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Problem of urban schooling
Multicultural education in a classroom
Multicultural education in a classroom
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Recommended: Problem of urban schooling
Small changes for the urban teacher
I think there are a lot of minds going to waste in our urban environments, minds that could be reinventing the world, but are, for some reason, only keeping themselves down and out of a culture that needs them. Why are there so few college bound kids graduating from our urban schools, and why are the ones who do go to college so ill-prepared when its obvious how capable they are? I claim that it is possible to change how we teach in a manner that doesn’t take more time, but yields more opportunities for the multicultural classroom to learn.
Treisman’s article was not only a big resource, but a huge inspiration for my paper and personal goals. Being from a rural community, I feel very under-educated when it comes to the urban community. He gave me a lot of information, some of which I would have assumed, but was reassured to see it in writing, and some of which I would not have thought up with on my own. Another resource I used was ‘Problems and Solutions in Urban Schools’ edited by Gwendolyn Duhon. It was a very helpful tool, and written by many different authors, which was great for getting a few different voices behind my arguments. A final resource for me was ‘Becoming a Successful Urban Teacher’ by Dave Brown. This book probably helped me more personally than specifically for this paper. I loved that it went over so many of the questions I have had and left plenty of room for personal reflection.
I would like to begin by saying that every teacher has his or her own personality, and the incorporation of that could alter some of the specifics of each of my principles,
but I do believe the general make-up of the principles to be universal. I think that the best way my principles could be summed up would be in three stages: Pre-classroom, Firstweek, and Yearlong, each having equal importance. Pre-classroom would be the most time consuming of the stages, because it involves reevaluating all of your mathematical content knowledge. I think drastic changes would occur if the teacher could spend even one week, part-time, prior to the class, reading and questioning the text book. You could familiarize yourself with every hang-up you have, working them out as you go. You could take notes of possible hang-ups the students will have and the basics they will need to overcome these.
In "thinking outside the idiot box", Dana Stevens responds to Steven Johnson's New York Times article in which Johnson believes that watching television makes you smarter. Indeed, Steven Johnson claimed that television shows have become more and more complex over the years in order to follow the viewers need for an interesting plot instead of an easy, linear story. However, Dana Stevens is opposed to this viewpoint. Stevens is not against television, he does not think it makes you smarter nor that it is poisenous for the brain, he simply states that the viewer should watch television intelligently. That is to say that, viewers should know how much television they should watch and what to watch as well.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
The multicultural movement in education is deeply rooted, and the movement as we know it today dates back to the 1960s, when the civil rights movement was in full swing. Stemming from the Brown vs. Board of Education (1954) decision and out of the demand by ethnic groups to be included in public schools, colleges, and universities, the main thrust of the mo...
As a teacher, I will have to keep this in mind for all my students. Fostering an environment that cultivates and promotes the pluralistic society that we live in will be beneficial. It can help to combat the deficit approaches in education that stifle or suppress minority culture and language while promoting acceptance of a multicultural and equitable society. I hope to be able to work towards this type of classroom. With self evaluation and acceptance of student ideas, I believe that I can create this environment.
Growing up, I contemplated a future in the education field; I enjoyed my experiences volunteering with children and I have always been intrinsically motivated to learn. When I started college, I decided to delve into the social sciences, but I never forgot about my interest in education. The summer of my freshman year, I joined the education team through the University of Arkansas’ community development program in Belize. I worked with my co-teacher (a senior education major), and education and literature professors to create creative writing lesson plans and methods to improve literacy for underperforming children. In Belize, my co-teacher and I facilitated daily literacy skill small groups for 2nd and 3rd graders and taught creative writing lessons with 4th and 5th graders. This experience not only strengthened my desire to work in education, but also awakened my awareness of how different levels of educational privileges affect students. I recognized, however, that while I was energized by this experience, I still lacked the skills and training that would allow me to most efficiently help
Makes You Smarter” argues that certain television shows can make you smarter because we will learn how to think critically and analyze certain situations. Johnson says, “Instead of a show’s violent or tawdry content, instead of wardrobe malfunctions or the F-word, the true test should be whether a given show engages or sedates the mind” (Johnson 293). Dana Stevens the author of “Thinking Outside the Idiot Box” says “From the vantage point of someone who watches a hell of a lot of TV (but still far less than the average American), the medium seems neither like a brain-liquefying poison nor a salutary tonic” (Stevens 298). Dana debates with Johnson because of his opinion and poor choice of wording his essay because she believes that television can lack a person’s knowledge and critical
Within meditation one Descartes subjects all of his beliefs regarding sensory data and even existence to the strongest and most hyperbolic of doubts. He invokes the notion of the all powerful, malign demon who could be deceiving him regarding sensory experience and even his understanding of the simplest mathematical and logical truths in order to attain an indubitable premise that is epistemologically formidable. In meditation one Descartes has three areas of doubt, doubt of his own existence, doubt of the existence of God, and doubt of the existence of the external world. Descartes’ knowledge of these three areas are subjected to three types of scepticism the first where he believes that his senses are being deceived ‘these senses played me false, and it is prudent never to trust entirely those who have once deceived us’. The second of the forms of scepticism revolves around whether Descartes is dreaming or not ‘I see so clearly that there are no conclusive signs by means of which one can distinguish between being awake and being asleep’. The aforementioned malign demon was Descartes third method of doubt as he realised God would not deceive him.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and what I have learned this semester, and came up with the following.
I know that as I grow and learn as a teacher my theory on education will change and grow with me. I know that the best thing that I can bring to the table when it comes to being a teacher is the willingness to learn along with my students on what works best for us in our classroom, what is important to us when it comes to learning, and to change what needs to be change in order to have a positive learning environment for my student. The most important thing as a teacher I will bring with me into my classroom is the unwavering desire to help to guide, shape, and above all foster a love of learning in my
I try to talk to a teacher everyday about different topics. By talking with other teachers who are in there first-year teachers or seasoned teachers they have different ways of seeing thing. These teachers give me a different thought on how to do certain lessons. I realized my classroom setting is different due to how low my students are compared to the rest, but they really helped me to understand how to bring common core standards down to the level that my students need to learn. Like I said before, I can be doing 4 different lessons at the same time, but we 're all still doing a main theme. Whether it 's adding subtracting or reading comprehension, we 're all looking for the characters or the setting. These teachers are extremely helpful to me to be successful within my
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
When it comes to the topic of television, most of us would readily agree that watching television is a waste of time. Where the agreement usually ends, however, is on the question of “are there shows that increase our intelligence?” and what pleasure do some television show bring to us? I would say there are some great shows that increase our intelligence. Shows like “Are You Smarter than a Fifth Grader?” this kind of show puts the brain to work; thinking. There are some other shows that tend to convince us that watching television seduces our mind. I find Johnson’s argument about his article “watching television makes you smarter” confusing because he was not actually picking sides in the article and Steven’s “Thinking Outside The Idiot Box” argument about how “it’s really good at teaching you to think… about the future episode” (Steven, 296). Although I agree with the author of “Watching Television Makes you Smarter” Johnson to an extent, I cannot accept that he overlooks how much time people spends each day watching television.
When thinking of a philosophy of teaching, four major issues need to be considered. Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. This is something that someone entering the teaching profession needs to give serious thought to and realize the importance that this will hold in the future. The following essay will express my philosophy of teaching.