Brianna’s point that our own views influence how we treat other people is right on target. As I said in my prompt 4, everyone has a worldview or perspective. Everyone filters their environment through their own cultural lenses or glasses. So our framework is both positive and negative, as Brianna pointed out when she said, “My background will offer both sympathy and challenges to my career as a teacher.” ” I believe she meant empathy when she said sympathy. At any rate, she is right in that as future teachers, our world views will impact our teaching careers both positively and negatively.
She is also right when she says that we bring our expectations to the classroom. We need to watch out for this as well and try to be fair and open minded. We also need to accept what cannot be changed in other people. We need to balance our role as change agents with that of respecting other people’s views.
I know that in my classroom, we face a number of discipline issues. I know how frustrating this can be. We need to learn detachment, that is, the ability to move on both mentally and spiritually. Brianna commented that her teacher had the ability to do this.
Finally, I agree with Brianna that we need to avoid stereotypes and treat everyone equally and fairly. We may need to change our thinking, our attitudes, our speech and even our behavior to be effective teachers.
Offer both sympathy and challenges to my career as a teacher. My background will
Thursday, April 29, 2010
Friday, April 16, 2010
response to mike prompt 3 Goldenberg Shor Carlson
Mike is correct when he says that a diverse classroom needs diverse teaching and assesment methodologies. Goldenberg says that when teaching english language learners (ELL's), teachers must take into account student's language limitations. This is true for assesments as well. You have to determine where each student is at in order to know where to begin. Not all students are in the same place or as Mike put it, "on the same page". Assessment accomplishes this.
Although I agree with Shor when it comes to participatory education, sometimes it has its limitations. Depending on the maturity level of the students, a group project or even working independantly, can be an opportunity to goof off.
I know in our class the teacher used visual props (boxes) to demonstrate angles, corners, and sides. The 3D made it easier to see hidden parts than a 2D written on the board or a handout. All voices being heard (Carlson) is important, particularly in a democratic society/school. It creates fairness as well as a sense of ownership for the students.
This concept should also be applied to assessments as well. rather than just written tests all the time, a variety of evaluatory methods should be used. For example, in the FNED 346 we have a variety of non tradition evaluation methods, including class presentation including powerpoint, written assignments, class participation and preparation, and group projects. In contrast my RIC math classes are almost entirely tradional paper and pencil written examinations. variety is the spice of life and created a more interesting and enjoyable learning environment. This in turn, facilitates learning. There is a balnce between structure and openness.
The final thing that will grab and keep students' attention is that both the presentation of the material and the assessment techniques used must be relevant. Nothing catches someone's attention like something they can relate to. New concepts should be introduced and explained in terms of concepts that are already understood. Using relevant examples and illustrations that the students can relate to will help maintain their interest and make connections to their everyday lives. Teachers need to show the practical applications of the class material. This is the So What? question.
Although I agree with Shor when it comes to participatory education, sometimes it has its limitations. Depending on the maturity level of the students, a group project or even working independantly, can be an opportunity to goof off.
I know in our class the teacher used visual props (boxes) to demonstrate angles, corners, and sides. The 3D made it easier to see hidden parts than a 2D written on the board or a handout. All voices being heard (Carlson) is important, particularly in a democratic society/school. It creates fairness as well as a sense of ownership for the students.
This concept should also be applied to assessments as well. rather than just written tests all the time, a variety of evaluatory methods should be used. For example, in the FNED 346 we have a variety of non tradition evaluation methods, including class presentation including powerpoint, written assignments, class participation and preparation, and group projects. In contrast my RIC math classes are almost entirely tradional paper and pencil written examinations. variety is the spice of life and created a more interesting and enjoyable learning environment. This in turn, facilitates learning. There is a balnce between structure and openness.
The final thing that will grab and keep students' attention is that both the presentation of the material and the assessment techniques used must be relevant. Nothing catches someone's attention like something they can relate to. New concepts should be introduced and explained in terms of concepts that are already understood. Using relevant examples and illustrations that the students can relate to will help maintain their interest and make connections to their everyday lives. Teachers need to show the practical applications of the class material. This is the So What? question.
response to Matt's prompt #3 Goldenberg Shor Kozol Carlson Johnson
Matt said that the students in his class were diverse. This is in contrast to my class which appeared to be 100% minorities. Obviously, in a diverse classroom, it is much more difficult, because of the variety. Multiple approaches are required. Matt stated this when he said that the teachers need to keep track of all the different students and what reading levels they are at. Each academic/cultural group are in different places and need to be met where they are at. That is why Goldenberg mentioned using culturally relevent stories(instructional modifications for English learners). We need to use different approaches for different people because we're all in different places. We need to know our audience.
When Matt mentioned students using hands on computer programs for extra help, it reminded me of Shor and his emphasis on participatory education. The hands on approach gives the students a sense of ownership of their educational process. Also, the use of bilingual teaching assistants, which I agree with Matt is an excellent aid or tool. Kozol's article. Matt mentioned that there were to few of them. This related to Kozol in that the school probably couldn't afford them. This then becomes a matter of funding, school budgets, and economic reasons (such as tax base). Kozol talked about "cheap children and expensive children". It also reminded me of our class discussions on property tax valuations in the diffent RI cities and towns that we looked at and discussed in class.
Matt's mentioning of some students lack of English literacy remined me of my own math class where we have sixth graders who can't do multiplication, division, and don't know what the sum means. Although everyone in my class appeares to speak English fluently, it still puts them at a disadvantage when trying to compete with/in the "normalizing society" (Carlson) and the "systems of power and priviledge" (Johnson). A financial lack wil not empower them enableing them to succeed in the general society and culture. Then we will not have "democratic education".
When Matt mentioned students using hands on computer programs for extra help, it reminded me of Shor and his emphasis on participatory education. The hands on approach gives the students a sense of ownership of their educational process. Also, the use of bilingual teaching assistants, which I agree with Matt is an excellent aid or tool. Kozol's article. Matt mentioned that there were to few of them. This related to Kozol in that the school probably couldn't afford them. This then becomes a matter of funding, school budgets, and economic reasons (such as tax base). Kozol talked about "cheap children and expensive children". It also reminded me of our class discussions on property tax valuations in the diffent RI cities and towns that we looked at and discussed in class.
Matt's mentioning of some students lack of English literacy remined me of my own math class where we have sixth graders who can't do multiplication, division, and don't know what the sum means. Although everyone in my class appeares to speak English fluently, it still puts them at a disadvantage when trying to compete with/in the "normalizing society" (Carlson) and the "systems of power and priviledge" (Johnson). A financial lack wil not empower them enableing them to succeed in the general society and culture. Then we will not have "democratic education".
Prompt 6 Delpit
Prompt 6 The culturally competent teacher communicates in ways that demonstrate sensitivity to sociocultural and linguistic differences, using a variety of verbal and nonverbal communication techniques that encourage positive social interaction and support learning in their classroom.
The answer to this prompt is similar to the answer to prompt 4. There weren’t any linguistic differences in the classroom that were readily observable. It appeared that everyone spoke, read, wrote, and understood English. Of course, being a math class, math is its’ own language. The underlying concepts, however, are explained in English.
One of the biggest problems I observed was that some students had difficulty with multiplication and division. In 6th grade they should be proficient in both these areas. Although this isn’t necessarily a socio-cultural reason to account for this, it could be due to socio-cultural reasons. Perhaps the parents don’t have time to spent helping students with homework, possibly because they work a lot. Or the parents don’t speak English or don’t have the basic math skills themselves. These reasons could be due to the parents being immigrants. We need to be sensitive to students with parents/families who have limited resources, language barriers, or lack of skills.
We can be responsive to this by encouraging students to practice on their own, or seek help from a friend or relative with the necessary skills and time. Or they can and should receive extra help from me or the teacher.
One of the biggest challenges I face in this classroom is the economic differences. As I mentioned in prompt 2, the teacher told the students that if they didn’t have rulers at home, to just calculate the areas of the triangles, but not the perimeters for homework. I have difficulty relating to kids that may not have rulers, or other school supplies, at home to do homework. I know if my daughter needed any supplies, I would just go to Walmart and buy them. Familiarity breeds contempt. I now realize that not everyone is as blessed as we are. I need to be more aware of and sensitive to more economically challenged students. According to Elliott Moeser, district administrator in Milwaukee,” Money does make a difference” in their schools.
In conclusion, as I stated in prompt 4, both communication and teaching must be relevant. This agrees with Lisa Delpit who states that cross cultural communication not only must be relevant, but also must be listened to. Communication is a two way street. When voices are heard, then power gets distributed. We must speak to the students’ age/generation group, their ethnic/racial background, their socioeconomic group and even their gender. In order to be relevant, we must meet people where they are at. This would include using sports, movies, personal stories where appropriate, and other relevant concepts to explain the subject matter of the curriculum so that the student can understand it. In this way, we can demonstrate sensitivity and be responsive to their needs.
The answer to this prompt is similar to the answer to prompt 4. There weren’t any linguistic differences in the classroom that were readily observable. It appeared that everyone spoke, read, wrote, and understood English. Of course, being a math class, math is its’ own language. The underlying concepts, however, are explained in English.
One of the biggest problems I observed was that some students had difficulty with multiplication and division. In 6th grade they should be proficient in both these areas. Although this isn’t necessarily a socio-cultural reason to account for this, it could be due to socio-cultural reasons. Perhaps the parents don’t have time to spent helping students with homework, possibly because they work a lot. Or the parents don’t speak English or don’t have the basic math skills themselves. These reasons could be due to the parents being immigrants. We need to be sensitive to students with parents/families who have limited resources, language barriers, or lack of skills.
We can be responsive to this by encouraging students to practice on their own, or seek help from a friend or relative with the necessary skills and time. Or they can and should receive extra help from me or the teacher.
One of the biggest challenges I face in this classroom is the economic differences. As I mentioned in prompt 2, the teacher told the students that if they didn’t have rulers at home, to just calculate the areas of the triangles, but not the perimeters for homework. I have difficulty relating to kids that may not have rulers, or other school supplies, at home to do homework. I know if my daughter needed any supplies, I would just go to Walmart and buy them. Familiarity breeds contempt. I now realize that not everyone is as blessed as we are. I need to be more aware of and sensitive to more economically challenged students. According to Elliott Moeser, district administrator in Milwaukee,” Money does make a difference” in their schools.
In conclusion, as I stated in prompt 4, both communication and teaching must be relevant. This agrees with Lisa Delpit who states that cross cultural communication not only must be relevant, but also must be listened to. Communication is a two way street. When voices are heard, then power gets distributed. We must speak to the students’ age/generation group, their ethnic/racial background, their socioeconomic group and even their gender. In order to be relevant, we must meet people where they are at. This would include using sports, movies, personal stories where appropriate, and other relevant concepts to explain the subject matter of the curriculum so that the student can understand it. In this way, we can demonstrate sensitivity and be responsive to their needs.
Thursday, April 8, 2010
response to mike promp 5
I agree with Mike when he says that getting the parents involved is extremely important. Some of the difficulties he listed include lack of transportation, lack of time due to long hours at work, racial, ethnic and language differences. Others include a cultural gap, and a prior negative experience with a former teacher. I mentioned both the language differences as well as the economic challenges that many families face. Both of us mentioned using an interpretor when necessary.
I agree with his use of Johnson that we are part of the social system by the mere fact we are here. We can only choose how to be involved: whether to be part of the solution or part of the problem.
I also like his idea of encouraging the parents to join a PTA or to start one if none is available. Also, parent teacher conferences are a great idea as well as sending work/tests home to give the parents feedback. I would suggest having the parents sign the work as proof that they actually saw it. That's what we do with my daughter's work, tests and report cards.
Both of us agree that encouraging parental involvement is very important. We also need to keep an open mind regarding those parents who either can't or don't want to get involved in their child's education.
We both agree that the parents have great input to give us reguarding their children's education, and thus are a crucial resource we need to take advantage of.
I agree with his use of Johnson that we are part of the social system by the mere fact we are here. We can only choose how to be involved: whether to be part of the solution or part of the problem.
I also like his idea of encouraging the parents to join a PTA or to start one if none is available. Also, parent teacher conferences are a great idea as well as sending work/tests home to give the parents feedback. I would suggest having the parents sign the work as proof that they actually saw it. That's what we do with my daughter's work, tests and report cards.
Both of us agree that encouraging parental involvement is very important. We also need to keep an open mind regarding those parents who either can't or don't want to get involved in their child's education.
We both agree that the parents have great input to give us reguarding their children's education, and thus are a crucial resource we need to take advantage of.
prompt 5
Prompt 5 The culturally competent teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in student’s learning, and the benefit of collaborating with the wider school community.
One challenge that I might encounter if I were the teacher in the classroom is a possible difference in language. Communication is key. I speak some Spanish. For communicating with parents who speak other languages, I would need an interpreter, perhaps a bilingual family member. If none were available, then perhaps another bilingual teacher or employee from the wider school community could act as an interpreter.
Learning is a cooperative effort. To quote Hillary Clinton,”it takes a village”. The parent’s involvement is crucial. However, some parents have different values and/or priorities than the teachers’ do. This is another challenge. Some student’s do not get the support and encouragement at home that they need. As with the language challenge, perhaps another family member could fill in the gap.
Parents know their own children better than any non family member would. Parents are the first teachers in a child’s life. Therefore, they exert a great influence on the student’s learning. Therefore, I would listen and consider their input on the characteristics and learning styles of their children. I would be open to their ideas. Speaking as a parent, most parents want what is best for their children. This value is trans-cultural. Any concerns that they express would be received by empathetic ears.
One must also understand and be sensitive to the economic realities that families in an urban setting face. The parents may rely upon community resources and supports, both private and government. Even if their heart and motives are right, their financial resources may be limited, as families may be struggling with limited resources and different financial priorities. The teacher must be aware of welfare, food stamps, subsidized school lunches, and other public as well as private resources in the community. Private resources would include charities, churches (and other religious organizations), and community action programs. The culturally competent teacher must be aware of all these and other community resources available to student’s families. As I mentioned in prompt 2 according to infoworks using information page, 82% of the students at the school are eligible for subsidized lunch programs.
Finally, I would involve the family and especially the parents as much as feasibly possible. I would use their knowledge and suggestions as much as possible. The parental role is key. It shouldn’t be underestimated.
One challenge that I might encounter if I were the teacher in the classroom is a possible difference in language. Communication is key. I speak some Spanish. For communicating with parents who speak other languages, I would need an interpreter, perhaps a bilingual family member. If none were available, then perhaps another bilingual teacher or employee from the wider school community could act as an interpreter.
Learning is a cooperative effort. To quote Hillary Clinton,”it takes a village”. The parent’s involvement is crucial. However, some parents have different values and/or priorities than the teachers’ do. This is another challenge. Some student’s do not get the support and encouragement at home that they need. As with the language challenge, perhaps another family member could fill in the gap.
Parents know their own children better than any non family member would. Parents are the first teachers in a child’s life. Therefore, they exert a great influence on the student’s learning. Therefore, I would listen and consider their input on the characteristics and learning styles of their children. I would be open to their ideas. Speaking as a parent, most parents want what is best for their children. This value is trans-cultural. Any concerns that they express would be received by empathetic ears.
One must also understand and be sensitive to the economic realities that families in an urban setting face. The parents may rely upon community resources and supports, both private and government. Even if their heart and motives are right, their financial resources may be limited, as families may be struggling with limited resources and different financial priorities. The teacher must be aware of welfare, food stamps, subsidized school lunches, and other public as well as private resources in the community. Private resources would include charities, churches (and other religious organizations), and community action programs. The culturally competent teacher must be aware of all these and other community resources available to student’s families. As I mentioned in prompt 2 according to infoworks using information page, 82% of the students at the school are eligible for subsidized lunch programs.
Finally, I would involve the family and especially the parents as much as feasibly possible. I would use their knowledge and suggestions as much as possible. The parental role is key. It shouldn’t be underestimated.
Wednesday, March 31, 2010
prompt 4 Kozol
Prompt 4 The culturally competent teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors that influence student learning, and is able to integrate this knowledge into his/her teaching.
Everyone has a worldview or perspective. Everyone filters their environment through their own cultural lenses or glasses. I’m no different. I filter my service learning classroom experience through my middle class, white glasses. Not everything is different, though. We have some common experiences as well.
One point of intersection we have in common is that I have a 12 year old daughter who is in the sixth grade. I can tutor math area problems in the morning and go home and ‘tutor’ the same or similar problems at night.
Another point of intersection is common cultural interests. One girl was having difficulty with division (24 divided by 2). I noticed that she had a new moon book from the twilight series on her desk. I asked her if she saw the movie. She said yes. I asked from the scene in the movie where the principle characters were in Rome, if there were 24 vampires in Rome and half left how many vampires would you have left? She answered 12. The only reason I was able to ask such a culturally relevant question is because my 12 year old daughter begged and cajoled me into taking her to see the movie.
Still another time I was trying to impress the point that ‘practice makes perfect’. I told one of the boys that if I wanted to become good at basketball I would have to shoot 1000 freethrows. The same was true for math. In this case, I was able to use a sports analogy to make a culturally relevant point that repetition and experience were the best teachers. I knew that most 12 year old kids play sports and even some of us who are a multiple of 12 do too.
As I mentioned in prompt 1, even the physical school facilities in the suburban town where I live, seem much better than at this inner city school. Kozol talks about inadequate facilities in his article in particular and the importance of money/economics as a fundamental problem in general. He says, ”There are expensive children and there are cheap children”.
One advantage I have, as I already mentioned, is that I have a maturity that many new teachers don’t have. I’ve also had many life experiences that many beginning teachers don’t have by virtue of my (or their) place in the life span.
Of course this ‘maturity’ can also be a challenge compared to younger teachers when trying to relate to students. Another words, the younger teacher is much closer in age to the students and therefore may be able to relate to them better. This is commonly known as the generation gap. So the age difference may be a double edged sword. It potentially has both advantages and disadvantages.
Everyone has a worldview or perspective. Everyone filters their environment through their own cultural lenses or glasses. I’m no different. I filter my service learning classroom experience through my middle class, white glasses. Not everything is different, though. We have some common experiences as well.
One point of intersection we have in common is that I have a 12 year old daughter who is in the sixth grade. I can tutor math area problems in the morning and go home and ‘tutor’ the same or similar problems at night.
Another point of intersection is common cultural interests. One girl was having difficulty with division (24 divided by 2). I noticed that she had a new moon book from the twilight series on her desk. I asked her if she saw the movie. She said yes. I asked from the scene in the movie where the principle characters were in Rome, if there were 24 vampires in Rome and half left how many vampires would you have left? She answered 12. The only reason I was able to ask such a culturally relevant question is because my 12 year old daughter begged and cajoled me into taking her to see the movie.
Still another time I was trying to impress the point that ‘practice makes perfect’. I told one of the boys that if I wanted to become good at basketball I would have to shoot 1000 freethrows. The same was true for math. In this case, I was able to use a sports analogy to make a culturally relevant point that repetition and experience were the best teachers. I knew that most 12 year old kids play sports and even some of us who are a multiple of 12 do too.
As I mentioned in prompt 1, even the physical school facilities in the suburban town where I live, seem much better than at this inner city school. Kozol talks about inadequate facilities in his article in particular and the importance of money/economics as a fundamental problem in general. He says, ”There are expensive children and there are cheap children”.
One advantage I have, as I already mentioned, is that I have a maturity that many new teachers don’t have. I’ve also had many life experiences that many beginning teachers don’t have by virtue of my (or their) place in the life span.
Of course this ‘maturity’ can also be a challenge compared to younger teachers when trying to relate to students. Another words, the younger teacher is much closer in age to the students and therefore may be able to relate to them better. This is commonly known as the generation gap. So the age difference may be a double edged sword. It potentially has both advantages and disadvantages.
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