Now What?

As the conclusion of our Ed. S. program draws near, I felt it appropriate to ask myself now what.  Now what do I do?  I feel this program has been an amazing experience that has helped me to clarify issues I feel are worth fighting for.  So, now what?  Both of our final readings offered several suggestions and bits of inspiration to confirm to me that yes, I can make a difference in my students’ lives.  As we discussed at Caitlin’s during our last class, in order for change in educational policy to happen, teachers must speak out collectively and stand up against what is not best for our children, like the current testing situation.  I really liked what Rhina said.  She said, “You can do the thing you think you cannot do, and you must try.”  I must remember these words as I continue my career in teaching.  When I think of issues that seem impossible to change, I must remember these inspiring words, because our children and their access to education are worth fighting for.

Politics & Education

During class, I felt it was an interesting and informative activity to research Obama’s plan for education.  My group looked at Obama’s view of school choice which I seemed to agree with.  I was glad that his plan did not support giving vouchers to parents to send their children to private schools.  This is a difficult area for me because I do want all children to have the same access and opportunity to a high-quality education, but I feel taking money from public schools to fund private schools is not the correct solution.  We began to learn a bit more about charter schools which are public schools where teachers and parents share in decision making.  Perhaps charter schools could offer parents and their children another positive choice.

One part of Obama’s plan that we discussed in class which worries me is the teacher merit pay.  As we somewhat discussed in class, I will need to learn more about how Obama plans to reward teachers because if it is simply based on test scores, this would not be a fair or just way in which to reward teachers.  There used to be a bonus cash incentive in my county to teach at a title I school.  Rewarding teachers who stay at a title I school consecutively makes sense to me because title I schools have such difficulty with teacher retention.  I will definitely have to read and inform myself further about Obama’s education plan. 

The Power of Language

Language and the power associated with it is a topic about which many people hold strong beliefs and opinions.   I found Brian’s discussion on Ebonics very interesting and informative.  As I learned about the systematic rules and structures applied in Ebonics, I began thinking of my students and noticing how many of the students in the classes I go into, consistently apply these rules in their speaking.  Based on this knowledge of the systematic rules and structures, I definitely see how Ebonics is a language.  However, I feel many teachers at my school would argue that Ebonics should not be accepted in schools based on the following conversation I had this week with several teachers at lunch.

One of the teachers made a comment about parents at our school. (The majority of the students at my school are Hispanic and many come from Mexico.) She said something like, “Well, if they choose to come here, they need to become legal citizens, and at least learn English.”  I wasn’t sure how to respond to this as this comment really struck a nerve with me and I knew I had to speak up for parents who do not speak English.  I tried to explain that first of all, it is extremely difficult to legally gain US citizenship and requires resources such as time and money.  To address the language issue, I explained that learning English is not an easy endeavor.  Many of our parents work in environments in which it’s not necessary to speak English and therefore have little opportunity to acquire English.  When a teacher responded, “Well, then they should have to take a class,” I continued to try to get the teacher to understand the personal lives and situations of our students and parents.  Although it would be great for our parents to have the opportunity to take English classes, the reality of this situation is most likely that the parents work long hours and do not have extra time to attend classes.  The tone and sentiment of some of the teachers in this conversation was that of a lack of tolerance for any language other than English and this disturbed me.  Although I recognize the need for my students to learn English (the language of power),I feel that the United States was founded on the “melting pot” vision and thus should tolerate and accept the use of all languages.

Assessment and Intelligence

The timing of reading this article about the intersection of intelligence and culture by Robert Sternberg could not have been any better.  Just this week, I had a very interesting experience during an RTI meeting for the child that I’m doing my critical child project with.  This sweet child has struggled in school and repeated kindergarten.  Due to his difficulties he has encountered in school, he has begun to stop trying.  I came to the conclusion that he stopped trying because it was more positive for him to not try at all rather than to try and fail.  So we have implemented interventions with him to promote his self-esteem as well as encourage him to try his best.  It has been amazing to see the transformations he has made.  He smiles more, stands taller, goes out of his way in the hall to talk to me, not to mention the significant growth he has made in his reading.

So because of the success with the interventions, going into the RTI meeting, I didn’t feel he was a student needing special education services.  However, although he has made positive changes with his literacy teacher and myself, his math teacher has seen no changes in his behavior or academic growth.  Additionally, when the RTI facilitator informed us of the child’s IQ score (66), the feelings of what is best for this student suddenly changed.  The knowledge of his IQ score suddenly shifted the meeting towards a need for placing this student in special education.  Because I was not expecting to learn this information, I was really caught off guard and am now questioning my reaction to this situation.  I tried to become more informed during the meeting by asking how the IQ score was figured, when the testing was done, etc, but the RTI facilitator seemed to be bothered by my wanting more answers.  Although I do believe this child benefits from small group instruction, I’m questioning whether special education is best for this child. 

This article really helped me to reflect on this situation and how ONE score on  ONE test can effect a child’s life in very significant ways.  I feel like I tried to present more information and assessments on my child during this RTI meeting so the meeting participants would not simply consider ONE score.  However, I’m questioning myself, did I raise my voice enough?  I hope!!

Social Class

I really enjoyed the articles that looked at Ruby Payne’s Framework for understanding Poverty.  Although I have never read her book,  I must admit that I was guilty of assuming that her knowledge and training was valid because I had heard her referred to so often in the topic of social class.  After reading the articles critiquing her knowledge and experience, it now seems strange that her name is so often brought up as an expert on the issue of poverty (due to her lack of experiences and the fact that her research is not reviewed, she requires anyone attending her training to buy her book, etc.).  After reading these articles, her framework seems more of a list of stereotypes associated with the lower socioeconomic status, rather than a framework to bridge the equity/achievement gap between classes.

The 10 chairs activity Rhina led in class was a great eye opener for me.  Although I was aware of the unequal division of wealth in our country, this activity really helped to visualize and probe my thinking further on this issue.  It was particularly interesting because I happened to be a particpant among the 90% trying to hang onto my seat.  It felt awkward, uncomfortabble, stressful, and crowded.  I think sometimes teachers want to put the lack of achievement blame on the parents, but we, too often, forget their struggle to simply survive.  I believe most parents are doing the best they can and aspire for the best for their children.  When teachers act as advocates for our children and their parents, perhaps we can work together to bridge the achievement gap.

“Willing to Be Disturbed”

This was definitely a difficult assignment for me, but it really forced me to delve into an issue that can be a bit sensitive and touchy for some people to discuss.  But I felt like it was an issue that has bothered me for some time now in my teaching experience. 

I have often been involved in conversations at lunch in the teacher’s lounge in which the topic of going to church arises.  On several occasions, different teachers have made references to the fact that many of the children at our school do not attend church on Sundays and what an experience they are lacking.  Teachers have even expressed sympathy for our children saying that they are missing out on what a Sunday really is.  I guess I have been such a good listener all my life and have always tried my best to remain open to other people’s views and beliefs, so I didn’t speak up for my children during these conversations.  However, now as I think back to these conversations, there are some things I wish I would have said.

I wish I would have expressed that these teachers were making several assumptions.  First of all, they assumed that all people value going to church and if you don’t go to church, you must not be as worthy and are missing a valuable experience.  Secondly, they are assuming that church only happens on Sunday.  Additionally, and probably most infuriating, these teachers were basically, saying they were better people than my students, simply because they go to church.  As open as I try to be, I must say that one’s religion/faith is a private and personal choice, one of which does not make you more or less, or better or worse of a person. 

As I think now of what I might say if this conversation comes up again, I struggle to find the right words.  Unfortunately, I sometimes hesitate to say my true feelings for fear of conflict or disagreement, but, I really need to learn how to grapple with speaking up, especially when it is in the best interest of my students.

Packet of Multicultural Ed. Articles

I found all of these articles to be very informative, really making me stop and think about how best to choose multicultural literature.  By using the criteria in the article, Evaluating Children’s Books for Bias, I feel I will be more effective at choosing appropriate books.  I have to admit that before reading this, I felt like I chose books by considering the biases found in books.  But after reading this, I realized there is much more to consider when choosing appropriate multicultural literature.  I was especially inspired by the teacher and students in the Beyond Pink and Blue article.  The time and commitment she spent focusing on anti-bias work seemed to exemplify the values of a multicultural educator dedicated to social justice.  By consistently and intentionally integrating multicultural and anti-bias work into her fourth grade classroom, she offered students authentic experiences in which they shared their voices.  In doing this, she enabled her students to become empowered to let their opinions be known.  When the Pottery Barn president actually responded to the students, they were reaffirmed that yes, they can make a difference in the world.  Unfortunately, when reading Down But Not Out,  I had to agree with the author that there does seem to have been a recent shift with so much funding, professional learning, and focus constantly remaining on meeting standards and passing the test.  I am encouraged, however, that programs like our Ed. S. exist and are relighting that spark to make multicultural education a top priority in K-12 schools.

Freire’s Sixth Letter

Although I continued to find myself often rereading to further understand Freire, I enjoyed this chapter because I feel the relationship between a teacher and the learner is a major element in being successful at reaching all learners.  There were two points Freire made that really stood out for me.  On page 98, he says, “And of the testimony of saying and the testimony of doing, the stronger is doing because it has or can have immediate effects.”  To me, this quote reminded me of the importance of a teacher’s follow through and the power of being consistent.  Not only is it important to be consistent with expectations and behavior management, but also providing a solid support for each child in your class by following through and taking action to meet each child’s individual needs.  When teachers follow through for their children, the relationship between the teacher and the child becomes stronger and stronger as children learn that you mean what you say and you will look out for their needs, which, in turn, makes the child want to try even harder to achieve success in school.

Another quote that struck me was on page 107.  Freire states, “In sum, the relationship between educators and learners is complex, fundamental, and difficult; it is a relationship about which we should think constantly.”  I think this is so true that nurturing relationships with our children is a constant process of which we can not give up.  The Critical Child project is helping me to realize this relationship process.  It is a continual process that requires constant nurturing and evaluating.  When teachers quit or give up on maintaining these relationships, they have therefore given up on reaching that child altogether. 

Freire’s Eighth Letter

Although when reading Freire, I often find myself confused, I still enjoy reading his work because I have come to value his insight.  In class, there has been much discussion about providing an equitable education for ALL students as well as finding ways to speak up for what we believe in.  I have been contemplating for some time now about ways that I can speak up to represent the voices of my students and I felt this chapter offered some suggestions.  Freire states, “Educators need to know what happens in the world of the children with whom they work (p.130).”  By knowing all of our children and their unique contexts, this information can help teachers provide the most supportive and appropriate education for our children.  Additionally, Freire asserts that “What is not possible, nevertheless, in this effort to overcome certain cultural inheritances that repeat themselves from generation to generation and at times seem to be petrified, is to cease to take their existence into consideration (p.126).”  I think this quote brings up an important point about implementing effective change.  Without recognizing and considering all factors that contributed to an individual’s current situation, you are unable to change what may not have worked in the past. 

Post 3-Silencing Teachers

Although Elizabeth Jaeger’s experience with being transferred to another school because of her resistance to Open Court really angered me, this article also forced me to continue to push myself to understand the importance of child advocacy, particularly for ELL students.  Throughout my experience working as an ESOL teacher at a school with a student population of primarily Latino children, I have become frustrated by many issues affecting my students and their parents.  For example, the testing ELL students are subjected to is infuriating. Research (Cummins)  has shown that it takes one to two years for most students to acquire BICS (basic interpersonal communication skills) in English.  However, it takes an average of 5-7 years for students to acquire the academic English  (Cummins refers to as CALP-cognitive academic language proficiency) necessary to be successful on standardized tests.  Yet, knowing this, ELL students are only allowed a year grace period in which they can be deferred from participating in standardized assessments. It doesn’t seem fair or just that schools like mine are in danger of losing funding based on CRCT scores when so many students haven’t even been in school long enough to acquire academic language. Therefore, this article once again reminded me that I must find ways to get the voices of my students and their parents heard in order to change practices like this.