Pace J. McConkie is a civil rights lawyer and a professor at Morgan State University. He is a native of Utah.
Pace has been a recipient of the NAACP Attorney of the Year award. He is the director of the Center for Civil Rights in Education, which is located at Morgan State University.[1]
Pace has served as assistant attorney general of Maryland and as a counsel for the NAACP.[2] As assistant attorney general, McConkie opposed the starting of an MBA program at Towson University that would compete against Morgan State University.
As a young man, Pace was a missionary for The Church of Jesus Christ of Latter-day Saints (LDS Church) in New Zealand. McConkie has also served as president of the Annapolis Maryland Stake of the LDS Church.
1954 Brown vs. Board of Ed. Education must beprovided to all in equal terms.
1964 Civil Rights Act, title 6, any program receiving federal money must be clear of discrimination.
What is he working on:
Make sure all students are put on "college track" not "school to jail track".
Stop tracking. If a child is put in one slow track, he is usually in more than one low tracks.
Minority students with same test scores as whites are more likely to be put in low tracks.
Saturday, December 5, 2009
Monday, November 23, 2009
Lost at school, R. Greene
A) Kids with behavioral challenges lack important thinking skills.
B) They cannot regulate one’s emotions, consider the outcomes is affecting others, have the words to let people know something is bothering them, and responding to changes in plan in a flexible manner.
C) Kids will do well if they can (not if they want to). A teacher needs to figure out which teaching skills he is missing and teach accordingly.
D) They lack( or can not)-
1) Poor sense of time.
2) Do things in logical sequence
3) Patience or skills in handling challenging, effortful, or tedious tasks.
4) Handling transitions, shift from one mindset or task to another.
5) Gather enough energy to stay on task.
6) Reflect on multiple thoughts or ideas simultaneously.
7) Impulsive (act before thinking carefully) (do not consider a range of
Options)
8) Express needs, concerns in words
9) Understand what is being said.
10) Cannot think rationally if frustrated.
11) Too anxious to problem-solve.
12) Seek attention in appropriate ways.
13) Appreciate how a behavior will affect others.
14) Black and white, difficulty seeing grey
15) Give up own idea and adopt others.
16) Cannot understand and work with a change of plan or focus.
E) Behind every challenging behavior is an unsolved problem or a lagging skill (or both)
F) Analysis of lagging skills and unsolved problems (ALSUP form)
G) Use “collaborative problem solving” steps.
1) Address concerns
2) Solve the issue one by one
3) Teach the skill
4) Reduce challenging behavior
5) Create a helping relationship (Have empathy and make a team out of
tendering a child)
B) They cannot regulate one’s emotions, consider the outcomes is affecting others, have the words to let people know something is bothering them, and responding to changes in plan in a flexible manner.
C) Kids will do well if they can (not if they want to). A teacher needs to figure out which teaching skills he is missing and teach accordingly.
D) They lack( or can not)-
1) Poor sense of time.
2) Do things in logical sequence
3) Patience or skills in handling challenging, effortful, or tedious tasks.
4) Handling transitions, shift from one mindset or task to another.
5) Gather enough energy to stay on task.
6) Reflect on multiple thoughts or ideas simultaneously.
7) Impulsive (act before thinking carefully) (do not consider a range of
Options)
8) Express needs, concerns in words
9) Understand what is being said.
10) Cannot think rationally if frustrated.
11) Too anxious to problem-solve.
12) Seek attention in appropriate ways.
13) Appreciate how a behavior will affect others.
14) Black and white, difficulty seeing grey
15) Give up own idea and adopt others.
16) Cannot understand and work with a change of plan or focus.
E) Behind every challenging behavior is an unsolved problem or a lagging skill (or both)
F) Analysis of lagging skills and unsolved problems (ALSUP form)
G) Use “collaborative problem solving” steps.
1) Address concerns
2) Solve the issue one by one
3) Teach the skill
4) Reduce challenging behavior
5) Create a helping relationship (Have empathy and make a team out of
tendering a child)
Wednesday, October 28, 2009
Sunday, October 18, 2009
愛他！少罵他
愛他！少罵他 聯合報 / 劉墉
內妹帶長子回台， 190公分 的16歲大男生跑前跑後地幫媽媽提東西、用電腦整理資料，羨煞了一群親戚朋友，問她是怎麼教的。
「沒怎麼教！他們 自己 長成這樣。」內妹笑答。
她說得一點沒錯，而且因為工作忙，十幾年來，她連晚飯也沒燒過幾頓。但是每個孩子都很乖，功課也很好。雖然作媽媽的極少去學校參加家長會，卻常接到孩子帶回家的獎狀。
有一天，內妹一家來玩，我看孩子隔不久就這個過去抱抱媽媽、那個跑去親親媽媽。好奇地問四個孩子，為什麼跟媽媽這麼親？
「媽媽愛我們。」四個孩子異口同聲地回答。
◎
太太 常說她的好朋友麗蓮跟我小姨子很像。我小姨子是「牧師娘」，麗蓮則是慈濟的資深義工。小姨子除了成天忙教會，而且每個星期天下午無論颳風下雪，都和丈夫站在紐約街頭傳教。麗蓮則除了四處為慈濟辦活動、到老人中心帶老人唱歌作遊戲，而且每天幫美國政府開車為獨居老人送晚餐。
麗蓮的孩子也長得帥、功課又好。
只是幾年前，我 太太 常聽麗蓮說她兒子的成績從90分、80分、70分到60分，還有不及格的。
妙的是麗蓮一邊說一邊笑得很開心：「多棒！A B C D都有。」
所幸孩子愈大，成績愈進步，現在居然成為全A的資優生。據說有一天麗蓮問孩子為什麼 自己 知道用功了。孩子說：「媽咪從來不給我壓力，還誇我。小時候我沒感覺，但是漸漸長大，開始覺得慚愧，怎麼考那麼爛，媽媽還誇？只好拼命用功。」
◎
看電視新聞節目，報導法院的少年觀護人盧蘇偉，小時候有一次五科才考10分，媽媽認為他智商低，沒責罵，還給他雞腿吃。
盧蘇偉坐在門口啃雞腿，看見同班同學也拿成績單給家長。那鄰居爸爸一張一張翻：「一百、一百、一百、一百，咦？怎麼這個才考90，另外10分呢？」
鄰居小孩指指盧蘇偉：「10分掉到阿偉家去了！」
可是盧蘇偉後來 自己 拼命，考進警察學校，以第三名畢業。更用他小時候力爭上游的經驗，帶領「更生少年」，找回許多迷失的孩子。
◎
我有位朋友的 太太 ，以對子女嚴格聞名。
有一天，她上大學的女兒出去玩，說好11點以前回家。當晚她也有應酬，進門，覺得累，和衣躺在床上，沒想到就睡著了。夜裡一點突然驚醒，想到第二天要來我家聚餐，由她負責的「羅宋湯」還沒燒，趕緊跑去把牛肉丟進鍋裡煮。睡意未消，坐在廚房的椅子上發愣。
這時候女兒悄悄進門了，一眼看見媽媽，嚇得臉都白了，隔了一下，主動向媽媽道歉， 自己 沒能抓準時間，回家晚了，害媽媽操心。
「我從來沒看過女兒那麼真誠地認錯。過去她只會叛逆，跟我頂、跟我吵。」朋友的 太太 第二天聚會時對我說：「可是昨天，我根本沒想到她回家晚了，她卻以為我是坐在那兒等她。」
我笑問她的女兒為什麼那天特別真誠。
小丫頭笑笑：「因為媽媽沒像以前那樣，劈頭就罵我！她如果罵我，我一定叛逆，她不罵我，我反而不好意思了。」
◎
一位朋友中年待業，脾氣特壞，常跟上高中的兒子衝突。
有天一大早，他睡不安，醒了，去做早餐，也順便為兒子打了杯果汁。
校車要來的時候，兒子才衝出臥室。
朋友把果汁遞過去。
兒子一揮手：「我不喝！」就轉身去穿鞋。
朋友那天整夜失眠，身體很弱，沒力氣罵孩子，坐下來，沒說話。
卻見那大男孩已經衝出門，又突然轉身回來，從桌上拿起果汁一飲而盡。
朋友當天晚上問他兒子為什麼早上那麼有良心。
他兒子說：「因為你沒像平常一樣破口大罵。我知道那是你早起特別為我準備的，不喝對不起你。出了門，心不安，所以回來喝掉。」還補一句：「奇怪！我猜我衝出門的時候，背後一定會傳來你的吼聲，你早上為什麼沒吼？你會不會身體不舒服，該去檢查檢查？」
◎
我高中時很不用功，年年兩科不及格，必須補考才能過關。還在校刊上寫文章說：「我要寫詩、我要作畫、我要的是什麼都不在乎！凡我將來不需要的，滾他的蛋！」
同學看了都罵我。文章拿回家，我娘卻猛點頭，說：「寫得真棒！」
直到大學聯考前兩個月，我才知道拼命，熬夜讀書，我娘居然說：「身體重要，別念了！既然喜歡畫畫，不上大學，開個畫室也很好。」
我沒聽她的，一番臨時抱佛腳，居然進了師大。
後來常有人問我的叛逆期是怎麼過的，我都笑說：「我沒叛逆期，只怪我媽不罵我，我沒得叛哪！」
內妹帶長子回台， 190公分 的16歲大男生跑前跑後地幫媽媽提東西、用電腦整理資料，羨煞了一群親戚朋友，問她是怎麼教的。
「沒怎麼教！他們 自己 長成這樣。」內妹笑答。
她說得一點沒錯，而且因為工作忙，十幾年來，她連晚飯也沒燒過幾頓。但是每個孩子都很乖，功課也很好。雖然作媽媽的極少去學校參加家長會，卻常接到孩子帶回家的獎狀。
有一天，內妹一家來玩，我看孩子隔不久就這個過去抱抱媽媽、那個跑去親親媽媽。好奇地問四個孩子，為什麼跟媽媽這麼親？
「媽媽愛我們。」四個孩子異口同聲地回答。
◎
太太 常說她的好朋友麗蓮跟我小姨子很像。我小姨子是「牧師娘」，麗蓮則是慈濟的資深義工。小姨子除了成天忙教會，而且每個星期天下午無論颳風下雪，都和丈夫站在紐約街頭傳教。麗蓮則除了四處為慈濟辦活動、到老人中心帶老人唱歌作遊戲，而且每天幫美國政府開車為獨居老人送晚餐。
麗蓮的孩子也長得帥、功課又好。
只是幾年前，我 太太 常聽麗蓮說她兒子的成績從90分、80分、70分到60分，還有不及格的。
妙的是麗蓮一邊說一邊笑得很開心：「多棒！A B C D都有。」
所幸孩子愈大，成績愈進步，現在居然成為全A的資優生。據說有一天麗蓮問孩子為什麼 自己 知道用功了。孩子說：「媽咪從來不給我壓力，還誇我。小時候我沒感覺，但是漸漸長大，開始覺得慚愧，怎麼考那麼爛，媽媽還誇？只好拼命用功。」
◎
看電視新聞節目，報導法院的少年觀護人盧蘇偉，小時候有一次五科才考10分，媽媽認為他智商低，沒責罵，還給他雞腿吃。
盧蘇偉坐在門口啃雞腿，看見同班同學也拿成績單給家長。那鄰居爸爸一張一張翻：「一百、一百、一百、一百，咦？怎麼這個才考90，另外10分呢？」
鄰居小孩指指盧蘇偉：「10分掉到阿偉家去了！」
可是盧蘇偉後來 自己 拼命，考進警察學校，以第三名畢業。更用他小時候力爭上游的經驗，帶領「更生少年」，找回許多迷失的孩子。
◎
我有位朋友的 太太 ，以對子女嚴格聞名。
有一天，她上大學的女兒出去玩，說好11點以前回家。當晚她也有應酬，進門，覺得累，和衣躺在床上，沒想到就睡著了。夜裡一點突然驚醒，想到第二天要來我家聚餐，由她負責的「羅宋湯」還沒燒，趕緊跑去把牛肉丟進鍋裡煮。睡意未消，坐在廚房的椅子上發愣。
這時候女兒悄悄進門了，一眼看見媽媽，嚇得臉都白了，隔了一下，主動向媽媽道歉， 自己 沒能抓準時間，回家晚了，害媽媽操心。
「我從來沒看過女兒那麼真誠地認錯。過去她只會叛逆，跟我頂、跟我吵。」朋友的 太太 第二天聚會時對我說：「可是昨天，我根本沒想到她回家晚了，她卻以為我是坐在那兒等她。」
我笑問她的女兒為什麼那天特別真誠。
小丫頭笑笑：「因為媽媽沒像以前那樣，劈頭就罵我！她如果罵我，我一定叛逆，她不罵我，我反而不好意思了。」
◎
一位朋友中年待業，脾氣特壞，常跟上高中的兒子衝突。
有天一大早，他睡不安，醒了，去做早餐，也順便為兒子打了杯果汁。
校車要來的時候，兒子才衝出臥室。
朋友把果汁遞過去。
兒子一揮手：「我不喝！」就轉身去穿鞋。
朋友那天整夜失眠，身體很弱，沒力氣罵孩子，坐下來，沒說話。
卻見那大男孩已經衝出門，又突然轉身回來，從桌上拿起果汁一飲而盡。
朋友當天晚上問他兒子為什麼早上那麼有良心。
他兒子說：「因為你沒像平常一樣破口大罵。我知道那是你早起特別為我準備的，不喝對不起你。出了門，心不安，所以回來喝掉。」還補一句：「奇怪！我猜我衝出門的時候，背後一定會傳來你的吼聲，你早上為什麼沒吼？你會不會身體不舒服，該去檢查檢查？」
◎
我高中時很不用功，年年兩科不及格，必須補考才能過關。還在校刊上寫文章說：「我要寫詩、我要作畫、我要的是什麼都不在乎！凡我將來不需要的，滾他的蛋！」
同學看了都罵我。文章拿回家，我娘卻猛點頭，說：「寫得真棒！」
直到大學聯考前兩個月，我才知道拼命，熬夜讀書，我娘居然說：「身體重要，別念了！既然喜歡畫畫，不上大學，開個畫室也很好。」
我沒聽她的，一番臨時抱佛腳，居然進了師大。
後來常有人問我的叛逆期是怎麼過的，我都笑說：「我沒叛逆期，只怪我媽不罵我，我沒得叛哪！」
Friday, October 16, 2009
Math acceleration
Acceleration sometimes means to either omit things should be taught or to rush through those things. These students generally become confused, afraid, and eventually hate mathematics. Parents with money or time can hire tutors to temporarily get the students "rescued". Students without these parents will not get the same help and will fall behind to cause an achievement gap.
Those students falling behind will quickly be lost forever in mathematics. These souls will suffer through many more years of (hard) mathematics. The students who are "rescued" may start feeling that mathematics is hard and not fun any more. Many of them will "hit a brick wall" right about when they start learning algebra2.
If no acceleration is practiced from grades 1 through 8, a student could take algebra1 in 9th, geometry in 10th, and algebra2 in 11th grade. These students will have a good foundation in mathematics to further their studies in the future.
Sometime, we should visit the issue of using calculators in ES and MS.
Those students falling behind will quickly be lost forever in mathematics. These souls will suffer through many more years of (hard) mathematics. The students who are "rescued" may start feeling that mathematics is hard and not fun any more. Many of them will "hit a brick wall" right about when they start learning algebra2.
If no acceleration is practiced from grades 1 through 8, a student could take algebra1 in 9th, geometry in 10th, and algebra2 in 11th grade. These students will have a good foundation in mathematics to further their studies in the future.
Sometime, we should visit the issue of using calculators in ES and MS.
Eight years of teaching
As soon as I started teaching at MCPS, I noticed that minority students tend to be in regular and below-level classes. Most of these students were smart but they were not interested in learning mathematics.Gradually, I started to hear and read about the achievement gap and higher dropout rates amongst minority students especially boys.
One day, I read that "most students who are not doing well do not have even one connected adult in the school that they can attending". Further readings helped me to identify ways of connecting to students who need an adult. After that, I have gone out of my way to connect to "lost" minority students, especially boys. I usually find them from my classes or identify them from previous classes. I would ask them to see me in the mornings and I would encourage them to "go to all classes. work, and respect the teachers". The results have been overwhelmingly positive.
During the past few years, I have become more culturally competent. After reading, learning, and meaningful discussions, I have acquired much knowledge about different culture, groups, and means of operation of them. This knowledge has given me tremendous amount of help in helping students.
I have also learned and practiced "differentiated lnstructions" since more and more classes are going to be heterogeneously grouped in the future. The label of "GY" may not exist in the near future. A successful teacher needs to be able to differentiate in all his classes.
I have been happy to be able to connect to students than "just being a math teacher". I have learned more about their lives and the things they experience on a daily basis.
Much of teaching minority students is to give them hope. We need to tell them that if they make a little positive difference every day, their lives will be much better after five years.
One day, I read that "most students who are not doing well do not have even one connected adult in the school that they can attending". Further readings helped me to identify ways of connecting to students who need an adult. After that, I have gone out of my way to connect to "lost" minority students, especially boys. I usually find them from my classes or identify them from previous classes. I would ask them to see me in the mornings and I would encourage them to "go to all classes. work, and respect the teachers". The results have been overwhelmingly positive.
During the past few years, I have become more culturally competent. After reading, learning, and meaningful discussions, I have acquired much knowledge about different culture, groups, and means of operation of them. This knowledge has given me tremendous amount of help in helping students.
I have also learned and practiced "differentiated lnstructions" since more and more classes are going to be heterogeneously grouped in the future. The label of "GY" may not exist in the near future. A successful teacher needs to be able to differentiate in all his classes.
I have been happy to be able to connect to students than "just being a math teacher". I have learned more about their lives and the things they experience on a daily basis.
Much of teaching minority students is to give them hope. We need to tell them that if they make a little positive difference every day, their lives will be much better after five years.
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