Pedagogy of the Oppressed

I love Paulo Freire.  I just finished reading "Teachers as Cultural Workers," and it is fantastic.  This is the first time I have read anything out of this book, but I was definitely excited.  I think his work discussing the oppressors and the oppressed is absolutely necessary for educators to not only recognize and understand, but to act upon it.  I do not think there could be a time where there is no one being oppressed, but I think it is our job as caring humans to try our darnedest to get to that point.  It is absolutely necessary to be advocates for each one of our students.

For us to be powerful, exceptional educators, we need to be critical pedagogues, always on the forefront of activism for our students.  We must be conscious of the historical, social, and cultural implications for all students.  This is especially crucial for TESOLers.  We will have students coming from all over the world, bearing all kinds of stereotypes that could cause them to be the oppressed.  We must teach in a way that empowers them.

Kuma 13

I was really interested in the M&M observational scheme.  It takes observation to new heights, undoubtedly.  As a preservice teacher, it has definitely been drilled into my head that observation is crucial to the development of a new teacher, but it is not always perpetuated that observation is crucial to the development of a teacher at any level.  I believe this is why you always hear of old, cranky school teachers that are stuck in their old ways: they are not evaluative of themselves.  (Excuse the generalization.)

When I have observed in the past, I have not particularly become much involved; I usually just jot a few things down and tell myself, "I'll just remember this somehow in my wonderful, non-forgetting brain and use (or don't use) it later." Kuma has shown me how wrong I have been! Though I think the M&M method may be a little bit of overkill for the time constraints of an actual classroom, Kuma is right to say that there must be a deep observation of teachers if they are to really grow from their experiences.

I think the entire process would be excellent to do once or twice a year, but the rest of the time, I think it would be appropriate to choose a few of the steps that you may think need extra work and have a colleague look for those specific things.    

Social Relevance

I love that Kuma adds a chapter in about how necessary it is for teachers to be aware of the cultural identities of all of their students.  I think that we must be constant advocates for our students, and part of doing so is understanding where our students come from and how their previous societal qualities will transfer into the classroom.  Being socially relevant is not just about being aware of the students' previous situation though; as a socially relevant teacher, we must actively find ways to help appeal to the societal and cultural variations of our students by using relevant curriculum, textbooks and resources, and microstrategies.  When students' lives are reflected in the curriculum, it makes education meaningful for students.

Final Project Update

I now have all of the resources and information I want to upload onto my website.  Now I just need to actually buckle down and figure out the logistics of web development!

Time to Stop Waiting

I was very interested to see Waiting for Superman because I had heard so much controversy surrounding it and wanted to see what was up.  I was glad I had read a lot of criticisms before seeing the film, along with reading Shor's article, because the rhetoric involved in this movie is quite remarkable.  Most of the people I have talked to who have seen the movie and are not educators and do not know much about the true workings of public education are shocked and appalled at the films message and were fully in support of privatizing all education.  Without knowing much more than the film showed, this is a very appropriate reaction.  However, I do not believe privatization is the key to education reform.

Education cannot become a business; they are already so politically charged, it has stopped being about educating kids and started to be run in a way that is most beneficial to adults.  Kids have already had so much taken away from them for adult benefit (cue media, tv, etc), we cannot take their education too.  I agree with Shor in his stance that holding these lottery systems is a superb way to divide communities into the haves and have nots.  It is devastating that the future of some kids relies on drawing a name out of a hat.  I think it is deplorable to imply that a good and decent public education is not possible for students, and privatization is our better/only alternative.

I am not saying that charter schools are entirely bad, they very obviously give great opportunities to those who are lucky enough to win the lottery. The problem is that all students are not being served in a fair way.  It is my belief that progress in the public school domain can ACTUALLY be made, with the right resources, well trained teachers and involved parents.  Good education DOES happen, it is just a matter of finding models that work well for individual schools.  Why can we not take the model of some charter schools and apply them to public schools?  There are a lot of options apart from charter schools, and I believe they should be attempted before we resort to privatization.  You see, the thing with education reform is that people actually must TRY to reform PUBLIC education before there can be any progress.

Poetry

I have been to many poetry events before, even slam poetry, but none have been quite like the one we went to last Wednesday in the Prairie Room.  I am always initially interested in the difference between the host's upbeat, joking mannerisms and the serious, deep musings of the poet.  I am always excited to hear student's work.  I was really impressed with their work, especially the two students who had written their pieces that very morning.

I always think works about self are inspiring.  I think exploration of who a person is crucial to their development and their growth.  Whenever asked tough questions, my grandmother always says "Once you know, you grow."  Though simple, I think it is an important motto to keep in the back of your mind.

I think bell hooks would have really like the TESOL girls work because it was about how racism still exists today.  Though it is terribly sad, I am not surprised.  We must recognize that racism is very real and be as active as we can to purge it from ourselves and those around us to make our world a place where people are free to be themselves.

In-class Activities

Our group had the article by Tom Rosenberg “Changing My Name after Sixty Years,” which is about a Jewish man that had his name changed upon coming to America from Nazi Germany when he was a boy and his journey back to reclaiming his roots and his original Jewish name as he grew up.  This is basically what we came up with during class so far:

Have students observe how Mr. Rosenberg used the narrative to tell his story: what language he used, different words, tenses, viewpoints, etc that made it a narrative.

Students can then research their own names and heritage and write their own narrative about their family’s changing identity.

Students can focus on vocabulary words commonly used in social justice issues that are also found in the article, such as tolerance, exposure, discrimination, stereotyping, and initiatives.     

In addition to the written narrative, this may also be an appropriate time for students to practice oral story telling in front of the class.  

John's Article

Initially, I was not overly impressed with the article because by just glancing at it, I thought it would only be applicable to those who are interested in being collegiate professors.  As I have no intention of being a professor, and as my heart lies in public schools, I was very interested to see how I would grow from reading John’s article. 

As it turns out, John’s article is quite helpful regardless what age or linguistic ability your students have.  I particularly thought it was helpful that John’s provided the section, Discover Who Our Students Are that would be quite useful to use in a pre-collegiate classroom.  I think it is crucial for educators to truly know their students in a cultural way, by asking them the questions John asks in this section, we as educators will be more available to understanding their backgrounds and their needs as diverse students. 

When we are able to recognize the differences of each of our students, we are then able to work towards teaching them in a meaningful way.  For instance, you may have several students from Mexico in your classroom, but the conditions under which they came to your classroom may be different.  You would not teach a student who speaks Spanish full time at home the same way you would teach a student who’s parents speak some English and whose siblings speak English.  You would also teach a student differently who has been in the US 3 months versus 3 years.   We will be teaching students who are much different that us and we need to be knowledgeable and sensitive to their needs. 

Module 2

I don’t know how I feel after watching the second module.  I was definitely a great lesson and I think kids of their age would really benefit a lot from a teacher and aides like these.  Their activities were authentic and engaging, perfect for ELLs and native speakers alike. The skit is a great activity that encourages situational role-playing and encourages lingual participation in front of the entire class.  I thought the guided discussion was great because it really brought each student’s cultural diversity to the forefront of the discussion.  Each child’s journey was important to the entire class, which I think is a necessary feeling for children to have if they are to truly succeed.   They also had the authentic task of making a travel brochure, which I thought was great.

My hesitation with this video is that there did not seem to be a lot of reinforcement of language skills.  It was full of cultural exploration, which is wonderful, but it seemed like there should have been some focus on the actual language being used so that students could build up their language skills.  

Autonomy

I was very pleased that Kuma included a chapter on learner autonomy.  I think it is imperative that educators realize it is not up to the student alone to develop their autonomy; teachers must be a facilitator and a supporter to their students’ learning goals.  Of course, it is primarily the students choice to be autonomous, but if the do decide to be so, the teacher has a million resources to help that student, if s/he is willing to devote a little bit of time and energy.  I never have thought about autonomy in a narrow and broad sense before, and I think Kuma made some interesting points about there is a difference between  how one learns (narrow view) and how one can advance in their level of learning (broad view).  I think this is important to understand and recognize as a future teacher because so often I think of these things as the same thing.  Often I think of learning as being linear, when it is not.  We do not just learn more and more, but we can learn higher too.  (If that makes any sense!)  I think it was good to read about learner autonomy from a perspective of some teacher responsibility because in most C&I courses it is explained simply from a “your students could be autonomous, but don’t get your hopes up” point of view.   

Chapter 8

In his chapter on Activating Intuitive Heuristics, Kuma talks about learners’ self-discovery.  Idealistically, I am a huge advocate for this type of thinking.  I think without a doubt, some of my more memorable learning experiences have been through self-discovering rather than a more direct, lecture based method.   I think the challenge I often run into when taking this more idealistic view on education is in regards to a practical application of this ideology.  Kuma says in the first paragraph of chapter 8 that “When applying [heuristics] to language learning and teaching it means that an important task facing the language teacher is to create a rich linguistic environment in the classroom so that learners can activate their intuitive heuristics and discover the linguistic system by themselves.”

The problem I find with this is that it is so difficult to determine where the line should be drawn in terms of freedom of self-discovery.  We have talked in class many times about integrating multiple approaches to teaching in an ELL classroom, and it does not seem possible or practical to implement this in its entirety because students would be missing out on a lot of beneficial instruction from the teacher.  

Final Project Progress

My final project is going fairly well.  I have collected a lot of data I would love to compile into a really effective, informative website.  My main problem is that I am having a hard time figuring out how to actually get it onto a website.  I think it might come down to loading it onto a HTML or a WIKI.  I am not completely pleased with either option, but I have found out it takes money to create a good website!!

Multicultural Education and Sleeter

Initially, I was very excited to read Sleeter’s article “Preparing Teachers for Culturally Diverse Schools.”  I am part of a Chicago based scholarship, Golden Apple, that is founded in the belief that “all children deserve excellent teachers.”  ALL children.  The scholarship program gives four years of teacher preparation and training in schools of high economic need and low academic progress.  I have a deep passion to teach in schools with these needs, especially in an urban setting.  I have even signed a contract with Golden Apple agreeing to teach in Chicago Public Schools for five years following graduation. 

Upon reading the article, however, I was very disappointed that a great deal of time was spent discussing how white teachers are ill-equipped to teach in an urban setting.  I know many white preservice teachers who would be very dynamic in an urban school setting and many minorities that would be detrimental to students in an urban setting.  For instance, I was a teacher assistant at Michele Clark High School in Chicago (95% African American) and I worked with a teacher of color who was incredibly negative and unsupportive to her students.  She was not interested in social justice or creating a multicultural experience, she just wanted her paycheck.  On the other hand, I have also worked with a white teacher at Grey Elementary School in Chicago (85% Latina/o) who did all she could to promote multicultural awareness and a very positive, accepting, progressive classroom atmosphere. 

Regardless of the research, I think teacher candidates should be chosen for their abilities, not because they fit into a minority group.  Of course, if there is a great teacher who happens to be a minority, give him/her the job! But don’t give it to them because they happen to fit the bill.  I think a mentality like this perpetuates discrimination and a poor education system.   

Mismatches

Kuma’s chapter on mismatches was very helpful.  One of the more difficult aspects of teaching I have been trying to reconcile with myself is the idea that teachers are not perfect.  As a student, it is so easy to get caught up in thinking that your teacher is the end-all-be-all, knowledgeable resource, and it has been difficult for me, as a future teacher, to not expect that same level of expertise from myself.  It was necessary for me to actually hear that I cannot be perfect in my communication with students because mismatches are absolutely unavoidable. 

There are so many variables that could cause mismatches in a classroom, especially in a room on non-native speakers, it is important not to become discouraged if there is miscommunication.  The important thing to learn from this chapter is to continually try to improve the communication lines between students and teachers and try as best as you can to correct mismatches.      

Kuma 3

            One of the main reasons I have always wanted to be a teacher is to facilitate learning opportunities for my students (corny, I know).  I think education is one of the primal opportunities for students, especially in low SES, etc. situations, to have a real chance to be successful.  I think it is equally the responsibility of students and educators to make the most of every learning situation within the classroom.  It is the responsibility to create the opportunity for learning through providing subject matter and content in a meaningful way, and it is the responsibility of the student to take ownership of the information presented and make it an integral part of their life. 

            Kuma stresses the importance of maximizing learning opportunities for students who are learning a second language.  Learning opportunities to not start and stop at the lesson plan.  Areas like a teacher’s syllabus specifications and teaching materials have limitations as far as providing meaningful, involved learning opportunities.  Kuma explains that learner involvement in the classroom and an involved, questioning teacher can make all the difference in providing learner opportunities.  This was very important for me to read.  I really want to make my classroom an interactive learning center where everyone has a chance to grow and learn, including myself.  This way, learners are able to take ownership of their learning and making it more meaningful for themselves and teachers are able to create an interactive, always-developing classroom environment.  

Since my freshman year in high school, I have had many different French teachers, and have no doubt taken classes that use very different approaches to language learning.  Because of this inconsistency, my experience as a second language learner was and still is very inconsistent and difficult at times.  

The first year of French I had an excellent teacher; we mostly used the grammar translation approach in the beginning of the year because everyone had such limited experience with the language.  We spoke mostly in English, learning almost as a kindergarden class would: learning the colors, alphabet, weekdays, months, foods, etc.  There was also a lot of explanation of French verb mechanics, but it was still taught in English.  Once we had some confidence in our language skills, we were encouraged to use the language in writing and in some speaking.  

The next teacher I had used the total physical response method a lot, but I did not feel like it was very useful for the level of speaking I had come to.  She spent 2/5 of every class working on TPR, but it was rarely changed, so there was not much learning occurring; unfortunately, it was mostly rote memorization.  Unfortunately, this set me back for the following year because I had little idea of the structure of the French language and very limited, often irrelevant knowledge of vocabulary.  

Following this, a new teacher was made to play catch up, which she was unprepared for, so we mostly continued to use the grammar translation approach, which of course, set me back for college.  

At ISU, most of my classes have been taught with a communicative approach, but I am behind where I should be.  It is very helpful to use this approach when trying to actually use the French language, not just memorize some words or phrases.  

Week 3 Readings

I really appreciate how chapter one discusses how teaching is more than just what it seems on the surface, there is a lot of personal goals and ideology that must be considered when deciding on the vocation of teacher. Teachers are have many different roles and are viewed very differently by people from all walks of life.  There are teachers as Passive Technicians, who release knowledge to students constantly, allowing students to be learners, but not allowing them to perform the act of discover and/or creativity.  No new experiences are formed along with opinions only seen through the scope of the teacher. Reflective Practitioner educators are an intrinsic step above Passive Technicians, in that they are consistent in reflection of their teaching.  These teachers try to use their reflections and experiences to grow and develop their practices. This is excellent for the teacher, but there still needs to be a higher concentration on students. Transformative Intellectuals is the third tier of educators in terms of development and thought. They still use the Reflective Practitioner’s reflection practices, but are further committed to their students and are interested in student development and the major issues plaguing education.

Regarding the second chapter, I find some difficulty with it.  I cannot think of a single teacher who would not agree that there is not a single correct method to educating students, but then what?  I am all for individuality and making the classroom your own, but it will be incredibly difficult for me to walk into a classroom on my first day as a real teacher and feel like I have a handle on my classroom if there is no right way to go about teaching ESL students (any students, at that).  I am committed to being a Transformative Intellectual (hopefully!), but I feel like there is content and guidance lacking when I am constantly told there is no one way to teach students.  I do not know if I am just feeling self-conscious lately, but I am feeling fully underprepared with a lot of theory but little practical application information.  

Introductory Post

       I have always wanted to be a teacher, but my desire to teach ESL classes is matched with my desire to teach English literature and writing classes, so I do not know where I will eventually be place.  I do know, however, that I would like to teach in an urban area in a high-needs school.  I have worked in CPS several times and have a real heart for their schools and their students.  If I do end up teaching in a TESOL classroom, it is important for me to be as knowledgeable about TESOL strategies as possible in order to serve my students to the best of my abilities.  Teachers are an integral part of student life and it would be a disservice to them if their educators were not informed on classroom content.

       My goals in a language classroom would be to get students to genuinely use the language, rather than simply master the mechanics.  I would probably use James Moffett’s universe of discourse as a guide in my classroom.  I would also want my classroom to exemplify an informed body of people on a diaspora of cultural, political, and social forces working in the world.