial, human and environmental resources.“(p. 25). This seems like one of particular importance because it is the essence of what it means to survive as a human in our current society. However, I also believe this has a very capitalist undertone to it which I found particularly American. Basic economic theory existswithin it. Plainly, with finite resources how can we make sure that we have enough to survive as individuals? The statement implies that our ultimate goal in education is to assist these students in their quest to become self-sufficient. In a Special Education classroom, perhaps I

could teach the value of a dollar and show them the value in saving money for appropriate uses instead of buying on impulse. Finally, the last one I want to discuss is for students “to build positive family relationships” (p.25). When I think back to my childhood education, I cannot ever remember being instructed as to what families were suppose to look like, act like, or talk like. However, one of the most effective ways I would be able to accomplish this in the classroom would be to lead by example. In other words, whenever I am talking, teaching, or doing anything in the classroom, I should be doing things like always being encouraging, being a shoulder to cry on, and demonstrating respect. I think if kids are always seeing it, it will become contagious and it might become part of their character. Also, I can work to “form relationships [with parents] that are not entirely grounded in instruction but in treating each other like human beings apart from the instruction itself, and it affects student motivation and learning.” (Tozer, Senese and Violas, 2009) Hopefully by encouraging a open relationship with the parents and respecting them as people they will in turn treat me as a person.

Work Cited 1. Tozer, Steven E., Senese, Guy, Violas, Paul. (2009) Schooland Society: Historical and Contemporary Perspectives. New York: McGraw-Hill.