Sometimes...often at the moment...I feel very overwhelmed at the idea of facing the worlds problems as a teacher. There are so many expectations being set for us by everyone else along with a few of our own expectations regarding how well we go about this very important job. Is it humanly possible to meet the suggested requirements of the job before us...or should I say profession... which in itself as a label comes with performance objectives and expectations?
We have the standards set by the government to meet by test time as is being described in Perlstein's Tested. We have the society's expectations to train up good citizens as Spring and others relate from the historical perspective of education. Ayers sets the bar so high for being the ultimate teacher with the perfectly rich classroom the myriad of creative ideas constantly flowing out of the classroom where all children are meaningfully and joyfully employed, that I feel it would be impossible to have a life outside the classroom and reach the standards he has described.
Hargreaves states that we must also be a hard worker in the area of emotional labor and involvement with our students. The reformers require that we must be constantly up on and flexing to the latest trends in education reform if we are going to be doing what is really best for our students. Spade reminds us that we are responsible for correcting the biases against gender and race that have plagued our society and create a successful utopian community microcosm within our classroom.
Society expects us to correct the behavior problems of their children. We are held responsible for the failings of students who drop out by too large a percentage. We are to be miracle workers who can bring up to speed the child born in poverty who has not been blessed with thousands of words and an understanding of the wonders of written language before being deposited on our doorstep. We must try to live up to Dewey's creed to stimulate the child's own powers to educate himself through the social construction of knowledge as Vygotsky puts it.
We are to be experts in children's developmental stages and only offer the education that is fitting their ages and stages. Oakes wants to be sure that we meet all the individual needs of varied ability students without any grouping or tracking that could limit their oportunities. We must see the student as he or she really is by spending time individually or observing them at play or journalling about them. And as Vivian Paley exemplifies for us we need to be the defender of the outcast. We are to be the teacher of democratic process in order to develop citizens that will understand and appreciate their freedoms and pass on the trust in democracy to future generations.
I could go on further, but I'm getting tired and a bit discouraged just thinking about the concept that this is expected of me. All in all it is an inspiring, challenging and an exhausting proposition. Pardon me if I feel a bit overwhelmed by it all. Am I really capable of giving this much of myself.? Is anyone really capable of achieving all that is being suggested? Thankfully I'm sure that I'm not the only person that has felt that education seems like a daunting task at times. I know that not all this can be achieved by any one person.
I can see why it is so important for teachers to share together their ideas, their successes and their failures. I will need other teachers to stand with me not only in the beginning when I am further stressed by the newness of the demands, but also as we travel this path together throughout the years. We as teachers will need each other to help us get perspective, perspective about our mistakes, perspective about what our abilities really are, perspective about what realistic expectations are for ourselves and our students.
Monday, March 2, 2009
Sunday, February 22, 2009
"PHENOMENAL COSMIC POWERS...ity bitty living space!"
Who is this a quote from? Genie from Disney's Aladin? Or, a classroom teacher. The Raywid article could be evidence of a comparison between the two.
The article begins by drawing our attention to the many ways in which a teacher may feel like a mere pawn in the game of educational chess. We move about the board with limited capabilities, constrained by our status and existing as the target of knights, bishops and the royal family known more commonly as principals, district curriculum coordinators, school boards and our students own families. How then can we avoid feeling “at risk” and without power ourselves.
Do educators therefore perform their daily routines with the mindset of powerless servants of others wishes or is there a means to feel our value more personally? Raywid draws attention to the fact that our real power lies in relation to the child. We are in fact a very important potential force in the present and future of each child we teach. We establish what kind of social environment we will create and tolerate in our classrooms.
I have a lot to think about as I go into my own classroom situation in regards to the use of this power. I am a big believer in demanding that everyone show respect and kindness to each person in the community. I don’t think that any form of unkindness or disrespect should be tolerated, but as Paley questions in the first half of her book, how exactly do you enforce this. This is unfortunately against the nature of some of us. I’ll be interested to read further and see how she discovers ways to make this work.
Raywid indicates that students often feel powerless in relation to the teacher. As a teacher, I want to be very approachable for the students. The article brings out the idea that students will reject learning from someone who they dislike or who they feel dislikes them. I know this is true from a high school experience I had with a teacher that seemed to dislike me. My response was to refuse to ask for help when I needed it and eventually drop the class. I think as a teacher I want to have a sense of authority, but also of camaraderie in each child’s process of learning, “We are in this thing together bud…follow me. I’ll help you find the path”. Teachers need to struggle together with their students, but they need to maintain their position as leader also.
I know we have done a lot of reading about using democratic process in the classroom as a way of teaching and training democratic thinking in the greater world. I can see having students be the designers of their constitution as being a great learning experience. I can also see how giving this power to them can help them buy in more to making it their own. It is also very positive for students to feel that they have a voice and learn to carry that voice into their adult lives and workplace.
The area that I need to sort through for my teaching, will be the balance of this concept with my belief that a respect for authority is also an important quality. In our democratic nation we have chosen by the will of the people to elect a set of leader representatives and a supreme authority to have ultimate control. I think that the pendulum has swung too far in the last 15 years towards a students feeling of too much power in the classroom. There is a significant lack of respect in the upper grades for the power of the teacher to have the right to lead and set expectations. I think this has been detrimental to the teacher student relationship and ultimately the outcome of success for all students.
We cannot crush our students with rules and regulations that seem to be arbitrary. No one responds well to leadership that seem outside of reason or just unnecessary. Maintaining order and developing a relationship where students are eager to work together to reach high expectations for group and personal goals is what I want to work toward in my classroom and sometimes this requires a leader who has the final authority.
Raywid suggests (pg.84) that teachers have an obligation to share their power. I would prefer to see this as teachers imbuing students with a sense of their own personal power and the way to use and express it in their position as learner. I don’t know of a democracy where everyone has equal authority in all things. There is a purpose for leadership in all levels of human interaction, from the family to the PTA to the Federal government of our nation and others.
That being said, I think that one of the other points of this article was a reminder that we do impact students lives in significant ways. We need to be very cautious about the ways in which we impact them for the ramifications can be far reaching. We are with our students a significant part of their waking hours. We can be a great inspiration to them as they watch our passion for reading, writing, and ‘rithmetic. We can guide to attitudes of social equity. We can be the force in their lives that lets them know that they are “OK” and someone out there really does care.
We may not labor in luxurious corner offices. The plaque on our door may be on construction paper and written in crayon. We may be under the watchful eye and direction of parents and administrators alike, but in spite of this we do have a powerful role to play in relation to the impact we have on the children we teach every day. Most of us still remember long into adulthood the teachers who had significant impact on their lives.
The article begins by drawing our attention to the many ways in which a teacher may feel like a mere pawn in the game of educational chess. We move about the board with limited capabilities, constrained by our status and existing as the target of knights, bishops and the royal family known more commonly as principals, district curriculum coordinators, school boards and our students own families. How then can we avoid feeling “at risk” and without power ourselves.
Do educators therefore perform their daily routines with the mindset of powerless servants of others wishes or is there a means to feel our value more personally? Raywid draws attention to the fact that our real power lies in relation to the child. We are in fact a very important potential force in the present and future of each child we teach. We establish what kind of social environment we will create and tolerate in our classrooms.
I have a lot to think about as I go into my own classroom situation in regards to the use of this power. I am a big believer in demanding that everyone show respect and kindness to each person in the community. I don’t think that any form of unkindness or disrespect should be tolerated, but as Paley questions in the first half of her book, how exactly do you enforce this. This is unfortunately against the nature of some of us. I’ll be interested to read further and see how she discovers ways to make this work.
Raywid indicates that students often feel powerless in relation to the teacher. As a teacher, I want to be very approachable for the students. The article brings out the idea that students will reject learning from someone who they dislike or who they feel dislikes them. I know this is true from a high school experience I had with a teacher that seemed to dislike me. My response was to refuse to ask for help when I needed it and eventually drop the class. I think as a teacher I want to have a sense of authority, but also of camaraderie in each child’s process of learning, “We are in this thing together bud…follow me. I’ll help you find the path”. Teachers need to struggle together with their students, but they need to maintain their position as leader also.
I know we have done a lot of reading about using democratic process in the classroom as a way of teaching and training democratic thinking in the greater world. I can see having students be the designers of their constitution as being a great learning experience. I can also see how giving this power to them can help them buy in more to making it their own. It is also very positive for students to feel that they have a voice and learn to carry that voice into their adult lives and workplace.
The area that I need to sort through for my teaching, will be the balance of this concept with my belief that a respect for authority is also an important quality. In our democratic nation we have chosen by the will of the people to elect a set of leader representatives and a supreme authority to have ultimate control. I think that the pendulum has swung too far in the last 15 years towards a students feeling of too much power in the classroom. There is a significant lack of respect in the upper grades for the power of the teacher to have the right to lead and set expectations. I think this has been detrimental to the teacher student relationship and ultimately the outcome of success for all students.
We cannot crush our students with rules and regulations that seem to be arbitrary. No one responds well to leadership that seem outside of reason or just unnecessary. Maintaining order and developing a relationship where students are eager to work together to reach high expectations for group and personal goals is what I want to work toward in my classroom and sometimes this requires a leader who has the final authority.
Raywid suggests (pg.84) that teachers have an obligation to share their power. I would prefer to see this as teachers imbuing students with a sense of their own personal power and the way to use and express it in their position as learner. I don’t know of a democracy where everyone has equal authority in all things. There is a purpose for leadership in all levels of human interaction, from the family to the PTA to the Federal government of our nation and others.
That being said, I think that one of the other points of this article was a reminder that we do impact students lives in significant ways. We need to be very cautious about the ways in which we impact them for the ramifications can be far reaching. We are with our students a significant part of their waking hours. We can be a great inspiration to them as they watch our passion for reading, writing, and ‘rithmetic. We can guide to attitudes of social equity. We can be the force in their lives that lets them know that they are “OK” and someone out there really does care.
We may not labor in luxurious corner offices. The plaque on our door may be on construction paper and written in crayon. We may be under the watchful eye and direction of parents and administrators alike, but in spite of this we do have a powerful role to play in relation to the impact we have on the children we teach every day. Most of us still remember long into adulthood the teachers who had significant impact on their lives.
Monday, February 16, 2009
The Mysterious Case of Right Vs. Wrong
In 1991 I was asked to serve on a panel researching whole language learning. I assumed the goal of this task force was to genuinely look at the available data and determine whether the facts supported whole language or phonics or some other method for that matter as the best practice for encouraging literacy. The panel was made up of several principals, a number of early grades teachers from different schools in our district, representatives from the administration as well as myself and other parent representatives. For many weeks we were given articles to read and comment on.
The many articles we read made it clear that whole language was not only a viable means of teaching children to read, but also undoubtedly the best. It was tantamount to students developing a better overall understanding of words and a passion for the art of reading, not merely a pieced together group of sounds that they could pronounce, but held no real meaning or power for them. The curriculum allowed for kids to get excited about books and use context and sight words woven together to form understanding and comprehension. The choice seemed clear.
The findings of our panel were presented to the school board and received their approval. Our glowing report of the documented success of this type of program easily swayed them to our way of thinking. The other teachers in the district were trained accordingly and brought on board either willingly or by necessity. I was shocked to find that so many parents and teachers were not on the same page as our panel. How could they not see that the research showed this was the best for our kids? Dissention ensued at the schools and at the district level, but the program pushed ahead and was implemented district wide.
The program was used through the early education of my two older sons and by the time my daughter entered first grade, six years later, was being supplemented with phonics. By the time my fourth child reached our schools the scales had tipped back to phonics and a smattering of sight words, with teachers claiming that really it appeared that whole language didn’t work for many of the students. A mixed approach gave every child different options for learning as suited them best.
I learned several valuable lessons about education through this experience. The first lesson is that you can never please everyone. Each of us values different things in education and different approaches to achieve these goals. The next lesson for me was that there is always a faction in education that feels they have found the golden ticket, so to speak, to unlocking children’s minds and enabling them to learn. Unfortunately, these factions must, it appears, discredit the current conventional wisdom and opinions of dissenters. Thirdly, I realized that there is good in most of the ideas that teachers have and use in the classroom and there is neither a “right” way to teach in most cases just as there is no “right” way to go about learning.
Looking back at my experiences with the whole language panel I see that it was very biased to achieve the goals of its initiators. The only teachers, parents and others selected to serve on the panel were individuals that were certain to agree with their bias. The articles we read were only articles that supported the desired outcome. People with dissenting opinions were discredited as being stuck in their rut or ill informed or too lazy to want to change to what is best for the children. Fingers were pointed rather than looking at varied opinions and methods as all having value though different.
You may be asking how this relates to what we have been reading. I feel that what I read in the Kohn article was a perfect representation of this style of pushing an agenda by discrediting another opinion or faction. There was a tremendous amount of name calling, labeling, and crediting others with motives that were unsubstantiated in order to advance the bias of the author. This was not a balanced look at a concern for how to best serve the children in our schools, both the ones who learn with ease and the ones who must work more diligently. This article was designed to advance an agenda towards a style of education that the author feels passionate about, by attributing less than honorable motives to those who have a different opinion.
My thoughts on this article are that it is a shame that we can’t acknowledge that others may have different experiences, beliefs and opinions about what is effective in the classroom and respectfully disagree. Maybe there are valid points to each opinion that can be explored. Why was it OK for this article to attribute attitudes to the whole “Christian Right” or “white” community any more than it would be right to attribute attitudes to people from any particular class or race. Shameful!
People involved in education, educators, parents, and other education professionals are passionate about seeking the best for children. The reality is that there will always be differences of opinion about what that best is. Education is always in a state of flux as we seek to encourage success for every child. Constant change is a constant in education as anyone who has been in the field for a number of years can testify.
Must we forge ahead in this pursuit by planting our heels on the backs of those we’ve thrown under the cart wheels? Can we set the bar higher by realizing that through varied backgrounds and experiences we have come to varied beliefs about what is best for all children? We need to understand that we will never all agree, but we can all work side by side, laboring within our own beliefs in best practice, for the common goal of educating children to their fullest potential. The premise of this article itself was a testament to how the opinions of best practice change through time. Was it worth the finger pointing and degrading of others for an idea that itself has since come and gone?
The many articles we read made it clear that whole language was not only a viable means of teaching children to read, but also undoubtedly the best. It was tantamount to students developing a better overall understanding of words and a passion for the art of reading, not merely a pieced together group of sounds that they could pronounce, but held no real meaning or power for them. The curriculum allowed for kids to get excited about books and use context and sight words woven together to form understanding and comprehension. The choice seemed clear.
The findings of our panel were presented to the school board and received their approval. Our glowing report of the documented success of this type of program easily swayed them to our way of thinking. The other teachers in the district were trained accordingly and brought on board either willingly or by necessity. I was shocked to find that so many parents and teachers were not on the same page as our panel. How could they not see that the research showed this was the best for our kids? Dissention ensued at the schools and at the district level, but the program pushed ahead and was implemented district wide.
The program was used through the early education of my two older sons and by the time my daughter entered first grade, six years later, was being supplemented with phonics. By the time my fourth child reached our schools the scales had tipped back to phonics and a smattering of sight words, with teachers claiming that really it appeared that whole language didn’t work for many of the students. A mixed approach gave every child different options for learning as suited them best.
I learned several valuable lessons about education through this experience. The first lesson is that you can never please everyone. Each of us values different things in education and different approaches to achieve these goals. The next lesson for me was that there is always a faction in education that feels they have found the golden ticket, so to speak, to unlocking children’s minds and enabling them to learn. Unfortunately, these factions must, it appears, discredit the current conventional wisdom and opinions of dissenters. Thirdly, I realized that there is good in most of the ideas that teachers have and use in the classroom and there is neither a “right” way to teach in most cases just as there is no “right” way to go about learning.
Looking back at my experiences with the whole language panel I see that it was very biased to achieve the goals of its initiators. The only teachers, parents and others selected to serve on the panel were individuals that were certain to agree with their bias. The articles we read were only articles that supported the desired outcome. People with dissenting opinions were discredited as being stuck in their rut or ill informed or too lazy to want to change to what is best for the children. Fingers were pointed rather than looking at varied opinions and methods as all having value though different.
You may be asking how this relates to what we have been reading. I feel that what I read in the Kohn article was a perfect representation of this style of pushing an agenda by discrediting another opinion or faction. There was a tremendous amount of name calling, labeling, and crediting others with motives that were unsubstantiated in order to advance the bias of the author. This was not a balanced look at a concern for how to best serve the children in our schools, both the ones who learn with ease and the ones who must work more diligently. This article was designed to advance an agenda towards a style of education that the author feels passionate about, by attributing less than honorable motives to those who have a different opinion.
My thoughts on this article are that it is a shame that we can’t acknowledge that others may have different experiences, beliefs and opinions about what is effective in the classroom and respectfully disagree. Maybe there are valid points to each opinion that can be explored. Why was it OK for this article to attribute attitudes to the whole “Christian Right” or “white” community any more than it would be right to attribute attitudes to people from any particular class or race. Shameful!
People involved in education, educators, parents, and other education professionals are passionate about seeking the best for children. The reality is that there will always be differences of opinion about what that best is. Education is always in a state of flux as we seek to encourage success for every child. Constant change is a constant in education as anyone who has been in the field for a number of years can testify.
Must we forge ahead in this pursuit by planting our heels on the backs of those we’ve thrown under the cart wheels? Can we set the bar higher by realizing that through varied backgrounds and experiences we have come to varied beliefs about what is best for all children? We need to understand that we will never all agree, but we can all work side by side, laboring within our own beliefs in best practice, for the common goal of educating children to their fullest potential. The premise of this article itself was a testament to how the opinions of best practice change through time. Was it worth the finger pointing and degrading of others for an idea that itself has since come and gone?
Monday, February 9, 2009
It's A Small World After All...
Sorry to get that old refrain started, it's eternal loop going in your brain, but I couldn't help myself! I was pondering a title that would reflect the concept of community in the classroom and decided that this age old (well actually only 44 years old!) lyric is exactly what we are trying to say to our students. We all laugh. We all cry. We all have hopes and we all have fears. There is so much to be shared that it's time we're aware, it's a small world after all. So let's get to know each other and see the ways we are alike and the ways we are different. Our classroom can be a small scale model version of the world at large and how we should treat each other with kindness and respect.
I really thought that the article by Sapon-Shevin was the best thing we have read. It offered us a feast of solutions and I like that. I appreciated the positive slant it put on the many possibilities we have as teachers to shape our learning communities into caring supportive partners in education. After all, in the classroom we are the final word on how our room will run. Just as in parenting, we have control over setting the tone in our home as a positive loving environment or a harsh series of expectations and demands. We can have lax standards, being satisfied with behavior that is less than conducive to a pleasant experience. We can set the bar high for each child encouraging them to reach new heights.
Our students come in with vastly different expectations at home. They arrive on our doorstep with vastly different life experiences. But, as the teacher, we can set our expectations for them while they are at school interacting with us. We need to set parameters for the goal of supporting each other and treating everyone in the class with consideration. The community needs to interact in a way that allows for everyone to achieve personal success. It must be a priority for every one to be psychologically safe while in class. There may be a learning curve for this attitude, but I believe that if we set the tone that each student is valuable and expect the same attitude from our students we will be able to settle the issues that do pop up.
Just as we have been talking about knowing our students as teachers, I think it is important to encourage the kids to get to know each student in class. We are more likely to feel compassion, to imagine what others struggles and strengths are if we spend time really getting to know them. I am amazed when working with older grades that students who have been in class together for six or seven months still don't know all the kids in there class. I often know more kids names and something about them after a few random days of substituting than the kids know about each other. I think more community building exercises in all classes would make the classrooms more successful for all the learners.
Sapon-Shevin had quite a few ideas that I really liked. I don't know about the singing at the start of class, but actually letting our hair down and being a little goofy together can be a bonding experience. I think the idea of a grid with students names posted in the room was an effective tool. The students over the course of time need to find something in common with each of the other students in class and mark it at the intersection of their names on the chart.We have something in common with anyone else we meet. It's a small world after all....
I also liked the idea of the want ads where students can advertise for help with their weaknesses or offer their strengths. What a great way to develop our own sense of worth by using our talents to help another.
I have seen several versions of the treasure hunt mentioned by Sapon-Shevin used in classes. I liked the fact that her sample touched on areas that could make students feel like outsiders. To know that we are not alone in our fears or things we feel awkward about is very comforting. There is a lot of positve power in knowing there are others like me.
The first step in creating community is deciding that community is a worthwhile goal. Then we must set up our expectations and goals for achieving it. We must make it clear that the goal is to have everyone succeed and feel accepted and that we will not accept anything less. We can create activities that encourage our students to get to know each other which will naturally enable them to feel more compassion and respond in appropriately supportive ways to other students problems. I think that this safe place, the "small world" we create will allow our students, whatever their life outside our walls, to gain the most possible from the educational opportunities we offer them.
I really thought that the article by Sapon-Shevin was the best thing we have read. It offered us a feast of solutions and I like that. I appreciated the positive slant it put on the many possibilities we have as teachers to shape our learning communities into caring supportive partners in education. After all, in the classroom we are the final word on how our room will run. Just as in parenting, we have control over setting the tone in our home as a positive loving environment or a harsh series of expectations and demands. We can have lax standards, being satisfied with behavior that is less than conducive to a pleasant experience. We can set the bar high for each child encouraging them to reach new heights.
Our students come in with vastly different expectations at home. They arrive on our doorstep with vastly different life experiences. But, as the teacher, we can set our expectations for them while they are at school interacting with us. We need to set parameters for the goal of supporting each other and treating everyone in the class with consideration. The community needs to interact in a way that allows for everyone to achieve personal success. It must be a priority for every one to be psychologically safe while in class. There may be a learning curve for this attitude, but I believe that if we set the tone that each student is valuable and expect the same attitude from our students we will be able to settle the issues that do pop up.
Just as we have been talking about knowing our students as teachers, I think it is important to encourage the kids to get to know each student in class. We are more likely to feel compassion, to imagine what others struggles and strengths are if we spend time really getting to know them. I am amazed when working with older grades that students who have been in class together for six or seven months still don't know all the kids in there class. I often know more kids names and something about them after a few random days of substituting than the kids know about each other. I think more community building exercises in all classes would make the classrooms more successful for all the learners.
Sapon-Shevin had quite a few ideas that I really liked. I don't know about the singing at the start of class, but actually letting our hair down and being a little goofy together can be a bonding experience. I think the idea of a grid with students names posted in the room was an effective tool. The students over the course of time need to find something in common with each of the other students in class and mark it at the intersection of their names on the chart.We have something in common with anyone else we meet. It's a small world after all....
I also liked the idea of the want ads where students can advertise for help with their weaknesses or offer their strengths. What a great way to develop our own sense of worth by using our talents to help another.
I have seen several versions of the treasure hunt mentioned by Sapon-Shevin used in classes. I liked the fact that her sample touched on areas that could make students feel like outsiders. To know that we are not alone in our fears or things we feel awkward about is very comforting. There is a lot of positve power in knowing there are others like me.
The first step in creating community is deciding that community is a worthwhile goal. Then we must set up our expectations and goals for achieving it. We must make it clear that the goal is to have everyone succeed and feel accepted and that we will not accept anything less. We can create activities that encourage our students to get to know each other which will naturally enable them to feel more compassion and respond in appropriately supportive ways to other students problems. I think that this safe place, the "small world" we create will allow our students, whatever their life outside our walls, to gain the most possible from the educational opportunities we offer them.
Thursday, January 29, 2009
Week 4- Diversity and Seeing the Student
Because I just finished reading the Spring chapter on student diversity and because I am in Los Angeles right now where there are many more obvious diversity struggles going on ,I will ponder some of my thoughts on my readings and experiences with diversity and how we relate to students. Differences in color, class, and race are flash points in educational equity discussions throughout the twentieth century and continue on today. Spring walked us through the many fights for desegregation that have taken place in courtrooms for the last 100 years or more. I was actually surprised to read that these legal battles started as early as they did,as in the 1921 case of Mary Bo-Tze Lee challenging the segregation of Chinese students. The suits brought against school districts in the 1940's were paving the way for the resultant changes and turmoil of desegregation and busing in the 50's and 60's.
In my experience in school, I was insulated from these issues. I lived in a white upper middle class town near Los Angeles. There was a neighborhood of "Mexicans", as we called them then, near the high school, a couple of black students, and the amazing Aguirre brothers from central America who were soccer stars...but we didn't really know what soccer was back then. Even though the term "white flight" was in the vernacular of the town, I don't remember anyone in my school being treated any differently or being excluded or having tension for that matter. I'm sure it existed in the minds and vocabulary of the parents and adults in the district, but I somehow didn't see it in my experience and therefore didn't develop a strong sense of the need for or existence of racial tension or inequity in my school. Looking back, I don't have any memories of the hispanic students, which may mean they lacked acceptance and found their own place to hang out at school as they do today at the high school in which I often teach.
I remember very clearly when my eyes were opened to the issues of discrimination and segregation. I spent two weeks or more every summer at a camp that was racially mixed. Many of the other campers were from neighboring Pasadena, CA which was embroiled in busing and desegregation issues. I remember listening with rapt attention to the black girls talking about angry hateful issues at school between the black and white students. My thought as a young girl was how strange it was that the kids who were actually interacting together were the ones that were the most biggoted against each other. Very confusing at the time, but as an adult I realize the bubble I was in sheltered me from both sides of the issue. I didn't struggle with any feelings regarding race and acceptance, because I wasn't in the midst of the interactions and didn't have any opportunity for attitudes and struggles to develop.
The next piece that influences me is that the city I grew up in and lived until age thirty became the focus of a major immigration from Taiwan in the 1990's. The racial balance (or imbalance some might say) was flipped, it seemed overnight, to a predominantly Asian community. This was unsettling for many of it's residents. Along with it came an interesting change in our schools. The expectations and competition accademically rose from high to phenomenal. These newly immigrated families wanted their children to not only succeed, but to excel and earn the top spots in the colleges. Reading before school entry became a mandatory skill, parents lobbied for math concepts to be introduced at a much younger level. I developed the attitude that Asian American students were setting the bar for the new American school standards.
I also found it interesting to go back to school events and instead of looking down at a basketball game at a sea of blonde haired students, I saw a sea of students with a blonde, here and there, sticking out like a sore thumb. At first I felt a bit like the world I knew had disappeared and then I began to look at how wonderful our country was. The blonde haired, blue eyed students were not typical American students, these were typical American students as well. Interacting with them, they had their own cultural styles, eating different things for lunch and celebrating different holidays, but they were American teenagers just the same, a diverse mix as America has always been. The nature of our country started with and continues to be a place of refuge and opportunity for all who want to call it home. I found it touching and inspiring (though it is still somewhat unsettling that I can no longer read ninety percent of the signage in my home town).
So to bring this back to the reading, what this speaks to me as a teacher is that change is always happening racially and socially in our country. Spring was filled with statistics about the demographic changes in the past and more importantly the changes upcoming in our future as teachers. If the predictions in Spring come to fruition we will be teaching a predominantly non white, highly hispanic or latino community of students in the future. What does this mean to us? For one thing it means we need to check our expectations at the door. Don't see groups of students, but see individuals. Observe how each student behaves, responds, learns as an individual not as a member of a race or class or for that matter a member of a particular family. My own husband was constantly faced with negative expectations as "one of the Gibson boys". His solution...fight the system and drop out after ninth grade.
The reading helped me remember that so many of our social classifications are invalid predictors of educational achievement in the classroom and we should avoid assigning qualities to students by race. "Asian" is as meaningless a classification as Latin American or even American for that matter. There are so many diverse cultures, attitudes and abilities within any of these labels. We need to be not only color blind, but also culture blind so to speak when it relates to our achievement expectations for our students. This does not mean blind to the influences the culture of a student may have on their person, but it should not give us a place to set a bar for achievement. Take a fresh look each time a student enters our room.
In my experience in school, I was insulated from these issues. I lived in a white upper middle class town near Los Angeles. There was a neighborhood of "Mexicans", as we called them then, near the high school, a couple of black students, and the amazing Aguirre brothers from central America who were soccer stars...but we didn't really know what soccer was back then. Even though the term "white flight" was in the vernacular of the town, I don't remember anyone in my school being treated any differently or being excluded or having tension for that matter. I'm sure it existed in the minds and vocabulary of the parents and adults in the district, but I somehow didn't see it in my experience and therefore didn't develop a strong sense of the need for or existence of racial tension or inequity in my school. Looking back, I don't have any memories of the hispanic students, which may mean they lacked acceptance and found their own place to hang out at school as they do today at the high school in which I often teach.
I remember very clearly when my eyes were opened to the issues of discrimination and segregation. I spent two weeks or more every summer at a camp that was racially mixed. Many of the other campers were from neighboring Pasadena, CA which was embroiled in busing and desegregation issues. I remember listening with rapt attention to the black girls talking about angry hateful issues at school between the black and white students. My thought as a young girl was how strange it was that the kids who were actually interacting together were the ones that were the most biggoted against each other. Very confusing at the time, but as an adult I realize the bubble I was in sheltered me from both sides of the issue. I didn't struggle with any feelings regarding race and acceptance, because I wasn't in the midst of the interactions and didn't have any opportunity for attitudes and struggles to develop.
The next piece that influences me is that the city I grew up in and lived until age thirty became the focus of a major immigration from Taiwan in the 1990's. The racial balance (or imbalance some might say) was flipped, it seemed overnight, to a predominantly Asian community. This was unsettling for many of it's residents. Along with it came an interesting change in our schools. The expectations and competition accademically rose from high to phenomenal. These newly immigrated families wanted their children to not only succeed, but to excel and earn the top spots in the colleges. Reading before school entry became a mandatory skill, parents lobbied for math concepts to be introduced at a much younger level. I developed the attitude that Asian American students were setting the bar for the new American school standards.
I also found it interesting to go back to school events and instead of looking down at a basketball game at a sea of blonde haired students, I saw a sea of students with a blonde, here and there, sticking out like a sore thumb. At first I felt a bit like the world I knew had disappeared and then I began to look at how wonderful our country was. The blonde haired, blue eyed students were not typical American students, these were typical American students as well. Interacting with them, they had their own cultural styles, eating different things for lunch and celebrating different holidays, but they were American teenagers just the same, a diverse mix as America has always been. The nature of our country started with and continues to be a place of refuge and opportunity for all who want to call it home. I found it touching and inspiring (though it is still somewhat unsettling that I can no longer read ninety percent of the signage in my home town).
So to bring this back to the reading, what this speaks to me as a teacher is that change is always happening racially and socially in our country. Spring was filled with statistics about the demographic changes in the past and more importantly the changes upcoming in our future as teachers. If the predictions in Spring come to fruition we will be teaching a predominantly non white, highly hispanic or latino community of students in the future. What does this mean to us? For one thing it means we need to check our expectations at the door. Don't see groups of students, but see individuals. Observe how each student behaves, responds, learns as an individual not as a member of a race or class or for that matter a member of a particular family. My own husband was constantly faced with negative expectations as "one of the Gibson boys". His solution...fight the system and drop out after ninth grade.
The reading helped me remember that so many of our social classifications are invalid predictors of educational achievement in the classroom and we should avoid assigning qualities to students by race. "Asian" is as meaningless a classification as Latin American or even American for that matter. There are so many diverse cultures, attitudes and abilities within any of these labels. We need to be not only color blind, but also culture blind so to speak when it relates to our achievement expectations for our students. This does not mean blind to the influences the culture of a student may have on their person, but it should not give us a place to set a bar for achievement. Take a fresh look each time a student enters our room.
Monday, January 26, 2009
Oh...There you are Peter...
This title is one of my favorite scenes from the movie Hook with Robin Williams. As a child looks at the face of the grown up Peter Pan he can't see any resemblance to the Peter Pan he knows or at least thinks he should see. But, with careful examination (actually he holds Peter's face in his two hands and manipulates it this way and smooshes it that way...) he finally sees that Peter is actually in there. He stops being suspicious of Peter and just loving the old Peter the way he loved the Peter he knew. The Ayers chapter this week struck a chord with this idea of really looking deep and thoughtfully at our students to try to see the person inside behind the skin of behaviors and abilities.
Ayers talked about the limiting factor of all the labels we use in the schools today. Do these labels really tell us much of anything about who our student really is as a person, or what they need to learn well or more important to feel viable and appreciated for who they are? The labels, Ayers tells us only speak of what the students can not do not what they can do.
I really like some of Mr. Ayers ideas for getting to know his students. I have seen the use of self descriptinve poetry before, but thought of it only from the perspective of helping students become more aware of themselves. I can see how really studying these as windows to the child could be helpful. Examining a childs hopes and fears would help us develop a sense of compassion for even the most exhausting of our charges.
To journal about each student in class would seem like a daunting task. I can see how the value of this tool could help identify patterns in behavior and force us to watch and listen to what our students are doing and saying. I journalled for all my own children and found it helped me to not only remember the moments but also to put things in their life in perspective. It also gave me a sense of humor about some of their foibles too. I think in the classroom a chart could be used to make small notations on a daily basis to evaluate maybe weekly to gain a better understanding of the bigger picture of who these children are and how they are best learning.
As Ayers tells us, a teacher needs to be part detective part researcher and part puzzle master to understand what makes kids tick and to learn ourselves how to best serve them. As I pondered this during the day, I had a novel thought. What if the schools provided summer daycare programs manned by the same teachers that would be in their classrooms in the fall. Wouldn't it be interesting to have the luxury of knowing our students ahead of time? We could just observe them at play and in their interactions without the pressure of having to accomplish teaching and learning. We could start our school year with such an understanding of who they are and what makes them tick. I guess that would be the benefit of looping with kids though several grades.
This reading really encouraged me to remember to value each child as they are and look for the positve qualities in each of them. Listen to what the kids are saying to you and others about who they are. Most importantly to be an observer in the classroom looking for the ways in which each student is unique and value them all individually.
Ayers talked about the limiting factor of all the labels we use in the schools today. Do these labels really tell us much of anything about who our student really is as a person, or what they need to learn well or more important to feel viable and appreciated for who they are? The labels, Ayers tells us only speak of what the students can not do not what they can do.
I really like some of Mr. Ayers ideas for getting to know his students. I have seen the use of self descriptinve poetry before, but thought of it only from the perspective of helping students become more aware of themselves. I can see how really studying these as windows to the child could be helpful. Examining a childs hopes and fears would help us develop a sense of compassion for even the most exhausting of our charges.
To journal about each student in class would seem like a daunting task. I can see how the value of this tool could help identify patterns in behavior and force us to watch and listen to what our students are doing and saying. I journalled for all my own children and found it helped me to not only remember the moments but also to put things in their life in perspective. It also gave me a sense of humor about some of their foibles too. I think in the classroom a chart could be used to make small notations on a daily basis to evaluate maybe weekly to gain a better understanding of the bigger picture of who these children are and how they are best learning.
As Ayers tells us, a teacher needs to be part detective part researcher and part puzzle master to understand what makes kids tick and to learn ourselves how to best serve them. As I pondered this during the day, I had a novel thought. What if the schools provided summer daycare programs manned by the same teachers that would be in their classrooms in the fall. Wouldn't it be interesting to have the luxury of knowing our students ahead of time? We could just observe them at play and in their interactions without the pressure of having to accomplish teaching and learning. We could start our school year with such an understanding of who they are and what makes them tick. I guess that would be the benefit of looping with kids though several grades.
This reading really encouraged me to remember to value each child as they are and look for the positve qualities in each of them. Listen to what the kids are saying to you and others about who they are. Most importantly to be an observer in the classroom looking for the ways in which each student is unique and value them all individually.
Tuesday, January 20, 2009
Why Teach and Other Questions
Kids these days! I have heard before the quotes that William Ayers used in the first chapter under Myth 12...Kids today are worse than ever before...they are sloppy and they disrupt, they are selfish and lazy. These are thoughts that we hear a lot of todays students. My husbands company, Hewlett Packard, required all managers to read an article last year entitiled " Motivating the Whats in it for Me Workforce". It described the same youth that Socrates, Shakespeare, and as a matter of fact the Bible describe especially of teenagers. Mr. Ayers suggests that kids are kids and always have been. I remember reading the Little House on the Prairie series and how the boys tormented Laura as a young teacher, playing awful pranks on her due to her youthfulness and The Legend of Sleepy Hollow portrays master Cranes students as just as incorriglible. I have thought of these scenarios many times, especially as a substitute teacher who has fallen prey to pranks like having my trash can filled with water to soak me to the knee while trying to stomp the trash down or seeing a paper airplane flying by me as I demonstrated the quadratic formula. It helps to realize that I am not alone and this is not a reflection of my prowess at classroom discipline. Kids will be kids and a sense of humor and a lot of patience are neccesary comodities when working in the classroom at any age.
Mr. Ayers states that (pg.16) "they need caring and connected adults to engage and encourage them." I have been on a long journey to learn what was the most effective way to relate to students mostly flying by the seat of my pants. I have tried setting boundaries and expectations clearly and enforcing these out of a sense of self respect. I have tried to be fun or funny or professional or fascinating. I have tried using grace. I have tried holding the line. And what I have found is that teaching requires a mix of all strategies. I liked Ayers quote of Greene (1973) that says, "Given what I now know (about the world, aobut this class, about this student before me), what should I do? " That is the truest statement, I have heard about teaching and I like it because it encompasses eras of society and public practice and individual styles and attitudes about education.
In spite of the evidence of "problem" kids throughout the ages, I do think that there are eras in which teaching has been easier and harder due to public attitudes and values. I do think that right now we face a particularly difficult population due to the societal values in regard to authority and respect. We have the drug culture adding fuel to the fire. We have two person working families with parents too tired to be as intimately involved with their kids or the schools. There has been a culture of raising children to see themselves as very valuable and equally as powerful in the classroom relationship as the teacher. No matter what your view of the value of this thinking, whether you perceive it as a positive or negative trend it has had impact on the classroom environment of today. There have always been discipline/respect problems in the classroom. Human nature makes that imperative, but there has been in the past some respect for position from both students and parents that is lacking today. Most teachers I know are highly frustrated by the fact that they cannot count on the parents to help support them in classroom issues where they are seeking to help children succeed.
William Ayers talks about the tool that all teachers have at their disposal, no matter what the era, no matter what the student and that is relationship. He comments that teaching skills should be viewed as the result of concern for the whole person. I have found that discipline or deadlines or cojoling have little impact both as a teacher or a parent without relationship. In my substitute teaching I have little trouble with students that feel I am interested in them as people. As a full time teacher, the kids who made the effort to achieve or came in to try to save their grade rather than giving up were ones that I had been able to invest in, who thought it mattered to me whether they failed or succeeded. They know that I was willing to work with them as long as they put out the effort too. I like what Ayers (p.22) says about looking deeply at students (What went on in their life today? What are their parents attitudes? How do they feel accepted? Do they see themselves as having the capability to succeed?) and see them as creature like ourselves and yet unique in important ways. I need to be reminded of this regularly especially in regard to students that I find particularly difficult in some way.
This week I had a chance to talk to some people from Australia about behaviors and attitudes about school. I thought there were some interesting results. I had an Australian exchange student staying with me for the week. After a couple of days at school I asked the fourteen year old about whether he thought our school seemed very different from his school back home. He responded that it seemed as different as could be in every way. The students have less respect. They wear uniforms and cannot have cell phones on campus. There is no snack machine and you definitly could not eat in class or put your feet on the tables. It sounds from this students perspective like a more controlled atmosphere. I also spoke with one of the trip advisors who is a teacher. She on the other hand said that except for school uniforms, the school and its atmosphere seemed to be very similar. So where does the reality lie? Are kids the same everywhere? Is our society global enough these days that the current social attitudes in regard to education, its perceptions, goals and public attitudes towards it are universal?
Mr. Ayers states that (pg.16) "they need caring and connected adults to engage and encourage them." I have been on a long journey to learn what was the most effective way to relate to students mostly flying by the seat of my pants. I have tried setting boundaries and expectations clearly and enforcing these out of a sense of self respect. I have tried to be fun or funny or professional or fascinating. I have tried using grace. I have tried holding the line. And what I have found is that teaching requires a mix of all strategies. I liked Ayers quote of Greene (1973) that says, "Given what I now know (about the world, aobut this class, about this student before me), what should I do? " That is the truest statement, I have heard about teaching and I like it because it encompasses eras of society and public practice and individual styles and attitudes about education.
In spite of the evidence of "problem" kids throughout the ages, I do think that there are eras in which teaching has been easier and harder due to public attitudes and values. I do think that right now we face a particularly difficult population due to the societal values in regard to authority and respect. We have the drug culture adding fuel to the fire. We have two person working families with parents too tired to be as intimately involved with their kids or the schools. There has been a culture of raising children to see themselves as very valuable and equally as powerful in the classroom relationship as the teacher. No matter what your view of the value of this thinking, whether you perceive it as a positive or negative trend it has had impact on the classroom environment of today. There have always been discipline/respect problems in the classroom. Human nature makes that imperative, but there has been in the past some respect for position from both students and parents that is lacking today. Most teachers I know are highly frustrated by the fact that they cannot count on the parents to help support them in classroom issues where they are seeking to help children succeed.
William Ayers talks about the tool that all teachers have at their disposal, no matter what the era, no matter what the student and that is relationship. He comments that teaching skills should be viewed as the result of concern for the whole person. I have found that discipline or deadlines or cojoling have little impact both as a teacher or a parent without relationship. In my substitute teaching I have little trouble with students that feel I am interested in them as people. As a full time teacher, the kids who made the effort to achieve or came in to try to save their grade rather than giving up were ones that I had been able to invest in, who thought it mattered to me whether they failed or succeeded. They know that I was willing to work with them as long as they put out the effort too. I like what Ayers (p.22) says about looking deeply at students (What went on in their life today? What are their parents attitudes? How do they feel accepted? Do they see themselves as having the capability to succeed?) and see them as creature like ourselves and yet unique in important ways. I need to be reminded of this regularly especially in regard to students that I find particularly difficult in some way.
This week I had a chance to talk to some people from Australia about behaviors and attitudes about school. I thought there were some interesting results. I had an Australian exchange student staying with me for the week. After a couple of days at school I asked the fourteen year old about whether he thought our school seemed very different from his school back home. He responded that it seemed as different as could be in every way. The students have less respect. They wear uniforms and cannot have cell phones on campus. There is no snack machine and you definitly could not eat in class or put your feet on the tables. It sounds from this students perspective like a more controlled atmosphere. I also spoke with one of the trip advisors who is a teacher. She on the other hand said that except for school uniforms, the school and its atmosphere seemed to be very similar. So where does the reality lie? Are kids the same everywhere? Is our society global enough these days that the current social attitudes in regard to education, its perceptions, goals and public attitudes towards it are universal?
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