Tackling Sexual Harassment In Memphis City Schools By Patricia Hawke

The Menace of Sexual Harassment in Memphis Schools

Mention the words “sexual harassment” and images of leering executives making lewd comments to or in the presence of co-workers or employees comes to mind. We tend to associate sexual harassment as an adult phenomenon; the kind that gets men – and in rare cases women – in deep trouble, or at the very least leaves them with a lighter wallet. We don’t associate it with young students in schools.

There is enough evidence to show that we should, at least where Memphis City schools are concerned. The statistics speak for themselves. Studies conducted by Girls for Change a program founded through the initiatives of the Memphis Area Women’s Council, Center for Research on Women and the University of Memphis Women Studies program, has found shockingly high rates of sexual harassment against girls in the Memphis schools.

The girls surveyed were between the ages of 13 to 17 and were middle or high schoolers in Memphis schools. Close to 76% reported either being the victim of harassment or having witnessed harassment in some form at school. Most of the students surveyed – close to 92% - belonged to Memphis public schools and at least 86% of the victims were African Americans. The mean age of the girls surveyed was 13.88 years.

Sexual Harassment in Memphis Schools is not Merely Bullying

We tend to think of instances of girls being teased or called names at school as bullying and, according to experts who are concerned at the effects of such harassment on girls in Memphis schools, we need to draw the line between bullying and sexual harassment. According to available data from the 2005 Youth Risk Behavioral survey, the incidences of sexual relationships, forced or otherwise, in Memphis schools are higher than the national average. Not only this, students at Memphis schools are more likely to have multiple partners, or become pregnant or impregnate a partner than their peers elsewhere in the country. The Memphis Area Women’s Council together with the Center for Research on Women is working on establishing the relationship between the high prevalence of sexual harassment in Memphis schools and the increased incidence of premature sexual activity in students.

Sexual Harassment and its Effects on Students in Memphis Schools

Sexual harassment in Memphis schools can take many forms – it can be in the form of spreading malicious rumors about a student, making unwanted phone calls or sending explicit emails, name calling, offensive jokes, and graffiti. In its virulent display, perpetrators may be emboldened enough to pinch, grab, snap bras, pull down skirts and engage in other behavior that aimed to humiliate the victim. The Memphis Girls for Change Program focuses on empowering girl students of Memphis schools and equipping them to deal with such instances in a school environment that’s very often a mute spectator.

Resource: http://www.isnare.com/?aid=187437&ca=Education

Arts Integrated And Learning Styles Go Hand-In-Hand In Oklahoma City Schools By Patricia Hawke

Many people understand the importance of exposure to the arts. We love art; it is a necessary part of our society. In fact, for every culture and every society, art in some form or another is critical to how we live. For many, many years, arts programs have been cut in Oklahoma City Schools in efforts to divert funds to “more pressing” subject areas like reading and mathematics. While these are indeed necessary subjects for Oklahoma City Schools students to master, including an arts education in a student’s learning experiences can do nothing but improve their time attending Oklahoma City Schools, as well as contribute to the amount of success they see as a whole.

Most Oklahoma City Public Schools concentrate on teaching students in three ways; by showing them how to do things, by telling them the information they need, or by giving them opportunities to try things themselves (also known as visual, auditory, and kinesthetic learning styles).

There are, in fact, many learning styles as identified by Howard Gardner, psychologist and noted pedagogical theorist:

- Linguistic – “word-smart”
- Interpersonal – “people smart”
- Bodily-kinesthetic – “body smart”
- Logical-mathematical – “math smart”
- Naturalist – “nature smart”
- Spatial – “picture smart”
- Musical – “music smart”
- Intrapersonal – “self smart”

More than ever, schools are realizing the importance of addressing all of these learning styles. Students attending certain Oklahoma City Schools are reaping the benefits of the commitment to providing educational experiences via these learning styles.

In efforts to give more and more students an education that addresses their specific learning style(s), some Oklahoma City Schools are integrating the arts into their programs. Following an “A+” model originally begun in North Carolina, Oklahoma City Schools are instituting their own arts integration programs. Originally a project of the DaVinci Institute, it is currently administered by the University of Central Oklahoma.

The model being used by Oklahoma City Schools looks at 8 different areas to improve arts integration in their schools:

1) Arts;
2) Curriculum;
3) Multiple intelligences;
4) Experiential learning;
5) Enriched assessment;
6) Collaboration;
7) Infrastructure; and
8) Climate

For teachers employed with Oklahoma City Schools, the program has been a godsend. All educators strive to “light the spark” and desperately want to reach all - 100% - of their students. For the instructional staff, of the Oklahoma City Schools using this model, discovering how to appeal to the different ways children learn has been exactly what they have been looking for.

Another impressive aspect of the program is the Oklahoma City Schools professional development that goes along with it. Instead of giving newly trained teaches the manual with the expectation that they follow the model, the A+ model provides extensive and ongoing training and support to all teachers new to the program. Oklahoma City Schools’ teachers focus on learning to work together, using research-based practices to establish curriculum that includes interdisciplinary themes that foster arts integration across classes as well as use Gardner’s various learning styles.

Clearly, Oklahoma City Schools are working to improve learning, one style at a time.

Resource: http://www.isnare.com/?aid=187449&ca=Education

New York City Schools Include Charters By Patricia Hawke

There have been many instances over the past 20 years or so where people have been so unhappy about the schools that they have decided to step up and do something about it. In response to this discontent, charter schools have been formed. For many New York City Schools families, charters appear to be the way to go.

Virtually anyone concerned with the state of New York City Schools can open a charter school. Parents, teachers, principals (whether they are from public New York City Schools or private ones), community leaders, philanthropists and nonprofit organizations are all examples of the types of folks who open charter schools in response to a perceived lack in quality public education.

But what is a charter school, anyway? Most people have heard about them, but are unclear or confused as to what they are, exactly. Charter schools are created by a contract (or “charter”) with the New York City Schools system. They are held to the same standards as more traditional public schools, but operate with a greater autonomy than regular schools within the system. The purpose of the charter school is to offer new resources, personnel and ideas to education, as well as to give the families of New York City Public Schools a greater choice.

Charter schools are under the umbrella of the New York City Schools district, and are held directly accountable for meeting specific student performance goals. If the charter school fails to meet these criteria, their charter can be revoked or not renewed. In return for these higher standards, these schools are exempt from New York City Schools regulations such as curriculum development, staffing, and budget.

There are 6 reasons why numbering charter schools among the options for families with children attending New York City Schools is a good idea. Charter schools have unique educational goals that are innovative and desirable:

- Charter schools within the districts of New York City Schools are responsible for increasing the learning opportunities and achievement of all students, most especially high-risk students – ones in danger of dropping out or who have a low reading ability, for example.

- These special New York City Schools also encourage the use of different and innovative teaching methods. Within the confines of the traditional public school classroom, teachers have fewer options with how they go about their jobs. Simple issues such as class size or available resources can considerably tie their hands.

- Charter schools obviously provide a greater amount of choice for parents and students of New York City Schools.

- Also, charter schools can provide motivated educators with the means to pursue their beliefs and ideas.

New York City Schools strive to offer its students the best possible education, and the choice of attending a charter school is one way to do so. Charter schools can offer their children a wider variety of opportunities.

Resource: http://www.isnare.com/?aid=187447&ca=Education