More Equitable Educator
I would like to focus my blog on the article describing the 20 things I will do to be a more equitable educator. There have been a few articles throughout this program that I have just wanted to share with everyone in my school. This is one of them. It is so eye-opening and like Dawn said at the end of our class–just good teaching. One “thing” that stood out to me was ” I will reject the myth of color-blindness.” This was me–even in the beginning of this program. I thought I was such an honest and open-minded teacher because I felt that I don’t see color in my classroom–my kids do not see color in my classroom. Should I be admitting this? I thought this was a good thing. I think one of the first eye-openers was how successful the culture quilts were and how they really opened up my thoughts to the importance of seeing each child for who they are and empowering them to show who they are. This includes our own EdS group!
Another item I thought was interesting was pronouncing names correctly. This is one area I have always been in agreement with and I feel I can easily say I have not pronounced names wrong after learning how to say it the first time. And I make sure I know names the first day I meet my students. But I will say this reminds me of a time this year in which I have two girls that have accent marks on their name. (For example, Beyonce’ and Tah’lei) I didn’t realize I left these marks off of their name on the sign in sheet and on their name tag. Both of them asked me about it within about 3 weeks or so (at different times). I felt horrible and I can not imagine how they felt–those marks are important to a name. I wasn’t doing it because I thought their name wasn’t important, it just came from the office like that and I copied it. So not only pronouncing names correctly is important but writing it appropriately is just as important to helping our students feel validated.
Blog Reponses | Comments (3)Classroom Management
Classroom management has always been an interesting topic to me. I enjoyed hearing a few ideas tonight during online class. There was a part in the chapter that seemed to have a little negative connotation towards “discipline programs” that schools use. At my school we have been using the May Institute for a positive school-wide discipline plan. Honestly I haven’t seen anything stand out from this program that has made tremendous change in our discipline in our school. That is why I was so interested to hear more about the positive discipline plan used at Tritt which includes more of an intrinsic model and not using awards, treasure boxes, etc. Through college I have been taught with more of the Canter philosophy which many classes in our school use as well. During my reading of Black Ants and Buddhists, I have found interest in stepping away from an awards style discipline program. Her classroom in the book I am reading is called the Peace Class and the discipline is very similar to ideas throughout this chapter–including relationships, caring, community, peace building, tolerance, and democracy. The author, Mary Cowhey, also mentions the program “Responsive Classroom” in her book. It explains that it fosters community as it teaches social and academic skills and routines and the goal of doing this the first six weeks of school so you can see the practice extend through the year. Has anyone heard of “Responsive Classroom?” I know there is not an answer to classroom management or there would not be so many different programs, ideas, and opinions as to which one is the best. Is it a balance of a variety? I have been looking for the best answer since my first day of teaching, but this Eds program is definitely opening up new ideas I have never experienced.
Blog Reponses | Comments (3)Ch. 4 The Subject Matters
I never really knew all of the debates and different sides of the academic subjects we teach today. It keeps showing how political education is and who is making these decisions for education. Why are they making these decisions for education? Who should be making these decisions?
One issue I agree with is the balanced approach to literacy. It is not getting rid of any certain approach like conventional spelling for example, but is balancing the skills and knowledge about literacy and learning. Even if views of reading change through the different cycles of literacy education, a balanced approach will still be beneficial because we are using multiple approaches in a balanced way. Benji Chang, the first grade teacher, showed a great example of balance in his story about using the basal and tying in multicultural literature. The balanced literacy approach also ties in the importance of home/school connection with literacy to provide more opportunities to build on home languages and cultures. I feel I use a balanced approach the most in my classroom setting-a variety is the best option for me.
Blog Reponses | Comments (2)Pedagogy of the Absurd
I agree that we need to respect teachers as professionals and allow teachers to examine research and theory and build their own pedagogy for teaching. We do expect to be respected for our choices and not have to explain and fight for the ways we are teaching-it should be a given we are making the best choices for our students. I then also see the side where there may be teachers that are in the teaching field with no experience and are there just to be there –with no passion, experience or the want for life-long learning. These teachers may need more guidance and not have the skills to build their own pedagogy. This is where teacher mentors play an important role for our future teachers.
I think there could be positives pulled out from a variety of approaches in literacy and we can use all of them if we need to. It comes down to being able to make our own decisions and choices that would best suit our students. I remember hearing our literacy coach saying how disappointed she was because she was walking into teachers’ rooms and everyone was teaching differently and reading workshop looked differently and there was no consistency. We are all individuals even if we are teachers. We need to have the freedom to be individuals in our classrooms as well. If the students saw the same approaches and instruction in every room in every grade level what would happen to that student’s excitement and motivation for school. This should not be a reading war, we should be using the best literacy approaches to help students make sense of print.
Blog Reponses | Comment (0)Freire Letter 2…
Two things came to my mind while reading this letter. The two things that seem most difficult in my life right now is my EdS program and one of my students in my classroom. The “difficulties” I see with my EdS program are not negative just various. For example there are readings I struggle with and find difficult, balancing school, work, and my family, and the confidence to write like an EdS student. The other “difficulty” I struggle with is one of my students in my class that I am finding very difficult to connect with. I am losing my patience with him and having a hard time to find strength to keep going and I feel like I am trying EVERYTHING to support him. I know I need to keep persevering and I am trying but his behaviors are overwhelming me and at times making me question what I am doing everyday and if this is where I need to be. Can one child do this?
My favorite quote from the chapter that seems relevant to both my difficulties is, “When faced with fear of any kind, one must first objectively ascertain whether there are real reasons for that fear. Second, if those reasons do exist, one must match them against the available possibilities for overcoming them successfully. Third, if an obstacle cannot be overcome right away, one must determine what steps to take toward becoming better capable of overcoming it tomorrow.” This brings to me a question of how am I responding to these difficulties and to keep persevering and not give up. Things are not getting worse so I must be attempting to find steps to overcome my fears in some manner. To know there is always tomorrow…
Finally, I do need to agree with Freire about group reading and the results of comprehending can be far more positive. We have read so many things together and I have learned many things from all of my EdS friends and that is one thing that is really supporting me through this program. I enjoy are book clubs and book groups as well as reading the same articles and discussing all of our ideas and thoughts. We are becoming critical readers, an author’s dream come true.
Blog Reponses | Comments (3)Silencing Teachers…
I am still trying to figure out why someone would be asked to leave for trying to build an academic community and helping our students learn. The quote “I had been forced out of the school where I had worked enthusiastically for more than five years because I had challenged required instructional practices that I believe interfered with teaching and learning” makes me feel a little lack of respect for a teacher as a professional. What is it going to hurt to let a teacher use the knowledge that they know to branch out a little for what actually seemed like the better. Because now what is the new buzz word? “Differentiated Instruction” She is probably thinking, “I told you so!” If they respected Jaeger as a professional they would have let her explore these areas of literacy and trusted her teaching and I will say professional instead of teacher because that is what we are. We are professionals in the area of teaching!
This article also makes me think of our conversation about philosophies and finding schools that match our philosophy of thought for our students and profession. I know this has nothing to do with literacy and may not seem important but to me it is part of my belief system as a teacher. On Friday we received a Friday take home letter from our principal. On the letter she mentioned how there will be no Valentine’s Day party and please do not send in treats. As a Kindergarten teacher and a parent I was saddened by this thought. It is not like we party all day for Valentine’s. We take about 30-45 minutes at the end of the day to pass out valentines and have a cupcake. If the administration would trust that we are having quality academic time then I do not think these 30-45 minutes should make a difference. These are the little things that may help keep our kids going. What else are we going to take away? Maybe it is my play class coming out :). Some of my own personal memories of elementary school include Valentine festivities and making my Valentine bag, etc… I also want my own children to experience these small rituals. I know Valentine’s Day is not the most important celebration in any-one’s life including my own but it is the point that my philosophies are starting to change against hers with various topics(including her ideas of what a literacy coach should be doing) and I have been asking myself do I stay in the school because it is easy, do I stay and try to speak out and fight, or do I find somewhere else to go? Like we discussed with Michelle’s quote, it is scary to me and how do you find the right school? Is the grass going to be greener? Risky to me! I am so proud of Jaeger and am thankful we have professionals like her that are not afraid to speak their mind whatever the consequence. She believed in it and she was going to fight for it! We need to continue to be advocates for our students and for our profession.
Question for all: Would/Do charter schools make a difference with flexibility?
Thank you Teresa for your background info on Jaeger!
Blog Reponses | Comment (1)