Video URLs

http://www.youtube.com/watch?v=XaCh976wMlU

http://www.youtube.com/watch?v=MnJPJ2xMdG8

My Educational Philosophy Statement

I believe that all human beings are intrinsically virtuous at birth, but that as they grow and experience the world around them, they often become corrupted by the influence of negative external forces. However, even when corrupted, an individual may still display moral behavior in certain situations. Similar to my belief about the nature of man, I believe that the nature of society has strayed from its original moral state. Society was initially based on a moral foundation, but as it has aged, it has become increasingly individualistic and extremely preoccupied with power. Both the nature of man and the nature of society began with moral principles, but have since lost sight of them in favor of methods to improve one’s personal situation, nearly always at the expense of that of another human being.

Personally, I believe that knowledge is so much more than merely the academic subjects that are taught in schools today. Knowledge also consists of an individual’s perceptions of the world around them, including culture and social interactions. I also subscribe to the belief that knowledge is acquired by interacting with the beings and objects that exist in the world around us. An individual can only gain knowledge if they are active in their environment and seek out new experiences, especially ones that may challenge their own beliefs or understandings.

Being a Race and Ethnic Studies major, I was not surprised to find that I naturally gravitate toward the multiculturalism/socioculturalism and social reconstructionism philosophies of education. I believe that the purpose of education should be to enable students to recognize and respect diverse cultures so that they may promote a just, multicultural democracy. It is important for students to develop the ability to view everything through a critical lens so that they can solve serious social problems that limit equality, justice, and democracy. When allowed, education has the ability to facilitate and maintain positive social change.

As a teacher, I will strive to supplement the traditional academic subjects with lessons that will provide students with the tools necessary for them to critically analyze society (both past and present) and affect positive change in the world. The first step is to raise students’ consciousness about social problems, and then to teach them how they can engage in social critique and social action. The key is for the students to be active participants instead of an audience on the sidelines. A teacher must cultivate this mentality by making learning exciting for their students and by frequently encouraging them to do their best and reach their full potential.

It is important for students to be actively involved in the learning and teaching processes both inside and outside the classroom. Students should always be encouraged to help develop lesson plans and activities, and to contribute to classroom instruction by providing knowledge from their homes and past experiences. I firmly believe that English language learners should be allowed to use both languages in the classroom. It is the best way to facilitate their acquisition of the English language because it allows them to be comfortable in the classroom and does not discourage them from embracing their culture.

Similarly, I believe that special accommodations should be made inside and outside a classroom so that students with various disabilities are able to stay in a mainstream classroom. It is important that they are not sequestered into an isolated classroom where they will have limited interaction with regular education students. Every student should be given equal opportunities and access to a quality education.

My own cultural autobiography reveals the importance of parent involvement and active participation. Without a doubt, my parents are the reason why I got to where I am in today. As a teacher, I will make every effort to include the parents of my students and highly encourage them to play an active and positive role in their children’s education. If this effort is not taken and is not successful, then the cycle will be perpetuated for generations and little progress will be made.

Most importantly, I believe that my job is to cultivate and nurture a love for learning and knowledge, as well as a positive attitude toward life. Students must be optimistic and wholeheartedly believe that they can affect positive change in the world that all of us share and must navigate together.

I do not believe that there exists such a thing as a single truth, but that every individual must discover and develop their own truth as they grow and explore their world and the lives and experiences of others. So the only chief truth that I believe in is the fact that there is no overriding truth, only the unique truths of unique individuals.

Importantly, I recognize that I am only twenty years old, which means that I am still developing my beliefs and educational philosophy, and I know that they will continue to transform as I grow both as an individual and as a teacher.

Assignment #1 - Group B, Reflection #1

I conducted my interview with Karrie Williams, a high school senior. She is seventeen-years-old, dresses in fashionable clothing, wears a tasteful amount of makeup, and straightens her short blonde hair to perfection every morning. At five feet, ten inches tall, she stands out among her group of friends. They are an animated bunch of both girls and boys, and enjoy telling harmless jokes and stories about one another. Most of them have been friends since middle school, if not elementary school or preschool, and their close bond is obvious. Understandably, they are all eager to complete their high school careers and graduate in June, and one cannot help but adopt their hopeful outlook for the future. While Karrie may appear to be a typical high school student at first glance, her responses to my interview revealed a young woman with great insight and remarkable ambition.

Many students would agree with her claim that the best part about school is being able to see friends on a daily basis. Karrie said, “Without school, I probably wouldn’t be able to socialize with my friends as much as I do now.” Also a common response from students, Karrie said that the worst part about school is having a bad teacher. In her words, “If you have a teacher that is unable to teach their subject, it can ruin the entire year. Having a teacher you dislike can bring your grade lower, which is never good.” She also voiced her dislike for the various social groups that inevitably form in school, saying, “No matter what anyone says, there is such a thing as a ‘preppy’ group of people. I think there should not be separate groups of people where some are more popular than others.” Oftentimes, academic subjects can be troublesome as well.

When asked which subject is the most difficult for her, Karrie was quick to reply: history. She has a hard time memorizing important dates for historical events, and is unable to retain information related to history because it is a subject that does not really interest her, which makes it difficult to learn. Karrie dislikes her government/economics class because it is similar to history and she has difficulty memorizing information. She added, “Also, the teacher is always drinking energy drinks and going crazy in class. It isn’t easy to learn from a teacher who acts like one of the students. Plus, the kids in that class are always loud and disrespectful.” However, Karrie’s face lit up when asked to share about her easiest and favorite subject: art. She said that any type of art class is her easiest/favorite because “I really enjoy creating new things, especially in ceramics. Having a class where I am able to work with my hands is always my favorite.” She grinned as she recounted awards she has won in various art shows over the years.

Karrie displayed similar enthusiasm when talking about her extracurricular activities. She is currently in her third season of tennis, and takes great pride in being the number one girl on her school’s varsity tennis team. She is also a member of her school’s Earth Club, which recycles on campus and participates in various events throughout the community. The club recently became a part of the “Adopt a Highway” program, dedicating time to cleaning a portion of a highway close to campus.

After graduation, Karrie plans on attending a California State University, then possibly transferring to another college to pursue culinary education. She said that she eventually wants to own her own restaurant because “I have always loved cooking and it would be nice to own one of my own to run things how I want them.” When asked what she would need to do in order to attain that goal, she replied, “I need to get training and work hard so that I know what I am doing when it comes to owning my own business.” Her role models are her parents “because they work hard to achieve what they want.” She also added, “My dad is the one who introduced me to the cooking world.”

When asked if she feels that high school has properly prepared her for college, Karrie responded, “I feel school has helped prepare me for college. My classes were difficult enough and teachers were helpful to tell us what to expect in college. They treated us like college students so that we may become used to college classes.” She also feels that the numerous standards students are required to meet are beneficial because they push her and her classmates to reach, and potentially surpass, their goals. Similarly, Karrie approves of the use of standardized tests because they tell students how much they have learned and whether or not they need to pay more attention in school.

She said that what makes her favorite teacher a good teacher is his ability to connect with students. As Karrie elaborated, “He is able to crack jokes every now and then to keep the mood light in class. He keeps the class lively by telling interesting stories that have to do with the subject he is teaching. He is extremely helpful when it comes to students’ questions.” She said that if she were ever to be a teacher, she would be sure to make a connection with students and to never be too strict. She would want to be a likeable teacher, but not a pushover, adding “It is really hard to control a class when they do not like you.”

Karrie said that her teachers encourage students by talking about their futures and telling them how much better their futures will be if they try their hardest. When asked if she feels that her teachers care about her and her academic life, Karrie said, “I feel they do care because they want us to succeed in life because we are the future. We can change the world if we try.”

I completely agree with Karrie’s conviction that a poor teacher will lead to poor student performance. Each step in education builds upon the last and is extremely important for the next, so any delay, however brief, has the potential to be extremely detrimental to a student’s success. Teachers are a major influence on students’ lives, and must always strive to ensure that their influence is a positive one. Memorization is considerably difficult for many students like Karrie, whose response reinforces my decision to never require my students to memorize information. Seeing Karrie’s face illuminate as she spoke about her love for art strengthened my desire to make art (and other hands-on activities) an important part of my instruction, despite whatever budget crises the educational system may face in the future.

While I believe that academic standards and standardized tests are important, I feel that too much emphasis is placed on them. I will definitely do my best to prepare my students to succeed at both, while simultaneously giving them a well-rounded, wholesome education. I will also strive to develop and maintain a close connection with my students through a sharing of interests. I want to talk to them about their extracurricular activities and other related information, and I will always do my part to reciprocate. I feel that one of the most important things a teacher can do for students is talk about their futures and their boundless potential. Teachers must encourage their students to take advantage of every opportunity within their grasp, even those that may seem slightly out of reach.

Assignment #1 - Group A, Reflection #1

I chose to interview Martha Washington, a high school history teacher. She is in her sixties, wears glasses, and perms her short hair so that she does not have to fuss with it every morning. Everyone who knows her is familiar with her trademark Birkenstock sandals. Her husband teaches music in the local elementary schools, and the two are a central part of their community. Martha teaches World History, U.S. History, and European History, and her classes consist of both regular education students and Advanced Placement (AP) students. On occasion, she will have her classes close their books early and walk a few blocks up the street to the town’s doughnut shop as a reward for their good work. It is clear that she has a wonderful relationship with her students and that she is passionate about teaching.

When I asked what made her want to become a teacher, the answer was easy: her love of history. She decided to become a teacher in the hopes of passing on her passion to students. Describing her first year teaching, Martha said that she will always remember hastily eating lunch in her car while rushing between two middle schools. When she began teaching in the high school she is at now, she had to move between three different classrooms every day. Today, she truly appreciates having her own room and never takes it for granted.

This is Martha’s twentieth year of teaching, and she still loves what she does. When I asked if she had noticed the profession change since she began teaching, she replied, “My AP students are still as motivated as ever, but I think the regular education children are not as prepared for high school. They don’t talk about their parents reading to them, [and] their work ethic seems to be declining as time goes on.” Currently, her biggest challenge is “grading AP essays in a timely manner,” and while her students are always respectful, she struggles with getting them to talk less. Always the history buff, she says that talking and lecturing about history is the easiest part of her job. When asked about the most enjoyable part of her job, she responded, “Working with my AP students. They are amazing. I feel so fortunate to be able to teach them history.” Martha’s students and coworkers, as well as the fact that she is constantly learning, keep her job interesting. She also added, “And, [the fact] that we are living history.”

While she admits that it’s a challenge, she tries to relate history to her students’ lives in order to get them engaged in the class. Martha encourages her students with praise, and regularly posts the students’ grades online so that they know how they are doing in class. Laughing, she added, “I have been known to bribe them with a walk to the doughnut shop.” One of her most memorable moments includes getting a maple bar (her favorite) from an AP student for writing a letter of recommendation for them when they applied to college. She also cherishes getting letters from seniors when they write letters of appreciation to their former teachers.

When asked her thoughts on all of the standards that students are required to meet, Martha responded, “I think they are important, but there is too much emphasis on them. I leave out so much history for my regular education students because the information is not a standard. What a shame it is.” She also added that “some students do not test well and it only adds to their anxiety to have standardized tests.” Martha stresses that it is important to be a positive influence in students’ lives because they encounter so many negative influences every day.

For new teachers, she emphasizes the importance of perseverance. Her advice includes, “Don’t give up. It will get better[…] Breathe.” Martha also says that it is important to share passions with students and cultivate friendships with other teachers. She stresses that teaching cannot be about money, adding, “You will make money later.” Wisely, Martha advises, “Don’t let teaching become your life.” She shares that as a teacher, “You have to learn that no one is going to pat you on the back and say ‘good job.’ The joy comes from knowing that you have made a difference.”

What struck me most about our interview was Martha’s description of her first few years as a new teacher. I had never thought about the possibility that I may have to teach at more than one school at the same time, or that I may not even have my own classroom and thus be forced to move between multiple rooms every day. I had always been under the impression that I would be able to enjoy a relaxed lunch in the sanctuary of my own classroom. However, this caveat does not discourage me from becoming a teacher. I feel that overcoming such difficult situations is part of the job and that it makes everything even more worthwhile in the end. The fact that Martha still loves teaching twenty years later encourages me even more.

I was disheartened to hear that students have become less and less prepared for high school in the past twenty years. This sad reality further motivates me to provide students with a strong foundation during their elementary school years, and to stress to parents the importance of reading to and with their children at an early age. Being in such a position to do so, and having the opportunity to help shape students and the rest of their lives, will provide me with the hope necessary to effect change. I look forward to growing with my students and learning from each other.

One of my biggest goals has always been to relate academic lessons to my students’ lives, no matter how difficult it may be. I also realize the importance of praising students, as well as frequently updating them on their performance in the class. I have always wanted to help my students reach, and hopefully exceed, standards, but I never want to place too much emphasis on such instruction. I will also strive to evenly distribute the importance of tests, homework, etc. in an effort to confront the anxiety of those who become nervous about tests.

I know the importance of having close relationships with other teachers and the administration, as well as with students. I had always planned on sharing my passions with my students, and Martha’s comments have reinforced my belief. The main reason I want to become a teacher is so that I can make a difference in students’ lives and be a positive influence for them. For some children, every day is a struggle, and I want to help them in that fight.

Assignment #1 - Group C, Reflection #2

Teaching for Educational Justice: Teaching as a Social Change Agent

“In the remaining chapters of this book, we will continue to share the experiences and reflections of teachers who identify themselves as teachers for social justice. Many of them are writing at the conclusion of their first year of teaching. Through their teacher education courses, their work in classrooms, and their own life experiences, they understand the inequalities we’ve described in this chapter, and they’ve begun their careers committed to teaching in ways that will change the world. Their voices are hopeful and optimistic about the possibilities of education and social justice in a diverse, unpredictable world. These teachers also reveal their struggle to bring their knowledge and values to their practice as they strive to create classrooms and schools where students develop the academic and moral capacities and the commitment to shape their own places in a socially just future[…] These four teachers struggle for socially just public schools that forge unity without diminishing difference. They also hold on to the belief that schools and teaching can indeed change a world where lives are marked by poverty, discrimination, and injustice” (Oakes & Lipton, 2007, p. 25).

First, it is extremely important for teachers to recognize that they are in a position to teach for social justice, and that they are therefore responsible for instilling these values within their students. It is critical for social justice education to be present in primary schools and beyond, especially in the education of future teachers. Only then will people possess the ability to affect change in their own lives and in society as a whole. Since teaching for a just society is difficult and it may take a while for change to be evident, it is important for teachers to maintain an optimistic attitude and encourage their students to never give up hope. The most effective way to teach for social justice that will endure is to combine the Social Reconstructionism theory of teaching with that of Multiculturalism/Socioculturalism. Recognizing, understanding, and respecting diverse cultures and peoples through instruction in the classroom will enable students to look past their differences and unite to change the unjust society in which they live.

Rethinking Mathematics: Teaching Social Justice by the Numbers by Eric (Rico) Gutstein “includes teaching ideas, lesson plans, and reflections that teachers can use to weave social justice principles throughout the math curriculum, as well as to integrate social justice math into other curricular areas. The book’s goal is to provide high-level math to all students, and, at the same time, develop students’ understanding of society and prepare them to be critical, active members of a democratic society” (Oakes & Lipton, 2007, p. 128).

Prior to reading about Gutstein’s new book, I had never thought about how mathematics is essential to understanding important social issues. Now I see everything in a new light. I am extremely eager to incorporate social justice education into every area of my teaching. Doing so will enable my students to have a depth of knowledge about social justice instead of just scratching the surface of the issue. I find the book’s commitment to maintaining a high level of instruction and standards for students while simultaneously incorporating elements of the social justice perspective to be very appealing. It is extremely important to not lose sight of helping students master the traditional subjects while giving them the tools to look at the world through critical eyes.

“In the educational mainstream, first Horace Mann and later John Dewey envisioned schools as agencies of social reform and the democratization of American society. Dewey stressed that classrooms are a part of life, not merely preparation for it, and that to make society more democratic, students must participate in classrooms that are themselves democratic societies. Teachers must give students a chance to learn how their actions affect the success or failure of the group. And students must develop their sense of civic-mindedness by sharing both the pleasant and trying tasks that complex group projects require. ‘Doing one’s part’ as a member of a classroom project prepares children to be both leaders and followers” (Oakes & Lipton, 2007, p. 273).

John Dewey’s assertion that “classrooms are a part of life, not merely preparation for it” is extremely insightful. Teachers must instruct their students in such a way that they feel as if they are learning and acting in the global society, as opposed to just inside the classroom. Doing so will enable the students to develop and refine their critical thinking skills, as well as their ability to recognize injustice, to view themselves as agents for social change, and to put that change into effect. Teachers must also ensure that their classrooms are democratic so that their students understand the democratic process, its importance, and the problems that occur when society is no longer truly democratic. Activities and projects that require students to cooperate and work well together, as well as assume less desirable roles, will provide them with experiences and lessons that they will be able to apply to their own lives as they work towards a just society.

“At the end of the twentieth century, critical pedagogy emerged as a theory of education that calls for classrooms to be democratic and socially just communities[…] When teachers use a critical pedagogy, they ask students to examine historical and contemporary events, institutions, and relationships in order to expose otherwise invisible mechanisms of advantage and disadvantage. This endeavor requires listening to different voices, versions, and interpretations typically kept out of official versions of school knowledge and culture” (Oakes & Lipton, 2007, p. 273).

It is extremely important for students to thoroughly study and understand the structures, events, institutions, relationships, practices, and patterns of the past. This knowledge will provide them with the tools they need to be critical of their contemporary society and its flaws and shortcomings. Teachers must strive to include diverse perspectives of many issues so that their students can learn to see multiple sides of every issue. When students discover what they would have been missing in a traditional education, they will work to ensure that future generations are given the same progressive education and are not kept in the dark about societal issues. Teaching students to be critical of society and accepting of diverse cultures and people is the surest way of guaranteeing a just society for the future.

Reference List

Oakes, J., & Lipton, M. (2007). Teaching to change the world (3rd ed.). New York: McGraw-Hill.

Assignment #1 - Group C, Reflection #1

Schools and Communities in Partnership

“Administrators and teachers are professionals whom the public entrusts with creating classroom practices and school cultures where all students can learn well; their actions determine the quality of students’ opportunities. However, educators are not the only adults who influence whether schools actually become academically rigorous and socially just learning communities. Administrators, teachers, parents, and community members must all work toward this goal. In the best schools, educators reach out, welcome, guide, and respond to families and community members to make sure that their participation is authentic and meaningful” (Oakes & Lipton, 2007, p. 383).

Teachers and administrators play a large role in shaping students’ educational experiences and opportunities. However, they should not be the only people involved in determining the methods and goals of a school. The parents of the students, as well as other community members, should be allowed to collaborate with teachers and administrators in these matters, and should do so when given the opportunity. Educators cannot wait for the parents to come to them. Teachers must actively seek and recruit the parents and community members who are willing to contribute to the success of their local schools. They must disregard the notion that parents of low socioeconomic status are not as involved as their wealthier counterparts, and instead make them feel comfortable enough to participate and play a larger role in their children’s education.

“Parent ‘involvement’ means so much more than parents’ acting as supporters, helpers, or compliant clients for the schools’ services. Parents must be equal partners in their children’s schooling; this is not to say, however, that parents and teachers are supposed to perform one another’s ‘jobs.’ Instead, the entire community needs to get straight how its various members both do their job and work together. This isn’t easy, because the best distribution of work and power in order to create a good school is not familiar or comfortable to most people” (Oakes & Lipton, 2007, p. 384).

Again, it is extremely important for parents to play an active role in their children’s education, both inside and outside of the classroom. One cannot truly benefit from one’s education until the teachers and parents have equal positions from which to influence one’s education. Many may not be familiar, or even agree, with this idea, but adopting such a technique will finally allow parents to be involved in every aspect of their child’s education. This will ensure that teachers and parents understand each other’s methods and goals. Additionally, parents must have access to the overarching educational structure of the school, not just that of the classroom.

“An activist approach to improving school opportunities draws from the collective power of residents to solve public problems; this power to solve comes from critically examining community issues and taking action to solve them. Parents who are community activists can be especially effective in bringing socially just schooling to all of the neighborhood’s children. Parent activists are also uniquely well positioned to bridge families and schools. Parents who have organized to promote social change do not see themselves as empowered by others; their empowerment is derived from their collective actions and ‘wins,’ whereby each successful activity informs and emboldens them. By contrast, typical school-controlled support projects may speak of empowering parents, but they often place limits on parents’ ‘power’ if parents’ goals differ from the school’s agenda” (Oakes & Lipton, 2007, p. 407).

The most effective way to include the community in the life of the school is to take an activist approach. Residents can only solve public problems once they unite and stand together, creating power to affect change. Local activists are the most effective way to ensure that every child receives a socially just schooling, and those who are parents serve the important purpose of bridging families and schools together in a mutual flow of respect and culture. Current policies related to parents in schools claim to empower them, while actually limiting their power if their goals differ from those of the school. Instead, schools should embrace local activists and encourage parents to participate in all aspects of their child’s schooling.

“Teachers are rarely leaders of these organizing approaches to parent and community involvement in education. Yet, increasingly, community organizations are reaching out to teachers who are committed to social justice education to add their voices and their power to that of parents. Many teachers have also discovered that the strategies of community organizing – building relationships, forging common meanings about teaching and learning, and taking action together – are powerful ways for forging connections with parents” (Oakes & Lipton, 2007, p. 414).

Teachers must also make increased efforts to include parents and community members in the more obscure and concealed aspects of education. Recently, it has been up to the local residents to include the teachers in their efforts, but it should be a mutual endeavor. Through the efforts of communities, educators have discovered important and powerful ways of building and maintaining connections with parents. The community organizing strategies of the residents can easily be adapted by teachers to fit the classroom and influence their students’ education.

Reference List

Oakes, J., & Lipton, M. (2007). Teaching to change the world (3rd ed.). New York: McGraw-Hill.