Monday, June 11, 2012

Proud to be a Teacher (Educator?) Ashamed to be CTA?


Proud to be a Teacher(Educator)?

Ashamed to be CTA?


Let me preface with the often used but true statement: I believe in unions, I have walked three picket lines before the age of 25 and CTA is functionally useless. As we stand on the parapet of the crumbling dreams of so many far sighted men and women. This our "Alamo," allegorically speaking,  and all we can hope for from CTA "leadership" is a half-hearted magazine column on issues they should have addressed four years ago. By the way, of course the magazine only goes out to educators. Let me remind President Vogal not all CTA members are teachers. Just the obvious majority.

Excerpts from and opinions on the article

Proud to be a Teacher

By CTA President Dean E. Vogel
Sometimes the challenges we face on a daily basis in our classrooms are so great that it’s hard to remember the rewards of our profession and the reason why we chose to be educators. That’s why it’s been a delight to read thank-you notes from students that our members have shared with us over the past few months. Letters to the “Thank You, Teacher!” project can be read online at www.cta.org/thankyouteacher, and they give us all a moment to pause and remember why we are in it and why we stay.
This month, I received a note from one of my former students, and believe me, it both surprised and deeply touched me. Rachel was a student of mine in kindergarten, and her childhood memories of my class included me playing the guitar, singing during circle time, and enforcing a rule against children playing with their Velcro shoes.
Rachel wrote, “Thank you so much for all that you did. My inner child and outer adult ever appreciate it.”
She concluded her letter by letting me know she is now in her seventh year of teaching and “couldn’t imagine being anything else but an educator.”
I felt the same pride when I went to Washington, D.C., to see Rebecca Mieliwocki, a California middle school teacher and member of the Burbank Teachers Association, honored as National Teacher of the Year during a White House ceremony.
Rebecca related that she had been working in publishing when she realized something was missing. I was struck by her comment: “I took some time to make a list of things I needed and wanted in my ‘perfect’ job: creativity, decision-making control, fun, flexibility, stability, the potential to work with young people. It dawned on me that teaching was the obvious place.”
Rachel’s note and Rebecca’s achievement served as personal reminders to me of why we do it. They are also reminders of why I became involved with my union. It was to make things better for teachers and for our students.
These days it’s hard for a teacher to turn around without feeling like she’s under attack. Many of us would prefer to retreat to our classrooms, mind our own business and just teach our students. We may not be interested in the political drama. But as the Greek statesman Pericles once said, “Just because you don’t take an interest in politics doesn’t mean politics won’t take an interest in you.”
Politics directly impacts almost everything we do in our schools and in our classrooms. And many politicians and corporate power brokers behave as if they know more about the dynamics of teaching and learning than we do. Yet no one knows better than we do what our students need to be successful.
We are facing some crucial issues coming up in the November election that will test that notion. As much as we’d like to shut the door of our classrooms and just teach, we won’t be able to do that without passing a funding initiative that will begin to provide the resources to adequately fund our schools. We won’t be able to do that if our voice is silenced and our ability to participate in politics is taken away. We won’t be able to do that if we don’t elect candidates who will advocate for public education.
In the coming weeks, I know many of us will be preoccupied with year-end activities (and the grim future with no Job, and) little time to do much else than help our students and each other tie things up and move forward. But as we head into summer, I hope you take some time for yourselves to recuperate and recharge. I also hope you take some time to become involved with this campaign season. Read through this issue of the Educator, go to our website, learn about the election issues we face, and step up. For the sake of our students, and for the sake of our profession, we all need to be involved in the election ahead. If not us, who? If not now, when?

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This is the fight of our professional careers. Are You In or Out?

What's taking so long? This is the fight of our professional careers. Are You In or Out? "Hell has a special level for those who sit by idly during times of great crisis."
Robert Kennedy

The Art of SETTING LIMITS, Its not as easy as it looks.

Art of Setting Limits Setting limits is one of the most powerful tools that professionals have to promote positive behavior change for their clients, students, residents, patients, etc. Knowing there are limits on their behavior helps the individuals in your charge to feel safe. It also helps them learn to make appropriate choices.


There are many ways to go about setting limits, but staff members who use these techniques must keep three things in mind:
Setting a limit is not the same as issuing an ultimatum.
Limits aren’t threats—If you don’t attend group, your weekend privileges will be suspended.

Limits offer choices with consequences—If you attend group and follow the other steps in your plan, you’ll be able to attend all of the special activities this weekend. If you don’t attend group, then you’ll have to stay behind. It’s your decision.
The purpose of limits is to teach, not to punish.
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, staff members provide a structure for good decision making.
Setting limits is more about listening than talking.
Taking the time to really listen to those in your charge will help you better understand their thoughts and feelings. By listening, you will learn more about what’s important to them, and that will help you set more meaningful limits.
Download The Art of Setting Limits

SYSTEMATIC USE OF CHILD LABOR


CHILD DOMESTIC HELP
by Amanda Kloer

Published February 21, 2010 @ 09:00AM PT
category: Child Labor
Wanted: Domestic worker. Must be willing to cook, clean, work with garbage, and do all other chores as assigned. No contract available, payment based on employer's mood or current financial situation. No days off. Violence, rape, and sexual harassment may be part of the job.

Would you take that job? No way. But for thousands of child domestic workers in Indonesia, this ad doesn't just describe their job, it describes their life.

A recent CARE International survey of over 200 child domestic workers in Indonesia found that 90% of them didn't have a contract with their employer, and thus no way to legally guarantee them a fair wage (or any wage at all) for their work. 65% of them had never had a day off in their whole employment, and 12% had experienced violence. Child domestic workers remain one of the most vulnerable populations to human trafficking and exploitation. And while work and life may look a little grim for the kids who answered CARE's survey, it's likely that the most abused and exploited domestic workers didn't even have the opportunity to take the survey.

In part, child domestic workers have it so much harder than adults because the people who hire children are more likely looking for someone easy to exploit. Think about it -- if you wanted to hire a domestic worker, wouldn't you choose an adult with a stronger body and more life experience to lift and haul and cook than a kid? If you could get them both for the same price, of course you would. But what if the kid was cheaper, free even, because you knew she wouldn't try and leave if you stopped paying her. Or even if you threatened her with death.



Congress Aims to Improve Laws for Runaway, Prostituted Kids

by Amanda Kloer

categories: Child Prostitution, Pimping

Published February 20, 2010 @ 09:00AM PT

The prospects for healthcare reform may be chillier than DC weather, but Democrats in the House and Senate are turning their attention to another warmer but still significant national issue: the increasing number of runaway and throwaway youth who are being forced into prostitution. In response to the growing concerns that desperate, runaway teens will be forced into prostitution in a sluggish economy, Congress is pushing several bills to improve how runaway kids are tracked by the police, fund crucial social services, and prevent teens from being caught in sex trafficking. Here's the gist of what the new legislation is trying to accomplish:

Shelter: Lack of shelter is one of the biggest vulnerabilities of runaway and homeless youth. Pimps will often use an offer of shelter as an entree to a relationship with a child or a straight up trade for sex. In the past couple years, at least 10 states have made legislative efforts to increase the number of shelters, extend shelter options, and change state reporting requirements so that youth shelters have enough time to win trust and provide services before they need to report the runaways to the police. Much of the new federal legislation would make similar increases in the availability and flexibility of shelter options.

Police Reporting: Right now, police are supposed to enter all missing persons into the National Crime Information Center (NCIC) database within two hours of receiving the case. In reality, that reporting doesn't always get done, making it almost impossible for law enforcement to search for missing kids across districts. This hole is a big problem in finding child prostitution victims and their pimps, since pimps will often transport girls from state to state. The new bill would strengthen reporting requirements, as well as facilitate communication between the National Center for Missing and Exploited Children and the National Runaway Switchboard

We Must Never Forget These Soldiers, Sailors and Airmen and Women

We Must Never Forget These Soldiers, Sailors and Airmen and Women
Nor the Fool Politicians that used so many American GIs' lives as fodder for the fight over an english noun - "Communism"