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Wednesday, July 7, 2010

Seeds Sewn for School Gardens

A version of this story appears in The Daily Norwalk.

Imagine your child planting a pumpkin seed in their school garden in the spring and harvesting a pumpkin in the fall for their Halloween party. That’s the vision of the Norwalk Children’s Foundation and the Norwalk Public Schools.  Just before school ended, the two groups began partnering on an initiative to bring organic sustainable gardens to every public school in Norwalk.

Anthony Allison,  Norwalk Children’s Foundation's Program Officer, says he wants every NPS child to have access to a garden from kindergarten through high school. “Gardens are a tremendous tool for learning,” Allison says. He adds they can be incorporated into student curriculum to teach about health, nutrition, science, environmentalism, and even literacy. Remember the children’s book “Stone Soup”?

“We are also answering Michele Obama’s call to action,” says Allison, referring to the First Lady’s initiative from earlier this year, launched to reduce childhood obesity by focusing on health and nutrition.

Allison says NCF will give out $10,000 in mini grants to the schools, which will decide what type of garden they want. Some will focus on vegetables, others flowers and plants. As of now, Brien McMahon High School, Norwalk High School, Ponus Ridge Middle School, Wolfpit, Fox Run, Columbus and Jefferson Elementary are on board.

Fox Run Elementary and Jefferson Science Magnet Elementary already have gardens but the additional support means they can be expanded. “Everybody gets involved in the garden,” says James Martinez, Fox Run principal. “You see teachers working here on their own time, kids raking.  We are also working with the West Norwalk Community Association.”

In addition to the learning aspect, gardens are a way to build community, says Allison.  “I imagine families picnicking around the garden.  Neighbors helping out. Business donating." Community and family support especially is needed over the summer when gardens need a lot of tending.

Carol Marinaccio, NPS Director of Elementary Education who is spearheading this project, says the schools are in the process of devising their plans.  “We hope to actually start something before September,” says Marinaccio. The entire project will take a couple of years to complete at all the schools. “We are excited about this project and can’t wait until it comes to fruition."
Posted by Moina Noor

49 comments:

  1. I hope this doesn't interfere with learning during the school day. Just what we need, another reason to NOT follow the curriculum! I can hardly wait to see the Director Of Elementary Education's reasons as to how this promotes increasing the CMT scores. THIS is her initial focus? Lord help us all!
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  2. Actually, this fits right in with the elementary science curriculum, and rest assured, questions about plant growth appear on the science CMTs....healthy living is part of the phys ed curriculum; farms are part of social studies. So, on many levels it's all good! Anne Sullivan
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  3. Really? And it's in all levels, K-5? Sorry, but this is what someone does when they want media attention, but it has little or nothing to do with the CMTs! This is lovely as an after school activity.

    I am still waiting to see what the inexperienced Director of Elementary Education does with the actual curriculum. She can't even get all the principals to attend her meetings. It appears she is not credible even to them...
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  4. Anne, we need our administrators focusing on our dreadful reading and math scores.
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  5. It appears the idea behind the initiative is for inner city kids to experience rural gardening, but many children already experience the art at home or by way of a beloved grandparent. I have reservations about the actual tending of these gardens, which will need great care. Let's say a first grade class plants seeds for pumpkins in the spring. Fine.. that can be handled in one outdoor lesson. Have they done anything else with the garden on grade level up until then? Granted, other grade levels will take part, but in as much as the science curriculum allows, since there is a very rigid testing schedule for science units. So, back to the First Grade, then... they will wait until fall to harvest the fruits of their labor as second graders, I would guess. In the meantime, who is weeding and watering? Custodians? PTO reps who are overextended? Teachers? Certainly the children are not expected to weed, rake, hoe, and water. You might get a volunteer or two but certainly not consistently. Hate to be negative, but there are some very important questions before we jump into another program/initiative without meaningful follow-through. Can we please work through the flaws of NCLB before stepping backwards all at once? We know interdisciplinary units of study benefit the kids most, but with NCLB on the altar, we are forced to teach in fragmentation. Someone really needs to stand back and look at the big picture before draping more tinsel on our "Charlie Brown" curriculum tree.
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  6. Well stated, 6:18!
    We can predict poor levels of performance from our students with such a scattered, non-coherent view of the NPS curriculum. I wonder what the view of the new superintendent will be on this disjointed approach to learning?
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  7. I'm confused, would you prefer that children are sitting behind desks learning times tables and memorizing scientific facts as opposed to getting actively involved with the learning process? Farming requires using skills across a number of disciplines (math, reading, science, social studies, health). I think it's a fantastic idea and wish it was implemented in all schools.
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  8. Why are not all the schools participating? Why can't room parents be solicited for help? I would love to do that. But our school is not and we have a HUGE property!
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  9. 5:09 AM, I never said children should be sitting behind desks learning times tables and memorizing scientific facts. That is a gross exaggeration of what I said. Farming is a lovely activity if you want your child to grow up to be a farmer. The skills involved do NOT cross a number of disciplines that are in the curriculum. The NPS curriculum is written to meet State testing criteria. Farming, and the skills learned, are, at most, a fun activity that does not help our students. You are stretching the truth by miles when you say a number of disciplines are included.
    Parents may love the idea, but research based educators will see through the media blitz and know how taking time away from the curriculum is not a smart thing to do!
    It appears that our newly appointed Director of EE is ignoring the curriculum in a serious way and saying...
    'Let them eat tomatoes!'
    As for the principals who are not taking part in this fiasco, BRAVO! Undoubtedly they know the research behind time on task and don't want to get involved!
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  10. 5:09 - Yours is moot point. It is NOT what any one teacher prefers, it is rather, as 10:10 says, about the "scattered, non-coherent view of the NPS curriculum."
    Before jumping into the responsibility of a garden, and we need to ensure that we DO respect our plant friends wholeheartedly... let's take a look at how we can make gardening the one important resource upon we which we support learning for the following instructional points that are mandated by the state:


    Kindergarten
    Life Science
    • Living things (animals and plants) have certain characteristics
    • Animals need air, water and food to survive.
    Health
    • People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
    Weather
    • Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
    Matter
    • Some properties of matter can be observed with the senses, and others can be discovered using simple tools or tests.
    • Various tools can be used to measure, describe and compare different objects and organisms.

    Grade: 1
    Life Science
    • Animals and plants need air, water and food (and sunlight) to survive. (seeds are planted indoors to observe and record on daily basis; controls are set up to note comparisons)
    • Soils can be described by their color, texture and capacity to retain water. (Seeds are planted in different soils: clay, loam, sand to observe and record changes).
    • Soils support the growth of many kinds of plants, including those in our food supply.
    The Solar System
    • An object’s position can be described by locating it relative to another object or the background.
    • An object’s motion can be described by tracing and measuring its position over time.
    Shelters
    • Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials

    Grade 2
    Life Science
    • Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. (frogs and butterflies are generally used)
    • The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal.
    Properties of Matter
    • Solids tend to maintain their own shape, while liquids tend to assume the shape of the container and gases fill the entire container.
    Weather
    • Weather conditions can be measured, described and predicted.
    Solar System
    • The movement of the Earth and the moon relative to the sun explains the cycles of day and night, the monthly moon phases and the yearly seasons.
    Health
    • The essential components of balanced nutrition can be obtained from plant and animal sources.
    • Different people eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
    Solar System
    • An object’s position can be described by locating it relative to another object or the background.
    • An object’s motion can be described by tracing and measuring its position over time.
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  11. I guess I lost my post because it's a biggie, but I had to think this one through. First of all, it is moot point to argue the merits of a garden. In an ideal world, it is every teacher’s dream to have the resources to support a solid, cohesive well-designed curriculum that makes full use of every aspect of its subject matter. The concerns raised are regarding the very serious responsibilities of tending a garden, as well as ensuring that it will be fully utilized to meet curricular goals. To help understand the concerns, let's look at the science goals for NPS:

    Kindergarten
    Life Science
    • Living things (animals and plants) have certain characteristics
    • Animals need air, water and food to survive.
    Health
    • People eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
    Weather
    • Daily and seasonal weather conditions affect what we do, what we wear and how we feel.
    Matter
    • Some properties of matter can be observed with the senses, and others can be discovered using simple tools or tests.
    • Various tools can be used to measure, describe and compare different objects and organisms.

    Grade: 1
    Life Science
    • Animals and plants need air, water and food (and sunlight) to survive. (seeds are planted indoors to observe and record on daily basis; controls are set up to note comparisons)
    • Soils can be described by their color, texture and capacity to retain water. (Seeds are planted in different soils: clay, loam, sand to observe and record changes).
    • Soils support the growth of many kinds of plants, including those in our food supply.
    The Solar System
    • An object’s position can be described by locating it relative to another object or the background.
    • An object’s motion can be described by tracing and measuring its position over time.
    Shelters
    • Humans select both natural and man-made materials to build shelters based on local climate conditions, properties of the materials

    Grade 2
    Life Science
    • Some organisms undergo metamorphosis during their life cycles; other organisms grow and change, but their basic form stays essentially the same. (frogs and butterflies are generally used)
    • The life cycles of flowering plants include seed germination, growth, flowering, pollination and seed dispersal.
    Properties of Matter
    • Solids tend to maintain their own shape, while liquids tend to assume the shape of the container and gases fill the entire container.
    Weather
    • Weather conditions can be measured, described and predicted.
    Solar System
    • The movement of the Earth and the moon relative to the sun explains the cycles of day and night, the monthly moon phases and the yearly seasons.
    Health
    • The essential components of balanced nutrition can be obtained from plant and animal sources.
    • Different people eat different foods in order to satisfy nutritional needs for carbohydrates, proteins and fats.
    Solar System
    • An object’s position can be described by locating it relative to another object or the background.
    • An object’s motion can be described by tracing and measuring its position over time.
    ReplyDelete
  12. Oops, Moina, can you delete one of these previous posts? I thought it was lost! Thanks...
    ReplyDelete
  13. Here is part 2 of the NPS science goals. The posting format will only allow so much hot air!!


    • Grade 3
    Living Organisms and Their Environments
    • Plants and animals have features that help them live in different environments (woodland, desert, grassland).
    • When the environment changes, some organisms survive and reproduce; others die or move to new locations.
    Properties of Matter
    • Materials have properties that can be identified and described through the use of simple tests.
    Earth’s Waters
    • Water circulates through the Earth’s crust, oceans and atmosphere.
    Rocks, Minerals, and Fossils
    • Rocks and minerals have properties that may be identified through observation and testing; these properties help determine how the earth materials are used.
    • Decisions made by individuals can impact the global supply of many resources.
    Natural Resources
    • Decisions made by individuals can impact the global supply of many resources.
    Simple Machines (optional)
    • The size of the change in objects’ motion is related to the strength of the push or pull.
    • The more massive an object is, the less effect a given force will have on its motion.

    Grade 4
    Ecosystems and Biomes
    • All organisms depend on the living and non-living features of the environment for survival.
    Adaptations for Survival (animals and plants)
    • When the environment changes, some organisms survive and reproduce and others die or move to new locations.
    • Electricity in circuits can be transformed into light, heat, sound and magnetic effects.
    • Magnets can make objects move without direct contact between the object and the magnet.
    Magnetism and Electricity
    • Electricity in circuits can be transformed into light, heat, sound and magnetic effects.
    • Magnets can make objects move without direct contact between the object and the magnet.
    Forces in Motion
    • The size of the change in objects’ motion is related to the strength of the push or pull.
    • The more massive an object is, the less effect a given force will have on its motion.

    Earth’s Changing Landforms
    • Water has a major role in shaping the Earth’s surface.
    The Endangered Species
    • When the environment changes, some organisms survive and reproduce.




    Grade 5
    Life Science
    • The life cycles of flowing plants includes seed germination, growth, flowering, pollination, and seed dispersal.
    Sound
    • A sound is a form of energy that is produced by the vibration of objects and is transmitted by the vibration of air and objects.
    • Light is a form of energy that travels in a straight line and can be reflected by a mirror, refracted by a lens, or absorbed by objects.
    Light
    • The senses of organs perceive stimuli from the environment and send signals to the brain through the nervous system.
    The Solar System
    • The movement of the Earth and the moon relative to the sun explains the cycles of day and night, the monthly moon phases and the yearly seasons.
    Advances in technology allow us to acquire new information about our world.


    Taking our curriculum into account, can we afford to take on the responsibility of gardening at all our school sites while it may not necessarily align itself to state goals that also require equitable resources for understanding?
    •
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  14. Perhaps Anthony Allison, Norwalk Children’s Foundation's Program Officer can coordinate summer volunteers.
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  15. No, you are wrong. You can quote a small part of the science curriculum and look like you know what you are doing to naive parents, but the reality is that that you don't know what you are doing at all! You are expending a massive effort to have elementary students focus on a small part of the curriculum. LOOK at the number of curriculum pages in reading/math/science. Then tell me honestly if this is worth the focus. In addition to time spent out of doors watering, digging, pruning, etc...the curriculum still has to be taught in that ONE area. Where is your focus? I guess math and reading just don't catch your attention?
    THIS IS NOT WORTH THIS EFFORT FOR THE STUDENTS!You quote curriculum. Anyone can do that. What is your rationale behind adding this activity to the curriculum? Do our teachers agree to adding to the curriculum in this way? Did you even find out?

    Where are the parents who look at test scores and scream at administrators when there is no progress? When the reading scores don't show progress next year, remember the gardens, because that's all you will have.

    TIME ON TASK! I am an educator who knows how to get results. This is not the way.

    I am not against gardens. I don't want gardeners flaming at me. If parents want a garden, let the parents do the work.
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  16. 12:14 - please understand that I am the one who quoted all of the science curriculum above in two postings. Moina's format would not let me post it all at once. If you read at the beginning and the end of my two postings, you will see that I absolutely SUPPORT what you say as an educator. Absolutely!! The reason I quoted the curriculum is to show that there is so many other topics mandated by state goals that life science is just a fractional part of subject matter for each grade level. Hats off to you for your profound good sense! Now, if we could only get dialogue on this issue before considering it as a valid resource to support curriculum. Personally, I'd like to see MORE BOOKS available for reading independently. These kids are reading them faster than you can print them! But... that's another issue, entirely.
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  17. Sorry, 1:49. I got lost in the double post!

    I am glad that you have the good sense to see through this ridiculous and not well thought out activity. Thank you for your support!
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  18. Look, gardening would be an additional way to teach the NPS curriculum, but it's clearly not the top priority for us based on teacher comments posted on this blog. Yes, wouldn't it be great to have $10,000 per school to spend on BOOKS? Then I would have enough for my fragile readers during instructional time. Anne Sullivan
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  19. Right on, Anne! Now can we get BOOKS as a number one priority? Interesting how so many teachers actually own the very books they implement reader's workshop with. What would happen to NPS if teachers took their toys and went home? Aside from that, if we really would like to support science, social studies, and math, let's make the availability of nonfiction books an A-one priority for all reading levels. Investing time and money in gardening seems noble enough, but are we truly looking at needs vs. wants?
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  20. Moina, can you help get the teachers what they need IN the classroom? These funds can be so much better spent on non-fiction books...Moina, you have the clout through the media. Please take a stand and help our teachers...or at least question the validity of an activity that takes time away from such a minute part of the curriculum?
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  21. Forget the gardens. A nice idea but Norwalk needs to provide its students with the curriculum basics and books they can read and borrow.

    I am not a teacher but would be furious if maintaining gardens were to become part of my job description.

    Has anyone looked at the lawns and gardens of our schools? Sure - school groups have got together for beautification days but they can only do so much. After the iniital drive - the gardens don't recieve the maintenance they need.

    Let's get real and put the warm and fuzzy on the back burners Our kids need to be educated in the basics - yeh - I wouldn't mind if my kids learned their math facts in school. There actually is some applicability of basic math skills in the real world. Sorry that I am so dull.

    Wish my kids were going to the same private schools as Michele's.
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  22. I'm not weighing in on this issue but I just wanted to mention that several schools have wonderful plots at Fodor Farm. In one school this spring, a group of Fifth Graders took the Wheels bus to the farm over their lunch break. They turned over the soil and got the plot ready for the first graders to plant in it. The fifth graders had to learn about plants anyway-- and they only worked for only a short time on a day where most of the students were absent anyway. It was pleasant and relevant. I very much appreciate the teachers who help to keep the plot in good condition. And, the other gardeners of Fodor Farm who are so willing to help the children and teachers. It has become a valuable intergenerational, community learning experience.
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  23. Looks like we are going to have...

    THE GARDEN OF EATIN

    but without

    THE TREE OF KNOWLEDGE
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  24. So who can help put an end to this nonsense?
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  25. Kerry O'NeillJul 10, 2010 07:38 PM
    I take issue with the characterization that this idea is nonsense. I take issue with the assumption that this initiative must take time off task from improving test scores - as if that is the ONLY thing we can have our children doing every minute of every day and/or as if it couldn't in some way and in some classes be tied into that goal. By reading these comments, one would think we should eliminate art and music - how about phys ed or recess? But I'm sure that's not what the poster's are really getting at.

    We have seen in our city an incredibly strong grassroots groundswell of support for community gardening. Fodor Farm is such a wonderful resource for so many community members. In a very short period of time it has become wildly popular and has inspired many families and, as one poster noted, at least one class, to get out there and connect with growing food.

    Also, the Human Services Council recently released a Community Indicators Report for our city that highlighted many things that Anthony Allison and NCF are trying to address with this project: the high childhood obesity rates in our city and the need to increase awareness about/access to healthy food.

    What comes through strongly in these comments is 1) that having this program fall under Ms. Marinaccio in and of itself makes the program polarizing to the staff and 2) many staff members resent having a program forced on them, when clearly they already have many, many demands on their time.

    So where to go from here? Maybe the lessons learned are that this program should be introduced in schools only where there are willing volunteers and staff ready to embrace this vision. Maybe it should be allowed to evolve organically, so that it can become a truly sustaining initiative.

    I wouldn't want to see us shut this idea down simply because it's an all-or-nothing thing: either do this school garden project or improve test scores. In reading Moina's blog post and in reviewing the materials presented to the Board of Ed a month or so ago, never once did I assume that this program was going to replace or take away from our efforts to improve academic achievement (and believe me, I would have noticed that and taken exception with it).

    One only needs to look at what's going on in some of the surrounding school districts (and other parts of the country) to see how this sort of initiative can lead to all kinds of other great things beyond the initial school-based garden, like improving the quality of school lunches with more locally grown food, particularly veggies, and pulling in many more community supporters to get involved in school issues. It's great stuff - truly inspirational.
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  26. 7:38, you certainly must not be an educator. Any educator knows that the American school day is not long enough to accomplish what is expected to be accomplished. You are asking the schools to add one more activity to an already full day's agenda. YOU ARE WRONG!!! This is a lovely idea in thought, but a terrible idea in reality.
    DON'T complain to teachers when the test scores reflect this time off task!!!!
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  27. Kerry,
    According to you, this should be accepted only by those schools who have willing teachers and willing participants. No! This is not a decision to be made school by school. We already have a system of schools and not a school system! Do not attempt to divide the schools even further with this ridiculous program. Understand the truth! GARDENING DOES NOT BELONG IN THE CURRICULUM OF A FAILING SCHOOL SYSTEM! Wake up! Again, this is not about 'wants.' Tell me. What part of the curriculum should we remove to make time for the farming? Reading time? Math time? Actual teaching time for science? Go ahead. Tell me. And while you are at it, how are you going to say no to the people who feel Karate should be taught at school? After all, self discipline is important too.
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  28. I am annoyed that the educators' point of view on this matter does not get reported in the media. Why can't the 'other side of the story' get publicized?
    ...and the 'rest of the story' is...the public wants to know why test scores don't go up. Let's not forget to blame the school system and the BOE when CMT scores are reported!
    So typical of people who put their: 'Ooooh! I want that activity because it looks good' mentality above the 'Is it good for education?' educators' point of view. So sad. :(
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  29. 5:06 says it so well. There should definitely be debate on this topic before it is implemented in our schools. We should all be aware that the “edible classroom” is actually called a “political argument” on the Internet.
    That implies that what we hear about some schools showing success with the initiative may be simple propaganda at a higher level.
    I think the dilemma lies in the fact that NPS is receiving $10,000 as a grant for Michele Obama's "edible classroom" initiative. That’s a lot of money and that’s a lot of trust in one idea. Yet, it is an idea that raises a lot of questions about the feasibility, practicality and responsibility of using and maintaining a garden. Teachers already do gardening in their classrooms, but this is specific according to need. Teachers may have to conduct experimentation with specific soil types, water amount, or specific sunlight amount to see which controls best encourage growth. Classrooms grow pumpkins, beans, marigolds, and other plants so students can learn about seed growth. As stated previously, if you look at the list of NPS science objectives for K-5, you will find that life science is only a part of the subject matter students are required to learn about, and there is also a great need to study animals as well as plants.
    Again, as 5:06 suggests: are the real educators polled? Are we hearing the real obstacles about creating and maintaining a garden who no assigned chore duties? Let's hear some discussion before we jump into another program that is left in the lurch.
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  30. Moina,
    I ask again. How about an unbiased reporting of what teachers think about adding gardening to the curriculum? I trust that you will ask meaningful questions in order to get meaningful answers. Isn't it time to ask the educators?

    To my fellow educators, if no help is forthcoming here, write to The Hour. If you are disturbed by the lack of input by the actual people who will be taking the time to implement this garden, speak up. Teachers always take everything that's handed down to them. Think seriously about this initiative.Is this good for our children? As 7:03 brought up, let's hear more discussion before we jump into another program that is left in the lurch. Speak up! Speak up loud and clear in every way you know how!
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  31. Here is a web site that has a lot of info. about school gardens:

    http://aggie-horticulture.tamu.edu/kinder/sgardens.html
    ReplyDelete
  32. Yes, the website mentioned above talks about considerations for schools....

    Yet another burdensome task dropped on teachers' already cumbersome day:

    Who do you honestly think will take care of

    Yearly Maintenance
    structures for storage
    materials needed
    pathways
    constructing garden plot
    irrigation/water system
    space for expansion
    fencing
    choosing plants, shrubs, etc.

    Organizing People
    role of students
    role of parents, teachers, volunteers
    workdays and job distribution and scheduling
    communication, information and education
    organizational structure/responsibilities
    garden leader and advisory committees

    Site Preparation
    cleaning lot
    preparing soil
    mark pathways, garden plot
    construct beds
    lay water system
    fill pathways
    build compost bins

    Composting
    organic matter
    maintenance
    utilizing compost
    organisms and wildlife

    Garden Care
    trellis, arbors, fencing
    garden tools, tool shed
    buckets, sprayer, water hose

    Purchasing
    seeds
    educational material
    tools and equipment
    organic materials
    fertilizers
    insect control
    fencing

    Liability
    physical hazards for students
    lighting
    fencing

    Theft and Vandalism

    Produce
    Utilization of produce

    Use of Fertilizers and Pesticides
    choices of safe products
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  33. sorry, double post...message was rec'd that first post did not go through
    ReplyDelete
  34. Ok, if you are spending this much time with this many lists, you are wasting your time. Go outside and play. No one wants to read endless paragraphs.. either you agree or don't.

    If my child's teacher wants to maintain a plot, I would certainly help.. but going to Fodor seems like too much work unless it counts as homework time. My kids plant their seeds at school, and bring seedlings home after learning a lot... and we nurture the plant at home. This is a fun project with lots of rewards.
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  35. 10:02, what you are really saying is that you don't want to think about how much time the teacher is going to devote to this project. You are wasting a very highly paid professional's time to assign them this task. Glad you respect your teacher....NOT!

    What you are also saying is that this is a 'fun' project too.

    Dear Parent, you don't know what the curriculum is supposed to be. Stop looking for the 'fun' projects. Life isn't always 'fun.' Learning takes some hard work.
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  36. Egad, 10:02.. calm down, already LOL!! I agree with you about the need to increase dialogue before committing to gardens on school sites. This is an ongoing national debate that requires an open mind and much discussion. Articles have been written on both the merit of and the worthlessness of "edible classrooms." Teachers will tell you what they need to do the job they are hired to do. It's time to listen!
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  37. LOL? You guys are rabid, how is 1002 not calm? Just look at the CRAP your kids get at school lunch. Melted popsicles? Soggy carrots? Frozen orange juice? Why don't you focus your energy on getting decent hot lunches in the schools... stop ridiculing each other...Goodness if you are really interested in the community start on the worthless garbage they call school lunch in the elementary schools. It's a good thing we don't even live in the school district anymore.
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  38. The bottom line is that there is no respect for teachers and what they are required to accomplish during 180 days....nothing more to say.
    ReplyDelete
  39. I am the "Parent" who wrote about a seedling project being fun. My child is in elementary school. I am sorry if I offended you, but my child learns much better when they are happy and engaged, and first graders need some fun. My child's teacher at Marvin was strict and FUN and her class was well controlled including the times of surprise and wonder.. I unapologetically will never stop supporting the effort to make some part of the education process "fun".. until they are having clinicals for med school......
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  40. 11:32, I didn't say that learning had to be dreary. I am all for making reading, writing and math interesting. I am saying that this gardening experience is waaaaaay too time consuming and NOT a good learning experience.
    ..AND, yes, learning should not always be 'fun.' Sorry, but that's life. If folks want life to be all warm and fuzzy, then their children will not be prepared for reality.
    ReplyDelete
  41. Time for a lot of people on this thread to get a grip. Most learning obviously isn't fun for many of our cherubs based on the "real" drop- out rate. Perhaps some more down to earth instruction will keep a few more in school beyond sixteen, without sowing their seeds in other ways. Yes, life is a test, but not necessarily the CMT!
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  42. Funny how this was announced after school let out. No time for teachers to react?
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  43. Get a real job. Nobody asks me what I do or don't want to do in my corporate office when the bosses make decisions for the good of the organization. You teachers think you are the tail that should be wagging the dog. If you don't like it go to another district and stop taking my tax dollars to the bank while whining all the way.
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  44. Agreed post 11:21. If you're a teacher and don't like this district or don't like the kids in this district, go away! Your not doing us any favors obviously. Go to another district, they can have you.
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  45. Dear "Educator"... no one said learning should "always" be fun. They commented that it helped. Good grief, you sound like you need out. I hope you are not teaching my child this fall. I hope our new teacher has a little fun planned for my child, to balance out the work. I agree with 1207...if you don't like it, please do everyone a favor and go away! Thanks!!!
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  46. No one said I don't like the district or the kids in the district. I am very dedicated and I resent your comments. I get results from students with a rigorous curriculum. Parents ask for me as a teacher because I make the day interesting and full of meaningful activities. Parents, I suggest you stop the nasty comments to teachers like me. Just because you remain anonymous doesn't mean that you are not having an impact on the negativity toward teachers who try to create lifetime learners!
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  47. Wow, so this is what we have come to?? Parents and teachers fighting on a blog. Yes, this will accomplish a lot....of nothing. I am an educator but not in this district. I can honestly say that this school system failed me in so many ways. Too much share here but I have been profoundly affected in my life based on decisions that were made for me in the 5th grade. The system is broken. The longer you carry on with the fighting and bickering the longer it will take to fix the problem. Is this really about a garden project or the bigger issues that have been festering? We need to embrace a new way of thinking about education in this town. The needs of our children vary dramatically and there can't be a one size fits all mentality. Administrators and teachers need to explore and reflect on their methods and get to the root of what the problem is. Open your minds a bit and try to embrace a new outlook on learning. Hands on, real life learning experiences can make the world of difference to so many children. There is value to this garden project, just take a minute to think it through. Throw out your old lesson plans and breath some new life into your curriculum. It's going to take a miracle but maybe if we just all put forth our best ideas instead of our nasty ones we just might be able to pull off a small miracle. Let go of the anger people. You are wasting precious time.
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  48. Great advice! Throw out the curriculum. Real life learning experiences make a world of difference to children in Norwalk. Forget the failing schools and CMT test scores. I'm all for digging, planting and watering.
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  49. Shouldn't there be a curriculum in place BEFORE a gardening experience takes place? What is the purpose? What are the learning activities? What are the outcomes? Who is writing the new curriculum K-5?
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