Module 2
I found these chapters in Woolfolk (4,5,6) to be challenging for me. At the same time, I could see why these chapters were lumped together for our reading assignment. As a teacher, we will experience teaching students of different learning levels, backgrounds (cultural, social, and economic), and skills (physical, emotional, and cognitive). It is our job as teachers to then discover what their individual learning needs are and to see that they receive all the necessary resources afforded to them in order to help them be successful students both inside and outside of the classroom.
I found the beginning of chapter 4 very important. Language and how we use it as teachers toward our students is very important. If we want our students to respond positively toward us, if we want them to connect with us, then we need to use the proper phrases, words, and tone in order to reach our students and to make them feel comfortable in the classroom. Avoid labels because they may be viewed as a "Stigma that cannot be changed." (p. 122) We want our students to be the best they can be and if they are labeled as being less than they can be, it may create an idea that they cannot achieve something that someone else who does not have the same label as them can. The strategy of speaking directly to the student with a disability and not to the companion or the aide is very helpful in allowing a connection to form between the teacher and the student. Making eye contact and getting down to their level is also very positive and allows the student to better trust the teacher. It shows "Respect to individuals with disabilities when 'first-person language' is used." (p. 123)
I was able to make that connection with my eight-year old nephew who is cognitively and developmentally challenged. He has a form of cerebral palsy and has had to overcome a lot of physical and cognitive challenges that many doctors, therapists, and teachers were not even sure he would be able to overcome. It is by the support of his parents and the perseverance of his family that he is able to grow and learn and overcome those challenges. He responds best to repetition, to eye-contact, and encouragement. He has learned so much in the few years he has been in school. He will always need support and care, but he is always seen as "Jack" and not "Jack with Cerebral Palsy."
In Chapter 5, I gravitated toward the area of Second-Language Learning. I do not have much personal experience in teaching students who speak and understand more than one language inside and outside of the home. I know that as more and more young people enter school with this experience, it is very important for more teachers to have this experience in order to better help the students achieve success inside and outside of the classroom. As young children are able to learn a second language, according to Woolfolk, "Young bilinguals may be afforded a linguistic and a reading advantage ...speaking two languages is an asset when graduates enter the business world." (p.188)
Growing up, I lived with my grandparents who were children of immigrants. They grew up in a household where the native tongue (Italian or Polish) was spoken by the parents and the children were able to understand, but not speak the language. They were expected to learn and speak English because they were to live among others who spoke English, even if they lived in a neighborhood of Chicago surrounded by people of their same nationality. Today, the immigrant population wants the same for their children, but have an idea that they do not want their children to forget their culture and so the children grow up with two languages (native and English). It's very important for us as teachers to help our students achieve success in school, but know that we may be surrounded by students with several different backgrounds with several different languages. It's a fear of mine that I will not be able to reach all of my students, because I do not have that same language knowledge as them. I have a difficult time learning an retaining a different language and I worry that I won't be as effective in providing for all of my students' needs.
Chapter 6 discussed Culture and Diversity and the differences between them. I learned a lot about stereotypes and prejudices and what can happen among students and teachers. It's important as a teacher to reflect upon ones own life experiences with diversity and culture. Growing up, I did not think about someone's race or culture being different from my own. I grew up in a small town surrounded by other small towns similar to my own. I attended small private schools for grade school through high school. My classes were filled with students of all types of ethnicities and backgrounds. I knew what prejudice was, but I was not that way toward others and often thought of those who had prejudice as being fearful toward or misunderstanding others. Woolfolk showed me how ethnic and racial differences in school can affect achievement and how there are gaps among those who are a minority. (p. 230-231) More funding is needed in schools where there is a greater minority population. All students should be afforded the resources they need to succeed.
Teachers have more responsibility today, in my opinion, to make sure that all students are treated equally and with respect. They are to model this behavior inside and outside of the classroom. All classrooms should be inclusive and comfortable. We need to be able to understand all persons in order to help eliminate the fear and misunderstanding that leads to stereotyping and prejudice.
I found the beginning of chapter 4 very important. Language and how we use it as teachers toward our students is very important. If we want our students to respond positively toward us, if we want them to connect with us, then we need to use the proper phrases, words, and tone in order to reach our students and to make them feel comfortable in the classroom. Avoid labels because they may be viewed as a "Stigma that cannot be changed." (p. 122) We want our students to be the best they can be and if they are labeled as being less than they can be, it may create an idea that they cannot achieve something that someone else who does not have the same label as them can. The strategy of speaking directly to the student with a disability and not to the companion or the aide is very helpful in allowing a connection to form between the teacher and the student. Making eye contact and getting down to their level is also very positive and allows the student to better trust the teacher. It shows "Respect to individuals with disabilities when 'first-person language' is used." (p. 123)
I was able to make that connection with my eight-year old nephew who is cognitively and developmentally challenged. He has a form of cerebral palsy and has had to overcome a lot of physical and cognitive challenges that many doctors, therapists, and teachers were not even sure he would be able to overcome. It is by the support of his parents and the perseverance of his family that he is able to grow and learn and overcome those challenges. He responds best to repetition, to eye-contact, and encouragement. He has learned so much in the few years he has been in school. He will always need support and care, but he is always seen as "Jack" and not "Jack with Cerebral Palsy."
In Chapter 5, I gravitated toward the area of Second-Language Learning. I do not have much personal experience in teaching students who speak and understand more than one language inside and outside of the home. I know that as more and more young people enter school with this experience, it is very important for more teachers to have this experience in order to better help the students achieve success inside and outside of the classroom. As young children are able to learn a second language, according to Woolfolk, "Young bilinguals may be afforded a linguistic and a reading advantage ...speaking two languages is an asset when graduates enter the business world." (p.188)
Growing up, I lived with my grandparents who were children of immigrants. They grew up in a household where the native tongue (Italian or Polish) was spoken by the parents and the children were able to understand, but not speak the language. They were expected to learn and speak English because they were to live among others who spoke English, even if they lived in a neighborhood of Chicago surrounded by people of their same nationality. Today, the immigrant population wants the same for their children, but have an idea that they do not want their children to forget their culture and so the children grow up with two languages (native and English). It's very important for us as teachers to help our students achieve success in school, but know that we may be surrounded by students with several different backgrounds with several different languages. It's a fear of mine that I will not be able to reach all of my students, because I do not have that same language knowledge as them. I have a difficult time learning an retaining a different language and I worry that I won't be as effective in providing for all of my students' needs.
Chapter 6 discussed Culture and Diversity and the differences between them. I learned a lot about stereotypes and prejudices and what can happen among students and teachers. It's important as a teacher to reflect upon ones own life experiences with diversity and culture. Growing up, I did not think about someone's race or culture being different from my own. I grew up in a small town surrounded by other small towns similar to my own. I attended small private schools for grade school through high school. My classes were filled with students of all types of ethnicities and backgrounds. I knew what prejudice was, but I was not that way toward others and often thought of those who had prejudice as being fearful toward or misunderstanding others. Woolfolk showed me how ethnic and racial differences in school can affect achievement and how there are gaps among those who are a minority. (p. 230-231) More funding is needed in schools where there is a greater minority population. All students should be afforded the resources they need to succeed.
Teachers have more responsibility today, in my opinion, to make sure that all students are treated equally and with respect. They are to model this behavior inside and outside of the classroom. All classrooms should be inclusive and comfortable. We need to be able to understand all persons in order to help eliminate the fear and misunderstanding that leads to stereotyping and prejudice.
I enjoyed reading how you personally related to the reading from this past week. It is interesting to hear life experiences of people like your nephew, and how they are learning and growing. Also your relatives who spoke native languages reminded me of my grandparents who, between the four grandparents, spoke Lithuanian, Polish, Gaelic and German. The language was not passed down and our culture is mixed and melded because they all wanted to speak English. I hope the newer philosophy of encouraging the ELLs to continue and improve their first language as well as English so their culture will be transmitted.
ReplyDeleteYour blog is very personable and you shared great examples of these chapters about your real life experiences. I really enjoyed reading this blog. My grandparents were also immigrants from Ireland who spoke their native language Irish so I can relate. I agree as a teacher we need to be very careful about tone and the things that we say to students. I also agree that teachers have much more responsibility today and that everyone needs to be treated equally and make the classroom a safe and loving place for all.
ReplyDeleteHi Diane!
ReplyDeleteGreat overview of chapters 4, 5, and 6! I appreciate your connection between the text and real-life experiences. The first thing about your blog that struck out to me was this statement: "Making eye contact and getting down to their level is also very positive and allows the student to better trust the teacher." This is the one of the most important actions anyone working with children can do. Students are so used to seeing adults towering over them--lecturing down to them, but when an educator talks to a student at eye level, it allows the student to feel comfort and understand that the educator sees the student as an important person.
I can relate to your families experience about understanding a language, but not speaking it. My ex husband speaks fluent Spanish, but does not teach it to our kids. Our children understand the language when it's spoken to them, but they can not respond back. I am not hispanic, however, it is really important to me, as a mother, that my children know the culture of their ancestors. I agree that supporting diverse language in the education system is a great step towards protecting cultural diversity. To have educators who understand the importance of this is very important, you will make a great teacher. :)
Thank you for sharing!