To be completed by July 1st
In the article "But Good intentions are not enough"
a) Why aren't good intentions enough for meeting the needs of your students, particularly your students of color or students who come from economically challenged situations regardless of color?
b) Why are the three "assertions" presented in this chapter a barrier for White teachers (or Black Teachers who come from different backgrounds) in reaching their students of color?
In the article "Low Expectations are the Worst form of Racism"
a) In this chapter, Holbrook is talking about assumptions made about African Americans based on their race. What are some of these assumptions you found yourself admitting to in the privacy of your own thoughts? Have you spoken up when those around you, in the teachers' lounges, at meetings, at the lunch or dinner table, or even when just conversing with your own family make negative assumptions about students based on their skin color? How can we begin to change the very way we are brought up to think, react, and assume?
b) Why are low expectation for African Americans students or for any student such a dangerous thing?
c) If a standard is set is it our job to just get the student to the standard? Should we lower the standard? Have you ever heard the teachers or anyone say: "Well thats good for Damon. He did well just learning to add so we are not going to worry about teaching him to multiply and divide because that is too hard and he can not handle it anyway?" What are your thoughts about this type of thinking?
d) Can not being prepared for your students be an indication that you have low expectations for them or that you do not value their education? Please explain?
Mentoring
a) How was your mentoring this week? What things did your mentor teacher help you with and did it assist you in any way? Please explain
a) Good intentions are not enough because although most teachers have the good intentions, some don’t put their intentions into practice to allow their students to excel. Teachers should allow their students to find their purpose in the classroom, feel a sense of belonging in the classroom, as well as build knowledge and skills for academic success. Teachers should not assume that students from particular groups are not destined to succeed. Teachers should know that not all students learn the same because students enter the room with different needs and expectations. Teachers should be able to understand what power is and how it works in the lives of people both inside and outside of the classroom.
ReplyDeleteb) The three “assertions” are a barrier because we are simply uncomfortable talking about the issue. Some may feel that it is unimportant and inappropriate to discuss. When teachers don’t talk about race and how it can affect their instructional practices, it can disrupt the possible opportunities for them to develop positive outlooks and practices necessary for student achievement.
a) We can begin by stepping outside of our comfort zone and by giving people (such as those teens who were walking up towards the gentleman) a chance. We should not always assume something ‘bad’ is going to happen just because you see a group of people different from you, or because you are in a neighborhood that you are not use to. Once we give it a try and convince others to do the same, we will realize that there is more than likely nothing much different from what we are used to.
b) With low expectations, teachers expect students to perform a certain way (academically or socially). When students see that teachers expect this type of performance from them, it leads the students to believe that it is okay to perform this way. If they can get away with doing just the minimum in the classroom, then they may be able to get away with it at home, in the community, and in other classes as well. This could be a dangerous thing because as time passes on, students’ attitudes towards school and life itself may become negative causing them to drop out and be a burden on the street.
c) I do believe that if a standard is set that it is our job as the teacher to get the student to that standard. We should not lower the standard just because we don’t think the student can meet the standard. Teachers should have high expectations to each student no matter their race. Teachers should make sure they are working their hardest and trying everything that they can to make sure that their students are meeting the standards. If we as teachers have low expectations of our students, then students will have low expectations of themselves. I want my students to know that they can do anything that they want to as long as they work hard and put their minds to it. Just as many parents never give up on their “babies”; we, as teachers, should never give up on our students.
d) In a way, I believe that it can be an indication because some may feel that since the students aren’t “exceptional students”, then maybe they shouldn’t work hard to make sure their lessons exceeds the norm. This is something that I haven’t really thought about when I look at myself as a teacher. Sometimes, I wait to the last minute to make sure my lessons are up to par, but in no means did I feel that this could be an indication that I may have low expectations for my students. This is something for me to really think about.
a) Mentoring was great this week. My mentor teacher did a model lesson for me this past week and I would say that it really helped me tremendously. I was able to take so much from that lesson and turn it around and incorporate some of the things that she did to make it my own lesson. I must say that I received positive feedback from a principal during my lesson.
1a. The chapter, But Good Intentions Are Not Enough exposed the need for teachers, especially white teachers, to engage in real conversations about race and racism in teaching and learning, and teaching students of color. Racism is real and it exists at all levels of society. Everywhere you go racism rears its ugly head into the mix, and being white affords us privileges and immunities that allow us to avoid such taboo topics and realism. Therefore, for white teachers, it is easily for them/us to develop deficit thinking and teaching and power and teaching. Deficit thinking causes teachers to look upon students of color as liabilities rather than assets. When teachers have a lack of exposure to the experiences of people of color, they adopt deficit orientations and rely on those deficiencies to supply them with stereotypes of students of color that are lacking and incomplete. Knowing what the culture of power actually is, how it works, and how power can be achieved are important competencies for students’ success in the classroom. Students deserve to be told explicitly the rules and the consequences for those in power.
ReplyDelete1b. These assertions make it difficult for teachers to engage in the types of views necessary to address their instructional practices with culturally diverse students. When teachers refuse to acknowledge or discuss race and how it can manifest in their instructional practices, they can deter possible opportunities for them to develop the kinds of mindsets and practices for student academic success.
2a.That most African Americans, not all just want to live off the government and take advantage of the system. We can begin to change by giving those who are different from us the benefit of the doubt. There are some people who really need government assistance in tough times and thank God it is there to help out those who really need. We should not always assume something "bad" about people of color when share the same social context, because we never really know what is going on in their personal lives.
b. Having low expectations of any student hinders them from reaching their full potential of being successful in the classroom. When we have low expectations, we assume students will perform a certain way. When students see that their teachers have certain low expectations of them, then they will being to believe this about themselves and act accordingly.
c. Yes, as teachers it is our job to help students reach that standard. No, we shouldn't lower the standard. Every student should be held to high standard. Not teaching a student a certain math skill, because a teacher thinks he "can't" do it, is deficient thinking. We don't fully what are students are capable of. The instructional strategy may need to be changed up to help facilitate learning. But in my mind all students are capable of learning new skills, we just have figure out what works for each student.
d.Is unprepared not having a lesson at all, or creating one at last minute? Yes, being unprepared can be an indication that teachers don't value a student's education if they feel like they have low expectations of his/her students. No, in the sense, that sometimes things get in the way and sometimes lessons are prepared last minute. Lesson plans change last minute to fit the needs of the class. If it is a habitual habit that the teacher is writing her lesson plans last minute, then yes that is good indication that he/ she has low expectations of her students.
3a. My mentor teacher was great! She stopped by and informed us on some things we need to work on and change in the classroom. It was kinda hectic at first, because we pretty much had to change almost everything we were doing. Once we changed to our "new" normal schedule, it calmed down. My mentor teacher also helped give me appropriate ways of dealing with students who misbehave.
1. A) Good intentions are not enough simply because it's an excuse. Many times people will say, "Well I had the best of intentions, but..." As a teacher, you have to rise above the excuses and actually put into practice these intentions. You have to research methods that might work with your students and try them. Teachers should do everything in their power to make sure their students learn, regardless of skin color, religion, or ethnic background.
ReplyDeleteB) These three assertions serve as a barrier because the majority of us feel very uncomfortable discussing such taboo topics. However, racism is not something that can be just swept under the rug and ignored. It must be talked about in order for our society to make any progress in eliminating it. If we continue to ignore it, we are simply missing an opportunity to better ourselves.
2. A) Honestly, I have never made assumptions about someone's ability based strictly on his or her race. I believe everyone has the ability to be successful in some way in life, and skin color has nothing to do with that successfulness. My best friend in high school was Indian, and she and I both graduated at the top of our class. As a teacher, I feel that I set high expectations for all students. Even with my experience in special education, I have learned to expect much from students and make them work hard. My special education field experience allowed me to work with several young black fifth graders. I expected no less from them than I did any of the other students I worked with. It's insulting when people do not expect much of a person, and when high expectations are set, it is likely that they will be reached because the student is being encouraged and knows that he or she can be successful.
B) These low expectations are very dangerous because it can lead to a low self-esteem. With that, students are actually more likely to truly believe they cannot be successful. They are then more likely to drop out of school and lose hope for their future. Every child deserves to feel like they can be successful.
C) It is our job to help the child reach that standard. That's the challenge of being a teacher. It's not always going to be easy, and teachers can't just pick and choose which children they want to work hard for to help them succeed. Teachers should take responsibility and reach out to all of their students.
D) YES!!! As teachers, we have got to be responsible and take our jobs seriously. How can we expect students to take school seriously if we do not? It is unfair to students when we are unprepared to teach them the best way we know how. They are then missing out on learning valuable information and could fall behind if we are consistently unprepared.
3 A) My mentor has been great. This week I only saw her a couple of times, but she checked on me to make sure I had everything I needed to teach. I'm enjoying the space because I feel like I'm getting more practice at what it will be like when I get a full-time teaching position. I know she is there when I need her, but she allows be the freedom to truly have my own classroom, and I love it!
1a) Good Intentions are not enough because every teacher has good intentions. No teacher seriously comes in and says I don't care about my students achieving in my classroom. They are just not enough to teach a classroom that is culturally diverse. You must have some kind of action to your good intentions, really make it work. All students should feel comfortable in your classroom and feel like they are apart of the class. If the students feel a sense of belonging in your classroom then they have a better chance at achieving academic success.
ReplyDelete1b) The three assertions are barriers to teachers because it does not enable them to make a student feel like they belong , race is something that needs to be discussed in the classroom. I know that I personally I have had problems with bringing race up in the classroom because I thought that I could possibly offend someone and cause problems. I now understand that it is a topic that can not be ignored.
2a)I will be honest and admit that I have made assumptions about people based on stereotypes. I am ashamed to have done so. Since I have started college though I have gotten better at that. My grandmother can be very racist, she has made comments to me about doing student teaching at John Will and about being in this program. I finally stood up to her one day and said that it was a better experience than when I taught at a private school! She has stopped making those comments, at least around me. I think if we could all just stop assuming things and really take the time to get to know people, the world would be a better place.
2b)Having low expectations for any student is dangerous. If their own teacher doesn't believe that they can strive for excellence than who will? Students need to know that someone believes in them and knows that they can do better and that one day they will have the opportunity to get out of the situation that they are in. How do we expect them to believe in themselves if we only have low expectations for them?
2c) I personally do not agree with lowering a standard for a student. How do you know that they can not meet that standard unless they try? I get this all the time especially with students that receive special education services. Just because they receive those services doesn't mean that they can attempt to meet the same standards as there peers. That is the same thing as having a low expectation for a student.
2d) I think a teacher being unprepared can be an indication to some people that they do not have high expectations for their students. It also could just be that they were having a rough time this week or life gets in the way. If it is consistently happening then I think that it is that they do not value their teaching enough to be prepared to give their students their best.
3)Well my mentor teacher was not around that much this week, but I have tried to not use them that much in the first place because I want to kind of learn on my own. She was there to help go over the owl pellet lesson for Monday. She is always willing to do anything for me though and has been a true blessing to me!
week three
ReplyDelete“But Good Intentions Are Not Enough”
(a) good intentions are not enough because saying you have good intentions rather than actually applying them is restricting the teacher from becoming a well-rounded individual. Being a white male teacher, my experiences growing up are extremely different than those of my kids. Although I can relate to those who lack a parent at home because I was raised in a one-parent household away from all of my relatives. But, it is hard for white teachers to step out of their protected box and securities to allow themselves to become malleable and understand our students’ experiences. Therefore, embodying good intentions is not enough. We need to embrace our students’ experiences, individualistic tendencies, and their cultures. Because when I showed up to water in my swim shorts, those kids laughed so much at my shorts because they were not below my knee! They are so used to seeing shorts below the knees that when they saw me I was literally an alien to them.
(b) These 3 assertions can serve as barriers because when teachers refuse to discuss race and how race can manifest in their instructional practices, they can disrupt opportunities for them to develop the kinds of mindsets and practices necessary for student academic success. Silence regarding race can be used as a weapon in classrooms, faculty meetings, or even private conversations because teachers are actually communicating when they are silent. That silent communication or dialogue relays to others that race is insignificant and consequently moot to teachers’ work.
“Low Expectations are the Worst form of Racism”
(a) I am definitely not afraid to speak up for my students and about my students to friends and family. I definitely did not come in to this program as some racist bigot, and I knew that my students were coming walks of life very contradictory to mine. But I constantly reminded them that I was glad they showed up today despite all of the other things going on their lives. Some assumptions I found myself admitting is that some students really displayed forms of character and smarts that they seem to hide around their friends. I did not assume that all of my students are under-performing and could not handle my lectures, and the students tended to sort themselves out without me having to assess them constantly with tests. The great thing about being able to talk with the other 6th grade teachers is that we could generally tell the same character and abilities with the same students. Meaning one student did not perform better in one class than another. If they were having difficulty in one class, it was pretty consistent throughout the other 3. We can begin to change these assumptions and questions by not reading the news, exposing ourselves to better literature and surrounding ourselves with positive people.
(b) Low expectations are like a disease because once you view that student as not able to perform well, we begin to think that they will end up dropping out and not disturbing our class anymore. We start to exclude them, their answers, ideas, and feedback from the classes and alienate them.
ReplyDelete(c) That type of thinking is a way for teachers to scapegoat their poor teaching and standards and expectations for students. I am going to be a hard teacher, and I want my students to give me their all. Whether they like it or not, I am going to push them harder than they thought possible. The standard may be high, but I am not going to make it my goal to just reach the standard, if we get there great, if not, we got to wherever we could. As long as the students are challenged and hate and love me then I am doing my job
(d) Yes that is a clear indication because when you start to realize that you are wasting your time, then your planning and choice of material and assessments suffer. Consequently you begin to hate your job and being around students and could care less if they learn or not. There are going to be insanely hard days and wonderful days. We as teachers need to stay positive and realize that they are 6th graders, and they are going to talk, sleep, not do their work, etc. It is a part of human evolution; we were all 6th graders once.
Mentoring
(a) This week was by far the best I have had in the program. My mentor teacher Mrs. R gave me the best advice ever for helping with classroom management. She has realized which classes I do well with and which class I have a little trouble with. For the class I have some issues with she definitely helps moderate the class, helps me explain my information in more detail and in terms they can understand and helps with students who asks some of the most random questions. For the questioning and classroom management problem she advised me to create a “Parking Lot” space on my wall for students to post their questions. She said 6th graders love sticky notes and that I should have numerous ones on the table for each class when they come in so they can write down their questions about the lesson or whatever else they wanted to ask. It helped tremendously! Within the first day the paper was completely full! And she said that the students would be checking it like a hawk the next day to see if their question(s) had been answered and sure enough she was right. I suggest everyone create a parking lot space on their wall and come by and see mine! Thanks Mrs. R!
1a. Good intentions are not enough because they are just that, intentions. Our students will not succeed unless they are motivated by educators will to look past intentions, and understand their students down to the core. Every up and coming teacher begins with god intentions for the education of their future students. However, if their understanding of the lives and culture of their students doesn't evolve past the good intentions phase, their students will never benefit.
ReplyDelete1b. These three assertions are realities that every teacher must face. These are common mindsets that white teachers in particular experience when teaching students of different races. It is very easy to let fear and insecurity effect the cultural issues that are shared with students. Teachers need to understand the importance of topics of race and their personal obligation to lead classroom discussions of these topics.
2a. Honestly, I have learned through my months as a substitute teacher and my time in the preprogram sequence that it is absolutely foolish to judge a student based on his or her race. Students from every culture succeed, struggle, and coast. As teachers, it is our responsibility to recognize each individual student's needs and push them to succeed. When I first began working in the urban school setting, I had low expectations and struggled with understanding my students. However, my past knowledge, along with this program has helped me realize how foolish these expectations are. It is amazing to see students of any race excel and blow past your expectations.
2b. Low expectations of students require a low level of performance from teachers. When teachers don't expect their students to put forth their utmost effort, their is not reason for teachers to teach with their utmost effort. I believe it is a continuous cycle of undetermined teachers which result in undetermined students.
2c. I've often heard this type of thinking from teachers, and I think it is ridiculous. It is very easy for students to have low expectations of themselves, particularly those students from low income urban community. If teachers are there to push, motivate, and encourage those students, then who will? I think every person can say at one point in their lives they've overcome a feat they didn't think possible. As teachers, we are responsible for encouraging our students to strive for this. This type of thinking is lazy and unacceptable.
2d. I do believe that not being prepared sets a poor example for students. In a way, it can be an example of a low expectation. If we as teachers do not prepare and properly do our jobs, how on earth can we expect our students to put forth their best effort? One thing I have learned about children, is they always seem to know when you are unprepared or unsure of yourself. It is important to be a shining example of how you want your students to act.
3a. I have seen my mentor teacher more this week than any other week. She has been helpful in teaching me effective classroom management skills. She is always easy to talk to and eager to guide me in a helpful way. I have appreciated her help and I believe I will take what I've learned from her and apply it for years to come.
"But Good intentions are not enough"
ReplyDeleteA. Having good intentions is basically means one is trying and not believing that they can make a difference in the students’ lives. The kids already have individuals in their homes and their communities that do not trust in them, so coming to school should not be the same way. Additionally, I agree with Delpit when he stated that “students must understand that they live and operate in a system that is oppressive and repressive, because those in power decide how one is supposed to behave, learn, and exist” (Delpit, 1995). This is so true. I have seen teachers who provoke their students so they can kick them out of their classroom and the students are so caught up in the hype, that they do not realize what the teacher is doing. Principals have done this too. They just get fixated on a particular child and they would not stop harassing the child until they get a reason to kick the child out of the school. Individuals like this should not be allowed to be in the education system. They may have good intentions, yet “Good intentions are not enough” (Landsman and Lewis, 2006).
B. They may be barriers because individuals are scared to communicate due to the fear of offending someone. Many White teachers are scared they offend a Black student which could result in a parent teacher conference or even a lawsuit. However, I feel important issues need to be discussed within the classroom because that’s what education is about. Student need to be exposed to issues that are present and from the past. That is the only way for them to get a broad view of a topic. Not a one sided discussion.
a) good intentions aren't enough because intentions and doing are two completely different things. I can't honestly think of a single teacher who doesn't have the best of intentions, but I can think of a couple who don't exactly ever take it farther and put their intentions into practice. I can't exactly speak from the average teacher's perspective because I'm a black male, but I do believe that every teacher should open up their mind and actually try to place themselves in their student's shoes every now and then.
ReplyDeleteb) The assertions are a major problem for not just white teachers, but teachers of all races. As a black male teaching black students I sometimes have to censor my thoughts because I came from a different background than most of my students, the assertions come from a fear and misunderstanding of the unknown, but it is our responsibility to overcome our prejudices and be the best teachers that we can be.
a) While I have never done it before, I do know of some educators that make wild assumptions about students, especially black students, based on their race. It is a teacher's job to remain unbiased and impartial and to teach and expect the same things from all students. The only way to change this type of thinking is for everyone to speak up and correct anyone who thinks that ignorantly.
b) Low expectations for any student are dangerous and unfair. Students pick up on what you think about them and all that you are doing is creating a self-fulfilling prophecy.
c) this type of thinking is the thinking of an ineffective teacher. Teachers should always push their students and encourage them to succeed and exceed all expectations. We should always encourage our students to not only meet the standards that are set out for them but to push the bar higher.
d) It may be an indicator. If a teacher isn't prepared it shows a lack of caring and concern for their student's education, and students can pick up on that. They often model their attitudes of of ours so if we aren't prepared then they don't really have a reason to be prepared do they?
a) My mentoring experience is much different than everyone else's since I'm a self-contained teacher. I run my own classroom and Mr. Lewis and Ms. Stanley serve as my mentors. They pretty much let me do my own thing this week but they stepped in and gave me some really good help and advice when I needed it. They have been very helpful and informational and I couldnt ask for better people to learn from.
"Low Expectations are the Worst form of Racism"
ReplyDeleteA. Individuals need to have an open mind when they enter a classroom or any establishment that has people of different races. People are often afraid of the unknown and that keeps them in a box that includes all the stereotypes that they have heard or learned over the years. By stepping out of that box, they will realize that the world and people that are a part of it have so much to offer. I have felt and expressed that African Americans are lazy but that also goes for any student in my class that does not try to attempt their school assignment no matter if they are Black, White, Asia, etc. I look at students and people in general as individuals. I go based off their actions and not what I have heard or learned. Also, I have been around people who made statements and I have taken up for that individual. However, when it comes to talking with other teachers, one can discover techniques that can be used in the classroom to reach students that may not seem as interested. Sometimes that student may be labeled lazy but the reality is that student is just bored.
B. Low expectations within the school system are basically setting that person up for failure. Students should be challenged and told that nothing but their best is expected from them. They should not be patted on the back and told great job for not performing up to part. Many students get stuck in a complacent mode throughout their school days and when they get to higher levels, they cannot keep up because they were not prepared. Teachers are not preparing kids for just one grade, they are teaching them so they can continue to grow and build.
C. It is our job to get that student to the standard and then some. Teachers should always teach their students more than what the standards state. The more educated our students are, the better our society and country will be. Standards should NEVER be lowered and our school system is doing that. They are spoon feeding our students and at the end of the day, they are still not learning. Teachers not keeping high expectations for all of their students are quite common. Too many times I have seen teachers isolate their students because they feel some students are dumb or not going to learn, so they push them to the side and expect nothing of them. This is something that needs to change.
D. Not being prepared is an indicator that the teacher does not care whether the students learn or not. Kids come to school ready to learn for the most part. Yes, they may have issues at home to deal with, but for many coming to school is a getaway. A teacher who is shuffling and not organized can turn students off from wanting to learn and that is when many become behavior problems. Having a well planned and thought out assignments can make such a difference in the students’ education. Students pick up on whether their teachers care or not and they feed off of that.
Mentoring
The mentoring teachers helped a lot this week with giving ideas on how to spruce up the 6th grade hall. Being that we had many guest this week, having a nice looking hallway helped. I would like to say having Mrs. Walker helping me test my experiments before I did it with the class was such a big help. She is awesome!!!!!!!!!!!!!!!!
a) Why aren't good intentions enough for meeting the needs of your students, particularly your students of color or students who come from economically challenged situations regardless of color?
ReplyDeleteGood intentions don't go beyond good intentions. A teacher has plans, goals and inspiration from her students to be the best teacher she can be. However, without the knowledge of how to reach your students then intentions fall short in most cases unfortunately. It is a tough place to be for a teacher to educate and be on the same level as her students when their life experiences are on opposite sides of the spectrum. Teachers need more then good intentions, much more.
b) Why are the three "assertions" presented in this chapter a barrier for White teachers (or Black Teachers who come from different backgrounds) in reaching their students of color?
Teachers are not from the same upbringing, generally speaking and so for many teachers talking about race is not in the comfort zone for many teachers. In order for a teacher to best educate their students she must know where they come from and how to approach each student in an educational setting according to their needs. With that said, the three assertions are areas that teachers fall short on and need to address rather than ignore because of uncomfortableness or lack of confidence.
a)
I am proud to say I do speak up when I hear comments made about students or racial slurs outside of the school walls. I have had negative thoughts about students and I always find myself wanting to know more about their home life or family when I do have these thoughts. Children who act out in the classroom usually are doing so for a reason and if we can get to the root of the problem we can begin to change negative behaviors. Our thoughts can be our own worst enemy, when we do have a negative thought that is ample opportunity to do some searching on ourselves. reflecting on why we think about a certain way and educating ourselves is the first step in making strides towards change.
b) Why are low expectation for African Americans students or for any student such a dangerous thing?
ReplyDeletemany students of a different cultural background are on a team in the game of life and the majority of those teams are small and already set up for many failures before they even reach school age. By being that positive light that believes in them and pushes them to do better may be the only positive influence in some students lives unfortunately.
c) If a standard is set is it our job to just get the student to the standard? Should we lower the standard? Have you ever heard the teachers or anyone say: "Well thats good for Damon. He did well just learning to add so we are not going to worry about teaching him to multiply and divide because that is too hard and he can not handle it anyway?" What are your thoughts about this type of thinking?
Standards are a way to know where each student is compared to other students. Yes, I think we should change standards. If a child is not capable of dividing number up to one thousand why are we forcing that on them? Why wouldn't we move them into a functional curriculum? Students abilities vary so much in any general education classroom. Seeing as we can't change the standards I wish there was another way to handle situations like this. What that other answer is, I don't know.
d) Can not being prepared for your students be an indication that you have low expectations for them or that you do not value their education? Please explain?
Yes, being unprepared is a cop out and not fair to your students. Being prepared is part of being a professional and doing your job the best way you know how. Teachers who are unprepared have already given up and are doing a disservice to their students.
Mentoring
a) How was your mentoring this week? What things did your mentor teacher help you with and did it assist you in any way? Please explain
My mentoring was great, as it is every week. On Monday I was building flashlights with my students and was struggling to see how we turn the circuit into a flashlight. I went to my mentor teacher and asked for help, I understood how to do it but it seemed to simple to be real. So, she came back to my room with me before homeroom and we went through the steps. It was quite simple as I assumed but she also took time to have me reflect for a minute. This easy task for me will be not so easy for my students. I struggle breaking things down and feeding information to the students on their level. She allowed me to see this and gave me great advice on how to work on it!
In the article "But Good intentions are not enough"
ReplyDeletea) Having good intentions is just a thought, not an action. We as teachers have a responsibility to teach students to the best of our ability no matter their culture, race, or religion. Students with low economic background are huge because they don’t get the reinforcement needed like the students with iPhones and computers.
b) These three assertions serve as a barrier because the many of us feel very uneasy discussing such topics. Racism should be talked about. Not in a negative connotation, but actually discussed like adults. We can all learn from each other and can talk in a way to do so and better ourselves.
In the article "Low Expectations are the Worst form of Racism"
a) I think people assume things when they lump people into a group. People don’t speak of individuals but rather the group of people, or in this case race. We are all people, we just have different skin colors, religions, and cultures. Most of my student teaching was with black students for my early childhood certification and special education certification. As a teacher, we must have expectations for all students, and the higher they are; the harder the students will work to achieve them. Any student can achieve as long as they have a good support team. Students need positive adults and friends, not ones that will push them down.
b) Low expectations are dangerous for any student. Once you’ve heard the negative over and over again, you start to believe it and think it. Students will get to a low point and won’t be able to come out if there is no one their to lift them up, encourage them, and have high expectations. Students want to and need to believe they can do anything and be successful.
c) I honestly haven’t heard a teacher say anything like that, where they wont teach the student anything extra. I have heard teachers say they are surprised and proud that the student learned that. I’ve seen special education students grasp onto a concept that no one thought they could learn. It’s possible, and we shouldn’t quit, just keep pushing the student and remain positive.
d) Definitely, not being prepared shows the students that we had other things on our mind and we don’t even know what they are learning. We are to teach them the best that we know how. We don’t want a class to fall behind because of our own selfishness.
Mentoring
a) I didn’t see my mentor teacher really but once or twice this week. She is always there when I need her, but she is letting me do my own thing, and I am able to see what I can do as a teacher.
"But Good Intentions Are Not Good Enough"
ReplyDeletea) Having good intentions isn't "doing" anything. You have to go beyond intentions and let your students feel like they belong and find their place inside the classroom and gain the knowledge and belonging to succeed. All teachers must go beyond good intentions and do what is necessary to teach all students. Teachers also have to understand each individual student.
b) The three assertions fit right in with our group discussion from this past Friday. We need to talk about it. Ignoring race is only fueling the ignorance of assumptions from not disscussing cultural differences. I know I felt like I had been in the dark in my own community after hearing BJ's story.
"Low Expectations Are The Worst Form of Racism"
a) If you expect less you are going to get less. I will always hold all of my students to the same expectations. Students know when they are being held at low expectations, so therefore they will only do what is expected out of them, not thier best. When you do this, as a teacher, not only are you cheating your students, but you are alos cheating yourself.
b) I think I pretty much covered this in a, but after a student is only expected to half-way try they will start to fall behind and half-way succeed in life. If no one is expecting anything of you then why would you try to be good at anything or try to change anything about yourself?
c)Yes, I have heard things like that from teachers. NO, you should not just try to me thaty standard. You should shoot above it. EXPECT MORE AND YOU WILL GET MORE!
d)Yes, if you are not prepared you are showing your students that you aren't really worried about them or their education. You just showed up to get through the day and get a pay check for nothing if you are showing up not prepared! Just the thought infuriats me!
Mentoring
It went well this week. I had a great math activity Ms. Shack gave me. We went shopping and used ads to add numbers with decimals. My students love dthe activity so much that I ended up extending my math block that morning. I also had great advice from Ms. Jackson about silent lunch. An oldie, but goodie that is very effective in classroom management, it had just slipped my mind.
1 A) Good intentions are a good way to start, but it can’t stop there. Teachers need an attitude and outlook that will cause them to practice teaching in a way that is conducive to the success of their diverse students. That success is not just in an academic sense, but also in a sense that the students feel that they are respected and supported in the classroom, that they belong there. Teachers have to rid themselves of the mindsets that the author points out that hinder them from really reaching their students. I agree with the author that most teachers are in denial about the real reason they cannot meet the needs of their students. We cannot pretend all of our children are the same or that race doesn’t matter. Instead of pretending to be color blind, teachers should be color conscious. They need to recognize, learn about, and foster the development of their students’ racial and cultural backgrounds and identities. Knowing more about the racial and cultural backgrounds of students can help teachers engage their students academically and prepare them to better manage their classroom in terms of teaching, learning, and behavior. One thing the author points out that really hit home to me was the deficit thinking that can come along with teachers, especially white teachers, who have not been exposed to racial and cultural diversity very much in their own personal upbringing and school experience. Teachers in this category often rely on stereotypes due to their lack of personal experience, which only causes a further hindrance to that teacher’s ability to serve a diverse group of students. Since I have a deficit in my personal experiences, I need to be cautious to learn more authentically and not rely on stereotypes for information.
ReplyDelete1 B) Race is a sensitive subject for almost everyone, and it is that way because we have made it that way as a society. That barrier cannot be broken until we start to talk about race. The three assertions in this chapter, to me, seem to be a result of the lack of communication about race. The first assertion, which says that acknowledging the race of the students may cause the teacher to be considered racist, is one that I myself feel sometimes. The feeling of uncertainty and the “what are the rules about race” mentality are only creating a further gap between the teacher and students. If the teacher would acknowledge the race of the students and talk about it with them, both the teacher would learn about the students, see both sides of the race conversation, and be able to move forward with better understandings and ideas about how to facilitate learning in the classroom. The second assertion is one about the idea that people will get offended if you express your thoughts about race and that admitting race plays a role in people’s experiences makes you politically incorrect. Again, this idea that race is an unspeakable topic is keeping people of different races separate. If you speak about race with others, everyone has different opinions and different experiences. It is not about agreeing, it is about learning. Teachers, of all people, should know that. Teachers need to know the appropriate way to have a conversation about race. They should keep an open mind, control their emotions, let others’ speak about their opinions and even hear them out when they disagree with theirs, and learn to appreciate different points of view and learn from them. When people can start communicating about race, a door will open. This door will not only bridge the gap between teachers and students, but also between neighbors, between everyone of different races, and true learning can take place allowing respect to take the place of ignorance. I have already addressed the third assertion in my answer above (1 A), but to sum it up, I think it is a disservice to the teacher and the students for teachers to pretend that all students should be considered the same and to ignore racial and cultural backgrounds of students. As I said before, I think teachers should not pretend to be color blind, but instead learn to be color conscious.
Delete2 A) I will admit that one assumption mentioned here that I had about poor African Americans was that they had parents who were absent or didn’t care. I grew up in a small town that was majority white. I had a few black students in my class. I knew that one of the black girls that was very smart and one of my good friends, had a mother that was a nurse and a father that owned a small business. The two guys that did poorly in school and were always in trouble lived in public housing with a single parent, one lived with his grandmother. So, I have wrongly had the impression that African American kids who live in poor neighborhoods misbehave and are poor students because their families do not care. I used to assume that there are more African American and Latino teen mothers than white teen mothers. In the small town I grew up in, this was the case. I knew 3 black girls and 2 Latino girls that were my age or close to it that were teen mothers, and 2 dropped out of high school because of that. I only knew 2 white girls that were close to my age that were teen mothers and both finished high school. This narrow view created the thought in my mind that it can’t be that much different in other places. I must admit that I don’t like to confront people that I do not know well about what they say. However, when I hear my friends or family making a racist comment, I make sure to speak up. I do not want the people I care about to be as ignorant as I was. I share with them my experiences from college and what I have learned in my classes and from classmates so that they know that our small town should in no way be the reference point to the world. The best thing for me has been to move away from my small town and learn from the people I have met and learn from the thing I have read in classes. Most importantly, I have learned from seeing diverse students and working with them in my field experiences and in the best experience so far, this summer program. I see that I was so very wrong for having these assumptions and that caused me to reflect on myself and learn to be more aware of stereotypes and assumptions I have about all people, especially those who are racially, economically, or otherwise different from me. I have learned that my personal experiences came from such a narrow view and created a narrow view in my mind, which is always a bad thing. I am glad I have been able to learn more about other races and cultures, and I hope I continue learning daily so that I can help myself become not only a better teacher that is better able to serve a diverse group of students but also a better person, myself, that will have the knowledge to share with others that were ignorant and narrow minded as I used to be.
Delete2 B) The author made a good point when she referenced A White Teacher Talks about Race, which says that students can point out the teachers who are going to help them and care about them and those that are going to make it harder for them, those that see no potential in them. By setting low expectations for students, teachers are fostering learned failure. After hearing so many times that they can’t do it or never hearing someone say, “ I believe in you,” they learn to give up on themselves just as everyone has given up on them. Students need for their teachers to expect great things of them so they learn to expect great things of themselves. This is not to say that teachers should make class work so rigorous that the students feel that they can’t do it, but what I mean is that teachers should encourage and motivate their students to be a little better each day and challenge them to push themselves so they reach their full potential and see what they are really capable of. For some students, the teachers are the only people who care about them and encourage them. For some students, they just need to hear that they have someone on their team and rooting for them.
Delete2 C) To me, my job as a teacher is to help the students reach their full potential. Some students will be excelling and some students will be struggling. I think that we should never lower a standard. We should just work hard with the struggling students to get them as far along as they can get, which should be at least to that standard. Then, for the students who master the standard, teachers should push them to the next level and the next. There should be no limit to the amount students can learn in your classroom. In my opinion, however harsh this may be, as for the teachers who have such low expectations for their students that they are willing to say they won’t move on because the student can’t handle it, they are in the wrong field. Where is the passion for learning in that? What if our teachers said, “Well we skimmed over “how to be a teacher 101”, since they can’t handle the rest, we’ll just let them go with that.” We would not be prepared for any kind of actual teaching, and we sure wouldn’t expect much of ourselves if they didn’t even expect much or push us to our potential. Teachers should always be willing to challenge their students and help them go as far as they can, learn as much as they can.
2D) I think that not being prepared says a lot about the attitude that the teacher has. I think that teachers that want to teach and want their students to learn a lot and those who want to push their student to reach their full potentials are the ones that are prepared. They are prepared for the struggling students as well as the students at the top of the class. They are ready to take the concept to the next level once the basic has been mastered. The good teachers are the ones that are ready, come what may. I think that if a teacher is so half-hearted in the work that they are not well prepared, then they must not expect much out of their students if they don’t even expect much out of themselves. Unfortunately, that attitude rubs off onto the students.
DeleteMentoring
My mentoring was great, as usual. My mentor teacher came to me every day, usually more than once to check on my lesson plans and to see if I needed anything. I had a big project I was doing with my classes Thursday, and I needed several supplies including different types of candy, bowls, and other things. My mentor teacher bought much of the supplies for that so I wouldn’t have to get it all on my own, which was so generous of her. She also gave me a few tips for the activity to help me manage it better and to also to help the students learn more. I took her ideas and they worked so well, which really helped me learn a lot.
"But Good Intentions are not enough"
ReplyDeleteA) Teaching isn't a job full of good intentions, it is a lifestyle of hard-work and dedication. The problem is with our "good intentions" we facet that idea around one kind of student body. We forget to revamp and change our schema, and we forget that every individual child is different. Good intentions aren't enough because they don't help without being implemented into our real lives.
B) These "assertions" are a huge barrier because they hold back the white teachers from really teaching to their full potential. If they are scared of being considered racist, they may not talk about certain things in history or even in today's society. The students feel just as uncomfortable as the teacher does when he/she allows these "assertions" to dominate their teachings.
"Low Expectations are the worst form of Racism"
A) First of all I must say that I have made assumptions based on stereotypes, I've thought the students of color really have to no desire to learn because they grow up knowing they don't have to work. I realize this is not the same for every child of color and I am ashamed to admit that I use past experiences with people of color to form my opinions of all people of color. However, I am very much a dreamer and want to teach students of color. When people talk about students in a racial manner, I do speak up! I realize it isn't those particular students but it is just the way they grew up. I think if we begin to just openly talk about racism and how we treat one another that will change many stereotypes.
B) When people don't believe in you, then ultimately you won't believe in yourself. It is dangerous because we are forming a world where everyone only watches out for themselves and forget to think about others. People have forgotten to dream! It is always discouraging to have a dream and have people not think you can do it. It crushes your spirit and your desire to continue trying. It is dangerous because when you don't believe in the children and people around you then you are only contributing to the bad in the world.
C) Well I believe that you need to have high expectations for every student but you also need to keep an obtainable level for each child as well. I think it's important for students who have failed in the past to have a standard they can reach to boost their confidence but not to keep that standard there because you want that child to excel. Not every child will be an "A" student but every child can succeed! I have heard teachers say that certain children will never obtain greatness and it eats me alive! No, they may not be the next Steve Jobs or Donald Trump but they can achieve greatness in their own shape, form, and fashion.
D) I think it really depends on what is going on in your life. If teaching is all you do then, yes, you do not care enough about the success of the children. People put time into things they love. That is why people go bowling or play golf. That is why mothers lose sleep to care for their children. I believe teaching is the same way. If you love what you do then you will always be prepared. You will be prepared because you are constantly trying to make your classroom better and make learning more fun. Teaching is not an 8 hour job, it's 24/7 in my opinion.
Mentoring
My mentor teacher is great! She is always trying to help me with planning and coming up with cute ideas for my students. She gives me advice and support when I'm teaching. I can ask her anything and she will give me the answer. This week she gave me the flower expanded form idea and even hoped me post them outside my door. After every evaluation I received I showed her and she gave me feedback on what I could do to fix the areas that needed to be fixed.
“But Good Intentions Are Not Enough”
ReplyDeletea) As a teacher, you cannot go into your classroom expecting your attitude or intentions to be enough. It takes change, knowledge, attitude, and power to make all the things you want to come true, happen. All children come into school with different sets of knowledge and experiences. You, as a teacher, have to understand, even if you didn’t experience the same things, how to bring to light those situations and expand on them. Children learn better when it is related to the outside world. Using those experiences can help the children learn more. You should not just dumb down the curriculum in order to make them adequate. That does not help and they can tell when they aren’t given challenging and educational things. You build on the knowledges and experiences they already have in order for them to succeed. You need to let them know right off what it expected of them. They need to know the difference in what is expected at home and what is expected at school. When you are a teacher, you have to have an open mind and realize that any kind of student from any kind of background will come into your classroom one day. All you can do is change the curriculum, build on their knowledges, have a great attitude, and use your power as a teacher to learn from them in order for them to succeed and be the best they can be.
b) The assertions are there to say why White teachers feel the need to not worry about culturally diverse students differently. They don’t want to offend anyone by saying something racist without meaning to, being wrong about something, or not understanding a situation.
“Low Expectations are the Worst form of Racism”
ReplyDeletea) The assumption that sticks out in my mind is her daughter’s teacher telling her she couldn’t go to the college she wanted in the nicest way they knew how. It is terrible they would not send her encouragements and let her know she could make it. I feel in a situation like that, at South, I have seen certain people that I thought in my head wouldn’t be in college. I know it sounds terrible, but judging a book by its’ cover is something people don’t really mean to do. I usually am the one that defends any person. I hate negativity and discouragement. Especially now that I have taught in a school that is predominantly African American for a year, I feel the need to defend people of color in certain situations. I grew up in a predominantly white town and people there do not understand people who are different. I know first hand the differences and similarities now and try to defend whenever is it appropriate. People just need to realize that we are people. Not matter the color, language, dress, or actions, we are people. I think people worry too much about what others do or say.
b) If you have low expectations for a student, they can feel it. If they can tell that you don’t expect much from them, they wont do much for you. They will try less and not care when they fail.
c) If a standard is set, the students should meet the standard and in some cases, if possible, beat the standard. You want every child in your room to believe fully they can be the one to beat the standard. I don’t think we should ever lower the standard. If you set the bar high, they students try harder. If they are encouraged more and more, they try harder. It is all on you to make them feel motivated and sure of themselves. I think every child wants to be challenged. You taught him to add? Great! Now challenge him and help him along the way. It might take longer with certain students, but if they learn something new they get excited and feel better about themselves and believe in themselves more. It is all about the student and how you make them feel and motivate them.
d) If you are not prepared the kids can tell. You have to go in prepared, knowing what you are teaching, excited about teaching it. If you come in not prepared and not with the correct attitude, the students can tell and it rubs off on them. If they see that you don’t care and care acting like you don’t care if they succeed or not, they wil try less and probably not succeed as best as they could.
Mentoring
ReplyDeletea) My mentoring was awesome as usual. I will have the smallest question possible to the point where I don’t even think it is worth asking and my Mentor always gives me the best answers. I feel so comfortable teaching because of her help. She gives the greatest advice, helps often, and always as a smile on! I had a family emergency and had to go home last week for a funeral. My mentor teacher as well as two others were very concerned and willing to do anything they could to help me. On Thursday, when I was out, my mentor teacher took over my room and I’m sure did a fabulous job! I am so thankful for her every day!
1. A) As teachers, it takes more than good intentions to make a difference. A lot of times people like to rely on having just good intentions, however it also takes acting on those intentions. If teachers fail to act on their good intentions, they might as well not expect any thing to come from it at all.
ReplyDeleteB) These three assertions are a barrier for teachers because they act as the “giant elephant in the room” in a way. We recognize race as an issue in our society yet we all choose not to discuss it. We all want to see a change in society in terms of how people of different races view each other. However, none of us seem brave enough to initiate the change or conversation about how to change it. If we would be willing to discuss such topics, we would be able to see the opportunities to connect to our students and society on a much deeper level than we currently do.
2. B) Low expectations for students are dangerous because they affect how much we give as a teacher. If a student comes in to my classroom and I’ve already decided that child won’t achieve as highly as his/her peers, I’m not going to be likely to give my all when providing that child with instruction. Additionally, children notice when other students are held to higher standards than themselves. Seeing how a teacher/adult treats and views them will influence how they treat and view themselves.
C) I do think that it is our responsibility as a child’s teacher to help them reach the standard. I don’t believe in lowering the standard just because it would be easier to settle for a lower standard for a given child. There are going to be some children who require more time and work with teachers than other students. However, it is our job to put forth our best efforts and help each child reach given standards.
D) I absolutely believe that not being prepared for our students is an indication that we don’t value their education. If students don’t see their teachers putting forth effort to teach them, why would they be motivated to put forth effort to learn and participate. Teaching is a mutual relationship with students than involves giving and receiving. In order to receive effort and participation from students, teachers have to give their effort and participation in teaching and preparing for each day’s lessons.
3. Mentoring was really helpful this week. My mentor teacher actually gave me some really helpful feedback on a couple of my lessons and helped me get chapter books started in my classroom. This week we started reading the book “Holes” and my students seem really excited about it! Also, my mentor teacher gave me a few ideas to help motivate students and manage classroom behavior.
But Good Intentions are Not Enough
ReplyDeletea) Good intentions are not enough because everyone has good intentions but it is about putting those intentions into action when we are in the classroom. It is just like you having a dream or a goal. A dream is just a dream until you make it a reality. What is the point in having good intentions if they are not going to be put to good use? I think that not only do you have to want it for yourself and your students, you have to make it happen for yourself and your students.
b) The three assertions may be a barrier for white or black teachers because they do not want to talk such as taboo subject and if they are talking about they do not want to be seen as ignorant or racist. During our professional development on Friday, we talked about race in a safe environment. We were free to express ourselves. However, I know a lot of people were nervous to talk about racism because they did not want to seem as if they were something they were not. Racism is a touchy subject so therefore it may not be talked about at all. So how can teachers of any race reach their students if they are not talking about the barriers that are up or in the way?
Low Expectations are the Worst form of Racism
a) I know for some people it may be hard to change because they are stuck in their way of thinking and they have been doing or thinking a certain way for years. I think in time people can start to change their minds and views about things. The only thing I found myself agreeing to is when
b) I believe that having low expectations for you students is dangerous because if students pick up on or know that you have low expectations for them, they are going to do the bare minimum. The students are going to perform low and barely just get by. This is dangerous because students can get stuck in the habit of performing low in the classroom and it might roll over to them performing low in life.
c) I think we should never lower the standards for our students if anything we should set high expectations for our students. I have heard someone say “Well that’s good enough for that particular child.” My thoughts were how do you know if the child will fail or succeed if you haven’t given them a fighting chance? It was almost like that person was giving up on that child. As teachers, we should never want to give up on our students no matter how difficult the journey maybe.
d) In a way I think it does mean that you have low expectations for them and that you do not value their education. If you are not prepared, I think that it is showing not only a lack of interest in your job but in your students as well. We tell students to study, study, study and prepare for test. When they do not do it, we think it is because they do not care so why should it be any different for a teacher?
Mentoring
a) I did not get much mentoring this week. But that could be my fault as well because I did not ask for any mentoring. However, I did have mentors stop by to observe what I was doing in the classroom and checking on me to see how I am doing and how things are going in the classroom. I am appreciative of that.
1A) Good intentions are not enough, especially for students of color because if teachers are not transforming and enacting those good intentions into thinking and practices, they aren’t allowing their students to find purpose in the classroom, feel a sense of belonging, or build knowledge and skills for academic success. Good intentions are not enough because good intentions do not allow teachers to do what is necessary to teach diversity, and they are inadequate for the complex work of teaching. Good intentions do not allow teachers to meet the needs of all students. If teachers are not discussing race and recognizing race, they are disrupting opportunities to develop practices necessary for student success in academics.
ReplyDelete1B) The assertions are barriers for white teachers in reaching their students of color because these are the things that white teachers feel uncomfortable talking about. These assertions are what white teachers consider “taboo” and do not want to confront, due to being fired, thought of in a certain way, etc. The assertions are dangerous because they promote silence, and silence is a weapon against thinking and practicing to allow students to feel a sense of belonging, purpose in the classroom, and build knowledge and skills for academic success. The assertions make it difficult for teachers to engage in self-reflection in order to meet the instructional needs off all students, especially the ones from different racial backgrounds.
2A) Some assumptions I found myself thinking were certain students do not get proper meals at home, homework support or school support, witnessed violence in or outside their home, etc. I have rarely talked about these assumptions, and if I have, it has been to family or friends. I have just thought about them and have not done anything to make positive changes or different changes to the way I think, react, and assume. We change the way we are brought up to think, react, and assume by talking openly about it in controlled atmospheres, while respecting and listening to everyone, such as the conversation on Friday at USA. I learned a lot just by talking about my experiences and listening to others’ experiences. Talking breaks the silence and educates everybody involved.
ReplyDelete2B) Low expectations are not good for any student, no matter the race, because students only reach the level of expectations we teachers set for them. If we lower our expectations for students, then they will never reach their full potential. Students can also see and feel how teachers see and feel about them. If we are not providing all students with the same expectations, then those students who have lower ones know that we set theirs lower and do not think they are worthy enough to reach their full potential or are not as worthy as others. If we lower expectations for students, they will also lower them for themselves. If students all have the same high expectations, they will shine and reach those and the ones beyond; students with high expectations do not even think for a minute that they do not have the same opportunities as everyone else.
2C) If a standard is set, it is our job to get the student there or on their way there. It is important to know that we may not see every student reach a standard, but as long as we know that we helped them in the right direction along the way, then we are doing our job and being a good teacher. We should never lower the standards because that is when those students start to lower their own expectations for themselves and go down a dangerous path. Yes, I have heard that type of comment. I think it happens every day in the school setting, and it is discouraging to think that just because one student needs extra practice and help with one standard that they do not get to move on to a higher one, due to the lowered expectations and time issue. Even if it takes one student a longer, different path, when they complete and succeed in a standard, they deserve to move on and especially with the support of their teacher(s). We need to have more comments such as, “Damon learned how to add! Now we can start working on multiplication and dividing!” If that one student never gets to move on from addition or whatever it may be, then how is that student supposed to succeed beyond that skill? If we lower standards, those students will never succeed in school.
2D) Being unprepared can indicate that teachers do not value students’ educations and have lower expectations. If teachers do not take the time to give students a great education, then they are saying they do not deserve a great education through their actions. A major part of teaching is preparing the content of the lesson and activities that will engage the students. Again, if teachers are not taking the time and valuing their time to to do this, then they are not taking the time to educate all students equally and are therefore saying they do not value the students’ education.
3A) Mentoring was great this week. Our mentor teacher helped us see that we should be team teaching versus sharing the workload. We had both never team taught or see team teaching before, so our first week, we did not even think of that. We went in saying I’d teach two days, and she would teach two days. I would write two days of lesson plans and so would she. Until this week, when I was teaching she was pretty much assisting, and when she was teaching, I was assisting. It wasn’t until our mentor suggested team teaching throughout the lessons that we asked ourselves why we haven’t been doing the obvious since day one. You live and learn, and this experience is all about learning and growing. Because of that one suggestion this week, we both taught better and our students reflected our better style of teaching!
ReplyDelete"But Good intentions are not enough"
ReplyDeletea) This section builds on the ideas talked about in “Yes, But How Do We Do It?” Being a good teacher and a teacher who is able to meet the needs of a diverse set of students is a way of life and requires constant readiness to seek out knowledge. Having good intentions is a starting point from which we can build by educating ourselves. In order to effectively reach our students we must be in a constant state of learning. Often racially diverse students are compared to white students and teachers come away with a belief that they are less capable. In fact, to give our students a fair chance at education we must realize that they are not the same as middle or upper class students in that they must be taught in a way that accesses and highlights their strengths. I liked the piece of this article that differentiated equity from equality because I think this is an often overlooked aspect of education particularly as we attempt to form all student knowledge around standardized tests that do not differentiate between learning styles or make room for different ways of expressing learning. As educators we must learn what our students are bringing into our classroom in order to know what strengths they have and how to activate background knowledge so that they can make meaningful connections to our lessons. In this chapter Paulo Freire was quoted several times. His ideas are particularly useful for teachers of diverse student populations because they focus on understanding the learner as a source of knowledge as much as the teacher. By understanding that we are not depositing knowledge into our students’ minds, but instead helping them to construct knowledge upon a foundation they already have or activate knowledge that they come into the classroom with we are teaching meaningfully with more than just good intentions.
b) The three assertions made in this chapter are that acknowledging race will be seen as racist, acknowledging that people have racialized experiences may be offensive to others, and that all students should be treated the same without regard for race or home life. The reason that these assertions are barriers for white teachers is because simply ignoring a problem does not cause that problem to stop existing. In fact, in the case of racism it exacerbates the problem. We learned so much from our professional development session on Friday about the effects of not talking about or not acknowledging the racism that pervades our society. It does not help our students for us to stick our heads in the sand and pretend that there is no difference between our experience of the world as white, middle class women and their experience of the world as minorities of low socioeconomic standing. White teachers often do not know how to talk about race or why they should. But, by talking about race we acknowledge our students strengths and are realistic about the struggles they are facing. We cannot gain a deep understanding of our students in order to connect with them and improve their learning if we refuse to acknowledge their background.
"Low Expectations are the Worst form of Racism"
ReplyDeletea) When I go to a school with a majority African American student population I make certain assumptions about the home lives of the students. I assume that they are of low socio-economic standing and that their lives outside of school are more challenging than I would assume the lives of students at a majority Caucasian school are. I like to think that I am fairly educated on the problem of low expectations and negative beliefs about students of color and I do challenge those who I hear making unfair assumptions about those students. I think that talking about these unfair assumptions is the only way that we will overcome them. Conversely, I think there are situations where I feel I am not able to contradict those who are stating these beliefs or where I am not confident enough in my opinions or knowledge to confront them. The only way we can change our beliefs and reactions to stereotypes is through education. We must make it our goal to educate ourselves so that we can educate others and move our society forward.
b) The part of this article that really made the effect of low expectations clear to me was the short paragraph where the author speaks of a friend’s experience at a college fair where the black students were pulled away from the opportunities offered by the colleges to have jobs as automotive repairmen. I cannot imagine how crushing this must have been for these students. As we spend time in our CASE classes working with our students to help them hold onto positive affirmations and to disregard negative comments I have seen how the way others view my students affects how they view themselves. To have a system that consistently places you beneath your peers would be disheartening for any student.
c) Students come to us with a wide range of backgrounds and inherent abilities. It is our job to find out what these students need in order to successfully build on what they have brought to the classroom. In order to get our students to achieve the standards set for them we must understand why these standards have been set. When we understand the meaning of the goal we can help our students understand what they are trying to accomplish. By constantly making excuses for them instead of constantly working to help them achieve we are saying to them that we not only do not think the goal set for them is important, but also that we do not believe in them. Students learn from us. If we think they are incapable they will learn that they are incapable.
d) I absolutely think that not being ready to teach students of all ability levels can lead to low expectations. As stated in the article, teachers who do not have the skills to reach students of various learning styles often see their students as unable to learn. I do not think that most teachers are failing to prepare for teaching students of various abilities because they think their student can’t learn or they don’t value the education of their students. I think they are failing because they haven’t educated themselves on how to best reach their students. Perhaps they are unaware even of the idea that students must be taught with consideration given to their backgrounds and learning styles. If they go into the classroom with what they think are well prepared lessons only to see the same students failing to learn each time I think they would be likely to blame the students instead of looking at their own instruction.
Mentoring
ReplyDeleteAfter the CASE fish painting debacle of the previous week I went to my cooperating teacher and begged for classroom management help. In my daily classes I am careful about classroom management and set high expectations for behavior. I think when the program started I had an idea of CASE as a time when we all relax a little bit and share our thoughts, have engaging conversations, and grow as a group. For some reason my intention of making the atmosphere open to encourage authentic conversation turned into me allowing my classroom management to falter and my ladies quickly took advantage of this. So, this past week my cooperating teacher has been helping me get my CASE class under control and I find that we have more time to really explore the activities and the students have more opportunities to be heard. I wish I could have a do over for the fish painting, I learned so much about what I shouldn’t have done!
1a. Good intentions are not enough for meeting the needs of our students of color because many students are desperate for challenging and relevant learning opportunities and experiences in social contexts. Good intentions can't deliver these experiences and fail our students of color. Many teachers are in denial about how their practices are sometimes inadequate to meet the needs of their culturally diverse students.
Delete1b. These three assertions are barriers for white and black teachers because they are topics no one wants to address. As stated in the article, silence regarding race can be a weapon in classrooms, faculty meetings, or even private conversations, because teachers are communicating when they are silent. All three assertions are race related and will continue to be barriers to teaching and learning. We must be able to gather as educated professionals and have engaging discussions on race and how to reduce tensions and increase awareness.
2a. Some assumptions I found myself admitting about African Americans were: They are lazy, they want work, they want handouts.
I try to correct people whenever possible by having them relate this sane assumption to both races. When they do this they see that these assumptions can go both ways. Teachers can start to change the way we think, act, and assume by teaching character education. Take time out or adjust your lesson whenever the teachable ,moment presents itself. Relate the lesson to social issues and other topics that enables the student to see life in a different way.
2b. Low expectations are dangerous to any student because teachers should deliver instructions for students to meet and exceed expectations. Teachers who accept low expectations can lead a student to accept llow expectations throughout life, which the student may never overcome. Teachers should always expect our students absolute best work.
2c. If a standard is set, it is the teachers duty to met and exceed the standard. Our struggling students must work harder and teachers must differentiate instruction to meet the struggling students needs. He or she too have standards they must meet. Standards should never be lowered for any student.
2d. Not being prepared for your students is unacceptable and means the teacher doesn't care. If a teacher values her students and is committed to them then preparation is mandatory. Teacher preparation and student achievement go hand in hand.
3a. Mentoring this week was very effective as I learned more about delivering instruction to all students regardless of their learning styles. I learned how to differentiate instruction to ,meet the needs of students on task and to students who struggle in certain ares.