Inclusion and Community Building

Last night our group prompted the class to tell your stories of inclusion and exclusion, it was a great night! Thank you all for sharing.  I have been thinking a lot about pulling students out of class for math, reading or writing as a means of exclusion.  This is definitely an issue.  It’s a push and pull between getting the child additional help in academics and making sure they do not fall behind in classroom lessons/activities.  I have witnessed this alot in the classroom from students with learning disabilities or autism.  Often “Greg” would miss the start of an anticipated art lesson due to reading lesson in another room. 

On the flip side, I have seen a lot of encouraging inclusion amongst peers at the school where I volunteer.  I have been many wonderful little boys varying within the spectrum of autism and each time their peers are helpful and supportive during lessons.  One second grade boy, “James” cannot communicate verbally or make eye contact, but he is very intelligent.  His peers do not shy away from his differences, and try to keep him on track when an aid is not around.  The teacher does not treat him differently than any other student, and I believe that is reflected in the atmosphere in the classroom.  In other classrooms, the only time I have witnessed peers not attempting to connect with a classmate such as “James”, is another boy who has trouble controlling his anger.  Overall in “James’” classroom, I believe the instructor’s efforts to explain autism, much like Nyla’s wheelchair, helped the students understand their peer a little better.  It’s a teacher’s responsibility to use their resources (parents, counselors, organizations), to education themselves and their classroom community.

I like how in the reading and our discussion we approached the topic that “community” is not only forged from our commonalities but our struggles together.  This made me think of Jane’s traffic light example.  Working toward a common purpose, the second grade achieved the goal of placing a traffic light near their school.  In an elementary school classroom, I’m anticipating each class will bring a unique set of personalities and therefore a unique set of challenges to overcome.  Perhaps working on our commonalities in ice breakers is a safe way to start in younger grades and build bridges. 

Standardization

Given our discussion on standardized tests, and No Child Left Behind (NCLB), it seems the only part the class could agree on was that this is a political issue.  Our readings presented one strong viewpoint from the negative side.  From my observations, this lead our discussion down a path of more questions than answers. For example, who pays for the test, districts or the state? Are charter schools required to take the test?  Is NCLB a means of weeding out bad teachers and is that a fair assessment?

As future teachers beginning our career we are going to be subject to a world of scrutiny.  Standardized tests are not a shock.  I have both taken them and helped proctor them.  Like it or not, we will have to handle them.  Students need to be measured on some scale, as well as teachers, that they are learning.  Similarly this is an opportunity for students to learn to take future rigorous standardized tests, such as the SAT.  Honestly, I do not want to teach to a test.  I agree that students will not retain information.  So what is the solution? 

First of all, I believe each of us need to approach standardized testing from both sides of the table.  This can only help us ask better questions, instead of becoming a chorus without all the facts.  What are the merits of NCLB, and how can it be altered? What is the alternative to standardized testing to assess students are learning? How can we raise the bar for teachers, so that students are receiving the best quality education?

Gender "Roles"

In class last night one group covered “Gender Issues in Teaching and Learning” from our readings for the week.  We constructed a list of attributes society connects to men and women, as well as boys and girls.   The question was then posed: “What if we remove these ‘gender roles’? Would children turn out the same? Is it possible?”

These questions pick at the idea that gender roles sprout gender stereotypes and discrimination which are harmful to both males and females.  Men were characterized on our board as being brave, rational, tall, and strong; while women were pretty, soft, weak and emotional.  However, in discussing our favorite toys, we realized as a class that no one male/female fits strictly into their “gender category”.  One woman at my table chose her bike as her favorite toy, rather than a doll. I personally chose a cabbage patch kid, but remember my “Creepy Crawler” kit quite well.  Inevitably any crossover (i.e. “tomboys”), we determined leads to discomfort in society. 

Would removing gender “roles”, remove the discomfort?  I agree with Julie, and similarly spoke with my table, about the merits of gender roles.  There is truth to every stereotype and many characteristics written on our long class list do exist.  For example, women have a tendency to be more outwardly emotional than men.  Removing “gender roles” or stereotypes is not going to change this fact.  Someone from class spoke to our race discussion from last week: “If we remove gender, should we remove race too? Or just segregate everyone into separate classes according to race, gender, class, ect..?”

As a teacher, preconceived notions about how a gender, class or race performs in a subject need to not enter the classroom.  These are assigned stereotypes which are unhelpful in identifying how to teach the individual.  We cannot fix society, however in the classroom we shouldn’t be colorblind to race or gender nor should we perpetuate stereotypes.  Even if removing gender “roles” were possible, it would only serve to cloud the individual.  We are all unique! We should embrace it.

Critical Reflection: Racial Awareness

Next Monday’s reading includes Howard’s Chapter 6: Developing Cultural Competence and Racial Awareness in Classroom Teachers. This text expands upon how adopting cultural competence, cultural democracy, and critical reflection of one’s own assumptions are necessary for preservice teachers of all racial backgrounds.  I liked the idea of “we teach who we are” (114).  Whether in regards to racial diversity, personality, or other dimensions of our identity, I believe this is definitely true.  Awareness of our own prejudices and viewpoints are important to acknowledge and understand as we enter the classroom. 

My first step in engaging with this text was to attempt to examine my own assumptions about race (including my own), experiences volunteering, and experiences as a student.  It was an interesting exercise.  I’m a white female, age 26.  I’ve been discriminated against for my gender definitely, but not for my race.  The paper addresses that each person has grown up being exposed to a certain number of stereotypes of other races.  I thought this was important to point out.  I know that when volunteering in the classroom, I am not treating children of different races differently.  It’s an uncomfortable idea, only because I would hate to make someone feel I am treating them differently due to the fact that we have different cultures.  This will be an interesting idea to explore in class. 

Perhaps the assertions of Sleeter (2008) on page 115 are a little too extreme: “[White teachers]…bring little awareness or understanding of discrimination.” He also writes: “…[They are] generally ignorant of communities of color, fear them and fear discussing race and racism” (115).  I can only speak for myself in saying I do not fear people of color, and I do not agree with the judgment against white poeple.  Is this an assumption of the white race due to the discussion of “racial dominance” discussed later in the chapter?  I will agree that I have not faced racial discrimination and therefore have less “understanding” as to its impact on culture and the individual.  It does not mean that a new pre-service teacher is not willing to learn! J

This text made several important points about color blindness, and racial awareness that I appreciated being explained to me.  I think a preservice class examining one’s racial identity would be an interesting exercise in examining one’s assumptions, as well as teaching a preservice teacher how to emulate racial awareness in their own classroom.  It makes me reflect a lot on how I have encountered racism and racial slurs.  I have had to stand up for myself before.  I have combated the use of racial slurs, especially in front of children, and stood up for my own beliefs.  Despite the costs to my personal life, I feel that it has strengthened my identity as a future educator. 

Activism in Teaching K-8?

We’ve been asked to use our blog as a means of processing our experiences in class and further reactions to the chapters we read as an extension of journaling.  I’ve done minimal blogging within my Bachelor’s program at the UWB and the feeling is still strange.  This will be a good exercise to receive responses from peers and instructors on my thinking as well as for further reflection at the end of the certification. 

I would like to use this post to bring up my reaction to our book for Monday’s class after we read and discussed the introduction.  I actually found some parallels between themes from this book and Ayer’s book in the Wednesday class of influencing the next generation to change the world.  As suggested by Allison, I’ve been trying to find the logic behind the argument in this introduction, and been thinking hard about my own life experiences.  I have never reacted like this to the introduction of a book before.

The introduction from Rethinking Our Classrooms talks about many attributes the curriculum of a classroom must possess in order to emulate equality and social justice.  Activism is one of their points in which the author supports students to become “change makers”, and feel connected to a rainbow of diverse culture’s: “legacy of defiance” (xi).  My reaction to this was one of discomfort because I feel it is sending a political message.  Not once, in my own K-12 experience or in the 500 hours I spent volunteering, did politics enter the classroom.  Students engaged with American history and diversity within their academics;h owever they were never asked to search for: “…the ways their lives connect to the broader society, and are often limited by that society” (x).  I agree that academics is not limited to basic facts, it should be connected to the broader world.  My interpretation of the introduction is that it implies children need encouragement to change our society because it is broken.   The classroom has a diverse group of students; this encompasses their cultural backgrounds, learning abilities, families, past education..ect.   Each student and their differences are an addition to the classroom and an opportunity for more learning.  However, this is a different concept from what the book is introducing.  Are we being asked to drive a social reform? 

My group interpreted activism in different ways, although they understood my interpretation.  One woman stated that activism could refer to a positive experience with learning about composting, and then learning how they can actively participate with this in their own life.  I agree that learning should definitely extend outside the classroom and inspire the children to find their own meaning and answers.  Another woman in my group applied the idea of activism to standing up to bullying on the school playground.  I could understand how activism could be applied to those aspects of an elementary school experience, however the book mentions “equality and social justice” so frequently, I don’t understand what general topics they themselves could be addressing. 

Another dimension of examining this introduction is to understand how my own life experiences are influencing my interpretation.  I am picking up on key words that remind me of a political speech.  It also reminds me of entering community college and being amongst passionate teachers who expressed and encouraged their political opinions.  When I went to community college, this was a new encounter for me.  It allowed me to better interact with politics, and at the same time I felt swept up in the ideas of others.  I feel responsible to the young impressionable minds I will be teaching somewhere between K-6.  I don’t feel this level of activism fits with the atmosphere I’ve observed in volunteering and want to possess in my own classroom. 

References

Rethinking Our Classrooms Teaching for Equality and Justice (Second Ed.). (2007).  United States: A Rethinking Schools Publication.