11/12/08 - "Drop Beats, Not Bombs"
Last night I went to a concert that was held on campus. It was quite interesting and profound and was one that made you think about certain things. The artist's name was Invincible, and she was from Detroit. She rapped along with hip-hop beats, moved all over the stage, and spoke directly to the audience. She captivated me with her powerful word choice and fairly frank comments. You could say that she was a rapper through and through.
But what was different about Invincible was that she wasn't just rapping about "gangster life" or struggling with daily issues. Instead, she was rapping about the need to stand up for equality, resisting violence, and finding better ways to make peace. Invincible is part of a "Drop Beats, Not Bombs" tour that is traveling from the midwest to the east coast, working to spread the word about "resisting militarism through creative actions", as one of their flyers says. After Invincible's concert, there were several workshops offered, which I was unable to attend. In these workshops, they were going to encourage people to resist violence and fight against oppression in alternative and more creative ways.
Upon entering the concert area, I was unsure of what to expect. But I was pleasantly surprised but what I found. First, I was excited when I heard that Invincible was a woman; I was unaware of that fact, and it gave me hope to see women out doing this kind of work in a way that is generally populated with men. Second, while I'm not a huge rap fan, I enjoyed the lyrics in Invincible's songs. She spoke of not giving up when we're dealing with issues, the importance of love in relationships, and creating peace between groups or communities. The messages she was spreading through her music was not that of the stereotypical rap artist. Instead, she was using this music as a channel through which she could spread this message that was obviously very important in her mind. Through her performance, she spread this idea, and made it stick in my mind.
From this concert, I found a new way of spreading these ideas of peace and justice. Even though I was unable to attend the workshops, I experienced a new way of expressing your opinions about social equality and the need for peace and love between people. It opened up, for me, a wide variety of ways that we can all speak our minds and work towards improving the quality of life for all people in this world.
11/27/08 – Group dynamics and implications
Recently I was part of a group that had to give a presentation to our class. Our topic had to do with computer techniques, something that I am not particularly knowledgeable of. There were three of us in the group, and my teammates were both guys. Fortunately, they had a little more experience with this topic so we were able to make progress with our topic. On the other hand, while giving the presentation, I felt that our group was unbalanced, and I didn’t like how that felt.
While we were preparing our presentation, it felt that it was pretty well divided. However, during the actual presentation, I felt that the two of them did more of the presenting. As it turned out, all three of us are math majors. Because our presentation was on computers, I felt that our presentation demonstrated that men are more intelligent when it comes to computers, or mathematics. Being a woman and a math major, I didn’t appreciate how this made me feel about our presentation. I don’t think the guys meant it or even thought this was how the presentation came across, but it was how I felt.
Thinking back about it, I realize I should have said something; should have voiced my opinion and told them how I felt about it so it would be different. It makes me want to be more active in making sure that groups I’m part of are equally balanced between all members. Instead of quietly being angry as the groups I’m part of are not balanced, I know that I need to say how I’m feeling in those situations. In order for a group to be fully successful, all members need to participate. I’ve been in both successful and non-successful groups, and as these groups continue, I am realizing the need to speak up in the non-successful group discussions.
These realizations have made me think about my future classrooms and how I will work to make sure that my room is equally balanced between all of the students. I’m realizing that when I have my students get into groups, I’ll have to be aware of each student and how they relate to their peers. I’ll want to place students in groups where they can be challenged, but not too uncomfortable. I’ll be sure to make sure my students understand this concept of an equally balanced classroom, why it’s important, and that it’s something I will require in my classroom. It seems that the best way to encourage these students to be aware of equally balanced groups, whether in school, at work, or in families, is to have them practice it and use it daily.
12/10/08 - Using humor to speak up against racist, feminist, homophobic, etc. comments - when does it go too far?
A couple weeks ago, I went to a comedy show with my aunts and their friends. If you've seen the show "Who's Line is it Anyway?", the presentation was something to that extent. Overall, the show was good and I laughed quite a lot. There were some skits that were completely improvisation and others were practiced. What I appreciated some of was the use of humor to speak out against racist, feminist, homophobic, etc. comments. There were some skits that I liked better than others, and some that (thinking about it now) I don't care for. I think now that some of these skits go a little far when trying to keep a light-heartened atmosphere, whereas others are useful in making a point against such comments.
One of the skits that I thought was hilarious was making a point about homophobic comments and why gays and lesbians shouldn't get married. In the skit, there was a straight couple, a gay couple and a lesbian couple. I think the straight couple made a comment about gay marriage and then the gay and lesbian couples broke into dance explaining why they shouldn't get married - basically, they would take over the world. With their song and dance, it was apparent how untrue this statement was. Because I don't oppose gay/lesbian issues, I really appreciated how they used humor to stand up against those who are solidly against gay/lesbian issues. In terms of the idea that if we let gay/lesbian couples get married they will take over the world, the skit showed how ridiculous that concept is. I felt it just made a point about why we need to lighten up just a little in terms of some views about gay/lesbian issues.
One of the skits that I am now not very appreciative of was the skit directed towards race and ethnicity. A couple of people came out and asked members of the audience about their background. One person was English and the two people made up a song about how you can know someone is English (mostly bad points) and why people should be cautious of them. The people on stage made a couple more songs up about German and Irish decent, and the skit was then over. For each ethnicity the people on stage sang songs that highlighted the bad features of the culture. During the skit, there were parts of the songs that I thought were funny and laughed at, and I have German and English in my background. When I think back about it now, these kinds of comments seem more like attacks, and I wonder if ethnicity and race is really something we should be using humor to comment on. I understood the idea that we should ease up on some of the seriousness about subjects, but there's a point at which it's beginning to make fun of the subject. This is what I don't like.
Humor is one of my favorite things in life, and I absolutely love when humor is used to ease tension on a situation or a subject. However, I think that there's a point at which we can easily go from lightening up the subject to making fun of the subject, and I think, especially with serious subjects such as race and ethnicity, we need to be careful not make too much of a hit and not anger people. I think it's important to be humble and be able to laugh at ourselves and some of the points of our history, but not make fun of where we come from, or especially where others come from.
One thing that I think humor can do is make an easier atmosphere to talk in. Humor can create a setting of common understanding and equal right to share. Since humor is one of my favorite ways to enjoy life, I know that I will work very hard to bring humor to my classroom. I hope that by doing so I will create an atmosphere where students feel comfortable enough to address issues that are bothering them, and find a way to address those issues in a positive and progressive manner. Even though my classroom will be a math class, I hope that students will see my class as a place to discuss important subjects along with math. I hope that by creating a comfortable atmosphere, I will also create a place of responsibility. If students do cross that line between humor and making fun of something, I will work to address it very quickly and express the difference between finding humor in a subject and talking down about it. I hope that the students will realize the difference and then work with me to correct those reactions and spread the awareness. Hopefully by keeping humor in the class, students will not only learn math, but understand how to connect with each other in a positive way. I also hope to help students see the importance of humor in life, especially when it allows us to learn, relate, and grow.
Thursday, December 4, 2008
Monday, November 10, 2008
#6: Volunteer in or join an organization or get involved in a group comprised of people who are significantly different than you
11/10/08 - Multicultural Monday
Last Monday, I attended a group called Multicultural Monday and ate lunch with a variety of people who were interested in hearing about a couple of cultural topics. I had heard of this gathering in the past, and finally decided that I wanted to go one day. I'm thankful that I did, as I heard about different events that have taken place and heard different views from many of my peers here at school.
The first topic that was discussed was a class last May term called "Borderlands". Two students who had been on the trip talked about their experiences and how this up-close view of our national borders impacted their views. The class traveled to the Mexico/US border for three weeks and had many interactions with the local people in that area. They spoke with patrol officers and local government officials who gave insight into the complicated topic of border control. Last year I had heard about this May term class and thought it would be interesting. I was pleasantly surprised to hear that this would be a topic at Multicultural Monday, and was very interested in the stories that the two students shared with our group. Hearing about their daily experiences with locals and hearing first-hand stories and opinions made me more interested in making sure I'm up to date on the state of the southwest.
The second topic was that of Damascus Road, which is a weekend dedicated to training on cultural acceptance. We heard stories from two individuals who attended the training and heard how they were impacted by the different meetings or group activities they were part of. I was intrigued by the diversity that the individuals said was present and was curious about how my personal experience would be. I was more curious about the discussions that came up about different feelings from the majority group (white) and minority groups. After hearing about these discussions, I decided that the next time this even comes around I would like to take part in it. For most of my life, I have lived in a very white populated area, and coming to Goshen was a great experience. I would like to continue having discussions about culture with people who are very different from me, and think that Damascus Road would be a great opportunity.
The third topic was the Day of the Dead ceremony, and we heard from several people about the ways that this ceremony differs from the traditions here in the US. It was nice to have people clarify the traditions as well as discuss the ways that the Day of the Dead holiday varies between the countries in Central and South America, even though it's the same holiday.
This Multicultural Monday group was an interesting time of discussion and I'm pleased that I decided to go. While it wasn't a huge event, it was an amount of time dedicated to discussing culture and ways we can go about being more accepting of others. It's these little times that I find are most important, especially among smaller groups. As I've been part of these groups, I've realized their importance in my mind, and look forward to finding ways to make them present in my future math classrooms.
12/10/08 - Quiet interaction with the Amish
This semester, I have become quite fond of, for lack of a better word, watching the Amish when I am at Wal-Mart or even driving down the road. Though I have limited interaction with them, I am very interested in their lifestyle. The simplicity of it all amazes me, and I always end these "interactions" with a smile on my face as I reflect on the passive way of living.
Most of my "interactions" take place at Wal-Mart, of all possible places. The horse and buggies are the first vehicles I notice when looking for an empty parking space. As I enter the store, I see several families, and watch as they generally work their way through the "Health & Beauty" section of the store. I figure that this is because they usually buy their clothes, food, etc. elsewhere that coincides with their lifestyle. When I am around them, I am very aware that I don't stare, but I do like to take notice of their interactions with each other. I notice that they really don't interact with other non-Amish shoppers, and generally keep to themselves. I think what I notice most about them when I am around them is the gentleness or quietness that surrounds them. It's something that appears to come very easily to them and is a very natural way of being. I feel that they have a very strong acceptance of who they are compared to others around them, and they are firmly based in the life that they live. While I am pretty content with living with technology and in a built up society, I admire their desire to live in simple manner, especially when the world around them is being added to every day.
A less personal "interaction" that I enjoy is when I am driving down the road and I pass the Amish, either in their homes or on the road (in buggies or on bikes). I have come to be able to pick out the Amish homes by the simple white color, the shutter-less windows, and the farm-like setting (especially with the buggie beside the barn/shop). As I drive by, my eye follows the homes and again I quietly admire the simplicity of their lives. If I pass a buggie or individual on a bike (as I do other bikers), I move far to the side and again follow them with my eyes. Sometimes, after I'm in the right lane again, I will look in my rear-view mirror and think more about them and their lifestyle. Eventually, I continue on with my previous thoughts, but I enjoy taking time to think about how my life compares to theirs.
Though I haven't had full interaction with the Amish, I am hoping to at some point in the near future. Before coming to Goshen, I hadn't really had any interaction with the Amish, except when we went into a certain part of Delaware when visiting my relatives. Upon arriving at Goshen, I noticed the Amish community much more often, and now having been here a while, I have accepted that they are here and they don't stick out to me as much, or don't seem as much out of place in a Wal-Mart parking lot anymore. I still continue to notice them now, but more to appreciate what they add to the community, even just quietly. It's a kind of lifestyle I don't think I'll ever fully take on, but I think I would like to spend some time in an Amish community for a time, if I ever was given the chance. If I ever get that chance, I will be very excited to get a better glimpse into the life of the Amish community. Until then, I suppose I will continue to appreciate their stillness from afar...or at Wal-Mart!
12/11/08 - First Fridays
Earlier this semester, I went into downtown Goshen with my friends for a "First Fridays" event. There were several different sights we could walk around and see, including a row of old and new cars, an open-house for an apartment/open studio, the Brew, and even a band. As we walked around the streets, I was able to take in a different scenery from the usual Goshen that I am part of.
One of my favorite parts of the night was the time we spent in Ten Thousand Villages. My roommate had never been there before and I was very excited to show her around. As we entered the beautiful store filled with amazing crafts from all over the world, I was overwhelmed (in a good way) by the many people that filled the room. It was a great experience to see so many different people interested in this company that fully supports fair-trade business. Even though I really didn't know anyone, except for the students from Goshen, it was neat to just see so many different people all supporting this good business. It's the kind of environment that I wish I had more time to be a part of.
Another cool sight was watching everyone come together to watch the band. The music was folk/bluegrass, something to that extent (I'm not sure exactly). When I was watching the band play I was also looking around at the variety of people who were there: college students, young children, parents, grandparents, different races, genders, etc. I loved the thought that the music was bringing all of these people together - out from their usual, daily routines. When I realized that I was surrounded by so many different people, I became thankful for the amount of diversity that is present within my life. It is moments like these that keep me, and others, working towards creating a safe environment that everyone can be a part of.
Though the first semester has come to an end, I look forward to the future "First Fridays" that I can attend. I think it's a great idea that the city of Goshen came up with - various activities that invite all residents from Goshen and surrounding areas to come together. This "First Fridays" that I attended had several different activities that people could take part in, depending on their interests, but what was great was that there was something for everyone - music, coffee/tea, cars, homes, crafts, etc. These kinds of opportunities should be available in all towns - it gives the community members a chance to be engaged in the close activities and can bring people together because of them, and this is what we need more of.
Last Monday, I attended a group called Multicultural Monday and ate lunch with a variety of people who were interested in hearing about a couple of cultural topics. I had heard of this gathering in the past, and finally decided that I wanted to go one day. I'm thankful that I did, as I heard about different events that have taken place and heard different views from many of my peers here at school.
The first topic that was discussed was a class last May term called "Borderlands". Two students who had been on the trip talked about their experiences and how this up-close view of our national borders impacted their views. The class traveled to the Mexico/US border for three weeks and had many interactions with the local people in that area. They spoke with patrol officers and local government officials who gave insight into the complicated topic of border control. Last year I had heard about this May term class and thought it would be interesting. I was pleasantly surprised to hear that this would be a topic at Multicultural Monday, and was very interested in the stories that the two students shared with our group. Hearing about their daily experiences with locals and hearing first-hand stories and opinions made me more interested in making sure I'm up to date on the state of the southwest.
The second topic was that of Damascus Road, which is a weekend dedicated to training on cultural acceptance. We heard stories from two individuals who attended the training and heard how they were impacted by the different meetings or group activities they were part of. I was intrigued by the diversity that the individuals said was present and was curious about how my personal experience would be. I was more curious about the discussions that came up about different feelings from the majority group (white) and minority groups. After hearing about these discussions, I decided that the next time this even comes around I would like to take part in it. For most of my life, I have lived in a very white populated area, and coming to Goshen was a great experience. I would like to continue having discussions about culture with people who are very different from me, and think that Damascus Road would be a great opportunity.
The third topic was the Day of the Dead ceremony, and we heard from several people about the ways that this ceremony differs from the traditions here in the US. It was nice to have people clarify the traditions as well as discuss the ways that the Day of the Dead holiday varies between the countries in Central and South America, even though it's the same holiday.
This Multicultural Monday group was an interesting time of discussion and I'm pleased that I decided to go. While it wasn't a huge event, it was an amount of time dedicated to discussing culture and ways we can go about being more accepting of others. It's these little times that I find are most important, especially among smaller groups. As I've been part of these groups, I've realized their importance in my mind, and look forward to finding ways to make them present in my future math classrooms.
12/10/08 - Quiet interaction with the Amish
This semester, I have become quite fond of, for lack of a better word, watching the Amish when I am at Wal-Mart or even driving down the road. Though I have limited interaction with them, I am very interested in their lifestyle. The simplicity of it all amazes me, and I always end these "interactions" with a smile on my face as I reflect on the passive way of living.
Most of my "interactions" take place at Wal-Mart, of all possible places. The horse and buggies are the first vehicles I notice when looking for an empty parking space. As I enter the store, I see several families, and watch as they generally work their way through the "Health & Beauty" section of the store. I figure that this is because they usually buy their clothes, food, etc. elsewhere that coincides with their lifestyle. When I am around them, I am very aware that I don't stare, but I do like to take notice of their interactions with each other. I notice that they really don't interact with other non-Amish shoppers, and generally keep to themselves. I think what I notice most about them when I am around them is the gentleness or quietness that surrounds them. It's something that appears to come very easily to them and is a very natural way of being. I feel that they have a very strong acceptance of who they are compared to others around them, and they are firmly based in the life that they live. While I am pretty content with living with technology and in a built up society, I admire their desire to live in simple manner, especially when the world around them is being added to every day.
A less personal "interaction" that I enjoy is when I am driving down the road and I pass the Amish, either in their homes or on the road (in buggies or on bikes). I have come to be able to pick out the Amish homes by the simple white color, the shutter-less windows, and the farm-like setting (especially with the buggie beside the barn/shop). As I drive by, my eye follows the homes and again I quietly admire the simplicity of their lives. If I pass a buggie or individual on a bike (as I do other bikers), I move far to the side and again follow them with my eyes. Sometimes, after I'm in the right lane again, I will look in my rear-view mirror and think more about them and their lifestyle. Eventually, I continue on with my previous thoughts, but I enjoy taking time to think about how my life compares to theirs.
Though I haven't had full interaction with the Amish, I am hoping to at some point in the near future. Before coming to Goshen, I hadn't really had any interaction with the Amish, except when we went into a certain part of Delaware when visiting my relatives. Upon arriving at Goshen, I noticed the Amish community much more often, and now having been here a while, I have accepted that they are here and they don't stick out to me as much, or don't seem as much out of place in a Wal-Mart parking lot anymore. I still continue to notice them now, but more to appreciate what they add to the community, even just quietly. It's a kind of lifestyle I don't think I'll ever fully take on, but I think I would like to spend some time in an Amish community for a time, if I ever was given the chance. If I ever get that chance, I will be very excited to get a better glimpse into the life of the Amish community. Until then, I suppose I will continue to appreciate their stillness from afar...or at Wal-Mart!
12/11/08 - First Fridays
Earlier this semester, I went into downtown Goshen with my friends for a "First Fridays" event. There were several different sights we could walk around and see, including a row of old and new cars, an open-house for an apartment/open studio, the Brew, and even a band. As we walked around the streets, I was able to take in a different scenery from the usual Goshen that I am part of.
One of my favorite parts of the night was the time we spent in Ten Thousand Villages. My roommate had never been there before and I was very excited to show her around. As we entered the beautiful store filled with amazing crafts from all over the world, I was overwhelmed (in a good way) by the many people that filled the room. It was a great experience to see so many different people interested in this company that fully supports fair-trade business. Even though I really didn't know anyone, except for the students from Goshen, it was neat to just see so many different people all supporting this good business. It's the kind of environment that I wish I had more time to be a part of.
Another cool sight was watching everyone come together to watch the band. The music was folk/bluegrass, something to that extent (I'm not sure exactly). When I was watching the band play I was also looking around at the variety of people who were there: college students, young children, parents, grandparents, different races, genders, etc. I loved the thought that the music was bringing all of these people together - out from their usual, daily routines. When I realized that I was surrounded by so many different people, I became thankful for the amount of diversity that is present within my life. It is moments like these that keep me, and others, working towards creating a safe environment that everyone can be a part of.
Though the first semester has come to an end, I look forward to the future "First Fridays" that I can attend. I think it's a great idea that the city of Goshen came up with - various activities that invite all residents from Goshen and surrounding areas to come together. This "First Fridays" that I attended had several different activities that people could take part in, depending on their interests, but what was great was that there was something for everyone - music, coffee/tea, cars, homes, crafts, etc. These kinds of opportunities should be available in all towns - it gives the community members a chance to be engaged in the close activities and can bring people together because of them, and this is what we need more of.
Sunday, November 2, 2008
#3: Take Your Education Seriously
11/2/08 - Work on Good Habits
I've realized this semester, after having both an exciting and relaxing summer, that I'm having some difficulty getting back into the "work" part of school. Unfortunately for me, this tends to be a big portion of school. I can be very organized, on top of getting things done, on time to (almost) everything, and even have some time to relax (hopefully). However, I've found this semester that I can also be the complete opposite. More recently, I've been procrastinating, a few minutes late to several classes/work/appointments/etc., not doing homework to the best of my ability, and not having time where I enjoy relaxing (because I know I have a lot to do). With this realization I've decided to make a commitment: I'm going to work very hard this second half of the first semester at doing my work thoroughly, be on time to events, not saving things until the last minute, and hopefully I will be able to enjoy my "free" time.
The first thing I need to do in order to reach my goal is to make sure I have my priorities in order. There are several distractions that I need to deal with. A.) My roommate and I are still in the process of decorating our room, and it's often very tempting to put off work in order to put posters on the wall and focus on making our room comfortable. B.) Talking with friends - whether they are here at school or back in my home state of Vermont, I love chatting with my friends and making plans for upcoming weekends and such. C.) The internet - I like just "surfing the web", reading up on local or global news, checking my email, and the list goes on. I've made a step in the right direction by addressing and naming a few of my distractions, but now I need to go further. I need to really work on making sure I save these activities for when I've completed some work. I want to realize that it's okay to take a 5-10 minute break when I can do these things, but then I need to get back to work. I really want to keep in mind why I'm in college (an education!) and understand that while socializing and being up-to-date on current news is important, I'm here at school mainly to learn. So, I need to dedicate my time to studies! Obviously it's easier said than done, but I'm working on it.
Another one of my downfalls: tardiness. I've gotten into the habit of thinking it's okay to be just a minute late to a class or work. This is not an accurate thought, and I realize that! Now I need to work on this. I need to think of each class, meeting, or work time as an important appointment to which I should be on time and prepared. Now I don't want to be completely strict about my schedule, but I want to have the mindset that I should be on time - mostly because it's shows a degree of professionalism. I want to be seen as responsible, but also relaxed. I want to make sure that I make enough time to be able to be relaxed when arriving to work, class, or a meeting. Again, this is easier said than done, but I'm also working on this!
I absolutely love being organized. When I'm not, I can be very overwhelmed and then let things go completely. I want to really work on staying organized again, especially when it comes to planning ahead so that I'm not rushed at the last minute. I hate when I save things until right before they are due (if it's an assignment), because then I don't do my best work, which is what I really want to turn in. Again, it's a professional characteristic that I want to have. I want to be relaxed and feel confident about my work and show that I am serious enough about it to make it a priority. Once again, easier said than done, but I know I can accomplish this.
Actually, I know that I can have all of these characteristics and abilities. It's just that I need to commit myself to them. I basically lived according to these "rules" when I was in high school and did well. Now that I have lots of other activities going on, I need to make sure that I still make time to be organized, aware, and responsible. Hopefully by taking back these characteristics I can enjoy my real free time that I have from getting things done. I know that when I'm doing better in these areas I'm happier because I'm not rushed and I can enjoy my days. This is the mindset that I want to be in, and this semester I'm going to really work on reaching that mindset. Who knows, maybe I can actually carry these skills over into the next semester! I guess we'll see!
12/4/08 - Know that education is a constantly changing area
The cover story of Time magazine's December 8, 2008 issue is "How to Fix America's Schools". The main article is titled "Can She Save Our Schools?" and is about Michelle Rhee who is the new chancellor of Washington, D.C. schools. Rhee has been quite the catalyst since June 2007 when she was appointed chancellor by Mayor Adrian Fenty. While she came in with not much experience, she has made a lot of progress. However this "progress" has been made using some drastic measures. Since June 2007, she has fired 270 teachers - just over a year. From this new undertaking, Rhee has made many friends, but more enemies. Her main objective is to get rid of all bad teachers and when she comes across those "bad" teachers, she doesn't waste time in 'dismissing' them.
While I was reading through this article, I came upon many facts and statistics that surprised me. Some of the stats include: '35% of D.C. high school students are proficient in math'; 39% of D.C. high school students are proficient in reading; and 77% is the U.S. high school graduation rate. I learned about teacher assessment and how many or most schools 'assess teachers before they teach'. Unfortunately, this shines lights on those 'who have a master's degree, who have other pieces of paper that do not predict good teaching'. I was shocked to learn this, but after thinking about it some, I see this in schools where I've been and understand the importance that is placed on having a high enough education. However, the article is right when it says that these things don't necessarily mean that the person who has the paperwork will be a good teacher.
While reading the article, and after I was finished, I continued to think about Rhee's work and how she is going about doing her job. Part of me is a little wary of how she is going about it. Several times she is quoted talking about how creativity is pointless if you can't read, or do other important skills such as this. I think this is true to a point, but it shouldn't mean that we cut out creativity at all. I agree that something needs to be done in order to keep only the best teachers in schools so that students are actually learning what they need to know. And quite honestly, I don't think we should keep teachers around who are not doing their job. I feel like there should be more of a process though. Instead of just firing the teachers, perhaps we should implement programs that work to improve teachers' teaching abilities. I was quite interested when I heard about the tenure that teachers receive. The article brings up a point that Larry Rosenstock, CEO of several California charter schools, made at an education panel about how 'we don't give that kind of job security to pilots or doctors - or any others who hold our children's fate in their hands'. I read that the reasoning for the tenure is so teachers aren't being fired by politicians or board members who don't want them teaching their children, or don't feel they have the qualities just because. But you'll find people like that in any job. Basically, it just gives a feeling that many teachers believe they won't be fired because they've been teaching long enough and often this leads to ineffective teachers.
Overall, I thought the article and Rhee's work is very interesting. There are some methods to her work that I feel good about and others that I don't agree with. I agree that we really need to get a hold of the education system and get rid of teachers who are not doing an adequate job at educating students. Now, I'm not the kind of person who likes to rely only on test scores as a way of assessing student ability, but when the test scores are as low as they've been in some schools, it's time to do something about the education system. Clearly something isn't working, and we need to figure out what it is and then fix it. While this 'get it done' idea is needed, I think it's also important to keep the education personal, as schools are areas full of human contact. I don't want the positive relationships between teachers, students, and administrations to become cold and turn schools into institutions. There is a degree of personality that needs to be kept and an acceptance that we can't get everything to be perfect. We just have to make it the best that we can and be happy with it.
From this article, I have seen that there is definitely work still going into the education system in the US and that many people are trying to create very effective learning environments so that students are graduating and continuing their education. There are many new people in the education system who are trying to 'fix' schools and actually get the system to work well. While many new tensions have been created, at least some work is getting done, and this is very important. In the recent past, I've heard quite a bit about low test scores and how schools in many areas are failing. This needs to change, and thankfully there are people who are worried about it. What's even better is that those people are doing something about it. Education is still changing, and it seems that it's changing for the better.
12/11/08 - Maintain academic interest outside of subject area
Since I am a math and secondary education major, I had a couple of education classes and one math class this semester. While I had room to take another math class, or education class if I wanted to, I decided to take a couple classes that didn't have anything to do with my major. One of these classes was Anabaptist/Mennonite History and the other was Song Leading. My schedule definitely had some excitement to it!
While I was brought up in a Mennonite family, I didn't really know much about the Anabaptists or where they (and Mennonites) came from. So, I decided to take this class and find out. I thought it would be a very interesting class, and while history isn't my favorite subject (especially the part about remembering dates) I thought I would probably enjoy this subject, and I did. It was a tough class, but I managed to get through it and I know so much more now about Anabaptist/Mennonite and my history than I knew before. Each class brought some new piece of information about the Anabaptists/Mennonites and it has definitely made me more appreciative of this area in history.
I absolutely love music, however, I don't think I have the greatest voice, and I'm never really sure where (how high or low) I should be singing. If I'm singing along to a song on the radio, I really don't care about singing in front of people. However, if I'm singing a song that is really beautiful and meaningful, I get very nervous about singing in front of others. Since I can remember I've always had an issue with speaking in front of people, mostly when I'm by myself. When I signed up for the class, I think I knew I would have to lead in front of people on my own, but I still wanted to take the class. Being in this class helped me to become more confident performing in front of others. While I still don't really like to lead others, I am more okay with it. In terms of actually leading songs, I learned a lot, especially about how much you need to practice. I realize it isn't just waving your arm in front of a group of people. You really need to know what you're doing. I'm not sure how often I'll use the skills I learned in song leading, but it was a fun class that I enjoyed and am thankful that I took.
These two classes gave me a little breather from my classes that had to do with my major. They gave me something else to think about, and they pushed me in different areas of my mind. I had to pull out more creativity with song leading, and had to be able to dig deep to understand historical facts about why things happened and how they affect us now. Each class was very difficult, but it helped my mind grow in ways that is outside of my major. By taking these two extra classes, I was able to continue filling my time up with new, fun and interesting themes that I am not usually surrounded by. They each gave me a new perspective on different areas, and made me realize how important it is to have some interest in multiple areas.
I've realized this semester, after having both an exciting and relaxing summer, that I'm having some difficulty getting back into the "work" part of school. Unfortunately for me, this tends to be a big portion of school. I can be very organized, on top of getting things done, on time to (almost) everything, and even have some time to relax (hopefully). However, I've found this semester that I can also be the complete opposite. More recently, I've been procrastinating, a few minutes late to several classes/work/appointments/etc., not doing homework to the best of my ability, and not having time where I enjoy relaxing (because I know I have a lot to do). With this realization I've decided to make a commitment: I'm going to work very hard this second half of the first semester at doing my work thoroughly, be on time to events, not saving things until the last minute, and hopefully I will be able to enjoy my "free" time.
The first thing I need to do in order to reach my goal is to make sure I have my priorities in order. There are several distractions that I need to deal with. A.) My roommate and I are still in the process of decorating our room, and it's often very tempting to put off work in order to put posters on the wall and focus on making our room comfortable. B.) Talking with friends - whether they are here at school or back in my home state of Vermont, I love chatting with my friends and making plans for upcoming weekends and such. C.) The internet - I like just "surfing the web", reading up on local or global news, checking my email, and the list goes on. I've made a step in the right direction by addressing and naming a few of my distractions, but now I need to go further. I need to really work on making sure I save these activities for when I've completed some work. I want to realize that it's okay to take a 5-10 minute break when I can do these things, but then I need to get back to work. I really want to keep in mind why I'm in college (an education!) and understand that while socializing and being up-to-date on current news is important, I'm here at school mainly to learn. So, I need to dedicate my time to studies! Obviously it's easier said than done, but I'm working on it.
Another one of my downfalls: tardiness. I've gotten into the habit of thinking it's okay to be just a minute late to a class or work. This is not an accurate thought, and I realize that! Now I need to work on this. I need to think of each class, meeting, or work time as an important appointment to which I should be on time and prepared. Now I don't want to be completely strict about my schedule, but I want to have the mindset that I should be on time - mostly because it's shows a degree of professionalism. I want to be seen as responsible, but also relaxed. I want to make sure that I make enough time to be able to be relaxed when arriving to work, class, or a meeting. Again, this is easier said than done, but I'm also working on this!
I absolutely love being organized. When I'm not, I can be very overwhelmed and then let things go completely. I want to really work on staying organized again, especially when it comes to planning ahead so that I'm not rushed at the last minute. I hate when I save things until right before they are due (if it's an assignment), because then I don't do my best work, which is what I really want to turn in. Again, it's a professional characteristic that I want to have. I want to be relaxed and feel confident about my work and show that I am serious enough about it to make it a priority. Once again, easier said than done, but I know I can accomplish this.
Actually, I know that I can have all of these characteristics and abilities. It's just that I need to commit myself to them. I basically lived according to these "rules" when I was in high school and did well. Now that I have lots of other activities going on, I need to make sure that I still make time to be organized, aware, and responsible. Hopefully by taking back these characteristics I can enjoy my real free time that I have from getting things done. I know that when I'm doing better in these areas I'm happier because I'm not rushed and I can enjoy my days. This is the mindset that I want to be in, and this semester I'm going to really work on reaching that mindset. Who knows, maybe I can actually carry these skills over into the next semester! I guess we'll see!
12/4/08 - Know that education is a constantly changing area
The cover story of Time magazine's December 8, 2008 issue is "How to Fix America's Schools". The main article is titled "Can She Save Our Schools?" and is about Michelle Rhee who is the new chancellor of Washington, D.C. schools. Rhee has been quite the catalyst since June 2007 when she was appointed chancellor by Mayor Adrian Fenty. While she came in with not much experience, she has made a lot of progress. However this "progress" has been made using some drastic measures. Since June 2007, she has fired 270 teachers - just over a year. From this new undertaking, Rhee has made many friends, but more enemies. Her main objective is to get rid of all bad teachers and when she comes across those "bad" teachers, she doesn't waste time in 'dismissing' them.
While I was reading through this article, I came upon many facts and statistics that surprised me. Some of the stats include: '35% of D.C. high school students are proficient in math'; 39% of D.C. high school students are proficient in reading; and 77% is the U.S. high school graduation rate. I learned about teacher assessment and how many or most schools 'assess teachers before they teach'. Unfortunately, this shines lights on those 'who have a master's degree, who have other pieces of paper that do not predict good teaching'. I was shocked to learn this, but after thinking about it some, I see this in schools where I've been and understand the importance that is placed on having a high enough education. However, the article is right when it says that these things don't necessarily mean that the person who has the paperwork will be a good teacher.
While reading the article, and after I was finished, I continued to think about Rhee's work and how she is going about doing her job. Part of me is a little wary of how she is going about it. Several times she is quoted talking about how creativity is pointless if you can't read, or do other important skills such as this. I think this is true to a point, but it shouldn't mean that we cut out creativity at all. I agree that something needs to be done in order to keep only the best teachers in schools so that students are actually learning what they need to know. And quite honestly, I don't think we should keep teachers around who are not doing their job. I feel like there should be more of a process though. Instead of just firing the teachers, perhaps we should implement programs that work to improve teachers' teaching abilities. I was quite interested when I heard about the tenure that teachers receive. The article brings up a point that Larry Rosenstock, CEO of several California charter schools, made at an education panel about how 'we don't give that kind of job security to pilots or doctors - or any others who hold our children's fate in their hands'. I read that the reasoning for the tenure is so teachers aren't being fired by politicians or board members who don't want them teaching their children, or don't feel they have the qualities just because. But you'll find people like that in any job. Basically, it just gives a feeling that many teachers believe they won't be fired because they've been teaching long enough and often this leads to ineffective teachers.
Overall, I thought the article and Rhee's work is very interesting. There are some methods to her work that I feel good about and others that I don't agree with. I agree that we really need to get a hold of the education system and get rid of teachers who are not doing an adequate job at educating students. Now, I'm not the kind of person who likes to rely only on test scores as a way of assessing student ability, but when the test scores are as low as they've been in some schools, it's time to do something about the education system. Clearly something isn't working, and we need to figure out what it is and then fix it. While this 'get it done' idea is needed, I think it's also important to keep the education personal, as schools are areas full of human contact. I don't want the positive relationships between teachers, students, and administrations to become cold and turn schools into institutions. There is a degree of personality that needs to be kept and an acceptance that we can't get everything to be perfect. We just have to make it the best that we can and be happy with it.
From this article, I have seen that there is definitely work still going into the education system in the US and that many people are trying to create very effective learning environments so that students are graduating and continuing their education. There are many new people in the education system who are trying to 'fix' schools and actually get the system to work well. While many new tensions have been created, at least some work is getting done, and this is very important. In the recent past, I've heard quite a bit about low test scores and how schools in many areas are failing. This needs to change, and thankfully there are people who are worried about it. What's even better is that those people are doing something about it. Education is still changing, and it seems that it's changing for the better.
12/11/08 - Maintain academic interest outside of subject area
Since I am a math and secondary education major, I had a couple of education classes and one math class this semester. While I had room to take another math class, or education class if I wanted to, I decided to take a couple classes that didn't have anything to do with my major. One of these classes was Anabaptist/Mennonite History and the other was Song Leading. My schedule definitely had some excitement to it!
While I was brought up in a Mennonite family, I didn't really know much about the Anabaptists or where they (and Mennonites) came from. So, I decided to take this class and find out. I thought it would be a very interesting class, and while history isn't my favorite subject (especially the part about remembering dates) I thought I would probably enjoy this subject, and I did. It was a tough class, but I managed to get through it and I know so much more now about Anabaptist/Mennonite and my history than I knew before. Each class brought some new piece of information about the Anabaptists/Mennonites and it has definitely made me more appreciative of this area in history.
I absolutely love music, however, I don't think I have the greatest voice, and I'm never really sure where (how high or low) I should be singing. If I'm singing along to a song on the radio, I really don't care about singing in front of people. However, if I'm singing a song that is really beautiful and meaningful, I get very nervous about singing in front of others. Since I can remember I've always had an issue with speaking in front of people, mostly when I'm by myself. When I signed up for the class, I think I knew I would have to lead in front of people on my own, but I still wanted to take the class. Being in this class helped me to become more confident performing in front of others. While I still don't really like to lead others, I am more okay with it. In terms of actually leading songs, I learned a lot, especially about how much you need to practice. I realize it isn't just waving your arm in front of a group of people. You really need to know what you're doing. I'm not sure how often I'll use the skills I learned in song leading, but it was a fun class that I enjoyed and am thankful that I took.
These two classes gave me a little breather from my classes that had to do with my major. They gave me something else to think about, and they pushed me in different areas of my mind. I had to pull out more creativity with song leading, and had to be able to dig deep to understand historical facts about why things happened and how they affect us now. Each class was very difficult, but it helped my mind grow in ways that is outside of my major. By taking these two extra classes, I was able to continue filling my time up with new, fun and interesting themes that I am not usually surrounded by. They each gave me a new perspective on different areas, and made me realize how important it is to have some interest in multiple areas.
Friday, October 10, 2008
#1: Get experience with all types of learners and their families
10/10/08 - Tutoring
For the past few weeks I have been tutoring math students who need a little extra help understanding the material. I have never officially tutored before, so I wasn't sure what to expect when I first started. I figured since I am majoring in math and secondary education, tutoring would be a good experience for me to try and help students understand math concepts, as I will be doing in my future classrooms. I was hesitant at first about whether or not I actually wanted to commit to this, but then decided it would be good for me.
I walked into the first meeting feeling a little nervous for several reasons: I had never met the student before, I didn't know what their personal math abilities were or whether I could help them, and I hoped that I would actually remember how to do the math that they were required to do. After our introductions, I asked the student what content they were in the middle of. Thankfully, I was able to recall the concepts and techniques from this section of math. That first hour-long session was a little difficult, mostly because I had to figure out what exactly they understood and how fast/slow I had to go about explaining the material. Eventually, our meeting came to an end, and though it was difficult, I felt that I had helped the student, even if only a little bit.
The second group, with two different students, met later that evening. This session was a little more difficult since there were two students that each had their own level of understanding of the subject. I felt the easiest way was to work with each student and have the other look on while I was explaining what the first student didn't understand. The first student seemed to grasp the material soon after I explained it to them. I found that the second student had a little more difficulty understanding concepts that should have been understood for this class. I asked them about their math history, and they said that the information just never stuck. I was a little discouraged, not at the student, but that their previous school hadn't made sure that the student understood the math that they needed in order to graduate. It gave me insight as to how important it is for teachers to make sure that their students really do understand the material.
Since these two first meetings, I have met with the students a couple more times each, and it's been easier each time. I am beginning to see how to explain the material to each of them, as they learn in different ways. Even though I haven't been doing it for long, I can see that it is definitely going to be a helpful experience in understanding the ways that different students learn and how the curriculum in schools needs to be specialized so that each student is able to successfully learn the material in ways that help them use it.
11/27/08 - Interview a teacher for special needs
For one of my classes, I was assigned a special education teacher to observe. Several times throughout the semester, I went to observe her and watch her work with the students. It turned out to be a great experience as I was able to see how a special education teacher deals with the daily unexpected situations of working with students who have special needs. I was also excited to be able to get to know the regular students, even just a little, and see the ways in which they worked with or against their disorder.
A couple of times during my observations, I interviewed my cooperating teacher and asked her questions about her job and her work with the students. Some of the themes I touched upon in my discussions with her included collaboration among teachers (both special ed. and general), inclusion and obstacles, individual work with the students, and representation of genders and minority groups. To sum up, here are a few highlights of her responses:
Collaboration generally seems to work between the general staff and the special education teachers. The teachers usually communicate through e-mail, and while the general teachers sometimes fall behind in getting the work for the special education teachers, they are all usually on the same page.
At this point, my cooperating teacher only works with boys, though she used to work with two girls, who went onto the middle school. She feels that boys tend to be labeled with special needs more than girls because teachers don’t accommodate for boys needs during the elementary years.
My cooperating teacher feels that there is a fair distribution between backgrounds of students in this school, mostly due to the high diversity that is present in the area.
My cooperating teacher feels that the most important part of working with special needs or emotional disorder students is the relationship with them. In order to be successful, you must get to know the student very well and know about their abilities, likes/dislikes, and personality traits. Because of this belief, she spends quite a bit of time, when first taking on a student, getting to know them.
From my conversations with my cooperating teacher, I came to better understand the many pieces that make up special education, and why it is so important in our local schools. It’s a program that must be offered so that all students have the ability to get an education and better their worlds. It made me realize that as a general teacher of math in a middle school, I will definitely have to have good connections and collaboration with the special education teachers in my (future) school in order to make sure each student has the same opportunities to learn. I want these special needs students in my classroom, because I want to get a chance to show them math and help them understand it. I realized that I will always have to be making accommodations for some students, but that’s the best way to teach: making sure each student is given that ability or opportunity to understand the material and use it in a way that works for them. Overall, I really appreciated this time spend with the special education teacher as it gave me more insight into the world of special education and how, one day, it will be part of my career.
12/4/08 - Freedom Writers - Lives of inner-city students & how their education is affected
Recently I watched the movie "Freedom Writers", which is the true story of a first-time high school teacher who struggles to make connections with her students, but eventually is able to get through to them. I felt that the movie did a great job illustrating the daily struggles that the students faced as they fought for their lives. The movie then showed how these endeavors then impacted their education. It was a view of inner-city life in an area of California that I was very unfamiliar with.
In the story, the concept of gangs in that area was highlighted as it was an important and main part of most students' lives. The story circled around to the different students and illustrated the gang involvement that their families had and the violence that was almost a constant in their lives. It showed how many of these students had grown up in this kind of environment and it was basically all they knew. They had been trained by their families to dodge bullets, stand against their enemies and fight for their allies. This was the basis of the education that stayed with them through their upbringing. It was obvious that most students were just moving from grade to grade, and weren't retaining any knowledge that the school teachers were giving them. Unfortunately, the teachers knew this fact and weren't motivated to try harder, since they believed no one could get through to them. They were wrong.
When Erin Gruwell came to the high school, she worked very hard to make connections with the students, even though it cost her a lot of time, money, energy, and her marriage. At one point, Erin confronts the students about stereotypes and makes a comment about the Holocaust. She is shocked to find that only one student (the only white student) knows what the Holocaust was. This was an example of how the students don't learn in the schools and really only learn from their life experiences. With time, Erin eventually is able to connect with the students through a writing project and they learn so much more than people around them, even teachers, thought was possible.
Even while the story is an amazing story, what stuck out to me was the lifestyle of these students. Their lives are filled with so much unnecessary violence and they are not able to expand their knowledge of the world outside of their communities. Because of the violence and disturbances in these areas, the students are not able to be challenged and grow as intellectual individuals because they are too preoccupied with staying alive. To them, the idea of school is a joke; it's something that is laughed about and pushed aside. It's seen as a way to get off the streets for a while, even by their parents. Speaking of the parents, I was even surprised to find that most weren't very supportive of their students academic interests or abilities - they were also too preoccupied with their lives and what they had to do to get by. They seemed to be looking forward to the days when their children could stay home and help with the tasks around the house. It just made me realize that this is a mindset that needs to be changed. Fortunately there are teachers and people out there who are helping to correct this.
I think what I got most from this movie was the importance of reaching out to people and believing in them, even if they don't respond or want help. It's important to continue to show that you truly care and want them to succeed. As a future teacher, I think this is such an important concept to keep in mind as I look forward to the struggles with students that I will have. I know that I will have students who don't respond well to my teaching styles or techniques and some won't even be interested in school at all. My job will be to find a way to intrigue them and make them interested in the content. I will have to come up with many new projects or techniques that will help the students make connections with math so that they can learn the material. I know it will be a challenge, but I look forward to fighting it. Overall, "Freedom Writers" was a wonderful movie that can show how important it is to make connections with students, or people in general, if we hope to create a atmosphere of knowledge and deeper understanding of the world around us.
For the past few weeks I have been tutoring math students who need a little extra help understanding the material. I have never officially tutored before, so I wasn't sure what to expect when I first started. I figured since I am majoring in math and secondary education, tutoring would be a good experience for me to try and help students understand math concepts, as I will be doing in my future classrooms. I was hesitant at first about whether or not I actually wanted to commit to this, but then decided it would be good for me.
I walked into the first meeting feeling a little nervous for several reasons: I had never met the student before, I didn't know what their personal math abilities were or whether I could help them, and I hoped that I would actually remember how to do the math that they were required to do. After our introductions, I asked the student what content they were in the middle of. Thankfully, I was able to recall the concepts and techniques from this section of math. That first hour-long session was a little difficult, mostly because I had to figure out what exactly they understood and how fast/slow I had to go about explaining the material. Eventually, our meeting came to an end, and though it was difficult, I felt that I had helped the student, even if only a little bit.
The second group, with two different students, met later that evening. This session was a little more difficult since there were two students that each had their own level of understanding of the subject. I felt the easiest way was to work with each student and have the other look on while I was explaining what the first student didn't understand. The first student seemed to grasp the material soon after I explained it to them. I found that the second student had a little more difficulty understanding concepts that should have been understood for this class. I asked them about their math history, and they said that the information just never stuck. I was a little discouraged, not at the student, but that their previous school hadn't made sure that the student understood the math that they needed in order to graduate. It gave me insight as to how important it is for teachers to make sure that their students really do understand the material.
Since these two first meetings, I have met with the students a couple more times each, and it's been easier each time. I am beginning to see how to explain the material to each of them, as they learn in different ways. Even though I haven't been doing it for long, I can see that it is definitely going to be a helpful experience in understanding the ways that different students learn and how the curriculum in schools needs to be specialized so that each student is able to successfully learn the material in ways that help them use it.
11/27/08 - Interview a teacher for special needs
For one of my classes, I was assigned a special education teacher to observe. Several times throughout the semester, I went to observe her and watch her work with the students. It turned out to be a great experience as I was able to see how a special education teacher deals with the daily unexpected situations of working with students who have special needs. I was also excited to be able to get to know the regular students, even just a little, and see the ways in which they worked with or against their disorder.
A couple of times during my observations, I interviewed my cooperating teacher and asked her questions about her job and her work with the students. Some of the themes I touched upon in my discussions with her included collaboration among teachers (both special ed. and general), inclusion and obstacles, individual work with the students, and representation of genders and minority groups. To sum up, here are a few highlights of her responses:
Collaboration generally seems to work between the general staff and the special education teachers. The teachers usually communicate through e-mail, and while the general teachers sometimes fall behind in getting the work for the special education teachers, they are all usually on the same page.
At this point, my cooperating teacher only works with boys, though she used to work with two girls, who went onto the middle school. She feels that boys tend to be labeled with special needs more than girls because teachers don’t accommodate for boys needs during the elementary years.
My cooperating teacher feels that there is a fair distribution between backgrounds of students in this school, mostly due to the high diversity that is present in the area.
My cooperating teacher feels that the most important part of working with special needs or emotional disorder students is the relationship with them. In order to be successful, you must get to know the student very well and know about their abilities, likes/dislikes, and personality traits. Because of this belief, she spends quite a bit of time, when first taking on a student, getting to know them.
From my conversations with my cooperating teacher, I came to better understand the many pieces that make up special education, and why it is so important in our local schools. It’s a program that must be offered so that all students have the ability to get an education and better their worlds. It made me realize that as a general teacher of math in a middle school, I will definitely have to have good connections and collaboration with the special education teachers in my (future) school in order to make sure each student has the same opportunities to learn. I want these special needs students in my classroom, because I want to get a chance to show them math and help them understand it. I realized that I will always have to be making accommodations for some students, but that’s the best way to teach: making sure each student is given that ability or opportunity to understand the material and use it in a way that works for them. Overall, I really appreciated this time spend with the special education teacher as it gave me more insight into the world of special education and how, one day, it will be part of my career.
12/4/08 - Freedom Writers - Lives of inner-city students & how their education is affected
Recently I watched the movie "Freedom Writers", which is the true story of a first-time high school teacher who struggles to make connections with her students, but eventually is able to get through to them. I felt that the movie did a great job illustrating the daily struggles that the students faced as they fought for their lives. The movie then showed how these endeavors then impacted their education. It was a view of inner-city life in an area of California that I was very unfamiliar with.
In the story, the concept of gangs in that area was highlighted as it was an important and main part of most students' lives. The story circled around to the different students and illustrated the gang involvement that their families had and the violence that was almost a constant in their lives. It showed how many of these students had grown up in this kind of environment and it was basically all they knew. They had been trained by their families to dodge bullets, stand against their enemies and fight for their allies. This was the basis of the education that stayed with them through their upbringing. It was obvious that most students were just moving from grade to grade, and weren't retaining any knowledge that the school teachers were giving them. Unfortunately, the teachers knew this fact and weren't motivated to try harder, since they believed no one could get through to them. They were wrong.
When Erin Gruwell came to the high school, she worked very hard to make connections with the students, even though it cost her a lot of time, money, energy, and her marriage. At one point, Erin confronts the students about stereotypes and makes a comment about the Holocaust. She is shocked to find that only one student (the only white student) knows what the Holocaust was. This was an example of how the students don't learn in the schools and really only learn from their life experiences. With time, Erin eventually is able to connect with the students through a writing project and they learn so much more than people around them, even teachers, thought was possible.
Even while the story is an amazing story, what stuck out to me was the lifestyle of these students. Their lives are filled with so much unnecessary violence and they are not able to expand their knowledge of the world outside of their communities. Because of the violence and disturbances in these areas, the students are not able to be challenged and grow as intellectual individuals because they are too preoccupied with staying alive. To them, the idea of school is a joke; it's something that is laughed about and pushed aside. It's seen as a way to get off the streets for a while, even by their parents. Speaking of the parents, I was even surprised to find that most weren't very supportive of their students academic interests or abilities - they were also too preoccupied with their lives and what they had to do to get by. They seemed to be looking forward to the days when their children could stay home and help with the tasks around the house. It just made me realize that this is a mindset that needs to be changed. Fortunately there are teachers and people out there who are helping to correct this.
I think what I got most from this movie was the importance of reaching out to people and believing in them, even if they don't respond or want help. It's important to continue to show that you truly care and want them to succeed. As a future teacher, I think this is such an important concept to keep in mind as I look forward to the struggles with students that I will have. I know that I will have students who don't respond well to my teaching styles or techniques and some won't even be interested in school at all. My job will be to find a way to intrigue them and make them interested in the content. I will have to come up with many new projects or techniques that will help the students make connections with math so that they can learn the material. I know it will be a challenge, but I look forward to fighting it. Overall, "Freedom Writers" was a wonderful movie that can show how important it is to make connections with students, or people in general, if we hope to create a atmosphere of knowledge and deeper understanding of the world around us.
Subscribe to:
Comments (Atom)
