During my service learning I witness 120 students walk in and out of the classroom. The dynamic of the class room, when looked at in numbers, is very surprising. There are only two white students out of the 120 that my service learning teacher teaches and three Asians. The other 115 students are equally Hispanic and Black. When I put the student’s ethnicity into numbers my first reaction was to blame the school for not having a more diverse community of students. But then I realized that the students are admitted through a lottery of applications. All the applications are mixed into one big box and then the upcoming freshmen are selected. With this being the method used to select the students that attend the school, I realized that the applicants are the ones that form these figures and not the school itself. I then questioned why is it that the majority of the applicants are Hispanic and African American students. Something must draw these students in. I also realized that a lot of the freshmen students have had an aunt, uncle, cousin, brother, sister, or neighbor that has attended the school. There is also a large number of students who will be first generation high school graduates. I then asked myself, what does Coconut High offer to these students and families that keep them applying to the school?
The first answer that came to mind was that it’s a small school. More than half of the students in the school are Spanish speakers. In a small school they are less likely to slip through the cracks that many English learning students slip through in larger high schools. Although Coconut High does not have a program that caters to ELL students, the school and teachers have been catering to these kinds of students and families since the very beginning. The small community also provides a more individualized education and attention for each student. Not only do the students benefit educationally, but also socially. They are surrounded by students who share the same cultural beliefs and native tongue. It creates a comfort zone and a sense of a second home in the school.
A program called School-to-Work is provided at Coconut high. This program places you in a secure job by your junior year. For many families this is a blessing. This is an extra income the entire family can benefit from. At Coconut High students are required to wear uniforms that the school does not pay for; with a job the students can now pay for more uniforms and take some of that load off of their parents. It also gives the students an opportunity to learn the responsibility and how to meet the demands of going to school and handling a job. Considering that all the students come from working class homes the program allows parents to see and know that the school understands their situation and working class culture.
There are many other qualities that the school has that I believe makes itself appealing to the students that it serves. A theorist Lisa Delpit touches upon something that she calls the “Culture of Power” I believe Coconut High has its own “codes and rules,” as Delpit puts it, which makes the school what it is. She describes these codes and rules as “communicative strategies, and presentation of self, that is, the way of talking, ways of instruction.” I believe each school, maybe even structures themselves, has its own culture of power. The Culture of power that Coconut high has come to develop, is one that appeals to Hispanic and black families it serves, therefore the students that the school is composed of bring these assets to the school even as they are apply for it.
Tuesday, December 8, 2009
Prompt 6
A theorist, Megan Boler, says that it is a must to “delve into the deeply emotional investments and associations that surround perceptions of difference and ideologies.” I believe in any class this one of the most important things that a teacher must learn to do with her students. Not only does the teacher have to learn how to do this, but she also has to teach her students how to do this as well and explain why it is such an essential tool to have as a active member on a democratic society.
Being that I came into the school year mid way, I missed a lot of the foundation that the teacher had laid for her students in her classroom. Such as how discussions are held, what ideas and prospective will be respected, what will and will not be tolerated. I believe that setting such a foundation in the classroom is vital. The foundation you build in your classroom will also help enhance how you interact with parents and cater to the different linguistic and sociocultural differences. The one element of the teachers foundation that stands out to me the most is the ability to freely discuss any subject without fear of being excluded, made fun of, or criticized . On a daily basis the students have deep discussions that stem from various topics. The safety that the teacher provides in the classroom for her students, really allows them to express themselves freely and critically analyze whatever is on the table.
Establishing such a relationship with the students in the classroom makes it easier for the teacher to express her sensitivity to the linguistic and sociocultural difference amongst her students. I asked the teacher how is it that she makes sure to show these sensitivities. She was able to explicate the importance of discussions in her class room and in what situations might she use this tool.
“Throughout reading or writing any of the stories we encounter in class, I generally take the time to have open discussion about topics, inherent in class books that have a direct relationship to an aspect of a students' life. For example, during our religious studies, we may discuss the religious undertones with which most people were raised with, and we analyze our understanding of those ideas. At first it may seem that this is in fact an insensitive thing to do, as it directly forces most students to challenge their previously held beliefs, but I would argue that in fact, by recognizing the beliefs they already possess, specifically the products of being a member of a particular sociocultural class or of a particular nationality (i.e., most Asians are exposed to Buddhist practices, whereas most Latinos are exposed to Christian based practices). Of course this is not limited to topics of religion, but in fact much more relevant topics are acknowledged and discussed as a class; perspectives on women, masculinity, good vs. evil, homophobia, and much more.”
As I previously mentioned, as feel as if though my teacher has set up the learning environment in her classroom where this is the most effective way that she can demonstrate sensitivity to her students linguistic and socialcultural difference. Other teacher may have different strategies but as a future teacher and current student I feel in both classrooms, not matter what role I play, open discussion seems to be the way to go when dealing with deeply imbedded differences. I should also add that I feel that it becomes a part of social duty as an educator to challenge students’ beliefs and introduce the process of analysis and evaluation at every stage of learning.
Being that I came into the school year mid way, I missed a lot of the foundation that the teacher had laid for her students in her classroom. Such as how discussions are held, what ideas and prospective will be respected, what will and will not be tolerated. I believe that setting such a foundation in the classroom is vital. The foundation you build in your classroom will also help enhance how you interact with parents and cater to the different linguistic and sociocultural differences. The one element of the teachers foundation that stands out to me the most is the ability to freely discuss any subject without fear of being excluded, made fun of, or criticized . On a daily basis the students have deep discussions that stem from various topics. The safety that the teacher provides in the classroom for her students, really allows them to express themselves freely and critically analyze whatever is on the table.
Establishing such a relationship with the students in the classroom makes it easier for the teacher to express her sensitivity to the linguistic and sociocultural difference amongst her students. I asked the teacher how is it that she makes sure to show these sensitivities. She was able to explicate the importance of discussions in her class room and in what situations might she use this tool.
“Throughout reading or writing any of the stories we encounter in class, I generally take the time to have open discussion about topics, inherent in class books that have a direct relationship to an aspect of a students' life. For example, during our religious studies, we may discuss the religious undertones with which most people were raised with, and we analyze our understanding of those ideas. At first it may seem that this is in fact an insensitive thing to do, as it directly forces most students to challenge their previously held beliefs, but I would argue that in fact, by recognizing the beliefs they already possess, specifically the products of being a member of a particular sociocultural class or of a particular nationality (i.e., most Asians are exposed to Buddhist practices, whereas most Latinos are exposed to Christian based practices). Of course this is not limited to topics of religion, but in fact much more relevant topics are acknowledged and discussed as a class; perspectives on women, masculinity, good vs. evil, homophobia, and much more.”
As I previously mentioned, as feel as if though my teacher has set up the learning environment in her classroom where this is the most effective way that she can demonstrate sensitivity to her students linguistic and socialcultural difference. Other teacher may have different strategies but as a future teacher and current student I feel in both classrooms, not matter what role I play, open discussion seems to be the way to go when dealing with deeply imbedded differences. I should also add that I feel that it becomes a part of social duty as an educator to challenge students’ beliefs and introduce the process of analysis and evaluation at every stage of learning.
prompt 4
My personal history may interject with those of my students in various ways. I believe that I have experienced much for my young age. For example, my house going for foreclosure and not having a place to go, being a teenage mother, and being a victim of abuse. Such experiences shape any person’s character to be very strong and opinionated. I feel like I am at a disadvantage because such experiences can cause someone to close up or become distant and that is not something I want to do with my students.
At the same time experiencing such hardships can be an advantage. I can empathize with my students, who experience loss, struggle, abandonment, and other tough emotions that are hard to handle. I can be a support system for those students. This question is one that I really struggle with answering still being that I am trying to fully understand who I am. As a teacher it would be ideal not to have any misconceptions or have any bias opinions, but unfortunately that’s not possible.
During this experience I have not had a moment where I have had to confront any cultural misconceptions and I’m very glad that I have not. Although I will be honest in saying that I am very afraid for that moment to come. Not because I do not want to learn from the experience but because I am afraid of how I may come across to my students unintentionally. While as an educator I feel it is a moral obligation to uphold one’s own professional and almost immaculate image, I know that my own beliefs or passion towards certain subjects, may evoke emotional reactions that may be irresponsibly negligent to demonstrate towards young and impressionable youth. I am confident that I will have had the right experiences to prepare me for such an occasion and that I am able to see myself outside the situation to be able to remain as objective as possible.
This prompt has helped me to really think about such an experience and how I might react to a situation where one of my students makes me face one of my ugly misconceptions. I came to the conclusion that I would do something called “unpacking the idea”. It’s a practice we learned about during Promising Practices. The key note speaker, Tricia Rose, spoke on unpacking ideas and getting to the bottom of where they originate from. I would hope to be a humble teacher and unpack my misconceptions before my class to demonstrate that just as I may have had that misconception, many of us have unknown misconceptions as well. I would explain that it is not our fault that we may have these misconception but we can be responsible in changing them. So thank you Tricia Rose, for teaching me how to “Unpack” an idea, because when I do have to face a misconception before my class I may not be prepared but I will know a wonderful tool that I can use.
At the same time experiencing such hardships can be an advantage. I can empathize with my students, who experience loss, struggle, abandonment, and other tough emotions that are hard to handle. I can be a support system for those students. This question is one that I really struggle with answering still being that I am trying to fully understand who I am. As a teacher it would be ideal not to have any misconceptions or have any bias opinions, but unfortunately that’s not possible.
During this experience I have not had a moment where I have had to confront any cultural misconceptions and I’m very glad that I have not. Although I will be honest in saying that I am very afraid for that moment to come. Not because I do not want to learn from the experience but because I am afraid of how I may come across to my students unintentionally. While as an educator I feel it is a moral obligation to uphold one’s own professional and almost immaculate image, I know that my own beliefs or passion towards certain subjects, may evoke emotional reactions that may be irresponsibly negligent to demonstrate towards young and impressionable youth. I am confident that I will have had the right experiences to prepare me for such an occasion and that I am able to see myself outside the situation to be able to remain as objective as possible.
This prompt has helped me to really think about such an experience and how I might react to a situation where one of my students makes me face one of my ugly misconceptions. I came to the conclusion that I would do something called “unpacking the idea”. It’s a practice we learned about during Promising Practices. The key note speaker, Tricia Rose, spoke on unpacking ideas and getting to the bottom of where they originate from. I would hope to be a humble teacher and unpack my misconceptions before my class to demonstrate that just as I may have had that misconception, many of us have unknown misconceptions as well. I would explain that it is not our fault that we may have these misconception but we can be responsible in changing them. So thank you Tricia Rose, for teaching me how to “Unpack” an idea, because when I do have to face a misconception before my class I may not be prepared but I will know a wonderful tool that I can use.
Prompt 3
In our class room my teacher and I do an exercise called Word of the Day. Students have a designated section of the area, labeled WORD-of-the-Day, and open up their binders soon as they come into the classroom. A graphic organizer is provided for them at the beginning of the year where they keep track of their daily words. Each word-of-the-day is taught in conjunction with two other related words, and when the class has reached about 7-8 new words of the day, an assessment takes place in form of a regular quiz. In the first section students are asked to fill in the sentences with the proper word-of-the-day, the second section is matching section of roots/prefixes/suffixes to their appropriate meaning.
The way it works is that we break the word down into prefix, suffix, and root of word, related words (related words chosen by students), and definitions. Depending on the word we may be able to fit a piece of the word into each category, in some instances it may not fall into either but we try to break down the word before defining it. For example, the word “ Carnivorous” is written on the board. Underneath, the word is broken into two roots and a suffix: “carne” – meat, “vor” – appetite, hunger, “-ous” adjective. The teacher and I generally try to get the students to realize the definitions of the roots themselves, using other words they know, either in English or their own native language. Then, the class proceeds to collectively think of two other related words we can use for these roots, such a voracity- the act of being eager to a great amount of food, and Reincarnation- the rebirth of a soul in a new body or form.
When doing this exercise the teacher is aware of the fact most of the students are Spanish speakers and have taken either a Portuguese class or two while attending Coconut High. So she asks the class… “What does the word carnivorous sound like in Spanish or Portuguese?” the student’s respond by saying “carne” meaning meat in both languages. So then she says “great so if carne means meat, then what do you think it mean to carnivores or what is a carnivore?” I feel as if though my teacher is very aware of her student’s ethnicity, linguistics, and sociocultural assets. Whether it is through the word of the day or playing Spanish music during advisory or having students come into the class room to each other students how to dance their traditional dances, She is constantly seeking to learn more from her students’ culture and ethnical background. I have learned to embrace and appreciate every cultural asset that a student may bring into the class with an honest and open heart just as my teacher does in her classroom.
The way it works is that we break the word down into prefix, suffix, and root of word, related words (related words chosen by students), and definitions. Depending on the word we may be able to fit a piece of the word into each category, in some instances it may not fall into either but we try to break down the word before defining it. For example, the word “ Carnivorous” is written on the board. Underneath, the word is broken into two roots and a suffix: “carne” – meat, “vor” – appetite, hunger, “-ous” adjective. The teacher and I generally try to get the students to realize the definitions of the roots themselves, using other words they know, either in English or their own native language. Then, the class proceeds to collectively think of two other related words we can use for these roots, such a voracity- the act of being eager to a great amount of food, and Reincarnation- the rebirth of a soul in a new body or form.
When doing this exercise the teacher is aware of the fact most of the students are Spanish speakers and have taken either a Portuguese class or two while attending Coconut High. So she asks the class… “What does the word carnivorous sound like in Spanish or Portuguese?” the student’s respond by saying “carne” meaning meat in both languages. So then she says “great so if carne means meat, then what do you think it mean to carnivores or what is a carnivore?” I feel as if though my teacher is very aware of her student’s ethnicity, linguistics, and sociocultural assets. Whether it is through the word of the day or playing Spanish music during advisory or having students come into the class room to each other students how to dance their traditional dances, She is constantly seeking to learn more from her students’ culture and ethnical background. I have learned to embrace and appreciate every cultural asset that a student may bring into the class with an honest and open heart just as my teacher does in her classroom.
Friday, September 18, 2009
Prompt 1
Textron Cambers, graduating class of 2008. A whole two years later and I'm back in the build but this time around I'm in the front of the class room. I stand before a full classroom and the anxiety kicks in. My teacher and I did not discuss any formal plans for me or what exactly I would be doing; I was kind of just thrown under the bus. My teacher and I have a very strong relationship outside of school and by the way she just threw me out there you would've never guessed. I did not expect it to be easy but neither did I expect to be teaching within the first 30 minutes of being in the classroom. I had just walked through the door and put down my bag when suddenly; she called me out and had me introduce myself to her first freshman class (there was another one coming shortly after). I introduced myself and the day began. They worked on their quizzes and then the bell rang. The next class was the senior class and as they all filed into the room, Mrs. A is jotting down a word of the day for me and spilling all this information into my ears and says "class, my friend will introduce herself and then start you off with the word of the day." I didn't even have time to recollect my thoughts or grasp the word that I was going to be breaking down, using in a sentence, and finding related words too. The students recognize me right away but the formal introduction is still required. I introduce myself and just like that the floor was all mine and I was teaching the word of the day. After the word of the day the students did presentations, and then they prepared to do their research papers.
The students only have half a day on Fridays and are required to leave the building once the bell rings. Time was limited in class and all the questions about the research papers had not been answered. At the end of the day Mrs. A had a meeting to go to And I still had the rest of the day left to be in the building. The bell rang and I sat in the class room as I waited for struggling students to come back to have their questions answered. Mrs. A was at her meeting and I was in the classroom teaching the students away. The students were all ready to leave with their transition sentences ready and research topics at hand. Oh boy this was a good first day.
The students only have half a day on Fridays and are required to leave the building once the bell rings. Time was limited in class and all the questions about the research papers had not been answered. At the end of the day Mrs. A had a meeting to go to And I still had the rest of the day left to be in the building. The bell rang and I sat in the class room as I waited for struggling students to come back to have their questions answered. Mrs. A was at her meeting and I was in the classroom teaching the students away. The students were all ready to leave with their transition sentences ready and research topics at hand. Oh boy this was a good first day.
Tuesday, September 8, 2009
ME, me, Me
Hello, my name is Ashley Marie Morel. I am 19 years old and I am a proud parent of the most beautiful 3 year old ever ( typical mother). Outside of school I like to dance salsa. I go dancing about 2-3 times a week. I'm not that great but it's tons of fun. I love doing family oriented activities such as; bowling, going to the movies, going to the park, doing arts and crafts, and just enjoying their company. I am very eager to start the VIPS program and take as much from the experience as I can. i hope to apply all that i learn to every aspect of my life and disregarding what is not needed. I'm very excited and I hope the rest of the class is as well. Good Luck guys.
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