NAYCE
Steps to Including All Families
I’m sure that sometimes my language isn’t the best or most appropriate way to approach students and this quote definitely made me think about the way I talk to my male and female students, “Maintain awareness of the language you use, especially if it implies differences based on gender (for example, complimenting boys on what they do and girls on how they look or implying that the only love relationships that exist, or are possible, are between a man and a woman) (“Lesser, 2010, p. 3).
Ready, Set, Respect
I really loved reading about the lessons to do with kiddos. I read Set 1: Name calling, bullying, and bias. I especially love the engagement on thinking about differences and alikeness and how we can celebrate one another. I really wish I had this lesson in the beginning of the school year because I’m really feeling like my classroom is lacking in some loving community lately. Although my students are not using gay or retard as put-downs, the sometimes say you’re a bad boy or you’re mean to one another, and I know it’s still hurtful. I think the point of these engagements is to get kids to think critically about how their words have power. What I loved most about seeing this type of lesson is that it really is just a celebration of who people are and respecting others even in their differences. It’s not just a tolerance, but rather a valuing and uplifting of what makes us ourselves.
Black Ants and Buddhists
Chapter 2:
In chapter 2 Mary Cowhey talks a lot about introducing students to serving with purpose and dignity. I love how she comes up with ideas with her students on ways to serve and help others. I often wonder how I can prompt my own students to think about the needs of others in their own community. With all the lack of classroom community happening these days with my kiddos I wonder if helping others with their peers would get the in a better frame of mind for interacting with those in their classroom. What I found most interesting about this chapter was her attention to literature that addresses matters of class. I would really like to get some of these books or think of other books like these for my students. Although I don’t know the financial situation of all my students, I have a pretty good idea that my City of Decatur dwellers don’t come into contact with a lot of under resourced areas and I think it would be a good idea to expose them to this idea.
Chapter 7:
This year I know I haven’t done a great job of integrating history content into my curriculum. I love how Cowhey starts with the oppressed peoples or the lesser known groups in history, “I try turning history around, telling the story from the perspective of other groups whose voices we don’t usually hear: Taínos, * Wampanoags, women, rebel slaves. I introduce them first. That seems like a small point, but it matters a lot” (Cowhey, 2006, p. 125). This seems brilliant because it’s turning the tables on history. Everyone knows that history is generally told through the lens of the “winners” or dominant culture of the time, however, there’s an obvious lack in the other side’s story. I haven’t done a great job of doing this exact thing this year and although school is ending soon, I’m still hoping I can work in some relevant and opposing history. I’ll definitely be thinking about this for next year!
Chapter 8:
It seems like Cowhey is a freaking expert at teaching and encouraging her 1st graders to love history. I’m pretty sure I can’t conceive of a classroom where I could teach my littles as well as she does. But I guess I could try. This chapter as well as the article on LGBT families challenges me. I often think that children just “can’t handle” what I would like to teach them. I know that the Columbus story is faulty, but teaching about the mistreatment and massacres seems daunting to a group of 4 and 5 year olds. I’m always thinking, “What is developmentally appropriate?” How can I teach the truth and teach the hard stuff without going overboard?
“Respecting diverse religious view- points and fully including LGBT families are both important. Educators’ ethical responsibility to all children is to create a safe space in which they can grow and flourish. No one’s beliefs can take precedence over children’s safety and protection” (Lesser, 2010, p. 3).This quote really resonated with me because I think I’ve been guilty of not speaking about LGBT families and my silence on that is a way of teaching. I know that kids can’t choose whom they live with and my role is to respect where they come from and work with parents to support students the best way possible. Last year I had a student with 3 moms and I can’t think back to ever including the way her family looked into our curriculum and classroom materials. I wish I could go back and make sure that she knew she was accepted by me and her peers—but since I can’t I’ll just have to make up for that by making sure all families whether they look traditional or not are a part of our classroom!
Steps to Including All Families
I’m sure that sometimes my language isn’t the best or most appropriate way to approach students and this quote definitely made me think about the way I talk to my male and female students, “Maintain awareness of the language you use, especially if it implies differences based on gender (for example, complimenting boys on what they do and girls on how they look or implying that the only love relationships that exist, or are possible, are between a man and a woman) (“Lesser, 2010, p. 3).
Ready, Set, Respect
I really loved reading about the lessons to do with kiddos. I read Set 1: Name calling, bullying, and bias. I especially love the engagement on thinking about differences and alikeness and how we can celebrate one another. I really wish I had this lesson in the beginning of the school year because I’m really feeling like my classroom is lacking in some loving community lately. Although my students are not using gay or retard as put-downs, the sometimes say you’re a bad boy or you’re mean to one another, and I know it’s still hurtful. I think the point of these engagements is to get kids to think critically about how their words have power. What I loved most about seeing this type of lesson is that it really is just a celebration of who people are and respecting others even in their differences. It’s not just a tolerance, but rather a valuing and uplifting of what makes us ourselves.
Black Ants and Buddhists
Chapter 2:
In chapter 2 Mary Cowhey talks a lot about introducing students to serving with purpose and dignity. I love how she comes up with ideas with her students on ways to serve and help others. I often wonder how I can prompt my own students to think about the needs of others in their own community. With all the lack of classroom community happening these days with my kiddos I wonder if helping others with their peers would get the in a better frame of mind for interacting with those in their classroom. What I found most interesting about this chapter was her attention to literature that addresses matters of class. I would really like to get some of these books or think of other books like these for my students. Although I don’t know the financial situation of all my students, I have a pretty good idea that my City of Decatur dwellers don’t come into contact with a lot of under resourced areas and I think it would be a good idea to expose them to this idea.
Chapter 7:
This year I know I haven’t done a great job of integrating history content into my curriculum. I love how Cowhey starts with the oppressed peoples or the lesser known groups in history, “I try turning history around, telling the story from the perspective of other groups whose voices we don’t usually hear: Taínos, * Wampanoags, women, rebel slaves. I introduce them first. That seems like a small point, but it matters a lot” (Cowhey, 2006, p. 125). This seems brilliant because it’s turning the tables on history. Everyone knows that history is generally told through the lens of the “winners” or dominant culture of the time, however, there’s an obvious lack in the other side’s story. I haven’t done a great job of doing this exact thing this year and although school is ending soon, I’m still hoping I can work in some relevant and opposing history. I’ll definitely be thinking about this for next year!
Chapter 8:
It seems like Cowhey is a freaking expert at teaching and encouraging her 1st graders to love history. I’m pretty sure I can’t conceive of a classroom where I could teach my littles as well as she does. But I guess I could try. This chapter as well as the article on LGBT families challenges me. I often think that children just “can’t handle” what I would like to teach them. I know that the Columbus story is faulty, but teaching about the mistreatment and massacres seems daunting to a group of 4 and 5 year olds. I’m always thinking, “What is developmentally appropriate?” How can I teach the truth and teach the hard stuff without going overboard?
Hi Lindsey
ReplyDeleteThank you so much for sharing your reflection this. I really love how you focused on things you can apply into your classroom and things you could improve. It takes a lot to step back and analyze the areas you can improve in your classroom. I can definitely connect with you on the language we use in the classroom. In our day to day schedule it can be hard to step by and analyze our language use but if you really think about how much language can affect a child's entire day it has a lot of volume. It has helped em to post positive language signs around the classroom so when I feel myself getting frustrated I can look at the signs and re-focus.
Another aspect I loved of your reflection is your discussion about how language has power. Teaching 24 girls can be very drama filled and students often get hurt by things their friends say. While we have had discussions on bullying but I think really having students consider the power of their words and how deep those words can cut may cause students to re-consider what they say and how they say it.
Great job. I look forward to reading your reflections in the coming weeks.
Kyla
Hey Linds, I totally connected with you in regards to the "What is appropriate, and what's just too much?"
ReplyDeleteI'm constantly wondering what I should bring up to them, but am becomming more confident having read black ants and budhists. I feel like they are right when you consider that anything that can be brought up to them, probably already has in some sense.
I think there is an appropriate time, which connects to your specific classroom's culture and expriences. As long as everything is interconnected, I feel like it's productive and purposeful.