Whose Culture? Whose Teaching?

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The Case: With whom do you sympathize most? Connie or Armond?

I find myself in these situations struggling who to sympathize with. I often find myself siding with the students and feeling bad for them, for getting the rough end of the deal. In this case it is the students that suffer. The administrators are putting their available staff on the job, without consideration for their special qualification, and without looking for special instructors. Meanwhile the Indigenous community is justifiably upset that they have no representation in a class that is designed to teach their culture. The whole situation is horrible, and the system needs to be seriously reevaluated. But what strikes me is that with the situation the way it is, the students are not actually learning the language or the culture, because they are learning from someone who does not understand what they are teaching.  

Implications for practice: What would you do if your schedule was “topped up” with a language course for a language you don’t speak?

I would be mortified if I was given one of these classes, I honestly think that I would refuse the placement. I would be so embarrassed to be teaching a language I do not understand, and try to teach a culture I do not understand.

Flipping Burgers

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History: Historically, teachers assumed that students from higher socioeconomic backgrounds would always outperform students who were more disadvantaged. From your own experience, what evidence do you see that teachers are still making these kinds of assumptions?

I think that any assumptions a teacher makes about a student before actually interacting with the student is unfair. Whether we judge based on socio economic status, ethnicity, past experience with the family, past behavioral issues, even past accomplishments. While knowing these things about your students can be helpful, it can also be damaging to come into the relationship with preconceived notions and ideas about the student.  While information is power, I believe that any information we gather before meeting the student should be taken with a grain of salt, and we should still do our best to come into the school year with a blank slate, and a fresh start for the student. 

As teachers who have had students before, it is important to pass on information in a non judgmental way, giving the new teacher the data that they need, without coloring it with our opinions or struggles with the student.

I know this question was specifically about socioeconomic status, which can play a role in education and can color teachers perspectives of student success, but i think it is important not to overlook other factors that may also color a teachers perspective of the students, and may impact how hard the teacher works to help the student succeed.

Implication for Practice: How do you recognize and help students with internalized low expectations?

I think it is important for all students to know that I believe in them. Regardless of past accomplishments or struggles, regardless of external supports or pressures. It is my job to foster the belief that they can do hard things, and that I am proud of them for every accomplishment, big or small. When children have support, they can do great things.

Not knowing what kind of support students have outside of the classroom makes this all the more important. They may not have any cheerleaders at home, but I can still be their cheerleader in the classroom, meeting them where they are at, and encouraging them to keep going.

Bang! Bang! You’re Dead

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The Case: Do you agree that violent video games at a young age can lead to violent behavior? Why or why not?

I do believe that children are exposed to a lot more at a young age in modern days than they have been in the past. Video games are more violent, as are TV shows and movies. I think that this must have an impact on behavior, and on development as a whole. But I believe that this is a symptom of society at large, and can not be blamed exclusively on video games. Children may be more violent than they were in the past, but that is due to an increased exposure to violent content in all avenues of their life. 

I also believe that though there is more exposure to violent content, there is also so much more awareness and discussion of what is appropriate in and out of the classroom. We talk much more openly about behavioral expectations and right and wrong than we have in past generations.

That is quite a wishywashy answer, but I sort of started off with one idea and then talked myself out of it.

Implications for practice: As a new teacher, how will you decide when to challenge your colleagues certainties and when to refrain?

I think I would struggle with when to question a colleague and when to let it go. But i do think that for the most part I am an agree to disagree type of person. I know that I will not agree with every person I work with, but I prefer to avoid confrontation unless necessary.