Quotes for Kohl and Extended Comment on Kohn

 Quotes from Herbert Kohl's "I Won't Learn from You"

1)  “My job as a teacher was to get him to feel more empowered doing reading than practicing his active not-learning to read.  I developed a strategy of empowerment for Barry and didn’t even bother with thinking about remediation.”

            It was interesting reading about the method Kohl chose to use to reach out to Barry.  It would have been easy to assume that Barry’s behavior regarding reading was due to the fact that he couldn’t read, or had a hard time reading.  And in fact, this is what had happened with Barry’s previous teachers.  But instead, Kohl took the time to step back and figure out WHY Barry was behaving the way he was.  He recognized that it wasn’t that Barry needed any more help than other kids, but that he wanted to cling to that sense of empowerment he got from getting his way and having the other kids see him get his way.  So Kohl devised another way to give him that same sense of empowerment, but in a constructive way that got him to learn the material.  I think this is important to note – that as teachers, when a student is acting out (or shutting down), we should take a step back and try to figure out why that might be happening, which is essentially what Kohl continues to indicate throughout the article.  In the end, it could be that the student is struggling or failing.  But that might not be the case, and in assuming so without trying to see what else is going on and figuring out a different approach, the system winds up failing the student.

2)  “I learned from Akmir’s analyses … and came to take his criticisms seriously.  I tried to read texts from his point of view…. In some cases, it made reading some familiar material very uncomfortable.”

            This made me think of Johnson’s piece, when he was talking about sitting in the restaurant with his African-American colleague, and how he could feel how uncomfortable it was to talk to her about race and gender.  That was a moment where someone tapped on his glass pane (to borrow Dr. Bogad’s metaphor).  In the same way, it was uncomfortable for Kohl to read from a different perspective, because Akmir had tapped on his glass pane.  “The ease of being unaware of privilege is an aspect of privilege itself”  (Johnson 24).  Becoming aware of his privilege, and making the effort to look at things from Akmir’s view, allowed Kohl to understand just what it was that had made Akmir resistant to his schooling.  (I noticed at the beginning of this segment that Kohl said he’d “had the privilege of knowing [Akmir] for the last three years of his life” (3)  Did anyone else wonder what might have happened to him?)

3)  “Education built on accepting that truth about our society can break through not-learning and lead students and teachers together, not to the solution of problems but to direct intelligent engagement in the struggles that might lead to solutions.”

            Here, Kohl is referring to the truth that for a lot of students, the only options they feel they have are not-learning, or directly facing oppression in school.  This is going to result in students who act out, or shut down when it comes to academics.  If we accept that this as a reason for students to reject their schooling—because as Kohl says, it is “an appropriate response to oppressive education … students have no way to legitimately criticize…” (5)—then we can have the dialogue needed to address the struggle.  And as with last week’s piece, I’m reminded again of how Johnson says that we need to be able to talk if we can expect anything to change.  (I feel like I am always referring to this part of Johnson’s article!)

 Extended Comment on Alfie Kohn's "5 Reasons to Stop Saying Good Job"

Reading through Jaclyn’s response to Kohn’s article, “5 Reasons to Stop Saying Good Job,” I realized that I felt the same way the first time I read the article.  It seems almost counter-intuitive to not use praise as positive reinforcement, and it seems even more counter-intuitive that praising a child could somehow be harmful.  It’s something I hear all the time in any situation where small kids are present, and I can remember hearing it when I was little too.  How could it be bad to encourage a desired behavior, or bolster confidence?  After glancing through the article again later though, and I can understand the points that Kohn is making.  Kohn even remarks that “it can seem strange, at least at first, to stop praising; it can feel as though you’re being chilly or withholding something.”  But he’s not so much saying that you have to stop positive reinforcement altogether—though he does list “say nothing” as a possible option—but more just to modify what you are saying.  Like acknowledging what they’ve done without evaluating it.

It made me think of how I am in my SLP classroom of kindergarteners.  I’ve made a conscious effort not to say “Awesome!” for everything, though not for the reasons Kohn lists.  I just know that I tend to catch myself doing it when I’m talking to little kids.  (“That looks awesome!” “Awesome job!” “You did?  Awesome!”)  But I wonder what Kohn would say about all the high-fives I’m now doling out left and right to the kids in the class.  Is that just non-verbal praise?

Also -- I found Jennifer Lehr's website while poking around.  She lists Alfie Kohn as her hero.  Good Job and Other Things You Shouldn't Say or Do.  Interesting to look through.

ARGUMENT of "Inside the Classroom Walls" from Vaccaro, August, & Kennedy's Safe Spaces

Image link: http://www.safeschoolscoalition.org/RG-coming_out.html

           In the chapter “Inside the Classroom Walls” from Safe Spaces, authors Annemarie Vaccaro, Gerri August, and Megan S. Kennedy argue that it is our responsibility as educators to make a conscious effort to make our classrooms a safe and inclusive environment for LGBT students (or students from LGBT families).  In a time when LGBT bullying is rampant—all too often with heartbreaking consequences—it’s not good enough for teachers or schools to keep a neutral stance.  The authors make the point that “LGBT students need advocacy and protection, not neutrality.” (p. 84)  This reminded me of Johnson’s article, where he says that those of us in a position of privilege (or power) need to be a part of the solution instead of expecting those without it to change things themselves.  “If they could do that, there wouldn’t be a problem in the first place.” (Johnson p. 10)

            This begins with including positive LGBT topics in our classroom curriculum.  The absence of it contributes to these students’ feeling that they (or their families) are somehow outcasts or something other than “normal.”  Mainstream students pick up on this as well—if they are not exposed to it, it leads them to the conclusion that it must me abnormal.  Seeing themselves represented in the curriculum gives LGBT students the feeling of validation that they or their families are just another kind—that they exist and that’s okay.  “LGBT students need to see themselves in the world of ideas and experiences offered up by their teachers if they are to become academically and socially connected to the classroom.” (p. 90)  But it also has a positive effect on the mainstream students, because the more they see the topic represented, the more understanding they are likely to gain.  “The idea is that tolerance will grow as students gain appreciation for difference.”  (p. 85)  This way, our classrooms become “’mirrors and windows’ for all students—mirrors in which youth see themselves in the curriculum and recognize their place in the group; windows through which youth see beyond themselves to experiences connected with, but not identical to, their own.” (p. 88)

Image: http://fenwayfocus.org/2012/10/spiritday2012/

            Additionally, we as teachers have to be comfortable talking about the subject.  This doesn’t mean discussions of any explicit nature, but rather it means no deliberately steering conversations and discussions carefully around the subject.  It means hearing and acknowledging derogatory remarks and using them as teachable moments, as Patrick did in the reading.  The authors state: “When the words ‘gay,’ ‘lesbian,’ ‘bisexual,’ and ‘transgender’ are heard positively in the course of classroom discussion, the stigma associated with them diminishes.”  (p. 99)  As Johnson tells us, we have to talk if we can expect anything to change—and we have to use the words.  Doing so removes the power they have as “bad” or “dirty” words that can be used for hate.

            While browsing for pictures for this week’s blog, I came across this poster created by GLSEN.org (available for download from their site).  GLSEN (Gay, Lesbian & Straight Education Network) believe very strongly in the argument presented in this week’s reading, and have been working for over 20 years “to ensure that LGBT students are able to learn and grow in a school environment free from bullying and harassment.”  You can find lesson plans and guides for LGBT inclusive curriculum, as well as a wealth of other helpful information.  I bookmarked this sign so that I will have it when I have my own classroom.  I can’t, as the authors note, “legislate friendships or alliances; [and I] cannot single-handedly change minds or hearts.”  But I can make sure that my classroom is a safe place for all students, not just LGBT.  And though it is wonderful to hear stories of LGBT youth who have support at home or from peers and friends, it’s important to remember that there are even more who don’t.  Posting this would let students in addition to my own know that my classroom is a safe place, and I am someone they can talk to.

Talking Point:  Did any of you participate in Rachel's Challenge while you were in high school?  I've only just learned about it, but it seems like an amazing program that works to tackle bullying in schools by creating a culture of compassion.  If you did, what were your experiences with it?

REFLECTION on Collier's "Teaching Multilingual Children"

I’ve been looking forward to reading these articles since I printed them out last week.  My husband Luis is bilingual, and grew up in a Spanish-speaking household in San Jose, California.  His parents didn’t speak English, and he didn’t begin learning English until second grade.  We had talked about it in the past -- I’ve always been fascinated by his bilingualism, since I can’t speak another language -- and reading these articles made me curious to talk to him about it again.

Luis in First Grade :)

Luis experienced the style of bilingual education promoted by Virginia Collier in the article “Teaching Multilingual Children.”  Due to the large Latino population in San Jose, the elementary school that he attended offered a Bilingual Education program.  His teachers spoke and instructed both in Spanish and in English, and the “eradication” that Collier frowns upon in Guidelines #2 & #3 was never a part of his education.  He was never made to feel ostracized, or wrong, or like an outsider for using Spanish in the classroom.

He also benefitted from what Collier explains in Guideline #6 as establishing literacy in his primary language first.  As Collier says the research shows, “the most successful long-term academic achievement occurs where the students’ primary language is the initial language of literacy.” (p. 233)  She goes on to say that “dismiss[ing] the home language in literacy development places immigrant children at risk...[which] does not recede over time, but accumulates.”  (p. 233)  By learning to read and write in Spanish first, Luis was then able to transfer the literacy skills he obtained into learning to read and write in English.  This enabled him to keep pace with his peers, instead of struggling with literacy in the second language which may have caused him to fall behind.

In kindergarten, it was mostly Spanish with a little English.  First grade added a little more English, and by second grade, instruction was about 50/50.  At this point, Luis’ natural curiosity with English took hold (he remembers wanting to understand what the English speaking kids were talking or joking about -- the group would talk and laugh, but he couldn’t understand what was funny).  The way he had been taught up to that point motivated him to transition, which was nurtured and encouraged by the teacher he remembers as very influential to him.  By third grade, Luis was in an English-only classroom.

I asked Luis if he thought his K-12 experience would have been different if he hadn’t had access to this program.  He said that it’s likely that he would have had a harder time learning English, and thus a harder time with learning in general.  Being made to feel “wrong” for speaking Spanish (and not having and understanding of English from home) could have been discouraging, or made him prone to giving up quicker.  In the long run, his opportunity to begin his school experience in Bilingual Education gave him successful footing to do well in the rest of his schooling.

Talking Point:  The population of Latinos in Luis’ community made funding of a Bilingual program in his school both necessary and possible.  For schools without a high population, yet with some ELL students, the same level of support often isn’t an available because of a lack of funding.  Does the system fail these students?  What can be done to give them similar chances at success?

QUOTES from Kozol's Amazing Grace

Jonathan Kozol's Amazing Grace was an eye opener for me.  It's not as though I was oblivious to the fact that there are poor areas in the country, but I guess I had never considered just how poor, and just how harsh the realities are to face for those who live in, raise children in, or even grow up in such an area.  Reminiscent of what we've read in other articles, the appearance of "they" throughout this article illustrates how the members of this South Bronx community are most aware of the power/privileges they don't have.

1)  "'The point is that they put a lot of things into our neighborhood that no one wants,' she says."  (p.10)

Cliffie's mother tells Kozol about how their marginalized community has become a dumping ground.  People from other areas come in to dump their junk, the city put in a garbage dump and a medical waste incinerator (both of which contribute to the widespread asthma in the children), and the city relocated homeless families here, putting many sick people and children together in a very small area.  Those with power have decided that it's okay for the people of this neighborhood to live in such conditions.

2)  "'My doctor says, when it comes to the poor, they can't get nothin' right.'"  (p. 20)

Mrs. Washington explains to Kozol that, after an error in the system kicked her off of receiving her assistance, there is a myriad of hoops to jump through to get back into the system.  She is too sick to work to provide for herself, but "they" (the city/state/government) says she is not "sick enough" to receive SSI assistance.  Here, those in power have the privilege to determine who can be helped and by how much.  And even if someone is dying, it is crazy to think that that might not be enough.

3)  "Somebody has power.  Pretending that they don't so they don't need to use it to help people--that is my idea of evil."  (p. 23)

Mrs. Washington's son, David, opens up to Kozol about how his mother doesn't deserve to be so sick and helpless, just because those in power remain at a distance and withhold help from those who are not in a position to help themselves.  This quote immediately made me think of the Johnson article, where he says: "[People] don't have the power to change entrenched systems of privilege by themselves.  If they could do that, there wouldn't be a problem in the first place."  (p. 10)

To Share:  David tells Kozol: "There's a whole world out there if you know it's there, if you can see it.  But they're in a cage.  They cannot see." (p. 24)  He is referring to the people in his community who are stuck in this cycle with no means of getting out.  To me, it seems the best hope is to begin with the children.  Programs like Head Start offer such an opportunity (for Angel Tavares, as an example), yet they continue to face steep cuts.  Why?  If we keep taking away opportunities, how can we expect anything to change?

About Me

Hi Everyone!

I have never blogged before, and suddenly here I am with two!  (I also have one for another class I am currently taking.)

This is my first semester at Rhode Island College, and it's also my first semester in school in six years!  I graduated from San Diego State University in 2007 with a B.A. in English, and I am now returning to school for my teacher certification for Secondary English through the RITE program.  Becoming a teacher is something I always knew was in my future, so finally getting started on this chapter in my life is a very exciting thing!

Since graduating from SDSU, I have worked as an enrollment advisor for an online university, as a coordinator for a small publishing company, and as a bookkeeper for a construction company -- all very different and interesting experiences!  I met my husband Luis the summer after I graduated, and we got married two years ago.  Moving from San Diego to Newport last summer was a big adventure, as was our first "real" winter!

I lovelovelove to read and devoured many books this summer.  I'm always open to book suggestions.  I also love cooking, the beach, anything Disney, space, and my pets - a chihuahua named Pancho and a tuxedo cat named Wyatt.  :)

Me in a nutshell!  See you all in class.


Jamie