Question

2.) "Think Postive!" That's how I've changed the most. Every culture is different, and what they do is unique to their culture... at the same time diveristy is something that should be cherished. I was recently talking to a teacher from school #50... and she was telling me that at school they don't really celebrate christmas anymore!!!!!!!!!!! There are people that don't celebrate it, so in respect for them they try not to focus on it to much. There are people that don't celebrate halloween either, but most schools celebrate it. Christmas is part of the American culture. WE don't need to teach about church or Jesus but I don't think we should get rid of it. Based upon the readings we church incorporate a little bit of everything. Other groups celebrate other things during this time, so we should help our children in becoming aware of these differences by teaching them, so they won't be so niave to the differences.

Questions

1.) This book helped me to recognize that culture... is important but it should be something that brings us together rather than divides us... It didn't matter what these teachers backgrounds were. They were able to meet the needs of the students. I don't know how my view has changed but one thing I do know is that there are no excuses... I can't say that I can't reach a student, I have to find a way. There is no time to give up, I loved how the teachers in this book went out of their way to get to know their students.That's what I want to be able to do.

S. Fess: Thoughts after reading the book:

After reading The Dreamkeepers, I will always remember that it is very important to forge relationships between families and teachers in the school setting! The basis for building family/teacher relationships is by promoting communication between home and school and by becoming genuinely interested in students and their outside interests. More importantly do not judge the lack of parents interest in their children's schooling based solely on their lack of communication with the school.



Setting high standards and expectations is also very important. As students begin to experience success they will gain confidence and will begin to believe in themselves. As a result, they will score better on tests and will be willing to work harder. It is very similar to Stanvich's (1994) "Mathew Effect," which states that "over time, better students get even better, and poorer students become relatively poorer." The more competent and motivated students are, the "richer they will become."

S. Fess: Finished with the Book & Response to Questions

1. After reading The Dreamkeepers and participating in class discussions, I believe that culture is central to learning. It plays a role not only in communicating and receiving information; it also shapes the thinking process of individuals. Teaching practices that acknowledges, responds to, and celebrates diverse cultures have the potential to provide an equitable education for every student. In other words, culturally responsive teaching is a pedagogy that recognizes the importance of including students cultural references in ALL aspects of learning. As a teacher, I try to incorporate students home cultural experiences as a foundation to build their knowledge and skills in the classroom. I believe that content learned in this way is more significant to my students as they will be able to transfer what is learned in the classroom to real-life situations.

2. In many ways I have reframed my perspectives on diversity by instilling the word, "fairness" in regard to teaching diverse learners. Unfortunately, "cultural norms" are ingrained in much of the curriculum that I have worked with and should be altered to teach and manage a classroom of diverse learners. I will continue to practice being socioculturally conscious, recognize that students come from diverse backgrounds, and I will continue to design instruction that will build on what my students already know while at the same time stretching them and myself beyond "the familiar."

...

I really enjoyed this book. I couldn't find the extra questions that we were supposed to answer on live text... please send them to me if you can.

Essence extractor- appendix A

"The intent of the study was to document the practice of highly effective teachers of African American students."

Appendix A- Discussion Leader

So what did you think? I didn't think I would get much from it, but it actually was really insightful. It helped me understand the makings of the book, the "why" behind everything... a long with the "who." I liked the fact that each teacher was credible, they had to be selected to be a part of it. No one volunteered, they believed that they chose from the best of the best. What I also sensed though was that these teachers for the most part had prior experience with "African Americans" either through they way they were raised or where they went to school... and that was essentially what they needed to be good teachers in the urban setting. I'm not sure if I'm getting my point across clearly, but does that makes sense? Do you agree, yes or no? 

10/21/10

Overall, I have really enjoyed the stories within this book. I have learned the most from them. I don't believe that I will be a better teacher for African Americans after reading this book. I just became more motivated to meet their needs.

Idea Illustrator: SFess (Appendix A)

Classroom Connections

Essence Extractor: Sfess (Appendix X)

Trust one another’s judgment…

Personally, I do not think this type of study could be effectively documented if there was not trust between the teachers and the researchers. Trust was really demonstrated as the teaching strategies were demonstrated and explained. They trusted their own pedagogy as well as the comments and feedback from their colleagues (through honesty and trust).

Literary Luminator: SFess (Appendix X)

“I questioned my role as researcher and developed a greater respect for the expertise of the teachers.” (pg. 186)

The research focused on the profession learning processes while the data was collected, interpreted, and analyzed. The approaches used were varied and really captured the “spirit” of each teacher. I feel the data was a fair representation of the teaching and was respectful of the students thinking and involvement in the classroom.
Every so often a teacher suggested that she did not remember something shown on tap or did not know why she had done it. (pg. 187)

Can you imagine if had to try to remember what you did with your classroom during 30 classroom visits? The observations lasted from 1 ½ - 2 hours and were either scheduled or unscheduled. It would be very beneficial to see myself teach over a stretch of time & have my colleagues make suggestions and comments!

Each participant in this study exhibited the “ethic of caring.” (pg. 191)

The group studied in this book consisted of both African American and White teachers. The notion of “ethic of caring” (a theory about what makes actions right or wrong) was expressed both implicitly and explicitly throughout the study. Ethic of caring sets the tone for the classroom and promotes the interest and culture of everyone in the classroom.

Creative Connector: SFess (Appendix A)

“drawing on the wisdom of practice” (p. 179)

When I was a high school teacher, I had always thought that “best practices” referred to the shared experiences of seasoned teachers who believed that what they do in their classrooms works. I borrowed many “best practices” from colleagues whose work I respected. I also tap into the Internet and find websites displaying available lessons across subject areas that “work.” How did teachers “grab” best practices before the Internet?
The book is based on an Ethnographic study (pg. 179)

I am currently taking a research class at Naz & can really relate to this type of study. It’s a study that used four components: teacher selection, teacher interviews, classroom observations and videotaping, and collective interpretation. Connections with the book and teachers can be obviously referenced to the interview questions on page 183 (great resource for future active research within my own classroom).

I wondered how the massive amount of data collected was interpreted. On page 184 it was explained that the interviews were transcribed and retyped, they were then coded for key words and phrases, and then applied to themes relating to pedagogy and culture.

Why was the term “culturally relevant” NEVER used during the study? It was never used as teachers’ may not have been as honest with the conversations that took place and they may have “behaved” differently.

Creative Connector- Chpt. 7

"Classes are relatively small..." -pg. 140

 I went to a private school for most of my life, and most of the classes were very small. My graduating class only had 24 students in it. I believe this would be such an awesome idea for every school! Not only would there be SO many more jobs available for all of us, but students would be able to receive more one on one education... the classroom teacher would not have to spread herself so thin to meet the needs of her students.

"African American children cannont afford the luxury of shielding themselves with a sugar-coated vision of the world." - pg. 139

This was a lecture I've always heard from my parents while growing up. It has stuck with me and now I try to do my best and don't want teachers or other students to think less of me or not have as high standards for me because I am an African American. I feel like I get the hardest critique from African American teachers rather than peers.

"Conduct student teaching over a longer period of time and in a more controlled environment." -pg. 135

When I completed my first student teaching experience.... I was crying. They threw me a party and I did NOT want to leave... I felt like I was just getting into the swing of things and that it was in a sense my classroom. I did not want to leave and I believe either we should stay at the same school for the entire 12 weeks or they should some come up with another idea.

Literary Luminator- Chpt. 7

"...If we're behind in the class we're a problem and if we're ahead we're a problem." -pg. 137

I believe that it is OK (sometimes) to be behind... to take that extra time to help your students better understand the material. Teachers have so much pressure to be on schedule, and when other teachers are ahead...its easy to push forward and lose track of the students needs. 

"What African American students need are better schools." -pg. 137

Amen! In the city of Rochester they need to re-vamp the current system and change the environment, goals, teachers, themes, activities... to make it more of an enjoyable and safe environment for the students. 

"One parents spoke of a daughter who kenw how to do cursive writing when she was 7 years old but was told she had to print because. 'We don't do cursive until 3rd grade.'" -pg. 137

This is ridiculous! She is not going to be able to practice what she knows because she is ahead? This is so backwards... and I believe we should praise students for their desire to get ahead instead of trying to push them back or make them feel bad because other students are not at their level. NO, NO, NO!

Essence Extractor- chpt. 7

"...Simply learn "what works..." -pg. 128

Discussion Director-Chpt. 7

I really enjoyed this chapter. I believe that it was the most helpful out of all of the chapters. I enjoyed the fact that she not only shared her story but received a lot of input from other professionals. Pretty much what it came down too was the fact that for these African American students, the teacher is the one that spends the most time with them and really knows what their needs and abilities are. It should be left up to the teacher to figure out what strategies are best for them. Do you agree or disagree with this overall analysis of the chapter?

Chap.7-Literary Lunminator-Meredith O.

" I've worked long enough to know what will work and what doesn't work." (p.141)

I think it's important for teachers to realize that through experience they can do better. It's also important to take advantage of advice from teachers who have been around longer then you. I think this just emphasizes the importance of communication in schools.

"Deep down they do not believe that African American students can be successful academically." (p142)

Teachers need to believe and motivate their students. If students aren't interested or feel they are going to fail before they even start, they won't be successful.

" Provide opportunities for observation" (p.147)

Teachers can learn a lot about teaching from watching each other teach. They can get new ideas and might even be re-motivated to try new things in their teaching. I think teachers could really benefit from getting more observation time.

Chap.7-Essence Extractor-Meredith O.

Teacher's need to live up to their responsibilities.

Creative Connector- Chpt. 6

"She then begins calling on the students in round-robin fashion to read the story aloud."- pg. 114

I learned about what this was called in undergraduate school... and it reminds me of how all of my teachers said, "Don't do this!!!" Then one of the teachers in the chapters is using this with her students. Ha! Maybe since it was drilled into my head this way, I am not a big fan of this, but what do you guys think? I think it allows for students to be looking off into outer space cause they already know when they are going to be called on to read, especially in a larger group setting. We all did that when we were kids, right?

"I'm pretty easy going about a lot of things, but I keep my reading time sacred." -pg. 115

My elementary school, and teachers were huge on Accelerated Reading (program) and this meant we HAD D.E.A.R. time EVERY DAY! Oh... and D.E.A.R. time was SILENT!!!!!!!!!!!!! I think I will most definetly take this same approach when I get my own class... the ability to read and become a fluent and successful reader will take you to great places:)

"Devereaux's reading lessons seem almost scripted." -pg. 113

This was my whole college career. No offense to anyone... but I already know what to expect. Surprise me and I might change my opinion on this area. I don't think it matters how long ago you were in college... It just feels as if college professors feel as if they don't have to try as hard to "entertain" us becuase we are now "adult" learners.... adults or not...everyone likes to have fun! I know everything has its place...but...please.

Literary Luminator- Chpt. 6

"A piece of crystal." -pg. 111
 Wow! If only we ALL thought of EVERY child as a crystal... what kinds of classrooms would we really see?

"You will read, and you will read soon."- pg. 114
Sometimes as teachers you have to be willing to lay down the law! In other words, let the students know who's boss and how everything is going to go down. Not all, but some children really benefit from this form of instruction.

"None of them was able to solve the problem." -pg. 122
You have to love the grammar in this sentence.  So, the "blackness" comes out!

Essence Extractor- Chpt. 6

"We're all a team." pg 109

Discussion Director- Chpt. 6

A lot of the chapter focused on giving us background knowledge on the teachers that were discussed throughout the book. For example, where they came from and how they got to where they are today. That was nice, but I also felt a little board by it and would have rather heard more stories and strategies during that time.

Overall, culturally relevant teaching is so crucial and I believe it invites the students into the classroom, and makes that setting more like a home to them. Do you believe that the examples the author provided demonstrated this topic effectively? I would have to disagree with that. If I could re-name the chapter I would name it, "Reading Strategies and their Positives and Negatives." Or something to that effect. Do you agree with the title of this chapter? If no, what would you change it to?

Vocabulary Vitalizer: Ch. 7 (S. Fess)

1. Subversive: a cause of overthrow or destruction

2. Delegitimate: to diminish or destroy the legitimacy, prestige, or authority

3. Periphery: the outward bounds of something as distinguished from its internal regions or center

4. Oppressor: to crush or burden by abuse of POWER or authority

5. Engender: to cause to exist or to develop : PRODUCE POLICIES that have engendered controversy

6. Intrinsic: belonging to the essential nature or constitution of a thing

7. Recessionary: a period of reduced ECONOMIC activity

8. Confounding: to put to shame

9. Apolitical: having no interest or involvement in POLITICAL AFFAIRS; also :having an aversion to politics or political affairs

10. Decontextualized: to remove from a context

Essence Extractor: Ch. 7 (S. Fess)

The teaching profession...personal responsibility, power, and vision.

Creative Connector: Ch. 7 (S. Fess)

Of what use it know that a few teachers can do outstanding jobs with the very students that others believe incapable of being taught? (p. 139)
I believe that all students are capable of being taught and that teaching to all students is a very serious undertaking. I view the most important role of a teacher is the obligation to make sure that the teaching I do in class is relevant to the students that I am teaching to. The key words of my teaching philosophy include relevance, love of my subject, enthusiasm, knowledge, organization, feedback, and respect. In essence, I strive to deliver to my students something worth knowing, convey it with enthusiasm, and provide my classroom with organization that will stimulate students to grow in their knowledge of the subject and to THEMSELVES!

Culturally relevant teaching is about questioning (and preparing students to question). (p. 140)
I feel that teachers need to be constantly reminded of these questions as they plan and prepare their curriculum. Remembering to create units that provide a “personalized education” for each student/classroom will undoubtedly create an educational opportunities that are aimed at preparing all students to be successful, not just in their own communities, but as “world-citizens.” When paying attention to crating personalized plans; attention is given to each student’s learning styles, interest, current skill levels, and personal goals. Students are motivated to learn and feel that the learning they are doing in your classroom is valuable—the “why do I need to know this stuff?” question—they feel they can be successful with the learning task.

I too believe and hope that if we can dream it, we can surely do it. (p. 156)My “beliefs” about the teaching profession…EVERY child deserves a teacher who believes in their potential, no matter the student’s circumstance and it begins with a teacher who can think outside of their classrooms—one that can get beyond textbooks and enter into a world where learning is connected.

Creative connector- Chpt. 4-5

Pg. 66- "I think I use the 'lunch bunch' thing for a lot of reasons."

This reminds me of one of my student teaching experiences in Brockport. The teacher would use it as a reward system for those that were able to finish their work throughout the week. She would invite them up to her classroom to watch a movie... and pretty much the kids loved it. This is something that I might utilize in my own classroom.

Pg. 67- "She begins each school year by giving each student an 'entry questionnaire.'"

I know many teacher that have used this... I think it is a good idea? A tool that can be referenced throughout the year, and possible used as a motivator for students. For example, if they say that they like cars... bring in some cars to help them solve their math problems.

Pg. 68- "What is it that you like about the class?" "The teacher! She looks us in the eye when she talks to us, respects us, listens to us, she speaks to us when she see us in the hall or in the cafeteria."

Well, these seem simple, but there are many teacher that do this and others that don't. My high school math teacher was one of these teachers. I loved him. He would always ask us about our life, and is everything ok? It really is the simple things that make a difference.

Literary Luminator- Chpt. 4-5

Pg. 101- " I had not earned them because I wanted to be an outstanding student. I had earned them because my teachers did not think I could earn them and I had vowed right there and then to live up to my own standards."

For how many students is this also their reality? 

Pg. 75- "Decision making is one of the most important skills the kids can develop."

This is true, in and outside of the school settings. We need to teach problem solving skills.

Pg. 96.- "Teachers expect students to come to school reading and if they resent those children who don't. If that's the case, what do they need teachers for?"

We can't complain when someone else hasn't done what we are supposed to do in the first place.

Essence Extractor- Chpt. 4-5

We are family!

http://www.conflictconnect.com/competitive-advantages_files/diversity_index.jpg

Chapter 4-5 Discussion leader

The idea of "family" is good and has its points, but how much of this is really true or relevant to the educational restrictions put upon us by our current educational system. For example, one of the teachers shared that she picked up some of her students for church. Well, that sounds like an awesome idea... but in reality, or should I say in America, there are so many things that could go wrong in this situation. What do you think of when you hear the word family? How does or doesn't it relate to the classroom setting?

Culturally relevant teaching is essential! I love the example on page 92. The teacher asked the students how would you describe the princess in the story that you read (there were no pictures in the book). An African American child describe the princess as a Caucasian with blond hair. Well, the teacher seemed so surprised by this, but lets get real! Maybe she had brown hair, but she most definitely in our minds would not be Asain, or black, or Indian. She would be white! Let's look at all of the Disney movies... until recently when they came out with the "Princess and the Frog" I don't see why you would expect any other answer from this child. Thankfully times are changing, and that will allow it to be easier to generate culturally relevant teaching. It's so funny... relating it back to my own personal life. It was hard for my parents to find African American Barbie dolls, so I never really played with them. Now that I am in a relationship, heading toward a long-term commitment with a Caucasian male, we always talk about the future...especially kids. I've asked him before, "What color dolls are our babies going to play with?" Of course... he says white!

Chap.7-Creative Connector-Meredith O.

“…we must not legitimate the inequity that exists in the nation’s schools…”(p.142)

This made me think of my time students teaching in the city. The school I was at had 2 televisions for a building of 600 students. The art budget was barely enough to cover paper for the year let alone pencils, crayons, or markers.

“ It takes a whole village to educate a child” (p.151)

In our elementary school it takes everybody cooperating and communicating to educate our children. I’ve worked at schools where the teachers don’t. They are ineffective. There is no excuse for teachers not to work together in our age of communication. There are many options to communicate, get your act together and talk to other teachers! When all the teachers who work with a child are “ on the same page” they can help the student more effectively.

“…insufficient information about teaching strategies…” (p.140)

When I first started working as a TA, I realized I lacked information on strategies. I knew my material, but I had no idea how to teach a child with defiance disorder, how to help a child with LD make sense of a math concept, or how to deal with a class bullying problem. These are the things that should get taught and talked about in college courses. Since then I've seen many other college undergrads come into our school to work with no idea how to actually teach the knowledge they have because they don't have the strategies.

Literary Luminator: Ch. 6 (S. Fess)

By building on some success-starting with something they had already mastered-he may have been more successful in engaging the student in the skills he intended to teach. (pg. 135) This quote is critical for me as an educator as students learn more effectively when they...

already know something about a content area AND
when concepts in that area mean something to them AND
to their particular background or culture

When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose.

Essence Extractor: Ch. 6 (S. Fess)

Believe all students are capable of becoming literate.

Idea Illustrator: Ch. 6 (S. Fess)

Creative Connector: Ch. 6 (S. Fess)

The text says, “She brought readings and the language from her graduate studies into her sixth-grade classroom,” (p. 120) and this reminds me that I will also have a lot to bring back to my classroom next fall. Upon entering college for the first time in 20 years, I was filled with mixed emotions. I was excited, nervous, and very overwhelmed. The idea of getting another master’s degree and additional certification became a reality this past August. Over the past few months, the sharing of ideas and stimulating conversation within the classroom has enabled me to think and reflect in ways that I have not done in many years. I am excited about the impact I’ll have in the classroom next September as I reenter the teaching profession. I have come to realize that knowledge isn’t always something that’s able to come out nicely packaged; it’s something that has to be acquired and communicated.

"Devereaux does a number of thing to encourage reading." (pg. 124) In addition to Julia’s ideas to encourage reading, I also let my students pick their own books for assignments and have them lead discussions about the books they have read. They love to be the center of attention! I also bring aspects of their books to life within the classroom by listening to music mentioned in books or looking at pictures of people and places connected to their stories. Putting students on a point system for reading books is also very effective. Reward a certain amount of points for every book they read and a certain amount of points for difficulty level. Then give them a prize or party for reaching a certain level.

Chap.6 Rigorous Researcher--Meredith O.

I researched Whole-language and basal text literacy methods that were mentioned on page 121.

Whole- Language- Focus on meaning and strategy

- Students learn and memorize entire words

- Children start writing early

- A variety of diverse literature can be used

- Makes use of Guided Reading

- Integrates other subjects in the curriculum

- They tend to have trouble decoding new words

Basal readers - A highly structured way to teach reading

- Books have selected words to introduce with attached questions.

- They are easy for teachers to use because of the pre-structured nature

- Help to prepare students for what is on state tests

- Help to determine what level a students is reading at

- They tend not to encourage an interest and enjoyment in reading

Chap.6-Essence Extractor--Meredith O.

Know your students.

Chap.6- Literary Luminator- Meredith O.

“Students’ real-life experiences are legitimized as they become part of the…curriculum.” (p.127)

When I was student teaching one of the most important lessons my master teacher taught me was to make the curriculum relevant to the students. If they can’t see a purpose or a way to relate to it, students will not be as receptive to what you’re trying to teach.

“ When students are treated as competent they are likely to demonstrate competence.” (p.134)

I think it’s important to believe in your students’ abilities. If you, as their teacher can’t believe in them, why should they believe in themselves? All students are capable of learning something.

“Effective teaching involves in-depth knowledge of both the students and the subject matter.” (p. 136)

It is important to know your materials and curriculum, but if you don’t know your students it can be ineffective. Taking the time to get to know your students from the very first day is important to helping them learn. If you know what interests and backgrounds your students have, you can help them relate to the material and give it purpose.

Chap. 6 Creative Connector--Meredith O.

“You’re a perfect class. If you’re perfect raise your hand!” (p.119)

This quote reminds me of things not to say to students. I have too many students who worry that they will stop being that perfect student. They worry the world will end over getting a B on a paper, or forgetting to do something, because people tell them they should be perfect.

“I have to build a safe and secure place for him and let him that we….will be here for him.” (p.120)

I had a student whose home life was not the best, and it was affecting things at school. All of my student’s teachers tried to work together to form a safe and secure place for him/her, and him/her school behavior improved. School became my student’s safe place.

“…she supplied the pair with a variety of high-interest books…” (p.125)

This reminds me of a student I had who would not read, until we found out what the student’s interests were. If we want to get kids reading we need to find things their interested in first.

Essence Extractor: Ch. 5 (S. Fess)

Knowlege is not something hidden in a book.

Literary Luminator: Ch. 5 (S.Fess)

“Whether they exercise it or not, classroom teachers (particularly in these communities) have great power in determining the official curriculum.” (pg. 87)

In my opinion, designing lesson plans involves utilizing more than the state standards; it requires teachers to design their instruction to meet the needs of their individual classroom. With this in mind students will naturally become more engaged and motivated to learn if the lesson plans are designed to help them understand and appreciate cultural differences and similarities and that recognize the accomplishments of diverse ethnic and racial groups. I think teachers must plan according to where their students are rather than teaching to an adopted “standardized approach.” In other words, teachers should plan their instruction in a “responsive way” rather than through a “one-size-fits-all” approach.

Creative Connector: Ch. 5 (S. Fess)

The text says, “Some of the smartest youngsters I’ve worked with have been right here in this community, but a lot of time they don’t believe in themselves. School saps the life out of them." (pg. 96) This reminds me that as a teacher, I need to remind my students that they are in charge of their own destiny. Some students are naturally enthusiastic about learning, but many need a teacher to inspire, challenge, and stimulate them. I believe that effective learning in the classroom depends on the teacher’s ability to maintain the interest that brought student to the classroom in the first place. Whatever level of motivation my students bring to my classroom will be transformed, for better or worse, by what happens in my classroom.

Idea Illustrator: Ch. 4

"Knowlege is something that each student brings to the classroom..." (pg. 95)

Literary Luminator Chap. 1-5--Meredith O.

“ Different Children have different needs and addressing those different needs is the best way to deal with them equitably.” (36)

I think this quote is important because teachers need to recognize their students’ differences in order to better teach to an equal level. One way we do this is with IEPs, which help to “level the playing field” for students with disabilities.

“ …that the classroom itself, where students come face to face with others who are different from themselves, is the place for real integration.” (p. 36)

I think this is something that teachers forget sometimes about their classrooms. It’s important for students to meet and get know the other children in the room because they aren’t all the same, and they need to know how to work with different people.

“ Every weekday morning when I wake-up I know I’m on my way to work with the most important people in the world.” (p. 40)

I picked this passage because I think it is a good attitude to have when you start your morning. I think sometimes it’s easy to thinks “ugh, work!” but thinking of your students this way can change the way you look at things.

Essence Extractor Chap. 1-5--Meredith O.

Teachers need to notice the differences to get equality.

Creative Connector chap. 1-5--Meredith O.

“Different children have different needs and addressing those different needs is the best way to deal with them equitably.”(P. 36-37)

This reminds me of a story that I was told about a gym teacher who tried to explain the difference between being treated “fairly” versus being treated the “same”. The gym teacher hung lollipops all over the gym at the same height. When the students came in the only child who could reach them was the tallest in the class.

” They have to care about each other and to depend on one another before we can really get anything meaningful accomplished.” ( p.44)

My first class did not get along. They called each other names, stole each others stuff, and made fun each others problems. They couldn’t focus on learning because they were too busy hating each other.

“And those tests!... They don’t begin to test what the kids really know. ” (50)

A lot of the students I have worked with have test anxiety. Some of them get so nervous they cannot complete the tests to the best of their abilities, but when you ask them to do a project in art, music, and other media they excel because the pressure to perform is removed.

Vocabulary Vitalizer chap. 1-5--Meredith O.

Vocabulary Vitalizer

Magnet Schools (6)- A school with specialized programs, that are not available elsewhere in the district, that increase diversity in the students population.

Preparatory School (12)- a school that prepares students for college

Ancillary personal (23)-Staff in a school that are necessary for the running of the building, such as custodians and paraprofessionals.

Tutors(24)- Are teachers that believe that students can improve academically and that they, as their teachers are the ones that will help their students improve.

General Contractors (24)- Teachers that hand over the job of improving their students to someone else such as the resource room teachers and paraprofessionals, rather then taking responsibility for their students’ education.

Custodians(24)- These teachers think their students cannot improve, and do not give the task of teaching these students to anyone else.

Referral Agents (24)- These are teachers that do not believe anything can be done to help their students, but do try and give responsibility of their education to special education teachers or other ancillary personal.

Conductors (26)- These teachers think that all students can achieve excellence and strive to help their students themselves.

Coaches (26)- these teachers believe that all students can achieve excellence, but they work with other teachers, parents, and community members to achieve this goal.

Culturally Relevant (38)- Teachers with high self-esteem and esteem in their students abilities, trying to draw out information from their students, helping them make connections, and is part of the community.

Assimilationist (38)- This teacher does not believe all can succeed, encourages education to escape their community, and sees educating their students as depositing information

1.) Billy’s teacher, who believed in being a tutor to her students, encouraged him by believing in him and educating him.

2.) As a culturally relevant teacher, I worked with my fellow teachers and local library to create a service project for my students.

3.) Teachers should work with their ancillary personal to ensure that students receive extra help when they need it and have a safe and clean environment to work in.

Essence Extractor: Chapter 4

Culturally relevant teaching teaches to and through strengths of students.

Literary Luminator: Chapter 4

The text says, "Culturally relevant teaching honors the student’s sense of humanity and dignity” (p. 82), this reminds me that teaching empowers students intellectually, socially, emotionally, and politically by utilizing cultural references (skills, attitudes and knowledge). It essentially means that teachers create a “bridge” between students’ home and school lives while meeting the curriculum requirements.

Cretive Connector: Chapters 1-4

“One of the ways Lewis builds community in her classroom…” pg. 44.

Over the years I have spend countless hours preparing my classroom to meet the learning needs of my students…from developing the curriculum to the preparation of bulletin boards. However, once the room was full of students with different personalities, strengths, and needs my job as a teacher seemed to really begin. Each student brings their own unique diversity to the classroom. Building a sense of community, caring for each other, and being able to work cooperatively is very important to establish at the beginning of every school year. At the beginning of every school year, I usually take my students on a day trip to Camp Arrowhead. The focus of the trip was on getting to know you games, role-plays for appropriate behavior, team building, communication, trust, and problem solving. This trip helped promote not only life-long skills, it also gave my students a strong foundation of classroom community.

In addition, I also found it very important to not have the “time of day” dictate when I was finished with my school responsibilities. Working from 7:30 – 2:30, was not the norm for me. Informal sessions with kids after school, involvement with chaperoning after school events, and simply being visible before and after school made students aware that I was dedicated and willing to work with them at “unscheduled” times.

Creative Connector Chapters 1-4

“First, let us begin with a look at the many teachers who are reluctant to acknowledge racial differences or grapple with these and other differences in the classroom.” pg. 34

As I reflect back to my teaching at John Marshall HS, I believe that I was “color-blind”. I was a veteran teacher of 10 years. I was not culturally aware, let alone able how to develop a culturally sensitive curriculum that integrated diverse viewpoints and histories. I thought I knew how to apply instructional strategies that encouraged all students to achieve, but as I reflect back to that experience, I was way off tract. I was not conscience of the differences in my classroom (or I just tuned it out). I did not receive any direction from my administrators or colleagues. I did not have any professional development or training on how to teach to a diverse classroom. In hind-sight, my traditional approach to instruction clearly did not work for the entire classroom. Unfortunately, it was a very narrow approach to teaching.

Chapter 1-3

Well, in the begging I was really frustrated because I felt like it was too focused on color... and segregating people from one another! Well, there may be benefits in separating African American males from their females but exasperating them from whites in general does not make sense to me. We live in one world and we all need to get along... honestly, as the book called it I am one those "Black-White" people. I didn't grow up in the city or attend city schools as I child... I was in a private school or in the public school system for most of my educational years. So knowing this, that might effect the way that I preserve things... but I really believe that many African Americas need to stop comparing themselves to other people, especially whites. I believe they have done that for so long that it has almost became a handicap to them furthering themselves within the community. I do not forget all of the negative things that whites have done to blacks but I also know that we have come a long way from slavery and if we as a people need to capitalize on that. It upsets me that there are so many problems within the city schools... I understand that the living dynamics are different but I also know that all of those students are not living up to their potential... if I can do it, so can they! Our skin is the same but our mindset isn't. 

Secondly, one thing that I really like about these chapters where the authors personal stories... it allowed me to become more actively engaged with what she was saying and recognize that she's had a lot of different experiences that have shaped her and make her more knowledgeable about what she is talking about that other people might not have or be... I like it when she said, "I remember all of my teacher." Who is she... lol... does she have a photographic memory? I can't even remember what I had for breakfast... much less remember who all of my teachers where! lol... but the positive or negative impact that they had on her life was SO strong that she will never forget them...I pray that I will be one of those teachers that have a lasting positive impact. Based upon the teaching experience you have had so far, what do you believe your students would say about you? Positive or Negative?

So far, I enjoy the book.. there are a lot of things that I will share in our discussions but I enjoy hearing and learning from the eight teachers that were interviewed for this book... the perspectives and insight is very interesting. So far, So Good!

Response to Surveys

I had a similar result on my survey that Hannah did. I don't really seem to fit any of classes very well. I think part of that has to do with the way the survey was set up. I also tested as slightly multicultural. The problem with surveys is that they only tell part of a story.

I grew up in a unique district and now proudly work in that same district. When I was growing up I had friends from all over the world. My friends came from England, Bosnia, Russia, Sweden, Pakistan, India, China, Singapore, Taiwan, Portugal, Brazil and a few more places. In our school we had morning shows and newspaper articles about different cultures holidays and religions. Our discussions at the lunch table weren't just about what movies were playing or what homework assignment we had due Monday, but about each others cultures and religions. I was very fortunate to grow up in such a diverse town and it has shaped my attitudes and opinions in a very positive way.

It isn't just a district that is diverse culturally. Even when I went through the district 7 years ago, students with disabilities were included in the general education population. That participation has only increased. In fact, we've had parents of students in special education tell us their doctors recommended they move to our district because of how we treat and work with our differently abled students. Our teachers try to see students positive qualities and personalities. I myself was a students with Learning Differences. I am dyslexic and I had teachers and tutors who worked with me to determine how best I learned, how to advocate for myself, and gave me strategies that would make me independent. By middle school I no longer qualified for services because I was utilizing the strategies that they taught me. Later at the end of middle school and throughout high school my teachers bent over backwards to help me succeed when I became too ill to attend school on a regular basis. A tutor was sent to my house to help me keep up with my work. My teachers collected my homework and sent it to me so I could still graduate on time.

This is not to say that the district is perfect and discrimination and mistakes are made, because no place is perfect, but it was certainly a very cool place to grow up and live.

Slightly Multicultural

Apparently, I could not survive in poverty, middle class, or wealthy circles. What really defines who you are or what you can become? I believe that who I am separates me and has helped me become slightly multicultural by simply being in the minority. For those that are not, and they may differ in opinion, but I believe that it is very easy to cultivate with those that look like you, walk like you, talk like you, etc. and not bother to open up ones mind to the world of difference. Being forced to grow up around whites has helped me to be more opened to diversity... and allowed me to be understanding to difference... I love difference... but I still have those lines where it is difficult for me to cross. Difference tends to be good but only to a certain point!