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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.