How is this experience shaping your teacher identity? Give specific examples/stories.
If you were to stumble upon my 5th grade yearbook, you would find that my sole ambition was “to be a 3rd grade teacher.” Many years have passed between then and now, and despite a brief stint in my junior year of high school (where I was under the impression that I would move to Vermont and live in a log cabin and write pages and pages full of prose), that goal has remained constant.
I have spent my entire life as a student. This semester, I was able to catch a glimpse of what it felt like to be on the other side. Being able to work with these children has been such a humbling and rewarding experience. I grew up in a predominantly white, middle class town, and I had never really been exposed to anything else until I set foot in Lilac Elementary. To read and discuss all of the articles presented in this class while simultaneously experiencing the issues in a classroom firsthand was truly eye-opening. I suppose I was aware of racism and oppression on a very basic level, but now I realize what a pressing problem it is, especially after reading "Who, Me? What It Means to Be Involved in Privilege and Oppression" by Allan Johnson. It has made me so much more appreciative of the differences in culture and class. As I write this, I am realizing that before this experience, I was extremely ignorant and dismissive. I was participating in the system of privilege that Johnson compares to a game of Monopoly. As future teachers, we cannot condone this system. We cannot assume that Lucy will be pregnant at age 14 and drop out of school. We cannot get upset with Rita when she doesn't understand the way certain letters blend together to form specific sounds. We must be certain that Lucy realizes she can do anything that she chooses, instead of demanding that she choose from a list of options that have been chosen for her. We must remember that Rita grew up in a household where Spanish was the primary language, and that English is probably very scary and foreign to her.
Now that I'm aware, I am angry. My main objective now is to take that anger and use it to create the drastic change that needs to occur. I do not want to be the kind of teacher who expects students to conform to my own set of beliefs and ideals simply because it is "the way things are." I want each of my students to bring their individual stories and experiences and talents, and I want to embrace all of those things so that I can shape my curriculum to suit their needs and desires. I hope I remember to tell every child I encounter that they are valuable and capable and deserving.
And I hope that they believe me.
Sunday, December 13, 2009
Friday, December 11, 2009
When parents and teachers collide
Imagine that you are the teacher of this classroom. What challenges might you encounter in collaborating with the parents of your students? How might you address these challenges? How might you demonstrate respect fort the concerns or contributions of parents?
One of the first few times I volunteered at Lilac Elementary, Michelle came in an hour late and Ms. Lennon inquired the cause of her lateness. Michelle snapped her head around, her colorfully beaded braids clanking against each other, and simply replied "My mama hadda do my hair!" Ms. Lennon remarked that although Michelle's hair was beautiful, school was slightly more important. It made me wonder how I might handle situations with parents who may not consider their child's education as important as I would hope. I think that I would try as much as I could to help my students understand how exciting and essential education is, so that they are more likely to invest time and effort into their work. Collaborating with parents, however, is extraordinarily important as well as inevitable. I think the main goal is to help parents understand that I am trying to work with them, that I am not the enemy, and that their involvement is appreciated and necessary. At the same time, I need to be willing to accept indifference for what it is; there is only so much I can do.
On the other end of the spectrum, there are parents who are extremely involved in their child's education. Last year, my little brother was in 5th grade, and a group of parents had gotten together and started a petition against his teacher. They claimed that she was giving far too much homework, and they wanted to put a stop to it. My mother thought this notion was ridiculous-- the workload, though challenging, was certainly not impossible, and it was clearly assigned with the idea in mind that these students would soon be entering middle school, where the amount of homework would increase. My mother actually asked me what I would do if I were attacked by an army of "momly moms" (a term we developed for alarmingly enthusiastic yet condescending mothers who appear to thrive on town gossip). I told her that if I spoke to each parent individually, they would probably be more willing to voice their true concerns and to listen to my own. There will always be a bit of conflict between parents and teachers; we both believe we have the best interest of the child in mind, and sometimes the suggestions we have cannot coexist peacefully and effectively. I think the best thing that I can do is listen without judging too quickly, and present my beliefs and ideas in a manner that is not arrogant or confrontational.
One of the first few times I volunteered at Lilac Elementary, Michelle came in an hour late and Ms. Lennon inquired the cause of her lateness. Michelle snapped her head around, her colorfully beaded braids clanking against each other, and simply replied "My mama hadda do my hair!" Ms. Lennon remarked that although Michelle's hair was beautiful, school was slightly more important. It made me wonder how I might handle situations with parents who may not consider their child's education as important as I would hope. I think that I would try as much as I could to help my students understand how exciting and essential education is, so that they are more likely to invest time and effort into their work. Collaborating with parents, however, is extraordinarily important as well as inevitable. I think the main goal is to help parents understand that I am trying to work with them, that I am not the enemy, and that their involvement is appreciated and necessary. At the same time, I need to be willing to accept indifference for what it is; there is only so much I can do.
On the other end of the spectrum, there are parents who are extremely involved in their child's education. Last year, my little brother was in 5th grade, and a group of parents had gotten together and started a petition against his teacher. They claimed that she was giving far too much homework, and they wanted to put a stop to it. My mother thought this notion was ridiculous-- the workload, though challenging, was certainly not impossible, and it was clearly assigned with the idea in mind that these students would soon be entering middle school, where the amount of homework would increase. My mother actually asked me what I would do if I were attacked by an army of "momly moms" (a term we developed for alarmingly enthusiastic yet condescending mothers who appear to thrive on town gossip). I told her that if I spoke to each parent individually, they would probably be more willing to voice their true concerns and to listen to my own. There will always be a bit of conflict between parents and teachers; we both believe we have the best interest of the child in mind, and sometimes the suggestions we have cannot coexist peacefully and effectively. I think the best thing that I can do is listen without judging too quickly, and present my beliefs and ideas in a manner that is not arrogant or confrontational.
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