You do not need write a reflection for Chapter 5. You must choose 2 questions to answer thoroughly and thoughtfully (minimum of 200 words) from pages 178-180 from Developing Multicultural Educators here on the blog.
2. Respond to the 2 following questions:
How was your definition of culture changed since our first class?
What are some immediate changes you will make in your classroom to make it more culturally responsive?
Case Study due next week 1/30- send to Mrs. Dap (prepare 5 min presentation)
School Action Plans Due 2/6- send to Mrs. Dap (prepare 5 min presentation)
Take Away: "Looking at Race and Racial Identity Through Critical Literacy in Children's Books."
http://www.tolerance.org/print/lesson/looking-race-and-racial-identity-through-critical-literacy-c
1. How has your definition of culture changed since out first class?
ReplyDeleteI have learned about a lot of great resources to help me teach my ELs as well as the classroom ESOL endorsed teachers on my ESOL Committee. I have also enjoyed learning about some of the specific differences in other cultures. But I don’t think my definition of culture has changed. Perhaps because I have traveled extensively outside of this country both for pleasure and on mission trips, I came into the class with a good understanding of how different as well as how similar other cultures can be compared to mine. I’ve also been teaching for 25 years and have observed how schools must change as different cultures are introduced into a school.
2. What are some immediate changes you will make in your classroom to make it more culturally responsive?
I have quite a bit of money left in my ESOL fund that I would like to spend on posters and visuals that represent different cultures. I am looking for anything that would make my ELs feel more at home in my room. It is overwhelming to think about researching the diverse number of cultures present in our ESOL program as thoroughly as I researched the Albanian culture, but I want to continue to learn about the cultures of my other students. Perhaps finding out about one additional culture each month would be a reachable goal.
2. Difficulty of Movement Through Stages
ReplyDeleteTruthfully, I can see how all stages of identity might be difficult to move through. But the two stages that would appear to give most people problems would be stage 3 (construction of identity based on devaluation of others) and stage 4 (clarified identity). In stage 3 appears to be a stage brought about by anger- either about being oppressed in one’s identity or being judged solely on their culture. I feel that many people may dwell in this stage and allow the anger to define them. Anger can be a strong emotion and it can build and build, allowing that person to remain stuck with in that stage. It would take a strong person to accept the negative and the positive of their cultural identity and move on to the next stage. I feel that stage 3 is where prejudice and racism might develop- to begin to despise another group based on their perception of your own culture. Moving from stage to stage appears to be difficult on many levels, but getting over ones anger and accepting the negatives and positives is surely to create some difficulty. However, once in stage 4, the anger would begin to subside and positive outlook on one’s identity will develop.
4. Moving Into Different Stages
For some, movement among the stages can be an easy process. For others it can be quite grueling. In order to move from stage 1 to stage 2, I believe that several experiences aid in this transition. For example, in stage 1 a person uses the opinion of others to base their cultural identity. In stage 2 a person asks questions to openly seek out their identity. To move from stage 1 and stage 2 I think a person only needs to experience life. Their day to day experiences can shape this transition. To move from stage 2 to 3, where an identity is shaped by devaluation of others, I think a person would have to have some negative experiences in order to transition to this stage. In stage 3 the focus is on the negative perception of others. To move from stage 3 to stage 4 a person will have developed a sense of acceptance of both the negative and the positive experiences and use that acceptance to aid in developing their identity. To move from stage 4 to 5, more life experience need to come in to play to help that person further aid in their identity development. To achieve stage 6, a person needs to realize that their actions and their thoughts and words can make an impact on others.
How Has Your Definition of Culture Changed Since the First Class?
ReplyDeleteBefore taking this class I believed that culture was based entirely on one’s ethnicity. I now know this not to be true. Within different ethnicities there are many different cultures and these cultures vary greatly. The culture is based on so many factors, including but not limited to ethnicity, religion, country, region, etc. I will no longer assume that just because students are from the same country, they have the same culture.
What are some immediate changes you will make in your classroom to make it more culturally responsive?
I will definitely no longer make any assumptions when it comes to a student’s culture. Like I said, culture is not country of origin. It is so much more and takes so many more forms. I will make sure that I offer my students and their families plenty of opportunities to shine and share their culture. I will make sure my lessons are not culturally biased in any way and I will encourage students to learn more about their culture.
Just found an awesome resource on TPT, especially for Hispanic students. If you know any kids in 6th grade, there are tons of free power points in Spanish that cover their SS curriculum.http://www.teacherspayteachers.com/Store/Sparkenthusiasm/Price-Range/Free/Page:2
ReplyDelete(you can just search for sparkenthusiasm as a seller)
not sure why the huge spaces showed up...
ReplyDeleteLove you "Johnny on the Spots" that always do your assignments early...I'm jealous:).
#3. Simultaneous Identity Stages: Can individuals be in different stages of identity construction simultaneously? I believe that most people are struggling with the idea of accepting simultaneous identity stages. They may not believe they are, but it’s human nature to experience this to some degree. I think that some of this depends on the era in which you were raised. Being a child of the 60’s and 70’s, my history of living through the age of de-segregation/integration has instilled in me a clear sense of acceptance of African-American culture (Clarified Identity Stage). I believe that I am at the stage where I am using what I know to achieve positive changes within my school community. However, I think that I am in the Search for Identity stage when it comes to other ethnicities and races. But at this point in my life, I am starting the process over to begin the Identity Construction Process for Hispanic, Muslim, and other cultures. I don’t think this is based on a lack of interest or concern about these other cultures, but, until recently (within the last 10 years or so) more of a lack of exposure. I guess that places me within the Search for Identity stage based on Encounter.
ReplyDelete#4 Moving into Different Stages: Based on my answers to the previous question, I believe that are different identity stages but that one moves into and through these different stages of Identity Construction based on exposure and experiences. I don’t necessarily believe that one has to “experience” every stage in this process, but I do think that experience’s play a significant role in creation of one’s identity construction. A person at stage 3 (Identity based on Devaluation of Others) would be focused on a negative experience or encounter. That doesn’t have to be the norm though. I think that most people are in either stage 2 (Search for Identity) or stage 4 (Clarified Identity). However I hope that most educators are in stage 6 (Use of Clarified Identity to Achieve Societal Change) where they are using their acceptance of their own and their students’ cultural identity (positive and negative) to formulate more positive changes within their classroom community. One of the reason’s we are all taking this class is to broaden our perspective on different cultures so we can create a more positive culturally receptive classroom based on acceptance.
How was your definition of culture changed since our first class?
ReplyDeleteMy definition of culture was changed dramatically on that first day of class. Before the beginning of that first meeting, I thought culture merely meant where you came from. I had no idea that there were so many different factors that needed to be considered when teaching these students. I thought my classroom was culturally receptive. Boy was I wrong! I had no idea there were so many resources available for my ELL students. Although I have been teaching students with special needs for over 30 years, I had no idea how much a students’ cultural background could affect them both academically and behaviorally (and that some of those behaviors could be directly related to their culture).
What are some immediate changes you will make in your classroom to make it more culturally responsive?
Where do I begin? I have initiated so many changes to our program to help meet the needs of our ELL students. First, I learned the process and began the steps necessary to make sure that our students receive the services they need. We didn’t have any ESOL services within our program to address these needs. We do now. Every student who has a PHLOTE has been evaluated and if they qualify, are receiving services. I learned how to WAP-T a student. The WIDA website, ESOL Handbook, and Language Bank have been my constant resources. I have learned that there are so many other resources available for myself and our teachers. I have collaborated with our Speech and Language Pathologists and Supplemental Reading teacher to create an ESOL class which is rich in language experiences and promotes strong literacy skills at these students’ instructional levels. I have helped other teachers in our program to create more culturally receptive experiences for all of their students. Teachers are now coming to me to ask if a students’ behavior may be influenced by their cultural background. This class has inspired me to be more proactive. I guess this class has taught me the importance of using my “Clarified Identity” to achieve positive change within our program.
1.Possible patterns of identity construction: According to Noel (2008), there are three views about the process of identity construction. One is that we don’t reflect on our identity and, therefore, we don’t make any changes in our understanding of who we are. The second is that we move chronologically through a series of stages, beginning with the lack of awareness of our own identities to a fully integrated sense of cultural and ethnic identity. And third, we move through cycles in the process of our identity construction, repeating several of the stages throughout our lives, based on personal experiences and interactions with others. Students who do not reflect on their identities will likely get along well with others; however, they will not progress as quickly as students who grow in their own identities. These students will just accept what is and not question or challenge ideas. In order to make positive changes, we need to understand who we are, on the inside. Very young students may not be aware of this concept in the beginning, but will soon realize that (especially in a very diverse classroom) they are not the same as everyone else. We all have our own backgrounds, beliefs, and values that that are important to us. These are a part of our culture. I remember the feeling I had as a child when I realized that I was my own person. It was a strange feeling to know that I had my own thoughts and feelings and I was not the same as my parents. I believe that by celebrating each other’s cultures, in various cultural activities and through classroom displays, we will help students to begin to develop their own sense of personal and cultural identity. When a student begins to recognize their own identity and what they want, they will see the most growth in themselves, as a person. I do believe that we all go through the cycles continuously throughout our lives, based on experiences and interactions with others. This is why it is so important to understand each other’s background and culture so that we can help each other find our own identities. By doing so, we can help make positive changes in ourselves, our classroom, and in society!
ReplyDelete8. Must clarified identify precede social change?: Most researchers agree, according to Noel (2008), that a person must have a clarified personal identity before they are able to recognize or make any changes in society. Having a full sense of identity includes knowing and understanding yourself, as well as others. It involves the knowledge that all people and things are interrelated, coming together as the world. A person with a clarified identity will be able to work with and be tolerant of people of all cultures. He/she will have some understanding that everyone is unique and can help to fill a space in society. By having an understanding of yourself, as well as the values of others, a person is more aware of societal concerns. They see problems, such as oppression and racism, and realize how deeply rooted these situations are in society. It takes a strong commitment and determination to work hard to change something that society has already established. People who do not yet have a clarified identity just “go with the flow” and “blend in”. They accept what people have taught them without question. They don’t seem to feel strongly enough about anything to take a stand for society.
As teachers, we have the power to make changes in society occur. By teaching our students to value themselves, as well as others, we can begin and promote the clarified identity process. While identifying with ourselves and others in the classroom, we can celebrate the differences and strengths of each one of us. By teaching students that we are all unique, they can begin to understand where they fit in the classroom, as well as society. We can help students to understand that it is good to take a stand for what you believe in. Strong students with a clarified identity can grow up to make positive changes in society!
*How has your definition of culture changed since our first class? I have learned a lot about culture since our first class! Even though I have had students in other classes with different cultural backgrounds, it never really occurred to me to try to find out about their culture. I just felt like, since they lived in the United States, they would have adopted the same values as Americans. I can’t believe how limited my thinking was! The activities that we have done in this class, along with the deep discussions, have helped me to realize how important it is for each person to hold on to their own values, beliefs, and customs, while finding their identity and their place in society. I had a very difficult time in one of our first activities where I had to cross out the least important of my values. I felt upset when I found out that I could only keep one – the one that was most important to me. How could I choose when they were all valuable and part of me? (And it wasn’t even real!) If we went to live in another county, I know that we would take our values and cultural beliefs with us. We would not want to disregard them and change completely to the values of the people in that country. I now realize how important it is to celebrate the cultures of each of my students. I also understand that in order to get along and be tolerant of each other, we need to understand each other’s cultures and why/how we are different. I have subscribed to Teaching Tolerance and am looking forward to incorporating this into my classroom!
ReplyDelete*What are some immediate changes you will make in your classroom to make it more culturally responsive? In addition to going through my Teaching Tolerance information to find activities and videos that I can use with my students, I will talk to the students about how each person has their own values, beliefs, and ways of doing things. I will encourage students to work with their parents to create a poster to tell about their culture. They can include photos and artifacts that will help the students understand more about their culture. I will send home an “optional assignment” with cultural basics outlined for parents to have a guide in helping their child complete his/her project. Students may share their posters, or may have parents or relatives come in as “guest speakers” to share about their culture. I know the students will be interested and excited to learn about the similarities, as well as differences, among us. I will try to find music to play during transitions, representative of the different countries my students are from. I will also look for read-alouds that will incorporate teaching cultural awareness to my students. Some that I have found and plan to get are: Little Blue Dot & Little Yellow Dot by Leo Lionni, Jack & Jim by Kitty Crowther, The Big Orange Splot by Daniel Manus Pinkwater, The Alphabet Kids Book Series (Alphabetkids.com), Children Just Like Me by Anabel Kindersley, Colors of Us by Karen Katz. I am looking forward to celebrating all of our cultures and learning together!
5. Helping with Transitions. Select one of the transitional statements laid out earlier. Discuss what could be done in the classroom to help further along this transition.
ReplyDeleteUnexamined Identity
As I reflect on the little faces in Mrs. Lacy's First Grade Reading Club, I think I am will make the greatest impact on my students in the process of Unexamined Identity. In first grade, we focus on electronic show and tells. I used this strategy to open up the student's cultural and family to the classroom. The parents are involved in the process by helping the students make pictures of events, items, people etc. that and important to them or that they would like to share and emailing those artifices to me to be displayed on the big screen. During the sharing students get an opportunity to hear about the culture of others and share their culture. This is a great opportunity for students to see we are different in our cultures and we can celebrate the differences. I also feel that these teachable moments allows the teacher opportunities to help students to begin to embrace their Unexamined identity.
What are some immediate changes you can make in your classroom to make it more culturally responsive?
ReplyDelete*add additional baskets of Multicultural Children's Books in the reading area
*Engage students in learning experience that allow them to gain an awareness of their own cultural backgrounds: Some examples would be Cultural Background pie, Cultural silhouette, Create a class quit, with background of children's books. ( Noel, 2008)
*Have students select a historical personality from their culture, do research, complete a graphic organizer to present in the form of a talking museum.
*Use character traits such as tolerance as part of the class norms and model and discuss these traits often.
*Encourage all students and parents to attend the annual International Night at the school. Give extra credit or no homework pass for attending
* Create a Cultural Art Center with examples of art from other cultures displayed and many supplies to work with
Difficulty of Movement through Stages
ReplyDeleteI think the most difficult stage for our students to transition through might be Clarified Identity. This process contains one being able to construct a clear sense of self and accept both positive and negatives of that identity. This process takes developmentally maturity and this takes time for our students. The author also takes about being able to face a feeling of anger and accept both positives and negatives of both self and others. In the reading, Maldonado ( 1975) describes; The phrase ethnic self-identity refers to the integration of ethnicity or race into the self-concept or self-image. It is the full recognition of one's ethnicity and the subsequent self-identify that flows from the values, ways, and styles of that ethnic background instead of from self-concept based upon opinions and prejudices of the larger society toward that ethnic group. I think this stage will be great for little ones to learn to transition through if we as educators remember from day one we are to help them embrace who they are and empower them to celebrate the cultural differences that we bring to the classroom.
How was your definition of culture changed since our first class?
ReplyDeleteMy definition of culture was changed and broadened since in our first class. My concept of culture was limited by ethnicity, language and group preferences. On our first discussion, we learned that cultural and identity construction are complex processes and are affected by family size and structure, geographic location, media, socioeconomic status. Immigration and imposition are also factors that affect ethnic, cultural identity. I have gained personal understanding of culture and now know that the family, the community has a great influence of the individual's identity, and that influence will be reflected in the classroom and on how the student behaves and how he, or she relates to others.
What are some immediate changes you will make in your classroom to make it more culturally responsive?
The needs and challenges of new immigrant families may be great and there may be a disconnection between school and home life. Newly arrived students face many challenges and cultural clashes that may impact their academic progress in school. There are many things we can do alleviate the needs of new families to the community. Currently, I work in a kindergarten classroom and fifty percent of them receive ESOL services. I would like my classroom to be a welcoming place for my students, a place that they can feel at home while away from home. I would like to include more visual displays that reflect their cultural backgrounds. They need to hear stories and music that bring cultural awareness and understanding to the classroom community. I think parents are a great resource to bring into the classroom. They can read and share stories about their culture. Classroom families, whose primary language is not English will benefit from receiving information in their native language, among other things.
Must Clarified Identity Precede Social Change?
Yes, it must. Identity construction is a process that may consists of several stages throughout an individual’s lifetime. Depending on their standing and membership in society some individual may never feel the urgency to see themselves through a cultural lense and hence loose valuable lessons in self-discovery. To desire to learn more about one’s cultural identity can lead to a search that may bring about personal and global culture awareness. Once, the individual is comfortable and embraces those findings, positive or negative. The individual is capable of using this awareness to bring about social change. The beauty of this classified self-identity is that one can accept her own and culture and be comfortable and secure enough to let others in and appreciate what others have to offer.
Becoming Involved in the Community
The school setting limits what we can do as members. Sometimes, it is not possible to involve the entire community in a project that will have major impact. However, a great project to involve the K-5 community will be to conduct a nonperishables food drive to benefit a local nursing home. It would be even greater to form a group that will visit the nursing home and speak to the elderly. They have served our communities in their productive years and many times they are forgotten and left alone to suffer in their old age. I think this is something I would consider working for in my community.
#3 How has your definition of culture changed since our first class?
ReplyDeleteThrough our readings, discussion, and research over this course I have learned quite a bit about what “culture” really is. I can’t believe how limited my definition was. I used to think it just meant the food, language, and arts for a country or region. Now I realize things like concepts of time, personal space, family units, gender roles, and even immigration are included. It’s important to analyze the different cultures of people we encounter and especially students we teach. We might mistake what would be a cultural norm for someone else to be disrespectful if we remain uneducated.
#4 What are some immediate changes you will make to make it more culturally responsive?
ReplyDeleteI love www.tolerance.org. I’m so glad that Veronica shared that with us! I ordered the materials and signed up for the newsletters. I can’t wait to use the lessons with my class. I think it is our duty as teachers to help build positive self-images and promote tolerance. Academics are important but I aspire to reach the child as a whole. I don’t just value their test scores. I look forward to participating in the activities my school has planned for Black History Month. Last year our program was inspiring and I’m sure this yours will be just as great. One thing I realize is that we are not reaching kids of all cultures. We don’t do anything in honor of Asian or Native American students. I have a Korean child in my class and I’m sure he feels left out sometimes. I plan to incorporate some more of his culture into lessons and discussions. In my class meetings, I plan to convey that, as we read and discussed, it is normal to have prejudices and stereotypes. The trick is keeping an open-mind and moving past our preconceived notions. Not everybody is going to fit a mold you had created for them. A person should be judged by their actions and own character traits after you get to know them. Right now we are doing the book Wonder by R.J. Palacio as a whole class book study. This story of a boy born with some facial deformities is the perfect bridge to teaching empathy for others no matter what they look like or what race they may be.
*YEAR'S not yours
DeleteResponse to #2 on 179-Difficulty of Movement
ReplyDeleteI think as we age people naturally become more and more set in their ways. We have a lifetime of teachings and influence from our family of origin and community. It seems that it would pretty challenging going from Construction of Identity Based on Devaluation of Others to a Clarified Identity. People in the Devaluation stage are not going to just “let-go” of their anger or feelings of superiority. Some major life-changing event or experience with a person of another culture would have to take place. When I read the description of this, I immediately made a connection to why WWI started. One of the causes was nationalism. This being such a sense of pride in one’s own one country that you feel superior to everyone else. Patriotism but too extreme. In the Clarified Identity stage you are clear about your sense of self and embrace the positives and negatives. This just doesn’t seem like a natural progression to me.
Response to #5 on 180-Helping with Transitions
ReplyDeleteI think the first thing we need to do is make children aware that there are different stages of identity. They might feel that what they are experiencing is not normal. We should expose children to a variety of cultures through non-biased materials. We should make sure not to include images that might be stereotypical. We should also hold class discussions on tolerance and appreciating diversity. We can bring in guest speakers of different cultures or plan field trips to museums or history centers. Atlanta is a cultural mecca. Expose students to different festivals taking place. Tell them about different restaurants and stores. Recognize that your students are all at different stages of identity construction and that transitions are not instantaneous. These transitions can be very complex and take time to happen.
4. Moving into Different Stages
ReplyDeleteThere are many different kids of experiences that cause you to move through different stages. One is meeting people who are different from you. As children, we tend to think that everyone else is just like us. Until we meet other children who come from different backgrounds, or who experience very different home situations, we think everyone has the same experiences. Another way is the more formal learning we encounter at school or in classes like this one. Sometimes it’s a book we read, a movie we see, or a story we watch on the news or hear from another person. It can also happen when we travel to another place and experience how different we are from those around us. All of these experiences show us who we are in contrast to others. They cause us to examine ourselves and our beliefs.
8. Clarified Identity and Social Change
I definitely believe clarified identity must precede social change. When I was first teaching in the late 70’s, there was a movement called Values Clarification. This movement was ultimately demonized, but for me it was a meaningful time of self-evaluation. It showed me how many different ways there were to feel about something. This was the beginning of clarifying my own identity, as I taught 8th graders how to examine theirs. People need to understand themselves and how they fit into society before they can begin to understand those who are different and what is ethical. Only then can they see what needs to be changed and how they can help.
4. Moving into Different Stages. Assuming that one can move among the various stages of identity construction, what types of experiences do you believe it would take to move in the different directions?
ReplyDeleteAs we experience life on a daily basis, I believe that we are constantly changing due to the experiences that come our way. I know some of the biggest life changes for me have come from reading a book, hearing a sermon, meeting a new friend… and the list can go on and on. In the same way these events and experiences have shaped (and changed) who I am and how I view life, these same types of events and experiences can change the way someone views their identity. I think that the most powerful way to move a person further into the understanding of their cultural identity would be to experience another person’s culture first-hand. Experiences like traveling the world and being immersed in another’s culture would force someone to see things that maybe they were blocking out or did not think existed. Also, meeting a person from a different culture and spending time with that person (maybe as a co-worker or fellow student) would allow a person to look at the way they see themselves and others in a clearer light. I believe these are the main experiences that are needed to move a person’s identity construction through the various stages.
8. Must Clarified Identity Precede Social Change? Discussed the idea proposed that it would not be possible to engage in behaviors that would help create societal change until one has clarifies identity.
I absolutely believe that one must have a deep understanding of his or her own identity before they would be able to engage in behaviors that would help create societal change. As I read through the quotes and conversations in chapter 5 that were from people in the very early stages of identity construction, I almost felt bad that their quotes very published in the book! It is easy to say that I would not want people who are so closed minded or obsessed with only their culture to be leading movements in society. A leader should be someone who has experienced life thoroughly and have learned life lessons that come through the wisdom of self-discovery. To me, the further along someone is in the identity stages, the more open they are to the differences of others… not to necessarily judge them or disagree with them—but rather to simply know that they may be different… and that is okay. Those are the qualities a person needs to help create societal change.
How was your definition of culture changed since our first class?
ReplyDeleteMy definition of culture has changes dramatically from our first class. The activity that we did the first night when we listed the five things that make-up who we are was an eye-opener to me that I cannot just classify someone based on one part of their lives, how they act, what they wear, the language they speak, the food they eat, or where they are from. Culture is much deeper that those aesthetic things. I think of the picture of the tree from chapter 1 often when reflecting on this course and the relating what I am learning to my students. I can say that I used to think about the things on the top of the tree when considering my students’ different cultures. Now, I think about the roots—the things that I cannot just see, but rather the things that might take some research, some conversations, and some time to understand. Most importantly, I have learned to talk more with my students about their individual cultures and allowing them to share more to create a classroom community of acceptance and understanding.
What are some immediate changes you will make in your classroom to make it more culturally responsive?
As I stated above, an immediate change is more talking! I have added more conversations between the students rather than leading all of the lessons myself. Our students will teach us more than we could ever teach them if we just give them the chance—which is something I am working on! Another immediate change I have made was using my ESOL downloaded funds to make my classroom library more culturally diverse. I never really noticed or paid attention to the skin color, customs, and languages of the characters in the books I was reading aloud to my students. I am thankful that this was reflectively brought to my attention. I loved the video we watched of the culturally responsive classroom. I got lots of ideas from that teacher that I implemented right away. I have noticed that the more I allow my students to talk and share the better their overall attitude and behavior is as well. I still have a lot more to learn, but I feel like I have different eyes than I had before I started this course.