Open topic
Urban schools have potential and I feel that if there are teachers that push students, urban schools can become something more than just what the media, music, and what people discuss about inner cities. I would like to think that one day, when someone says “urban school,” people would say, “Potential,” or “We can see great things from urban areas,” etc. Although, when we hear urban schools or inner city school, people tend to view it as hopelessness, has no real outcome, and “little hope that one day they think they can make it.” I know that urban schools are viewed through others eyes, but I feel that urban school have the most potential. I feel that inner city school have so much to offer, and the adolescents have the possibility to break away from the typical stereotypes.
Learning from this course, I feel that urban area is where teachers are needed most. I feel that becoming an excellent educator, I need to reflect back on my experience as a student in an urban school environment, my courses during my college years and in the shoes as a student teacher. There are many things I need to learn and hopefully I will continue to grow in the education field.
Friday, June 13, 2008
Meida
- Media portraits urban schools
The media portrays urban schools in various ways, but mainly in a negative perspective. Media shows that schools in urban areas have problems with educating adolescents and behavioral problems.
For example, movies that portray urban inner city school and their struggle to achieve and become something better. Finding Forrester (2000) shows an inner city student, Jamal Wallace, who struggles in his school work and William Forrester had guided him. Jamal professor states that Jamal is nothing but a student from the urban area, who received a scholarship because he was good in basketball. The professor did not believe that Jamal is capable of anything because he is from the inner city area.
Moreover, other movies portrays inner cities are Coach Carter (2005), Take the lead (2006), Freedom Writer (2007), are examples that shows that there are difficulties in inner city areas. It seems that there is always a fight to keep the classrooms, and the students’ attention to toward the studies. These may be inspiring movies, but the media portrays inner city kids as a constant problem and a teacher that have faith in toward the students are the one who have an opportunity to become something greater. The movies portrays inner city students with behavior problems and because of the environment, the schools will never achieve anything thing positive unless someone (i.e. teachers) pushes the adolescents forward.
The media portrays urban schools in various ways, but mainly in a negative perspective. Media shows that schools in urban areas have problems with educating adolescents and behavioral problems.
For example, movies that portray urban inner city school and their struggle to achieve and become something better. Finding Forrester (2000) shows an inner city student, Jamal Wallace, who struggles in his school work and William Forrester had guided him. Jamal professor states that Jamal is nothing but a student from the urban area, who received a scholarship because he was good in basketball. The professor did not believe that Jamal is capable of anything because he is from the inner city area.
Moreover, other movies portrays inner cities are Coach Carter (2005), Take the lead (2006), Freedom Writer (2007), are examples that shows that there are difficulties in inner city areas. It seems that there is always a fight to keep the classrooms, and the students’ attention to toward the studies. These may be inspiring movies, but the media portrays inner city kids as a constant problem and a teacher that have faith in toward the students are the one who have an opportunity to become something greater. The movies portrays inner city students with behavior problems and because of the environment, the schools will never achieve anything thing positive unless someone (i.e. teachers) pushes the adolescents forward.
Feedback
Looking back…
1. What was my expectation for this class?
I did not really have any expectation for this class. Plus, I never really know what to expect from my classes. I think that is how I walk into most of my classes. I was open to learning and exploring new and old thing. The only thing I really expected was a challenging course. Overall, I felt that it was but, not too too much over the top challenging.
2. What was your biggest personal challenge and accomplishment?
I think my greatest challenge was the cultural project. I have never really stop to think about who I am and what makes my culture. It was a challenge to really sit back and think, analyze, and sum up one’s culture. Perhaps this was a self building project or self enlighten type of thing but, for a long time I thought my culture is define by my parents. I think this challenge could be my biggest accomplishment in this class. Even thought I did not think I have fully closed my culture project. Then again, I did not think you can ever really sum up your culture in a poster or an essay.
3. What did I get out of the class?
I have always wanted to teach in an urban school and I know what urban school could hold. Most of the thinks we talked about in class were reviews. Most of the classes I have taken in Montclair State University have touch upon these topics. (Poverty and Family class, Read 400 and Child development, Philosophy of Education, est.) Plus, my own experience growing, learning, and attending urban public school. On the other hand the new things I have learned in class are not so much the content. I have learn to use blogging and webpage building. I will certainly go to use these things, when I become a teacher. Plus, it is using technology what child would not love it and this is the perfect way to include parent in class active and keep them informed.
Feedback on the over all course…
I feel that the overall course was effective. In terms of learning about urban schools I feel that the class and I got a lot out of it. I enjoyed the tracing back into history for the roots of urban communities and education. I think it was important to see where it all came from and how it came to be. The readings were informative and it was an awaking to read. Even though that the PDK Poll was not that wonderful, I still think it was important to see what the public really think about education. As mention in class I think the UTI school visit could have been a “real” or typical urban class visit. This would help bring everything we learned into context.
1. What was my expectation for this class?
I did not really have any expectation for this class. Plus, I never really know what to expect from my classes. I think that is how I walk into most of my classes. I was open to learning and exploring new and old thing. The only thing I really expected was a challenging course. Overall, I felt that it was but, not too too much over the top challenging.
2. What was your biggest personal challenge and accomplishment?
I think my greatest challenge was the cultural project. I have never really stop to think about who I am and what makes my culture. It was a challenge to really sit back and think, analyze, and sum up one’s culture. Perhaps this was a self building project or self enlighten type of thing but, for a long time I thought my culture is define by my parents. I think this challenge could be my biggest accomplishment in this class. Even thought I did not think I have fully closed my culture project. Then again, I did not think you can ever really sum up your culture in a poster or an essay.
3. What did I get out of the class?
I have always wanted to teach in an urban school and I know what urban school could hold. Most of the thinks we talked about in class were reviews. Most of the classes I have taken in Montclair State University have touch upon these topics. (Poverty and Family class, Read 400 and Child development, Philosophy of Education, est.) Plus, my own experience growing, learning, and attending urban public school. On the other hand the new things I have learned in class are not so much the content. I have learn to use blogging and webpage building. I will certainly go to use these things, when I become a teacher. Plus, it is using technology what child would not love it and this is the perfect way to include parent in class active and keep them informed.
Feedback on the over all course…
I feel that the overall course was effective. In terms of learning about urban schools I feel that the class and I got a lot out of it. I enjoyed the tracing back into history for the roots of urban communities and education. I think it was important to see where it all came from and how it came to be. The readings were informative and it was an awaking to read. Even though that the PDK Poll was not that wonderful, I still think it was important to see what the public really think about education. As mention in class I think the UTI school visit could have been a “real” or typical urban class visit. This would help bring everything we learned into context.
Makings of Culture
What role does race, class, gender, sexuality, language, and religion play in shaping one’s culture?
Race, class, gender, and language play an important role in shaping my culture. I am not going to mention sexuality and religion because I do not feel that it affects my personal culture in a way the others do. Your culture adapts and changes over the years.
My race is Chinese but, I was born in America therefore I am Chinese American. Because of my skin color and face features, I am not your typical American or Chinese. I am a mixer of both, and my personality says a lot about me. Therefore I am faced with stereotypes and assumptions from both sides.
My social class affects my culture because of the limitation, demographic, and social stigma. My social class limits me to do or experience certain thing because, I simply don’t have the funds. This intern limits my own cultural development to what I have around me which is the demographic. The demographic is urban, that leads to my urban culture. Then there is the stigma of the “urban culture” which also shapes who I am. The stigma that society places on urban communities affects the way I act, talk, and present myself. This intern effects my personality and in essence my culture.
My gender mistreats me. I am a female which in both American and Chinese culture is misunderstood. In the American culture we would like to think that women and men are treated equally but, females are still looked upon as objects. In the Chinese culture women are little Mrs. Homemaker’s. In both cultures females are suppressed. This affects and shapes my personal culture.
Language, is what I feel affects my culture the most. I speak Chinese (Cantonese) and English. When I was a younger, I spoke Chinese perfectly. I interacted with my family and Chinese friends. As I got older and started to learn English, I spoke less and less Chinese. Now looking back at it, that is when I stopped talking and interacting with my family and Chinese friends. As my language changed, I saw how my behavior, personality, and my surroundings changed. Thus, my culture is evolving and as I grow, it will grow along with me.
Race, class, gender, and language play an important role in shaping my culture. I am not going to mention sexuality and religion because I do not feel that it affects my personal culture in a way the others do. Your culture adapts and changes over the years.
My race is Chinese but, I was born in America therefore I am Chinese American. Because of my skin color and face features, I am not your typical American or Chinese. I am a mixer of both, and my personality says a lot about me. Therefore I am faced with stereotypes and assumptions from both sides.
My social class affects my culture because of the limitation, demographic, and social stigma. My social class limits me to do or experience certain thing because, I simply don’t have the funds. This intern limits my own cultural development to what I have around me which is the demographic. The demographic is urban, that leads to my urban culture. Then there is the stigma of the “urban culture” which also shapes who I am. The stigma that society places on urban communities affects the way I act, talk, and present myself. This intern effects my personality and in essence my culture.
My gender mistreats me. I am a female which in both American and Chinese culture is misunderstood. In the American culture we would like to think that women and men are treated equally but, females are still looked upon as objects. In the Chinese culture women are little Mrs. Homemaker’s. In both cultures females are suppressed. This affects and shapes my personal culture.
Language, is what I feel affects my culture the most. I speak Chinese (Cantonese) and English. When I was a younger, I spoke Chinese perfectly. I interacted with my family and Chinese friends. As I got older and started to learn English, I spoke less and less Chinese. Now looking back at it, that is when I stopped talking and interacting with my family and Chinese friends. As my language changed, I saw how my behavior, personality, and my surroundings changed. Thus, my culture is evolving and as I grow, it will grow along with me.
3rd Short Summary
Mini Annotated Bibliography #3
“Adjustment Programs in the Family and School Contexts, Attitude Toward Authority, and Violent Behavior at school in Adolescence” written by Gonzalo Musitu Ochoa, Estefania Estevez Lopez, and Nichoals P. Emler
The article looked at the roles of different family and schools in relation to violent behavior in adolescence. The researchers interviewed and looked at the different types of family and schools, over one thousand participants. The results of violent behavior in relation to family and school were general across gender and age group. The research found that teacher s that has negative perceptions lead to low self control and high chances to become violence. The similar result we shown in relation with family and violent behavior.
“Adjustment Programs in the Family and School Contexts, Attitude Toward Authority, and Violent Behavior at school in Adolescence” written by Gonzalo Musitu Ochoa, Estefania Estevez Lopez, and Nichoals P. Emler
The article looked at the roles of different family and schools in relation to violent behavior in adolescence. The researchers interviewed and looked at the different types of family and schools, over one thousand participants. The results of violent behavior in relation to family and school were general across gender and age group. The research found that teacher s that has negative perceptions lead to low self control and high chances to become violence. The similar result we shown in relation with family and violent behavior.
2nd Short Summary
Mini Annotated Bibliography #2
Parent Involvement in Schools: An Ecological Approach
Written by James P. Comer and Norris M. Haynes
The article stressed the importance of parental involvement in a child’s educational success. Plus the involvement in the child’s education has to be a meaningful participation. The article develops a parent involvement program and found that parent involvement programs are most effective. This program teaches parents what is meaningful involvement and participation. Therefore the involvement would be purposeful.
Parent Involvement in Schools: An Ecological Approach
Written by James P. Comer and Norris M. Haynes
The article stressed the importance of parental involvement in a child’s educational success. Plus the involvement in the child’s education has to be a meaningful participation. The article develops a parent involvement program and found that parent involvement programs are most effective. This program teaches parents what is meaningful involvement and participation. Therefore the involvement would be purposeful.
1st Short Summary
Mini Annotated Bibliography #1
“Maternal Attitudes and Parent Education: how immigrant Mother Support Their Child’s Education Despite Their Own Low Level of Education” written by Ana Schaller, Lisa Oglesby Rocha, and David Barshinger (2006)
The article is about a study of immigrant families who have entered the United States in search of a better life and education for their children. These families view education very highly and would do anything to help their children do well. Family involvement is one of the components of a child’s success in education. Although education is important to the family, the parents were not educated or had low levels of education. This intern discourages family involvement in schools.
The article offers a program for immigrant’s parents to become more involve in their children’s education. This program is AVANCE- Dallas which gives parents a chance to become a active parent in their child’s school. The AVANCE- Dallas teaches parents English so they can better communicate with the teachers and staff of their child’s school. This would level the playing fields a little for them to get involve in their child’s education.
“Maternal Attitudes and Parent Education: how immigrant Mother Support Their Child’s Education Despite Their Own Low Level of Education” written by Ana Schaller, Lisa Oglesby Rocha, and David Barshinger (2006)
The article is about a study of immigrant families who have entered the United States in search of a better life and education for their children. These families view education very highly and would do anything to help their children do well. Family involvement is one of the components of a child’s success in education. Although education is important to the family, the parents were not educated or had low levels of education. This intern discourages family involvement in schools.
The article offers a program for immigrant’s parents to become more involve in their children’s education. This program is AVANCE- Dallas which gives parents a chance to become a active parent in their child’s school. The AVANCE- Dallas teaches parents English so they can better communicate with the teachers and staff of their child’s school. This would level the playing fields a little for them to get involve in their child’s education.
The Visit
UTI Visit
I enjoyed it! The Schools we visited brought me back. Then again when I went to school it was worse than the Port City schools. I do not understand why people look at Port City and the other city like it so poorly. Perhaps we judge things poorly when we do not truly understand. The schools were wonderful and welcoming. The Funny Street School reminds me of my own grammar school; the hall way, the children and even the principal. The Performing High School was also beautiful. The building, children, and atmosphere were very refreshing. I also love the fact that all of these schools were experimenting new things and are willing to do what ever they need for their students.
I enjoyed it! The Schools we visited brought me back. Then again when I went to school it was worse than the Port City schools. I do not understand why people look at Port City and the other city like it so poorly. Perhaps we judge things poorly when we do not truly understand. The schools were wonderful and welcoming. The Funny Street School reminds me of my own grammar school; the hall way, the children and even the principal. The Performing High School was also beautiful. The building, children, and atmosphere were very refreshing. I also love the fact that all of these schools were experimenting new things and are willing to do what ever they need for their students.
Thoughts
How do I view myself?
In our time together I felt that we were asked to reflect on ourselves. When I look at myself, I imagine a half filled glass of water sitting outside exposed to the elements. When I am out in the world learning and being exposed to different things it is like the rain filling my glass. All types of things, good or bad fall into my glass during this storm of knowledge. Then, the next day the sun will come out and some of my water will evaporate and disappear. Like the thoughts and feeling you have during the experience have slowly escapes you. What is left in the glass is water and all the good and bad things that has fallen in. All the things (knowledge, feeling, and assumptions) you have taken from that experience.
I am a glass of water in the element because your surroundings, your environment are what effect who you are. You have no control over your surroundings; it is just like the elements. As a glass of water you sit there. Someone could come and drink from you meaning people could learn from you or be touched by you. If someone comes along and knock it over then these are the hits in life that you take. You can learn from them or you can stay in that slump and become that knock over glass sitting in the elements. I am a glass of water which is never filled and there will all way be room for improvement.
In our time together I felt that we were asked to reflect on ourselves. When I look at myself, I imagine a half filled glass of water sitting outside exposed to the elements. When I am out in the world learning and being exposed to different things it is like the rain filling my glass. All types of things, good or bad fall into my glass during this storm of knowledge. Then, the next day the sun will come out and some of my water will evaporate and disappear. Like the thoughts and feeling you have during the experience have slowly escapes you. What is left in the glass is water and all the good and bad things that has fallen in. All the things (knowledge, feeling, and assumptions) you have taken from that experience.
I am a glass of water in the element because your surroundings, your environment are what effect who you are. You have no control over your surroundings; it is just like the elements. As a glass of water you sit there. Someone could come and drink from you meaning people could learn from you or be touched by you. If someone comes along and knock it over then these are the hits in life that you take. You can learn from them or you can stay in that slump and become that knock over glass sitting in the elements. I am a glass of water which is never filled and there will all way be room for improvement.
Thursday, June 12, 2008
Poverty
A Thought
Most people want the best things in life for themselves and for their children. But sometimes due to negative circumstances over which we have no control. Certain events that happened or life does not work out the way that we would like it to. For example, if a father who had been working with a particular company for many years were about t lost his jobs. Due to the company is having cutting back or for some other unforeseen reason he becomes unemployed. This could really become a major problem for him and his family.
Therefore due to many other incidents such as, the loss of a job, death of a loved one who is the primary breadwinner, or a natural disaster etc… many individuals and families end up in poverty. Of course, all the members of the family suffer and are affected one way or another, but in my opinion, I believe the children are the ones who are greatly affected most. In certain levels, they experience this trauma dramatically because they are dependent upon their parents to financial and emotional support them. They are not adolescent or young adults who can fend for themselves through finding part-time work.This then entails the matter of poverty and it's hold social, emotional and mental effects on children.
Most people want the best things in life for themselves and for their children. But sometimes due to negative circumstances over which we have no control. Certain events that happened or life does not work out the way that we would like it to. For example, if a father who had been working with a particular company for many years were about t lost his jobs. Due to the company is having cutting back or for some other unforeseen reason he becomes unemployed. This could really become a major problem for him and his family.
Therefore due to many other incidents such as, the loss of a job, death of a loved one who is the primary breadwinner, or a natural disaster etc… many individuals and families end up in poverty. Of course, all the members of the family suffer and are affected one way or another, but in my opinion, I believe the children are the ones who are greatly affected most. In certain levels, they experience this trauma dramatically because they are dependent upon their parents to financial and emotional support them. They are not adolescent or young adults who can fend for themselves through finding part-time work.This then entails the matter of poverty and it's hold social, emotional and mental effects on children.
Re: To Robert C. Bulman
Teachers in the ’Hood: Hollywood’s Middle-Class Fantasy
It describes that low-achieving students can be transformed into some greater. Inner cities are describe in movies as struggling students, and in describing adolescent as socially troubled individuals. Movies and media portrays urban school are falling through the cracks of the system and that there are no real hope in these students. The main discussion about the portrayal from media is their behavioral problems. The administrative staff is surprised when students show. It is viewed that culture is in poverty and it is represented in film which may contradict but reinforces the thought of urban schools have problems and that others school away from the inner cities are better. There are social changes in the urban areas and schools are changing over time.
Hollywood portrays educator in the urban communities are less likely to push their students to achieve but the media portrays it in different perspectives. It seems that the plots in the media are the same, trouble students who are struggling to make it with helps from the educators and professionals. It seems that there is always a fight or negative turn in urban schools that are viewed to keep the classrooms, and the students’ attention to toward the studies. The media portrays inner city kids as a constant problem and a teacher that have faith in toward the students are the one who have an opportunity to become something greater. The movies portrays inner city students with behavior problems and because of the environment, the schools will never achieve anything thing positive unless someone (i.e. teachers) pushes the adolescents forward.
It describes that low-achieving students can be transformed into some greater. Inner cities are describe in movies as struggling students, and in describing adolescent as socially troubled individuals. Movies and media portrays urban school are falling through the cracks of the system and that there are no real hope in these students. The main discussion about the portrayal from media is their behavioral problems. The administrative staff is surprised when students show. It is viewed that culture is in poverty and it is represented in film which may contradict but reinforces the thought of urban schools have problems and that others school away from the inner cities are better. There are social changes in the urban areas and schools are changing over time.
Hollywood portrays educator in the urban communities are less likely to push their students to achieve but the media portrays it in different perspectives. It seems that the plots in the media are the same, trouble students who are struggling to make it with helps from the educators and professionals. It seems that there is always a fight or negative turn in urban schools that are viewed to keep the classrooms, and the students’ attention to toward the studies. The media portrays inner city kids as a constant problem and a teacher that have faith in toward the students are the one who have an opportunity to become something greater. The movies portrays inner city students with behavior problems and because of the environment, the schools will never achieve anything thing positive unless someone (i.e. teachers) pushes the adolescents forward.
Re: to Harold Hogkinson
How are shifting demographics in the United States affecting the population that most concerns educators: their students?
The article describes the differences and diversity in schools. Diversity is changing and being intertwined with education and learning. In the article, it discussed about race and interrelated correlations between us in the world. The demographics shift is rapidly moving and there will be more minorities than majorities over the course of years. In concerns with education, teachers, and learning, there will be a shift that is marked over the course. Also, in understanding and categorizing individuals to groups are difficult since the groups are more general than specific.
The article also identifies the baby boomers and their retirement. And the description in the article shows student and parents of various languages and their perspective and relation involving the school. In education, students vary over the course of the years and every year, there will be different students from the last. It is hard and difficult identifying the learning type it is important to meet every students need which various due to the demographics population in the United States.
The article describes the differences and diversity in schools. Diversity is changing and being intertwined with education and learning. In the article, it discussed about race and interrelated correlations between us in the world. The demographics shift is rapidly moving and there will be more minorities than majorities over the course of years. In concerns with education, teachers, and learning, there will be a shift that is marked over the course. Also, in understanding and categorizing individuals to groups are difficult since the groups are more general than specific.
The article also identifies the baby boomers and their retirement. And the description in the article shows student and parents of various languages and their perspective and relation involving the school. In education, students vary over the course of the years and every year, there will be different students from the last. It is hard and difficult identifying the learning type it is important to meet every students need which various due to the demographics population in the United States.
Re: To Martin Habrman
The Pedagogy of Poverty versus Good Teaching
In the urban schools, there are difficulties with education. The article describes about the experience, and the outlook of some educational strategies that are put into the inner cities. In the beginning of the article, it describes the functions of a teaching that “constitute the core functions of urban teaching,” which have fourteen acts. They are direct teaching strategies for teachers in urban areas that would fit into the criteria. Then, the article identifies some of the strategies that urban teachers are doing because they are teacher-directly, and instructional teaching to students. It discusses the negative and then the reformed education in urban teaching impoverishes areas.
The one I felt would fit in the pedagogy of teaching is not teacher directed but what qualities that makes a great teacher. These are indirect activities that helps create an environment for students and help them enhance their learning and opportunities to think in various ways. Good teaching reaches further than just the required content for students. The required information and running records from students are ways teacher obtain information from students.
In the urban schools, there are difficulties with education. The article describes about the experience, and the outlook of some educational strategies that are put into the inner cities. In the beginning of the article, it describes the functions of a teaching that “constitute the core functions of urban teaching,” which have fourteen acts. They are direct teaching strategies for teachers in urban areas that would fit into the criteria. Then, the article identifies some of the strategies that urban teachers are doing because they are teacher-directly, and instructional teaching to students. It discusses the negative and then the reformed education in urban teaching impoverishes areas.
The one I felt would fit in the pedagogy of teaching is not teacher directed but what qualities that makes a great teacher. These are indirect activities that helps create an environment for students and help them enhance their learning and opportunities to think in various ways. Good teaching reaches further than just the required content for students. The required information and running records from students are ways teacher obtain information from students.
Thursday, May 29, 2008
Assumptions
Urban Assumptions
The assumption is that urban communities are nothing but drugs, gangs, violence, the poor and the homeless. The assumption of anyone coming from an urban background is that they are trouble. Also, the assumptions of people living in these communities are poor, uneducated, and uncivilized. There is a stigma attach to people who live and thrive in urban community, which I encounter. Whenever I announce that I am from Paterson I always get a “look,” this look of shock or discomfort. Therefore, this assumption of urban stigma is projected onto me, which is almost always associated with negativity.
Through my eyes, the urban communities are a place full of hope and dreams. The urban community is where I truly see diversity. Many people immigrated to the United States with the hope and dreams of a better life. When they entered the States, they usually settled in urban communities. Not everyone who lives in these communities is an immigrant. Some of these residents had lived in the urban communities for many years and wouldn’t want to live anywhere else. The urban communities are full of life, culture, and history. Although there is beauty in the urban communities, there is also a lot of hardship. The hardships and the ugliness is what most people see and focus on when they refer to the urban communities, especially in the urban education.
Belief of Urban Community:
What is my belief on urban centers, schools, teacher, and students? Well, I believe that urban centers is a place where people go to when they need help, to have fun, and a place where people can go to in search of answers. These centers could be a local church, food bank, shelter, schools, health centers, community recreational centers, etc. These centers help the people in the community with their needs which are food, shelter, clothing, therapy, health care, a safe place, etc. These places are normally seen as happy and friendly places but, when you walk in you can’t help but feel worried, helpless, and maybe sad. I would like to say that the centers are like sanctuary but, all I could see is worry souls and emptiness in people’s eyes.
Urban schools are often overcrowded with students and under fund. These schools are usually in poor conditions and offer minimum after school programs. The curriculum is tuned down to accommodate States requirements and students learning levels. Some schools are unorganized and do not work as a collaborative school. Most class go with the rhythm in various teaching styles and it seem like no one is communicating with each other. This could be the result of the over crowdedness and the lack of funding. The urban schools also lack communication with parents and an overall involvement with parents and guardians.
The teachers in urban schools could be catalog into three groups. These teachers are normal but burned out, not passionate, or evil. The teacher who are there for the children become stressed out, over worked, and bombarded with negative feedback from there environment. The other teachers who are not passionate are the one who ends up in working urban schools because they could not find a job anywhere else. Thus, they are empty teachers who seem to go through the motions of teaching but, has nothing invested. Then, there are the “evil” teachers, who are teaching in the urban school systems, and their goal is to kill dreams of the learners. They like to pray on children’s innocence, hopes, and dreams. These are the teachers who does not understand children and expect these children to fail the very first day they stepped into the classroom.
The urban students are very diverse in knowledge level, culture, ethnicity, and social class. Many of these students fell through the cracks of the urban public school system. For the largest part, these students come into the classroom with a lot of mixed emotional, psychological, and physical baggage. Most urban students are poorly treated under-minded, and neglected. Students in urban school lack motivation and is portrayed that the students are unwilling to learn. The majority of the students are also under educated and pushed aside; there are very few that is an exception of these factors.
Belief in the classroom:
These beliefs come from my own experience growing up and attending the urban public schools. Throughout my all my life, I am growing, attending, and volunteering in the urban community and schools. I have come to believe that the reason why I have such a negative feeling about the urban community is because I have seen sides, the good and the bad in the schools. The best of the best only happens once in a while and the worst of the worst is everyday. Although my beliefs are formed from my experiences they are not carved in stone.
I feel that my beliefs will help me with working with different teachers and students. Through my beliefs and my experiences, I feel that I am able to understand and work with them. Depending on the type of teacher that I will be working with, I would learn what to do and what not to do. Since I am a guest in their classroom, one must know their boundary. On the other hand I feel that my interaction will be active regardless of my belief about the teacher. At time you are going to work with people you don’t agree with and vice versa but, is what you do with that time that is what counts.
Still, I do not think my belief of the schools, teachers, and the students will affect my work. This is something silly to say because your belief is part of your identity. And even though I felt like I slipped through the cracks of the urban school system and let down by teachers, I still have hope. My belief about urban schools does not shape my belief in education. I believe that all children deserve a good education. In the Annenberg Promise one of the focuses on is equality and I feel that this equality is the key.
Through all of my belief and assumptions about urban education, I feel that I will become a good teacher. A good teacher meaning that I will put effort into my studies, students, and toward the school. I would challenge the students and treat them with the same respect they give me. I have seen good and bad teachers and I will learn from their mistake or triumph from their wonderful teaching techniques and I become a fine teacher.
The assumption is that urban communities are nothing but drugs, gangs, violence, the poor and the homeless. The assumption of anyone coming from an urban background is that they are trouble. Also, the assumptions of people living in these communities are poor, uneducated, and uncivilized. There is a stigma attach to people who live and thrive in urban community, which I encounter. Whenever I announce that I am from Paterson I always get a “look,” this look of shock or discomfort. Therefore, this assumption of urban stigma is projected onto me, which is almost always associated with negativity.
Through my eyes, the urban communities are a place full of hope and dreams. The urban community is where I truly see diversity. Many people immigrated to the United States with the hope and dreams of a better life. When they entered the States, they usually settled in urban communities. Not everyone who lives in these communities is an immigrant. Some of these residents had lived in the urban communities for many years and wouldn’t want to live anywhere else. The urban communities are full of life, culture, and history. Although there is beauty in the urban communities, there is also a lot of hardship. The hardships and the ugliness is what most people see and focus on when they refer to the urban communities, especially in the urban education.
Belief of Urban Community:
What is my belief on urban centers, schools, teacher, and students? Well, I believe that urban centers is a place where people go to when they need help, to have fun, and a place where people can go to in search of answers. These centers could be a local church, food bank, shelter, schools, health centers, community recreational centers, etc. These centers help the people in the community with their needs which are food, shelter, clothing, therapy, health care, a safe place, etc. These places are normally seen as happy and friendly places but, when you walk in you can’t help but feel worried, helpless, and maybe sad. I would like to say that the centers are like sanctuary but, all I could see is worry souls and emptiness in people’s eyes.
Urban schools are often overcrowded with students and under fund. These schools are usually in poor conditions and offer minimum after school programs. The curriculum is tuned down to accommodate States requirements and students learning levels. Some schools are unorganized and do not work as a collaborative school. Most class go with the rhythm in various teaching styles and it seem like no one is communicating with each other. This could be the result of the over crowdedness and the lack of funding. The urban schools also lack communication with parents and an overall involvement with parents and guardians.
The teachers in urban schools could be catalog into three groups. These teachers are normal but burned out, not passionate, or evil. The teacher who are there for the children become stressed out, over worked, and bombarded with negative feedback from there environment. The other teachers who are not passionate are the one who ends up in working urban schools because they could not find a job anywhere else. Thus, they are empty teachers who seem to go through the motions of teaching but, has nothing invested. Then, there are the “evil” teachers, who are teaching in the urban school systems, and their goal is to kill dreams of the learners. They like to pray on children’s innocence, hopes, and dreams. These are the teachers who does not understand children and expect these children to fail the very first day they stepped into the classroom.
The urban students are very diverse in knowledge level, culture, ethnicity, and social class. Many of these students fell through the cracks of the urban public school system. For the largest part, these students come into the classroom with a lot of mixed emotional, psychological, and physical baggage. Most urban students are poorly treated under-minded, and neglected. Students in urban school lack motivation and is portrayed that the students are unwilling to learn. The majority of the students are also under educated and pushed aside; there are very few that is an exception of these factors.
Belief in the classroom:
These beliefs come from my own experience growing up and attending the urban public schools. Throughout my all my life, I am growing, attending, and volunteering in the urban community and schools. I have come to believe that the reason why I have such a negative feeling about the urban community is because I have seen sides, the good and the bad in the schools. The best of the best only happens once in a while and the worst of the worst is everyday. Although my beliefs are formed from my experiences they are not carved in stone.
I feel that my beliefs will help me with working with different teachers and students. Through my beliefs and my experiences, I feel that I am able to understand and work with them. Depending on the type of teacher that I will be working with, I would learn what to do and what not to do. Since I am a guest in their classroom, one must know their boundary. On the other hand I feel that my interaction will be active regardless of my belief about the teacher. At time you are going to work with people you don’t agree with and vice versa but, is what you do with that time that is what counts.
Still, I do not think my belief of the schools, teachers, and the students will affect my work. This is something silly to say because your belief is part of your identity. And even though I felt like I slipped through the cracks of the urban school system and let down by teachers, I still have hope. My belief about urban schools does not shape my belief in education. I believe that all children deserve a good education. In the Annenberg Promise one of the focuses on is equality and I feel that this equality is the key.
Through all of my belief and assumptions about urban education, I feel that I will become a good teacher. A good teacher meaning that I will put effort into my studies, students, and toward the school. I would challenge the students and treat them with the same respect they give me. I have seen good and bad teachers and I will learn from their mistake or triumph from their wonderful teaching techniques and I become a fine teacher.
Wednesday, May 28, 2008
The Surface of My Culture
In the Beginning...
I feel that culture is defined by the person’s surrounding and up bringing. I am of Chinese descent but, I am born and raised in America. My culture is a mix of both worlds. My mother and father raised me the best way they know how. My parents were born and raised in rural China and the came to America in 1982. They left China and came to the States in search of a better life. In China my parents were both farmers and coal mine workers. My parents came to the States and did not speak a word of English but managed to find work.
Soon after, I was born; I was the first in my family to be born in the United States of America. My family was a closed family. The only people we spoke to were member of the family household. The other children I played with were members of the family like my cousins and siblings. The first time I ever interacted with other people was the first or second day of Kindergarten. Also, I did not speak a work of English until I enter into the Paterson Public Schools.
When I enter the Public School System, it is where I felt that I begin to take in the American culture. In school was where I began to see that I was different. I was a minority upon minorities. I don’t really believe I ever fit in with my peers in my early school years. In school and from my peers is where I learned what was “hip” and what was not, how to act, and what to wear. During these years many different things were introduced to me. This is when I began to “act American” as my grandmother would put it.
Although, in my early years, I only interacted with my family, we were not really that family oriented. Somewhere along the line I lost bits and pieces of my Asian culture and made room for the American culture. The lost of culture I am referring to is my Chinese language, which I hardly ever use anymore and it is slowly slipping away. I began to do thing that is not expectable according to Chinese culture such as disrespecting my parents, getting involve with someone outside my race, and having children before I got married.
There is a word in Chinese, when used in a conversation, meaning these spoiled Americans Chinese. In which my mother’s family often calls me, my sister, and brother. This word is normally referred to the generation of Chinese children who is born in America. In the Chinese culture, we respect out elders and we are quite modest. As time go by, I see a lot of the American culture influencing the Chinese culture.
Although I only touch upon the American Chinese culture there is more layers to unfold in my culture.
I feel that culture is defined by the person’s surrounding and up bringing. I am of Chinese descent but, I am born and raised in America. My culture is a mix of both worlds. My mother and father raised me the best way they know how. My parents were born and raised in rural China and the came to America in 1982. They left China and came to the States in search of a better life. In China my parents were both farmers and coal mine workers. My parents came to the States and did not speak a word of English but managed to find work.
Soon after, I was born; I was the first in my family to be born in the United States of America. My family was a closed family. The only people we spoke to were member of the family household. The other children I played with were members of the family like my cousins and siblings. The first time I ever interacted with other people was the first or second day of Kindergarten. Also, I did not speak a work of English until I enter into the Paterson Public Schools.
When I enter the Public School System, it is where I felt that I begin to take in the American culture. In school was where I began to see that I was different. I was a minority upon minorities. I don’t really believe I ever fit in with my peers in my early school years. In school and from my peers is where I learned what was “hip” and what was not, how to act, and what to wear. During these years many different things were introduced to me. This is when I began to “act American” as my grandmother would put it.
Although, in my early years, I only interacted with my family, we were not really that family oriented. Somewhere along the line I lost bits and pieces of my Asian culture and made room for the American culture. The lost of culture I am referring to is my Chinese language, which I hardly ever use anymore and it is slowly slipping away. I began to do thing that is not expectable according to Chinese culture such as disrespecting my parents, getting involve with someone outside my race, and having children before I got married.
There is a word in Chinese, when used in a conversation, meaning these spoiled Americans Chinese. In which my mother’s family often calls me, my sister, and brother. This word is normally referred to the generation of Chinese children who is born in America. In the Chinese culture, we respect out elders and we are quite modest. As time go by, I see a lot of the American culture influencing the Chinese culture.
Although I only touch upon the American Chinese culture there is more layers to unfold in my culture.
Tuesday, May 27, 2008
Memorial Day
What is Memorial Day?
Memorial Day was originally called Decoration Day. Memorial Day is the day we remember those who have died for our nation, the ultimate sacrifice for one’s nation. Today, Memorial Day, is seen as a day off, a day for sales and shopping, and a day for BBQ. To tell you the truth I did not really know the meaning behind Memorial Day until I looked it up. I can understand why we celebrate Memorial Day and take the day off but, I do not understand what does Memorial Day have to do with urban education.
Is the link between Memorial Day and urban education related to the people living in these communities or is it the relation of the day to the people. Is it that the populations in urban schools are immigrants and they do no really need this day to morn? If it is not that then is it the thousand and thousands of people who died in the front lines of War are from urban communities? Is it the idea of Memorial Day to celebrate our national freedom but yet people in urban communities are not really free? Is it because Memorial Day is a day of rest but children from urban community never real get the chance to rest? All these thought run in my head on why does Memorial Day and Urban community have do with one another.
Is it because it is a day to morn and honor the heroes who died from our nation but, not the heroes that did to keep us safe everyday? Perhaps it is because urban education does not touch upon this topic. I am a product of the urban education and I can only speak for myself. Throw out my years of schooling I do not remember learning about Memorial Day. All weekend I asked my peers if they know why we celebrate Memorial Day. No one really knows or have any ideas of what it is. Most simply thought it is the start of the summer.
My peers, who had a better understanding of what Memorial Day mean attended suburban schools. In their schools, the week before Memorial Day veterans would go to their school and take about Memorial Day. I have never seen or meet a veteran until my collage years and we never had a guest come into our to speak about other things but drugs.
What does Memorial Day have to do with urban eduction? If anything at all?
Memorial Day was originally called Decoration Day. Memorial Day is the day we remember those who have died for our nation, the ultimate sacrifice for one’s nation. Today, Memorial Day, is seen as a day off, a day for sales and shopping, and a day for BBQ. To tell you the truth I did not really know the meaning behind Memorial Day until I looked it up. I can understand why we celebrate Memorial Day and take the day off but, I do not understand what does Memorial Day have to do with urban education.
Is the link between Memorial Day and urban education related to the people living in these communities or is it the relation of the day to the people. Is it that the populations in urban schools are immigrants and they do no really need this day to morn? If it is not that then is it the thousand and thousands of people who died in the front lines of War are from urban communities? Is it the idea of Memorial Day to celebrate our national freedom but yet people in urban communities are not really free? Is it because Memorial Day is a day of rest but children from urban community never real get the chance to rest? All these thought run in my head on why does Memorial Day and Urban community have do with one another.
Is it because it is a day to morn and honor the heroes who died from our nation but, not the heroes that did to keep us safe everyday? Perhaps it is because urban education does not touch upon this topic. I am a product of the urban education and I can only speak for myself. Throw out my years of schooling I do not remember learning about Memorial Day. All weekend I asked my peers if they know why we celebrate Memorial Day. No one really knows or have any ideas of what it is. Most simply thought it is the start of the summer.
My peers, who had a better understanding of what Memorial Day mean attended suburban schools. In their schools, the week before Memorial Day veterans would go to their school and take about Memorial Day. I have never seen or meet a veteran until my collage years and we never had a guest come into our to speak about other things but drugs.
What does Memorial Day have to do with urban eduction? If anything at all?
Monday, May 26, 2008
Annotated Bibliography
"Family Involvement in Schools and Low-Income Children’s Literacy: Longitudinal Associations Between and Within Families"
Article Review:
This article is a longitudinal study about family involvement in association to children literacy. This study focused on children literacy in relations to low income households and their family involvement in schools. In other studies which are stated in Dearing, Kreidwer, Simpkins, & Weiss article, they have found links between family involvement in schools and children literacy skill developmental. There is also evidence that high levels of family involvement during elementary years are associated with a lower high school drop out rate and a higher rate in high school completion. (Barnard, 2004 found in Dearing, Kreidwer, Simpkins, & Weiss, 2006)
Dearing, Kreidwer, Simpkins, & Weiss felt that there were three contributions to why children literacy in low income families and family involvement are so poor. The first contribution is the family’s patterns of stability and changes in involvement in schools (p. 654). The second is the analyzing within families pattern of family involvement and its relation to increased involvement is associated with improved academic achievement (p.654). Finally, the third contribution is the longitudinal study and data from Kindergarten to third grade that can control possible absent variable unfairness. (p. 654)
Through out Dearing, Kreidwer, Simpkins, & Weiss study, they found that between family involvement differences and within-families involvement changes were associated with children literacy. This finding was most prevalent in families with the highest involvement in school and the families with the lower involvement in school. Families with average involvement in schools were not shown statistically interpret in the study (p. 661). Also, the finding showed an increased within family involvement in school was associated with improvement in children literacy.
Critique:
Dearing, Kreidwer, Simpkins, & Weiss’s article was very informative and it brings out valid point on the issues with family involvement in schools and its effects on a child academic progress. I also found this article useful to help us take a deeper look into family dynamics and its relation to school. The article was very thorough and supported its finding and methodology.
However, I felt that this article was very respective and hard to read. This is not an easy read and it was somewhat unclear on certain terms and what the objectives were and I felt that the article was all over the place and did not stay true to their three contributions on why children literacy in low income families and family involvement are so poor. I also did not feel that they really focused on low income families. Overall, the article was very informative but it is not an easy read and I feel that this article would not appeal to parents or teachers.
Dearing, E., Kreider, H., Simpkins, S., &Weiss, H. (2006) Family Involvement in
Schools and Low-Income Children’s Literacy: Longitudinal Associations Between and Within Families. Journal of Educational Psychology, 98, 653-664.
Article Review:
This article is a longitudinal study about family involvement in association to children literacy. This study focused on children literacy in relations to low income households and their family involvement in schools. In other studies which are stated in Dearing, Kreidwer, Simpkins, & Weiss article, they have found links between family involvement in schools and children literacy skill developmental. There is also evidence that high levels of family involvement during elementary years are associated with a lower high school drop out rate and a higher rate in high school completion. (Barnard, 2004 found in Dearing, Kreidwer, Simpkins, & Weiss, 2006)
Dearing, Kreidwer, Simpkins, & Weiss felt that there were three contributions to why children literacy in low income families and family involvement are so poor. The first contribution is the family’s patterns of stability and changes in involvement in schools (p. 654). The second is the analyzing within families pattern of family involvement and its relation to increased involvement is associated with improved academic achievement (p.654). Finally, the third contribution is the longitudinal study and data from Kindergarten to third grade that can control possible absent variable unfairness. (p. 654)
Through out Dearing, Kreidwer, Simpkins, & Weiss study, they found that between family involvement differences and within-families involvement changes were associated with children literacy. This finding was most prevalent in families with the highest involvement in school and the families with the lower involvement in school. Families with average involvement in schools were not shown statistically interpret in the study (p. 661). Also, the finding showed an increased within family involvement in school was associated with improvement in children literacy.
Critique:
Dearing, Kreidwer, Simpkins, & Weiss’s article was very informative and it brings out valid point on the issues with family involvement in schools and its effects on a child academic progress. I also found this article useful to help us take a deeper look into family dynamics and its relation to school. The article was very thorough and supported its finding and methodology.
However, I felt that this article was very respective and hard to read. This is not an easy read and it was somewhat unclear on certain terms and what the objectives were and I felt that the article was all over the place and did not stay true to their three contributions on why children literacy in low income families and family involvement are so poor. I also did not feel that they really focused on low income families. Overall, the article was very informative but it is not an easy read and I feel that this article would not appeal to parents or teachers.
Dearing, E., Kreider, H., Simpkins, S., &Weiss, H. (2006) Family Involvement in
Schools and Low-Income Children’s Literacy: Longitudinal Associations Between and Within Families. Journal of Educational Psychology, 98, 653-664.
Tuesday, May 20, 2008
Reaction to Annenberg
Re:
The Promise of Urban Schools the article looks at the relationship between education and the community. What is education and what does in mean to different people in our community. We would all like to believe that eduction levels the playing field everyone who pursue it. It could be in the matter of find work or democratic perspective. As a future teacher I would like to see Anew look at urban schools. Annenberg proposal of a high-quality urban eduction that enrich all aspects of public life is an idealistic program. This high-quality urban education believes that new language and new multi focal lenses are needed. The article purpose five lenses (AEIOU)which is Agency, Equity and Justice, Instruction and Curriculum, Outcome and Impacts, and Urban Condition and Context . I found that the article is very interesting and provides many insight on what could improve the urban schools. The "five lenses" would help one to look at education in urban schools as well as any schools in a new light. I also feel that the article points out certain things that effects a students learning and a teacher teaching in urban schools.
The Promise of Urban Schools the article looks at the relationship between education and the community. What is education and what does in mean to different people in our community. We would all like to believe that eduction levels the playing field everyone who pursue it. It could be in the matter of find work or democratic perspective. As a future teacher I would like to see Anew look at urban schools. Annenberg proposal of a high-quality urban eduction that enrich all aspects of public life is an idealistic program. This high-quality urban education believes that new language and new multi focal lenses are needed. The article purpose five lenses (AEIOU)which is Agency, Equity and Justice, Instruction and Curriculum, Outcome and Impacts, and Urban Condition and Context . I found that the article is very interesting and provides many insight on what could improve the urban schools. The "five lenses" would help one to look at education in urban schools as well as any schools in a new light. I also feel that the article points out certain things that effects a students learning and a teacher teaching in urban schools.
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