The readings, Pahl and Stewart, are the first articles that I feel really have helped me understand the importance of spending time really understanding how we can access our ELL students as well as empower these students in their classrooms. Like discussed in practicum, we talk about how majority if not all curricula "leave out" what they want and select what's "most important". There will be students in your classroom who will not have one 'mirror' in your classroom.What does this tell our students? It tells them that their story doesn't matter, or count. It's a reflection of power that is engrained in our society that becomes undeniable when looking at what we teach our students.
The readings also point out that children do not see the relevance of “schooled literacy”. From being in classrooms for practicum I can completely understand why they are not valuing or recognizing the importance of school because educators are not connecting their work to their lives. As we hear time and time again, we have to bridge students home lives with their experiences in schools. Once we bridge the two, students become interested and meaning making can finally happen.
Artifacts are brought up a multitude of times as a way to bring these two worlds together. What is an artifact? This can be many things. They focus in on how artifacts do not have to be simply stories or texts. It can be something they listen to, feel/touch, drawings, how something tastes, etc the list goes on and on. In doing this, it opens up the kind of instruction that we can do with our students. It becomes less of direct instruction and creates a more student centered learning and students own discovery/observations. Not only do students get the opportunity to share something about themselves and culture, they also start that conversation that links back to power and privilege.
By not taking these things into account, (migration, ELL/EB students) we continue the power structure of the students that "fit" in the school system. Students that will succeed under the curriculum "fit" under this umbrella and it "worked" for them. I had a conversation with another classmate about the fact if I had not learned about differentiation and finding ways to access all students, I would be okay with sitting in rows, and learning straight from a book, with no other supplementary readings or thinking about my Emergent bilingual students, etc. The school system "worked" for me. I was a student who enjoyed the direct instruction, the lecture, and projects, etc. After taking my education courses I now understand how important it is to stray from that traditional scope of teaching and is something I really look forward to as a future educator.
B, I love that you have connected the concept of "connecting" classroom material to the students to your practicum work. I have found that while subbing, a lot of teachers are teaching material that isn't completely relatable, and is dull and boring. I think teachers get so use to teaching from the book or from a powerpoint that they forget to make sure they keep it unique and keep it updated. I think teachers need to constantly be updating and changing their materials, to ensure that with each year that passes, their lessons reflect change in the world, and in the classroom. I feel like I have been harping on this so much lately, but it really is so important, in my opinion!
ReplyDeleteEmpowering the students is something I didn't think about until I read your blog. Yes! How can we empower them? For one, there was a Deaf guest speaker at our school today. She is from Pureto Rico and her family speaks Spanish. They learned ASL in order to communicate with her. My point is she brought up about valuing and cherishing Latinx and Hispanic language, culture, and community. I awed about it today because it fits perfectly with Stewart, Pahl and Roswell readings. How the heck did it happen that the guest speaker end up showing up today and encouraging everyone to cherish their own identities? What a perfect coincidence.
ReplyDelete