It is true that there are “success guaranteed literacy programs” developed by people (???). Why would that even be considered a good option to rely on a program manufactured for profit as a main priority, and not for learning. In the book “Literacy as Snake Oil” by Joanne Larson, a teacher, Lynn Astarita Gatto, explains how her school began to mandate the use of a “literacy program” in order to pass state exams as per NCLB. She discusses how incompetent to program in teaching literacy and compares it to the way that she teaches, which has earned her many prestigious teaching awards. So being tenacious and passionate about teaching, she worked around having to use the mandated program only supplementing her unit with activities and stories from the prescribed anthology. It is so inspiring to learn about how she engages the students in a project to build a butterfly vivarium; creating an environment for immersion. The students get fully immersed into the project integrating so many aspects of literacy, math, and science; her students are creators of their own knowledge (they ask questions and research to answer those questions) and the teacher guides the students through their quest for knowledge. The teacher describes her teaching as response – collaborative which elicits analytical and interpretive responses, unlike the reading programs prescribed script of initiation, response, evaluation. She eloquently “bashes” theses prescribed literacy programs and shows through good teaching practice how a great teacher teaches.
As a future educator learning about and emulating great teachers is important in my evolution in becoming a good teacher; Lynn Gatto is a great teacher. I was so inspired when I read about how the students were so motivated to learn, read and discuss. Many students aren’t motivated to learn and school is just part of their day that they can’t wait until it is over; the only good thing is that they get to socialize and simultaneously are forced to learn. Lynn Gatto shows that learning and literacy doesn’t have to be that way and that it is so important for teacher to think outside the box when teaching and be innovative; literacy is something that students do not something that they practice to use later.
Tuesday, May 12, 2009
Future...
The overarching theme of my blog is teaching with best practices and keeping in mind that students are all different; they are diverse. I tried to tie in themes from the sciences, particularly biology within the blogs since I am going to be a science teacher, thus making the blog personalized. Furthermore, I have incorporated my perspectives on teaching biology to a diverse student population, particularly literacy. There are many literacies, and students will have various ones that they will bring to the classroom, which I will need to be aware and know how to incorporate them into my practices so to be an effective teacher. I will continue to blog about teaching, more specifically about biology; about my interests in biology and current issues surrounding teaching biology, such as the evolution versus creation issue. I may also delve into current societal topics in the sciences; for example new technologies, vaccines, diseases, etc…. I may also further expand my thoughts about the nature of dichotomies and how they are false; the world is not comprised of dichotomies but multiplicities. Maybe I will include thoughts about new works of literature that I will read and their connections to the themes in the blogs, themes of human diversity, multiple literacies, teaching philosophies, the curricula, critical literacies, epistemological diversity and neoliberalism. So it will be interesting to see how I continue this work in the future.
Friday, May 8, 2009
Teacher's Preconceptions
Teacher preconceptions affect student learning; it is inevitable. To what extent that they affect student learning depends on the teacher and how aware the teacher is of the preconceptions that they have. If a teacher outright feels that all students can learn and be successful then that teacher’s students will be. It seems to be difficult though to fully exude these beliefs when the statistics are the way that they are, for example knowledge of the achievement gap. It seems that if a teacher perceives a student to be lazy or slow then they will exude those qualities because that is what the teacher expects. As a teacher I will have high expectations for my students and that will influence their learning positively. I believe that all people can learn anything if they apply themselves and they are taught the critical thinking tools for higher levels of thought they can and will succeed.
Additionally when students feel that the teacher respects them, is fair to them and really has their best interests in mind students respond positively to the teacher. I do not mean to say that teaching is that easy, because being an effective teacher is easier said and written about then done – the true test is putting teaching philosophy into practice. Ultimately teachers need to be aware of the preconceptions and biases that they may have about students and work to eliminate them. Personally reflecting about them and how they can negatively affect student learning. For instance, when I was in a remedial English course when I first went to college the teacher was very positive and students responded and did well. Then when I went into English 101, the teacher labeled me as incapable of writing intelligently and had torn my paper apart on the overhead in front of the whole class – I was horrified – and since then I have a hard time with writing. I know that I can write well and convey content information effectively; however, I have grammatical issues which I continually work on. This example illustrates how a teacher’s preconceptions and attitude can negatively affected a student’s learning, she dismissed me as a horrible writer incapable of writing well and I now have a negative view about my work which took years to reverse. Teacher’s need to encourage students that they can and will learn and are capable of success.
Additionally when students feel that the teacher respects them, is fair to them and really has their best interests in mind students respond positively to the teacher. I do not mean to say that teaching is that easy, because being an effective teacher is easier said and written about then done – the true test is putting teaching philosophy into practice. Ultimately teachers need to be aware of the preconceptions and biases that they may have about students and work to eliminate them. Personally reflecting about them and how they can negatively affect student learning. For instance, when I was in a remedial English course when I first went to college the teacher was very positive and students responded and did well. Then when I went into English 101, the teacher labeled me as incapable of writing intelligently and had torn my paper apart on the overhead in front of the whole class – I was horrified – and since then I have a hard time with writing. I know that I can write well and convey content information effectively; however, I have grammatical issues which I continually work on. This example illustrates how a teacher’s preconceptions and attitude can negatively affected a student’s learning, she dismissed me as a horrible writer incapable of writing well and I now have a negative view about my work which took years to reverse. Teacher’s need to encourage students that they can and will learn and are capable of success.
Public School and Public Places
Public space encompasses shared space that is owned by the people and is for the people. Public space isn’t necessarily free space in a sense that it is paid for indirectly by everyone however it is not for profit. The space isn’t owned by anyone and used to create a profit for themselves it is for free for people to use. For example, parks are public places without it being a public place it wouldn’t be equally accessed by all people because there would be a cost to use it; additionally, maintenance of the park may not be in the best interest of the natural flora and fauna or the area because it would be for profit. That is why public places are so valuable because they are not for profit; they are not subject to the whim of the market or the control of capitalism. Public places are another aspect out of the binary of market control, unfortunately with a crisis occurs in a public place the government opts to increase capitalistic control. For instance, if a park is unable to operate and sustain itself at the public level them a corporation may step in and take over – then it is no longer public space and open the all people.
Public schools are ultimately valuable because they provide equal educational opportunity to all and teachers can teach what they want and how they feel are best practices, in addition to state standards of course. However If schools become privatized teachers will no longer have that freedom and they will be keep their jobs based on how well they produce. How well they produce college bound students, not by any other measure and curriculums will become narrower and more standardized. Schools in poor communities will go out of business and poor families will be unable to afford a more expensive successful school, thus increasing the achievement gap which the U.S. is trying to decrease. Decreasing the achievement gap will not work by using market logic, public education is a whole other animal altogether and people in power are going to have to think outside of the box and outside of the binary of market and government logic to solve the problems with public education. Let me include that decreasing funding for school will not help to solve the problem either.
Public schools are ultimately valuable because they provide equal educational opportunity to all and teachers can teach what they want and how they feel are best practices, in addition to state standards of course. However If schools become privatized teachers will no longer have that freedom and they will be keep their jobs based on how well they produce. How well they produce college bound students, not by any other measure and curriculums will become narrower and more standardized. Schools in poor communities will go out of business and poor families will be unable to afford a more expensive successful school, thus increasing the achievement gap which the U.S. is trying to decrease. Decreasing the achievement gap will not work by using market logic, public education is a whole other animal altogether and people in power are going to have to think outside of the box and outside of the binary of market and government logic to solve the problems with public education. Let me include that decreasing funding for school will not help to solve the problem either.
Wednesday, April 29, 2009
Teachers and the Curricula
I think that the standardization of the school curricula has disempowered teachers to some extent. The standardization of the curricula has taken away a lot of the creativity that teachers can bring to the classroom, which is what an all encompassing education should exhibit. Teachers worry so much about teaching so that students will pass the tests that they create a narrow knowledge base, which is something that they don’t want to do. It’s hard for teachers to balance educating for the test and education for knowing and thinking; it can’t be mindless test drills and repetition all the time. Students need to learn how to think creatively and critically in order to lead successful and productive lives.
These skills of thinking and reasoning should be taught and practiced by everyone in every content area. Moreover, although teachers may feel that they are disempowered in their practices as professionals they need to try and incorporate the creativity even though they have an outlined set of information that they need to teach in order for their students to pass standardized tests; ultimately re-empowering themselves. I am willing to push myself to make science meaningful for my students and to teach them a new literacy to include within the repertoire of literacies that they carry; this will teach them to be thoughtful, critical, and reflective individuals.
These skills of thinking and reasoning should be taught and practiced by everyone in every content area. Moreover, although teachers may feel that they are disempowered in their practices as professionals they need to try and incorporate the creativity even though they have an outlined set of information that they need to teach in order for their students to pass standardized tests; ultimately re-empowering themselves. I am willing to push myself to make science meaningful for my students and to teach them a new literacy to include within the repertoire of literacies that they carry; this will teach them to be thoughtful, critical, and reflective individuals.
Neoliberalism
Neoliberalism is a term that I was wholly unaware of; I had no idea what it meant or what it possibly meant in the context of U.S. society. Interestingly, like the culture of power, neoliberalism gives a name to what happens and is happening in American society. Neoliberalism, according to Pauline Lipman (2008) in her work “Education Policy, Race, and Neoliberal Urbanism”, is “… an ensemble of economic and social policies that promote the primacy of the market and individual self-interest….” In other words, in our capitalistic thought, the only way to solve societal problems (i.e. economic, public spheres, schools, anything) runs along the idea of either increasing or decreasing government control in order to solve problems. Furthermore, to the detriment of public schools, using market logic to find a solution to every problem including the problems with public schools.
A prime example of this market logic is the NCLB (No Child Left Behind) Act, according to NCLB if a school is failing standardized testing they lose government funding as a punishment to do better next time otherwise they will have to close the school. Let’s think about this, why is this ridiculous logic for improving learning in American schools? Schools get funds from the community in which they are serving, thus if it is a poor community then the school will be poor as well and will not have the money to give students access to full educational opportunities – which is not the schools nor anyone else’s in the community’s fault. Wealthier neighborhoods, which in turn have wealthier schools, are able to afford the resources needed to successfully prepare for the standardized exams; thus they pass and are rewarded with government funding. Resources are very important and they include; teachers, computers, staff, facility maintenance, new texts and books, a library, among others and because the poorer schools do not have access to these resources their students perform poorly on the exams.
This is a vicious cycle that continues to increase the gap between the poor and wealthy. Because the people in poor communities continue to get substandard educations forcing them into compliant minimum wage labor jobs, while wealthier communities thrive in the “knowledge is power” age acquiring high paying knowledge-based jobs. Students in the poor communities essentially are unable to compete with students from wealthier communities. Interestingly, mainly minorities and poor White people make up the poor communities further increasing the achievement gap – something the NCLB was enacted to eliminate. It is imperative to remember that there are many other ways to solve societal problem, not just the binary of market logic. I find myself that when I reflect on this idea of “other solutions” it is really hard and that I am so stuck in the “market logic” and I had no idea. I know that NCLB doesn’t work and is making the situation worse but what are the other solutions and what, as teachers, can we do about it.
A prime example of this market logic is the NCLB (No Child Left Behind) Act, according to NCLB if a school is failing standardized testing they lose government funding as a punishment to do better next time otherwise they will have to close the school. Let’s think about this, why is this ridiculous logic for improving learning in American schools? Schools get funds from the community in which they are serving, thus if it is a poor community then the school will be poor as well and will not have the money to give students access to full educational opportunities – which is not the schools nor anyone else’s in the community’s fault. Wealthier neighborhoods, which in turn have wealthier schools, are able to afford the resources needed to successfully prepare for the standardized exams; thus they pass and are rewarded with government funding. Resources are very important and they include; teachers, computers, staff, facility maintenance, new texts and books, a library, among others and because the poorer schools do not have access to these resources their students perform poorly on the exams.
This is a vicious cycle that continues to increase the gap between the poor and wealthy. Because the people in poor communities continue to get substandard educations forcing them into compliant minimum wage labor jobs, while wealthier communities thrive in the “knowledge is power” age acquiring high paying knowledge-based jobs. Students in the poor communities essentially are unable to compete with students from wealthier communities. Interestingly, mainly minorities and poor White people make up the poor communities further increasing the achievement gap – something the NCLB was enacted to eliminate. It is imperative to remember that there are many other ways to solve societal problem, not just the binary of market logic. I find myself that when I reflect on this idea of “other solutions” it is really hard and that I am so stuck in the “market logic” and I had no idea. I know that NCLB doesn’t work and is making the situation worse but what are the other solutions and what, as teachers, can we do about it.
Friday, April 3, 2009
Epistemological diversity
Epistemology or theory of knowledge is a branch of philosophy that deals with the scope and nature of knowledge. However, people and populations of people hold varying beliefs about what constitutes the theory of knowledge; this is called epistemological diversity. For example the Indigenous educational system and their epistemological beliefs are different from U.S. schooling. Indigenous societies have traditionally practiced forms of “informal” education; however, “informal” doesn’t make the education any less as functional or important. It just means that their education isn’t confined to institutionalized places and times, which makes it more fully encompassing and connected. The epistemology of indigenous societies is eloquently explained in the book To Remain an Indian by K. Lomawaima and T. McCarty (which will the text that I draw my understandings about indigenous education from in the rest of this blog). They discuss the history on indigenous schooling including colonial education and its harmful impact on the education of indigenous children.
In traditional indigenous educational systems the teachers are the parents, elders and the relatives; there isn’t a classroom in a building with a teacher with written exams and other “formal” assessments. Students are educated on being physically strong, being good mothers and fathers, being leaders, and being doctors; they are taught how to “pass” survival, which is higher stake then the SAT exam. Students are also taught based on age, level of knowledge and according to clan and rank; importantly is the practice of teaching according to the student’s level of knowledge. Unfortunately, in the institutionalization of the educational system in the U.S. students are being confined to a one-dimensional education and they aren’t being taught according to their levels of knowledge but instead to the defined level of knowledge that they should be at. This, again, corresponds to epistemological diversity because the educational system in the U.S. believes that students all learn in a certain set of ways not in multiple ways, while indigenous educational systems believe that students learn in various complex and multidimensional ways which is reflected in their “informal” style of schooling.
How will understanding epistemological diversity better improve my teaching philosophies? I think that understanding and recognizing that there is epistemological diversity is important in effectively teaching a diversity student population. In the sciences, mu content area, it will be important for me to remember although students need to pass the high stakes exam they need to learn as well. Further, “formal” education isn’t the only way that people learn; students have high quality learning experiences all the time not just confined to the classroom. This kind of education needs to be incorporated into the classroom experience, for example, in science education field trips and hands-on learning activities are important in students being able to fully assimilate the information and to be able to incorporate the new knowledge into their lives.
In traditional indigenous educational systems the teachers are the parents, elders and the relatives; there isn’t a classroom in a building with a teacher with written exams and other “formal” assessments. Students are educated on being physically strong, being good mothers and fathers, being leaders, and being doctors; they are taught how to “pass” survival, which is higher stake then the SAT exam. Students are also taught based on age, level of knowledge and according to clan and rank; importantly is the practice of teaching according to the student’s level of knowledge. Unfortunately, in the institutionalization of the educational system in the U.S. students are being confined to a one-dimensional education and they aren’t being taught according to their levels of knowledge but instead to the defined level of knowledge that they should be at. This, again, corresponds to epistemological diversity because the educational system in the U.S. believes that students all learn in a certain set of ways not in multiple ways, while indigenous educational systems believe that students learn in various complex and multidimensional ways which is reflected in their “informal” style of schooling.
How will understanding epistemological diversity better improve my teaching philosophies? I think that understanding and recognizing that there is epistemological diversity is important in effectively teaching a diversity student population. In the sciences, mu content area, it will be important for me to remember although students need to pass the high stakes exam they need to learn as well. Further, “formal” education isn’t the only way that people learn; students have high quality learning experiences all the time not just confined to the classroom. This kind of education needs to be incorporated into the classroom experience, for example, in science education field trips and hands-on learning activities are important in students being able to fully assimilate the information and to be able to incorporate the new knowledge into their lives.
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