Curriculum Research Questions

Task: Choose a subject and grade-level. Research the curriculum frameworks for MA or the state you plan to teach in. As you review the curriculum, try to answer the following questions:

Mathematics, Grade 9

1. Are there opportunities for you to modify the curriculum to prepare liberated, skilled, critical thinkers? If so, where? How?

Yes. Although not many, feel that the curriculum can be modified in terms of the examples used to demonstrate math problems. For example, when dealing with statistics and ways to represent them graphically, as a teacher I can choose what statistics I want to work with. It can be as simple as about of candy in a candy jar, or I can go deep and promote critical thinking by having them look up and find the statistics for the crime rate in their community. Ideas can range from drop out rate, teen pregnancy rate, how many homes contain single parents, incarceration numbers, and much more to incite awareness. Another place where the curriculum can be modified is through word problems. Instead of setting up generic stories, I can use stories that relate to the students’ neighborhoods, countries, and lives. Allowing them to create their own word problem, using something they heard about on the new and another way to open their eyes to what’s going on in their community while teaching them math.

2. Provide any critiques you have of the curriculum and components you think are missing.

One issue I have is with the mathematical textbooks. I sometimes feel that they use words/phrases and speak about situations that not all urban youths have experienced. This also is true of some of the standardized testing that they give. I remember a few years ago; one test had the word “porpoise” on it and because a number of students did not know what that was, they skipped the question. If maybe “dolphin” or even “fish” had been used instead, they would have increased the amount of students who understood the word, hence understanding the question.

ED435 8/02/2011

Unfortunately I was not able to attend the last class, but I heard so much about it that I had to comment. What seem to really resonate with people was the class project presented in small groups. I heard so much positive feedback around the different presentations and my group especilly made sure I knewwhat each of them had presented. Thanks to Melissa, I was also able to view a recording of Chuk's rap. What a great, insightful piece. I am honored to have been a part of this class and thank each and everyone of you for making it a "safe place." Thank you Prof. Grandson for your guidance.

Breaking it down for the last time.... for now.

Hey all,

Just wanted to extend the warmest of shout-outs to all of you for your continued support - and for everyone's willingness to challenge each other academically, socially and professionally. It's what makes this cohort so great.

I consider the mark of a great class to be its ability to inspire further research among its students/community members, and I definitely think that was accomplished here in ED 435. I came in with many questions ... and leave with only more. In the end, though, this class wasn't really about finding the answers (if we knew the answers we wouldn't be here). ED 435 was about finding ourselves and our place in society (for better and for worse), looking our personal and national demons right in the face and saying "I see you" just as we "see" our students who enter our classrooms (read: just because they might have "problems" does not mean they are the problem).

In many ways, ED 435 both affirmed and challenged me; to use the lingo of this course, it met me where I was and (started) to take me where I need to be. I look forward to the continued academic journey ED 435 inspires me to pursue, but perhaps more importantly, I greatly anticipate continuing my journey of "learning to learn" away from books --- and closer to people. It's something I've come to realize I need to work on ... and I'm grateful for having the chance to realize it. Again, I must simply say: thank you.

Peace, cheers, and everything else that is lovely about the world,

Ryan

8/2/11 Last Class Reflection

So sad! Our last class!
You guys are all soooooo amazing!!!

I think we just scratched the surface in our discussions.
Please see Brad's blog reflection on this class, which I think allows us to go deeper into the conversation. Please respond to his post and keep the conversation going, so that we can achieve one of our goals to be our courageous, vulnerable, risk-taking self by challenging each other, being honest, and critically examining our beliefs. Brad's incredibly honest here. Kudos for him in helping us dig deeper.

In regards to Grandson's comment about the sadness produced by watching his first film, African Roots with American fruits, watching the tragedies of the past are important. They may evoke sadness, but they also bring knowledge. With it we can make better, more informed decisions about our future. I was not sad about the film. I actually thought it was going to be more graphic. It's what we do with it...

7/28 It's Elementary Reflection

I really appreciated being able to facilitate discussion for part of the class Thursday, July 28. Thank you everyone for your thoughtful comments, questions and insights. One of the issues that we raised around talking about lgbtqi issues in the classroom is the approach. Are we teaching values or respect? How do we respect student's who hold opposing views, who believe homosexuality is a sin?

One of the central things I took away from the film is that when talking about lgbtqi issues in the classroom we are addressing misinformation through education and addressing safety/respect for all people. One of the most disheartening realities is the amount of violence, suicide, and pain around lgbtqi issues. This is NOT right. Gay or transgendered student need to feel safe and welcomed in schools. And as one of us said, if we can't talk about sexual orientation issues comfortably, how will we guide our kids to process it?

Tuesday August 2nd Reflection (Kono)

A sincere thank you to my dear fellow Donovans and to Prof. Grandson for a very engaging and intellectually challenging class. I appreciate the openness with which everyone shared their ideas, perspectives and experiences. I certainly learned much from each of you.

In retrospect of our last class - I think one of the most resonating experiences was the small-group sharing of our projects. (Another warm thank you to Melissa for the idea). One of the most interesting things for me about the class was understanding how differently and uniquely we each approached the project as a direct reflection of our experience with and in the class. The depth to which my group went to depict these experiences was humbling and amazing. I hope that we continue to share these with one another.

The issues we have spoken about in class, particularly of the role of race in schools, are going to be ever present in my future work as a teacher. I will continue to struggle with the challenges we faced as a class and I look forward to reaching out to each of you for the kind of support that I know we all have decided we are certainly going to need.

Thank you again, Prof. Grandson.

Sincerely

Nathan

7/26 Class Reflection

Newkirk's article really opened my eyes to some of the issues that males face in writing. I am glad that through his article I was able to examine the bias around girls being better writers than boys. I think back to my first year teaching and question whether that bias was unconsciously pervading my thinking, as if to excuse poor writing in my male students. I will definitely take into consideration the concerns around discussing emotions and the protection of those emotions the next time I read papers in my class. It is a topic we can surely talk more about.

Last Class Reflection 8.2.11

Thank you Professor Grandson for such an awesome semester. This summer course went by way too quickly and we obviously did not get to have all the discussions that I’m sure we all hoped we could, but I still learned so much from you and the rest of the cohort. Some of the concepts that we covered through the readings were completely new to me and definitely served to open my eyes to different realities. These concepts will stick with me forever and I thank you for giving me that.
Thank you also, Melissa, for suggesting the final projects idea. I’m so glad that I got to share a little bit more about myself with my group and learn about them as well. It takes a certain about of courage to let people in, and I feel so lucky to be part of this cohort of accepting individuals. As I continue through my Donovan experience, I hope that I always remember the topics that we covered throughout this course that will undoubtedly give me the strength and direction that I will need as a teacher in the future.
Thank you also to Chuks for sharing your song! It was amazing. Just like Chuks, I am positive that all of us possess unique talents that we bring with us in everything that we do. Throughout this year, I encourage everyone to nurture those talents and reflect on how you can use them in your classrooms. Not only will they serve as potential inspiration for the students we teach, but sharing these talents with each other will allow us to learn and be able to use one another as resources in the future. Bye for now-and thanks again Professor Grandson!

Double Trouble!

Alright yal, so I slacked on blogging after class on July 28, thus I will write about that class before going into an emotional rant about our final ED435 Social Context class!

Shout Out to Nathalie Ais, my favorite Smith Graduate Ever!, and her leadership role throughout the class. She prompted us with a great discussion about Freire. Everyone at my group had experiences and ideas which engaged the theories espoused by Freire thus making for a lively chat - as is typical when Jeff and Miranda are together ;)

Watching the documentary - It's Elementary - was also a wonderful thing. I am so glad that Nathalie engaged our class in the topic of the LGBTQI community as a it provided a new perspective (other than racism) to think about oppression in classrooms, schools and society. I think it's important to think about all of the 'isms' within our society and work as a group to deconstruct them within the learning communities that we'll be apart of in the future. Everyone in the class has their strengths and weaknesses in different contexts of oppression (or privilege), so to move beyond race and class - especially under the guise of Freire's work - was great...

(smooth transition into 8/2 reflection)

...like Ms. Aloe had mentioned in her reflection, I too feel that we should try to find time and space to continue these empowering, insightful, and exploratory discussions about race, gender, age, sexual-orientation, etc. I recently spoke with my aforementioned favorite Smith College Grad about setting up times in August to meet in safe environments to continue the dialogue that we just barely scratched the surface of in ED435. In addition to the continued conversations, I have heard rumblings about people sharing books, movies, etc. so as to continue the learning we've all just recently started with the Donovan Program.

The Final Presentations were amazing! I am so glad that we had the opportunity - and encouragement - to go beyond a written or power point formatted presentation. Mad-Kudos to those who stepped out of their comfort-zone to express themselves for the project. For me personally, there were a lot of ideas, experiences and hopes that I had wished to express in my collage, but ultimately, as I mentioned to my group, the take away from my art was in their eyes and interpretation. I know that I'll be reflecting on a lot of the readings, lectures, videos and discussions from this class for the next few weeks, before my brain gets crammed with other stuff, so to let out a bit of what I was thinking/feeling through this final project was a great opportunity for me. I hope to continue developing my artistic abilities through photography and other mediums of expression over the course of this next year.

Hello All!

I just wanted to post a speech by Dr. Joy DeGruy entitled, "Post Traumatic Slave Syndrome". The speech is very good and I would highly recommend taking the time to check it out. She also has a book addressing the same themes.

I'm going to post Part 1 of the speech. The rest can be found on the side tab. She begins formally talking at around 2:21, so if you're not into lengthy introductions, just skip ahead.

http://www.youtube.com/watch?v=8QolmVWudFc&feature=related

Maria Valarezo's Final Class Reflection- August 2, 2011

Dear Donovans,

Wow! I am so sorry I missed the majority of our last class with Professor Grandson. I had some health matters to take care of, but this is not the place to speak about them. Regardless, I am truly blessed to be part of such an intelligent, awe-inspiring, devoted, unique and passionate group.

Before I left, I browsed around the classroom and I made a cursory at the posters that you all created. Brie's, obviously, reflected her love for sociology and early childhood education. Dana's mirrored the love she has for her grandmother, her experiences, and her strong connection to her Korean roots. Additionally, I heard about Roma's wonderful tree poster as well. I was touched at the fact that she did this. I think that the tree is a perfect symbol that we should recur to in all of our years of teaching. While our leaves fall off, in the cold or in difficult moments, they will always bloom again! : )

In addition, I am glad I was present for the conversation about role models. I think it is important, as Matt S. explained, to know who our students role models are and why they admire them. Once we have that information, we can determine whether they are worthy of idolizing and assist our students in finding the right role models. Like I stressed in class, I don't think it is so important to have an idol that looks like you or look up to a person of your same race. In my mind, what is most essential is that they share your values and accomplish/ed goals you would like to accomplish/had accomplished.

While I feel that we have learned so much in these 11 sessions, I feel there is a wealth of more information that we need to cover. With that being said, Donovans, I leave you a challenge... Read one of the books mentioned in class during vacation or become immersed in a scholar that has made a difference in inner-city/urban education. The point is task to not only gain more knowledge, but to learn more about the experiences of our future students!

Sincerely,

Maria Valarezo

PS. Thank you for everything, Professor Grandson!! You're wonderful! : )

C. Aloe- 8/2 Reflection

Enough is as good as a feast. Plain and simple. Or is it?

I'd like to have some more time in Social Contexts of Education, since there is still much to be discussed. However, we have much to look forward to, and a whole school-year to make more meaningful connections between our schools and society. More importantly, as expressed during our final meeting, we now have an obligation to remember the passion with which we left class today. I also think we should be cautious about perpetuating generalizations about specific populations (based on race, ethnicity, gender, sexual-orientation, etc...). As educators working towards a common goal, let's strive to keep each other in check. We will rely on one another throughout the year, and such commitment needs to start at the individual level. So, I challenge our cohort to push the limits, question the status quo, and remain humble (especially when it feels like we know the answers).

August 2, 2011

The "Raid" has been sprayed and now it is my turn to see if I can withstand the toxins of truth or not. Grandson spoke about the minority of white students we will have in our urban classes who may eventually explode due to an overwhelming focus on race, oppression, and themes of inequality from within the classroom. As teachers how do we circumvent these explosions while allowing students to express their frustrations in healthy and safe ways?

In all honesty, today's focus on race and role models left me a bit frustrated and conflicted. Growing up as a gay male I found it difficult to relate with people who looked like me. Instead, I looked up to people of color and women for inspiration and leadership, for one reason or another I felt as though they understood me more than my own kind. Additionally, I cannot seem to readily think of a homosexual in society that I consider a role model. Call it white privilege but I have never been too concerned with the physical appearance of those whom I admired. Why then, do we have to put such an emphasis on color when speaking of role models?

As a white teacher in an urban setting should I surrender any hope of being a role model to a student of color? Is our skin pigmentation too much of a barrier for us to cross? Perhaps I cannot understand this cultural role model idea because I lack any type cultural community. What group do I belong to? Italian Americans? Irish Americans? Homosexuals? I don't fully feel as though any of these identities make up my "culture" and encompass me in their community. Even within Delpit's text she places such an emphasis on this color line and silenced dialogue from within the school system. Speaking as a white male, I feel as though I am forced to constantly be affirming my integrity in the classroom by saying "Yes, that is a white trend, but I'm not like THEM."

(Without sounding like David Christensen)When can we start talking about people interacting with other people? Why does there have to be a racial wall standing in the way of human interaction? Why do some people cringe when hearing that a white person, like myself, could possibly be a role model for a student of color? Please do not read into this statement any lack of understanding or ignorance, for I am keenly aware of the effects of racism, both institutionalized and ideological, in our society. But I am getting tired of hearing about all the ways in which I will or will not be able to relate, understand, or even be a role model to my students because of my color. I guess the "Raid" worked and here I am gasping for air.

On another note, thank you to everyone in my group (and Chuks) for sharing their wonderful presentations. They were brave and powerful and I am learning more from you all than I learned in the last 8 semesters in NH. As the final week of the Summer Session approaches I cannot believe how quickly I came to feel like a part of the Donovan Community. So thank you all for being so friendly, compassionate, and welcoming. As the Fall craziness ensues I only hope we will all be able to maintain this sense of community and unity!

08.02 reflection

Today was a nice little closer to our class, thank you everyone!

The videos were extremely powerful and made me ask, "Who would be the role models for Latinos?" "What would be our fruit--our Latino legacy?

People need to know that our culture is MORE than just reggaeton and Sofia Vergara. We share a culture that widely extends to Puerto Rico, Mexico, Central and South America; different skin tones, different accents, but similar history of colonized people. We may not all look the same, but we share a language, el espanol, that are captures oral narratives, dichos, that get passed down through generations. From my personal experience, this camaraderie under our language and cultural roots are what knit us together as our community negotiates issues of patriarchy, religion, bi-cultural experiences and political issues.

Despite oppression and divide in our community, there is a legacy that can help inspire our urban youth. There are amazing and influential Latino poets, singers, actors, activists, and now Supreme Court Justices.
Below: (L-R) Jose Feliciano (Puerto Rican singer), Cesar Chavez (Mexican-American civil rights activist) and Celia Cruz (Cuban-American Singer).

With that said, I would love to embark on a film project that projects our Latino legacy and history. I would start it with this dicho:
“Dime con quien andas y te diré quien eres (Tell me who you associate with and I'll tell you who you are).”

Here are two links I came across that I saw fitting.

The link below describes accomplished Latinos that have made their mark in our history:
role models for latinos

The link below has snap shots of immigration, Latino discrimination and action:
images: the immigration battle

Brian's Class Reflection - 02 August 2011

Humility... it is what we all need to have. We need to understand where we come from, why we act the way we do and what our strengths and faults are. Yes we are "scholars" but that does not mean we have all the right answers. We need to remember to reflect upon ourselves and essentially check ourselves before we dismiss someone's ideas or claims. Everyone deserves to be heard, but at the same time we need to understand what a community is. We need to understand in and outside this cohort that we belong to a community and therefore rely upon each other and use each other. We all come from different backgrounds, but we need to remember that the way I live is no better than the way someone else lives.

I am saying this in context to stereotypes. In class, there was a sharing of essentially no acceptance because one did not fit the stereotypes of a group. Although it is far easier to put faults in other people, it is essential to look at your own faults. We are all biased, to say we are not is ignorant. Therefore why were we not accepted? What was in and out of our control? What could be done differently? Friere focuses on reflection, and I will push it to active reflection. To not question, to assume the answers, continues stereotypes and prejudice. One can question, why don't I fit that "stereotype" if I belong to that group? Does it matter that I don't fit this "stereotype"? Why are people in my group acting in this "stereotype"? What societal factors contribute to this "stereotype"? As you can see there are many questions and I am sure more you can ask, but we must remember to continuously ASK those questions and SEARCH for those answers. That is praxis - the search for those answers. Don't ever stop, don't ever give up! I don't want you all to stay up at night, but if a student doesn't understand a problem, step back, research, ask other teachers, find other methods for this student to understand. This should not only mean working with students, but working with yourself. Find yourself, find what drives you!

If you think you know what your life goals are and you know yourself... go back and reflect and seek greater truth about yourself. This can take a lifetime, so don't give in or give up.

Delpit Discussion Questions

One teacher says, “I knew how to teach native students because I went through the same frustrations as they did.” How can white teachers relate to students of color if they don’t have the same experiences as their students?

Why do you think white and non white teachers cite different influences for their teaching style? Do you think its because they experienced bias and prejudice in their teacher education courses? Or do you think it’s more related to cultural differences?

“White teachers follow the curriculum in books and don’t make it relevant. They apply it to the future- to what they’ll need in college. But many kids won’t go on to college. How can they use it now?” (pg 118) Do you agree with this statement? Does it still apply today? Are we doing a disservice to students if we teach them this way? Are we doing a disservice to them if we don’t teach them what they will need to know in college?

Delpit Discussion Questions

If we find it too difficult for white teachers to relate to minority students and vice versa, should we only have white teachers teach white students and minority teachers teach minority students? How can we learn from one another if this is the case? What do we do in a room with an evenly mixed population of students? Even further, can an American teacher teach a foreign student from another country whom they cannot relate to?

Several of the teachers interviewed by Delpit say that white teachers strictly follow the book and place all their emphasis on teaching what is in the textbook and curriculum and that is the style of teaching taught in most teacher education programs. Do you agree? What are some of the pros and cons of teaching from the textbook? If you cannot relate to your students on a personal level, what alternatives to the textbook can you think of?

Are we doomed to have only white teachers in our schools? If so, what are some ways to encourage individuals of color to enter the teaching profession?

Class Reflection 7/28 - Robyn

A few years ago, Sarah Shulman, a writer, playwright, and gay rights activist, came to BC for a lecture. She was an active member of ACT UP and was the cofounder of the activist group, Lesbian Avengers. One of the most important “take-aways” I got from this lecture was how much more children need to be introduced to what being gay is from early on in life. Children learn a lot about the culture of our society and what’s considered “normal” from TV and movies, especially Disney movies. If there was, for example, a Disney movie made about a gay couple rather than the typical prince/princess relationship, this relationship might become more normalized and accepted.

The film we watched really addressed teaching GLBTQ topics in elementary classrooms, which is something I hadn’t ever taken too much time to think about. Although I think that the Friends school was doing a positive thing in promoting respect for gays with Gay Pride Day (I can’t remember if that’s what they called it), I think we need to make sure we aren’t just learning about and talking about this during one day of the year. This is similar to what we’ve talked about regarding culture, for example. Students’ cultures should be incorporated as much as possible in the classroom and not just celebrated on one day. This is an issue of respect and therefore, I believe should be talked about in classrooms frequently if possible.

Silvestri July 28 Class Reflection

It surprised me to hear the argument that LGBT issues are too sexual to bring into the classroom. Elementary students read children's books about what it was like to have two mothers or two fathers. There was nothing sexual in the book, but many in the mainstream equate this issue with sex. I found it especially disheartening to hear parents complain about the photo series coming to the school. So many times in education, students are not exposed to great art. When they do get the opportunity, people put it down for looking at it through their own preferred lens. Such a myopic view ruins opportunities for students to open their world to the many individuals living inside of it.

C. Aloe- 7/28 Reflection

The film, "It's Elementary" brought fourth many reactions about teaching GLBTQ issues in the classroom. After viewing the film my small group members and I tried to look past our personal beliefs to determine the best approach to discussing issues presented in the film with our future students. One key point I tried to make was that we will teach in public schools, therefore we must remember separation of church and state. As such, approaching GLBTQ-related topics from a moral standpoint should be avoided. I believe that it's possible to advocate for GLBTO populations through having intentional conversations with our students. Along with that, I think our cohort needs to maintain the same openness and willingness to make mistakes when discussing both race and GLBTQ-related topics. To be true advocates for positive change means to support all oppressed populations, not just those oppressed because of race.

Interesting Article

Hello Donovans -

I'm sure many of you have seen this on the front page of CNN today - obviously right on track with what we talked about in class on Thursday!

http://www.cnn.com/2011/US/07/29/minnesota.school.gay.policy/index.html

07.28.11 Reflection, Michelle

Hello all!

Congrats to Professor Grandson and thanks to Brie and Nathalie for their presentations!

The film got me thinking of how I would talk about and teach my students--and faculty members-- about homosexuality. First of all, it struck me as odd that the gay and lesbian speakers had to first say that they were not their to "recruit" the students. Why did they have to say that? Educating students about homosexuality should not only be on the agenda for teachers who are gay, but all teachers as they talk about other multicultural issues. It was interesting to hear teachers work out their "beliefs" and how students as young as 3rd grade were able to talk about stereotypes of gay people and how they heard "that's gay" and "faggot" thrown around on the playground. Granted, some of the kids don't necessarily know what these terms mean and that's why they turn to their teachers and care takers for explanations.

After watching the teachers in the staff development meeting struggle with how they should educate their kids--their hesitations and confusion around homosexuality--shows how much we need to talk about homosexuality NOT just on Gay Pride Day, but as often as possible in our classrooms. It's a fine line, given that some parents/care takers grow up teaching their children to uphold their religious or cultural beliefs that ostracize and discriminate against homosexuality, however that doesn't stop the conversation. The child can still be educated on how to RESPECT everyone, because at the end of the day a person who is Gay is still human and should be treated as so.

Thursday July 28th Reflection (Kono)

First of all, I big thank you to Nathalie and Brie for informative presentations and for asking us to answer some challenging and meaningful questions of ourselves and one another.

I found the video on instruction of LGBTQ issues (mainly gay/lesbian) in schools to be highly engaging and thought-provoking. Certainly in our conversations we discussed the issue at both a pedagogical level and at the familial/societal level as well and at least I realized that it was something about which I am still quite uncertain. We talked about the difference between teaching students what is "right vs. wrong" vs. simply bringing and raising awareness for our students (thereby implicitly providing them with a basis on which to develop their own judgments). I think this is a conversation that we must continue to foster in our class - but I think that Ryan's question is absolutely valid. While I don't have an answer to it, I think we must also think about the way in which we have these conversations and the effect that they have on our experience as teachers.

From our discussion on Freire, I could not help but get somewhat frustrated by the seemingly ideal problem-posing system (vs. banking) because - and I mentioned this to my group - given the strict adherence to state educational frameworks that is expected of teachers, sometimes there is simply either no time for such dynamic lessons, or the students lack the knowledge to adequately make use of them. While I absolutely think one system is clearly and significantly better, I think it is also necessary for us to consider what is truly realistic in our classrooms.

Ryan's Class Reflection 7/28

Hi all,

I'd like to reiterate a question I asked in class a few weeks ago.

Are issues prevalent because we discuss them or do we only discuss issues because they are prevalent?

Why is it that LGBTQ concerns aren't discussed in our society and our classrooms on a more serious, regular basis? We talk so much (in fact, we frequently talk so much that we usually forget/are too exhausted to act) about race and class in this country. We are bombarded by images, articles and newscasts about those realities on a daily basis. Momentarily putting aside the question of whether most Americans are truly conscious of the systems of inequality surrounding these seemingly more prevalent concerns, I'd like to ask why we don't discuss systems of inequality pertaining to gender and sexuality on a more frequent basis -- or for that matter, of age or ability, etc. etc.

Why is it that today was only the second time I'd ever paused to seriously reflect upon how I'd incorporate LGBTQ history into my own curriculum (the first being in college, after a friend of mine shared a rather powerful anecdote about students walking out on their openly gay professor)? Why don't I know more about California's recent mandate to include these topics in their curriculum, and why aren't the efforts of other states (are there any?) being publicized as well?

To ask my initial question in a more Freireian light: Which comes first - lack of justice or lack of dialogue? Just food for thought ....

Cheers,

Ryan

7/28 Class Reflection (Jeff)

That was a great class. I have noticed there has been quite a bit of blogging activity. What a tough topic, and often neglected. I will be the first to admit, I am watching and rewriting everything I am saying right now, because I don't want to offend anyone.

All I can say is I have enormous respect for people who have to deal with the ignorance of personalized attacks from those around them.

Sure, you could say it's the Bible that makes people hate homosexuals, or is the bible just an excuse people use to hate homosexuals?

I would imagine it's fear that dominates hate. Publish that.

Have a good weekend Donovan's. Don't study too much. Toast to Grandson IV. Take it easy,

Jeff

ED435 7/28/11

WOW! What another amazing class! Congratulations to Prof. Grandson on his new position. Why is it that racism, classism, and sexism seem to be so easy to talk about, but once with get into the topic of sexual preference, people seem to become uncomfortable (myself included). Is it perhaps that because it is not an obvious thing like color or sex that people are afraid to touch it, not knowing who is or is not. I believe my group member, Jonathan said it best when he said I just want to teach my students to respect EVERYONE. I too live by that notion, but is that enough. Are we practicing avoidance by not diving in deeper to the subject matter or is it not a matter to be made subject of? I occasionally attend "Gay Straight Alliance" meetings and support all events, but that is NOT enough! I admit a little confusion behind this, but in my acceptance and love of ALL people, am willing to be educated. Thanks you guys.

7.28.11 Class Reflection

Thank you Nathalie for your awesome presentation today! I really enjoyed it. Freire’s discussion of banking education vs. problem-posing education was really interesting to read. I can relate to the banking style of education because I have had a lot of teachers that I can think of whose teaching strategy follows this model. It is disappointing to realize that most of the teachers I have had in the past did follow this model as opposed to problem posing. This reading was also inspiring in that it gave examples of problem-posing education and how beneficial it can be for a students’ development. Though I will be working with elementary age students, I feel hopeful about how this teaching model can shape my classroom and my students’ thinking. The video we watched today about homosexuality also got me excited for having those important conversations with students. The 4^th grade students in the video did not questions quite as much as the middle school students, but their comments were still very insightful. I think it will be very important for us to remember when having conversations like these with our students, listening is almost more important than anything else. Most of the teachers in the video posed questions and listened as opposed to just telling students that homosexuality should be accepted. This strategy can go a long way in my opinion and get students to begin thinking critically about the conversations being had.

Brian's Class Reflection - 28 July 2011

It is interesting because I had created a whole response and decided to rewrite it. So instead I thought it would be better to compile the notes I had written during the viewing of the film. I wrote why did the gay and lesbian persons have to state at the beginning of their classroom talk that they are not here to recruit anyone? Why is our society against homosexuals? Many people's reasoning comes from the Bible and how it does state that if a man lies with another man he should be put to death. The Bible was the one piece of literature that many families had in their homes pre and post the printing press in western cultures. The Bible is a survival guide for a community. It is created to ensure that people are able to work together and thrive and survive! Therefore that was put in because a baby cannot be produced in homosexual intercourse. Without a new generation, the community is dead. There is no youth to take care of the aging infrastructure and people. Hence why other precautions are in the Bible as well as how to treat others so you can coexist in a community. The Bible is a historical piece and needs to be treated as such and open to interpretation. I think back to the film "For the Bible Tells Me So" and how people are involved in schemes to "pray away the gay". They do not see the bible as a timely piece, but instead take it verbatim.

I also started to write about the origins of faggot (derogatory term for old women who would carry sticks and try to sell them) as well me beginning to write the lyrics to Katy Perry's song "I Kissed A Girl". Lyrics include: I kissed a girl and I liked it, I kissed a girl just to try it, I hope my boyfriend don't mind it". Although a catchy song, I must admit, it is degrading homosexuals in not just the over-sexualization aspect but also that she was just trying it out of fun. Grandson mentioned the increase of experimenting, but yet there is still stigma against the "butch"(perceived as more masculine) lesbians and the feminine guys. Media says it is alright for two fems (feminine girls) to make out, but not two "butch" girls. Katy Perry herself in the music video is surrounded by fems. Or even Lil Wayne in the song "Lollipop" musical introduction saying "No Homo". How about the damn term No Homo. Drives me off the wall. I hope the biggest thing to reflect about in reading Friere is that we cannot group. Everyone is an individual, and as critical thinkers we need to push ourselves to remember that. We need to teach our students that that is a way of life, the way of life. We are all beings and deserve that respect.

I pushed for the No Hetero, which caught on with my friends but I was just furthering the divide. I mean there are slogans for the LGBTQ movement that states "Legalize Gay". It is sad. It is frustrating. It is disappointing. But it does not mean I just sit back and let this happen to me and my community, no I must fight back. We must fight back. As teachers we need to be open to ALL! This means openly having discussions and INCLUDING all.

ONE CANNOT BE SELECTIVE WITH HER OR HIS SOCIAL JUSTICE.

thoughts on today (dana)

Great job Nathalie and Brie!

'It's Elementary' made me think a lot about how I'm going to talk about homosexuality in my classes. As a high school math teacher, I don't think I'll have that many opportunities to teach lessons on homosexualtiy and I dont think I'm equipped enough to do so. However, if the topic were to ever come up, my emphasis wouldn't be whether I believed homosexulaity was right or wrong. But rather, it would be to treat each other equally and respect each other as we would when we deal with race, gender or even religion.

Our conversations in class also made me think about how I would separate my personal beliefs (on all various topics) and not impose them on my students. As a role model we can easily influence the students. It's scary to think that we have a lot of power in how these students think and we can potentially shape their viewpoints on a lot of issues. And even IF we were to be the positive influences and we could make a difference, my worry is - who's going to follow up with these students? After spending one year with them, after they leave your classroom, who's to say that everything you've worked on won't be ruined by another "bad" teacher? What if I'M the bad teacher? AGH!

7/28 Class Reflection

After today's class I am left with a lot to ponder. Time for reflection has commenced. Growing up in high school as an openly gay male, the subject of homosexuality was never discussed in the classroom setting. Even the most liberal teachers who would speak about social justice for days seemed to forget about me and my experience. It was clear that students were not welcoming to the idea of homosexuality, and even many teachers implicitly shared their opinions through overtly masculine jokes and insensitive comments with ignorant students. Even by ignoring a student in the hallway yelling "Sup Faggot?" was to me an open permission for this type of behavior to be carried out. If students see this kind of behavior from within the school where are they to turn? If teachers are scared/uncomfortable in speaking about these themes, the situation is of hopeless despair for a student desperately seeking a safe space. If there is no safe space, where does the student turn? The student will start viewing him or herself as unworthy, an untouchable, an unwanted social outcast that doesn't deserve a space.

These are the realities countless children are facing from within the school system. These are the experiences that are fueling the growing number of teen suicides. How do we stop it? Reading books to young children is great and all, and teaching history is certainly giving a voice to a silenced group. But as a high school teacher what are the best ways to approach presenting these themes and presenting my own identity to my students? In terming my homosexual orientation as my "personal life" isn't this only fortifying the misconstrued ties of a gay identity and sexual activity? Is being gay a practice I carry out outside of school? Or is it an experience and perspective my students need to be exposed to? I have no intention of getting in front of a room and stating "Hi, I am your gay teacher Mr. Jensen," but I feel as though to truly know myself and create an open, liberated classroom this is going to have to come out one way or another. Is this not true? One's race and ethnicity is not considered one's personal life, however one's sexual orientation is. I don't know if this is right or not, but I can surely see both sides of this reality.

The thing that has me the most worried is the amount of sheer hate and violence surrounding this topic. Acts of beating, killing, and suicide occur on a regular basis because of fear of homosexuality. Fear of sex, fear of losing one's masculinity, and fear of love drive men and women to openly hate homosexuals. I am afraid that in this environment not much can be done. Like I said, a lot to ponder. For now, just reflecting.

Maria Valarezo's 7/28 Reflection

Hello fellow Donovans,

I am so happy that we viewed the video "It's Elementary." Also, I would like to give Nathalie a huge round of applause! She is honestly a TRUE scholar and will be a wonderful teacher... She knows so much and I am so blessed to learn from her.

Once again, the conversations that occurred in our small group were spectacular. It was great to hear the perspectives of Brian and Brad and what they have experienced in their high school days. I also think that we all learned that there is a way to ensure that children in our classroom can learn about gays and lesbians in appropriate ways. For instance, I mentioned that I would read children's literature that speaks to the experiences of gay and lesbian families... I also recommended that Kevin (who is a history education major) to teach about Harvey Milk and the gay rights movement in his classes. Furthermore, I told Melissa that she consider having her students write essays about pressing social issues in Spanish, so that they can develop as critical thinkers and augment their proficiency in Spanish... I feel that it is definitely possible to incorporate teaching about the LGBT experience, regardless of the age group.

Have a great weekend, and be well,

Maria

Reflection - 7/28 - Roger

Thank you Nathalie for giving us personal recommendations for readings specific to our grade level! I was also impressed by the movie we watched today. Those teachers were great at facilitating conversation about homosexuality, and I think the students showed how much they already know about how people mistreat people who act or look like they could be homosexual. I think I need to trust my students to have a respectful dialogue around a potentially contentious topic. Teachers setting aside time to let students talk about these issues with each other is so important, but from my schooling experience, that doesn't always happen. Instead, media helps spread the ignorance and encourages prejudice. The clips of popular movies like Bill and Ted and Ace Ventura really brought that home to me. Jim Carry's reaction seems funny, but what kind of message is it sending kids?

Reflection - 7/26 - Roger

Our small and large group discussions about how to get parents more involved was really helpful to me. I also think that putting our plans into action will require a lot of hard work, and there will always be parents that we can't reach the degree that we desire. As Dr. Narcisse said though, we have to "be relentless." I think that parents will respect us and be more willing to talk to us if we make it clear that we want to talk to them, and will do whatever it takes to meet them when they are free. I think part of going the extra mile for our kids is going the extra mile for their parents. Parents can be powerful allies in our effort to impact students.

7/28 Reflection

When thinking about the myth of meritocracy, I automatically think of an issue that has not been discussed in class yet: undocumented students and their struggle to achieve higher education. No where in our society is the myth of meritocracy as clear as it is in the case of undocumented students. Often times, undocumented students who are talented and have found success in our U.S. public schools are unable to access higher education because they are barred from financial federal aid.


The DREAM Act is a piece of pending federal legislation that would allow
undocumented young people access to federal financial aid and a path to legalization. In order to qualify for the DREAM Act, an undocumented young person must have lived in the United States since age 15 or younger, be between the ages of 12 and 30 when the legislation passes, have graduated from high school and completed two years of college or military service, and have a “good moral character”. There is much debate over this subject and the DREAM Act-- and I acknowledge that am only barely touching the subject-- but it is an issue I feel should be included in the course more in depth in the future.

SPEAK UP! Event tomorrow night

Friday, July 29th at 7pm
Speak Up!
Ft. teens from Boston Mobilization

Local teenagers from nonprofit organization Boston Mobilization share their stories of race and racism in schools.

Location:
279 Harvard Street
Coolidge Corner
Brookline, MA

Ian's 7/26 Class Reflection

I really liked the Do Now activity for the day. Once again it sparked a great class discussion which allowed people to reflect on experiences they have been a part of as well as future activities they hope to engage their school's community with. A few years ago I held an administrative role at a middle school and was tasked with garnering parental and community involvement. Dr. Epstein's book was the 'bible' of parent/community engagement that the entire Milwaukee Public Schools District used. Below are some links that might be of interest:

Epstein Model in Naperville, IL

Creative Literacy Events for Families

School, Family and Community Partnerships

Boston Globe Article

As part of having a critical eye, it is important to look at how the media portrays certain events or headlines. Looking at a Boston Globe physical newspaper and how they arrange certain headlines as well as the pictures used is important to recognize in order to remove bias and prejudice. I was looking online and saw an article entitled, "A Rising Hunger Among Children". I was struck by the photo used in the article and I am interested in your opinions... one should consider the types of readers and how they would react to it. What ideas can be conjured up by the image? Can this be considered racism? Does the Globe consider this? Lets be critical!

Article link : http://www.boston.com/lifestyle/health/articles/2011/07/28/ranks_of_hungry_children_swell_worrying_doctors/?page=1

Discussion Questions for 7/28 - Roger

1. What would Friere say about "skills" versus "process approach" to writing debate?

2. Friere says: "Verbalistic lessons, reading requirements, the methods for evaluating knowledge, the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking" (76).

a) In order to be an authority figure and manage the classroom, does there need to be some distance between the teacher and the students? Must there be boundaries?

b) Are the above categories entrenched in our educational system? Could Friere's description of a banking education be applied to the entire educational system as well as a singular classroom?

3. How do you plan to use problem-posing education in your classroom?

Freire - Discussion Questions

1) Freire describes the classroom as an oppressive place due to the power relationship that exists between that teacher and the student and the "banking" style in which knowledge is deposited from the teacher into the student. How can we as teachers promote a more free and creative learning environment while maintaining control in the classroom? Is it possible to achieve both? Is one more important than the other?

2) Consider both the affluent WASP culture alongside the oppressed urban demographic. Isn't it true that both groups are encouraged to become adept at the "banking" way of teaching that Freire describes? Is it true that the upper class is traditionally better at executing this form of education and making it work for them? This question is meant to make us consider how the "banking" type of learning is not only explicitly oppressive for the marginalized group but how it is also designed to perpetuate subconscious oppression within the dominant group.

3) On page 74 Freire discusses the perception of welfare recipients. Socially this group is viewed as on the margin and existing outside of profitable society...the "untouchables" of the American caste system. However, capitalism requires the existence of such a group in order for our economy to function efficiently. Let's discuss this point in class and talk about how this class is not on the margin but very much a part of our society and a product of our economy.

7/28 Discussion questions (Briana)

1. Freire states the "problem-posing education sets itself the task of demythologizing" (83). What is demythologizing and how do we do it?

2. In dialogue about oppression, there is the possibility of creating feelings of hopelessness and internalization. Freire states, "Only be starting from this situation--which determines their perception of it-- can they begin to move. To do this authentically they must perceive their state not as fated and unalterable, but merely as limiting-- and therefore challenging" (85). What are strategies to show students oppression as "limiting" and not permanente, and to thus ignite hope and action? Does Freire provide any of these strategies?

3. How does the word "love" manifest in the classroom? What does "love" in the classroom look like?

Discussion Questions 7/26/2011

1.) I find the analogy at the begining very entertaining and thought evoking for me, as I use to work in banking/investements. In fact, one of the most crucial crossroads in my life was when I had to choose between this career and teaching. This decision was very hard for me at the time because I truly had a love for both, but when I look back, I realize that I knew what I wanted all along. I was letting society determine for me which career was more beneficial for me based on where I would end up on the "staus" ladder (my own internal struggle with classism). My heart had chosen long before I did. I enjoyed the variety in tecahing, knowing that every student was not the same, would act different, have different thoughts, and therefore one day was guaranteed to not be like the day before. how could I, as their teacher, ever want to change their individuality. Freire talks about how some teachers feel their job is just to fill "empty recepticals" full of information, information from their viewpoint only, showing their obvious thoughts ontheir on superiority. How do you feel about this, knowing that you will or already have come across teachers like this. Do you sit back and watch it occur or do you intervene on behalf of the students? Do you persist, knowing that these teachers may be protected by the system?

2.) (The solution is not to "integrate" them into the structure of oppression, but to transform that structure so that they can become "beings for themselves.")....I found this quote to be very powerful. I feel that this summarizes in one sentence the main focus of this class and our jobs. I sometimes think about the term "melting pot," and wonder, what exactly does that mean. Is that what America needs? Am I misinterpreting it when I internalize the term as a way to make "us" like "them" depriving us of our own identity, our own cultures being watered down as we are forced to "melt" into one? I would be interested to know you thoughts on this concept as we embark upon a career where we are taxed with molding and influencing our future.

Our "Do Now" from the last class is still on my mind. We came up with some great suggestions that should increase parent involvement and interest like making more home visits; calling home to share positive news; and providing food at meetings. What I still wonder is whether or not these actions are enough to reduce the number of students that drop out. What further steps can we take to ensure that the parents/guardians want their child to attend our school? Families must feel like their child's teachers have a stake in their child's success. Building relationships with the family seems like the best way to do so. But this task is easier said than done when a language barrier exists or the family's sabbath conflicts with designated parent-teacher meeting times. We have a challenging road ahead of us, but we are well suited for the job.

Silvestri July 26 Class Reflection

During my group’s discussion about the acceptance of parents in the classroom, somebody suggested a lesson where the children interview the parents. I really like this idea because it gives the teacher a better idea of who the parents are and what they value. It also helps students learn more about their identities and where they come from. In my experience, parents and teachers quietly mistrust each other. Teachers consider Parent conference days a hassle. Parents question the abilities of the teachers. These views seem to come from ignorance. Parents and teachers are supposed to be working together, but if they don’t know each other, they can’t communicate effectively. No working relationship can flourish if the parameters set encourage isolation. I think the interview is a first step in telling the parents they are valued. The teachers need to show that they are human, and thus able to work to help students achieve their best.

Brad's Freire Questions (Chp. 2-3)

1. "Freire states, "The oppressors react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another" (p. 74). How does this observation relate to Delpit's idea of the "silenced dialogue?" Who are the oppressors and which partial views of reality are they unwilling to accept?

2. 2. "The solution is not to “integrate” them [students] into the structure of oppression, but to transform that structure so that they can become “beings for themselves.” Examine this educational mission through the lens of English language acquisition in the classroom. Do you think MA public schools are “integrating” or “transforming?” Explain.

3. 3. In an attempt to expose your candid honesty: do you ‘fit’ the world, or insist that the world fit you? Is there a ‘middle ground?’

4. 4. Throughout this semester it has been made clear that classroom management and classroom control is of the utmost importance. Could you see this “teacher-student and students-teachers” relationship possibly jeopardizing the element of control in a classroom? How do we navigate this dichotomy?

5. 5. According to Freire’s recipe for liberating, human dialogue (love, humility, faith in humankind, hope, and critical thinking) which aspect do you think you are strongest in, and which aspect do you need to work on?

6. 6. In what ways can we teach our students the keys to liberating dialogue?

C. Aloe- Friere Chapters 2-3 Discussion Questions

1. Friere describes problem-posing education as when "people develop their power to perceive critically the way they exist in the world with which and in which they find themselves" (83). In what context(s) have you personally experienced this type of education (outside of this course)? How did such learning (or lack thereof) influence your perception of becoming an educator?

2. What are some positive implications of the "banking system of education" and/or any negative implications of "problem-posing education?"

3. In Chapter 3 Freire illustrates how people can "transform the world." Do you think his model of transformation is unrealistic or realistic? Both? Why?

4. To what extent are public school teachers ethically obligated to promote Freire's key tenets of transformation: love, humility, faith, and hope?

7.28.11 Freire Discussion Questions

1. How can we promote more of a problem-posing educational strategy in our classrooms as opposed to banking education? Does this become more of a difficult task to accomplish when you are working with elementary school students (in which case, some teachers may tend to "baby" their students and have a more authority-student relationship with them)?

2. How can we ensure that we have more of a partnership with students in our classrooms without crossing boundaries?

3. Freire mentions that many "well-intentioned teachers do not realize that they are serving only to dehumanize." What do theses "well-intentioned" teachers look like in your opinion? Have you had experiences with teachers like this?

4. In the banking concept of education, Freire mentions the "assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator." Do you think this thought process is particularly prevalent among urban students or people living in urban settings? If so, why and how?

7/26 Reflection

I know this may sound controversial, but Ill say what I have to say...

The movie we watched in class addressed the issue of "separate but equal". Moreover, we know that the education system in America was separate but UNequal. However, during the movie a young black girl in Louisiana stated that she would love for the schools to be equal but did not necessarily want integrated schools. I believe that because we live in a world of diversity we must know how to integrate and live with each other. We must also show respect for each other.

But.....I truly believe that integration hurt Black education in America in some respects. Blacks simply became satisfied being in the presence of Whites and abandoned some of their well constructed and organized communities and neighborhoods. As a result many Black teachers lost jobs and lost the opportunity to connect with their students. Im pretty sure the % of Black teachers in America decreased after integration and it's apparent that Black representation in many of these schools is extremely low . Blacks took less pride in their schools and the schools lost their importance in many communities. Historically Black colleges and universities such as Grambling, Alabama A&M, Florida A&M and etc have lost many of their best students to mainstream state schools also and these schools do not receive the same support they used to receive.

In conclusion, I feel its hard to win this education game. Separate but unequal was not fair. Yet after integration Black education in America lost its sense of pride and accountability to their communities. Is there a solution to this issue? Hopefully we can find one.

Maria Valarezo's 7/26 Class Reflection

Howdy everyone!!

I am so glad that all of you got to see the third part of the "School" video. It is actually one of my favorite historical education documentaries. On that note, as I mentioned in class, I highly recommend that you view the second part which talks about John Dewey's views on education and how he impacted schools. This part also mentions about how white immigrants were cheated by schools.... Again, we have to realize that institutions have also been unfair to poor whites and white immigrants (in the past).

In our group, we had a loaded discussion about underachievement. We emphasized how crucial it is to have a special, positive relationship with the students early on... Even before we provide them with curriculum that inspires them and confirms to them that they are capable. As I said, "The Latina student is not going to care about Sandra Cisneros' book unless you have a relationship with her in the first place." We also talked about how messages of underachievement can reach the youngest of students as well and the importance of convincing them that they can achieve early on!!

We are all capable of doing this, especially us Donovans who are of color! I know I'm ready! : D

Sincerely,

Maria

7/26 Class Reflection - Robyn

The rest of the film was really interesting to watch, especially given the experiences I have had in Mississippi. As the film mentioned, in 1954 schools were supposed to integrate, although many did not comply with these rules. In Natchez, Mississippi, a result of integration was that the wealthy white people (which were basically most if not all of the white people) decided to take their children out of the public school system and put them in private schools. Still today, most of the students in the Natchez Public Schools are black, while most of the students in private schools are white. Sixty years after integration, these schools are basically still segregated.

During our small group discussion, Marilee brought up a good point that it seemed like Lareau was bringing up an “attitude of compliance” in her article - parents are told to come in for open-house and parent-teacher conferences and to volunteer in the classroom. The parents who “comply” with this are thought of as the “good” parents, while those who don’t, are often looked at as the parents who aren’t involved in their children’s education. Although there may be parents who don’t value education as much as others, we cannot assume that the parents who aren’t as involved simply don’t care. There are so many outside factors involved in this, that we must be creative in our ways to get parents involved, as we discussed in our Do Now for the day.

ED435 7/26/11

Oh boy Jonathan!!!!! Our group had a VERY interesting conversation around gender roles. LOL! We started off discussing handwriting and the idea that girls write better than boys. Although I could not relate to that way of thinking, I did mention that on a whole I do tell students that I will not take their work if it is messy. Our group also touched upon the idea of not minorities realizing that they can not be a crutch for minorities, but their help is appreciated. Oh yea, Who ran the White House? Bill or HIllary? (joke directed to Jonathan). Siobahn has left the building. LOL!!!!!!!

ED435 7/21/11

Once again, my view on "classism" being the major issue we need to address in society was reaffirmed with today's movie. The idea that there is a divide between upper and lower class and what they are able to access was very apparent in the movie. I was also, as a woman,, embarassed by the actions of the blonde woman in the movie. I can not believe she was willing to change who she was just to get a man, as if she felt her status in society was not worthy of the type of man she desired. There's just so much wrong with that whole scenario. And the woman that was "training" her! She obviously had her own issues as well around self-acceptance.

Tuesday July 26th Reflection (Kono)

I found our discussion on the role of families in the educational setting as well as the gender differences in classrooms to be one of the most engaging and thought-provoking in out class thus far. I particularly enjoyed our small-group considerations of the particular effects in of differences of urban school settings on those same topics. I think that the readings were entirely applicable and provided a basis of knowledge that we could then apply to what we believe our experience will be as teachers. I found it particularly helpful to hear the contributions of the rest of the class regarding ways to engage parents more fully in the education of their students and in the school in general.

The video further provided necessary insight into school inequality that often passes by in our analysis of schools today. It is often easy for us to recognize what needs to be fixed now in schools, but I think we less often take into consideration the inequality of the past and utilize it in a beneficial and productive manner. Clearly, many of the issues we face right now stem from issues that were first brought to light long ago. The fact that we continue to seek solutions to these significant problems speaks to two things - 1) the ingrained attitudes that pervade school systems and 2) the energy and work that will be necessary to actively change them at a large and deep level. I know that we all possess it right now and the trick will clearly be to try to influence others because we will not be able to do it all alone.

Discussion questions for 7/26 (dana)

Delpit:
1. According to some of the people in Delpit's writing, white people have stopped "hearing" black people's message. How could we as teachers "hear" our students' stories and validate their experiences?
2. On page 30, 2nd paragraph, Delpit quotes, "Rather, I suggest that schools must provide these children the content that other families from a different cultural orientation provide at home. this does not mean separating children according to family backgroun, but instead ensuring that each classroom incorporate strategies appropriate for all the children in its confines." What are some practical strategies that we could use? How can we provide a cultural awareness or allow full participation from students, teachers and even families? (Make connection to Lareau's reading).
3. What are your thoughts on being direct or indirect to students who come from working/middle-class background? Should you change the way you speak to these students depending on their background?
4. What are your thoughts on forcing change from 'top down' and teaching students the codes of power? What are those codes? What types of message do we relay to the students?


Lareau
1. Since research shows that both parents care, should we emphasize more importance on students getting involved? Especially in high school, how can we get the students to be motivated to care about their education? How can we get them to be the bridge between teachers and parents?
2. Having frequent events seem to be a great way to incorporate community activity. What's a good balance - how often should it really be? What's realistic? Is it realisitc?
3. Lareau says, 'Although working-class and middle-class parents share a desire for their children's education success... social location leads them to construct different pathways for realizing that sucess..." What type of resources could we provide to even out the cultural/social captial that exists? Is there a way we could construct a different pathway other than what already exists?


Newkirk
1. Newkirk seems to indicate throughout his writing that boys are a certain way because of their "nature" and therefore, we need to recognize those attributes and read deeper into their writing. What would be some attributes in females? Are these considered stereotypes or acutal truth?
2. Is being a male part of cultural or social capital?

7/26 Reflection

"What are some strategies for engaging families in the educational process?"

I was really engaged in today's discussion on parental involvement. When thinking about different expectations parents/guardians have of teachers, I'm concerned on how I will know the expectation from each of my students' parents. In our group, we mentioned strategies to encourage parents to see themselves as partners in their child's education and empower them to realize the learning opportunities they provide their student. Yet, I still can't help but think of those parents who do think that the teachers job is to teach and the parent will take care of the home needs. Another topic that was brought up today was the idea of parent university or parent homework. As I was surfing the web today, I found a very interesting post that connects much to what we were discussing today, called Parent Homework Assignment. I really like this idea of asking the parent to share more about their child, but I may add a few more questions, like, what does the parent expects from me.

I highly recommend you taking a look at the "Parent Homework Assignment" below!

LINK:: http://www.nwp.org/cs/public/print/resource/1574


Parent Homework Assignment

Although I call this assignment "parent homework," a title my students love, it is really more an invitation, one nearly every parent is delighted to receive:

Dear Parents and Guardians,
I assign a variety of projects at the beginning of the semester that give me the opportunity to get to know your sons and daughters, but I would like to know more. I would like to ask for your help. Please tell me about your son or daughter. Is there something about your child that you would like me to know? Something that, if I knew, would help me reach him/her sooner or more effectively? Is there a way for me to see the "real" person? What are your concerns, fears, and dreams for your child? I value your response in any form-list, letter, poem, story, pictorial-you decide. Thank you for taking the time to answer this letter. Your son or daughter will receive extra credit for your efforts.

Sincerely,

Mary Buckelew