Reflection #2

Reflection #2 Quira Perez

Group C EDUG 401

2/25/2010

Teaching requires more than just knowledge of particular subjects. In fact, it requires even more than just a teacher. In order to run an effective classroom, it is important to have classroom and procedure support from parents and the surrounding community. With an army of support, the teacher will have the best results for each student in her class because the same ideas and standards will be reinforced in more places than just the classroom. An interesting site that provides insight on how to create such a relationship is http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald004.shtml .

There are numerous reasons why it may not be that easy though. As discussed in the previous blog, the students that comprise a classroom—or in a greater spectrum—the people that comprise a community come from various backgrounds and different cultures. There are so many factors to be taken into consideration when dealing with inactive parents. Many teachers that work in impoverished areas assume that the parents don’t want to be involved because they don’t care about education. This is expressed through “their failure to show up at school events, to return paperwork to the school, or to respond constructively to phone calls eliciting their help with academic or discipline problems.” [Oakes & Lipton, 2007]

In reality, many families that are living in poverty want their children to succeed in education and live a better life. Some factors to consider are the language spoken at home, the traditions or customs of the family, or even any kind of background information that could be preventing a more active role. If there is a will, there is a way to communicate the messages in an appropriate and effective manner. Without parental and community support, a classroom will experience many struggles.

On the opposite spectrum, there are students who have parents that are overly involved. “In some neighborhoods, typically middle class and upper class, nervousness around grades, test scores, and traditional indicators of success…emerge even in the earliest grades and worried parents can make children’s, teachers’ and their own lives difficult.” With all of the pressure and stress to get into good universities, some community members will voice their opinion in ways that aren’t appropriate or effective. Because most of the people who fit this scenario are from the middle or upper class, there is more power implied. The harsh criticism may discourage teachers and ultimately put a damper on the child’s education.

It is the teacher’s job to remain calm and confident while listening to the criticism. In addition, the teacher needs to be able to work with the parents, no matter how stubborn or overly involved, in order to achieve what is in the best interest of the child—that is, a strongly founded and supported education.

Works Cited

Johnson , Lynnette. "Teacher Guide to Better Parent Conferences | parent-teacher.net." Parent Volunteers|Parent Communication|Parent Conferences| Parent Involvement| Books| Resources|School Newsletters. N.p., n.d. Web. 24 Feb. 2010. .

Lipton, M., & Oakes, J. (2006). Chapter 1. Teaching To Change The World (3 ed., pp. 5,6). New York City: McGraw-Hill Humanities/Social Sciences/Languages.

Subject. "Education World Professional Development Center: Emma McDonald: Developing Positive Parent Partnerships." Education World The Educator's Best Friend. N.p., n.d. Web. 24 Feb. 2010. .

" The Unskilled Marketer “ Kate Hagen's Blog." The Unskilled Marketer “ Kate Hagen's Blog. N.p., n.d. Web. 24 Feb. 2010. .

"What If She Said No? Cinie's World." Cinie's World. N.p., n.d. Web. 24 Feb. 2010. .

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Reflection #1 Quira Perez

Group C EDUG 401

2/9/2010

America is growing into a more diverse nation than ever before. Our nation encompasses races of all decent, diverse primary languages, households with various economic statuses, a range of sexual orientations, and social lives that are unique to each individual. As a teacher, it’s essential that each pupil is viewed as a student rather than a class. In addition to catering to the different needs and struggle areas, a teacher needs to shy away from stereotypes as a reason for failure. “Understanding the opportunity gap can help teachers combat our cultural tendency to blame students, their families, neighborhoods, or racial and other groups for their lower achievements—and to conclude that there is something fundamentally wrong with those who achieve less.” [Oakes and Lipton, 2006]

In today’s society, immigration is a headline topic on just about every media station. Although there are many races entering, the Latino population is undergoing special speculation. “Since the 1970s Latinos have tripled their representation [in our school districts], and white students’ proportion of the total has fallen by 22 percent.” [Oakes and Lipton, 2007] Part of being a good educator is being able to adapt to the changing circumstances. There are many ESL students being thrown into ordinary classes due to a lack in funding for other arrangements. It’s important that teachers recognize their different educational needs rather than labeling them as a “trouble student” or even worse, a “lost cause”. This link provides the ABCs to helping an ESL student. http://www.champaignschools.org/ESL/la30hr/instructionalstrategies.htm

Another type of student that all teachers must look out for is the impoverished. Students who are living in a home struggling with finances may struggle for a number of reasons. There may be a lack of nutrition causing difficulties to focus or function. Education may not even be valued in the home—at least not anywhere near helping provide for the family. If education isn’t at the top of the student’s priority list, it is important that the teacher moves it to the top of theirs. Without outside intervention, it is more likely that the cycle of poverty will continue.

Oakes and Lipton carefully craft an informative passage on the different types of students that most teachers will come across. Not every teacher is going to have a class full of students with straight A’s, rich parents, and perfect lives. In fact, it is highly unlikely that any teacher will come across such circumstances. The chapters inform prospective teachers of the different lifestyles that people are coming from.

What I took from the readings was that there is still a lot of discrimination—sometimes unintentional, in the classroom. It’s important for teachers to be aware of the diverse nature of any school and the students that encompass it. Preparedness for dealing with students of different backgrounds, no matter how culturally shocking they may be, is really important in the classroom. Lesson plans can be constructed to help students in different ways. Also, different approaches to teaching the same lesson can be helpful when dealing with students from such different backgrounds. The most important thing is that the students feel safe in their learning environment and are able to gain a connection with their teacher that will unlock the gate to a better education and future.

References

Harms, W. (n.d.). Breaking the cycle of poverty. University of Chicago Chronicle: June 11, 2009. Retrieved February 8, 2010, from http://chronicle.uchicago.edu/970417/mayer.shtml

How To Stop Being A Victim | GNMParents. (n.d.). GNMParents. Retrieved February 9, 2010, from http://gnmparents.com/how-to-stop-being-a-victim/

Kafer, K. (n.d.). A Head Start for Poor Children?. The Heritage Foundation - Conservative Policy Research and Analysis. Retrieved February 8, 2010, from http://www.heritage.org/Research/education/bg1755.cfm

Lipton, M., & Oakes, J. (2006). Chapter 1. Teaching To Change The World (3 ed., pp. 5,6). New York City: McGraw-Hill Humanities/Social Sciences/Languages.

Working Poor - NIE: News - sacbee.com. (n.d.). Guide to The Bee - sacbee.com. Retrieved February 9, 2010, from http://guide.sacbee.com/119/story/738.html

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