Dynamics of the Equitable Classroom What do I want to know? Through my readings of the Flat World and Education, it was difficult not to feel a sense of anger and despair. This information is nothing new. We see it everyday. We know that it is true. It was probably not until my tenth year of teaching when in the staff lounge, a bunch of us teachers were complaining about the usual things; the system, the curriculum, the students, the pay... Then, in a moment it occurred to me, and as if channeling George Carlin, I blurted, "It's a broken system and you have to go into it knowing that. Know that it will always stay broken. It is meant to be broken and the powers that be, who CAN change things, have CHOSEN not to." This may have seemed like a moment of defeat, but in fact it was the most liberating feeling to have finally verbalized what I knew to be true. I now had a clearer view of my task at hand. It was time to go back to class, close the door, and do everything in my power to help my students. No matter what you are told that you must do, you do what you know is best for students. I was able to face the reality that no magic wand, no super hero, and certainly no money, was coming to fix things anytime soon. What I would like to know, after reading on in the text, is with the amount of studies and information on the countries of Finland, Singapore, and Korea, (there are probably others) why are we still grasping at straws when it comes to education reform? Brilliant examples of innovation such as teachers rotating classrooms so that less is spent on materials, more extensive training to become a teacher, the responsibility of those more fortunate to pay more for public education... seem to be obvious. What was a glaring common denominator throughout the successful examples was the empowerment of, confidence in, and investments made in TEACHERS. Not what was being taught, so much as how. Reform is particularly interesting when considering what the 21st Century classroom should look like. A radical shift in education as we know it must happen in order to best teach our students. The more research that can be uncovered to understand the brain and how the mind works, will only give us more insight into the pedagogical shift that needs to take place. To this end, teachers must be trained thoroughly, in order to make this shift. This is where I am guided in finding my DRIVING QUESTION. If we have a better understanding of the brain, we have a better understanding of what effects poverty can have on the brain. I am looking directly at the effects of chronic stress as it is related to memory, recall, focus, connecting with others, self esteem, and depression. Furthermore, I am interested in what needs to be in place in my classroom to best manage stress and reverse the negative effects of stress on the brain. Case Study in 21st Century Teaching: Case 1 www.edutopia.org/practice/advisory-22-ways-build-relationships-educational-success In a school that teaches children of poverty, what is often noted in some students is the sense of helplessness and the willingness to give up easily. I am certain that this comes from a feeling of self consciousness, insecurity, and doubt. At Shearer we are putting aside 20 minutes each morning for Community Circle conversations. These conversations are a daily check in with each other, a time to teach and discuss the Second Step Empathy Program, and more importantly get to know each other. Topics range from what is your favorite game to play at recess to what are things that make you angry. This intentional time and instruction given to creating a sense of community in our classrooms is thought to be a critical part of teaching the entire child. I want each child in my room to feel and know that they are an important part of our class community, and that in everything we are trying to do, we cannot do it without them. Case 2:
www.edutopia.org/practice/wellbeing-developing-empathy-emotional-awareness-and-agency This video and site are a fantastic model of how self expression and collaboration directly lead a child to develop empathy by hearing the viewpoints of their peers. As you can see the teachers are specific in asking questions that are open ended so that the focus is on the expression and not in the answers themselves. Students are drawn to the task of talking and are taught the way in which to share ideas and even disagree in a way that is polite and helpful. In thinking of the all curriculum areas and how the ability to ask clarifying questions, debate opinions, site evidence for your thinking, explain your thinking process...lends itself directly to the next step of being able to write it down. The process of students to be able to do this themselves, but then have to listen to others will no doubt help them to hone their thinking and speaking processes which in turn will develop their writting.
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AuthorJennifer Wade CategoriesArchives |