Much of Chapter 6 of Ayers To Teach focuses on the controversial topic of standardized testing and authentic assessment. As stated by Ayers, “standardized tests hold teacher and schools accountable to only a few of their many goals”. There is a lot of criticism toward standardized testing, but I do not believe standardized tests are inherently bad, nor do I believe that the subjects that the students are tested on during these tests are unimportant. Nonetheless, the range of information and knowledge that is covered and discovered using standardized testing is extremely narrow. Standardized tests fail to consider personalized situations and differences that may affect how a person answers a particular question. These tests are often designed in a way where only one very precise answer would be considered correct. Often, the marks on these tests are given to those whom answered the questions in the way the question was expected to be answered, which is not always reflective of a person’s ability or actual achievement level. Are we able to deem such a narrow range of content reflective of the knowledge and learning success of an individual? Are we able to say that standardized tests are an authentic assessment that is reflective of the value that each individual brings to the classroom? Is the format of standardized testing really the most representative of a person’s understanding and achievement of course and level expectations?
The discussion around standardized testing then leads to further discussion around the importance or role in a teacher’s portfolio in the classroom. Although some are against standardized tests, or large tests in general, using a portfolio can be extremely helpful in a) having a thorough and complete collection and account of each student’s work and b) help remove some pressure off of the larger cumulating tasks that are often used in traditional classrooms. Different and many forms of assessments can help students present their knowledge in more meaningful ways and teachers can use the assessments to get a clear understanding of each individual’s strengths and struggles. Also, in a more personal setting, teachers are able to take a more holistic approach to assessment, taking into consideration all aspects that may affect each student’s way of approaching a particular problem or learning expectation. In the end, I think a balance between numerous individualized and differentiated assessments in combination with standardized testing is the most complete way students are able to demonstrate their knowledge through assessment. The Lesser Blessed was another extremely touching and impactful movie we watched this year. I really felt that I was able to feel the pain that Larry was feeling as he came to the final breakdown facing his emotions and reality. Through all the emotions and difficult situations Larry was faced with, there were a few reoccurring themes that are extremely important to consider as a new teacher.
Firstly, I found that Larry’s experiences relate to the indigenous youth experiences we have examined in other forms of literature this year. There were moments that I felt Larry reminded me of Junior from Part-Time Indian (see earlier blog post). It seemed that many of the issues Larry faced were related to his integral battle with his own self-identity. He lives in a small community where he interacts daily with indigenous and non-indigenous people. Unlike Junior, who seems to feel a need to abandon the opposing identities as he enters or leaves his res, Larry is in a constant pull between these two cultures as there is no clear line between the lives of indigenous or white people in the community. Living in the North-West Territories, the community in which these young people live is extremely isolated from other communities, making the way of life very different from other areas in Canada. As Larry stated at the beginning of the movie, there isn’t much to do if you don’t like to drink or do drugs. This fact plays into a lot of the ways in which the characters conduct themselves, and also dramatically affects the ways certain people’s lives play out. It seems that some of the issues associated with living in an isolated community are similar to the issues that are prevalent in indigenous communities in general. Although I am aware that issues such as alcoholism are not solely isolated to indigenous communities, it is interesting to see how a combination of factors, including a lack of opportunity, difficult histories and hard daily life all affect a person’s general experience. Although it was interesting to see how Larry’s life is shaped by his identity as an indigenous person, it is clear that much of his story is not directly caused by this portion of his being. Of course, every part of who we are affects every decision and viewpoint that we have; and yet, I would argue that much of the struggles Larry faced in this movie were rooted in the pain he feels from his father’s abuse and the incident that killed his father and changed his life forever. I also find that the difficulties faced by Larry are in some ways multiplied because of the emotional changes and the need to deal with typical teen issues on top of the immense pain he already feels. It seems to be the same for all of the characters in the film. Each person, whether it be Juliet, Danny, or anyone else, seems to deal with common issues related to being a teenager and development, but they all also have their own personal experiences that contribute to their anger and downfall. This just goes to show that as a teacher, we need to consider the developmental process, collective histories of a community and individual experiences in order to be most understanding and empathetic toward all of our students. The documentary Bully Proof was extremely moving and eye-opening in terms of how I as a teacher should approach the sensitive topic of bullying in a classroom and school community. In watching the video and thinking back to my own experiences as a teenager, it is evident that all forms of bullying – verbal, physical, psychological and more – all drastically impact the lives of both the victim and the bully.
I was not surprised to hear that so many students admitted to getting bullied; if anything, I’m surprised not more people admitted this. It seems like the more attention we give to bullying, the more we come to realize how concerning and horrible it can be. Furthermore, we can see how prominent it is in all communities, but particularly in situations where there is a large group of youth, such as in schools. In many instances, youth are faced most with bullies, and being the bullies, because of their own problems and insecurities that go along with the sensitive stage of development students find themselves in. One of the main concerns that keep being repeated is how victims are affected in so many ways, and yet the one thing that would help them move out of their dark place is to be listened to. When looking at bullying, we need to constantly re-examine how we as teachers can continue to be strong allies for those affected. Sometimes, students may appear to be thriving, but in reality, they are merely trying to survive and make it through until grade 12. How can we as teachers make school not something that is dreaded, but rather a place where all people are celebrated? We must be understanding of all students, even when they let us down. We must be there for the ones who need us most, regardless of how they reach out to us. Those who are bullied are often silent, as are those who are the bullies. Anti-bullying initiatives are powerful and important to bring awareness to such a prominent yet silenced issue; however, in these initiatives, it is so important that we look at all sides of people affected by bullying and must ask ourselves what leads students to feel the need to pick on others in order to remove themselves from their own pain, or feel powerful in their own high school experience.The bullies are so often the ones who do not know another way to get our attention. We, then, need to give them our attention. In the end, building a trusting and open relationship with the students is one of the best ways we as teachers can prevent bullying. This way, students who are bullied can reach out more easily, and those who need support can receive it before taking their anger out on something or someone else. Having resources available to all students, not giving up on those who need us, and creating an environment that is inclusive and welcoming will help all students journey through adolescence more seamlessly. The Absolute True Story of a Part-Time Indian and Understanding the Indigenous Youth Experience11/12/2015 When asked the question of what books can teach us about the indigenous youth experience, my mind goes to a million different distinct moments from The Absolute Story of a Part-Time Indian. Unlike When Everything Feels Like the Movies (another teen novel I read this semester), I found my thoughts on this book are not focused around one specific, catastrophic event in the main character’s life. Although we were exposed to much of the young boy’s life in Feels Like the Movies, so much of what I think of is drawn to the specific, horrible tragedy at the end of the story. Although Junior, the main character in Part-Time Indian, also experienced many hardships in his life, I found it is an accumulation of daily experience that shapes his story. In some ways, I find this novel to be more difficult to write about because of all we have come to learn about Junior, but being able to reflect upon so many themes and moments in the story has helped me to better understand the general life experiences of indigenous youth.
First, I feel that teen fiction in general is a great resource that teachers should be aware of when interacting with youth, regardless of their culture of background. Teen fiction is a great outlet for teens since books provide the opportunity to explore detailed experiences of other people who may be going through relatable experiences. Books are also a wonderful way that youth can explore the realities of other youth, helping them better understand what life might be like for other people. Through literature, teens are also exposed to new and exciting experiences, ways of life, thought processes and coping strategies, which can help them better understand and deal with their own situations. For teachers, being able to get a glimpse into the life of a teen, including youth thought processes, experiences, histories and relationships helps them become more aware and understanding of personal situations. In reading Part-Time Indian, I found myself to not only better understand Junior as an individual, but I have also become more aware of differing life experiences all youth (particularly Indigenous youth) may be exposed to during their journey through adolescence. One of the most memorable moments was Junior’s explanation of what being poor is like, “You start believing you are poor because you are stupid and ugly. And then you start believing you are stupid and ugly because you’re Indian. And because you’re Indian you start believing that you’re destined to be poor…Poverty doesn’t give you strength or teach you lessons about perseverance. No, poverty only teaches you how to be poor”. I found this moment to be very revealing and links many core concepts we have been focusing on throughout the term, particularly in terms of the Indigenous experience. In this moment, Junior is wisely able to reflect upon how his experiences are a product of the environment and relations between and within communities. I have heard many people over the years not fully understand why there is a focus on providing resources to Indigenous communities; yet, those same people refuse to accept or are ignorant to the long and often oppressive or difficult histories that have continued to shape how these communities function. In Junior’s situation, he is able to realize that growing up poor, with limited ability to experience any other reality, is what often leads the next generation to end up in the same situation. When faced with lowered opportunity and constant oppressive, racist tones underlying experiences and relationships with the greater community, it is hard to see how anyone would be able to escape such difficult situations, especially without support from others. I like to think of it as a race to success. Everyone has an opportunity to cross the finish line, but some people start much closer than others, depending on who they are, their personal situation or experiences. Along with this theme, I also found that Junior’s story demonstrated the importance of family and community support in a young person’s life and identity. This, I would argue, is true for all youth; anyone will have a more positive experience if they have a support system of loved ones to guide them and help them in their journey of adolescence. This, however, appeared to be particularly true in Part-Time Indian for a few reasons. Firstly, from what I have learned about Indigenous culture, community and family are at the core of all beliefs and practices. As for Junior, this can be seen during his grandmother’s funeral – everyone in the whole rez seemed to have made an appearance. Even in the face of heart ache, the community was able to lean on each other for support. Also, in Junior’s story, as important his immediate family was to him, much of his struggles came from tensions between what communities he belonged to. So much of his self-identity was reliant upon which group accepted him. In leaving the rez to attend school in the town, he automatically was unable to clearly identify where he belonged. The physical act of leaving the rez was seen as a symbolization of emotional departure from his community. Yet, Junior was unable to fully relate to or be accepted in his new school community. Junior describes himself as half white, half Indian – feeling unable to be accepted in either community, let alone both. He is unable to fully connect to any group because he is not able to fit his identity to a particular box hat is expected by him from the outside world. Although he was able to make some friends and excel in things like basketball, I had the sense that he still felt like an outsider in his own skin. As a teacher, reading about Junior’s experience has allowed me to think more deeply about how a student coming from any other community, but particularly an Indigenous community, would feel entering a new school with new faces and experiences that differ so much from those that they are used to. How must students feel when they enter into a completely foreign world, even if this world is only a town away from home? What about students who, unlike Junior, did not choose to leave their communities to enter into a settler’s school? How does the overall atmosphere and structure of a school, not just the people and opinions within the walls, shape a student’s experience in education? As a teacher, having a glimpse into Junior’s experience has really helped me understand what considerations we are required to make when dealing with youth in varying situations with varied cultures and histories. From reading about Junior’s interactions with his teachers at the new school, it is clear that many people can face an array of issues, emotions and struggles behind closed doors. When a student enters the classroom, we have no idea what they experienced just moments before. Student experiences could range from having a rough day, to having relationship problems, to dealing with a death in the family, to much more. In Part-Tine Indian specifically, many of the problems that have effected Junior’s life are presented in a way that indicates these issues may be more prevalent in Indigenous communities (like that of poverty or alcoholism), but may also be happening in the life of any student. The struggles Junior has had to deal with are his own and are shaped by his identity, but are transferrable in some ways to all youth. One of the reasons I enjoyed this book so much was that I found that even in my experiences, which are very different from that of Junior’s, I was able to relate to some of his struggles in my own way. In a sense, the Indigenous youth experience is better understood by reading this book, and yet I think that I have a better understanding in youth experiences in general. As previously mentioned, while reading I couldn’t help make connections between the books Feels like the Movies and Part-Time Indian. One thing I really liked being exposed to and that was prevalent in both books was the main character having a particular outlet they used to escape, dream and cope. Whether it be dreaming of Hollywood or making cartoons, the teens in both situations used a creative outlet as a safety net, an outlet from life and a form of expression to face the pain they feel (which is often derived from not belonging or discrimination). The final moment in Part-Time Indian I will discuss was when the billionaire showed up at the grandmother’s funeral. Although I laughed out loud alongside Junior’s family at the ridiculousness of this moment, I feel that having a settler figure come in at this moment was an interesting juxtaposition between Indigenous and settler understandings, experiences and cultures. As much as the white man felt he was being appreciative of the grandmother’s legacy, in his ignorance he was able to appropriate a component of a community in a sensitive time. He was able to demonstrate that he felt he was able to take ownership of a part of a culture because he liked certain aspects about it, even though he didn’t really understanding it. He learned that we could not just swoop in and take ownership or make himself an ‘honorary Indians’ simply because he found the dress pretty or interesting. The same concept should be applied to all forms of appropriation, but also applies when realizing the importance of collaboration with other communities to work toward the common goal of truth, reconciliation and decolonization. As teachers, we have a strong obligation to properly represent Indigenous culture, being a key component in truth and reconciliation; however, we also have to realize where our place is and when it is time to leave certain pieces of culture to the owners of that culture. We need to find a way to appreciate and understand without over-stepping our position. There is only so much we can get from sitting in a room with a group of non-native people talking about native issues. We must extend our understanding through including Indigenous people in the conversation. The readings and video for this week, especially the film We Were Children, were extremely touching and made me feel deeply emotional. I found great sadness finally facing the truth of the horrific cultural genocide of residential school that will always be a part of Canadian history. In the film, we were exposed to the stories of two survivors of residential schooling in western Canada. Each person underwent different struggles through their experiences, but they also both shared many horrible memories of events that seemed to be common amongst most of the schools at the time. While watching the film, I was brought to tears when I realized how horrific these institutions were and also for the guilt I felt as a white Christian Canadian. Although it was not me who created the awful circumstances First Nations peoples were faced with, I am a part of the culture that has allowed this to happen and, in some ways just as shameful, I continue to be a part of a nation that has dismissed the dark histories that are a part of our country. When I think of how I felt during the film, all I can think to say is “I am sorry”. I don’t know how much help that is to anyone, and I now that can never make up for what First Nations people had to and continue to endure, but sometimes I feel that is all I can say.
I also found it eye opening and important that in the film, the life of the survivors after their experience in residential schooling was discussed. As someone who admittedly grew up knowing very little about Indigenous people and culture, I have heard many ignorant comments and stereotypes about First Nations people, and, in my own ignorance, had no idea of where these stereotypes were derived. First Nations people continue to struggle and receive less support in many areas differently from the rest of Canadians. Whether it is health care, education, income, or the very prominent topic of missing and murdered Indigenous women, there are clear gaps that often do not receive the attention that is deserved. In watching the film, I have come to better understand how the negative history and hardships First Nations communities have be subjected to continue to have an effect on opportunity, livelihood and support systems for people of these communities. With the deep sadness I feel, I also have a sense of hope. I feel proud to be part of a generation of educators whom have made truth and reconciliation with First Nation peoples a priority in this country. Although there are miles and miles to go, I feel as if we are finally on the right track. Every time I watch the news and see a reporter interviewing a member of the Truth and Reconciliation Committee, or see First Nation culture be shown in the main stream, I feel a sense of hope. I am happy that not only am I more educated on the true history of First Nations in Canada, but I am also happy that I am able to recognize that progress is being made on a national level. I think it is important to remember that reconciliation will take time and that the past will not and should not ever be forgotten. Awareness, time, sensitivity and, above all, the truth are what is required for healing to begin and for reconciliation to become a reality in Canada. I have also come to learn that education is an extremely important way to ensure that we continue united on the road to reconciliation. The only way the truth can be told is for it to be taught; we must incorporate the whole history of our nation and all of the cultures and people in it. I think that this means to reflect and accept the bad times of the past, but also to highlight and celebrate the amazing diversity and array of cultures that shape this land, particularly that of the people whose land we have all come to call home. In reviewing the website We are the Children, I have been able to get a sense of the amazing amount of resources for students of all ages to become more aware of what has happened over time in Canada, how the past has come to shape the way people are able to live and interact today, and how we can all work toward becoming a reconciled union of communities. In chapter 4 of the book To Teach by Ayers, the topic of building bridges is discussed and can be applied to the important topic of building bridges between First Nations and non- First Nations Canadians. In this book, it is shown that building bridges from childhood to adulthood in mot always clear or easy, and may be a long or uneasy process. Understanding and supporting this process is extremely important as a teacher, being a main advocate and supporter of students’ academic and personal journeys. This process of development, however, is not always individual (that is, it is not always about a personal growth from childhood to adulthood). Regardless of whether gaps are between life stages of an individual, between two people, or between two groups, all bridge building requires time, understanding and constructive dialogue. Also, it is important to remember that these bridges are not built easily and in one day. As mentioned, they require helping and supportive hands, and for participants to be willing to let go of preconceived notions and perceptions and to become totally open to different truths, viewpoints and questions. Ayers also mentions through example how it is the work of ordinary people that often allows change to be brought; “Each person is an expert in their own experience”. This idea brought me back to the issue of truth and reconciliation, allowing me to better solidify that I as a teacher can make a difference by helping reveal the truth and build bridges in our community and our nation. Regardless of policy, law or institution, it is our individual duty as Canadians to do our part in helping make reconciliation a reality. This week, I watched the video “Everybody’s Children”. This Canadian documentary focused on the lives of two unaccompanied refugee minors seeking asylum. Sallieu is a young man who immigrated to Canada from Sierra Leone where his mother was killed. Joyce was a young woman who left the Congo after she was forced into prostitution by her parents in order to pay for living. As I write these two sentences as a short summary of the lives these two people had before moving to Canada, it is hard for me to understand how they are able to be so strong. As an adult who has had amazing opportunities throughout my life, I couldn’t imagine the struggles these two have been through. Furthermore, I couldn’t fathom what it must have been like to leave everything they knew to come here, alone, in search of a better life.
While hearing their stories, a major hardship that both people share is that of having to support themselves financially, while attending school with little help. In these situations, I wonder how these students are able to stay motivated to make school a priority in their lives. I know as a teenager with no major responsibilities, it was still difficult for me to see the necessity of school. And yet, these two seem to have an understanding well beyond their years. In a way, they have not been able to experience lives as teenagers. They have been thrown into a life of adulthood that is necessary but not desired. Their stories have also made me think about how I will interact with students who are in similar, extremely difficult situations. Will I remember to be understanding of people whose daily lives are much more difficult than mine? How will I balance maintaining high expectations with understanding that sometimes, school has to come second? I find that as with every student, a support system and relationship building will be the key to creating an understanding and motivating environment. Both people in this video demonstrated how much they relied on their support systems to make it through the tough process of integrating into Canadian life. Joyce has her church family, while Sallieu relies on the support provided by Matthew’s House. It is these important relationships that are critical to the success of these individuals. As mentioned in the film, many minors are refused refugee status or end up in the streets due to a lack of resources or an established processing system. As sad and horrible as it is, Joyce and Sallieu are the lucky ones. Even through all of their hardships, leaving home, living alone, and providing for themselves by working and going to school, many refugees still find themselves in less ideal situations. I think that this speaks not only to the lack of institutionalized support provided by the government, but also the importance and power a community can have in a person’s life. The Hopkins reading from this week both focused on the idea of restorative teaching and the importance of individual expression and proper communication. While reading this paper, I have come to better understand not just the importance in being aware of how personal experiences affect classroom atmosphere and individual thought, but also how important it is to be extremely aware of how little actions, like the way questions are phrased or listening instead of talking, can allow for students to feel more included and valued in the classroom. In order to ensure all students are treated fairly and feel comfortable to communicate their ideas, students must all be given a chance to express themselves without judgement. This judgement may not come from a place of anger or distain; nonetheless, every person will have preconceived notions, beliefs, values or ideas that affect the way they learn and interact with others. If people are able to become aware of these preconceived notions that dictate their thought processes and attempt the be empathetic and understanding of other people’s opinions, they may then be able to listen more carefully and learn more than they would have if they were closed-minded or only receptive to things they already knew or agreed with.
The Ayers reading discusses a similar theme, with more focus specifically on the importance of creating an environment for learning. Ayers begins by explaining how all features of a classroom (and a school) contribute to the environment’s atmosphere. Although this seemed pretty obvious to me at first, the author pointed out also that every decision a teacher makes (such as the way the class is organized, how they teach a lesson and the expectations they have of student’s behaviour) gives the message to students of what the teacher finds important, valuable and right. If, for example, a classroom is run where a teacher authoritatively stands at the front, talking at the students without engaging them in conversation, students can then come to feel that unengaged talks are the right/only way to learn. Students come to view different teachers or subjects as boring, unfair/hard or uninteresting simply because of the environment they are learning in. Ayers realizes that learning is an active process and that students should be encompassed by positivity, respect and encouragement in order to promote learning and classroom engagement. The creation of a positive learning environment can only come if students and teachers learn how to work together and live together. This means that both teachers and students should be willing to learn from each other, realizing the potential that comes from varying life experiences. By respecting each other while not being afraid to question, explore and create, we are then able to feel autonomy and value in our individual ideas and contributions. During my CSL so far, I have been able to witness contrasting classroom environments. Just from going to the school for a few days, I have already seen how a classroom environment that allows for open dialogue, class discussion and further questioning allows students to feel much more comfortable and excited to be in class. This environment allows each student the opportunity to participate in their own learning, thereby giving value to each person’s individual thoughts. I have also seen even more, I guess I could say ‘modern’ ideas implemented in some classrooms. For example, in a 4U chemistry class, students are not given textbooks or notes. The teacher barely talks at all. Almost every class is focused around group work and problem solving. Although this method has indeed peaked my interest, I wonder how I as a teacher will be able to implement something as non-traditional as this in my own class. These methods of teaching definitely contribute to a very different learning environment that is usually associated with chemistry classrooms. This teacher has been able to make his classroom a fun and engaging place where students come to learn through exploration, focusing more on concepts than memorization. I think the process of becoming a teacher requires me to find my own balance in what works and what doesn’t for my own classrooms. There will always be a new technique or new hot trend that every teacher wants to try; however, not everything will always work for every classroom. I find the main idea should remain focused on giving students a comfortable space to grow as learners and as people. Although methods to achieving this goal will vary over the years, an inclusive, respectful, active environment where students learn and live in the present should be secured in order to achieve success. From the beginning of Entre Les Murs, I could tell that the relationship between students and teachers in this school was strained. The movie began with teachers warning each other of how horrible their new classes will be. Going through their class lists one by one, teachers all began their year with preconceived notions about their students. This introduction of the film focused on the main theme I was able to take away from watching this film; student-teacher relationships and the importance of trust and mutual respect. Throughout the film, Mr. Marin demanded a certain level of respect from his students; however, he was never asked or expected to give them any in return. The students were able to call him out on this lack of respect, but Mr. Martin insisted on maintaining a hard demeanour as he felt that this was the only way his students could come to trust him.
I found Mr. Marin’s intentions juxtaposed the way he acted toward his students. At first, it was easy to see his downfalls. He had no legitimate, trusting relationship with his students, which prevented him from ever fully controlling his classroom. By making classroom management the main priority, he actually gave all control of his classroom over to the students. Yet, when we see him behind closed doors, it appears that he does in fact have legitimate feelings of care for his students. He seems to actually want them to succeed in his classroom (and not just for personal gain, but for the benefit of his students). He is seen to fight for them, fighting for their best interests in the face of his colleagues. And yet, any effort is overlooked by his students because of the in-class dynamics that have been established. I found that Mr. Marin should have been more open with his students and truly get to know them. Although he tried through the students’ self-portraits, his over-all attitudes made the effort seem insincere. It was never realized that “classroom management” is much simpler to achieve when the students feel like the classroom is a comfortable, welcoming place for them. Now, I will say that there was some effort on the part of Mr. Morin. In discussion with other teachers and the principal, this teacher did in fact suggest positive reinforcement as a form of classroom management, which was very quickly shut down by his colleagues. I was actually amazed at how closed minded some of the teachers were to new ideas, including those presented by fellow colleagues. As a teacher candidate, I find having an open mind and being willing to try new techniques in a classroom is critical for classroom management and student success. During my own CSL placement so far, I have seen how differing teaching strategies and an unwillingness to learn new strategies can cause tension between colleagues and within the whole school community. I find that there comes a point when teachers have to ask themselves what role they have in maintaining negative interactions in their classrooms. If students year after year are “hard to control”, then there may just be an issue with how the teacher approaches classroom management. Not all blame should be put on the students. From a more pedagogical standpoint, Entre Les Murs has caused me to re-think how some of the teachers’ decisions not only affected classroom management, but also the educational success of the students. In the classrooms we saw during the film, all the desks were in rows, and student discussion was limited. When the teacher would ask for class discussion, the students would often get off task and ignore the educational questions at hand. The environment of the classroom was cold and unwelcoming. If the teacher would have allowed for more group discussion, while getting to know the kids and allowing the kids to get to know each other, there may have been more educational success. Of course, not all students were doing badly, as some students are able to succeed in a more isolated classroom. Nonetheless, it is important to re-think how classrooms are arranged and what teacher strategies are used that can have an overall greater impact on the students. As I said, it is easy to vilify Mr. Marin; yet, I question how I would react in certain situations he found himself in. As a teacher, it is extremely important to maintain a calm and controlled attitude, even in situations where you will be pushed to your limits. I know as a teacher, I will be pushed to my limits. Regardless of the relationship and trust built in a classroom, we all will be pushed there. How can I, then, learn how to react respectfully? I think one of the main things that I could do, that wasn’t really seen by Mr. Marin when he was arguing with his students, was giving all those involved a chance to talk. In Mr. Marin’s case, he would let the students finish (yelling) their statements, but he wouldn’t actually listen to what they were saying. He was extremely stubborn when arguing, which ended up causing more tension to build in the classroom. As has been repeated to me throughout my program so far, the students are not yelling at you. They are not swearing because they hate you. There is most often something else happening in their lives, school-based or not, that is causing them to feel and act in an angry or hostile way. As teachers, we should be seen as protective, caring listeners. We should be understanding of personal experiences and be aware that outside circumstances often affect the tone of the classroom. I find, in many instances, students are pushed away at times when they most need someone. If a child is acting out because they are fighting with their family at home, should they then be subjected to a walk to the principal’s office? What will that achieve? Why do some people insist on pushing those away who most need our help? In the case of Souleymane, for example, Mr. Marin was willing to look at his situation with an understanding eye, but none of the other board members were. They looked at the facts of the incident, and nothing more. They did not consider why Souleymane would act the way he was, what personal, social or emotional situations are affecting his behaviour, nor what the consequences would be for suspending him. There was no relationship built, so there was then no way for his situation to be better understood. This lack of understanding could also be what contributed to his lack of academic success at school. If he felt isolated, like no one would care if he was missing or interacting in class, and that no one would care if he succeeded, what motivation would he then have to try to succeed? The only time we see him do well in class was when he was given a platform to properly and fully express himself, without any judgment. He felt proud in his work, and he also felt like people cared about the things he had accomplished. Therefore, giving students a platform to express themselves, while respecting their personal situations, can help them succeed both academically and socially. Again, I am not saying that no situation requires outside intervention or punishment; however, we must work daily to concern ourselves with our students’ issues. We must be willing to talk and to listen, to be understanding and to make students feel welcomed to come to class. Finally, I wanted to comment on another small theme touched upon in the film - the importance of parent-teacher relationships. In Mr. Marin’s interactions with the parents during parent-teacher interviews, it is clear that there are many types of parents that we as teachers will have to work with. Some will be extremely dedicated to seeing their children succeed, others will not care. Some will do anything to up their child’s grade; others will feel it is completely the student’s responsibility to succeed. Some will want to be in constant communication with you; others will not even know how to speak English (or will not care to speak to you). Teachers must be able to work with every type of parent in order to all students the best opportunity at success. By interacting with parents, teachers also get a better sense of the student-parents relationship and how that relationship can play into the classroom experience of the student. At school, teachers should work to build relationships with both students and parents. Through regular communication and getting to know each other, all parties can learn to better understand each other and communicate any concerns honestly and respectfully in order to promote student success. In conclusion, I think this film provided me (and other new teachers) an opportunity to see how real classrooms are, and different challenges I will face as a teacher. I find this film provided some examples of how not to act in certain situations, but has also made me realize how difficult some situations might be to manoeuver. I have seen fist hand how different experiences, both positive and negative, affect how students behave and what they feel they are able to achieve in the classroom. I find it is critical to maintain high expectations for all students, make them feel welcomed while pushing them to become their best selves. This fil allowed me to re-think the importance of building relationships in all aspects of schooling. Although student-teacher relationships are critical, teacher-teacher and parent-teacher relationships also greatly affect student experience at school. The question “How can we positively impact the ways student see themselves?” is one that I as a teacher is required to ask myself on a daily basis. Students will only be able to succeed if they feel they are able to – without self-confidence and emotional and academic support, built on trusting student-student, student-community and student-teacher relationships, any child, regardless of their personal experience, will suffer. The readings and video from this week address some of the ways that the education system can work to both impede and encourage positive self-reflection in students.
In the video, Xs Stress: Teens Take Control, three teenagers are interviewed and talk specifically about their personal struggles and how they were able to overcome these struggles and become successful in school and in their lives as a whole. In all three cases, there was a repeated theme that was present; all the students felt under-supported and alone during their time of trouble, and were able to succeed once they were able to find a good support system and felt they deserved to succeed. All of the students were also negatively affected by societal norms and expectations, in their own way. Once they were able to become accepting of themselves, they were then able to succeed socially, emotionally and academically. This film worked to demonstrate how much of an impact personal lives and relationships have on student success in the classroom. Although I find that not many specific solutions were presented in this video on how teachers can work directly with students to help them succeed, it did demonstrate forming trust worthy relationships with students can contribute to their success. The second piece of text examined this week was the Pupil Voice is Here to Stay by Jean Rudduck. Here, the author demonstrates the importance and benefits of including the student voice in decision making in all aspects of school. In most classrooms I have experienced, students have no say in what they are taught, how they are taught or how their school community and classrooms function. One thing I found particularly interesting was when the author explained how the immense insight, capabilities and potential of students often goes unheard of due to a lack of responsibility they have in a school. I find this point interesting since I would like to think of school as a place where students would have the most liberty to express their learning and learnt capabilities. School is like home to a lot of kids – it is where they grow up, make friends and spend their days. So why aren’t they a part of the planning around what they learn during those 12+ years? By incorporating student thought into educational practices, all parties would contribute and benefit. As a student teacher, I would have found it helpful if the author would have included ways a teacher can work within the standard guidelines of school boards and curricula to include student voice more deeply in the educational experience. It seems easy to simply go into a class and ask “what do you find important?”, but how do these thoughts get translated into serious changes and contributions to school policy or curricula? How are we able to practically and effectively include the voices of all pupils in a school community in a way where they feel they are properly represented? The final paper read this week, and the one I struggled with the most, was What School Movies and TFA Teach Us About Who Should Teach Urban Youth: Dominant Narratives as Public Pedagogy by C. Cann. Firstly, I found the core argument of this article to be extremely accurate, relevant and important in understanding the relationship between public narratives and student success in urban schooling. In this article, Cann focuses one two narratives, WTSF and TFA, that paint the same picture; in urban schools, students of colour must be rescued from their “bad” lives by an unexperienced white teacher. I have personally seen this narrative played out in numerous movies, including those mentioned in this article. I was unaware, however, of this real-life narrative played out through programs such as TFA. One thing I noticed was how the basic reasoning behind this narrative did not focus on student success; rather, it is presented as an opportunity for new teachers to gain experience working with “rowdy” kids – something that could seem impressive on a resume. This could be supported by the interest convergence concept (under critical race theory), as this is an example of an institutional program designed to benefit a group of people who are dominant in the hierarchical landscape of race. In these narratives, student success is seen as a by-product. This is even more apparent when the author presents evidence of students actually performing worse when in classrooms run by less-experienced teachers of a different race than the student. Fundamentally, I agree that these narratives are true and impact real urban schools, and negatively impact student success and ultimately how students see themselves. Nonetheless, many questions and concerns regarding my own experience in an urban school were raised when reading this article. I found the author spoke strictly on the work experience and race of the teacher but failed to expand on how differences in class, regardless of and in intersection with issues of race, between students and teachers play into student-teacher dynamics. Even if race was not a main concern (ie. if a teacher of colour entered a student classroom), there is often still a divide in terms of class and possible educational opportunity between teachers and urban students. As a teacher, there is an automatic assumption that you have received a university education; that in and of itself can be seen as a barrier between student and teacher experience. As a teacher, we must learn to work around these differences in experience and opportunity and put the success of the student first. As a white female teacher candidate working in an urban school, I find I have the responsibility to continuously prove that I am not fulfilling the role of the teacher in the narratives presented in this paper. All students, regardless of personal experience, require a teacher-student relationship that supports them on their journey through education. Although I have been able to reflect upon my own experience as a teacher candidate in relation to these narratives, I found one of the most difficult struggles I had with this paper was a lack of solutions to dismantling the negative narratives currently present in urban education. How do I hope to fight against these stereotypical narratives as a white teacher new to the profession hoping to work in an urban school? I worry that my physical description and current resume somehow puts me in the role of “savior teacher” without feeling like such. How do I convince students that I am here to support them without needing to save them from themselves? Again, building a relationship is most important as a teacher. By connecting with students, parents and the community, it becomes easier to understand how students think, what students are struggling with, what types of support they need and how to help them push themselves to succeed. I hope as I become more established in urban school communities, I am able to fight against these stereotypes and help students find success within themselves. References Cann, C.N. (2015). What School Movies and TFA Teach Us About Who Should Teach Urban Youth: Dominant Narratives as Public Pedagogy. Urban Education, 50 (3), 288-315. Rudduck, J. Pupil Voice is Here to Stay. Qualifications and Curriculum Society. XS Stress: Teens Take Control Retrieved from: https://www.youtube.com/watch?v=_veiprAHoDc |
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January 2017
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