Reflect on the readings from Nieto and Bode Chapters 4 and 6.
Read the "Lines Lifted" below from the chapters.
Respond to any or all of the statements OR select another "Line to Lift" from the readings.
On the BLOG, each of you are responsible for entering 1) AT LEAST ONE detailed original reflective statement to the readings, and 2) AT LEAST ONE reaction to the statements of classmates. In your reflections, connect your thinking to at least one other reading from the course.
DIRECTIONS TO ENTER BLOG COMMENT: Scroll down to the bottom of this page. Just below the lifted lines, find the word 'comments' next to my name. Click. Read comments entered. Scroll down to the bottom until you locate the large white box that reads, Post Comment.
"Lifted Lines":
> From your DEJs and discussions of White Teacher and Nieto and Bode (2008), Ch 4 and 6, “Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
> Nieto and Bode (2008), Ch 4, "Racism is manifested in rigid ability tracking, low expectations of students based on their identity, and inequitably funded schools, among other policies and practices....Failure to discuss racism will not make it go away. Racism, classism, and other forms of discrimination play a key role in creating and maintaining inappropriate learning environments for many students."
> Zeichner (2003) "found the most common characteristics of effective teachers in urban schools are 1) a belief that their students are capable learners, and 2) communicate this belief to the students." Nieto and Bode (2008), Ch 4.
> Nieto and Bode (2008), Ch 6, “…members of the dominant group do not even think of themselves as cultural beings.”
> Nieto and Bode (2008), Ch 6, “culture is integral in the learning process.”
start your comments here.
ReplyDeleteClick on "Comments"...type...and 'post comment'.
Similar to the statement in Nieto and Bode Ch. 4 that references the common characteristics of effective teachers in urban schools, the article written by Dick Corbett, Bruce Wilson and Belinda Wilson entitled No Choice But Success also supports the theory that the only way to ensure student success is to remove failure as an option. To remove failure means to remove excuses or potential excuses for failure. In my class the removal of failure is replaced with the communication of success by all students. This can be conveyed through praise, positive and stern reinforcement, communication of high expectations and the willingness to combat student excuses for just not doing. I don't proclaim to be all-knowing with regards to motivational strategies that reach across all student classes, but I do know that I set up my class structure in a manner that allows for all students to be successful. I have also learned that being a person first (building relationships), helps students feel connected and more willing to perform in the classroom. I am convinced that no one aspires to be a failure...its just some people don't know how to be successful. Furthermore, some people aren't sure that they deserve to be successful based on previous experiences both educational and personal. Although I may not be able to reach 100% of my student base 100% of the time, I feel confident that I can reach a majority of them. In my short time of teaching, I have observed that students truly do mirror your expectations. If you don't expect and demand the best from your students, that is exactly what you will get.....mediocrity.
ReplyDeleteNieto and Bode (2008), Ch 6, “…members of the dominant group do not even think of themselves as cultural beings.”
ReplyDeleteI agree with this statement. I think that as members of the majority or dominant group, it is difficult for people to know what culture to identify with. I have learned this semester that many aspects of a person make up that person's culture. However, I think most people believe that culture and race are equivalent. Before this semester, I thought the same and if someone had asked me my culture I would have said white American. Now, I don' t really know what to say. I'm still white and I'm still American but is that my culture or just a convenient label. Now, when I think of how I would describe my culture, I think that my color isn't my culture and I think I'm North American, but I'm not Canadian, I'm from the United States. I guess I'm still in the process of self-reflection and I really don't know what my culture is. I know that family is very important to me, as well as education. I know I love the outdoors, nature, and gardening. I think that respect and compassion for others are two of the most important values I hold. So I guess this is my culture-mother, family person, gardener, teacher, outdoorsy, respectful, and compassionate. It's difficult to sum up in a word.
I see the ideas of high expectations and open discussions about racism in the classroom as being linked. Both involve a clarity of purpose on the teacher's part and an unsinkable sense of optimism. I keep coming back to the interviews with students from low-performing schools that Dr. Finch mentioned in class, in which students admit that they could do more and that their teachers could ask more of them. If we demand more of our students, they'll respond. It may take a while, and it will require scaffolding and extra help on our parts, but eventually, we'll all get there. A similar attitude is required to achieve a more healthy classroom dialogue about race. We need to show our students how to discuss these issues, just as we need to demonstrate how to use the quadratic formula and how to develop a thesis statement. These aren't things we learn at home. Most students don't learn at home how to openly discuss issues of race and prejudice. Oftentimes, what's learned at home needs to be unlearned. So, we model for them. That means that we, as teachers, can't be afraid to approach race and diversity in class. If we don't show our students how to talk about race, who will?
ReplyDeleteI pulled a lot out of Nieto and Bode chapter 6. It really had my thinking about what might actually happen in a classroom if students didn't know their own identity. Chapter 6 states that "Members of the dominant group do not even think of themselves as cultural beings." This is so true. If someone asked me what culture I was, I would be a little hesitant to answer- I am still trying to define my own culture after reading this chapter. I struggled with a similar situation when I was working on my Midterm project, I did the brochure for the classroom. I was trying to word how I would present to the parents all of the different cultures that we would have in the classroom. The minority cultures where easy to explain- but how do you explain the Caucasian culture or the African American culture. These cultures are expected in the classroom but I as a teacher I don't want to look over them and make students apart of these cultures feel that they are any less interesting than the minority culture groups. That is also why I sort of disagree with the pulled line from white teacher. "That being colorblind or color-mute is to be fair, impartial, and objective." I agree with the statement to a certain extent but it could often get miss-led. I agree that we as teachers shouldn't look at color or race for certain reasons and that we should be colorblind and see each student individually. However, as a teacher I want to see each child for who they are and what they believe and their goals and morals. Which come from their culture. In Chapter 6 of Nieto and Bode it states, "Admitting the possibility that students' identities may influence how they experience school and hence, how they learn." I believe that they should have the opportunity to share with the class about themselves and not be judged by anyone. They need to be in a classroom where they can be comfortable with who they are and not have to hide anything, but also not be judged by who they are.But my question is, what if you have some students who like to talk about their culture and who they are and some that don't want to talk about it because they feel uncomfortable or they don't know anything about it. I guess there is some juggling that teachers have to do with this issue. It would probably be easier to take this task on student by student and not the group as a whole.
ReplyDelete“Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.” Nieto and Bode (2008), Ch 4, page 75-76.
ReplyDeleteIt is not that I am trying to be unfair or impartial, but is there an in between that will not bare me with such a title? We just do not discuss it. But would anyone guess that I am from a family of mixed races? I’m not embarrassed, shy or uncomfortable to discuss it, but I felt as if I was being crucified for “my limited ability to see”…which is slightly hypocritical. Since race is not a scientific category at all, but a bias judgment passed onto individuals by society, why should I buy into “colormuteness” and “race problems by having colormuteness”? If it were not melatonin levels, there would be something else to divide humans to try and crown a master whatever…but it can’t be noses or hair and eye color; that was tried and failed. Personally, I feel it is a disservice to teach race because we have confused that word to be synonymous with culture, which is far from accurate. Culture and ethnicity, which are synonyms, should be the focus since they reflect who we are.
I want to address this line lifted:
ReplyDelete> Nieto and Bode (2008), Ch 4, "Racism is manifested in rigid ability tracking, low expectations of students based on their identity, and inequitably funded schools, among other policies and practices....Failure to discuss racism will not make it go away. Racism, classism, and other forms of discrimination play a key role in creating and maintaining inappropriate learning environments for many students."
I would like to relate this line to another that I will be lifting from Chapter 6, Pg. 184. "As a privately funded, multidisciplinary educational research effort, KEEP's purpose was to explore remedies for Hawaiian children's chronic academic underachievement by changing certain educational practices: changing from a phonics approach to one emphasizing comprehension; from individual work desks to work centers for heterogeneous groups; and from high praise to more culturally appropriate praise, including indirect and group praise."
This program in Hawaii was met with "great success including significant gains in reading achievement" (Nieto & Bode, pg. 184). The first quote from Chapter 4 talks about how inappropriate learning environments can have a detrimental effect on student achievement (along with racism and classism). In the second quote from Chapter 6 it is clear that changing a child's learning environment to one that is more culturally competent for that particular child/culture can greatly influence a student's achievement rate for the better. I feel like the first quote is hinting at the idea that we need culturally competent teachers, and the second quote proves that culturally competent teachers and instruction actually do make a great difference. This was very interesting for me to read about the Hawaiian students who were struggling, but made great progress when aspects important to their culture were adapted in the classroom. Since these students were obviously more collectivist, integrating these ideas into the classroom made a huge difference. This story is a great one to remember because it was such a huge success in relation to cross cultural competence in schools.
"Lifted Lines":
ReplyDelete> From your DEJs and discussions of White Teacher and Nieto and Bode (2008), Ch 4 and 6, “Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
I would like to address the above “lifted lines.” I feel like many teachers pretend to be colorblind because they are not sure how to address cultural differences. I remember reading in “White Teacher” that color is a characteristic that most teachers prefer to ignore. In my double entry journal I talked about my uneasiness with using the word “black.” Before taking this class I feel like because of my uneasiness with the word “black” I would have had trouble discussing issues of race. Now that I have read articles by authors such as Banks I have learned the importance of multicultural education. Multicultural education is that idea that everyone should have the same opportunities regardless of differences in race, ethnicity, religion, etc. It is also important that we teach cultural differences and incorporate them into our classroom. It is vital that we consider different cultural perspectives. It is also important to teach different perspectives to the class rather than just showing your own. In Nieto and Bode chapter 4 it says that in our classroom we should start early making skin differences an explicit part of our curriculum. Paley said that it is good to celebrate differences and it is not bad to talk about them. One of Bank’s dimensions of multicultural education is content integration. Through this we can celebrate diversity in the curriculum instead of ignoring it.
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ReplyDelete“discussion of hybridity, that is, the fusion of various cultures to form new, distinct, and ever changing identities.”
ReplyDeleteThis hybridity “refers not simply to mixed-race and ethnic identity,” but to “allow for fluidity and multiplicity in racial-ethnic identification,” that is growing across communities in America. America is realizing this new “growing reality” on “how people identify” themselves. After reading Paley’s White Teacher, she was identifying with this influx of new cultures into her classroom and how people have “many other identities besides race and ethnicity.” This mostly came in the form of religion and how it plays an important role in the individual’s identity. As we learn about different cultures, the need to understand and accept them into our classroom is vital to meet the needs of our diverse students.
"Culture is neither static nor deterministic” the need to celebrate and recognize our students to express their own culture as individuals will help them succeed in the classroom. Nieto and Bode stated, “when teachers viewed students’ identities in a positive way and connected the students’ identities with success in learning, the result was students who were self-assured in their own identities and dedicated to their schooling.
“Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
ReplyDeleteGrowing up I was always taught mainly through my schooling to embrace the idea of being color blind. I was told that this would help me see people for who they really were instead of initially judging them based on their appearance. What I was actually doing however was depriving those individuals the opportunity to show their own attributes and ability. I was ignoring any difference that they had from me so that I could see them as equal; equal to me that is.
“It’s a positive difference, an interesting difference, and a comfortable natural difference. At least it could be so, if you teachers valued differences more." (Paley, 12) Instead of comparing my classmates to what I knew as normal I should have taken notice to their differences and found excitement in those differences. I would have been able to learn a lot more about my classmates if I would have been more open minded instead of blind to their true identities.
"When used to mean nondiscriminatory in attitude and behavior, colorblindness is not a bad thing. On the other hand, colorblindness may result in refusing to accept differences and therefore accepting the dominant culture as the norm." (Nieto & Bode, 170) In many schools that lack multicultural education students are taught to assimilate into the dominant culture because it is not the ideology of the school to embrace differences; it is to ignore them. When this happens students are not provided a full education. "White schools might think that multicultural education is not meant for their students. They could not be more wrong. White students receive only a partial education, which helps to legitimate their culural blindness." (Nieto & Bode, 50)
anthony,
ReplyDeleteI strongly agree that as educators we should assume the responsibility of providing a multicultural education to all of our students. We must acknowledge that there is surface culture and there is deep culture. Acknowledging that diversity exists when there are more than two people in the room is a great way for us to realize that culture and diversity expand beyond what they eye can see.
Paley found diversity only in visible context. She only viewed surface culture. Would she have considered an all white or all black classroom diverse when indeed it is? “We were a lovely hodge podge.” (Paley, 52)Her student teacher was right to ask, "where are the poor people?" She had insight into the hybridity concept because she was able to recognize that differences are not only between cultures but are also intertwined amongst them.
-Chelsea Mullennex
“Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
ReplyDeleteMy ECE (special ed) teacher constantly tells me "equal is not fair" when I was grading kids or creating assignments (I once made my 6th graders take a 5 question written response test with 6 sentance paragraph minimums on each) and I always responded "I expect this out of one kid, I need to expect it out of all of them."
That's just not the case. Colorblindness is the same way, treating each student exactly the same fails to meet their needs. The trick is not being overly indulgent of the fact that there are students of different races in your classroom. We expect high achievment and good behavior, just use different tactics to acomplish it.
Chelsea,
ReplyDeleteI like your critique of Paley, that she only saw race in her diversity and not anything else. I think that even those teachers that accept the differences of race might not recognize the differences within race, or family culture.
The short answer is you cannot fully know all of your students. It is just impossible. There are things they will not tell you, you are not holding their hand 24 hours a day. We deal with carictures and hope that it suffices while we teach. There is always something we're going to miss.
Nate, I agree about colorblindness and the effects it could have on the students. How boring would the world be if we were all the same?
ReplyDeleteNieto and Bode (2008), Ch 6, “culture is integral in the learning process.” This has been an ongoing discussion in this class, one that we will hopefully take with us into the classroom. "In many schools that lack multicultural education students are taught to assimilate into the dominant culture because it is not the ideology of the school to embrace differences; it is to ignore them." (Chelsea)So, how to you help develop a new school community in your school that celebrates different cultures?
In response to Andrea Adams.
ReplyDeleteIf we are to be truly dedicated to multicultural education, then it seems that we will not be able to escape the need to confront our peers when we sense that they have spoken or acted from a place of insensitivity. We should expect the same to happen to us, welcoming these moments with humility. They will provide us with opportunities to be genuinely introspective. Self-reflection can take us far, however,the perspective of others can be profound in its ability to catalyze personal change. Multicultural education seems to be sourced from a sense of morality and ethics. As such, we must take a stand when violations of its tenants occur in our presence. I must agree that there is an inherent possibility for this to generate great discomfort when such instances occur, both from the confrontation itself, as well as from the truths we may discover about our own shortcomings. The creation of professional learning communities, where each person feels respected and can take ownership of her or his responsibility to both confront their peers and be confronted by them would be an ideal goal. Trusting professional relationships will better equip us to interpret the insight of a peer as advice or wisdom and not as a personal attack. Richards, Brown and Forde detail the obligation which instructors have to participate directly in the processes and dialogue which pushes the school climate in this direction. We are not separate from the 'system' , we are the system and have deep obligations to effect the change we desire in our own classrooms systemically. Change must come from within. "As the direct link between the institution and the students, teachers are in a pivotal position to facilitate change." (Richards,Brown and Forde 2004, pg 7) I hope to assist in generating a school atmosphere where my colleagues and I may expect this from one another, welcoming it with the same enthusiasm which we reserve for the times when we receive any gift.
Lifted Line: "“Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
ReplyDeleteSo much injustice is sourced from our ability and need to cloak realities with invisibility. Our sightless and mute perspective works to divorce us from our responsibility to respond to the true needs of others. Too, it creates a space in which we may either hide from or be indifferent to the vital social truths which define all cultures. Colorblindness and muteness also allows us replace these truths with others which resonate more closely with the way we think the world should be. I think of the homeless and people living in the immediacy or aftermath of far away wars. I think of the elderly. Too, I must especially think of my students. It is empowering to understand that I have an obligation to notice and interface with diversity. Differences must be celebrated and made visible for all eyes. They must be given a voice. If I do not do this, then I run the distinct risk of teaching students who are part of the dominate culture,to do the same and I perpetuate a very broken system which reinforces stereotypes. Too, my silence can teach these students that their perspective is the only valid one. Perhaps, I am also teaching them fear; fear of speaking truth, fear of stepping out beyond their own comfort zones and fear, even, of the courage which they might have otherwise evolved if I had not defined certain realities as unspeakable. The psychological pain I know I can cause those who are not in the power culture is infinite. Students are supposed to trust me. Why would they move in that direction when they feel that only a portion of who they are is allowed in my class? I must also imagine my impact beyond the brief time that my students' lives and mine cross paths. Colorblindness and colormuteness will certainly metastasize into future generations as my students move forward and I do not wish to be the teacher who who allowed it to flourish unchecked.
Paley was forced to navigate through her own colorblindness. She speaks of the pain she endured and of opportunities she lost to make meaningful connections with her student during the times when she chose not to view diversity. Almost poetically she reports, "I had been unable then to speak of color and so I could not be a friend. Friendship and love grow out of recognizing and respecting differences. Strangers cover up. Color had been, for me, a sign of a stranger. I did not look into the eyes of strangers or dare to find out about their feelings." (Paley 2001, pg 131) That I may have the courage and common sense to internalize this lesson is something for which I pray as an educator.
In response to Nathan:
ReplyDelete"The trick is not being overly indulgent of the fact that there are students of different races in your classroom. We expect high achievment and good behavior, just use different tactics to acomplish it." -Nate
What a great way to summarize the complexities we face in the classroom. We walk a fine line between over and under-indulgent of the diversity which defines our classrooms. Opportunities for both will present themselves all the time and our judgement must be well informed.
Throughout Chapters 4 and 6 in Nieto and Bode they discuss the perception of race and difference as it applies to individuals within the classroom. Chapter 4 was inspirational in guiding me in beginning to work through my own experiences and preconceived notions associated to race within the classroom. I found myself with a similar feeling to that described in Nieto and Bode Chapter 6, where those in power don't see themselves as a race. I hadn't ever really thought about myself in the realms of a culture but I obviously have one. I also found Chapter 6 in Nieto and Bode inspiring for understanding that multicultural education must be constantly changing and adjusting because culture itself is fluid. It's impossible to place anyone neatly into a box and expect them to fit precisely there forever and always. Understanding the experiences that a child brings to the classroom is just the beginning to educating these students. A teacher must understand and work to incorporate these differences into their classroom and curriculum in order to properly educate that student. The Kannapel and Clements article (2005) which examined high-performing, high poverty schools was great for illustrating this point. Their study examined several schools around the state of Kentucky and worked to understand why these schools had succeed where other had failed. One of their most staunch arguments was the presence of high expectations for the students, teacher, and administrators of the school. This sentiment was mimicked by Yahaira Leon during one of the case studies following the chapter. These various readings have provided me an opportunity of reflection upon my own practices within the classroom, particularly as I begin my first official teaching position. Being aware of these issues on the outset of my teaching career will help me to adjust and learn how to recognize and work through these issues in the years to come.
ReplyDeletePaley: I think that Paley saw some diversity in other areas race, at times. She seemed to partially transcend racial connections when discussing Claire's inability to comprehend play. True, Claire had never played because her parents kept her inside away from the black kids. This gives Claire's story a definite cultural overtone. But, Paley also documented Claire's awakening to the abstract skills required for imaginative play. I liked reading this, as it opened my eyes to the fact that multicultural education is also about discerning different the differences in abilities amongst a very diverse spectrum of skills.
ReplyDeleteFred, I really like and agree with how you discuss your obligation to your students to not allow their colorblindness or colormuteness to go "unchecked". This wasn't the case for me throughout much of my elementary and secondary education, and I fear has prevented me from some very insightful and enjoyable experiences concerning culture and diversity. I can relate to your silence regarding difference within the classroom as well and believe that your quote concerning Paley to be extremely appropriate. But I also find that her reflection on her own colorblindness to be as important as her final realization of race. She spends much of her book discussing how she thinks about her approaches to each of the students and how they reflect her presumptions and preconceived notions concerning race and the students. Her book is littered with examples of this. She also spends much of her book discussing how expectations can be self-fulfulling when associated to students, both negatively and positively. This is a theme running throughout much of the literature we've read for this course. Kannapel and Clements (2005) spend much of their article discussing the importance of high expectations and how they promote strong results of success for all students. Nieto and Bode (2008) also discuss expectations as being crucial in promoting a positive learning community for students. Both Yahaira and Hoang discuss teacher expectations in their case studies, both wishing for high expectations from teachers to promote better learning. Knowing that our students can do it and demonstrating that belief are two different things, but both must be done in order to promote success in the classroom.
ReplyDelete...
ReplyDeleteFrom your DEJs and discussions of White Teacher and Nieto and Bode (2008), Ch 4 and 6, “Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
ReplyDeleteTo be completly honest, before this class I never put too much thought into this idea. At first, I did not understand what was so wrong with looking and treating all students the same. Looking back on my ignorance it is obvious that we can not see them as one in the same. I reflected on this and I put myself into a situation in which I was being treated like everyone else; there was nothing unique or special that set me apart from the rest. When we "see" no color and treat students the same this is exactly what is happening, we are telling them that they are not special and there is nothing unique about them. This can be damaging to a child's self esteem which in turn will effect their preformance in other areas: academically and socially.
"Failure to discuss racism, unfortunately, will not make it go away." (Neito and Bode, Chapter 4) This is the rational of many people, including myself up until a couple of weeks ago. If we act as if it is not there it will go away. Instead if we need to acknowlege it and understand it.
If we are treating them all the same, who are we treating them like? If we are not seeing any color or culture or any other personal differenes, what are we seeing? I would assume we are treating them all like they are middle class and white. What do you think? I am unsure if this makes sense but it has raised a question in my mind...
Original response to reading
ReplyDeleteThis chapter in Nieto and Bode focuses on the idea that equal does not mean the same. In other words, teachers are not treating students fairly by assuming that they are all the same. Nieto and Bode describe 3 implications to this idea stating that we as teachers must acknowledge the differences that children bring to school, understand that student identity influences the ways in which they learn and accept that we must make provisions for student differences. NIeto and Bode continue on to demonstrate how several studies have proven that certain cultures tend to prefer certain learning styles thus highlighting the importance for teachers to learn the cultural identities of their students.
The idea of "equal does not mean the same" is something that I have written about several times in my papers for class. Before I took this course I used to think that I was being fair to my students by pretending to be "colorblind". After many of the courses readings however, I realize that I am not being a fair or effective teacher by ignoring my students differences. Next Year I will try my best to get to know who my students are and where they come from before I come up with my instructional strategies for my lessons.
Add-on to Fred's response to Nate
ReplyDelete"What a great way to summarize the complexities we face in the classroom. We walk a fine line between over and under-indulgent of the diversity which defines our classrooms. Opportunities for both will present themselves all the time and our judgement must be well informed"
I completely agree with both Fred and Nate, while we need to begin recognizing and learning from student differences in our classrooms, I believe that we do need to avoid placing too much emphasis on it. As Nate stated, we need to continue to expect success from all of our students no matter what their cultural identity. However, by using our knowledge of their cultural identity and how it influences how they learn we can help them reach that success.
In response to Fred:
ReplyDelete"So much injustice is sourced from our ability and need to cloak realities with invisibility. Our sightless and mute perspective works to divorce us from our responsibility to respond to the true needs of others."
Fred, this is really well said. This idea of colorblindness simply ignores the fact that each of our students have unique needs in the classroom. From Paley, we saw how classroom atmosphere can influence a child. She explained that her elementary school teachers did not value her Jewish heritage. As a result, she felt isolated from many of her classmates, even though several had similar beliefs.
Fred-"Perhaps, I am also teaching them fear; fear of speaking truth, fear of stepping out beyond their own comfort zones and fear, even, of the courage which they might have otherwise evolved if I had not defined certain realities as unspeakable."
ReplyDeleteI think this is great and I really appreciate it. I agree with you, it is very likly that this could happen. Students will notice that we are not speaking about these things and they will therefore think that they can not talk about these things. We need to make it an open and comfortable subject for students and ourselves.
“…members of the dominant group do not even think of themselves as cultural beings.”
ReplyDeleteThis quote struck home with me because I realized that I do not feel like I have a specific culture other than "American". Like many non-minority Americans, I do not largely associate myself with the culture of my ancestors. However, I do not consciously associate myself with an other culture other than the "American" culture. In chapter 3 of Nieto and Bode, they state that, "European American youths often think they do not even have a culture, at least not in the same sense that easily culturally identifiable youths do" (Nieto and Bode, 51). I realized when I read these passages that I do feel this way, even though in the past, I have never really consciously considered it. This returns to the issue of knowing who I am before I can begin to work with my students to get to know who they are. As approximately 85% of teachers are white and middle class, it is important for us to consider which culture we identify with. When Paley was dealing with students of different cultures in her classroom, she would occasionally compliment her students on aspects of that culture that were easily identifiable (hair styles, music, etc.). She had to fight to identify the culture that she strongly identified with before she could identify with her students in their struggles for cultural identity. If we as teachers do not have a culture that we can identify with, our students could feel uncomfortable, especially if they strongly identify with a certain culture of their own.
"Cultural differences can be found in interactional or communication styles, that is, the ways individuals interact with one another and the messages they send, intentionally or not, in their communications." (178)
ReplyDeleteBefore my student teaching experience, I never realized how many differences existed in communication between different cultures. Simple things like vocabulary and grammar were more obvious for me because I'm an English teacher. But differences also exist in pronunciation and nonverbal forms of communication like tone, body language and eye contact. It's hard not to correct behaviors like these that seem foreign to me, but it's simply rude to assume they are wrong and need to be corrected just because I'm not used to the differences.
> Zeichner (2003) "found the most common characteristics of effective teachers in urban schools are 1) a belief that their students are capable learners, and 2) communicate this belief to the students." Nieto and Bode (2008), Ch 4.
ReplyDeleteThis is an idea that is re-visited countless times in education courses and professional development. There is good reason; it is well supported with research. In particular, the Ford Report (2005) found that this contributes to achievement in what most would consider at-risk populations.
Seems like advice that would be easy to implement, right? Maybe for the first day of your first year of teaching. Hopefully, most teachers go into the career with dreams and sky-high expectations. From the moment they step into their classroom on the first day, however, they are bombarded with very real challenges with their students that can be disheartening. On top of that, some schools have dismal staff members who might post positive posters on their walls, but whose complaints in the staff lounge suggest otherwise.
The second part is even more challenging. If you post the poster, assign rigorous assignments, and TELL your students "do a good job! You can do it!" is that enough? Unfortunately, it's not. Communication goes both ways, and the key to doing it effectively is understanding your student's perception of you, (the teacher)their classmates and the assignment. This can't occur without cultural awareness.
(posted by N. Hubbard)
In response to Nathan,
ReplyDeleteYou are absolutely right. Treating our students exactly the same is not treating them equally because each student is different. When it comes down to it, when we treat students the same, we are probably treating them in the way that we would best learn. Whichever method/idea is most comfortable for you personally, will be the one that wants to come out in the classroom. Though it is hard to fight that instinct, we must do so for the benefit of our students. Each student is different, and no student is like me so we all must learn to stray from our comfort zone in order to successfully teach and guide our students.
In response to Kristin..."this course I used to think that I was being fair to my students by pretending to be "colorblind". After many of the courses readings however, I realize that I am not being a fair or effective teacher by ignoring my students differences."
ReplyDeleteThis was an idea I struggled with during my first year! I wanted to badly to be fair to all my students and treat them exactly the same. Somehow, I still wound up being called "unfair." I have learned to be equitable in my classroom, but I still struggle.
My goal next year is to create a classroom culture where equity is understood and valued.
(posted by N. Hubbard).
"This was an idea I struggled with during my first year! I wanted to badly to be fair to all my students and treat them exactly the same. Somehow, I still wound up being called "unfair." I have learned to be equitable in my classroom, but I still struggle.
ReplyDeleteMy goal next year is to create a classroom culture where equity is understood and valued. "
Yeah, it's a huge challenge to help students understand the reasons behind each time you treat one student differently than another. I think it's very important to make them understand that, though, because otherwise one loses credibility with one's students.
I am responding to the following line: Nieto and Bode (2008), Ch 4, "Racism is manifested in rigid ability tracking, low expectations of students based on their identity, and inequitably funded schools, among other policies and practices....Failure to discuss racism will not make it go away. Racism, classism, and other forms of discrimination play a key role in creating and maintaining inappropriate learning environments for many students."
ReplyDeleteAs I read chapter 4, I felt disillusioned with the supposed “progress” that our schools and our nation have made in the past few decades. Movies such as Dangerous Mind and Freedom Writers try to portray how a teacher enters an urban setting to turn it around; usually when I watched these films I assumed that these schools were few and close to extinction. Yet, I have become more aware of how racism is not often an outward display, but still exists. For example, even though teachers may believe that they know what is best for each child, they may actually hold a belief that a certain child’s manners or background is inferior to their own. Even more surprising is how widely accepted these beliefs are: one of Presidents gave a speech about it! Nieto and Bode detail how low expectations are reflected by the most powerful in the country, including President Bush when he was first running for office. Indeed, when “the first President Bush visited Garfield High School in East Los Angeles, a school made famous by the extraordinary efforts of Jaime Escalante and other teachers, he focused on the idea that a college education is not really needed for success. “ According to the authors, “he told the largely Mexican American student body that ‘we need people to build our buildings…people who do the hard physical work of our society.’” This was twenty years ago, and yet, there are many politicians, administrators, and teachers that hold these beliefs. It shows that there is still much work to do.
In response to acgott01, I want to say that different forms of communication were a issue of concern for me too. Yet, while at first I was hesitant that I was speaking incorrectly (using Ebonics in the incorrect form), I realized that being surrounded by my students offered me the opportunity to learn about a new culture and a new language. Students were very willing to teach, as long as the relationship was in place : )
ReplyDeletechapter 6 in Nieto and Bode to me represents the complexity of teaching in a multicultural world. Surface appearances indicate the necessity of making accommodations to students based on cultural needs but as the chapter evolves this chapter begins to breakdown into making accommodations for everything. Yes,I believe each student comes with their own baggage and allowances must be made. But this chapter fails to make that case. I believe each section would have been better served if it had been worked into other chapters with greater depth. Looking at communication style, learning style etc they present a dizzying array of ideas backed by research but contradictory in evidence. For example on page 171 we are admonished to make cultural allowances yet on 187 we are told of the problems in making decisions based on cultural diversity. I do agree with the authors(s)conclusion with regard to segregation but disagree with the jump from cultural diversity to segregation.
ReplyDeleteBen your view of what you must do next year is right on the spot. Children are similar to pets in that they understand the underlying emotion that is emoted by the authority figure. By creating an equitable environment for all, you should begin to develop not only your children's sense of place but yours also
ReplyDeleteIn reaction to our square conversation yesterday,
ReplyDeleteI think that our conversation about homework can be related to chapter 6 in Nieto and Bode. When giving homework for grades, I think it is important that we realize that being fair to each student does not necessarily mean that we need to treat or grade each student exactly the same. I think that we must start by getting to know our students. Once we know who our students are and where they are coming from we can begin to understand why certain students truly are not able to get their homework in on time or even at all. I think that even though we need to continue to hold our high expectations for all students, special accommodations definitely need to be made for some. The only way we will be able to find out who these certain students are is by getting to know them.
That is a good point Kristin, one with which I agree firmly. Teachers must be as familiar with their students as they are with their content area if they plan to be effective educators in today's world. The effort we must undertake to understand our students is multifaceted, but I think its epicenter lies in our need to always be students ourselves- students who continue to immerse themselves in the cultures and perspectives of others. Nieto and Bode emphasize in chapter 6 that culture is not a product, it is a process. The identities of our students are ever evolving. We will always have the responsibility of being active participants in their lives if we wish to have accurate insight into how our students learn. There just can't be a time when we think that we have learned all there is to know about them. I must be a student of my students and answer to the same high expectations which I place upon each of them.
ReplyDeleteIt seems if I followed this statement for my classroom "‘I don’t see Black or White….I only see students." I would be doing a huge disservice to my students. First, it would be impossible to only "see students". I think I would "see" what I imagined I want my students to look like, not in reality of what is my classroom. It also puts barrier between myself & my students because I am only see them as students not as people. If you see a person, you see it all...the skin color, the way they talk, the clothes they wear, the books they read, who they hang out with or have lunch with, etc. You have to see a whole person to understand & relate to them. You want to develop a relationship with your students & to do that you have to see them.
ReplyDeleteI agree w/ Jonathon about having "high expectations." I had never really thought about what that would like until I read the "no choice" article. Part of seeing your students is having high expectations from them. Also, realizing that their success might look different from another students success. You want to meet your students with where they are & work with them to succeed.
ReplyDeleteNieto and Bode (2008), Ch 6, “culture is integral in the learning process.”
ReplyDeleteI agree with this statement. In order for the learning process to be complete culture must be a part of it. Teachers must understand that all students are different and that in order to teach them, their culture must be integrated in what they learn and the way in which they learn. In the article How School Taught me I was poor, Jeff Sapp stated that, “More is caught than is taught. “ Students learn more about themselves in school. We as teachers must allow students to different and integrate their cultures into their learning.
Anthony asked the question, “How do you help develop a new school community in your school that celebrates different cultures?” I believe that in order for teachers to establish a school wide multicultural environment, it must start in your classroom. If the teacher and students in one class work together, they can be examples for the rest of the school. One classroom can become a leader and encourage others to follow. People are sometimes scared to try new things, so a good example in one classroom could influence the entire school.
Whitney Price
Nieto and Bode (2008), Ch 6, “Anyone who has children can confirm this truth: Two offspring from the same parents, with the same culture and social class, and raised in substantially the same way, can turn out to be as different as night and day."
ReplyDeleteI agree with this statement. As a parent of three, I know firsthand that no two children are alike. As a teacher, it would be easy for me to group students together based on their culture. It helps with assessments and with group projects, but the truth is that each student is unique and needs their individual needs met in the classroom.
In response to Ben...
ReplyDeleteI agree that teaching students equity is difficult. I struggle with this myself in the classroom. I always get the "that's not fair". It will be a huge goal of mine to set the atmosphere in my room such that students understand the difference between equality and equity. That what if fair is to give all mny students what they need and for the students to understand that they all have their own unique needs.
Nieto and Bode page 182 " A teacher's best intentions may be ineffective if students' cultural differences are neglected in the curriculum..."
ReplyDeleteI really liked the way this passage addressed the need for multicultural education. When I first came into the class I was thinking multicultural education was teaching the students about different cultures. I now realize it is so much more. I see now it is about modifying my instruction to incoporate not just the individualistic but also the cummutative culture. I see that it is also important for me to make sure students are not segregating themselves, encourage them to pursue other things not traditionally associated with members of their group, incorporate information related to history and culture of my students into the classroom and most importantly inspire my students by getting to know them. (Motion Magazine 2002)I understand that there are many cultural barriers that my kids and I will have but that I must understand my students, talking with them daily on a personal level, so that I may better influence their lives.
Nieto and Bode (2008, p.170) "...colorblindness may result in refusing to accept differences..."
ReplyDeleteI love that this sounds like a prescription drug warning. Taking part in colorblindness may lead to racism, classism, derogatory comments, hatred, failure to communicate, development of a stigma, ignorance...the list goes on and on. I see where the teachers making this comment have their intentions, but as this statement makes clear, we cannot call ourselves colorblind. Nieto and Bode quote Pearl Rosenberg, "...people who are colorblind have an optical defect that limits their ability to see." (2008, p.75) If someone needs to hinder their physical ability to see color, to be able to see past that feature, they are obviously racist. We should see it as a blessing to be able to see the difference in one another and appreciate it. Our skin color is just something that has been assigned to us but as Nieto and Bode state, "...although culture may influence, it does not determine who we are." (2008, p.175)
In response to Jessica:
ReplyDeleteI agree with your original assumption, coming into the class. I thought we'd be discussing a variety of ways to study and integrate many different cultures into our curriculum. But the reality is- there are many different cultures in our classroom already. The students bring a variety of differences into the classroom, and I would imagine they all come expecting everyone else to look, act, talk and be just like them (early grades). We have to intervene and recognize the importance and acceptance of differences before their realization occurs that they are the odd ball or they are part of the culture of power. In Paley's "White Teacher" she notes that all the students were playing together in the beginning. As Kindergarteners their concern was more focused on being able to play, rather than whom they played with. But, as we saw throughout the text, the groups began to segregate. There were groups of boys playing together all the time, African American girls playing alone and others who were excluded from all groups. I think that it is inevitable that students will draw nearer to certain groups than others, but our concern is in making sure those established 'groups' respect one another.
In response to Makenzi
ReplyDeleteI completely agree with you statement about colorblindness in the fact that it may further lead to more problems related to cultural differences in the classroom. I liked you metaphor about the drug warning label. I think it is very important to see color and treat each person with respect because we are all so different. Very good quotes pulled from the text.
“Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.”
ReplyDeleteThis lifted line can be directly related to the article we read last week: Colorblindness: The New Racism.
Teachers who claim "they do not see color" are at a serious disadvantage individually, and are truly doing a disservice to their students and school community. By ignoring the different backgrounds that students come from, teachers are basically saying that each student's individual differences are not important and irrelevant to the curriculum. This goes completely against what we have learned about "inserting education into the culture of our classrooms". Students will learn best when we as teachers acknowledge each individual, learning about their cultures, families and communities. We cannot incorporate meaningful lessons that include these specifics until we do so. Also, we cannot incorporate helpful modifications that will allow each student to learn their best until we get to know HOW they learn best. Knowing and acknowledging our students' differences will allow us to incorporate logical differentiation in our teaching such as group work, individual work, lecturing, etc. By showing our students that we are not "colorblind" will ultimately allow us to do all of the things described in the article we read at the beginning of class: Addressing Diversity in Schools: Culturally Responsive Pedagogy. The Third tier of this article discusses instructional approaches to multicultural education: acknowledge students’ differences and commonalities; validate students’ cultural identity through class routines and activities; educate students about diversity in our world; promote mutual respect among students; assess student ability and achievement; teach positive relationship building among students with their school, families and communities; motivate students to become active learners that are in charge of their own success; encourage students to think critically; challenge students to reach high and achieve their goals; and give students information to become socially and politically conscious. To me, all of these things cannot happen unless teachers acknowledge race, culture, and ethnicity in the classroom and overall school community.
In response to mrallgood:
ReplyDeleteI agree that siblings from the same parent can be totally different. They can have completely different personal values, outlooks and beliefs. However, children raised in the same family usually have the same basis of beliefs and values before they are "released" or are old enough to make their own decisions about how they want to live their life. As teachers, it is very important for us to realize that we can identify cultures, but we must ultimately view each student as a unique individual.
I agree that ignoring color poses a disadvantage to all. Everyone is unique and diverse. If we ignore the color of any given culture we have tunnel vision and fail to grow from the uniqueness the defines us all. Furthermore, we are valuing our own identity above others.
ReplyDeleteIn response to the Nieto and Bode Ch 4, "Racism is manifested in rigid ability tracking, low expectations of students based on their identity, and inequitably funded schools, among other policies and practices....Failure to discuss racism will not make it go away. Racism, classism, and other forms of discrimination play a key role in creating and maintaining inappropriate learning environments for many students."
ReplyDeleteThis quote is reminiscent of several other readings we have encountered over the course of the semester, such as: "The Genteel Unteaching of America's Poor,""Classroom Management in Diverse Classrooms," and "White Privilege: Unpacking the Invisible Knapsack." In the article by Beers she discuses the ignorance of the principal at her school, and how he incessantly referred to "those kids" and seemed to believe that the only way "those kids" could learn was by rigid structure.This harkens back to the Nieto&Bode quote from because this principal is rationalizing an unfair and "inappropriate" learning environment for his student population. The more diverse the school the higher the need for a variety of learning approaches and this particular school was adamant that learning takes place quietly and seated.
Additionally,the Milner and Tenore article dissects the dichotomy between equality and equity in the classroom. One while it sounds democratic actually reinforces the status quo, and the other while it seems to be synonymous with the first term actually increases the rate of success and helps to bridge the achievement gap. A pervasive idea from this article was the teacher's responsibility for student learning;some of the teachers in the study were essentially "granting students permission to fail" (569). They did this by avoiding content that they thought students would reject, or that they thought would be too controversial or difficult to teach. Another way teachers were failing students were by pretending that race was not present in the classroom.
My third and final connection to this quote comes from the McIntosh article about white privilege. This article speaks to several of the posted Nieto and Bode passages, especially those that dealt with the presence/awareness of culture.Although this article does not explicitly address tracking or low expectations, given that the majority of teachers are white and that their students are largely non-white many of these privileges that the teachers enjoyed as students they are unaware of. Teachers severely underestimate the number of obstacles students have to overcome simply because of their race. "Whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work which will allow "them" to be more like "us." I think the biggest single obstacle to being culturally responsive instructors as a white teacher is this "myth of meritocracy," because for whites it is easier to "pull yourself up by your bootstraps" and "rise from the ashes" to start a new life. White Privilege allows these kinds of rags to riches stories, but our kids are not always as fortunate to be able to "trade their chips."
In response to this statement, Nieto and Bode (2008), Ch 4 and 6, “Many teachers and schools, in an attempt to be ‘colorblind’ do not want to acknowledge racial or cultural differences. ‘I don’t see Black or White….I only see students. At the same time, colormuteness describes an uneasiness to directly discuss issues of race. ” Both statements assume that to be ‘colorblind’ and/or 'colormute' is to be fair, impartial, and objective.” I do believe that being colorblind or colormute is definitely detrimental to a students sense of individuality and their sense of pride in the classroom. Kids are not all the same and like that mother said in "White Teacher", her kids are black they what it acknowledged! Kids differences should be celebrated in the classroom and shared. Everyone has something unique and different about them and being able to acknowledge those things in the classroom gives the student a sense of power and the classroom.
ReplyDeleteThis is in response to what Morgan said up above. I completely agree that children can grow up and become someone that the parent completely did not expect them to be. Just because some parents might be well educated, heterosexual, rich and etc, doesn't mean their child is going to grow up the same way or even have the same values. It is extremely important that we value each child as an individual and support that child as he/she grows. I remember last year, we had a couple of girls at my school that clearly liked other girls and weren't ashamed to show it. At first they were very aggressive and negative towards others and their comments, but once they saw that the teachers supported them and liked them for who they were, they started to open up to us and actually share their feelings with us about what they were going through in their lives.
ReplyDelete