How have you (or the classroom teacher) communicated in ways that demonstrated sensitivity and responsiveness to sociocultural and linguistic differences?
In my classroom in particular, there are a number of mainly Spanish speaking students. Many, as mentioned in a previous post, struggle with English, and their scores on standardized state testing reflect their struggles. There is an ESL teacher and an English specialist that circulate to all of the classrooms and work with a number of students each day, once a day. These teaching assistants are very patient, caring, and responsive to their students. I enjoy watching the time and techniques that go into the private instruction given to selected students in the back of the classroom each day, and the smiles that spread across students faces when they come to a correct answer.
Both myself, and the teacher take time to speak a bit slower, and repeat instructions for those that may need more help ( the majority of the students ) in understanding English. The teacher in the classroom has also, this year she explained, begun to write down instructions on the board, and have the class read them aloud together in addition to her reading and explaining them. This enforcement of repetition and making the directions available at the front of the room eliminates the embarrassment and anxiety that many of the students may have about asking for clarification, or not understanding all aspects of the given task or question.
In class activities also speak to socio cultural and linguistic differences. The children always bring real life examples to lessons in class. In turn, all students learn a little bit about one another and grow to acknowledge and respect the differences in the families of those around them. For example, some students come from homes with divorced parents, and while not explicitly saying it, make it known to other students that they have more than one family, while comforting other students who may experience the same home life. One student during a class discussion told me that he was glad to hear that his classmate had divorced parents too. He said that he always thought that it was a bad thing, and that he had been teased for it when only one parent came to a school function. Knowing that someone else came from a similar background creates a sense of unity and community within the class and the school that helps to foster a stronger out of school community thanks to the teacher created in class activities.
When I work personally with the 'problem' students who also tend to struggle in English, I've found that it helps to repeat things, and to speak a bit slower. I've learned to select my words more carefully to best, and most effectively tell the students what I'm trying to say. I've tried my best to use my limited Spanish to throw in a word or two to help clarify a sentence or a grammatical rule, and it's really seemed to help. The code switching that I've observed in the students, while often ended upon being heard by the teacher, has helped a lot of the struggling students to successfully complete in class activities and better understand material. I tend to let the code switching go in our private learning sessions because I know that it helps the students, and as long as once they understand it they repeat it in English, the lesson has served its purpose... plus, the students help me with my own Spanish skills!
Monday, May 2, 2011
Monday, April 25, 2011
Prompt Question 7
This experience is the ultimate tool for shaping a teaching identity. For one, this experience is one that, if not for VIPS and this class requirement, I would not have experienced. I am working towards education at the high school level, and have attempted to avoid the school aged children as much as possible. The relevance and importance of involvement in an elementary setting has made itself clear to me through the time spent in my location, and will greatly impact my teaching as a high school educator. At this level, children are willing to tell you just about anything, so I'm learning through first hand experience the issues that many students come to school with. After this experience, my teaching identity will be one of a significantly larger amount of compassion and understanding. I will make an effort now to make myself culturally, and demographically aware of the makeup of my students, and be sure to be informed of ways to deal with the issues that come with that area, and the options that my students have.
One of my students that particularly struggles in mathematics reminds me alot of myself. He never smiles, and rarely participates in classroom activities or discussions. His lack of enthusiasm is so extreme, and his older siblings have clearly already installed the notion of 'sucess in school' being too 'white'. I noticed in class activities that he payed particular attention to the tasks requiring coloring, and had notebooks filled with doodles. I mentioned the doodles to him once during class, and he apologized and swore he was paying attention. I assured him that I was just interested in seeing his drawings and that I was in school to be an art teacher and that his drawings were really quite fantastic. We got to talking, and I found out that he really enjoyed graffiti, and that his brothers and classmates told him that his drawings were girly. I made sure to let him know that the art world was actually very male dominated, and the next class brought in some graffiti books and images to show him real life application. Since the connection, he's responded more to my help, and shown some real effort in the work we've been doing.
Teaching is all about knowing your students. Finding what they like, and gearing lessons towards their interests. My teacher had no idea that this student had any interest in drawing, or that his math homework assignments were magnificently colored in! I think that it's really important to gear lessons toward real life experiences, and make 'boring lessons' less boring by making them applicable. This student likes to color. What if the language arts lesson was geared towards matching, and visually conveying the sentence to a group? Writing the sentence, and then drawing a corresponding image?
My teaching identity will be able to react to the distinct differences between my students because of their family,economic, social, ethnic, etc backgrounds. My classroom was rich with ethnic students, multiple languages, and different backgrounds. My experience has taught me that the students learn alot from one another, and that the diversity needs to be embraced and recognized by the educator in order to enrich the lives of the students.
I will be familiar with, and develop a number of ways to fairly assess and evaluate my students, knowing that there are a large group of diverse learners, and socio cultural differences that effect learning. It's not fair to judge all students on the same progressive line of success because some are at a disadvantage as opposed to others. In my classroom, the children repeat the same 'math checks' or 'language checks' at the beginning of each week. Each week, the same students succeed, the same students fail, and the same students just scrape by. I believe the definition of insanity is 'doing the same thing over and over again, expecting a different result". In this light, the educator in my classroom is insane. To repeat the same "here take this test, and when you fail, I'll just shake my head and ask you why you didn't practice over the weekend" is to tell students that they're stupid, and destined to fail. For this reason, you have many students, like the boy I mentioned earlier who simply don't try because to try would be more devastating to them if they should fail.
I will be sure to be involved with the parents of my students, and work with them to better educate my students- something I think that my teacher does very well. She is in constant contact with the parents of the 'problem' children, and makes herself readily available and easily accessible for everyone else.
One of my students that particularly struggles in mathematics reminds me alot of myself. He never smiles, and rarely participates in classroom activities or discussions. His lack of enthusiasm is so extreme, and his older siblings have clearly already installed the notion of 'sucess in school' being too 'white'. I noticed in class activities that he payed particular attention to the tasks requiring coloring, and had notebooks filled with doodles. I mentioned the doodles to him once during class, and he apologized and swore he was paying attention. I assured him that I was just interested in seeing his drawings and that I was in school to be an art teacher and that his drawings were really quite fantastic. We got to talking, and I found out that he really enjoyed graffiti, and that his brothers and classmates told him that his drawings were girly. I made sure to let him know that the art world was actually very male dominated, and the next class brought in some graffiti books and images to show him real life application. Since the connection, he's responded more to my help, and shown some real effort in the work we've been doing.
Teaching is all about knowing your students. Finding what they like, and gearing lessons towards their interests. My teacher had no idea that this student had any interest in drawing, or that his math homework assignments were magnificently colored in! I think that it's really important to gear lessons toward real life experiences, and make 'boring lessons' less boring by making them applicable. This student likes to color. What if the language arts lesson was geared towards matching, and visually conveying the sentence to a group? Writing the sentence, and then drawing a corresponding image?
My teaching identity will be able to react to the distinct differences between my students because of their family,economic, social, ethnic, etc backgrounds. My classroom was rich with ethnic students, multiple languages, and different backgrounds. My experience has taught me that the students learn alot from one another, and that the diversity needs to be embraced and recognized by the educator in order to enrich the lives of the students.
I will be familiar with, and develop a number of ways to fairly assess and evaluate my students, knowing that there are a large group of diverse learners, and socio cultural differences that effect learning. It's not fair to judge all students on the same progressive line of success because some are at a disadvantage as opposed to others. In my classroom, the children repeat the same 'math checks' or 'language checks' at the beginning of each week. Each week, the same students succeed, the same students fail, and the same students just scrape by. I believe the definition of insanity is 'doing the same thing over and over again, expecting a different result". In this light, the educator in my classroom is insane. To repeat the same "here take this test, and when you fail, I'll just shake my head and ask you why you didn't practice over the weekend" is to tell students that they're stupid, and destined to fail. For this reason, you have many students, like the boy I mentioned earlier who simply don't try because to try would be more devastating to them if they should fail.
I will be sure to be involved with the parents of my students, and work with them to better educate my students- something I think that my teacher does very well. She is in constant contact with the parents of the 'problem' children, and makes herself readily available and easily accessible for everyone else.
Prompt Question 2
The culturally competent teacher should be able to account for, demonstrate awareness of, and respond to the sociocultural distinctiveness of her or his students, families and communities when planning for and delivering instruction. Describe the linguistic, ethnic, and sociocultural characteristics of the students in the classroom in which you are tutoring. What cultural capital do the children bring to the classroom? what assets can be developed that will strengthen our society/democracy?
Well for one thing, when looking at the demograph of my elementary school, I can feel confident that the numbers correctly reflect the student population. In my school, there is a 64% population of hispanic students, 17% Asian, 12% Black, and 7% White students. The student makeup is far more diverse than a school like Nayatt school, and elementary school in Barrington Rhode Island where the student make up consists of 93% White students, 6% Asian, and only 1% hispanic. The opposite of diverse! At my school, 29% of the students are recipiants of English Language services, and their disadvantages show in the KNEECAP scores from this year. Asa Messer fell below state expectations, where as Nayatt's 1% of ESL students bore no effect on the above average proformance reflected in their scores. The average income of families in my district $32,058 as opposed to $ 84,657 in Barrington Nayatt district. I think it's safe to say that there is a corrolation between students from minority ethnic groups and low income income families struggling in the educational system as opposed to the sucess of students of the white, upper class districts.
The effects of less income are obvious at my school. The children's class status are reflected in their worn, and often not season appropriate clothing. They com from homes where, from my conversations with students, seem centered around work and getting by. There is more concern with just 'getting through' grade three than actually taking somthing away from the experience. My students often tell me that they would 'rather be playing video games'. The inititive is to get it done, to have it done. I catch alot of my students doing things right before they are due.
The students in my classroom are, as the statistics reflect, mainly spanish and african american, with three asian american students and two white students. I love the language switching that goes on within the classroom. While only 29% qualify for ESL help, that doesn't mean that only 29% speak a second language. I think it's safe to say that the majority of my students speak spanish, or some dialect of it. I'll catch them at recess or inbetween activities sharing words, or teaching one another how to say somthing one way or another. One of my students confided in me that his family is Cape Verdian and that he has a hard time in class because his family can't help him with his english at home. Every summer, he goes back to his country, and always has something to share with the class about cultural differences and cultural bariers that he's experienced between countries. For example, when the kids got out of hand, the teacher got the room under control, and the boy told the class that in Cape Verde, the teachers are allowed to hit misbehaving students, so they should consider themselves lucky and behave for the teacher!
I've noticed that students from these backgrounds in the classroom do a surprisingly good job of connecting what is being done in class, to some outside, everyday experience that they have. They also tend to understand concepts better when they are put into the context of their social/ethnic/linguistic backgrounds. I watched the ESL teacher work with the students, and it as very interesting to me to see how just a single word in spanish or portugese can so instantaniously resolve or clearify an issue.
My students come to class with an understanding, from home and outside school life at an early age, how the outside world opperates. They know that to succeed, they need to 'get through' school. They also possess an gift that many try to eliminate from them- and that is their second language. Possessing the abulity to speak multiple languages opens the door for students. They need to be made aware of their options, and know that with a second language, they can be highly efficient in business. They can go on to teach, and make strong connections with their struggling students. They are better able to relate to those they live with in the community, and, armed with english, can help them to succeed as well. The hard work that these students apply, consiously or not, to finnish the educational program, and develope their english skills will most likely translate over into their work ethic, and post public education drive to succeed as long as they are nurtured through their educational experience. Unfortunately, I don't see students getting the kind of support that they will need to succeed in this way... That's why I want to be a teacher- to make a difference, even in the lives of just a few studnets will be worth it to me.
Well for one thing, when looking at the demograph of my elementary school, I can feel confident that the numbers correctly reflect the student population. In my school, there is a 64% population of hispanic students, 17% Asian, 12% Black, and 7% White students. The student makeup is far more diverse than a school like Nayatt school, and elementary school in Barrington Rhode Island where the student make up consists of 93% White students, 6% Asian, and only 1% hispanic. The opposite of diverse! At my school, 29% of the students are recipiants of English Language services, and their disadvantages show in the KNEECAP scores from this year. Asa Messer fell below state expectations, where as Nayatt's 1% of ESL students bore no effect on the above average proformance reflected in their scores. The average income of families in my district $32,058 as opposed to $ 84,657 in Barrington Nayatt district. I think it's safe to say that there is a corrolation between students from minority ethnic groups and low income income families struggling in the educational system as opposed to the sucess of students of the white, upper class districts.
The effects of less income are obvious at my school. The children's class status are reflected in their worn, and often not season appropriate clothing. They com from homes where, from my conversations with students, seem centered around work and getting by. There is more concern with just 'getting through' grade three than actually taking somthing away from the experience. My students often tell me that they would 'rather be playing video games'. The inititive is to get it done, to have it done. I catch alot of my students doing things right before they are due.
The students in my classroom are, as the statistics reflect, mainly spanish and african american, with three asian american students and two white students. I love the language switching that goes on within the classroom. While only 29% qualify for ESL help, that doesn't mean that only 29% speak a second language. I think it's safe to say that the majority of my students speak spanish, or some dialect of it. I'll catch them at recess or inbetween activities sharing words, or teaching one another how to say somthing one way or another. One of my students confided in me that his family is Cape Verdian and that he has a hard time in class because his family can't help him with his english at home. Every summer, he goes back to his country, and always has something to share with the class about cultural differences and cultural bariers that he's experienced between countries. For example, when the kids got out of hand, the teacher got the room under control, and the boy told the class that in Cape Verde, the teachers are allowed to hit misbehaving students, so they should consider themselves lucky and behave for the teacher!
I've noticed that students from these backgrounds in the classroom do a surprisingly good job of connecting what is being done in class, to some outside, everyday experience that they have. They also tend to understand concepts better when they are put into the context of their social/ethnic/linguistic backgrounds. I watched the ESL teacher work with the students, and it as very interesting to me to see how just a single word in spanish or portugese can so instantaniously resolve or clearify an issue.
My students come to class with an understanding, from home and outside school life at an early age, how the outside world opperates. They know that to succeed, they need to 'get through' school. They also possess an gift that many try to eliminate from them- and that is their second language. Possessing the abulity to speak multiple languages opens the door for students. They need to be made aware of their options, and know that with a second language, they can be highly efficient in business. They can go on to teach, and make strong connections with their struggling students. They are better able to relate to those they live with in the community, and, armed with english, can help them to succeed as well. The hard work that these students apply, consiously or not, to finnish the educational program, and develope their english skills will most likely translate over into their work ethic, and post public education drive to succeed as long as they are nurtured through their educational experience. Unfortunately, I don't see students getting the kind of support that they will need to succeed in this way... That's why I want to be a teacher- to make a difference, even in the lives of just a few studnets will be worth it to me.
Wednesday, April 20, 2011
Prompt 5
The culturally competent teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students learning, and the benefit of collaborating with the wider school community. Just from my experience in the classroom, and the information I've gathered from my teaching mentor, the correlation between involved, concerned parents, and successful engaged students is clear. The more successful students make their at home practice with mom or dad clear as we go through exercises. "Mom showed me this when we read Matilda" or "Dad told me that when there's an E at the end of the word, the vowel before it says it's name" etc. The children who struggle with day to day lessons in subjects like math and reading make no such comments. They often make comments like "Id rather be playing video games". As the teacher of a classroom, the difficulties of taking all of these different attitudes about learning, that begin at home, and finding a way to engage ALL of the students seems to be the biggest challenge.
In my classroom, there are a number of different groups of children who's families all seem to value education at different levels. There are many who's struggle with English speak to the condition and status of their families, most likely new to this country and unaware of the 'secret codes' of power that Delpit talks about that place those with an education above those who lack one. For families like those of Roberto, Jose, and Angelina who's homework are never completed in the morning, schoolwork is never an important part of life at home, so why should it be while at school? In my home, my mom and dad would badger me relentlessly until all the necessary homework assignments were completed. They emailed teachers, required a list of what was due, and did their best to ensure that my brother and sisters and I were doing as best as we could. The parents in the piece 'Aria" that we read made the ultimate sacrifice of Spanish culture in favor of education which would set their son up for success in American culture.
Children's attitudes are a direct reflection of the attitudes of their parents. Things that their parents hold of high importance will most likely effect what the child holds of high importance. As an educator, it would be extremely difficult for me to see a child struggle in school, only to find the parent of that child as equally unconcerned with their poor performance as the child themselves. For too many parents, they accept the idea that their child is unintelligent, or simply not a good student. They throw their hands in the air and expect the educator to fix the issue. In some ways, the parent is correct. It's my job as an educator to inspire students to do well, and strive for success. Regardless of outside circumstances, the classroom should be a safe heaven and a gateway to endless opportunities and available information and options. At the same time, if at all possible, a little outside encouragement from family and community will only help to strengthen the ideology of the importance of education in a student. As an educator, I would stress the importance of education to parents, and encourage them to encourage their children to strive for success. Most students and parents don't know their options when it comes to things like college and life after public education. As a highschool educator, I want to be well aware of programs and available outlets for students and parents who otherwise would not persue or encourage education due to outside factors like money.
When parents don't respond to my attempts to engage them in their children's education, I'll at least know the students who may need some extra attention and direction. Speaking with parents will allow me to know where my students come from, what their aspirations may be, and what the family holds important which may in turn help me to create lessons that are more interesting, and applicable to the real lives of my students. Knowing these things will help me cater more towards my students without offending any of them, knowing that many may come from homes where parents did not finish school There is a way to teach the things that you are required to teach, while mixing in things that make the lessons interesting and appropriate for the time and place. If some parents could care less about school, I won't overload their child with the importance of higher education, but i will certainly make the conversation about alternatives and options for all students part of the classroom discussion so that it never leaves my students minds. Particularly in art education, making practical careers in things like art education, art therapy, or graphic design as practical things to do with an art degree.
In my classroom, there are a number of different groups of children who's families all seem to value education at different levels. There are many who's struggle with English speak to the condition and status of their families, most likely new to this country and unaware of the 'secret codes' of power that Delpit talks about that place those with an education above those who lack one. For families like those of Roberto, Jose, and Angelina who's homework are never completed in the morning, schoolwork is never an important part of life at home, so why should it be while at school? In my home, my mom and dad would badger me relentlessly until all the necessary homework assignments were completed. They emailed teachers, required a list of what was due, and did their best to ensure that my brother and sisters and I were doing as best as we could. The parents in the piece 'Aria" that we read made the ultimate sacrifice of Spanish culture in favor of education which would set their son up for success in American culture.
Children's attitudes are a direct reflection of the attitudes of their parents. Things that their parents hold of high importance will most likely effect what the child holds of high importance. As an educator, it would be extremely difficult for me to see a child struggle in school, only to find the parent of that child as equally unconcerned with their poor performance as the child themselves. For too many parents, they accept the idea that their child is unintelligent, or simply not a good student. They throw their hands in the air and expect the educator to fix the issue. In some ways, the parent is correct. It's my job as an educator to inspire students to do well, and strive for success. Regardless of outside circumstances, the classroom should be a safe heaven and a gateway to endless opportunities and available information and options. At the same time, if at all possible, a little outside encouragement from family and community will only help to strengthen the ideology of the importance of education in a student. As an educator, I would stress the importance of education to parents, and encourage them to encourage their children to strive for success. Most students and parents don't know their options when it comes to things like college and life after public education. As a highschool educator, I want to be well aware of programs and available outlets for students and parents who otherwise would not persue or encourage education due to outside factors like money.
When parents don't respond to my attempts to engage them in their children's education, I'll at least know the students who may need some extra attention and direction. Speaking with parents will allow me to know where my students come from, what their aspirations may be, and what the family holds important which may in turn help me to create lessons that are more interesting, and applicable to the real lives of my students. Knowing these things will help me cater more towards my students without offending any of them, knowing that many may come from homes where parents did not finish school There is a way to teach the things that you are required to teach, while mixing in things that make the lessons interesting and appropriate for the time and place. If some parents could care less about school, I won't overload their child with the importance of higher education, but i will certainly make the conversation about alternatives and options for all students part of the classroom discussion so that it never leaves my students minds. Particularly in art education, making practical careers in things like art education, art therapy, or graphic design as practical things to do with an art degree.
Tuesday, April 12, 2011
Sooo i met the art teacher....
Unfortunately, last Wednesday, I decided it would be a good idea to go check out the art room, and meet the art teacher. I was lucky enough to meet a fifth grader on my way into the school who volunteered as I inquired in the office with the downtrodden, unfriendly receptionists who choose to pretend that I don't exist when I walk in to sign in, grab a visitor pass, and say good morning. Despite the attitude of the two secretaries, I will continue to say good morning, every morning, until i get a response. After waiting patiently for some time, I asked where the art room was, and the receptionist told me "downstairs" and that Ciara would take me there. The young girl eagerly accepted the opportunity to show me to the art room, and asked me a million and one questions concluding with "We have a lot of volunteers come through here, but you're my favorite." I was all smiles, amazed with how good a fifth graders comment could make me feel at 9am on a Wednesday morning- it was just what I needed. When we reached the art room, the art teacher was waiting at the head of the line of a group of fifth graders for them to be silent before she opened the door. At the rate she was going, they could have all been standing at the door for the whole period and it would have never reached full silence. Everyone turned to stare at me and I put my finger to my lips to say shhh in a friendly way, and viola! silence! I was told that the art teacher did not have class, but she had "art club" which I found out from Ciara while we waited for the class to settle down. The teacher glanced at me, but with a roll of her eyes ignored me and proceded into the room. The student and I were the last into the room, and she marched me up to the teacher and properly introduced me with a big smile on her face. "This is Miss Bianca, she's a volunteer". For the first time the art teacher looked at me and then back to the young girl. "Wonderful, have a seat Ciara" she said.
Again, she preceded to clean up her desk without looking at me so I said, very friendlily, "Hi, I'm Bianca, I'm a V.I.P.S volunteer studying art education, and I just wanted to introduce myself and check out your room (My Teacher) said last week that you were available during this time, and would be willing to talk to me or let me look around"
She again, made a face, and said "Yeah, I mean whatever, feel free to look around, but there's not much to look at".
I instead said thank you to the teacher and to Ciara who whispered on my way out "Sorry, she's always so cranky". I said not to worry about it and that I'd be back another day.
The walls were bare, and not to mention that the art room, like most schools, was located in the basement/bottom floor of the school so the atmosphere was immediately darker. She made no effort to decorate the room, or the large metal, prison looking cabinates where she stored most of the supplies. It's an elementary art class room for god's sake.
She was clearly not enjoying her job, and clearly hostile to new teachers. From my understanding, she acts this way towards all of the art education students, perhaps a sense of hostility towards us with all of the tensions about losing teaching jobs to younger more enthusiastic teachers, but who knows. All I know is that this woman is one that the school systems can benefit from losing.
The room's condition called to mind the "setting up your classroom" article we read. All simple organizational techniques were nowhere to be found. There was no color, no displayed student work as encouragement. Orenstien's article was also ringing loud and clear in my head. Where are the posters of artists or their work? Artists of any gender at this point? How are children supposed to be inspired when there is no material for them to draw from? The fact that my experience with this woman was the same as a number of others in the Art Education program makes me even angrier. It's not even that this woman had a bad day, or is upset because of the outcome of the school being closed. Day in and day out, she is cranky, and unhappy in her position. Anyone who is passionate about what they do makes it clear in their workspace. My studio in particular is covered with work and inspirational pieces for the time being. Things are always shifting, being added, taken away and especially at the elementary level, i feel like creativity is really important. Most of these kids didn't even know that you could go to school for art when I told them what my major was! I found out in talking to one of my 'problem children' that he really enjoys graffiti and color murals that are so artfully rendered that you feel like you're falling into them. I brought him some pictures from a graffiti book, and told him a little bit about it, and tried to foster that love of art, color, and expression in him. At least if he doesn't like history, he can be like me and finish the schooling experience to go onto college and pursue something he really enjoys like graphic design- something a lot of graffiti lovers go on to pursue.
Again, she preceded to clean up her desk without looking at me so I said, very friendlily, "Hi, I'm Bianca, I'm a V.I.P.S volunteer studying art education, and I just wanted to introduce myself and check out your room (My Teacher) said last week that you were available during this time, and would be willing to talk to me or let me look around"
She again, made a face, and said "Yeah, I mean whatever, feel free to look around, but there's not much to look at".
I instead said thank you to the teacher and to Ciara who whispered on my way out "Sorry, she's always so cranky". I said not to worry about it and that I'd be back another day.
The walls were bare, and not to mention that the art room, like most schools, was located in the basement/bottom floor of the school so the atmosphere was immediately darker. She made no effort to decorate the room, or the large metal, prison looking cabinates where she stored most of the supplies. It's an elementary art class room for god's sake.
She was clearly not enjoying her job, and clearly hostile to new teachers. From my understanding, she acts this way towards all of the art education students, perhaps a sense of hostility towards us with all of the tensions about losing teaching jobs to younger more enthusiastic teachers, but who knows. All I know is that this woman is one that the school systems can benefit from losing.
The room's condition called to mind the "setting up your classroom" article we read. All simple organizational techniques were nowhere to be found. There was no color, no displayed student work as encouragement. Orenstien's article was also ringing loud and clear in my head. Where are the posters of artists or their work? Artists of any gender at this point? How are children supposed to be inspired when there is no material for them to draw from? The fact that my experience with this woman was the same as a number of others in the Art Education program makes me even angrier. It's not even that this woman had a bad day, or is upset because of the outcome of the school being closed. Day in and day out, she is cranky, and unhappy in her position. Anyone who is passionate about what they do makes it clear in their workspace. My studio in particular is covered with work and inspirational pieces for the time being. Things are always shifting, being added, taken away and especially at the elementary level, i feel like creativity is really important. Most of these kids didn't even know that you could go to school for art when I told them what my major was! I found out in talking to one of my 'problem children' that he really enjoys graffiti and color murals that are so artfully rendered that you feel like you're falling into them. I brought him some pictures from a graffiti book, and told him a little bit about it, and tried to foster that love of art, color, and expression in him. At least if he doesn't like history, he can be like me and finish the schooling experience to go onto college and pursue something he really enjoys like graphic design- something a lot of graffiti lovers go on to pursue.
Just some more reflecting
I've been collecting alot of my thoughts in a notebook immediately after my tutoring experiences, so I apologize for the lack of blogging! Handwriting allows me to focus my thoughts a little bit better for what I write here. One experience that I had four weeks ago involved a substitute teacher that was in my class on the day of my tutoring. I didn't know that the substitutes that came in were in for the full day, and were qualified elementary educators. This scared me when I learned how often my teacher was out of school, and how often a new teacher who may not be as experienced was responsible for teaching a classroom of students with whom they were not familiar with. We were doing a language arts exercise in which the children were asked to change the proper nouns to common nouns. The words were Florida and Africa. As I went around to check on how all of the children were doing, I noticed that all of them, first of all did not understand what the exercise was asking to do without explicit direction, but that when they did understand the question, they all wrote "country" next to the word Africa. The substitute remained at the desk texting and shouting for silence as I walked around to the different tables explaining the question, and trying to pry the correct answer out of them. To my surprise, all but two students (two of the more advanced students in the class) had ABSOLUTELY NO IDEA what a continent was. Now at first I figured it was something that they may not have gotten to, but then i remembered that a lot of the language exercises mix mostly things that they already know, with newly learned language and grammatical rules... so why would this generic third grade exercise include information that a generic third grader would not know? Isn't the idea that everything in these exercises reinforce things that the students have already learned?
After hinting at this answer to the students, I was more surprised when the substitute teacher began to write the answers out on the board and go over it with the class. She looked at the question and then looked at me, and then back to the paper again. In front of the students, she asked me whether it was a continent or a country. I said continent, so she checked the answer book after the children protested for the answer to be country, and she said she would accept either answer. On one side, the incident was pretty comical, but on the other, it was just downright sad. The fact that a third grade classroom in Providence doesn't know the difference between a country and a continent blows my mind. More so, the fact that an educator allowed students to learn something incorrectly blew my mind as well. Granted, I will admit to struggling with math corrections/ calculations with the students here and there, but I recognize them and correct them accordingly, and make sure that when I do something, I can clearly and properly explain my thinking with the students. It's kind of like teaching a preschool of toddlers that a desk is called a chair, and that they put their clothes in an oven, and dinner in their closets. As an educator of young children I feel like you have to have some kind of control over the information you share, and be knowledgeable. Learning at this age is so important, and its frustrating to see where their struggle with the material in class comes from. That's why their test scores are so low, and their understanding of the subjects that I've been helping with so sub par. It's even more frustrating because as I prepare to teach at the high school level, their academic progress and ability to succeed or want to succeed and care about education will have been greatly depleted and decayed by the time they reach the high school.
After hinting at this answer to the students, I was more surprised when the substitute teacher began to write the answers out on the board and go over it with the class. She looked at the question and then looked at me, and then back to the paper again. In front of the students, she asked me whether it was a continent or a country. I said continent, so she checked the answer book after the children protested for the answer to be country, and she said she would accept either answer. On one side, the incident was pretty comical, but on the other, it was just downright sad. The fact that a third grade classroom in Providence doesn't know the difference between a country and a continent blows my mind. More so, the fact that an educator allowed students to learn something incorrectly blew my mind as well. Granted, I will admit to struggling with math corrections/ calculations with the students here and there, but I recognize them and correct them accordingly, and make sure that when I do something, I can clearly and properly explain my thinking with the students. It's kind of like teaching a preschool of toddlers that a desk is called a chair, and that they put their clothes in an oven, and dinner in their closets. As an educator of young children I feel like you have to have some kind of control over the information you share, and be knowledgeable. Learning at this age is so important, and its frustrating to see where their struggle with the material in class comes from. That's why their test scores are so low, and their understanding of the subjects that I've been helping with so sub par. It's even more frustrating because as I prepare to teach at the high school level, their academic progress and ability to succeed or want to succeed and care about education will have been greatly depleted and decayed by the time they reach the high school.
Sunday, March 13, 2011
Post number 2 (QUESTION 4)
How might your personal history/sociocultural characteristics intersect with those of your students? What challenges or advantages must you have as a teacher in this classroom? What misconceptions about various cultural groups have you confronted during this experience? Give examples.
One thing that I feel as though has really helped me to be successful in this classroom is my diverse background. I have been through, experienced, or worked closely with people who have gone through a lot of the same things these children do on a daily basis either at home or at school. Whether it be a cultural conflict, a substance abuse issue at home, poverty, violence, or simply a lack of interest in school, I am understanding of the issues that come with these children. I come from a diverse family background and have done a lot of volunteer work in underprivileged areas. Unlike the students, I've been privileged enough to grow up in a privileged home most of my life. I've always been provided with the things I've needed and wanted, but understand roots of my family, and the hard work they put in to be where we are today. Thing's were not always great, but with hard work, my family has succeeded. I'm sure that some of the things that they must cope and deal with, I will be able to help them through. In terms of learning styles, I also struggled with the public school system's learning styles. I was never particularly interested in bookwork, and the number of things that school puts such a huge emphasis on. I want to make learning fun, because I understand how disinterested students can become with the monotony of school assignments!
Some of the challenges that I must face as a teacher are the things I don't understand and the things I cannot relate to. We spoke in class about when we are silent in the classroom setting. For me, I tend to get silent when I don't know something, or can't relate. As a teacher, there are going to be students who come to my classroom and cannot focus because of issues I have never dealt with; hunger or abuse for example, or students who struggle with English as a second language. I must use my advantages as a teacher, as part of this 'culture of power' in order to help the students appropriately. Whether this be asking for the help of a professional, or learning another language to accommodate struggling students, the advantages of being a teacher should be to help the students.
A misconception about cultural groups that I've actually encountered thus far would be the way the students originally perceived and reacted to my presence in the classroom. Aside from the teacher, and myself, there are only two white students in my 25 child classroom. I was received less than enthusiastically in my first week, actually mocked by a student for my professional appearance. I've slowly gained 'class cred' as the students get to know me tho, and have enjoyed the clear night and day treatment and respect I've received since my first meeting :)
I intend to write more on this question as I gain more experience in my classroom. I haven't had a lot of time to observe my teacher's attitude towards different cultural groups, so I cannot make any comments on any observed cultural misconceptions thus far. The only thing I have noticed that stunned and shaped my conception of a school is the ratio of nationalities in this school. I was mislead in thinking that the majority of students at this school would be white, when in fact, the white students are actually the minority here. I find myself wondering if they become profiled, or targets of cultural/racial misconceptions in this area of providence.
One thing that I feel as though has really helped me to be successful in this classroom is my diverse background. I have been through, experienced, or worked closely with people who have gone through a lot of the same things these children do on a daily basis either at home or at school. Whether it be a cultural conflict, a substance abuse issue at home, poverty, violence, or simply a lack of interest in school, I am understanding of the issues that come with these children. I come from a diverse family background and have done a lot of volunteer work in underprivileged areas. Unlike the students, I've been privileged enough to grow up in a privileged home most of my life. I've always been provided with the things I've needed and wanted, but understand roots of my family, and the hard work they put in to be where we are today. Thing's were not always great, but with hard work, my family has succeeded. I'm sure that some of the things that they must cope and deal with, I will be able to help them through. In terms of learning styles, I also struggled with the public school system's learning styles. I was never particularly interested in bookwork, and the number of things that school puts such a huge emphasis on. I want to make learning fun, because I understand how disinterested students can become with the monotony of school assignments!
Some of the challenges that I must face as a teacher are the things I don't understand and the things I cannot relate to. We spoke in class about when we are silent in the classroom setting. For me, I tend to get silent when I don't know something, or can't relate. As a teacher, there are going to be students who come to my classroom and cannot focus because of issues I have never dealt with; hunger or abuse for example, or students who struggle with English as a second language. I must use my advantages as a teacher, as part of this 'culture of power' in order to help the students appropriately. Whether this be asking for the help of a professional, or learning another language to accommodate struggling students, the advantages of being a teacher should be to help the students.
A misconception about cultural groups that I've actually encountered thus far would be the way the students originally perceived and reacted to my presence in the classroom. Aside from the teacher, and myself, there are only two white students in my 25 child classroom. I was received less than enthusiastically in my first week, actually mocked by a student for my professional appearance. I've slowly gained 'class cred' as the students get to know me tho, and have enjoyed the clear night and day treatment and respect I've received since my first meeting :)
I intend to write more on this question as I gain more experience in my classroom. I haven't had a lot of time to observe my teacher's attitude towards different cultural groups, so I cannot make any comments on any observed cultural misconceptions thus far. The only thing I have noticed that stunned and shaped my conception of a school is the ratio of nationalities in this school. I was mislead in thinking that the majority of students at this school would be white, when in fact, the white students are actually the minority here. I find myself wondering if they become profiled, or targets of cultural/racial misconceptions in this area of providence.
Some more tutering experinces
My school is one of the schools under consideration for closure with all of the recent activity with providence education. You can tell all of the teachers are really on edge. The decision was supposed to be made two weeks ago, and week after week, my teacher receives a new email telling her the announcement will be made the following week. My teacher in particular, is concerned for her job because she struggles at home with a disabled child. She told me that should her school get shut down, 'she didn't know who would hire her... Ms. Misery (the principal) is so good to her'. As nice as my teacher is, she is very clearly preoccupied most of the day with outside issues and has been late a couple of times. It makes me really think about the bill's implications on teachers, but deep down, I know Providence made a good decision.
The kids are really starting to open up to me the more I go to the school. Because of my work schedule, I've had to schedule multiple, shorter visits. For this reason, I end up in my classroom around three times a week. The students wrote book reports over the break, and to my surprise, a lot of the students took my advice to heart. It made me feel good to know that i helped them to organize their thoughts and produce a final, well done product. In my working with the "problem" children, it has become clear to me that they're not all as problematic as they have been made out to be. They need a little more direction and encouragement, but the students that I regularly work with have shown me that they, while needing a little more help than the average student due to their bilingual backgrounds, are quite bright and eager individuals. Because of the schedualing of lunch and secondary classes like art and gym, I have found myself waiting outside of the classroom on several occasions for my class to return. One of the things I have grown to severely dislike about my school is the way that the teachers and aids speak with and handle the children. There is one way to speak to your own child, and another way to speak with someone else's child. No school faculty member should put their hands on a child, and scream in their faces. Some of the things I've seen, particularly in the hallways, unfolding between faculty and student blow my mind. If a teacher EVER put their hands on a student in Barrington, where my little brother goes to school, that teacher would be fired before the end of the school day. This reminded me of these 'codes of power' and the 'silenced dialog' that both Delpit and Johnson talk about in their own ways. Privileged students know that their teachers cannot treat them in certain ways, because their parents are part of this 'privileged' class of citizens. They teach their kids that they are valued and above the treatment that those below them are subjected to. Underprivileged children are raised by parents who fall into the same category of oppression. They have no choice but to listen to those in power, and grow up witnessing the power that this privileged class of people has over their own. Where a Barrington 3rd grader runs home to tell their parents the outrageous event that they endured in school, expecting an angry phone call and punishment on the offending teacher, an underprivileged student informs his parent expecting nothing more than consolation because both parent and child feel as though they are powerless.
It was heartbreaking to have to witness a faculty member in particular today reprimand and discipline two students in particular at my last visit, and I'm pretty sure the shocked and disproving look on my face said it all... The teacher/ aid/ whatever she was didn't realize I was there, and ceased her behavior upon looking up and seeing me. Worse than that, she smiled and started acting as if nothing ever happened...
My students behavior in the classroom is surprisingly good for an over crowded third grade class. They listen attentively, and many actively participate in classroom activity. They all seem to enjoy reading, and I've managed to learn a lot more about the 'problem' children, and the things that interest them. I plan on bringing in some new books for the kids because many complain about having no new books to read because they've already read all the classroom books! Overall, I've really been enjoying this classroom atmosphere, and the challenges that come with teaching in this kind of urban setting. I look forward to working more with the kids.
The kids are really starting to open up to me the more I go to the school. Because of my work schedule, I've had to schedule multiple, shorter visits. For this reason, I end up in my classroom around three times a week. The students wrote book reports over the break, and to my surprise, a lot of the students took my advice to heart. It made me feel good to know that i helped them to organize their thoughts and produce a final, well done product. In my working with the "problem" children, it has become clear to me that they're not all as problematic as they have been made out to be. They need a little more direction and encouragement, but the students that I regularly work with have shown me that they, while needing a little more help than the average student due to their bilingual backgrounds, are quite bright and eager individuals. Because of the schedualing of lunch and secondary classes like art and gym, I have found myself waiting outside of the classroom on several occasions for my class to return. One of the things I have grown to severely dislike about my school is the way that the teachers and aids speak with and handle the children. There is one way to speak to your own child, and another way to speak with someone else's child. No school faculty member should put their hands on a child, and scream in their faces. Some of the things I've seen, particularly in the hallways, unfolding between faculty and student blow my mind. If a teacher EVER put their hands on a student in Barrington, where my little brother goes to school, that teacher would be fired before the end of the school day. This reminded me of these 'codes of power' and the 'silenced dialog' that both Delpit and Johnson talk about in their own ways. Privileged students know that their teachers cannot treat them in certain ways, because their parents are part of this 'privileged' class of citizens. They teach their kids that they are valued and above the treatment that those below them are subjected to. Underprivileged children are raised by parents who fall into the same category of oppression. They have no choice but to listen to those in power, and grow up witnessing the power that this privileged class of people has over their own. Where a Barrington 3rd grader runs home to tell their parents the outrageous event that they endured in school, expecting an angry phone call and punishment on the offending teacher, an underprivileged student informs his parent expecting nothing more than consolation because both parent and child feel as though they are powerless.
It was heartbreaking to have to witness a faculty member in particular today reprimand and discipline two students in particular at my last visit, and I'm pretty sure the shocked and disproving look on my face said it all... The teacher/ aid/ whatever she was didn't realize I was there, and ceased her behavior upon looking up and seeing me. Worse than that, she smiled and started acting as if nothing ever happened...
My students behavior in the classroom is surprisingly good for an over crowded third grade class. They listen attentively, and many actively participate in classroom activity. They all seem to enjoy reading, and I've managed to learn a lot more about the 'problem' children, and the things that interest them. I plan on bringing in some new books for the kids because many complain about having no new books to read because they've already read all the classroom books! Overall, I've really been enjoying this classroom atmosphere, and the challenges that come with teaching in this kind of urban setting. I look forward to working more with the kids.
Friday, February 18, 2011
First Impressions, Response 1
The neighborhood that my school is tucked into is definitely what many developers and renovators refer to as ' up and coming'. There's an odd mix of poverty and wealth that can be seen simply in the conditions of the homes on the street leading up to the school. The area just outside of the school is less fortunate as well, and the number of out of business stores and damaged older vehicles speak to this. The building is definitely older, entirely brick from the outside, and the original tile and piping running throughout the building. They did a nice job making it school-friendly by painting the walls a bright purple and decorating the walls inside the rooms and out. The high ceilings are actually kind of open and inviting. The rooms seem to be a great size, larger open classrooms allow for more space, but also more children per classroom which I found today to be quite challenging. I really liked the feel of the school, it was open, and inviting, and the bright colors, cleanliness and friendly staff made it seem like a great place to learn. I started taking notes as soon as I walked into the school. My classroom was involved in an out of class activity, so I immediately started to take notes of hallway activity and student- teacher interactions in the areas around me while I waited for them to return. I was at first very surprised at the freedom that the children had to come and go from the classrooms. The room across the hall from where I was waiting for instance had a number of sets of two students in almost a fluid rotation leaving to go to the bathroom or bubbler. They were roaming the hallways, and I actually witnessed a verbal altercation between students of different classes who were not where they were supposed to be. I don't remember elementary school very clearly, so I can't base any judgements off of my own experience, but perhaps the roaming is an inevitable part of a school full of elementary aged students. I couldn't help but notice what a distraction it may have been to consistently have those children filtering in and out of the classroom. As I learned today, it's hard enough to keep their attention without all of the distractions. While I was watching the interactions between students and teachers, there was a clear frustration in the tone of voice and handling of the children that I did not agree with. I've worked with children all my life, and I understand how frustrating the process of disciplining and educating such an age can be, but children only respond to so much yelling and anger. It's like anything; if you say or do something excessively, it loses it's value. The students were well behaved for the most part, of course there is always one student in the bunch that can have the behavior to throw off the whole group, but as individuals, they were all polite and charming.
Once I was isolated with a small group of students, it became clear to me just how challenging educating such a group can be, especially if they have no interest in the topic at hand. We were working on math, basic fractions and the terminology that went with it. I'm a firm believer that for kids to learn or take anything away from a lesson, they need to be interested and the lesson needs to be made understandable and fun. We worked on fractions in terms of pieces of pizza or boxes of cookies, and turned the activities into almost a game, taking turns giving pieces of the answer. I felt a sense of accomplishment when one of the boys at the table who the teacher identified to me as someone who 'never paid attention anyway' started to participate after my unceasing probing for answers.
In the classroom, it's pretty evident the value placed on effort. The teacher very plainly favors the students who put their best foot forward in the direction of progress, and frustration and lack of hope for those who are more challenging to engage. Just her comment of 'im going to send (we'll call him ron) out with you, but he never pays attention anyway, right ron?' I don't like those types of comments because they cause the child to immediately think lower of themselves. Why try if your teacher already thinks you're a bum? I can see now where issues like that of Central Falls come from. I was amazed working with the students in reading and phonetics how behind students were, and how difficult it would be for students of that level to go onto higher level education without a full knowledge of the basics. The class was relatively large, and hard for my teacher to control. Interesting to me, was the overflow of a group of fifth grade students that were lumped into the third grade classroom with work to do because the school was unable to get a substitute. The school in general seems understaffed, and it made me wonder about how much more efficiently a large class like the one I work in would run with the addition of another teacher. With math in particular, it's hard enough to get the students to pay attention, and the test scores I saw when grading times table quizzes showed that. I was shocked to see the huge discrepancy in scores. The students did either exceptionally with no more than three answers of twenty wrong, or exceptionally awful with no more than three answers of twenty correct.
After considering these in class scores, I checked out the data from infoworks about my school. It was wild to me that the number of students who were proficient in all areas of the testing were outnumbered by those who were not or very below proficiency. Interesting to me as well was the inability of the school to measure any other racial group of children outside of hispanic, and asian because their numbers were to small in relation to the rest of the school community. I noticed today that besides myself the the majority of the teachers, there were only three other white students in my immediate area two of whom were in my class. Looking further at the information provided on the no child left behind report card from 2008 (the most recent entry) the school was rated as a school of "insufficient progress". The statistics are pretty scattered, and the progress from year to year goes up and down with no real convincing evidence of improvement.
Overall, my experience was a positive one. The students were very receptive, and I enjoyed the students that were eager to learn and determined to help the students who were clearly uninterested. I look forward to my next visit. I've planned on several visits during the week and want to take as much away from this experience and the solutions to the difficult learning conditions that the school has to offer to teach me!
Once I was isolated with a small group of students, it became clear to me just how challenging educating such a group can be, especially if they have no interest in the topic at hand. We were working on math, basic fractions and the terminology that went with it. I'm a firm believer that for kids to learn or take anything away from a lesson, they need to be interested and the lesson needs to be made understandable and fun. We worked on fractions in terms of pieces of pizza or boxes of cookies, and turned the activities into almost a game, taking turns giving pieces of the answer. I felt a sense of accomplishment when one of the boys at the table who the teacher identified to me as someone who 'never paid attention anyway' started to participate after my unceasing probing for answers.
In the classroom, it's pretty evident the value placed on effort. The teacher very plainly favors the students who put their best foot forward in the direction of progress, and frustration and lack of hope for those who are more challenging to engage. Just her comment of 'im going to send (we'll call him ron) out with you, but he never pays attention anyway, right ron?' I don't like those types of comments because they cause the child to immediately think lower of themselves. Why try if your teacher already thinks you're a bum? I can see now where issues like that of Central Falls come from. I was amazed working with the students in reading and phonetics how behind students were, and how difficult it would be for students of that level to go onto higher level education without a full knowledge of the basics. The class was relatively large, and hard for my teacher to control. Interesting to me, was the overflow of a group of fifth grade students that were lumped into the third grade classroom with work to do because the school was unable to get a substitute. The school in general seems understaffed, and it made me wonder about how much more efficiently a large class like the one I work in would run with the addition of another teacher. With math in particular, it's hard enough to get the students to pay attention, and the test scores I saw when grading times table quizzes showed that. I was shocked to see the huge discrepancy in scores. The students did either exceptionally with no more than three answers of twenty wrong, or exceptionally awful with no more than three answers of twenty correct.
After considering these in class scores, I checked out the data from infoworks about my school. It was wild to me that the number of students who were proficient in all areas of the testing were outnumbered by those who were not or very below proficiency. Interesting to me as well was the inability of the school to measure any other racial group of children outside of hispanic, and asian because their numbers were to small in relation to the rest of the school community. I noticed today that besides myself the the majority of the teachers, there were only three other white students in my immediate area two of whom were in my class. Looking further at the information provided on the no child left behind report card from 2008 (the most recent entry) the school was rated as a school of "insufficient progress". The statistics are pretty scattered, and the progress from year to year goes up and down with no real convincing evidence of improvement.
Overall, my experience was a positive one. The students were very receptive, and I enjoyed the students that were eager to learn and determined to help the students who were clearly uninterested. I look forward to my next visit. I've planned on several visits during the week and want to take as much away from this experience and the solutions to the difficult learning conditions that the school has to offer to teach me!
Thursday, February 10, 2011
Just a little bit about me, me, me.
Hey, I'm Bianca.
I am an art student, preparing to apply for the BFA art education program.
In my spare time, I'm an avid runner, run my own business, work at starbucks, and help my mom manage her business as well. Im not the most organized person, but I'm improving. I love fashion, and am from New York, where I plan on returning to hopefully teach at an inner city high school where I hope to make a difference and give back to my community. I love music, dancing, and relaxing with a good book. I read a lot. Im looking forward to FNED and teaching when I graduate :)
I am an art student, preparing to apply for the BFA art education program.
In my spare time, I'm an avid runner, run my own business, work at starbucks, and help my mom manage her business as well. Im not the most organized person, but I'm improving. I love fashion, and am from New York, where I plan on returning to hopefully teach at an inner city high school where I hope to make a difference and give back to my community. I love music, dancing, and relaxing with a good book. I read a lot. Im looking forward to FNED and teaching when I graduate :)
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