Final Blog

Final Blog- Reflection on FNED546

Over the course of the semester many concepts discussed in this course have stuck with me as we uncovered many heavy topics as they relate to education and teaching such as racism, broken systems, neurodivergence, privilege, power, gender, and more. 

Khan

Looking back at the start of the semester, one of the first pieces we read was written by Khan, “The Prussian Model.” This reading has stuck with me because it gave me context as to why schools operate the way that they do. Additionally, Khan’s arguments about the current education system filtering out students early on based on flawed test results resonated with me. Khan’s main point is that the current system punishes the students that think differently and to me that makes sense and is true based on my own experience and service learning. 

Delpit

A quote that will stick with me comes from Lisa Delpit, “We do not really see through our eyes or hear through our ears, but through our beliefs” (Delpit, 46). I think this will stick with me throughout my life and eventually, career as an educator. I want to not only lead with good intentions as an educator because that is not good enough. When necessary, all families and students need to be heard regardless of race, class, ethnicity, etc. 

Identifying Gifts & Strengths

My favorite activity we did this semester that I think I will use in my classroom one day is the one where we identified our gifts and strengths in various areas. I thought that was a great way to not only learn about one another, but it also forced us to think about what we are good at. Doing an activity like this early on in a classroom, could help me as a teacher provide students with opportunities that serve them and allow them to showcase their talents. This also relates to implementing an asset based model in the classroom.

Week #11: Transgender-Gender-Nonconforming Students & Woke Read Alouds

Week #11: Transgender-Gender-Nonconforming Students & Woke Read Alouds

Reflection

    The reading and video this week touched on gender identity and how this concept plays a role in schools and students' lives. In the piece “Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students,” the expectations in RI schools regarding this topic and therefore the treatment of students is outlined.

    I was reflecting as I read this and also viewed the video of the reading for the book “It Feels Good to Be Yourself.” When I was in High School about seven years ago, I can remember two peers of mine who were experiencing a gender shift. One of them was born a girl. We had gone to grade school together, but in High School she began going by a different name, cut her hair, and explained she wanted to be referred to as a boy. Another peer seemed to have a similar experience, but vise versa, he was a boy who identified as a girl. I remember being a little confused, as this kind of thing was not as common just a few years ago, at least not publicly. However, my belief was always that people should do whatever makes them happy as long as it does not harm anyone. So, I was supportive and still consider myself an ally. 

    I do recall teachers and other students not being so accepting, and I imagine these guidelines were not yet created or at least not enforced. I say this because there was bullying from both students and teachers. I do remember teachers calling this student by their new name “Penelope,” because they must have been requested to. However, when there was a substitute the list must have not been updated officially and the subs would call them “Peter.” You could tell how humiliating that was for them, and I felt very sorry. Other students laughed and whispered. Having seen that kind of behavior and hostile environment, I can appreciate the guidelines outlined here as well as the accepting nature of the story read aloud. I think above all else it is important to teach children to be kind to one another, regardless of the subject matter.

    One question I would pose to the class would be, at which age do you think it is appropriate for children to learn about gender identity? Is there such a thing as "too soon?" I found this interesting article about gender developmental stages and ways to support youth here: Gender Identity Development

Week #10, Neurodiversity, Child Mind Institute

Blog #10

Neurodiversity, Child Mind Institute 

Argument

    In the article “Neurodiversity” published by the Child Mind Institute, the authors and clinicians argue that neurodiversity is a concept rooted in the belief that there is no right way for brains to work. Here, they emphasize the importance of embracing neurodiversity and viewing this as a strength, not a weakness. Dr. Lee specifically says that this asset based approach is key in her clinical work. They say this helps kids work toward their own goals. If children, especially those who are neurodivergent, feel like they are in charge or control of their behaviors, I believe they will be more willing to make positive changes.

    They further argue that parents play a pivotal role in their children's path toward living with neurodivergence, which makes sense. It's highlighted that parents should remain open minded and supported when approached by their child about this. Although I am not a parent yet, I would like to believe this would be easy, as any child, especially your own, should be met with love during a conversation like this. It is additionally argued that inclusive environments play a big role in ease for neurodivergent youth. In fact, some argue that impairments affecting kids with autism, ADHD and learning disabilities are environment related. I completely agree with this argument, I myself recognize certain environmental things that seem to make me tick and feel extremely uncomfortable. There are certain restaurants that I can’t eat in because they are too bright, and the sound of fire alarms make me extremely anxious and overwhelmed regardless of the context. Although I don’t think I would identify as neurodivergent, this might just be an example of a difference that can be compared to environmental related impairments. 

    Another argument made here is that neurodiverse people/youth often self identify. That I do believe, however without a proper diagnosis I am unsure that is beneficial in the long run. I understand that they may want a way to make sense of their behaviors, or for parents and their children. However I do think it's important to remember kids are going to be kids, tantrums happen, etc. This is where recognizing differences vs divergence is essential.

    I feel as though I already shared some of my own experiences and opinions here, but a question I have for the class would be what role does social media play here? How might social media impact neurodivergent youth? I found this interesting article that sheds a little light on this. 

Social Media & Youth Mental Health/ASD

Child in School Placement/Service Learning

    There is a "trouble maker" in the classroom I am in, or maybe a few, as I am in a Kindergarten classroom. One child that stands out, we will call Lily and she is constantly getting reminded to behave correctly and always has a lot of energy. She is a little hispanic girl, and the Kindergarten teacher is a gay man. Most of the children actually are hispanic, black, and English is not their first language. Lily can never sit still, she often distracts herself and other students. She also refers to the teacher as "bro." However, the teacher's approach I think is actually really positive. He is very honest with her, and the other troublemakers and often uses humor to address their behavior. He also emphasizes that she is not in "trouble," but that she needs to change her behavior quickly. It is very rare that he ever threatens to have her leave the classroom, and when he does I think that it is an empty threat. 

Week #9 Blog Post Troublemakers Preface & Intro By: Shalaby

Week #9 Blog Post

Troublemakers Preface & Intro By: Shalaby 

Quotes

This reading by Shalaby is largely based on an analogy that children in schools who challenge teachers through their unique, sometimes disobedient, behaviors can be compared to birds kept in a cage, or canaries in a cave protecting miners. The idea of freedom is also emphasized here, and allowing students and young children to is described as the most important things educators can do. I found many quotes here to be worth pointing out. 

The first quote I chose goes as follows “I am concerned instead with what we might learn from him about what to do with, and for, all of our children.” Here, Shalaby refers to Anthony, one of the students he highlights throughout this reading, who was quickly written off as a trouble maker by other teachers. He is redirecting the conversation here. Instead of asking “What’s wrong with this child?” we should be asking “What can this child  teach us about how we treat and support all children?” He argues that teachers need to be more compassionate. Instead of punishing and excluding children like Anthony, their behaviors should be used to guide educators expectations. 

Next, Shalaby says “These children make otherwise invisible harm both visible and audible, and even if noncompliance is a threat to their own well-being, they persist in signaling the danger.” Again, drawing on the Anthony’s of schools, he is arguing that the children labeled as trouble makers are actually exposing harm that would otherwise go unnoticed in schools. Adding to his concept that freedom means children should be testing the boundaries and sometimes breaking the rules. Shalaby is suggesting that students' poor behavior, acting out, resisting, etc, actually brings to light things that are not working in the classroom. He also points out that although this behavior gets them punished, they continue to do it. This behavior may be alluding to something bigger. 

The final quote, my personal favorite, I chose to dissect is “Something toxic is in the air, and these children refuse to inhale it.” Shalaby is using a metaphor here that I mentioned earlier, to describe troublemaking students. Here, the toxic air symbolizes the harmful conditions in a child’s environment, specifically the classroom. These might be unfair rules or expectations, like holding 5 year old kindergartners accountable for not being “mature.” The children who refuse to inhale it, are considered the trouble makers. They are the ones who will not tolerate the harmful environment and refuse to adapt. 

To reflect on what we have read this week, I think about the trouble makers who were in my schools growing up. For me, I never wanted to be in trouble. I always wanted to please my teachers. However, I had many friends who were often kicked out of class or had their desks moved and isolated because of their different behaviors. Even at a young age, I knew most of these students were not bad people, but I wondered why they could not just obey the teacher? After reading this, it makes a lot of sense. The standards in classrooms are not one size fits all. All kids learn differently and calling them troublemakers and treating them as such does more harm than anything.  I found this interesting article called “The Worst Students Make the Best Teachers- Here’s Why” https://www.weareteachers.com/bad-students-make-good-teachers/

Week #8 Literacy with an Attitude by Patrick Finn

Week #8

Literacy with an Attitude by Patrick Finn

Connection

Finn argues here that the structure of education and what is really taught in US schools is un-American, inequitable and unequal. He states that the US does not provide students with equal learning opportunities, instead their opportunities match their social class. As a result, schools actually teach students what they are destined to be or “supposed to become” despite following similar standards. Finn’s main points relate to almost all of the authors we have read thus far in this course, starting with the Prussian Based Model that mainstream schools are based off of. The concept that learning should be used to shape obedient students, rather than critical thinkers. 

Beyond that, the basis of Chapter 2 by Finn is built on Jean Anyon’s work. Finn relies on Anyon’s categories to demonstrate how socioeconomics define classroom instruction and learning outcomes. Finn argues that the different subcategories of social status and class create unique opportunities for the students who are a part of them, for good and bad. For example, Finn says that students in the working class schools are taught to follow the rules and the teachers emphasize discipline over thinking. This relates to Rinkley and Bertolini’s idea of a deficit based model having a negative impact on students' success as well. At any rate, Finn’s main points draw on Anyon’s; Schools do not provide the same educational opportunities universally and they only contribute to class inequality.

There are also many connections to be made to Delpit’s arguments. In Delpit’s culture of power, she claims that schools operate based on the norms of the dominant (white, middle-class) culture. Delpit argues here that students who are not already part of that culture must be explicitly taught its rules in order to succeed. This goes hand and hand with Finn’s point that working-class students are not given access to the language, skills, or critical thinking associated with power. As mentioned before, they are instead taught compliance and basic skills. These students, who are not going to elite schools, are being excluded from Delpit's “culture of power.”

An observation from my own life that I thought of while reading Finn this week is private schools and Ivy League Universities and their role in society. I only ever attended public schools and universities, but I would consider my education to have been and still be above average. This could also be due to the fact that my parents originally moved to Portsmouth because of the renowned school system. However, there was always been students or people in my life who have only attended schools that are "the best of the best." A large population of my peers in High School were applying and getting into private universities or Ivy League schools. Not having that same experience always made me feel like less than, deep down. However as I have gotten older I've realized that is a silly feeling, but it's still valid. My husband and I often discuss whether or not our children will attend private school, and we're still not sure where we land. Public & Private Schools Stats

Week #6: Other People’s Children, Lisa Delpit

Other People’s Children, Lisa Delpit

Quotes

    In this section of “Other People's Children” Lisa Delpit discusses her positions on equity in education. Here, she states that for proper equity to exist in the classroom important concepts such as power structures must be recognized. She also emphasizes the impact of listening to marginalized communities, and therefore respecting students' cultural identities. While reading, a few quotes stood out to me.

“They only want to go on research they've read that other white people have written” (Delpit, 22).

Delpit begins this section by giving accounts from educators of color she heard from through her research. Among each experience, the educators share the common theme of feeling unheard by their white counterparts when discussing appropriate education and best practices in the classroom for children of color. One educator specifically describes that during these discussions, white educators often like to mention statistics or research they’ve read. Here, Delpit is hinting at white educators and researchers often validating knowledge only when it comes from other white scholars. When educators and parents of colors share their lived experiences, they are dismissed and minimized. 

“If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier” (Delpit, 24)

Delpit talks about the role the culture of power plays in education and how students of color are impacted. Here she criticizes progressive teaching approaches that are not transparent enough. Delpit argues that direct instruction and teaching the skills of the dominant culture is a must in ensuring that students of color/lower income succeed academically. By not teaching these skills directly to this population of students is an injustice to them and contributes to white students having the upperhand. 

“We do not really see through our eyes or hear through our ears, but through our beliefs” (Delpit, 46)

Another central point of this reading is that having good intentions is not adequate enough. Delpit explains that well-meaning white educators oftentimes do think they are helping students of color, but far short because they do not listen to families and communities of color. In this quote she is making the point that we are all shaped by our beliefs, perceptions, and culture. Regardless or not if we are aware of it, what we believe to be true about things like behavior, race, class, etc. heavily impacts how we behave and see others. In the classroom, this is especially concerning because it can cloud the way teachers perceive certain students. For example, if a teacher believes that a student is a trouble maker due to the way they communicate in class, they may dismiss the student as problematic and incapable; when in reality this student’s behavior could be a direct result of their own culture and have no correlation to their academic potential.

This excerpt caused me to reflect on my experiences in school and some of the behaviors I saw exhibited by certain teachers. One specific scenario came to the forefront of my mind. During a high school physics class we had a transfer student of color join later in the semester. The teacher was a middle-aged white woman who clearly had no understanding of differing cultural norms. This particular student often referred to the teacher as “Miss” and talked in a way that strayed from the traditional, white privileged student. Perhaps that is how he addresses superiors in his culture. Instead of attempting to understand this student’s background or experiences, the teacher treated him so poorly. She interpreted his behavior based solely on her own beliefs of what is appropriate in a classroom. When he walked into the class she would only address him by saying “Yo.” Seeing this treatment made my stomach hurt, she was talking to him like he was less than everyone else, and the rest of the class picked up on this degradation. She largely contributed to inequity in the classroom, not to mention the blatant racism. 

Well-meaning white teachers: it’s time to disrupt your language around Black History Month