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.
Wednesday, February 16, 2011
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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