Robert Gendreau
6/16/2009
Core Values Reflection
Common Core of Learning
Connecticut’s Common Core of Learning is designed to create
standards for all students. The Common Core recognizes that not each
individual will have the same “readiness” when coming into school;
however the state decrees that despite these differences the
aspirations remain the same. This is designed to be an idealistic
platform that students should be aiming to achieve. Since my content
area is in Special Education, I felt the most pertinent area to
concentrate on was the applied technology section. The main goal of
this core is to have students “by the end of Grade 12…apply the
academic, critical, practical, technical, technological, and employability
skills needed for success in higher education and the workplace, and to
manage their own lives” (Connecticut State Department of Education,
1998, p. 25). The high school to college transition, is more concerned
with the high school tocareer/life management skills.
Among the applied technology section’s goals include “the
ability to demonstrate attitudes and habits that are valued in the
workplace, including pride in good workmanship, dependability and
regular attendance “ (p. 25). It is rarely a negative ideato show up on
time and to take pride in what you do. This type of training does more
than address content, it develops character and self-discipline. In this
light, it is apparent that learning how to control the self helps develop
your character. In my classroom I could definitely help students with
their habits by rewarding them when they show up on time. I can
change their attitudes to be more positive toward school. For example,
if I recognize that someone is upset, I think that if I can allow him to
express himself and avoid dictating to him what he should do. If does
act out in an inappropriate manner, than it is my duty to punish him
but to punish him with the intent on teaching a lesson that the act is
inappropriate and should not be repeated. Perhaps he would realize
that I am there to help him and not to just make him do projects or to
yell at him.
The second statement I found appealing was to be able to
“understand the implications of living in a finite world and will learn to
optimize available financial, human and environmental resources.“(p.
25). This seems like one of particular importance because it is the
essence of what it means to survive as a human in our current society.
However, I also believe this has a very capitalist undertone to it which I
found particularly American. Basic economic theory existswithin it.
Plainly, with finite resources how can we make sure that we have
enough to survive as individuals? The statement implies that our
ultimate goal in education is to assist these students in their quest to
become self-sufficient. In a Special Education classroom, perhaps I
could teach the value of a dollar and show them the value in saving
money for appropriate uses instead of buying on impulse.
Finally, the last one I want to discuss is for students “to build
positive family relationships” (p.25). When I think back to my
childhood education, I cannot ever remember being instructed as to
what families were suppose to look like, act like, or talk like. However,
one of the most effective ways I would be able to accomplish this in
the classroom would be to lead by example. In other words, whenever
I am talking, teaching, or doing anything in the classroom, I should be
doing things like always being encouraging, being a shoulder to cry on,
and demonstrating respect. I think if kids are always seeing it, it will
become contagious and it might become part of their character. Also, I
can work to “form relationships [with parents] that are not entirely
grounded in instruction but in treating each other like human beings
apart from the instruction itself, and it affects student motivation and
learning.” (Tozer, Senese and Violas, 2009) Hopefully by encouraging a
open relationship with the parents and respecting them as people they
will in turn treat me as a person.
Work Cited
1. Tozer, Steven E., Senese, Guy, Violas, Paul. (2009) Schooland
Society: Historical and Contemporary Perspectives. New York:
McGraw-Hill.
