Post 8- Aria Reflection

In the reading, Richard Rodriguez talks about the Americanization of his family and how he was forced to sacrifice his sense of private individuality in favor of achieving public individuality through assimilation. He especially points out the drastic changes that occurred in his home life growing up due to his parents deciding that English needed to be spoken in the home rather than Spanish out of a sense of necessity, and how this eventually led to the children of his household feeling a sense of separation from their parents. One thing that particularly stuck to me was regarding his father, where the author states "Though his English improved somewhat, he retired into silence. At dinner he spoke very little. One night his children and even his wife helplessly giggled at his garbled English pronunciation of the Catholic Grace before Meals. Thereafter he made his wife recite the prayer at the start of each meal..." (Rodriguez 37). 

My school placement for this class is Asa Messer Elementary School, where I have been volunteering in a Pre-K Special Ed Integrated classroom. There is a mix of languages in this classroom, as some students understand exclusively English and others understand exclusively Spanish, though many of the Spanish speaking students seem to understand both English and Spanish at different degrees. The classroom also has two teacher assistants that are fluent in Spanish, who speak to the students in both English and Spanish. For example, sometimes the TA's will speak to the students in English, but it seems that when they want to give firm directions, they will speak in Spanish. This is not to say that they speak Spanish exclusively to give directions, as I have also listened to the TA's have general conversations with students in Spanish. Although I already wondered this before reading the text, taking in Rodriguez's experiences made me think more about how the Spanish speaking students in my classroom feel in regards to speaking English in the classroom. I have never heard the teacher restrict them to English while I have been there, so I wonder if they are not forced to choose between a "public vs. private" approach. I worry that as they grow older, they will have teachers that make them sacrifice their private individuality in favor of a public one. 

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Post 7-Literacy with an Attitude Argument

In "Literacy with an Attitude" by Patrick J. Finn, Finn highlights the distinctions between schools in which the student population is predominantly "executive elite," "affluential professional," "middle-class," or "working-class." He explains how despite being subject to the same state requirements, there were still stark differences separating the schools. 

In the working-class school, Finn describes how knowledge was separated from experience. He goes on to say that "Teachers rarely explained why work was being assigned or how it was connected to other assignments. Work was often evaluated in terms of whether the steps were followed rather than whether it was right or wrong" (Finn 10). Often, rules were presented without being supported by any explanation as to why the rules were instituted in the first place. Students were described by teachers as lazy and uninterested in class material, and were not given the capacity for creativity and self expression.

Compared to the working-class school, the middle-class school relied heavily on textbooks. The main goal was to "gain knowledge" rather than to fully understand that knowledge. Following directions was emphasized and thought to lead to the correct answer; however, like the working class schools, creativity was still on the back burner. "Lessons that explicitly called for creativity and self expression were 'enrichment' and 'for fun.' They did not count toward grades" (Finn 14). The idea of possibility was fundamental in these schools.

In the affluent professional school, creativity and personal development were central, unlike in the working-class and middle-class schools. It was important that students discover and connect their experiences with their knowledge rather than simply take in information. Furthermore, work was not mechanical, but rather the idea of being able to manipulate symbolic capital.

Finally, in the executive elite school, reasoning and problem solving were prioritized. Furthermore, unlike in the other 3 schools, children were given the opportunity to plan lessons and teach them to other students in the class. Generally, the students were given more freedoms than the students from the other 3 schools, such as being able to leave the classroom without permission, being in charge of the school office at lunch time, and could take materials from closets and the teacher's desk when needed. The idea of students having choice was emphasized, with phrases such as "It's up to you" acting as reminders to students.

Post 6- What to Look for in a Classroom Reflection

When looking at Kohn's chart listing what to look for in a classroom, I reflected on the numerous classrooms I have been in throughout my years of schooling and tried to compare the physical aspects of the classroom with my own feelings on the class itself. One of the list's many details that stuck out to me the most was the "Sounds" section of the chart, which emphasizes an importance in having students explore and exchange ideas. This section also frowns upon frequent and prolonged periods of silence as well as the teacher's voice being the loudest and most heard. Throughout all my years of schooling, I have found that the classes I dreaded the most were the ones in which the teacher would read off of a powerpoint for the entire class while the students remained silent and wrote down notes. I would practically count the seconds waiting for class to end as the teacher would drone on and on about notes I could not care less about. In those same exact classes, with the same exact "boring" material, I would look forward to discussions or group work because it engaged me in a way that the notes could never compare. In other words, as Kohn suggests in the chart, classrooms must promote a learning environment where students can act as leaders in their own learning and explore new ideas with one another. A classroom in which the students are doing most of the discussion and where the teacher acts as a facilitator is more optimal than a classroom in which the teacher is the only voice that can be heard. 

Post 5- Troublemakers Reflection

The preface of the reading describes students who are considered "troublemakers" by teachers to be the "canaries in the mine." The author argues that students who demonstrate challenging behavior and may not always cooperate are often punished and reprimanded for wanting to exercise their freedom, for not conforming to an education system that "poisons the air" and can often do more harm than good. There is a tendency within schools to automatically mark misbehavior as the child's fault, as the child's choice to be defiant and not follow the rules. We do not consider that perhaps there is a problem with the demands we are placing on students or the format of school itself. Therefore, as future teachers, we must strive to put ourselves in our students' shoes and realize that not every method of teaching is going to work for every student. The education system has its flaws, and we must acknowledge these flaws in order to find a solution.

I can still recall the students who were deemed "the troublemakers" of the class when I was in elementary school. As a young child, when I saw these students being reprimanded for talking out one too many times or being punished for not sitting still or paying attention, I quickly learned that if I did not want to be yelled at or shamed in front of the entire class then I needed to be silent. I realized that I needed to be obedient if I did not want to go to the principal's office, and as a result I was afraid to make any kind of mistake or go against the teacher's wishes. These children in my elementary school were not simply "troublemakers," but students who most deeply felt the repercussions from being confined by the harsh structure of the education system. Rather than finding a solution that did not involve dragging the students down further, the teachers unintentionally assisted in dragging these students down by forcing them to conform to an education system that does not fit their needs, thereby silencing their voices. This "my way or the highway" approach to education ignores that students are multifaceted individuals with unique backgrounds and traits that will alter the ways in which they learn best.