At times it felt hard to find the gems and jolts of Kumashiro which gave me the inspiration for the wordsearch. Enjoy!
Kumashiro Visual
Kumashiro Visual
Learning through Unique Lenses
“What students learn depends significantly on the unique lenses they use to make sense of their experiences” (Kumashiro 2009).
Over the last year I have been in many discussions with my fellow cohorts about the ways that students learn. How some students understand the content readily while others struggle with it and the different interpretations of that content. What we sometimes overlook and do not give the attention needed to is the students’ life experiences and how they affect the learning, positively or negatively. This reminded me of a quote Julie has on her wiki- “The single most important factor influencing learning is what the learner already knows.”(David Ausubel) Prior knowledge is an area that can drastically change a lesson. If students do not have it and it is required for the success of the lesson, then it has to be given to them. Authenticity of the knowledge would also play a big part. Coming with the knowledge first hand rather than being told it in order for the lesson to carry on. Making connections.
An example Kumashiro introduced was about a highschool english teacher. As I read, I quickly recognized that it was a scene from the movie Dangerous Minds. An old favorite of mine- maybe even an early inspiration. It got me excited to watch it again since it had been years since I had. What I saw were many examples of the very topics we have been discussing in class. I have added the clip that Kumashiro discusses as well as the part leading up to it.
In the clip you viewed a principal reprimanding the teacher for straying from the curriculum and the mandated resources. Resources the students were not capable at that time of grasping because of the lack of prior knowledge. As well, their life experiences did not resonate with the content. It was not relevent to them. They were being oppressed by what others viewed as “commonsensical”. They were being given what has been traditionally accepted. What I like about the movie is the portrayal of a teacher trying to teach the students in ways that will work for them. She is differentiating her instruction. She is teaching conscientiously and that means adapting the curriculum to meet the needs of her students. The learning has also become reciprocal. Her repertoire of knowledge and understandings in meeting the needs and building upon the strengths of her students is growing.
Teacher in Crisis!!
If crisis means uncomfortable than in crisis I am! A fellow cohort and I were recently in discussion concerning the reasons why we were in the Masters program. She stated that she had become too comfortable in her job and thought this was the plausible next step. Rightly so- a challenge. This is in stark contrast from my own reasoning which was that I was constantly uncomfortable. I have yet to experience a time when teaching felt “easy” (for lack of a better word). Not one year has been the same or like a previous year. Just when I may be approaching a state of contentment…a new year arrives with a new set of strengths, complexities and issues. I also think that why I feel uncomforatble stems from the constant questioning I do about the profession, my practice and the initiatives brought forward from leadership. I enrolled in the Masters program to continue the interrogation.
We tell our students to trust us when we say the earth is round because we have trusted the source that disclosed the same to us. And that is fine. We cannot put the time and effort into questioning everything but we should encourage our students to challenge some of their thinking. Muddy the waters! Dialogue with your thoughts. Not all of them-that is not feasible- but give it a try. You may come back to the same conclusion, but now it is your conclusion.
Rock in my Pocket
Every educator has a rock or rocks in their pocket. That student who has left a mark on your life. That student for me was someone who reminded me a lot of myself at their age. Loud, funny and never knew when to stop talking. Very disruptive! I liked her! She challenged my classroom management but also infused my lessons with her intelligence and candor. She frustrated the hell out of me most times but had a wittiness that made me shake my head and smile. The class clown. She came from a home life that was isolating and felt safe when she was with me. At times I could not get rid of her! On the outside she was not likeable to many teachers but I saw and felt the good that was inside her. I connected with her and to this day still check in to see how she is doing. She was my rock in my pocket, the lesson and experience I still go back to for guidance.
The Anti-Oppressive Teaching Practice
Can there ever be an anti-oppressive teacher? Can a teacher ever really teach anti-oppressively? Kumashiro (2009) says to think you can or are would be oppressive and I agree. A person can only work towards being anti-oppressive and teach with a practice that stems from constant questioning of it. It is not only important to question what you are teaching and why but what you are not teaching and why? 
I have seen situations where students continue from grade to grade to be oppressed. This is not by intent but rather the confining boundaries of curricula, practice, and assessment- things that are commonsensical, we believe are right because someone has told us they are. We can say that we are teaching to a student’s strengths and quite possibly doing a great job of it, but no matter what, your methods and objectives will have to align to what is mandated. Oppression is not always deliberate. I do not believe that leadership’s– leadership meaning all forms and levels– direction or meaning is to oppress but if you recognize there is a race, gender, student, school, and/or educator that is marginalized and there is nothing being done directly and effectively to rectify it, than is that not oppression? I sometimes feel as though we are just dabbling in solutions. Question!!!
Teacher Empathy
Teacher empathy…is it a must in the profession? Are teachers just as effective when they show or feel no empathy? I believe a teacher needs to be empathetic. More and more we are being told to KNOW our students–to better teach to their strengths and needs. By getting to know our students are we not showing a degree of empathy. We are recognizing that our students are all different and they all come to school with their own values, beliefs, complexities and more and more often now, the “baggage” of their home lives. Just being able to recognize these differences and that students may not be ready to learn everyday, but have every right to be there and feel safe, is showing empathy. So in conclusion I ask all educators that when those instances come up when it is so easy to put a label on a student, please take the time to ask “why”. Why are they acting like that? Why do they come late? Why do they look like that? Why, why ,why!!
A Rant On Student Engagement
Engagement? What is engagement? Look the word engagement up and many different definitions come up– some not so visually appealing. To a teacher, engagement is the ever elusive pot of gold at the end of a rainbow. We are in constant pursuit for student engagement and by student engagement I don’t mean a student engaged, I mean having a class of 20 or more students engaged all at the same time. Then there is actively engaged. What does that mean? How is it different from being just engaged? Is there some sort of physical notifier that lets a teacher know when a student has gone from being engaged to actively engaged? And then there is the levels of engagement. Some would say that just attending shows engagement, others would say that not being disruptive shows engagement, and then there is that student who is too engaged– you know the one I am talking about–the one who will not keep their hand down even though you have asked numerous times and expressed in the kindest way so not to hurt feelings, that it is time to give another student a turn, or at least some time to process what they might possibly say…if they were engaged! What happened to the days when the only engagement people were worried about was their own promise to marry? I guess what I am trying to say is, we can read every handbook there is on engagement or go to every PD available on the topic, but in the end, do we really know what engagement looks like, and does it look the same for everyone?
The Heart of a Teacher- Parker J. Palmer
Some grumbles and jumbles as I read!
*Haha! Palmer nailed it! Teaching is a profession that makes you feel many ups and downs. I am constantly questioning if I am good enough to teach. I reflect daily.
*Teaching could seem so simple if you only had to teach from the book, but students themselves come to the table with so many issues/complexities, that reaching and teaching everyone seems impossible!
*DIFFERENTIATED INSTRUCTION
*It is easier for a highschool teacher to know their subject. Usually they are specialized in that area and/or teach 2 or 3 different subjects. Elementary teachers need to be experts in every subject.
*Do we teach subjects we are not passionate about, as well as the ones we are passionate about? No! I know my enthusiasm for ELA is evident and I try to bring that same enthusiasm to all subjects, but my students always recognize the enthusiasm I have for language arts.
*A person comes across teachers who have lost the “heart” in teaching. Students and colleagues suffer because of it!
*”How many teachers inflict their own pain on their students?” -students are on the receiving end of a teachers emotions- good or bad.
*I think talking to the teacher within is what I am doing every time I reflect on my profession, a lesson, my day, etc.
*Authority
*I think as teachers we are scared to look less that an expectation we perceive to be out there. We do not want to look vulnerable.
*I, like Palmer, start each year with some trepidation and nervousness and I teach 10 year olds!
My reflection after I read
I truly believe that a teacher needs to know themselves wholly to be confident in their personal and professional lives. They can not try to emulate the teacher across the hall because they think they are successfully teaching. Many great teachers often only have the profession in common. They use different teaching methods and tools but all find success. Teaching is not a one size fits all. Every educator brings their own strengths and weaknesses. They continue to build on their strengths and recognize their weaknesses. The same is also true for the student. They will not all learn the same. I try to open up to my students and provide an environment that is comfortable and safe for them to do the same. I need to know who they are! I work in a community school with “at risk” students. I need to know what is happening in their lives and within themselves if I am going to provide an environment where they will be successful. In saying this though, I need to own the fact that I will not reach every student and every student may not like me or find success in my classroom. They do however need to know that I respected them and tried my very best!
carlabernier 