In February, I attended the "Vagina Monologues" at Luther College. Going into this performance I thought I would find very few connections to education, but in fact, I found one very important one.
Though I found each monologue intriguing, overall I was struck by one important thing: though this somewhat "taboo" topic had potential to be very awkward, it was not, because not only did the actresses acknowledge that they were blatantly discussing a "hushed" topic, but because they were so willing to do this.
Especially teaching in an upper-level English class, this lesson will be very important to me. Many works of great literature are based on "uncomfortable" themes, but are very important, nonetheless. As a teacher, I plan to have a lot of discussion in my classroom, and this experience helped me learn how to make uncomfortable and taboo topics open to discussion, so that all who hear them can gain knowledge and insight.
Tuesday, March 27, 2007
Ethnic Arts Festival
One of the most unique things, I think, about Luther College is the college-wide focus on diversity, and acceptance.
Recently, I was able to attend both the Ethnic Arts Festival and Ethnic Arts Dinner. I found both of these to be very interesting. Present at these events was not a unique group of "diverse" students, or foreign students. All types of students attended the festival and dinner, looking to expand their knowledge of cultures and places different than their home.
These are very important things for educators to think about: though we may have students of different ethnic and racial backgrounds, how will we show that we are accepting of them, and how will we teach them in a manner to most facilitate their learning?
Although events like this, for most people, serve as a cultural experience, educators need to look at them as learning experiences. Chances to learn things about prospective students so that we can use their culture to our advantage.
Recently, I was able to attend both the Ethnic Arts Festival and Ethnic Arts Dinner. I found both of these to be very interesting. Present at these events was not a unique group of "diverse" students, or foreign students. All types of students attended the festival and dinner, looking to expand their knowledge of cultures and places different than their home.
These are very important things for educators to think about: though we may have students of different ethnic and racial backgrounds, how will we show that we are accepting of them, and how will we teach them in a manner to most facilitate their learning?
Although events like this, for most people, serve as a cultural experience, educators need to look at them as learning experiences. Chances to learn things about prospective students so that we can use their culture to our advantage.
Babel
Recently I viewed the movie "Babel" and was incredible intrigued. This is definitely a movie would recommend to anyone, but especially those in the teaching field, or those who interact and influence the lives of young people on a daily basis
Simply, "Babel" aims to demonstrate two key issues: the interrelatedness of all lives on the planet, and the prospect of hope.
As a future educator this was incredibly interesting for me, because it portrays on a global level how one person's actions will have profound impacts on countless people, even those you don't know. This is important to realize as an educator, because it will remind me to always strive to do my very best when teaching, and teach my students as much as I possibly can, because what I do will (directly or indirectly) change the world.
The prospect of hope is another thing to remember as educators- we may have frustrating days, lessons, classes and years, but it is important to always push through, because like I talked about before, everyone impacts this world.
These were two lessons that I took away from "Babel," a very moving film.
Simply, "Babel" aims to demonstrate two key issues: the interrelatedness of all lives on the planet, and the prospect of hope.
As a future educator this was incredibly interesting for me, because it portrays on a global level how one person's actions will have profound impacts on countless people, even those you don't know. This is important to realize as an educator, because it will remind me to always strive to do my very best when teaching, and teach my students as much as I possibly can, because what I do will (directly or indirectly) change the world.
The prospect of hope is another thing to remember as educators- we may have frustrating days, lessons, classes and years, but it is important to always push through, because like I talked about before, everyone impacts this world.
These were two lessons that I took away from "Babel," a very moving film.
Thursday, March 8, 2007
Entry #4 for March 9th, 2007
Does the Internet and technology offer promise and hope for education or learning or does it just create additional problems? What do you see as the promise and what do you see as the problems?
As a student who grew up in a relatively affluent suburb of Minneapolis, I was blessed to have been surrounded by computers and technology for my entire schooling. I had a computer in my home, and computers in my classroom's for as long as I've been in school.
In third grade typing was part of the curriculum, but this was the first time I remember using the computers for educational purposes. After that it was expected that students would be proficient typers, and become adept at using the Internet.
As a sixth grader I was given the opportunity to be a member of the "web-page club" and the "photojournalists" to document happenings at my elementary school, and publish them on the school web page.
As I moved into high school, I began to use computers on a more regular basis, both for research, and reports. Overall, my experience with the Internet and technology was great.
Unfortunately, during my Ed. 115 experience, I saw some of the downfalls of technology and the Internet. First of all, students do not seem to have the exposure to the Internet that I did, so that even as sophomores in high school, they are not as comfortable using the Internet and computers as I was.
Also, their access to computers seems to be primarily at school, which does not give them the opportunity to be comfortable with the Internet, which I find very unfortunate. I think that technology can be a great addition to the classroom, especially for use in research and exploration.
Thursday, March 1, 2007
Thursday, February 22, 2007
Entry #2 for February 23rd, 2007
Take a position on a controversial topic related to education.
Growing up close to two people who are considered "exceptional learner" I am very aware of the positives and negatives of inclusion.
My cousin is a joyful and happy 12 year old, with a learning disability. As far as education goes, she is about 4 years behind where she should be at her age. With her IEP, she is able to participate fully in a normal classroom, with very little help from aides. For her, full inclusion is a great option. She has been able to develop relationships with teacher and students throughout her schooling, and learn and progress as much as she is able.
On the other hand, a close family friend of ours is a 16 year old with sever Down syndrome. Sean has no vocal communication skills, and is just starting to learn signs for things he wants or needs. Clearly, inclusion would be a terrible option for him. Without intense, one-on-one attention he is unable to function at home, much less at school.
Overall, I think inclusion is a great option for high functioning exceptional learners, but it is very important that the idea of inclusion is breached on a case by case basis. If in an attempt to achieve the least restrictive environment a student is placed in a more mainstreamed classroom than he or she is able to function in, I see this a major problem of inclusion. Most importantly, I think it is important that people very close to the student being considered decide if full inclusion is right for that student.
Monday, February 12, 2007
Entry #1 for February 16th, 2007
Why do we teach? What is the difference between school "work" and student "learning?" What makes for good teaching?
When I was a kid, in first and second grade, sometimes I liked to play "house", but more often than not, I wanted to play "school." I wanted to play "spelling bee" or "history lesson" or "arts and crafts time." When adults asked me what I wanted to do when I grew up, I always said that I wanted to be a teacher. It wasn't until my senior year of high school, and my freshman year of college that I started to wonder whether I really wanted to be a teacher, or if I just liked having a solid answer to that question- I'm not one who likes not having a definite answer and goal.
It was as a freshman at Luther College that I realized that I didn't just want to teach because it was what I'd been saying all my life- I wanted to teach because i truly want to impact the lives of young people in the positive way that my teachers impacted me; i think this is one of the requirements of being a "good teacher." A "good teacher" has to care not about her students as simply pupils sitting in the desks in her classroom for an hour each day, but as individuals, who can be shaped to be the best possible person. A good teacher has to be willing to go the extra mile to make sure that her students achieve the most they are capable of- to push them to see how much they are capable of doing, and inspire them to want to do it on their own, not for a good grade in a class. Good teachers can't be in this profession for the money, because unfortunately, it is likely they will be disappointed. A good teacher has to forget about paychecks and contract hours, and do as much as they possibly can to ensure that the next generation of young people are the best that they can be, and that they pass their self-determination and drive to achieve onto those around them. This is what the difference between school "work" and student "learning" is all about. In the end, it isn't important if a particular student remembers that Shakespeare's Hamlet was written in 1599, but that from reading that they developed a love for the arts, and a sense of duty, friendship and loyalty. It doesn't really matter if on the last day of school a student can recite all 23 helping verbs, but that they have a grasp of the English language that will allow them to function in a society that is more and more dependant on technology everyday, and face-to-face conversation is becoming less common. What is most important is that the student has learned how to achieve to the best of their ability, and has a faith in themselves that they are capable.
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