1.) "Anne, who, ...had been left out of her high scool transition planning conference. In this meeting, her committee had decided that Anee, who has down syndrome, would become a preschool aide. Anne did not particularly care for young children..."
I feel like anyone in the world would think "of course you should ask what placement Anne would like to have." It seems elementary. Often it is quicker and easier for people to make decisions themselves. I imagine that's why they wouldn't have involved her. But of course it was wrong. So why does it happen? I think it is because no body is paying enough attention to know that it is happening. IF Anne wasn't your daughter or friend how else would you know? That is another reason why we need democracy in schools. If Anne was firmly rooted within a community the group would ban together to keep her best interest in mind.
2.)"Gardner(1991) answers his own questions by suggesting, as did Dewey, that schools must first recognize themselves into locations where the three r's are posed as "problems, challenges, projects, and opportunities."
I chose to write on this quote because I don't want to forget it. It is not as emotion evoking as some of the other quotes, but rather a very useful "nut and bolt" of education. It is interesting that this article lists math and linguistics as the two fields where one's intelligence is measured. This is especially ironic when you think about how rote and thoughtless math can often be taught as. We don't teach how to thin our ways out of problems, we teach how to follow the directions to get out of problems. So if math measures intelligence and math is simply following the directions then intelligence is just following directions... right?!
3.)"The presumed defectiveness exists not as an intrinsic commodity of the child who thoughts fail to fit within a perceived static border of normality."
I like this statement because it embodies all that is unable to be bottled. We cannot neatly package intelligence, spirit, and normality into a neat little scale which we can measure against. Everyday a person is different. Everyday a person has experiences, becomes older and grows. Nobody can live the same day twice. But tests are tests are tests. They don't account evolution, revolutions, transience, love, empowerment, curiosity, development, community, friendship or anything else human. They are rigid, made up and arbitrary. Which is more important, the test or the child?
I really like this reading because it let me see things through someone else's eyes. I don't know if I would have seen Isaac for the literary and dramatic master that he was. It was nice to have someone break down curious behaviors into enjoyable quirks rather than devastating dysfunctions.
Saturday, May 7, 2011
Talking points Shor
1. ""If I were a primary-grade teacher, I would devote my time to problems of socialization. The most important thing children learn is not the three r's. It's socialization." Meir 1990"
This is the meat and potatoes of education we never seem to get to. Why not have a skit where one student gets kurt with another? Then allow different students to chime in to do a redo using kinder language or more appropriate ways of understanding. I often feel that adults don't know how to communicate properly. It is a skill we need to teach and don't. Why at no point in our entire lives do we learn how to deal with one and other in a very proactive, productive and real way? Just like we never teach how to nuture, parent or care. We are also never taught actual nutrition. "Eat lots of veggies" but never why. Did you know the beta carotine, which is also called vitamin A, is in carrots. It helps you see at night! I'm not talking a science unit that brushes on nutrition to introduce kids to chemistry. I'm talking about actually teaching the kids something that is highly applicable. Socialization is the same. When we watched the "It's elementary" video we saw that first hand. Give children a context to discuss social issues, give them the vocabulary to do it, trust they can form opinions, and show them how to be open and considerate.
2.) "The affective atmosphere of a participatory classroom also aims for a productive relationship between patience and impatience."
Again, we all know taking care of children creates moments where you just thin "enough already!". I'm happy Shore explains the need for both as a healthy balance between democracy and efficiency. The kids must have time to think through things but an agenda must be followed in order to get somewhere. Again, the actual and functional meta-cognition is wonderful. In 2011 every establishment I know has been well established for hundreds of years. So why is it so seldom do we hear concrete ideas of how to lead a room of small children. Yes, I know I should save the world but at the same time, that is pretty vague. Any good educator is constantly self checking but if there's no rubric than what are you checking against. This way you can say "do I have a balance between patience and impatience" That is a little more concrete than "Am I doing the right thing?"
3.) "In no society is knowledge a neutral terrain."
I like this quote because for me it really sums up what is wonderful about where we live. We are all encouraged to gain knowledge and power. This is not true in many parts of the world. It is a good reminder not to take that for granted. It is also, essentially our jobs. To offer knowledge to small people in accessible forms. Through that knowledge we empower. Through that empowerment we better their lives.
All in all this reading was wonderful. I wish we had read it a bit earlier in the semester to have exhausted it's potential more. It really is a bible to any caring and critical thinker. I felt like every line from it was powerful and could be used a a quote. I think I will go back to this reading more than any of the others.
This is the meat and potatoes of education we never seem to get to. Why not have a skit where one student gets kurt with another? Then allow different students to chime in to do a redo using kinder language or more appropriate ways of understanding. I often feel that adults don't know how to communicate properly. It is a skill we need to teach and don't. Why at no point in our entire lives do we learn how to deal with one and other in a very proactive, productive and real way? Just like we never teach how to nuture, parent or care. We are also never taught actual nutrition. "Eat lots of veggies" but never why. Did you know the beta carotine, which is also called vitamin A, is in carrots. It helps you see at night! I'm not talking a science unit that brushes on nutrition to introduce kids to chemistry. I'm talking about actually teaching the kids something that is highly applicable. Socialization is the same. When we watched the "It's elementary" video we saw that first hand. Give children a context to discuss social issues, give them the vocabulary to do it, trust they can form opinions, and show them how to be open and considerate.
2.) "The affective atmosphere of a participatory classroom also aims for a productive relationship between patience and impatience."
Again, we all know taking care of children creates moments where you just thin "enough already!". I'm happy Shore explains the need for both as a healthy balance between democracy and efficiency. The kids must have time to think through things but an agenda must be followed in order to get somewhere. Again, the actual and functional meta-cognition is wonderful. In 2011 every establishment I know has been well established for hundreds of years. So why is it so seldom do we hear concrete ideas of how to lead a room of small children. Yes, I know I should save the world but at the same time, that is pretty vague. Any good educator is constantly self checking but if there's no rubric than what are you checking against. This way you can say "do I have a balance between patience and impatience" That is a little more concrete than "Am I doing the right thing?"
3.) "In no society is knowledge a neutral terrain."
I like this quote because for me it really sums up what is wonderful about where we live. We are all encouraged to gain knowledge and power. This is not true in many parts of the world. It is a good reminder not to take that for granted. It is also, essentially our jobs. To offer knowledge to small people in accessible forms. Through that knowledge we empower. Through that empowerment we better their lives.
All in all this reading was wonderful. I wish we had read it a bit earlier in the semester to have exhausted it's potential more. It really is a bible to any caring and critical thinker. I felt like every line from it was powerful and could be used a a quote. I think I will go back to this reading more than any of the others.
Tuesday, April 5, 2011
Talking point on Race, class and Gender by McLaren
1.) "Despite my own attempts at establishing a strong relationship with the students I nevertheless remained at some level one of "them"- "the other".
In this quote Mclaren is talking about being white and middle class while working in a school that is predominantly minority. I just now came from my placement and so the feeling is fresh on my mind. I feel funny being white- they deserve a Latino or Black role model. Something other than me- I'm more of the same and more of what the students are not. I don't want them to think only white people are teachers, nurses, or cops. Every authority member I see is white. Okay, not everyone- but the vast majority. These poor students. they need their role models. Though 75% of the time I feel them wanting my attention, to affirm who they are, and respecting me, the other 25% is filled with a feeling of indifference. I feel like I have to try that much harder to let them know that I want to understand them and that I care about each student.
2.) " A moderate level of depression, an absence of political awareness, the presence of self blame, low assertiveness, and high conformity may tragically have constituted evidence of the good urban student."
I've taken care of kids. This one boy was always nervous to join in anything. He watches his big brother's soccer practice from the side lines. He'll sit on my lap at the playground and ask me before he does things if it is okay. He is a very easy child to take care of but that doesn't mean that these characteristics will fare him well in life. Here is a difficult conundrum. We want engaged, intelligent, autonomous students who sit quietly and follow the rules. I'm pretty sure that child doesn't exist. If we, as teachers, must choose between the student that is a hard control firecracker or meek lamb many would maybe want the lamb. But the firecracker is the one with gusto. The firecracker is the one who will affect change and who will be control of their destiny. The smarter a student is the harder it is to control them. Look at Einstein and John Stewart. Great minds are seldom easy to contain.
3.)"murder being the second leading cause of death in young women"
What! What!!! Oh my goodness- I had no idea. I'm almost made speechless by this statistic- what a tragedy! I don't know how accurate this information is but the idea that this is the way women may often find themselves the victims in violence really shows how dangerous deeply embedded oppression can be. It is even more upsetting when you tend to think about people who are involved in daily violence are more likely to get killed due to homicide. But women are not engaged in these gang, drug, or other high risk activities as men.So these women getting killed are dieing from domestic domination. What's even sadder is a person with more economic options can get out of an abusive relationship much easier than someone who is limited financially. Many of the victims may have been able to leave had they had the monetary resources to do so.
I think this was one of the more thought provoking articles we have read. Talk about education reform. We are essentially pushing a system of learning that is not applicable, desirable, or obtainable on many of these students. We have vocational technical school but do not encompass the students larger and broader needs. What is it that the students might need to know that they do not know. What type of jobs will they get and what skills and knowledge will lend themselves to that? Will they be graphic designers, business managers, cooks, small business owners, builders, etc.? Why Shakespeare when it just isn't applicable? I found it fascinating that sometimes- students are just better off without school- or at least the form of school we currently offer and endorse. Why go along with an oppressive system that wastes you time? It is okay to say these things because education shouldn't be wasting a students time. If it is then that education is failing. Pushing a student through high school when he/she doesn't know the language is a waste of a resource. Whereas, seeing their first language as a resource in this changing economy and working hard to develop their English gives them a reason to come to school. It graduates them with a useful skill too. Computer programing, IT, coaching, etc. are all useful skills. Lower performing schools often are unable to motivate their students because their students cannot benefit from the curriculum. Serve the population you serve and the world will be a better place!!
In this quote Mclaren is talking about being white and middle class while working in a school that is predominantly minority. I just now came from my placement and so the feeling is fresh on my mind. I feel funny being white- they deserve a Latino or Black role model. Something other than me- I'm more of the same and more of what the students are not. I don't want them to think only white people are teachers, nurses, or cops. Every authority member I see is white. Okay, not everyone- but the vast majority. These poor students. they need their role models. Though 75% of the time I feel them wanting my attention, to affirm who they are, and respecting me, the other 25% is filled with a feeling of indifference. I feel like I have to try that much harder to let them know that I want to understand them and that I care about each student.
2.) " A moderate level of depression, an absence of political awareness, the presence of self blame, low assertiveness, and high conformity may tragically have constituted evidence of the good urban student."
I've taken care of kids. This one boy was always nervous to join in anything. He watches his big brother's soccer practice from the side lines. He'll sit on my lap at the playground and ask me before he does things if it is okay. He is a very easy child to take care of but that doesn't mean that these characteristics will fare him well in life. Here is a difficult conundrum. We want engaged, intelligent, autonomous students who sit quietly and follow the rules. I'm pretty sure that child doesn't exist. If we, as teachers, must choose between the student that is a hard control firecracker or meek lamb many would maybe want the lamb. But the firecracker is the one with gusto. The firecracker is the one who will affect change and who will be control of their destiny. The smarter a student is the harder it is to control them. Look at Einstein and John Stewart. Great minds are seldom easy to contain.
3.)"murder being the second leading cause of death in young women"
What! What!!! Oh my goodness- I had no idea. I'm almost made speechless by this statistic- what a tragedy! I don't know how accurate this information is but the idea that this is the way women may often find themselves the victims in violence really shows how dangerous deeply embedded oppression can be. It is even more upsetting when you tend to think about people who are involved in daily violence are more likely to get killed due to homicide. But women are not engaged in these gang, drug, or other high risk activities as men.So these women getting killed are dieing from domestic domination. What's even sadder is a person with more economic options can get out of an abusive relationship much easier than someone who is limited financially. Many of the victims may have been able to leave had they had the monetary resources to do so.
I think this was one of the more thought provoking articles we have read. Talk about education reform. We are essentially pushing a system of learning that is not applicable, desirable, or obtainable on many of these students. We have vocational technical school but do not encompass the students larger and broader needs. What is it that the students might need to know that they do not know. What type of jobs will they get and what skills and knowledge will lend themselves to that? Will they be graphic designers, business managers, cooks, small business owners, builders, etc.? Why Shakespeare when it just isn't applicable? I found it fascinating that sometimes- students are just better off without school- or at least the form of school we currently offer and endorse. Why go along with an oppressive system that wastes you time? It is okay to say these things because education shouldn't be wasting a students time. If it is then that education is failing. Pushing a student through high school when he/she doesn't know the language is a waste of a resource. Whereas, seeing their first language as a resource in this changing economy and working hard to develop their English gives them a reason to come to school. It graduates them with a useful skill too. Computer programing, IT, coaching, etc. are all useful skills. Lower performing schools often are unable to motivate their students because their students cannot benefit from the curriculum. Serve the population you serve and the world will be a better place!!
In service of what? by Kahne and Westheimer: A talking point
1.) Ms. Adams students, by contrast, began their work with a systematic and critical analysis of the causes of homeless and of the strategies employed to prevent it."
I really believe so much of our social construct is perception. If a student perceives him/herself as uneducated, powerless, or in a lower status then another than it will be so. Usually students do well in a task if they believe they can. Someone is more likely to get a job if they believe they will be good at that job. A student that lives below the poverty line may feel defeated by the system. If you take that same student and break down the definitions of poverty, the causes of it, and the ways to combat it through reformation of that system you unfold the myth. When issues like poverty are no longer a mystery but a clearly understood enemy then students are more adept to fight against and not feel that it is inevitable for them to be in it's cycle for life. It also shows the student that they can change they cycle and that they can change the world. They are meaningful individuals that can make a difference. The entire point of education is empowerment and service learning is VERY empowering.
2.) "In contrast, much of the current discussion regarding service learning emphasizes charity, not change."
I wonder if this is still true. I feel like the general populous has grasped this theory and agrees. Perhaps, I wonder, if it is simply easier to organize a charitable event than a changing event. It is easier to hand out sandwiches to hungry folks than to address fair housing laws. Maybe this is why groups would choose charity work instead of changing work. If that is the case than I think it is better to think charity than change. Better the lesser of the two powers than nothing at all. Even charity is empowering and educational. It isn't nearly as empowering and educational as changing a system would be but it is a step in the right direction.
3.) "... that all students take part in volunteer activities in either their schools or community as a condition for graduation from high school."
I love this idea whole-heartedly. I don't think Mount Pleasant High, where my placement is, has anything like this. Especially in a school where language development may often hinder the educational level of the programs, dropout rates are high, and students often feel silenced, a program like this would hold high merit. I wonder what the graduating seniors are going to do after high school. With most of them being below level for math, reading, and writing and not coming from affluent families it is hard to imagine many of these students in college. By students having the opportunity to expand their experiences into tutoring, coaching, building, organizing, assisting, etc. they can feel both empowered and get a glimpse into a field where they can possibly continue to help. There is no reason a student at couldn't go onto be a teacher's aide or a city year volunteer.
I think this article was a good, concrete marriage of everything we talk about in class and everything we can do with our students. How can we overcome racism, gender ism, classicism, etc. but learning about how other communities are affected by world issues. One of my favorite song lyrics is in a ditty bop song where they say "It ain't bothering me if you're stomping your feet but you're always killing something- just by living on the earth." This to say- we are a part of the system we live in whether we help create the stereotypes or just follow the rules. We cannot exclude ourselves from the successes and the injustices of our society. We are all responsible for this world- not all of it at once- but at least some part of it. What is it that YOU are going to affect and change? We have the power to help our students find this answer for themselves. I do think if you live a life where you are helping nothing then you are not living.
I really believe so much of our social construct is perception. If a student perceives him/herself as uneducated, powerless, or in a lower status then another than it will be so. Usually students do well in a task if they believe they can. Someone is more likely to get a job if they believe they will be good at that job. A student that lives below the poverty line may feel defeated by the system. If you take that same student and break down the definitions of poverty, the causes of it, and the ways to combat it through reformation of that system you unfold the myth. When issues like poverty are no longer a mystery but a clearly understood enemy then students are more adept to fight against and not feel that it is inevitable for them to be in it's cycle for life. It also shows the student that they can change they cycle and that they can change the world. They are meaningful individuals that can make a difference. The entire point of education is empowerment and service learning is VERY empowering.
2.) "In contrast, much of the current discussion regarding service learning emphasizes charity, not change."
I wonder if this is still true. I feel like the general populous has grasped this theory and agrees. Perhaps, I wonder, if it is simply easier to organize a charitable event than a changing event. It is easier to hand out sandwiches to hungry folks than to address fair housing laws. Maybe this is why groups would choose charity work instead of changing work. If that is the case than I think it is better to think charity than change. Better the lesser of the two powers than nothing at all. Even charity is empowering and educational. It isn't nearly as empowering and educational as changing a system would be but it is a step in the right direction.
3.) "... that all students take part in volunteer activities in either their schools or community as a condition for graduation from high school."
I love this idea whole-heartedly. I don't think Mount Pleasant High, where my placement is, has anything like this. Especially in a school where language development may often hinder the educational level of the programs, dropout rates are high, and students often feel silenced, a program like this would hold high merit. I wonder what the graduating seniors are going to do after high school. With most of them being below level for math, reading, and writing and not coming from affluent families it is hard to imagine many of these students in college. By students having the opportunity to expand their experiences into tutoring, coaching, building, organizing, assisting, etc. they can feel both empowered and get a glimpse into a field where they can possibly continue to help. There is no reason a student at couldn't go onto be a teacher's aide or a city year volunteer.
I think this article was a good, concrete marriage of everything we talk about in class and everything we can do with our students. How can we overcome racism, gender ism, classicism, etc. but learning about how other communities are affected by world issues. One of my favorite song lyrics is in a ditty bop song where they say "It ain't bothering me if you're stomping your feet but you're always killing something- just by living on the earth." This to say- we are a part of the system we live in whether we help create the stereotypes or just follow the rules. We cannot exclude ourselves from the successes and the injustices of our society. We are all responsible for this world- not all of it at once- but at least some part of it. What is it that YOU are going to affect and change? We have the power to help our students find this answer for themselves. I do think if you live a life where you are helping nothing then you are not living.
Tuesday, March 29, 2011
Thoughts on "A particularly cheap white wine" by Tim Wise
1.) "Even more telling research data indicates that once economic status gaps between whites and blacks are fully accounted for, there is no statistically significant difference between white and black college graduate rates."
I almost don't feel it's appropriate to comment on this quote because it speaks for itself. If this doesn't prove that the racial gap is not anything more than a byproduct (poverty)of systematic oppression, weather conscious, subconscious, or because of persistent aftermath from our country's unsavory history, then I don't know what does. The gap in statistics between black and white students isn't a matter of culture or value- it is a matter of opportunity due to finances.
2.) "Special efforts should be made to provide... because to be a person of color has meant something in this country, and continues to mean something, in terms of access to full and equal opportunities."
It seems so logical that many of those with opportunities have more opportunities due to the fact that they have it in the first. The converse is true for those without opportunity. Add the remnants of our racist American past and we are left with so hard facts to swallow. What adds insult to injury is the continual denial of many people that these factors even exist.
3.) "Indeed, schools servicing mostly white students have three times as many honors or AP classes offered, per capita, as those serving mostly students of color."
As I did research I found that Mount Pleasant High School doesn't have any AP classes which is in perfect correlation with this statistic. In a school of 1,200 students there isn't a class full of students that have the drive, ability level, or need for a single AP class? Why is this so?
I think this article was full of good statistical information but I do think the topic matter was very specific. This article presupposes that there may be a situation in the immediate future where we need to defend affirmative action scholarships. It would have been nice if it had been written about the same statistical information but written under a larger pretext.
I almost don't feel it's appropriate to comment on this quote because it speaks for itself. If this doesn't prove that the racial gap is not anything more than a byproduct (poverty)of systematic oppression, weather conscious, subconscious, or because of persistent aftermath from our country's unsavory history, then I don't know what does. The gap in statistics between black and white students isn't a matter of culture or value- it is a matter of opportunity due to finances.
2.) "Special efforts should be made to provide... because to be a person of color has meant something in this country, and continues to mean something, in terms of access to full and equal opportunities."
It seems so logical that many of those with opportunities have more opportunities due to the fact that they have it in the first. The converse is true for those without opportunity. Add the remnants of our racist American past and we are left with so hard facts to swallow. What adds insult to injury is the continual denial of many people that these factors even exist.
3.) "Indeed, schools servicing mostly white students have three times as many honors or AP classes offered, per capita, as those serving mostly students of color."
As I did research I found that Mount Pleasant High School doesn't have any AP classes which is in perfect correlation with this statistic. In a school of 1,200 students there isn't a class full of students that have the drive, ability level, or need for a single AP class? Why is this so?
I think this article was full of good statistical information but I do think the topic matter was very specific. This article presupposes that there may be a situation in the immediate future where we need to defend affirmative action scholarships. It would have been nice if it had been written about the same statistical information but written under a larger pretext.
Wednesday, March 9, 2011
Monday, March 7, 2011
Talking points: Ulearning the Myths That Bind Us by Linda Christensen
1.) "Cartoon images, in particular the Disney movie Peter Pan, were cited by children [in a research study] as their number one source of information."
This piece of information, coupled with the "it's elementary" video we watched the other day in class are very telling. The little boy knew what gay was from Eddie Murphy movies. He was what- 5 years old?! Many urban children don't have somewhere to go out and play. I babysit for one single mother with a huge, beautiful backyard. But she is stretched so thin she plops her son in front of as many videos as she can just to have time to pay bills, call people back, clean, etc. And she is a college professor. Kids watch a ton of t.v. The more urban- the more t.v. I don't really watch it myself. I'm very much against it anyway. With that said, I think often adults forget that children's tv isn't good just because it is for a child. Producers still create show with catchy gimics to get children to like their show. Look at yo gabba gabba. It is like MTV for kids- yes it is for kids but it has very little intellectual and educational value.
2.)"The dialogue journal spurs rthem to argue, to talk back, and create a conversation with the writer."
I really enjoy this idea and think I will implement it in my classroom. If you have children from middle class white families, recent immigrants from around the world, low income minority students, etc., in your classroom then you are sure to get a variety of responses to the work or information you are looking at. By giving students a platform for forming their own ideas, you are giving them a voice and an opportunity to make their own choices of what they believe.
3.) "Early in the unit I show a Popeye cartoon..."
I LOVE that these old cartoons are the starting point for her experiment where she then leads to modern day Disney with movies like Mulan, Aladdin, and Pocahontas. I can't tell you how many father's I've seen that throw in looney tunes, tom and gerry, and popeye as if they are benign relics that should be treasured. Those shows are aweful! They descend from violent roots such as Punch and Judy and created inspiration for the Itchy and Scracty show in the Simpsons. You can give your children pop guns or microscopes to play with. You can have them watch Mr. Rogers or Wyley Cayote and the Road Runner. You get what you give- as parents and teachers.
Overall, I liked this reading. I think Christensen did a great job of discerning the problem and finding valuable ways to empower her students to begin to make decisions for themselves. These self empowerment methods will help inform students to be carried with them as they become adult citizens. Hopefully they will think twice when deciding between watching Rachel Maddow and Jersey Shore.
This piece of information, coupled with the "it's elementary" video we watched the other day in class are very telling. The little boy knew what gay was from Eddie Murphy movies. He was what- 5 years old?! Many urban children don't have somewhere to go out and play. I babysit for one single mother with a huge, beautiful backyard. But she is stretched so thin she plops her son in front of as many videos as she can just to have time to pay bills, call people back, clean, etc. And she is a college professor. Kids watch a ton of t.v. The more urban- the more t.v. I don't really watch it myself. I'm very much against it anyway. With that said, I think often adults forget that children's tv isn't good just because it is for a child. Producers still create show with catchy gimics to get children to like their show. Look at yo gabba gabba. It is like MTV for kids- yes it is for kids but it has very little intellectual and educational value.
2.)"The dialogue journal spurs rthem to argue, to talk back, and create a conversation with the writer."
I really enjoy this idea and think I will implement it in my classroom. If you have children from middle class white families, recent immigrants from around the world, low income minority students, etc., in your classroom then you are sure to get a variety of responses to the work or information you are looking at. By giving students a platform for forming their own ideas, you are giving them a voice and an opportunity to make their own choices of what they believe.
3.) "Early in the unit I show a Popeye cartoon..."
I LOVE that these old cartoons are the starting point for her experiment where she then leads to modern day Disney with movies like Mulan, Aladdin, and Pocahontas. I can't tell you how many father's I've seen that throw in looney tunes, tom and gerry, and popeye as if they are benign relics that should be treasured. Those shows are aweful! They descend from violent roots such as Punch and Judy and created inspiration for the Itchy and Scracty show in the Simpsons. You can give your children pop guns or microscopes to play with. You can have them watch Mr. Rogers or Wyley Cayote and the Road Runner. You get what you give- as parents and teachers.
Overall, I liked this reading. I think Christensen did a great job of discerning the problem and finding valuable ways to empower her students to begin to make decisions for themselves. These self empowerment methods will help inform students to be carried with them as they become adult citizens. Hopefully they will think twice when deciding between watching Rachel Maddow and Jersey Shore.
Monday, February 28, 2011
Talking Points for Gayness, Mulitcultural Educyation and Community by Dennis Carlson.
1.)"...it is noteworthy that no state currently recognizes gays and lesbians as legitimate minority or cultural groups to be considered in textbook adoption or to be included in multicultural education."
I'm not sure if any states have updated their policy on this since, but it is a classification I have never really considered. I didn't even realize that there was a standard on inclusive teaching. It seems silly that religion, class, gender, ethnicity, and race are considered but not sexual orientation. Who we fall in love with affects how we will develop and group our future families.Gays are certainly not considered a part of the "mainstream culture" so to not include them in the minority culture is to discount them entirely. I think that is a real injustice.
2.)"... it is now estimated that up to one third of all adolescent suicide victims are gay..."
This statistic is utterly haunting. As Dr. Stevos said, "I never want to be 13 again." The time in our lives when sexuality buds is nerve wracking. For a gay person, the difficulties of adolescent sexuality becomes compounded through feelings of isolation. If we, as their teachers, do not try to expose students to positive examples of other gay individuals, them we are starving these students of the role models they need and deserve. Humans have been gay since the beginning of time, just look back at ancient Greek culture. the fact that it is 2011 and it has not yet been accepted as a viable choice in a healthy life is a problem that we are putting on the shoulders of our youth. Obviously, from the high suicide rate, it is often too much for them to bare.
3.) talking about the film La Cage aux Folles "... the world of Renato and Albin is linked to a deep-rooted desire for a space in which all people are free to "be themselves," and in which diversity is not only tolerated but celebrated."
Why are we so afraid to let people be who they are in a diverse environment? Are we scared that if someone chooses not to live our life then it deems our life as less desirable? Are we afraid that we will be forced to become them? Then, why would we want people to become us? I say us to acknowledge that I am straight, white, middle class. I am the majority trying to make myself rise above everyone else while simultaneously trying to make them like me. It doesn't make logical sense for us all to be the same. Get over it! Embrace diversity. Marriage and the military are basic human rights. We need to evolve!
Overall I thought this reading was good. I understand the need to understand the historic inferences of systematic and inherent prejudice towards gay people so I did enjoy the quotes from the book and movies. But, this is a rapidly evolving topic so more up to date information would be appreciated. It is important to know where we came from but there is a lot of potent examples from present day.
I'm not sure if any states have updated their policy on this since, but it is a classification I have never really considered. I didn't even realize that there was a standard on inclusive teaching. It seems silly that religion, class, gender, ethnicity, and race are considered but not sexual orientation. Who we fall in love with affects how we will develop and group our future families.Gays are certainly not considered a part of the "mainstream culture" so to not include them in the minority culture is to discount them entirely. I think that is a real injustice.
2.)"... it is now estimated that up to one third of all adolescent suicide victims are gay..."
This statistic is utterly haunting. As Dr. Stevos said, "I never want to be 13 again." The time in our lives when sexuality buds is nerve wracking. For a gay person, the difficulties of adolescent sexuality becomes compounded through feelings of isolation. If we, as their teachers, do not try to expose students to positive examples of other gay individuals, them we are starving these students of the role models they need and deserve. Humans have been gay since the beginning of time, just look back at ancient Greek culture. the fact that it is 2011 and it has not yet been accepted as a viable choice in a healthy life is a problem that we are putting on the shoulders of our youth. Obviously, from the high suicide rate, it is often too much for them to bare.
3.) talking about the film La Cage aux Folles "... the world of Renato and Albin is linked to a deep-rooted desire for a space in which all people are free to "be themselves," and in which diversity is not only tolerated but celebrated."
Why are we so afraid to let people be who they are in a diverse environment? Are we scared that if someone chooses not to live our life then it deems our life as less desirable? Are we afraid that we will be forced to become them? Then, why would we want people to become us? I say us to acknowledge that I am straight, white, middle class. I am the majority trying to make myself rise above everyone else while simultaneously trying to make them like me. It doesn't make logical sense for us all to be the same. Get over it! Embrace diversity. Marriage and the military are basic human rights. We need to evolve!
Overall I thought this reading was good. I understand the need to understand the historic inferences of systematic and inherent prejudice towards gay people so I did enjoy the quotes from the book and movies. But, this is a rapidly evolving topic so more up to date information would be appreciated. It is important to know where we came from but there is a lot of potent examples from present day.
Monday, February 21, 2011
2nd Film of a Class Divided
http://www.schooltube.com/video/54d6fe3ddda98b6e7f9f/a-class-divided-2-of-4
This film is a classic. It resonates Johnson's debate in which it he postulates whether prejudice is nature or nurture. It is interesting how easily influenced humans can be, especially when they are given power over others. Even more so, when that power has not been rightfully earned.
This film is a classic. It resonates Johnson's debate in which it he postulates whether prejudice is nature or nurture. It is interesting how easily influenced humans can be, especially when they are given power over others. Even more so, when that power has not been rightfully earned.
Terry Meier "Why can't she remember that?" The importance of storybook readings in multilingual, multicultural classrooms.
The three quotes I chose to reflect on from this text are:
1.) "Especially for very young children, learning occurs most productively and profoundly in a context of familiarity"
I think this quote really explains why children should be connected to charectors in a book. Children love feeling like they are like each other and like the teacher. "I have a cat too" "I have four cookies and I'm 4!" If the child in the text has braids, has a little brother, or is seven, the child who can match that will take note and feel a boost of pride.
2.) "...a Puerto Rican teacher and scholar said that "many youngsters develop the impressionn that books are not about them, their famalies, or communities, but rather always about the other."
Taking the first quote into consideration it seems that much more imprative to give young students a chance to feel included in books. If they don't they won't have the opportunity to feel like we could be talking about them. They won't connect as well to the text.
3.) " Not every book used in a multilingual, multicultural classroom needs to represent people of color or to incorporate verbal diversity, but if bilingual children and children of color make up the majority of the class, then the majority of the books used in the book should reflect that fact."
I think this a great way to look at what you are reading to the children. Look at the breakdown of children in general. Often, when developing a co-ed book a writer will pick a male protagonist because females have no problem listening to a story about males, but males tend to not like stories about females. If your class is more females then read more books about females. If there are students from Russia or Cape verde make a concerted effort. It will mean a great deal for the child to have his/her "15 minutes". Also, and much like the problem with Wind Wolf, the other students will be exposed and open to this new culture, acting as a conduit for understanding.
I especially like Keats "The snowy day". It has an african american boy enjoying the snow. His culture is displayed in the patterns and colors of the beautifully decorated illustrations of the work. One thing I think is important is to read books both where minorities are different and books where they are not different from the majority. I think this because I feel it is important to show that there are important differences between different cultures but we are also very much the same. For instance, books using common coloqualisms of a certain culture are an important way of showing culture and keeping charectors true to who they are. It also reminds us that our proper English is a property of the power of culture. But if every time we read a book about a minority group, altered language is used, it may end up emphasizing that groups "difference". I enjoy books where minorities are the main charector but the book isn't ABOUT that main charector being a minority.
1.) "Especially for very young children, learning occurs most productively and profoundly in a context of familiarity"
I think this quote really explains why children should be connected to charectors in a book. Children love feeling like they are like each other and like the teacher. "I have a cat too" "I have four cookies and I'm 4!" If the child in the text has braids, has a little brother, or is seven, the child who can match that will take note and feel a boost of pride.
2.) "...a Puerto Rican teacher and scholar said that "many youngsters develop the impressionn that books are not about them, their famalies, or communities, but rather always about the other."
Taking the first quote into consideration it seems that much more imprative to give young students a chance to feel included in books. If they don't they won't have the opportunity to feel like we could be talking about them. They won't connect as well to the text.
3.) " Not every book used in a multilingual, multicultural classroom needs to represent people of color or to incorporate verbal diversity, but if bilingual children and children of color make up the majority of the class, then the majority of the books used in the book should reflect that fact."
I think this a great way to look at what you are reading to the children. Look at the breakdown of children in general. Often, when developing a co-ed book a writer will pick a male protagonist because females have no problem listening to a story about males, but males tend to not like stories about females. If your class is more females then read more books about females. If there are students from Russia or Cape verde make a concerted effort. It will mean a great deal for the child to have his/her "15 minutes". Also, and much like the problem with Wind Wolf, the other students will be exposed and open to this new culture, acting as a conduit for understanding.
I especially like Keats "The snowy day". It has an african american boy enjoying the snow. His culture is displayed in the patterns and colors of the beautifully decorated illustrations of the work. One thing I think is important is to read books both where minorities are different and books where they are not different from the majority. I think this because I feel it is important to show that there are important differences between different cultures but we are also very much the same. For instance, books using common coloqualisms of a certain culture are an important way of showing culture and keeping charectors true to who they are. It also reminds us that our proper English is a property of the power of culture. But if every time we read a book about a minority group, altered language is used, it may end up emphasizing that groups "difference". I enjoy books where minorities are the main charector but the book isn't ABOUT that main charector being a minority.
Tuesday, February 15, 2011
Kozol, from Amazing Grace Talking points
Kelly C.
1.) "'If poor people behaved rationally' said Lawrence MEad, a professor of political science at NYU, "they would seldom be poor for long in the first place"... then later, Kozol, referring to Mrs. Washington, says"I have yet to figure out what she has done that is irrational."
To understand one each other we need to know each other's story. If I believe your life was full of roses I wouldn't hesitate to ask what your parents did for a living, where you grew up, etc. But when we are around hardships we are often afraid to ask in case we get "I didn't have a dad", "I had 3 brothers but one of them died", or "I grew up in a shelter". But by being polite and not asking we can never begin to understand who these people are. A city is full of individual people and why are they there. I'm glad Kozol let us get to know Mrs. Washington.
2.)"Pretending that they don't (know they have power) so they don't need to use it to help us- that is my idea of evil"
This is incredibly cogent statement referring to s.c.h.w.a.m.p. and power which has been a thread in all of our readings. We all have power. Just being in America we have so much power. Being in College gives us power. But we often feel powerless. We could skip going out to dinner and instead give a couple of dollars to the people we see begging. We could go watch a sports game or take that time to tutor a child to read. We could go to a cheaper big box store or spend slightly more at a smaller, more local company where we know the workers receive better pay and benefits. We have power great and small but we do nothing but hurt mankind if we pretend it doesn't exist at all.
3.) "I believe we were put here for a purpose, but these people here on the streets can't see a purpose."
I feel like that will be a lot of the children we get, rich or poor. We often let each other down, forgetting to instill a sense of worth and empowerment in each other. What a loss of potential it will be if I child thinks the future is written and they hold no ability to help steer the course of time. It is our job to tell them they are good, capable, strong, and owe it to the world to live life well.; to give them a sense of purpose.
I enjoyed this reading for the fact that it painted a picture through a the story of St. Anne's and the little boy and Mrs. Washington. To think of social issues across mankind is daunting. Instead, to take the drama one person or family at a time is something that I can digest much more easily. This work is a good reminder of what many students may be facing without us having any idea of what it is even like.
1.) "'If poor people behaved rationally' said Lawrence MEad, a professor of political science at NYU, "they would seldom be poor for long in the first place"... then later, Kozol, referring to Mrs. Washington, says"I have yet to figure out what she has done that is irrational."
To understand one each other we need to know each other's story. If I believe your life was full of roses I wouldn't hesitate to ask what your parents did for a living, where you grew up, etc. But when we are around hardships we are often afraid to ask in case we get "I didn't have a dad", "I had 3 brothers but one of them died", or "I grew up in a shelter". But by being polite and not asking we can never begin to understand who these people are. A city is full of individual people and why are they there. I'm glad Kozol let us get to know Mrs. Washington.
2.)"Pretending that they don't (know they have power) so they don't need to use it to help us- that is my idea of evil"
This is incredibly cogent statement referring to s.c.h.w.a.m.p. and power which has been a thread in all of our readings. We all have power. Just being in America we have so much power. Being in College gives us power. But we often feel powerless. We could skip going out to dinner and instead give a couple of dollars to the people we see begging. We could go watch a sports game or take that time to tutor a child to read. We could go to a cheaper big box store or spend slightly more at a smaller, more local company where we know the workers receive better pay and benefits. We have power great and small but we do nothing but hurt mankind if we pretend it doesn't exist at all.
3.) "I believe we were put here for a purpose, but these people here on the streets can't see a purpose."
I feel like that will be a lot of the children we get, rich or poor. We often let each other down, forgetting to instill a sense of worth and empowerment in each other. What a loss of potential it will be if I child thinks the future is written and they hold no ability to help steer the course of time. It is our job to tell them they are good, capable, strong, and owe it to the world to live life well.; to give them a sense of purpose.
I enjoyed this reading for the fact that it painted a picture through a the story of St. Anne's and the little boy and Mrs. Washington. To think of social issues across mankind is daunting. Instead, to take the drama one person or family at a time is something that I can digest much more easily. This work is a good reminder of what many students may be facing without us having any idea of what it is even like.
Asthma Tech film
http://www.nfb.ca/film/asthma_tech/
I love this short film. It not only shows how the health of a student can affect that student in possibly unexpected ways but also how creativity and expression can be healing tools.
I love this short film. It not only shows how the health of a student can affect that student in possibly unexpected ways but also how creativity and expression can be healing tools.
Me in a nutshell!
Hi my name is Kelly. I'm an art education/art history major, transferring from Manhattan College where I originally studied Elementary Education and Psychology. I nanny for a few families who I've cared for for a bunch of years now. We are all very close and it is very rewarding. I also foster rescue dogs/ volunteer with a few rescue groups. In my spare time I enjoy art films, snowboarding, biking, kayaking, reading, eating good food and hanging out with friends and family. That's my nutshell!!!
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