I am a white, LDS, female who grew up in a middle class family and so a lot of my beliefs and views on people were inherited and based on the way that I grew up. I wouldn't say that I was extremely sheltered from the world. I had an idea of the things that other groups of people struggled with and the discrimination aimed toward them. I even saw it within my family with family members who identify as bisexual and gay. I even saw some slight negative actions or thoughts toward a family member who has autism. And I'm not going to lie I may have been part of that sometimes, not directly toward the person, but when talking to others. I in no way was an expert on these subjects (and I'm still not) and I think that's what caused some of my negative thoughts towards people, even those who were my family members. I struggled with what the world was saying about these people and what I truly believed based on my faith and the way that I was raised. They contradicted each other.
But through out this class I was able to see things from the perspective of people who are being discriminated against. With the community experience I realized that my fear of those with disabilities is not because of their physical appearance but because I am not educated enough in the subject. I was afraid to say anything or interact with them worried that I would offend them in some way with the things that I said, when in all reality it is offensive to just ignore. I experienced being the other and it was not fun. I was put in a situation where I was unfamiliar with the language and norms of the class and I am a quiet person and not one to step up and ask questions especially in an unfamiliar place, so I can only imagine there will be students like that in my classroom. Patients is going to be key to teaching and getting to know my students and educating myself on their culture and the best way to teach individual student.
Through out this class I realized where my biases my show and I had always said that I wanted my classroom to be a safe environment for the students and I would do that by making sure that students were kind to each other, but now I know that I also play a part in that. I must make sure that my language and actions are representative of welcoming every culture, race, gender, and ability in my classroom. We, students and teacher, will learn together what is appropriate and what isn't. Expectations are going to be high for all students.
I know have a better knowledge of what my students may be facing and I will continue to learn as I teach, it doesn't end here. Action cannot be based on assumptions they need to be based on knowledge which is why I will continue to learn about and keep up to date in the issues going on in the world. Things which my students may be facing when they come into my classroom. The disruptions I felt during discussion just made me realize that I had things I need to change in order to be a good teacher who is inclusive of all her students.
Wednesday, December 14, 2016
Saturday, December 3, 2016
Re-imagined Classroom
What does my classroom look like?
There are somethings in your classroom that you can not control. Like whether you are given a room with windows or what the desks look like. Things like that you just have work with what you are given. But somethings I can control are what go on the walls, how I arrange the desks, what other outside resources I can bring into the classroom. My room is not going to be empty, meaning, there will be things on the walls. Sometimes I do feel that the "decorations" put up in classrooms can distract from the learning which is something I want to avoid. So what goes on my walls will be helpful to the learning and when projects are done those will be displayed. This will let the students know that I care about what they have done.
Originally I was very vague in what would go up on the walls in my classroom. I feel like this is kind of a difficult thing for a mathematics classroom because it's not like students are making art that you can display. It's kind of silly to put homework up on the walls and I am against putting up tests that people got good grades on because that could make the others discouraged. Most often it seems that the same people are doing well on tests. But depending on what class it is there could very likely be one or two projects done and those could be displayed. I would display every single students project, so that they know that each persons work is valued and seen.
The desks will be arranged in groups if the classroom space allows for that. I believe that one of the main ways that students learn is from each other. Having the desks arranged in groups will allow for the students to work together and collaborate and bounce ideas off of each other.
A big misunderstanding with mathematics is that there is one correct answer and only one way to get that answer, but that is very rarely the case. I am going to have resources in my classroom that will allow the students to work hands on and to help them explore other ways of answer questions. Blocks, fraction tiles, calculators, mini white boards, etc. will be available in the classroom.
Here I have assumed that everyone will be able to communicate with each other. It is very likely that I will have students whose primary language is not English so I would make sure that they have an opportunity to work with other students in the class who speak the same language as them. Although they would still need to be able to explain their work and so I would still want them to work with others who don't speak the same language so that they can be learning how to explain their mathematics in a way that the whole class can understand.
Rules, Policies, and Expectations
Students are going to be expected to show up to class and to be present and attentive. Meaning they will be expected to participate in small group and whole class discussions.
Classroom rules: be respectful of others, stay on task, learn from your mistakes, come prepared and ready to participate, and have fun!
If they fail to follow these rules they will get a warning, lose privileges, grades will suffer, and if it becomes a constant thing we will have to talk with parents and/or principal.
I also want to get the students involved in coming up with the rules and expectations of the classroom. When they feel like what they have to say is being heard and that they are making a contribution then they are going to be more willing to follow those rules.
As a teacher I must have high expectations for all of my students. If they feel like you don't believe in them then they are going to give up. I don't know if I was clear about this but participation points can be earned for participating in the whole class discussion or in small groups. For some students it may be real intimidating to speak in front of the whole class, I know for me it always was, so I need to be accommodating for those who will not speak to the whole class. There are several factors that could cause this to happen and I need to be an understanding teacher. But they are expected to participate and cannot just sit back and never say a word.
While I do want my students to have a say in the rules and expectation in the classroom there are a lot of issues in the world that may come up in class and will need to be address, there is language, sexual orientation, race, etc., and I need to be upfront on the first day of class saying that inappropriate language and bullying will not be tolerated. When speaking to them I will not speak down to them as if they are children. They are learning to be adults and need to be treated as such. I obviously will not be able to address every little detail on the first day of class and I'm sure things will come up throughout the year, but my students need to know that we are going to take the time to discuss the issue in class. It is not going to be brushed under the rug. Every individual in my classroom is important and if I feel uncomfortable or feel that someone is being treated unfairly then it needs to be taken care of.
My Students
My students are going to be from all different backgrounds and they are all going to be welcome. My vision for my classroom is that it is a safe environment where students from different backgrounds and interests will feel comfortable sharing and participating. I want it to be place where you see the varsity sports players and the music/arts students, and math enthusiasts are all working together, forgetting about their label in school.
Expounding on the fact that I want my classroom to be a safe environment. Saying that is one thing but actually creating it is another. They way that I will do that is with the rules and expectations described above. They are made to make everybody feel comfortable. Also as the teacher I will make sure that I am aware of each of my students, the different cultures, languages, races, gender identification, etc., that may be present in my classroom so that if issues do come up with some kind of bullying or misunderstanding, I will be able to address them in class. If I am educated in these things and show my students that we need to treat everyone equally then my students will be more likely to pick up on that idea. I'm not saying everybody has to be best friends but everyone needs to respect each other. If this can be accomplished then they will feel more comfortable participating in class.
This may be a lofty goal, but I want to create and environment where if my students were outside of the classroom and saw one of their classmates being picked on that they would stand up for them.
I want to really get to know my students so on the first day of class I want to give out a get to know you survey asking questions like:
- what are your interests?
- what is the best way to contact parents/guardian?
- what do you want to learn?
And maybe just some silly random questions. But if I can get some basic information and interests then I can gear my tasks towards those interests to get the students more engaged.
Me as a Teacher
There are somethings in your classroom that you can not control. Like whether you are given a room with windows or what the desks look like. Things like that you just have work with what you are given. But somethings I can control are what go on the walls, how I arrange the desks, what other outside resources I can bring into the classroom. My room is not going to be empty, meaning, there will be things on the walls. Sometimes I do feel that the "decorations" put up in classrooms can distract from the learning which is something I want to avoid. So what goes on my walls will be helpful to the learning and when projects are done those will be displayed. This will let the students know that I care about what they have done.
Originally I was very vague in what would go up on the walls in my classroom. I feel like this is kind of a difficult thing for a mathematics classroom because it's not like students are making art that you can display. It's kind of silly to put homework up on the walls and I am against putting up tests that people got good grades on because that could make the others discouraged. Most often it seems that the same people are doing well on tests. But depending on what class it is there could very likely be one or two projects done and those could be displayed. I would display every single students project, so that they know that each persons work is valued and seen.
 |
| Image 1: This picture demonstrates a temporary arrangement for working in groups. I would arrange the desks so that they wouldn't need to be moved every time we wanted to work in groups. |
A big misunderstanding with mathematics is that there is one correct answer and only one way to get that answer, but that is very rarely the case. I am going to have resources in my classroom that will allow the students to work hands on and to help them explore other ways of answer questions. Blocks, fraction tiles, calculators, mini white boards, etc. will be available in the classroom.
Here I have assumed that everyone will be able to communicate with each other. It is very likely that I will have students whose primary language is not English so I would make sure that they have an opportunity to work with other students in the class who speak the same language as them. Although they would still need to be able to explain their work and so I would still want them to work with others who don't speak the same language so that they can be learning how to explain their mathematics in a way that the whole class can understand.
 |
| Image 2: Expectations, rules, and policies will be posted so that all students can see them on a daily basis. |
Students are going to be expected to show up to class and to be present and attentive. Meaning they will be expected to participate in small group and whole class discussions.
Classroom rules: be respectful of others, stay on task, learn from your mistakes, come prepared and ready to participate, and have fun!
If they fail to follow these rules they will get a warning, lose privileges, grades will suffer, and if it becomes a constant thing we will have to talk with parents and/or principal.
I also want to get the students involved in coming up with the rules and expectations of the classroom. When they feel like what they have to say is being heard and that they are making a contribution then they are going to be more willing to follow those rules.
As a teacher I must have high expectations for all of my students. If they feel like you don't believe in them then they are going to give up. I don't know if I was clear about this but participation points can be earned for participating in the whole class discussion or in small groups. For some students it may be real intimidating to speak in front of the whole class, I know for me it always was, so I need to be accommodating for those who will not speak to the whole class. There are several factors that could cause this to happen and I need to be an understanding teacher. But they are expected to participate and cannot just sit back and never say a word.
While I do want my students to have a say in the rules and expectation in the classroom there are a lot of issues in the world that may come up in class and will need to be address, there is language, sexual orientation, race, etc., and I need to be upfront on the first day of class saying that inappropriate language and bullying will not be tolerated. When speaking to them I will not speak down to them as if they are children. They are learning to be adults and need to be treated as such. I obviously will not be able to address every little detail on the first day of class and I'm sure things will come up throughout the year, but my students need to know that we are going to take the time to discuss the issue in class. It is not going to be brushed under the rug. Every individual in my classroom is important and if I feel uncomfortable or feel that someone is being treated unfairly then it needs to be taken care of.
My Students
My students are going to be from all different backgrounds and they are all going to be welcome. My vision for my classroom is that it is a safe environment where students from different backgrounds and interests will feel comfortable sharing and participating. I want it to be place where you see the varsity sports players and the music/arts students, and math enthusiasts are all working together, forgetting about their label in school.
Expounding on the fact that I want my classroom to be a safe environment. Saying that is one thing but actually creating it is another. They way that I will do that is with the rules and expectations described above. They are made to make everybody feel comfortable. Also as the teacher I will make sure that I am aware of each of my students, the different cultures, languages, races, gender identification, etc., that may be present in my classroom so that if issues do come up with some kind of bullying or misunderstanding, I will be able to address them in class. If I am educated in these things and show my students that we need to treat everyone equally then my students will be more likely to pick up on that idea. I'm not saying everybody has to be best friends but everyone needs to respect each other. If this can be accomplished then they will feel more comfortable participating in class.
This may be a lofty goal, but I want to create and environment where if my students were outside of the classroom and saw one of their classmates being picked on that they would stand up for them.
I want to really get to know my students so on the first day of class I want to give out a get to know you survey asking questions like:
- what are your interests?
- what is the best way to contact parents/guardian?
- what do you want to learn?
And maybe just some silly random questions. But if I can get some basic information and interests then I can gear my tasks towards those interests to get the students more engaged.
 |
| Image 3: I hope to build a safe environment where all students hands are in the air when I ask a question |
 |
| Image 4: My students will feel comfortable coming to the board to share their work and teach the class what they discovered. |
Me as a Teacher
A day would look like this: the students come in and get started on some kind of warm up to review the stuff they learned the day before or maybe even a week before. This will be one way for me to assess if they understand ways they have already learned. Then we will go over homework. I will have the students come up to the board to show their work and then we will discuss as a class if we agree why or why not. Then we will get into the lesson. My lessons for the most part will be task based. I want my students to be actively learning and not just listening to me lecture for 30-45 min. So after a little bit of instruction from me they will be given a task where they can work with each other. Something we may be working on is solving equation by substitution, elimination, or my graphing. I want them to learn that there is not just one way to solve an equation. There are three different approaches that will give you the same answer which ever way you choose.
When picking students to come up to the board to show their work I am going to want to show work that is wrong as well as right so that we can walk through the students processes and I will be able to see where they are not understanding. But I will need to be careful not to just pick the minority because they may appear to be the ones who get answers wrong more often. No one group should be targeted more than the other. One way I could avoid this is to put names on popsicle sticks and pull names from there and who ever I pull will come to the board. Then it won't be like I am targeting anybody because it is random.
It is important to have multiple sources for which students and parents can receive the assignments. The Mathematics Vision Project is an online source that has tasks that can be used in the classroom. Children now a days are very technology savvy and so providing online resources will play to their strengths. One of the tasks I could use in class could be from the MVP online resource The SM1 Module 5 covers systems of equations and the tasks I could use could be pulled from there. If a student misses a day of classes or a parent wants to see what they have been working on they could go online and look at it themselves. I also think that having a class website would be good to have so that parents can look at that. I would provide past homework assignments, notes, future homework assignments, and contact info. I understand that not all families are going to have access to a computer so these things will be available in other ways as well.
 |
Image 5: When I give my students a group assignment that doesn't mean that I am going to be sitting at my desk. I am going to be walking around to see how they are doing and ask questions to see their thought process. This will be another way for me to assess where my students are at with understanding.
|
Image 1: http://aplacetothrive.blogspot.com/2013/09/classroom-reveal.html
Image 2: http://everybodyisageniusblog.blogspot.com/2012/08/classroom-expectations.html
Image 3: http://msbrownnobullteacher.com/wordpress/talking-out/
Image 4: http://yorkvilleschools.blogspot.com/2012/10/yorkville-high-school-math-thinking-to.html
Image 5: http://www.tbo.com/news/education/hillsborough-art-classes-adopt-common-core-approach-20140309/
Friday, December 2, 2016
Book Club- Honky by Dalton Conley
Disruptions:
It was disturbing to hear of how some of the teachers taught, yes I know that this was during a time when racism was very much a thing and people, as in whites, felt that they were superior to all and had a right to degrade people of other races, (which is NEVER okay). There was one time when Alexandra had to take a summer school class while the family was in Pennsylvania so the population was very heavily whites and it was a history class and they were talking about China. Now this is a direct quote form the teacher in the book, he said, "China has one billion people. You know what that means? That means two billion armpits and one billion assholes. On to the next country..." How people can talk like that about other human beings baffles me. What did they ever do to you personally? Have you ever actually met a Chinese person? The teacher finally worked his way back to Europe and said that's where everybody originated implying that it was superior to all. Where we (and I have to say we because I am white) get the notion that we are the best I do not know?
Religion-There was one instance in the book when Dalton, the main character, was a a boy scout camp and they were taking a trip to a nearby church and he had expressed how he didn't want to go to the church. He wasn't particularly religious and the thought of going into a church scared him. But Dalton didn't have a choice and had to go.
From what it sounds like it didn't seem like any religion was being forced in such a way that a conversion needed to happen in the end, but his religious freedom was not respected. Even though it may seem like a child doesn't know what they want, they do and their wishes need to be taken into consideration. No one should ever be forced to do something that they don't want to.
Ability-One of Dalton's best friends Jerome had been shot and as a result was paralyzed. When the injury was still very new and people were still trying to process what had happened, Dalton went to the hospital to visit Jerome. It was all really overwhelming and new to Dalton and he had asked, "So is he paralyzed from the neck down or the waist down?" Jeromes mom did not think that appropriate and yelled at Dalton. This traumatized Dalton and even some time after when Dalton and his family had moved and Jerome was out of the hospital and was mobile by way of a wheelchair Dalton still didn't know how to really act around him. He had said how he finally knew how paralyzed he was, but it wasn't from asking it was by observation. He often caught himself talking about things that Jerome could never do again, like Basketball, and felt bad. But Jerome would make jokes and talk as if his disability wasn't holding him back.
It bothers me that at this point it has been like a year since the injury but Dalton is still uncomfortable around who once was his best friend.
Race-Race played a big part in this whole story and was kind of an underlying issue the whole time.
While in Pennsylvania Alexandra had gone to a sleep over for the daughter of one of her mom's high school friends. The girls at this sleep over were all white and just before bed they all gathered around and told ghost stories. One girl had told a story about and black man who had bitten the head off of a squirrel and how he was coming after this girl to eat here too. Alexandra said that this story was told as if the black man was a fairy tale character like Bigfoot.
It's just disturbing that people can talk about other people that way. Alexandra had said how people back home would use the word "nigga" in reference to each other but it was always sarcastically and it is very different coming from someone of your own kind and being used by someone else in a way that is degrading. I just wonder if these girls would use that word or call someone that if they met a black person face to face. How much are we comfortable saying behind someones back and how comfortable are we saying that same thing to their face. If you would only say it behind their back then maybe you shouldn't be saying it at all.
Connections to Class:
Cultural Capital-The last chapter of the book is called cultural capital is just talks about how he got into the high school that he did. It says that he was able to take summer school classes because he came from a low income neighborhood. Because of this they were able to receive a lot more than some.
Culture
- Identity- This is something I think Dalton struggled with a lot during his life. He lived in a part of New York where is family was like the only white family. He went to several different schools. He had started at a school in his neighborhood, so he went to school with the kids who lived near him, but then he transferred to a school that was out of the neighborhood which was a better school. There he had made friends but still didn't quite fit in, he kind of faked his way in. These kids were smart and at first he pretended like he knew what he was talking about and spent all of his free time reading up on what the kids were talking about so that he could contribute to the conversation. One time instead of always going to his friend Micheal's house Micheal came to his. Dalton was embarrassed and thought that Micheal wouldn't want to be friends with him anymore. Then he changed schools again and made a new best friend, Jerome. Jerome was a good kid, but it was kind of like Dalton had forgotten himself and started skipping school and was doing very poorly in school. Then once he got into high school he was living a nicer neighborhood but kids from the working class areas still commuted a long distance to get to the school. And so even though he lived in a white neighborhood he was drawn to hanging out with the wealthy kids that looked like him but with those he group up with.
Growing up in a neighborhood where he was pretty much the only white kid can really confuse someone as to who they identify with and with all the transferring.
- Language-One summer when the family had taken their trip to Pennsylvania, there mother was trying to get the kids to play with the neighbors and be friends. So Alexandra and Dalton had gone to play with some kids who lived nearby but soon returned because of their language. Dalton says that they knew never to swear at anyone directly, but it wasn't rare to use a cuss word in everyday conversations. And when the parents of these other kids heard this they exiled Alexandra and Dalton from their house.
Depending on where you live and who you associate with certain language will be appropriate and at other times it will not.
Class- Because he transferred schools so much he ended up associating with kids that were of higher socioeconomic status than he was. Therefor their parents had money they could give out as allowances, where the money that Dalton was given was just for emergencies. Or they had much nicer houses and their parents showed that they cared about their child's education and well being in different ways than Dalton's parents did. Class was always a barrier between Dalton and his peers. Where he lived he was of a slightly higher class than his neighbors but at school his friends were of higher class.
Influence in my Future Work:
The biggest thing that I have taken from reading this is that you can never truly know what a child is going through at home. You do not know their circumstances and for that reason as a teacher you need to be forgiving. Yes there needs to be discipline for late or missing assignments if it is a regular occurrence but life happens and everybody needs a by here and there.
Also just being aware. Aware of everything, of my language and how I interact with or talk about people of different race, religious background, or with disabilities. Students are always watching and see teachers as examples and if they do then it must be okay. Don't snap at them when they do or say something wrong but let that be teaching opportunity and prevent it from happening in the future. Everyone has biases, but as a teacher you need to be aware of them and work on changing them and definitely do not let them show in your classroom. You have to be on every kids side and not discriminate.
It was disturbing to hear of how some of the teachers taught, yes I know that this was during a time when racism was very much a thing and people, as in whites, felt that they were superior to all and had a right to degrade people of other races, (which is NEVER okay). There was one time when Alexandra had to take a summer school class while the family was in Pennsylvania so the population was very heavily whites and it was a history class and they were talking about China. Now this is a direct quote form the teacher in the book, he said, "China has one billion people. You know what that means? That means two billion armpits and one billion assholes. On to the next country..." How people can talk like that about other human beings baffles me. What did they ever do to you personally? Have you ever actually met a Chinese person? The teacher finally worked his way back to Europe and said that's where everybody originated implying that it was superior to all. Where we (and I have to say we because I am white) get the notion that we are the best I do not know?
Religion-There was one instance in the book when Dalton, the main character, was a a boy scout camp and they were taking a trip to a nearby church and he had expressed how he didn't want to go to the church. He wasn't particularly religious and the thought of going into a church scared him. But Dalton didn't have a choice and had to go.
From what it sounds like it didn't seem like any religion was being forced in such a way that a conversion needed to happen in the end, but his religious freedom was not respected. Even though it may seem like a child doesn't know what they want, they do and their wishes need to be taken into consideration. No one should ever be forced to do something that they don't want to.
Ability-One of Dalton's best friends Jerome had been shot and as a result was paralyzed. When the injury was still very new and people were still trying to process what had happened, Dalton went to the hospital to visit Jerome. It was all really overwhelming and new to Dalton and he had asked, "So is he paralyzed from the neck down or the waist down?" Jeromes mom did not think that appropriate and yelled at Dalton. This traumatized Dalton and even some time after when Dalton and his family had moved and Jerome was out of the hospital and was mobile by way of a wheelchair Dalton still didn't know how to really act around him. He had said how he finally knew how paralyzed he was, but it wasn't from asking it was by observation. He often caught himself talking about things that Jerome could never do again, like Basketball, and felt bad. But Jerome would make jokes and talk as if his disability wasn't holding him back.
It bothers me that at this point it has been like a year since the injury but Dalton is still uncomfortable around who once was his best friend.
Race-Race played a big part in this whole story and was kind of an underlying issue the whole time.
While in Pennsylvania Alexandra had gone to a sleep over for the daughter of one of her mom's high school friends. The girls at this sleep over were all white and just before bed they all gathered around and told ghost stories. One girl had told a story about and black man who had bitten the head off of a squirrel and how he was coming after this girl to eat here too. Alexandra said that this story was told as if the black man was a fairy tale character like Bigfoot.
It's just disturbing that people can talk about other people that way. Alexandra had said how people back home would use the word "nigga" in reference to each other but it was always sarcastically and it is very different coming from someone of your own kind and being used by someone else in a way that is degrading. I just wonder if these girls would use that word or call someone that if they met a black person face to face. How much are we comfortable saying behind someones back and how comfortable are we saying that same thing to their face. If you would only say it behind their back then maybe you shouldn't be saying it at all.
"The apartment itself was a gigantic duplex. Standing on its parquet floors, staring out the huge barless windows or up at the twelve-foot-high ceilings, my sister and I felt small, as if we had regressed in our growth curves. I couldn’t understand why we should get all this and not the maintenance men who were on their hands and knees during our visit, replacing a section of floor that had warped from humidity and age.Why us and not them, I couldn’t stop asking myself. I wondered where they lived" (208-209).
I feel like only those who have seen both sides, been given more than they need and had to suffer just barely scraping by, will think of others. Wondering why they aren't the ones getting this nice house because they deserve it more. I know it's not always the case but its just disconcerting that that's how it works, the less fortunate seem to be more willing to give.Connections to Class:
Cultural Capital-The last chapter of the book is called cultural capital is just talks about how he got into the high school that he did. It says that he was able to take summer school classes because he came from a low income neighborhood. Because of this they were able to receive a lot more than some.
Culture
- Identity- This is something I think Dalton struggled with a lot during his life. He lived in a part of New York where is family was like the only white family. He went to several different schools. He had started at a school in his neighborhood, so he went to school with the kids who lived near him, but then he transferred to a school that was out of the neighborhood which was a better school. There he had made friends but still didn't quite fit in, he kind of faked his way in. These kids were smart and at first he pretended like he knew what he was talking about and spent all of his free time reading up on what the kids were talking about so that he could contribute to the conversation. One time instead of always going to his friend Micheal's house Micheal came to his. Dalton was embarrassed and thought that Micheal wouldn't want to be friends with him anymore. Then he changed schools again and made a new best friend, Jerome. Jerome was a good kid, but it was kind of like Dalton had forgotten himself and started skipping school and was doing very poorly in school. Then once he got into high school he was living a nicer neighborhood but kids from the working class areas still commuted a long distance to get to the school. And so even though he lived in a white neighborhood he was drawn to hanging out with the wealthy kids that looked like him but with those he group up with.
Growing up in a neighborhood where he was pretty much the only white kid can really confuse someone as to who they identify with and with all the transferring.
- Language-One summer when the family had taken their trip to Pennsylvania, there mother was trying to get the kids to play with the neighbors and be friends. So Alexandra and Dalton had gone to play with some kids who lived nearby but soon returned because of their language. Dalton says that they knew never to swear at anyone directly, but it wasn't rare to use a cuss word in everyday conversations. And when the parents of these other kids heard this they exiled Alexandra and Dalton from their house.
Depending on where you live and who you associate with certain language will be appropriate and at other times it will not.
Class- Because he transferred schools so much he ended up associating with kids that were of higher socioeconomic status than he was. Therefor their parents had money they could give out as allowances, where the money that Dalton was given was just for emergencies. Or they had much nicer houses and their parents showed that they cared about their child's education and well being in different ways than Dalton's parents did. Class was always a barrier between Dalton and his peers. Where he lived he was of a slightly higher class than his neighbors but at school his friends were of higher class.
Influence in my Future Work:
The biggest thing that I have taken from reading this is that you can never truly know what a child is going through at home. You do not know their circumstances and for that reason as a teacher you need to be forgiving. Yes there needs to be discipline for late or missing assignments if it is a regular occurrence but life happens and everybody needs a by here and there.
Also just being aware. Aware of everything, of my language and how I interact with or talk about people of different race, religious background, or with disabilities. Students are always watching and see teachers as examples and if they do then it must be okay. Don't snap at them when they do or say something wrong but let that be teaching opportunity and prevent it from happening in the future. Everyone has biases, but as a teacher you need to be aware of them and work on changing them and definitely do not let them show in your classroom. You have to be on every kids side and not discriminate.
Saturday, October 29, 2016
Community Experience
I attended a panel for ability awareness. The purpose of this event was to provide more information about those who have disabilities. There were a few people there with disabilities that have prevented them from being able to walk so they use wheelchairs and there were others who were parents or roommates of someone with a disability. This is going to sound so terrible but I have always had this little fear of people with disabilities. I think it is mostly just because I don't know how to talk to them, always fearing that I will say something that is offensive.
Many situations, when talking to a person with a disability, people make very awkward because they don't know how to respond or what to say. Those on the panel said that they would refer to themselves as cripples to relieve some of the awkwardness in a conversation. For the most part they want people to ask and they want to tell people about their disability. The more people know about it the better this world would be. But still out of respect there is certain ways that you should phrase your questions and certain language that you should use when talking to people with disabilities. Instead of asking "what's wrong with you?" ask them to tell you about themselves. Perspective really changes when you take the chance to get to know someone for who they really are.
One question asked to the panel was, How do you think the world would change if all stigmas against those with disabilities were gone? The response was that there are stigmas because people don't understand. Which is a big thing that we talked about in class. The reason all of these different problems with different kinds of people arise is because we as a whole just aren't educated enough. We don't know what people actually go through. We get these ideas in our head and then just shy away from even addressing them.
When encountering people with disabilities we ignore the fact that there is even anything different with them and go around the whole conversation about their disability. We pretend the disability doesn't even exist. But it does. It makes up who that person is. Most of the time we don't even want to take the time to learn and to really truly get to know a person.
Another thing that we talked a little bit about in class is the expectations that we have for our students and I found it really interesting that the idea of expectations was brought up in the panel discussion. People live up to the expectation that others set for them. One of the people on the panel is a teacher and said she would put in her classroom along the back the saying, "Nobody rises to low expectations." Those with disabilities do not/should not be coddled. They are not children. Just because some of their physical abilities are limited does not mean that they are incapable of greatness and are not smart.
It bothers me that people still don't know how to act around those with disabilities. I am one of those people. It bothers me that even when I walked into the room there was all the sudden this sense of uncertainty. I always get that way around people who a physically disabled. I think that I instantly think that they are not going to be able to communicate with me the same way that someone who did not have a physical disability would. It's almost like I think that they are also mentally disabled and have already put them in the category of needed extra help academically. I always associate my being uncomfortable with the fact that I didn't grow up around people who were physically disabled, none of my family was and none of my friends were. But that is not a good excuse. The problem is that I am not educated enough in the subject and have not taken the time to be. I think that's where the problem lies, people feel well I've never come in contact with a situation where I would have daily interaction with a person with a physical disability so I don't need to know how to treat them.
So the biggest things I learned and what we have been talking about this whole time in class is that we need to set high expectations for each and everyone of our students and we need to be educated in the background of our students. We need to know about the different disabilities, religions, socioeconomic status, culture, language, etc. Being aware of the culture of your students will help us as teachers to better connect with our students. We will have a better idea of what our students need to learn and how they learn.
Many situations, when talking to a person with a disability, people make very awkward because they don't know how to respond or what to say. Those on the panel said that they would refer to themselves as cripples to relieve some of the awkwardness in a conversation. For the most part they want people to ask and they want to tell people about their disability. The more people know about it the better this world would be. But still out of respect there is certain ways that you should phrase your questions and certain language that you should use when talking to people with disabilities. Instead of asking "what's wrong with you?" ask them to tell you about themselves. Perspective really changes when you take the chance to get to know someone for who they really are.
One question asked to the panel was, How do you think the world would change if all stigmas against those with disabilities were gone? The response was that there are stigmas because people don't understand. Which is a big thing that we talked about in class. The reason all of these different problems with different kinds of people arise is because we as a whole just aren't educated enough. We don't know what people actually go through. We get these ideas in our head and then just shy away from even addressing them.
When encountering people with disabilities we ignore the fact that there is even anything different with them and go around the whole conversation about their disability. We pretend the disability doesn't even exist. But it does. It makes up who that person is. Most of the time we don't even want to take the time to learn and to really truly get to know a person.
Another thing that we talked a little bit about in class is the expectations that we have for our students and I found it really interesting that the idea of expectations was brought up in the panel discussion. People live up to the expectation that others set for them. One of the people on the panel is a teacher and said she would put in her classroom along the back the saying, "Nobody rises to low expectations." Those with disabilities do not/should not be coddled. They are not children. Just because some of their physical abilities are limited does not mean that they are incapable of greatness and are not smart.
It bothers me that people still don't know how to act around those with disabilities. I am one of those people. It bothers me that even when I walked into the room there was all the sudden this sense of uncertainty. I always get that way around people who a physically disabled. I think that I instantly think that they are not going to be able to communicate with me the same way that someone who did not have a physical disability would. It's almost like I think that they are also mentally disabled and have already put them in the category of needed extra help academically. I always associate my being uncomfortable with the fact that I didn't grow up around people who were physically disabled, none of my family was and none of my friends were. But that is not a good excuse. The problem is that I am not educated enough in the subject and have not taken the time to be. I think that's where the problem lies, people feel well I've never come in contact with a situation where I would have daily interaction with a person with a physical disability so I don't need to know how to treat them.
So the biggest things I learned and what we have been talking about this whole time in class is that we need to set high expectations for each and everyone of our students and we need to be educated in the background of our students. We need to know about the different disabilities, religions, socioeconomic status, culture, language, etc. Being aware of the culture of your students will help us as teachers to better connect with our students. We will have a better idea of what our students need to learn and how they learn.
Friday, October 7, 2016
Investigating Oppression
LGBTQ
Sociodemographics:
In the U.S. LGBTQ is a pretty diversely represented. Studies and surveys have found that more women then men say they are LGBTQ, and they tend to be in the younger age range. The level of education they receive doesn't seem to be affected as much as what they make once they have gotten out into the working field.
 |
| https://www.pinterest.com/pin/524387950336442654/ |
History:
This is a growing group, or maybe more accurately more people are coming out, claiming to be LGBTQ. Since the 1970's pride marches have been held for legal rights demonstrations and to celebrate LGBTQ. For those in the military there was a "Don't ask don't tell" policy going on and if you came out then you would discharged. Same sex marriage wasn't made legal in all of the U.S. until 2015.
 |
| http://www.lshtm.ac.uk/newsevents/events/2015/02/lgbt-history-month |
Misunderstandings:
- that being gay is something that can be inherited because you spend a lot of time with someone who is gay. People think that children who are raised with gay parents, are going to become gay.
- people choose to be gay. It's not a choice.
- they are not religious. Many religions may discriminate toward them, but that doesn't mean they are not religious.
- many parents may think that it's just a phase and they will grow out of it.
 |
| http://www.memecenter.com/search/gay%20marriage |
How are they viewed:
For the longest time LGBTQ were really looked down upon. So much so that many would not come out. Youth would be so afraid to come out to their families and how they would react so they would just run away. Many families would even disown their children. But today, although not everyone is receptive of LGBTQ, it is a lot more accepted. More and more people are coming out. LGBTQ have been persecuted as criminals and viewed as abnormal or mentally ill. At first the media was not receptive of LGBTQ. Take for instance when Ellen DeGeneres came out. At the time she was on a sitcom "Ellen" and there was a lot of controversy over this and things spiraled down for her. But things did eventually pick up for her and we started seeing LGBTQ represented in many show.
Positive coping strategies:
- support groups
- talk to friends
 |
| https://www.pinterest.com/pin/201254677073232759/ |
How does this help me as a teacher?
Harassment of LGBTQ students is a big issue, and it needs to be addressed as any other harassment issue would be. So if we as teachers see any of this going on we need to stand up for them and say something. Even though LGBTQ have a right to report it and should it is going to be harder for them because they are the ones being attacked. Teachers need to be aware of the rights that LGBTQs have. There is usually a LGBTQ group at the high shool, make sure that this is known to the students. LGBTQ are still human beings and deserve to be treated as such. We as teachers, just as we should be aware of different cultures and how those are represented our classroom we need to be aware of the LGBTQ.
Saturday, September 24, 2016
Being the "Other"
 |
| Yoga mats are used to lay on and do the poses on. |
 |
| The poses are all about balance and finding your center |
 |
| Music was played the whole time. It was soft and soothing music. It really set the mood. |
 |
| That symbol above the elephants means OM. It represents oneness and we all said this in unison at the very end of our session. |
 |
| There were plants all over the room. |
Going into the yoga class I was scared for two reasons, one, I hate going to places by myself. If I ever have to go somewhere by myself I just don't go. And two I have not taken a yoga class before. I had no idea what was going on. When I had looked up the class it said it was a beginning class so I was hoping for a little more guidance than I was given. Each pose had these weird names and the instructor would just go from one to the other like everybody knew what he was talking about. And for the most part everybody did, but to me it was like a whole different language and so each time he would say a different pose I had to look around to see what everybody else was doing. Being unfamiliar with the terms set me apart from the group, because it did take me longer to figure out what was going on than other. Sometimes he would say things like downward dog and child's pose and I gained some confidence because that was in a language I knew and I could actually do a headstand so I felt pretty cool.
I consider myself a pretty athletic person. I did sports all growing up, but yoga is a different kind of athletic. It is all about balance. At one point they were doing some kind of hand stand and there was no way I was going to be able to do it so I just sat there and watched. One girl thought I needed help so she asked if I wanted a spot and I just laughed to myself and was like no I'm just watching. These people would just go right up into the poses so smoothly like it took them no effort to get up and I was over there struggling to stay balanced and shaking.
When I walked in I felt like everybody could see right through me and knew that I had no idea what I was doing. The racial demographic was white so I didn't feel out of place in that area I just felt out of place in ability. I had this sense that everybody was judging me. But the class got going, nobody seemed to care that I had no idea what I was doing, meaning nobody was making fun of me and laughing. They were actually very helpful, the instructor came over and corrected me and helped to stretch even further and that one girl asking if I wanted a spot. They were all very nice so even though at first I felt uncomfortable and out of place, by the end of the class I wanted to come back with my roommates to do more classes.
So I think that is important to realize as a teacher that there are going to be students in my classroom who feel like they are the "other". I can't get up in the front of my classroom and start naming off all of these mathematical terms and assume everybody knows what I am talking, as this instructor in yoga did. Mathematics is like a whole other language and I need to make sure that I can get everybody on the same page by first explaining the math terms.
When the instructor and the random girl in class asked to help me or came to help me they had done it in a way that didn't make me feel stupid. As teachers, when giving students help or asking questions to the class we cannot make them feel like they are stupid even if it is clear that they have no idea what they are doing. If they feel like we already think they are stupid then they aren't going to try and improve. We need to approach those situations carefully.
Also each student has strengths that we, as teachers, need to recognize and play off of. Using those strengths will make them feel comfortable knowing that they aren't completely the odd ball out and then they hopefully will be more willing to participate in and learn those things that are foreign to them, just like I was when we were doing headstands and downward dog.
Sunday, September 18, 2016
Personal Cultural Artifact
 |
| https://www.shutterstock.com/search/man+sitting+on+bench?search_source=base_keyword |
Something I've noticed ever since I moved up here to Provo is that random strangers will just start talking to you when you are walking down the street or sitting waiting for something and that is just normal.
 |
| https://www.theodysseyonline.com/what-love-doesnt-mean |
Saying I love you. Loving and caring for someone is very important to me. For this reason it is not uncommon for me to say I love you to someone other than a family member. I will say to close friends as well.
 |
| http://weknowyourdreams.com/food.html A party is not a party unless there is food there. In the Mormon culture at any gathering everyone brings a dish to share. It's this idea of community and working together. |
 |
| http://cliparting.com/free-cell-phone-clipart-19448/ |
Now a days you can't go anywhere without seeing someone on their phone. It is the primary means of communication. If you don't have a cell phone people look at you like, how do you even talk to people.
America's favorite pass time. Sports is one of the biggest ways that people can connect.
Education has always been a very important part of my life and after being accepted to BYU I have valued getting a higher education even more. Higher education means a more successful future.
Traditions. In my family we have many traditions one of which is opening a present on Christmas Eve (which is always PJs). This is something that brings families together and creates memories to look back on.
 |
| https://www.etsy.com/search?q=my+redeemer+lives |
One symbol of my culture is my testimony of what I believe. Being able to share my testimony with others is so important to my culture, it lets others know where I stand and what I find to be true.
 |
| https://www.lds.org/media-library/images/category/artwork-of-jesus-christ?lang=eng |
I believe there is a God. And I believe in my Savior Jesus Christ. They are much of what I center my life around. Believing in a higher being let's me know that there is so much more to this life than what we can see. I provides hope.
Family is so important to me. I do not know where I would be without them. They are a foundation and an example of what I am striving for. In my culture family is the most important things and everyday we are learning in growing in order to make our current and future family stronger.
Music. One of my outlets, a way for me express myself.
Friends. Much like my family I do not know what I would do without them. They are a support. In my culture I have learned that you become like the 5 people you spend the most time with. People tend to surround themselves with people they things in common with and who are going to help them become better people.
 |
| https://en.wikipedia.org/wiki/Choose_the_right |
This is a symbol in my culture to remind us to always choose the right. In a world where so many things are changing and we need to pick sides it is important to stop and think, what is going to be the best decision and what is going to lead the greatest happiness.
A big part of what I believe in is marriage and most importantly in the temple for time and all eternity. Being married in the temple is dream I have had ever since I was little. In my culture we believe in more than, "till death do you part". We believe in forever, and that can only be found in the temple.
There is nothing better than the great outdoors and adventure and staying healthy. There is so much more out there then what is within the four walls of your home.
 |
| http://quotesgram.com/believe-in-yourself-quotes/ |
It has always been hard for me to believe that what I did was good enough or who I am is fine, and so this has become something I tell myself all the time when I am putting myself down and loosing faith.
I always want to remember the good times and taking picture is how I do that. There isn't an event that I go to where I won't take a picture. They capture memories.
This isn't necessarily a picture of work, but I have learned from my dad the importance of work and being successful. Without those attributes I believe you won't get very far, which in this culture today is looked down upon.
Celebrating Holidays/ Birthdays. Some of the things we may do to celebrate different holiday may seem strange to others but what is important is the unity that comes when we do. Going out to buy a Christmas tree may seem pointless to what Christmas truly is, but what is created by going out with the family to pick one and decorating it is much more important. And by celebrating holidays we are able to take time to reflect on the meaning behind them, why we are coming together to celebrate.
 |
| http://weheartit.com/entry/group/77173599 |
The young women's medallion, a symbol of your worthiness and the things that you have accomplished.
After looking at all of my artifacts I realized that a lot of them are based on my religion, but I mean that is understandable considering it is such a big part of my life and what has shaped me. But this could serve as a handicap in a school setting because not everybody is going to believe the same things I do and that is sometimes hard for me to understand or even approach. That is a big reason why I came to BYU, because I knew I would be surrounded by a large number of people who had the same beliefs and I wouldn't have to work as hard to try and understand and learn about other cultures. Which is a big problem considering as a teacher I will need to learn to be understanding of other cultures. Although I can not talk about God and that kind of stuff in my classroom, the aspects of hard work and importance for success is something that I can implement in my classroom. My students are going to be expected to give forth their best effort and they will be able to see that hard work will help them learn and become more successful, and that may not mean just getting good grades. Hard work is and attribute that is going to help you go further out in the real world. Being so family oriented may serve as a hindrance in my classroom, because maybe not every one of my students is going to view family in that way and therefore may not have that support that I believe comes from families. But I do also believe that you are never alone, and in my classroom can build that support through the other students in the classroom and I can be a support. Just showing them that I believe in them and will do what I can to help them understand the concepts.
Subscribe to:
Posts (Atom)