Prompt #6: Goldenberg

In my classroom there were many different races and ethnicities. Although there were a wide variety of students throughout my class, and the school, I never seemed to come across any linguistic differences that called for extra attention. The students in my classroom all spoke very fluent English, and none of them appeared to be English language learners. When observing my teacher, I didn’t notice any linguistic differences that she came across either.
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f I was a teacher in a diverse classroom that had English language learners there are a few steps I would take into account to make sure they are learning affectively, and are actually understanding what they are learning. These steps are based off of Claude Goldenberg’s key points on how to teach the English language development. First Goldenberg says that we need to teach the students vocabulary, syntax, grammar and pronunciation daily in order for students to learn affectively. The second key point in teaching the English language is the most important part; that we need to allow them opportunities to use what they are learning, in everyday life. Students whose first language is not English are going to have a hard time trying to use English words in everyday life, if they don’t know how to use them. They can sit down in class and write a list of every word they know in English, but it will mean nothing unless they know how to put them into sentences and use them. One final point that Goldenberg says is that teachers should actually have a block of time during school in which they learn all of these things. Studies have actually shown that just trying to pick up on the words and how to use them was less affective than when they actually had a specific time of day where they learned it, based on standardized tests.

Basically what I would do is I would take it really slow with ELL’s in my classroom. I would just work day by day with them, along with other students so they didn’t feel isolated, and practice their vocabulary, grammar and pronunciation repetitively until they started to make progress. Teaching ELL students is not something that will happen over night. The most important thing to remember is to have patience. You need to put yourself in their shoes and imagine how it must be for them to try to learn a language that is totally unfamiliar to you, like Chinese! Just remember when you’re in your classroom teaching that every student matters and no student can be left behind!

Prompt #5: Delpit

When teaching in a classroom we learn that not all parents are the same. Watching parents walk in and out of the school doors as I wait for my class, I get to observe many different home values. One thing I witnessed was a conversation between a mother and a teacher about her son. The teacher said that she had asked the boy to pick up the mess he made with the alphabet letters and he refused. She said he just ignored her and went on playing with the blocks and pretended she wasn’t there. When she finally got mad at him and said she would call his mother, the boy got very upset and started crying hysterically. The mother was furious and started yelling that she asked him to pick up the blocks, she didn’t tell him. She went on to say that if you ask someone to do something they have the option to deny them.

This is just one of the problems I can imagine that teachers go through every day with parents. The mother did not agree with her form of authority, and the teacher was actually speechless and wasn’t sure what to say. If I were in that situation I think I would probably admit that I was wrong. It does make sense that if you ask a child to do something they have the option to say no. But if you tell them to do something, there’s no question that they have to do it. You need to always show respect for the parents and even if you don’t agree with what they’re saying you need to at least show that you understand their point of view. And NEVER under any circumstance tell them that they are wrong, because nobody is ever wrong. Everyone has their own reasoning behind their actions or ideas and as a teacher you need to respect that and take that into account.

Lisa Delpit talks about the culture of power, and one very important part of the culture of power is children’s background and family life. She starts off saying that there is a culture of power in white-middle class homes that ensures the status quo so that the power stays in the hands of those who already have it. “The power” is referring to having parents at home that will teach you the values you need to know for school; the value that the teacher is the higher authority, and has the power, and that they need to respect that. Delpit is saying that those who are given the culture of power at home have different values when they walk into the classroom. She uses the example that at home a colored mother would say, “Go take off your clothes and get in the bath tub.” There is no doubt that the mother wants her child to go take a bath. But a white mother might say, “Don’t you think it’s time for your bath now?” This tone is very indirect and doesn’t show authority to the child. It is the same situation in classrooms. If a white teacher says, “shouldn’t you start your test now?” a colored student most likely will not react appropriately. Colored children are used to the straight forward authority they’re given at home, and we need to accommodate that into our teaching. Basically what Delpit is getting at is that we need to provide these children the content that other families from a different cultural background have at home. We need to ensure that each classroom incorporates strategies appropriate for all children. We need to take into account that not all parents teach their children the same values and we need to expose children to all different views in the classroom. We absolutely cannot make them forget about the values their parents have brought to the table, but we must simply expose them to our own set of values and open up their eyes to new things. As for us teachers, we have to see their values as well and open up our own eyes to new things.

Prompt #4: Johnson

My high school was dominantly made up of white students. In fact, I don’t think there were more than a handful of minority students in the entire school. Growing up in a mostly white community, and then coming to tutor at this school where there is maybe one white student per classroom, was an amazing difference. It took a couple visits to get used to it and get comfortable there, but once I did it really opened my eyes to a whole new way of life.

I brought in a different tone to the classroom being one of three white people in the entire classroom, including the teacher. And each student had something different to bring to me. Two students one day were fighting about whose step-dad was better, like it was second nature for anyone to have a step-dad. From my background it was, not unusual, but uncommon to have parents that were divorced and remarried. Most of my peers’ parents were still together. My students had a whole conversation about their step-parents and many of the other students in the class joined in as well. It was definitely something I wasn’t used to.

I know, after the whole step-dad talk, it was difficult for me to talk to the children comfortably about any home life. Not that I was uncomfortable because of their race, I was uncomfortable because I didn’t know who had moms and who didn’t, who had dads and who didn’t. I didn’t want to upset anyone if I said something like, “well can’t your mom hang the picture on the fridge for you?” and have a child respond in tears because her mom died. I tried to avoid the conversation in general, but being a future teacher I knew that I couldn’t avoid the problem, because ignoring it wouldn’t make it go away. Whenever I had a response I would simply just ask them first who lives at home with them, and then use one of their guardians to refer to.

There are many misconceptions and stereotypes about minority groups, and whether we realize it or not we all make stereotypes unconsciously, and not just referring to race, either. One misconception that I have come across, by using infoworks, from hearing people talk, and from many other sources, is that minorities aren’t “smart.” Looking at infoworks, in dominantly African-American schools, the drop-out rates are sky high, and the test scores are extremely below average. Even when I walked into my tutoring school the very first day, my supervisor warned me that these students are very far behind. But when I sat down with my students, after hearing that and reading what I’ve read, I was shocked at how well my students did. I was also very appalled at myself for letting stereotypes get to me. These students did so well reading and writing, I had no idea where these below-average test scores were coming from, and why everyone says they are “far behind.” I suppose that stereotypes have some truth to them, because there are, of course, students you could tell needed extra help. But they are not all like that.

This whole experience reminded me of Allan Johnson’s article, Our House is on Fire. He talks about the privilege of being white and what it gets you. He gives examples of colored people walking into a convenience store and how they are automatically assumed to be stealing, or when over the phone they are told an apartment is for rent, but in person are turned down. There are so many misconceptions about different races and expectations are very low of those of color. Johnson says nothing else can threaten our survival as a society more than the privilege or race. He says that we cannot sit back and just pretend it’s not happening, because ignoring the problem won’t make it go away. In order to fix this problem we need to change how we look at the world and how we participate in it.

Prompt #3: Shor

In the school I have been teaching in, it is very clear that there are many cultural differences and many bilingual students. As a teacher, one needs to be aware of the differences among students and accommodate to the many diverse learners they will encounter throughout their years as an educator. Educators need to understand that different students will all learn differently and we can’t ignore that.

My service learning classroom doesn’t have too much of a linguistic variety; all the students speak English from what I’ve heard. My teacher doesn’t seem to really need to adapt assessments or assignments for any certain student based on their linguistic, sociocultural or ethnic characteristics. If I was a teacher, however, and I had a large classroom with many linguistic, sociocultural or ethnic characteristics that required individual attention for certain students, I would follow the ideas of Ira Shor.

Shor talks about how education is very political based on three aspects. The first is that the interaction between students and teachers, and students and students is political in itself. There are always classroom rules that require raising your hand to speak, not talking during class work, not talking to your peers, ect. Shor says interaction between each other is critical in order to truly learn. I would personally allow class discussions for the students to talk about the material being learned, so they are able to mentally test each other on what they understand and don’t understand, as well as for themselves. Then I would allow more time to have a class discussion so we could clear up any questions they need. This would allow them to be more prepared for any assessment coming up. Oh, and of course I would make all of the discussions interesting in some way! =]

Shor’s second aspect is funding in schooling is very political. As a classroom teacher I would not have much, if any, authority to determine where the funding goes in the school, therefore this subject is irrelevant. But, his third aspect of political schooling is testing. He says that because some teachers still follow the “traditional” style of teaching like using a straight forward script or syllabus or giving standardized tests, it’s giving unequal opportunities for students to learn. Shor says studies actually show that women and minorities are proven to do worse on standardized tests. He says the answer to this problem is teachers giving student-centered tests because they are more likely to increase the knowledge of the students; what you learn depends on the teacher.

As future educators we need to remember that not every student is going to learn the same way other students may. We can handwrite our own assessments, allow students to engage in activities and interact with each other, and most importantly listen to what they have to say about the content matter. From there we can determine where they are knowledgably in terms of the current topic they’re being tested on, and clear up any problems or misunderstandings they might have, and make tests depending on that.


note on the video: This gives a lot of good advice on how to differentiate your teaching for students who learn in different ways. Many of the quotes, if you pay close attention, are almost exactly what Shor and Dewey are saying in their articles! This is great advice and a really great video to watch! Enjoy!

Prompt #2: Dewey

When I look around my classroom I see a variety of faces, each one different; different colored skin, different features, and most importantly different voices. There are only two white students out of the fourteen in the class, one Asian student, and the rest are all African-American or Hispanic. According to Infoworks, 59% of the school is Hispanic, 31% is African-American, 6% is white, 3% is Asian and 1% is Native-American. Every time I go into the school I see how much more different it is than the schools I was educated in.

Every student is different and I believe that everybody has something different to bring to the table. When I was observing my classroom last week the teacher was reading the students a book about a cowboy who lost his horse. Each section of the book had a picture that demonstrated what was happening. At the very last page was blank lines and a picture of the cowboy and his horse. The students were asked to come up with their own ending to the story and write it on the lines, and then color in the picture. When they were finished a few students read aloud their endings. It was so interesting to hear all the variations the students had come up with. Some students said, "And they lived happily ever after" other students said, "And the cowboy was happy to have his horse back, but he made sure he never ran away again" while other students said, "The cowboy was still mad that his horse ran away, but he made sure he never gave him a reason to run away again." Many students had gone into depth about real values and lessons they learned from the story, while others just simply wrote an ending. I couldn't believe some of the conclusions I heard. Each student brought a new idea to the table and a different way of looking at the story.

I can relate this experience to John Dewey's article The Democratic Conception in Education. He talks about how a community is having a large number of values in common, and in order to do that you "must have an equal opportunity to give and take." Hearing what other people have to say, how they think and their views on certain things is something I think is really important in life. It opens up your eyes to new experiences and ways of looking at things. You don't necessarily have to believe what others are saying or believe in the way they think, but to take into consideration what they have to say is important in a society and makes it functional. John Dewey is saying that we need to have equal opportunities in life to listen to others and have others listen to us in order to be a society. My teacher was doing just this by allowing others to read their endings of the story and listen to others' endings so they could get different view points on the subject. A lot of kids, when hearing other endings, said "wow I never thought of that," or, "that was a good ending." It opened up their eyes to new ideas and may change the way they think about things. Dewey says that an individuals place in society should not be determined through birth or wealth but by his or her own nature discovered in the process of education. Every child needs to see others for who they are and learn about their experiences, their points of view and their ways of thinking. This creates a more functional society and allows for more growth as an individual and as a part of society. It is our job as teachers to give students the opportunity to do these things, and help their voices get heard and allow them to hear other voices.

p.s. I was fiddling around on the Internet and i found this picture! I thought this image was really cool because it's exactly what we learned in class the other day! Enjoy!

Prompt #1

When driving around town trying to find the elementary school my friend and I were assigned to, I felt very out of my element when I was looking around the neighborhood. Many of the buildings we passed by were very old looking, potholes were every five feet, and many of the homes were duplexes or complexes. Hardly any of the houses had front or back yards, or even grass in general. Overall the town seemed almost abandoned; very quiet with the exception of police car alarms and fire truck sirens.
We finally found the school after taking many short and bumpy side streets. Now the only problem was finding the front door. We must have tried every door on the building except the right one. When we approached what we thought was the last possible door we could pull on, we found the bell and rang it. The door had no sign with the school name above it and no markings at all that showed it was the main entrance. We waited outside for what must have been at least ten minutes, but when the door finally opened we walked inside what we thought was the main office door. We soon found out from a very unhappy secretary that it wasn’t, and we were instructed to use a different door. She also commented, “You got to give me a second to get to the door, you know? You only need to ring it once, I’ll get there!” Well excuse me, I thought, this is going to be interesting.
The first couple times I was there, there was a misunderstanding of what I was supposed to be doing, but after a few weeks everything was solved and I was assigned to a second grade class. My teacher was extremely nice, and very welcoming. The classroom is very old and moldy smelling, but it was decorated with lots of color, class art projects, assignments, number lines, calendars, weather charts and maps. There are multiple desks and a reading area with a rug, which is where the teacher mostly taught. The students are hardly ever in their desks, they’re always running all over the place, or, Mrs. Doe we’ll call her, is working with a quarter of the students at a time, and it’s always very loud!
The school definitely has an uncomfortable vibe. I feel like many of the teachers and secretaries I met aren’t very friendly and are always unhappy. The majority of the students that go there are minorities, and in my classroom there is only two Caucasian students. None of the students seem to listen very well and they’re always talking out or misbehaving. Overall the school is kind of stressful because of all the chaos. But one thing I do have to say is they value hard work and good behavior. Any time a student does an outstanding job on something, or has a really good answer to a question, or even is behaving properly they are awarded a paper feather. They can use those paper feathers every two weeks at the school store and buy a prize with them. Unfortunately though, I think this is the only motivation they have to behave in school.

Just Jen!

Hey everybody, this entry is just a little bit about myself. My names Jennifer and i'm a freshmen and Rhode Island College, and so far im liking it! I live on campus and I think it's one of the best experiences i've ever had, and everyone should do it if they have the opportunity to! But during the summer and on breaks I live in a very loud household with two brothers, one sister (all older than me), my parents, my grandparents, and of course my adorable dog Roxie! I am currently majoring in Elementary Education and Special Education, BUT I am not entirely sure that is what I want to do for the rest of my life. I am hoping that doing community service in elementary schools for my Fundementals of Educatioin course will help me decide if I really love it or not. In my spare time I LOVE to take photographs, play piano and sing. Well thats about it for now. Look for my next post!

Love yah,
Jenny