This course has been quite life changing for me as a teacher and as a student in the Language and Literacy program. I've been in the program for a year, and it is the first time that I have sat through one of the courses and have said to myself, "Hey! I think I get it! I actually know of the things my peers are talking about! And, these names are familiar to me: Freire, Mina, Elbow, Bartholomae!" In this course, I have felt much more confident as a student and I have started to believe that I can make a valuable contribution to our class dicussions. It is definetly a change from the way I felt in my first class, Adult Literacy and Language. Back then, I felt overwhelmed by all the information that was being given to me. A year later, I feel like I have been able to process what I have learned and I feel determined to learn more. This course has further sparked my interest in teaching adults and educating those who have not received the education they deserve. I have also better understood the need for adult education, the impact it has on our society and our world, as a whole.
The most important thing I will take away from this class is how to create a syllabus. At first glance, this assignment appeared easy to me. I had it all figured out and it was only a matter of typing it. Once I began, I was surprised at how invested I became in trying to put together a course that I felt would meet the needs of my students and prepare them for future college courses. I was forced to think about what exactly I wanted my students to get from the course. I was faced with the reality that these students are spending their money, putting their hopes up and working hard. It was important for me to maximize the experience for them. I think a part of me thought, "it can't be that hard". But this assignment made me realize that Basic Writing is not just having students read a couple books and write up some papers for the hell of it. It is having students read books that in some way, have meaning to them and asking them to write for a purpose. It is structuring assignments so that students are exposed to a variety of writing that they will encounter later on when they enroll in other college courses. Basic Writing is providing feedback that students can use to better their skills as readers and writers. It is criticism that they can use to help themselves.
Another aspect that made this course very life changing for me was meeting Smerlyn and Juana. We can sit in class and discuss theory all we want. But, being able to meet a student and have him share his experience as a Basic Writing student is what really helps us understand the importance of what we are doing. It was amazing for me to listen to the obstacles that Smerlyn had and how he overcame them in the effort to become the first college graduate in his family. I think is listening to his perpective will make me a better teacher.I can finally put a face to the student and know that these are people who are trying working hard to better themselves.
Tuesday, May 24, 2011
Sunday, May 15, 2011
Links
Please find links to my Syllabus Project and Abstract to the right of this post.
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Saturday, May 14, 2011
Comments on Peers' Discussion Forum
Comment on Melanie Boston's Forum:
I think people have stereotypes...and I think that they naturally do because they have been surrounded by these stereotypes for years. It is hard to do away some of what you've known your whole life. But, going to school and becoming educated teaches us that there are people in the world who are from different cultures and follow different traditions that are neither right or wrong from our own. One advantage we have is that we live in New York City and attend a university which is today what it is because of all the people from different backgrounds and ethnicities. Any teacher who fails to embrace student differences is doing a huge disservice to the ALL the students of the class. Personally, I can't imagine doing such a thing. But that's because I have my own experiences with teachers who have failed to respect who I am and where I come from. It has enabled me value all the knowledge and experience that people bring into the classroom. I look to it for enrichment and I plan to honor it.
7:13:00 PM
For years, I was told that I couldn't speak Spanish in the classroom... by my teachers, my peers and even my parents. Within my school community, speaking another language was looked upon negatively because it was associated with being an 'immigrant'. It meant that you were from a different, lower class. My teachers and peers would often make comments like, 'this is America'. I now suspect that they felt threatened, unable to understand what my friends and I were talking about. Back then however, I used only Spanish when necessary. I knew that with language, also came culture. Though I didn't feel ashamed of who I was, I was certainly confused as to which culture I belonged too. When I would visit the Dominican Republic, my mother would encourage me to say as many English phrases as I could to family members who could not understand a word I was saying. They would hang on to every word in awe. My ability to speak English translated to them that I was smart and American. I think that's why my mother encouraged it so much. She considered the English language to be a ticket for many other things like communication with others, something she wasn't able to do.
As a Spanish teacher today, I am on the opposite end of the spectrum. I teach Hispanic and African American students and I make sure that in my classroom, language and culture is recognized positively. I teach my students that language is a part of who they are and that these differences is what makes up our society. Our diverse classroom allows for valuable experiences that would most likely not occur if not for these differences. I would never make a student feel inferior by making comments like the ones that were made to me.
Comment on Charlene Cambridge's Forum:
A code! How fun! I would have to say that the teacher is the Caucasian women in the back. I am inclined to make this assumption based on my own educational experiences. Most of my teachers or professors have been when white women, many of them who fit the 'teacher' poster image: white, pretty and wholesome looking. Plus she poses like she's taking a class picture and like she's done this many times before. When I think teacher, I don't conjure a picture of an ethnic woman covering her head or a latino older man. Instead, these people are often perceived to be adult students. I must say though that I do have to acknowledge the black man who is standing in the middle. He exhumes confidence and he sure dresses the way I imagine a teacher would. The other students are disqualified for being unable to fit this mold. I am fully aware that this code is a trick question but I can't set aside my instincts. I imagine that this a an adult basic writing and that these students, taking into account the demographics, might be immigrants.
In an ideal world, problem-posing education would be highly effective in all classrooms. But the reality is that many students who are enrolled in basic writing or GED courses, are in search for that one way ticket out. They are mainly concerned with passing that test, rather that acquiring life-long skills that will enable them to become better writers. Problem-posing might also be a problem with teachers who are accustomed to one standard way of teaching and are not able to relate the issues that the students are having. This professor might feel intimidated and unequipped to handle this.
Comment on Ayse's Forum:
All teachers should be instructed on how to create lessons that address the needs of students with learning disabilities. Classes should be structured so that students can all learn despite the factors that may create struggles for them. These students deserve the right to be given a fair educational opportunity. To say that these students have an advantage over 'normal' students is an audacity. It is the same as labeling them the the term 'idiocy', as they did many years ago when schools had understanding of how to deal with these cases. Learning disabled is a term that should be used in cases where students have one preferred or successful learning mode. The accommodations that LD students receive enable to them to mainstream and achieve much more in their classes. Westlings notion that LD students must re-certify their disabilities seems unjust at first glance but it can help in making the necessary adjustments that these students need as their disabilities progress or digress. Understanding the LD students need differentiated instruction is one of the ways we are making a case for education that is possible for everyone.
Comment on Nancy's Forum:
College CAN break the cycle. I agree with this statement. College can prepare these women and provide them with the skills they need to succeed in the outside world. It is a step to bettering themselves and improving their lives and self esteem. These women can also serve as examples to their children and to others. They can demonstrate that people can make changes in their lives. Despite all of the positive aspects of college, I think it's important to recognize that college is't necessarily the answer to all the problems of an inmate. There is more to consider, like the communities and environment that inmates return to once released from jail. It is crucial that these women receive the support they need in other aspects of their lives so that they can do better and lower the possibilities of returning to prison.
Comment on Holly's Forum:
I'll have to agree with my peers. When teachers give students a choice on what assignment they would like to do, students become more willing to do it. This is because they believe they can write better when writing about a topic they enjoy, have interest in and understand. I know this has worked well with me. In one particular class, I was asked to do a research paper on any human disease. I took the opportunity to research cervical cancer, an illness that has plagued some members of my family. The ability to choose the topic I wanted to write about gave me a certain empowerment as a writer. I felt connected to what I was writing. I felt like I could choose to write about something that mattered and interested me. Because of this, I became more invested in my writing. I know that it isnt always the case where students are given this choice. But I think it's very important that teachers give students the oppurtunity to choose a topic at least once in the semester. If teachers were to compare two students papers, one that was given by the teacher and once that was chosen by student, I'm sure they would find a much more coherent and dedicated paper in the latter.
Comment on Garri's Forum:
You do need some type of grammar instruction to be able to write better. Writing is a form of communication and if you you dont follow the rules of grammar, what you try to communicate will be hindered and unclear. Having good knowledge on grammar can be the tool to help you deliver the points you want that way that you intend them to be understood. However, knowledge of the explicit rules of grammar does not necessarily make you a 'good' writer. In fact, some of rules of grammar are irrelevant when it comes to assessing whether a student can analyze a text and can demonstrate critical thinking. i do have to agree with my peers however, as teachers we must have some understanding of grammar to be able to help our own students with their work and to identify the specific areas that need help.
I think people have stereotypes...and I think that they naturally do because they have been surrounded by these stereotypes for years. It is hard to do away some of what you've known your whole life. But, going to school and becoming educated teaches us that there are people in the world who are from different cultures and follow different traditions that are neither right or wrong from our own. One advantage we have is that we live in New York City and attend a university which is today what it is because of all the people from different backgrounds and ethnicities. Any teacher who fails to embrace student differences is doing a huge disservice to the ALL the students of the class. Personally, I can't imagine doing such a thing. But that's because I have my own experiences with teachers who have failed to respect who I am and where I come from. It has enabled me value all the knowledge and experience that people bring into the classroom. I look to it for enrichment and I plan to honor it.
7:13:00 PM
For years, I was told that I couldn't speak Spanish in the classroom... by my teachers, my peers and even my parents. Within my school community, speaking another language was looked upon negatively because it was associated with being an 'immigrant'. It meant that you were from a different, lower class. My teachers and peers would often make comments like, 'this is America'. I now suspect that they felt threatened, unable to understand what my friends and I were talking about. Back then however, I used only Spanish when necessary. I knew that with language, also came culture. Though I didn't feel ashamed of who I was, I was certainly confused as to which culture I belonged too. When I would visit the Dominican Republic, my mother would encourage me to say as many English phrases as I could to family members who could not understand a word I was saying. They would hang on to every word in awe. My ability to speak English translated to them that I was smart and American. I think that's why my mother encouraged it so much. She considered the English language to be a ticket for many other things like communication with others, something she wasn't able to do.
As a Spanish teacher today, I am on the opposite end of the spectrum. I teach Hispanic and African American students and I make sure that in my classroom, language and culture is recognized positively. I teach my students that language is a part of who they are and that these differences is what makes up our society. Our diverse classroom allows for valuable experiences that would most likely not occur if not for these differences. I would never make a student feel inferior by making comments like the ones that were made to me.
Comment on Charlene Cambridge's Forum:
A code! How fun! I would have to say that the teacher is the Caucasian women in the back. I am inclined to make this assumption based on my own educational experiences. Most of my teachers or professors have been when white women, many of them who fit the 'teacher' poster image: white, pretty and wholesome looking. Plus she poses like she's taking a class picture and like she's done this many times before. When I think teacher, I don't conjure a picture of an ethnic woman covering her head or a latino older man. Instead, these people are often perceived to be adult students. I must say though that I do have to acknowledge the black man who is standing in the middle. He exhumes confidence and he sure dresses the way I imagine a teacher would. The other students are disqualified for being unable to fit this mold. I am fully aware that this code is a trick question but I can't set aside my instincts. I imagine that this a an adult basic writing and that these students, taking into account the demographics, might be immigrants.
In an ideal world, problem-posing education would be highly effective in all classrooms. But the reality is that many students who are enrolled in basic writing or GED courses, are in search for that one way ticket out. They are mainly concerned with passing that test, rather that acquiring life-long skills that will enable them to become better writers. Problem-posing might also be a problem with teachers who are accustomed to one standard way of teaching and are not able to relate the issues that the students are having. This professor might feel intimidated and unequipped to handle this.
Comment on Ayse's Forum:
All teachers should be instructed on how to create lessons that address the needs of students with learning disabilities. Classes should be structured so that students can all learn despite the factors that may create struggles for them. These students deserve the right to be given a fair educational opportunity. To say that these students have an advantage over 'normal' students is an audacity. It is the same as labeling them the the term 'idiocy', as they did many years ago when schools had understanding of how to deal with these cases. Learning disabled is a term that should be used in cases where students have one preferred or successful learning mode. The accommodations that LD students receive enable to them to mainstream and achieve much more in their classes. Westlings notion that LD students must re-certify their disabilities seems unjust at first glance but it can help in making the necessary adjustments that these students need as their disabilities progress or digress. Understanding the LD students need differentiated instruction is one of the ways we are making a case for education that is possible for everyone.
Comment on Nancy's Forum:
College CAN break the cycle. I agree with this statement. College can prepare these women and provide them with the skills they need to succeed in the outside world. It is a step to bettering themselves and improving their lives and self esteem. These women can also serve as examples to their children and to others. They can demonstrate that people can make changes in their lives. Despite all of the positive aspects of college, I think it's important to recognize that college is't necessarily the answer to all the problems of an inmate. There is more to consider, like the communities and environment that inmates return to once released from jail. It is crucial that these women receive the support they need in other aspects of their lives so that they can do better and lower the possibilities of returning to prison.
Comment on Holly's Forum:
I'll have to agree with my peers. When teachers give students a choice on what assignment they would like to do, students become more willing to do it. This is because they believe they can write better when writing about a topic they enjoy, have interest in and understand. I know this has worked well with me. In one particular class, I was asked to do a research paper on any human disease. I took the opportunity to research cervical cancer, an illness that has plagued some members of my family. The ability to choose the topic I wanted to write about gave me a certain empowerment as a writer. I felt connected to what I was writing. I felt like I could choose to write about something that mattered and interested me. Because of this, I became more invested in my writing. I know that it isnt always the case where students are given this choice. But I think it's very important that teachers give students the oppurtunity to choose a topic at least once in the semester. If teachers were to compare two students papers, one that was given by the teacher and once that was chosen by student, I'm sure they would find a much more coherent and dedicated paper in the latter.
Comment on Garri's Forum:
You do need some type of grammar instruction to be able to write better. Writing is a form of communication and if you you dont follow the rules of grammar, what you try to communicate will be hindered and unclear. Having good knowledge on grammar can be the tool to help you deliver the points you want that way that you intend them to be understood. However, knowledge of the explicit rules of grammar does not necessarily make you a 'good' writer. In fact, some of rules of grammar are irrelevant when it comes to assessing whether a student can analyze a text and can demonstrate critical thinking. i do have to agree with my peers however, as teachers we must have some understanding of grammar to be able to help our own students with their work and to identify the specific areas that need help.
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