ECS 210

Feb 15th, 2019 Blog Post #6

 

  1. List some of the ways that you see reinhabitation and decolonization happening throughout the narrative.

Throughout the article reinhabitation and decolonization were constantly taking place. It was nice seeing reinhabitation when the youths and adults went on the river trip. On the trip they all shared knowledge about the relationships between the land and water. They all learned from one another which was nice to read about. The overall trip reconnected the youth to nature intellectually, emotionally, socially, physically and spiritually. The elders explained the history and their knowledge to the youth about their culture that seemed to be disappearing. Decolonization took place in the article when the territory land was regulated, divided and parceled into crown land, treaty land and reserve spaces. Which ended up causing a loss of connection between the people and land. The overall indigenous culture was lost because of assimilation by the settlers.

  1. How might you adapt these ideas towards considering place in your own subject areas and teaching?

Being a physical education major a lot of learning can be taught from one another. Being on treaty land I think it is important that I learn traditional indigenous games so I can teach to my class. Also learning outdoors is very important as we saw in the article. There are just somethings we cannot teach or learn unless we are outdoors and exploring.

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ECS 210

Feb 8th, 2019 Blog Post #5

Before the reading

I think that the school curricula is developed by retired teachers and people who think that know what is best for students. I think the people who write the curricula have to include many people’s input in the final decision which makes their job difficult. I also believe that the curricula is made off of standardized testing.

 

After the reading

I learned that the development and implementation of curriculum is not easy and takes a lot of time. When you want to create or revise the curriculum there is four steps you must go through in order to do so. Which is examining the curriculum, listing the strength and weaknesses, consider the different ideas of change and finally trying to arrive to consensus on recommendations. The curriculum is developed by the government and some subject experts. However, there is nobody that is actually a teacher and teaches in a class all day long. Because of this problem, the creators do not know what it is like to teach students and the time it takes to go through materials. When trying to create a new curriculum it often causes problems amongst the teachers. The teacher may not be as educated in the subject which makes it difficult for them to teach it, or there is too much material to teach and teachers have to rush and try to fit it all in. The whole process and the people who make curriculum surprises me because no one is actually a teacher, so they do not know how hard it is to teach new curriculum and they do not know if it works or not.

ECS 210

Feb 1st, 2019 Blog Post #4

A good student is someone who listens, pays attention to the teacher, does not speak out of turn and does whatever the teacher ask them. These students are seen as typical good students and anyone who isn’t like these students are seen as “bad” students. In my opinion, I believe that the students that are privileged by this definition are students that follow the rules. Also students who never question teachers or do wrong by teachers. Another type of student that is privileged by this definition is the students who learn the traditional way (one dimensional). Because of these commonsense ideas, it is made impossible to believe that as teachers we can teach in different ways. Commonsense allows us to think that everyone that goes to school learns in a traditional way. As teachers we forget to understand everyone is different and learns differently, we have to be better and throw away the idea of commonsense when it comes to teaching. We have to expect students know nothing and be willing to teach them every possible in many different ways.

ECS 210

Jan 25, 2019 Blog Post #3

“The greatest sign of success for a teacher… is to be able to say, ’The children are now working as if I did not exist” – Maria Montessori

 

To me Maria Montessori was before her time, being such a successful woman in her time is something unheard of. Maria studying children that did not fall under the “norm” is something very unheard of as well and makes her theory more diverse.

 

Education is something with so many great possibilities waiting to be explored. As a future educator my goal for students is continued growth, exploring new challenges and always pushing themselves in anything and everything they do. These goals can be made possible by the teacher but also by the student welling to be better. Reading up on Maria Montessori I feel like this quote represents her theory on education and curriculum. The quote explains the role of the teacher and student. It stands out to me and it represents how I want to teach and how I want my future students to learn. This quote makes it possible in education because a teacher’s job is to teach students to be successful not only in the classroom but also outside the classroom. In the early stages of our lives we spent more time with our teachers than we do with our parents. In my opinion teachers have to teach students not only about the curriculum, but also how to live life outside the classroom and without someone always holding their hand. This quotes goes beyond curriculum that is why I like it so much. Teachers think that if they just teach curriculum then their job is done but I do not believe that is true. If teachers are teaching students how to be independent and not always relying on someone then this quote is very possible in education. Nowadays I feel like students are having their hand held every step of the way and that is not making the student better. Education should go back to being more independent because it will only help students in the long run.

ECS 210

Jan 18, 2019 Blog Post #2

In Smith’s Curriculum Theory and Practice article I learned about the Tyler Rationale. The Tyler rationale is used in schools when teaching the curriculum. His theory was based around these four questions…

  1. What educational purposes should the school seek to attain?
  2. What educational experiences can be provided that are likely to attain these purposes?
  3. How can educational experiences be effectively organized?
  4. How can we determine whether these purposes are being attained?

As we look more in depth into this rationale, it was broken down to these 4 statements that better helped me understand his rationale which is

(1) educations aims and objectives;

(2) educations content;

(3) the organization of teaching and learning in education;

(4) and evaluation and assessment in education.

1.The ways in which you may have experience the Tyler rationale in your own schooling;

The Tyler Rationale is a very traditional way of learning and no one questioned whether it was actually beneficial. In my schools we would know exactly what to do and when to do it. For example, in one of my classes we would come in have silent reading for the first 20 minutes of class and after that everything was on the board on what you needed to do. Very little interaction with the teacher. I almost felt like a robot in school, I followed every direction the teacher gave me and caused no trouble. Being in that type of schooling system it was very easy to catch on to how things worked. Everything we did we knew that we would be tested on it at some point in time. I can recall during my early years in schools I would not really learn things but memorize everything because I knew I was going to be tested on it. Thinking back on that I really did not care if I actually knew what we were learning, as long as I did well on the test my teacher/ parents would be happy. But was I really benefiting for that?

2. What are the major limitations of the Tyler rationale/what does it make impossible

The major limitations to the Tyler rationale is that it is creating predictable students throughout the years. Every year the students will be the same because we are teaching the same way. It limits students to not be free thinkers and have their own opinions, we are teaching them not be to creative and have creative minds. It limits students to not think outside the box. The Tyler rationale focuses on what they think is most important like Math, Science and English but does not let students be great in other areas like Art, Cooking, Physical Education, Wood Working etc. Which in some cases only let students who are good in the core areas excel and everyone else not excel.

3. What are some potential benefits/what is made possible.

Some benefits about this rationale is that is teaches students to be discipline about following directions. Students will be good at doing step A then B then C.  It also helps students sticking things out to the end. I know most parents complain about our generation and say we give up too easily. This rationale will help students push through when things start to get hard. For the teachers it allows them to prepare for the students way ahead of time which makes it easier for them. The teachers become more organized on what and when they teach certain materials.

ECS 210

Jan 11/19 Blog Post 1

  • How does Kumashiro define ‘commonsense?’ Why is it so important to pay attention to the ‘commonsense’?

Kumashiro views on commonsense was very different before he went to Nepal and when he came back his views changed. He explained to us that commonsense gives us a sense of comfort. It tells us what is the norm for what teachers should be teaching and how school should run. However, he became to realize that commonsense is different for many people depending where and when they grew up. Being American, commonsense looked completely different to the people in Nepal he taught in school. Before Kumashiro went to Nepal to teach, he had his own views on commonsense about schooling and teaching which was totally different to the Nepalese student he taught. The students complained about Kumashiro teaching ways because his teaching ways were not the norm to them. Being in Nepal Kumashiro idea of commonsense had shifted and changed. He stated that “Commonsense limits what is considered to be consistent with the purpose of schooling.” He also expressed that we should challenge the idea of commonsense.

 

I think it is important to pay attention to commonsense because what is commonsense to me may not be commonsense to you. Those differences are often seen culturally. For example in my culture no matter who you are, if we pass each other in the street we would both say “Hi how are you” even if we do not know each other. To us that is our commonsense. However, in Canada if some stranger says that we would think that person is weird. All in all, failing to pay attention to the commonsense means not taking into consideration how people now a days are being marginalized, oppressed and even being discriminated against. You are ultimately failing to be open minded about things.

Uncategorized

Blog Post: Week #11

Reading Pamela’s article opened my eyes up to such more than being a “teacher”. It made me think about why I wanted to be a teacher again, the relationships I had with teachers made my experience in school so much better. Now reading this article the qualities of a professional teacher stated in the article is what I believe some of my teacher had. I learned that “Professionalism requires that we go beyond the classroom performance or classroom activity as descriptors of teaching acts to the complete and complex role a teacher fulfills”. Another thing I learned was about teacher identity and that your teacher identity is changing with everything you do. Different conversations you have, different things you learn about teaching, things you see. As you get older and start to experience different things you can start to get a sense of your teacher identity and how you want to teach. The last thing I learned is that if your workplace is a bureaucratic environment and you think something is wrong and you voice your opinion in a professional manner, you should not be afraid that the administrators will punish you. There is a code that states administrator provides opportunities for staff members to express their opinion and bring forth suggestions. This is something that is very important for me because I am that person that is going to question things that will benefit my students.

A connection I made was when they mentioned bureaucratic system in the school. We talked a lot about a bureaucratic system and how it really does not benefit the school, and I keep seeing this system pop up in lots of the reading. We discussed how this system should not be in school but why is it still? What do they think the benefit of this system is?

Another connection I made was related to Krista Yerkes article, growing from student to teacher. When I was reading it I also related it to growing from high school friends to real life friends and by that I mean as I get older myself identity changes and changes to point where I do not have the same friends, stuff I use to like I don’t like and the bond has shifted. This article can be taken in so many different ways but the main idea I got out of it was identity, people got to start finding their identity, whether it’s, teacher identity or self-identity.

ECS 200

Blog Post: Week #10

While reading about teachers, administrators and the school system I learned a lot of new information. I learned that being a new teacher it can be very hard adapting to teaching if you do not have support behind you. At the beginning of reading it talked about one teacher who had support and one who did not. Not having support as a young new teacher can be very discouraging. I remember talking about in class about teachers supporting each other is a benefit when it comes to a student’s learning. New teacher that have other teachers support and added knowledge will help students learn better because the teacher can teach better. Another thing I learned that will help me in the future is how interviews work while trying to get a job with schools. The information presented was very informational and I learned a lot from it. The last thing I learned is that teachers and administrators have to have a good relationship in order for a school to run smoothly. I think this is very important because teachers are actually in the class with students and see what is going on and they know what they need and administrators can help teachers with that. So the relationship between the two is key.

 

One connection I made was when they were talking about qualities and skills of teacher leaders. I feel like being on sports teams I have learned and acquired the same qualities and skills as teacher leaders and I feel like because I have those skills right now, being a future teacher I will not hesitate to take initiative and become an informal teacher leader in my future school.

Another connection I made was when the article was talking about women and administrators and said that women usually only hold assistant positions. It made me think are we still in the 1960s where men and women were not treated as equals. We are in the 20th century and that fact that men and women are still are really seen as equals in the school system makes me upset.

One question I have is for older/longer teacher. How can they help and make younger teachers feel more comfortable in the school in terms teaching and in terms of making them feel welcome when trying to be a leader?

ECS 200

Blog Post: Week #9

This week’s topic and readings was very interesting to me. I learned a lot of valuable information about the schooling system. While reading the article about how schools are brainwashing our children I thought that statement was very true. Me being a future teacher and hopefully a future parent I see the issues on both sides. I learned that the topic of social justice in school is very touchy and how teachers address it to their students, they have to be very careful because how people interpret what and how you teacher children about social justice is a big problem. Couple weeks ago I learned about reconceptualists and I think that applies here. Just because you have to teach your students about certain social justice issues as teacher we have to keep in mind is this appropriate and beneficial at this age? A big thing for me is because I want to be a mother one day, I realized how I would approach the issue of social justice as a teacher and the many different topics associated with it. I learned that one way I can approach this situation is to ask the parents at home first if they are comfortable with me teaching their child about a social justice issue and then go from there. Another thing I learned but made me sick that is related to the video we had to watch about schools & social inequality is that some teachers label students as disable. I found out they do that to marginalized students and classified them as disable to maintain the pass rate in order to get funding.

A connection I made was related to who they test for their standardized testing. Just like many of theories we learned about, they only tested white middle to upper class people. With standardized tests they also only test white middle to upper class people so the test is biased to ‘minority’ children which is not fair.

Another connection I made is when the video talked about schools introducing children to jail. I think that is very true because growing up where I did, there was a lot of ‘bad’ children and the little things they did our teachers and principals would suspend them for days at a time. Sometimes those children had nowhere to go when they were suspended so they would cause trouble on the street. Now most of those kids who usually got into trouble and were suspended most of them did go to juvy and then needed up in prison. This topic leads into my question……

What can we do instead of suspending our students from school, especially if their homes are not the greatest? We need to find a way of disciplining students but also keeping them in school so they are still learning.

ECS 200

Blog Post: Week #7

This week’s reading about Culture and Diversity was really something I enjoyed reading and it touched close to my heart. I learned a lot about myself and how my cultural influences impacted the way I saw the world and how I interacted with people when I was younger. I learned that not everyone has the same beliefs as me so I cannot expect them to do certain things the way I did. This chapter really opened my eyes about those things and now I know that culture, race and ethnicity has such a great impact on you and what you believe in. In addition, I learned that as a teacher we have to know that culture, social class and economic background has a major effect on a child’s life. However, as teachers we cannot define a child by just strictly their background, we have to get a deeper understanding of a child. Some people’s background will affect them, but others won’t let that define them so we cannot stereotype. Getting to know our students will be very beneficial. Lastly, I learned that sex and gender and talking about sexual orientation can be difficult for some people. Usually around middle school going into high school some people may feel confused, upset and lonely so as a future high school teacher I want to be open so students feel comfortable about me. I want to try and move away from gender specific pronouns.

One thing that I connected to was when the textbook was talking about the danger in stereotyping. I am a Black Canadian female, I was born and raised in Canada however, when most people see me they think I am not from Canada just because I am black. It gets really annoying because it is the 21st century and you would think people would know that just because you are black or Mexican or Asian does not mean you are not from Canada.

Another connection I made was when the textbook was talking about gender roles. As a child I really enjoyed sports like basketball, baseball, rugby etc… Automatically people would think that I was a tomboy because of the sports I played and because I would always wear sweats. Just because I am a girl and I like male specific sports does not make me a lesbian. People have to get out of their heads about gender roles and what’s the “norm” or more masculine/ feminine.

 

One question I have is how can the teachers get other students to be more open and accepting when it comes to different race, cultural backgrounds? Most often I think teachers do a good job trying to include different cultural backgrounds into school work and school holidays etc… But I think other students are still not open to this idea and bully students because they are different.