Indianapolis Recorder, Indianapolis, Marion County, 16 January 2004 — Page 6

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THE INDIANAPOLIS RECORDER

FRIDAY, JANUARY 16, 2004 '

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FOR HELP QUITTING SMOKING, CALL 1-866-51 S-5433

IPS DAY ADULT HIGH SCHOOL JOHN HOPE EDUCATION CENTER 1301 EAST 16TH STREET Spring 2(X)4 Fnrollmenl Now in progress - Dial 226-4116 lor more informalion

I lope l.dutalKin (inter is ,i dmsion ol ihe 11"' Sistem Sludents attending will reecive a diploma Irom Arsenal leihnieal High Sihool

DAY ADULT HIGH SCHOOL Adull Education Is l ; or You it soil are tired of being shortchanged in soin job biijiise sou lark a high school diploma it sou are a teenager who dropped out ol school because ol poor attendance insuflicient credits or diflictills passing the ISI I l> it you are a homemaker with free time during Ihe das it sou are a night or afternoon worker who can studs at

home

d sou want to improve your reading and math skills it sou want to improve your employment skills, it sou hast college entrance deficiencies Now 0 the time to enroll in Das Adult We base inMiuctoi' trained and interested in working ssith sou to enhance som education espenence spei ml adult is pe lime him k scheduling permits sou to attend pan time 01 lull lime I urn 'lie leijuiremenls sou need lor a diploma Das Adult llich >cliool olleis the

tolliwsing classes Problem Solving Pre Algebra I Ac 2

Algebra I 4

Geometry I 2

Biology I 2

Career lixploration Opportunities (CfiO) Consumer Business

hconomic linglish I X

Hnglish ((iQB)

Accounting

Government

Health/! >nig fidueation

Speech/Debate

U S History 1-2 Word Processing Nutrition/Wellness

THF LEARNING CHNTER I In IIS I litrninL’ < cnL i i "ijnid m iinii th«‘ ihciJ ol prt iin.int ./nil rncntl\ pciii ntiiiL' Nludt nls of all ai'cv I he mi hoii of (he I t.iiiiinu ( liiici i. in help ihe student haw and miiltiii .1 health) h.ihs and to help her Lnrwfimu fm her edu< .itional tr.uk I or mr»re inlormation (.all

Keyboarding I 2

Life Skills

Machine ( al/Liling

Math

Microsoft hxccl Murosoft Word Mixed Subject lab

Music

( raft Art I * Physical Isducation I 2

Aerobics

Physical Science I ?

Psychology

Sociology

leen Parenting Tccn Pregnancy

Library Rxpenence

O COMMUNITY CLASSHS < ill) A: I N'< il ISII AS \ SIX •ONI) I AN/ il AGI.ll.SI.)

BXTRRNAL DIPLOMA PROGRAM (HDP) the l Mcrnal Diploma Program (IDP) allows adults w ho cannot attend das or etening in school classes to obtain a high school diploma in earning class credits Irom their homes I hese i"Ui-es an lei onimi ncled lor studenls who work well iiidependeiilUXind .lie acKailced leaders Classes aiailable this spring

Algebra 12 Problem Solving Consumer Math I Economics lamily Living Child Dev 1-2 Physical hid 1-2 Biology I 2

English I 8 hcallh/Drug hd (iovcrnmenl U.S. History 1-2 Psychology Sociology World History 1-2 Physical Science I 2

The cost of PUP Classes is $20 per subject for tbosc who live in Ihe Indianapolis Public Schools District and S'X) per subject tor non IPS residents The cost for Ihe eourse workbook is $20. Textbook costs will vary

SliCOND ( HANCH CLASSHS

Barn credits by taking one class at a time Or adding extra class to your schedule after school:

Algebra I -4 Pre Algebra Geometry 1-2 Consumer Math I 2' Economics t

EInglish .VK (GQE) English (ioverntnenl ITS History 12 PE 12

an

(fi(2E) Math Int Chemistry Health

To register, you must present Ihe following information An official transcript from your home school (To obtain your official Iraiisrrdpl, contact Ihe Registrar at your home school)

Students who are lh or 17 years old rnusl bring an official withdrawal form signed by thc student, parent(s) and school principal. (To obtain an offic ial withdrawal form, contact Ihe gindani r department ol your home school )

CAREER I XPI ORATION AND PINANCIAT All) INBOKMAIION IS AVAII.ABI.I IIIROIJGII (■OODWII I INDUS I RIES CAM. 226 4116

EDUCATION DOES MAHER

A Negro Schoolmasler in Ihe New North

Leroy Robinson

came on this first day with smiles on their faces and joy in their

In January h ear L Du Bois says, “they sat 1899, W.E.B. Du th erei all thirty of them, on their Bois wrote an ar- r j c k e ty benches, bare feet swingtide for The At- i n g, their eyes full of expectation, lanta Monthly w jth their hands grasping titled A Negro Webster’s blue-back spelling-

Schoolmaster in b 00 k ”

^e New South. The Negro Schoolmaster in the He had just fin- New South wrote, “1 love mv ished his education at Fisk Uni- school, and the tine faith the chilversity in Nashville, Tennessee, dren had in the wisdom of their and was about to begin his first teacher was truly manelous. We teaching job in the fennessee read and spelled together, \\Tote public school system. Prior to his a little, picked flowers, sang, and first official day of teaching, he listened to stories of the world had to learn more about fractions beyond the hill. And on Friday and 'spelling at the institute, nights I often went home with taught by the county school com- some G f the children for chicken missioners. At the institute, the ant i wheat biscuit, corn, string white teachers were instructed beans, and berries.” Du Bois goes during the day and the Negro on in the article to describe many teachers were instructed at night. 0 j- the experiences of teaching in Du Bois describes his one-room the “New South.” He emphasized sehoolhouse as a log hut. which at the fact that the students valued one time was used for sheltering their education, took their school corn. 1 here was an entrance, wor h very serious, was eager to where a door once was, a fire- i carn new material, and had the place, and chinks between the greatest respect for him and his logs w hich served as window s for p OS it j 0 n as the “Schoolmaster." the school. 1 here was very little Myself, the Negro Schoolmasfurniture throughout the tiny ter in the New North, w’ill never structure, but there was a small i iave the pleasure of enjoying the blackboard in the corner. There experiences that Du Bois so elwas a teacher s desk and chair, of e gantly described one-hundred-which had to be returned each an d-fjve years ago this month, day after class. 1 he students had Many may not view those small to sit on rough wooden plank rural town experiences as pleabenches with no backs, and at sur ahle, but this Negro Schooltimes with no legs” and “the floor master does on which they sat could not be How does a town with so few trusted. resources and equipment, very He goes on to describe the ehil- |j tt i e access t () information and dren as they entered on their first SU pp or t from the surrounding day of school, with excitement and communities, and no differentiaeagerness in their e>es. . He had tion in the schoolhousegrade levalready known each child and e | s achicvcNuch academic suctheir f amilies by name because he cess and community harmony? lived in the neighborhood from Misguided bureaucracies, diswhich they came. Each of them harmony, dishonesty, confusion.

low academic achievement, lowmorale, lack of respect, and daily threats of violence are what often occurs in the education system in the “New North.” With the enormous amount of educational resources, equipment, technology, and employing the most highly trained and skilled teachers in the entire world, why doesn’t the public school system in the “New North” experience the same harmony and academic success as the old “New South?” To get this old “New' South” experience back, this Negro Schoolmaster often has to treat his public school classroom like it is a one-room schoolhouse, similar to the one Du Bois described in hisarticle. Unfortunately,there comes a time when educators like myself have to close out the “New North’s”outside public education world of hypocrisy, disrespect, mis-placed priorities and values, violence, and discrimination against poor and minority students. I sometimes have to close my door to the outside world and explain to my students, that despite all of the above, there are those like myself who really and truly care about them, love them, respect them, and sincerely want them to not only succeed in their academic class work, but in their personal lives as well. Robinson is the author of the newly released book, entitled “Voluntary Servitude: Breaking the chains: Mental and Psychological Slavery.” The book is on sale at X-Pression Bookstore and Gallery, 970 ft. Wayne Ave. For Speaking engagements or Education workshops, contact him at educationdoesmatter(6 hotmailcotn or write at 9701 E. 63rd Street, Indianapolis, IN. 46236. His contact number is 3i7-,')02-0272

Students paid to make teachers tech savvy By Associated Press Paul Dame possessed the knowledge and Willard Morgan the willingness to learn it. It was a classic teacher-student relationship - except for one thing: Dame is an undergraduate at the University of Vermont, and Morgan a lecturer. As a generation weaned on computers descends on faculty that still rely on overhead projectors, students at up to .50 campuses are being paid to help their professors become more tech savvy. Educators say'an interesting dynamic occurs when computerliterate students teach faculty members how to incorporate PowerPoint presentations and other technology into the learning process. “It’s a crossover moment,"said Lisa Star, director of the educational tech center at South Dakota State University, which hired 73 students as technology mentors, qualifying them for free tuition. At Vermont, the Technology Collaborative Action Teams program (TechCats) paired Dame with Morgan after the faculty member requested assistance in brushingup his Web pagedesign skills. "I originally thought it would be weird teaching someone not only older than me hut also an established faculty member,” Dame said. “But it was not nearly as aw kward as I thought it would be.” Morgan said Dame’s knowledge was instrumental in helping him and his students develop Web-based formats to display their ideas. Morgan, Dame reported, turned out to be tin attentive and dedicated student. If TechCats awarded grades, Dame said Morgan would have received an “A.” Morgan wa.s tougher: he gave himself a “B.

EDUCATOR OF THE WEEK

Name: Pierre A. Britton Hometown: Indianapolis College: Martin University Year of graduation: 1.998 Began teaching in: 20()()

potential of young people and to nelpthecommunity make the students aware that knowledge is power. n What hits been the most rewarding thing you have done its a teacher? There are really two things that have been particularly rewarding. First, to watch students grow and understand their full potential - and second, to be a part of such 4 positive parent participation at Manner I louse.

Current school: Manner House Elementary School (the first of four charter schools approved in 2002 by Im dianapolis Mayor Bart Peterson.) How long: 3 years at Flanncr House Elementary School. Subject: Elementary Education Grade level: 3rd grade Why do you desire to teach? I desire to teach in order to support development of the full

What has been the most challenging aspect of teaching? The most challenging aspect , of teaching for me has been the continuous drive to promote great i , expectations. In the future, what changes would you like to see in schools? The changes for the future that Iwouldliketoseeinschoolswould ' he for teachers to become very open in promoting a broad liberal ■ arts education. The classics in ■ reading and the arts are (just) as 1 important as math. The thought ’ process must be developed!