tag:blogger.com,1999:blog-33610840937869807432024-03-06T03:25:13.867-05:00PedagogicalAnonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.comBlogger41125tag:blogger.com,1999:blog-3361084093786980743.post-75639260086360240182015-07-10T13:24:00.000-04:002015-07-10T13:42:37.740-04:00Social Studies in the Air...<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">Imagine a class where students
find the content personally meaningful. A class where students are able to see a
transfer from the content learned and their own lives. One reason I became a
teacher was because my childhood was marked by classroom experiences where I
was never able to understand the connection between school and the real world.
I was an average (and sometimes below average) student. I basically did what I
was told, but never really bought into school.<span class="apple-converted-space"> </span> It wasn’t until I grew to become
a young adult that it all finally started to click. I moved away from home and
made friends with a girl from South Africa, we are still good friends today.</span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">At eighteen years old, I ate up everything my friend had to say.
She was passionate about civil rights and justice. She made me look at the way
the world is today through a critical lens, a lens that I’d never used before.
I realized that I missed out on so much of this within my formal education. As
a teen I had spent a lot of time being critical, yet my criticism was
non-productive. I never paid attention in history class because the focus was
always on our famous forefathers and how wonderful they were. My friend,
Tammia, taught me more about history than I ever learned in school. I realized
that my natural propensity to ask questions and think critically could be
channeled into something productive. Around the same time, I also realized that
I enjoyed spending time with middle school students. After some time and
reflection, I decided that I wanted to become a teacher. I wanted to become a
teacher who would actually help students understand how history and geography are
connected to their lives today. I wanted to become a teacher who would ask
meaningful questions and ask students to ask meaningful questions.</span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">Fast forward about ten years. I’ve now been teaching for five
years. As a middle school teacher, one of my favorite things is still finding
ways to help students see that social studies is all around them.<span class="apple-converted-space"> </span><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"> As
Michael Wesch says, technology and media (and I'd argue social studies),
“is in the air.” </span>Throughout my time teaching, I’ve made it a point
to incorporate pop culture and real life into my classroom and I've found a lot
of other teachers<span class="apple-converted-space"> </span><a href="http://www.onlineuniversities.com/blog/2013/03/cool-teachers-guide-pop-culture-classroom/">doing
the same thing</a>. I ask students to come in with connections to class. When
they bring in connections they earn little yellow tickets that can be traded in
for bonus points, candy, etc. Students bring in screen shots of images they’ve
seen on Snapchat or things that come up in video games and songs. Sometimes
they tell me about something they saw on the news, or overheard their parents
talking about. One student last year was a major Disney fan, almost every day
she would come in with connections to different Disney movies. I consider this
to be a really great way to start conversations and get students invested in
the content being learned. I literally had one class last year where the first
ten minutes of each day had to be devoted to connections because so many
students would come in with things to share.</span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee; font-family: 'Courier New';">When I was considering options for my final project for this
course, I really wanted to try to find a way to digitize the link system. I
thought this would have a number of different benefits. I know that most kids
spend at least an hour a night on the computer<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><a href="http://www.washingtonpost.com/postlive/teens-are-spending-more-time-consuming-media-on-mobile-devices/2013/03/12/309bb242-8689-11e2-98a3-b3db6b9ac586_story.html"><span class="apple-converted-space"><span style="text-decoration: none; text-underline: none;"> </span></span>(if not more),</a></span><span class="apple-converted-space"> </span>so why not upload connections in real
time? Also, I felt that having a way for students to post connections before
class the following day would allow me to preview what they were coming up
with. If I had a way to preview the content of the connections, this would
allow me more time to prepare and think about the discussion the following day.
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">As I searched for different tools that could be used to connect
with students, I felt unsure about how effective many of these interfaces would
be for the connections I wanted kids to make. I also didn’t know if I could
realistically have<span class="apple-converted-space"> </span><i>all</i><span class="apple-converted-space"> </span>students subscribe to certain social
media accounts (such as Twitter). Additionally, other new types of technology
and material came up in class and I really wanted to find a way to use all of
these new platforms. I LOVED hearing about the Maker Movement and<span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><a href="http://www.edutopia.org/blog/20-percent-time-a-j-juliani"><span class="apple-converted-space"><span style="text-decoration: none; text-underline: none;"> </span></span>20% Time<span class="apple-converted-space"><span style="text-decoration: none; text-underline: none;"> </span></span></a></span>when
Kelly Reed came in to speak. But how could I do all of this without
having to send students to a million different places? It wouldn’t be possible.
So after spending some time reflecting, I decided that what I really needed to
do was to revamp a website that I already had, a site that was being
tremendously underutilized.</span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee; font-family: 'Courier New';">For the past couple of years I felt like I was in a pretty good
place with my website. I used it to post homework and figured out how to post
some links for class activities. Most of the other teachers I work with use
little to no technology, so just the fact that I had a website made me feel
pretty good. Unfortunately, I’m not sure how much traffic my website was really
getting. The page was pretty boring and included no interactive or interesting
content. I wanted to find a way to incorporate all of these new ideas and make
my website more appealing to users. So I organized and changed<span class="apple-converted-space"> </span><a href="http://www.mrsdemelo.com/">my
website</a>. Instead of the emphasis being primarily on homework posting, there
is now a section for real life connections. Additionally, I've incorporated a
survey portion so that I will be able gather student data in an efficient and
productive way. I loved learning how to use Google Forms and think this simple
tool will save me a lot of time and energy! I no longer have to go into Excel
and record all of the hand written data one survey at a time. <o:p></o:p></span></div>
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">Finally, another important section of the site is devoted to class
resources. Because I believe that students need to have a personal investment
in the content being learned (this is the root of student connection making), I
am going to implement 20% time as a new way to provide students with more
control over their own learning experience. I have a couple of resources about
20% time on my site now and intend to add more. I'm excited to use the Bingo
sheet provided by Kelly. </span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">There is still a lot of work to be done when it comes to this new
tool, but overall I feel that this will be something that is reflective of my
personal pedagogy and practice. I've taken meaningful activities that I was
already doing with my classes and brought these activities into the 21st
Century. Because the content and meaning-making is what I'm so invested in, I
feel like my website will be something that I just naturally use, it won't feel
forced. I'm looking forward to finding new ways to use the site as a learning
tool in the future and think I will even ask my students (via Google Forms) to
provide me with new ideas for the site! Again, this would not only allow me to
be personally invested, but would get students invested as well. </span><o:p></o:p></span></div>
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<span style="background-color: #eeeeee;"><span style="font-family: 'Courier New';">Upon entering this class I felt like Prensky's labels of
"digital native" and "digital immigrant" were really
reasonable, but I never really considered the blurry space in between. In
one of my first blog posts I think I labeled myself as an immigrant.
However, I now feel like I'm somewhere in between. I see myself (as Noons would say)a
techno-traditionalist, but feel that the changes I've made have placed me on
the cusp of becoming a techno-constructivist. Ultimately, I feel like it's
important to think beyond labels. I don't need to fit into a particular
category or with a particular group in order to be productive and use
technology in a way that is conducive to teaching. I believe that I am more
knowledge-"able" than I was a week ago which will enable me to help
teach my students to become digital citizens. Overall I think this
course was helpful and enlightening, it encouraged me to go beyond where I
would have gone before. Now I just need to look for a more opportunities to
push myself further! </span><o:p></o:p></span></div>
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Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-11282745148733781802015-07-07T18:51:00.001-04:002015-07-07T18:53:02.614-04:00The Life of Sadie- This I Believe <div class="separator" style="clear: both; text-align: center;">
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<a href="https://scontent-lga1-1.xx.fbcdn.net/hphotos-frc3/v/t1.0-9/1005111_144618995743352_1013809804_n.jpg?oh=bd581a8ceb5fdfe4edc8e9550d7776cf&oe=561E93CA" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://scontent-lga1-1.xx.fbcdn.net/hphotos-frc3/v/t1.0-9/1005111_144618995743352_1013809804_n.jpg?oh=bd581a8ceb5fdfe4edc8e9550d7776cf&oe=561E93CA" width="320" /></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For the few years after my husband and I got married, friends, family and acquaintances would ask us, “when are you going to have children?” They would tell us stories about how wonderful it is to have children, how they “complete your life” and how “you’ll experience love like you’ve never known.” While we completely understood where these friends were coming from, our funny response was always that we have a dog who is like our child, and that’s good enough for us. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sadie is an energetic, yet patient and loving canine. We first met her at a shelter in Boston after deciding to visit her on a whim. When we got to the shelter, Sadie was the only dog sitting quietly in her crate. She was sad, lonely and looked like she had given up on life. Now, we could have just been anthropomorphizing this animal out of our love for dogs, but it really didn’t feel that way. Out of empathy and curiosity, we decided to take Sadie out of her crate. The shelter staff allowed us to taker her outside in a play area designated for the adoptable dogs. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When we walked outside with Sadie, she became a completely different animal. She cried out in excitement and was overjoyed to have the opportunity to meet us. Outside in the enclosure we started to toss around a tennis ball. Sadie looked confused and wasn’t sure what to do with the ball. She had never been taught to play! When we sat on a bench inside of the play area, Sadie jumped up right in between both of us and quietly sat with us. She looked at us with the question in her eyes of, “what’s next?” </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Ever since taking Sadie home that day, she’s had the same attitude. Expectantly awaiting her next adventure, her mind full of questions. Yet, despite her sense of adventure, Sadie knows how to go with the flow. She has an ability to read her humans, she can tell when we need some love and when we need some space. She proceeds with caution when it comes to new experiences, but the key is that </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">she proceeds</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Sadie can be very stoic and regal, but she also has a humorous side, a softer side. We know that she is strong, but she chooses to be gentle. </span></div>
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<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We accepted Sadie just as she was and she accepts us just as we are. We are pretty sure that she knows she has been given a second chance and has chosen to live out that second chance to it’s fullest. Over the five years that we’ve now had her, Sadie has taught us many lessons in life. We’ve learned about patience and humility. We’ve learned that sometimes life doesn’t go as planned. What’s truly interesting about these lessons and the life of Sadie is that in many ways, I want to be more like her. Clearly I have no desire to become a dog, but what would happen if I was more like Sadie?</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I believe that we all should be more like dogs. I’m sure this sounds funny and odd, but what if we all approached life with the same openness as Sadie? What if we learned to be patient and live out second chances to their fullest? If we all had the sense of humor a dog has? What if we, as teachers, all took this approach? If we woke up excitedly each day asking “what’s next?” </span></div>
<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com6tag:blogger.com,1999:blog-3361084093786980743.post-10360096042006821512015-07-07T13:36:00.003-04:002015-07-07T13:36:48.606-04:00NPR- When Parents are the Ones Distracted by Devices<a href="http://www.npr.org/sections/alltechconsidered/2014/04/16/303749247/when-parents-are-the-ones-too-distracted-by-devices">Article</a>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-59844559515204031232015-07-07T12:38:00.001-04:002015-07-07T12:38:11.818-04:00Link to my NEW website :)<a href="http://www.mrsdemelo.com/">Mrs. DeMelo's Geography Class</a>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-10098169031295817572015-07-07T12:33:00.000-04:002015-07-07T12:37:01.501-04:00Powerpoint Pecha Kucha <br />
Please follow the link below:<br />
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<a href="https://drive.google.com/file/d/0B_Xkt7KPq4W_THVaTXZLU2dYM0U/view?usp=sharing">Pecha Kucha</a><br />
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<https: d="" drive.google.com="" file="" kt7kpq4w_thvatxzlu2dym0u="" usp="sharing" view=""></https:>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-18511948392438404832015-07-04T13:43:00.004-04:002015-07-04T13:43:29.769-04:00We Need to Talk...<br />
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Every passing generation brings with it a slew of changes and societal shifts that are often seen as frightening and overwhelming to those who are not wrapped up in these new movements. For millennia many parents have looked at the time their children are living in and sighed deeply, wondering what became of the world <i>they</i> grew up in? When <i>they</i> were kids <i>they</i> walked ten miles in the snow just to get to school. <i>They</i> drank from the garden hose and played outside. Life was more difficult, but life was good. I think you understand where I'm going with this.<br />
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Sherry Turkle, author of "The Flight from Conversation," writes about this brave new technological world in a light that sounds similar to the aforementioned parents. The reader can almost hear her sighing throughout the piece. Turkle looks at our changing world as something to be feared, a desolate lonely place where we are "alone together." According to Turkle, we are all so obsessed with our devices that we no longer understand the art of conversation and often mistake connection with conversation. Basically, as a society we have lost the ability to really relate and learn from one another. In Turkles eyes, we've become so self-interested that we feel as though every social interaction is too overwhelming to handle and would prefer robots over real, living human friends.<br />
Turkle seems to be issuing a warning, wildly waving her hands in the air, telling us to slow down. If we don't stop to examine the consequences of the world that we are stepping into, we may never be able to go back.<br />
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Although I believe that Turkle has gone too far in terms of grouping all technology users (especially Millennials) together as one mindless, disinterested generation, I do think that she makes a couple of valid points. Towards the end of her article she discusses the need to establish "device-free" zones, to look up from the tiny keyboards that consume so much of our attention. I think that society overall does need to think about being intentional when it comes to time and place for technology use. I don't like it when friends are on their phones at dinner. When I was a cashier I hated ringing out customers who were on their phones. I don't like to use social media on a daily basis, because I know for me personally, too much screen time makes me feel depressed. Do I think that all of this new technology is going to ruin our society? No. I think we are more resilient than Turkle argues. I do think it's <br />
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Unlike the stereotypical adult who scoffs at the lifestyle and interests of the most current generation, Michael Wesch has embraced many of the changes that have taken place among children and young adults living in the technology revolution. Wesch, a college professor, has concluded that what his students crave more than anything else is exactly what Turkle says has been lost. According to Wesch, students want to have conversations, they want to be engaged . With the right questions being asked, Wesch claims that the classroom can become a space of truly deep learning. Gone are the days of neatly arranged rows facing the podium in the front of the room. Students do not need a professor to provide them with a basic set of low-level academic knowledge, anything they want to know can be looked up almost instantaneously. Wesch sees new techonolgy as a tool that can be used to "turn over control" of the classroom, social media can be used as an interface for a "local learning network."<br />
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I'm sure that the television, radio and other advances in technology had many people worried when first presented. Change is very difficult to handle and every change comes with its own set costs and benefits. What Turkle needs to understand is that technology isn't going anywhere. We can either learn to use it to our advantage (as in the case of Wesch) or allow it to be our downfall.<br />
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<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com6tag:blogger.com,1999:blog-3361084093786980743.post-54280096594058692822015-07-02T13:40:00.001-04:002015-07-02T13:40:08.247-04:00The Androgyny Game<p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;" id="docs-internal-guid-bff5b218-4fd8-f8a3-bf8d-402ac5ace50a"><span style="font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;">Women:</span></p><br><br><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Play a sport?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Learn about computer programming?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Go without makeup?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Go a day without apologizing?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Use a strong tone of voice?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Wear comfortable shoes?</span></p></li></ul><br><br><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;">Men:</span></p><br><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Write a poem?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Shed a tear?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Take care of your health?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Drive the minivan?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Speak in a whisper?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 24.444444444444446px; font-family: Arial; vertical-align: baseline;"><span style="font-size: 24.444444444444446px; vertical-align: baseline;">Turn off the game?</span></li></ul>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-37174495358246504492015-07-02T08:06:00.002-04:002015-07-02T08:06:33.337-04:00"Miles of Aisles of Sexism"- Taking a Second Look at Children's Toys<br />
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<a href="http://asoftplace.net/wp-content/uploads/2010/06/playroom.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://asoftplace.net/wp-content/uploads/2010/06/playroom.jpg" height="240" width="320" /></a></div>
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I remember being a child and have a million different plastic toys that I played with. We actually had an office/room in the house dedicated to toy storage. The room was a constant disaster, a mix of piles of blue and pink, red and green. It looked similar to the photo above. There were toy guns, Nintendo video games, My Little Pony characters and even an Easy Bake Oven! My brother and I constantly got in trouble for leaving the room a mess. The way my parents handled the cleaning process was by sweeping all of the toys into the center of the room and telling us to pick out the ones we wanted to keep. Whatever was left in the pile was either getting donated or thrown away. At the time this felt traumatic, how could we ever decide which to keep and which to get rid of? Ultimately, as we got older, I remember lots of large black trash bags coming out of that room. The amount of petroleum wasted on plastic bags and toys could probably fuel my car for a year.<br />
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Looking back at this time I realize how fortunate my brother and I were, just the fact that we had a playroom is pretty cool. What's unfortunate though, is the fact that in that playroom I knew which toys belonged to me and which belonged to my brother. There was a very sharp contrast in boys toys and girls toys. I never really thought about the differences between the toys and the implications of these differences until I entered graduate school. I had a really great opportunity to see a local guest speaker named <a href="http://www.gosplatypus.com/about.html">Hannah Tessitore</a>, who talked about the differences between these toys and how the production and distribution of "boys" toys and "girls" toys has had a tremendous impact on the adult experiences and lives of many men and women.<br />
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In reading further about this topic, I came across an article by Sudie Hofmann called "Miles of Aisles of Sexism." Hofmann's article is part of a number of contributions made to the book published by Rethinking Schools, <i><a href="http://www.rethinkingschools.org/ProdDetails.asp?ID=9780942961485">Rethinking Popular Culture and Media</a></i>. In this piece the author reveals the fact that toy stores and toy companies lag far behind much of the progress that's been made in children's media. Although we are a changing society and we've seem some strides towards gender equality, toys have remained as tools used to hinder this progress.<br />
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Hofmann describes visiting a variety of toy stores and analyzing the aisles and boxes for different toys. What she found was that there is still a huge separation in terms of colors for boys and colors for girls. Boys products are still mainly blue and green, whereas girls toys are pink and purple. This may not seem overly harmful at first sight, but Hofmann digs deeper. Upon looking more critically at the types of toys produced, she found that there were some clear messages about who should be doing what. Boys toys taught that violence, in the form of weapons and machinery should be their main playtime goal (and maybe ultimately should be their life's goal). Girls toys were overwhelmingly dominated by cooking and cleaning sets.<br />
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Hofmann rhetorically asks "are toys providing innocent fun, or are children being socialized in ways that could ultimately influence career and life choices?" It seems the answer is the latter. As Hofmann explored further, she found that there was a serious lack of educational toys in the girls section of the toy store. One example she provides is that of a science kit. The science kits were only available in the boys department and none of the boxes featured a female player. Furthermore, in the same educational toy section (again, only found in the boys aisle) there were games such as chess, and challenging board games. None of these were found in the girl aisle. The girl aisle was dominated by "vanity mirrors, combs, brushes, nail kits, makeup, and polyester hair extensions."<br />
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This research was conducted in 2005, not 1985. It's amazing to see that there is such segregation STILL happening when it comes to little girls and little boys. The toys of 2005 look pretty much the same as the toys piled in my playroom in 1995 and I'd be willing to bet that toy aisles today still look very similar. Although toys may seem like an innocent, unimportant part of a child's upbringing, they are an important part of the socialization process. These gender specific toys contribute to the stereotype that men are to be strong, disconnected defenders and women belong at home cooking and taking care of the household. This is yet another arena in which we must stop and question the messages we want to send to children. I played with these gender specific toys as a child, but I also played outside in the dirt with my brother, this was a point of resistance or a "crack in the glass" as Dr. Bogad likes to say. Girls and boys must be provided with a variety of social stories in order to formulate their own ideas of what a "true" woman or a "true" man looks like. If we leave it up to the toy companies to make these decisions for us, the toy aisle will probably look the same in 2050.<br />
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<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-16112502216528382672015-07-01T19:51:00.001-04:002015-07-01T20:09:06.921-04:00Google Forms Experiment<iframe frameborder="0" height="1200" marginheight="0" marginwidth="0" src="https://docs.google.com/forms/d/1MOx49lWP3GqPG81jWgppV0DMtCwWbeb6lH91saCkr5M/viewform?embedded=true" width="760">Loading...</iframe>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-52540466999652246702015-06-30T21:10:00.000-04:002015-06-30T21:10:13.037-04:00Brave- A follow up to Disney World<br />
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In my last post I wrote about how Disney films should be looked at with a critical eye and that I believe children should be taught how to use a critical lens (as opposed to being subjected to constant censorship). After watching the film Brave, I feel that Disney is finally hearing the rumbles of a critical society. Merida, the main character is much more independent and intelligent than any previous princess portrayed by the Disney corporation. So, we finally have a strong female character. What about everyone else in the film, though?<br />
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Although Disney has made some major strides in portraying Merida in a more modern light, almost all of the other characters are still portrayed through a stereotypical lens. The king is a large, bumbling, beastly man. The other men in the film (the clans) are animalistic and crude. The serving staff are portrayed as confused, stressed and ignorant. In some sense, there are some great things about this movie, but I think it would be important to still have children analyze the roles of the other characters. Why is it that Merida gets a great role, whereas everyone else lacks depth and character development?Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com1United States41.3108238809182 -71.10351562535.1823118809182 -81.430664124999993 47.4393358809182 -60.776367125tag:blogger.com,1999:blog-3361084093786980743.post-77435773074953222942015-06-30T13:10:00.003-04:002015-06-30T13:13:22.237-04:00It's a Disney World <br />
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Like most young girls in the United States, I grew up watching Disney movies. I think I probably dressed up like a Disney princess for Halloween one year, I may have been Cinderella. I honestly don't remember which character I was. Although I liked Disney, I never felt like I was a hardcore fan. I had friends who were (and still are) huge fans. They own and watch all of the movies repeatedly, have the soundtracks memorized, and travel to Disney World at least once a year. I actually find it really interesting that a number of grown adults are still just as enthralled with Disney as they were when they were children.<br />
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I will admit, Disney does have something magical. There are certain elements of their films that really are enticing. There's also something really magical about Disney World. Similar to certain <a href="http://www.nytimes.com/2013/02/24/magazine/the-extraordinary-science-of-junk-food.html?_r=0">addictive chemicals</a> found in fast food, Disney has got some kind of fairy dust that draws you in. I think the one element that gets me is the music. I'm not talking about song lyrics, but rather the enchanting scores that make you feel comfortable and hopeful. Does this mean that I eat up Disney movies like I eat a bag of chips? No. But it does mean that I feel conflicting emotions when it comes to "dealing" with Disney. On the one hand, I know it's bad for me, but on the other hand it doesn't get under my skin and make me want to stage a revolt. Disney <i>should</i> be as offensive as a lot of the horrendous media out there, say the promotion of the Confederate Flag, but for some reason I don't feel the same as I do about Disney as I feel about that flag and all it represents, but maybe I should. I watched Disney movies as a kid, and I don't feel like I got sucked into Princess Culture. But, I also had many other outside factors that impacted my life in a profound way. My mother went to college and worked full time when I was growing up. My grandmother worked in politics. So maybe these personal experiences and lessons outweighed what Disney wanted me to hear and learn? Or maybe, on a frightening note, Disney did affect me and I just don't realize it?...Also, I wonder if I'd feel differently if I were a person of color, or if I came from a less privileged family.<br />
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Having explored some of my feelings towards Disney, I have to ask the question- would I allow my own children to watch Disney movies? Maybe. Do I think some children are more impressionable than others? Yes. Do I want to support a racist, sexist agenda? No. However, I know a number of people who intentionally tried to prevent their children from watching Disney and acting as princesses, and you know what happened? They ended up wanting to be Princesses anyway. I know one family that was so anti-Disney... until they had three daughters. Those three daughters saw Frozen about a year after it was released. My friends tried to do everything they could in order to prevent the girls from seeing Frozen, but ultimately, because of so much outside influence they got to a point where it was just too difficult to say no. All of their friends had seen it. It was everywhere, from restaurant memorabilia to department store clothing. So mom and dad watched it first, discussed the film with their daughters and finally allowed them to watch it.<br />
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So this becomes a question of resistance. Do many people feel like Disney isn't the best type of media for their children? Yes. But, are many people willing to stand their ground as film after film is released? No. Parents try to do what's best for their children, but often aren't willing to fight for something they feel <i>kind of</i> negatively about. But what if parents who feel that the lessons portrayed in Disney films are inappropriate chose to allow their children to watch these films, but also helped their children critique them? Similar to Linda Christensen's way of teaching students to think critically about Disney movies. Similar to the way that my friends first previewed Frozen and then discussed it with their children.<br />
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Maybe we can't stop the mass obsession with Disney, but what if we can teach children to think critically about what they watch? What if we can start to shift the tide? I agree with Christensen's call to action. Rather than censoring films and telling her students not to watch them, she asks them to look for themes and patterns.Christensen does this with older students, but I think this is something that could start at an earlier age.<br />
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I think that when I have my own children I will most likely allow them to watch Disney movies. But what I'll encourage them to do as they watch will be to ask questions. One lesson that comes from Christensen's work is the need to ask questions. If we teach our children (both our own children and our students) to ask questions and really <i>think</i> about what they're watching, we will all be better for it.<br />
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<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-85870949480633828072015-06-29T21:04:00.002-04:002015-06-29T21:05:31.786-04:00Boyd Vs. Wesch- Interesting perspectives on what it means to be a "digital native"<br />
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Danah Boyd brings a truly interesting perspective to the term "digital native." In chapter 7 of her book, <i>It's Complicated, </i>Boyd breaks down some of the assumptions and implications that come along with the digital native terminology. She offers an interesting perspective, claiming that not all students are as technologically savvy as we may think. Boyd says that teachers need to reconsider their approach when it comes to teaching kids about how to use digital media. One glaring problem, according to Boyd, is that all students have not been taught how to appropriately decipher the information they are consuming online. Often students do not know how to differentiate a reputable source from others that may not be as scholarly.<br />
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Boyd uses the example of Google, stating that many children and adults don't realize that Google is a for-profit company with many different people (and robots) working behind the scenes to produce search results. The author argues that if we neglect to teach students about how to make sense of the media they are seeing on a day to day basis, we are robbing them of a tremendously valuable education. To assume that all kids know how to use technology as a learning tool is naive and beyond unfortunate. Boyd argues that we need to establish a way of teaching students to be more analytical when it comes to their use of online sources. </div>
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Mike Wesch, a digital commons blogger, makes many of the same points as Boyd. He argues that we no longer need to supply students with knowledge, but rather, we need to help students understand how to use the knowledge available to them. Similar to Boyd, Wesch argues that students need to learn analysis and meaning-making skills. They need to learn to interpret the texts presented.<br />
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The point at which these two authors diverge is in the recognization of the fact that students from varying socioeconomic backgrounds come into class with more or less experience using technology in their every day lives. Wesch seems to assume that all students will come into class as tech-savvy learners, well equipped with the materials and experience necessary to take the next steps. Boyd argues that students who come from more privileged backgrounds have a greater starting point and a great advantage, but many less-privileged students are still in a place where they don't know how to create a Word document, etc. Boyd recognizes the diversity of student's experiences, whereas Wesch fails to do so. </div>
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From my own experience in a rural/suburban school district, I find that Boyd has many points that resonate strongly with me. I have students who come from very privileged families and have access to all types of technology. However, I also have students who come from homes where they don't have access to a computer or smartphone. I've had students who don't know how to open a Word document. So I see both ends of the spectrum. After some reflection, I would have to say that the term "digital native" is too general and fails to consider the diverse backgrounds of students. Additionally, I would say that I have to agree with both authors when it comes to the need to teach students to think critically about the media they are consuming. I think this applies to all types of media (not just social media). I'm left wondering how I can do more to incorporate these needs into my own instruction...</div>
Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com1tag:blogger.com,1999:blog-3361084093786980743.post-58993412317069671972015-06-29T11:33:00.004-04:002015-06-29T11:38:31.238-04:00Definitely a Digital Immigrant<br>
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Although I consider myself to be somewhat knowledgeable when it comes to using technology, I am most definitely a digital immigrant. I do not naturally think or work digitally, I still like paper and pencils. I also like the smell of a good book.<br>
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I do have a Facebook account, but rarely post or update my status. I cannot stand the feeling of being tied to social media and I consider avid users of social media to be highly attention seeking.<br>
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<a href="https://bunglinghousewife.files.wordpress.com/2014/05/fbv.jpg?w=350&h=200&crop=1" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="182" src="https://bunglinghousewife.files.wordpress.com/2014/05/fbv.jpg?w=350&h=200&crop=1" width="320"></a><br>
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I like what <a href="https://donnalightbown.wordpress.com/tag/google/">this</a> other reluctant blogger has to say about social media. Here's another link to a <a href="http://www.thesocialclinic.com/my-new-years-social-media-resolutions-2015/">similar</a> blog post.<br>
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I basically use technology because I have to, it's the dirrection in which the world is moving and I don't want to be left behind.<br>
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But, I often wonder about how social media is affecting those who are more introverted (like myself). Why should we be forced to engage in this brightly lit world of constant contact? What if I don't really care about what all of my "friends" are doing at all times? I think that social media can be a good outlet for kids (and adults) who may be more shy in person. But for me, I genuinely need to feel disconnected sometimes.<br>
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I like this video about introverts:<br>
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Now, I don't want to sound like a grumpy complainer. I really have one foot on either side of the digital line. I see many opportunites and great things that will (and already have) come out of this brave new world. However, I do approach it with caution, similar to any immigrant coming to a new world, afraid to lose all of my history and traditions. I'm not so sure I like all of the changes that have come about because of an increase in technology. <div><br></div><div>I'm actually grateful that I didn't grow up in this digital time, I think my experiences will enable me to obtain more balance and reflectiveness when it comes to the constant wave of new technology. <br>
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<br></div>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com1tag:blogger.com,1999:blog-3361084093786980743.post-54338780492595692002015-06-29T10:47:00.002-04:002015-06-29T10:47:50.332-04:00First Post for Media Literacy (Sumer 2015)Hi, my name is Brittany. I am using an old blog from a previous course, so don't be alarmed if you see lots of other posts here.<br />
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I am a 7th grade geography teacher. We just wrapped up the school year last Friday. It was a good year with a lot of really fun and unique students. I would say that the students I had this past year had more personality and spirit than any students from previous years. Altough the students were great, it was a very loooong year.<br />
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So I'm ready to jump into this course and dig right in. I think it will actually be good that I haven't had a break in between, as I'm still in school mode. Once I've finished this course I plan on having a relaxing and lazy summer. I've forgotten what it feels like to not have to live by a never-ending to-do list. I'm envisioning a lot of time spent in the sun with my dog, Sadie.Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-30874633512807708592014-11-23T10:06:00.000-05:002014-11-23T10:06:41.626-05:00Case Study Roadblocks and LearningsI enjoyed researching and working on this case study. One of the most challenging, yet interesting parts of my research was the required emphasis on student strengths. I found it challenging to not allow myself to focus on a "problem" that the student appeared to be having. This felt really against the grain for me. I feel like I've been trained to look for problems and come up with solutions. It was hard not to look for deficiencies and immediately attempt to find "solutions." The research for this case study was much more like a puzzle with lots of pieces that didn't appear to fit together at first sight. Some pieces seemed too big or misshapen. I'm used to dumping all of the puzzle pieces on the floor and being able to quickly fit them together. I'm used to forming quick conclusions about people and about students. I think this has become the norm within the world of education, a norm born out of a lack of time and training. It's also a culturally accepted norm. Our sloppy thinking allows for snap judgements that go unquestioned. I don't think I can fully explain how frequently I make judgements and assumptions based on a single observation.<br />
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Stepping outside of this deeply engrained habit was one of the most challenging, yet revelatory assignments I have yet to receive throughout my educational career. The process of forcing myself to choose a more critical lens made me a more conscientious and thoughtful teacher. It has also made me a more conscientious and thoughtful learner. It's like a form of mind control, exercise for the brain. I remember one night in class where I was writing my observations on the whiteboard and immediately jumping to conclusions about these observations. It took a few minutes for me to realize that I needed to step back and analyze the data, that I still was skipping this step. I needed to ask more questions. I was able to realize this without being told to do so. Dr. Horwitz was observing and she asked me why I decided to go back and add more questions and analysis. I told her that "smart people ask questions." She immediately said "yes, and good researchers ask questions." <br />
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Through these struggles I learned how to be a better researcher and how to ask better questions. I learned that I don't always have the answer (even if I think I do). Answers and conclusions take time. I learned that I must give everything (and everyone) time to truly be revealed. Wisdom is not born out of snap judgements, but out of patience and tenacity. This is a never ending lesson for me, one that I will need to very conscientiously go back to. It's kind of like forming a new habit. I'm on my way, but there is always more work to be done. Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com1tag:blogger.com,1999:blog-3361084093786980743.post-55040199890747356312014-11-01T16:58:00.003-04:002014-11-01T16:58:38.453-04:00A Letter to Hannah Tessitore<!--[if gte mso 9]><xml>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">November
01, 2014</span></div>
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<br /></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Dear
Ms. Tessitore,</span></div>
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<br /></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 200%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Your
presentation “Girls Gone Wired: Encouraging Computer Programming Exploration in
Young Women,” was one of the most motivating and interesting professional
development presentations I’ve ever attended. <span style="mso-spacerun: yes;"> </span>You really shed light on an incredibly
important topic in our tech-centered society. I never realized the extent to
which girls and women are underrepresented in the fields of computer
programming and web design. Furthermore, I never realized how systemic this
problem is. Although I’ve learned about the problems associated with gender
specific toys such as dolls and baking kits, I never considered the lack of STEM
specific toys meant for girls. Perhaps even more disheartening than the lack of
educational toys meant for girls was your presentation and scrutiny of the few
toys that do exist (such as girls’ Legos). I never realized the discrepancies
within toys that are meant to provide gender equality.<span style="mso-spacerun: yes;"> </span>Your presentation made me realize that what
we think of as “equalizing” toys do nothing to even the playing field, despite
being marketed this way. There is a hidden curriculum within the marketing of
toys for boys and girls, even toys that we may think of as “progressive.”</span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 200%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">It is clear
that <i style="mso-bidi-font-style: normal;">progress</i> is the key word here. How
do we make progress when it comes to girls in the math, science and technology
fields? How do we dismantle the myths that keep girls out in the margins of engineering?
Do we overcompensate by advertising for “Code and Pinot” nights? Should programming
websites be developed to specifically entice young girls? Is it too late for
girls to get involved? These are all excellent questions posed in today’s
seminar, and I liked that you stood up and said “no” to each of them. The
answer is not in the feminization of coding and computer science. The answer is
in the humanization and equalization of these fields. This means that the field
itself needs to change in the way of becoming more gender neutral. I am confident
that over time we will see significant changes occur and barriers broken down,
especially as more parents, educators and community members (like you!)
encourage girls to question the status quo. </span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 200%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I appreciate
your advice for some practical applications of your presentation. I plan on bringing
this information to the after school program director where I work and asking
to start a programming club with the user friendly websites you provided.
Despite knowing nothing about programming myself, I think it is incredibly valuable
and important for the girls of this nation to have fair and equal access to these
opportunities. Your message was refreshing. You made me feel empowered and
capable of sharing the very little bit I know about programming with my
students and seeing the path that it will lead them down. Just a small spark of
knowledge can lead to a lifetime of interest and career options. Thank you for
your inspirational presentation. </span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 200%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Sincerely,</span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 200%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Brittany DeMelo</span></div>
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Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com2tag:blogger.com,1999:blog-3361084093786980743.post-66952877631693317802014-10-25T11:59:00.001-04:002014-10-25T12:00:38.122-04:00Chapter 7: Racial Identity Development Chapter 7 was a challenging chapter for me. I highlighted and took
notes on so much of what was included in these thirty pages, and I'm not
sure that I understand <i>everything</i> fully. There are a few key points that I think are really important:<br />
<br />
1. "Racial identity development is not just for people of color" (Pg123)<br />
2.
"Race is a social construction. It was created largely to divide
people, giving power to some while taking it from others." (Pg.124)<br />
3.
"While youth are the primary authorities of their own experience, adult
alliances are critical in helping cultivate authoritative responses to
oppression." (pg. 125)<br />
<br />
I think these three points stood
out to me the most because I work in a school district that lacks
racial diversity. It is very easy to assume that because I work in a
school that is made up of mostly white students, we don't need to do a
lot of work regarding the realities of racism. It is easy to avoid, and I
constantly need to be pushed and reminded that we should be doing <i>more</i>
to make white students aware of the dominant culture that they are a
part of. Even more importantly, I should be working harder as an ally to
those students who don't identify as "white." This is still a hard
thing for me to do, how do I work as an ally and acknowledge differences
in an organic way? I think I do a lot of this when we talk about
different places in the world (as we do in geography...), but it's much
more uncomfortable and challenging to talk about differences in my own
school and classroom. <br />
<br />
While I feel as though I
could write a novel in discussing these points, I also felt that the
second half of the chapter was important too. Because this is a large
chapter to digest, the most logical way for me to make sense of the
chapter was to create a Venn diagram:<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk7Xf2M3KkhVw7O8tjNXOUIgtnzXusZwX2-C3al2Tc4hysk8Qs2DggIGH28sMD2Pf41eqKY7Cv1Kqg_jDMrzDJgz85kiqX9cbG8zN1FFr6NPnxv_-DOyvbH24t-SoYSzs_SjZ0c10T_yoj/s1600/chapter-7-ven-diagram.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgk7Xf2M3KkhVw7O8tjNXOUIgtnzXusZwX2-C3al2Tc4hysk8Qs2DggIGH28sMD2Pf41eqKY7Cv1Kqg_jDMrzDJgz85kiqX9cbG8zN1FFr6NPnxv_-DOyvbH24t-SoYSzs_SjZ0c10T_yoj/s1600/chapter-7-ven-diagram.PNG" /></a></div>
I think that this will be a really important tool for me to refer back to, especially as I think about those students who might be trying to figure out their own identity as a Black student in a white community. I think that there are some very important differences between Black racial development and white racial development, and it's necessary for ALL teachers to have an understanding of this prior to becoming professional educators. Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com2tag:blogger.com,1999:blog-3361084093786980743.post-51898607774060745152014-10-12T10:22:00.001-04:002014-10-12T10:32:58.216-04:00Going Aboveground<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">As I read chapter 6 of <i>Understanding Youth</i>, I was able to really make meaning of some of my observations of my own seventh grade students (and myself in their world). This chapter really provided me with the ability to put words to what I've never been able to fully express. As I read, my brain jumped from one seemingly small observation to the next. What I now realize is that these small observations are actually part of a much larger picture that I can now see a little bit clearer. Because my thought process was all over the place as I read and took notes, I decided that the best way to share my connections to my own teaching practice (and my own life) is to share several short glimpses into my thinking and learning. This is a long post with lots of different thoughts crammed in. I didn't realize until I was done writing that my favorite, most meaningful blurb is at the end. If you must read the post quickly, skip to the end! </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>"Going Underground"</b>: </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">One of the math teachers I work with always ask "why are girls always so good and boys always the ones who get in trouble?" - I now have an answer to this question...This has to do with identity and gender development. Girls go "underground" and become quiet because being seen as loud or intelligent is not what they are taught to value. Our society STILL teaches girls that they should be reserved, supportive and in the background. Standing out is not a good thing. Boys are taught (through various societal channels) that they need to proclaim their masculinity and defend it at all times. This results in louder, more assertive behavior. So boys are more often sent to the office, or assigned after school detentions. Although this is an oversimplification of what Nakkula is talking about, this pattern can be seen over and over again, especially as students transition into high school.</span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>On being weird and awkward: </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">I said to a group of students the other day "you guys are stuck with the weird teacher" (referring to myself) and a girl responded "that's OK..." It amazed me to hear her say this, because <i>I</i> know it's OK, but I was shocked for her to say aloud (in front of the class) that weirdness is OK. I now understand that my shock most likely stemmed from the fact that to most kids being seen as weird is not a good thing, especially for girls who are beginning to conceal anything about themselves that may seem "weird."I think I understood this before reading chapter six, but my feeling of surprise was validated. I think I'll continue to point out (as I usually do) that I am weird or awkward at times, and that it's OK. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>Laughing at the Boys: </b> </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">Another thought bubble that bloomed as I read relates specifically to my seventh grade boys. Over the course of my few years teaching seventh grade, I've realized the need to remove all sarcasm directed at students, especially boys. Any good teacher can tell you that sarcasm has a very limited and specific space within the classroom, most will tell you that sarcasm shouldn't be used at all. In my own experience I have seen that humor can be valuable, but humor directed at individual students will make them feel that they are not in a safe space. Nakkula mentions that one of men's greatest fears is that of being laughed at. I have seen this play out in a number of scenarios. Boys and men don't do well with sarcasm (especially sarcasm coming from females). The research that Nakkula cites is further evidence that teachers who use sarcasm are really creating unsafe spaces for students. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>On Wanting to Be Taller: </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">This is another observation that I think I was sensitive to even before reading chapter six, but I think it's worth mentioning. One consistent theme I've seen with male students throughout the years has been that of wanting to be taller. I've seen this in their writing (journal entries), overheard them joking with each other in the hallway, and it's something that comes up every year. I knew that this was a sensitive topic, but I didn't realize just how much it might be affecting social dynamics. Taller boys are often more popular and more domineering. They command their classmate's respect and are literally looked up to. Tallness is associated with masculinity, and boys who are tall are almost always well liked by peers. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>Brave Boys Banning Together: </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">On page112 Nakkula quotes a sociologist named Michael Kimmel. Kimmel argues that one part of boys' gender identity development is the emphasis on doing everything in one's power to "not (be) like a woman." This is something that we see play out again and again and it's a notion that is being continually challenged- What does it mean to be a man? What does it mean to be a woman? </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">I have a group of boys who have chosen to stick together to challenge this tough dilemma. This particular group of boys joined chorus. The boys are well liked, even considered popular. In joining chorus (at 12 years old) they have taken a great risk. Even more of a risk then I think I realized. It is amazing to see and I absolutely love that they feel confident enough to join. I wonder how they got to a point where they felt confident enough to join without the fear of peer scrutiny? </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><b>Taking the Risk of Sensitivity: </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">One final observation that I now feel that I'm able to describe in a more meaningful way relates to an entire class that continues to impress me. This is not my class with the highest achieving students. It is not my easiest class. It is actually a class with a few male students who I was warned about. The sixth grade teachers labeled these students as troublesome and sneaky. I was told they shouldn't be in inclusion classes, they bullied special education students in sixth grade. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">On the first day of school I came to realize that I would also be having a few students from The Learning Center (a substantially separate program, also called TLC) come into this class. I was upset that these students would be placed together with the "bad" kids, and had no idea how things would work out. I chose to have the boys labeled as "bullies" sit next to the TLC students. I thought that with the correct attitude I could draw some sensitivity and good citizenship out of these "tough" students.</span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">The three TLC students come to class with a teachers assistant (we'll call her Sheila), a woman who really cares about kids and their well being. Both her and I have worked together to make sure that this is a positive learning experience for everyone involved. Although I can say that we have worked hard, it is safe to say that the students (both special ed. and regular ed.) have worked exponentially harder. The students in this class work together so well, it's amazing. Both Sheila and have had moments where we are nearly in tears as we have witnessed tremendous acts of patience and kindness. We have repeatedly expressed how proud we are of this class and really commended them for stepping up to the plate. I think that part of the reason this has been so moving for both of us is because the kids who have taken on leadership responsibilities are the ones who had been previously labeled as "bad." </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">On page 113, Nakkula states that "learning-fully engaged learning-requires vulnerability. It requires the capacity to leave oneself open to criticism and to willingly seek and provide support." I think that out of all of my classes, this is the class where I have felt most vulnerable. It is also the class with some of the most vulnerable students. The fact that we are able to see each others' vulnerability and learn from it, has created such an amazing classroom culture. I am really proud of this class and my hope is that we continue to grow together. Up until this point, I don't think I understood how profound it is to see some of the most masculine and rough-around-the-edges boys take such a risk in being sensitive to these students who have been labeled as "other." These boys are taking the risk of having the entire class challenge their masculinity, and I am now able to recognize just how profound of a risk that is. </span></span>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com3tag:blogger.com,1999:blog-3361084093786980743.post-24791297477385963272014-10-04T11:33:00.002-04:002014-10-04T11:33:54.961-04:00Building Bridges to Learning- It Takes a Village...<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">Chapters three and four of Michael J. Nakkula's book, <i>Understanding Youth</i>, hold one loud resounding theme: Confident and dynamic learners are born from communities and schools that intentionally focus on providing channels for growth, communities that build bridges to learning.</span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">We have all heard the saying "it takes a village to raise a child," but what does this actually look like? What does this quote actually mean? Despite what we may think about encouraging independence and self reliance in our children (two highly regarded American values), kids need to be afforded opportunities to learn from and negotiate with others. When we think about "learning communities" we should consider a more broad look at the term "community." The willingness and intentionality of a community to build up strong adolescents can determine the rate of success seen in students. Community programs (and individuals) can provide outlets for adolescents to become successful and according to Nakkula, success outside of school can be transferred into the classroom. Building up a child's confidence through the use of community programs can lead to more opportunities for success in the classroom..."The experience of building skills builds confidence and a sense of competence. The more confidence and competence we feel, the more likely we are to venture into new learning opportunities" (Pg. 71). Kids need to spend time with people who are not like themselves, learning how to work as a team.The benefits of a strong community and experience with teamwork cannot be overstated. It is through the wide lens of these learning communities that students are able to build bridges to learning in the classroom. Skills learned outside of school have a tremendous impact on the way a student may deal with challenges inside of school. </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">In chapter five Nakkula makes it clear that although the outside community plays a tremendous role in adolescent development (as understood in chapter 4), teachers are not off the hook completely. Teachers who choose to act as mentors to students are able to further bridge the gap between their students and themselves. "Like anyone else, youth want to be engaged as thinking, feeling, valued members of a community in which they are viewed as stakeholders" (Pg.81). Teachers who take the role of mentor, rather than commander in chief, are much more likely to earn the respect of students. As respect is earned, stronger and more meaningful relationships can be forged. "Teachers who model ways of being in relationship for students teach more than content knowledge; they teach respect, care, collaboration, and a host of life skills necessary to ensure success and personal happiness" (Pg.97-98). </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">Nakkula's approach is dynamic and multidimensional. His vision extends beyond one teacher in one classroom, taking more of a holistic approach. Strong communities working together with strong schools will produce strong students. Strength is not defined as making the honor role, or having the highest test scores, but rather as a network of competent and confident learners with the desire to learn from each other. Everyone is a mentor and everyone is a learner in this scenario. It takes a village to raise a child. </span></span>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com3tag:blogger.com,1999:blog-3361084093786980743.post-6998170680269901392014-09-26T20:31:00.001-04:002014-09-26T20:31:08.204-04:00Really seeing our students<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">When I initially applied and enrolled in the ASTL graduate program at Rhode Island College I felt annoyed that this was something I was being forced into. The state of Massachusetts requires that teachers obtain a masters degree within the first five years of teaching. So I begrudgingly signed on to the program, thinking of it as something to "get through." However, over the last year or so I have come to really enjoy the program. One of my absolute favorite parts of being in a graduate cohort are the positive people I have the opportunity to be surrounded by, my fellow classmates. <b>I believe that being in a positive, supportive environment has had a tremendous impact on my experience. </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">Although I am naturally cynical, my classmates push and challenge me to think and behave more optimistically. Conversely, my coworkers often have the opposite impact (either intentionally or unintentionally). I'm still working on having the self discipline and self control to not feed into negative attitudes.When I'm with classmates I feel that a more positive and hopeful side of my identity is drawn out. When I'm with coworkers I feel like I want to shut down and shut people out. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">I share this experience because in many ways I feel connected to the story of Janine, one of the case studies shared in Author Michael Nikkula's text, <i>Understanding Youth</i>. Janine, a high school student, seeks to take risks in order to develop and shape her own identity. Much of her freshmen year in high school is spent with fellow risk takers partying and looking for ways to figure out who they "really are."It's not until Janine works with a teacher she calls "Ms. P" that she starts to see a different path for her life, a different identity. In Ms.P's class, Janine is highly successful. Ms. P sees a lot of potential in Janine and she chooses to draw out that potential. Ms. P brings out the best in Janine. She has a way of really looking into and looking after her student, and knows how to help guide her. If Ms. P had not encouraged and invested in Janine, Janine's path may have looked tremendously different. By the end of the school year Janine's "thinking and writing were displayed for an audience she valued, <b>which allowed her to value herself more fully as well</b>" (pg.60). </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">As human beings we are greatly impacted and influenced by our surroundings. Each experience, every day, adds or takes away from our own life story. When we are around people whom we feel valued by, this will have a substantial impact on our lives. When surrounded by those who challenge us, we will grow. My experience with this has come through my graduate program. Janine's experience with this came when she felt like someone could really see into her world, <b>like someone could see the <i>real</i> her. </b>Out of this experience, she may make some major life changes. Reading about Janine's story was incredibly validating for me as a teacher and as a living, breathing human being. I want to be a teacher who makes kids feel valued. I don't always know how to do this, how to <b><i>really </i></b>see them or get into their heads, hearts and souls. This requires a lot of creativity and authenticity. It's not about creating a wildly entertaining classroom experience. My goal is to host more of an open forum where kids feel comfortable participating, to build in the "scaffolds" that Nakkula talks about. One of my favorite quotes from chapter three of <i>Understanding Youth</i> can be found on page 53, "The call to make education enticing to students should not be confused with an approach to making it fun through superficial entertainment." How do we move beyond the superficial classroom? How do we connect with our students? These are questions that I suppose I will never stop asking. My hope is that I get better at finding the answers. </span></span>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0tag:blogger.com,1999:blog-3361084093786980743.post-73205308883667961432014-09-19T20:56:00.001-04:002014-09-19T20:56:30.164-04:00Authoring One's Life<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">At the beginning of the school year I run through all of the regular first day motions that most teachers go through. We play an ice breaker name game, take attendance, and go over the rules and class procedures together. As we go through the rules and procedures together, one of the most important points I bring up is the matter of teacher-student respect and student-student respect. We talk about what the term "respect" really <i>looks</i> like and what it really means on a daily basis. As we discuss concrete examples of respect, I like to tell students that you <i>never really know</i> what other people are going through. I remind them that when/if they behave disrespectfully towards each other (in the form of teasing, mockery, sarcasm, etc.) that they could really be hurting someone who is already in a tremendous amount of emotional pain. The atmosphere in the classroom typically changes when we discuss this reality. It's as though everyone becomes very aware of their own humanity and it brings a feeling of humility to the class. I think this point really resonates with students as they are at a very sensitive and vulnerable stage in their lives. From this first moment together as a class I want students to know that I do not intend to treat them disrespectfully and I ask that they behave similarly. I want students to know that we <i>all</i> hold some power in the classroom, this is not a dictatorship. </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">I share this story because one of my priorities as a teacher is to make kids feel empowered, to make them take ownership of their own actions and the consequences that follow. I also feel that it is incredibly important for me to let students know that I'm not there to criticize them or break them apart. I have many memories of feeling powerless and out of control as a child and as an adolescent. I remember many teachers who sought to control me, to dis-empower me. As they shouted or mocked or blatantly ignored me, I learned that they didn't really <i>see</i> me. They didn't see what I had to offer. Without my teachers having to say that I was not worthwhile or valuable,
I still learned this lesson. I often flew under the radar. I remember one of the only projects that I ever put any effort into involved creating a soundtrack for the novel <i>Wuthering Heights</i>. I really couldn't tell you anything about the book, but what I do remember is the feeling of validation that came with verbal praise and recognition from the teacher after she graded the project. She made it a point to recognize me, to treat me with genuine respect and kindness. It is for this reason that I choose to look for the good in each student on a daily basis. <b>I want to draw this goodness out of each of my students. </b></span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">I believe that my <i>Wuthering Heights</i> experience is the exact type of experience that author Michael J. Nakkula is talking about in his book, <i>Understanding Youth</i>. Nakkula argues that we learn exponentially more from our experiences and interactions with teachers and classmates than we will ever learn from a set of notes taken in class. Teachers and schools are incredibly concerned with content and curriculum, and rightfully so-standards are important. However, there are other very important lessons that students continue to learn when they attend school. Each interaction is a page in the novel of a student's life. Through their teachers, students learn whether or not they have value. <b>Teachers have an impact on students' lives whether or not they realize it.</b> Teachers are "co-authors" in the stories of their students lives, according to Nakkula. Every action is a choice with serious implications. </span></span><br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span>
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">Nakkula includes a variety of very important points in writing about this subject matter. He emphasizes the importance of relationships with students, but also asks-"how do we go about doing this?" Additionally he adds that the traditional school structure inhibits the ability of students to feel empowered. These are two important points to consider-how do we form real relationships with more than one hundred students at a time? And how do we do this in 45 minute increments in a controlled environment? These circumstances are not conducive to deep relationship building. In order to break down the barriers between teachers and students, Nakkula encourages teacher transparency and honesty. He adds that this can be the difference between really getting to see student progress versus a student completely shutting down or becoming disruptive. </span></span><br />
<br />
<span style="color: #444444;"><span style="font-family: Georgia,"Times New Roman",serif;">The resounding message here is that <b>all teachers are students and all students are teachers. </b>We are <i>all</i> constantly learning from our day to day interactions, whether we realize it or not. If all teachers and all students truly understood the depth and significance of this reality, we could have a profound and lasting impact in schools. So the question I'm left with is: <b>How can I become a better student of my students?</b></span></span>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com2tag:blogger.com,1999:blog-3361084093786980743.post-27610803180525486612014-09-13T20:46:00.000-04:002014-09-13T20:46:41.761-04:00My Thoughts on Vulnerability and Knowing Everything <br />
<br />
<br />
<div style="text-align: center;">
<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;"><img alt="Vulnerability Just Ahead" class="aligncenter size-medium wp-image-2323" height="199" src="http://gapcommunity.com/wp-content/uploads/2013/11/Vulnerability-Just-Ahead-300x199.jpg" width="300" /> </span></span></span></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">Here's a question: How comfortable are you with the term "vulnerability"? Does this word make you cringe? Does it excite you? I am beginning to realize that I absolutely despise feeling vulnerable. I want to know the most, to be the best, to have it all together. I have worked hard to make sure that I am never in a situation where I feel that I don't have some sense of control. I tell my husband how to drive. I bag my own groceries at the grocery store, because I know how I want them arranged. Everything in my house (and in my classroom) has a spot. I write lists of things to get done. I enjoy crossing items off those lists. I don't like people telling me what to do, or how to do it. I am in control. </span></span></span></div>
<br />
<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">And I wonder where this has all come from....</span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">When I was a kid, I was incredibly disorganized and scatterbrained. I didn't do well in school. I didn't feel that I had any control over my own circumstances. I often stayed quiet in order to avoid seeming like an idiot. I never felt like I had everything together. I always looked forward to the day when I could do things my way. I looked forward to being an adult. As an adult, I will tell you that I enjoy my day to day life infinitely more than I enjoyed life as an adolescent (which is probably the case for 99.9% of adults). I am finally able to do things my way, to feel like I have things <i>together</i>. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">Upon entry into the teacher education program at RIC, I told myself that I needed to make sure to do whatever was necessary so that I'd "<i>have it together</i>," because, after all...teachers have it all together, right? When it comes to teaching, my desire to eliminate any sense of vulnerability has been a driving force.I stay up late trying to find ways to make lessons more interesting, and making sure that I know as much about the following day's topic of study as possible. Additionally, I stay up late attempting to micromanage each moment of class time for the following day. I always have a plan for those five minutes of down time. Again, I am in control. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">I will say that my desire to avoid vulnerability has been beneficial in some ways. It feels good to have a well run, orderly classroom. It feels good to know that students respect me. I've had a number of old students from last school year stopping by my classroom to say hello. We say hello in the hallways. I have not made myself so robotic that I am completely impersonal. However, I feel that I do run the risk of becoming more impersonal with students as the years continue. I think I'm at a point where I need to take a step back and be OK with some vulnerability in teaching and in life in general. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">The reason I chose to write about this topic this week is because I feel that Ayers' overall message is about becoming vulnerable. On pg. 115 he says "...if we already know everything, we are terrible students and bad teachers." My goal should not be to make sure I know everything, I need to be reminded of this again and again. My goal should be to reach students, to connect with them, to be on their level, to be vulnerable <i>with </i>them. </span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;">I once heard an older teacher say "the day that I say I know everything is the day I should retire." This is a good reminder, a good mantra as the school year begins. The one question I'm left with is how I go about doing this? How can I become more vulnerable? </span></span></span><br />
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;"><img alt="lengle-on-vulnerability" class="aligncenter size-large wp-image-1810" height="251" src="http://l0velyrants.files.wordpress.com/2014/03/lengle-on-vulnerability.jpg?w=764&h=481" width="400" /></span></span></span></div>
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<span style="background-color: white;"><span style="color: #666666;"><span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></span></span>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com3tag:blogger.com,1999:blog-3361084093786980743.post-79282133111727106582014-09-07T15:16:00.001-04:002014-09-07T15:16:45.117-04:00To Teach: The Journey, in Comics <br />
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<a 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%20" 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%20" 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<b>Overview: </b><br />
William Ayers and Ryan Alexander-Tanner have created an interesting and thought provoking graphic novel, <i>To Teach: The Journey in Comics. </i>I found the first half of this book to be an easy, quick read. This isn't to say that the content was easy, or able to quickly be put into practice though. Although the book was light and airy (probably due to the fact that it's a graphic novel), it also poses some great questions and challenges to the classroom teacher. I found that several quotes and phrases within the text really resonated with me and for the purposes of organization and order, I am going to break this blog post into sections according to those quotes and phrases.<br />
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<b>Here are some of my favorites:</b><br />
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<b>"In fact, it is often the myths themselves the young teacher must fight against"... (pg.3)</b><br />
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I find that over and over again, each year of teaching is truly a fight against the "myths that bind us," as Linda Christensen would say. Where I teach, there is a large divide amongst teachers as far as what makes for "good" teaching. To some people, good teaching looks like a classroom that is tightly controlled and intimidated to the point that no one dares to step out of line. The teacher is all knowing, their purpose is to deposit content knowledge into the blank brains of the children sitting in front of them. To some, good teaching comes in the form of questions, and well organized groupings where students are asked to be responsible for their own learning. These classes tend to work in more room for movement and activity and flexibility. Although the second scenario sounds like it is more conducive to learning, there is more room for disruption and off-task behavior. <br />
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As a (relatively) new teacher, I see myself caught in the middle. I want students to be on task, rather than socializing. I know that socialization is a large component of education, its one of the most important things kids learn in school, but I feel that it can take over the classroom and distract students from learning anything relevant to the content. As much as I have tried to hand over control in the past, I feel like it's not something I'm willing to give over completely. I want to create a learning environment that is conducive to all learners, to encourage curiosity and questioning. I want my classroom to feel alive and active, but think that I still have a lot of work to do in learning to be the teacher that I am meant to be. <br />
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<b>"Focusing on what I can't do diminishes hope"... (pg.20) </b><br />
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I liked this quote because one goal I have for this year is to try to remain positive and optimistic, to see opportunity where<b> </b>others see a road block. I want students to know that there is hope for them, hope for their future. I want to go into the classroom each day and build kids up, to make them feel like they can be successful. I don't want to choose the easy road that is paved with complaints and bitterness. This is why I like the two following phrases, I feel that they perfectly describe what I want to do more of and what I want to do less of...<br />
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<b>"Calm clarity"... (pg.23) </b><br />
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I have a bad habit of getting really wrapped up in getting things done. I want each class to go smoothly, to end in a perfect spot. I like structure. I like routine. I like having a plan and sticking with it. These are all practices that have made me a successful, fully functioning adult. However, ALL of these things are nearly impossible to accomplish when you are really trying to get kids to learn. Teaching is sloppy. It's inconsistent and different every day. Although I'm never usually at the point where I'm externally upset or out of control in front of students, I often experience an internal feeling of chaos. As the school year starts off, I want to practice calm clarity. I want to meditate on the fact that things don't always go as planned, and that's OK. <b> </b><br />
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<b>"Sloppy thinking"... (pg. 27)</b><br />
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I loved this phrase because I think this is something we all practice too frequently. We let our thoughts run wild, without trying to intentionally control or self monitor them. Buddhists refer to the opposite of this as a "well disciplined mind." I think that the difference between stagnation and progress is a well disciplined mind. It is human nature to want to categorize and compartmentalize, but when we do this as teachers we really limit ourselves. The brain automatically files our experiences away, but it is up to us to really neaten up our thoughts, to reflect and re-organize. I do a lot of sloppy thinking because I'm busy and trying to get as much done as possible at once. I am only just starting to realize that for such a long time I have limited myself and my own thinking by operating off of initial impressions and judgements. <br />
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<b>"It was fun, wasn't it? And educational!"...(pg.66) </b><br />
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Although there were many other quotes that stood out to me, this is the last one I will discuss. This quote actually annoys me. I really, really want my students to love learning and to love the "fun" activities we do in class. However, there are times when learning isn't fun. I firmly believe that students must have a foundation of knowledge and some basic skill sets, before being able to participate in more in-depth and engaging activities. Does it make sense to organize a debate or write a skit or a play about a topic before doing a little pre-learning? I've always struggled with this. I don't believe that everything in school needs to be fun. Maybe it's just the word fun that annoys me. I think students need to be engaged and active. I think that students need to feel accepted and feel that they are a part of something. I just don't think that our goal as educators should be to constantly make things fun. <br />
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<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com6tag:blogger.com,1999:blog-3361084093786980743.post-33436100461217069992013-12-08T11:01:00.001-05:002013-12-08T16:27:00.528-05:00Final Project Overview- Latinos in the USA<br />
<img border="0" height="221" src="http://3.bp.blogspot.com/-4q81PBhtPww/UTepL8YDHmI/AAAAAAAAAC4/_86Fd14mvAE/s400/1682202-poster-1960-latin-stereotypes.jpg" width="400" /><br />
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For my final project I decided to work in some class discussion and reflection time about stereotypes and Latinos in the USA. We started off in a very basic way, by introducing the word stereotype itself. Many of my seventh grade students were unaware of the what the word meant, so this was a good starting point. We added the term to our classroom and unit vocabulary. The unit I designed is entitled "Latinos in the USA." I tried to attach the vocabulary, essential questions and some of the documents I've used, but don't have a way of sharing these using Adobe, so I will bring them to class with me.<br />
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The essential question and unit vocabulary were discussed and broken down in class on Monday. On Tuesday I provided students with an organizer outlining various groups or "categories" of people in our country. The organizer listed about 7 or 8 groups and had blank bullet points underneath each, a framework for discussion. Students were asked to work with their groups and list the stereotypes we associate with each group provided. After about 20-30 minutes of group discussion we came together as a class and created a class list. I asked the students to think about why I had them do this and I emphasized that we would be talking more specifically about Latinos (on group on their list). In addition to this, we discussed why stereotyping limits our understanding of the world around us, and the ways in which media and TV contribute to our opinions and categorizations of people.<br />
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<img border="0" height="256" src="http://2.bp.blogspot.com/-DxrGMkWGjGg/UTepAnKvquI/AAAAAAAAACg/xqOr3Kptrio/s400/Screen-Shot-2011-10-31-at-1_06_28-AM.png" width="400" /> <br />
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In addition to the vocabulary and overview discussion of stereotypes, we watched two more specific video clips (found on YouTube). This was done on the third day of the unit (Wednesday). These two video clips deal with stereotyping and Latinos. It seems that one was filmed by a teacher, the other creator isn't easy to determine. Both videos feature teens who are of Latino descent. The teenagers ask watchers to consider their first hand experience with stereotypes. One of the videos is simply entitled "Hispanic Stereotypes." The other is really wonderfully entitled "We Would Like You To Know." Both videos provide the star students with a voice, something that we have discussed in class. I think the featured students really feel heard. Also, I think having my students, some of whom have never really had any real life experience with someone who is Latino, found these videos meaningful.<br />
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Hispanic Stereotypes:<br />
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I let the students watch the videos, we discussed them briefly, and they completed a journal entry with a few guiding questions to answer.To wrap up this portion of the unit I asked the students to think about
ways that we can fight stereotypes. I encouraged them to think about
this on a personal level, not in a broad sense. One student said "think
twice, speak once." I thought this was an excellent way to transition
into the next piece of the unit, which deals with immigration.<br />
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We Would Like You To Know:<br />
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I'm not going to go into detail about immigration or illegal immigration here. However, what I think is important to note is that the discussion and work we did prior to getting into the unit further, is the emphasis on empathy. One more piece of the discussion prior to immigration was a day devoted to a documentary called "Which Way Home?" This video is about teens and children, along with many adults from Central America, who ride on the tops of trains in order to get to the U.S./Mexican border. These are people who are incredibly desperate and need to earn money for their families. I've included a trailer below. I think this video, along with the discussion of stereotypes worked as fantastic precursors to the very confusing and challenging topic of illegal immigration. Ultimately I will be providing students with a number of resources which look at multiple stories and ideas about how to solve this problem. I will ask students to take a side and we will set up a classroom debate as part of our final assessment for the unit. <br />
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<br />Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com1tag:blogger.com,1999:blog-3361084093786980743.post-43802142888416253242013-11-27T11:57:00.001-05:002013-11-27T11:57:58.418-05:00Willowbrook: The Last Great Disgrace (Trailer, 1972, USA)<br />
I couldn't get the link to work below, so I decided to share it separately. <br />
<iframe allowfullscreen="" frameborder="0" height="344" src="//www.youtube.com/embed/lWDt5IE8RPI" width="459"></iframe>Anonymoushttp://www.blogger.com/profile/08547999291140131084noreply@blogger.com0