Katrina's Kids

The article that I have chosen to comment on is Educating the Children of Katrina. I did not realize that there was such a controversy as to where the displaced kids from Katrina should/could go to school. In my mind, I assumed that the location that their family ended up living in would dictate the school that they would attend (which for many was the case). If I understand the information correctly, to some extent Katrina victims were able to choose the school that they attended after the displacement.

I have come to find out that many schools/districts held resentments toward the children of Katrina because they felt as though the kids would have a negative impact on their schools. The federal funding that each school ultimately received on behalf of each Katrina student seems to have lessened the pain. Allowing school districts to compete for students was actually a great idea. Although high achieving schools may not want the negative impact that a student from a lower achieving school may bring, the extra funds enable the schools to provide the appropriate resources. (The Houston Chronicle even noted that there were no negative effects on the tests scores of the affected schools most effected. They compare it to a natural experiment where low achieving students are thrust into the learning environment of high achieving students).

As a teacher, one aspect that I do believe is a hard reality to deal with in the classroom is a homeless student. I lived in northern Illinois during the Katrina hurricane – we had several displaced students at the school where I worked. The students themselves were not a problem, but many of them came with troubled lives and were now suddenly homeless as well. School was not really a priority for them. I believe as a teacher it is my responsibility to ensure that my students feel safe and secure; if they do learning will come naturally. As I said, we only had a few Katrina students; I can not imagine the impact that a school with several hundred displaced students would have.

~Melissa

References
http://www.mysanantonio.com/news/education/Katrina_effect_on_students_studied.html Houston Chronicle
https://elearn.mtsu.edu/d2l/orgTools/ouHome/ouHome.asp?ou=1154729 Educating the Children of Katrina

Centrist Curriculum

One of the most effective means of social control that I have seen used in a school is our system of marks. We give a mark for various things such as being off task (OT), responsibility (R), talking (T), gum (G), and many more. The students get special rewards such as an ice cream party every six weeks that they may attend if they have had less than three marks. They are also able to lose a mark if they receive a good job card. Good job cards are given out if a student is caught helping another student, turning in money that was found, or anything that shows they are trying to be a good citizen. Our principal is very stern, yet all of the students cling to her because she is also a shining light to them - they respect her. It is wild but they really respond to the mark system :).

As far as the articles go, I would first to say that the ESL teacher’s board has a lot of useful information. As with any board that anyone can post to, you have to watch for your occasional nut, but from what I have seen it appears to be very beneficial. I am a little weary about commenting on the Melting Pot link, mainly because I think that has a lot to do with political views. BUT, I would like to say that my main goal is to help the children that are here to become productive members of society – which leads me to the final article :).

When I first started reading the article “Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary Schools,” I was unsure of where he was going. After reading the essays of immigrant teenagers I was confused as to why some of them held so much resentment for not having experienced their “own culture.” Hirsch said that cosmopolitanism is a friend to diversity - that kind of reaffirmed what I was feeling, but afraid to say. After I thought about his ideas it does make sense that we need social fairness, but I do feel strongly that each person is unique and deserves to know their heritage.

The Challenge of Multiculturalism

The readings for this week had very unique perspectives. While I disagree with a lot of the information provided, I can respect the authors’ opinions. The articles have also opened my eyes to problems with the idea of multiculturalism that I had not thought of.

One issue that I have an issue with is schooling as assimilation. Everyone has a different family heritage and culture. To assume that we all have the same historical past is naïve. Children need to learn their own cultures historical background. To inhibit them from learning their place in history can make them feel less valuable as a part of history.

The idea that American schools were created to make Americans out of Europeans helps to explain why history books (even to this day) mainly cover history that occurred on American soil – even though much of the early immigrants’ history occurred in other countries. We each have an ingrown idea that “our history” is the most important.

While it would definitely be difficult to cover world history in a traditional history class (excluding a world history class), there are ways to integrate multiple histories into one text. I would love to see a history book that gives multiple perspectives for each lesson, depending on the cultures involved.

While I do agree that there can’t be one history that satisfies all, I do not agree with the author’s assumption that a multicultural curriculum would make Americans into nothing at all. While a multicultural text may not be white-centered, it would benefit ALL Americans in a positive manner and help to build identity and certitude in all Americans.

How Do I Teach Grammar?

Personally, I feel that spoken grammar is very important. Not only for basic communication, but more importantly individuals who speak proper English feel more confident in their ability to communicate and inevitably their confidence will radiate outward. Also, if one speaks grammatically correct they give the impression of intelligence (whether they are or not :).

ESL as well as non-ESL students benefit immensely from the inductive approach. All students understand information at a deeper level if they are able to draw their own conclusions and answers.
When teaching grammar, I generally start with an exercise that introduces the new grammar concept. Next, I ask questions about the concept, this enables the students to make their own connections. As the lesson progresses I continue to facilitate the students while they are doing their own learning. Grammar can be very tricky for ESL students because many may not understand grammar 'jargon'. For this reason is is so important to help them see the answers without verbally telling them the answers.

www.a4esl.org is a great resource for ESL exercises. Another invaluable resource is www.rong-chang.com . Both resources have very useful links for teachers and students.

~Melissa

My Working Definition of Multicultural Education

I believe that multicultural education is a process by which students learn a deeper respect for the different aspects and qualities in everyone. Students learn not only how and why we are each different, but they are able to respect the differences and others and be proud of the uniqueness in themselves. More importantly, I believe that multicultural education goes much deeper than curriculum and activities. It is a transformation of the idea of normal or what one should be and a celebration of who we are and how we are different. While this can be “taught” in lectures, it is much more beneficial if the students “live” it in the classroom culture – the ultimate goal being to positively affect social change. As pointed out by Paul Gorski, this can only be reached by a transformation of one’s self, the schools, and ultimately society.

Defining multicultural education is very challenging because people tend to define it by what they feel are the shortcomings of all mankind. Also, people tend to focus on one or two aspects of multicultural education as the definition not realizing the entire picture.

I feel that one of the biggest challenges facing classroom teachers as they strive to implement multicultural practices in their classroom is being able to identify teachable moments that will be the most beneficial to their students. Also, when creating a multicultural curriculum you must always strive to create pride among the various cultures and individuals in the classroom. This can be difficult because everyone is different!
Paul Gorski compiled a list of 20 (self-) critical things that you can do to be a better multicultural educator. While each statement is quite powerful, one of the ones that stands out the most for me the importance of pronouncing everyone’s name correctly. Your name is an extension of yourself and your being, if a teacher does not care enough to pronounce your name correctly, do they really care about you? When my sister was in fourth grade her teacher could not pronounce her name, Clarissa. She called her /Clirēsa/ the entire year. My sister never liked her - coincidence? Maybe. Still yet, she was always my favorite teacher (and yes, she pronounced my name correctly).

Welcome to my first blog!!

My name is Melissa Taylor. I am currently employed at Barfield Elementary as a CDC EA and I am working on a Master of Curriculum and Instruction with a Concentration in ESL, now that is a mouthful! I am a single mother of a two year old drama queen and a six year old special needs son. Sometimes I feel as if my cup runneth over, but then I remember how lucky I really am. Oh, I almost forgot - I am so excited - I have officially created my first blog :) !!