tag:blogger.com,1999:blog-43098686825397523622024-03-12T20:02:13.947-07:00Melissa's SED 561 BlogAnonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-4309868682539752362.post-4823582125310522182015-10-19T14:38:00.001-07:002015-10-19T14:41:37.776-07:00Why Gender Discussions Matter<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="169px;" src="https://lh4.googleusercontent.com/2_de2UElwB6N1DMLQCoAQw_HeYAwHoUWSmn6luqU-x9I68C7oryhUI2dTh6fMmTAYpB4wD-O0XOpEQ_CuV5uFf3eFMHGxUiuxWsWcjBU5nBornPL_oM-7FK_6b9RZBkysRN2RQgS" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="299px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here’s the simple truth...Gender and biology are not one in the same. This notion is incomprehensible to many, but at the same time essential for people to understand. Take my parents for example: they are in their early sixties and moderately progressive in their ideas and opinions. However, they were dumbstruck by Caitlyn Jenner’s gender transformation. They simply could not fathom that a biological man could feel inherently like a woman and take the necessary steps to changing that identity. To my parents, gender is synonymous with biological sex. I tried talking to them about gender “scripts” and how “biology is merely one prop, albeit it a crucial one, supporting the larger performance” (100). Unfortunately, they weren’t too keen on these ideas, and we ended up agreeing to disagree on the subject. What my parents couldn’t seem to understand is that Caitlyn Jenner changed her script by “modifying and breaking out of it which takes extraordinary acts of insight and courage” (100). </span></div>
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/jHPx5F1t9kU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/jHPx5F1t9kU?feature=player_embedded" width="320"></iframe></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Gender scripts are so ingrained in our culture, and we constantly utilize these scripts to define our “maleness” or our “femaleness.” I think the first step to having gender discussions with our students should be acknowledging that gender is not based solely on a person’s sex and that a lot of what we think we know about gender is deeply internalized through traditional gendered norms. </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Gender norms and stereotypes affect and limit </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">both</span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> boys </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">girls. It’s difficult to be an adolescent girl, and it’s difficult to be an adolescent boy. [As a woman and a feminist, I might argue that it is </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">more </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">difficult to go through life as a female; however, for my purpose here I want to talk about the difficulties as I’ve noticed in my own students (male and female) </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">my own children (female and male).] Nakkula argues that schools are gendered spaces, and that these gendered spaces can be limiting. Even names schools and teachers use to label students are drenched in gender scripted language. “‘Ophelia’s,’ ‘queen bees and wannabees,’ ‘odd girls out,’ ‘lost boys,’ ‘bad boys,’ ‘real boys,’ and ‘super predators’ remain dominant monikers for the gendered way in which educators are taught to frame youth identities and behaviors” (105). Students are constantly labeled in gender specific language, and it is so entrenched in our collective memories that we might not even realize we are using this type of language. I’m sure I’ve called some of my students (not to their faces necessarily) “bad boys” or “queen bees” without even realizing the gender implications of those names. Since taking Dr. Bogad’s class last semester, I am definitely more aware of times when I label students as having specific gender roles, and I am trying to change some of these habits in my classroom. I am also trying to have more regular conversations about gender as part of classroom discussions. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In terms of my own children, Gwen and Zach, I have noticed how gender expectations have limited them in certain ways. For example, Gwen was placed in all honors and advanced placement classes in middle and high school </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">except</span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> for math. As I am thinking about gender, I’m now questioning whether she actually struggled with math (as I always assumed) </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">or </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">if her placement was (subconsciously) due to her gender. “Girls are highly underrepresented in advanced placement math and and science classes” (105). There’s nothing I can do about this now in terms of Gwen considering she’s in college, but I can certainly look at my own students and encourage girls to try and push their way into those classes.</span></div>
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<a href="http://www.nytimes.com/2013/12/11/opinion/too-few-girls-and-minorities-study-tech-subjects.html?pagewanted=all&_r=0">http://www.nytimes.com/2013/12/11/opinion/too-few-girls-and-minorities-study-tech-subjects.html?pagewanted=all&_r=0</a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In terms of my son Zach, I also see some of the limitations gender scripting has placed on him. He, as a male, cannot appear vulnerable enough for fully engaged learning to take place. He feels pressure to “measure up,” “be tough” and “be a real man” (112). These gender specific norms can be difficult and unrealistic for any male to live up to, but it becomes even more difficult when learning is to take place because true learning requires a sense of vulnerability. “Learning-fully engaged learning-requires vulnerability. It requires the capacity to leave oneself open to criticism and to willingly seek and provide support. These are not ‘masculine traits,’ which is why for so many boys, particularly from late elementary school onward, ‘school learning’ is seen as the educational terrain of girls.” (113). I’ve seen this play out in Zach. I often think he is not truly and completely engaging in the learning process because he is afraid of looking weak or unsure. I am doing the best I can to make him more comfortable, but again, the gender script is there and subconsciously playing out in his actions.</span></div>
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<a href="http://www.wgac.colostate.edu/men-and-masculinities">http://www.wgac.colostate.edu/men-and-masculinities</a></div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com5tag:blogger.com,1999:blog-4309868682539752362.post-91103890780557840362015-10-04T12:06:00.002-07:002015-10-04T12:06:36.459-07:00From Red Pen Corrections to Care<br />
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" 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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Phew!! These two chapters were charged with theories and terms taken from the worlds of education and psychology. From </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">promotion</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">invention </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">thought-action gap </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">chumship, </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">it was tempting to get lost in the sea of terminology. However, I did my best to stay on track with some of the more general and useful ideas Nakkula and Toshalis presented, and I tried to think about some of the implications they present in my classroom.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Nakkula and Toshalis definitely “get it” in the way that they understand the sometimes harsh realities of being a classroom teacher. They also get the fact that we need to assess students for our own inferences as well as for data that we, as educators, must use as part of our own evaluations. “When teachers see upward of 100 students per day and are expected to assess the progress of each of them and then differentiate instruction to meet the varied needs of each individual child, it is no wonder that standardized diagnostics become necessary”(67). Whereas the authors acknowledge that we do need to assess students, they also feel as though “an over reliance on the identification of student deficits can obscure the many assets or talents they may possess...Grading papers can become an exercise in hunting for mistakes rather than scanning for success”(67). I used to be that type of teacher because that’s how I thought I should “correct” papers and essays. However, as I have grown in my teaching practice, I realize that this doesn’t really work. When my students used to get their papers back and look at my red writing all over them, they did not pore over each comment and mentally commit to not making that mistake next time...instead they shut down. So, now, what I attempt to do is focus on three things the student did well in his/her paper and two things to focus on in the revision or next writing assignment. My students respond positively to this type of feedback. And it actually saves me the pain and agony of “fixing” every little error. I think now I’m working smarter not harder, and I think Nakkula and Toshalis would agree. “We must nurture the high end skills just as we must help students develop in areas of relative weakness”(70).
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<br /><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">I’ve always thought that the name </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">teacher</span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> is pretty much synonymous with the name </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">mentor. </span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">I I am a </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">teacher</span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> and I am a </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">mentor</span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">. These are not roles I take lightly. “These studies show that the availability of one natural mentor can yield long-term, substantial benefits for young people, such as increased self-esteem, stronger coping skills, and a more positive view of the future”(97). Obviously, I cannot be a mentor to every single one of my students...and I think that’s ok. However, if I can act as a true mentor to even five of my students each year, the positive benefits are overwhelming. I like to think in these cases, we are even more strongly co-constructing our own and our students identities. “It is educating </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">to care</span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">-for oneself, for others, and for the world around us; and it is educating </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">through care</span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">-through caring for the student as the pedagogical priority”(98). </span>Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-17760369513664294002015-09-26T09:28:00.001-07:002015-09-26T09:28:43.484-07:00Taking the Risk out of Risky<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As I read Chapters 2 and 3 of Nakkula and Toshalis’s </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Understanding Youth</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, I was brought back to my many undergraduate psychology courses at Rhode Island College. However, contrary to what many might think, it wasn’t necessarily a bad reminiscence because I enjoyed most of those courses, and the ideas of psychologists such as Erikson and Marcia have helped me to further understand adolescent (and human) psychological development.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With that being said...I don’t want to spend time going over the distinct stages of youth and adolescent development because I think the authors do a good job condensing the material. I also appreciate the way they weave in and out of informational writing and real world narrative accounts of some of the theories being played out in a high school atmosphere. (Although I have to say that some of the students’ dialogue is funny to read because I know the authors were trying to hone in on teen dialect and slang, but it sort of felt contrived…oh well, at least they tried!)</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I want to focus on two quotes from chapters 2 and 3 that I feel spoke to me and my role as a teacher and, therefore, contributor of meaning making identity:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“Our own development is reflected in the challenges of our students; if we pause to recognize the images of adolescence reflected back to us, the possibilities for authentic connection are multiplied exponentially. The us-them dichotomy can be reconfigured as an integrated “we,” working together, relying on one another, to create possibilities for who we are and what we might become”(27). I agree completely here and I think Ayers would as well. We need to, as educators, understand that the terms</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> teacher</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">learner </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">should be replaced with the terms </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">human</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> human</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. OK, yes, it is our job to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">teach</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> students, but we need to be ever reminded and aware of the fact that we are a direct reflection of our students, just as they are a direct reflection of us. Also, like Nakkula and Toshalis argue, we need to remind ourselves of the experiences and challenges we ourselves faced as adolescents when interacting with our students. If we are able to do so, we are better able to work as a team with our students, thus creating the “we” Nakkula and Toshalis speak of.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“As school-based professionals, when we project ourselves into relationships with youth, it is important to be risk takers, not just because it models the sort of risk taking we would like to see in our students but because it helps </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">us</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> to secure relationships and project ourselves into possibilities we might not consider otherwise. In fact, the adults who take risks in their work with youth are better positioned to influence youth risk taking than those who do not. As school-based professional try to defend a victim from bullying, step outside the de facto dress code dictated by their peers, voice an unpopular opinion, or raise their hand in class despite being shy, they are most likely to be heard by the youth they are attempting to influence if they have practiced taking the same risks in faculty meetings!(55). Wow! This one really struck me because I am most definitely NOT a risk taker in any sense of the word. I would be the last person to speak up at a 150 person faculty meeting. But it did make me think that maybe risk taking can sometimes be a good thing...and maybe I should try it more often. There is a certain level of courage in risk taking that I, of course, want my students to have (and I also want myself to have). Therefore, if we are, in fact, projections of our students and vice versa, I need to be able to give them an example of some positive risk taking behavior. Maybe not at the next faculty meeting though...baby steps...baby steps.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">OK, one more quote because it reminded me of the famous Shakespeare “All the world’s a stage” quote from </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As You Like It…</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-30075634504742269092015-09-19T14:45:00.001-07:002015-09-19T14:45:51.836-07:00A Meeting of the Minds<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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" 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<span style="font-family: 'Comic Sans MS'; font-size: 16px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">In Chapter 1 of </span><span style="font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">Understanding Youth, </span><span style="font-family: 'Comic Sans MS'; font-size: 16px; line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">Michael Nakkula and Eric Toshalis argue that adolescents are in a constant state of “constructing their lives”(5) and “creating development itself”(5). While the authors ultimately feel that an adolescent’s development is solely based on his/her own interpretations of the world, they also acknowledge that the adults in these adolescents lives “may have an enormous impact on those interpretations”(5). Therefore, as teachers, we certainly don’t construct an adolescent’s development, but we do play a large role in developing the “theme of education”(5) which is essential to teens’ developing life stories. </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As I was reading Chapter 1, the phrase “Meeting of the Minds” really stuck in my head. Nakkula and Toshalis believe that, “there must be a </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">meeting of the minds </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">if educators are to play an influential role in the development of their adolescent students. This meeting can occur around formal academic content as well as less formal social interactions”(8). We must, as educators, attempt to read the minds of our students in order to be able to connect with them and “meaningfully coauthor students’ educational self-stories”(9). This struck me as weird. How would I ever be able to read a student’s mind? I’m not a clairvoyant! But then I really started thinking about the concept. OK...I can try to figure out what’s going on in the minds of my students, and, yes, I might be wrong...but without the attempt, I will have no chance of learning how my students think and share my own thinking with them. So, thank you Mr. Nakkula and Mr. Toshalis. I’m certainly going to give this </span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Meeting of the Minds</span><span style="background-color: transparent; color: black; font-family: 'Comic Sans MS'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> a try because the the authors (and I agree) contend that my teaching is high stakes, but not in the traditional way we think about the term. It is high stakes in terms of my relationship with my students. Nakkula and Toshalis write, “To promote the development of one’s students and safeguard the development of one’s own craft as an educator demands that we stay connected to the ways in which adolescents are interpreting and constructing their lives, and, in turn, ours”(15). Wow...sort of heavy stuff...this teaching thing is a lot of responsibility!</span></div>
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Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-27634391076206064232015-09-13T14:11:00.000-07:002015-09-13T14:11:13.801-07:00The Odyssey of Teaching<div style="text-align: center;">
<img alt="Image result for the odyssey" 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" 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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">William Ayers looks at the teaching profession through a somewhat tongue-in-cheek mythological lens in his graphic novel </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To Teach: the journey in comics. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Like the famous Greek hero Odysseus, teachers must navigate through dangerous perils in order to become effective and rewarded in a profession ironically saturated with “myths.” Ayers writes, “In fact, it’s often the myths themselves that the young teacher must fight against”(3). He even goes so far as to say that, “Myths tower above the world of teaching like fire-breathing dragons. Somehow teachers need to slay these creatures in order to move from myth to reality”(8). Ok, so Ayers is clearly toying with mythological allusions here....but his point is well taken. When I started teaching, I fell prey to many of the myths Ayers discusses. I believed that “kids today are way worse than ever before”(4) because that’s what the teacher across the hall said to me on the first day of my long-term sub position. I also thought I had to put on a show everyday and be a “good performer”(5) claiming “center stage”(5) because a lot of my college lesson plans and observations had me doing just that. But...now that I’m a little bit older and (hopefully) a lot wiser, I understand that I was, all this time, Odysseus on a perilous journey to enlightenment--well probably not real enlightenment --but at least enough enlightenment to make me a better observer, a better listener, and hopefully a better teacher. </span></div>
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<img alt="Image result for to teach the journey in comics" 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" 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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I think it is interesting that Ayers chooses to cover his book with an two images: one that depicts a teacher teaching a student and the other image the reciprocal-a student teaching his teacher. I think this notion of reciprocality is exactly what Ayers wants teachers to understand and embrace. Ayers argues that, “Teaching is an interactive practice that begins and ends with seeing the student...The student grows and changes, the teacher learns, the situation shifts, and seeing becomes an evolving challenge”(13). I think this is the most important lesson to learn as a teacher. As teachers, we are not the ultimate supreme keepers of knowledge. We are constantly learning and evolving, and the majority of this evolution is a direct result of insight we gain from our students. Since I’ve started the ASTL program, I have just begun to </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">really </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">think about teaching as a reciprocal process. I was probably always learning from my students but I am just now starting to realize it and label it as such. There is a level of compassion to my teaching this year that I’ve never experienced before and I think it is due to my acknowledgment that I am learning more from my student than I could ever teach them. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of my favorite authors Frank McCourt (</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.6667px; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>Angela's Ashes, Teacher Man)</i></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> looks at teaching as a journey in this clip...pretty cool!</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://www.youtube.com/watch?v=Hlq7OBCqCSc">https://www.youtube.com/watch?v=Hlq7OBCqCSc</a></span></div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com5tag:blogger.com,1999:blog-4309868682539752362.post-66079582511996827882015-09-08T13:59:00.000-07:002015-09-08T13:59:35.557-07:00The Underbelly of Learning<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Frank Smith is absolutely correct when he asserts that students </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">always </span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">learn from their teachers. In fact, he contends that, “Something is being learned, whether we want it or not, all the time”(5). I’ve never thought about learning in such absolute terms before. However, I agree with Smith in that my students learn from me and I learned (and am still learning) from my teachers and professors. The key here is not the certainty that learning is taking place. The key is the </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">type </span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">of learning that is taking place. For example, I might think I am teaching my students to write a narrative essay when, in fact, maybe I am really teaching them not to use contractions in their writing. The strange part is that I consider narrative writing a vital skill and grammar a somewhat trivial skill; however, narrative writing may not be what students are </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">actually learning </span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">in my class. Therefore, it is essential for me to make sure that what students are “learning” in my classroom is as close to my intentions and learning objectives as possible. The question is: How do I make sure that is happening?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I think it is interesting that Smith labels “A Tale of Two Visions” as </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Classic </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Official </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(5). It seems to me that most schools still operate under the </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Official </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">system. In fact, even the name sounds rigid and inflexible. Smith contends that the official system is “preeminent, coercive, manipulative, discriminatory-and wrong”(4). (Tell us how you really feel Mr. Smith!) Among some of its other evils, Smith argues that the official view convinces teachers, parents and students that the most important part of education is grades(4). In beginning the ASTL program last year and throughout the first three courses, I made a huge effort to try and get away from my over-reliance on the importance of grades. I also tried to take this philosophy into my classroom. To me, making grades the epitome of importance in schools is one of the worst parts of the official theory because it actually takes student learning completely out of the equation.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Smith embraces the classic view of learning and I completely agree. The classic view is not bound by grades, tests, memorization, and punishment. It is focused on learning for learning’s sake. It is focused on excitement, reflection, and self-awareness. When I think about this type of learning, of course I think about Socrates. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">TED Talk on a classic approach to learning and The Flipped Classroom:</span></div>
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<a href="https://www.youtube.com/watch?v=o8a1dsv5IXo">https://www.youtube.com/watch?v=o8a1dsv5IXo</a></div>
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<span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">I want my students to learn classically, but I understand it is difficult to break out of an </span><span style="font-family: Arial; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Official </span><span style="font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">system and philosophy of learning and education. Smith contends that, “Desired learning, and the overcoming or avoidance of detrimental learning, may sometimes demand special conditions and exceptional patience and talent”(5). So, yes, it is difficult to break out of the official theory mold, but it is something I am committed to doing in my classroom.</span></div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-34601663916783271752014-11-16T10:27:00.003-08:002014-11-16T10:27:52.417-08:00Reconceptualizing Down SyndromeTaken from the words of Freire, Kliewer argues that, "Humility is central to democracy. 'How can I dialogue,' Freire asks, 'if I always project ignorance onto others and never perceive my own? How can I dialogue if I regard myself as a case apart from others-mere 'its' in whom I cannot recognize other 'I's'?" I think this remark is powerfully essential because it speaks to every human being in its attempt to put all people on equal playing fields. I should not feel superior to someone because my IQ is higher than his/hers, nor should I feel special because I was born with the correct number of chromosomes. Humility means being able to look at our own flaws and and to be cognizant of the fact that we are not perfect. In this acknowledgment of imperfection, we become able to fully appreciate the differences of others and a "willingness to see people as they are-different perhaps in their minds and in their bodies, but not different in their spirits or in their willingness and ability to contribute to the mosaic of society" (Snow 12). I believe this 'humility' lays the foundation for everything else Kliewer argues for in "Citizenship in School: Reconceptualizing Down Syndrome." <br />
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Based on my own experience teaching at Cranston West, inclusion works and is highly successful. We have many team-taught inclusion classes and a thriving Unified Volleyball team with its own Cheerleading squad. We have a few Down Syndrome students, and they are accepted and many times extremely popular. Kind of like Becky from <i>Glee... <a href="https://www.youtube.com/watch?v=q3Rjxm8OHTw">https://www.youtube.com/watch?v=q3Rjxm8OHTw</a> </i>Students with IEP's are always involved in transition meetings and often help write their own goals and accommodations. This highly differs from the situation Kliewer describes with a student Anne and her misplacement working as a pre-school aide. "Anne had been left out of her high school transition planning conference"(78). In this case, Anne was left out of the decision-making because no one wanted to hear what she had to say. Anne was not able to communicate her desires because someone (probably a well-intentioned individual nonetheless) though he/she would do a better job of it. This goes back to the idea of humility. If the person making Anne's decision for her valued Anne as a human being worthy of making decisions about her own life, the bad decision would never have been made in the first place. If Anne's case worker had begun with "the simple act of listening,"(78) she would have yielded far better results for and with Anne.<br />
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I think we are moving in the right direction with the policies and realities of inclusion. Things are completely different than they were 30 (ugh?!) years ago when I was in elementary school and special education students were completely segregated from the rest of the school. However, I think we have work to do. I'm completely dumbfounded at the fact that the Special Education Department is the largest department at Cranston West and serves the smallest number of students. I am confused by the sheer number of students with IEP's. Something doesn't sit well with me on those particular fronts. Just food for thought...<br />
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<a href="https://www.facebook.com/media/set/?set=vb.1748396393&type=2">https://www.facebook.com/media/set/?set=vb.1748396393&type=2</a><br />
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This is a video of my sweet cousin Elizabeth who lives in Florida :)Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-42797073736298877752014-11-08T15:29:00.001-08:002014-11-08T15:29:29.504-08:00Multicultural Children Virginia Collier writes that "language is enchanting, powerful, magical, useful, personal, natural, all-important"(235) and this description instantly reminded me of the Spanish language Richard Rodriguez's family and he used before learning to speak the "public language" of English. Rodriguez writes about the somewhat private and special Spanish language he spoke at home before teachers suggested that his parents speak to him exclusively in English. "But I had no place to escape with Spanish. (The spell was broken.) My brother and sisters were speaking English in another part of the house...But the special feeling of closeness at home was diminished by then. Gone was the desperate, urgent, intense feeling of being at home; rare was the experience of feeling myself individualized by family intimates. We remained a loving family, but one greatly changed. No longer so close; no longer bound tight by the pleasing and troubling knowledge of our public separateness. Neither my older brother nor sister rushed home from school anymore. Nor did I. When I arrived home there would often be neighborhood kids in the house. Or the house would be empty of sounds"(36). Rodriguez's teachers (nuns) were trying to drill the English language into his mind by removing the Spanish language from his home; however, in doing so they took away the very essence of what made Rodriguez's house a home. The nuns inadvertently took away the sense of family closeness that had been sewn together with the thread of a common family language. <br />
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See Richard Rodriguez speak to the issue of language and culture in this speech from 1999. In the first 10 minutes, he addresses the same story he does in "Aria."<br />
<a href="https://www.youtube.com/watch?v=jz2wLvK9p9Q">https://www.youtube.com/watch?v=jz2wLvK9p9Q</a><br />
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Ironically, Rodriguez ultimately gives credit to his teachers for forcing him to speak only English at home because at the time he thought that English was exclusively a "public language" and Spanish exclusively a "private language." He didn't understand at the time that a language could be both. "Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between classroom language and the language of home"(34). I understand that Rodriguez probably learned to be a better English speaker due to his experience, but I ask myself at what cost?? Rodriguez's family completely changed, his home life was never the same intimate experience it had been in the past, and his father became a introvert unless able to express himself in Spanish. The "enchanting, powerful, magical, useful, personal, natural, all-important" Spanish language was taken away from Rodriguez's family and as a result, his family was never the same. <br />
After reading both pieces, I immediately thought about Sandra Cisneros' <i>The House on Mango Street. </i>It is a series of vignettes which chronicle the protagonist Esperanza's journey to womanhood. One thing I specifically remember from the novel was Esperanza's special time at home with her family. Their family was built around a shared language and there was a certain intimacy in this inclusion. The opening lines read, "In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting." In this case, the Spanish meaning has some pain and heartache involved in it, but it has an essential meaning nevertheless. It has a purpose. Her family's closeness is further explained when Esperanza speaks about her mother. "But my mother's hair, my mother's hair, like little rosettes, like little candy circles all curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and papa snoring." I think that Cisneros and Rodriguez would both agree that the Spanish language was an essential part of what bonded their families together. They had something that no one else had and they could communicate in a way that was special to them. This communicative power was taken away from Rodriguez when his family stopped speaking Spanish at home. I think Collier takes this one step further. She understands the need for a private family language. She would also suggest that there is a necessity for this primary language to be spoken and taught at home and at school for students to be able to learn a second language well without sacrificing culture and family communication at home.Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-35228568939874649292014-11-02T11:44:00.001-08:002014-11-02T11:44:43.436-08:00When Silence Just Isn't EnoughIn Chapter 5 of <i>Safe Spaces-Making Schools and Communities Welcoming to LGTB Youth, </i>Vaccaro, August and Kennedy argue that we as educators must be vigilant in making sure LGTB students have access to a school atmosphere that is safe both in the curriculum it presents and the communication it fosters. The authors argue that most educators do not fully acknowledge the LGTB community nor do they make a serious effort to discourage derogatory remarks and ideas in the classroom. "Good intentions are not enough. Being a fair-minded individual is not enough. We argue that educators must publicly commit to creating classroom climates of inclusivity and respect with the pledged cooperation of all students"(99). This statement really got me thinking about my own teaching practice in a way I never have before. I consider myself to be someone who is completely comfortable with the LGTB community. I have several gay family members with all sorts of family configurations, so one would assume that I'd feel completely comfortable talking about and choosing literature that covers and embraces these topics. However, for some reason, homosexuality/transgender topics do not come up all that often in my classroom. Now I'm asking myself if I am one of those educators who, "shrinks from challenging dominant social patterns and expectations, especially in relation to sexual orientation or gender identity"(86). The authors, in answer to that dilemma, contend that we are so inundated with ingrained social messages pertaining to traditional sexual roles, that we sometimes (without even being consciously aware of it) ascribe to these notions; as a result, it comes out in our teaching. "Powerful social messages are responsible (at least in part) for this noncritical allegiance to traditional perspectives"(86). It's as though we aren't even aware of the fact that we are contributing to the problem. Now, however, I'm cognizant of the fact that I'm doing it, and I maybe even understand why I'm doing it. The most important thing I've realized, however, is that I need to figure out a way change.<br />
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I think one reason that it's difficult to introduce LGTB topics in the classroom is because of pressure from parents. When talking about a <i>Postcards From Buster </i>animated series which featured a lesbian couple in one of its episodes, Secretary of Education Margaret Spellings expressed opposition to the program by stating, "Many parents would not want their young children exposed to the life-styles portrayed in this episode"(86). Similarly, in this <i>New York Times </i>article, many parents were up in arms when a California school tried to implement curriculum which included various depictions of same sex families beginning in elementary schools. <a href="http://www.nytimes.com/2011/03/04/education/04bcgay.html?pagewanted=all&module=Search&mabReward=relbias%3As%2C%7B%222%22%3A%22RI%3A14%22%7D&_r=0">http://www.nytimes.com/2011/03/04/education/04bcgay.html?pagewanted=all&module=Search&mabReward=relbias%3As%2C%7B%222%22%3A%22RI%3A14%22%7D&_r=0</a><br />
In the article, Shih argues that parents in the Vallejo district feel as though they should have control over what their children are exposed to in the classroom. However, I think in the word "exposure" lies the real root of the problem. These families obviously think that there is something "wrong" with same-sex families; consequently, they don't feel as though their children should be "exposed" to a type of family that goes outside of what they deem "normal." We, as educators, therefore, need to act as 'outcubators'(84). "Teachers and peers usher children from the relative protection and insulation of family life into the classroom, where (perhaps for the first time) children encounter cultural and ethnic norms different from those of their family. If our homes are incubators, keeping our children safe as they grow into the patterns of family life, schools are 'outcubators'-places that introduce new ways of thinking and behaving"(84). It is a school's responsibility to introduce students to many different types of people and to champion diversity as an essential component to a rich life. I think that from now on in my own practice, I need to act as a vessel of "outcubation." In other words, I need to introduce LGTB topics, ideas and families as part of my classroom practice. I can't be afraid to do so because I need to ensure that students who are homosexual or transgender or come from nontraditional families feel included, validated, and most importantly represented in my classroom. It is my responsibility to do so and I think Vaccaro, August and Kennedy would agree.<br />
<br />Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-22418267360382671832014-10-29T13:30:00.002-07:002014-10-29T13:30:30.568-07:00Cloudy with a Chance of Some FogIt's been a crazy busy week for me! On Monday, I had a professional development meeting until 4 followed by my son Zach's football game in Barrington. After that, I headed to trivia at Chelo's where our team scored pretty well until the last question and it was all downhill from there...but I digress... Yesterday, it was my daughter Gwen's birthday, so after my department meeting, we trekked up to Boston to celebrate. Needless to say, we got lost and ended up stuck in tons of traffic. And today, I was trying to catch up on both my own school stuff (grades are due soon, etc) and making sure I was able to read and comment on everyone's blogs. So, with all of that being said...my mind is cloudy and my head seems to be in a fog. Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-88233289367654623812014-10-26T14:09:00.004-07:002014-10-26T14:09:46.341-07:00Conversation, Connection and Anti-TeachingSherry Turkle in the <i>New York Times </i>article "The Flight From Conversation" makes a paradoxical yet strikingly true statement. "We live in a technological universe in which we are always communicating. And yet we have sacrificed conversation for mere connection." I couldn't agree more. We <i>think </i>we are connecting with others when we put up our latest Facebook post or Instagram photo; however, what we are actually doing is nothing more than connecting on a very shallow and superbly-crafted level. This level of irony can best be explained in my own personal social media experiences. For example, when I see one of my Facebook friends out out in public, I hesitate to even acknowledge them, let alone think about striking up a conversation with them. That'd just be absurd! But...I ask myself...when and how did I become so phony and inauthentic?? I mean...I have a life...and I have real experiences and real relationships, but none of those have anything to do with my Facebook, Instagram or Twitter posts. <br />
<a href="http://www.entrepreneur.com/article/237991">http://www.entrepreneur.com/article/237991</a><br />
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Turke alludes to Shakespeare in her attempt to describe how absolutely obsessed we are with social media and how fast-paced these interactions are. "Shakespeare might have said, 'We are consum'd with that which we were nourish'd by.'" In other words, we are completely consumed with being connected at all times. We can't go ten minutes without insanely scrolling through all of our various news feeds. We ponder when the most opportune time is to post a picture to Instagram to ensure the highest possible number of likes. We actually sometimes sleep with our phones in our hands lest we miss anything going on at 3 AM. We are consumed with the lives of people we barely know and regurgitate our own Facebook worthy moments back to them. We, according to Turkle, have lost the ability to reflect. "These days, social media continually asks us what's 'on our mind,' but we have little motivation to say something truly self-reflective. Self-reflection in conversation requires trust." It's as though we are scared to ever be alone. The notions of solitude and introspection frighten us to the point where we can't sit alone at a restaurant or stand alone at a bus stop without taking out our phones within 30 seconds. Thoreau would be completely horrified by us. And rightfully so.<br />
<a href="http://www2.hn.psu.edu/faculty/jmanis/thoreau/thoreau-walden6x9.pdf">http://www2.hn.psu.edu/faculty/jmanis/thoreau/thoreau-walden6x9.pdf</a><br />
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This brings me to the Wesch and his notions of questioning and insight as integral parts of learning. He stresses the importance of student...not necessarily teacher...questioning. "Oftentimes the answer to a good question is irrelevant-the question is an insight in itself." I am often dumbfounded when a student asks me a really insightful question. It shows me that they are invested enough in the actual learning process to be able to think and come up with a real question. Sadly, those types of questions are few and far between. Wesch believes that we as teachers needs to focus on "inspiring good questions" and we need "to start by getting students to ask better questions." I agree. I have a couple of strategies in my classroom to guide students in their questioning, but ultimately it is only through solitude and self-reflection that students might be able to truly ask those insightful questions. And I'm pretty sure having over 1,000 Twitter followers is not going to help them do that. <br />
<br />Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-19791229510250585892014-10-23T05:39:00.001-07:002014-10-23T05:39:15.638-07:00Reflections on Facilitating...The Nature of Class is Unique Facilitating a graduate level college course is certainly something I've never had the experience of doing before. I knew that I already had some ideas that I wanted to focus on in our discussion. I was also intrigued by the notion of class and the differences in education based on one's socioeconomic class status. As I was thinking about last night's discussion, I kept coming back to Delpit's idea of rules. "I tell them that their language and cultural style is unique and wonderful but that there is a political power game that is also being played, and if they want to be in on that game there are certain games that they too must play"(40). Delpit suggests that we can't really change the game itself but we can at least learn how to play by those rules instituted by people people in positions of power. Then I started thinking about Finn and what he would say in response to Delpit. I think Finn would disagree. "Roles and rules can be transformed so that there is greater justice and equity"(xi). At this point I really started thinking about where I stand on the issue. I've decided that I tend to side with Delpit. I don't think the rules of the game or the status quo are changing at all. I think we are still very much entrenched in a class system that feels somewhat out of our control. I am pretty sure that I could never break into the "executive elite" class no matter how hard I tried. It is just not an option. The culture of the "elite" is not a culture that I understand how to be a part of. And I'm pretty sure I don't want to be a part of that culture. But should I want to be a part of their world? What would an "executive elite" say in response to that question? I don't know because I don't know any of them to ask. Haha...maybe that's the point...maybe the rules are in place so that I'll never know. <br />
<br />
This is an intriguing link to a comprehensive report on class in the United States. <br />
<br />
<a href="http://www.nytimes.com/pages/national/class/index.html?8qa&module=Search&mabReward=relbias%3As%2C%7B%222%22%3A%22RI%3A17%22%7D">http://www.nytimes.com/pages/national/class/index.html?8qa&module=Search&mabReward=relbias%3As%2C{%222%22%3A%22RI%3A17%22}</a> <br />
<br />
I really enjoyed facilitating the discussion last night. I think it went pretty well and I definitely appreciate the feedback from my classmates. I'm looking forward to the rest of the discussions and how my ideas might be further challenged and transformed.Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com0tag:blogger.com,1999:blog-4309868682539752362.post-63170346408700048972014-10-04T10:13:00.001-07:002014-10-04T10:13:18.204-07:00Education Is Politics Ira Shor in what looks to be the first chapter of <i>Empowering Education </i>argues that we need to "question the status quo" of educational practices and policies. He speaks against lecture and rote learning and suggests that "the learning process is negotiated, requiring leadership by the teacher and mutual teacher-student authority"(16). He also promotes student questioning as a fundamental component of good education. "In a curriculum that encourages student questioning, the teacher avoids a unilateral transfer of knowledge. She or he helps students develop their intellectual and emotional powers to examine their learning in school, their everyday experience, and the conditions in society"(12). My response to Shor's proposal is...duh?!?! Haven't we been teaching like this anyways? Doesn't this idea go back to Socrates and his method of inquiry? I agree wholeheartedly with Shor's philosophy, but I think most of what he says and strategies that he mentions we as modern educators do in our classrooms already. For example, when he talks about "key interdisciplinary themes,"(22) I know exactly what this looks like in the classroom because I have worked with them before. Also, his example of students defining "The American Dream"(28) as a starting point seems pretty standard in terms of best classroom practice.<div>
Also in terms of practice, I agree that Shor's questioning method is the absolute best way to foster real learning and <i>meaningful </i>dialogue between students in the classroom. "The participatory classroom is a "free speech" classroom in the best sense, because it invites all expressions from all the students. An empowering class thrives on a lively exchange of thoughts and feelings. The way students speak, feel, and think about any subject is the starting point for a critical study of themselves, their society, and their academic subjects"(22). I regularly use the Socratic Seminar/Accountable Talk method in my classroom. I present students with a thematic focus question, a text, and ask them to prepare a double-sided journal with textual evidence and personal responses. They are also asked to come to the discussion with five questions (different types) to pose to the group. Students are then placed in an inner and outer circle and are given a set amount of time to work through the text. In my experience, this type of discussion yields unbelievable results. Students are able to work with each other and develop a type of internal understanding that I would never be able to lecture to them. Questioning as a methodology WORKS...IT JUST DOES. Thank you Socrates.</div>
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<br /></div>
<div>
HERE IS AN EXAMPLE OF A SOCRATIC SEMINAR IN ACTION</div>
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<a href="http://www.youtube.com/watch?v=eLBMORyce7k">http://www.youtube.com/watch?v=eLBMORyce7k</a></div>
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</div>
<div>
On a side note, I don't agree with Shor's suggestions about Hirsch's <i>Dictionary of Cultural Literacy. </i>He sees the volume as "material selected by those with the power to set standards"(32). Someone gave me this volume as a gift and I see it more as a helpful reference in the English classroom. To truly understand literature, the reader has to be made aware of the references and allusions in the literature. If a student can't look up the reference, much of the meaning behind the work can be lost on the student. I think he is making this volume too important. Shor is suggesting that the dictionary is "exclusionary rather then inclusive"(32). I see it as just another tool in my literature toolbox, not the be all end all reference book for all time! Who uses dictionaries now anyways??</div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-5334779082167131612014-09-27T16:15:00.000-07:002014-09-27T16:16:52.829-07:00Of Mice and Marginalization<span style="font-family: Verdana, sans-serif;">Michelle Kinney in her article "Of Mice and Marginalization" talks about her decision to teach Steinbeck's classic <em>Of Mice and Men</em> to her 10th grade ELA class. Similarly, I am in the midst of teaching the novel to my 9th grade students, so I was excited to get her perspectives on the book and her unit. As I continued to read Kinney's article, I began to become aware of some of our other similarities. She also teaches in a middle/upper middle class high school where many parents are educated and invested in their children's educations. Kinney explains, "<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">Like many of the parents at Madison's Back to School Night, Meredith's mother was white, middle class, and well educated. Back at Marshall, where many parents were bogged down by making ends meet and other obligations, we were lucky to see a handful of parents show up at Back to School Night. At Madison the room was packed. I wasn't used to this kind of crowd." She then goes on to discuss the fact that she was "persuaded" by parents to stop teaching <em>A Long Way Gone, </em><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">a memoir of a boy's experience as a child slave during the civil war in Sierra Leone,</span> because it was "too violent." This type of parental pressure is all too common in schools. Many times we as teachers feel pressured by parents to change grades/curriculum/practices and many times the administration backs these parents. While most parents have good intentions and their children's best interests at heart; occasionally, there are parents who don't value teachers nor trust them to do the job they've been trained to do. </span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;">While teaching <em>Of Mice and Men,</em> Kinney found that many of the Latino and black students in her class had "checked out" due to stereotypical roles portrayed in the novel. After reflecting on her experience in caving under parental pressure and teaching a novel she wasn't necessarily 100% comfortable with, Kinney asks, "<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">Do I teach books that a narrow but vocal segment of the community promotes, or do I return to teaching equally challenging novels, plays, poems, and nonfiction works that speak to all students in terms of the themes and characters they introduce? I began the year prepared to have conversations about the suitability of the literature some parents expect to see on my syllabus. I decided to trust myself, my education, and my own experiences when making critical decisions about what will work for everyone in our increasingly diverse school, not just those whose parents are able to show up for Back to School Night." Essentially, Kinney decides to stand up to parents and trust her own experience and expertise. I think it is vitally important that we do this as educators. As long as we are coming from a place of sincerity and preparedness, we should never simply teach or do what parents "suggest" we do. WE are the educators. WE are the experts in our fields. I would never think of telling a doctor how to perform surgery or what test to give to a patient, nor would I expect anyone to tell me how to differentiate instruction or manage a class. I think sometimes people have the mentality that...<em>Oh, she's just a teacher...I could do that job. </em>I resoundingly answer...NO! You could not do my job without the necessary skill, training and (hopefully) passion that I have! We educators need to stand up for ourselves and our fellow colleagues and not let certain (and it's not a ton of people but definitely a few) individuals dictate what we teach or don't teach in the classroom.</span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">**Interesting link to an article about the sometimes difficult "dicey" relationship between teachers and parents.</span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><a href="http://opinionator.blogs.nytimes.com/2013/01/11/the-dicey-parent-teacher-duet/?module=Search&mabReward=relbias%3As%2C%7B%222%22%3A%22RI%3A17%22%7D.">http://opinionator.blogs.nytimes.com/2013/01/11/the-dicey-parent-teacher-duet/?module=Search&mabReward=relbias%3As%2C%7B%222%22%3A%22RI%3A17%22%7D.</a></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span><br />
<span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 19.76px; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Verdana, sans-serif;"><span style="-webkit-text-stroke-width: 0px; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 15px/19.76px Arial, Helvetica, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"></span></span></span>Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-35148630736725392002014-09-21T07:13:00.001-07:002014-09-21T07:16:31.894-07:00Colorblindness vs. Color Insight<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;">In their piece “Colorblindness is
the New Racism,” Armstrong and Wildman make a case that the term “colorblind”
in regards to a cultural “touchstone in race discourse” (64) is in fact
hindering the idea it sets forth. In
other words, the authors are suggesting that the colorblind mentality (not paying
any attention to color or racial differences) is not working and actually…
ironically…has worked against its fundamental components. OK…I get the idea…I get the term…however, I don’t
think in reality anyone could ever really believe that “it”….colorblindness…could
ever exist in the real world. We all well aware of race and color and in denying
that fact we are simply pretending. What
the authors are suggesting is that we create a new term and thus a new
mentality in “color insight” (65). Color insight involves four steps with the
ultimate goal of understanding both race as an underlying context and the
systems of power and privilege. However,
it also asks us to come to a deeper understanding about individuals (the “me”)
as people with distinct histories and perspectives and not simply a color or a
label. <o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;">Armstrong and Wildman argue that
whites in general do not really think too much about their own race. The authors see this unawareness as privilege
playing out in many scenarios. “Whites
tend not to notice that they too have a race and their own race carries social
meaning and generally positive presumptions” (66). I tend to agree with this idea; I think that
most whites take for granted that their race allows them a certain power and
privilege in most aspects of life. I
thought it was particularly interesting to read excerpts from students who were
asked to notice race in their worlds for a 24 hour period. It was only in this acute awareness and self
reflection that they became more aware of how their “whiteness” gave them
certain advantages and how others’ “non-whiteness” worked against them. I think, as the authors suggest, that it is
extremely important to be aware of privilege in our own lives but also not
limit our perspective to race…or color…or gender… or class. We need to be able to delve a bit deeper and
see individuals as first and foremost people; color insight allows for that.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;">In addition to the
Armstrong/Wildman piece, I also read “stealing a bag of chips and other crimes
of resistance” by Victor Rios. Rios did
a study in which he follows a group of underprivileged boys and tries to get to
the root of their “bad” behavior. Rios
suggests that many of these boys find that the only way they earn power and respect
is by committing crimes. He feels as
though many of these boys have felt left out of a system which fosters and
rewards “good behavior.” “Feelings of
exclusion from a network of positive credentials, education, and employment opportunities
led to resistance identities”(50). He
further suggests that, paradoxically, these boys commit crimes in response to
their criminalization. “Many of the
young men self-consciously ‘acted stupid’ as a strategy to discredit the
significance of a system which had excluded and punished them”(53). They are, sadly, using the only method they
know how to use to fight against a system that has excluded them. I think this idea is true and, in addition, I
don’t think it’s changing. There is a
certain culture that values crime as a way to earn power and respect. Unfortunately, events such as what happened
in Ferguson, Missouri only add fuel to the fire by continuing to foster a sense
of exclusion for blacks and power, control and authority for whites.<o:p></o:p></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;"> </span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;">In this youtube clip, a man speaks to the culture of crime in regards to the Ferguson riots. He has also received a great deal of backlash from the black community in response to his comments...food for thought...</span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal" style="text-indent: .5in;">
<span style="font-family: "Comic Sans MS"; font-size: 12.0pt; line-height: 115%;"><a href="http://www.youtube.com/watch?v=5f0mVn0HH6U%C2%A0">http://www.youtube.com/watch?v=5f0mVn0HH6U </a><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com3tag:blogger.com,1999:blog-4309868682539752362.post-62671226752259508002014-09-13T10:19:00.000-07:002014-09-13T10:19:56.524-07:00The Silenced Dialogue
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS";">“We must keep the
perspective that people are experts on their own lives.”<span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS";">In
“The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children,”
Lisa Delpit explores the idea that people of color operate under different
cultural norms and expectations than those of whites.<span style="mso-spacerun: yes;"> </span>She argues that because of these differences along
with students’ unawareness of the embedded “culture of power,” (24) students of
color are less likely than whites to succeed in the classroom.<span style="mso-spacerun: yes;"> </span>Further, she argues that students of color
are not able to pick up on communicative clues when commands and directions are
stated indirectly by white teachers.<span style="mso-spacerun: yes;">
</span>According to Delpit, students of color need clear and direct
instructions in the classroom.<span style="mso-spacerun: yes;"> </span>“If such
explicitness is not provided to students, what it feels like to people who are
old enough to judge is that there are secrets being kept, that time is being
wasted, and that the teacher is abdicating his or her duty to teach”(31).<span style="mso-spacerun: yes;"> </span>Delpit suggests that differences in cultural
norms run so deep and are so embedded in both black and white culture that
many students of color are not able to come to the playing field even ready to
play.<span style="mso-spacerun: yes;"> </span>Furthermore, in some ways, these students
are not even sure what game they are playing or what the rules of the game are.<span style="mso-spacerun: yes;"> </span>I find Delpit’s suggestions intriguing and
the implications of what she argues are mind boggling.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS";">After reading Delpit’s article and
thinking about her perspective on educating students of color, I was drawn to
the notion that for students to succeed in school, they need definite support
and structure at home.<span style="mso-spacerun: yes;"> </span>Delpit argues
that students are already at a disadvantage when they do not come to school
with the necessary “culture of power” norms and routines.<span style="mso-spacerun: yes;"> </span>“This meant that the child who did not come
to school already primed with what was presented would be labeled as needing “remedial”
instruction from day one; indeed, this determination would be made before he or
she was ever taught”(30).<span style="mso-spacerun: yes;"> </span>Students of
color are well behind the proverbial eight ball before they even start
school.<span style="mso-spacerun: yes;"> </span>This idea instantly reminded me of
an excerpt from a Colin Powell speech in which he talks about the need for
structure both at home and in the classroom.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS";"><span style="mso-spacerun: yes;"><a href="https://www.ted.com/talks/colin_powell_kids_need_structure">https://www.ted.com/talks/colin_powell_kids_need_structure</a></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: "Comic Sans MS";">**As a side note,
I use the Powell speech and an excerpt from Helen Keller’s <i style="mso-bidi-font-style: normal;">The Story of My Life</i> to discuss different teaching methods and ways
for students to learn---which Delpit feels needs to be discussed and developed
in <i style="mso-bidi-font-style: normal;">every</i> classroom for <i style="mso-bidi-font-style: normal;">every</i> student to succeed.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
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<span style="font-family: "Comic Sans MS";">Powell,
like Delpit, feels as though students of color are placed at a disadvantage
right off the bat, not because of intellectual capability, but because they haven’t
been given the tools of structure they need to succeed at home.<span style="mso-spacerun: yes;"> </span>After contemplating this idea, I agree
wholeheartedly.<span style="mso-spacerun: yes;"> </span>I think about my own
children and the emphasis I placed on reading to them at home and how well this
one habit has served them in school.<span style="mso-spacerun: yes;">
</span>Imagine if my home was one in which my children were not read to frequently
and at an early age?<span style="mso-spacerun: yes;"> </span>I’m sure if that
was the case, they would not have succeeded as well as they have in
school.<span style="mso-spacerun: yes;"> </span>I never even thought about this
before…and that’s probably because I am part of the “culture of power” Deplit
keeps coming back to.<span style="mso-spacerun: yes;"> </span>However, I know
that I am…and I know that some aren’t…and knowing is half the battle.<span style="mso-spacerun: yes;"> </span>The other half is figuring out a way to work with
that knowledge in my classroom and my life.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Comic Sans MS";"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com4tag:blogger.com,1999:blog-4309868682539752362.post-55179391711557910692014-09-09T17:24:00.000-07:002014-09-09T17:24:33.320-07:00Privilege, Power, and Difference...Interestingly enough, a majority of the ideas Allan Johnson mentions in his article "Privilege, Power, and Difference" have been swirling around in my mind for most of my adult life. As a woman especially, it is easy to see how male privilege plays a role in my everyday existence. Whether males are being quickly being promoted or I am constantly scrutinized on my appearance, I know what it feels like to feel "Oppressed." Obviously, I fall under the upper middle class/white category as well so I know how it feels to be "privileged." I think the most important fact that Johnson mentions is that we can only<i> imagine</i> what it feels like to be oppressed. We can sympathize (and maybe empathize...); however, we can never truly experience what others have experienced as an oppressed group. (Not to mention fathom all the history behind their oppression.) The mentality that some of us hold that "Everything is ok...or Racism doesn't exist" is something that everyone in our American society needs to challenge. Everything is not ok; in fact, racism...and sexism...and homophobia...and a slew of other injustices still occur everyday, everywhere. It is not just being aware of their existence however; it is making a personal call to action to change whatever we can in our own...sometimes small but significant lives.Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com1tag:blogger.com,1999:blog-4309868682539752362.post-42079907763659692952014-09-03T15:11:00.002-07:002014-09-03T15:11:50.292-07:00IntroductionMy name is Melissa Colando. I am currently an English teacher at Cranston High School West where I have been teaching for the past seven years. In addition, I have previously taught English at the New England Laborers Construction Career Academy which is a charter school also located in Cranston. I decided to pursue a Master's Degree in Secondary Education because I feel as though education is my passion and I am hoping to extend and deepen my knowledge and experience in the field. I will have been married to my husband Jon for fifteen years this coming December. I have a daughter, Gwendolyn, who started college at Emmanuel this fall and a son, Zachary, who is a Sophomore ar Cranston West. I enjoy reading, cooking, running, and yoga. I am looking forward to a great semester...and improving my technology skills in the process! Anonymoushttp://www.blogger.com/profile/16801144633841585289noreply@blogger.com0