Bradley's Philosophy of Education Blog

The March Series has been a part of an ongoing semester-long discussion amongst the Secondary Education Social Studies Majors about good social studies books. The book initially came up when discussing how to teach the Civil Rights Movement. We were all in universal agreement that this series would be an excellent addition to any Civil Rights Unit. This was further reinforced when in our Social Studies Methods Course the series came up during a lesson on texts in Social Studies. This is what prompted me to choose the book as one of my PD goals. The major factor would be the grade I am teaching. I have frequently overestimated my student's lexical level and I don't wish to do the same for this book. A senior would have no difficulty reading this book and could complete it with a week's notice either through class or study hall reading. A seventh-grader, however, would need proper scaffolding in order to understand the content. A word bank, group reading, discussion, and inde

The March Series of Books most certainly belongs in any secondary education social studies curriculum. Though I am only able to read the first book, I am excited to read the other books in the series. This graphic novel does an excellent job of portraying the life of Senator John Lewis. The book takes place on the election of President Barack Obama but is told through flashbacks of Lewis' past. From his childhood memories of working with chickens to the Greensboro Sit-Ins. The book's story is told through its vivid artwork and minimal use of long-winded exposition. A graphic novel format is the most effective form of medium for this story as it shows the graphic and violent nature of the segregationist period. This book is especially necessary for communities that are predominately white. Only by seeing the struggles of the Civil Rights Activist can students understand its importance. 

The above document certifies 6 hours of my participation at the Fall Learning and Leading MEA Conference. The conference itself had a significantly lower attendance compared to other MEA events I have attended. The first session I attended, The Young Educational Professionals (YEP-MEA), focused on providing young teachers with resources and advice on how to establish yourself as a confident educator. The second session, the Student MEA meeting, was a meeting of the UMF and UMPI Aspiring Educators. The purpose of this meeting was to discuss changes to the constitution and leadership roles available to them. The final session, Restorative Justice, involved alternative methods for handling behavioral. This session utilized tools such as talking sticks, pragmatic problem-resolution, and appropriate reparations. The most major problem was the lack of attendance. The UMF Student body comprised the majority of the convention. A number of the MEA representatives asked our representative

Education is political, even when the intention is to be apolitical. There is a certain disassociation of responsibility when a school claims to be non-biased and removed from politics. The curriculum, behavioral philosophies, students, staff, and encompassing community will influence the beliefs, operations, and politics of the school. Teachers will engage in politics, whether it be at the classroom, school, or district level. As stated on page 261 of Foundations of American Education "Schools are not devoid of politics, nor are you free from politics in your teacher education classroom."  ( Johnson, J.A. (2013).  Foundations of American education . Upper Saddle River: Pearson). A teacher can influence what goes on at their school by making friends throughout the school. From the school board to the principal, the teacher across the hall, the janitor, and the bus driver. As Petyr Baelish would say, it's useful to befriend those who could help you later on. A friend is fa