Reflection #1
Beyond Crisis is a text I think I needed to start seeing these positive changes I the way education is approached. With chapter one focus of moving beyond a deficit mindset to an asset one showed me that this is going to help prepare me for teaching, and the field of education in the future. My biggest take away from this first text was the graphics because I am a more visual learner, and the way the diagram of whole classroom, whole school, whole district, whole community was very impactful for my understanding of how hard we need to work as educators, and in general members of this approach to succeed. In my own educational experience, there were times where there’d be a community gathering or event, but not enough time dedicated to meaningful partnerships with families, having bilingual and multi-ethnic professionals to help guide members, or an overall collaborative culture. In part 1 under A Whole Community, District, School, Classroom Approach! It starts with, “recognize students’ strengths, recognize parents, guardians’ strength, be curious and caring, and take time to learn about the many skills and assets that student and parents/ guardians possess” (14). These are aspects that I feel like were possibility touched on throughout my own education, but not specifically dedicated to do. I am also white, middle class, and female so it’s tough to think about how people who are multi-cultural, multi-ethnic or speech different languages might be in relation to being accepted and welcomed into their school community, classroom, district etc. I am excited to learn more as this semester continues and we work through this text. I think from this I will be able to easily envision how to ensure these are common practice within my own educational approaches.
Reflection #2
Looking at what I have learned so far from this class my perception has changed with approaches to learning, and in general with students. For myself and my own educational/ career journey I have had a hard time detaching so much of my emotions to my work, and what I want to be able to do, which is teach. I think I had been waiting for a teacher to tell to like reel it in or just “get it together”, but this class has showed me that more teachers like me are needed. The reading we have for class have continued to shift my perspective as we continue to move throughout the course. I am a very introspective individual, so it is hard for me to really take myself out of the equation but the more I have the more I have learned. I have had the privilege of having the resources I needed throughout my educational journey, but I am aware that is not the case for majority of individuals especially those with diverse backgrounds, multilingual, and multiethnic characteristics. I got to experience a very cute demonstration of ways we build community, school, classroom bonds just this last week. One of my fellow teacher education students at Illinois State and I went out to eat and got to see one of her clinical students at work at a family business. We just got to talking and I watched them form this bond which was adorable, but also quite amazing to see this happen in front of me after speaking about the importance of community building in class. :)
Reflection #3
We used a Teaching content chapter from a PDF titled Principles of Integrated Language Teaching and Learning. It covered a variety of teaching principles held by schools, classrooms, communities, etc. and all held a significant place in terms of teaching adolescents. The second principle mentioned was Cultural Relevance with a research perspective and the concept of respect and incorporation. This reading reminded heavily of the core concepts of our class and what is important for us to work on as we go into our upcoming careers. It not only mentions the cultural relevance, but another important aspect is cultural responsiveness, which to me is even more important. In the text it talks about a teacher noticing her students wanting to “see themselves in the books that they read” (3). Her response was to then include a text that shared a concept about a new student’s culture and got the class into a conversation about their differences and similarities with a positive and educational outlook.
Teaching English Language and Content (chapter 1, RN), Lesson H
Reflection #4
In Beyond Crisis chapter 6 it focuses on characteristics of ideal classrooms, and classrooms as warm corners of refuge. I have held that ideology for a while in terms of what I want my future classroom to look like and overall, how children should experience their education. Being able to control but formulate the environment we are intended to cultivate for them. From this chapter one large take away I have gotten is the social emotional learning importance. Especially for students who are working on their English Language development while in our class. It takes a lot of reflection, and the ability to be comfortable with yourself while we relearn how to communicate with one another. For myself I have been reflecting a lot on teaching ESL a how that might look for myself in the future. I learned Polish growing up with my family but have not spoken fluently in a long time. I want to be able play multiple roles and be able to support students in more than just one way. I think it will have to be something I continue to work on in my further education. I think that will also help me with supporting educational equity in my classroom, and school.
Reflection #5
We spoke about the recent hurricane in class today and at first, I would have not been able to tell you how that connects to students, and our classroom, or how it is affecting the lives of those in class with us. People in class started sharing and I remember someone’s parents where there. Before this I would not have thought about something so far away still creating damage elsewhere. The wake of this more than what I had ever thought. The comparison between a practical application of a natural disaster to seeing how that would impact the community. Not only did the hurricane impact the pools, hotels, and the very pretty beaches that are in the area. It is also taking out the lower socioeconomic communities and family-owned small business close to the coast. As a society that runs on business those who can afford to pay can get what they need like power, internet, shelter. I shared with the class an article on the impact of hurricane Ian, and it shows the real struggles of these natural disasters, specifically those who are of lower socio economics status, or reside in multiethnic and multiracial communities.
Reflection #6
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Pain and Privilege: Chapter 7 and its questions regarding education/ or teaching outlook.
This was something that as I started reading, I had to stop and print out the pages for myself to keep. I enjoy larger philosophical questions about life, and especially education I just took Intro to Education Philosophy last semester. They center around the theme of identifying strengths, and weaknesses and how to reflect on yourself. My absolute favorite one was asking, do we teach just to teach? I can name so many previous teachers off the top of my head that I know this would completely shut down. All I have to say is thank you. This is something I not only can often come back to when tackling anything related to myself in the teacher role and be zapped back into reality. I often find it hard to stay out of my head and so questions like these can take me a lot of different places. For being the common individual that goes into education I have a lot to gain from seeing the perspective of others through these questions. With these questions I can ensure that I am reaching each student in my classroom. I often come to a place in my brain where I’m like “wait but I don’t know enough about that”, when I think of the diverse cultures, languages, and communities we have. Looking at this list with that hesitancy in mind the question that stuck out: “How can I learn more about the diverse experiences of my multi-racial TCK students? Or students with diverse experience?”
Reflection #7
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Chapter 8 Beyond Crisis: In just a small side bar it states, “grading is a time-honored tradition that needs to be revisited and revised in light of the ongoing presence of educational inequities” (185). This class along with many others I have taken at ISU have changed what I thought of grading. Now college is a bit different sometimes depending on the class. In middle school, however grades should not be determined strictly by scantrons, or multiple-choice tests and quizzes. Especially students who are linguistically and culturally diverse because this maintains little to no conversation and assistance for student’s comprehension. I think that goals with students is a great way to be able to break through the anxiety, inequities, and issues that come with grading. Sarah Bonner is the professor I had for TCH 236, and her classroom management and grading policy was quite different than the traditional classroom. Grading was done with the standard based system, and students in her class progressed quickly. I think that it was her constant communication of what she needed/ expected of her students. They set goals collectivity and individually, and that helped them along their path.
Reflection #8
In class we got to do a jigsaw discussion with chapters four through seven in pain and privilege. I had very different expectations compared to what we did in class. I did really get to enjoy switching things up in the classroom and I enjoyed the larger group setting. I think it was a great way to have us talk with one another about the text. I enjoyed switching things up from how we would normally conduct class, and I think it was a good way for more of us to bond. I think I also got to see more of my classmates and got to know them a little better while completing the activity. It was very interesting to see how others comprehended the text, and explain their understanding. I enjoyed it as a different way to share information, and have students teach one another.
Reflection #9
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Homelessness was the topic of discussion in class today as we covered the required reading. It widened my lens on what homeless is defined as and opened my eyes to What caring for students look like. I mentioned the text Find Layla which covers a similar topic around homelessness, neglect, and abuse. I’m not sure if it’s not well seen or just well hidden, but this housing situation happens to a significant number of children and their families growing up in the U.S. I did not consider a mobile home, or trailer to be considered homeless. It also illustrates just how aware children are of their environment and living situation. This text helped to show me that there is more to be done to help homeless youth. I think schools should be able to help provide students with more support, and I think with building the parent teacher communication, and the overall approach to be more humanizing of individuals who are homeless.
Reflection #10
Beyond Crisis: Chapter 9 does not seem like the end of the text if I’m being honest. I feel there is going to be a part two. We covered so much within this text with multicultural, multi-racial, multi-ethnic learners as assets in our classrooms, and how to work to build relationships with students, parents, community etc. I do not think that it is the end because it focuses on expansion and connects back to the three overlapping circles (213, figure 9.10). Containing a representation of building a cohesive classroom community. It reminds me of my clinical experience where the kids were fighting so hard to create a classroom culture but with zero tolerance school policy and it reminded me of my own middle school experience had been like, but also showed me what changes are happening within the classroom. I have all my papers from my clinical because I’m weird like that, classwork, assignments, seating charts and everything. I immersed myself back into middle school so well I felt the same way I did when I discovered my passion for teaching. It’s not like I talk a lot or anything, so I’m not too sure why I would think that. I loved being able to explore something myself, to run around, play silent ball, to see what my peers had to say, and be able to learn more with others. Those were the moments that I’ll remember best because 7th grade is hard sometimes. What I am getting at is that I loved to experience learning, and I will take with me this diagram, and overall text to help me in my educational journey.
Reflection #11
Chapter 15 of Pain and Privilege: This chapter played at my heart strings. I do not have a learning disability; I feel that I can relate to some of the frustrations felt in the chapter. I have always been a bit different a little out there or just an all-around oddball. So, after the pivotal years of middle school, I learned how to become less noticeable because it made sense. I would often be the person I thought you were wanting me to be, and I often lost me in that process. I have been diagnosed with manic depression, anxiety, and do have bipolar tendencies so I sometimes feel it’s harder to get back to where I was, and instead just go all in. This part of the poem states “Free from the master narratives of LD Free from psyche-damage of the symbolism of special education and LD Free from the oppressor of LD Free from both the oppressor and becoming the oppressor at intersections” (242).
This part shook me to the core. I have fought with my mental health for a while now, and have learned so much about ways to support, and be there for myself. When I was lost, I felt as if I was under the thumb of my depression, and I know the power it takes to fight through that. I keep coming back to those lines almost to remind myself why I am doing what I’m doing.
Reflection #12
I plan to take what I have gained from this class as a resource in my future teaching, and studies. I never really saw myself as an ESL teacher, but I know from this class I want to expand on that area of study, and if no pursue ESL, then still working towards being community outreach, liaison, maybe even a paraprofessional. I wouldn’t have gotten to see the possibilities that are still be laid out for myself if I did not have our class this semester, I don’t believe that my learning would have come as full circle as it has. I was previously in my junior block and trying to make sense of everything as it was being thrown at me, but I know that 207 was most definitely my missing link. This class has encouraged me to take up learning polish again, to continue journaling, to be more flexible, and inspired to keep track of my progress. I plan to use all that I can as I continue to cement my undergrad education and am looking forward to being able to use some of these practices next semester. I don’t want to just be another white woman teaching students the things we already know; I want to push my students to see endless possibilities. For my classroom to be a welcoming, diverse, inclusive, comfortable environment where students feel that are given the space to learn and explore freely while working towards growth.
Reflection #13
Outside of or class time I find myself thinking about 207 often, along with the material we covered this semester as it has integrated into most aspects of my life. I started this semester thinking I knew a lot, but every day I learned I really knew nothing because my eyes where opened each day. Not only was I pushed by my peers, but also Dr. Hurd in challenging our ways of thinking. I left everyday feeling thoughtful, passionate, and driven in my work something that I felt was missing before but couldn’t place it. I felt it when working with students in clinical, and while teaching classes, that I belonged in the classroom, a drive to be up front of the class and speak. It was in our class this semester that also made me have that feeling. I think it is the way that Dr. Hurd conducts class, but also my amazing peers. I am excited to see what this last presentation will bring us! Thanks everyone!