This topic was a hard one for my group to cover in class. The book seemed to jump all over the place and not focus on anything age-specific, but touched on every topic we've discussed in the class. We wanted to bring in different areas that can be age-related in the presentation. The skits the groups presented were great representations of various scenarios that educators experience in the classroom. It is essential that teachers take necessary steps to love, protect, teach, and help their students however they can -- even though it may not be easy. Legal and ethical responsibilities fall into our hands, and we need to prioritize the students' safety, well-being, and success.
I was once my students' age. I have walked in their shoes. Yes, times have changed, but overall people are still the same inside. Technology, fashion, family structure, transportation, and values have changed since I was in school. While these things have changed, some may argue that they have improved society, while others may argue they've changed to the detriment of our culture. One thing that stands out to me is the way that my generation communicates versus the generation in school now. I enjoy face-to-face conversations or phone calls, while kids now have a hard time communicating in person and would rather send a text message over actually speaking to someone.
As an educator, I obviously am older than my students. This age difference provides me with opportunities to stand up for my students when they cannot do so for themselves. I have a responsibility to protect them, help them, and care for them. I need to be a voice for those who may not have one. This may carry over into the childhood obesity epidemic. I can model how to live a healthy lifestyle, how to have balance, and how to make healthy choices all around. All in all, how can I use my age and stage to better the lives of my students while they are in the age and stage they are?
Wednesday, April 20, 2011
Tuesday, April 12, 2011
#9 - Geography
I liked the activity at the beginning of class. The presenting group had the students move around the room and write on "graffiti boards" about the various thoughts and stereotypes we hold of different regions in the US. It was interesting to see how my views were similar or different than those of my classmates. I also realized how my views are my opinions, not necessarily facts of those regions. When I was writing, I tried to think of people I know who are from those regions and how I view them...but I realized that my friends do not always fit my previously held views of that area.
I grew up in northeastern Oklahoma, then went to college in south Texas in San Antonio. I had quite a culture change when I moved 520 miles south of my hometown. Oklahoma was "small town", and I moved to a "big city" with over a million people...most of whom spoke Spanish as their first language. It was my second. I moved from a place with four distinct seasons to a place with one-and-a-half: summer and not-as-hot-summer. I moved from beautiful colors of leaves in the fall to green all year. I moved from having to wear winter coats for two months to having to wear jeans and a long-sleeve shirt for two weeks. I moved from rivers, fields, and green rolling hills to creeks, rocky landscapes, and dry hill country. But, I loved it and wouldn't change a thing.
My upbringing in Oklahoma instilled certain values: always work hard, be honest, obey the law, be above reproach, be courteous, be respectful, honor older people, marry a boy from the South, love Jesus, learn to make good cinnamon rolls, and so on. I feel that most of those values carried over to my move to Texas - and then they increased. I then learned to value diversity, other languages, and other ways of thinking. All I knew before was just that -- what I knew. I didn't realize that other people might think differently, dress differently, and behave differently than I did. Small thinking from a small town girl.
As I get ready to commence my career in education, I need to realize that people from various geographical locations come with various values, backgrounds, expectations, beliefs, and so much more. I have the choice to accept how they come and integrate their coming into the classroom, or I can choose to make it a harder transition for them and for me. However, the latter would not be in the best interest of the students or the teacher. Accepting all people - no matter where they came from - will be the best decision I can make. That doesn't mean that I don't enforce rules and discipline, but it means that I love all my students equally. After all, I'm not from here either!
I grew up in northeastern Oklahoma, then went to college in south Texas in San Antonio. I had quite a culture change when I moved 520 miles south of my hometown. Oklahoma was "small town", and I moved to a "big city" with over a million people...most of whom spoke Spanish as their first language. It was my second. I moved from a place with four distinct seasons to a place with one-and-a-half: summer and not-as-hot-summer. I moved from beautiful colors of leaves in the fall to green all year. I moved from having to wear winter coats for two months to having to wear jeans and a long-sleeve shirt for two weeks. I moved from rivers, fields, and green rolling hills to creeks, rocky landscapes, and dry hill country. But, I loved it and wouldn't change a thing.
My upbringing in Oklahoma instilled certain values: always work hard, be honest, obey the law, be above reproach, be courteous, be respectful, honor older people, marry a boy from the South, love Jesus, learn to make good cinnamon rolls, and so on. I feel that most of those values carried over to my move to Texas - and then they increased. I then learned to value diversity, other languages, and other ways of thinking. All I knew before was just that -- what I knew. I didn't realize that other people might think differently, dress differently, and behave differently than I did. Small thinking from a small town girl.
As I get ready to commence my career in education, I need to realize that people from various geographical locations come with various values, backgrounds, expectations, beliefs, and so much more. I have the choice to accept how they come and integrate their coming into the classroom, or I can choose to make it a harder transition for them and for me. However, the latter would not be in the best interest of the students or the teacher. Accepting all people - no matter where they came from - will be the best decision I can make. That doesn't mean that I don't enforce rules and discipline, but it means that I love all my students equally. After all, I'm not from here either!
Wednesday, April 6, 2011
#8 - Religion
This week our class discussed a variety of widely-held belief systems in relation to the education system in America. Our country has been blessed with people from all around the world. We have ongoing encounters from other cultures, religions, and people who have a rich foundation from which we can learn. A question that arises often in the education world is: How we can balance these encounters while not interfering with the curriculum and learning goals set before us?
I have a belief that I hold to be true, and it affects every area of my life. For example, I am in the middle of a career shift from being a pastry chef to teaching middle school Spanish. This transition did not come lightly, but only after seeking the advice and counsel from many wise people in my life. I even chose those people based on the sameness of our beliefs. If my future is going to change in a major way, I want to be sure that those informing my decisions believe the same thing I do. I have friends from many religions, but for me when it comes to making such changes I want my closest input to be from others who are like-minded.
I know that there is a separation of church and state, but there cannot be a separation of my beliefs and my actions. I believe that God created earth and man and everything we see, and created a perfect world. When man decided to go against what God had put into place, sin entered the picture for all mankind. There was only one way for man to be made right with God again, and that was only something that God could do. He sent His Son, Jesus Christ, to earth to die for all of our sins and rise from the dead on the third day...just as He and prophets for hundreds of years had proclaimed He would do. Both Christians and non-Christians saw Him after He rose, and both recorded their interactions with Him. I am so thankful that there is not a way that I can work my way into heaven or earn God's forgiveness -- I can only trust God and accept His payment for my sin.
Believing this has revolutionized my outlook on life - how I interact with my family, friends, neighbors, and anyone else I encounter. I have a joyful attitude instead of anger, thankfulness instead of jealousy, and forgiveness instead of bitterness. Knowing God and having a personal relationship with Him has changed my selfish heart to a servant-heart. He has given me a growing desire to know Him more, and my actions and words reflect my relationship with Him. In my classroom, I will do my best to love my students unconditionally the way that Jesus has loved me -- it's not about what they can do for me, the scores they will earn, or the way they treat me. I will extend grace to them like Jesus has extended to me -- it's not about being perfect, but about being willing to improve and understand. I will use every opportunity to teach -- every situation offers teachable moments where students can learn about character, integrity, morals, and how to become better citizens. I will forgive -- we all make mistakes and need a second chance, we need to learn conflict resolution, and we can amend broken relationships in and out of the classroom.
Tuesday, March 29, 2011
#7 - Language
I love languages. Absolutely love them. I have been fortunate to travel around the world to countries that speak no (or very little) English. For some of my international travel I have tried to learn the local language. These languages include Russian, Hebrew, Arabic (although that one was too hard for me!), Thai, Croatian, Czech, French, German, Italian, and Portuguese. My goal is to have enough to get by, and it usually works. I try to not be the ethnocentric American who thinks that everyone in the entire world should learn English because that is what I speak...and nothing else.
In my opinion, one pitfall of American education is that - ethnocentricity in the language realm. We believe that everyone should speak English, and only English, in school. This flows out to the business world as well. In modern day America, many students speak other languages in their homes. As the group showed last night in their presentation, the number of homes who use a language other than English or Spanish is near 20 million. That's other than English and Spanish. Instead of forcing one way, be open to other options that may be as beneficial.
How can we, as educators, use students' native language to their advantage? How can we help them see the strengths and opportunities that being bilingual can provide? How can we encourage students to learn English while maintaining a sense of pride in their native culture and language? How can we balance American culture and native culture without forcing ideals and acculturation to what we think is normal? How can we use language to the benefit of the student?
I do not have answers to all of these questions. I wish I did. The right answers could change the way that the education system in America operates. They could change the way that our society operates. They could change the way that our world operates. By taking our eyes off of "our way or the highway" in learning English, we may be able to open doors for other students to learn more about other cultures and languages instead. We need to be more sensitive and encouraging of others as we openly embrace what they have to offer.
In my opinion, one pitfall of American education is that - ethnocentricity in the language realm. We believe that everyone should speak English, and only English, in school. This flows out to the business world as well. In modern day America, many students speak other languages in their homes. As the group showed last night in their presentation, the number of homes who use a language other than English or Spanish is near 20 million. That's other than English and Spanish. Instead of forcing one way, be open to other options that may be as beneficial.
How can we, as educators, use students' native language to their advantage? How can we help them see the strengths and opportunities that being bilingual can provide? How can we encourage students to learn English while maintaining a sense of pride in their native culture and language? How can we balance American culture and native culture without forcing ideals and acculturation to what we think is normal? How can we use language to the benefit of the student?
I do not have answers to all of these questions. I wish I did. The right answers could change the way that the education system in America operates. They could change the way that our society operates. They could change the way that our world operates. By taking our eyes off of "our way or the highway" in learning English, we may be able to open doors for other students to learn more about other cultures and languages instead. We need to be more sensitive and encouraging of others as we openly embrace what they have to offer.
#6 - The Kite Runner
Hassan and Amir were best friends - as close as brothers. They did everything together, and Hassan was the best at running kites...and teamed with Amir to win the city tournament. Sadly, Amir made a decision to lose his best friend. Amir's father warned him to sort feelings out quickly, but Amir didn't take it to heart in the right time. Little did he know that he would spend the rest of his life always wondering what happened to him. During the war, Amir escaped to Pakistan with his father, then eventually left for California. Amir missed out on having his best friend at college graduation, his wedding, and his book publication. On the other side of the world, however, Hassan missed out on being protected by and provided for by Amir, and his family life changed as well. War would tear these two even farther apart, but would eventually turn the tables.
"There is a way to be good again." Amir's father's friend called to tell him that he was very ill and needed to come visit him in Pakistan. This would be a big trip for Amir - threats of safety, leaving his wife unsure of his return, and missing out on his book tour. But for him, the price of not going was higher than staying. The friend told Amir about life since he left Afghanistan, ultimately letting him know that Hassan had been killed. Hassan wrote Amir a note describing his life and his family, letting him know that he wished only the best for him and he would always be a faithful friend to him whenever he could return. He included a picture of him and his son, Sorhab, in the letter.
Amir heard more details of the story from the friend, and ended up going to Afghanistan to get Sorhab -- his nephew. It was a very dangerous mission, and the stakes were high. Monetarily, physically, mentally, emotionally, safety. The cost of not going was higher than staying in Pakistan. He paid many of those prices and experienced what life was like in the land where he was raised. After many horrific events, he was able to escape with Sorhab and return to America. Amir shared many stories of Hassan with Sorhab and they flew kites together. Amir was able to overcome his past, eat his pride, and be the loyal friend and brother that he never was to Hassan.
The Kite Runner was excellent, and I highly recommend it. The perspectives of life change, the values of life strengthen, and the relationships of life develop throughout the book. At several points I stopped to ask myself what I would have done if I were in that same situation. Many times I did not have an answer. Just as Amir ended up doing the best with the cards he had been dealt, I hope that I would do the same. Overcome obstacles, care for family and friends, and be the kind of person that I was created to be.
Thursday, March 3, 2011
#5 - Exceptionality
Labels go a long way. When I grew up, exceptional children were known as "disabled", "gifted and talented", and in severe cases "mentally retarded". The American culture has tried to remove labels from being directly associated with the student. For example: disabled children are now "children with disabilities", mentally retarded children are now "children with mental retardation", yet gifted and talented children have retained the same name. The effort to remove any negative correlation with the child's character or physicality has proven to be successful in the world of educational jargon. I was recently out to dinner with some friends who teach special education in a nearby district, and we had this discussion. Students are not to be classified by or known as anything that may mark them as different than the mainstream population. Rather, students have differences, thus making a disconnect from any "fault" or "blame" of why the student may be that way.
While our country is now trying to make "everything right with everyone", it hasn't always been that way. According to our textbook, Gollnick and Chinn (2009) address the history of treatment of individuals with mental disabilities. These people were shunned, locked up in mental institutions, eugenically sterilized, and prohibited to marry. Who knew that Americans did that to each other up until the second half of the last century? It makes me cringe to think what still happens today that we don't even know about. I wonder what the reasons were behind such poor treatment. Was it because people didn't know what to do with someone who was different than themselves? Was it because they didn't understand different doesn't mean bad? Was it because they thought they were doing the others a favor? No matter the reason, there is no excuse.
That is where educators can step in. We have an amazing opportunity to form the next generation of leaders into loving, caring, compassionate, accepting, and humble people in the way that they treat others. We get to set an example for our students that everyone does have something to offer, even if he or she is different than we are. We can encourage students' growth at any level, challenging and equipping them to do and be the best they can. We get to build community and forge relationships between our students, giving them a chance to interact in a safe and caring environment. We are in a position to change the world, one student at a time. We might not be able to change all 198 million square miles of the world, but we can change one person's world. Isn't that an honorable place to start? How can you change someone's world this week?
While our country is now trying to make "everything right with everyone", it hasn't always been that way. According to our textbook, Gollnick and Chinn (2009) address the history of treatment of individuals with mental disabilities. These people were shunned, locked up in mental institutions, eugenically sterilized, and prohibited to marry. Who knew that Americans did that to each other up until the second half of the last century? It makes me cringe to think what still happens today that we don't even know about. I wonder what the reasons were behind such poor treatment. Was it because people didn't know what to do with someone who was different than themselves? Was it because they didn't understand different doesn't mean bad? Was it because they thought they were doing the others a favor? No matter the reason, there is no excuse.
That is where educators can step in. We have an amazing opportunity to form the next generation of leaders into loving, caring, compassionate, accepting, and humble people in the way that they treat others. We get to set an example for our students that everyone does have something to offer, even if he or she is different than we are. We can encourage students' growth at any level, challenging and equipping them to do and be the best they can. We get to build community and forge relationships between our students, giving them a chance to interact in a safe and caring environment. We are in a position to change the world, one student at a time. We might not be able to change all 198 million square miles of the world, but we can change one person's world. Isn't that an honorable place to start? How can you change someone's world this week?
Tuesday, March 1, 2011
#4 - Single-Sex Education
Our classroom discussion about gender and sexual orientation brought up many differing points of view. The presenting group led the class in an activity where groups were to defend the pro and con for the question at hand. The discussion was engaging and thought-provoking. I enjoyed getting to hear both sides of various issues and having to think through what my argument would be for each side. This topic is becoming increasingly popular, but in many areas of our state is still seen as taboo.
Heights Preparatory School in west Dallas has recently split the 6th and 7th grade classes into single-sex classes. I have asked many of the 6th grade girls how they feel about the change, and their reactions are always positive and encouraging. They feel that they can be themselves in class and not have to put on a show for the boys. The distractions of co-ed classrooms were taken away when the students were placed in single-sex classes. They boys also like the change and feel that they can be more creative and "manly". A benefit for teachers is that they can tailor projects for all-girl or all-boy classes. Heights Prep made the change as an experiment, but since it has benefited the students academically and socially the school has decided to keep the classes separate at the middle school level.
I have a colleague who attended an all-girls school from kindergarten through 12th grade and loved her experience. She said that she had just as much (if not more) peer pressure than co-ed schools like the ones her brothers attended. One point she mentioned was that oftentimes certain teachers are known to play favorites with one sex over the other, but that could not be in effect at her school since all the students are girls. While her school had a "brother school", the daily social interaction with boys was limited from an academic standpoint. Only social activities, sporting events, and community happenings were times when both sexes were present on either campus. All in all, she had a positive experience and she even wants to teach at an all-girls or all-boys school.
I often wonder how different my life would have been had I been placed in an all-girls school. How would I interact with guys if my daily interaction with them was limited to family or church? Would my grades have improved or worsened based on female peer pressure vs. co-ed peer pressure? (Sometimes I would try harder if there was a cute boy in my class that I wanted to impress.) What would I have done every Friday night instead of being at a football or varsity boys' basketball game? What would my relationships now look like having had different experiences? As with anything, I only know what I know because of how I was raised and how I interacted with my environment. I need to maintain an open mind and be willing to accept other ideas and try new educational strategies in hopes of aiming my students for success...even if that means it may be harder or different than I did it before.
Heights Preparatory School in west Dallas has recently split the 6th and 7th grade classes into single-sex classes. I have asked many of the 6th grade girls how they feel about the change, and their reactions are always positive and encouraging. They feel that they can be themselves in class and not have to put on a show for the boys. The distractions of co-ed classrooms were taken away when the students were placed in single-sex classes. They boys also like the change and feel that they can be more creative and "manly". A benefit for teachers is that they can tailor projects for all-girl or all-boy classes. Heights Prep made the change as an experiment, but since it has benefited the students academically and socially the school has decided to keep the classes separate at the middle school level.
I have a colleague who attended an all-girls school from kindergarten through 12th grade and loved her experience. She said that she had just as much (if not more) peer pressure than co-ed schools like the ones her brothers attended. One point she mentioned was that oftentimes certain teachers are known to play favorites with one sex over the other, but that could not be in effect at her school since all the students are girls. While her school had a "brother school", the daily social interaction with boys was limited from an academic standpoint. Only social activities, sporting events, and community happenings were times when both sexes were present on either campus. All in all, she had a positive experience and she even wants to teach at an all-girls or all-boys school.
I often wonder how different my life would have been had I been placed in an all-girls school. How would I interact with guys if my daily interaction with them was limited to family or church? Would my grades have improved or worsened based on female peer pressure vs. co-ed peer pressure? (Sometimes I would try harder if there was a cute boy in my class that I wanted to impress.) What would I have done every Friday night instead of being at a football or varsity boys' basketball game? What would my relationships now look like having had different experiences? As with anything, I only know what I know because of how I was raised and how I interacted with my environment. I need to maintain an open mind and be willing to accept other ideas and try new educational strategies in hopes of aiming my students for success...even if that means it may be harder or different than I did it before.
Tuesday, February 15, 2011
#3 - Class and SES
I serve with Mercy Street Ministries in West Dallas, a very low SES area of the Metroplex. The neighborhood high schools is DISD's Pinkston High School, and has one of the highest dropout rates in the country. Many problems plague this zip code, including - but not limited to - high teenage pregnancy rate, generational poverty, lack of quality role models, education is not valued, cyclical abuse, and unemployment. While many people are exposed to these problems, there is a chance for change...if people are willing to do what it takes.
Mercy Street has decided to bridge the gap and allow the neighborhood kids opportunities to excel and see that there is life beyond what they know. I have loved getting to be a part of life in West Dallas, part of a family there, and part of an organization that truly loves the people that live there with the love of God. It is a selfless love, and is not conditional -- it's never based on what the kids/families can give or do, how they perform, or what they say or wear. It's a love that offers grace - we all make mistakes. One of the big ways that Mercy Street has broken down the barriers over the Hampton Bridge from West Dallas to North Dallas is with a mentorship/discipleship program. The goal is to match up every 4th grader at the local elementary school with a loving, caring adult who will commit to walk with that kid and family as long as they can (ideally through high school). Right now there are over 500 mentors, and they are always seeking more. The graduation rate for students with mentors through Mercy Street is 70%, compared to the near 20% at the rest of the school. Mercy Street also takes up to 20 high schoolers on a college tour over spring break to encourage them to go to college and give them resources to know they can do it!
I started mentoring a girl halfway through her fourth grade year, and now she is halfway through sixth grade. She has grown, matured, and changed, even though she often acts like a sixth grade girl. We have had lots of conversations on what it is to make good decisions, how to make good decisions that will benefit now and later, and how to go through this stage of life. From learning table manners, to exposure to restaurants, to help with homework, to watching TV together, to babysitting, to going to summer camp...my girl knows I love her and she's valuable -- she's worth my time. Last summer we filled in applications for her to attend the new neighborhood charter school. She was accepted, and is excelling in every subject (even the one she doesn't like). Her teachers take time to invest in her and ensure that she understands the material. The partnership Mercy Street has with the school has opened doors for mentors to participate in school activities that otherwise we may not be able to. I have seen the impact that mentoring her has had - she treats her mother more respectfully, she volunteers to care for her younger brothers without wanting anything in return, and she wants to go to school. More than that, I have seen the impact on her family - they are open to me coming any time to anything, they wanted my input on naming the new baby brother, they invite me to family and friends' events, and they see me as part of their family.
All in all, one way that students have an opportunity to break the SES barrier is through positive role models. There are many ways, but this is the main one that I have seen personally impact my life. I am truly grateful for my sweet mentee, and the impact has been mutual. My eyes have been opened to another culture 5 miles from my house, and my heart has been opened to a family that needs me...and I need them. Our society is so intertwined, whether we want to admit it or not. Let's seek the good of everyone that is in it, not just ourselves. Let's have open hearts and minds to see beyond our own circles and step out to make a difference.
Mercy Street has decided to bridge the gap and allow the neighborhood kids opportunities to excel and see that there is life beyond what they know. I have loved getting to be a part of life in West Dallas, part of a family there, and part of an organization that truly loves the people that live there with the love of God. It is a selfless love, and is not conditional -- it's never based on what the kids/families can give or do, how they perform, or what they say or wear. It's a love that offers grace - we all make mistakes. One of the big ways that Mercy Street has broken down the barriers over the Hampton Bridge from West Dallas to North Dallas is with a mentorship/discipleship program. The goal is to match up every 4th grader at the local elementary school with a loving, caring adult who will commit to walk with that kid and family as long as they can (ideally through high school). Right now there are over 500 mentors, and they are always seeking more. The graduation rate for students with mentors through Mercy Street is 70%, compared to the near 20% at the rest of the school. Mercy Street also takes up to 20 high schoolers on a college tour over spring break to encourage them to go to college and give them resources to know they can do it!
I started mentoring a girl halfway through her fourth grade year, and now she is halfway through sixth grade. She has grown, matured, and changed, even though she often acts like a sixth grade girl. We have had lots of conversations on what it is to make good decisions, how to make good decisions that will benefit now and later, and how to go through this stage of life. From learning table manners, to exposure to restaurants, to help with homework, to watching TV together, to babysitting, to going to summer camp...my girl knows I love her and she's valuable -- she's worth my time. Last summer we filled in applications for her to attend the new neighborhood charter school. She was accepted, and is excelling in every subject (even the one she doesn't like). Her teachers take time to invest in her and ensure that she understands the material. The partnership Mercy Street has with the school has opened doors for mentors to participate in school activities that otherwise we may not be able to. I have seen the impact that mentoring her has had - she treats her mother more respectfully, she volunteers to care for her younger brothers without wanting anything in return, and she wants to go to school. More than that, I have seen the impact on her family - they are open to me coming any time to anything, they wanted my input on naming the new baby brother, they invite me to family and friends' events, and they see me as part of their family.
All in all, one way that students have an opportunity to break the SES barrier is through positive role models. There are many ways, but this is the main one that I have seen personally impact my life. I am truly grateful for my sweet mentee, and the impact has been mutual. My eyes have been opened to another culture 5 miles from my house, and my heart has been opened to a family that needs me...and I need them. Our society is so intertwined, whether we want to admit it or not. Let's seek the good of everyone that is in it, not just ourselves. Let's have open hearts and minds to see beyond our own circles and step out to make a difference.
Wednesday, February 9, 2011
#2 - Ethnicity and Race
Ethnicity and Race. These words usually fall on one end of the spectrum or the other...taboo or buzzwords. As we have discussed in class, it depends on the motive of the speaker for how communication should be received. That does not mean that the receiver will necessarily take it the way it was intended, but motives and intent should definitely be considered.
Being "politically correct" seems to be a way of life in America these days. No one wants to offend anyone, use any terminology that could possibly hurt someone's feelings, or overstep any bounds. However, I think that sometimes this can backfire when people do not feel appreciated for their cultural heritage or do not want to be called by some politician's name for their group. I have a good friend who is black...and she does not want to be called an African-American. Her family has lived in the United States for nearly 200 years, so she considers herself an American. After all, haven't almost all of us only been in the United States for a few hundred years? When is it acceptable to drop the other name?
Many educators say they have color blindness, intending to mean that "they do not see a student's color and treat all students equally regardless of race" (Gollnick & Chin, 2009). There are a few issues with this. The first is that teachers do not acknowledge any racial inequality that could be present in the classroom or school. The next is not confronting racial issues because race shouldn't be playing any role in the classroom. Another is that students may not feel comfortable displaying any pride of their race or ethnicity. Students know their heritage and family culture, so when teachers consistently say or portray that it doesn't matter because all are equal, some students may feel threatened or devalued.
In my opinion, race and ethnicity do play roles in education, no matter how much people may want to turn a blind eye. Students (and faculty, for that matter) need to be able to express pride of their background, regardless of what it is. Allow students the opportunity to learn from other backgrounds and cultures. Embrace the numerous learning opportunities, and be thankful for the ones that are already at hand in your own classroom. Seneca said "While we teach, we learn." Listen to his advice and let students take hold of their learning by teaching others about their ethnicity and/or race.
Being "politically correct" seems to be a way of life in America these days. No one wants to offend anyone, use any terminology that could possibly hurt someone's feelings, or overstep any bounds. However, I think that sometimes this can backfire when people do not feel appreciated for their cultural heritage or do not want to be called by some politician's name for their group. I have a good friend who is black...and she does not want to be called an African-American. Her family has lived in the United States for nearly 200 years, so she considers herself an American. After all, haven't almost all of us only been in the United States for a few hundred years? When is it acceptable to drop the other name?
Many educators say they have color blindness, intending to mean that "they do not see a student's color and treat all students equally regardless of race" (Gollnick & Chin, 2009). There are a few issues with this. The first is that teachers do not acknowledge any racial inequality that could be present in the classroom or school. The next is not confronting racial issues because race shouldn't be playing any role in the classroom. Another is that students may not feel comfortable displaying any pride of their race or ethnicity. Students know their heritage and family culture, so when teachers consistently say or portray that it doesn't matter because all are equal, some students may feel threatened or devalued.
In my opinion, race and ethnicity do play roles in education, no matter how much people may want to turn a blind eye. Students (and faculty, for that matter) need to be able to express pride of their background, regardless of what it is. Allow students the opportunity to learn from other backgrounds and cultures. Embrace the numerous learning opportunities, and be thankful for the ones that are already at hand in your own classroom. Seneca said "While we teach, we learn." Listen to his advice and let students take hold of their learning by teaching others about their ethnicity and/or race.
Tuesday, February 1, 2011
#1 - Foundations of Multi-Cultural Learning
I grew up in schools where everyone looked like me, spoke my language, had similar religious beliefs, and came from similar socio-economic backgrounds. I attended small private schools in Oklahoma, and as I look back now I see that one of the school's goal was to have everyone be part of the same "culture". The public schools in my neighborhood became infiltrated with gang activity by the time I was in fourth grade, so my parents made the decision to enroll my brother and me in private school. For me it seemed to be a better learning environment - I could take more challenging classes, receive more individual attention from teachers, and freely practice my religion.
As I currently study the status of education today, I realize that I have much to learn from the diverse people I will encounter. Students, families, faculty, and staff hail from around the world...a world much different than the one I experienced as a child. I look forward to embracing different cultures and gaining from their rich traditions as I step into the the role of an educator. I will have countless opportunities to bridge cultural gaps, build community, and bond students together as we explore similarities and differences in our classroom. As the leader of my classroom, I will be able to set a tone of openness, tolerance, and excitement to learn from others who have different backgrounds.
Leading a diverse classroom well is going to be a difficult task, but not an impossible one. I will need to set high standards and expectations, and help each student achieve them. This will help in making students feel like they are integral parts of the class. I need to realize that each culture has different traditions and social norms, and be sensitive to these in my interactions with students. As I express cultural sensitivity, I need to be cautious to not focus on differences and make the students feel that differences are more important than similarities - build bridges, not separate pathways. It will be a challenge to accommodate every student's individual culture, but the fruit that comes from rising up to the challenge will be worth the effort.
As I currently study the status of education today, I realize that I have much to learn from the diverse people I will encounter. Students, families, faculty, and staff hail from around the world...a world much different than the one I experienced as a child. I look forward to embracing different cultures and gaining from their rich traditions as I step into the the role of an educator. I will have countless opportunities to bridge cultural gaps, build community, and bond students together as we explore similarities and differences in our classroom. As the leader of my classroom, I will be able to set a tone of openness, tolerance, and excitement to learn from others who have different backgrounds.
Leading a diverse classroom well is going to be a difficult task, but not an impossible one. I will need to set high standards and expectations, and help each student achieve them. This will help in making students feel like they are integral parts of the class. I need to realize that each culture has different traditions and social norms, and be sensitive to these in my interactions with students. As I express cultural sensitivity, I need to be cautious to not focus on differences and make the students feel that differences are more important than similarities - build bridges, not separate pathways. It will be a challenge to accommodate every student's individual culture, but the fruit that comes from rising up to the challenge will be worth the effort.
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