Blog Post #6

 Delpit "The Silenced Dialogue" 

Argument 

In Lisa Delpit's the Silenced Diaglogue she argues that there is often dialogue that is silenced, for example certain minority group voices may be lessened, or looked at from a perspective that is not equal to their peers. This flows into a classroom enviorment, where teacher hold all of the power and as a result shape the culture and norms of their classroom. When a teacher avoids explicity stating or explaining a rule that occurs in their classroom it puts those that are unaware of that 'silenced dialogue' at a disadvantage. For example a student who just arrived in a 10th grade classroom from another country, may not be aware that they need to ask permission to use the bathroom, they may not know how because of language barriers, or simply are unaware. As a result when they stand up and start to leave the classroom the teacher gets upset with the student and explains that they should know better then to get up and try to leave. But how would that student know these expectations? Especially if in their previous experiences and enviorments they did not occur. These rules may be obvious to students who grew up in these cultures, like a student who has been in the same school district where the rules are around the same with each classroom is more likely to be aware of these unsaid rules, but a student from an outside culture will not be aware of them. Delpit argues that it is the teachers role, as an educator to explain these codes of power to students who may be unaware, for example when that new student arrived in the classroom the teacher could of explained their day to day practices, and some rules and expectations of the classroom versus assuming that the student would be aware of these unsaid rules and expectations. 

IMAGE OF A STUDENT LEAVING THE CLASSROOM. GENERATED BY CHATGPT

Blog Post #11

Queering our Schools & RI Laws & Policies  

ARGUEMENT

In Queering our Schools, they talk quite a bit on how anti-bullying campaigns dont approach, or remove the issue at its core. Especially when it relates to not only LGBTQ+ students, but other minorties. The article talks about how these kind of bills, and campaigns approach the issue as individualistic versus approaching it as a problem targeted at specific minorties. I actually disagree with this argument, because while the argument states that these are good first steps they dont fix the issue i actually agree with this aspect.  The article approaches it from a stand point of seeming to want to remove, or remodel anti-bullying campaigns and bills. I dont believe that this is the correct approach, I believe that incorporating laws, and campaigns that help keep these youth safe is important. Its difficult though to pass something that will fix the issues these students face, as no matter what there will always be students who will go out of their way to be hateful. This can be seen as effects of anti-bullying campaigns, despite lowering the overall rates of bullying in some cases bullying has become more severe, or youth go out of their way to get around policies in place. For example doing it outside of school property, or in areas that lack cameras. At the end of the day the issue of hatefulness to other students isnt something one policy or bill is going to fix, its something that requires a change of attitude. 

Blog Post #10

 "What is Neurodiversity" by Caroline Miller

Connection

While reading through this article by one quote, and example stuck with me, in the article overview it mentions activies a lot of children do in school or with friends. "from kids’ birthday parties to school classrooms to adult workplaces, which can be made more comfortable for them. And they are often excluded from things by neurotypical people who misunderstand them.". This stuck out to me because it reminds me so much of when I was younger. Particularly in school enviorments, ive always been known as more anti-social and shy, and this relates to the fact i struggle to operate in new enviorments, or enviorments that can be loud and congested. As a result, a lot of school events, or birthday parties were not my  kind of enviorment and a lot of times I'd skip them. Caroline Miller observes points from both sides, some in support of often having neudivergent children make changes to their lives, or medication to help them in school settings. The other viewpoint is making changes to the infrastructure as it, for example modifying a class enviorment to help benefit all students instead of just the neurotypical. In the article, Miller brings up some common practices that are done to help students for example covering the floruscent lights in a classroom so they are less bright. Alongside trying to create less strict schedules, especially in elementary schools as strict schechules can be harsh on all young children. For example in the school i observe, outside classes like gym, or library are not a set time period. They do it usually when they have time, and there isnt a set time period but the teacher lets them know when they will be going in the morning. 

When attempting to ask Chatgpt to create an image representing neurodiversity in elementary schools, it did not understand so I thought id instead show my failed attempts of getting an image. 

Instead i found this image online, Facebook and thought it represented neurodiversity a bit better, and that we can make accommodations 

Blog Post #9

Preface + Introduction from Shalaby, TroubleMakers

Relfection

Upon starting this article, the Introduction introduces us to a student who struggles in class with day-to-day tasks, and if the assignment doesnt fall into their interests can become violent, and disruptive to the class. This is very similar to a student in my observation classroom, the student is very bright and is ahead of the whole class is every subject and cares deeply about learning with that being said if they believe a assignment is too easy, or isnt something they want to do at a set time theyll become violent and throw their books, computer etc. But when the student is intent on learning they are focused, and engaged in class. For example I did a small one-on-one test with each student, and it was meant to be like a ladder. The first test was simple and the next week we would progress to a more difficult test. With this in mind, the student walked over and looked at the test and determined it was too easy. They walked away and when i asked them to come sit down, and if they do the test theyll go onto a harder one they said 'nope too easy'. Each student was offered a sticker if they attempted to do the test, as long as they atleast did one of the problems and didnt leave it blank. This was a interesting situation because the studnet had no interest in completeing the assignment, when i asked the teacher they said its okay because she knows the student can do the math worksheet.

The text itself goes on to talk about how between pre-kindergarten and kindergarten teachers observe issues in the transition between the two, because one goes from unstructured to a highly structured day. The quote, "For the word obedience, where I expected a picture of a dog, perhaps, I instead found a young artist who had drawn a row of pupils at their desks sitting straight, hands clasped, facing forward." (Shalaby, xxvi). This quote in particular made me reflect on my own experience, and made me take a step back and really reflect on how obedience is taught in a classroom, and how structured a classroom is and how it may effect students. For example - for some students this kind of structured schedule is beneficial, for example growing up i had very few complaints about my day being planned excessively because it helps me to know exactly how ill spend my day. But my experience isnt the same as my peers, and for some people this structure is not helpful or beneficial. Which is why a lot of people who may struggle in K-12 go to college and excell, because college doesnt function off of such a strong structure and students can modify their schedule to fit their own needs.

The image i attached is similar to what a lot of teachers display around a classroom on listening quietly, and being obedience in the classroom. 

Comments to Share:

I'd like to share a recent experience in my observation classroom regarding teaching obedience in the students.

Video Analysis

 Video Analysis

Classroom Tour & Precious Knowledge

Blog Post #7

"What to Look for in A Classroom" by Khan & "Introduction to Culturally Relevant Pedagogy" by Learning for Justice 

REFLECTION

Under the Possible Reasons to worry, in What to Look For in a Classroom it is listed,

"Students assignments displayed, but they are (a) suspiciouslt flawless, (b) only from "the best" students, or (c) virtually all alike."

This quote highlights almost perfectly alot of my classrooms growing up, I believe that the shift from everyones work being showed or absolutely no one's occurs in the middle school years. In elementary school I can recall - from my personal experiences everyones work being hung up. But once i reached middle school it became more of the 'selective best' for example in high school I had a assignment, a project of some kind and the teacher hung up the ones that got the best grades or were necessarily visually pleasing. As a result this left some students feeling left out or like their work wasnt necessarily good enough to be displayed in a classroom. This connects to a reason to worry because it can point to favortism with a teacher, or signs that a teacher may be pushing for the very best grades which can be seen in defecit classrooms. 

Under the Good Signs, in What to Look For in a Classroom it is listed,

"Welcoming; eager to explain or demonstrate what theyre doing or to use visitor as a resource"

This quote actually connects directly to my recent observation in a 2nd Grade Classroom, when i entered the room the students were all so excited to meet me. They were all saying, "Hi Mrs. Shannon" and seemed excited to have me in the class some of them even came up to me and introduced themselves and asked me if I'd be joining them for recess. This behavior continued into small groups, and all of the students were excited to be in my group. I can recall even as a young child having visitors in the classroom was always the most exciting experience and I think it shows a healthy classroom enviorment because it shows the students are excited to learn! In particular, the Introduction to Culturally Relevant Pedagogy video talks about invisible, and visible aspects, and some visble aspects i observed was crafts, but also how the students talked. they were encouraged to speak in a native language and werent penalized against it, and other students who may have a different native language were interested in learning about others. In my small group i had two kids, one whose native language was english, and the other spanish and english. We were doing math flashcards and the one whose native language was spanish and english sometimes would answer in spanish, the other student asked the student a question regarding the numbers and then started also answering some in spanish. 

REFLECTION: 

In class I'd like to share how both of these pieces of media tied back to my recent classroom visit, and how i observed different aspects of positive classroom enviorment, but also a few negatives!

Blog Post #5

 Ethnic Studies by Christine E. Sleeter

Quotes

"While content related to African Americans, Latinos, and Native Americans has been added, deeper patterns and narratives that reflect Euro-American experiences and worldviews, and that have traditionally structured K–12 textbooks—particularly history and social studies texts—remain intact." (Sleeter, 2). 

This quote is one of the first major introductions in Ethnic Studies by Sleeter, and it jumps straight in. It highlights the fact that despite different groups being added to historical textbooks the focus still remains on white americans. Despite these other groups having just as much importance. While these other groups are also introduced, they are introduced in specific areas. For example the chapters that focus on slavery or the civil rights movement, will mention African Americans, but beyond these select chapters the mention of African Americans is very limited. 

"As Hughes (2007) explains, the result of continuing to minimize attention to rac-

ism and White complicity is that students perceive racism as a tragedy of the past divorced from other historical issues...and the contemporary realities of power in American society." (Sleeter, 3)

This quote highlights a current issue that plagues america itself, alot of individuals dont realize that racism is ever present and only refer to extreme actions as 'racism'. Racism being framed to be in the past tense in history classes prevents students from realizing just how racist some things are, and bars students from making these realizations themselves. 

"found that the students felt marginalized and “angry that African American history was

rarely discussed outside Black History Month and was almost always portrayed in terms

of victimization.” Students" (Sleeter, 4)

This quote is very powerful, and made me myself realize something that when we learn about African Americans in middle and highschool it was always in terms of victimization, as i previously mentioned, i can scarcely recall ever learning or reading about african americans outside of the civil rights movement, and when discussing slavery. This creates a dynamic of victimization, and lacks focus on the achievements of African Americans.

 

'The Fight for Social Justice' 'The Fight for image illustrates that our history lacks pieces of the puzzle

Reflection:

I think that Sleeter raises numerous points throughout their article, that really made me sit back and think on my own education, and what I learned growing up. Prior to reading Sleeters piece I never really sat down and thought about who we learned about, and that when we did learn about people from other cultures, and backgrounds it was always very selective.