Final Thoughts

I've always considered myself fortunate to teach in the "diverse" setting where I work. I grew up in a white neighborhood, went to white schools, and had white friends. It wasn't because I had anything against anyone who wasn't like me. I just didn't know anyone who wasn't white, middle class, and Christian. I didn't meet anyone who was Jewish until I went to college! I didn't gain any "black" friends until I started my current job (which was only 4 years ago!). The children I am blessed to work with every day are African-American or Latino. They come for low SES situations. I see it as my duty to prepare them for real life and to show them that I care about them and I am constantly going to be around. I'm sure it's hard for them to take me seriously sometimes because I have NO personal experience as to what it's like to live their lives.

I am a proud member of the Human Rights Campaign. I am passionate about equal rights for everyone, but specifically for the LGBTQ community. This resonates with me for whatever reason. Through this course I have come to connect this community to the other communities who face discrimination because of their beliefs/backgrounds, etc. I know that I have students in my class who are what they are on the outside, and are struggling to match that with what they feel on the inside. I try to teach my students acceptance of all, and I was probably overheard (by a lesbian co-worker, no less) saying to the kids, "Saying someone is 'gay' is NOT an insult! It shouldn't be used to describe anything negatively!" I wish the kids could see the damage their words may cause.

I am part of the mainstream. I'm comfortable enough with myself to not shy away from new experiences, but I can certainly feel out of place or that I "don't belong." Sometimes, it's important to draw on those past experiences when dealing with the students in our class. They may feel like they don't belong, and subsequently (or consequently) do whatever it takes to prove their worth. I think that as educators, we need to be in tune to those notions. It's not hard to tell when a kiddo feels less than adequate. We need to encourage others to accept those kids. The truth of it is  that we don't know what is going on in our students' heads most of the times. Sometimes, it's too late. Like Justin in our case studies, we may not know anything is wrong until we notice something in the work they hand in.

We are here to advocate for our students, and they should feel safe at school. Sensitivity training is so important for teachers and students alike. I have appreciated the thoughts and conversations of my classmates. It seems that we're all in this for the right reasons, and there are some great ideas for how to help our kiddos.

How do you hope to incorporate some sort of stability, sensitivity, or safety in your classroom so everyone knows they are part of the group and that they belong?

Chapter 12

Religion in school. Religion, to me, is a personal choice that we are all free to make. It doesn't matter to me what religion someone is. However, I take issue with people trying to force their believes on me. This is why I support keeping religion out of the public school. I vividly remember being in high school and a lot of my friends started going to a new church. They found a youth group with a charismatic leader, and they followed him. He convinced them that their classmates who didn't attend youth group were "sinners" and overall bad people. Rather than encouraging them to pray for us, he encouraged them to ostracize us. He began coming to school and sitting in our cafeteria during lunch periods (long before Sandy Hook or even Columbine when school's doors were open). He would hold Bible studies at lunch time. While it never really was a "problem" (aside from the obvious religion in school issue), one of the girls in his group was an undiagnosed epileptic. She had a seizure one day in the lunch room. Full blown seizure. When she was writhing on the floor, frothing at the mouth, one of the other members of her group started to run for help. The pastor stopped her and said that the Holy Spirit was causing this girl to seize and that there was nothing that could be done. It was miraculous. That was when admin found out this guy had been coming to our school: a student, who wasn't part of the Bible group, went for help. Granted, I know that all religions are not like this, and the students who got sucked into this obviously needed to feel a part of something. But, it has forever clouded my opinion of religion and specifically religion in school. I appreciate the Prayer at the Pole campaign. I also know that TEC is a huge event in our local school. However, those are both conducted outside of school hours, which I feel is appropriate. If a student wants to bring his Bible or other holy book to school to read, I see no problem. Religious symbols on jewelry is fine. I pride myself on my openness. I don't feel that students should be discriminated against for wearing particular clothing to school that represents their religious beliefs. Those students who experience bullying or otherwise as a result are victims of hate and the issues should be handled. However, I DO like knowing that I'm sending my child to school knowing that someone else's religious beliefs are not going to be pushed at her. If I wanted that for her, or if I wanted it for myself, I would work in a private, religious institution.

What is the difference between religious convictions and morality? I believe that we all want to instill a sens of morals and moral obligation in our students. However, how do we do that without infringing on religious beliefs?

Chapter 11

As a public school teacher who considers herself to be a "straight ally," (I'm a paid member of HRC), I find myself very passionate about the issues facing the LGBTQ community. There are a lot of concerns I have when it comes to sexual orientation in schools. My skin crawls when I hear my students say, "That's so gay." To me, it's like saying something is "retarded." I don't know what to say or how to get my students to understand that "gay" is NOT an insult. I can't get them to understand that those words are hurtful. However, they do come to understand that this is a thorn in my side, and they eventually discontinue its use. Something else my students tend to do is spread rumors that another student is gay. I'm not sure what to say to the student when he or she tells me that this is going on. Naturally I deal with the rumor and those who spread it, but I don't want to give the impression that being gay is anything to be ashamed of. I was sad when I read this chapter because I hate thinking of the closed-mindedness that surrounds homosexuality. I can't imagine thinking that my child would somehow be less educated because she had a gay teacher. It's unfortunate the stigma attached to males who teach younger kids. A lot of kids, boys and girls alike, need positive male role models. It would be so incredibly hard to not be able to be yourself at work. I reference my husband almost daily when I'm talking to my class. I would imagine that a gay man would give pause to such a reference Likewise a lesbian would probably think twice before mentioning her wife. To me, it doesn't make sense. Why are we, as a society, so hesitant to accept this? I'm very much for providing our children with education regarding this topic. However, I am afraid for my job. I would love to explain to the kids that this is not a choice people make, that they are people just like everyone else, and hating someone because they are gay is the same as hating them because of the color of their skin. I worry, though, that I could lose my job on some weird technicality simply because discussing gay issues is "taboo." I know that the odds are that I have at least one student in my class now (I saw roughly 60 students this past year) who is gay. I hope that they realize that they've done nothing wrong, and it's OK to be who they are. I 100% support anti-discriminatory policies involving all types of hate including hate directed at gays. These rules shouldn't only apply to any one group. All groups of people are subject to discrimination and it can't be allowed, especially in school where children go to feel safe.

How would you help to insure the safety/comfort of a LGBTQ student you may have in class?

Chapter 10

Growing up I struggled with math. By "struggled" I mean that it didn't come naturally to me, and I may have to attempt a problem more than once in order to get it right. I was never bad at it, but I didn't like it. My parents were always supportive. They never told me that certain jobs/toys/TV shows, etc were for boys while others were for girls. They encouraged me to be whatever I wanted when I grew up. If I wanted to be an auto mechanic (a field dominated by men) or a cosmetologist (dominated by women) it would have been OK with them. However, when it came to my mathematical struggles, I do remember them telling me that usually boys were better at math (and science) and girls were better at the language arts. You know what? I bought into it because it fit my situation. And it STILL does. In my house, my husband excels at math and enjoys reading about science. I enjoy reading fiction and writing. However, this idea of gender roles is particularly interesting to me as a parent and as a teacher. My daughter is breaking the stereotypes with her knack for math and her love for science (I often ask: Who IS this kid?!) Her dad and I have always told her that she can do anything as long as she puts her mind to it. As a teacher, I enjoy listening to my students talk about what they want to be when they get out of school. We have toured Woodruff Career and Technical Center in the past to expose our kids to the career experiences offered there. ALL students went to ALL schools. Our boys went to the cosmetology school, and did each other's nails. At first they were kind of silly and scoffed at it (remember, they're in 5th grade) but they eventually got into it, and took pride in the coats of polish they put down. Likewise, our girls were unsure of the carpentry department until they saw girls working in there. I think what's important for us to remember is that these stereotypes are all around us because it's just the way it is. It is up to us to expose our children (both those we teach and those who are our own) to those people who break the norm. We need to avoid the statements that I remember hearing. I know my parents meant me no ill will when they told me that boys were better at math, but it's important for us to avoid saying things like this. We need to encourage girls to get interested in those STEM activities and boys interested in writing and poetry and other "girl" subjects.

Question: Do you believe that gender stereotypes can be eliminated? Why or why not?

Chapter 9

I was glad to see gifted students addressed in this chapter. It can be difficult as a classroom teacher to teach to the highest kids in our classes. Those children are often bored with the standard curriculum and require constant engagement. The unfortunate reality is that many school districts that I am familiar with do not offer gifted programs. They may offer some enrichment here and there, but true gifted programs are hard to find. For those of us in the Peoria area, who don't live in D150, there really isn't much in the way of gifted education. I wonder why SEAPCO doesn't have a gifted division.

I find the inclusion debate to be fascinating. I can only view it from a regular education teacher's perspective. I am not trained in special education, nor do I have any biological children who require special ed services. That being said, it has been my experience that, for some students, inclusion is NOT the best option. Sometimes, however, it is an uphill battle to get those students the help they deserve. I have taught inclusion classes for 3 years. I have made accommodations on assignments, modified my grading, amended class procedures, had people come in and observe, etc. All that said, I have still had students who find it very difficult to perform well in the class. They have trouble meeting the goals on their IEP. However, when these concerns are brought up, the perception is that little gets done, the student stays in the current environment, and continues to be unsuccessful.

How do you advocate for your students when you feel their needs are not being met?

Chapter 8

Low socioeconomic class is one of the biggest problems facing my students. While all of them have a "home," many of them have it very rough. So many are hungry. They come in for breakfast and haven't eaten since lunch at school the day before. Others didn't get to sleep until late (after I did) because their parents may have been at work and no one was there to tell them to go to bed. Others may have had to cook dinner, bathe younger siblings and then do homework before bed. Still others had to sleep on the floor or in a bed with 4 siblings because there is not room for another bed. Some of the kids don't see their parents because they work all the time trying to earn a few extra dollars.

I fully believe that all kids can learn. I don't want my students to have the mindset that because they're "poor" they can't succeed in school. I have high expectations for all my students. However, I realize that if they come to school in the morning grumpy, it may be because they are hungry or didn't sleep the night before. If they put their heads down on their desk, it may be because they didn't get to sleep until after midnight and up again at 5:00 to get ready to catch the bus. While I know they all can (and should) be learning, I also know that a lot of their families don't value education the way my family did when I was growing up. There is a lot of encouragement that comes with being a teacher, and the children who live in high-poverty need it so much.

What can we do to help the students who live in shelters or in their cars when they come to school?

Chapter 7

I find the issue of language to be very fascinating. It is so selfish of me to assume that all the students in my classroom are native English speakers and therefore should only speak English in my room. Likewise, if I go into a shop run by someone from another country, I wouldn't expect them to be speaking English. I would hope that they would know enough so that we could communicate, and that's it. So, that may be what my students come in with. Since moving to District 150, I have had a high population of Spanish-speaking students. I know a little Spanish and I try to use it when I can. Often times, the students end up laughing at my weak and grammatically incorrect attempts, but I think they get that I am trying to make a connection to them. I have been known to ask the students to help me say something in Spanish. I teach 5th grade, and having them teach ME something really boosts their confidence, especially those who struggle in class. Other times, I may have a more proficient English speaker work with a less proficient one so that they can translate.

I found the box (7.1) about ASL interesting too. It is a mind shift to consider deaf people not disabled, but people who are speaking a different language. I have taken sign language courses, and while I haven't had any students who need it, I have used it in public.

What do you do to account for the language barriers in your classroom or everyday life?

Chapter 6

The section on mixed race really caught my attention. I have a friend who is African American and her husband is white. They have two daughters. Once the mother lamented to me that she wished her girls identified more with their "black" selves. In my mind, I assumed that they identified more with being white. She told me that wasn't it either. She gave me the impression that it was hard for her girls, growing up in a pretty non-diverse school, to find their niche. They didn't feel that they fit in anywhere. I couldn't imagine walking up to a person and asking, "What are you?" What a rude comment to make. I appreciate the suggestion in the text about giving multi-race students images and examples they can relate to in textbooks and all the other resources we use in a classroom. I think it's very important to be sympathetic to the emotions that these students may be having with their fitting in or feeling left out. Again, it is up to us as teachers to acquaint ourselves with the cultural backgrounds of the students in our classrooms.

Does your school offer PD to help you expand your cultural knowledge?
Do you take time to research your students' cultural backgrounds?

Chapter 2

As I read the title for Chapter 2, I immediately thought of my ELL students. I am well aware of their language proficiency. I take this into consideration when I grade their work, and have discussions in class. We don't have the luxury of a full-on ELL program, so I'm not even sure what that looks like. I know that they receive approximately 30-40 minutes of pull-out instruction daily. They take tests with me, read their assignments with me, etc. I just read up on PARCC's accommodations for ELL students. They the option of taking the test in their native language and the opportunity to practice in their native language. My students took practice tests, and I will honestly say, I had no idea that they could, or how they should, take the tests. I was never involved in any of the discussion involving accommodations for this test. The majority of my ELL students tested with me, and their test was in English. 

If a school has a high population of ELL students, it stands to reason that if they are tested in any language other than their native language, their scores will be less than desirable. I couldn't go into a school in Mexico and take a test in Spanish; why is the opposite expected? I also think it's important to understand that what may appear as a learning disability may, in fact, be simply a translation error. 

Another aspect that resonated with me is the one about alternative viewpoints, specifically the statement about miscommunication due to different styles of speaking and listening. I pride myself on my articulation. I insist that my students use correct grammar and sentence structure when they speak to me. However, I have to be aware that they do not have the same life experiences and PK that I have. I am sensitive to that and address questions and discussion with the class accordingly. 

How do you insure that you are meeting the needs of the diverse students in your classroom?

Chapter 1

 I remember when I learned about immigration. In school, we talked about people from Europe filling boats and traveling to New York to make something better of themselves. We learned about the people who were skilled in a trade. Those people brought their skills here and opened delis, bakeries, restaurants, clothing shops, etc. We heard stories of how they worked very hard for all thy earned so that their children could grow up in a better world. We saw grainy footage of immigrants getting off boats at the Statue of Liberty. We've heard the stories of Jews before, during and after WWII making their way here to escape persecution, the same way the Pilgrims did hundreds of years before. Immigration was taught as part of our "history."

Why? If immigration is an ongoing point of contention and debate, if people are still coming to the US to make a better life for themselves, why aren't we teaching it? Is it because the boom is so recent that the numbers aren't in yet? No. I think it's currently such a hot-button issue that we are afraid to confront it. Honestly, what was once a positive idea: Europeans coming to America to pursue the American Dream has now turned into hateful discussion about "illegals" coming into the US. When did we stop remembering why people are coming here? It's still to make their lives better. I think about the families of my Latino students. Many of them come from two-parent homes. One (sometimes both) of the parents work one, two, even three jobs so that they can make enough money to stay here and provide more for their children. To me, it's admirable.

I found the concept of assimilation, as addressed in this chapter, to be really thought-provoking. So often you hear of the "angry American" who doesn't appreciate immigrants embracing their culture, language, etc. "They live here so they should..." However, I hadn't considered that perhaps the immigrant families struggle with this daily. What may appear like defiance on the surface could be hiding a major struggle inside: how much of American customs and culture do we embrace while still remaining true to where we came from?

Why aren't we teaching immigration as a current, positive issue?
How do we, as teachers, stay in tune to the struggles our immigrant children may be facing?