Christy’s Blog Page

I believe culturally responsive teaching begins the first day of school as you are trying to build your community of classroom learners.  We always begin our school year with reading “All About Me” themed books and talking about the topic “I am special!”  In the past, I haven’t really focused on culture identies as I have done this year.  In doing so, I have really seen a difference in the friendships in my classroom.  My students seem to be closer to one another and respect each others differences instead of outcasting them because of their differences.  I really see an appreciation for culture within my classroom.  I think that the culture quilt really brought a lot of this out in the students.  We had talked about how each of us were different prior to that activity, but we never really focused on the cultural idenities in the classroom.  They learned that even though some of them may look different on the outside from one another, they share some of their identities with other students in the classroom.  It was exciting to see them find a little identity within themselves as we shared each others culture in the classroom.  I was once one the teachers that said that I didn’t see color.  I taught in a school that consisted predominantly of African American students.  I loved those students!  I felt like they needed me and in return I needed them just as much.  When I think back, people would ask me about the class context and I would respond by telling them the racial makeup of my class.  So in doing that, I did see color.  We all see color and V. Paley has taught me that it is not only good that you do see it, but that it is respectful to recognize it.  I DO see color, I don’t judge based upon color.  This has been one of my ah ha’s this year.  When I look at my identity as a teacher, I see myself as a facilitator.  I ask my students a lot of questions and try to guide them to solutions.  I rarely tell a student exactly how to go about getting to a particular solution, but I am constantly asking questions to guide them (hopefully) in the right direction.  I also see myself as one who offers many hands-on materials for learning in the classroom.  I am a very visual learner and therefore I offer those oportunities for my students as well.  In addition, I try to be culturally sensitive and I think I have done more of that this year than in past years.  I am looking forward to being able to spend more time planning and reading about cultural opportunities I can implement in the classroom for next year.  I loved reading the guide to choosing and evaluating books in the classroom.  I never knew there were so many things that one should be aware of when choosing books, but it made sense.  I close by saying I am not an expert when it comes to exposing and teaching students how to appreciate each other culturally, but I want to learn more about it.  Just like Dawn, I’d like to have that grocery list…

I enjoyed reading about the classroom management techniques that other teachers offered in this chapter.  I also enjoyed our discussion today on-line and wrote down some things you had said that I would like to try in my classroom.  For example, I liked Diana’s “positive discipline” method.  I also liked how Camden had the students take ownership in writing down classroom issues for discussion in daily meetings.  I had not heard about Love and Logic, but will be visiting the website to learn more about it.  I was taken by Amy Lee’s method of classroom discipline with a particular student named Hector.  I loved how she not only told Hectorthat she would not give up on him, but showed Hector that she was NOT going to give up on him.  At first, Hector did not believe her and this is because believing in him was not something he was used to teachers doing for him.  But Amy Lee was different and in time he saw that and eventually started to change.  Amazing…however there are so many teachers who would rather give up than fight the good fight for some of their students.  In the section, “Teachers Who Make Lessons Interesting,” it said “a good rule of thumb is that good teaching cannot be based on knowledge or teaching methods that the teacher herself finds boring.” (p.263)  This is so true!  I find this the case everyday when I have to do calendar!!!  So, to make it a little more interesting, we add funny voices to songs we sing, we speed songs and rhymes up or we slow them down.  Sometimes, at least once or twice a week, I pick one of the students to deliver calendar to the other students.  They love this!  I have also added a money test to learn the coins and values and they earn treats.  This makes it a little more interesting.  I also find that if I don’t want to do something with the students, chances are they don’t want to do it either.  Always remember, attitude is everything…if you are excited, the students will be too.  It is important to begin the year with building a safe classroom community where students are allowed to express themselves and talk about differences and how we can appreciate those differences.  I must say that I get better as the years go by, but I’m always looking for new ideas to improve the way I manage my classroom.  I do use treats, candy, and a treasure box.  I don’t see anything wrong with those things.  But, I also encourage the students in positive way and try to make them feel good about themselves and the work that they do.  I love my students and they know that because I make a habit of telling them each week.  They take me seriously, but they also think I’m funny and we can play together in the classroom.  I think I have a good balance, but am always looking for ways to improve.  There is always room for improvement and am looking forward to learning more by reading your blogs.  :0)

I have just one big question after reading this article…why are teachers encouraged and instructed to attend professional development opportunities to learn more about effective teaching, only to be silenced by those in political power positions or even by administrators?  I think that those who feel the need to question “effective” teaching practices need to think about spending some time in the classroom or attending a professional development opportunities themselves.  I once had an administrator come to me and question my way of teaching…my question to her was…”How do you know what, how well, or who I’m teaching…you’ve never been in my classroom?”  This happened 1/2 way into our school year.  Funny, she was in my classroom the next day and didn’t question me after that.  We as educators take the time and strive to help our children only to be slienced by those who claim to know more about our students than we do.  As I have said before, it is so frustrating to be so committed to the education profession, yet not have your voice heard.  

This chapter basically laid out the debate between traditional and progressive education in the different subject areas.  For me, a traditional education is more of teaching students skill and drill, while progressive education allows the students to construct their own meaning behind skills that are taught.  The author kind of laid this informative chapter out in a persuassive way to allow the reader to choose one over the other as the more appropriate way to educate students.  However, I found myself asking the question…why can’t it be both?  Why does it have to be one over the other?  I grew up with the traditional approach to teaching and learning.  It worked for me….however, I do feel that there are areas within my learning that I struggle with….for example, accepting the fact that there may be more than one way to approach a particular question, etc.  Progressive education does allow more creativity, but also has the potential to hinder those who are real strugglers…those students need concrete teaching…tools that can assist them and allow them to be able to construct meaning.  On p.124 Lipton and Oakes write, “Progressives also point to the U.S. system of ability grouping that keeps students from ever being taught higher-level math, noting that most high-scoring contries shun that practice.”  I have thought about this in the past in reference to how I teach math.  I struggle with deciding whether to place my students in differing ability groups and differentiating instruction to meet each of my students needs or putting them in mixed ability groups and allow them to assist one another with the construction of knowledge.  I find that when I put them in mixed ability groups, one ends up doing all the work, while the others just sit back and watch or play, etc.  (this is kindergarten, remember).  Even when I give countless lessons on how every student needs to be included in the learning process, it still comes out that someone finished the activity not learning anymore or less than when they began it.  It is frustrating…when does one pose the question…maybe they just are not developmentally ready for this type of instruction?  I don’t know…I’m opening it up for discussion…