Abigail Tetlow on Rodriguez

 This week I read "Aria", a memoir by Richard Rodriguez. Rodriguez was an American educational author. "Aria" explores his experiences throughout school as a bilingual student. He argues against the idea that bilingual education is essential for preserving cultural identity, instead emphasizing how learning English helped him integrate into the public world.

Rodriguez sees the importance of speaking the language of the American people, while still recognizing the importance of his culture and continuing to speak Spanish in his private life. He believes that a bilingual education will not be sufficient for students and it can delay children's development and learning. Rather than feeling oppressed for having to speak English, Rodriguez feels empowered by this and with his confidence he was able to access more knowledge and opportunities. He used English as a tool. Rodriguez believes that those who promote bilingual education overlook the importance of learning English for full participation in society. 

I believe that students joining the public school system in kindergarten who do not speak English at home should not be placed in regular classes. I think it would be much more beneficial for young students to become fluent English very early in their academic careers to get the most they can out of the time they have at school. In my classroom placement I have witnessed a few kids who don't fully understand the English speaking teacher, and having an aide speak in Spanish to explain is just a band-aid solution. To really fix a problem like this, bigger steps need to be taken.

Visit the National Association of Bilingual Education 

Abigail Tetlow on Finn

 This weekend I read the preface and chapters 1-2 from Literacy with an Attitude by Patrick Finn. Finn is an author with a few other books on education. He also has a fascination with Indian quilts. 

Literacy with an Attitude mainly describes ideas about two types of education that can be observed. These are "empowering education" and "domesticating education". He describes how empowering education is for wealthy students to become critical thinkers and leaders, whereas, domesticating education trains working class students to become obedient. Domesticating education is similar to something we talked about in class where children learn a time schedule at school and submit to teachers to become more suited for work in a factory. But, looking at existing education through this lens just isn't productive,  that this isn't why students follow a schedule and follow rules placed by teachers and administration. Students must adhere to things like the schedule because, how else will they be able to learn? Even the students who are supposedly getting the empowering education must arrive at school on time and follow the rules. 

Rather than assuming structure and rules are inherently oppressive, teachers can use the tools at hand to give every student the best chance at the future they want. Every high school and I have observed clearly displays how they encourage students graduate and to go to college. Additionally, every high school provides career pathways beyond college, such as trade schools, apprenticeships, and entrepreneurial opportunities, while also ensuring that students develop critical thinking and problem-solving skills that will serve them in any field. 

Additionally, with the elimination of the Department of Education, states and cities will be able to make decisions on their own. This will make education much more personalized for every individual school. The federal government has no role in the k-12 education system. 

Abigail Tetlow on Kohn, Classroom

 This week we discussed what a classroom should look like. We looked at a chart by Alfie Kohn, an author and advocate for progressive education. His chart described good signs and "Possible reasons to worry", which I think is an interesting header for the category. His chart highlights the characteristics of an engaging, student-focused classroom and contrasts them with warning signs of a more rigid, teacher-centered environment. It can be a guide for evaluating or creating learning spaces. His reasons to worry are mainly what I would describe as "old style teaching", like what my parents or grandparents experienced. This would be called Authoritarian style and it is rarely seen in America today. 

Something interesting I read on his chart is having a list of rules on the wall is "a possible reason to worry". Thinking back on my experiences on elementary school and beyond, I definitely recall many teachers having an anchor chart displayed with class rules. Even in my senior year of high school I had a teacher who enforced a list of rules and often referred to the visual when a rule was broken. Typical the rule broken was "no phones allowed". But this makes me want to know more about the psychology/reason behind posting class rules where they are visible at all times and what it means when the teacher chooses to do it. Why is it a reason to "worry"? 

Check out this website to read about why teachers use class rules

Webster Avenue "Troublemakers" Observation

 At Webster Avenue Elementary School, a diverse class of kindergarten students follow along with Mrs. Gaffney. In my 2 hours of observation so far, I have not identified any students as "troublemakers". Some kindergarten students become restless during carpet time and need to be corrected, but this doesn't stand out as a behavioral issue. The students all maintain appropriate behavior throughout the day and this may be due to the aide, Ms. Maria. She translates certain instructions into Spanish for students who struggle to understand the teacher. I would assume students have no reason to act out because their conditions are perfectly suited to their needs, as per Shalaby's Troublemakers ideas of the Canary in the Coalmine.

Abigail Tetlow on Shalaby's Troublemakers

 This week I read the preface and intro to "Troublemakers" by Carla Shalaby. She is a former elementary school teacher whose radical views have taken the education scene by storm. Her decision to share her views about education have made an impact on many readers and her thoughts and ideas are important to those joining the field of teaching. 

Shalaby believes in freedom. Her writing mainly consists of the impact that the current ways schools discipline students keeps the majority of students from reaching their potential. She empathizes with the troublemakers in classrooms and understands that these behavioral patterns are linked to the system they have no control over. I understand what it is like to be painted as a troublemaker and unfortunately a lot of teachers just don't know why students act the way they do. Teachers are instructed to keep students on their best behavior with rewards and punishments, but this system fails to nurture individuals. My largest takeaway from this reading is that  viewing noncompliance as a problem will not be beneficial to anyone involved. Troublemakers are only sending signals about unmet needs or poor conditions in their environment. (Of course there will always be exceptions and it is important to use discretion!)

Shalaby's persuasive text challenges (future) educators to reconsider discipline and become more understanding about student behavior. She believes this will make teachers more aware of issues in the school system and environment. This mindset will make education more meaningful to each child. 

Empathy will make us all understand each other better.

A website I recommend browsing is TeachingTolerance. This site keeps up to date articles about issues like student behavior and systemic issues in schooling.

Abigail Tetlow on Ethnic Studies Impact

 This week I was assigned a video and a reading on the topic of ethnic studies in the world of education. The text is by Christine E. Sleeter, a professor for education reform. Her writing explores the impact of ethnic studies. It discusses how the typical manner of teaching marginalizes under-represented groups, such as racial minorities. The document highlights how students of color become disengaged in schooling due to lack of representation. She believes ethnic studies can remedy this issue by making education more intentional for all groups.

Sleeter is advocating for the inclusion of ethnic studies into education. This idea is hard to imagine in our day and age but could be the key to the future. She believes that ethnic studies would not only benefit the students of color, but white students as well.

Ethnic studies offer a narrative that highlight histories, cultures, and struggles of marginalized communities. This addition of ethnic studies would minimize systemic oppression by raising awareness of issues on a widespread scale.

The curriculum fosters academic engagement and improves performance among students of color. This is the type of equity that is necessary in todays education. It has been proven that students of color often fall short on test scores and gpa, and to be able to boost engagement would prove that we are all equal.

this photo demonstrates that children need to learn many different things to become knowledgable on a broad range of topics. My point being, the inclusion of ethnic studies could only make education more rich and meaningful to students development.

Here are a few quotes from the reading;

"For the first time in his life, the curriculum was centered on his reality." (1) This quote demonstrates how ethnic studies really does make a difference to individuals.

"Mainstream Euro-American studies deny all students—both White and of color—an education that takes seriously the realities of institutionalized racism that people of color live every day." (5) This quote shows how all students are deprived of a complete understanding of history and society, and it would benefit all groups to include in education. 

Please consider checking out the NEA (National Education Association) to learn more about topics like this. NEA.org 

Abigail Tetlow on The Four "I"s Of Oppression

 This week I was assigned a reading and a video both by the name "The Four "I"s of Oppression". I was not sure what to expect going into this reading, but I was very interested in this concept. It describes a framework of oppression types that can be observed in society. 

Idealogical oppression is a long standing form that has become accepted and justified over time. The document calls this type of oppression "common sense". By this they mean that it is just the default and unchallenged ideology of a group of people. This type of oppression can only be broken down by long term social and political change, it is more successful on a small scale rather than large. It encompasses the other forms mentioned later in this post.

Internalized oppression is when individuals take in harmful ideas that lead to self doubt or false superiority. Such as white supremacy. The ways to solve this issue lies in demonstrations such as Dr. Martin Luther King's. Internalized oppression is dynamic and takes many forms, and can be just as harmful as any other type. 

Interpersonal oppression stems from internalized oppression. This is where internalized injustices about other groups manifest. This can take form as small comments, hateful acts, violence, and much more. It requires de-escalation and education. Often all members involved will need to take accountability to be able to grow as a person. 

Institutional oppression is the way that oppression is seen in the government, wether it be policies, laws, or mass incarceration. This also includes job discrimination. A change for a systematic issue like this one is not simple or quick. It requires institutional accountability, policy reforms, and community advocacy. Without a combination of all of these elements there will be no change and it is very difficult to make change happen depending on the situation. 

The most we can do as civilians is to be advocates for something we care about. There aren't enough people or time to solve every systemic issue, but if we all play our part and advocate for something, anything, we are 1% better than the day before.