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Waiting for Superman Notes and Thoughts--- Karen
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Karen’s 3rd Blog Post
Lunch Time
Lunchtime is the best time, according to Lila. It’s a time to eat and no do schoolwork, to talk with your friends and in this particular classroom, it’s also a time to watch movies and videos. Every week I have the opportunity to sit with Lila, a six year old kindergartener to aid her in daily tasks. Once I get there, she informs me that lunch is soon and what lunch she choose for the day. As lunch time rolls around, I observe not only the break in learning and the excited munching of lunch, but beneath that I can see a slightly sadder version of what lunch could mean.
Lunch time isn’t always a bright spot in the day for everyone as it is for Lila. For some, lunch time can be really intimidating. Lunch time can be a time that you feel self conscious because you either don’t have a lunch or what you did bring isn’t like what others are eating.In this one classroom, I can see the students that enjoy lunch and are excited to pull out their lunchboxes, showing off what they have for that day and those that quietly slide out their brown paper sacks and try to eat without drawing attention to themselves. It was this that made me think back to topics such as grit and the ideal food plate. These five or six year olds are feeling the pressures of their environment, even at such a young age. Its difficult to understand at such a young age why your food doesn't look like other peoples, and why you only have two things to eat unlike your table mate who has a full lunch bag.
Just in this one classroom you can separate out the kids that are low income and those that are not. They are the kids that either buy a lunch because they are on free or reduced lunch, or they are the ones that only bring a thin nutella sandwich and juice box. The others, have home packed lunches that have a sandwich, chips, cookies, veggies or fruit and a box of milk. It is hard, as a teacher to see the differences between the lunches and not feel like you should be doing something.
There are always questions from curious students asking “whats that?’’ or “ what are you eating?” or something as blunt as “eww that smells weird” if it something they have never encountered before. Children are naturally curious, but sometimes it is hard to take those questions and feel like what you’re eating is not that “weird” or exotic, when your one of the one ones eating something like that.
I think that as a teacher, you can take those opportunities to help bridge the gap. When teaching about nutrition and healthy lifestyles, to show the variety in people's diet and that the “typical plate” is just one example of someone's dinner, not a standard. There are so many different kinds of food and ways to eat. Instead of showing the food plate and food pyramid, have the kids draw what they eat, what their meals look like. Not only does this promote the student to reflect about themselves, but to also encourage students to learn about and maybe even try new things.
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Karen’s 2nd Blog Post
Discipline in the Classroom
Every teacher has their own teaching style. As a result of this, when you step inside their classroom, what you see will differ from classroom to classroom. When I first stepped into my 5th grade classroom on the first day of volunteering, there was an air of calm and what I sensed was a well behaved classroom. Students were quietly working on their math assignments, those that were done were reading to themselves and the teacher was hopping around student to student. To me it looked like a perfect classroom.
It wasn’t until a few weeks later, that I was able to observe a not so perfect classroom. The students this particular day seemed to be distracted.They would interrupt while instructions were being given, some would be off task and wandering, distracting other students along the way, there seemed to be a little more energy and a little less control. Through all this, however was Ms. Wells, the constant force that would reel all the students back.Ms. Wells, ran her classroom with a firm hand, but a friendly attitude. It was seeing her interactions with her students that led me to reflect on my own expectations for my own future classrooms. What was it that I wanted my class to look like?
Looking at Ms Wells, when giving instruction she would expect all student to be attentive listening and where where was chatter over her, she was stop the class and express to the students, “ you’re making me feel disrespected and I and not feeling like you don’t value my time and effort in trying to instruct you.” She would make sure that she looked at every student and once, the room had settle, would continue her lesson. Another thing that I found to be especially helpful, in her classroom was when if a student was distracting and off task, she would simply state her expectation and what she should see if students are doing that they are accomplishing that. For instance “ my expectation is that you are completing your math with your table partner and if your done you can read.” It was this simple reminder and clear instruction and expectation that allowed students to think and evaluate themselves, to make sure they were doing what they were expected of.
I feel that as a teacher, you are not only competing for attention form the students, but must also find the right balance between being strict and establishing rules in your classroom and also being approachable enough for your students to feel comfortable and to create an environment in which they would want to learn.
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Karen’s 1st Blog
Moral Advocates
As a teacher, you have a lot of responsibilities. Not only are you to teach your students academic knowledge and prepare them for the next years courses, but you also lend a hand into building and shaping the mind for the social and emotional interactions that they might encounter. It falls onto you, the teacher to not only teach but show, what is means to be a productive person in society. Since kids spend roughly half their days with you inside the confines of the school, you are, by default, a major role model to them. Regardless of if they acknowledge it or not, the kids inside your classrooms look up to you. Whether it is in admiration or in detest, they look to you.
It can be intimidating to think of the mass amounts of responsibility that you have. Its without a doubt that teachers and other educators play a key role in the development of the next generation of society. Something that I found to be particularly interesting was how teachers are not only teaching academics, but also teachers for character building and also moral development. Something that has been of interest to me recently that ties into this ,is the development of a moral character and how teachers, can be agents that aid in and demonstrate how to be of a sound moral person.
To me moral character is who you really are. Not just characteristics,but what your values and judgments of right and wrong are. It takes years, if not your whole life to develop and form this moral character, but I feel that the time you spend in school, all required 12 years, 6+ hours a day for 5 days a week, are critical in determining how you start to form those moral characteristics.
Though your family and friends that surround you are also key to moral developments, teachers are often overlooked when we think of who shapes us. Teachers have more of an opportunity to aid in the development of a students perception of who they are and of the world, simply because they spend so much time with students in their formative years. It is inside the classroom that you can pose questions that will get students to think about and reflect on life dilemmas. I think that it is important to ask these kinds of questions throughout a student’s education because it is a major life skill to be able to take a situation, reflect, and act in a manner that represents who you are as a person and what your values are.
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Common Core State Standards Questions
What are Common Core State Standards (CCSS)?
What are three arguments for and three arguments against the use of CCSS?
What is a "good" school, and how do you know?
Should schools use standardized tests? Why or why not?
Julia 1. Common Core State Standards are: a clear set of shared goals and expectations for the knowledge and skills students need in English language arts and mathematics at each grade level so they can be prepared to succeed in college, career, and life.
Julia 2. Arguments against CCSS:The common core standard's were immediately put into school curriculum without any prior knowledge- not letting educators prepare for the new change Educators already have so many standards to meet in one school year, having these new common core state standards only adds to the too many standards that have to be meet. Not enough time in the school year to meet all these standards too specific
Ashley: Arguments for CCSS: 1.) the children are facing more challenging tasks 2.) the children are spending more and more time collaborating and communicating with their fellow students and teachers 3.) the children are routinely taught to persevere and never give up
Anna: An additional argument against CCSS is that these standards devalue teaching key components of the ELA curriculum (historical context, root word study). With the transition from teaching novels to social studies and science texts, most ELA (English Language Arts) teachers are not trained to teach non-literary texts.
Karen: I think that when we think of a good school we think of one that is able to produce productive and knowledgeable students, that are proficient in all areas. We consider them a good school if they have a high success rate in both testing, prep for the next grade/college prep and if the majority of the students can pass the standardized tests.
Anna: A "good" school has leaders that emphasize strong student mastery learning, and community + family relationships and values.
Maddie: 4. Schools should use standardized tests as a way to hold schools accountable and somewhat measure progress. However, they shouldn't be the only marker of success and should just be used as a factor. It's important to look at the students they're teaching and what societal factors may or may not impact them. Other factors are funding to schools, education and preparation of teachers, parent involvement, etc. Standardized tests mostly just test how well a student understands a certain question on any given day.
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Definitions
Ashley: Traditional Public School: public schools, divided into grades and governed by school districts. It is maintained at a public expense for the education of the children of that community or district. They constitute a part of a system that provides free public education commonly, including primary and secondary schools.
Julia: Private School: a school supported by a private organization or private individuals rather than by the government a school founded, conducted, and maintained by a private group rather than by the government, usually charging tuition and often following a particular philosophy, viewpoint, etc.
Anna: Public charter school: a government funded school that operates independently from traditional state public school systems and private schools; typically open to all state-residing students to apply with an application (sometimes without an inter-district transfer).
Karen: School Choice: The right to decide where and how to educate your children, regardless of your income.School choice allows public education funds to follow students to the schools or services that best fit their needs--this can be public, private, charter, home school, or any other learning program.
Julia: Parochial School: private primary or secondary school affiliated with a religious organization, and whose curriculum includes general religious education in addition to secular subjects, such as science, mathematics and language arts.
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CRT Definitions
Julia: White Privilege: social, economic, political, cultural benefits bestowed on a person based on skin color/ appearances.
Anna: Based on institutionalized systems, not individual, singular experiences.
Karen: Racism and the achievement gap
persistent disparity of educational measures between the performance of groups of students, especially groups defined by socioeconomic status, race/ethnicity and gender
Using the CRT framework you can see the structural inequality because families that are lower in the social-economic scale ( usually minorities) would not have the same resources to keep up in school or get ahead in school and work to allow them to get out and change the gap.
Ashley: Achievement gap: disparity in academic performance between different groups of students. This shows up in students grades, dropout rates and many other behavioral actions.
Maddie: the achievement gap mentality is a direction reflection of white privilege because the whole idea of the achievement gap is that minority students are below our education standards. White privilege is enabling the white students to succeed in school in addition to perpetuating the racism that stems from white privilege. Critical race theory then questions this idea that white students are the norm and asks why we aren't taking race/cultural differences into consideration when addressing this "gap" with our students.
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Answering the Critical Questions that Drive Debates in Education
CQ’s to answer:JAMAK Group
Question:How do you think we as a society can address this issue of children who are in traumatic situations in their home life and help them to improve their overall development in school?
I think the most important aspect with addressing the issue of children in traumatic situations is to make sure that they know you support that child no matter what. It is also important to be aware of these issues so you understand that if this certain student isn't paying attention in class, or hasn't turned in any homework assignments lately it may be because they are going through a tough time. Automatically assuming that a student isn't doing very well in school because they are not trying very hard is the worstthing that an educator can do, so this idea of making sure you know what is going on is extremely important in this situation. As for what educators can do; again, most importantly being therefor them but educators can also give them extra time to turn in assignments or if need be work with this child individual to help them get caught up. I also think that if there was a program that could gather all the other students that are in the same situation that could meet in a "homeroom/home base" class to allow for those commuting students to have a place to catch up/ adjust and have a build in buffer into their day.
Question:In what ways does grit and a student’s cultural background affect the achievement gap in the education system?
I think that a student’s cultural background will affect their approach to learning. In the case of the achievement gap, the non-dominate cultural groups are not at the same level as the dominate cultural group. Creating a large gap between their test scores and those of minority groups. When comparing grades and test scores, minority groups score significantly lower than that of their counter parts. I think that minority groups have to work harder to overcome and do the same tasks and this can be seen as having " more grit”.
Question: How can educators, looking through a CRT lens, enhance the “grit narrative” theory for students? In what ways can we avoid skin color and economic success to define lack of grit?
Critical race theory is the idea that we need to use a student’s race and culture into consideration when teaching them while grit narrative is that any student can succeed if they just work hard enough. We can use critical race theory to challenge grit narrative by including the barriers students face that may be perceived as "lack of grit". Grit narrative can be beneficial to use as an educator. It can be encouraging students to do their best, but if you don't consider the systemic challenges students have, grit narrative will be perceived as an ignorant point of view that doesn't look at the whole picture. We can avoid using skin color and economic status as definers of "lack of grit" by acknowledging individual privileges people may or may not have. Skin color and economic status are definitely markers of privilege, but there are other privileges students may have. Also, we should strive to get to know every students story and not make generalizations about their grit or lack thereof.
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Grit Narratives in Education: Critical Questions on a Problematic Concept
How are the goals of closing the achievement gap related to and perpetuate grit narrative? In what ways is this connected to the idea of "success"?
In the reading, grit is talked about differently than how it's defined. What’s the difference between grit in practice and the way people talk about it?
How can critical race theory be used to address the issues with grit narrative in the classroom?
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Education Debt (Ashley)
1. How does reframing the achievement gap as an educational debt shift the focus of solution-finding in overcoming it?
Referring to the disparities in standardized test scores between Black, White, Latino, and recent immigrant students, the achievement gap is misplaced. By refraining the achievement gap we need to focus more on educational debt compromising of historical, economic sociopolitical, and moral components. Skill and performance gaps take place before a child even enters kindergarten and don’t go away, so the reframing of these gaps need to be reframed before this age. Targeting to find solutions for these systematic debts, will lower the achievement gap for students.
2. Of the five areas of systemic debt Ladson-Billings discussed, which two stood out to you as the most compelling? Why?
Economic debt and historical debt stood out the most to me. Historical debt was the most compelling because it discussed the past and what exactly went into education in our history. African American students would receive materials from White schools, and since the need for farm labor was so time consuming, their typical school year would last around 4 months. I think it is very insightful to read about what went on in our future and to compare it to how the educational system is now. As for economic debt, I was not aware of these numbers and that having separate schooling allows for differential funding. It is important to know these things so that we are aware of what is going on in our economy today.
3. How do the Scott v Sandford decision and racially restrictive covenants support notions of historical and sociopolitical debt?
The decision from the Scott vs. Sandford case supports the notions of historical and sociopolitical debt because they decided to expand slavery into Western Territories or Northern States. This also expanded the Republican Party and continued the American Civil War. Since sociopolitical debt is the degree to which communities of color are excluded from the civil process, the fact that after fighting for his life Scott still didn’t abolish slavery makes this feel more real and actually see that he was excluded from this decision. Historically, debt was documented as unequal, and those inequalities were formed around race, class, and gender. If Scott had been White, or the top of his class, the decision after this case was presented would have been a bit more fair.
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Anna Tran’s Education Debt Q/A
Q: How does reframing the achievement gap as an educational debt shift the focus of solution-finding in overcoming it?
A: The author argues that when we address lowering the educational debt, the achievement gap will lower also. The author changes the framework in order to argue these different systematic debts (historical, sociopolitical, economic, and moral) led to education debt, and we need to target these debts to find a solution.
Q: Of the five areas of systemic debt Ladson-Billings discussed, which two stood out to you as the most compelling? Why?
A: Historical debt particularly stood out because I was most interested in how groups of people respond to their own history. In a discussion once, I heard from the person how inequitable the progression of African American history was in this country. He especially wondered how we don’t we see this type of pride and aggression from other groups in this country today (Native Americans, Asians). It made me think about how deeply rooted Native Americans are in the U.S., and how different they act from African Americans.
Economic debt was also very compelling, but I struggled the most with understanding it. I understand how separate schooling allows for differential funding based on factors such as area, class, etc. but do not address income disparities. It is easy to understand how earning ratios correlate to years of schooling. I talked to a friend of Jewish ethnicity and was shocked to learn how large of a difference Jewish groups make in comparison to other demographics.
Q: How do the Scott v Sandford decision and racially restrictive covenents support notions of historical and sociopolitical debt?
A: The backwards ruling that Dred Scott was considered property by the court contributed to increasing the historical debt of African Americans. It was a step back for African Americans in becoming equal U.S. citizens. It contributed to increasing the sociopolitical debt as another event in history because African Americans were excluded from the “civic process” of becoming U.S. citizens. It led to the expansion of thought that slaves continued to considered property.
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Your Scholar Circle's first assignment (rather than Discussion) is to list and describe the primary tenets of Critical Race Theory. Use the two readings and class discussions to delineate them.
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Discussion Post #1: Service Learning, a Community-Based Learning Experience, Julia
While reading through this article I started to understand service learning from a different point of view. Dan W. Butin acknowledged numerous definitions of what service learning was and how people have defined this. Service learning is the idea of individuals who combine learning goals and community service in ways that can enhance both student growth and the common good. I was very interested when reading about how many people use service learning in their school to benefit students. I think that having individuals work with any student can really benefit people, even if these people are completely opposite from one another. I now more fully realize the benefits that service learning can have on individuals. For example, service learning is supposed to enhance student outcomes, this can be in a school environment or even in an every day life perspective. Butin spends a lot of his essay talking about the four distinct conceptualizations which include; technical, cultural, political, and poststructuralist. I took into consideration of these four important factors. Using multiple perspective, gives people creative and different ideas while working with any person or people. While reading through the article, I now know that there still is some debates whether service learning is always beneficial but in most scenarios service learning can benefit many people.
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The Education Debt (Maddie)
1. By reframing the achievement gap as an education debt it is both adding in historical, political and cultural context while also making those students appear less as victims and more as stuck in circumstances we as society have created for them. The phrase “achievement gap” puts blame on the students for not “succeeding” while “educational debt” implies that they’re not getting what they’re owed and there’s something we need to do about it. Ladson-Billings also argues that the use of achievement gap encourages short-term remedies while education debt encourages more long-term remedies. Achievement gap implies that we need to get students caught up to speed so they can achieve thus encouraging a more short term solution. On the other hand, education debt implies a more long-term issue that we need to “pay it back” to these students, encouraging a more permanent and systemic shift.
2. The two areas that stood out to me the most were economic and historical debt. I’ve heard about these before in other classes and every time I read it I’m just so surprised that I got through my K-12 schooling without even realizing that Native children were put in boarding schools or that the reason schools are underfunded is from red-lining. I honestly thought that all public schools received the same funding from the state and the reason some schools weren't as nice as others was because they didn't know how to spend their money. So every time I read about how these students are under achieving and why it is society’s fault, I’m reminded of how far I’ve come as a learner. I also think it’s interesting to look at these in the context of debt, obviously. The reason there is this education debt is because all of these debts we have failed to provide these students. If we historically hadn't made our schools separate and isolated these students for their cultural differences, the debt itself would not exist like it does today. I feel like the historical debt is the foundation of the education debt and then many of these aspects like economic debt are branches off.
3. The Scott v. Sandford case ruled that people of African descent could not be citizens. How this plays into racially restrictive covenants is that these were laws written about housing that basically imply the same thing. People of color were not allowed to live in certain areas, thus perpetuating this concept of them not being people. Because people of color were only allowed to live in certain areas, they were also only allowed to attend certain schools and be involved in certain politics. So what ended up happening is that these schools did not and do not receive the same funding or opportunities as schools in a mostly white area. This has contributed to the education debt and still contributes to it today.
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