Tonight's Class...

Hi Everyone,

If anyone would kindly like to send me a few thoughts about what I missed during tonight's class, I would so much appreciate it. My Papa is in the hospital in critical condition so I have been with him all afternoon. I know how important the material we learn in class is so even a comment or two about some key points would be great! Hope to see everyone Monday!

Thank you,
Jill

Extended Comments Blog...GLSEN

Joe started his first paragraph of this week's blog saying,

"Today’s assignment was to surf the Gay, Lesbian, Straight Education Network (GLSEN) website. My original thought was, here we go, another special interest group organization. If minorities want to fit in and be like everyone else, why do they segregate themselves by forming “their” organizations? Why do we have BET? And Stonewall Democrats? These organizations seem to say, “Look at us, we’re different.”

There are many instances when I think about certain special interest groups and feel as though they are intentionally attracting the spotlight and receive the attention that they seek. Sometimes, it is "negative" attention. But, this assignment required us to look at GLSEN. Having a cousin who is a lesbian and a second cousin who is gay, I did not question or think negatively about what this website would be about. Instead, I thought about sharing it with my female cousin because she has a very difficult time dealing with acceptance and isn't true to others about her sexual preferences. While she hasn't dealt with many acceptance issues with those around her age, it is our older family members who she is uncomfortable with sharing her orientation.

This website is informational and educational. I think it is so wonderful that it promotes a "safe environment" in schools regarding more than just understanding and accepting others of different sexual orientations. It discusses and has endless links and lesson plans for addressing what I consider to be the biggest issue facing our youth today: bullying. This problem affects children from all backgrounds...biases regarding race, ethnicity, religious affiliation, sexual orientation, "beautifulness", etc. are all causes that bring about bullying. Bullying causes many children to feel inferior, less self-confident, and submissive. It is unfair and is a form of injustice that we see in our schools all too often. The GLSEN website is an excellent tool that educators can use in their classroom to address this issue, educate children about the effects of bullying, and evoke the change that is necessary to rid our schools of bullying. As Joe said, "Their [GLSEN] mission is not to cater only to gays, but to work towards safer schools and prevent damage to young lives. Their motto is that ALL students are valued and respected."

I would like to close with my thoughts in response to the following quote from the website and Joe's blog. Danielle Smith, student advocate of the year, who said, “This isn’t a gay movement, this is a civil rights movement.” The natural rights of each human being, regardless of gender, sexual preference, race, or the choices they make in life, MUST be preserved, respected, and advocated for. We must remember that we are all connected in the circle of life. While we may have individual differences, we all share a common bond with this earth. There is no superior race. We are all created equal. These simple statements cannot be forgotten.

Finn Post-Extended Comments in Response to Mary's Blog

Mary wrote:

"In Finn's article, He discusses Anyon's study of the different types of schools, ranging from working class to the elite schools. I tried to determine which type of schooling I received. I think that the middle class school closely matches the experience I had in school. There wasn't a lot of creative thinking and everything was taken from the text book. What I found interesting was that Finn said that most of the middle class teachers grew up in the same city where they teach. Almost all of my teachers in high school lived in the same city and probably received the same type of education as I did. Does this mean that this is what a teacher may know about educating a child ? The same goes for the teachers in the district I am teaching in now. I would say 90% of the teacher's grew up, attended and now teach in the same school."

I think at some point in every post I write, I say, "This article, thought, idea, or notion really got me thinking..." Well, Mary's post did. I began thinking about my childhood schooling, my teachers, and where I lived growing up. While my father worked daily, my mother was able to stay home with me as a young child. I would say I came from a middle class background, never having to go without, but not being spoiled in the sense either. I, however, attended Catholic school. Although not public education, as we have discussed in the past articles, I did receive a well-rounded education. Even in Catholic schools, there was a method and a way of teaching that was not individualized to meet the needs of every child. I remember learning one way to diagram sentences, one way to solve division problems, etc. Hands-on activities and experiments in science class, in my elementary years, I cannot recall. The teachers I had in elementary school ALL lived in my town, and some had even attended the school as a child! Crazy, huh? Guess what? My first three years teaching after one year subbing in public schools was at my very own elementary school. One of the teachers I had in elementary school was now one of my colleagues. The difference was that because our principal was very modern and wanted to keep up with the times, the teaching styles of the teachers also had to change to address the diverse needs of a changing world in education. I would have to say most of the students in our school were from the middle class or below. Did this mean we taught with absolute control? Absolutely, not. We embraced any opportunity to grow professionally to learn how to best suit the needs of the individual learner. My principal fostered a child's growth emotionally, spiritually, physically, but most of all creatively. We, teachers, were encouraged and expected to differentiate instruction and use various times of assessments with our students. So, despite the fact that almost all the teachers were from the same town and even alumni of the school, doesn't mean that they taught like the teachers Finn referenced in the article. I think administration has a whole lot to do with what is going on daily in our schools. If it wasn't for our new principal wanting to make a difference and stay modern, who knows where the school would be. She advocated for every child, especially those that did not have as glorious a homelife as some. Those were the children she treasured most. This may seem far-fetched because this was not a public school, but the connection I'm trying to make and the point I want to get across is that the administration of our schools need to make the difference. Teachers will do what is expected and deemed appropriate as is determined by the higher ups in the power position. Our campaign to end these injustices in certain schools must be directed at the people of power--building principals, superintendents, etc. They are the ones responsible for evoking this change that we are all seeking and hoping for.

PBS Blog-Brief Connection to Kozol's Article

After "playing" on the People Like Us website for a while, I had to pull myself away because I was becoming very aggravated. I cannot believe that simple responses, choices we make each day categorize what social class we belong to. I do not like being labeled. I find it outrageous that the kind of carpet we would choose for our living room, coupled with a wall art selection and type of television can identify which social class we belong to. In the third game, I found the choices to be very biased and stereotypical and, to be honest, wouldn't have chosen any of the options...F. NONE OF THE ABOVE would have been my selection. The fact that a perfect spouse can be identified using one of the statments given was crazy! Having a steady job was about the most important thing to me and my perfect spouse; however, that doesn't entirely matter to me if I am truly happy. But, imagine that, being happy was not even a choice??!! This website raised an awareness for me that every day, we are JUDGED and LABELED by the choices we make, the cars we drive, the food we take for lunch...Social class is determined by every word that echoes in our very ears. Is this what our world has come to? Why has social class become such a determining factor for all of our lives? As in Kozol's article, it discussed how where you live determines what kind of schooling your child will be given. This is so true. If you live in the right part of the state, drive the elite cars, and have an affluent career, your child will be given a better, more creative education. Those who cannot afford the above listed are forced to suffer and their children are forced to attend school with poor conditions. Our "class" determines our futures. This is an unfortunate and sad determination. We must not fall at fault to this. We have to beat the system and be better than this. We need to get children out of this mindset. Their class may determine where they go to school, unfortunately, but, as teachers, we must show them a way out, a way to a better and brighter future. We cannot allow them to believe that they are doomed into a "category" for the rest of their lives. Success can be granted to all.

Kozol Article - Author's Argument

This author, Jonathan Kozol, argues that the educational system in our country is still separate and very unequal. Segregation, after years of disappating, is on the rise again in our schools. The students of this nation are separated not only by race, but by rich and poor, too. Inner city school systems, with a majority population of people of color and hispanic, correlate with poor building conditions, and lower achievement and test scores. Inner city schools lack in funding to fix problems when they arise. Leaky roofs, limited working bathrooms, rats running around the cafeteria, etc. are just some examples that Kozol referenced when speaking about inner city schools. How can we honestly expect children to learn in such conditions? But, on the other side of the same city, there may be a school with shiny floors, new technology, and smiling faces. How is this possible? How can such a divide exist and what has allowed this crack to become so deep? While Kozol's argument is very clear, the notion that this kind of segregation exists in our very educational system is extremely sad and disheartening. Inner city children, whether white, hispanic, asian, or of color, should NOT be deprived of the tools that can lead to their ultimate success in life. Every child should be given the chance to dream and should be shown the path to making their dreams come true. Kozol spoke of high school students not being able to choose their elective. If it wasn't available, oh well! They were forced to take classes, like Sewing or Hairdressing. One student wanted more for her life, she wanted to be a doctor, wanted to take an AP class and she was told she had to, "Sew." This angered me, as it did Kozol. You cannot tell a child, "You can't." What are we doing? How is this acceptable? And Kozol argues that this would never happen in a rich/middle-upper class society. We need to advocate for inner city children, as Kozol has been doing, and encourage them to make a better life for themselves. We need to use schooling as a means for teaching children how to be healthy, responsible, and respectable citizens of our ever-changing nation. We need to empower them to use what they've learned to make better choices, staying out of trouble and doing good in the world. This is our goal as teachers; we must provide an overall outstanding education to all children. We must encourage goal-setting, listen to our students' goals, and give them the toolkit for building the base for achieving their dreams. I don't know how we will close this segregation gap that is existing today in our schools, but I would like to try. If my teaching of the future youth can be impacted by what Kozol argues and my choices and teaching styles can reflect an awareness for the issues at hand, then I am doing my small part in making a difference for our world.

IAT Response...

After taking the IAT multiple times, I was faced with the same label each time. I felt as though, initially, I had no bias towards race. After multiple attempts to try and "beat" the test, I was again and again labeled as having a "moderate preference for European American over African American." This bothered me in a way because I didn't believe I had any predispositions regarding race, but an unconscious bias does exist. I was almost angered by this test and it really got me thinking. I realize that sometimes, being in the presence or growing up a certain way under certain conditions, may be what creates these unconsious biases. Sometimes, it may be no fault of our own, just preconceived notions that were instilled in us as we grew up. Instead of being more angry with the results, I decided to use the test results as a means for being more actively aware of the world around me, appreciating the differences in people, and accepting others for who they truly are. This test had me thinking more about people, in general, not just African and European Americans.

I was, however, not surprised with my results on the gender test. I was labeled as having "a slight association of male with career and female with family." I have always had this kind of mindset growing up. My mother ran a small at-home daycare while I was growing up, while my dad went to work everyday. My mother was a caregiver and always was there for her family. She was home to help me with my homework, while my dad got home later, but still managed to spend time reading me goodnight stories. I think women are seen as maternal, loving, and are respected most as caregivers to their families. Men, while play an important role, are always viewed as the hardworkers, more corporate figures. While these are my views from growing up, I know that in today's world, women are just as qualified and suited for the workplace as men are and I support and honor the women who take on the difficult roles of wife, mother, and career-driven businesswoman.

Delpit Post-Effective Communication

Successful communication is an essential component in order for learning to take place. There must be active and ongoing communication between the student and teacher if learning is to occur. How well the teacher is in her ability to effectively communicate will build the foundation of her relationships with her students. The article, The Silenced Dialogue, made reference to the differences in communication styles between white teachers with white students and those of color. White teachers, according to the article, take on a non-authoritarian approach, an almost indirect request style when asking children to complete a certain task. For white students, the teacher's intentions are understood, while the colored children may misinterpret the "request" as a question/option and may not abide. Instead of stating a demand of exactly what we expect the students to do, us, white teachers, are said to offer options, which deem us as less in control. This lessens the authority we have. "When deemphasizing power, there is a move toward indirect communication," Delpit stated. Because of this communication gap, colored children have a tough time managing what it is they are expected to do. "They do what I say; if you just tell them what to do, they'll do it. I tell them at home that they have to listen to what you say," responds a parent in Delpit's article. This is what a parent spoke in regards to the teacher's comments on their child's behavior in the classroom, not abiding by the rules or acting accordingly. "Black children expect an authority figure to act with authority." To earn the respect of these students, the teacher must learn all she can about what each culture expects and act/teach accordingly. This got me thinking a lot about the way I, myself, may have talked to my students. Am I direct and explicit enough for an understanding or new learning to take place? This not only applies to teaching colored children, but raises my awareness in terms of educating any child with a special need. Explicit, direct, and clear instruction is indeed needed in some situations. Other times, it is a teacher's responsibility and best practice to differentiate instruction so that each individual need of a child is attended to and each student is given the tools/teaching styles needed to ensure effective learning takes place. When, in the future, I teach children of color and of every other background, I will recall how to effectively communicate with them and their families and remain culturally aware and empathetic.