Empowering Education- Connections

Our last blogs ever...can you believe it?! This semester has flown by.

So, Dr. Bogad was definitely right when she said Shor would make us think about all the readings we have analyzed thus far in class. As I was reading, I found myself engulfed in thoughts about who all of what we have learned about discussing theory and practice as teachers.


As I started reading, I immediately heard Johnson's voice when Shor opened her book speaking about the education system. She began speaking about a man named Bettelheim, who thinks education is made to have studies socialize.
"He urged teachers to enourage students to question their experience in school: You must arouse children's curiousity and make them think..."  (1). This reminded me of Johnson because he states that we need to talk explicitly about issues of privilege, power, and difference. Bettelheim was encouraging teachers to question why they go to school, who exactly makes us go to school, etc. He thought (and I agree) that this would make students feel intelligent and get them thinking beyond just what is set in the curriculum for them to learn. Johnson would see this talk as productive and completely normal for kids to question the world around them.


Another topic Shor spoke about which got me thinking was when Shor addressed the idea that society is unequal, making schooling unequal. Students who are more in poverty will go to less elite schools than those students who aren't. Shor spoke about two people named Bowles and Gintis, who stated that "schooling supports existing power and division in society by sorting students into a small elite destined for the top and large mass destined for the middle and the bottom..." (19). This reminded me of Finn's  article because he stated about the differences in learning and teaching methods between schools of various social classes. Finn also agreed that it was unfair that students in lower-class neighborhoods were basically set up to fail in school; not thinking critically and getting hands-on experiences that they need to succeed in the real world. This also reminded me of Oakes, who studied tracking in schools between students of the higher and lower level classes.


I also heard Kohn's voice when Shor spoke about the "typical classroom", which was "framed by competition and marked struggle between students" (23). Shor also talked about sticker charts, only the "neat" children's work being put up, and other scenarios that make other students feel inferior in the classroom. Kohn would have told any teacher who did these things to make each and every child feel equal and intelligent while in their classroom. They should not feel weaker than another student, and another child should not feel stronger than anyone else. Everyone should be working to help each other and advocate for positive learning.


I immediately thought of Delpit when Shor spoke about the atmosphere of a participatory classroom. She stated that there should be a balance between patience and impatience. She stated that the teacher must "lead the class energetically while patiently enabling students to develop their thoughts...to propel student's development so that they take more responsibility for their learning..."   Delpit believes that teahcers need to explicitly teach the rules and codes of power to students who may not learn them at home. The ideas Shor presented to us as readers are rules she believes are important in the classroom. She states the way a great classroom should be run. Delpit would appreciate that such strict codes were being placed upon teachers to enable students to have a better learning experience.

When Shor spoke again about how teachers need to encourage a lot of student participation, I thought a lot about the Christiansen reading. Shor allowed her students to ask questions about the class they were taking, speak openly about the material and situations presented in class, and what they want from it as a whole. Shor worked to answer every student's questions and teach them all that they were curious about. One student said that she thought in college that she could do all the work on her own without going to class. The other students began speaking out about their viewpoints on this topic. Christiansen believes schools need students to take action and speak out in what they believe in class. They need to question what they are doing and find the main purpose. "Curriculum is the one place where the dominant culture can either be supported or challenged, depending on the way knowledge is presented and studied" (34).


Finally, I heard Collier's voice when Shor spoke about having multi-cultural curriculums in schools. She spoke about "The Elsaser-Irvine experiment", which is all about this topic. Collier believes that students should honor student's first language skills to help them be successful in English. This experiment states that multi-cultural curriculum establishes equality among various cultural groups. Students need to learn about their communities and the people around them in order to establish their identity (Rodriguez).



Shor actually runs a lot of her classes she taught the same way we do! The way she spoke about her teaching, which she called reflexive teaching reminded me of Dr. Bogad, who gives us questions to answer and analyze about what we read in and outside of class. " ...the teacher poses questions, listens carefully, and re-presents to students what they have said for further reflection.." (54). This allows us to think critically and get other opinions and ideas from students, especially when we work in groups. Shor believes in the "asking questions" tactics and group work. She believes that the students should talk openly about what they learned or felt from any activity they are doing. This is pretty much how Dr. Bogad conducts every class we have. We have discussions that actually matter and can be applied to more than just this class. The talks we have help teach us things that can affect how we are as teachers and people. Shor is a lot like her. :)



I thought I would end off my last blog with a cool link. I typed in "Empowering Education" and found this website from a school or teachers in Colorado which is all about the important of social and emotional wellness of students in their school systems. They pretty much created a new educational philosophy with videos and links to back up their ideas. (I know it's a bit random but it totally ties in to points Shor was trying to make!)

LAST. BLOG. EVER. :( It's been reaaaaaaaaaaaaal guys

Citizenship in School: Reconceptualizing Down Syndrome (Extended Comments)

Just wanna give a quick shout out to Brandyliciousxo for her fab blog piece that inspired me to do my blog after a 9 hour work day :)


For starters, I really loved the way Kliewer set up this book. He did not just say "This is what I think and it is your choice to believe it or not". He gave us real stories, real people who wanted to fight for the equality amongst students. He gave us first-hand accounts from students with down syndrome who exposed exactly how they felt and how they lived their lives. And it was great to see how many schools and teachers were so inclusive, respectful, and welcoming to these students. Because, as Kliewer points out many times; there is no reason to see these people as different. They value freedom of expression, creativity, happiness, love, and real feelings just like we do. In a way, they express it with such courage; something many people are not able to just do.


I also found the teacher named Shayne so inspirational. She is the type of teacher I want to be when I have a classroom of my own. She embraced each and every part of every student in her classroom. She accepted their faults and was comforted by all each of her students were interested in. She made her classroom more than just a place to learn; but as a safe place for her students. Professor August would have loved to step into her classroom and see all she has done to create mirrors and windows for all of her students to come together as a community and respect each other for who they are.


I would have to agree with Brandy when she says this quote sums up the entire article. "Diversity is viewed as normal, people are considered of equal worth, relationships are of a mutual benefit, and belongings is a central societal theme" (95). We should never ever look at anyone in an negative light because they have a disability or are different from us. We should EMBRACE these qualities; because there are always positive aspects to any situation. In a way, we are all disabled in some aspect of life. I can tell you that I consider myself disabled from coping with stress. I need structure, organization, and simplicity. When my life lacks this; I feel disconnected from the world. So, even though I don't have down syndrome or a disability; I can feel how they feel when people do not treat them equally. And if you really think about it, so can you.


Brandy made some great connections so I will go into explaining what she said along with adding some personal touches :)

Before even hearing this story, a quote we should all focus on is this. "Communication is built on one's ability to listen deeply to others. It is an act through which each of our lives comes to be defined by those around us as "precious and irreplaceable" (73).  John was a student who was shunned by his community and school system because they labeled him as "uneducable".  The reason why children did not welcome him with open arms was because they did not have people around them to teach them to love and cherish everyone. They saw John as different; and in turn they were not able to open up to him and learn about who he is. When John and his family moved; his life took a complete 360 degree turn. Everyone saw who he really was and made him feel welcomed! Stories like these give me hope. This story also reminded me of August and the "Safe Spaces" reading because John could freely be John. He will never be able to change the fact that he has a disability; but he can simply show people who he is. When he did after moving; he was accepted by all.

I would also agree that John's story can be related to Herbert's article for the main reason that John had a lot more opportunities to succeed and be happy after moving. He joined classes, became a part of his community, and worked with support groups. He found his niche! Hebert was talking about how location affects a student's education; and John's new home definitely affected his lifestyle. He could be himself and he could showcase all he is capable of in his community. It is a great connection!

I also loved how Brandy chose to highlight Christine's story. All she wanted to do was be in classes where she felt included with the rest of her classmates; beyond just the students who were children with special needs. The reading states that she had "extremely poor motor control, low-level cognitive skills, low-level communication skills...(etc) (92); but she wound up having her own column in the newspaper. She was accepted and heard by all. She even spoke out about another student who had special needs. In response to the school not allowing this student to go there, Christine said "I have down syndrome, but I am not handicapped"(93). Even Christine recognizes her worth; as her peers did. This is another amazing story that should be embraced by all of us as future teachers. Brandy's connection from this story to Jeannie Oaks article about tracking is great! Oakes stated that students in lower-classes were deprived from the knowledge and skills needed to move up into higher classes and to be successful in them. For 14 years, Christine was deprived from an education where she was included amongst the rest of her peers; regardless of the fact she had down syndrome. This started to affect her emotionally and she made a change! This proves to all of us and to Oakes that even though a student may start in a lower-level class; they can be just as successful as others if they work hard.

 

 

Lastly, the article Brandy found from NBC was truly eye opening. I cannot even believe that anyone would discriminate like this. We have clearly learned (and hopefully all understood before this reading) that someone with a disability or special need is not any different from us. They just have different ways of expressing themselves and learning. That would be like someone paying people who are different races pennies while all white people received minimum wage. It is crazy to think that this article is factual. Even though it is 2014 , big changes need to be made in society and the way we see and value others. If so, the world will be a much better place.

Literacy with an Attitude- Connections

I have had to read Literacy with an Attitude by Patrick Finn a few times now; but I now realized that I need to base my blog around this very quote; " When students begin school in such different systems, the odds are set for them" (25).
I really liked the way he showcased the differences between school districts; between working class schools to elite schools.

•  Finn stated that, "In the working-class schools, knowledge was presented as fragmented facts isolated from wider bodies of meaning and from the lives and the experiences of the students" (11). They were not given the chance to REALLY learn something; because they were completing work that was simply too easy for them. Just because a student grows up in a poorer neighborhood does not mean that they are not capable of doing great work.

• In the middle class schools, Finn stated that, "Teachers (there) seemed to believe that their job was to teach the knowledge found in textbooks or dictated by curriculum experts. They valued this more than knowledge taught by experience" (12).  The students were simply receiving isolated information; made up of things they had to memorize or copy down. They never actually APPLIED what they learned and made it make sense to the outside world. They are more than capable of doing so, so it is sad that they were simply looking for answers, not actual solutions that could get them farther in life.

• In the affluent professional school, "work was creative activity and carried out independently" (16). This is a step up from the two types of schools we have read about so far; because students are challenged to work on their own and apply it to more than just a textbook.

• Finally, in the executive elite schools, "knowledge was academic, intellectual, and rigorous" (18).  The article even stated that the students carried out and created their own lesson plans. Why should schools be set up this way? Just because a student has more money does not mean they deserve a higher education than the students who may live in poverty. It is completely unjust! And Finn wanted to make this point very clear.

The separation of these school's ideologies reminded me a lot of Johnson; who states that we must talk explicitly about the issues of privilege, power, and difference. Finn has no problem publishing a book that toggles the differences in teaching based upon schools in different neighborhoods, from poor to rich. Finn simply wants to effectively help students learn using their intellect to solve problems, gain experiences, and work hand in hand with the knowledge of their teachers.
      Finn was highly inspired by Freire, an educator who believed that learning was centered around someone's cultural and personal experiences. Freire reminds me a lot Christiansen, who states that students need to interpret what they see in order to recognize the stereotypes being made about the world, or in this case, themselves. Finn even states
that, "It was about empowering the powerless as a class so they can stand up for themselves" (172). 



Finn gave us tons of examples of different styles of teaching that empowered and helped students tremendously succeed. He ends this chapter by stating the rules and codes that he believes are extremely important to teaching, from Rethinking our Classrooms. The rules stated that curriculum and method should be based around the students, they should be used to answer important questions, they should actively use what they learn beyond the classroom, and the entire system should be rigorous, visual, helpful, and powerful.  

The fact that Finn took so much of his book to talk about the rules he believed were right towards curriculum and methods in schools reminded me a lot of Delpit. Delpit believes in explicitly teaching the rules and codes of power to students; and that teachers should be very direct in doing so. Finn is working to teach teachers the correct way to teach, whether everyone believes in these ways or not.


If we push past the boundaries of class between students, create lessons around the students we teach, answer questions critical to the world around us, and give students hands-on experiences, we can become great teachers. We also can allow our students to become great learners; which is so important. Finn believes that if these ideas are practiced, students can learn anything, even if it is controversial,  and critically analyze it. This is what truly gives literacy an attitude!



So many areas around the country have based their teaching and schools around the ideas of Freire. This one organization here believes in activism and the teachings of Freire. They are just one of many, and it was almost crazy to look up. So many people just like Finn were inspired by him.

Praxis makes perfect!

Taking my praxis tomorrow morning...wish me luck! 

Brown vs. the Board of Education: Reflective/Argumental Piece

On May 7th, 1954, equal opportunity for different races to be integrated in schools was granted.


This is a fact I have learned about since the 8th grade. I have learned how America was separated into blacks and whites segregated from each other.  I have learned about the unequal education that occurred during this time. I have learned about the countless campaigns, leaders, rallies, amongst other instances that occurred to fight for the rights of African Americans. But as I was looking at the website dedicated to Brown vs. the Board of Education, this sentence stood out to me. "...(the act) did not constitute a perfect solution to the problem of unequal opportunity, but it did help end LEGAL segregation in the U.S"
After reading this sentence on the website, everything else I looked at weighed differently in my mind before. I have learned about this for years now, but I never saw it as a crack in the glass. Tim Wise shows that although the court system made a huge, positive decision by de-segregating schools, it does not completely take away racism. It does not mean that people of different races received better treatment, even though they were legally granted more rights. Tim Wise reminded me a lot of Johnson in the way that he explicitly spoke about the power, privilege, and difference. He had no problem defending black people, even though he was a white man. He just fought for what was right, and wrote a book about it to broadcast to people on how they should treat others; and how black people should see themselves. Both of his interviews have a lot to do with perspective, and I am sure everyone in our class agreed with everything he had to say.
Wise stated that things can be done to stop racism but it doesn't mean changes are being made to actually end it. I liked his idea of racism 1.0 and racism 2.0. Racism 1.0, according to Wise, is the idea of the "old school bias" people have towards people of a different race. Racism 2.0 to him meant "enlightened acceptionalism";  where people are in a place where they can move push through the cracks in the glass and have an open space. He spoke about white privilege, which reminded me a lot of Mcintosh in the way it is valued in society. Wise wants people to see that people's perception of people who are not white does not have to be so narrow; so that we can achieve equal opportunities for all in society.



These interviews with Wise really toggled the idea of how events in our history are important, but we still have to keep in mind how much work still needs to be done in order to erase racism and other issues altogether. Wise states that studies have shown that white people perceive black people as "generally less intelligent, more aggressive, and less patriotic". Why are thoughts like this still occurring in people's minds? However, what I really liked from the entire video was that "racism is not an excuse, but a reason".
It is a reason to move past the negativity, the hate and misunderstanding against something we should not be discriminating against. It is the reason to research, speak about, write books, and have classes much like our FNED class towards a positive, respectful environment without utmost respect for people of different race, class, gender, sexual orientation, or whatever the case may be. It is the reason for how our world can become a more well-rounded place. The sooner people see this, the sooner we can look back on situations like the Brown vs. the Board of Education and see that it really did help us achieve full appreciation for African Americans. Tim Wise has very strong beliefs against racism, as we all should. This entire compilation of videos and the website was a true eye-opener for me, and I am sure it will be for the rest of the class.



This article, titled Was Brown vs. Board a Failure?    goes hand and hand with what we are blogging about this week. It talks about how racism is still being seen, especially in schools. The writer of this article is questioning if it has to do with the achievement gap between white people and people of other races. It actually goes hand in hand with Separate and Unequal  by Bob Herbert. He states that even though we have laws which integrate students of all races into the same schools; more often times than not, the students ARE indeed segregated. Whether it be by the neighborhood, economic issues, or customs, people live where it is socially normal for them to live; which is within their culture. Herbert states that " Educators know that it is very difficult to get consistently good results in schools characterized by high concentrations of poverty. The best teachers tend to avoid such schools. Expectations regarding student achievement are frequently much lower, and there are lower levels of parental involvement. These, of course, are the very schools in which so many black and Hispanic children are enrolled. "
This quote speaks the most to me out of the whole article; because it makes a lot of sense. Teachers expect that students who live in poverty have less parental involvement, so they expect less of them. Many students have to learn on their own when they are not in the classroom. However, we have learned that just because a parent is working a lot to survive it does not mean that they do not have a lot to offer for their children; they just may not be as educated. So, since the students who live in these areas do not have the parental backbone that students have in higher achieving schools, they are perceived as inconsistent. Herbert then goes on to show that schools are finding ways to improve their curriculum to better students; so that's a huge plus!

Brown vs. the Board of Education will forever be seen in a different light to me now, because of all the ideologies people have created based upon the events and situations which have occurred after the Supreme Court made this decision. Yes, segregation is banned legally, but is it mentally?

Social Justice Event: Key Note Speaker Ana Cano-Morales on RI Latino Student Achievement

Ana Cano Morales is one of RIC's Key Note Speakers for their Dialogue on Diversity Lectures. Morales lecture was titled "Educational Communities: Strength in Partnerships".  Cano- Morales knows first-hand about the challenges ELL, or English Language Learners face. As a child, she was a fluent Spanish speaker; but she knew she needed to learn English as best as she could to succeed. Morales did not tell her story in a "woe is me" way; she just was trying to get the point across that she has come so far in life; and is truly successful; even though she faced struggles and had to work through learning another language. Cano- Morales started off her lecture with statistics about the Latino population.

• 138,550 Latinos live in Rhode Island.
• Latino's household earnings are 26% lower than the national average.
• 1 to 3% of teaching forces in schools are Latino.
• 23% of children in RI schools are Latino.
• By the 8th grade, Latino students are 2-2.5 grade levels behind white students.

These numbers show just how impactful Latinos are in our communities. They are increasing steadily in the state. After reading these statistics, I thought about Rodriguez, and his ideologies of a "public vs. private identity". It is clear to see that the number of Latinos in our state is increasing rapidly, and is only going to  increase. The statistic which states that there are BARELY any Latino teaching forces in RI, and 23% of students are Latino is hard to hear because we have learned directly from that children need to use their strengths to expand and work on their weaknesses. If Latino students do not see anyone who is like them and shares their culture in schools, I am sure it is very hard for them to create their public identity. So instead, they keep their private identity; where Spanish is the main focus of what they know and do not learn as quickly as the students around them. This is just a theory of mine, but this could be the reason why Morales stresses that Latino students are so behind!
   Cano-  Morales stresses that we need to find ways to help ELL learners achieve success in school. I am sure Rodriguez would agree that finding more Latino workers would help children find who they are. Even simply just integrating their at-home language in the classroom would be extremely beneficial. Cano-Morales says "teachers need to try new things and work with students on their language barriers"; and she is right!
This article on Latino Achievement Gaps is an inside look on all of the points Ana Cano-Morales spoke about at this lecture. It shows how much she believes in leadership in schools towards helping the Latino Community, and her personal thoughts which I have stressed about RI schools.


If we were to speak with Virginia Collier about Latinos in RI schools; I am sure she would partner up with Cano-Morales in a second. Collier believes that students should "use first language acquisition strategies for learning or acquiring a second language" (127).  Cano-Morales stressed that teachers need to be willing to experiment and be flexible when it came to helping ELL learners succeed. It is extremely important to her that teachers play on the strengths of bilingual students, and Collier would agree. By doing so, a "school culture" can be created, where students are able to learn through their at-home language, and be proud of who they are and where they come from. Rodriguez and Collier's teachings go hand in hand, because Latino students would be able to achieve their sense of identity while learning and being accepted by the people around them.

This video and this article showcase the positive ways ELL students should be learning. Both of these links encourage ELL students to use their first language as a tool for what they are learning; which is something both Cano-Morales and Collier would be proud of.


Finally, I thought of Mcintosh throughout this lecture. Mcintosh sees whiteness as a privilege, and that we should really dissect how whiteness shows power in our communities. She believes that people who are white do not recognize their privilege; because they are taught not to do so. (1). The statistic which states that by the 8th grade, Latino students are 2-2.5 grade levels behind white students goes hand and hand with White Privilege: Unpacking the Invisible Knapsack.  I am sure that white students do not realize that students of other cultures are behind them; and if they do; they do not say anything about it. Many people simply worry about themselves and their learning. However, I believe that if students want to improve their communities and the people around them; they could be active helpers in ELL learning. They could learn something from ELL students, while ELL students could learn something from them. It is a great way for students of any culture to get acclimated with each other and who they are in response to their communities. Mcintosh challenges us to examine whiteness in the community; and clearly based upon this statistic, white people are ahead compared to Latinos. In this way, they exhibit power and it puts Latinos at a disadvantage. Cano-Morales wants Latinos along with students of other cultures to be at an EQUAL. To be actively learning and engaging with teachers who can help them get ahead. However, thanks to programs like how RIC is teaming up with Central Falls schools; innovation in the way ELL students are taught are being positively changed. This partnership is researching and developing a new type of education. Steps like these will help RI for the better; along with Latino students.
In this article , it is stressed that multicultural learning is the only way for students to succeed. Teachers must "burst the bubble" about the student's different races, genders, cultures, and backgrounds and that they must apply these attributes to student's learning. It is an overall great piece that works hand and hand with our class!


Take home pieces of this lecture:

• We need to use our knowledge of Latino students statistics and improve their learning for the better.
• We need to develop new curriculums and models for effectively teaching ELL learners.
• We must have a work force composed of people from the same decent or community as these Latino students so they can feel comfortable.
• We must use their home language to help them learn other things.

Ana Cano-Morales was a great speaker and I am glad I chose this event to go to!

In the Service of What? An Extended Comments Blog: Thank you Sarah :)))

As I was reading through everyone's blog posts on "In Service for What?" by Kahne and Westheimer  for this week, Sarah's really hit home for me! Her ideas were pretty much everything I was going to choose to elaborate on for this blog, so I thought why not do my first extended comments piece?
The quote which states that "learning and service reinforce each other and should come together in America's schools" is extremely important, and something I have realized are more intertwined together than we think. Service Learning projects were created for people to come together with their community, make changes, learn from others, move out of their comfort zones, and help them become better people and have different mindsets about the world around them. I agree with Sarah when she says that it is so great to read about such a widespread involvement towards Service Learning projects all around the country; where people are becoming advocates for helping the people of their community.

Throughout this article, I really wanted to answer the questions asked on page 2 of this reading. The first one was "What values do service learning curricula model and seek to promote?"
 I know firsthand from working in my second grade classroom at Times Squared Academy that that these projects model what it is like to be a teacher; and how it is to work in areas where the children have such cultural backgrounds and experiences that shape the way these schools run. The projects promote learning through others, engaging with children, learning about different cultures and experiences, and forming an idea of what kind of teacher we want to be in the future.

"What kinds of relationships develop between students and those they serve?"
     Like Sarah, I found myself reflecting upon my service learning project the entire time I was reading this article. I really liked how Sarah said that Service Learning is all about perspective: you need to put yourself in the shoes of whoever you are working with, and you need to allow the project to help you learn who you are, who you want to be, and who you can be to be an advocate for others. Beyond this second grade classroom; I have volunteered at an inclusive preschool at the Trudeau Center in Warwick. This experience really shaped what I wanted to do with my teaching career; because I had the chance to work with children as young as infants to preschoolers. The children were so eager to see me and the rest of my class every week when we came in with activities and projects for them; and it always put a smile on their faces. It is great to do something for others and know that you could be a part of something that people truly look forward to.

Also, at Times Squared, I have been blessed with working with the most amazing class. They are kind, hardworking, and hilarious. They give me a piece of their lives and background to take with me every time I walk in the door; and I try to give the same back to them. They are so INTELLIGENT for their age; and have such great input on any topic we speak about. They have verified for me that I want to be a teacher and that I want to work with students who have these great differences and backgrounds that shape who they are. They have the utmost respect for me and their teacher; along with their classmates. It is a great, refreshing thing to see.


I love that Sarah really emphasized that every time we go to our Service Learning, we should think about the community we are working in. This goes hand and hand with the question asked in the article, which was "What kinds of social and political relations do they ask students to imagine?" These projects allow us to work with students who might be from a different social background and apply it to how we interact with them. We learn about a community separate from the ones we have known all of our lives. It also gives us time to think about how Service Learning is a widespread project done all across the country; where other people feel the same way we do towards their volunteer work.

"What kind of society does service learning lead students to work toward?"
I really loved Sarah's idea of EXPOSURE to something new and different from what we are used to, and I think it was a great ending point for her blog. I think every major at RIC (if they do not already) should participate in a project related directly to their major; so they can get a feel for what it actually is like and who they are as someone in whatever field they are studying. Service Learning allows us to work towards a society where everyone is interested in bettering the world around them, learning new things, sharing their culture, gender, race, experiences, etc., with others, and so much more. As Sarah said, this project shouldn't be a requirement to us; but instead something we are honored to be a part of.


Finally, I liked your video about the more sciency (cool new word I made up just for this blog) take on Service Learning, and how much it really impacts people and forms experiences for them that they will carry with them in life.