Post #11

3 Things That Stand Out To Me 

Kohn, What to look for in a classroom: I really liked this chart by Alfie Kohn, it was very easy on the eyes. It gave you a bunch of different things you would find in a classroom and gave examples of good signs or reasons to worry. Specifically in my service learning classroom they have a bunch of tables and comfortable seating areas where they can sit and gather with other students. For tasks, good signs would be different activities and working with pairs or in groups, however, in the classroom a lot of the time the students are just working independently on the computer. Therefore, they are able to sit next to other classmates but they usually can't talk or work with one another while doing certain assignments that require them to work alone. 

Service Learning: I felt that being able to do the service learning and having the opportunity to go into schools is great for seeing what we would be doing in our future and get experience by being in the classrooms working with the students. Even though I was hoping to have a better experience in the service learning class I was still able to observe the classroom and make some connections with the students. It was also good to see the type of teaching style the teacher had to see what things worked that I could in my classroom one day and what things I disagreed with. Overall, it was a good learning experience and very beneficial being in that environment. 

Lisa Delpit, The Silenced Dialogue: Sometimes teachers don't even realize how much power and influence they have over their students. Especially when working with younger kids they haven't formed many opinions and experience many things yet so they rely on their teachers and take in everything that is being said to them. Lisa Delpit explains that teachers should and need to teach the rules and codes of power to the students in their classroom, especially for those who might not have learned them at home. In my service learning class I haven't seen any sign of this, I am only there for a certain period of time but it seems there isn't much classroom discussions, it mostly consists of the students doing independent work. 

Post #10

Queering Our Schools

Quotes

After reading Queering Our Schools there were many important points that I thought should be talked about. Starting with, "The cornerstone of nurturing classrooms and schools is community, where everyone talks out problems, gets to know each other, and feels that they are part of something larger than themselves. Part of this is emphasizing empathy, which is at the heart of both solidarity and social justice teaching, and thus at the heart of creating safe spaces for everyone." It is important to create a safe place so that everyone feels comfortable, for example having adults around if any of the students need someone to talk about gender and sexuality or anything else they may have questions about or just need someone to talk to. "What about enlarging a study of the Harlem Renaissance to explore the lives and impact of such LGBTQ poets, authors, and musicians as Langston Hughes, Countee Cullen, Angelina Weld Grimké, Ethel Waters, Gertrude “Ma” Rainey, Bessie Smith, and Josephine Baker? What about including the Lavender Scare in the study of the McCarthy era? Or the Stonewall Riots as part of the political foment of the late ’60s? Or considering implications of the campaign for LGBTQ acceptance in the military in the context of questioning current U.S. military strategy?" I felt this was a great idea by involving LGBTQ into the curriculum and classroom readings to learn about the history of their lives. It is good for both students who aren't as familiar with the topic and with students who already are. "When you invite kids to talk openly and ask questions about gender and sexuality, you have to be ready for whatever happens. It’s trickier than geometry." It may be tricky talking about this topic sometimes, especially depending on what age level you are talking to but it is important that the students feel they have someone they can talk to about this and know they can always come up to you if they have any questions. Students will probably feel more welcomed and accepted when you talk about LGBTQ in the classrooms. 

A point I would want to share with the class is the question, "How do we create classrooms and schools where each child, parent, and staff member’s unique, beautiful self is appreciated and nurtured?" I feel that this is a very important question and quote that should be talked about more, to come up with ways to make it happen. 

https://www.city-journal.org/article/queering-the-schools#:~:text=This%20movement%20to%20%E2%80%9Cqueer,mirrored%20the%20civil%20rights%20movement.

Post #9

Hehir, Toward Ending Ableism in Education 

Quotes 

After reading the article Toward Ending Ableism in Education by Thomas Hehir, he talks about ableism especially in classrooms and how it's important for students with disabilities to be with all students and not just ones with disabilities. "From an ableist perspective, the devaluation of disability results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with non disabled kids as opposed to other disabled kids, etc. In short, in the eyes of many educators and society, it is preferable for disabled students to do things in the same manner as non disabled kids." This quote shows that ableist think the only right way to do things is if it is a "norm". However, kids that are disabled shouldn't be forced to do things and learn a certain way, it should be however they feel most comfortable and ways that is going to benefit them. "I contend that negative cultural assumptions about disability continue to have a negative influence on the education of children with disabilities. The pervasiveness of ableist assumptions in the education of these children not only reinforces prevailing prejudices against disability but may very well contribute to low levels of educational attainment and employment." If people keep spreading around that kids that are disabled are going to have low levels of education and employment than that is what's going to happen, instead of thinking the other way around so that everyone is spending enough time with them and giving them opportunities so that they can succeed. In the "Toward Ending Ableism in Education" section I really liked this sentence, "Encourage disabled students to develop and use skills and modes of expression that are most effective and efficient for them." It is important that these students are learning and navigating ways that are going to benefit them and for teachers to help these students and give them a little more attention if needed to make sure they are doing well. 

A point I would want to bring up to the class is the Toward Ending Ableism in Education section and bring up all the key points, for example, Include disability as part of schools’ overall diversity efforts, Encourage disabled students to develop and use skills and modes of expression that are most effective and efficient for them, Special education should be specialized, and more. 

Hyperlink: https://cft.vanderbilt.edu/guides-sub-pages/disabilities/

Post #8

Richard Rodriguez, "Aria" 

Quotes

After reading Richard Rodriguez's story I have learned that they felt like Spanish was considered a private language. He would struggle in school because he spoke Spanish but the "public" language in his school was English. By learning English he thought it would help him fit into society. "My teachers were unsentimental about their responsibility. What they understood was that I needed to speak a public language. So their voices would search me out, asking me questions. Each time I'd hear them, I'd look up in surprise to see a nun's face frowning at me. I'd mumble, not really meaning to answer. The nun would persist, 'Richard, stand up. Don't look at the floor. Speak up. Speak to the entire class, not just to me!' But I couldn't believe that the English language was mine to use. (In part, I did not want to believe it.) I continued to mumble, I resisted the teacher's demands. (Did I somehow suspect that once I learned public language my pleasing family life would be changed?) Silent, waiting for the bell to sound, I remained dazed, diffident, afraid." Rodriguez mentions that he would have felt more comfortable and welcomed if they greeted him in Spanish when waking into the classroom. Would have also felt less afraid and had trust in them and responded without any trouble. In school language and at home language was a big difference, in school words were directed to the general audience of listeners and were meaningfully ordered. "With great tact the visitors continued, 'Is it possible for you and your husband to encourage your children to practice their English when they are home?' Of course, my parents complied. What would they not do for their children's well-being? And how could they have questioned the Church's authority which those women represented? In an instant, they agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness. The moment after the visitors left, the change was observed. 'Ahora, speak to us en ingles,' my father and mother united to tell us." Rodriguez did get a lot better with his English with this change, it felt more comfortable speaking in the classroom by answering questions and talking to people. However, it did have a big impact on them and changed their family environment. Which brings me to this quote, "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, bur 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 after 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."

A point I would bring up in class would be this particular quote, "With great tact the visitors continued, 'Is it possible for you and your husband to encourage your children to practice their English when they are home?' Of course, my parents complied. What would they not do for their children's well-being? And how could they have questioned the Church's authority which those women represented? In an instant, they agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness. The moment after the visitors left, the change was observed. 'Ahora, speak to us en ingles,' my father and mother united to tell us." Although this change helped them with their English it also changed their own home environment. 

Hyperlink: why-bilingual-education-is-important

Post #7

 Literacy with an Attitude, Finn

Quotes

After reading the "Literacy with an Attitude" article it mainly talks about Jean Anyon and how she studied fifth grade classes in five public schools in both rich and not so rich neighborhoods in northern New Jersey. The first thing she decided to start with was looking at the similarities between them, some examples are they are mostly all white, located the same area, same state requirements, they used the same arithmetic books, and they had the same language arts course of study. However, there were some major differences and a few quotes from the article I thought were important to talk about. Starting with, "One teacher led the students through a series of steps to draw a one-inch grid on their paper without telling them what they were making or what it was for. When a girl realized what they were making and said she had a faster way to do it, the teacher answered, "No you don't. You don't even now what I'm making yet. Do it this way or it's wrong." In the working class schools work was following steps in a procedure. Teachers rarely explain why they are being given the work or how it connects to other assignments. There is hardly any decision making or choices. Also, teachers would try to control the students movements by keeping the children after the dismissal bell rings to finish work or for misbehavior. In addition, "In science, students experimented in their own way to discover the properties of aluminum, copper, and glass, and it didn't matter whether they got the right answer. What mattered was that they discussed their ideas. When students asked, "How should I do this?" teachers answered, "You decide" or "What makes sense to you?" In the affluent professional school the most important goal was creativity and personal development. The teachers wanted to students to be able to think for themselves and make sense of their own experience. The products were mostly stories, essays, murals, craft projects, and graphs. All ways that students were able to show originality and individuality. Moreover, In the executive elite school the teachers regarded their students as having higher social status than themselves. The teachers were polite to students, there was no sarcasm, no nasty remarks, and there were few direct orders. "Children were requires to plan lessons and teach them to the class. Among other things, they were evaluated on how well they kept control of the class. The teacher said to one child who lost control of his classmates, "When you're up there, you have authority, and you have to use it. I'll back you up." They were taught more difficult concepts, reasoning and problem solving were very important, and the rationality and logic of mathematics were held up as the model for correct and ethnical thinking. 

The main points I would share to the class is the quotes, I think they are very important and each one shows the difference between the schools and their teaching methods. 

Hyperlink: https://www.epi.org/publication/early-education-gaps-by-social-class-and-race-start-u-s-children-out-on-unequal-footing-a-summary-of-the-major-findings-in-inequalities-at-the-starting-gate/

Video Analysis

 

Post #6

What to Look for in a Classroom, Kohn

Introduction to Culturally Relevant Pedagogy

Reflection:

After reading the chart from Alfie Kohn, I realized a lot of my school experience especially in elementary school connected and were very similar to what was in the "good signs" column. For example, in the chart it says chairs around tables to facilitate interaction, comfortable areas, and open space for gathering. I remember specifically in kindergarten there were tables with several seats around them so we could work in groups and be able to socialize with others, we also had an area with comfy chairs near a book shelf so we could either have quiet reading time or do a worksheet, near the whiteboard there was also a big area rug where we everyone would go to sit every morning. Also, in all my classrooms there was always some kind of student work that would be on the walls or in the hallways, however, some teachers in elementary school had behavior charts hanging up on the wall or some kind of poster that had a list of classroom rules. Most importantly, the types of qualities of the teacher, students seem to be more comfortable and like teachers who are respectful, genuine, and warm, unlike teachers who are controlling, condescending, or saccharine-sweet. It is a good sign when the students' facial expressions are showing that they are engaged and eager to learn rather than showing a blank or bored face, especially in the younger grades, they have so much energy and it is important to keep them occupied and busy with intriguing activities. Students are more likely to be successful and want to learn when there are good books, art supplies, and items they are interested in rather than textbooks, worksheets, and other materials that don't interest them. It's important that students are put in an environment that makes them comfortable, engaged, challenged, have fun, socialize but also be learning at the same time. 

A point I would share in class is something I heard from the "Introduction to Culturally Relevant Pedagogy" video, it mentions that rather than the students having to adapt culturally to the school, the school needs to adapt and modify some of its sending messages. 

Hyperlink: https://brightthemag.com/the-perfect-classroom-according-to-science-5b23c4a33c1a