Double Journal Entry #15

• "Skepticism about the value of play is compounded by the widespread assumption that the earlier children begin to master the basic elements of reading, such as phonics and letter recognition, the more likely they are to succeed in school."
• "Young children work hard at play."  "Because their motivation comes from within, they learn the powerful lesson of pursuing their own ideas to a successful conclusion."
• "Research shows that children who engage in complex forms of socio-dramatic play have greater language skills than nonplayers, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking."

These three quotes really stood out to me in the reading.This is a very interesting and thought provoking topic. I completely agree with these statements and was surprised to read of the research showing that students who enage in play have better skills, are less aggressive, and sow more self-control. THese thougths are all very interesting and need to be considered.

"Miller, Edward. Almon, Joan.Crisis in the Kindergarten Why Children Need to Play in School."

Do Schools Kill Creativity

I really enjoyed this video. Sir Ken Robinson's ideas were very true and I was able toreally connect to the thoughts he was talking about.

3 Things I Agreed with:

• Creativity is just as important as literacy.
• Students are afraid to be wrong.
• Students "grow out of their creativity" or educated out of it. Creativity is not valued in schools.

2 Ideas that Surprised me:

• People who are not preparded to be wrong will never come up with anything origional.
• I thought the story of the cheoreogropher becoming a dancer was very interesting!

1 Thing that I Disagree with:

• Nothing!

Double Journal Entry #14

1. What was the most interesting idea you encountered as you read the chapter?

The idea that was most interesting to me stated that all language is dialogic in the sense that is designed to communicate with an "assumed other." It gave the example that a person wirting on a fan fiction site is assuming a particular type of reader such as a fellow fan. This to meis very true. When writing, you are going to use different style and words depending on who is going to read it!

2. What connections can you make between Gee's critique and Sir Ken Robinsons' critique of traditional schooling?

Gee and Sir Ken Robinson seem to have the same thoughts and opinions about traditional schooling. Both agree that students aren't able to show and apply their creativity. Students are instead programmed to learn a certain way and be a certain something in the world.

3. How did this book change or support your understanding of good teaching?

THis book definatly supports my theories of good teaching. It talks about students being seen as individuales and not just anoher student. I believe that this is very important. Teachers need to get to know their students and understand how they learn.

Double Jornal Entry #13

Chapter 6: Affinity Spaces

1. Give an example of a "community of practice" in which you are currently participating in.

 

I am currently an Elementary Education major at Fairmont State.

2.Why is the term "community" better defined in relation to spaces rather than groups of people?

It can be thought of as a close-nit group of people with similarities. The idea of community can sometimes make people think of "members".  When related community to spaces we can see to what extent the people are iinteracting within the space do or do not actually form a community.

3. What is a "generator"? What is it's counterpart in school?

A generator is content or what the space is about. It's counterpart in school could be a science book.

4. What is a "content organizer"? What is it's counterpart in school?

A content organizer is how the content is organized or designed. A teacher made lesson plan could be an example in school.

5. What is a "portal"? What is it's counterpart in school?

A portal is anything that gives access to the content and to the ways of interacting with that content by yourself or with others. In school, an example of this could be lab work in science.

6. What do people have an "affinity" for in an "affinity space"? How does this inform your understanding of good teaching?

People have an affinity for the things they are interested in. This relates to students being more willing to learn in school if they are interested.

7. How do "affinity spaces" support inclusive classrooms? Choose two characteristics below to make connections between "affinity spaces" and inclusive classrooms.

 

1. A Sense of Community - Children are encouraged to learn and achieve as much as possible and feel a sense of belonging to their class and have common interests with others. People are relating to each other.

9. Using a Common Language - You are establishing a common language without the use of intellectual and confusing terms, so that all participants can equally understand.

 

 

8. How are traditional classroom different from Affinity Spaces?

 

Traditional classrooms segregate students by things like skills level and grade. Also the core generators are rarely modified for students interests. Students are simply not labeled.

 

 

Double Journal Entry #12

1 What is the main argument the author is making in Chapter 5.

 

In Chapter 5, the author is arguing the comparison between ways of learning in school to learning to play a video game.

2. What constitutes a theory of learning?

 

Patterns ans principles constitute a theory of leaning.

3. Why did the author struggle to learn to play Warcraft III? What needs to proceed before good learning principles?

 

The author stated that when learning to play Warcraft III he failed to engage with it in a way that fully recruited ot solid design and learning principles. Motivation has to come before good learning principles.

4. How would have the authors struggle with learning to play Warcraft III been interpreted in school?

 

It would have been interpreted as a failure in the school setting.

 

5. What kind of learning experience might be better suited for at risk students?

 

Being in a world of their own through motivation.

6. Why does the school-based interpretation of "at risk" lead to bad learning?

 

THe schools interpretation of "at rosk"leads to bad learning becasue they are dumbing down the curriculum and not challenging the students.

 

 

7. What do schools need to do to function more like a good game?

 

Schools need to stress actiona dn identity instead of knowledge.

 

 

8. What is different about how good games and school assess learners?

 

Schools assess learnerds with tests and then depending on their grade decide what should happen. Games allow the learner to assess themselves and learn things about what they do and do not know.

9. What are the attributes of a  fish-tank tutorial that make it an effective learning tool? How is it different than school-based learning?

 

The fish-tank tutorial allows the learneer to assess themselves and understand what they do or do not need to work on and know a lot about themsleves as learners. This is different from school-based learning because the learner has no ideas of how they learn becasue they are assessed by teachers, who choose what they think is best for them.

10. What is a sand-box tutorial? Why is effective? How is it different that school-based learning?

 

In the sand-box tutorial students are more free to explore, try things, and make discoveries. It is effective casue students are able to discover what is best for them and use it. It is different from school-based learning because students don't have this freedom.

11. What is a genre? Why is it important for good learning?

 

Genre means what type of thing something is. It is important for good learning becasue learners need to understand what "type" of something they are learning.

12. According to the author, what to learning and play having in common?

 

Real learning is a form of pleasure and so a form of play. You are learning when having fun.

 

13. How are the skills test in good games different from skills tests in school?

 

Skills test in good games are developmental for the learner and not evaluative.

14. How does RoN support collaborative learning?

 

Players are aloud to work in groups call affinity groups.

 

15. Match at least one learning principle of good games (on page 74) with each the following learning theorists you have studied in 3352:

Dewey #17

Vygotsky #12

Piaget #5

Gardner # 14

Bandura #6

Skinner #15

High Quality Assessment

1. What is formative assessment?

It is the feedback students receive from teachers and other adults, peers, or self-assessment in a timely, specific, and task-focused manner.


2. What is the CENTRAL purpose of formative assessment?

Formative assessment always puts student learning at the center and it allows students to closely evaluate their own work.


3. Connect a best practice in formative assessment to one research-based strategy.

The researched-based strategy of providing feedback directly connects to formative assessment because you are essentially providing students with specific detailed feedback that will allow them to better themselves and what they are doing.



4. Give an example of how a specific assessment can be used formatively and summatively.

The article mentioned a rubric being formative and summative by telling students what is expected and then using it to assign a grade.



5. Give an example from your field placement related to formative assessment and timing.

In my clinical, the students are frequently asked to complete journal writings. Depending on how much time is available they might be assigned 2 a week, but they work on these throughout a span of a few days, giving them time to revisit their thoughts and edit their work before it is actually assessed. Throughout the process the students receive formative feedback when we check their journals for progress and help them elaborate on the ideas they have.


6. What are some strategies to help formative assessment be more effective when providing students with feedback?

Formative assessment focuses to the task rather than the student themselves. This helps them understand exactly what is expected of them in the project they are completing.



7. Name two advantages to high quality formative assessment.

Formative assessment causes increased feelings of confidence and control in students and also helps teacher identify students who may be struggling in a certain area or students who are misconceived.


8. What are some challenges to implementing high quality formative assessment?

It is hard to distinguish between high-quality formative assessment and assessment that is not fully developed. Another challenge is getting support for teachers using this type of assessment.

Double Journal Entry #11

1. What does the author mean when he says, "Learning doesn't work well when learners are forced to check their bodies at the school room door like guns in the old West." 

I think the author is eferring to the students just coming into school as another person not as a special individual with different experience. All students don't come into school with the same experiences and they don't all learn the same.

2. According to the author, what is the best way to acquire a large vocabulary?
The best way to acquire a large vocabulary is for stucdents to actually experience the "worlds" to which these words refer.

3. What gives a word a specific meaning? 

Words have different specific meanings in different situations where they are used and in different specialist domains that recruit them.

4. What does the term "off the hook" mean in each of these sentences?
a. My sister broke up with her fiance, so I'm off the hook for buying her a wedding        present. 

In this sentence it means you now don't have to dosomething that you were going to have to do.

b. Them shoes are off the hook dog.

In this sentence "off the hook" means  awesome or cool.
   
c. Man that cat was fighting 6 people and he beat them all. Yo, it was "off the hook", you should have seen it!!

In this sentence, I would say the phrase means crazy.


4. According to the author what is the"work" of childhood? Do you agree?

The work of childhood is play. I don't complelty agreee with this statment. I believe that there a lot more important things children work to learn during childhood,but I dounderstand that they come about learning these things through the process of play and that "play" is their main work soto speak.


5.Why is NOT reading the instruction for how to play a game before playing a game a wise decision?

The texts that provide the directions for ganes are very difficult to read unless one has experienced the game which will give the language in the directions specific meaning.


6. Does knowing the general or literal meaning of a word lead to strong reading skills?

Knowing the general or literal meaning of a owrd does not lead to strong reading skills and understanding.


7. What does the author mean by the terms "identity" and "game". Give an example of 3 "identities" or "games" you play?

Children are esentially playing a "game" when they are taking the moves or certain actions or interactions that define them as they take on a role or "identity." I play the game of being a techer by playing out my role or identiy when teaching lessons in my clinical. I also take on the role of a daycare worker when I am going through the "moves" at my job. In the third game I play, as I plan my wedding, I take on the roles of an event planner.

8. According to the author what is good learning?

Good learning depends on the experiences given to young students.


9. How does understanding that being able to build a mental model and simulations of a real-word experience is closely tied  to comprehending written and oral language support of change the way you think children should learn in school?

Model simulations help us make sense of things.  They are not simply facts, but representations of experiences we have had. So meanings of words are not about general definitions. They are building specific game like models for specific contexts. Supplying children in school with many experiences with which they can build useful simulations for understanding diffferent subjects.


10. Why is peer to peer interaction so important for the language development of young children? How does knowing this support or change the way you think children should learn in school?

Young children use interaction with their peer to compare and contrast their perspectives on different things. They learn to reason. In peer interaction children are more likely to seek some way of rationalizing differetnt viewpoints and change their own for reasons they understand. This, to me, completly supports the idea that children are going to learn more working with each other and that educational and posititve talking and discussion should be encouraged between students.

Double Journal Entry #10

1. What are the features of the forms of language that are spoken in a home environment that align with academic varieties of language?

 

The features include children telling regular events as stories, parents reading to children, and children using clear language to answer questions.

2. What are the features of Leona's specialized form of language?

Leona groups her lines into stanzas wherein each line tends to have a parallel structure with other lines in the stanza and to match them in content, just as biblical poetry. The stanzas show structure and patterning. These forms of language are connected to forms of life.

3. Why is Leona's specialized form of language not accepted in school?

 

Teachers expect more report like narratives that are step-by-step. Facts organized around one topic and linear events with no poetry or emotion.

 

4. Explain the contradiction between the research conducted by Snow et al. (1998) and the recommendations made by Snow et al. (1998).

 

Snow states that the "Black-White Gap" in reading test scores was closing fast from the 1960's until the mid 1980's. Snow contradicts himself when he admits that this improvement was much greater than any progress that has been made as a result of early phonemic awareness training that he recommends.

5. What other factors besides early skills training will make or break good readers?

 

Some other factors that will make or break good readers is the factor that people feel like they belong to and are valued in their learning environment. Also some students may have been exposed to another language form through modern technology and media. These seem more motivating and compelling.

 

6. Why do some children fail to identify with, or find alienating, the "ways with words" taught in school?

 

Children cannot feel valued at schooll when their home-based practices are ignored, denigrated, or unused. Also children way find the academic language alienating because the adults in their home do.

Double Journal Entry #9

1. What is the strange fact about not learning to read? 

 

The majority of children who have difficulty in reading are poor or come from minority groups.

2. Why is this fact so strange?

 

It shouldn't have anything to do with learning to read in school.

3. What is it about school that manages to transform children who at good at learning things like Pokeman into children who are not good a learning?

 

Schools focus more on drill and practice of basic skills instead of paying attention to students interests and what they might "want" to read.

 

4. What is the differences between a traditionalists approach to learning to read and more progressive educators?

 

Traditionalist believe that we need to teach basic skills in steps and phonics skills are the most important. The think that learning to read requires over instruction, while more progressive educators stress meaning-making.

5. Is learning to read a natural process like learning to speak a language?

 

Believers in the whole language approach believe that learning to read is a natural process while taditionalists believe that reading cannot come naturally to a person.

 

6. What is the differences between natural, instructed and cultural processes and which process should reading be classified under?

 

Natural processes are biological and come to a person naturally. Everyone suceeds and suceeds well at natural processes. Instructed processes are taught and people acquire knowledge. Cultural processes are taught by "masters". They are things that people have to learn in cutures and learn them through others who succeed. Reading should be classified under a cultural process.

7. How do humans learn best? Through instructional processes or through cultural processes? How is reading taught in school?

 

Humans learn best through cultural processes , but in schools reading is taught as an instructional process.

8. According to the author, what is the reason for the "fourth grad slump."

 

Students can read but can't read in the sense of understanding.

9. What is a better predictor of reading success than phonemic awareness?

 

Children interacting with adults and more advanced peers  and experience challenging talk and text in different environments.

10. What is the difference between "vernacular" and "specialist" varieties of language? Give an example of two sentences, one written in the vernacular and one written in a "a specialized variety",  about a topic in your content area.

 

Vernacular varieties of language are used for everyday purposes such as face-to face conversation. These are connected to peoples' family and community. Specialist varieties of language are used for special purposes or activites. An example of a vernacular lanuguage sentence could be, " Last year, I took a trip to Washington, D.C. to see the monuments." An example of a specialist sentence is, "In the year 2012, I visited Washington, D.C. to experiece the history at each monument."

11. What is "early language ability" and how is it developed?

Early language abilities are prototypes of academic language. They are developed at home. 

12. According to the author why and how does the traditionalist approach to teaching children to read fail?

According to the author, teaching children to read does not begin early enough and schools do not think about each student having different abilities and experiences.

13. Are parents of poor children to blame for their children's inexperience with specialized varieties of language before coming to school?

 

I believe that every child, rich or poor, can gain reading experiences before school. If parents take the time to work with students at home and encourage them to read and write they should gain knowledge and experiences. I don't think money is an issue.

14. Did you struggle with reading this text? Why? Are you a poor reader or are you unfamiliar with this variety of specialized language?

I did not struggle in reading this article. The sentence structure and vocabulary used were understandable and the author gave many examples and good explainations of what he was talking about.

Student Interviews and Observation

Observation: After getting to know my third grade students in my 75 hour clinical classroom, it was clear to me that there were a few struggling students. The one student in particular that caught my attention was one who does not stand out in the classroom at all. He is very quiet and struggles with all school work given to him. After speaking to my host teacher about the student, it seems he comes from a low income family and does not have a great home life. He always has his head down when working and , a few times, has even fallen asleep in class. He works very slowly and always seems sad. I rarely see the student smile and he seems to be depressed. During our interview the student spoke very softly and seemed to answer the questions as he thought he should. I hope to get to know the student a little better. It was interesting though to see how similar his interview was with the high performing students'.

Interview with Struggling Student:

Q: Do you enjoy school?
A:Yes

Q: What kind of student are you?
A: A good student.

Q: What do you do for fun outside of school?
A: Play xbox.

Q: How would your classmates describe you?
A: Nice.

Q: Who are your friends? What do you do together?
A: Jonathan and Conner. We play tag.

Q: One good memory about school...
A: Going to Compton's Bowling Lanes in 2nd grade.

Q: One bad memory about school....
A: None

Q: Who is your favorite teacher?
A: Ms. Marra

Q: What is one thing you wish your teacher knew about you?
A: Nothing.



Interview with High Performing Student:

Q: Do you enjoy school?
A: Yes

Q: What kind of student are you?
A: I like helping my friends out.

Q: What do you do for fun outside of school?
A: Read.

Q: How would your classmates describe you?
A: A nice friend.

Q: Who are your friends? What do you do together?
A: Isabella, Olivia, Mazzie, and Karlie. We swing and race outside.

Q: One good memory about school...
A: The Fall Festival.

Q: One bad memory about school....
A: I got an F on a paper.

Q: Who is your favorite teacher?
A: Mrs. Mewshaw.

Q: What is one thing you wish your teacher knew about you?
A: I like to read Magic Tree House books.

Double Journal Entry #8

1. What is the main challenge being addressed in the book?

The challenge is how to get ALL students to be successful in school and also ensure that ALL students are able to learn, think, and act in new ways to fit in our growing high-tech world.

2. What does the author mean by the phrase "ways with words"?

There are different "ways with words" or different ways of thinking needed to be used as tools to get different jobs done in the world today.

3. What is the core argument being made by the author of this book?

"The core argument of this book will be that people learn new ways with words, in or out of school, only when they find the worlds to which these words apply compelling" (J. Gee, 2004).

4. Give an example of a specialized variety of a language or "way with words" you have learned outside of school?

The first thing that comes to my mind is texting. All of the abbreviations and acronyms are a different "way with words."

5. According to the author, how do people learn a specialized variety of a language or "way with words" best?

People learn theses "way with words" best when they can tie the words and structures of these languages to experiences they have had.

6. If people are to be successful in the 21st century, what must they become?

People must become "shape-shifting portfolio people"; people who gain many diverse experiences that they can then use to transform and adapt themselves for fast changing circumstances throughout their lives (J. Gee, 2004).

7. The author states that  learning academic language is NOT sufficient for success in modern society? Do you agree? Why or Why not?

I agree with this statement completely because today's technological world doesn't revolve around this academic language. There is much more needed to be successful in today's world.

8. What do you think about this author's "way with words"?

Throughout most of the reading, I became lost and had to re-read certain parts for better understanding. I felt as if the wording used was difficult to comprehend.

Gee, J. (2004). Situated language and learning a critique of traditional schooling. New York, NY: Routledge.

Double Jornal Entry #7

What are some challenges to inquiry approaches to learning?

 

"One of the most significant challenges to the successful implementatiuon of inquiry approaches is the skills and knowledge of the teachers engaging in this alternative form of teaching and learning" (Good & Brophy 1986). Teachers who have not experienced inquiry-based learning think of it as unstructured. Students lacking prior experience or who do not have proper modeling from their teacher is another challenge faced in this type of learning. Some students may find it hard to work together, manage time and stay motivated when becoming confused. Teachers are challenged with a lot of new responsibility. First, finding the time for this type of learning. They also have to implement new managment skills. A big part of the teacher responsibility is being able to design positive inquiry-based lessons that meet a specific criteria. Inquiry-based approaches require practice and good modeling for students and challenges teachers to new experiences with planning and classroom managment.

 

 

Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Journal Entry #6

1. Read the Introduction. What "dominant paradigm" is showing signs of wear?

Teachers are still using the same strategies as before and not implementing new types of learning. They seem to stick with the typical textbook, lecture approach.

2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Students need to learn the skills for their future in the work force. Careers today are built around collaboration, communication, and smart decision making. Project based learning allows students to experience these skills as well as gain experience with technology. It allows for higher order thinking skills. (Bransford, Brown, & Cocking, 1999; Bransford & Donovan, 2005). Studies show that students perform better when doing projects and activities that are authentic and real world. (Newmann, 1996).   

               

4.  According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Learning by Design allows students to create, assess, and redesign their work and allows students to have different jobs and responsibilities. This inquiry-based approach allows students to gain critical twenty-first century skills such as developing plans and generating ideas.  Design based lessons also develop technical and subject matter knowledge. (Newstetter, 2000)

5. What are the differences between the three approaches?

                These approaches all have great benefits. In project based learning students are working together throughout the project while learning by design allows students to take on their own jobs while still collaborating with others. In Learning by Design students are actually creating something  rather than just solving a problem.

6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

It is important that all three of these approaches allow for student collaboration and decision making. Students will have to gain these skills to survive in everyday like. Throughout life students will have to learn to work with others in their workforce as well as in life itself. This is a very important skill. If children are applying these skills in school it will better them in the future as adults.

Barron, B., & Darling-Hammond, L. Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Culturally Responsive Teaching Final Draft

The “Where I’m From” project is a perfect example of a culturally responsive strategy. It helps us understand the differences between people. We need to use projects like these to get to know students and where they come from. A person’s background has a lot to do with who you are and how they learn.

Language is the main focus on literacy instruction in schools today. Unfortunately teachers are more focused on students speaking and writing in what is known to be the correct way, “Standard English.” Educators need to focus more on using student’s backgrounds and dialect. They can do this by researching where their students come from and how their family’s dialects and cultures come through into the student’s language. Teachers need to show more acceptance to those who may speak differently than what they think is “correct.” Teachers who have students from the Appalachia region especially need to keep these things in mind. Student’s life experiences before school shapes how they learn and are perceived in school, so if their past experiences are incorporated and appreciated by their teachers they will be more successful in literacy development. Quote: “In fact, all children do not behave in ways that let us know that they have learned and are learning about written language when they are very young. That is because not all students learn about written language to the same extent during their pre-formal instruction years.” This reminds me of the thought that all students can learn and bring different experiences to the table. As teachers, we need to be more open to this in our classrooms. There are many successful ways that teachers can overcome cultural deficit perspectives in their classrooms. First, teachers need to have an open mind. They need to be able to work collaboratively with fellow teachers, students, families, and other people in the community. Luis Moll’s research is a perfect example of this. His “sociocultural” approach to literacy instruction seems to be a successful way to teach literacy in a diverse classroom. Quoted in the article, “Moll believes that the secret to literacy instruction is for schools to investigate and tap into the hidden home and community resources of their students.” If teachers take this advice they can get to know their students better, which will allow them to be more successful in teaching by altering their approaches and using new strategies.

Teachers and schools have contributed to poor literacy instruction by not giving students a chance to write about or discuss things they are actually interested in or know something about. Students have constantly been corrected for using what is known as “improper English.”  Instead of teachers thinking in a cultural deficit perspective, by setting lower standards for students who come from diverse backgrounds, they need to base their teachings on more of a cultural difference perspective. Students need more freedom to express themselves and what they are all about during literacy instruction. In a study by Shirley Brice Heath, teachers, parents, and students all gained progress when working together. There are successful strategies available for educators to use for literacy instruction of speakers of non-standard English. These strategies use cultural capital by providing every student with the same expectations of success. Also teachers can gain the funds of knowledge by simply listening to their students and becoming interested in where they come from. They can actually learn from the students.

The Where I Am From project supports culturally responsive teaching in many ways. It allows for students to express themselves and share with others their home experiences, culture, and family values. By sharing these within a classroom it teachers students to know and praise their own cultures as well as those of others. I plan on using all of the strategies I have learned through readings and activities to make my classroom more culturally responsive. I plan on collaborating with my fellow teachers and using community and family resources to learn more about where my students come from. I would love to be able to allow my students to express themselves by sharing their backgrounds and letting them write about what they are interested in. Students working together in groups and discussing with one another freely is another strategy I plan to use.

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print

Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit

O'brien, J. (2003, May 10). Tall tales of Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Double Jornal Entry #5

1.     What is reverent listening and how can it support culturally responsive teaching?

 

Reverent listening is not just hearing someone talk. It is showing interest in what that personal is saying and putting everything including your feelings and experiences into that person. If a teacher is a reverent listening he or she is defiantly a culturally responsive teacher. This can create a very positive and comfortable classroom community as well as make the students feel comfortable when expressing their thoughts and feelings.

 

2.      Give an example from your own schooling experience of what this quote means:

Reverent listening is not to be confused with humiliation and domination by others who force us to listen, and even less so, with the kind of incompetence that wants to be told what to do.

 

After reading this quote and thinking about my own experiences in school, I think about, as student, being told what to talk about or having to listen to lectures or presentations where neither the students or teacher were interested and actual feeling and thoughts were not being expressed. For example, being given a subject to research or speak upon instead being able to choose something your passionate about.

 

3.     What is meant by a "laundry list of value ethics"? Give an example from your own schooling experience. And then explain how this approach to character education can be NON-culturally responsive.

 

I believe that a “laundry list of value ethics” are the rules or values expected in the classroom are just written on the wall or on a poster. These things need to be modeled by the students and teacher not just listed on the wall. In my schooling experience it seemed this way most of the time. There was not much equality between student and teacher, which made it seem like the teachers were always above the students. This is non-culturally responsive for many reasons. Students do not feel important and their opinions are not valued causing them to not want to express interests or feelings.

 

 

4.     Have you ever had a teacher that at one time or another exhibited the traits of a reverent teacher? What did they do? How did they make you feel?

 

In this class, I feel as if our teachers model wonderful reverent listening in teaching. I feel as if my opinion will always be valued and listed to in verbally speaking it or writing it. I receive positive feedback on my work which makes me feel so great about myself. I also feel as if I could come to each teacher if I had a personal problem that I needed some advice on.

 

 

5.     What factors contribute to a "toxic" school culture?

 

Teacher who do not value their students opinion and listen to what they have to say are contributing to the “toxic” school culture. Teacher should realize that they can learn and become better teachers through what their students tell them.

 

6. Find a quote in this article that you would like to incorporate into your own philosophy of education and explain how it fits or changes your philosophy of education.

 

            “These teachers also have deep respect for their students while seeking to deserve their respect.”

 

This quote stood out to me because it is important to have equal respect between teachers and students. I do not want to be a teacher who thinks I have power over my students, but one who will model the respect that needs to be given and talk to children instead of telling them what to do.

 

7.     Find a strategy/activity conveyed in a video, blog posting, lesson plan, or online article that will help you become a teacher who cultivates a reverence in their classroom and school community.

 

 

 

 

In this video the teacher explains a strategy she uses every time she enters the classroom. “Expect Respect” and she challenges you to do this in your classroom. “ The quickest way to earn respect is show respect!”

 

Rud, A.G. & Garrison, J. (2010). Reverence and Listening in Teaching and Leading. Teacher College Record 112 (11) 2777-2792.

 

Activity #3

The Where I’m From project is a great example of a culturally responsive strategy. It helps us understand the differences between people. We need to use projects like these to get to know people and where they come from. A person’s background has a lot to do with who you are and can affect how you learn.

Language is the main focus on literacy instruction in schools today. Unfortunately teachers are more focused on students speaking and writing in what is known to be the correct way, “Standard English.” Educators need to focus more on using students backgrounds and dialect. They can do this by researching where their students come from and how their family’s dialects and cultures come through into the students language. Teachers need to show more acceptance to those who way speak differently than what they think is “correct.” Teaching who have students from the Appalachia region specially need to keep these things in mind. Student’s life experiences before school shapes how they learn and are perceived in school, so if their past experiences are incorporated and appreciated by their teachers they will be more successful in literacy development. Quote: “In fact, all children do not behave in ways that let us know that they have learned and are learning about written language when they are very young. That is because not all students learn about written language to the same extent during their pre-formal instruction years.”

There are many successful ways that teachers can overcome cultural deficits in their classrooms. First teachers need to have an open mind. They need to be able to work collaboratively with fellow teachers, students, families, and other people in the community. Luis Moll’s research is a perfect example of this. His “sociocultural” approach to literacy instruction seems to be a successful way to teach literacy in a diverse classroom. Quoted in the article, “Moll believes that the secret to literacy instruction is for schools to investigate and tap into the hidden home and community resources of their students.”

            Teachers and schools have contributed to poor literacy instruction by not giving students a chance to write about or discuss things they are actually interested in or know something about. Students have constantly been corrected for using what is known as “improper english.”  Instead of teachers thinking in a cultural deficit perspective by setting lower standards for students who come from diverse backgrounds, they need to base their teachings on more of a cultural difference perspective. Students need more freedom to express themselves and what they are all about during literacy instruction. In a study by Shirley Brice Heath, teachers, parents, and students all gained progress in working together.

There are successful strategies available for educators to use for literacy instruction of speakers of non-standard English. These strategies use cultural capital by providing every students with the same expectations of success and

            The Where I Am From project supports culturally responsive teaching in many ways. It allows for students to express themselves and share with others their home experiences, culture, and family values. By sharing these within a classroom it teachers students to know and praise their own cultures as well as their classmates. I plan on using all of the strategies I have learned through readings and activities to make my classroom more culturally responsive. I plan on collaborating with my fellow teachers and using community and family resources to learn more about where my students come from. I would love to be able to allow my students to express themselves by sharing their backgrounds and letting them write about what they are interested in. Students working together in groups and discussing with one another freely is another strategy I will use.

Purcell-Gates, V. (2002). “...As soon as she opened her mouth!” In L. Delpit & J.K. Dowdy (Eds.), The skin that we speak: An anthology of essays on language, culture and power.

Adolescent literacy. (n.d.). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Positions/Chron0907ResearchBrief.pdf

Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Epstein, P., & Harring-Harris, L. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print

Funds of knowledge: A look at luis moll's research into hidden family resources. (n.d.). Retrieved from https://docs.google.com/file/d/0B38BSV_Zo7aHSGVoMWEtOFRGMVE/edit

O'brien, J. (2003, May 10). Tall tales of Appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html