Indianapolis Recorder, Indianapolis, Marion County, 25 January 2002 — Page 8

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THE INDIANAPOLIS RECORDER

FRIDAY, JANUARY 25,2002

Prepare Your (>hikl for the World ofTomorrow!

Our diaUenging academic program includes traditional subjects in a bilingual environment. Now accepting applications from students at ail grade levds. Call for an information packet, (317) 255-1951.

— 49tb Street Campus Htgb Scboots—Micbigau Road Campus =nn:=i i International School of Indiana

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AS A SlNGLt PA P t S This Could Be The Most Important Thing You Ever Do. *♦ s)' / ,id *»* profit*fx.*' »■ . * i . , *■ ' j jryKi y Mild enjoy tfN*‘ *< ’ * . •' bf'ns , f »er ttxKJEht about - • . * /. ' ->! •• t . • , .,r heart ar t* e. . • ^ *

We need to teach differently

Now that we have agreed that something is indeed wrong with the public school education system (We have agreed upon this, haven’t we?), where do we began to implement changes that will have an effect on those who are continuing to be uneducated in it? Fact 1: students in low-income school districts, with large percentages of Blacks and Hispanics, do not seem to be getting a good education. Fact 2: students in the more affluent areas, with a majority European ancestry, tend to always fare well under the current public school system. With those two constants, these very contrasting standards of living seem to be the cornerstone of our society. A change in either of them seems like a remote impossibility. So we must begin to look at making changes in the current methods and practices of teaching young people. For anyone to continue to suggest the false ideology that lowincome minority students from single parent households have just an equal chance at educational and occupational success, as those students from the upper class twoparent families, may be a little out of touch with reality. The low test scores are the reality. The high dropout rates are the reality. The low classroom grades are the reality. The high suspension and expulsion rates are the reality. These are the very realities that low-income Blacks and Hispanics face. An optimist would suggest that we improve the life style and living conditions of these families, moving them into the middle and upper social class system, thus improving their chances of success in the current system. Not so fast, we cannot put the cart before the horse. In order to improve the social class status of a group of people, you must first educate them. The reality is that the current system in not doing a good job at educating the masses of its students. We must also accept the unfortunate reality that the home life of many of these under-

Education Does Matter By Leroy Robinson

achieving students is not the most conducive for gaining a good education. Parents are not supporting their children, nor or they supporting the schools in which they attend, in the manner that all educators would wish. Which brings us back to reality: societal conditions will get worse before they get any better. Educators need to develop teaching techniques and subject area curriculum that reflects these changes in our society. There needs to be more of a variety in teaching styles implemented into the classroom. The Theory of Multiple Intelligence, developed by Dr. Howard Gardner in his book Frames of Mind, is a good place to begin implementing different approaches to instruction. The seven theories that he proposes are kinesthetic, visual-spa-tial, mathematical-logical, musical, linguistic, interpersonal, and intra-personal intelligence. There are many ways to implement teaching strategies using each of the seven intelligences. Each is based on the subject area and grade level being taught. However, learning about the planet Earth in our solar system is a lesson that children are taught during their primary grades in public education. While studying this unit, Bruce Campbell, a teacher in Marysville, Wash., created seven centers which provided activities to help the students leant about the structure of the Eanh. Campbell teaches a third grade classroom of 27 students. He created seven centers for the students to learn from. They are identified below: • In the building center, the students actually constructed a threelayer replica of the Earth with three

colors of clay to represent the core, the mantle and the crust. They sliced their clay earths in half for a cross-section view. • In the math center, each group worked with geometric concepts of concentric circles, radius, diameter, etc. • At the reading center, the students read a story called “The Magic School Bus” that depicted a group of school children exploring the inside of the Earth. • The music center provided a listening/spelling activity. The students listened to music while studying spelling words such as Earth, crust, mantle and core. • The art center involved cutting out concentric circles of different sizes and colors, pasting and labeling them to identify the different zones. • The working together (interpersonal) center had a cooperative learning activity where the students had to read a fact sheet on the Earth and jointly answerquestions. • The personal work (intra-per-sonal) center involved a fantasy writing activity on the subject: “Things you would take with you on a journey to the center of the Earth.” Indeed, this is only the beginning of an ongoing process to educate the masses of our young people. We have to understand that all kids are different and come to the public school classroom with a variety of different experiences. The same age-old educational practices will not work with today’s students. If we really desire the results that we have been getting from our students, we should continue educating them in the same manner. If we really do desire different and improved results from our children, we must undoubtedly attempt to educate them in a different manner. For speaking engagements or education workshops, contact me at 317-502-0272 or at: [email protected], or write me at: 9701 E. 63rd St., Indianapolis, IN. 46236.

McDonald's* Black History Makors of Tomorrow Essay Competition Application DirGcVions Responses to question this form must be printed in black ink or typed. Submit applications to: Bandy*Carroll*Hellige Advertising, 111 Monument Circle, Suite 882, Indianapolis, IN 46204. Applications and essay must be postmarked no later than January 28.2002

Home Address, city

State

Telephone.

Dale of Birth School

State

Social Security Number — School Address — Zip Telephone.

Counselor^ Name

Principal’s Name

Is your school public. Are you a Junior

private. Senior-

parochial

What is your (GRA).

From ehom did you hear about this program?.

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Please list below your school activities, making note of all leadership positions, as well as awards and honors you have received. Community service includes any time donated to community, church or other organizations (continue on another sheet if necessary). •rade(9/10/11/12)

Please respond to the following questions. If necessary, you may use additional 81/2” x 11" pages to complete your answers. 1. Describe the attributes that make a good leader.

2. What is the greatest obstacle you’ve had to overcome?

3. How do you cope with peer pressure?

4. What is the best lesson you have learned from your parents/guardian?

5. What does success mean to you?

6. What are you currently doing to make an impact on Black history?

I do hereby certify that the information provide is correct to the best of my knowledge.

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