Sunday, July 31, 2011
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.
Saturday, July 30, 2011
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!
Friday, July 29, 2011
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.
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.
Thursday, July 28, 2011
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
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
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 4th 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!
'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.
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
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:
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
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?
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.
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?
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.
Wednesday, July 27, 2011
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?
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.
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?
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?
Tuesday, July 26, 2011
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
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
7.26.11 Reflection
The film that we finished today really opened my eyes to exactly how much education has changed in just thirty years. I’m glad that we watched it because to a certain extent, it gives me hope for the future and more reassurance in the goals we are trying to accomplish. We cannot forget that these goals are going to be incredibly difficult to reach, but we also should never forget that each small step that we make (whether that be on a school-wide level or with an individual student) can go a long way. In our group discussion, we talked about the differences between middle school parents and working-class parents. We questioned how to make our working-class parents feel as comfortable as possible when meeting with us. My group members had some really good advice. Nathan mentioned that we could empower our students’ parents by letting them know how important the work that they are doing is. I think this is a critical way to develop that “partnership” with parents and let them know that you are on their side, working for the same goals.
C. Aloe- 7/26 Reflection
Even though the film we viewed today covered civil rights for women, I was disappointed that there was little discussion of how sexism is still prevalent within educational institutions today. Not to mention, civil rights organizations like the NAACP practiced blatant discrimination against women, but that is overshadowed by heroic male figureheads. There remains a myth of "universal womanhood" that I believe must be addressed in the classroom when discussing civil rights. After all, feminists get a bad wrap. Let's be frank, many people (women included) see feminists as a bunch of "bra-burners" who threaten traditional family values. Unfortunately such negative stereotypes of feminists are perpetuated by the media, often impacting how people view female candidates for public office. For example, Sarah Palin is often hyper-sexualized while Hillary Clinton is referred to as a "nutcracker." Both of these extreme views of women illuminate how the fight for women's rights is ongoing. On the contrary, I prefer Cheris Kramarae and Paula Treichler's definition of feminism: "the radical notion that women are people too."
Ryan's 7/26 Reflection
The history of busing and school integration is not over. In fact, in my hometown in North Carolina, the issue is still very much alive -- something I was reminded of watching the documentary today. Over the last few years, my local school district has started to implement policies that support busing inner-city students into more affluent neighborhood schools (my own alma mater included). To this day, I hear comments from neighbors and friends that "the school really has gone downhill since they started busing those kids in." I just keep thinking to myself, "Oh really, which kids?" ... not to mention that no one ever speaks openly about how the bused-in students (predominantly students of color and lesser financial means than the previous demographic) or their parents feel about it. Additionally, when I picked my sister up from high school a few months ago, I couldn't help but notice how uncomfortable everyone - parents, students and teachers -looked. Was it fear or anger? It definitely wasn't complacency, but it certainly wasn't good.
Deja vu like this ultimately fuels my passion for education. As one of the quotes Prof. Grandson shared states: "History does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it with us, are consciously controlled by it in may ways, and history is literally present in all that we do" - James Baldwin.
How far have we come? Does history repeat itself or do we? Either way, the battle for equity - educational or otherwise - is far from over, and I question how many people want to let it really begin.
Deja vu like this ultimately fuels my passion for education. As one of the quotes Prof. Grandson shared states: "History does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it with us, are consciously controlled by it in may ways, and history is literally present in all that we do" - James Baldwin.
How far have we come? Does history repeat itself or do we? Either way, the battle for equity - educational or otherwise - is far from over, and I question how many people want to let it really begin.
Something relevant in the Globe!
Hey everyone!
I was reading through the Globe and found an article with the title: Study Lists Inequities Blacks Face - Urban League Also Cites Boston's Progress. I think the title says it all, so take a look!
Paz,
Brian
Brian's Reflection - 26 July 2011
During our group discussion, we were engulfed in a discussion of how to build self-esteem for guardians and if it was necessary. Overwhelmingly we believed it was necessary and we all provided different ways in which to do so. We emphasized the importance of building a positive relationship with guardians by letting guardians them know when their child is doing well in school. Our greatest issue we found was working with homework. Some of us, including myself found difficulties in the new methods of teaching, especially mathematics. Guardians may not know the specific method that was taught in school and therefore it can cause stress and frustration for both the guardians and the student. This can then reflect relationships with the teacher and the students and families. As a teacher we have to think about if our students are able to do the homework and what should be provided for families to aid with homework. Not everyone can meet for "parent training" and therefore teachers need to think other ways to have families work with their students on homework. It was a great discussion and expanded my thinking!
Class Reflection- 7/26- Marilee
I believe that engaging parents in the educational process is extremely important and I think that schools should do as much as they can to involve parents in their child's education and in the school community. The school that I teach in highly values parental involvement and takes many active steps to keep parents informed of their child's progress and to make them feel like a part of the school community. We are required to contact parents 2 times a month to give them an update on their child's progress and most of the teachers have more frequent communication with parents. We also hold a number of events throughout the year to invite parents to school. At the beginning of the year we have a welcome BBQ and an Open House, and throughout the year we have potluck lunches for Thanksgiving and Christmas, when we ask parents to bring in their favorite cultural dishes. We also have 3 concerts throughout the year where we invite parents in to see their children sing, and the concerts are always preceded by a potluck meal. We also have a fundraising gala, which parents are invited to attend. Parents are also required to complete parent jobs and do 2 hours of service each week. All of these events foster a sense of community between parents, teachers, students, and administrators, and we have a strong history of parental involvement. I think its important for kids to see that their parents are involved in their education, and seeing them attend all these events shows students that their parents are invested in their education. I think this motivates children to take their education more seriously.
Thoughts on today (dana)
Some of the statistics from the film 'School: The Story of American Public Ed' was surprising. I couldn't believe only .095% of women in the 1950's had received a medical or law degree and only 30 years later, the percentage changed to 50%. And in 1970, only 1% received an education award and only 7.4% were high school athletes. And the latest statistics show that only 62.1% of females have their associate degree and 57.2% have their bachelor's degree. I'm surprised the percentage has not increased significantly. I initially assumed that more women, if given the priviledge/right, they would take advantage of the opportunities and pursue higher degrees. This makes me wonder if those opportunites have significantly changed since the 50-80's and if sexism still exists. (It probably definitely does...). Regardless of statistics, I'm glad we're on the map towards acheiving higher degrees and gaining more equality. I hope to encourage my students (especially the girls) to dream big and to have goals & amibtions that don't just limit them because of their gender. I can't wait to coach & teach students and empower them to be leaders in the future.... increasing the statistics... here we go! :)
Class Discussion 7/21- Marilee
"People with lots of money have the ability to change the rules." This is one comment that really struck me when we were watching People Like Us because I believe that wealth gives individuals a certain amount of freedom that is not available to people who come from less prosperous backgrounds. As noted in the video, money allows people to make certain choices such as what kind of food they eat (white bread vs wheat bread), whether or not they go to college, where they live, and where they go to school. Wealth is a dividing line in American society and those who have a lot of money get to choose how they live. Individuals who do not have a lot of money are not able to make the same choices; sometimes they are forced to choose white bread because it is all they can afford for example, or they may be forced to live in a certain area because rent in other areas is too expensive. This idea of not having choice, because of lack of money, and not being able to choose how you live is something that teachers, especially those working with students from lower SES's, need to recognize. We must remember that students might not have access to certain supplies or other resources necessary for them to succeed so we might need to provide them. We must also remember that certain situations (such as a disconnected phone- which is frustrating to a teacher trying to contact parents) are beyond both the child's and families control. In these situations teachers must not take their frustrations out on students but instead be understanding and try to help the student and family in any way you can.
Class Reflection 7/26
Today we watched "School Days" Part Three in class. Having already seen this film, I was able to focus more on the effects racial equality within the school had on other types of injustice that were rampant in education. The Brown v. Board of Education decision effected not only race relations within the school system but it also paved the way for women, Latinos, and those needing special education. It is crazy to think that these movements only occurred 50 years ago. Who knows how far we will go in the next 50 years. In moments of despair when things seem stagnant and hopeless, it is important to reflect on these historical monuments in our past and examine how far we have come in this country. Granted, things are far from perfect today, but they are better than yesterday.
Our group discussed how often we allow our social conceptions of students to effect our biological notions about them. For example, boys are more frequently diagnosed with AD/HD. Society's definition of "over-excitement" has caused parents to bring students into physician's offices and get their children medicated. Our sociological prescriptions force doctors to make biological diagnoses. What if this overwhelming amount of "AD/HD" is just boys being boys? Do we really need to get them hopped up on Aderol in order for them to behave the way in which society deems as "correct?"
Combined reflection 7/21 and 7/26
I really appreciated our discussion on classicism because it brought to our attention issues in school outside of the scope of race. I agree there are many problems with racism in America, but I also think we are moving much more towards a society that segregates completely based on class. This is a major point of contention for me because there are so many forms of oppression being forced upon people of low socio-economic status. Not only is there a smaller amount of un-related capital available, but adequate services are being denied all across the country. Talking specifically about nutrition, so many of our medical problems are tied to a lack of quality food for people who live in poorer areas. Food deserts, promotion of cheap fast food and processed food, lack of education around farming and what good nutrition looks like, and a poor system of transporting and growing healthy food near those poor neighborhoods. Not only are these people miseducated, but they are going to school hungry and not operating on the same level as people with more econmic means; these factors contribute to school success.
7/26
Talking about segregation in school and seperate but equal raised a lot of questions for me. In America, what are the goals of our education system? Do we have a certain kind of society we want and therefore need to train children to function in, or do we want it to be more fluid? When we seperate people of different needs, what are we denying them from interacting with people who are different from them? Which is more valuable, learning from people who are different than you, or learning in the way that it is most relevant to you as an individual. In our group discussion we brought up a great point: you should not be taking all these theories we are learning about and applying to different groups of learners so seriously that you label the students in your room. Johnny is not a "black, inner-city, boy with adhd. Instead, we as teachers should use our knowledge as a toolbelt and apply them to Johnny after getting to know him as a person. It is dangerous for us to be learning about all these misconceptions about different groups of people and working towards fixing the gaps by teaching them differently; part of that needs to happen but we also need to keep in mind our classrooms are filled with individuals who may not fit the category we are placing them in. I am a boy, but I did not learn the same way the boys in the Newkirk article learned and I loved reading books and have no skill in math or science. There will be many children like me who you cannot assume things about their learning or personalilty.
7/26
Talking about segregation in school and seperate but equal raised a lot of questions for me. In America, what are the goals of our education system? Do we have a certain kind of society we want and therefore need to train children to function in, or do we want it to be more fluid? When we seperate people of different needs, what are we denying them from interacting with people who are different from them? Which is more valuable, learning from people who are different than you, or learning in the way that it is most relevant to you as an individual. In our group discussion we brought up a great point: you should not be taking all these theories we are learning about and applying to different groups of learners so seriously that you label the students in your room. Johnny is not a "black, inner-city, boy with adhd. Instead, we as teachers should use our knowledge as a toolbelt and apply them to Johnny after getting to know him as a person. It is dangerous for us to be learning about all these misconceptions about different groups of people and working towards fixing the gaps by teaching them differently; part of that needs to happen but we also need to keep in mind our classrooms are filled with individuals who may not fit the category we are placing them in. I am a boy, but I did not learn the same way the boys in the Newkirk article learned and I loved reading books and have no skill in math or science. There will be many children like me who you cannot assume things about their learning or personalilty.
Monday, July 25, 2011
Silvestri July 21 Class Reflection
I found it very interesting to read the woman's body language as she attempted to step out of her usual social environment looking for a man. She very clearly did not feel comfortable or at ease standing next to these men while they talked about art. I am curious to see if her hard work paid off with a relationship. If so, many questions arise: Would the woman be able to keep up appearances? Would she be expected to? What would happen if she could not? Class makes this woman's life difficult because she does not have access to what she considers quality. It is a great metaphor for students separated by unequal access to social capital.
Facilitation Questions for 7/26: Chuks
1.) Growing up, I was often told by peers and adults that my handwriting was "neat and organized" like a girl's. Also, due to the level of depth and overall quality in my papers, I was regularly praised for "not writing like a typical guy." In hindsight, I do not know how such euphemistically-sexist remarks did not damage my academic performance in school. I somehow managed not to internalize these statements as me failing to fit society's hegemonic role for males. In a nutshell, Thomas Newkirk urges us to be mindful of how we label writing differences, specifically in regards to gender. In many ways, people who assess writing (both style and content) this way propagate the notion that boys' writing is inferior to girls' and poses much concern. Do you agree with this idea or do you think the underlying issue is not as socially-embedded as Newkirk suggests?
2.) Annette Lareau's piece made me realize that too often, teachers and school officials impulsively blame parents for their lack of physical and emotional involvement in their children's school lives. What some fail to take into consideration, though, are the various circumstances that may inhibit parental involvement. Some parents work multiple jobs around the clock, some did not finish school themselves and may feel intimidated by being in a school atmosphere, and others may not have a means of transportation. Schools like the Fuller Middle School in Framingham, MA have improved over the years by actively seeking out parents (i.e. - busing families to evening school functions) and fostering relationships with them. Examples like this reinforce my belief that collaboration between schools and parents is a vital ingredient towards creating academic success. With that said, what are some other ways that this bridge can be formed?
Even more accreditation! Masters is the new Bachelors.
Hopefully we can follow this link.
http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?ref=education
http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?ref=education
Reflection 7/21
I must admit that I was not always totally aware of the class/caste issues that may affect our education system. Traditionally I have always looked at race to be the great equalizer. But the truth is even when you put people of similar races together, they will find a way to separate by class. It reminds me of the public schools in Washington DC versus many of the public schools in surrounding Prince George County (both predominantly black areas). There is a huge disparity between the resources offered to the students in a typical DC school (less resources) and Prince George County School (more resources). The same goes for economically diverse White, Latino and Asian communities! I feel as educators we have the potential to influence the playing field. We are sort of like referees. We can help our students move up the socio-economic ladder. But we must also encourage them to go back to their communities and help educate and guide the people who's shoes they were once in.
Class Reflection 7.21 - Robyn
Thanks for your presentation, Brie! Like so many others said, the football analogy really helped me to understand capital more.
I thought our group’s discussion was really great. One of the things we focused on was obviously capital… we spoke about our own capital growing up and our capital as educators and how it may lead us to have different viewpoints from our students. For example, in my classroom this past year, my students wrote an “About the Author” page for their first published books, and it included as sentence on what the students want to be when they grow up. One of my girls wrote that she wants to work in Dunkin Donuts. When I read this, it bothered me – why is this her ultimate goal? Why does she not want to go to college or get a “better” job? Now, after discussion, I feel torn. Who am I to tell a student that her dream to work at DD isn’t good enough? How can I make that judgment when that could be all she knows? But at the same time, can I really impose my own beliefs about the importance of higher education on a student? My job as a teacher is not to tell students what to do, but assist in making students critical thinkers so that they can make their own informed decisions. This brings me back to my “I Am Poem” – I said that John Cawthorne helped me to get where I am without ever telling me what to do. I hope I can incorporate this teaching into my own career!
Robyn's Discussion Questions 7/26
1. (Lareau) P. 81 – “parents in both communities valued educational success; all wanted their children to do well in school, and all saw themselves as supporting and helping their children achieve success in school” – In your classroom, do you think you will encounter parents who don’t value education? How do you deal with it? How much of our own views on education can we attempt to impart without overstepping our bounds?
2. (Lareau) P. 80 – quote from a Prescott parent – “we [teacher and parents] are equals…. They are not working for me, but they also aren’t doing something I couldn’t do” - Lareau notes that the Prescott parents interacted differently with teachers than did Colton parents. Is there a way that we can create a sense of “equality” that this Preston parents spoke about with parents similar to the Colton parents? What was your first reaction to this quote?
3. Delpit writes about power issues in the classroom. What do you consider to be an “appropriate” power relationship/balance of power? How do you enact it in your classroom?
4. (Delpit) P. 45 “appropriate education for poor children and children of color can only be devised in consultation who share their culture” – how does this belief relate to Lareau’s article?
Ryan's Discussion Questions for 7/26
Hi all,
Here are my questions for class tomorrow (7/26). There are two from each reading, but feel free to pick and choose from them as you see fit.
1. How do you envision the parent-teacher relationship for your classroom(s)? Are we equals or does one set of qualifications get privileged over another (should they)? How do these roles reinforce or challenge each other across class lines? (taken from Lareau)
2. Lareau pg. 77: "They are not brilliant at all ... A child like that would flounder if you let him." How does this contribute to the underachievement narrative across lines of race and class?
3. How does perception of underachievement affect actual student achievement across lines of gender/sexual orientation? Have you witnessed this in your own classrooms? (taken from Newkirk)
4. How might you recreate the "club" mentality Newkirk references (on the fourth page) in your classrooms? Is this a good technique or not?
5. "To provide schooling for everyone's children that reflects liberal, middle-class values and aspirations is to ensure the maintenance of the status quo, to ensure that power, the culture of power, remains in the hands of those who already have it" (Delpit, 28). Is this true or false? What connections can you draw between this statement and the work of Lareau?
6. What do we think of the idea that "it is impossible to create a model for the good teacher without taking issues of culture and community context into account?" (Delpit, 37).
Cheers, Ryan
Here are my questions for class tomorrow (7/26). There are two from each reading, but feel free to pick and choose from them as you see fit.
1. How do you envision the parent-teacher relationship for your classroom(s)? Are we equals or does one set of qualifications get privileged over another (should they)? How do these roles reinforce or challenge each other across class lines? (taken from Lareau)
2. Lareau pg. 77: "They are not brilliant at all ... A child like that would flounder if you let him." How does this contribute to the underachievement narrative across lines of race and class?
3. How does perception of underachievement affect actual student achievement across lines of gender/sexual orientation? Have you witnessed this in your own classrooms? (taken from Newkirk)
4. How might you recreate the "club" mentality Newkirk references (on the fourth page) in your classrooms? Is this a good technique or not?
5. "To provide schooling for everyone's children that reflects liberal, middle-class values and aspirations is to ensure the maintenance of the status quo, to ensure that power, the culture of power, remains in the hands of those who already have it" (Delpit, 28). Is this true or false? What connections can you draw between this statement and the work of Lareau?
6. What do we think of the idea that "it is impossible to create a model for the good teacher without taking issues of culture and community context into account?" (Delpit, 37).
Cheers, Ryan
Ryan's 7/21 Class Reflection
What I spent the most time reflecting on after Thursday's class was the idea that we often unconsciously separate ourselves from people who are not "like us." Looking back, I see how this has sometimes been the case and other times it has not, but I am left wondering how schools perpetuate this trend. For example, at the small private school where I began my education, the students came from overwhelmingly white and upper-middle class backgrounds, so I had little opportunity to diversify my social interactions. When I transferred to a large public school in the tenth grade, the friends I made were much more diverse in socioeconomic background (mostly non-white, working class students), but they were also from the "high achievers" crowd I felt most at home with. Thursday's class forced me to consider what changed - and also what didn't - in that transitional experience. Once again, I realize that I cannot move forward as an educator without first looking back to where I come from ....
7/26 Group Discussion Questions (Roma)
Delpit Ch. 2
In the Delpit reading, the "culture of power" that exists in the educational setting and in society in general is examined throughout the chapter. We find that many white teachers have different approaches to instructional practices compared to the approaches that the teachers of color use. Delpit discusses the debate over process-oriented instruction and skills-oriented instruction.
As you learned about process-oriented instruction and skills-oriented instruction through the illustrations provided in the Delpit reading, what stood out to you most? Which instruction do you find more related to your experiences in school?
In the reading, many teachers of color are estranged from the progressive movement because the writing-process advocates dismiss them as too "skills-oriented." Why do you think teachers of color tend to be more skills-oriented than white teachers? Do you see this as a positive or a negative way of approaching teaching writing?
How do you plan to provide your students a balance instruction that highlights both process-oriented and skills-oriented instruction?
Newkirk
"One key to working with this cultural material is recognizing the openness of even the most "violent" writing to parody and humor." Newkirk argues that teachers often have a disposition that finds the aspects that males usually write about as "endorsing a whole set of antisocial values" and therefore conflicts what they find as valuable. Do you agree with this argument? Why or why not?
What adaptations, either accommodations or modifications do you plan to implement as a teacher in order to combat gender norms, which are essentially socially constructed?
Lareau
“Teachers and administrators spoke of being ‘partners’ with parents, and they stressed the need to maintain good communication, but it was clear that they desired parents to defer to their professional expertise.” (p. 76) Do you agree with this statement? Why or why not?
What are some of your ideas for generating more interest from parents to become more involved with their children’s education?
How can teachers support and increase confidence (i.e. to help their children with school work) of working class parents who did not receive the same education that many middle class parents did?
How much role should parents play in their children’s education?
How do you plan to deal with parents who will bring challenges to you as a teacher?
Maria Valarezo's 7/21 Class Reflection
Hello everyone,
As everyone else, I really enjoyed Brie's presentation on the distinct forms of capital. Her football field analogy made this concept really comprehensible. I particularly was comforted by the notion that the forms of capital seem to overlap with each other. For instance, how forms of social capital could also be considered economic capital. I believe Brie spoke about the example regarding the expensive painting....
I also think my small group had a thorough, enlightening discussion on capital as well... We covered so many aspects related to this topic. We ruminated about how different children have distinct ideas on what "capital" they wish to obtain... We also discussed about how we may want our students to acquire as much cultural capital as possible, but that sometimes their wishes do not coincide with ours... Also, Marilee and Robyn brought up the notion that sometimes "reduced forms of capital" are all they know/ are familiar with... It is due to this that some children may be content with working in blue collar type jobs such as being a food server in Dunkin Donuts... I closed the discussion by saying that it is an unfair life for some students who cannot obtain sufficient cultural capital or education due to specific circumstances, such as being undocumented immigrants, because they might be the next greats or geniuses of our generation.
Clearly, cultural capital is a notion that we should all be thinking about as we enter the world of teaching, regardless of the age group we will be working with.
Sincerely,
Maria Valarezo
7/26 Discussion Questions
Does the quality of teacher interaction start off with the parent or teacher? Who determines it?
What (creative) methods of parent communication can we use when newsletters don't work?
Do you believe that parental involvement equates value of education? If so, is it the teacher's responsibility to not allow that to impact the child's performance?
What (creative) methods of parent communication can we use when newsletters don't work?
Do you believe that parental involvement equates value of education? If so, is it the teacher's responsibility to not allow that to impact the child's performance?
Sunday, July 24, 2011
7/21 Class Reflection
First of all, let me just say that with all the reflecting going on these days one would think that I would remember to post some thoughts after class. Clearly, I have to slow down and post with a bit more punctuality next time. Last Thursdays class focused on cultural and social capital and Brie gave a wonderful overview of the concepts that drive this type of thinking. Way to go Brie "the game" metaphor was very helpful! I had never before heard the concept of a 'food desert' and went on to explore this urban reality further. The video also proved to fortify all of the notions I have been dealing with lately regarding class and culture within the U.S. At times I found myself becoming embarrassed for those in the "upper class" discussing portraits and polo. I wish there was a way to align the extremely diverse social constructs that exist within our nation so that we can focus on the same topics in hopes of creating a better democracy. Some care about urban education while others care about attending the correct parties in the Hamptons.
How can we discuss the idea of social and cultural capitol with our students without making them feel discouraged and behind in the "the game?" What are the best ways to present these ideas and how do we talk about them as obstacles in which to overcome instead of real world realities to simply deal with? Teaching students to access Delpit's "culture of power" is one thing, but can we, as teachers, give our students more value? Is there a way to increase their cultural capitals from within the classroom. Also, can one be lacking cultural capital, or do we all simply have different cultural capital? These are some questions I discussed with my small group. I look forward to discussing these issues further in these last weeks of class.
Here are my questions on Delpit Ch. 2, pg 21- 47 and the Lareau reading.
(1) In Delpit's The Silenced Dialogue, she tells her experience of teaching a Native American woman who submitted a paper with severe technical mistakes (in a senior- level teacher education course). On pg. 39, Delpit says :
"What the experience led me to understand is that pretending that gatekeeping points don't exist is to ensure that many students will not pass through them" (39).
Delpit is referring to the way students of color are taught, by some white liberal progressives among others, without gaining basic skills to understand what she calls the culture of power.
In your opinion, in what ways should you teach students the skills necessary to understand the dominant culture? How will you explain it to them?
(2) In Lareau's, Social Class Differences in Family- School Relationships, she discusses how 'working class' families see the job of the teacher to 'teach' their kids, as opposed to a teacher/parent combination supported by middle class families. However, Lareau says there is no difference in how the families 'value' their education.
Explain how both working and middle class families can value their kids education the same, when the working class families are not as 'involved' in their academic education?
Do you think mainstream educators understand these relationships, and does it relate to the 'They don't care about their kids' attitudes?
Take it easy,
Jeff
(1) In Delpit's The Silenced Dialogue, she tells her experience of teaching a Native American woman who submitted a paper with severe technical mistakes (in a senior- level teacher education course). On pg. 39, Delpit says :
"What the experience led me to understand is that pretending that gatekeeping points don't exist is to ensure that many students will not pass through them" (39).
Delpit is referring to the way students of color are taught, by some white liberal progressives among others, without gaining basic skills to understand what she calls the culture of power.
In your opinion, in what ways should you teach students the skills necessary to understand the dominant culture? How will you explain it to them?
(2) In Lareau's, Social Class Differences in Family- School Relationships, she discusses how 'working class' families see the job of the teacher to 'teach' their kids, as opposed to a teacher/parent combination supported by middle class families. However, Lareau says there is no difference in how the families 'value' their education.
Explain how both working and middle class families can value their kids education the same, when the working class families are not as 'involved' in their academic education?
Do you think mainstream educators understand these relationships, and does it relate to the 'They don't care about their kids' attitudes?
Take it easy,
Jeff
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