Class Reflection

Since this is my last blog, I thought I would just reflect about the overall experience of the class. This class has been one of my favorite classes that I have taken at Luther. One reason I can tell this is true is because I hardly ever find myself looking at the clock while sitting in class! The discussions and chosen topics have been relevant and important. I really enjoyed writing papers that gave the students a lot of choice. It was refreshing to be able to write response papers and give opinions about specific issues that matter to the individual. I hope that in the future, I will be teaching at a school that fosters this type of professional dialogue about the philosophy of education and some of the key ideas surrounding education.

The only thing that I think could have improved the class is if somehow there were more students not majoring in education. I really enjoyed hearing the thoughts and opinions of the students who aren't bogged down with all the "politics" and redundancy sometimes felt by students in the education department. This may help take away from the feeling that PCAP U.S. Schools is "just another ed. class". Hopefully students who are not in the education department would not feel intimidated, but that they would speak up and share their opinions. I think it is important to get outside opinions from those who aren't jaded from all the "education talk". This is something that I believe all teachers should be doing more consistently. Although I think it is very important for colleagues to discuss big ideas in education on a regular basis, I also think it would be beneficial for those outside of the profession to be able to bring new clarity and insight to issues. Sometimes it is necessary to step back and do things differently. We have discussed some big issues in education throughout the semester in PCAP and it has inspired me and made me more excited to get into the classrooms and start making a difference. Hopefully in the years to come, young educators will be able to help reform our current education system in the U.S. and bring fresh ideas and the enthusiasm that is necessary for big changes.

Community Change

The second group that read "Dumbing Us Down" presented this morning in class. I really enjoyed the presentation and I think it contained the most thought provoking questions raised so far. The group’s basic theme was about the importance of community in all aspects of life. In relation to the education system, they seemed to say that our current educational system is methodically structured by standards and rewards that the students educated in this system are no longer creative and original individuals. The group did a really great job relating the content of the book to our every day lives and the lifestyles that Luther College students live. Although it was a little bit disheartening to think about becoming a teacher in such a ineffective system. I really appreciated the conversation that took place at the end of the period in which the class discussed ways to make a difference. I felt like I left the class feeling like each individual can make a difference. Maria made a really good comment. She said that as we make a change in our own lives and spread the change to our families, the change in communites will begin as relationships and involvement grow. Eventually a greater societal shift can take place. Change can’t come from a new law or adapted standards. Rather, the change first has to start with the individuals and smaller communities.

Dumbing Us Down

I really enjoyed the group presentation this morning, Dumbing Us Down (group 1). The presentation really made me want to read the book. Overall they highlighted some great points from the book. I agree with them that there are a lot of problems in the schools. But some of the issues they highlighted seem to just be a necessary part of running a classroom of 30 plus students all day. For example, the group talked about how we discourage independence and ask kids to just follow instructions and do what they’re told. An example they shared was bathroom passes and transitional times. A lot of these types of things are irrelevant to me and are just management issues that come with running a school with hundreds of children in it at a time. One thing that I did like that they addressed was the reward/punishment system used by lots of teachers. The examples and discussion started with the class was really interesting. Why do so many teachers use these systems like check marks, gold stars, “worm holes in an apple,” etc? I see lots of reasons for not using this reward system because we want to encourage students to learn because they want to learn, not just to please the teacher or get some tangible object as a reward. But what are alternatives? Obviously teachers use these systems as ways to manage classroom behavior most of the time. How can teachers be educated and presented with realistic ways of dealing with these issues in a way that doesn’t inhibit student expression and place value on insignificant things like grades? There is so much criticism of our current school system and so few ways presented to actually deal with it. I enjoy hearing the opinions of actual classroom teachers, rather than administrators and educational philosophers who have never taught full-time in a classroom. I liked the way the group concluded their presentation by telling the class that they should think of 7 realistic things that they could do as a classroom teacher to make a difference. Although it would have been nice to hear their opinions and the opinions for change from the author, I like that they encouraged the class to think of solutions and not just dwell on the fact that we have problems. I am looking forward to the second group presentation on this book.

A Model Citizen

Today in class we talked about what it means to be a model citizen. Brighouse suggested that there are three criteria for defining a good citizen. The first criteria is abiding by the law. The second is political participation to achieve justice. The last component needed to make a good citizen, according to Brighouse, is participating in political endeavors in pursuit of personal interests. We were asked to think of someone that we viewed as a model citizen. I found that there were a lot of people that I could think of that encompassed the qualities the Brighouse deems important for the ideal citizen to posses. But I found that I didn’t actually think of these people as good citizens just because they met those requirements. As discussed and brought up by couple other students, I think there is definitely more involved in defining someone who is a good citizen. Other factors that I think are defining characteristics would be respect for other people and for the environment. I don’t think anyone should refrain from stating their viewpoint in fear of offending someone, but I also think these things can be coined without being overtly offensive. Having respect for others doesn’t mean agreeing with them and never creating controversy, it simply means acknowledging that other valid perspectives exist and presenting your opinions in a way that doesn’t diminish others. I found that it was a lot harder to think of people who meet the expectations of a model citizen as outlined by those five characteristics.

Language and Assimilation

In our group discussion last week we talked a lot about appropriate expectations for minorities who are learning to assimilate into our culture. We specifically talked about what we think should be required for citizenship. It was a little bit conflicted at first, but I think there was mostly agreement when it came to language. We thought that in order to become an American citizen you should be required to speak English proficiently. One of the group members shared a story about a family that had worked for her dad and the family had lived in the U.S. for almost 10 years and the parents still hadn’t learned any English. I am all for doing things to help ease the transition and of course as a future teacher I definitely think it’s important that students don’t abandon their culture. But at the same time, in order to be active and engaged citizens, you have to be able to speak English. No one should feel that they are unwelcome in the United States if they don’t speak English, however in terms of becoming a U.S. citizen I think it is something that should be required. By learning English, you are showing that you are committing to participate and be part of this culture. You can’t say that you truly want to be part of a culture and society and then make few efforts to actually assimilate. If I moved to France I think it would be expected that I learn French in order to really be part of the culture. The reason many students study abroad is to learn a language and really become part of a different society. Why should moving to the United States on the terms of becoming citizens be any different? In relation to schooling, I think working with children is much different than requiring an adult of at least 18 years of age to make a commitment to learn a language. Students who are learning to speak English should never be told that they cannot speak their own language and it should be dealt with in an extremely different manner. Teachers should make sure to foster and encourage students to take pride in their own heritages and cultures. Part of what makes America so great is that it is so many people bringing their backgrounds and beliefs together in order to create a culture unlike any other. But part of being able to contribute is making active steps to be a part of that culture and not simply remaining separate. Taking away the language barrier is a major way to make it possible for people to mix and blend and be part of a society that brings people together.

How do we motivate boys to learn?

In class on Wednesday we spent a lot of time talking about gender equality in school and how schools have become “feminized” and in doing so, males suffer in the classroom. Research has shown that males have been falling behind females in test scores and behavior. What do these results tell us and how can we motivate boys to learn in a school environment? It seems that by getting male teachers involved in the education of young boys and girls is a key factor in getting all students, especially boys, more engaged and active in their learning. We also discussed how it seems to be a cyclical cause and effect. We want to make classrooms a place conducive for male learning, and we think that having men more involved in the teaching process is key. However, how do we get male teachers to get in front of the classroom? There are so many societal stigmas about male teachers and that seems to play a huge role in deterring them to work with children. Stigmas about inappropriate interaction with students are cause for concern for any male looking into a career in education. Moreover, we discussed the pressure that most men feel to be “the provider” in the family and how the relatively low salary of teachers may be another reason that turns men away from education. How can we change these ideas or stereotypes about men and by men? If research proves that having men in the classroom is the most effective way to level the playing field for girls and boys, would it be appropriate to give bonuses to male teachers to get them into classrooms? This doesn’t only apply to gender. It could also apply to teachers of color. How do we entice minorities to get into the classrooms where we need them?

Case Studies

Today in class we had discussions about equality and fairness in schools. We broke into groups and talked about the consequences and values that go into making controversial school decisions. All of the case studies or issues discussed were based on the gifted and talented programs, the connection between academics and after-school activities (sports, music, etc), and/or budget cuts. I really enjoyed the class period because it was very interactive and all students were given a chance to share their opinions about these easily debatable subjects. My group spent a long time contesting the case study in which the star player of the #1 high school football team in the state in a blue-collar Kansas town is at risk for failing a class. In doing so, he would be forced to sit during the conference championships. This seemed to be the most controversial issue for our group because we had to decide what we would do as teachers. Would you let the student play even though he hasn’t been doing the required work for your class? Or would you follow the school policy, make no exceptions, and require him to sit out of the big game? Clearly the conclusions that each group member came to were a result of the things that they valued highly. I found that I seemed to be much more lenient on this issue, while others in the group thought it was appalling that I would even think about allowing that student to play in the big game. However, there was another case study about a student who wants to try-out for the all-state choir concert but was caught drinking. I found that some students were more apt to make exceptions in this situation if they valued this kind of extracurricular activity more than sports. One thing that I think is important to consider when making big decisions is whether you are making decisions based on value judgments, or on personal preferences. Overall, each of these case studies were extremely controversial and it would be a very hard job to be an administrator who is forced to make decisions like this on a regular basis and be held accountable for those choices.

Brighouse: Educating for Flourishing

I really like the book, On Education, by Harry Brighouse. He presents some pretty big ideas, but does so in a casual manner that is easy to read. I think he presents the information so that it becomes meaningful and valuable to all concerned citizens and not simply future educators. I like the way he uses examples and creates scenarios to further his main points. Although I agree with many of the concepts he suggests, I found a few points a little bit hard to totally see eye-to-eye on. For instance, I think the school does have a responsibility to help foster "life skills" in its students. However, I definitely disagree that the notion of having classes based on subjects like family life, work/life balance, credit and taxpaying, and how to use leisure time should be separate subject matters. Because children spend so much time in schools, it is the responsibility of the school to enhance their life-related skills as well as the academic subject lessons, but I think they should be something incorporated across curriculum areas. Brighouse says he does not have a stance on whether the life-skill subjects should be separate or incorporated. I think it would be a huge mistake to feel that the focus of any time in school should be primarily on some social issue. These concepts should be part of any well-balanced literature curriculum. And skills such as taxpaying and credit balancing, should not have to be taught in specifics. If the students are learning the set math curriculum, then they should have an easier time understanding these "life-skill" concepts later on. Schools should be building the foundation and giving exposure to a wide variety of subject areas.

Class Reflection

Now that the semester is winding down, I am going to devote this last blog as a reflection of my educational psychology experience. I really have very few negative things to say about the class. The things I have enjoyed the most have been the focus on discussion, the content, and the different kinds of assessments.
The class discussion has been the thing that really makes me enjoy coming to class every time. It has had a very comfortable environment where everyone feels comfortable sharing their opinions and thoughts on different issues. We debated NCLB and appropriate student assessments. We also talked a lot about what makes an exceptional teacher and the best course of action to get the below par teachers out of the profession and get more qualified educators into the system. By using the text, articles, and student/teacher experiences and stories we were able to find support for many different sides of the issue. I really liked Prof. Langholz’s willingness to talk about these different issues and not simply stick exactly to the curriculum. In doing so, I think that I learned many more valuable lessons that I would have simply through lectures and reading the text. Although these things can be helpful, the class discussions really brought to light some important issues. There are many topics that have stayed in my mind and I have been able to have many informed conversations with other education majors/minors and my mom, who is a teacher. The concepts and ideas brought up in this class have been really helped me to become even more interested in teaching that I was before.
Moreover, the content of the class was extremely interesting. It was fascinating to learn more about student development. This topic of the psychological growth of students is crucial for teachers. Learning how to teach to these different stages of cognitive learning, social interaction, and biological factors is helpful for managing classrooms effectively and differentiating instruction. I enjoyed learning the most about social interaction among students. It’s interesting to learn about how much the interaction between peers is just as important if not more important than student-teacher relationships. I think part of being a good teacher is learning to facilitate and create classroom experiences that cultivate constructive and healthy student relationships. \
Lastly, I felt that the assessments and homework assignments were appropriate and effective. Many education classes become laden with busy work and sometimes I feel like the goals of the class get lost in all of the little projects, worksheets, and reflections. Being responsible for your own learning to a certain extent really gave some freedom. We were expected to be reading the text and doing a few outside of class assignments, but I felt like every assignment was purposeful with clear goals. It was also nice to have some choice. For instance, I was much more interested and engaged as my study group and I were able to pick what book we wanted to present on instead of simply being assigned a topic. Additionally, I thought it was appropriate to have a traditional sort of assessment at the midterm, but then to create different choices for students to choose from for the final. This way everyone was able to explore a topic more in-depth about something that was personally stimulating.
Overall, this class has been one of my favorites since being at Luther College. There was freedom and choice is assignments, yet there were clear goals and needed to be met. The stimulating class discussion really helped me to retain the knowledge that I gained through reading and lecture. Also, the curriculum and content were very interesting. I felt the topic of educational psychology to be relevant and interesting. I think in the future I am really going to miss this class.

Freedom Writers iMovie Project

I really enjoyed doing this iMovie project. I thought it was a lot of fun to learn how to use the iMovie program and then to see all of our ideas come alive in the form of a movie. Our group worked together very well. I think that everyone's ideas and input was used throughout the course of the project.

The book itself was very interesting and a fast-read. The book is a compilation of student diary entries written by students in a first year enlgish class taught by Erin Gruwell. She began her career by teaching at a school in California full of previously deemed “throw-away students.” As a first year teacher she was given the most troubled underclassmen. No one, especially her students, thought that she would make it through the semester. But Erin Gruwell was not the average teacher. She showed that caring, patience, and respect trumps experience. She motivated her students to make changes that conformed them into hard-working students who have hopes and dreams of a successful future away from “the streets”. Reading this book through the lens of a teacher nade me really appreciate all of Erin's experiences and stories from the mouths of students. It wasn’t like reading a textbook, but I think I learned a lot about “textbook terms” like how she improved student self-efficacy. She also used extrinsic motivators at the beginning of the school year to motivate students, but by the end of the year these tangible items were unnecessary because students were motivated by intrinsic values. She also used flexible grouping and had extreme aptitude for classroom management. After talking about these concepts in class, it was interesting and educational to read about them being put into practice in Erin’s classroom.

Overall, this project was very time consuming but also very worthwhile. It took a long time to put together a concept for the video, do the filming, and then finally cut and edit clips for the iMovie. But I feel like I learned a lot from the experience. I think using technology like an iMovie in my classroom could be very beneficial for the students. I definitely need a little more practice working with the program, but as a teacher in the future I could see this kind of technology being a real asset to the classroom.

Woodcock Johnson Assessment Experience

A couple of weeks ago, a friend of mine practiced administering one of the Woodcock Johnson assessment tests. I played the student, and she practiced giving and scoring the test. Initially I really had no idea what to expect or what this assessment was all about. When I met with my friend and sat down to actually start taking the test, I was definitely feeling some anxiety. The whole situation is a little intimidating. We went into a quiet study room at the library and sat across from each other. She began by explaining to me that she is not allowed to give me any answers or tips and that she wouldn’t be telling me my score at the end. The test that she administered to me was the Woodcock Johnson Reading Mastery Test. There were four main sections that I could recall: word recognition, word attack, word comprehension, and passage comprehension. When taking the test, even though I knew my score was irrelevant, I still felt pressure to do well. The test is set up like a flipbook. There is roughly one question per page. The pages at the beginning of each section have easier words and concepts. Then as the test continues the difficulty increases.
A few days after taking the assessment, I met with my friend and she explained a little bit more about the test and how it is used in schools. Basically, the reading mastery test exemplifies the language and reading skill capabilities of the student being assessed. It can be seen as a predictor of how that student will perform in the future. As a future teacher, I learned that this test would most likely be administered during the referral process. The scores can work as “evidence” to support teacher or parent observations. It is a concrete way of illustrating the areas in which the student is struggling. If the scores are extremely low, then you know there is an issue. The scoring seemed a little bit difficult because there are not concrete rules. It seems that although there may be a system for scoring consistently, in the end it comes down to the administrator and how he or she hears and records the answers. It is obvious that in order to administer an assessment like this in an effective manner, it takes a lot of practice and repetition. As a result of participating in this assessment, I was able to sit in the shoes of one of my future students. I think it was an interesting experience to be on the receiving end of one of these aptitude tests. It is important to understand how a child might feel in a similar testing situation. It helped that my friend was very talkative and made the whole situation very comfortable. Overall, I enjoyed this activity and I think it will be helpful in the future as a teacher to understand these types of assessments so that I can more accurately and effectively observe, refer, and evaluate my students.

On-Campus Speakers: Senior Paper Presentations

This afternoon I attended the Communications senior paper presentations. I was not really sure what to expect. It turned out that each presenter spoke for about 10-15 minutes. Some used a power point and others used video clips, but each speaker used some form of a visual aid. The topics ranged from Charles Manson and his influential subjectivities, to analyzing romantic comedies for common trends and comparing those to real life, to gender roles in animated children’s movies, and finally to “Believing in Coke” and the ideological themes it represents to society. It was obvious that each of the speakers had done ample research, and was committed to their topic. They all spoke passionately about their topics which made listening much more interesting. I thought that all four of the presenters were excellent speakers. When listening, I tried to take what they were saying and apply it to teaching in schools today. A few of the topics really had nothing to do with education. For example, there was not much I could take away from a lecture on Charles Manson and apply it to teaching today. But the last two presenters had a lot to say that I found applicable and important to know when working with children. One of the presenters talked about gender roles in animated children’s films and how these images influence how we perceive others and ourselves. Kids, specifically young boys, see the repeated themes of a “damsel in distress” and then a “macho” prince coming to save the day. The prince is always athletic, attractive, strong, and courageous. In contrast, the princess is weak, frail, emotional, and helpless. Boys are taught never to cry or to be overly emotionally expressive. There are many different directions you could take this, but she decided to focus on the influence these images have on young boys. Some of her points caused me to think about how I as a teacher could do more to break down these socially designated gender roles. Also, the next presenter talked about influential holiday ad campaigns, and although this is not directly relatable, it just caused me to consider once again the role of the media and how easily influenced children can be. This is just another reason of why it is so important for teachers to be involved and interested in the lives of their students outside of the classroom. It is important to know the interests and personality of your students. Understanding what they do outside of school, their home life, and other influential mediums in their life can help you determine how to best teach and relate to each student.
I was impressed with the speaking skills and the overall presentation of each speaker. Several of the topics were quite thought provoking. Many of the ideas and problems that sparked my interest have no specific solution or answer, however the influence and power the media has over today’s youth is something that is extremely important to consider and stay informed about. Being aware of youth culture is important when entering the teaching profession.

NCLB

Throughout the last few Monday nights, we have heard the perspective of many different people who are in some way currently involved in the education system. Whether it be an administrator, a principal, a teacher, or a parent, each had an interesting and thought provoking perspective on NCLB. The most recent panel of parents was the most outwardly opposed to NCLB. And although they had some good points, I tend to think that NCLB is not all bad. Lowering general education standards or requirements will not help any studnets. This act puts pressure on schools to focus on improvement. I don't think that there is one correct way to accurately assess all types of children. However, as a future teacher I think it is appropriate to have some measurable standards. This holds not only students, but also teachers and administrators accountable. It is not ideal to give kids a number or a score to represent their current academic success. But what is the alternative? Taking away all measurable standards would lower the bar and school districts would be left with no accountability to the government. One of the arguments against NCLB is the fact that federal financial aid gets decreased if schools do not meet the standards. I hope that this does not have to be the case, but I also don't think it is fair that schools continue to get federal money whether they are effectively teaching kids or not. NCLB is simply calling for results in exchange for the money, and this makes sense to me. Moreover, NCLB calls for improvement in teachers as well. There are now higher standards in place that must be met in order to receive a teacher's license. I believe that having more rigorous requirements in order to become a teacher will help to "weed out" the ineffective ones, and get young, fresh, and "highly qualified" teachers into the classrooms. Raising the bar in all aspects of the education system is a positive thing. I think there is room for improvement and some revision, but overall, NCLB will continue to improve the quality of education that our children receive.

The Importance of Differentiated Instruction

During class today we divided into groups of three and each took turns teaching a different skill. It got me thinking about how hard it is as a teacher to be interesting and effective for every student in the classroom. But at the same time, it also got me thinking about how extremely important it is. In fact, right behind caring for and respecting the students, I think the most valuable thing a teacher can do is learn how to differentiate instruction and learning. There is no single right way to create a differentiated classroom. However, there are some crucial characteristics that must be in place in order for differentiated instruction to be effective. It is necessary for the teacher to have an authoritative role in the classroom, however that does not mean that it needs to be authoritarian. Students and teachers together must help each other solve problems and create solutions for classroom concerns on intellectual, social, and personal levels. Moreover, student differentiation should be studied and used as the basis of planning, rather than the more traditional view that student differences should only be acted upon when they become problematic. Teachers must continually be assessing and analyzing the current level of understanding of his/her students in order to determine how to modify future instruction. In doing so, teachers must have respect for all students and acknowledge that each child has differences in learning. It is important to always ask “what, how, and why?” These questions will lead to more successful differentiation. What is being differentiated? How is it being differentiated? And why is it being differentiated? The areas that can be effectively differentiated are in the content, the process, and the product. It is crucial that in every classroom the teacher understands the goals of each lesson. Opportunities for students to find meaning in different subjects are created when the teacher has clarity about the purpose of each unit and lesson. Clear goals for each student are crucial so that slow learners are able to focus on understanding the essentials, while at the same time advanced learners can tackle more complex ideas.
Also, another thought provoking issue is how many times advanced learners are ignored or overlooked by teachers. Because they have already acquired the basic skills for a particular section, they often times do not receive any further stimulation from teachers. Differentiating instruction is extremely important at all age levels because it is not just about helping slow learners, but also about encouraging advanced learners to expand their knowledge and to look at issues in new ways. It is a common thought that differentiating instruction is important mostly for those kids who struggle. But providing differing options for students in terms of teaching styles and learning is valuable for all as it enhances the opportunities for each student and accommodates those with all learning types.

Thirteen

In this entry, I wanted to quickly discuss the issues presented in the movie Thirteen. In summary, the movie was about a13 year old girl names Tracy, and her transition from innocent and fun loving, to a sexually promiscuous drug and alcohol abuser. I had seen this movie multiple times. Prior to seeing it in class I had watched it more for entertainment. But through the lens of a teacher, the movie is disconcerting. Tracy was so easily influenced by her peers, especially those in the spotlight. In one scene the popular girls are shoplifting. Tracy backs off at first, but then turns around and pickpockets out of a ladies purse. Her shift in behavior happens so quickly. As a teacher I have been trying to think of ways to prevent this in my classroom and school. I think it is the responsibility of adults to be the enforcers. It is on our shoulders to be role models and teach kids responsibility for their own actions. In the movie, Tracy’s mom seemed to act like more of a friend than an authority “mom” figure. Also, in all the scenes filmed at the school, there are no teachers, aids, or hall monitors present anywhere. The kids seemed free to roam and do whatever they like. Without any kind of accountability at home or at school, Tracy was easily pulled into a destructive lifestyle. Teachers must take responsibility for the important job of molding students not only academically, but also into dependable and conscientious people. It is our job to be there guiding students in the right direction. In this movie, I really think that Tracy’s dysfunctional home life as well as her lack of teacher authority made her feel as if she could do anything she wanted. She had no responsibilities and no one to hold her accountable. Teachers must take the time to get to know their students so that when we see someone beginning to struggle, we can take the problem head on and deal with these issues as they come. Ignoring the issue and not taking any of the blame as teachers and parents would be irresponsible. Having an open door where students can feel free to talk about their feelings and hardships is one of the most valuable tools any teacher can provide for his or her students.

Influence of Media on Children

This clip that I found on youtube.com was very shocking to me. It depicts the different subliminal messages and themes that are widespread in almost every Disney movie. What I thought was especially interesting was the take on feminism portrayed in these kids’ movies. I had never really analyzed these specific films before because to me they are just commonplace movies. Aladdin, Little Mermaid, Beauty and the Beast; these are movies that I grew up watching and would usually not give it a second thought to watch a Disney movie when babysitting or around my little sister. The plot is not unique in any of these movies. The basic underlying theme is a beautiful helpless princess needs a prince to fall in love with. At some point she will get into danger, and then it is the male’s duty to rescue her. Seduction is another rampant theme illustrated in nearly every Disney film. Another point that one of the psychologists mentioned is how in many of these movies, specifically Beauty and the Beast, there can be some connection to child abuse and a dysfunctional home life. Little girls are seeing this monstrous beast who abuses Bell’s dad, locks her up in her room, and has severe anger issues. Then, it is portrayed that it is Bell’s job to “kiss the beast and let that inner-prince out”. This can be a potentially dangerous message. I was also very surprised by the subliminal messages shown. I had always heard that in many of the movies there were inappropriate gestures, lines, or images, but I had never really noticed them before. I was shocked to see these extremely inappropriate messages mixed in with a “so-called” kids film. In conclusion, I don’t think there is anything inherently wrong with these movies. In essence, these movies are filled with romance, action, and always a good ending. These are the kinds of feel-good movies that many people enjoy watching. However there are important and sometimes not age appropriate messages being sent to our children. The most important thing as teachers and parents is to have open lines of communication where kids can feel comfortable expressing their feelings and opinions of these movies. These messages are everywhere in the world, and even though I don’t think they are appropriate, kids are going to be exposed to them whether teachers and parents like it or not. The best thing we can do as adults is be aware of what our kids are watching and provide opportunities for discussion.

Why Teach in Diverse Setting?

Imagine a school district with two schools of equal academic standards. They are an equal distance from your house and both have fine facilities and teachers. There is only one core difference, one is extremely diverse and the other has a distinct majority of white attendees. Where would you choose to send your child? Parents tend to be afraid to put their child into an environment where they might feel like they’re not connected or that they might possibly be alone. In this clip, it discusses the diverse elementary school in Columbine, Colorado. It serves a very large percentage of Latinos, as well as a great percentage that are English language learners, and a great percentage of students who are eligible for free and reduced lunch. You can learn about diverse culture in all schools, but to live it and to really become a viable part of that type of community is what Columbine Elementary School is all about. I enjoyed how parents were talking about diversity in a positive light. I think this is something that can tend to be looked at as a negative thing. It was refreshing to see the teacher and parent interviews and hear how energized and supportive they were on this issue. Community is compromised when people separate themselves. It is important to be exposed and interact with people who are different. This movie was very inspiring to me. It put into words something that I hope to accomplish in the future. As a teacher, I hope that all kids feel comfortable walking into my classroom and expressing themselves and their ethnicity without a second thought. A goal of mine is that all of my kids will feel a part of a family in their school and in the classroom that I teach. No one should feel alienated. It’s about encouraging awareness of other cultures, and maximizing the experience for all students to learn to interact with each other. Acceptance of all students no matter their learning ability, their race, their gender, their culture, their economic statues, or their social status, is important. Providing a setting where acceptance is widespread and maximum learning is possible for all students is difficult, but it is something that all teachers must strive for.

Reflection on Campus Presentation: Going Green

Tonight (9/23) I attended a key note speaker presentation which was the first of a three-part series about sustaing a just and healthy society. The speech was given by Claude Mertzenich. The topic for this lecture was specifically about new chemical reactions and processes for pollution prevention. Going "green" has become social movement in today's society. It's purpose is to influence the political process by lobbying, activism and education in order to protect the environment and the earth's natural resources and habitats. Prof. Mertzenich was very educated on this topic and his lecture was very interesting. I am not exceptionally interested in chemistry, so parts of the lecture were somewhat over my head. However, the overlaying topic did get me questioning the overall implications for future teachers. I believe it is a teacher's responsibility to educate their students not only in history, math, english, science, etc. But it is crucial for a teacher to get kids engaged and interested in the world around them. Going green is a big social movement in the modern world. I hope to be a teacher that is able to convey the importance of environmental conservation. The trick is getting kids intrigued and helping them to care about taking care of the world in which they live. It takes public awareness to make changes in the world. I believe passion is something that must be ignited at a young age. Teachers have a responsibility to educate students in more than academics, but also to instill in them the desire to make a difference. We must teach pollution prevention, rather than reaction to problems that we create. We must inspire kids to dream and to take pride in their world so that they carry the knowledge and confidence to step forward in the future as educated and informed human beings.

Week 1: Lions for Lambs

I really enjoyed the movie, "Lions for Lambs". I thought it was very thought provoking. That part where Robert Redford is attempting to "sell you to you" to one of his most gifted students. I think the hardest part of being a teacher is not the lesson plans, the tests, keeping order in the classroom, organization, or grades. Rather, I think the hardest part is being able to make kids care. How do we stimulate kids? Getting kids excited is the real challenge. I think the most important thing is to keep them challenged. If a student is being challenged so that he or she does not understand the material, then he or she will become bored. Moreover, if a student is not being stimulated by material that is challenging, he or she will also become bored. We must meet each student at their individual academic level. Differentiating material is key for teachers at all age levels to keep kids interested. But the one thing that I loved the most about the movie, was that Robert Redford was attempting to inspire his students to dream. He challenged his students not just academically, but he also sought to develop their character. I believe this is the most important role of teachers.