Prompt 6: Delpit

Many of the students in my class, and in the school, live in very poor areas. Their lifestyles are completely different from the "culture of power," and they have grown up with different experiences. My teacher told me it's important to push and encourage the students to do well, but if they are in a bad mood you have to know when to back off. My teacher has to take into consideration who's uncle got shot in a drive by, or who's parents are not home because they are working 2 jobs.

There are so many sociocultural aspects to take into consideration when teaching students who live in lower economic areas. It is more than who didn't sleep well; it's who doesn't have a bed to sleep in. A lot of this is the result of Delpit's "5 Aspects of Power" which is in article: The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children. These 5 Aspects of Power are: 1. Issues of power enacted in classrooms. 2. There are codes/rules for participating in power; there is a "Culture of Power." 3. The rules reflect the rules of the culture in power. 4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 5. Those with power are frequently less aware of--or least willing to acknowledge-its existence. Those with less power are often most aware of its existence.

In order to help empower the students, the teacher must realize they are not the only expert in the classroom. Everyone comes into a classroom, or anywhere for that matter, with their own personal knowledge and history. Denying students their own expert knowledge disempowers them.

To make more sense of Delpit, I am going to relate it to the simulation game we played in my college class when learning about Delpit. The class was broken up into 5 or 6 groups. Once the directions to the game were passed out we were not allowed to talk AT ALL or write down words on paper. Each table learned their rules and were comfortable with them... Little did we know when we switched the groups up, everyone had different rules. It was beyond aggravating because it took a few rounds before I caught onto it. When we moved from table to table we were not already a participant in the culture of power, and we were not explicitly told the rules--representing aspect #4. The people who did NOT have to move and were at the same table were least aware that there were different rules because they were in their own "home" territory whereas those moving around were more aware of what was going on and the lack/difference of power. If you were at your original table, you held the power. If you went to another table, you had to adapt to their rules. This was an example of aspect #5.

In a classroom with a white teacher who is not aware of the "culture of power" will find a child as disobedient if they do not follow the rules and regulations of that culture of power. Delpit argues that white people see white people with problems as just having problems, but when a person of color has problems those problems become a representation for their cultural group. Delpit says that teachers need to accept the students and to take responsibility to teach them.


"No one comes from nowhere, and everyone comes from somewhere" (Dr. A). Take the time to get to know your students backgrounds and develop methods that are best suited to their own educational needs.

Prompt 5: Dewey

With being a teacher in a culturally diverse classroom comes the challenge of being able to communicate effectively with, not only your students, but with their parents as well. The parents may or may not speak English, which would certainly make the communication very limited. This can cause other challenges to occur. I would not be able to effectively let them know how their children are doing in school, and the parents would not would not be able to effectively let me know what or how they want me to work with their children.

In order to address these problems, the first thing that comes to mind is brushing up on some of my spanish that I learned in high school. Another possible option is that I pull out the child's work to show the parents how their child is dong in school. If the child is struggling, however, there can be one of two major reactions. 1. They could encourage me to keep pushing their child and the parents want to help, or 2. they blame you for not being a good enough teacher and that is why their child is not doing well.

Personally, to show respect for the concerns and contributions of parents, I would try to actively listen to what they have to say, and I would respond in a calm, nonthreatening way. I would take what they say into consideration and incorporate it into helping the student in a way that best suits their path to success.

There are so many factors to consider in a culturally diverse setting. From observing in the school I volunteer in, I heard two things that stick out in my mind. The first was when my teacher was talking to one little boy about a low mark he received (he had a very disappointed look on his face). She told him she knows he can do better because she knows how smart he is. My teacher told him she was pushing him as hard as she was because his parents made sure to ask her to do so. She promised she would. Another instance was when I was signing into the office. A father was telling the secretary about how proud of his son he was for earning student of the month, and that his son wan't getting into trouble this year like he used to in the past.

The challenges that I discussed earlier wouldn't be as problematic if these families were not isolated into sub-societies that do not allow them to interact with other societies. This idea comes from John Dewey's Democracy in Education, chapter 7: the democratic conception in education. Dewey discusses de jure and de facto segregation. De jure is segregation by law whereas de facto is segregation caused by the systems of society. In relation, education tends to be segregated by de facto. This is due to the fact that socialization depends on the habits and aims of the group who have similar ideas and a common interest tend to group together.

Dewey says that the desirable traits for society are common interest and interaction with other groups. These two positive traits point toward democracy. In a democracy education functions as a way of leveling the playing field, giving everyone equal opportunity for a solid education as well as a common interest for everyone. Because people group together by their own individual common interests it is difficult to create an "ideal" society. However, according to Dewey, if this "ideal" society is based on reality and actuality, it can be accomplished. The "ideal" society would be based upon how the world works which highly includes the interactions between ALL sub-societies and groups. He argues that we need to fix this isolation through education, everyone's common interest, and changing our mindset about groups outside of our own.

Dewey also believed in not hammering education into an individual. Learning cannot be forced, it's developmental. So the man attempting to hammer knowledge into the child in the cartoon obviously has not read up on Dewey principles.

Prompt 4: Johnson

When you live in your own world, a lot of the time you do not understand or know the world around you. I felt the movie, The Blind Side, was a perfect example of Allan Johnson's articles: Our House is on Fire and Who, Me? What It Means to Be Involved in Privilege and Oppression. It's, also, a good example of my own personal history/sociocultural characteristics that I had when I first entered the classroom.

Granted my lifestyle isn't as grand and elaborate as Sandra Bullock's character, but it's similar. I have grown up in a community that is 99% white. I have a house, a bed, clothes, and food on the table. I never found myself to be racist or one to discriminate. It was never an issue that had to be addressed. Which, according to Johnson is making the issue of privilege and oppression worse. If you are not trying to find a solution, then you are part of the problem. Johnson says that "difference is not the problem and diversity is not the solution." Let me define the term privilege: "Privilege," according to Johnson, "is a social advantage that is both unearned and comes to people simply because they happen to belong to a particular social category."

This can create challenges within the classroom if you are a teacher. If there is a system of privilege and oppression in a classroom, then the following will result: the teacher will see the white students as able and competent to do the work until they prove they cannot, and "students of color are assumed to be incompetent until they prove themselves." As a teacher, you must be free of social bias and treat the students the same and give them equal opportunities. If you come from any background, you must rid yourself of the ignorance of stereotypes. Everyone has their own life story to tell and no 2 are the same. The teacher must try to get rid of his/her ignorance to privilege and oppression, racism, discrimination, and the like, and the teacher must have an open mind in order to do his/her students any good.

When I took the race IAT online for class I became really nervous about volunteering in a school because my result was that I prefer European Americans. I didn't think I preferred anyone over someone else. I always thought that I was pretty openminded. Nonetheless, I was afraid this was going to pour over into the classroom. It did not. I have no preference over the children. They're all adorable and VERY sweet. However, from stories I heard from my friends, I did expect the class to be rambunctious. Fortunately, my teacher is amazing, and the kids really look up to her and respect her. My teacher told me she makes it look easy, and that the background of a lot of the kids is really sad. They have to worry about who has food on the table, who's uncle has been shot--a lot of issues privileged students would not have to worry about.

Johnson asks us to recognize the problem of privilege and oppression. He doesn't give us a clear process on how to do this because there really isn't one. If you're a teacher in a class with many different students, you cannot be ignorant to the issue of privilege and oppression if you want to make a difference and create fairness within the classroom.

Prompt 2: Kliewer

In Christopher Kliewer's article, Citizenship in School: Reconceptualizing Down Syndrome, he discusses the difference between utilitarian individualism and human reciprocity, Gardner's theory of multiple intelligences, and Vygotsky's theory of higher order thought processes.

At the school I volunteer at, 39% of children with disabilities are proficient in math and 33% are proficient in reading (according to infoworks). Even though there are no students that have down syndrome in the classroom that I volunteer in, there are still a couple of students that have attention deficit disorder (ADD). I want to make the point that there is cultural capital brought in by everyone, not only brought in by ethnic cultures, but by students with disabilities and behavioral disorders as well.

I didn't know any of the students had ADD until a few weeks ago. I did notice that there was one little boy who would fiddle around in his desk during a lesson. Usually he was cutting paper in his desk, and the teacher had to constantly ask him to put them away. I could understand her frustration, but I couldn't understand why she was not aggravated that he wasn't paying attention to, or taking part in, the lesson.

One day I stood near him during a science lesson and asked if he could take out his science notebook to write the vocabulary words in. In short, the teacher explained to me that he usually goes with a teacher aid during the science lesson. This was when she told me the boy had ADD and that the school does not have the resources to help children who have ADD or other behavioral issues. However, Kliewer would argue that the set up that lacks the resource of isolating children with disabilities is a better.

Kliewer's article focus' on people with disabilities and the role they play in society. He argues against utilitarian individualism which is when the individual comes before society. He disagrees with this notion that society exists in order to fulfill an individuals needs. As a result of Utilitarian Individualism, the people "who appear to lack the potential to accrue privileges, are systematically devalued as less than full citizens." Even though the boy in my class doesn't have down syndrome, I made the connection to Kliewer because the boy is singled out due to behavioral issues. This concerned me mostly because this little boy is extremely intelligent. When the class was learning about seeds, he came up to show me the seed. I asked him if he knew the different parts of the seed. Not only did he know all of the parts--he explained what the jobs of those parts were. I was extremely impressed, especially since he doesn't have a notebook. He just knew it. The same instance occurred when the class was learning about crayfish. He explained to me what the different parts of the body do to help the crayfish live.

This is where Kliewer's idea of human reciprocity can come into effect. Human reciprocity is when people work together and need to work together. By working together, everyone brings value to each other, and everyone is joined together. That is what makes up a society. Students with disabilities, behavioral problems, down syndrom--etc-- all bring a cultural capital into the classroom. We shouldn't look at these students as a problem, but as an asset to our society. Kliewer discusses Gardner's multiple intelligences idea. There are 7 intelligences in which Gardner came up with but says there are hundreds more: 1. Logical mathematical thinking; 2. linguistic capacities; 3. spatial-representation; 4. musical intelligence; 5. kinesthetic intelligence; 6. interpersonal intelligence; and 7. intrapersonal intelligence. Basically, everyone learns differently. Some people can sit and do their work by themselves, others need to be moving around and working within a group.

Finally, Kliewer talks about Vygotsky: "Vygotsky believed that the higher-order thought processes that make us uniquely human exist first and foremost in the social and cultural relationships between a child and the collective." In other words, don't isolate the child. The child will learn better through interacting with other children.

By not isolating children with disabilities and keeping them in the classroom can help strengthen society through human reciprocity. Everyone has their own cultural capital to bring into the classroom--and society as a whole. By giving everyone the same opportunities everyone, even non-disabled children, are able to learn and grow and thus contribute more to society.

Prompt 3: Goldenburg

While the students were taking a math test when I was at the school, the teacher asked me if I wouldn't mind grading the students' vocabulary tests so that she would be able to organize and prepare for the next lesson. Of coarse I didn't mind. I felt it would be a great opportunity to view scenes from the field and get an idea of how the students are assessed.
When I finished grading the vocabulary tests, I was surprised at how low some of the scores were because all of the children are very intelligent and active in class. Giving the tests back to the teacher, I made sure to let her know about the lower scores. She put those scores aside so she could figure out how to approach it later. She explained to me how those students were mostly English Language Learners (ELLs). Immediately I made a connection to Goldenburg. The class had been tested on "academic English." This is "a term that refers to more abstract, complex, and challenging language that will eventually permit you to participate successfully in mainstream classroom instruction." If Goldenburg could give the teacher I work with advice on how to respond and assess the situation of low academic English vocabulary scores, he would say that she should try to figure out what level each student is at in academic English vocabulary and to modify the test the ELL students take based on the level that they are on. Goldenburg would encourage the students to read and learn in their first language because it helps promote higher reading achievement levels in English. Goldenburg says, "There is no way to know whether ELLs tested in English score low because of lagging content knowledge and skills, or because of limited English proficiency."
Once a person has an understanding and some sort of support system within a given language, it will be much easier for that person to relate and transfer information from their dominant language to their second language. Goldenburg supports this notion by providing evidence for a meta-analysis conducted by the Neuro-linguistic programming (NLP): "The analysis concluded that teaching ELLs to read in their first language and then in their second language, or in their first and second language simultaneously, compared with teaching them to read in their second language only, boosts their reading achievement in the second language."
Going back to the low academic vocabulary scores in the class that I volunteer in, Goldenburg would, also, suggest that the teacher should work with the students on "phonemic awareness, phonics, vocabulary, comprehension, and writing." These components would have to be structured and directly taught. "other types of instruction that the NLP review found to be promising with ELLs...include cooperative learning [students working together on tasks in a group], encouraging reading in English, discussions to promote comprehension, and mastery learning [a students must show proficiency in their current learning objective before they can move on to the next learning objective]."
In a nutshell, the problem being discussed is that there are non-English learners in the classroom. This is important to know and understand because there are students in classrooms that do not know what is going on because the students are not all learning on the same level. Some students are learning science and some students are trying to understand the English first and foremost before they are able to understand the science. In order to help these students succeed, we need to realize that there is a problem, know individual students' strengths, teach students using the components listed above (such as phonics and vocabulary), and to create modifications. The students need to be able to learn in their dominant language because that will better society as well as help the student to learn academic English.

Prompt 1: Seeing in a New Light

I had never fully enjoyed driving in this area when I had to pick my neighbor up from a sporting class he took down the road from the school I am currently tutoring in. I still don't really enjoy it, but I am much more comfortable now. The school is secluded on its own road. Driving up to the two story, brick building I always smile because I see the clever architecture of Crayon columns at the entrance of the school.
On my first day of tutoring I was so nervous I forgot my keys and phone in the office on the way in, and forgot to give the visitors pass back when I left. I ran back to give it to the secretary and forgot my folder. The point of this story: the secretary was very nice. She asked who my teacher was, and when I told her she smiled, "Oh! You have the nicest teacher in the school!" Needless to say that took a lot of anxiety off of my shoulders--especially when she was nice about how much I forgot.
My first impression, even before I had stepped foot in my classroom, was positive. I am very thankful for that! To make my first time at the school even better, when I walked into the classroom, the teacher was extremely happy to see me, asked my name and told the students, "Say 'hi' to Miss Kailyn class." The whole class repeated in chorus their teachers instructions, but for the rest of they day they were slightly chatty. My guess the reason was because it was the day before their February vacation, and a new person was in their classroom. I know I would have been the same way when I was that young.
I sat at a round table while the teacher finished her lesson. There were posters and reminders all around relating to different lessons they were learning. One poster in particular that I have noticed the students definitely use is the Science Journal Outline. It shows the different sections they need to include in their science notebook and a short summery of what each section includes.
The space provided in the classroom is used well. The desks are set up into several groups, and I have noticed that the students are divided among the groups in such a way that each group has a mix of students with a handle on the school work and students who have a little more trouble with the school work. It seems to work well because they all help each other if they need it. Several times the teacher asks the students to show with their hands how they are doing with their work. The students will hold up 1 finger (they don't understand), 2 fingers (they understand the material a little), or 3 fingers (they totally understand what they are doing). The teacher goes around and helps those with questions, and she sends a few kids for me to help. Some days if she is doing a class lesson (like in science) where she works with the students, She has me walk around and help each group as she explains the lesson. It's great teamwork, not just between the teacher and I, but between the class, the teacher and I. The teacher highly values helping her students. One day another teacher walked in and handed her a check for a cause. My teacher explained to me that the teachers pay to dress down on Fridays for her "adopt a child" cause. I think this is amazing. She really cares about the students, and to give further evidence for this: she told me about one of her first jobs after moving to this sate. She was in a classroom where birds were living in the loud speaker, and where there were ZERO school supplies for the students. She didn't even have a lesson book, and was the 3rd teacher that year for those students, and it was only October. She said it took a few months for the students to finally respect her. She told them she was not going to leave them and that she was there to help them learn and do well. By the end of that school year, she said her and her class had become very close because she did not give up on them. That story touched me so much it is incredible.
As for the value of the school, they definitely value helping their students to do well, and they value giving them a strong support system. Every Friday my teacher sends and e-mail to the principal about how wonderful her class is, and the principal walks around to different classrooms to see how the students are doing. This school is very interactive, and they are working hard to continue upping their test scores--which increased in double digits last year which is amazing.
I am very thankful to be placed in this school. I feel very safe and comfortable here, and the students and staff really do appreciate the help being provided which makes me feel even more grateful that there are so many people that want to help and make a difference in our education system.

Spring 2010

hello all... so it took me about a half hour trying to figure out how to work my blog and i still have not much of an idea of what i am doing haha.. soo anyway. My name is Kailyn, and i am an elementary education major. I love the beach, disney, my family, friends and my self defense classes that i've been attending on and off. They're quite fun, i just hope i don't have to use any of it lol.. I love RIC because it has a small campus, but the parking is awful...
I will blog more soon :)