being a good kid

So today I was talking to my observation teacher and she was telling me that her and the teacher next door had switched two students. There was one student that the teacher next door couldn't deal with and so she was switched to this classroom that I am in. Consequently, one of the good kids from my class was moved to the other class. After class today, the "good kid" came to our classroom because she was really upset about switching. I totally understand what she was feeling. On the one hand, to move the problem student to a class where she might actually get something done is a good thing but on the other hand, we don't want to punish the other student. No matter what is said to that student she will still feel that she did something wrong. It is hard to be that good student, the one that can adapt to different situations and different teachers because we are the ones that get moved. Teachers look at it as a good thing, that they can move students like this but the student only feels bad about themselves and feels that they did something wrong. I felt really bad for her. I wonder if this change will be permanent.

what is race?

I had one really big question that I wanted to ask the class today but we never really had the chance for me to ask it. Anyway, my question was... why do we act the way we do? do we act in the ways of our "race" because society tells us that is how we are supposed to act? or do we act in that manner because those are traits that are passed down from generation to generation? or is it because we actually choose to act like that?

I was really curious to hear other people's views on it because I read the article and I know that race is socially constructed but it never really went into detail on our chosen actions. I think part of thought process on our actions defintily has to deal with outside views on us. It is so much easier to just try and fit in instead of trying to go against the grain. If someone says I should act this way and I see other people around me acting that way, why wouldn't I want to be like them? These actions can be anywhere from education choices, to choices of dress, speech, the way we walk, or the way we present ourselves. I know stereotypes exist and they are hard to eliminate, but for one example let me use one of the stereotypes. There is a stereotype that asians are supposed to be really smart especially in math and science. Many of them are but is that because they strive that way because them, themselves, want to be at the top of the class or are they that way because society tells them they should be that way. Or is it there parents and years of that thinking that leads to those actions.

I think doing something for your own benefit or choice is one of the last things thought of when trying to decide on a course of action. I think first you think about society and what your peers are doing and what they will say or think. Then comes family and generations of actions. Then finally you act on what you want to do. There are so many outside forces that play into account that it is hard to totally ignore them and to focus on yourself and only yourself. It is so much easier to listen to others and to do waht others say for the chance of being liked than it is to do your own thing. I will leave you with this though... We try to teach to embrace differences but then why is it so hard to be different. Why do want to desperately to be the same as everyone else, to fit it?

group projects

Today my observations went right along with class today. In my observations, they were in put in groups and had to work on a poster. I was talking to my teacher and she put a couple kids together that don't like each other because you may have that situation in real life. Also, she made sure she put certain students in certain groups because she knew they would be group leaders and help to push the project along. It was really obvious to pick out the group leader in most of the groups. They took charge and started organizing what needed to be done. I noticed that most of the time they were girls. I don't want to say it always was because they weren't but most of them were. It was that "mother" instinct that came out and I would imagine that is what happened. Even at a young age, the girls are the ones who learn how to organize and be able to be in charge, where as the guys learned that it was ok if they were off task because someone would get it done. I saw the frustration in some of the students and I knew exactly what they were feeling. It sucks to be that student that gets paired up with the trouble kids because you don't want to do it all but you also don't want to get a bad grade. I am not a big fan of group projects. It very rarely actually works out. Few groups involve a group kids that all do an equal amount. I was able to see that today which just backed up my personal experience. Group projects are always interesting.

teaching black girls

I think the group did a very nice job today. I was thinking more about muses after class and whether it should matter on the gender. I came to the decision that it should be on an individual basis. I have a much easier time relating to guys than girls and there are some girls who relate better to girls than guys. I think this is partially because I've had so many bad experiences with girls. I've gotten in so many fights with girls over nothing that I've grown tired of it. I like how guys are there to listen but generally won't start a fight over it if you disagree. A muse should be there to offer guidence and support and shouldn't matter on gender. Whoever you feel comfortable with should be your muse. I mean, each muse generally does something different for you. My mom and my calc teacher are completely different and offer different views and stories/experience. I go to them for different things and I think that is how it should be. You shouldn't put limits on yourself on who you can and cannot get close to. I do agree that muses are very important and are basically a necessity in life. They, like I said earlier, offer guidence and support and can help to keep one focused and positive about situations and goals. All in all, whoever you find is someone that can offer you these things and are there for you, is generally a good thing.

fire alarm

So today in observations we had a fire alarm. Oh, fire alarms, how we all love them. So, we started our lesson and then had to leave the building. Of course, all the students didn't take it seriously and were just gooffing off. So outside, once we were all able to come back inside, my Co-op teacher didn't let us go in right away because she wanted to talk to the class first. She expressed her disappointment in them for being sixth graders and not being able to even stand in line for a couple of minutes being silent. You could see all the students get that look of "i hate this talk" face. I felt weird being on that side of the talk. All I could think of was the fact that in a couple of years, that will be me scolding my students. It was definitly a reality check. I also got to realize that sitting in groups during class is not a good idea. It is so hard for students to not talk, which is understandable because they are surrounded by their classmates. I think either rows or pairs are a much better situation. Today was a very productive day, I was able to realize/learn a lot today.

race

While reading the race article, all I could think about was why we, as a society, create this racial divide. I've thought about it before but never really indepth. Everyone is essentially from the same make-up and yet, we always try to find that difference in there. Why are we supposed to embrace these differences if they pertain to a certain subject in school, a skill we may possess, a talent, etc but when it comes to the differences in "race" we all act like it doesn't exist. No one ever wants to discuss that topic. We all act shy around it but if we don't address it, how are we ever supposed to initiate change. I will agree that it may not be the easiest to discuss, but I definitly think it is important enough to discuss. If we see that a change should happen, then why not start with actually addressing the problem? I am white, should I have to hide that? No, I should admit it and move on, just like any other race out there. We need to focus on the similaries among everyone instead of the differences.

Another thought that crossed my mind while reading this was the social aspect of race. Since it isn't biological, how do we come up with some of the behaviors that we associate with certain races? Do we see that role that has been stereotyped for years and then play into it? Do we just go based on what future generations and parents have taught us? If so, can one person really make a difference in the way we are brought up? For instance, if I decide to change something drastic (i dont know what) in the way I was brought up so that I can attempt to change the view of the white race, would I be successful? Would it work? Or do I need the help of several others?

I know I asked a lot of questions here, but that is only because I do not know. I don't know the answers and so maybe if I ask them, I might just think of something else, but who knows. I guess all of these questions are hypothetical but I guess that is all they can be for right now. And now that I am done pondering society for the time being, I am off to bed. Good night all.

sleeter and grant ch.7

One of the biggest ideas that caught my attention in this chapter was the fact that Sleeter and Grant feel that "it makes sense to help them unearth multiple positions, learn to evaluate and think through information from diverse perspectives, and then learn to take action on their own analysis rather than on analyses given to them". This is exactly what McLaren feels. He doesn't want to simply tell the students, he wants them to discover it themselves. They believe that it is important for them to learn how to be active members of society instead of sitting on the sidelines. I totally agree with this. In my philosophy of education paper, I discussed the belief that I want to inspire my students. I want them to do the work to their potential not because I said so but because they know what their potential is and they want to do it for themselves. I just want to be that silent push that gets them going in the right direction. I don't want to tell them what to do or how to do it, but to help them discover the way. This is what Sleeter and Grant discuss in their book. I think they are definitly on the right track.

class involvement

Today my Co-op teacher really got the class involved. They were learning about the Nile River and to demonstrate how the Nile runs, she first used a textbook and tilted it so that they can see how the river would run. (the Nile runs South to North) Then she asked 2 students to come up and she stood at one end of the desk while one student stood at the other. They both pushed and the student represented the wind and she represented the current. They were stationary because they were pushing against each other just like in real life. Then the other student pushed with my teacher and they were able to move the desk. This showed the importance of boats in which the Egyptians were able to row to move along the river. It was ingaging to watch the students finally understand the concept of the Nile River. My Co-op teacher is definitly not convential and looks for other ways to reach and connect with the students.

I was also able to work with my focal student today on geography practice packet. I felt like I was making progress with her and she started to understand how to look at maps and how to get information from them. I am looking forward to working with her again on Tuesday.

Group Presentation and ESL

One of the major points the group discussed today was the importance of incorporating other cultures into the curriculum/classroom. The teachers that I found to be most memorable were the ones that incaged me in converstation about myself, my family, and my heritage. In 7th and 8th graded, we were learning about Judaism and my teacher asked me to help teach it. Now, I didn't do very much but I felt honored that she had recongnized that I was different and she respected that difference. When a teacher shows a genuine care and love for education, then that attitude was reflected onto the students. I actually ended up inviting her to my Bat Mitzvah because I knew that she really would enjoy the learning experience.

I think it is very important to respect and honor other cultures. I really enjoyed taking my mayterm class because I got to learn about other cultures and ways to incorporate them into the classroom. This class was geared towards elementary school but it was still useful. There are so many different forms of "ESL" type programs that each has to be looked at very carefully in order to determine which one is the best. I understand that there isn't just one program that is the best and should be used always; it totally depends on the situation. If one doesn't work, then it should be changed so that it does work. I believe that dual immersion is the best. The students should be exposed to both languages and should have school taught in both languages. I feel that it is important to experience both sides of the equation. One needs to be on the high side where they understand everything but should also be exposed to the lower end of it where they don't understand much. This way it helps to develop mutal feeling for eacho ther as well as life lessons and skills on how to solve problems even when you are having difficultly understanding. Not everything will come easily, believe me I found that out only a couple years ago, and so if they are exposed to it earlier, there may be a chance of less frustration. I still find it hard to accept the fact that I may not be good at something, no matter how hard I try and how much effort I put out. I always wonder if I struggled when I was little, would I still have a hard time accepting it now?

Ok, a little story that goes along with the spaghetti example from class. I was at Noodles and Company with my mom a year or so ago and she ordered the Japanese Pan Noodles. Well, to me they looked like worms. I knew they weren't but that didn't matter. So I was going to tell my mom but then I knew she wouldn't finish eatting them so I tried to hold back. Eventually my mom made me tell her and after that, she would never eat them again. She can't get that thought out of her head. The example just reminded me of that sotry, so I thought I would share it. Have a good day!

Sleeter and Grant

As I was reading Sleeter and Grant and their views on single groups instead of comparing a bunch of groups, it made me think of one of my classes last year. Sleeter and Grant talk about emerssing yourself/ your students into other cultures; this way they can see the whole picture for what it is instead of comparing it to another culture. Last year, I took an Anthropology class and I got to experience this emersion. My class went to a Native American Pow Wow in Naperville. We spent the weekend there. While we were there, we got to see the seperate ceremony's, try their foods, browse through their stores/tents, and just watch the interaction among the Native Americans. It was really cool. I was a little nervous at first because I had no idea what to expect. It was a really neat experience because we got to participate in some of the dances they do during the ceremony. I got to talk to a Jingle-Bell dancer and ask her different questions pertaining to her heritage, the dance, and whatever I felt I needed to know to help describe my time there. I think it was one of the best ways to learn and experience another culture. It made so much more sense and left a bigger impact by being there instead of just listening to a professor lecture about it. We did do a little of that before, just so that we had some background knowledge. I know it is something I will never forget.

gaining respect

In my observation today, I went over geography practice as usual but today I gave them their vocab quiz. It was pretty cool to see that I am gaining the respect of a teacher, not just one of them. They were quiet when I was talking and giving the quiz and they listen and take me seriously when I am up in front of the class teaching. As soon as I sit back down, they still see me as someone they can talk to, someone they can relate to. They tell me all these funny things like their cat's name or their favorite singer and so on. It's a fun place to be in. I'm not quite a teacher, but yet, I'm not a student either. I have the respect that I should have but they aren't afraid of me. I'm so excited!

Today they learned about flashcards. They try all a bunch of different study techniqes so that they can figure out what works for them and waht doesn't. Today we did flashcards, but a couple of weeks ago they used outlines. I like how they show different ways because they accept that people learn differently. Hopefully, by the end of the year, they will have their own way of studying.

On a side note, today was a student's birthday so we got BIRTHDAY TREATS! YAY!!!

Skinnerian Approach and Freire

One of the concepts addressed today was the Skinnerian Approach. With the strict curriculum and harsh behaviorism that takes place in the classroom, it made me think of Freire. In the Skinnerian Approach, the curriculum is taught in such a way that creates robots. If everyone is doing the same thing, such as raising their arm straight out at a diagonal just like the teacher, then they become dehumanized and thus, become robots. The Skinnerian Approach creates robots whereas Freire points out that teaching students to become robots is a bad thing. Freire sees that education today helps to emphasis the mechanicalist way of thinking and being. Each student is prepared to be a part of the workforce instead of becoming a critical and analytical thinker. With curriculums that follow a Skinnerian Approach, we have no hope of disabling the concept of teaching for the workforce and therefore, the product of robots. As educators, we need to strive to dismantle that way of thinking. We need to develop critical thinkers, just like McLaren suggests. By creating critical and analytical thinkers, we can have people graduating into the world instead of robots or machines. Plus, with all of the demographic trends and shifts, we need people who can think for themselves and find a solution to the problem instead of just sitting back and waiting for someone else to figure something out. Everything is intertwined and as we change or tweak one thing, so much more ends up changing.

difference in grade levels

Over the weekend, I went backt o my high school and observed a couple of classes. I observed an AP BC Calc class, a Honors Advanced Algebra class, a Honors Geometry class, an Intermediate Algebra class, and a Global Studies class. It was interesting to compare the different levels of math classes as well as the difference between high school social studies and middle school social studies. The biggest thing I noticed was the interaction between the teachers and students. In middle school, the students were so enthusiastic to answer questions. They wave their arms frantically hopeing to be picked. As they get older, they become more and more subdued. By the time they become seniors, they are so timid in answering. I started to wonder if students, as they get older, feel that the fear of being wrong becomes too great and they are afraid to take that risk. It made me realize that I, as an educator, will have to be very consicous of establishing an open and comfortable atmosphere in the classroom so that the students don't feel afraid to take a risk. I rather have students attempting and trying to answer questions than to sit in silence the whole class. It was a very interesting and opening experience. I am planning to go back again and observe more classes, just so that I can have the benefit of seeing several teachers and several ages of students.

peer mediation

In Sleeter and Grant, they talked about peer mediation and the rise that it's been taking recently. In middle school, I had the opportunity to become a peer mediator. We had to go to training for it and I remember doing several activities dealing with the recognition and prevention of discrimination and prejudice. We had several speakers come to speak to us as well as our team building activites. We worked on the ability to see past the outside of a person and to look deep inside. We had to keep an open mind because we were the ones that were supposed to help settle arguments. I remember listening to several people at the training who were making racist comments and I sat there thinking how ignorant they were. I can not believe people like that. I am glad to read that our educators are taking steps towards elevating many of the racist and prejudice thoughts that are still occuring today.

movie

I watched Joesph and the Amazing Technicolored Dream Coat today during my observation. It was funny to be at the back of the room watching the students watching the movie. Some were really interested in it and others could care less. There were several notes being passed around the room as well as side conversations. In the beginning, when my Co-op teacher asked students to take out their homework or to move thier seat, all I could hear were my former teachers that said "____ does not require talking". I forgot how noisy a classroom can get in the matter of moments. The movie was in relation to the social studies chapter that they just took a test on yesterday. This was there "incentive" but my Co-op said her and the other teachers in that team really didn't want to start the next chapter until Monday. It is really interesting to see the real motives behind some of the things done in a classroom. I am looked at as a teacher in the classroom. It is an interesting, yet good, feeling. I'm looking forward to becoming more hands on with the class.

lit group 2

Today we had the second lit circle group present. It was an interesting concept to really think about the devastation in the US when it comes to schools and education. I knew that there were a decent number of schools that were in really poor shape. However, I was shocked to hear what "poor conditions" refered to. I couldn't even fathom sitting in a classroom where there were no windows or no doors and to have a substitute teacher almost everyday. It was a huge reality check and it really helped me to think about how lucky I am to have grown up in a "middle-class" suburb. We complained about the air conditioning being to cold or the track was ripped up. So what?! There are students much much worse off than me and my fellow classmates but we seem to "forget" that factor. I think it is important for us to read these books that illustrate these concepts to us because otherwise we forget to look outside of our bubble and we become quick to judge ourselves vs. everyone else.

ethnic culture

I witnessed a very interesting conversation today during my observations. This happened during the review game they were playing and everyone was talking. A white girl said, "everyone be quiet and respect". All the black kids in the class laughed at her. The way she phrased it was "a black way" of saying it and the black kids, I'm sure, thought she was trying to be black. As something that could potentially be a bad situation, my Co-op teacher turned it into a positive situation. She said," you guys can laugh but she is right". She managed to turn it around so that she didn't criticize either parties; she just stated her view on the topic. It shows the difference in culture. The black kids thought the white girl said something that she shouldn't have said and yet, the white girl didn't realize what was wrong about what she said. Each culture has their own language patterns and this is a perfect example of that.

culture

In class today, we discussed culture. An example used was Illinois Wesleyan. We talked about the economic make-up of IWU and how many people pretend to be middle-class. From my experience, I have found that this is a "yuppy" school. Majority, not all but most, of the students here do come from money. Mom and Dad can pay for tuition and they very rarely have to worry about loans. My family, although still technically middle-class, does not have much money. There is no money for them to pay for my education which means I am paying for it all myself. Students here do not understand the concept of not having money to go out. I have ran into several intances where I explain that I don't have money and so they offer to pay because they think I will have money in the next couple of days. They don't understand that if I don't have it now, that I won't have it for awhile. It is aggrevating at times but I knew that would happen before I came to the school. I see there are more people here that do have money than the amount Dr. Winters let on in class. It is interesting to look at the culture of IWU. Most students have ipods, a cellphone, their own computer, and about half have a car either here or at home. It is definitly a "college" thing to have those listed above as well as a starbucks coffee in one hand and either a cell phone or books in the other hand. One of the language tools that used by college students is "whatever". It is said at least once in almost every converstation. It is quite funny to examine our behaviors and to find a norm in them.

On a side note, bservation was good today, we got to talk about Judaism today! Anyway, my Co-op teacher developed a couple of new ideas to motivate the class. She realized her previous methods weren't working so she thought she would try something new. She needed all the students to turn in their homework and they weren't so she thought of something new. There is a number line and everytime the whole class turns in all their homework, they move up a space. They have to do it 31 times and then they get a party. There are good and bad consequences that can occur. Like Friere points out, now these students might only be doing the homework so that they get that incentive, that party. However, she is following McLaren's view by changing her methods. She saw it wasn't working and so she changed her methods. She is going to try something different and see how that works. It is going to be interesting to see how it plays out.

She also started using a ball to help limit the side answers. She would throw the ball around and then the student will be able to answer. It limited the talking slightly today but there were still al ot of side conversations. I'm interested to see how long the ball lasts.

It's really nice to see a teacher willing to change her methods. It will be interesting to see what works and what doesn't.

class presentation, lilt 1

I think overall, the presentation today went pretty well. It was interesting to listen to the different ways of stating the same ideas or concepts. I think the discussion over the first reading excerpt went really well. There were a lot of points brought up that we didn't consider when we selected the reading. It was a nice excerpt because it brought so many different views into the conversation and it made us think of it in a different way. I really enjoyed listening to the different ways people would handle the situation if it happened in their classroom. We practiced a very "McLaren" way of thinking. We listened to everyone's view but didn't criticize them at all. It was a very productive presentation. We seemed to introduce a lot of topics and I think it gave the class a very good overall view of crictical pedagogy and its efforts in the education system.