Weblog 7: Our Future's Greatest Challenge

For this article, there are some quotes and parts that I wanted to highlight and comment on. Some of them were very interesting and shocking to me:
~~ “The importance of student perception of teacher intent is critical.” (p. 239)
This is very true but at the same time highly overlooked. Teachers need to be aware of how much their attitude reflects the students’ attitudes and efforts. If a teacher is strict and forceful but the children succeed and do well, the students may say that he/she is a hard or mean teacher but in the end they appreciate it for what they accomplished. If a teacher acts as if he/she really doesn’t care then why should he/she expect the students to care? It is the teacher’s responsibility to gain the children’s interest and conduct class in a way that they can learn.
~~The stereotyping on various ethnicities and on the girls
I was surprised at all of the different stereotypes that many teachers may have in schools. There was a different one for each race which resulted in the teacher treating a student a certain way. All students should be looked at on the same level at the beginning of the year. A teacher needs to try his/her best to look at each student regardless of his/her race and work to improve their skills.
~~“A primary source of stereotyping is often the teacher education program itself. It is in these programs that teachers learn that poor students and students of color should be expected to achieve less than their ‘mainstream’ counterparts.” (p. 241)
This is probably the most shocking quote in this whole article. I find it extremely hard to believe that any teaching program would actually promote that type of stereotyping. Who and why would they say something like that? Teachers are supposed to be open, caring, concerned, hard-working individuals who really want to impact their students’ lives. I do not understand why an education program would promote something stereotyping like that. A teacher should never be told or taught that certain students will struggle and won’t be able to learn. That is very wrong. Although the article says “few of us really believe [that all children can learn],” I do not know why anyone would become a teacher unless they really believe that.
There is a student in the class that I am observing and he is just not willing to work or learn. He just sits in his chair or looks around while the rest of the class is filling out a worksheet. The teacher tried to tell him to do his work, then after a couple times, she told him “it’s your choice.” I am really bothered by him and it really concerns me because I do not know exactly how I would handle a student like that in my class. I really want to help him but he is just so unwilling to try that it is difficult. The easy thing is to ignore him and to let him slack off but that only makes things worse. I really want to help him (and any student like that that I may have) so that he becomes a good student and sees the benefit in the education he is getting. I do not think it is that he cannot learn, I think it is more that he really does not care and is really not interested. It is the teacher’s responsibility to do something about that.

Weblog 6: Culturally relevant pedagogy

I think that traveling and experiencing other cultures is a very rewarding opportunity that can be used in many aspects of life, including teaching. By learning about other cultures you can see what is important to them and discover ways to teach students of that culture (while still making sure not to stereotype). The stories of Tara and Robin in Ladson-Billings book (pages 84-86) are perfect examples of how their traveling experiences have helped in the classroom. I have done some traveling recently and looking back on those experiences I realized how interesting it is to see other cultures. I would like to learn more about them and about different education systems. Everyone has their own view and definition of achievement and that varies from culture to culture as well. Different countries school systems are different from ours and we can learn a lot from them. Clearly the Japanese schools have an excellent math program that could be beneficial to us. When I was there in Japan, the school children seemed very mature, friendly, and independent. Recently, visiting Ireland and experiencing there culture, I am curious to find out more about their education system. Achievement can be defined in many ways – from school accomplishment to just increasing knowledge – but it is greatly influenced by different cultures.

My senior year of high school we had a week called “Senior Service Week,” which is just what it sounds. I chose to go to a pre-school and do work there which I really enjoyed. I loved working with the kids and I also got to see all of the extra, little projects that teachers have to do preparing and cleaning up at the end of the day. I do not remember paying much attention to culture and race while I was there. Coming back the week after and hearing all of the different stories of what my fellow classmates did were interesting, though. While we all had to do a week of service it was exciting to hear all of the different ways we could do service. Ladson-Billings talks a lot about incorporating service in school. Thinking back on it, it really is a good way to put your self in uncomfortable positions seeing how others live and problems they have to deal with. It is a good way to increase your cultural competence and sociopolitical consciousness. You can really appreciate what others have to go through when you experience it that closely. It is also a way to value what you have in life and appreciate your own culture.
(I am not sure if I did this right, I was kind of confused on the assignment)

Weblog 5: Crossing Over to Canaan - Ch. 1, 2

Since reflection is such an important part of teaching, when are the best times to reflect and how should it be done?
“Reflection is a luxury most teachers do not have the opportunity to indulge in.” (Ladson-Billings p. 20). Because it is beneficial in teaching, somehow teachers need to find a way to fit it in. At the end of the day, or specifically after a new lesson, is a good time to review how things went. Sit and think of what went well, what needs improvement, and what should be removed. When doing this reflection it is very important to look at yourself and teaching styles and not just what your students are doing wrong. If you changed things and made them better there may not be as many problems for the students. As a teacher look over your decisions, how the students responded, and the impact it had on the whole day.

How can you use your experiences in an effective way in the classroom?
I think it is important to know that experiences that you have had that you have enjoyed and found interesting, most likely, you students will also be interested in them. They can really learn a lot from you and when you show enthusiasm in a topic, it is contagious to your class. For example, the people in the chapter used their experiences in their decisions to get into teaching or actually in the classroom: Tara used her experiences from Japan; Candy used her love of theater; and Kyla used her political interests. One of the greatest things about teaching is that you really get to be creative and bring your personality into it. If you are happy to be there then hopefully your students will see that and share the same feelings. So really utilize and take advantage of your experiences and creativity and incorporate it in the classroom.

Weblog 4: Spring Chapter 3

What caused the transition of schools going from integrated to segregated to integrated again?

Although for the most part unwillingly, attempts were finally made (moreso in the North than South) to educate African Americans and give them equal opportunities. To do this, slaves were integrated into schools but this motion did not last long. "It was immediately apparent that most Anglo-Americans were not going to accept integrated educational institutions." (p. 46) African Americans were treated poorly in the public school setting which affected their learning or made them not want to go to school. It became so bad that committees requested the development of separate schools for African Americans. "The African American community supported the segregated school as an alternative to the prejudice existing in the other white-dominated schools." (p. 48) Even though it was rejected at first, school committees opened a segregated school for just African Americans. Children were able to attend either the pubilc school or the segregated private school. While hoping that segregation would bring about a solution to the problems of education (for both Anglo- and African Americans), it actually made the situation worse. It was not long before African Americans discovered that they were not receiving the fair education they were hoping for. "The African American community realized that a segregated education was resulting in an inferior education for their children." (p. 48) Less skilled teachers and poor school conditions were among the problems that attributed to the poor education. Instead of receiving an equal chance at a high-quality education, without the worries of prejudice, African Americans were put in a low-quality learning environment. It was said that "segregated education in the city was a conspiracy by whites to keep blacks in a state of ignorance." (p. 49) To prevent this from happening, blacks fought hard to enforce fair opportunities in integrated schools. They felt that integration provided their best chance for a good education.

Weblog 3. History is a Weapon / We Have a Story to Tell

It is surprising at how much the point of view and who is telling the story affects accounts of history and what is taught. The same story and events can can come across differently depending on the author (the difference between historiography and history). This can be seen in "History is a Weapon" by Zinn and "We Have a Story to Tell: The Native Peoples of the Chesapeake Region" by Gabrielle Tayac and Edwin Schupman. Zinn presents a side of "Columbus, The Indians, and Human Progress" that is rarely heard or discussed. He describes in detail the pain and destruction the Native Americans experienced. "Not able to enslave the Indians, and not able to live with them, the English decided to exterminate them." Exterminate, unfortunately, is a light term used for what the English did to the Indians. Zinn continues in detail what was done to the Indians, making it almost impossible to not sympathize and pity them. This side of the story is rarely heard making it even more shocking and upsetting. I'm sure very few people know of mass suicides and mothers killing their own infants. This part of history is largely overlooked. "To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice." Historiographers have chosen to tell the 'good' side of the story, hiding much of the truth of what really happened. In the end, it is a choice of how the story is presented. Although painful to read, it is important that this side of the story is acknowledged.

The Tayac and Schupman article discusses the negatives that the Native Americans experienced but with a stronger sense of hope for them. It seems more of how the Indians overcame their torture and how they attempted to survive it. From reading the article you still feel sympathetic yet hopeful for the Native Americans and not as resentful toward the English. The fact that the Europeans took over and destroyed much of Native American lives and land is brought up, but not as detailed and gruesome as Zinn's description. It discusses "Wars, loss of land, social upheaval, and disease combined to devastate Native communities." (p. 7) The treaties of that time were discussed in this article, making the Europeans seem somewhat peaceful and not as violent. However, "While the treaties sounded good on paper, most of their provisions were not enforced. English settlers moved onto reservation lands and restricted Native uses of non-reservation lands." (p. 8)
Overall, both articles present the little-known side of the story yet still give a different perspective of the situation. This raises the issue of how and what part of the story is to be taught in schools...

Weblog 2. Letter from Spring's book

Dear student and future educator,
As you look ahead to the future and prepare to become a teacher, I hope that you truly see the power and influence of an education. Not only does it increase knowledge in people, but it also creates a sense of common ground between people of many differences. When people are together learning the same thing, you find many similarities between people of various cultures. The power of a unified group made up of different people is very strong. It can make major changes in that particular area and society which can then spread to larger areas. I am speaking from experience here. At a time when most people saw only differences and barriers between Native Americans and missionaries, I saw an opportunity to teach the Native Americans, help them become civilized and accomodated. 'I did not doubt then, nor do I now, the capacity of the Indian for the highest attainments in civilization, in the arts and religion...' (p. 22)
Education is a powerful thing and it is important that everyone has a chance to experience it. It is also important for everyone to receive a well rounded education in areas such as reading, writing, arithmetic, arts, business, etc. (p. 23) If you work hard, the dreams of everyone of every culture having an equal and fair education can come true, just as my dream of 'establishing schools in Indian Territory became a reality.' (p. 29) Good luck and let me know if I can help.

Sincerely,
Thomas L. McKenney

Weblog 1. Nieto article

Solidarity, courage and heart:

what teacher educators can learn from a new generation of teachers

by Sonia Neito

“Research on what works, where and for whom is needed in order to improve both teacher education and classroom practice…” (p. 457) Where exactly would this research come from? Is it observed in a classroom or are teachers surveyed? I think it would be something difficult to get research on because what works varies from classroom to classroom and depends on the students, the district, the school, etc. It is beneficial to discover which methods do not work and use that information.

The ‘achievement gap’ – something needs to be done to reduce this gap. It just seems to make more sense to give more help to the schools that are struggling than those schools that do well with high achieving students, but for some reason that doesn’t happen. As hard as it may be, we need to be aware of the strong need these students have and use our abilities to help them. “We persist in…laying the blame squarely on the children rather than on the system that creates the gap in the first place.” (p. 459) Blaming the students solves nothing and the system should work to fix it. Easier said than done, I’m sure, but we need to try. But how can we do that individually as teachers?

“If teachers do not develop meaningful relationships with their students of all backgrounds…the students simply will not succeed.” (p. 470) This is obviously very important to know. I think that each student needs to feel that the teacher cares about him/her and wants to help him/her learn. I think teachers can learn a lot from their students as well and understanding where they come from.

I really liked this article and Nieto’s perspective on a lot of the issues. I think she brought up a lot of good points and she really gave teachers a lot of credit (which does not always happen). I liked how she referred to teaching as a form of missionary work, also. That is something I had not heard before. Our feelings and beliefs greatly impact our students. We have an opportunity to greatly influence children’s lives and bring well educated people to our future.

Goals for the course:

• To learn how to address multiculturalism in the classroom and how to teach it to students
• Focus on the many different cultures and not so much how they differ but how they are alike and what they have in common
• Read stories and evidence from teachers involving issues of multiculturalism
• To make sure that multiculturalism is not over-addressed or over-emphasized to students; I want students to feel equal, individual, and important to the class