Just when I thought my blogging was over, I was able to experience a professional growth opportunity that I want to share on this blog because it fits so perfectly with what I was reflecting on. On Wednesday, April 4, Dr. Kuecker and Dr. Webster-Moore came to my General Methods class in the morning. This class turned into a responsive panel discussion based on each students' readings and the plethora of knowledge and experience that these two speakers had. While the whole discussion was engaging and beneficial, there are two main points that truly stood out to me and prompted me to expand my understanding.
To begin, Dr. Kuecker made a few statements about the link of diversity to the Christian faith. So often, he stated, Diversity, Justice, and acts of kindness are seen as extras, or bonuses outside of theology. Importance is often placed on doctrine, and if you believe the true doctrine, you are okay. Then if you have the time for the extras, then you can focus on acting on other causes. Rather, he made the statement that these "extras" are actually at the heart of the gospel. If we look at Jesus' life and the way he lived every day he was on earth, we can see that this is the truth. Reflecting on this point, I believe that this change in thought process is something that will truly shift the way I teach my future students. The diversity God has created in this world is not just an extra, but rather something God created purposefully to bring more glory and honor to him. Each of my students is diverse in some way, shape, or form, and by discovering and addressing this diversity is what God has called me to do. It is the way he wants me to show my faith in his gospel. Diversity needs to be always on my mind. What a beautiful addition to our world!
Another point that broadened my horizon was made half way through the talk. It was stated that diversity is not about tolerance. We are not called simply to tolerate diversity, but rather to embrace it. Tolerance, as stated by Dr. Kuecker, means no relationship is formed. Rather, tolerance means we are deciding to be able to survive in the same situation as each other as long as we can avoid each other and not have too many issues come to the surface. When it comes to diversity, especially the diversity in my community and classroom, I am called to accept these differences to the point that a strong relationship is welcome to emerge. This point relates to my author, Richard Milner's point about colorblindness. He also talks about how we are not to look past the differences that are present in our students, because we are missing a part of who they are. Also, during the discussion panel, Dr. Webster-Moore stated that "If you don't see color, you don't see me." In her statement, she reminded us all that color and diversity are not to be ignored. There is a big piece of the "whole-student" that we are missing when we look past, tolerate, or ignore the diversity in the classroom.
In conclusion of this panel discussion, I want to leave you with a statement that has proved to be a great reminder to me. In the future, there will be many difficult and uncertain situations I will deal with. A strong reminder was given to me by these two professors and serves as strong encouragement. They said to remember that God takes what we have and uses it. It is not by our own power that we make it through difficult situations in the classroom or in life, but it is by surrendering ourselves to God's will and offering to him all that we have, similar to Jesus using the five loaves of bread and two fish to feed a multitude of hungry people. Students are hungry for love, acceptance, and encouragement. May we all choose to offer what we have been given to God to be used as he sees fit for his honor and glory.
Monday, April 9, 2012
Sunday, April 8, 2012
The End
Or is it? The time has come where I have finally completed Milner's entire book. It has been quite a road getting through this book on top of all the other crazy items on the ever-growing "to-do" list, but I can honestly say this has been a beneficial journey. What exactly have I learned, and how am I going to continue my learning from here?
Since beginning this book a few weeks ago, I have grown in my knowledge and understanding of how to address diversity in my future classroom. One major change in my thinking has to deal with an earlier post addressing colorblindness. Prior to my reading, I had never thought in this way about diversity in the classroom. I so quickly want to say that I am going to work to treat all of my students equally and treat them in a fair manner. Milner responded to my thoughts by letting me know that I am not truly seeing my students for who they are if I choose to ignore their race, ethnicity, and backgrounds. Each student has different needs. I am to see the whole child and respond to these needs accordingly. By respecting each student enough to see and appreciate their diversity I am able to reach deeper and create a positive relationship transcending the average teacher-student level of interaction. This leads to another strong point I learned throughout this reading. I need to challenge my idea of relationship. Milner explains that relationships between students and teachers need to be strong. In order for this relationship to be truly beneficial, however, it must be built on mutual trust, respect, and care. This is a process. There are multiple ways to go about establishing relationships like this, but it is also important to remember that each student will respond in a different way. By seeing the whole child and respecting their diverse backgrounds, I can better understand them and work to build this bond. This will not always be easy or even successful, but it is a vital aspect of teaching that is often overlooked.
Throughout this blog, I have spent much time posting about all the positive learning experiences I have had during this time. This, however, does not mean that after reading one book I suddenly have all the answers. There are still many issues I am concerned about with addressing diversity most beneficially in my classroom. My main concern is how I, a white, middle class female, can be used most effectively in a classroom of students all different from me. I understand that this is beautiful and that we will all learn from each other, but this still does not mean this is going to happen perfectly. Rather, I often see my race as a hindrance when it comes to teaching in a highly diverse school. Will I be at a disadvantage to my students because they do not see me as a truly relatable individual? I can make guesses at how Milner might response to a question like this, but I still do not think that an easy answer will put this fear at ease.
In response to what I am uncertain about, as well as in response to this learning experience, I plan to continue growing professionally and educating myself on diversity. First, I hope to get a hold of some of the books that classmates of mine have read for their blogs on diversity. This will not only give me a chance to learn from other authors, but will also give me a way to be able to interact, collaborate, and learn from my classmates as well. I also want to immerse myself in culturally diverse events. Living near the city of Chicago means I have access to a variety of diverse situations and environments. I want to take advantage of these situations, and spend time learning about myself and all of those around me. More specifically, I hope to broaden my horizons and travel to Africa in the future to be a teacher in that area of the world. To better prepare myself for this upcoming possibility, I will find other individuals to talk with. Collaboration with others is one of the best ways to learn. I hope to learn from others' experiences and work with the family of God that surrounds me to become the best teacher I possibly can.
Since beginning this book a few weeks ago, I have grown in my knowledge and understanding of how to address diversity in my future classroom. One major change in my thinking has to deal with an earlier post addressing colorblindness. Prior to my reading, I had never thought in this way about diversity in the classroom. I so quickly want to say that I am going to work to treat all of my students equally and treat them in a fair manner. Milner responded to my thoughts by letting me know that I am not truly seeing my students for who they are if I choose to ignore their race, ethnicity, and backgrounds. Each student has different needs. I am to see the whole child and respond to these needs accordingly. By respecting each student enough to see and appreciate their diversity I am able to reach deeper and create a positive relationship transcending the average teacher-student level of interaction. This leads to another strong point I learned throughout this reading. I need to challenge my idea of relationship. Milner explains that relationships between students and teachers need to be strong. In order for this relationship to be truly beneficial, however, it must be built on mutual trust, respect, and care. This is a process. There are multiple ways to go about establishing relationships like this, but it is also important to remember that each student will respond in a different way. By seeing the whole child and respecting their diverse backgrounds, I can better understand them and work to build this bond. This will not always be easy or even successful, but it is a vital aspect of teaching that is often overlooked.
Throughout this blog, I have spent much time posting about all the positive learning experiences I have had during this time. This, however, does not mean that after reading one book I suddenly have all the answers. There are still many issues I am concerned about with addressing diversity most beneficially in my classroom. My main concern is how I, a white, middle class female, can be used most effectively in a classroom of students all different from me. I understand that this is beautiful and that we will all learn from each other, but this still does not mean this is going to happen perfectly. Rather, I often see my race as a hindrance when it comes to teaching in a highly diverse school. Will I be at a disadvantage to my students because they do not see me as a truly relatable individual? I can make guesses at how Milner might response to a question like this, but I still do not think that an easy answer will put this fear at ease.
In response to what I am uncertain about, as well as in response to this learning experience, I plan to continue growing professionally and educating myself on diversity. First, I hope to get a hold of some of the books that classmates of mine have read for their blogs on diversity. This will not only give me a chance to learn from other authors, but will also give me a way to be able to interact, collaborate, and learn from my classmates as well. I also want to immerse myself in culturally diverse events. Living near the city of Chicago means I have access to a variety of diverse situations and environments. I want to take advantage of these situations, and spend time learning about myself and all of those around me. More specifically, I hope to broaden my horizons and travel to Africa in the future to be a teacher in that area of the world. To better prepare myself for this upcoming possibility, I will find other individuals to talk with. Collaboration with others is one of the best ways to learn. I hope to learn from others' experiences and work with the family of God that surrounds me to become the best teacher I possibly can.
Thursday, April 5, 2012
How?
In the end, Milner reminds the reader that addressing and overcoming issues of diversity and opportunity gaps starts with building a relationship. The word relationship, so often thrown around in today's society, holds more weight than our world traditionally gives it. When I look at synonyms for the word relationship, words such as dependence, alliance, and kinship come to the surface. Take these words all together. Relationship, then, is not just some sort of acquaintance achievable via social media or occasional interaction, but rather a connection based on a deeper sort of interaction or emotional tie.
With this understanding of relationship, I continued to read through Milner's ideas of how best to facilitate these teacher/student relationships across diverse boundaries. Before diving into this, though, I had an attitude that I wasn't going to learn anything new. Day after day in school we learn about ways to facilitate positive classroom relationships, and thought this section may be simply a review of these ideas. Right away, however, he debunks my those thoughts. He states in his introduction to these practices that "it is essential to remember that students have sometimes internalized negative words, phrases, and perceptions about them, which can make it difficult for them to recognize their own potential or to trust and give teacher s a chance to help them develop their talents and strengths" (pg 184). Relationships, in the deeper sense of the word, do not follow some sort of formula. The ideas he states later for forming and facilitating relationships, as well as ideas I have learned in class are not end-all be-all ways to create positive teacher/student relationships. I often think that if I come up with some fantastic interactive activity, I am sure to win some students over. This may be true, but Milner challenges me to think that there are still going to be students whose background proceeds them. Difficulties and times of maltreatment in their past may close them off to what I am offering in the classroom. So, as Milner continues, he reminds me that I must continue to get to know the students personally, and use creativity and understanding when trying to help each student learn and grow.
This again makes me think of colorblindness. I need to see the students for who they are as individuals. Their backgrounds, race, ethnicity, and learning abilities play a large role in who they are. Teachers in general need to see these diverse attributes in students in order to truly build strong and lasting relationships with them.
In my current novice teaching placement, there is a student of minority going through difficult family struggles. Her father is sick to the point that they are unsure how long he will make it yet. This is proving to be quite a struggle for this student. While the support of her family is present, she seems to act quite hopeless in the school setting. Because I have just met her, I am unsure of what in her past may have hurt her or what may be causing this to be even more stressful on her life. Through my observations and interactions, I have seen my cooperating teacher engage in positive conversations with her, and also witnessed students and other staff surround her with support and kindness that she responds quite well to. In a sense, this is what I believe Milner is talking about with building relationships. This student, while we are unsure of her background, is reaping benefits from a teacher/students relationship based on trust and encouragement. This is a beautiful thing, and truly has the ability to make an impact on everyone involved.
Going back again to my worldview, I cannot help but see the strong connections this section of the book has to my beliefs. This again makes me think of colorblindness. I need to see the students for who they are as individuals. God has created every person in his image. None of us are the same. The diversity between us allows for great and beautiful dynamics when we enter into relationships with one another. Christ has chosen to send us his spirit to be in relationship with him. The relationships Jesus created while here on earth are also shining examples of the blessing that relationships truly can be. Therefore, while teaching content is a very important aspect of education, it is the relationships of trust being built that truly allow for success inside and outside of the classroom.
In situations where relationships are not coming easily, we have been blessed with the gift of prayer. This is something that can never be taken away from me. No matter where I am, God has given me the ability to pray to him. Through the interaction and connection I have with the God, I can bring others, especially my students, before him. He has the power to work wonders in others lives. Through prayer and pursuit of a relationship, I believe that a teacher has been given great tools and abilities to bless the students they interact with, and this is something that we cannot take lightly. Praise God for this gift, and pray he helps each one of us use this gift to his honor and glory!
With this understanding of relationship, I continued to read through Milner's ideas of how best to facilitate these teacher/student relationships across diverse boundaries. Before diving into this, though, I had an attitude that I wasn't going to learn anything new. Day after day in school we learn about ways to facilitate positive classroom relationships, and thought this section may be simply a review of these ideas. Right away, however, he debunks my those thoughts. He states in his introduction to these practices that "it is essential to remember that students have sometimes internalized negative words, phrases, and perceptions about them, which can make it difficult for them to recognize their own potential or to trust and give teacher s a chance to help them develop their talents and strengths" (pg 184). Relationships, in the deeper sense of the word, do not follow some sort of formula. The ideas he states later for forming and facilitating relationships, as well as ideas I have learned in class are not end-all be-all ways to create positive teacher/student relationships. I often think that if I come up with some fantastic interactive activity, I am sure to win some students over. This may be true, but Milner challenges me to think that there are still going to be students whose background proceeds them. Difficulties and times of maltreatment in their past may close them off to what I am offering in the classroom. So, as Milner continues, he reminds me that I must continue to get to know the students personally, and use creativity and understanding when trying to help each student learn and grow.
This again makes me think of colorblindness. I need to see the students for who they are as individuals. Their backgrounds, race, ethnicity, and learning abilities play a large role in who they are. Teachers in general need to see these diverse attributes in students in order to truly build strong and lasting relationships with them.
In my current novice teaching placement, there is a student of minority going through difficult family struggles. Her father is sick to the point that they are unsure how long he will make it yet. This is proving to be quite a struggle for this student. While the support of her family is present, she seems to act quite hopeless in the school setting. Because I have just met her, I am unsure of what in her past may have hurt her or what may be causing this to be even more stressful on her life. Through my observations and interactions, I have seen my cooperating teacher engage in positive conversations with her, and also witnessed students and other staff surround her with support and kindness that she responds quite well to. In a sense, this is what I believe Milner is talking about with building relationships. This student, while we are unsure of her background, is reaping benefits from a teacher/students relationship based on trust and encouragement. This is a beautiful thing, and truly has the ability to make an impact on everyone involved.
Going back again to my worldview, I cannot help but see the strong connections this section of the book has to my beliefs. This again makes me think of colorblindness. I need to see the students for who they are as individuals. God has created every person in his image. None of us are the same. The diversity between us allows for great and beautiful dynamics when we enter into relationships with one another. Christ has chosen to send us his spirit to be in relationship with him. The relationships Jesus created while here on earth are also shining examples of the blessing that relationships truly can be. Therefore, while teaching content is a very important aspect of education, it is the relationships of trust being built that truly allow for success inside and outside of the classroom.
In situations where relationships are not coming easily, we have been blessed with the gift of prayer. This is something that can never be taken away from me. No matter where I am, God has given me the ability to pray to him. Through the interaction and connection I have with the God, I can bring others, especially my students, before him. He has the power to work wonders in others lives. Through prayer and pursuit of a relationship, I believe that a teacher has been given great tools and abilities to bless the students they interact with, and this is something that we cannot take lightly. Praise God for this gift, and pray he helps each one of us use this gift to his honor and glory!
Just Say It!
Up to this point in my reading, Milner has spent over 150 pages digging deeper into racial structures that have developed and how to best work within these to decrease the opportunity gap. Now on page 155, in context of what he has already established thus far, I encountered a topic/section that almost began flashing in front of my eyes: "Fearful to Just Say it."
The opening sentence of this section states "some societal wisdom would suggest that the best way to address difficult issues is to ignore them and certainly not to talk about them." It is at this moment that I stopped reading and thought, "wow, how true is this statement in schools today!" Political correctness and racial differences pose potential issues of misunderstanding and ignorance when addressing difficult issues through speech. As a result, many issues are overlooked. Teachers avoid saying crass and offensive words even when reading them in an article or book that is working to make a point against their use. So often, as Milner points out, teachers shy away from the major issues out of fear of sounding ignorant or causing an upset. As teachers, though, shouldn't we be working to cause our students to think and expand their knowledge and beliefs? If I choose to stay quiet about an issue, am I not therefore choosing to impose ignorance on my students rather than do what I am called to do and actually teach them something?
As Milner continues on, he writes the following sentence that truly sums up this idea. "When teachers are afraid to express certain words or phrases because they are concerned about being judged, they can miss out on promising opportunities to unpack mind-sets and belief systems that can be much more devastating to P-12 students than a teacher's use of an uncomfortable word or phrase" (pg 156). Being a teacher requires a certain level of boldness. It can truly be frightening to stand in front of a group of students and bring up an uncomfortable topic not knowing how students or parents will respond. But in response to Milner's challenging words, I am encouraged to take the initiative to enter these situations to better help and improve my students mind-sets and worldviews on diversity.
This idea ties directly into my worldview. I believe that God created all of us to live in community with one another. In order for this community to be successful and beautiful, he calls us to respect, love, and build each other up. It is also important to note that God is the ultimate creator of all things, especially diversity. Every animal, plant, and person comes with great diversity, and this is something to be celebrated. This is also a cause to turn around and praise God all the more for the beauty he has created.
Along with this, I also believe that Satan is very real, and he works in multiple ways to cause brokenness in our communities and in the beauty of diversity. This fear that Milner talks about is just one way that sin creeps in and destroys this community. When the devil is able to get a foothold in my life, this grows exponentially until my mind creates an alternate reality filled with frustration and misunderstandings. Rather, I believe God calls us to join in with one another and say what we need to say, while being mindful of our words as well. I have seen this happen so many times in friendships and relationships, and understand that talking and being on the same page about important issues is vital to successful community.
Overall, I take away from this section of the book that talking about difficult and touchy subjects may be uncomfortable at first, but is something teachers must not shy away from. God calls us to learn and grow together in a community. Facing difficult issues together and learning from one another just makes the bonds between us that much stronger.
The opening sentence of this section states "some societal wisdom would suggest that the best way to address difficult issues is to ignore them and certainly not to talk about them." It is at this moment that I stopped reading and thought, "wow, how true is this statement in schools today!" Political correctness and racial differences pose potential issues of misunderstanding and ignorance when addressing difficult issues through speech. As a result, many issues are overlooked. Teachers avoid saying crass and offensive words even when reading them in an article or book that is working to make a point against their use. So often, as Milner points out, teachers shy away from the major issues out of fear of sounding ignorant or causing an upset. As teachers, though, shouldn't we be working to cause our students to think and expand their knowledge and beliefs? If I choose to stay quiet about an issue, am I not therefore choosing to impose ignorance on my students rather than do what I am called to do and actually teach them something?
As Milner continues on, he writes the following sentence that truly sums up this idea. "When teachers are afraid to express certain words or phrases because they are concerned about being judged, they can miss out on promising opportunities to unpack mind-sets and belief systems that can be much more devastating to P-12 students than a teacher's use of an uncomfortable word or phrase" (pg 156). Being a teacher requires a certain level of boldness. It can truly be frightening to stand in front of a group of students and bring up an uncomfortable topic not knowing how students or parents will respond. But in response to Milner's challenging words, I am encouraged to take the initiative to enter these situations to better help and improve my students mind-sets and worldviews on diversity.
This idea ties directly into my worldview. I believe that God created all of us to live in community with one another. In order for this community to be successful and beautiful, he calls us to respect, love, and build each other up. It is also important to note that God is the ultimate creator of all things, especially diversity. Every animal, plant, and person comes with great diversity, and this is something to be celebrated. This is also a cause to turn around and praise God all the more for the beauty he has created.
Along with this, I also believe that Satan is very real, and he works in multiple ways to cause brokenness in our communities and in the beauty of diversity. This fear that Milner talks about is just one way that sin creeps in and destroys this community. When the devil is able to get a foothold in my life, this grows exponentially until my mind creates an alternate reality filled with frustration and misunderstandings. Rather, I believe God calls us to join in with one another and say what we need to say, while being mindful of our words as well. I have seen this happen so many times in friendships and relationships, and understand that talking and being on the same page about important issues is vital to successful community.
Overall, I take away from this section of the book that talking about difficult and touchy subjects may be uncomfortable at first, but is something teachers must not shy away from. God calls us to learn and grow together in a community. Facing difficult issues together and learning from one another just makes the bonds between us that much stronger.
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