Ms. Sims’ Blog

Well its sort of hard to believe that this is the last official blog.  This program, especially this semester, have proven to be very challenging for me and I’m so thankful that I persevered through to see the end.  Friere talks about how knowing is growing and growing is knowing.  Well I certainly now know that the system is not easy to navigate and in order to make real change occur it has to be a supported joint effort.  I have grown in my knowledge and feel a little bit stronger after this experience. 

I hope that all of us in this program will begin to stand up for what is right and share our knowledge.  Because we know, we have grown, and if we get others to know, they will grow.  And just imagine the awesome, radical change that could happen!  Education is undoubtedly wrapped up within politics, so we have to learn to play the game.  Many are called, but few are chosen.  I feel that within this cohort there are a chosen few who can help make a real difference. 

Well, that’s all folks.  It’s been…interesting.  Let’s keep growing and knowing together!  

When you read about all the challenges of being a teacher in today’s society it seems like a daunting task and many probably wonder why even bother teaching.  Overcrowded classrooms are only getting fuller with budget cutes (even at the elementary level).  The high levels of teacher attrition speak to just how challenging being a teacher can be.  Of course low salaries don’t give much reason for people to join the profession either.  Chapter 12 brought up a good point that we as teachers are expected to take on the full responsibility of teaching from day one.  In fact, a new teacher will probably be given the more difficult students.  I know one 1^st year teacher in my school started out in 3^rd grade then moved to 1^st and has now been surplused from our school for next year (so was I by the way).  But what a terrible way to start your career.  New teachers should be offered more support and guidance, just like other professions (i.e. medicine). 

Thankfully, there are some teachers who enter the profession for the right reasons.  Who still believe, even after year 1, that they can change the world and be an agent of change for their students.  Who still believe that all children can succeed and do all they can to assist them along the way.  I believe it is these educators who have that “gift”.  I count myself as this type of educator.  I want to continue to be the best I can be for my students.  That’s why I came back to school, so I could stay on top of research and further develop my skills. (Of course the pay raise doesn’t hurt either, lol).  From many of our readings I have felt challenged and encouraged to stand up for what is right.  I also strive to keep my group teacher friends.  This network of support keeps me going when things get rough (thank you Daina for being my human reflective journal J ).  Another thing that has helped me was my teacher education program.  GTAPP equipped me with the skills to teach minority children using CRP.  I also credit this program with helping me feel like an empowered educator and I’m glad I have been able to maintain a relationship with several of the faculty members.   

During my development as an educator I have come to realize the political nature of education.  This was even more evident during last year’s presidential election.  I was overjoyed by President Obama’s victory as I was one of his greatest supporters both now and during the election.  However, now that he is in office I recognize it’s time to work, and I fully expect him to live up to the promises made during the campaign. 

In class I had the opportunity to revisit the information he stated about his plans for education, and gain a better understanding on some of the issues.  Things such as improved teacher preparation and professional development are on the agenda.  My group and I seemed to view the issue of merit pay as the most controversial.  I do appreciate that President Obama stated he wanted to create this program with assistance and input from leading educators (i.e. NEA). 

On one hand I would hate to see such a bonus be based solely on standardized test scores or left to the discretion of the administration.  I think it should be something that is earned and available for all to achieve based on clear set goals and expectations.  But, on the other hand, I recognize that in most other professions such bonuses are based upon performance or often time popularity…really by any means necessary.  So it wouldn’t be unheard of if that was also the basis of teacher merit pay.  I guess you just have to know how to play your cards right and if this does happen I hope that I can get a piece of the pie.   

As a teacher it is always nice to know that there is a trusty parent(s) you can call on when you need something for your classroom.  This can vary from needing snacks for Fun Friday, asking for volunteers for special activities, or having a parent put up my bulletin board.  Each of these things are important and help me with the daily routine, and I try to be welcoming to parents who want to come in and volunteer.  This year my parent volunteers started off strong but quickly began disappearing as the months went by.  However, I do have a few that I can call on when I need something.  Last year on the other hand I had the best room mom in the world and she was always there ready and willing to assist when needed.  I was spoiled really.  Everything from creating arts and crafts activities with the kids, making copies, putting up boards, snacks…the list goes on and on. 

What’s more important however is the level of parental engagement.  I do recognize the importance of parents being more so “engaged” in their child’s education and not necessarily “involved”.  This can include something as simple as helping with homework and talking about the day with their child.  I do know that my parents are engaged at this level with their child’s education.  In an article we read for Diane’s class called The Importance of Presence: Immigrant Parents’ School Engagement Experiences by Carreon, Drake & Barton talked about this.  So even if the parents are not coming in to the classroom every week, they are interested in their child’s education.

Now, regarding our discussion on Ebonics.  I was very excited to have Dr. Brian Williams as our special guest.  This is a topic that  I was familiar with but he shed new light on many of the rules of the language and its place in today’s world.  In today’s society I personally feel that Ebonics is not valued or recognized as a true language by most people.  Particularly educators who feel the need to constantly correct students for their “bad English”.  Even most “Educated Black People” don’t acknowledge the value of Ebonics.  It took me a long time to come to the place where I am now (thank you Dr. Flo).  I too looked at it as just speaking incorrectly and couldn’t fathom why someone would not want to correct a child who spoke this way.  I vividly remember a very heated discussion on this topic a few years ago with some of my Line Sisters (sorority sisters for those who don’t know what that means).  Of course it was all love in the end but I hope that I was able to provide some information for them that would help them change their perspective on the issue.  For me, I try to model ”Standard English” (if there is such a thing) for my students while at the same time giving them the freedom to express themselves in the language most comfortable for them when appropriate.  

Reading these to works caused me to really reflect on my own views of “intelligence” as well as how I view my students.  The article reaffirmed for me that here in the US we have a very biased view of assessing our students and juding their level of intelligence based upon certain test.  I remember in my interview for the Ed.S program I spoke about my concerns of over-testing our students and wanting to do something about it.  I know that within my classroom I want so badly to “step outside the box” when it comes to assessments but I haven’t bee successful in doing that on a regular basis yet.  I know the importance of using more authentic assessments and teaching to the multiple intelligences, but unfortunately in today’s society children will still be forced to neatly fill in the bubbles several times a year.  I think that this issue goes far beyond the classroom and for real change to happen it’s going to have to come from the top down.  Even within my school we had a wonderful presentation about authentic assessment, and the county has performance assessments for us to give but there is still no real change.

To me, intelligence is being able to think and apply knowledge in a variety of situations.  I know that my students are bright, intelligent beings that are capable of learning.  So, although I want my students to all achieve Level 3 on the CRCT, more importantly I want them to leave my classrooms with the ability to think through challenges and communicate their knowledge in everyday life.

As I was reading this article I found myself saying “mmm” out loud.  I’m sure anyone standing around me was wondering what on Earth I was reading that would cause me to make all that noise, lol.  But I was shocked to read some of the suggestions made my Ruby Payne regarding the education of children who live in poverty.  Reading about her framework makes it so clear why she is such an advocate for NCLB.  And isn’t it ironic that she not only supports NCLB but had close relations to the Bush administration? I think not, clearly she is a conservative pushing right-wing views of education and passing it off as “research”.  This is a prime example of the political nature of education and the fact that education is “big business”.  Of course school districts let her come in and do these presentations encouraging “assimilation” because she supported the very administration that put NCLB in place.  Its all connected and further shows that those with them money have the power. 

When we were given this assignment I was a little perplexed as to how I would respond.  I’m not often disturbed within my own thinking and maybe that’s a disturbing within itself.  I recognize that maybe I need to be more willing to challenge my thoughts on certain subjects.  This is not to say that I’m a “know it all” because I’m not.  I know that I have room for growth.  I shared in my last blog my perspectives about the “Pink and Blue” article.  Maybe my perspectives on homosexuality are disturbing, and I acknowledge that this is a bias that I hold.  I know that there are times when I rush to judgment and that’s wrong on my part.  Through this program I’ve learned that I need to think a little deeper about my views on Hispanic people in this country.  (Hence my reasoning for wanting to attend the Mexico trip). 

Regarding our readings, it does disturb me to think about some of the injustices that occur within society, particularly in education.  It disturbs me when I see people , teachers, who do or act in a way that is not “culturally responsive” toward minority children.  Daily I’m disturbed by the injustices I see right in the hallways of my school.  Maybe its disturbing that I don’t do more to try and address these issues.  Rather that confronting, or “disturbing” the teachers I see doing certain things, I try to make connections with their students.  I want there students to know that there is someone who cares and won’t always single them out as the “bad” kid all the time.  Sometimes I sit in our Ed.S classes disturbed, but again I’m often quiet in my opposition.

I hope this was clear…just my thoughts

I really enjoyed reading through each of these articles.  I felt challenged by some but recognized my own bias while reading others.  I plan to use the information from Evaluating Children’s Books for Bias within my own classroom. This will be especially helpful as I go forward with my research project as it is based upon using “culturally specific” literature.  This guide can help me pick the best books for my students. 

It was really interesting to read about the racism found with some multicultural books.  Too often we never stop to think about the books we read.  I know that the examples provided were just one of many and as educators we have to be careful not to further spread bias, no matter how culturally authentic they may be.

I appreciated the list from Examples of Good Multicultural and Anti-Bias Literature.  I only have one of these titles in my collection but am always looking for more good books to add.  I know how important it is to challenge my students think about topics and to help them evaluate their own identity, especially at a young age.

I can honestly say that some of my own bias began to show as I read Beyond Pink and Blue.  I actually did a presentation about diversity for my school last year and part of this was based upon the diversity of the sexes.  I recognize we can promote sexism with the school with something as simple as saying “Good Morning Boys and Girls”.  Why do we make that distinction and why do we always put “boys” first?  In thinking about my class I can already see the “girly girly” in so many of my students.  They love pink and anything that sparkles.  I had to stop and think where did this come from?  Were they thought the sterotypes about what a girl should like?  The same is for my boys, most of them love sports (espeically football) and I even had one child ask me just this week if “girls can play football?”  Personally, growing up blue was always my favorite color, and I remember not understanding why on television the girls never had the color blue.  As I continued to read however I realized that some of the titles mentioned are things I have no intentions of ever reading to my students.  I know that I hold biases regarding sexuality and have no plans to read books like King and King or Heather Has Two Mommies to my students.  I’m familiar with both these text but would never share them with my class.  I’m just not comfortable.  I have had students who had “two mommies” but rather than talking about it, I just left it alone.  I can’t in good conscience tell my students its okay to be gay when that’s not what I believe.  I’m in no what saying homosexuals/lesbians should be mistreated but I just do not agree with that lifestyle.  I do not believe in spreading hatred toward someones choice to be homosexual, and if the topic ever comes up of course I will address it the best way possible.  Now, I’m sure someone reading this will disagree with me and say that I’m wrong but this is just how I feel.

I was particularly disturbed by the misrepresentation of the Carlisle School discussed in the article Fiction Posing As Truth.  In my own reading about the CarlisleSchool I know the harsh mistreatment faced by Native Americans and I am shocked an author would attempt to shine such a positive light on such an unfortunate time in American history.  I’m further “outraged” that Scholastic would publish such a book.  That’s why we as educators must carefully evaluate the literature we share with our students.

Lastly, in Down But Not Out I felt challenged to continue to step beyond the “frills” of multicultural/anti-racist education.  I’m proud to say that at my school we are paying close attention to culture and each of us isstriving to be “Culturally Proficient” educators.  Unfortunately, I won’t be there next year to be apart of the next steps toward change at Stonewall Tell, but hopefully I can help establish a tradition of multicultural education at the new school (pending that’s where I end up once the surplus is over).   

Chapter 7 in Oakes & Lipton really made me stop and think about my classroom management, and the community which we’ve established within my room.  I’ve strived to have a warm, loving environment but often wonder if somewhere I’ve gone astray based upon some of the behaviors my students exhibit.  There are moments where they treat each other with care and respect.  I can see the friendships that have blossomed and love it when they work together in a cooperative manner.  We vote on decisions that will affect the entire class and check in with how each child is feeling that day.  They are allowed time to share things that important to them and this has allowed each of us to know each other on a deeper level. 

But there are times when they do things that I just can’t understand.  I’m not sure if this is due to “normal” 1st grade behavior or if I’ve somehow not been the best example for them.  If there is “no coherent relationship” between what I say and what I do.  I can admit that there are times when I loose all patience.  Could this be why they then say mean/rude things to each other?  I can’t understand why they push in line or run in the hallway.  Have we not been over the “hallway procedure” like a thousand times? What bothers me more than anything is the isolation I see affecting one particular student.  She is my “Carla” and although I do my best to shield her from negativity and to help build her social skills, there are some (including several of my students) who will say things to her that are so cruel.  I have no problem combing her hair or washing her face everyday.  I’ll lotion her up and be that “other mother” she needs.  But what will happen to her next year when I am gone?  (INVOLUNTARY SURPLUS!!!)  I know that she is a beautiful child, but there are just some mean people in this world.  Who will help her out of the shell she has developed around herself next year? 

Maybe I need to focus in on the good, and really reflect on what I learned in my classroom management class.  I believe that I am a good teacher but I know that there is always room for growth.  I desire to be the best, and right now I don’t feel I’ve been operating at 100%.

Although is chapter was as times difficult to read, there were several things that stood out to me during the reading. 

On page 124 Freire states that “We are programed but to learn”.  This makes so much sense to me.  Even from infancy we as humans have a desire to know about the world around us.  I see it in each of my students who thirst for knowledge, and come with their own experiences that help make our classroom a great place or learning. 

Another quote that stood out to me was ”…freedom as a process and not as an endpoint” (page 125).  This is no more true then here in the United States.  The Emancipation Proclamation was supposed to be the document that granted freedom to African-Americans here in this country.  However, it took two and half years for this news to reach Texas.  For other newly freed slaves life was not any easier, as Jim Crow Laws caused racial segregation for many years to come.  So this process of freedom continued on through the Civil Rights Movement.  Yet, even 40 years after Dr. King’s assassination we’re still not totally free.  There is still unequal access to education along with convert racism in the workplace.  Even with the election of President Obama, that doesn’t instantly make everyone free.  Although this is a wonderful step in the right direction, we must continue to evaluate race relations in this country to ensure that all men are truly free in our country.