Low Expectations
Part of my teaching philosophy that I pride myself on is my high expectations. I have had experiences in my student teaching this year with teachers that have low expectations for their students, either all of them or just a few. And it's really discouraging for the educator, as well as the students, because neither feels like a success. For my capstone we are studying what causes students to be apathetic or resistant to learning, and how we can combat that. One thing that has come up over and over is that when students are expected to fail, they do. And if you expect the child to be successful, then they are more likely to do so.
Unfortunately, the problem comes down to determining what those 'high expectations' are. Not each student has the ability/capability/opportunity to perform at the same level as every other student. Creating an individualized goal or expectation for each student seems really time consuming, but when we are lowering our expectations for some students, and not others, we are really doing that same thing. What we need to do is have high, tangible, achievable goals for each child based on their background, perceived ability and past, and then hold them to that constant improvement, and help them to devise goals for themselves that they can work towards. By creating a system of indvidualized goals, rather then relying on a graded point or average system, you can avoid the discouraging low expectations, and the lack of motivation that accompanies it.
Monday, July 27, 2009
Diversity in Education-July 27:My assumptions and pre-concieved notions about people of the Baha'i faith :
We have a 'Cultural Encounter' project in which we have to have an encounter with a cultural group that we have little to no experience with, and attempt to learn more about said cultural group. My group is doing the Baha'i faith. There is a Baha'i faith center right across the street from campus, and when I lived on 15th several years ago I walked past it most days. It's small home, converted into a center with a fence around it and a welcome sign. It always seemed like a place I could feel comfortable walking into, but they also seemed a bit secluded. They never appealed to me personally because I imagined that they would be a religion (like many religions) that opposed drinking, pre marital sex, and other pastimes that undergrads often enjoy.
Due to the style of their signage and the few things I'd read or seen around, I assumed they were an Eastern religion, or perhaps Middle Eastern. I associated them with Sihks, another Eastern religion that I knew/know very little about.
My impression was always peaceful, mild mannered, and understated.
Due to the style of their signage and the few things I'd read or seen around, I assumed they were an Eastern religion, or perhaps Middle Eastern. I associated them with Sihks, another Eastern religion that I knew/know very little about.
My impression was always peaceful, mild mannered, and understated.
Wednesday, July 22, 2009
Diversity in Education-July 22nd-I am from
Our assignment/journal was to write a poem, each line beginning with 'I am from', outlining my culture.
I am from my father, Dad stayed at home and baked bread.
I am from my mother, Mom taught, now I pay attention to how things sound.
I am from the church, love, sharing, thought and injustice.
I am from a world of fantasy, faeries, goblins, princesses and dragons.
I am from a small town, big fish in a little pond.
I am from the Country Fair, community, ecology, cultural commons.
I am from the theater, showcasing skill, vying for the spotlight.
I am from the warm and playful sound of a violin.
I am from the digital world, blogging and broadcasting through the net.
I am from Oregon, green, green state.
I am from my father, Dad stayed at home and baked bread.
I am from my mother, Mom taught, now I pay attention to how things sound.
I am from the church, love, sharing, thought and injustice.
I am from a world of fantasy, faeries, goblins, princesses and dragons.
I am from a small town, big fish in a little pond.
I am from the Country Fair, community, ecology, cultural commons.
I am from the theater, showcasing skill, vying for the spotlight.
I am from the warm and playful sound of a violin.
I am from the digital world, blogging and broadcasting through the net.
I am from Oregon, green, green state.
Tuesday, July 21, 2009
Diversity in Education-July 21st
Today's excercise was equally facinating, and I was particularly stumped by the fact that just by chance, I ended up my 'society's' leader. I'm a strong personality and I often find myself in leadership positions whether or not I seek them out, and it was interesting for me to note that me being the leader was totally by chance, it was because I happen to be the youngest person in the group. But I am getting ahead of myeslf. The activity was that were were to take 20 minutes to create our own unique culture that didn't resemble any real culture. We were given several guidelines and probing questions and also some props to assist. Our culture was highly respectful, ritualistic, and had many rules. We were also a youth or child based culture (hence me being the leader since I was youngest). We then interacted with the other cultures that people had created and found many of the problems that occur in real life, when different cultures interact, were true in our classroom study as well. And this was with all cultures with a more or less even playing field. I look forward to the continued debrief of this activity tomorrow.
As for the required readings, I've been unable to do the Bates & Bates readings yet because for financial reasons I've declined to purchase the book at the UO book store, and instead bought it on Amazon (for a savings of $50!). So clearly it hasn't come yet, though I received a notification that it shipped today. The other readings however, I was able to do.
In the Hall, it was interesting to note that from the point of view of my sustainable curriculum class, the more ecologically intelligent and cultural commons oriented aspects of culture (as designated by the somewhat stratifying distinction of low and high) were those that were not exemplified by American culture.
The Lenssen article outlined a series of activities one could do within a classroom in order to get kids thinking about cultural differences and the difficulties that they can create. Particularly it seems to allow students from a main stream culture to identify with the disorientation, alienation etc. that students from minority cultures experience. Or along those same lines, to allow students from varied cultural backgrounds to have a culturally significant experience in common, even if it is superficial. Some of these strategies I had heard before, and others are new, but I look forward to adding them to my tool box.
In the rest of the readings, the one thing that stood out to me as somethign I'd never thought about before was the definition(s) of race and how problematic it is, and how it is used interchangebly with culture or ethnicity. Being white myself, I feel like white doesn't determine my culture, and it would be laughable if I were defined only by being white, as if I were the same as all other white people. My culture has more to do with the area I grew up in, my religion, my artistic endeavors and the people I choose to associate with. However, for people who are part of a racial, ethinic or religious minority. All of these elements are often lumped together as one thing, and generalized. That the lable of race or ethnicity was in of iteslf the problem is new to me.
As for the required readings, I've been unable to do the Bates & Bates readings yet because for financial reasons I've declined to purchase the book at the UO book store, and instead bought it on Amazon (for a savings of $50!). So clearly it hasn't come yet, though I received a notification that it shipped today. The other readings however, I was able to do.
In the Hall, it was interesting to note that from the point of view of my sustainable curriculum class, the more ecologically intelligent and cultural commons oriented aspects of culture (as designated by the somewhat stratifying distinction of low and high) were those that were not exemplified by American culture.
The Lenssen article outlined a series of activities one could do within a classroom in order to get kids thinking about cultural differences and the difficulties that they can create. Particularly it seems to allow students from a main stream culture to identify with the disorientation, alienation etc. that students from minority cultures experience. Or along those same lines, to allow students from varied cultural backgrounds to have a culturally significant experience in common, even if it is superficial. Some of these strategies I had heard before, and others are new, but I look forward to adding them to my tool box.
In the rest of the readings, the one thing that stood out to me as somethign I'd never thought about before was the definition(s) of race and how problematic it is, and how it is used interchangebly with culture or ethnicity. Being white myself, I feel like white doesn't determine my culture, and it would be laughable if I were defined only by being white, as if I were the same as all other white people. My culture has more to do with the area I grew up in, my religion, my artistic endeavors and the people I choose to associate with. However, for people who are part of a racial, ethinic or religious minority. All of these elements are often lumped together as one thing, and generalized. That the lable of race or ethnicity was in of iteslf the problem is new to me.
Diversity in Education-July 20th
I'm taking a class called Diversity in Education this summer, which requires me to make a journal entry for each day of class. Most, if not all, of my entries for the next few weeks will be reflections on the class activities and readings.
This class has definitely not matched my expectations. Having already taken several classes having to do with issues of diversity in education, I expected a ho-hum revamp of the same info I've heard several times. It's important information, but I sort of feel like I've got it. The activity in class today, however was really fascinating. So now my impression is that this class will, in fact, deal with same issues of student identity and diversity that I've seen in other classes, but will approach it in a new and fresh way, arming me with pedagogical tools that I can then use in the future.
Today's activity asked us to make snap judgments and stereotypes about our professor, and then about each other, and to in turn debrief those judgments and see how right, or wrong we were. It was interesting from a self-serving point of view in that I always enjoy hearing from people the way I come across, the type of impression I give, and I was fairly pleased with the things my partner said about me, most of them were even true. It was neat to examine our bias, and I definitely noticed that my bias and stereotyping was effected by the class I'm taking immediatly before this one, Curriculum Reform for a Sustainable Future. And while the excercise was interesting and a great tool, I didn't feel like it pointed out anything to me that I was already aware of. Either way, I feel like I will likely enjoy the class.
This class has definitely not matched my expectations. Having already taken several classes having to do with issues of diversity in education, I expected a ho-hum revamp of the same info I've heard several times. It's important information, but I sort of feel like I've got it. The activity in class today, however was really fascinating. So now my impression is that this class will, in fact, deal with same issues of student identity and diversity that I've seen in other classes, but will approach it in a new and fresh way, arming me with pedagogical tools that I can then use in the future.
Today's activity asked us to make snap judgments and stereotypes about our professor, and then about each other, and to in turn debrief those judgments and see how right, or wrong we were. It was interesting from a self-serving point of view in that I always enjoy hearing from people the way I come across, the type of impression I give, and I was fairly pleased with the things my partner said about me, most of them were even true. It was neat to examine our bias, and I definitely noticed that my bias and stereotyping was effected by the class I'm taking immediatly before this one, Curriculum Reform for a Sustainable Future. And while the excercise was interesting and a great tool, I didn't feel like it pointed out anything to me that I was already aware of. Either way, I feel like I will likely enjoy the class.
Tuesday, June 2, 2009
In review: victim of discrimination?
After taking some time from my altercation with the librarian, I feel like I should reflect on the experience.
I did make mistakes. I shouldn't have waited until the last minute to look into getting a camera. I shouldn't have assumed, based on Marna's info, that the librarian was ok with lending me a camera. I should have accepted the changes to the expectations for me without questioning them and/or reminding her of her previous agreements.
However, in the long run, I wasn't in the wrong. I think that this person was projecting their personal concerns or difficulties with getting things done on time, or keeping commitments onto me without cause. I can't put a finger on it, but the experiences that I have indicate to me that perhaps the librarian has trouble with time management and being organized. Her behavior towards me indicates that she expected me to have the same problems, to the point where she felt it necessary to have two entire class periods of cushion time from when I returned the camera, until it was needed, in order to maker herself feel comfortable that it would be back in time. She seemed like she so overwhelmed and absorbed by her other duties, that it was more then she could handle to offer verbal advice or directions to me. It also showed arrogance that her needs were more important then treating me respectfully. There was clear bias towards me because I am a student teacher, rather then a certified teacher. I don't know if this librarian is a classified or certified employee, although the fact that she teaches a class indicates to me that she is probably certified, but I doubt that she would have given me so much trouble if I had been a first year teacher who needed to video tape her lesson, or if, like Marna, I was a veteran expert teacher who needed to tape themselves for an award they were receiving. It's possible that age played into it as well. I felt ridiculed for my youth, as if she was equating me with some stereotypical co-ed, partying it up every night and barely passing my classes.
It was an unfortunate experience, but one that I am glad to have. I will probably continue to run into people who will judge me or treat me differently based on my age, experience and gender. People will be rude, cruel, unfair and I will have to deal with it with professionalism and grace. I think that I did that fairly well this time, all things considered, and was still able to solve my problem by calling on other resources.
I did make mistakes. I shouldn't have waited until the last minute to look into getting a camera. I shouldn't have assumed, based on Marna's info, that the librarian was ok with lending me a camera. I should have accepted the changes to the expectations for me without questioning them and/or reminding her of her previous agreements.
However, in the long run, I wasn't in the wrong. I think that this person was projecting their personal concerns or difficulties with getting things done on time, or keeping commitments onto me without cause. I can't put a finger on it, but the experiences that I have indicate to me that perhaps the librarian has trouble with time management and being organized. Her behavior towards me indicates that she expected me to have the same problems, to the point where she felt it necessary to have two entire class periods of cushion time from when I returned the camera, until it was needed, in order to maker herself feel comfortable that it would be back in time. She seemed like she so overwhelmed and absorbed by her other duties, that it was more then she could handle to offer verbal advice or directions to me. It also showed arrogance that her needs were more important then treating me respectfully. There was clear bias towards me because I am a student teacher, rather then a certified teacher. I don't know if this librarian is a classified or certified employee, although the fact that she teaches a class indicates to me that she is probably certified, but I doubt that she would have given me so much trouble if I had been a first year teacher who needed to video tape her lesson, or if, like Marna, I was a veteran expert teacher who needed to tape themselves for an award they were receiving. It's possible that age played into it as well. I felt ridiculed for my youth, as if she was equating me with some stereotypical co-ed, partying it up every night and barely passing my classes.
It was an unfortunate experience, but one that I am glad to have. I will probably continue to run into people who will judge me or treat me differently based on my age, experience and gender. People will be rude, cruel, unfair and I will have to deal with it with professionalism and grace. I think that I did that fairly well this time, all things considered, and was still able to solve my problem by calling on other resources.
Figting vainly the old ennui...
The end of the year is rough. I feel like I've reached a point with my students, especially in math, where they don't care about anything. Unlike a month or two ago, I can't draw them into a lesson by making it about something relevant, telling a clever story, or including a fun activity. They don't care about those things either. Especially not with this lat ditch effort to cover percents. There are a few kids, who if you challenge them, will get into something. I had three students working at the front of the board on solving problems involving percents that they actually had to reason to solve, not just plug things in, and they were into it, and they were working together. The rest of the class was really chaotic. I had to ask one student to sit back down in her seat three or four times. Part of the difficulty was that all of the students were in different places in their work. We were working through a packet on percents, and some students were done the first day, while others were struggling. So those that finished, I had to find more things for them to do. But those who were working, and did have things to focus on weren't. They were confused, and not necessarily paying attention, I was repeating myself over and over again.
This sort of end of the year ennui seems unavoidable. Unless you have something that students are intrinsically motivated in, which some classes, by their nature more frequently have those types of subjects (such as the Musical, which performs in two weeks). So what's a teacher to do. My cooperating teacher recommends sticking to work sheets. Keep them busy, with things that engaged the lower learning levels. Higher order thinking isn't accessible for them at this point.
Obviously it depends on the class. My 8th period didn't have nearly so much trouble focusing as my 4th period, but they are learning to add and subtract negative numbers, not exactly a task requiring analytical thinking.
So the question is, are students at a total loss for deep thought and analytical thinking this near the end of the school year?
This sort of end of the year ennui seems unavoidable. Unless you have something that students are intrinsically motivated in, which some classes, by their nature more frequently have those types of subjects (such as the Musical, which performs in two weeks). So what's a teacher to do. My cooperating teacher recommends sticking to work sheets. Keep them busy, with things that engaged the lower learning levels. Higher order thinking isn't accessible for them at this point.
Obviously it depends on the class. My 8th period didn't have nearly so much trouble focusing as my 4th period, but they are learning to add and subtract negative numbers, not exactly a task requiring analytical thinking.
So the question is, are students at a total loss for deep thought and analytical thinking this near the end of the school year?
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