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.