The fall of 2005 proved to be a challenge for me! I was teaching fourth grade, and that was the year a young man I will call Dante came to me.
Dante had been displaced due to Hurricane Katrina, and he ended up in Middle Tennessee because he had an aunt that lived in the area. Dante was an African-American that had spent his previous nine years growing up in the lower 9th ward in New Orleans. Needless to say, he really ‘stuck out’ in my virtually non-culturally diverse classroom. He talked different, acted different, and was mad at the world.
I am not sure if it was more of a challenge for me to get Dante to warm up to the other children, or to convince the other children to warm up to him. What an experience! In an attempt to make a long story short, I had to get creative. I basically had to let the standard curriculum go to the wayside and deal with the culture of our classroom first. It took me a few days to realize that I was going to have to forget about math, science, etc. and establish a climate that was conducive of learning.
Rather than making a huge deal about our new student, we made a big deal about everyone. We talked about accents, favorite foods, family, etc. I had to let my students see that Dante was like them in many ways and that although he was different in other ways that was not important.
Dante is one of those students that I will NEVER forget. He made me cry out of frustration, and he made me cry out of joy. He also taught me lessons that I now reflect on every school year. I never would have thought that anything good could have happened as a result of Hurricane Katrina, but it brought me Dante!
Friday, June 19, 2009
Culture in the Curriculum
I hate the thoughts of “social control” in the school system, but I suppose it deserves a harder look. While reading through the web links regarding multicultural curriculum, all I could think about was a possible hidden curriculum, but not necessarily an intentional hidden curriculum.
Hirsch mention in his article, “Every classroom follows its own sequence of study.” I understand the point that he is attempting to make; however, I find it a bit unfair to assume that all classrooms operate under their own curriculum. I am a proponent of teacher autonomy when it comes to methods of instruction, but I support the idea of a set of diversity instructional goals, or as Tennessee would likely label them, standards, that would outline specific practices that teachers would follow.
As a child, I can remember learning about famous African-Americans during Black History Month and about Native-Americans around Thanksgiving. That is about it! I can not recall ever discussing any other cultural groups, experiences, holidays, etc.
Remembering my personal educational experience, I have made it a point to allow all of my students to share any portion of their heritage. They teach our class new vocabulary, share recipes, customs, etc. I strongly believe that if we truly want to see the culture gap closed, the process will have to start in schools.
Hirsch mention in his article, “Every classroom follows its own sequence of study.” I understand the point that he is attempting to make; however, I find it a bit unfair to assume that all classrooms operate under their own curriculum. I am a proponent of teacher autonomy when it comes to methods of instruction, but I support the idea of a set of diversity instructional goals, or as Tennessee would likely label them, standards, that would outline specific practices that teachers would follow.
As a child, I can remember learning about famous African-Americans during Black History Month and about Native-Americans around Thanksgiving. That is about it! I can not recall ever discussing any other cultural groups, experiences, holidays, etc.
Remembering my personal educational experience, I have made it a point to allow all of my students to share any portion of their heritage. They teach our class new vocabulary, share recipes, customs, etc. I strongly believe that if we truly want to see the culture gap closed, the process will have to start in schools.
Monday, June 15, 2009
Multiculturalism in America
The United States, "The Great American Melting Pot," is comprised of many individuals from various parts of the world. Are all of the individuals accepting of one another? Of course not! They are not accepting now in 2009, and I would challenge anyone to locate a date in history where everyone was at peace and accepting of individual differences.
Among the thousands of articles that can be read on the Internet concerning multiculturalism, you will find two basic views with slight variances of each. Some people are proponents of 'rewriting' history to ensure equality for all cultures and others say to leave it alone - - it is history! Obviously, there are various degrees of each of these ideas. So, how do most Americans feel?
I can only speak for myself. I am certainly not a racist, nor do I suggest that we as Americans suppress any race, culture, etc. Personally, I think that the majority of the racial issues that we hear about are brought upon because of the media. It has become a perpetual cycle. A problem arises, it is dealt with, and the media will not let it rest. They keep the hype going and make it into a bigger problem.
Culturally speaking, I am a huge proponent of education in terms of meeting the needs of the ever-changing dynamics of our society. As a teacher, I want to make sure that I am educated and up-t0-date on best practices for meeting the needs of ALL my students!
Here's a question that I would love to have answered: If we are all equal, why then do we separate ourselves for census surveys, testing data, etc.?
Among the thousands of articles that can be read on the Internet concerning multiculturalism, you will find two basic views with slight variances of each. Some people are proponents of 'rewriting' history to ensure equality for all cultures and others say to leave it alone - - it is history! Obviously, there are various degrees of each of these ideas. So, how do most Americans feel?
I can only speak for myself. I am certainly not a racist, nor do I suggest that we as Americans suppress any race, culture, etc. Personally, I think that the majority of the racial issues that we hear about are brought upon because of the media. It has become a perpetual cycle. A problem arises, it is dealt with, and the media will not let it rest. They keep the hype going and make it into a bigger problem.
Culturally speaking, I am a huge proponent of education in terms of meeting the needs of the ever-changing dynamics of our society. As a teacher, I want to make sure that I am educated and up-t0-date on best practices for meeting the needs of ALL my students!
Here's a question that I would love to have answered: If we are all equal, why then do we separate ourselves for census surveys, testing data, etc.?
Monday, June 8, 2009
Why We Teach
I ran across a really neat website while researching the topic of character education. It is titled "Why We Teach." I encourage everyone to check it out in your spare time. It has excerpts from statements that teachers have provided when asked the question "why do you teach?"
Many of their comments relate to the topic of character education and what role they play as an educator in guiding students to help them build their value systems.
Very interesting and inspiring!
"Why We Teach" - http://www.whyweteach.com/excerpts.php
Many of their comments relate to the topic of character education and what role they play as an educator in guiding students to help them build their value systems.
Very interesting and inspiring!
"Why We Teach" - http://www.whyweteach.com/excerpts.php
Saturday, June 6, 2009
Religion and School: Do the two fit together?
Clearly, not every American will be happy when a decision about politics or religion is made. One ruling or specific law concerning religion will never please everyone when there is such a variety of personal opinions and views within our great American melting pot.
For years now our public schools have provide a “moment of silence” for students to pray, meditate, or basically do with as they choose providing they are quiet. The January 2009 article titled “Religion in Schools Debate Heats Up” brings about a whole new argument. The fact that the Illinois family that is noted within the article has taken issue with the practice of the moment of silence is beyond me. I can certainly understand then having a problem with it or feeling as though their constitutional rights were being violated if the students were forced to recognize a specific higher being or pray. It seems that this could have been easily dealt with and that a court hearing could have been avoided. If the child does not want to participate in the quiet time, then possibly she could have excused herself to the restroom during this time. Typically following the moment of silence is the Pledge of Allegiance. I think that it would be safe to say that if the family feels this strongly about the moment of silence, they likely are in protest of the Pledge of Allegiance as well. Seems simple enough, if she excuses herself before the moment of silence, she could return after the pledge to our country’s flag (which honors God).
Speaking of the Pledge of Allegiance, I was not aware of the 1943 Supreme Court ruling that allowed for a choice when it came to saluting our flag and reciting the Pledge. I knew that some students did not participate, specifically Jehovah’s Witnesses, but prior to reading about the Gobitas family, I did not know the history behind the provisions made for those students.
As for the other uproar mentioned in the “Religion in Schools Debate Heats Up” article, this business of rewriting Texas curriculum due to language used when discussing scientific theories (specifically evolution) is ridiculous! The current wording allows for some guided debate and allows to students to collect data, evaluate it, and then form their own opinions. Is this not what we want out of our students? Critical thinking? Do we want to produce a generation of children who automatically believe everything that society tells them? What is science about anyway? Don’t scientists always question, debate, and tests theories on a daily basis? Why not do the same with creation?
For years now our public schools have provide a “moment of silence” for students to pray, meditate, or basically do with as they choose providing they are quiet. The January 2009 article titled “Religion in Schools Debate Heats Up” brings about a whole new argument. The fact that the Illinois family that is noted within the article has taken issue with the practice of the moment of silence is beyond me. I can certainly understand then having a problem with it or feeling as though their constitutional rights were being violated if the students were forced to recognize a specific higher being or pray. It seems that this could have been easily dealt with and that a court hearing could have been avoided. If the child does not want to participate in the quiet time, then possibly she could have excused herself to the restroom during this time. Typically following the moment of silence is the Pledge of Allegiance. I think that it would be safe to say that if the family feels this strongly about the moment of silence, they likely are in protest of the Pledge of Allegiance as well. Seems simple enough, if she excuses herself before the moment of silence, she could return after the pledge to our country’s flag (which honors God).
Speaking of the Pledge of Allegiance, I was not aware of the 1943 Supreme Court ruling that allowed for a choice when it came to saluting our flag and reciting the Pledge. I knew that some students did not participate, specifically Jehovah’s Witnesses, but prior to reading about the Gobitas family, I did not know the history behind the provisions made for those students.
As for the other uproar mentioned in the “Religion in Schools Debate Heats Up” article, this business of rewriting Texas curriculum due to language used when discussing scientific theories (specifically evolution) is ridiculous! The current wording allows for some guided debate and allows to students to collect data, evaluate it, and then form their own opinions. Is this not what we want out of our students? Critical thinking? Do we want to produce a generation of children who automatically believe everything that society tells them? What is science about anyway? Don’t scientists always question, debate, and tests theories on a daily basis? Why not do the same with creation?
Thursday, June 4, 2009
Are Educators Innovative?
By definition, an innovator is one who introduces something new or makes changes to an existing idea. A maker, well, is one who makes or manufactures. These two terms seem to be the same, but as with most topics, it is dependent on the context in which you are applying the term.
Ignorantly, I had never heard of Catherine Beecher, so she was my obvious choice to research. Being born in 1800, it was not surprising that she was raised under the philosophy that the woman’s role was focused on domestic matters. Interestingly, she was educated at home until age ten before attending a private school, and then she began paving the way and promoting higher education for women.
Breech’s role as an innovator is clear. She introduced a new idea and stood up for what she believed, even when it meant going against the ideal way of thinking at the time. As modern day educators, we need to follow the footsteps of Breech. On a daily basis, educators see opportunities to make contributions that would improve the educational experiences that our students current receive. So why don’t we? Do we feel that one person can’t make a difference, or are we too consumed with completing checklists and meeting the demands of the most recent rolling reform act?
While reading about Frederick W. Taylor, the maker that I chose, I was reminded of the many seasoned teachers that I have worked with over the years. I learned while reading about Taylor that he was a well-educated, wise man who made a great contribution to the engineering field. Sadly, he was not well-known for his accomplishments outside of his specific field of study. This causes me to reflect on multiple seasoned teachers that I have been blessed to work with and know. All too often, as educators we isolate ourselves and don’t share what we have to offer, or we get too caught up in our traditional way of doing things, and we don’t seek out new ideas and best practices. For those of us that are guilty of this behavior, this way of thinking needs to be reversed. When it comes down to it, we all are innovative. We have the ability to improve upon existing ideas.
Additional Resources
http://www.answers.com/topic/frederick-winslow-taylor
http;//www.newman.baruch.cuny.edu/digital/2001/beecher/catherine.htm
Ignorantly, I had never heard of Catherine Beecher, so she was my obvious choice to research. Being born in 1800, it was not surprising that she was raised under the philosophy that the woman’s role was focused on domestic matters. Interestingly, she was educated at home until age ten before attending a private school, and then she began paving the way and promoting higher education for women.
Breech’s role as an innovator is clear. She introduced a new idea and stood up for what she believed, even when it meant going against the ideal way of thinking at the time. As modern day educators, we need to follow the footsteps of Breech. On a daily basis, educators see opportunities to make contributions that would improve the educational experiences that our students current receive. So why don’t we? Do we feel that one person can’t make a difference, or are we too consumed with completing checklists and meeting the demands of the most recent rolling reform act?
While reading about Frederick W. Taylor, the maker that I chose, I was reminded of the many seasoned teachers that I have worked with over the years. I learned while reading about Taylor that he was a well-educated, wise man who made a great contribution to the engineering field. Sadly, he was not well-known for his accomplishments outside of his specific field of study. This causes me to reflect on multiple seasoned teachers that I have been blessed to work with and know. All too often, as educators we isolate ourselves and don’t share what we have to offer, or we get too caught up in our traditional way of doing things, and we don’t seek out new ideas and best practices. For those of us that are guilty of this behavior, this way of thinking needs to be reversed. When it comes down to it, we all are innovative. We have the ability to improve upon existing ideas.
Additional Resources
http://www.answers.com/topic/frederick-winslow-taylor
http;//www.newman.baruch.cuny.edu/digital/2001/beecher/catherine.htm
Monday, June 1, 2009
Hello!
My name is Leigh Anne. I teach seventh grade language arts at Blackman Middle School in Rutherford County. I am new to the cyber classroom world, and I must say that I am excited! I am looking forward to getting to know everyone!
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