I enjoyed listening to the mothers speak about their experiences growing up with Chinese mothers and of being mothers. There is so much tradition and superstition surrounding the Chinese culture and we were able to hear how these traditions and beliefs affected each woman during their childhood and today with their own children.
After the guest speakers I looked up my Chinese zodiac animal and I am an Ox. Apparently I am dependable, hard worker and determined. I don't take shortcuts and I am tolerant of others. I agree with this information as it pertains to me, but I am sure this is true of many individuals who were not born in the year of the Ox. It feels like a self fulfilling profecy because now that I know the information I feel like I must abide by it, thus making it true.
The guest speakers described childhoods that were full of pressure and strict rules, but also high test scores and grades. I wonder if this is what some of our students need? Feeling constant pressure to succeed and always studying does not sound healthy or appealing, but that type of life style might help our students perform better on tests. The problem is the disconnect between support outside of school. Many of the parents of our students do not have the ability to be a tiger mom for one reason or another. Higher education is not seen as a high priority compared to the Chinese culture, and this is translated to our students.
The American and Chinese ways of child rearing both have their pros and cons. American parents typically allow for more individualality within their children, more freedom to express their passions. The Chinese culture emphasizes the importance of education and becoming a doctor or lawyer; there is less room for negogiating. While we want our children to grow up knowing how to express themselves and feel comfortable as individuals, we also need to put more pressure on succeeding at school. We need to mix the tiger parents and American parents.
Wednesday, April 20, 2011
Wednesday, April 13, 2011
Blog 9: Geography
The geography presentation discussed the many stereotypes that surround each region within the United States. It was enlightening to see what everyone else thought about the regions in the United States. Each region had a distinct reputation and it was easy to observe what regions were less well known, and which had a strong impact upon people. I know that I believe the assumptions of each region, except my own. I need to take into account the feelings of others when untrue statements are perpetuated because I take offense when people start talking about Montana and they have false statements.
I really enjoyed the geography presentation because of the technology demonstration within it. The CQ's were incorporated by having us vote on the answers through an online poll. I loved observing the comparisons of answers and seeing where my response fit in to the class population. It was a simple way to increase individual student participation while still keeping their affective filter low. The jeopardy game was also fun and displayed a variety of information about each region. I also loved the way the group formed the groups for the jeopardy. Each person was given a piece of the United States and we had to find our members with the same color of the United States. It was simple and effective.
This presentation was applicable to me not just for the geographical information, but because I can take back the technology ideas and integrate them into my lessons. Having technology within the classroom captures students attention and appeals to a range of diverse learners.
I really enjoyed the geography presentation because of the technology demonstration within it. The CQ's were incorporated by having us vote on the answers through an online poll. I loved observing the comparisons of answers and seeing where my response fit in to the class population. It was a simple way to increase individual student participation while still keeping their affective filter low. The jeopardy game was also fun and displayed a variety of information about each region. I also loved the way the group formed the groups for the jeopardy. Each person was given a piece of the United States and we had to find our members with the same color of the United States. It was simple and effective.
This presentation was applicable to me not just for the geographical information, but because I can take back the technology ideas and integrate them into my lessons. Having technology within the classroom captures students attention and appeals to a range of diverse learners.
Thursday, April 7, 2011
Blog 8: Religion Presentation
Our group presented this week and it was an invigorating experience. Each member of the group contributed equally to the presentation and the end product was a dynamic presentation that involved class discussion. I enjoyed reading through the CQ questions prior to class. The questions were insightful and thought provoking. They introduced ideas that I had never considered and they ignited conversations within the class. Religion is such a difficult topic to bring up in the classroom. Luckily, teaching math does not involve religion, so it is infrequently discussed and then only minimally. I feel uncomfortable because I do not want to say anything offensive and then have angry students, parents, and administrators. Some of the most successful conversations I have heard about from other teachers that they had about religion was when it happened suddenly and was initiated by the students. Then, the teacher is not creating an awkward environment by trying to make a big deal out of anything, instead, the teacher is there to guide and facilitate when needed and allow the students to be the main participants in the conversation. One group was discussing whether students should have the right the post the Ten Commandments outside their lockers. The group did not see the harm in this because it is the student's property. I do not believe it is the student's property. Students are liable for search and seizures of their personal belongings without probable cause because they are on school property and their locker is the same. It is not considered property of the student and therefore, students do not have the right to post whatever they want on them. Our country was founded on the basis of separation and state and we are so lucky because of this. Millions of people are persecuted and terrorized because of their ideals and religion. The beauty of the United States is the freedom and liberties that everyone is allowed to take advantage of no matter what they believe and this needs to be respected in the classroom.
Sunday, March 27, 2011
Blog 7 Language
I teach at the Jack E. Singley Academy. Our school strives to prepare our students with the tools to enter the professional world, or college, and succeed in either environment. Every Wednesday we have "Dress for Success," this is when the students wear attire that would be suitable for an interview. This gets the students familiar with the proper dress for the real world so when it is time for them to find a job, they know what the employer's expectations are and they can exceed these expectations. "Dress for Success" is not mandated, students do not get in trouble for not dressing in professional clothes, but it is highly enouraged and increases their Employability Skills grade at the end of each six-weeks. "Dress for Success" is preparing these students for a form of nonverbal communication. Making a positive first impression is key to finding success in the professional world, and someone's appearance is one factor in making a first impression. Having the correct attire for the situation communicates to the employer that they are professional, responsible, and the right person for the job. Nonverbal communication is an unspoken language that includes appearance, handshake, eye contact, and body language. Each of these aspects sends a message to the other person and it the basis for creating a positive first impression. The teachers at my school attempt to convey this message to our students about how to make a lasting positive first impression, but some students do not listen. It takes 30 seconds to make a first impression and 20 additional positive meetings to undo a negative impression. To be successful after high school, students need to learn the language of nonverbal communication.
Tuesday, March 15, 2011
Blog #6: "A Thousand Splendid Suns"
Our group is reading A Thousand Splendid Suns for our book club. There are many topics from our diverse learners class that are strong themes in the book. A Thousand Splendid Suns is about two Afgan women married to an abusive man and what happens to these women as they struggle to free themselves.
Strong themes throughout the book are religion and gender. Women's rights is almost nonexistent in this book and in the country. Women are forced to marry at very young ages and end their education to take care of their new husbands. Men are the rulers of the house and make all the decisions and consequences. Police are rarely involved in domestic issues and the men are free to punish the their wives however they desire. Reading this novel makes me appreciate my life and all its freedoms. It also makes me appreciate the man I have chosen to be part of my life and the respect he shows me everyday.
We recently discussed refugees during class. Students with similar backgrounds as the women in the novel could be in our classroom. We will never know for sure, but we need to be sensitive of the diverse backgrounds of our students and their histories to which we cannot relate. Teachers cannot assume all our students know certain parts of our culture because they may not have been exposed to it or have not lived here all their lives.
Religion is another prevalent theme in the book. The Islamic religion controls many aspects in the lives of the Muslim community in A Thousand Splendid Suns, including empowering the male. This is a vast difference from The United States where we have freedom of religion. It is also shocking to realize this lifestyle continues today in middleastern countries. A Thousand Slendid Suns chronicles the treatment of women in Afganistan today.
Overall, A Thousand Splendid Suns makes the reader feel sorrow for the women who endure that lifestyle today and grateful for the liberties that women have today in many other countries around the world.
Strong themes throughout the book are religion and gender. Women's rights is almost nonexistent in this book and in the country. Women are forced to marry at very young ages and end their education to take care of their new husbands. Men are the rulers of the house and make all the decisions and consequences. Police are rarely involved in domestic issues and the men are free to punish the their wives however they desire. Reading this novel makes me appreciate my life and all its freedoms. It also makes me appreciate the man I have chosen to be part of my life and the respect he shows me everyday.
We recently discussed refugees during class. Students with similar backgrounds as the women in the novel could be in our classroom. We will never know for sure, but we need to be sensitive of the diverse backgrounds of our students and their histories to which we cannot relate. Teachers cannot assume all our students know certain parts of our culture because they may not have been exposed to it or have not lived here all their lives.
Religion is another prevalent theme in the book. The Islamic religion controls many aspects in the lives of the Muslim community in A Thousand Splendid Suns, including empowering the male. This is a vast difference from The United States where we have freedom of religion. It is also shocking to realize this lifestyle continues today in middleastern countries. A Thousand Slendid Suns chronicles the treatment of women in Afganistan today.
Overall, A Thousand Splendid Suns makes the reader feel sorrow for the women who endure that lifestyle today and grateful for the liberties that women have today in many other countries around the world.
Blog 5: Exceptionality
There are many types of exceptionality and each comes with its own challenges and stereotypes. Students placed in special education programs around the country are labeled with learning inabilities that will follow them throughout their educational career. Students can also be placed in GT programs and receive special instruction to suit their specific learning styles. Of the two programs previously mentioned, which do you think carries a negative connotation?
This label of special education remains in the student's record and affects their education path. Inclusion is one way to provide the special education that students might need, while also giving them the general education environment that can be so beneficial. Inclusion teachers are provided to support the student and the general education teacher during their time in that classroom. This extra support maintains consistency for all students and a high level of productivity.
Students with Asperger's syndrome or mild mental retardation can still function well in a general education, but it takes more work and patients on the part of the teacher. This is the factor that is unappealing to many educators and the reason many shy away from taking on the special needs students. All students need to be in the environment that is least restrictive, but it is the extra work this brings that causes these students to be placed in restrictive environments where their learning needs are not being met. I agree that it can be a struggle to teach students with such a broad spectrum of learning needs, but that is the job, to educate and not discriminate.
This label of special education remains in the student's record and affects their education path. Inclusion is one way to provide the special education that students might need, while also giving them the general education environment that can be so beneficial. Inclusion teachers are provided to support the student and the general education teacher during their time in that classroom. This extra support maintains consistency for all students and a high level of productivity.
Students with Asperger's syndrome or mild mental retardation can still function well in a general education, but it takes more work and patients on the part of the teacher. This is the factor that is unappealing to many educators and the reason many shy away from taking on the special needs students. All students need to be in the environment that is least restrictive, but it is the extra work this brings that causes these students to be placed in restrictive environments where their learning needs are not being met. I agree that it can be a struggle to teach students with such a broad spectrum of learning needs, but that is the job, to educate and not discriminate.
Tuesday, March 1, 2011
Blog #4: Sexual Orientation and Gender
It was interesting to hear about the origin of homosexuality and how genes, hormones, and birth order play a pivotal role. I found birth order particularily interesting because the odds of having a homosexual son increase the more older brothers he has.
I loved the discussions we had during class and how both sides of each question were pontificated. I was a judge and automatically I had my thoughts about each question and wanted to side with a certain group, but listening to the justifications of each made me approach my views differently and more openly. I was not so narrow minded in each question because the two sides gave me fresh ideas about each perspective. In theory, doing this democracy activity in the classroom would prove beneficial because it provides the opportunity for students to voice their opinion and also enlighten them about other viewpoints. In reality, I do not know how well the activity would work because the questions are very sensitive and even seniors in high school would have a difficult time taking a stance on this topics in front of their peers.
This does raise an important issue because gender and sexual orientation are discussed in schools, but not in the classroom with the aide of an adult to guide the conversations. Sexual orientation and gender are constantly gossiped about among friends in the hallways. Stereotypes are establisted immediately and rumors start to generate. If these conversations were moved into the classroom, an environment of acceptance could be established at the school and provide a safe and comfortable learning environment for every student. These converstations are difficult because students are reluctant to express their true feelings and opinions in front of peers. How do we start these tough conversations?
Another stereotype educators need to try and break is the inequality between men and women. Looking at the magazines in class, it did not matter if it was published for men or women, the majority of the pages had the sexual exploitation of women. Beautiful women were amilessly lying on a bed being beautiful, or men were covetting the sexiest woman. The girls in our classes see the images that the media portrays of women and aspire to it, the boys aspire to be with it. Both have inaccurate standards that will rarely be met. This is the basis of low self-esteem and an issue that educators need to combat. I try to be a role model to my female students by demonstrating that not every woman looks like that. Many times the students do not see me as a real woman, but only their teacher and I do not count. Nevertheless, I try to provide that positive female figure that proves not all women need to look like a model from a magazine to be happy and successful.
I loved the discussions we had during class and how both sides of each question were pontificated. I was a judge and automatically I had my thoughts about each question and wanted to side with a certain group, but listening to the justifications of each made me approach my views differently and more openly. I was not so narrow minded in each question because the two sides gave me fresh ideas about each perspective. In theory, doing this democracy activity in the classroom would prove beneficial because it provides the opportunity for students to voice their opinion and also enlighten them about other viewpoints. In reality, I do not know how well the activity would work because the questions are very sensitive and even seniors in high school would have a difficult time taking a stance on this topics in front of their peers.
This does raise an important issue because gender and sexual orientation are discussed in schools, but not in the classroom with the aide of an adult to guide the conversations. Sexual orientation and gender are constantly gossiped about among friends in the hallways. Stereotypes are establisted immediately and rumors start to generate. If these conversations were moved into the classroom, an environment of acceptance could be established at the school and provide a safe and comfortable learning environment for every student. These converstations are difficult because students are reluctant to express their true feelings and opinions in front of peers. How do we start these tough conversations?
Another stereotype educators need to try and break is the inequality between men and women. Looking at the magazines in class, it did not matter if it was published for men or women, the majority of the pages had the sexual exploitation of women. Beautiful women were amilessly lying on a bed being beautiful, or men were covetting the sexiest woman. The girls in our classes see the images that the media portrays of women and aspire to it, the boys aspire to be with it. Both have inaccurate standards that will rarely be met. This is the basis of low self-esteem and an issue that educators need to combat. I try to be a role model to my female students by demonstrating that not every woman looks like that. Many times the students do not see me as a real woman, but only their teacher and I do not count. Nevertheless, I try to provide that positive female figure that proves not all women need to look like a model from a magazine to be happy and successful.
Wednesday, February 16, 2011
Blog #3: Class and Socioeconomic Status
With so many Texan students homeless or considered to be in generational poverty, it is important to be aware of these situations and sensitive to them. Students who are in generational poverty or middle class come to school with concerns from outside the classroom that vary from those of students in upper middle class families. It can be hard for students to focus on their education when their next place to sleep is uncertain or their next meal might not be until the next school lunch.
When they are in my classroom how do I level the playing field? It is important to keep my expectations high for all my students and not change them when I see a student struggle because of their home life. By not lowering my expectations I show all my students that I believe in them and their ability to succeed in my classroom and outside of it.
I am not just teaching geometry to my students but also life skills. I need to equip students with skills they can apply outside of school and they might not be learning these social skills at home. Socioeconomically disadvantaged students might not have adult role models. As their teacher I can be a role model to students. I can demonstrate proper etiquettes, professional dress, and behavior.
There are facts and statistics that prove the majority of the children we teach are not coming from privileged lifestyles. Learning about what resources they are lacking when they come into our classrooms will make us more receptive to their needs not just educationally. When they struggle we cannot just blame it on their intelligence, but a multitude of factors that are impacting their lives.
When they are in my classroom how do I level the playing field? It is important to keep my expectations high for all my students and not change them when I see a student struggle because of their home life. By not lowering my expectations I show all my students that I believe in them and their ability to succeed in my classroom and outside of it.
I am not just teaching geometry to my students but also life skills. I need to equip students with skills they can apply outside of school and they might not be learning these social skills at home. Socioeconomically disadvantaged students might not have adult role models. As their teacher I can be a role model to students. I can demonstrate proper etiquettes, professional dress, and behavior.
There are facts and statistics that prove the majority of the children we teach are not coming from privileged lifestyles. Learning about what resources they are lacking when they come into our classrooms will make us more receptive to their needs not just educationally. When they struggle we cannot just blame it on their intelligence, but a multitude of factors that are impacting their lives.
Sunday, February 6, 2011
Blog #2: Race and Ethnicity
Reading chapter two about race and ethnicity provided insight into the perceptions that minority groups have about their role in society. I know that there is racism occurring everyday, but since I am white and from northern European ancestry, it is easy for me to believe none of my students feel this discrimination. What I need to remember is that they probably do.
My ethnic identity differs from that of my students. I identify with being majority Norwegian, but also other parts from western and northern Europe. I fit the mold in our society of the dominant race that holds all the power. I do not relate to this belief, but it is the one that society has established through decades and centuries of history and is still evident today. The reading mentions that the importance placed upon ethnic identify is instilled from parents and family. My parents never emphasized ethnic identity, and other parts of my life took on more importance. I believe that my students' ethnic identity plays a large role within their families. Where they came from and how they arrived in the United States shapes their beliefs and values greatly. It is my role to be respectful of the many ethnic identities that my students relate to in my classes. I do not tolerate crude or disrespectful language, and I take the time to relay this message to my students, not just at the beginning of the year, but whenever I hear it.
It is hard to fight a battle that is constantly going on outside the classroom. I have no direct control over what happens to my students when they leave my room, but I see the effects when they come into it. I may have an accepting and non-threatening attitude, but I do not see them the majority of the day. My students' beliefs about their abilities and education come from more than just a classroom. When they are not in school, it is the discrimination they receive at the movies or shopping at the mall that follow them into my room and make it difficult for them to overcome and reach their potential. When I encounter their negative attitudes about self-worth and their white teacher, I need to be the positive white influence in their lives. My hurdle is the discomfort that comes along with having race conversations, especially with students who become so easily defensive.
I know that there is more I need to incorporate into my classroom to promote an ethnically and racially positive environment. As my experience grows so will these ideas. Right now I offer an open attitude that welcomes all of my students no matter what race or ethnicity with which they identify.
My ethnic identity differs from that of my students. I identify with being majority Norwegian, but also other parts from western and northern Europe. I fit the mold in our society of the dominant race that holds all the power. I do not relate to this belief, but it is the one that society has established through decades and centuries of history and is still evident today. The reading mentions that the importance placed upon ethnic identify is instilled from parents and family. My parents never emphasized ethnic identity, and other parts of my life took on more importance. I believe that my students' ethnic identity plays a large role within their families. Where they came from and how they arrived in the United States shapes their beliefs and values greatly. It is my role to be respectful of the many ethnic identities that my students relate to in my classes. I do not tolerate crude or disrespectful language, and I take the time to relay this message to my students, not just at the beginning of the year, but whenever I hear it.
It is hard to fight a battle that is constantly going on outside the classroom. I have no direct control over what happens to my students when they leave my room, but I see the effects when they come into it. I may have an accepting and non-threatening attitude, but I do not see them the majority of the day. My students' beliefs about their abilities and education come from more than just a classroom. When they are not in school, it is the discrimination they receive at the movies or shopping at the mall that follow them into my room and make it difficult for them to overcome and reach their potential. When I encounter their negative attitudes about self-worth and their white teacher, I need to be the positive white influence in their lives. My hurdle is the discomfort that comes along with having race conversations, especially with students who become so easily defensive.
I know that there is more I need to incorporate into my classroom to promote an ethnically and racially positive environment. As my experience grows so will these ideas. Right now I offer an open attitude that welcomes all of my students no matter what race or ethnicity with which they identify.
Wednesday, February 2, 2011
Blog #1: Foundations
I enjoyed the discussions our group had about culture and all that this encompasses. There are many parts to culture, including culture manifestation, ethnocentrism, and cultural relativism. The Diverse Learners class gives me perspective into my culture and how it shaped my life. The values and traditions that my parents instilled in me from my infancy have manifested themselves in my life today. Not everyone is going to have the same culture as I do, but that is because many different factors have affected their lives. This is where cultural relativism comes into effect.
Instead of just believing that my culture is dominant, I am starting to realize it is a matter of chance. What if I was born in another country with different traditions and values? Then my belief system and culture might be entirely different. This perspective helps me appreciate the multitude of culutres that shape our world and make it dynamic.
I had the opportunity to experience cultural relativism about five years ago when I studied abroad in Salamanca, Spain. Going to class was not the difference, but the eating schedule was a drastic change. Lunch was the huge meal, we ate around two in the afternoon and then everyone took their "siesta." I had no problem adapting to this tradition. After my nap, I would explore the city, and grab some tapas, a small snack before dinner, around six or seven. Dinner was not served in any restaurants until nine or ten. This was a difficult adjustment because in the United States we eat around six. I remember walking around the town with a friend and we would be starving because we had not eaten and no where was servng dinner. Eventually I made the adjustments to the lifestyle in Spain and became immersed in the culture and truly fell in love with it. Even today I often think of my time there and how much I enjoyed being part of the Spanish society.
Living over in Europe allowed me to not only observe another culture but live it. I realized that not everyone runs on the schedule of the United States and their attitudes toward work and play vary greatly, as well. Through cultural relativism I am able to view the world from a new perspective and appreciate another lifestyle. I need to take this ability and apply it in my classroom. I not only teach my students math, but am respectful of their backgrounds and diverse cultures.
Instead of just believing that my culture is dominant, I am starting to realize it is a matter of chance. What if I was born in another country with different traditions and values? Then my belief system and culture might be entirely different. This perspective helps me appreciate the multitude of culutres that shape our world and make it dynamic.
I had the opportunity to experience cultural relativism about five years ago when I studied abroad in Salamanca, Spain. Going to class was not the difference, but the eating schedule was a drastic change. Lunch was the huge meal, we ate around two in the afternoon and then everyone took their "siesta." I had no problem adapting to this tradition. After my nap, I would explore the city, and grab some tapas, a small snack before dinner, around six or seven. Dinner was not served in any restaurants until nine or ten. This was a difficult adjustment because in the United States we eat around six. I remember walking around the town with a friend and we would be starving because we had not eaten and no where was servng dinner. Eventually I made the adjustments to the lifestyle in Spain and became immersed in the culture and truly fell in love with it. Even today I often think of my time there and how much I enjoyed being part of the Spanish society.
Living over in Europe allowed me to not only observe another culture but live it. I realized that not everyone runs on the schedule of the United States and their attitudes toward work and play vary greatly, as well. Through cultural relativism I am able to view the world from a new perspective and appreciate another lifestyle. I need to take this ability and apply it in my classroom. I not only teach my students math, but am respectful of their backgrounds and diverse cultures.
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