week 7

Chapter five of Ayers really made me think and reflect more than I have done in the past readings. It reminds me of when I first told my mom I was interested in being a teacher. She said, “Really? But Mira, you hate reading. How can you teach children to read and enjoy books if you can’t even do that?” My mother is a very smart woman, so I always really think about her comments and advise. Her reaction made me question my decision. I don’t often do or follow as she tells me, but her thoughts concerned me. As with every disagreement we’ve had, I try to find ways to justify my decision. Thoughts such as: Maybe I’ll be a better reading teacher because I know what a struggle or mundane activity it can by to some. Maybe I will find a new interest in reading if I read more leisurely and stay away from text books.

My mom and my sister love to read. It was their thing growing up and it is their thing now too. I played sports and created art in my free time as a child. So, that is what I still enjoy now in my free time. I have no desire to sit still and read but that doesn’t mean I won’t be a good teacher. I think moms are there to make you think. I don’t hate reading but I don’t enjoy it either. It’s like a job to me. Some parts are okay, I wouldn’t go out of my way to do it but it’s an obligation.

I like how Ayers worked to bring more diverse books into the library. My niece has a children book And Tango Makes Three, which I think is wonderful. I see the logic behind banning this book. It is based on a true story and so what if it seems to endorse same-sex partnerships. That to me is total ignorance. It is one of her favorite books and her parents don’t think anything of it.

Another aspect I really enjoyed was the questions he said he asked himself as a teacher:

1. Are there opportunities for discovery and surprise?

2. Are students actively engaged with primary sources and hands-on material?

3. Is productive work going on?

4. Is the work linked to student questions or interests?

i. I really like this one. I think that’s an important aspect to keep in mind. I don’t know anything about the curriculum planning process but through readings and discussions it seems the concerns are focused on absorbing the required data and it doesn’t seem like much thought or effort is really put into the students questions or interests.

5. Are problems within the classroom, the school, and the larger community part of the student consciousness?

6. Is work in my classroom pursued to its far limits?

i. I often ask myself this question now when I’m coaching. I’m always wondering if they workouts are too hard or if they’re just not trying, if I’m not explaining things well or if they’re just not listening. This is a question that doesn’t really have a definite answer.

week 6

The Pledge of Allegiance

I actually thought after the controversy a few years ago, that the Pledge of Allegiance was no longer allowed in schools. I heard about it, but since I have not been in a classroom for many years, I had honestly forgotten about it. It was a little surprising when the teacher asked the class to stand while I was completing my volunteer hours. I was working in both of the second grade classrooms and I only remember one teaching doing the pledge in the mornings. It was interesting to see the compliance from all of her students as she led the class in the Pledge.

When I was in elementary school I don’t remember being required to do the Pledge of Allegiance. Actually, I can’t even think of a time when I participated. I have always stood up and been silent, but I have never put my hand on my heart or said the words. Probably in my early years of school I did it because I was asked to, but I really can’t remember a time. I spoke with my aunt who is a high school principal and asked if her teachers do it every morning. She said it is said every morning over the loud speaker but she does not oversee or mandate that the teachers make their students participate.

I was thinking about my own high school experience and even then, I don’t remember doing the salute. My memory is not always the best, so I asked a few of my friends from high school and they said we did not do it, nor was it said over the loud speakers. I am really surprised that it is so emphasized here (at least with the schools I am in contact with). My elementary school was very alternative but still public. The high school was traditional, public and a reputable school. So, is the decision just principal based? There is not much that can make me do it in my classroom. If it’s an issue, than I can discuss it with the principal at that time, but I can’t make my students do something that I am not willing to do myself.

You can’t say you can’t play-

I am not sure yet what I think about this book or the author. I like how she is involving the class in her discussions on inclusion and rejection but it also seems weird that they keep talking about Clara like she is not sitting in the same room. It would be a difficult issue to explain to the students because they have already told her what they feel about including people they don’t want to play with.

“The children I teach are just emerging from life’s deep wells of private perspective: babyhood and family. Possessiveness and jealous are inescapable concomitants of both conditions. Then, along comes school. It is the first real exposure to the public arena. Children are required to share materials and teachers in a space that belongs to everyone. Within this public space a new concept of open access can develop if we choose to make this a goal. Here will be found not only the strong ties of intimate friendship but, in addition, the habit of full and equal participation, upon request” (Paley 21).

In preschool and kindergarten children’s experiences are all new and different. Of course they’ve played with siblings, friends or neighbors but not 20 friends at once. I didn’t think about what a huge adjustment all of that interaction would be. Kids are learning to become independent and self-sufficient but they must also learn quickly how to be social, take turns and share.

week 5

I really like Greene’s quote about what teachers can and should provide in their learning environment.

We can bring warmth into places where young person come together, however; we can bring in the dialogues and laughter than threaten monologues and rigidity. And surely we can affirm an reaffirm the principles that center around belief in justice and freedom and respect for human rights, since without these, we cannot even call for the decency of welcoming and inclusion for everyone, no matter how at risk. Only if more and more person in their coming together learn to incarnate such principles and choose to live and speak in accord with them, are we likely to bring a community into being. All we can do is to speak with others as passionately and eloquently as we can; all we can do is to look into each other’s eyes and urge each other on to new beginnings. Our classrooms ought to be nurturing and thoughtful and just all at once…

This is a very positive and motivating suggestion for teachers. Not just teachers, but for individual and life in general. And she discusses “releasing the imagination” I am forced to reflect and predict how I can encourage and bring her suggestions to a classroom. I am sure there are times when it’s hard to constantly be implementing those qualities but it seems like should be a lifelong goal for all teachers.

We have talked a lot in class about finding ways to make every student feel unique and appreciated, and Mara Sapon-Shevin seems to find very motivational ways to apply these ideas. Her example of the teachers from Australia was also very interesting. After every shared their items she asked around the group not what that person shared but what everyone learned about that person based on what they shared. It gives a deeper meaning and appreciation for the dialogue that takes place in that conversation. When I was volunteering in fall, every Friday was sharing. Each student was allowed to share an item and then after they shared they were allowed to answer one question from their classmates. It was hard because everyone wanted to ask a question but certain people were continuously called on.

Once they were called on, they didn’t really even have a question. They were often caught off guard and made up a question quickly that was already answered during the presentation. I didn’t understand why the teacher did it this way. People would lose interest so quickly and by the end of the sharing time, half of the class was playing with the toys or items that had already been shared.

The treasure hunt and class yellow pages seem to be very effective and creative ways to engage the class is community building. When I wrote in my autobiographical paper, what I enjoyed more about my elementary school was the strong push for developing a community.

I am not sure what needed to be done to make this process more enjoyable and effective. Maybe it really was and I am just not realizing the importance of this type of set up. I think instead of asking questions, stating a comment like “what did you learn about Lenore from her sharing her favorite teddy bear” or something more involved and reflective instead of, “what is your teddy bear’s middle name?” and the answer being, “I already told you. He doesn’t have a middle name.” Even by having the children sit in a circle and find another way to engage them, instead of having them all sit on the ground facing the front where the teacher and sharer were sitting. It was a very long and sometimes tedious sharing time.

After reading Trish’s comment, I can’t believe what a sticky situation this is. Even after reading your comment about the teachers who just resign and are not publicly let go. That kind of information is really depressing. We have been at war with Iraq since 2003 and have spent almost 900 billion dollars on the war with an estimate to reach between 3 and 5 trillion dollars. THAT IS CRAZY! How can we do this and then not be able to afford these three teachers at Trish’s school? I knew we spent a lot of money on the war but I wasn’t sure exactly how much. After searching the web, reputable new organizations and Wikipedia, the numbers all said it is expected to get up to at least 3 trillion. How ridiculous! Where other countries federally pay for education and educational opportunities, our country is too busy and preoccupied to focus on issues in our own country.

Last week I heard Shakira on the radio trying to pass a bill for the US raise our total financial contribution to the Education For All Act from 465 million to 3 billion by 2012. I don’t want to give the impression that I do not support universal education, but we as a nation should spend more time educating our own people and implement better educational standards in our own country. We are exploiting workers in other countries to work in our factories, yet now we also want to spend 3 billion educating those same people? All that is going to happen is tax payers dollars will be going towards this act, towards the war, and less funding for our own schools and our own teachers. Coming from a more comfortable and exposed upbringing (in regards to educational opportunities and activities) I would says yes, let’s give as much as we can for equal educational opportunities to the 72 million children who cannot afford education. That is disgusting. But, after hearing about, reading, and researching many inner cities schools, it is now becoming clear to me how our own educational system has the potential to be screwed up.