Read About Jean Anyon
Anyon is actually a new source I found for my research project on urban education and standardized testing, and this month she passed away, leaving the nation to bid farewell to source of compassion and ideas that Anyon suggested of cultural reform in urban districts. I feel as though our culture and society has gotten away from the term "ghetto" and is now embracing more of the "urban" terminology. Never the less, Anyon's ideas on improving the urban education system create a question of reformation for the child who is deep in the opportunity gap. I have spent several hours review ideas that students are not able to properly progress because they are too tied down by their histories...good and bad. Influences in a child's life are crucial.
Maybe because I am in a new, beautiful school that I should forget about where I came from; but that just isn't possible for me. The kind of hurt I saw my former students go through is completely unacceptable for such a wealthy country with so many resources. Why wasn't anyone patrolling or finding resources? How can America be home to people that are illiterate at 18? How can we let students get that far behind and fall so hard into the opportunity gap that they truly will never get out?
I remember as an undergraduate, I wrote a paper on the linguistic critical case named "Genie." Genie never learned how to speak or read during her critical period and therefore, was forever damaged developmentally and otherwise.....by the time students get to high-school, what more can we do to get them out of the gap?
Well, as teachers of English we should feel empowered by being able to help students find their voice by examining their own personal narratives. Students shouldn't feel tied down or separated from what they should know or can't know or don't know; education has to start being practical and influential; we can't expect students in urban districts to understand everything in Hemingway; but if they are able to appreciate the intensity of his writing and the way that his life was displayed through that writing...we would more influential then diagramming sentences or memorizing rules of math....am I off here?
Monday, September 30, 2013
Monday, September 23, 2013
Technology, Language Learning and Integrity
As I was completing the readings for this week and looking over some information for other classes, I see so much the importance of technology of students who are learning a new language. I spend a lot of time trying to cultivate my own learning by thinking about my experiences as a child who was extremely dyslexic. How did I learn to read or speak another language? What were some of the things that helped me become more involved with my learning? When I was in school, we all took French until we were in 6th grade when we could begin choosing French or Spanish.
French was so hard for me because I hadn't really learned how to read English yet! I remember the only technology that my French teacher used was the television program called "Muzzy" with what looked a Big Foot kind of character who provided me with much laughter and helped soothe my sweaty palms and I thought about suggesting it to the new school where I am working because I heard that 20 years later, and my pre-school friend, Muzzy, with his funny French accent is now an online language learning tool for all to enjoy. Before my suggestion, I Googled reviews and researched and found there is a large Muzzy-hating population that actually returned what they bought from BBC founded program, one reviewer even said, "We just couldn't watch it," referring to the supplemental information on videos that was presented.
My qualm this week is how to solidify to parents and students that a technology is needed or appropriate for the classroom? Everyone has different ideas on what is appropriate or necessary, and if a student is bringing in their own iPad, Kindle, etc. then why discourage other gaming and learning opportunities? How do we determine that? I'm interested in hearing other people's ideas on language learning and technology like Rosetta Stone, etc., what kinds of tools are out there to make learning a new language fun? I feel as though learning a new language increases the vocabulary and understanding of language learning that students will be able to complete in there own native language, whatever it may be.
French was so hard for me because I hadn't really learned how to read English yet! I remember the only technology that my French teacher used was the television program called "Muzzy" with what looked a Big Foot kind of character who provided me with much laughter and helped soothe my sweaty palms and I thought about suggesting it to the new school where I am working because I heard that 20 years later, and my pre-school friend, Muzzy, with his funny French accent is now an online language learning tool for all to enjoy. Before my suggestion, I Googled reviews and researched and found there is a large Muzzy-hating population that actually returned what they bought from BBC founded program, one reviewer even said, "We just couldn't watch it," referring to the supplemental information on videos that was presented.
My qualm this week is how to solidify to parents and students that a technology is needed or appropriate for the classroom? Everyone has different ideas on what is appropriate or necessary, and if a student is bringing in their own iPad, Kindle, etc. then why discourage other gaming and learning opportunities? How do we determine that? I'm interested in hearing other people's ideas on language learning and technology like Rosetta Stone, etc., what kinds of tools are out there to make learning a new language fun? I feel as though learning a new language increases the vocabulary and understanding of language learning that students will be able to complete in there own native language, whatever it may be.
Sunday, September 15, 2013
An Ethical Quandary I Need Feedback Concerning....
http://www.theatlanticwire.com/national/2013/07/meet-teach-america-resistance-movement-s-growing-within/67125/
I have a debate going on in my head about this. When I was in high school and toying around with the idea of teaching my brother had a friend who was doing Teach for America in Philadelphia. She was a biology major and when we went to visit her she was living in the slums of Philadelphia smiling all of the way through her teaching assignment with at-risk and low-level learning urban students. She had no training in education other than the TFA training that was supplemented to her when she signed up. A part of me thought that was so cool; she was a professional in her field, who better suited to work with students? I put it to the back of my mind and never thought about it again until, ironically, on Facebook a previous professor from my undergraduate career at Millersville posted a picture stating, "Students Resisting Teach for America."
I reexamined my thinking about this program when I read up on the movement (something I only did because I respect this professor and wanted to know more). I couldn't fathom why anyone would resist a movement to put capable professionals into the inner city, but then I reexamined it more. I find myself in between a rock and a hard place....as someone who taught for 3 years in the inner city I know that those programs need capable and excited people, but I also thought about the choice factor that is removed. TFA expects everyone to work in the inner city and complete the assignments to really....better themselves. I worked in the inner city to better the community and better myself, but I wanted to make a difference and I refused to look for another job until my first class (everyone in it) had graduated because I couldn't bare the fact that I would leave that string unattached.
Furthermore, in the sense of technology, we could then see that TFA recruits who are usually at the top of their classes, would integrate new technology and digital literacies more effectively, but then again....are they qualified? Just because you're a professional in your field, should to be allowed to work with a population that needs someone empathetic and understanding, not always the cream of the knowledgeable crop?
My first year working in the city I lived down-town and immersed myself in the culture. A lot of people told me it was stupid, and granted I didn't love walking home from work sometimes - but it was part of me understanding the area and the priorities of the community. It wasn't always easy or comfortable, but I got out of my comfort zone because I longed for a connection with my students.
When the article discusses minimizing "churn" or the in-and-out rotation of teachers and staff, I really could speak to that...you need consistency with students in the inner city and TFA strips those ideas away.
Really, I am in a quandary. I really want to know what you think about this.....
Thanks!
I have a debate going on in my head about this. When I was in high school and toying around with the idea of teaching my brother had a friend who was doing Teach for America in Philadelphia. She was a biology major and when we went to visit her she was living in the slums of Philadelphia smiling all of the way through her teaching assignment with at-risk and low-level learning urban students. She had no training in education other than the TFA training that was supplemented to her when she signed up. A part of me thought that was so cool; she was a professional in her field, who better suited to work with students? I put it to the back of my mind and never thought about it again until, ironically, on Facebook a previous professor from my undergraduate career at Millersville posted a picture stating, "Students Resisting Teach for America."
I reexamined my thinking about this program when I read up on the movement (something I only did because I respect this professor and wanted to know more). I couldn't fathom why anyone would resist a movement to put capable professionals into the inner city, but then I reexamined it more. I find myself in between a rock and a hard place....as someone who taught for 3 years in the inner city I know that those programs need capable and excited people, but I also thought about the choice factor that is removed. TFA expects everyone to work in the inner city and complete the assignments to really....better themselves. I worked in the inner city to better the community and better myself, but I wanted to make a difference and I refused to look for another job until my first class (everyone in it) had graduated because I couldn't bare the fact that I would leave that string unattached.
Furthermore, in the sense of technology, we could then see that TFA recruits who are usually at the top of their classes, would integrate new technology and digital literacies more effectively, but then again....are they qualified? Just because you're a professional in your field, should to be allowed to work with a population that needs someone empathetic and understanding, not always the cream of the knowledgeable crop?
My first year working in the city I lived down-town and immersed myself in the culture. A lot of people told me it was stupid, and granted I didn't love walking home from work sometimes - but it was part of me understanding the area and the priorities of the community. It wasn't always easy or comfortable, but I got out of my comfort zone because I longed for a connection with my students.
When the article discusses minimizing "churn" or the in-and-out rotation of teachers and staff, I really could speak to that...you need consistency with students in the inner city and TFA strips those ideas away.
Really, I am in a quandary. I really want to know what you think about this.....
Thanks!
Monday, September 9, 2013
Article of Interest
http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
Viewing this article really opened my eyes and provided me we a new opportunity to get to know gaming systems more throughly and provide new ideas to not just use Jeopardy or "Who Wants to be a Millionaire," but link what I am teaching to gaming systems. I see a lot of interesting connections that this article could help with, but more importantly, connecting with boys and boy writers. Boys in the classroom can difficult, especially in English because students think reading and poetry are "girl" things. I feel as though implementing even gaming terminology would help make new connections. Page 5 of this article actually lists all of the talents of a "guildmaster" in World of Warcraft and how the skills provided actually are the same that are desired in the workplace. I found this interesting...and also thought back of to the time I worked in an urban district and referred back to "Call of Duty," my male students paid attention and understood. Ironically enough, that led to other good connections pertaining to "Walking Dead" the comic and TV show. If nothing else, enhancing the gaming cultures influence on the classroom and recognizing the importance of being aware and facing the "white elephant" in the room.
Viewing this article really opened my eyes and provided me we a new opportunity to get to know gaming systems more throughly and provide new ideas to not just use Jeopardy or "Who Wants to be a Millionaire," but link what I am teaching to gaming systems. I see a lot of interesting connections that this article could help with, but more importantly, connecting with boys and boy writers. Boys in the classroom can difficult, especially in English because students think reading and poetry are "girl" things. I feel as though implementing even gaming terminology would help make new connections. Page 5 of this article actually lists all of the talents of a "guildmaster" in World of Warcraft and how the skills provided actually are the same that are desired in the workplace. I found this interesting...and also thought back of to the time I worked in an urban district and referred back to "Call of Duty," my male students paid attention and understood. Ironically enough, that led to other good connections pertaining to "Walking Dead" the comic and TV show. If nothing else, enhancing the gaming cultures influence on the classroom and recognizing the importance of being aware and facing the "white elephant" in the room.
Wednesday, September 4, 2013
Digital Literacies and the Danger Zone
I feel like the most important thing about understand digital literacies and the reform movement involved in changing our schools to become more in-tune with the technology is helping everyone understand what correct usage really is. The "Danger Zone" is when teachers or students misuse medias because they aren't sure the effective use of certain applications, programs, and tools to provide information. Even Facebook started out just a function of Harvard, and it changed so much when the world got involved. Now we see people posting pictures that are inappropriate or berating each other on the internet, we see a heathen culture emerging that makes it okay to say and do and "YOLO" every bad decision we make. We see young men and young women persecute each other via text messaging, tweeting, and pinning. Technology is an amazing thing - like a new gift, but we can't abuse it and we can't make excuses for other people's behavior because they are not able to use it appropriately. It is unfair to teach without it because it dismantles the norms and when students enter the workplace or higher education they will be held accountable for the information they did not absorb when they were in high school or during their formative years.
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