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3/14/2009

Selection: page 155. “…potential dissonance between the view that we hold of ourselves and the views that others hold. In the absence of self-respect, this dissonance becomes so jarring that only the distorted views of others matter.” I enjoyed reading this chapter and would like to go sit in on one of Professor Wilkins’ informal dinners with his students. He goes above and beyond to get to know his students as individuals and I truly believe that is part of what makes him a great teacher.

Observation:

To me, this quote likens self-respect to self-esteem in that if you don’t like yourself, you find it hard to believe that other people can like you. David, despite his success, has major doubts about himself and his abilities. I am like David in that respect. I have serious doubts about my self and , despite all the things others say I excell at, I still have trouble believing that other people see me as successful because I do not see myself that way. I see myself as doing the best I can but not being any better at anything than anyone else. This presents a real problem for me with my daughter because I do not ever want her to grow up with the same feelings of inadequacy that I did.

Application: In the classroom, this is kind of a help in that I recognize this in my kids and try to find a way to improve how they see themselves. Teaching high school sometimes brings back the struggles I had when I was that age. I can often relate to some of the things my students are going through. High school is a trying time for many kids as they become more independent and try their "wings". I hope that I can be, like David, someone who gives respect to all of my students unconditionally.

Practice: I already make it a point to speak students in the hallways and to ask them about themselves or their interests. I also try to get to know each of them as individuals. I really like the idea of eating with them and wonder if I could make arrangements to do that. I wonder if other teachers at my school would make fun of me for sitting in the cafeteria at the tables with kids during lunches to get to know them better. I also wonder if it would further isolate me from the main culture of my school.

Posted at 6:05 PM by Shugart, Michaele | Permalink | Email this Post | Comments (0)

3/4/2009

Chapter 5 - Self Respect

I feel more of a connection to David Wilkins than any other character in this book. I have many of the same feelings and doubts that he has experienced. Like David, I have felt a need to achieve because of my interactions with my father. I never doubted that he loved me. He was huge football fan and I have two brothers who were star football players. One even lettered four years in college. My father never missed one of their games. I excelled in track and fast pitch softball. He never came to see me play. I think this motivated me to prove to him my athletic worth. It probably also pushed me to work hard to be successful in all that I have tried to do. In a good way it also made me aware of how to respond to my own children's participation in extracurricular activities and to make sure I attended their events.

I also, like David, have felt a need for "being liked." This need was more prevalent when I was a younger teacher and I feel it has waned as I have gotten older. I also have felt at times like a "fraud" and that I am "lazy" like David felt at times. I also can relate to David's truly caring about his students since I love working with kids and making them feel like they are important. I think that to truly have self respect, you have to give respect to all that you come in contact with in your life!

Posted at 8:28 PM by Zahler, Wally | Permalink | Email this Post | Comments (0)

2/22/2009

C. Haas- Chapter 4

Selection: I, too, was inspired by the quote, "She established real relationships with every single child in her class. Everything was possible and everyone could do it." Clearly, this one teacher had a great impact on not only Dawoud's self-confidence, acceptance and eventually his whole family, but also on how he eventually chose students for his own classes later, making sure that some of them were the "problem children."

Observation: Every year my goal is to establish rapport with all of my students. It makes such a difference in the trust that happens between teacher and student. If I can let the students know that I am a real person, warts and all, and that I accept them for being real people, then the response to instruction is exponentially more positive when I am exposing them to material that at first, seems inapplicable or impossible. Trust is gained by listening to them and their stories, just as Dawoud does for his subjects in his photographs. However, I must admit, I'm not as successful as I'd like to be. I'm envious of his ability to look over the progression of his work and describe each as a "period" and hear his reflections of his own artistic and personal growth within each.

Application: I would like to take a step back and look at my own "body of work" as a teacher. What period am I in now? What period was I in ten years ago? I've had several eye-opening experiences in the last ten years that have led me from being teaching "academic subjects" to "students as people." I've definitely opened up personally more, allowing my students to open up personally as well. It would be interesting to take the time to reflect on my career as a teacher and see what it says about me as a person, teacher, or other roles I might have. In what areas would I like to see change? I think before our next PLC meeting, I'll do a personal reflection of my career and name the "periods" of my "work." Are there others that would be interested in doing this as well?

Practice: I'll have to make a chart or journal entry to see the full advantage of this reflection. I'm thinking, this would be a good journal assignment for my students as well!

Posted at 3:59 PM by Haas, Cynthia | Permalink | Email this Post | Comments (0)

2/8/2009

L. Jaynes- Chapter 4

Selection-"Together the conversations and the photography nourish the self-esteem of the youngsters. "The process is about convincing them of the value of their lives," says Dawoud. "if you engage with them continously, this leads to the suggestion that they are worth engaging with. I am clearly not interested in shaping or molding them into model citizens. I am interested in letting them know that I have a tremendous amount of respect for them, and that they have choices.""

Observation-As a teacher, counselor, and therapist, I notice that this two way process of continious egagement is elemental in the development of relationships with students, clients, and parents. Acceptance and communicating of respect, value,geniune interest and appreciation for them as a person rather than an agenda of "improvement" are key to engaging in a relationship with another. Many adults, particularly educators seem to unable to get past their core assumption that "they know best, or that their life experience is superior to that of others" making mutual respect difficult or unlikely.

Application-I think the first application of this concept would be to explore the life experience of others and to "walk a mile in their shoes". It means more than simply engaging in dialogue in the safety of an office, school, or museum- it will be necessary as Dawoud discovered, to get out on the streets in Harlem, Chicago, and Lawrence. In addition to learning about others, we must identify and be mindful of our own core beliefs and how we apply them to others. Clearly, Dawoud's experiences in middle and high school were negatively impacted by the core beliefs of his teachers.

Practice- The practice of Dawoud's concepts, for me, involve deepening my engagement with students and clients. Like Dawoud, I find that this requires daily viligance, and frequent "leaps of faith" as I stretch myself, my experiences to meet and include those of others. Just as maintaining the intense, curious gaze necessary to capture a person's image in a photograph causes the experience of being appreciated and valued for one's self for that person, maintaining mindful and respectful presence in my interactions seems to have a similar impact.

Posted at 4:37 PM by Jaynes, Liz | Category: RESPECT Chapter Four - Curiosity | Permalink | Email this Post | Comments (0)

1/25/2009

W Zahler Chapter 4

What jumped out at me in this chapter is Dawoud’s belief that “curiosity cannot coexist with a judgmental attitude.” This was in line with the conscious decision Dawoud would make “that I would be nonjudgmental…that I would have relationships with people whom I might not share the same standards or values.” Wouldn’t it be great if each of us could be nonjudgmental and if we would strive to get to know people who are different from each of us? Dawoud sets a great example for us in that he got to know each of the students he worked with and got them to believe that he cared about them. As they say. “A child won’t care until they know that you care.”

This chapter has inspired me to try to learn more about my students, and especially their parents. With the diversity at Sweetwater there are ample opportunities for me to work with people who are different.

Posted at 8:14 PM by Zahler, Wally | Category: RESPECT Chapter Four - Curiosity | Permalink | Email this Post | Comments (0)

1/16/2009

M. Shugart Chapter 4 Curiosity

Selection: On page 137, Dawoud is recalling his experiences in 2nd grade with Mrs. Jones and he says, "She established real relationships with every single child in her class. Everything was possible and everyone could do it."

Observation: This passage made me do two things. First, it made me reflect on teachers I have had and which one or ones had the most profound influence on me. The first one that comes to mind was my 5th grade AIG teacher and the second one was my middle school AIG teacher. Both of these wonderful ladies, like Mrs. Jones for Dawoud, encouraged creativity and exploration of learning. With them, nothing was impossible. The second thing it made me do was reflect on my own teaching. I tried to think of ways in which I might be sort of like Mrs. Jones and what I could do to be more like her.

Practice: I am going to see how my "resolution" works out this semester, starting from day 1.

Application: I truly believe in the statement that kids don't care how much you know until they know how much you care. I lthink that sums up Mrs. Jones' philosophy for "teaching" students and some day I would like for people to say the same about me. Even though some kids are really hard to like much less love and want to get to know, I am going to make even more effort than I do now to do just that.

Posted at 1:13 PM by Shugart, Michaele | Permalink | Email this Post | Comments (0)

M. Shugart Chapter 3 Dialogue

Selected text: On page 105, Kay states: "Real curiosity often gets knocked out of kids during thier early schooling and almost disappears by the time they reach high school. I so much want them to enjoy what happens when you raise a significant avenue of inquiry or find a way of formulating a good question."

Observation: Many times I feel that this is true.Having taught elementary and middle school in the past and now being in high school, I often see kids who don't love learning any more. They are bored or burned out or something and it makes me sad. I sometimes even see this with my own daughter. She is in 3rd grade and loves school but is beginning to hate reading because of the requirements of the AR program. She reads on a 6th grade level but now hesitates to read a book because it might not be an AR book and she can't get points for it.

Application: I think that is why I try so hard to make my class a place where students can let their guard down and where they know it is safe to ask me anything. I try hard to let them know that I won't lie to them or betray their confidences. If I don't know the answer to their question, I tell them that I don't know but that I will find the answer for them by the next day. I would like to be like Kay Cottle and would have loved to have had her for a teacher. I really believe her students respect her and enjoy being in her class.

Practice: At the end of every semester, I give my kids a chance to give me feedback on the class. I ask questions about what they have learned, still need to work on, and would have liked to done more of. I also give them a chance to tell me what they would change about themselves and/or redo if they could and what I could do to improve the class or my teaching. Of all the comments I got this semester, the one that touched me the most came from the student who drove me craziest everyday. He said "you made spanish fun. you gave me a place to be myself where i felt comfortable. thank you." They weren't supposed to put their names on the cards but he did and they know that I don't read them until the end of exams. If I made one student like learning again then I guess I have accomplished something.

Posted at 9:04 AM by Shugart, Michaele | Permalink | Email this Post | Comments (0)

12/30/2008

L. Fox - Chapter 4 Response

Selection: (pg. 150-151) "Reginald had a big reputation for being a 'bad kid'...[He] was particularly maddening to his teachers because they could see, in the swiftness of his banter and the cleverness of his manipulations, that he was a smart kid with huge potential. They often thought that if he would just channel half of the energy that he devoted to mischief and rancor into his studies, he could be a successful student."

Dawoud later describes this student as "clearly very smart, [having] a great sense of humor, and...hungry for attention...He ended up being the most committed kid, the only one who showed up every day."

Observation: Reginald's description in this passage mirrors the attitude and behavior of one of my students this year. He is a good kid with a lot of potential but, based on the "lip" he gives and his on-again-off-again interest in school, I feel that he does not view himself in that way. He has been a chronic behavior problem throughout elementary school and, pending upon the day...or the mood...or the events that have taken place outside of school, he may be loaded for bear or calm and cooperative -- you just never know how he'll react to the baggage he's carrying each day.

In the selection, Dawoud and Reginald "were really able to connect." I doubt that it was the photography that prompted Reginald's long hours of work and perfect attendance; it was most likely the support and sense of challenge he received from Dawoud. He had probably never encountered an authority figure who "looked him directly in his eyes [and] 'demanded' that he do the work." Perhaps this was his first introduction to a fearless yet affectionate male -- a possible novelty, for Reginald, in its own right.

Application: Before our own "Reginald" heads off to middle school next year, we need to find a "Dawoud" who will challenge and attend to this student's needs. Not that we haven't tried, mind you -- but based on things we can't control (gender, ethnicity, social class, past experiences and upbringing, etc.) -- we haven't made the connection with this child that he needs. I think "Dawoud" needs to be sought if, for no other reason, to pull out some of the good that's inside this young man, the good that rarely gets seen, honored, and respected.

Practice: I'll send out a search party for "Dawoud," and see how things play out in the coming weeks.

Posted at 5:40 AM by Fox, Lorie | Category: RESPECT Chapter Four - Curiosity | Permalink | Email this Post | Comments (0)

11/16/2008

Liz Jaynes- Chapter 3 Dialogue

S: I chose a passage located in the storytelling section. It follows her story of an adolescent nightmare in which she was pregnant and second guesses her decision to share the story. "I am willing to take the risk in the service of underscoring an intellectual point or in order to capture the quality of relationships and emotions that will enrich and deepen our dialogue." She spreads her arms in a gesture of embrace. "I want us all to have the universal experience of being human."

O: I observe a variety of sharing on the part of educators in working with students and family. There is a wide range of risk people are willing to take when sharing personal stories in this context. There is also a wide range of reactions to this sharing and it appears to represent a significant risk for the educator, whether in the context of a classroom or personal conversation.

A: The application of this concept would be in the mindful decision to share or not to share. This is a powerful tool when working with students to make a lesson or exchange more relevant and personal and to engage them on a deeper level but it could also negatively impact the classroom and boundries for the professional. In this passage, Kay warns that this must not become an autobiography session for the educator.

P: For me, the use of stories is difficult to resist. I find myself being more conservative than is probably necessary when I share my stories with students or their families but have learned that those I have chosen to share with have been appreciative and respectful of that experience than I expected. They have been more open and thoughtful in sharing their own experiences as well.

Posted at 9:54 AM by Jaynes, Liz | Category: RESPECT Chapter Three - Dialogue | Permalink | Email this Post | Comments (0)

Liz Jaynes- Chapter 2 Healing

S: The quote that spoke to me from chapter 2 is: "Later, as we talk about this gap in medical education, Johnye tells me of an experience she had on an "ordinary" morning when she was in her second year of medical school at Howard University. She remembers "the moment" when she suddenly understood "the essence of respect" Like many such epiphanies, it was but one moment in one of "ten thousand places." Paradoxically for Johnye-the activitist, the doer-in that moment she disovered that respet was expressed through doing very little then there is little to do. for the first time she saw clearly that respect can also be carried throught"a certain stillness", simply by being present, attentive, and loving."

O: I frequently watch exchanges in school where people talk over each others which are not limited to teacher/student, teacher/teacher, or teacher/parent, with time most often being an issue. The pace of school is so brisk and time is always pressing. These exchanges most frequently result in someone feeling disrespected and often lead to anger and resentment.

A: Although this concept is easier said than done, if we could embrace it in our professional lives and model it for others it would have a very positive effect on the relationships we build with our students and their families.

P: While in a special classroom, I learned how difficult this concept is for me, a "doer", multi tasker, and enthustiastic educator. One of the most difficult tasks in working with students with mental disabilities, was to give them adequate "wait" time to express themselves. I would pause and feel the tension build in myself as I resisted the urge to fill in the blank and move on. Eventually I improved at this skill, and my relationships and exchanges with these children became so much richer and meaningful. Looking back, I realize that this was difficult for me because I must admit that I felt that what I had to teach them was more important that their comment. I noticed that when I became better at maintaining my full attention during this "wait" that these students were more engaged in my classroom and that our relationships were stronger. I now make a conscious effort to "slow down, pay attention", and not fill the air with what I have to say.

Posted at 9:07 AM by Jaynes, Liz | Category: RESPECT Chapter Two - Healing | Permalink | Email this Post | Comments (0)

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