Text Set Analysis: Reviving a Text Through Alternate Resources
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Reviving a Text Through Alternate Resources
When teaching a unit about early American settlement, the in-class textbooks may not project the ideas, feelings, and visualization needed for students to fully understand what life was like during that era. When reviewing a unit titled “Connecting with the Past: Our Colonial Heritage” from the “California Social Studies United States History Independence to 1914” (Deverell & Gray White, 2006) textbook, although the title emphasizes a connection with the past hardly had a way for students to truly visualize a difference between their lives and the new Americans lives. Therefore, by understanding three of my four core students whom I have been observing five supplemental texts and resources will enhance my students’ learning and connection to the content. Due to the lack of connectivity to the students’ current understanding of life, Ms. Redhare, the eight-grade American History teacher, only uses the textbook as a resource available to the students if supplemental information is needed and to reference students to the California Teaching Standards (each subtitle and question in the book is tied to a standard of teaching). This book is NEVER the main source of information for the students.
My eighth-grade students are visual learners, outgoing, exuberant with good literacy level, but easily distracted. Therefore, the texts that will supplement the unit have to be picturesque, contemporary, concise, yet thought provoking.
The Textbook
The textbook “California Social Studies United States History Independence to 1914” (Deverell & Gray White, 2006), although not used as a primary classroom resource, the book uses vocabulary that is well-appropriate for an eighth grade level class. It also guides students how to properly use the textbook by giving step-by-step pictures and guidelines to approach the reading of the book (Deverell & Gray White, pp. H24-H25, 2006). Before the textbook introduces the first lesson, it gives students an image and a prompt where they can think before they read about what the topic may be (p. 1). Once the students are ready to begin reading Chapter 1 of Unit 1, they are welcomed with a vibrant image depicting Columbus’ voyage to the Americas, and beautifully and colorful timeline, and the California Standards (pp. 2-3). In addition, students are prompted and oriented on how to approach the reading of the chapter, as well as introduced to all of the important vocabulary words, key terms, and historical names they will encounter during the reading (Deverell & Gray White, pp. 4-5, 2006). After reading a few pages within the chapter, students are directed to a quick assessment session, which helps students focus on specific information from the reading through thought provoking questions as described by California Standard HSS 7.7.1 and advices them on different methods to take notes (pp. 10, 12, 28, 30-31).
Although the textbook includes great self-assessments for students, as well as an esthetically pleasing unit, it fails to find a connection to the students’ lives. The textbook tends to be a bit too factual and too concise. There is a lack of contemporary touch that will captivate the students’ attention for personal exploration. This book is described by students as something just to look over when doing their in-class work (Avril, personal communication, January 12, 2011). The textbook centralized focus is to make sure students can complete the assessments, since everything is aligned with California Standards that will be presented in the end of the year state exam. Furthermore, the activities lack the inspiration needed for students to be self-motivated to approach and pursue the book on their own.
The Unit and its Aides
To make a unit about early explorers and settlement seem more provocative to students, I will focus on the California Standards Writing 8.2.1.a, Reading 8.1.0 and Social Science 7.7 by asking students to read the novella “The Kingdom of This Word” (trans: El reino de este mundo) by Alejo Carpentier, originally published in 1949. Excerpts from this novella, will help students attain a different perspective when completing their focus on writing assignment (Deverell & Gray White, pp. 2-3, 2006). In this assignment students are to write a letter to family members back at the homeland pretending to be a French trader working in the Americas in early 1700s (p. 2). Although “The Kingdom of This World” (1949), relates to colonial life during the 1800s, some excerpts may give students the imagery needed to relate to the wonders the New World had to offer the settlers. This novella, gives great, wondrous details about the virgin landscape, trading, and slavery that will attract any student to pursue self-guided research about early settlement.
The core students observed in Ms. Redhare’s class will be attracted to the text mentioned above due to its provocative style of writing and to the real maravilloso, since three of the four core students are fans of Stephanie Meyer’s “Twilight” (2005) saga. In addition, Carpentier’s novella provides enrichment and an assortment of vocabulary that will intrigue the students enough to spark an in-class discussion.
When introducing key historical figures of early explorations, a novel that could spark the interests of the students is “The Harp and the Shadow” (1979) also by Alejo Carpentier. This novel retells the story of Christopher Columbus through the usage of magical realism. Through these pages, students will learn about the connections, interactions, and relationships the Spaniards and Tainos had with each other. Furthermore, this books gives a different perspective to Columbus’ life, he is depicted more as an antagonist to the lands rather than the glorified explorer everyone hears about.
“The Harp and Shadow” is a book best read in its entirety to get a full comprehension of Columbus’ fall from glory. This novel would fulfill the California Standard of 7.11.1 and 7.11.2 (Deverell & Gray White, p. 12, 2006). This book does contain vocabulary that may be a bit advanced for the students, but with the help of a class discussion and Cornell-Style notes, students will be able to be fascinated and captivated by the story. Also, the fact that the story is about a different point of view of Christopher Columbus will lead students to contemplate and ponder on the following: Is Christopher Columbus a hero or an enemy?
The third text to supplement the textbook’s lesson about Spanish Conquistadors will be “La Malinche” (2006) by Laura Esquivel. In this historical fictional novel, students will learn about the relationship between Hernán Cortés, La Malinche, and Moctenzuma through Esquivel’s enchanting words. In this book, students will see a different view of a woman who has been chastised by Mexican culture and defined as a traitor through new eyes. In addition, the heroisms of Cortés will be challenged, as it was Malinalli who did most of the negotiation. Again, as with Carpentier, this novel will challenge what students previously learned about these historical characters.
The core students of Mexican descent will find the retelling of Malinche’s story the most intriguing as this books looks at an opposing side to what most Mexican folklore stories tell about her. This novel will also personified a mythical character that they may have heard of from childhood, but never really understood who she was. Also, students may be fascinated by the empowerment of the indigenous woman over the European Conquistador, a great topic to discuss in class. This book is written with an easy to follow vocabulary, very neutral, and avoids using jargon. All students, regardless of their level of reading comprehension, will enjoy this story. In addition, this story is relatable to the students as three out of the four core students have Mexican heritage (Redhare, personal communication, January 18, 2011). Furthermore, This novel would fulfill the California Standard of 7.11.1 and 7.11.2 (Deverell & Gray White, p. 12, 2006).
The fourth text that will serve as supplement material during a chapter of exploration and settlers will be “A Short Account of the Destruction of the Indies” (1552) by Fray Bartolomé de las Casas. Through the point of view of de las Casas, students will learn the cruelty dwelled upon the Tainos residing in Caribbean by the Spaniards. Students will read about the destruction and abuse experienced by the lands. Furthermore, students will learn about the proliferating hatred the residents of the Antilles had against explorers.
Excerpts of this book will be used to help students understand that explorers were not well-received in the Americas. This book will also challenge the glorification views students may have about those explorers that arrived to the New World, thus provoking students to question what they know and read and create a great class discussion as well as aide when writing exploratory essays based on California Standards 7.11.1 and 7.11.2 (Deverell & Gray White, p. 12, 2006). In addition, these letters written by de las Casas can be used to create a controversial debate in class: Whose side are you on, the natives or the Europeans?
The fifth and last text to explore California Standards 7.11.1 and finalized the students’ journey through the freshly explored New World will be a website powered by the Library of Congress titled “Exploring the Early Americas” (http://www.loc.gov/
exhibits/earlyamericas/online/exploration/exploration.html). This online exhibition, gives students a modern approach to studying and learning about the European arrivals to the new world. The website navigates students through different famous European to Indigenous encounters which can help students visualized the novels previously mentioned. This online text is the most comfortable and easiest form for students to learn as most of the core students observed are technologically savvy and could potentially access this website through their new Smartphone. The website uses easy to understand vocabulary and uses most, if not all, of the terms presented in the chapter of “California Social Studies United States History Independence to 1914” (Deverell & Gray White, 2006). Also, students can use the website to look at images of the original documents written by the likes of Christopher Columbus and other key figures. Students can also find indigenous Taino artisan work, such as cemi and other relics, to help empathizes with the lives and reality of the oppressed and forgotten participants of the age of exploration.
Conclusion
Exploration of the early Americas is actually one of my favorite and most comfortable units to teach due to my educational background in early settlement and exploration of the Americas. In addition, growing up in Puerto Rico we learn from family members as well as from schools about the Taino culture and heritage and their interactions with Columbus. Columbus’ view about the island of Puerto Rico is even embedded into the anthem. Therefore, my unique relationship with this historical study will be a great additive to the monotonous study of a text that lacks connectivity with the students. As a result of my understanding of early colonization, I was able to include great resources that would change the experience and challenge preconceived thoughts about key historical figures (Columbus and Cortés) without boring the students to death.
Textbooks, although it prepares students for state exams, it fails to mentally engage them to pursue independent reading about the topic. The textbook also ignores the new technologically savvy students, as well as the visual learner with a short attention span. Hopefully with the use of my chosen five texts students will get supplemental text that is picturesque, contemporary, concise, yet thought provoking and still maintaining California Standards.
Reference
Carpentier, A. (Author), Christensen, T., Christensen, C. (Translators). (1992). The harp
and the shadow. San Francisco, CA: Mercury House, Incorporated. ( El arpa y la
sombra. Original work published 1979).
Carpentier, A. (Author), De Onís, M. (Translator). (2000). The kingdom of this world.
New York, NY: The noonday press, Farrar, Straus and Giroux (10th ed.). (El reino de este mundo. Originally published 1949).
De las Casas, B. (2009). A short account of the destruction of the Indies. USA:
Redaclassics.com (Original work published 1552).
Deverell, W., Gray White, D. (2006). Holt California Social Studies United States
history: independence to 1914. California: Houghton Mifflin Harcourt.
Esquivel, L. (Author), Mestre-Reed, E. (Translator). (2007). La Malinch. New York, NY:
Washington Square Press. (Original work published 2006).
Library of Congress. Exploring early Americans: The Jay I. Kislak collection.
http://www.loc.gov/exhibits/earlyamericas/online/exploration/ (Accessed January
30, 2011)
Meyer, S. (2005). Twilight. New York, NY: Little, Brown and Company.
Vacca, R. T., Vacca, J.L., Mraz, M. (2011). Content area reading: literacy and learning
across the curriculum (10th ed.). (pp. 107-120, 360-373). Boston, MA: Pearson.
(Original work published 2005).
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Strategies to Help Parents Rebuild Trustful Relationships with Students’ Teachers and Schools
Strategies to Help Parents Rebuild Trustful Relationships with Students’ Teachers and Schools
Disability, as described by Harry, Klingner, Cramer, Sturges, and Moore (2007), is a “socially constructed concept” emphasized by “societies, or groups within a society, agree to attribute certain meanings to the [disability] phenomenon” (p. 3). Overall, disability is classified as “an impairment that is part of the individual’s personal makeup” (p. 3). In a professional school setting, teachers have to follow guidelines (like having a student who scores between 70-75 on an IQ test) before anyone is labeled, assessed, or addressed as learning disabled (LD) (Harry et al., p. 8, 2007). Furthermore, if a teacher is to define a student, or anyone for that matter as Emotionally/Behaviorally Disabled (EBD), “five dimensions of maladaptive behavior as the criteria for a diagnosis” must be observed across a long period of time and the severity of this behavior must be annotated (p. 15). Even if attributing different and possible factors before labeling an individual as LD or EBD, teachers may rely more on socially constructed concepts rather than professional diagnosis as in the case of Anita’s mother Ms. Volts.
In the case study titled “ Learning Disabled or Absent?” Anita’s mother is quickly labeled by the teachers as having “some sort of mental problems” because “you can see it in her face” (Harry et al, p. 100, 2007). Yet, instead of encouraging Anita’s mother to have positive outlook about her daughter’s educational experience, the teachers at Mabel Oakes Elementary School did the opposite. Ms. Volts, a woman who is now labeled as LD or EBD, distanced herself and her child from the school. At no point did the teachers, counselors, or even principals describe Ms. Volts as having any positive qualities to her nor did they try to save their relationship with Anita’s mother. Instead, she is described combative and absent. No matter what social concepts and experiences describe about an individual “special supports should be available to all who need them without the criterion of disability (p. 4). As a result for this paper I will “[p]retend [to be] a parent outreach professional at Mabel Oakes Elementary School… assigned to work with Anita’s family. [I will] [d]evelop a plan to improve the relationship with the mother” (Harry et al., p. 107, 2007).
The Action Plan
Instead of immediately calling Child Protective Services, or even before Anita’s performance declined even further, there are three steps that the school and its teachers could have taken to save their relationship with Ms. Volts’. For instance, Ms. Volts could have been asked to participate in parent organizations, such as Parent Teacher Organization (PTO) and Parent Teacher Association (PTA). In these groups, Ms. Volts can learn about the dynamics of the schools, as well as the relationships other parents may have with teachers. In this form, as educators, we can provide Anita’s mother with great, positive models for her to learn from when dealing with teachers.
Emphasizing PTO participation and attendance are ways in which Mr. Smith, of a south Texas middle school, encourages parents to be more active in students’ education (personal communication, September 30, 2010). Based on Mr. Smith’s experiences and observations, those students whose parents participated in PTO events, meetings, and contributed to the PTO, were more likely to get better grades than students whose parents were not involved in PTO (personal communication, September 30, 2010). Overall, by encouraging Ms. Volts to become an active participant in PTO activities, not only will she gain a positive outlook of the school and learn to better communicate with teachers through modeling, but Anita will also benefit.
The second plan of action to help improve the school’s relationship with Anita’s mother, getting a trusted community-based organization involved in the parent-teacher-school interactions. There are many faith-based groups in the community that actively support schools (Shirley, p. 222, 2001). There are also non-profit organizations, such as the Boys and Girls Club, that will not only provide Anita the special attention she may need outside the classroom, but also help Ms. Volt feel at ease with her daughter’s education (Metcalf-Santos, personal communication, September 22, 2010).
With these community-based organizations, Ms. Volts will not feel threaten by the system. In particular, faith-based organizations can provide counseling, assemblies, parental education that may benefit Anita’s mothers’ comprehension on what her role is with the school and how to properly approach the school and teachers (Shirley, p. 228, 2001). Specifically, faith-based organizations are led by trusted community individuals who teach parents “about structure of the school and to advise them about ways they can reinforce activities at home” (p.228). As a result, “parents contributed to the schools by volunteering and providing extra attention to children with special needs…” (p. 228). In addition, faith-based leaders will not wrongfully judge or disrespect parents as Anita’s teachers have done to Ms. Volts; they will also have the patience to listen to her without discouraging her opinion as Anita’s teachers and counselors previously did. By involving community-based organizations, the school diverts and distracts the aggression and tension Ms. Volts has towards the school by allowing trusted community groups to intervene and serve as a resources to help Anita’s mother feel comfortable with a clearer understanding of how to properly and effectively communicate with school officials.
The third option to help reach out to Ms. Volts and amend differences, is to involve Anita’s mother in a collaborated effort with a community-based organization and Mabel Oakes Elementary School to return to school to attain a high school equivalency certificate and while doing this be asked to be a paid teacher’s aide (Warren, Hong, Rubin, & Uy, pp. 10-21, 2009). By participating in a self-enrichment program that involves “the combination of personal development and knowledge building proves powerful for many…mothers who have few opportunities…” (Warren et al., p. 21, 2009). By helping Ms. Volts reach her fullest potential she could maybe see the potential her own daughter has to succeed and the importance a teacher has to help accomplish Anita’s success. Furthermore, by offering Ms. Volts an aide position at the school will help her get a first glance at school dynamics and understand the behind the scenes work needed to help all students and parents. Thus, Ms. Volts will be less combative and abrasive. To me, this action plan is the most enriching and fulfilling due to Anita’s mothers lack of education herself. I think this will give her a better sense of worth for both her and her daughter.
Conclusion
Although I have never been in the situation of Anita’s teachers or Ms. Volts, I can only imagine how stressful both parties must feel. If I were the teacher involved with Ms. Volts’ daughter I would avoid feeding off her negative remarks, but also reevaluate how I communicate with her regardless of how she may seem. I cannot assume anyone has a learning disability without properly diagnosing them through the proper channels and tests, no matter how much their behavior fits my socially constructed definition of disabled. Furthermore, I would try my best to speak to parents in a manner that is simple and to the point, without any educational or legal jargon. Effectively communicating involves listening as well as speaking. Therefore, the main focus should be the student not the parents’ attitude. Now, if I had damaged a relationship with a parent, I would use the actions plans mentioned (PTO/PTA involvement, community-based organizations, and self-fulfillment collaborative work) to built trust again with a parent. The more involve a parent is the better the student perform.
References
Harry, B., Klingner, J., & Cramer, E. (2007). Case studies of minority student placement in
special education. Teachers College Colombia University, New York, pp. 1-18, 100-108.
Shirley, D. L. (2001). Faith-based organizations, community development, and the reform of
public schools. Peabody Journal of Education, 76(2), 222-239.
Warren, M. E., Hong, S., Rubin, C. H., & Uy, P. S. (2009). Beyond the bake sale: a
community-based relational approach to parent engagement in schools. Teachers
College Record, 111(9)
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Properly Using State Standards in a Middle School American History Course
Properly Using State Standards in a Middle School American History Course
As the year 2011 begins a new, fresh semester arises, and students in Ms. Dosamantes’ class at a local Chula Vista middle school begin their eighth-grade American History lesson. For this session, students will explore America’s Frontier land through Manifests Destiny. They will look at America’s expansion through the eyes of the young Pioneers who headed west in search of a better life. Considering Ms. Dosamantes’ objectives: “By the end of class students will be able to discuss the meaning of “Manifest Destiny” as evidenced by discussing with a partner the meaning” (Dosamantes, personal communication, January 12, 2011). Based on the learning objectives for Ms. Dosamantes’ class, in this paper a description of the lesson focusing on materials, texts, and learning theories used, will demonstrate how the lesson integrated California State Standards.
The Typical Eight Grader
The typical eighth grader has a “growing awareness that some rules and conventions are arbitrary; in some cases, accompanied by resistance” (Ormrod, 2011, p. 91). Students also have an “interest in pleasing and helping others but tendency to oversimplify what helping requires” (p. 91). In addition, they have the “tendency to believe that people in dire circumstances (e.g., homeless people) are entirely responsible for their own fate” (p.91). Furthermore, these students are developing the “ability to look beyond literal interpretations; comprehensions of simple proverbs and increasing ability to detect sarcasm” (p. 51). Students in the eighth grade have an “emerging ability to carry on lengthy conversations about abstract topics” (p. 51). Therefore, to engage the typical eighth grader a classroom teacher should assign reading materials that introduce new vocabulary words useful during exploratory debates (p. 51). To ensure that students are nourishing and developing properly as stated in the previous lines, Ms. Dosamantes engaged students’ developmental needs for the lesson on “Manifest Destiny” by using basic assumptions of Social Cognitive Theories. This is the “theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior” (Ormrod, 2011, p. 323).
As students are walking in to the classroom, Ms. Dosamantes has her handouts ready, the vocabulary words listed, and the standards and daily objectives set. Once students settled down in the classroom, the teacher hands them all the materials needed for the lesson. The first page all students received: a copy of the current California State Standards for Westward Expansion (Figure 1). Then, they are handed a calendar, an assignment sheet (used as a table of content for their notebooks), vocabulary tablet, and a KWL homework sheet. Through the description of these examples alone Ms. Dosamantes, it can be inferred that four of the Social Cognitive Theories’ learning assumptions: “learning is explained through the dynamic of relationship between personal, behavioral, and environmental influences; learning is an internal process that may or may not lead to behavioral change; behavior becomes increasingly self-regulated; and behavior is directed toward a particular goal” (Ormrod, 2011, pp. 324-425). Before students begin working, defining, and discussing their ten vocabulary words for the week, Ms. Dosamantes modeled how the discussion and write-up should look like. This demonstration is an example of basic social cognitive assumptions as students “learn by observing others” and “their environments naturally influence each other” (pp. 324-325). Furthermore, Ms. Dosamantes used the movie “Little House on the Prairie” (1974) as a model that combines all of the Social Cognitive Theories previously mentioned, as students are to watch, absorb, and take notes (see figure 2). This note-taking matrix is a great way for students to develop self-efficacy and take control of their own learning, a main focus of Social Cognitive Learning Theory.
The Standards
Before the lesson was introduced to students, Ms. Dosamantes identified the objective and standard best suited for that day. On the first day students were to discuss the meaning of “Manifest Destiny” with a partner as described on California State Standard For American History and Geographical Studies Grade Eighth (CSS) 8.4.1. This standard specifically states: “students analyze the aspirations and ideals of the people of the new nation by describing the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents” (California State Standard Grade Eighth, 2009). After discussing the vocabulary, students were asked to compare their lives with the lives of young pioneers where Ms. Dosamantes used to cover CSS 8.4.6: “What does manifest Destiny Mean?” Standard 8.4.6 was a standard whose description could not be found on www.cde.ca.gov (California Department of Education, January 16, 2011). It is possible that I may have overlooked it or the teacher may have made a mistake, but this standard at the moment is unaccounted and cannot be validated. To represent and teach CSS 8.8.3, Ms. Dosamantes used the movie “Little House on the Prairie—The Pilot” (1974) along with a Cornell-Style matrix for note taking. CSS 8.8.3 states that students should analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced by describing the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869) (California State Standard Grade Eighth, 2009). Overall, every assignment and/or activity done in Ms. Dosamantes’ class was held accountable and justified by a California State Standard.
Conclusion
Overall, Ms. Dosamantes did an excellent job with aligning her lesson of Manifest Destiny with California State Standards along with Social Cognitive Learning Theory. She took something that could be boring or tedious and made it unique, fun, and enlightening for the students without sacrificing her state requirements to teach for the standards. The lesson to be learned through Ms. Dosamantes is that no matter what you are required to do as a teacher you should not forget your targeted audience. The students’ enthusiasm about learning should not be dampened because the teacher has some regulations to abide. What I learned from this lesson is that teachers need to make the standards work for their students. Once the standards are picked and labeled multiple learning theories and their assumptions, like Social Cognitive, can help create the best lesson our students have experienced. I now look forward to taking on the challenge.
References
Ingalls Wilder, L (Book Author), Hanalis, B, Hanrahan, J, (Writers), & London, J (Director). (1974). Little House in the Prairie: The Pilot [Film]. United States: Lions Gate.
Ormrod, J E (2011). Educational psychology: Developing learners (7th ed). Boston, MA: Pearson Education, Inc. pp. 51, 92, 324-325
United States history and geography: growth and conflict, eighth grade. (2009). California Department of Education. January 16,2011 http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Tables and Figures
Figure 1: Students’ guidelines for classroom lessons aligned with California State Standards.
Figure 2: Cornell-Style notes to help students’ learning, understanding, and reflection of Pioneers through the images of “Little House on the Prairie” (1974) using Social Cognitive Learning Theory.
Figure 3: List of visual text with its correlating California State Standards.
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Evaluating Reading Comprehension
Evaluating Reading Comprehension on Focal Students
Recently, a middle school eighth grade American History class began their lesson on “Manifest Destiny,” the right to move westward. During this lesson four students recently chosen as a focal group, due to proximity, were observed and carefully studied. These four students previously participated in a reading comprehension survey which helps identify the type of reader and even students this focal group may be. With the help of these surveys, results, and observations, in this paper I will review the teaching strategies used by the teacher, Ms. Redhare, the response the focal students had to this lesson, and provide suggested strategies that may help engage these students in future lessons.
The Students and Projections
Four students (Kim, Avril, Celine, and Javier), three females and one male, answered the same twenty literacy questions. Kim, Avril, and Javier were the only students to answer the survey, as Celine ignored all instructions and requests. Kim only answered the first page of the survey ignoring the directions instructing students to “turn the page”. Avril and Javier were the only two students to thoroughly answer all the questions. Based on these interactions alone I predicted that Avril and Javier might excel best in the classroom and pay attention to close details to Ms. Redhare’s lesson; Kim may start on task, but drift off and be easily distracted; then Celine as a troubled student who would need more guidance and encouragement. These projections and descriptions are all based on how well a student could read instructions and follow them.
The Lesson
Before the lesson began and students walked in the classroom, Ms. Redhare has her handouts ready, the vocabulary words listed, and the standards and daily objectives set. With students settled in the classroom, the teacher hands all the materials needed the day’s lesson. Then, students are handed a calendar, an assignment sheet (used as a table of content for their notebooks), vocabulary tablet, and a KWL homework sheet. To help students prepare their notebooks, a primary text source for the students, Ms. Redhare uses four of the Social Cognitive Theories’ learning assumptions to properly model and engage students in the current activity: “learning is explained through the dynamic of relationship between personal, behavioral, and environmental influences; learning is an internal process that may or may not lead to behavioral change; behavior becomes increasingly self-regulated; and behavior is directed toward a particular goal” (Ormrod, 2011, pp. 324-425). Social Cognitive Theories is the “theoretical perspective that focuses on how people learn by observing others and how they eventually assume control over their own behavior” (Ormrod, 2011, p. 323).
Then, before students were to begin working, defining, and discussion their ten vocabulary words for the week, Ms. Redhare modeled how the discussion and write-up should look like. In addition, Ms. Redhare used pictures, outlines, and commentary notes to help students understand the meaning of “Manifest Destinity” before they were discuss the meaning with their partners. This demonstration is an example of basic Social Cognitive assumptions as students “learn by observing others” and “their environments naturally influence each other” (pp. 324-325). Furthermore, Ms. Redhare used the movie “Little House on the Prairie” (1974) as a model that also combines all of the Social Cognitive Theories previously mentioned, as students are to watch, absorb, and take notes. This note-taking matrix is a great way for students to develop self-efficacy and take control of their own learning, a main focus of Social Cognitive Learning Theory.
Students’ Response to the Lesson
Before Ms. Redhare’s lesson begins, Kim is already very talkative; Celine is quiet with a concerned, lost look to her face; Avril was quiet, but very focused with her notebook and pencil at hand; Javier was outgoing, greeting everyone including the teacher and myself, but yet focused, on task, and ready to take notes. Once students were settled, Ms. Redhare began her in-class discussion. During this discussion the four focal students did not participate; instead, Kim played with her purse, Javier stared at the floor, Avril and Celine listened, but covered their mouths with their hands. In addition, as the class lesson continued the students did not take notes, but did somewhat look at the projected images on the board. When the teacher asked to students to review their homework with their partners, Kim did not have her definitions completed, but worked on these when the teacher reviewed the assignment; Javier also did not do his homework, but worked desperately to complete it before the teacher began her discussion; Avril and Celine had their homework completed, but did not discuss the content of their homework with their partners, they only colored-in their pictures (to help them better learn and identify the vocabulary term). Finally, when Ms. Redhare directs students to an in-class movie and hands them worksheet to work with the movie, Kim is texting during the movie, but still works on her assignment; Javier is the first one out of the four students to complete his assignment; Avril finished all her work after Javier; Celine, I am not sure, but she did write notes on her paper.
Critiques and Suggestions
This was a teacher centric lesson with constant modeling. There were points during the lesson where I questioned, how students retain information. The teacher should ask students what they see in the pictures instead of directly describing these for them. By asking questions to specific students chosen at random students, like Kim, would be more likely to pay attention. In addition, the teacher would have a better knowledge as to how Celine is truly doing. The teacher should make lessons more student centric with help of Sociocultural Learning Theory, “theoretical perspective emphasizing the importance of society and culture in promoting cognitive development” (Ormrod, 2011, p. 39). The basic assumptions that would most help improve the lesson are: “play allows children to stretch themselves cognitively; challenging tasks to promote maximum cognitive growth; complex mental processes begin as social activities but are later used independently” (pp.39-42). From my observations, there were no true indication or assessment to express if a student had reached the Zone of Proximal Development.
Conclusion
To evaluate the accuracy of my projection (Kim would begin on task, but get distracted, Celine a troubled student, Javier and Avril very focused and task oriented students) was almost proven to be correct. Kim was indeed easily distracted with her purse and cell phone and Javier was on task at times during the lesson, but my projections about Avril and Celine were inaccurate. Celine was actually a straight A student, she may be quiet and shy, but all of her work is done with precision and accuracy (Redhare, personal communication, January 12, 2011). It is actually Avril who requires the most attention from the teacher and struggles the most with her reading and in-class content as well as assignments (Redhare, personal communication, January 12, 2011). As a result, as a guest in this classroom, it is merely impossible to distinguish between the successful student and the struggling student, if more in-class assessments were conducted I potentially would have realized that Avril was my troubled student and not Celine. This small exercise taught me that it is very easy to misjudge a student and potentially lose their focus and attention during a lesson.
References
Ingalls Wilder, L (Book Author), Hanalis, B, Hanrahan, J, (Writers), & London, J (Director). (1974). Little House in the Prairie: The Pilot [Film]. United States: Lions Gate.
Ormrod, J E (2011). Educational psychology: Developing learners (7th ed). Boston, MA: Pearson Education, Inc. pp. 39-43, 51, 92, 324-325
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Hair from Quimbamba
Hair from Quimbamba
Ever since birth I’ve been allergic to hairbrushes. Unfortunately for me, I was obligated to use one. At a young age, my mother attempted to ameliorate the battle taking place upon my shoulders. She would tug and pull, twist and strap the unruly strands down using a war strategy she would refer to as “pigtails.” Though these “pigtails” calmed the vast rows of black, they were merely a temporary solution.
For years I have dealt with this malignant allergy. It has invaded the way I approach mundane activities, such as, putting on a helmet or resting my head on a pillow. Throughout my adolescence, on numerous occasions, I had to withstand the impact of the strongest medicine out on the market for my condition: 350 degrees of close contact heat. This remedy proved to be effective, but impractical. This medicine could only alleviate the symptoms of my condition, but could never cure it. If moisture were to permeate the air or sneak its way into my shower cap, all the medicine would be for naught.
After a lifetime of searching for that one true cure, I finally stumbled upon a remedy in an unlikely location: Quimbamba, a fictitious Afro-Antilles island product of the poem “Majestad Negra” by Puerto Rican poet Luis Pales Matos. In the land of Quimbamba reigns a queen by the name of Tembandumba. In between two rows of black faces, Tembandumba dances to beat of the congas, maracas and gongos, celebrating her life and who she is. Tembandumba is sweet like molasses, voluptuous, sensual and most importantly, has tight curly hair. Though not explicitly stated, it’s pretty much implied that Tembandumba also has my condition, the only difference is: she doesn’t suffer from it.
As I read the poem, I teleported myself to Quimbamba to feel how her sweat mingled with the music to create a euphoric, jubilant atmosphere. I felt how the heat of the earth, through her feet and up her thighs, caused the shaking in her hips to grow stronger. This woman is a symbol of beauty in Quimbamba. She is viewed as majestic not because of her sun baked skin and not because of her hair, but because she gives herself over to the music of her land.
My self-image was the target in which Tembandumba hit the bull’s-eye. All my life I viewed my curly hair as something that should be altered, detained, and hid away. Then the queen of Quimbamba, as she danced along the Antilles street with her curly hair, danced the idea into my head that I could let my hair down, just the way it is, be free and celebrate my life.
“Majestad Negra” and the queen within have influenced the way I carry myself. Oddly enough, the remedy I sought after all these years was absolutely nothing. I didn’t need any special kind of magic or medicine to get rid of my allergy. The only way to get rid of my condition was to accept it. Every day I show my gratitude to Tembandumba by letting the curls comfortably expose themselves to the world. Wherever I walk I hear the beat of that Antilles street –rumba, macumba, candombe, bámbula. As my hips shake to the beat in tune with my stride, it’s easier to hold my head up high and say, “Yes, I have curly hair and I don’t care.”
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Please Help Hudson:
Greetings!
Hudson needs your help!
We will never really know the story behind Hudson – a stray, found with a canine pal, cut up and frightened. The animal care attendants at the shelter cleaned his wounds and gave him some food. He was shaking and obviously scared, but he was well-mannered. He laid in the corner of his kennel, his eyes dim. He was not doing well in the kennel environment. The shelter knew who to call. And of course we came.
On his first day in his new foster home, Hudson cowered for a time against his new foster mom and then, very cautiously, began to explore his surroundings. Crouching his 73 pound frame close to the ground, he sniffed every inch. When his foster mom left the room, he cried and howled in distress. Even with people across the room, he would cry sometimes. We were at a loss to explain his fears.
Thankfully, an observant volunteer noticed that he seemed to react as if he couldn’t see what was in front of him. The shelter paperwork had noted a cataract, but did not note any significant vision loss. The vet has now confirmed that Hudson currently only has 40% of normal vision and is losing a little more every day.
Do this for us – cover one eye with your hand. Squint the other one about half way and peer through your lashes… Walk around your house a bit. A little unsettling – eh? That is how our poor Hudson sees the world right now and he’s been bumped from a home that obviously didn’t care for him, to a shelter that cared but couldn’t help and now to a couple of foster homes, each of which he has to reorient himself to. While he doesn’t appear to be in pain, at only 3 years old, his sight is deteriorating and we can see the pain in his fears.
Hudson deserves the life he was born for. Our vet has offered us a tremendous break on an expensive surgery to help correct his eyesight. While it’s not a sure surgery, we made him a promise, when we took him in, to make his life better. We feel that we owe him this chance.
You have been so supportive of our organization through the years and we know we can count on you once again. As your last tax deductible contribution for 2010, please consider donating to help us raise the funds so that Hudson can have this sight saving surgery as soon as possible.
Please donate to help Hudson now! http://www.pbrsd.com/help/hudson.htm
Prejudice in the Classroom: Reflections Based on Observations
Prejudice in the Classroom: Reflections Based on Observations
It is December 9, 2010; I walked in to my first day of student-teacher observation. Based on my University of Southern California Educational 519 syllabus, I was to identify a student that was different from me as a learner or maybe even ethnically different. To my surprise, I was unable to properly identify a student. I could not sit there and say: this student is different from me or I am different from this student. I was a bit stressed out! These students were mostly Hispanic, like me; some had parents in the military; like me; others, based on the teacher’s comment, were second language learners; like me (at their age); they even had names that reflected their culture, like me! All students, regardless of their background blended together beautifully. All the students worked together in a quietly focused manner; I was honestly impressed with their work ethic at such a young age because I too was a hard worker, like them (at their age). Reflecting back on the assignment upset me: I blended too well with the students in this classroom! Why couldn’t the students be different? Where was that obnoxious student that never does their work? Where is the kid on the wheelchair, “Glee” (2010) style? Where are my “Mean Girls” (2004)? Wait, “Mean Girls”? That’s it!
The Students
As to answer my prayers and wipe my frustration for being incapable of doing my EDUC 519 assignment, the bell rings. It is now second period. A group of girls walk into the classroom and like an excited kid on Christmas morning, I quietly exclaimed: BINGO! These are my students. I mentally cued the plastics’ music á la “Mean Girls” (2004) to add to the introduction of these two students. The first student was a well-developed mature fourteen years old. She had dark, maybe black, hair and fair skin complexion with a hint of a tan. She definitely had a Kim Kardashian flare. Her make-up was very dark and heavy for a girl her age, per my standards. Because of the resemblance to the celebrity Kim Kardashian, let’s call the student Kimberly. Kimberly’s walk definitely exuberated confidence. Even though she was wearing the school’s expected uniform (navy blue pants, white shirt, grey hoodie), Kimberly stylized her uniform and made it her own. Kimberly was wearing tight, very tight, skinny jeans, and a well-fitted low-cut white shirt that was unbuttoned up until the middle of her chest where you could see a grey tank top. The student was not afraid to show cleavage either as her top was very low-cut. It almost looked as if she was wearing a push-up bra, Victoria’s Secret style. My comment when the student walked in: I cannot believe her mother let her out of the house looking like that! She was wearing too much make-up (for her age)!
The second student, walking behind Kimberly, is a tall, cute, thin blonde. She had a cute hairstyle, short wavy thick curls accessorized with a pretty, sparkly flower that held her bangs to the side of her face. Keeping it Hollywood style, because of the resemblance, let’s call this student Miley. Miley had beautiful green eyes that were enhanced even further by her mascara and eyeliner. Miley had a very flirty personality and sat next to three boys. Like Kimberly, Miley had very tight skinny jeans, but wore a nice yet very fitted grey sweater. In addition, like the real Miley Cyrus, this student wore thick, calves-high UGG boots to complement her stylistic outfit. Miley was very chatty, friendly, and extremely outgoing. Her personality filled the room with energy.
Analysis
Miley and Kimberly are outgoing, social students. These two students potentially benefitted from socialization learning. “Socialization”, as cited by Adams & Marshall, “in a broad sense, includes the tendencies that establish and maintain relations between individuals and that ensures the integration and respect of individuals as participants within a society that regulates behaviours according to societal codes” (1996, p. 430). Miley and Kimberly are “individuals [who] need a sense of uniqueness and a sense of belonging” (Adams & Marshall, 1996, p. 540). This is evident in the girls’ choice to style their uniform. Their uniforms were fitting the school code, yet very stylize to measure up to their personal and unique taste in fashion. Even though they are very well unique young ladies due to their more provocative style in clothing, their exaggerated application of make-up, and their extroverted personalities, they still have the “need to belong, to be connected, to have union and fellowship with others” (p. 431). As teachers, no matter the stereotype Kimberly and Miley coincide with, we should avoid “low interpersonal integration of an individual” as this can lead to “marginalization, or a drifting to the periphery of a life system (p. 432). Furthermore, “low integration into a life system will diminish individuals’ sense of mattering to others …” (p. 432). Miley and Kimberly should be allowed to be unique and stylish as these are young girls trying to develop their individuality. At the same time, they are trying to be part of the larger group that surrounds them.
Even with their provocative styles, Miley and Kimberly surpassed my expectation and my stereotype. I thought that girls who are extremely outgoing, flirty, and focused on their social appearance would never perform well in a classroom. To me, these girls would play the dumb, dizzy role in a classroom. No “Mean Girl” (2004) would want to work hard and be proud of their in-class accomplishments. Girls like these, would want others to do the work for them, at least that’s how the movie portrayed Kimberly’s and Miley’s stereotype. Surprisingly, my inquiries were answered when the teacher assigned the Social Studies class to work on a project with a partner describing the first seven presidents of the United States. This was an assignment that required Social Cognitive theoretical assumptions “learning is an internal process that may or may not lead to a behavior change; behavior is directed toward particular goals; behavior becomes increasingly self-regulated” (Ormrod, 2011, pp. 324-325). These two girls took charge of their group and started on their assignments right away. They were mini-executives within their groups and their partners listened to everything these girls had to suggest. Kimberly and Miley were natural leaders! Their assertive attitudes in their classroom put a smile on my face. I love when kids beat the stereotypes.
Conclusion
Finding and writing about a student who was different from me was very difficult. The students in the classroom I was observing were all very similar to me. In reality, after attending the first Live Session class for my EDUC 519 class, I thought I might be the different one. Why couldn’t I spot the English Language learner or the foreign student? The reality is that kids from different social economic background, who speak different languages, who have different skin complexion, or even accents do not spark me as different because I was one of those students all through school. I am now thankful that my father was military because by moving and experiencing different schools I was able to learn about the diversities America has to offer unlike my peers in EDUC 519. Seeing a non-English speaker in classroom or a Black student does not surprise me or spark me as different. It is a shame that to complete this assignment I had to resort to my Hollywood stereotypes based on the movie “Mean Girls” (2004). Even though these girls were more outgoing, provocative, and flirty than the surrounding female classmates they were still good kids; they were great and amazing students. As teachers, we should stop looking at differences and focus on the similarities. All students regardless of the stereotype molded by us teachers are there to learn. In conclusion, we should all leave our prejudice outside of the classroom and do what we are there to do: TEACH!
Reference
Adams, G. and Marshall, S.K. (1996). A developmental social psychology of identity:
understanding the person in context. Journal of Adolescence, 19, pp.429-442
Murphy, Ryan, Falchuk, Brad, Di Loreto, Dante, & Brennan, Ian (Executive Producers).
(2010). Glee [Television Series]. Los Angeles, CA: 20th Century Fox.
Ormrod, Jeanne E. (2011). Educational Psychology: Developing Learners (7th ed., pp. 324-
325). Boston, MA: Pearson Education, Inc.
Wiseman, Raslind (Book Author), Fey, Tina (Screenplay Writer), Waters, Mark (Director),
Michaels, Lorne, Shmkin, Tony, Rosner, Louise,
Messick, Jill (Producers). (2004). Mean girls [Motion Picture]. United States:
Paramount Pictures.
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Defining Content Literacy
Image by Rapid City Public Library via Flickr
Defining Content Literacy
Content literacy refers to an individual’s “level of knowledge or competence in a particular area or subject” (Vacca, Vacca, & Mraz, 2011, p. 7). In a classroom, content literacy can be interpreted to how well a student can read, write, and analyze a particular topic discussed or chapter read (pp. 6-7). At times, the material teachers use for content interpretation and literacy assessment is antiquated and not relatable to the students. After reading, “The Essence of Understanding” (Keene, 2007) my perspective of how teachers should interpret literacy was redefined. In addition, the essay helped me develop alternate ways to incorporate contemporary tools to encourage multiple and different levels of literacy adaptable to each individual student.
Redefining Content Literacy
Based on Keene’s “The Essence of Understanding” (2007), helping students bring a lesson alive by immersing themselves into the activity should be a goal for teachers (pp. 33-35). To bring a lesson alive, students can physically become the lesson through activities that encourages them to characterize historical figure. Physically involving students will bring lasting content knowledge and comprehension. Live-action classroom activity creates models where patterns, knowledge, and thinking are rediscovered and individualized (p.35). To me, allowing live-action modeling as a classroom lesson is a great way to encourage students to take ownership and elaborate on their interest (p. 37). In a classroom where enthusiasm and class participation is low, asking students to recreate a scene or a potential dialogue based on Shays Rebellion will animate any dull classroom. Therefore, content literacy should not be solely based on how well a student can write or analyze a topic. Instead, students should be assessed for how well they can reinterpret a historical event with the help of some creativity (and imagination) to achieve content mastery.
Alternate Ways of Achieving Content Literacy
Summarizing in-class discussions (and classroom readings) our students’ current lessons are outdated and antiquated. To attract students, instead of using the already assigned textbooks as the sole source of information, teachers should ask students to search for information and resources that would help them further understand and comprehend the currently discussed material. Once students have gathered their information, they can summarize and reinterpret it for their peers during a small group presentation. For instance, students can use music, television programs, Internet posts, and even movies to help interpret a philosophical point discussed in class, (ex. segregation, apartheid, or religion). Using these contemporary teaching methods, lessons can be personalized to students’ level of comprehension. Therefore, students will have an easier time understanding and sharing what they learned about a particular topic because it is now meaningful.
Conclusion
To encourage content literacy as a teacher, I should allow students to personalize their learning based on their strengths and likes. My role, to help students attain content literacy that is personalized, interesting, and contemporary, will be to encourage students to develop media, digital, computer, and information literacy (Vacca et al., 2011, p. 7). Summarizing Keene (2007), based on her conversations with students, teachers overload them with information that does not translate meaning. If content literacy is the ultimate goal of my curriculum, I need to take my students’ preference into consideration instead of fixating on antiquated techniques to get information absorbed and understood.
In conclusion, I am extremely surprised that teachers do not do more to integrate contemporary technology to enhance their classroom lessons. I am sure the video “Hate Me Now” (1999), by NAS featuring P. Diddy, can convey strong religious imagery, as well as potential racial issues, that can be tied to a classroom lecture and yield better content literacy and competence than a boring, outdated worksheet.
Reference
Keene, Ellin Oliver (2007). The essence of understanding. In Beers, K., Robert E. Probst, &
Linda Rief (Eds.), Adolescent Literacy: Turning promise into practice (pp. 27-38).
Portsmouth, NH: Heinemann
Vacca, Richard , Jo Anne Vacca & Maryann Mraz. (2011). Content Area Reading: Literacy and
Learning (10th edition). Columbus, OH: Allyn & Bacon, pp. 1-8.
Williams, Hype (1999). Hate me now. [Recorded by NAS featuring P. Diddy]. I am….
Colombia Records. Retrieved from http://www.youtube.com/watch?v=L71zuckPyPc
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