In the high school that I attended (a Catholic all boys high school) the matters of homophobia and heterosexism did not really matter. Neither seemed to be a big problem in the school. If you did not like someone for any reason at all you simply did not talk to them, no one ever spoke out against any group and there were no fights or anything of that nature. If there was a problem then it was not even noticeable, people just went through their day and everything was normal. It did not matter if you were gay or straight everyone just did their own thing and there were no problems from anyone.
In class we discussed moving the age of a person becoming a legal adult to the age of 10 or 14 to give them more rights. Although I think this would be a bad idea because a 14 year old and especially a 10 year old would not be able to make the decisions a 18 year old or older would be able to make but I do believe that children of this age should be able to begin to form their own opinions on different matters. A child of this age can begin to decide how to act with homophobia and heterosexism and feel however they want to because even though they aren't 18 they still have a human right to think however they want to. I hope that when I am a teacher all of my students get along and homophobia and heterosexism are no longer problems and I would work with students to make sure that it is not but if some students believe differently then that is their opinion and I have to respect that as well.
Sunday, February 15, 2015
Sunday, February 8, 2015
Blog Post #4
[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family.
I agree with the message that Lisa Delpit is trying to get across. Teachers should be able to recognize that their students have lives outside the classroom that could be drastically different from the ones that the teachers present in class. Teachers should not hold the students responsible for the way they have learned to speak. There is nothing wrong with a student who speaks in the way they were brought up to speak. If a student has an accent there is no way to control this, and if a student is from a foreign country and English is not their first language then some things will be misspoken by them. A teacher would be the ignorant one to suggest a student is wrong for not speaking in clear English. There would be nothing wrong with the student and especially not the family. Students are a product of their environment, students learn how to talk from their parents and loved ones and there is no way for them to control this. If a teacher tells a student to "talk right" or "speak English" then they could potentially damage the student. The student would think that everything that they learned from their parents would be wrong just because a teacher does not take the time to embrace their students cultures and try to adapt with them instead of forcing them to adapt for them.
I agree with the message that Lisa Delpit is trying to get across. Teachers should be able to recognize that their students have lives outside the classroom that could be drastically different from the ones that the teachers present in class. Teachers should not hold the students responsible for the way they have learned to speak. There is nothing wrong with a student who speaks in the way they were brought up to speak. If a student has an accent there is no way to control this, and if a student is from a foreign country and English is not their first language then some things will be misspoken by them. A teacher would be the ignorant one to suggest a student is wrong for not speaking in clear English. There would be nothing wrong with the student and especially not the family. Students are a product of their environment, students learn how to talk from their parents and loved ones and there is no way for them to control this. If a teacher tells a student to "talk right" or "speak English" then they could potentially damage the student. The student would think that everything that they learned from their parents would be wrong just because a teacher does not take the time to embrace their students cultures and try to adapt with them instead of forcing them to adapt for them.
Monday, February 2, 2015
Blog Post Numbah 3/ Field Blog Green Rd
The quote "We do no really see with our eyes or hear through our ears, but through our beliefs" has a real meaning when it is applied first hand. On our trip to Boulevard Elementary, it was an experience I have never had before. Upon entering one can see that all of the classrooms are actually connected only divided by shelves and lockers. My elementary school had nothing close to this, with each room divided by walls as most schools tend to have. I was skeptical about this at first mostly about the issue of noise from one class carrying over from "room to room" throughout the building but it did not appear to be a huge issue. Each teacher was able to keep their students under control and quite in the space provided to them. Even if one class was getting to loud, all of the students who were in the same room as us ignored them and focused on the task at hand without even looking to see what the commotion was.
The first two rooms I observed were 3rd grade rooms but each had a different structure for the desks which I found odd. One room had the desks arranged into rows and columns and one had them arranged into tables so the students could face each other. I assume that this was because each teacher believed that this would be the most productive for their room and it appeared successful for both rooms for the time we had. 2nd grade teacher I observed showed incredible enthusiasm for all of her students and it was clear she was enjoying what she did with her students. She read them a story and even let students read from the book and call on other students for questions. She made sure to include all the students at all times and when one student could not see the book she stood up and showed him the page which really showed that she cares. When I observed the 5th grade the students were playing a game that was extremely informative and appeared to be fun as well. I believe that all the teachers in the school were trying hard to make sure that the students did not think of class as a chore or something they had to go to but they made each lesson informative and fun. This belief was only enhanced by the fact that every wall was covered in fun looking posters for the students to look at. Each one was not only motivational and informative but usually funny of creative as well. I was not sure how the elementary school system worked outside of being a student who already went through it but, I was extremely impressed with what I saw and I believe that the best way for the students to learn and focus is to keep things fun as well as informative.
The first two rooms I observed were 3rd grade rooms but each had a different structure for the desks which I found odd. One room had the desks arranged into rows and columns and one had them arranged into tables so the students could face each other. I assume that this was because each teacher believed that this would be the most productive for their room and it appeared successful for both rooms for the time we had. 2nd grade teacher I observed showed incredible enthusiasm for all of her students and it was clear she was enjoying what she did with her students. She read them a story and even let students read from the book and call on other students for questions. She made sure to include all the students at all times and when one student could not see the book she stood up and showed him the page which really showed that she cares. When I observed the 5th grade the students were playing a game that was extremely informative and appeared to be fun as well. I believe that all the teachers in the school were trying hard to make sure that the students did not think of class as a chore or something they had to go to but they made each lesson informative and fun. This belief was only enhanced by the fact that every wall was covered in fun looking posters for the students to look at. Each one was not only motivational and informative but usually funny of creative as well. I was not sure how the elementary school system worked outside of being a student who already went through it but, I was extremely impressed with what I saw and I believe that the best way for the students to learn and focus is to keep things fun as well as informative.
Monday, January 26, 2015
Description and Interpretation Experiment (Blog Post 2)
For the Description and Interpretation experiment I went to the store Kohl's. I went with my mom because she had things to return and I needed to grab some clothes anyway. We walked through the store through various sections until we reached the return section where we did most of the observations. This is what we observed...
Tuesday, January 13, 2015
Education 100 Course Survey
1.) I prefer to just be called by my first name Alex
2.) I am from Cleveland, Ohio and here is a picture of me...
3.) I am a Sophomore who wants to teach high school, specifically History.
4.) I am a big fan of movies, I like to just hangout and watch movies a lot. My favorite genre of music is alternative rock. I play rugby here at JCU and it is my favorite thing to do.
5.) To feel the most comfortable taking intellectual risks in the classroom, I would need to know the class a little, at least first name basis for everyone to speak my mind without feeling like I would be judged.
6.) a) I try to participate in class discussion as much as possible, especially if I feel familiar with the subject matter. b) Thus far through college I have never turned in an assignment late and I could count on one hand the amount of times it happened in high school. c) I think of myself as a nice and honest person, I try to make friends with new people that I meet. d) I prefer to learn right off the board, I enjoy class discussions but I learn best when I see what we are talking about when it is written down as the instructor discusses it. e) When I don't know how to solve a problem, I'll ask someone who does know to teach me how to solve my way through it so I have the knowledge to do it in the future. f) I have been in classrooms that alternate both and i find that those are also effective but I am adaptable and I can do my best however the teacher decides to teach.
7.) The events that shaped me wanting to become a history teacher were all of the teachers I had who made history a fun subject to learn about. I have had amazing history teachers since the 7th grade and that is when I first considered becoming a history teacher. The idea only became stronger through and after high school because of the amazing teachers I had there as well. In college as well so far all of my teachers have been great influences and make me want to pursue a career in teaching history. It is the subject I find most interesting and I want to share that with students one day too.
8.) The only issues i can think of is a lack of respect from some students to teachers. It is sad to see but some students even in the high school level have no respect for some teachers which makes me nervous about the career, but if I could keep the classroom under control and give the students the respect I would want in return I think the issue could be resolved.
9.) Dr. Shutkin, did you ever have to deal with students being disrespectful in your classroom, if so how did you deal with the students?
2.) I am from Cleveland, Ohio and here is a picture of me...
3.) I am a Sophomore who wants to teach high school, specifically History.
4.) I am a big fan of movies, I like to just hangout and watch movies a lot. My favorite genre of music is alternative rock. I play rugby here at JCU and it is my favorite thing to do.
5.) To feel the most comfortable taking intellectual risks in the classroom, I would need to know the class a little, at least first name basis for everyone to speak my mind without feeling like I would be judged.
6.) a) I try to participate in class discussion as much as possible, especially if I feel familiar with the subject matter. b) Thus far through college I have never turned in an assignment late and I could count on one hand the amount of times it happened in high school. c) I think of myself as a nice and honest person, I try to make friends with new people that I meet. d) I prefer to learn right off the board, I enjoy class discussions but I learn best when I see what we are talking about when it is written down as the instructor discusses it. e) When I don't know how to solve a problem, I'll ask someone who does know to teach me how to solve my way through it so I have the knowledge to do it in the future. f) I have been in classrooms that alternate both and i find that those are also effective but I am adaptable and I can do my best however the teacher decides to teach.
7.) The events that shaped me wanting to become a history teacher were all of the teachers I had who made history a fun subject to learn about. I have had amazing history teachers since the 7th grade and that is when I first considered becoming a history teacher. The idea only became stronger through and after high school because of the amazing teachers I had there as well. In college as well so far all of my teachers have been great influences and make me want to pursue a career in teaching history. It is the subject I find most interesting and I want to share that with students one day too.
8.) The only issues i can think of is a lack of respect from some students to teachers. It is sad to see but some students even in the high school level have no respect for some teachers which makes me nervous about the career, but if I could keep the classroom under control and give the students the respect I would want in return I think the issue could be resolved.
9.) Dr. Shutkin, did you ever have to deal with students being disrespectful in your classroom, if so how did you deal with the students?
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