When students teach

.

Forgive me for not seeing the genius in you.

Forgive me when I made you stop touching all the books

            slumped over, daydreaming, wasting time.

Forgive me for wishing your handwriting to looked better.

How frivolous that must seem to someone who is

            decoding literature

                        producing prose that mesmerize.

Forgive me for thinking it was important for you to match colors

            on your self –portrait.

Your eyes now stare back at me and I know how busy you must be. 

how silly of me to think

            I knew better.

Your eyes stare back at me and I now see what reality must be like;

            so perfectly present and distorted by clarity.

Patterns must stand out to you

            that others cannot see.

            Vibrant, off-color and begging for attention.

They must scream for recognition and yet

                        I do not hear them.

Forgive me for interrupting.
.
.

Conflict Resolution in Schools

If you understood everything I said, 

you’d be me.    

                                                  – Miles Davis

           

The practical methods that I will employ as a teacher include conflict resolution techniques, Councils and class meetings, I-Statements practice, developing a feelings’ board and finally, creating a peace corner. In addition, I will integrate the practice of stretching (to calm the body) and meditation (to calm and focus the mind). The goal of all of these methods will be empower the children to become independent problem-solvers and to help develop their self-awareness and communication skills.

As a teacher, I make an assumption that all people want to be happy and that all of us have an intrinsic ability to find happiness, assuming the right influences and environment. If all have a divine-like perfection that exists within us why then do so many of us fail to find happiness? One component to finding happiness may be that there are some specific techniques or skills that need be developed in order to reveal the qualities that help us find happiness. Since we are social beings it makes sense that getting along with others is one characteristic that happy people seem to master over time. This quality of playing nicely with others is a skill that takes time, good teachers and practice to develop. Helping students develop and perfect this skill is one motivation I have as a teacher and I plan to implement the use of I-messages, talk-it-out strategies, a Peace corner, and short writes about issues of social justice, equality and self-awareness to meet this intention.



Attitude plays another critical role for people when developing happiness and learning to work as a team member. One tool I will use to help others develop a great attitude is to help them understand that how they “listen” will have a great impact on what others have to offer them. Elbert Hubbard once said: “We awaken in others the same attitude of mind we hold toward them”. What he meant by that is that people respond to what others expect of them. There is data that shows clearly that the perception a teacher has for his students produced results that mirror that expectation. For example, if a teacher is told that a group of students has learning challenges the teacher will treat them like they do and the results are will be lower than average measurements. The opposite result will manifest if a different teacher is told that the same group of students has exceptional skills. Somehow, in obvious and subtle ways, we humans affect each other based on the judgments we have for each other.

As teachers, I believe we have a responsibility to help students clarify what judgments they have and how those judgments affect their personal interactions and helps to shape the world around them. Consequently, helping students develop a powerful way to interact with others will be another intention within my teaching. One measurable way to help students with this is to have them become aware of what they are thinking or feeling. As students develop clarity about their feelings, teachers are able to engage them in conversations via Council meetings that help examine the cause and affect of certain behaviors. For example, in a conversation about the affects of bullying, we can come to understand that the people who are the victims are not enjoying it, the people who are the bystanders are not enjoying it and even the people who are doing it fail to develop a long term beneficial reaction from it, especially when they can see the harmful results of their action.

A third tool that is available to teachers is helping students articulate their intentions. Involving students in developing class rules or agreements help to empower the students. This exercise can teach them that they are capable of defining a safe and equitable environment. It also holds them to a different level of accountability when upholding these agreements, since they are the people who have created them. Another example of empowering students and helping them understand their intentions is to facilitate common ground during a Talk-it-Out session. This method of resolving conflict has the participants first agree on some shared intentions or common ground the two party’s share. For example, if two kids on a playground want the same ball, when both parties can acknowledge their predefined goal of sharing, they then have the option to resolve the conflict. In this case, one resolution they my brainstorm and both agree to might be “When I am done you can use it” or “Let me play with it for ten minutes and then you can play with it after that.”

As we help our students listen for others in ways that help illuminate the shared values of their classmate and encourage them to identify their own needs, we are able to provide for them a framework to create the optimal classroom (and the happiest of students). However, powerful listening and self-awareness alone is not enough to produce all qualities we should expect from our students and our classrooms. We must offer our students a platform through wish to communicate via class meetings, regular input when developing class rules and the use of Councils. We must also give them skills so that they may develop into independent solvers of conflicts.

One exercise that can help understand feelings is to have students brainstorm what feelings are. Starting with a feeling like “happy” students can expand the definition to further understand the complex components within the feeling of happy. While the teacher writes on a board, students can call out words that describe what it means to be happy. Words like “content”, “joyful”, “silly” are all words that can help students understand that happy can mean a variety of different feelings. These words can help to identify, understand and provide reference during the practice of using I-statements in the future.

Another great technique that I will offer my students is the use and practice of I-statements. Informal and impromptu practice of the use of I-statements using random situations (perhaps created by the kids or pulled out of a 'conflict hat') will help to solidify the process of use using I-statements during calmer times. As conflicts arise and the intensity of the situation increases, students are then able to utilize the tool of social justice by using their I-statements to resolve a conflict.

I will also incorporate the Talk-it-Out method to resolve conflict. Good instruction of this method plays an important role in the results students will have with them, as will practice and the environment in which to practice. As important as these elements are in producing good results, I think it critical to emphasize that the awareness (and motivation) the students bring to these exercises plays a significant role in determining the results of the experience. Other environmental factors can also influence the quality of interaction between students. If the child cannot sit because he hasn’t had proper opportunity for exercise or if she hasn’t had proper nutrition during the day, neither student will be able to properly asses their own feelings or work with others to resolve conflict. Similarly, if students have little understanding of their own needs or emotional state, than how can we expect them to control them? Offering children time to reflect when needed by extending to them access to a peace corner, the use of written reflections in a shared or private journal, giving them simple secular mediation skills and time to simply be will result in a child who is much more self-aware and available to work well with others.

How can we know if these methods are being effective? Ask the older teachers! You can also ask the kids: “What have been the affects of these practices? Do they think they are better able to achieve academic success after developing these skills and practicing these methods? We can develop formal testing techniques and spend millions of dollars but a simpler way is simply asking the parents, the kids, and the teachers: “Is this helpful?” Our world is so filled with access to information and technology that can measure mind-boggling amounts of data that sometimes I believe we forget that we have an amazing computer and the access to transformative wisdom right between our own two ears. As educators we use every appropriate means to understand what is effective in our classrooms. Proper training, constant personal and professional growth and a desire to benefit the kids should be a requirement for all teachers. Additionally, teachers should never loose sight of the wisdom and understanding that already exist within each of their students.

I think that the biggest challenge all teachers face is how to incorporate all the beneficial ideas, knowledge, wisdom, methods and techniques that we think all children should have into the time we have with our students. The demands are vast and the time is limited for teachers, therefore, we must make concessions and practice flexibility. In addition to the physical constraints, there are the emotional demands of constantly being the focus of attention and the burden that can come with being responsible for the emotional, intellectual and physical well being of your students. As a result of these demands, teacher must employ a strategy to remaining calm, centered and available to their students. One proven method that is available for education to meet these demands is the tool of meditation. Given the amazing expectations placed on teachers, combined by the job requirements, teachers must employ some method of self-reflection, relaxation, and a mechanism to enhance and develop one’s focus and mental acuity.

If educators are interested in providing a solution to the many demands placed on them through meditations, as well as provide the practice to their students it will behoove them to take into account our society’s general understanding of what meditation is, and its negative associations with religion. As we engage others or as we develop programs that encourage change in our schools, I would encourage those wishing to affect change to concentrate on scientific data and concrete evidence that illustrate the positive affects of meditation, especially as it relates to academic achievement in schools. Using different language such as “deep and daily reflection” or “relaxation and stress-reducing techniques” can help others understand their relationship with meditation in a different way, which will help to facilitate change in our schools, and our students.

The personal growth I have made in the last two months incorporate many of the techniques I have discussed here. Knowing that there are teachers and administrators out there practicing these techniques and methods gives me both the courage to practice them, as well as the confidence knowing that these methods are effective. I realize that the acceptance (and perhaps the understanding behind them) is not the norm in every school. However, reading about people who have incorporated them in the curriculum and to learn of their success gives me the inspiration to do what they have done - offer people the opportunity to learn skills that will help them develop their happiness and ability to work with others. 

Language Policy for the Oppressed

“The more you can increase fear of drugs and crime, welfare mothers, immigrants and aliens, the more you control all the people.”
~Noam Chomsky



During this section we studied the political implications of Language Policy in the United States. As you may have guessed, I was not pleased.

This section was really difficult to sit through. Wishing to remain respectful to the class, I did not get out of my chair and yell out in frustration listening to the litany of injustices that have taken place during our country’s history. These injustices seemed to be based on fear, motivated by profit or simply to maintain the unbalanced control of power in this culture. This section helped clarify and solidify my understandings of the political aspects of language. Language policy is one tool used by the powerful to control, manipulate and institutionalize racism within our culture.

As painful as it was to listen to, I was pleased that we took time in class to document the consistent efforts that have taken place in regards to our language policy during our short and fearful history of the United States. When our corporations needed access to inexpensive labor (with non-existent labor rights provided), we allowed Chinese people to build our railroads. When these laborers asked for fair pay or wanted to extend their stay after the completion of the railroad, we developed laws to push them out. German was the protected language of this land because the people who stole this land descended from central Europe. But when Germany was viewed as our enemy, any associations with that culture, or its language, were viewed as unpatriotic and no longer enjoyed its lofty status. As our fear percolated into a crescendo of mistrust for anything foreign during the 1950's we created the Immigration and Nationality Act that limits access to our country simply based on associations with any country that was outside the Western Hemisphere. Here in California, if the price of food reflected its fair and ethical price, taking into account fair wages for workers who enjoy the minimal standards of safety recognized throughout the world (not to mention access to proper health care), most people could not afford it. Instead, we rely on access to inexpensive labor to maximize profits for the elite few. Our powerful corporations are working hard to carefully manufacture access to cheap labor while at the same time, continue to limit access to any social services for the people who work these farms.

One exception to that rule is access to education. Here in California we provide access to education for all people living here, regardless of legal status. However, we have constructed a language policy that severely limits the affects of any education offered. This policy ignores the vast array of data and the experiences of other countries that illustrate that providing bilingual education is by far the most effective way to insure that academic achievement is maximized, that respect and understanding for the culture of origin lay intact and, perhaps most importantly, the student's relationship with school, education and self worth is left to flourish.

As teachers who work in the public sector it is imperative that we understand how racism is in the culture has been institutionalized. Furthermore, it is our responsibility is to utilize this understanding as we provide equitable education system to a diverse group of students.

None of us are free until we are all free

During the short write exercise in class I wrote the following statement: "I have experienced oppression living in a time where war and fear are the underlying prescription for the economic expression throughout the world. I am oppressed by the limited understanding of love and compassion manifested in my world community."

The words seem to come flying out of my hand and I put my pen down, somewhat shocked at the honesty that had come from me.

I feel blessed at my background, which I reflected on my short write about privilege: "I have experienced privilege in my life by being born as healthy, white, male, to educated, loving parents who saw me as someone who is both lovable and important. I was born during a time that was free of war and disease (for me), and where access to information and wisdom have been readily available." I know how much has been offered to me, which is why I was surprised at my writing about oppression.

All of us have developed a strategy to deal with the inequities that exist in our world. Some become bitter or hateful while others are able to find a level of acceptance. Members of the ruling class must come to grips with that fact they have much more than others. It seems unfair to say that their burden is greater than those in the minority, but the point is that we all have some pain associated with the unfair fact that some are born in to wealth and others into poverty. These questions of what it means to feel privileged and or what it means to be oppressed is relevant to all people of our global village, even our children.

The emotions that I became aware of during these practices all surrounded interdependence (empathy, oneness, understanding, acceptance and community). The insights that I can take from these exercises into my classroom all have to do with the idea of fairness and that we all cope with inequality and unfairness differently, given our diverse background. Sexual orientation, race, wealth, gender and political background all play critical roles in developing a framework through which we see the world. As important as the physical traits of the individual, the emotional capacity and wisdom of a person also helps to create one's relationship with their surroundings. For example, someone with a high degree of empathy will have a different reaction to injustice in the world than someone who may share those person’s same physical traits, but differs in their emotional intelligence. Regardless of our personal construct of the world, as teachers, we should encourage the constant examination of students and the world around them. Using the discussions of Labels or what it means to be oppressed is to encourage self-examination and the ideas surrounding equity and fairness. I see these discussions, and the wisdom behind them as part of the set of tools that I am developing to help others empower themselves.

Reconsidering Homework

Information Guide and Homework Policy






Dear Parents,

Any homework given to your child will reflect our intentions to promote two goals: high quality learning and the desire to keep learning. When homework is given it will reflect activities that are naturally suited for home. For example, we encourage reading together from a book of your children’s choice every day. Cooking, board games and puzzles are all activities that can be done together at home that can act as a compliment to the work we do during school hours.

Homework is a chance for your child to learn by making mistakes. The point of good homework is to learn, not to prove that they have already learned. Therefore, when homework is given, it will not be graded. However great care will be given for proper feedback about what the student is learning.

Any homework given will be offered with the following qualification:
If homework ever interferes with any family activities or extracurricular activities such as music or sports, simply make a note of it on the homework and we will waive it. The same note should be made if any student is struggling with the homework.

All of us want our children to be successful and happy. As teachers, it is our intention to work with you to find the balance of school, play and home life. We look forward to (and need!) your feedback. You are your child’s best teacher and often times only you can help us understand your child and what is best for him or her. We encourage you to find out more about the affects of homework (both negative and positive) and look forward to any suggestions or comments you may have so that we can work together to help form the best learning environment for your child.


Information Guide and Homework Policy

Please take a moment to find out what current research has shown about the effectiveness of homework in Elementary schools.

____________________________________________
The Homework Myth: Why Our Kids Get Too Much of a Bad Thing
Kohn, Alfie. (2006) First Da Capo Press.

“There is no evidence of any academic benefit from homework in elementary school.”(p38)

“Correlation doesn’t prove causation. At best, most homework studies show only an association, not a causal relationship.” (p. 28)

“The conclusions of more than a dozen reviews of the homework literature conducted between 1960 and 1989 varied greatly. Their assessments ranged from homework having positive effects, no effects or complex effects to the suggestion that the research was too sparse or poorly conducted to allow trustworthy conclusions.”(p.25)

“The proportion of six- to eight-year-olds who are assigned homework is now almost the same as that for nine- to twelve-year-olds.” (p.7)

Negative impacts of homework: Burden on parents, Stress on children, Family Conflict, Less time for other activities, Less interest in learning. (p.10-17)
____________________________________________
American School Board Journal, (v183 n10 p48-51 Oct 1996)

Researcher Harris Cooper examined studies on homework and student achievement and found that homework substantially raises high school students' achievement; in junior high, homework raises students' achievement only about half as much; and in elementary grades, homework has no discernible effect on students' achievement.

____________________________________________
National Foundation for Educational Research
http://www.nfer.ac.uk/research-areas/pims-data/summaries/hwk-review-of-studies-on-homework.cfm

* There is a positive relationship between time spent on homework and achievement at secondary school level (especially for older secondary students). Evidence at primary school level is inconclusive, because fewer studies have been carried out at primary level and results have been inconsistent.

* Time spent on homework explains only a small amount of the variance in pupils' achievement scores, even at secondary level.

* There is a disappointing lack of reliable evidence on 'what works' in terms of homework assignments, procedures, marking and feedback.

Sounds that make me smile

After 100 hours of classroom attendance and writing about 10,000 words, my school deemed me fit enough to work with kids. The State of California requires many other benchmarks including two tests, which took me about 16 hours to take and other smaller requirements, including fingerprints and a LIVESCAN. Livescans and fingerprints are now standard procedure for anyone interested in working with the public, especially with children. During this process you admit any violations of law taken place since one's birth. So after months of preparation I have been placed with in an elementary school as a student teacher.

Do I feel prepared? In some ways, yes and in another way - I am scared out of my mind! I am guessing that's an appropriate reaction to student teaching. My tension was greatly reduced when I met my Cooperating Teacher (CT).

If your goal is to be properly trained as a profoundly great teacher, my CT is everything you could hope for. For proper training I am guessing (since I am just starting this process) you need three things: A great school to train you, a great school to practice in and about 10,000 hours of practice. The fact that I have two of them is not lost on me. [Picture Sean staring at a big box with a giant red ribbon on it].

But wait, it gets better.

Rejoice if you interview your cooperating teacher and she talks like this: "Why do I teach and take on student teachers every year? I know I have a lot to offer and I love the interaction with the younger teachers. It keeps me current and I love the interaction with them. I don't mind being called out if I am wrong and I expect that you will engage me if you think I can do something better."

I pointed out the irony that the degree to which one is secure in their understanding of something, is the degree to which they able to question it and grow their understanding. It's clear that she is very secure with herself as a teacher and her understanding of how children should be treated and encouraged to grow.

Also rejoice if your cooperating teacher says that the most important thing a teacher (at any level) can develop is to continually search for the balance of finding empathy or compassion for a child while setting high expectations for them.

Today, I am rejoicing.

Breathing in, I am aware of my joy.
Breathing out, I am taking care of my excitement.

First Language Acquisition

What I hear is who I am.

First Language acquisition refers to the process in which we form our ability to communicate with others. In the past sixty years biologists, behaviorists and linguists have developed theories that help explain the learned and innate abilities humans may share and the role culture may play in the development of first language acquisition. Although each theorist has their merits, it seems logical that the truth of how we develop language falls somewhere between the idea that we have an innate predisposition to absorb certain language properties and the idea that we are solely shaped by the personal and cultural influences.

Watching my children acquire language had an important and lasting impact on me. Any person who has spent time closely interacting with an infant can tell you that from day one they are ready to learn. The children’s ability to know their parents’ voice and respond to them after birth tells us that they have already been listening before birth. The children’s ability to mimic also happens within the first few days. Although human vocal chords do not fully develop until age two, studies show that infants of only a few days are ready and able to attempt repeating what is said to them. This ability, though limited, and the desire to communicate with the people around them is the first step in the child’s acquisition of language. Similarly, the holophrastic and telegraphic phrases young learners use also indicates an early ability (and deep desire) to effectively communicate with those around them.

My experience teaching sign language to my children also influenced my opinion that humans have an amazing ability to communicate, even when they lack the physical functions of voice. By the age of nine months (we started signing at six months) my son was able to start repeating signs and within 6 months knew over twenty-five signs. The first sign he repeated was “more”, as in “Dad, please toss me in the air again. More!”
After many times repeating the sequence of throwing, catching, signing “more”, pausing for his response, he mimicked my hand motion. The notion that he could do something that directly influenced his surroundings was not lost on him. He knew, perhaps for the first time, that what he did affected others.

Reflecting back on the experience of seeing the joy on his face and sharing in his communication, I realize that first language acquisition has two functions; to be able to communicate with others and secondly, to develop a relationship with oneself. If we examine the experiences of learning a first language compared to learning subsequent ones, we see many more shared experiences (comprehension, grammar, repetition, imitation) but the one that stands out with first language acquisition is the idea of the development of the self or sub-conscious. When we learn our first language we learn about our world and this becomes the first and most important framework we use to construct our own self-image.