Here is a video I found on youtube that had some surprising connections to Christensen's Reading.
http://www.youtube.com/watch?v=HKH4YGKnOSs
I thought that the video was really interesting and surprising. I never thought that the children's market was worth that much, it shows how much children have an influence on their parents to be getting the latest toys, gadgets, and fashion trends. It is sad that the children are marketed to even before they are born.
Friday, May 7, 2010
Thursday, May 6, 2010
My 10th Visit
Today I was assigned different students than the ones last week, I was excited to see who I would be assigned, I am glad that I am able to work with different students each week now.
Again this week we played the candyland game. I worked with two new boys (one white and one black) and then a hispanic girl. These kids were very shy and didn't even speak to me, I had to repeatedly ask them if they understood after explaining the directions over two times. I told them that I would play along so that they would better understand the game. I went first, picked a card, made a sentence with the sight word, then moved my piece. Another boy who had played candyland with another tutor went second and then the next player, the hispanic girl named Rosie went next. She picked a card and looked at me blankly, I thought she didn't know the word so I told her what it was (remember we aren't supposed to have the students guess the words) then I asked if she could put it in a sentence. She sat there quietly for over a minute, I was starting to think she didn't speak English. I asked her if she needed help and she nodded her head. Her sight word was "she" so I helped her out with, I said "You can say something like..The girl is thirsty she...I told her to finish the sentence and she still didn't say anything, so I finished it for her. I was kind of frustrated because I felt that she wasn't even trying, I even gave her half the sentence! All she needed to do was fill in the blank, but she didn't seem that interested in the game so I moved onto the next player.
I had the same problem with this boy, he was not trying at all. Even after I helped him and also gave him hlaf of the sentence, he wouldn't finish it. So I moved onto my turn then the next boy (who actually knew what he was doing). After a few more rounds of them not responding to me I changed up the rules. I told them that if they didn't try even after I helped them and gave them half the sentence I woudln't let them move their piece. They then proceeded to fill in the blanks when I helped them iwth the sentence and then all on their own they started making up their own sentences. I feel like I was being too caring in the beginning of the session, after I told them more sternly that I woudln't take it if they didn't try they started to put in effort. I think that they all wanted to participate in the game, kids like to see who is going to "win" so when I told them they would need to put forth effort or they couldn't move their piece they were scared that they wouldn't win so tried harder. This is a direct connection to Delpits Culture of Power rule #4 which states being told explicitly the rules of the culture of power means attaining power is easier. So if they listen to the rules and put forth the effort, they are allowed to move their peace.
Because I was so frustrated with them for not putting any effort into the game in the beginning of the session I didn't give them any feathers. The kids didn't seem to be saddened at all because they were just glad to be playing the game.
I talked to the reading coaches after my intervention and I todl them that I've grown attached to the kids, I told them I would be going back to see them until school ends in June (which they were very happy about). I look forward to seeing the kids, I'm glad to have been assigned Flynn Elementary as a VIPs reading buddy.
Again this week we played the candyland game. I worked with two new boys (one white and one black) and then a hispanic girl. These kids were very shy and didn't even speak to me, I had to repeatedly ask them if they understood after explaining the directions over two times. I told them that I would play along so that they would better understand the game. I went first, picked a card, made a sentence with the sight word, then moved my piece. Another boy who had played candyland with another tutor went second and then the next player, the hispanic girl named Rosie went next. She picked a card and looked at me blankly, I thought she didn't know the word so I told her what it was (remember we aren't supposed to have the students guess the words) then I asked if she could put it in a sentence. She sat there quietly for over a minute, I was starting to think she didn't speak English. I asked her if she needed help and she nodded her head. Her sight word was "she" so I helped her out with, I said "You can say something like..The girl is thirsty she...I told her to finish the sentence and she still didn't say anything, so I finished it for her. I was kind of frustrated because I felt that she wasn't even trying, I even gave her half the sentence! All she needed to do was fill in the blank, but she didn't seem that interested in the game so I moved onto the next player.
I had the same problem with this boy, he was not trying at all. Even after I helped him and also gave him hlaf of the sentence, he wouldn't finish it. So I moved onto my turn then the next boy (who actually knew what he was doing). After a few more rounds of them not responding to me I changed up the rules. I told them that if they didn't try even after I helped them and gave them half the sentence I woudln't let them move their piece. They then proceeded to fill in the blanks when I helped them iwth the sentence and then all on their own they started making up their own sentences. I feel like I was being too caring in the beginning of the session, after I told them more sternly that I woudln't take it if they didn't try they started to put in effort. I think that they all wanted to participate in the game, kids like to see who is going to "win" so when I told them they would need to put forth effort or they couldn't move their piece they were scared that they wouldn't win so tried harder. This is a direct connection to Delpits Culture of Power rule #4 which states being told explicitly the rules of the culture of power means attaining power is easier. So if they listen to the rules and put forth the effort, they are allowed to move their peace.
Because I was so frustrated with them for not putting any effort into the game in the beginning of the session I didn't give them any feathers. The kids didn't seem to be saddened at all because they were just glad to be playing the game.
I talked to the reading coaches after my intervention and I todl them that I've grown attached to the kids, I told them I would be going back to see them until school ends in June (which they were very happy about). I look forward to seeing the kids, I'm glad to have been assigned Flynn Elementary as a VIPs reading buddy.
Wednesday, May 5, 2010
Miscellaneous Post
I found an interesting youtube video showing the teacher enforcing the rules to her students.
http://www.youtube.com/watch?v=Akh4mj3rsGs&feature=related
I related this to Delpits culture of power rule 4 which states: If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier"
If the students listen to the rules and follow them, they earn stars and they are then rewarded for those stars at the end of the week.
http://www.youtube.com/watch?v=Akh4mj3rsGs&feature=related
I related this to Delpits culture of power rule 4 which states: If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier"
If the students listen to the rules and follow them, they earn stars and they are then rewarded for those stars at the end of the week.
Tuesday, April 27, 2010
My 9th Visit
Today was my ninth visit to the school and I was excited to go back because of the break the elementary schools had last week. When I entered the tutors room I was greeted by Ms. Pretty, she told us that most likely we weren't going to be meeting with our regular students but that we would be working with any students that the teacher in the classroom assigned us. I was saddened by this because I had grown close to my studnets, I also hadn't been able to give them a proper goodbye. But I feel like I will come across them again before I am finished with the program so that I can wish them luck and say goodbye to them.
When I went into the classroom that I am usually in, all the students were sitting on the carpet and the teacher was sitting in front of them. I was surprised by this because everytime I went into the classroom the students were usually doing their own thing. Some students would be using the computer some students would be playing on the carpet and some studetns would be reading or drawing at different tables. This was the first time that I happened upon the classroom and everyone was in one place, it was surprising and kind of nice at the same time.
The teacher was holding votes for "May Breakfast" which is something that came to my understanding that she did annually. She would bring different ingredients to the school and the children would help her prepare a breakfast that they would all eat. There were many different food options written on the board and the teacher was asking each child what their preference was. The item with the most votes would be the food that they would all prepare. She had different options for like : chocolate chip pancakes or blueberry, apple juice or orange juice, bacon or sausage, scrambbled eggs or sunny side up, and different kinds of muffins.
The voting process fascinated me and I even made a connection to Delpit's culture of power. The teacher was enforcing the rules about voting and priviledge. She said that everyone who was quiet and didn't should out and waited for their turns would be able to have a say in what they were going to eat (they would get a vote). But those students who didn't cooperate were sent to the corner of the room where they didnt' get a chance to vote and had to sit quietly while the rest of the students decided what they wanted to eat. I thought of Delpit because of rule number 4 which states: If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. This is most definately true because those students who listened to the rules acquired the "power" by getting a chance to vote. Those students who didn't listen were sent to the corner and were denied the right to vote.
After the voting was done, the teacher gave me three students who already knew all of the sight words. My job was to play "candy land" with them. It had the same rules as the candy land game I mentioned in my previous posts. The children all sat down at a table where I then explained the rules of the game. These children were so much fun to have, they never fought, they took turns, and they all had a great time. Although I missed my old students, I was glad to have a change. We played the game only once because the voting took up a significant amount of our time and then they were sent back to do a different activity.
The voting took about 20 minutes and then I played the candy land game with them for about another 20 minutes before I realized I had to go. I think that it is a joy to realize you are having such a good time that you stay over your alloted time. I am glad that I got a chance to work with different students in the classroom and I look forward to who I will be working with next week.
When I went into the classroom that I am usually in, all the students were sitting on the carpet and the teacher was sitting in front of them. I was surprised by this because everytime I went into the classroom the students were usually doing their own thing. Some students would be using the computer some students would be playing on the carpet and some studetns would be reading or drawing at different tables. This was the first time that I happened upon the classroom and everyone was in one place, it was surprising and kind of nice at the same time.
The teacher was holding votes for "May Breakfast" which is something that came to my understanding that she did annually. She would bring different ingredients to the school and the children would help her prepare a breakfast that they would all eat. There were many different food options written on the board and the teacher was asking each child what their preference was. The item with the most votes would be the food that they would all prepare. She had different options for like : chocolate chip pancakes or blueberry, apple juice or orange juice, bacon or sausage, scrambbled eggs or sunny side up, and different kinds of muffins.
The voting process fascinated me and I even made a connection to Delpit's culture of power. The teacher was enforcing the rules about voting and priviledge. She said that everyone who was quiet and didn't should out and waited for their turns would be able to have a say in what they were going to eat (they would get a vote). But those students who didn't cooperate were sent to the corner of the room where they didnt' get a chance to vote and had to sit quietly while the rest of the students decided what they wanted to eat. I thought of Delpit because of rule number 4 which states: If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. This is most definately true because those students who listened to the rules acquired the "power" by getting a chance to vote. Those students who didn't listen were sent to the corner and were denied the right to vote.
After the voting was done, the teacher gave me three students who already knew all of the sight words. My job was to play "candy land" with them. It had the same rules as the candy land game I mentioned in my previous posts. The children all sat down at a table where I then explained the rules of the game. These children were so much fun to have, they never fought, they took turns, and they all had a great time. Although I missed my old students, I was glad to have a change. We played the game only once because the voting took up a significant amount of our time and then they were sent back to do a different activity.
The voting took about 20 minutes and then I played the candy land game with them for about another 20 minutes before I realized I had to go. I think that it is a joy to realize you are having such a good time that you stay over your alloted time. I am glad that I got a chance to work with different students in the classroom and I look forward to who I will be working with next week.
Talking Points #10
Shor - "Education is Politics"
1. “People are naturally curious. They are born learners. Education can either develop or stifle their inclination to ask why and to learn. A curriculum that avoids questioning school and society is not, as is commonly supposed, politically neutral. It cuts off the students’ development as critical thinkers about their world. If the students task is to memorize rules and existing knowledge, without questioning the subject matter or learning process, their potential for critical thought and action will be restricted." (12)
I felt that this quote was very powerful. It was something that was very true and that we needed to be made aware of. If students are discouraged while pursuing their education it will naturally harm them and stifle their desire to want to learn more. Education is such a big part of someone's life and that is where they learn to grow as individuals. If they don't get the proper education or opportunities, they will be stuck in neutral.
2. “The teacher brings lesson plans, learning methods, personal experience, and academic knowledge to class but negotiates the curriculum with the students and begins with their language, themes, and understandings. To be democratic implies orienting subject matter to student culture – their interests, needs, speech and perceptions – while creating a negotiable openness in class where the students’ input jointly creates the learning process.” (16)
I feel that this quote is very reflective of what teachers should be doing. Although teachers may walk into a classroom knowing which lessons they plan to teach and how they want to go about doing so, the teacher must keep in mind they he/she must curve the teaching style/subject to what the students need. Teachers should also connect what they are teaching in the classroom to subject matters outside the classroom as well, the student should feel that the material they are learning are important and that it relates to them. If students feel connected to the material they are more likely to try harder when it comes to work. This will also create an open and receptive class, students won't be afraid to share their viewpoints and opinions with everyone.
3. "In school and society, the lack of meaningful participation alienates workers, teachers, and students. This alienation lowers their productivity in class and on the job. I think of this lowered productivity as a performance strike, an unorganized mass refusal to perform well, and informal and unacknowledged strike." (20)
I felt that this quote was relevant because it is something that is seen everyday but probably something that is overlooked. I feel that when students and adults feel that they belong, or have a group that they can connect with, they are more at ease and more prone to fulfill their obligations. People who feel that they are alone, are more likely to keep to themselves and not try their hardest when it comes to their responsibilities. They will more than likely feel like they don't need to or they won't see the point in it.
This reading was enjoyable for me because I made connections to alot of the quotes to the real world. The reading told me that teachers need to bend the way they teach and to consider the life style of students into what their lesson will be about. Teachers need to show students that they are willing to work with them so that both parties will be happy, and that having an open classroom is important so that students will be encouraged to share their opinions and views. When students participate in class, they will be more successful in their education, students and teachers should work together to make sure that everyone in the classroom is comfortable.
1. “People are naturally curious. They are born learners. Education can either develop or stifle their inclination to ask why and to learn. A curriculum that avoids questioning school and society is not, as is commonly supposed, politically neutral. It cuts off the students’ development as critical thinkers about their world. If the students task is to memorize rules and existing knowledge, without questioning the subject matter or learning process, their potential for critical thought and action will be restricted." (12)
I felt that this quote was very powerful. It was something that was very true and that we needed to be made aware of. If students are discouraged while pursuing their education it will naturally harm them and stifle their desire to want to learn more. Education is such a big part of someone's life and that is where they learn to grow as individuals. If they don't get the proper education or opportunities, they will be stuck in neutral.
2. “The teacher brings lesson plans, learning methods, personal experience, and academic knowledge to class but negotiates the curriculum with the students and begins with their language, themes, and understandings. To be democratic implies orienting subject matter to student culture – their interests, needs, speech and perceptions – while creating a negotiable openness in class where the students’ input jointly creates the learning process.” (16)
I feel that this quote is very reflective of what teachers should be doing. Although teachers may walk into a classroom knowing which lessons they plan to teach and how they want to go about doing so, the teacher must keep in mind they he/she must curve the teaching style/subject to what the students need. Teachers should also connect what they are teaching in the classroom to subject matters outside the classroom as well, the student should feel that the material they are learning are important and that it relates to them. If students feel connected to the material they are more likely to try harder when it comes to work. This will also create an open and receptive class, students won't be afraid to share their viewpoints and opinions with everyone.
3. "In school and society, the lack of meaningful participation alienates workers, teachers, and students. This alienation lowers their productivity in class and on the job. I think of this lowered productivity as a performance strike, an unorganized mass refusal to perform well, and informal and unacknowledged strike." (20)
I felt that this quote was relevant because it is something that is seen everyday but probably something that is overlooked. I feel that when students and adults feel that they belong, or have a group that they can connect with, they are more at ease and more prone to fulfill their obligations. People who feel that they are alone, are more likely to keep to themselves and not try their hardest when it comes to their responsibilities. They will more than likely feel like they don't need to or they won't see the point in it.
This reading was enjoyable for me because I made connections to alot of the quotes to the real world. The reading told me that teachers need to bend the way they teach and to consider the life style of students into what their lesson will be about. Teachers need to show students that they are willing to work with them so that both parties will be happy, and that having an open classroom is important so that students will be encouraged to share their opinions and views. When students participate in class, they will be more successful in their education, students and teachers should work together to make sure that everyone in the classroom is comfortable.
Tuesday, April 20, 2010
Talking Points #9
Citizenship in School: Reconceptualizng Down Syndrome
By: Chrisopher Kliewer
1. "How absurd to be judged by others at all, especially by those who have never experienced a disability who are unwillingly providing us with support or who don't listen to the voices we have." p. 2
I felt that this was such a powerful quote, and it moved me alot. I feel that people who don't understand what others are going through, shouldn't have a say in the decisions of how they should/can live their life. I feel that if people with disabilities, more specifically, people with down syndrome are able and willing to take the "average level courses" then they should do as they please. People who don't understand the disability shouldn't take it upon themselves to make decisions for them.
2. "...society itself is hurt when schools act as cultural sorting machines-locations that "justify a competitive ethnic that marginalizes certain students or groups of students...[that] legitimize discrimination and devaluation on the basis of the dominant society's preferences in matters of ability, gender, ethnicity, and race..and [that] endorse an elaborate process of sorting by perceived ability and behavior". (p. 2.)
I felt that this quote was important as well because I completely agree with it. I feel that schools often do act as "cultural sorting machines". If the schools are to be repeating this cycle over and over again, then society as a whole will never grow. We will be stuck in the same pattern, always "discriminating" never learning to trust each other or learn about the different ethnic/cultural groups outside our own.
3. "In turning his attention to school-based literacy and mathematics instruction, Gardner points out a peculiar disjointedness between classroom learning and the problemsolving, critical thinking needs of students when they enter the wider community." (p.6)
I feel that this quote is important as well because it shows that the level of knowledge measured shouldn't be just the standard mathematics and literacy. I feel that students who are "book smart" aren't always necessarily "street smart". Math and literacy that is taught in school does not guarantee a student to be successful in society. Schools need to broaden their views on what is considered "intellectual" and what is not.
I felt that this reading as a whole has broadened my horizons. I never stopped to think that students with disabilities could/would want to be learning in classrooms like my own. I don't necessarily think I thought they shouldn't, it just never came to my attention, and I never thought it was important for me to think about things such as these until I did this reading. I connected this reading to Delpits, "culture of power". I felt that the school administration didn't and shouldn't have a right to place student with disabilities in a "special ed" class. This relates to Delpits culture of power because of rule 5 which states that those with power don't know or acknowledge that their power exist, and that those who don't have power, often acknowledge or are aware of their powerlessness. The students with disabilities are quite aware of the decision making power the school's authority has and the school doesn't even realize or are aware of the affect their decisions have on their studnets.
By: Chrisopher Kliewer
1. "How absurd to be judged by others at all, especially by those who have never experienced a disability who are unwillingly providing us with support or who don't listen to the voices we have." p. 2
I felt that this was such a powerful quote, and it moved me alot. I feel that people who don't understand what others are going through, shouldn't have a say in the decisions of how they should/can live their life. I feel that if people with disabilities, more specifically, people with down syndrome are able and willing to take the "average level courses" then they should do as they please. People who don't understand the disability shouldn't take it upon themselves to make decisions for them.
2. "...society itself is hurt when schools act as cultural sorting machines-locations that "justify a competitive ethnic that marginalizes certain students or groups of students...[that] legitimize discrimination and devaluation on the basis of the dominant society's preferences in matters of ability, gender, ethnicity, and race..and [that] endorse an elaborate process of sorting by perceived ability and behavior". (p. 2.)
I felt that this quote was important as well because I completely agree with it. I feel that schools often do act as "cultural sorting machines". If the schools are to be repeating this cycle over and over again, then society as a whole will never grow. We will be stuck in the same pattern, always "discriminating" never learning to trust each other or learn about the different ethnic/cultural groups outside our own.
3. "In turning his attention to school-based literacy and mathematics instruction, Gardner points out a peculiar disjointedness between classroom learning and the problemsolving, critical thinking needs of students when they enter the wider community." (p.6)
I feel that this quote is important as well because it shows that the level of knowledge measured shouldn't be just the standard mathematics and literacy. I feel that students who are "book smart" aren't always necessarily "street smart". Math and literacy that is taught in school does not guarantee a student to be successful in society. Schools need to broaden their views on what is considered "intellectual" and what is not.
I felt that this reading as a whole has broadened my horizons. I never stopped to think that students with disabilities could/would want to be learning in classrooms like my own. I don't necessarily think I thought they shouldn't, it just never came to my attention, and I never thought it was important for me to think about things such as these until I did this reading. I connected this reading to Delpits, "culture of power". I felt that the school administration didn't and shouldn't have a right to place student with disabilities in a "special ed" class. This relates to Delpits culture of power because of rule 5 which states that those with power don't know or acknowledge that their power exist, and that those who don't have power, often acknowledge or are aware of their powerlessness. The students with disabilities are quite aware of the decision making power the school's authority has and the school doesn't even realize or are aware of the affect their decisions have on their studnets.
Subscribe to:
Posts (Atom)