"Why don't my students ever try? They just don't care." This is a statement i heard earlier this year from the 4th grade teacher that is in the classroom beside me. After reading chapter 9, and learning about Topsy-turvies, and how students perceive you, i think i know the answer. I hear her constantly barking orders, yelling in loud tones, and being very aggressive all day long. If i was a student in her class, i might just stop trying also. The environment is so important in a classroom, and so is how the students see you as a teacher. I'm sure it works the other way around also. I've also seen teachers that are very meek and calm and speak very quietly, but yet have no control over their classes. Where is the happy medium? I loved the comment from Mr. Kohl that stated, "As a teacher it is essential to be an adult among young people." I think that if teachers truly live by this statement, a lot of discipline issues could be handled tactfully. For example, on the last day of school, one particular child was testing me in every way possible. I overreacted and we basically argued back and forth, and then I sent him into another classroom. After calming down, i realized how child-like i had reacted, and knew that i needed to fix the situation. I had to put my pride aside, and be the adult. I got him from the other classroom, apologized, and we moved on. The rest of the day went smoothly. As a teacher, your tone of voice, your demeanor, and attitude, how you question and comment, all play a big role in how your children learn. At the end of chapter 9, the author proposed many questions that i thought most teachers would benefit from reading. I intend to take the list of questions to my teammates and talk about them.
After reading Smitherman's article, i definitely wanted to jump on her national language policy bandwagon. I liked how she broke her argument up into 3 important categories. I like how, in point #2, she stated that the mother tongue that you teach will vary according to the community. This means that teachers in a community need to look at their individual students and cultures, and tailor their language lessons to them. This definitely sounds great in theory, but how would it work? I'm just thinking outloud here, but I guess she means that as long as a teacher recognizes the language as important and cultural, the kids will be more receptive to learning standard english? Is that right? In her 3rd point, she stated that all kids should learn a different foreign language, as well as english. I definitely agree with this!!! I loved her "joke" at the beginning of that section....what do you call a person that speaks one language- American. This is so sad, but true. In fact, while i was at ASU getting my undergraduate degree in elementary education, i did NOT have to take a foreign language. Wouldn't it be great for all kids to have foreign language as an enrichment class weekly? I student taught at a school that did this, and it worked wonderfully. Do any of you have this at your schools? If not, do any of you try to teach a foreign language in the classroom?
Chapter 12 happened to be my favorite chapter for this assignment. I enjoyed how Mrs. Wynne wrote, and the quote at the beginning, "The world is richer than it is possible to express in any single language." It's so true. Can you imagine if we all spoke the same language? I think it would be boring. We need to get this attitude across to our students. We need to help them become more tolerant individuals. I agree with Mrs. Wynne's comment about language myths and how they lie about people's ability to think and they prevent dominate culture from learning the gifts of "the other." As a caucasion person, i'm ashamed to say that i have biases about people who speak in different dialects (black english, southern english, appalachia english....etc). Certain stereotypes pop into my head when i hear these dialects spoken. It sickens me that i think this way, but could it have been the society and classrooms that i grew up in that put these notions in my head? After reading this article and hearing about what Mrs. Wynne thinks, i'm certain that my formal education teachers may have accidently instilled this in me. What can i do as an educator to insure i instill a tolerant and well-rounded classroom of students, who are sensitive to different languages and dialects? I think it's a question that all educators need to work toward finding the answer.
I also believe that if we continue to refuse to respect other's language, then we will continue to unconsciously disrespect other people. The author brought up another good point. Since language is so important, why aren't there more professional development activities devoted to the issue, or why are undergraduates not taught about the different dialects and how to teach them to their students? Universities and school districts need to rethink what is truly important in education and they will possibly see higher test scores because of it. If all children feel important, than all children can learn.
Comments (6)
Good for you Andrea! It is great that we can learn to take a step back and look at the situation from the outside point of view. As a new teacher discipline is the biggest issue for me especially in the high school setting. If I could choose one thing to handle better it would be the discipline issues. My style of teaching is different from many others. I am a sarcastic stick it to you type of teacher that treats the students with respect but lets them know I am also in charge. I have very few discipline problems but the ones I do have tend to soar out of control when confronted because I don’t know very well how to handle a blow up. I usually am able to take the student out of the classroom and speak with them one on one and explain that I have treated them with respect and I expect the same in return. This tactic usually works however when I don’t get them outside before they blow up I fall to pieces and usually raise my voice a little which only escalates the situation. But I applaud you for handling the situation the way you did after you calmed down.
I agree that if we all spoke the same language that it would be boring! I think we should all learn at least three if not four different languages. That would be the best possible solution in my eyes because I think we would all be able to understand each other much more. I also agree with what you said about respecting each other’s language and if we don’t then we unconsciously disrespect them. That statement couldn’t be truer. Ignorance is the main ingredient to racism, hate crimes, and war. If we don’t understand our neighbor then we right them off as wrong. That is ignorance.
Posted by Kristen Billings | May 31, 2007 11:01 AM
Posted on May 31, 2007 11:01
I agree with you that our biases have most likely been instilled in us through our own education. It is difficult to step back and look at how we perceive things and realize we are unwittingly prejudiced against others because of how they speak as a result of this.
In the situation you mentioned with your student you did a great job of handling it. I'm sure he sees you in a much different light as a result of your admitting and apologizing for your mistake. I'm sure everyone has had a situation like this arise at some point in class. I think students appreciate knowing that we are human and fallible and it makes us more approachable to the them when we admit it.
Regarding foreign languages - this is not something that is offered in our school. I do wish it could be. I have some new thoughts now on incorporating this into my classroom. My dilemma now is how to choose the language and how much to incorporate.
Posted by Sara Joyce | June 1, 2007 11:22 AM
Posted on June 1, 2007 11:22
Andrea-
I loved how candid you were about the last day of school. You student probably learned quite a bit from you, just by you apologizing. I have always believed that children look to the adults to see how to react. If we make a huge deal out of something, then they think they are supposed to as well. Especially if blood is involved! My kindergartners look to me to see if I am going to make a big deal over there wounds, which I never do. This prevents most of my kids from being scared of the fact that they are bleeding. Not the exact same thing you discuss, but I believe the same rule applies.
I thought it was very interesting that you did not have to take a foreign language in college. Like many schools, I was required to take two semesters worth of one language. I must admit I hated it then, but am so thankful now. Almost daily I use what little Spanish I know to communicate with some of my students. I would be lost completely without the little Spanish I do know.
Posted by Lisa Outland | June 2, 2007 2:00 PM
Posted on June 2, 2007 14:00
Andrea,
Very courageous of you to critique the ways in which those stereotypes pop into your head, unwillingly. This points to the *constructed* nature of prejudice, discrimination, and stereotyping -- that is, you learned it somewhere, so you can unlearn it, though it will be tough.
I think that if more teachers critiqued their own ways of being, their own ways of thinking, and realize that they make assumptions and mistakes, then they might be more willing to help students be more accepting of others.
Alecia Jackson
Posted by Prof. Alecia Jackson | June 3, 2007 8:07 PM
Posted on June 3, 2007 20:07
Andrea,
Prior to coming to North Carolina I taught Japanese in a public school system in Michigan. My day was split between the elementary school and the high school. Students in the elementary schools were either taught Spanish or Japanese depending on the school they attended. These students started learning another language in first grade. Some them were able to go directly to level three of that language when they entered the high school. This was a regular working class school system outside of Detroit. There were no rich kids.
I brought up the same point you did about teacher training programs not requiring a foreign langauge. I did not know if ASU required a foreign language, but I can see they did not when you were there. I wonder if they do now. I also think it would be a good idea to require a study abroad trip as part of the education program. What better way to promote cultural awareness and foster cultural sensitivity? I think it is imperative that teacher education program be revamped to include foreign language and study abroad as part of the curriculum. It is way over due.
Posted by Laura Wollpert | June 4, 2007 9:43 AM
Posted on June 4, 2007 09:43
Andrea,
You made several great points! Where to begin…? First, I love it that you apologized to your student! I am sure this totally caught that child off guard. I mean… how often does a teacher apologize to her student? It speaks highly of your character because many teachers would have been too prideful to admit their mistake in dealing with classroom behavior, especially to a student. I am sure your example left a lasting impression.
Bias could possibly be taught at school but I must say… I think they are taught in the home too. Growing up, my dad always joked and made comments about Italians in my hometown since the population is literally 90% Italian and I am not Italian. Hearing the jokes and comments created perceptions in my mind instantaneously. Another example…people in my hometown joked about West Virginians. I live 2 miles from the West Virginia border and 4 miles from Pennsylvania. BUT I live on the OHIO side. Silly, but it is crazy the stereotypes that pop into my head. Another place where we definitely get these stereotypes is on TV! How about the Beverly Hillbilly’s, Mama’s Family, and other stereotypical shows?
Foreign language is so important. I did not have to take a foreign language in college, but I did have to talk other multicultural courses. In the elementary classroom, I think a good way to facilitate acceptance is to expose the children to many different multicultural books.
Heather Holland
Posted by Heather Holland | June 4, 2007 11:01 PM
Posted on June 4, 2007 23:01