I think that we all agree that rules have their place in society. I also think that we all agree that teaching children to question, challenge, and critically think about their environment is a good thing. I find myself thinking, as we explore the constructs of the current school system, “what would we replace them with?” Thinking about all the concepts and views that we have learned about in class what would keep, throw out, and how would it look?

Okay folks, I am not a severe weather type of chick. The tornado warnings in the area have shook me. I can not focus much less think critically. I will have to try this again tomorrow. I am going to bed!!

As we examined and discussed Gardner’s multiple intelligences today in class. I could not help but wonder why hadn’t this been thought of before, and now that it has been thought of why aren’t we making more efforts to include this information in the curriculum we teach and the test that we administer? What are we trying to prove to ourselves and what are we teaching our children as we continue to administer test that do not take into account who they are, how they learn, and the strengths they already possess? We all want to believe that the motives behind standardized testing are rooted in good; the desire to see all children succeed and do well. Just as we plan to encourage the children in our classes to think critically, we should also think critically about this assumption. What in the history of education would lead us to believe this? With all of the information available about cultural learning, diversity in the classroom, and standardized testing why do things continue to cater to one or a few groups of students?

It’s just before lunch. Ms. Dobson has prompts the class to line up at the door for a bathroom break before going to lunch. As the last child lines up the intercom buzzes alive, “Mrs. Dobson, your needed in the office.”She makes arrangements for the class to walk down with Mrs. Little next door and heads toward the office. As she enters she she one of her student’s mother and the Principal waiting to greet her. Apprehensively she follows them into the office. They all take their seats and exchange pleasantries. Unable to stand the anticipation any longer she asks, “What’s the agenda for meeting?”  The Principal pauses for a moment and glances back and forth between Mrs. Dobson and the parent. She begins to address Mrs. Dobson when the parent announces, “I dare you talk to my child about those..those..homosexuals! It is my right as a parent to talk to my child when I am ready about stuff like that!” 

 As educators we strive to create a culturally diverse classrooms were all children’s cultures are respected, discussed, and represented. We also strive to expose ad challenge children to think critically about  issues that affect their world.As the line between what “should” be taught at home and what “should be taught at school becomes thinner one can’t help but wonder when does exposing children to diversity cross into a parents right to choose?

Today in class we talked about language, and I discovered that I am bi-lingual. I speak Standard English and Ebonics fluently! I had always been taught and perceived that what I now know to be Ebonics was nothing more than ”bad English.”  I remember as a child being “accused” of speaking Ebonics and protesting very strongly to the contrary. Although I was uncertain of what it was I could tell by the way “people” spoke about it that was not something I wanted to be a part of. Today my perception changed. I contribute this change to the value placed on Ebonics as a valid language.

I know that today some of us struggled very much with the fact that Ebonics is a language and needs to valued in the classroom the same as any other language. I think that some of the specific tools and implementation strategies presented in class today will be very helpful in showing our children that we value there language, however, the sincerity in which you implement these tools must be genuine. Children can see through the surface to the heart. I personally believe they have a knack for it. I think that as teachers we have to be able to get outside of our comfort zone. We expect our students to. So, my question is this: Can you create an environment were all languages are valued if you do not value all languages?

Today in class we toured “Sweet Auburn Avenue” and visited the King Center. It was a marvelous trip. The history, photographs, and documentaries were powerful and inspiring. I felt very motivated after touring the site and discussing how to apply what we leanred and saw in our classrooms. It was sobering to be reminded of how involved the children were in the movement. To say involved is an understatement! They were on the front lines. They knew and understood what was going on and how integral and important their participation was. How brave these children must have been. How empowered they must have felt sharing in the struggle, taking responsibility for their future and the future children.  

I took a lot of lessons and principles away from the trip today. I will implement these lessons in my life and in my classroom. The children on this movement have inspired me to rekindle the flame in our children. The children of the civil rights movement have proven the existence that children ARE aware, they CAN make positive change in their communities, and the ARE willing to contribute. It is our responsibility as teacher, friends, parents, and family to create the opportunities for them to do so.

Today someone said that people (children) just aren’t “that way” (community focused and self sacrificial) anymore. I thought and thought about this statement because upon the surface it does appear as if this quality has become extinct. I asked myself, “what happen?” “Why have things changed so much?” Then I answered, “Who do they have to follow?”

The “10 chairs and a pyramid” activity we completed in class today was very interesting. It was amazing to see how much of the wealth of the United States is controlled by a fraction of the population. It was also interesting to see how it was previously evenly distributed. How did we reach the point as a nation were “people are sitting on the floor.” I also found it interesting how much simple human nature was able to represent such complex ideas. For example, It was clear that the group crammed into the last few chairs were extremely uncomfortable and instead of being upset with the one person laying across the majority of the chairs they became frustrated with each other as they made decisions concerning who would sit on the floor, who would get a seat, and who would get to sit on a lap. Even when one person from the floor moved to a chair it was a representation of a rags to riches story. 

Learning and discussing the information shared today was informative, but I am not sure what to do with it. I think the knowledge gained today forced me to face some of the realism of my life. I more than likely will never be in the top 1% of the population. I am closer to being poor (if I am not already there) than I am to being middle class, and there is very little that I can do to move to a place where I can “have my own chair”.  At the end of the discussion I still struggled with how to use this knowledge in the classroom. Do I really want to shatter the dream of a child who wants to be rich? In previous lessons I was able to say, “I’ll just present the information in a unbiased way to the children, facilitate some discussion, and let them generate their own beliefs about the issues.” I think that in light of today’s information I only felt comfortable doing that because I believed that it was possible to derive something positive and useful from the information. It is not that today’s information was not useful (I don;t think I fell comfortable using the word positive), but I am not so sure that I could present today’s information with the same attitude or confidence. How do you plan to use today’s information on socioeconomic status in your classroom?

I am sure that we all have a lot to think about after today’s class and I am wondering if anyone is thinking about their children’s book. I have been giving mine a lot of thought over the past several days and have narrowed my selection down to two different topics. Both of these topics deal with very sensitive issues and subject matter (see me in class if you want details), and my fear is that I will not be able to convey this idea to children.

Have you ever picked up a book written for an audience of children and thought, “This is not for children?” Well, my biggest fear is that comment will be made about my book. I own a wide variety of children’s books, and in my opinion some are better than others. As I read through the books I try to identify the “good book factor.” I question my ability to simplify a complex idea enough so that children can understand it, but at the same time adults identify it as a “good resource.” I guess my question is what are some of the ways you guys have identified to make your compelx issues child friendly?

Today in class we completed several activities that dealt directly with privilege, specifically white privilege. In each of the activities I felt as if i discovered a new level of understanding or consciousness. I feel that the exercises and discussion while beneficial, were not easy. It brought me face to face with a lot of my own stereotypes and also face to face with stereotypes that others may believe about me. During part of the discussion I felt exposed, a though “my secret shame”, the way that I and other minorities have been treated by the majority, was out in the open for everyone to see. I guess in a way I had become used to dealing with the reality everyday and rested on the fact that the majority was blighthly unaware. The open feeling and thoughts today were usually kept and whispered in groups to other that looked like me and “understood” or in private to the one from which I draw my salvation. I never thought about how by not saying anything, standing up, or speaking out I was perpetuating the injustice. Although it was painful to hear, see, and discuss some of the subjects that we faced today it was definitely a growth experience that I will be conscious about in life and especially as an educator.

The retreat at Sernebe was definitely not what I expected. It was wonderful! Not only was the location a real treat the sharing and learning that took place was phenomenal. It was amazing to her everyone share so openly with a group of people that they meet on Monday. The identity boxes and coffee house pieces were excellent. I have to admit I wondered how helpful these two assignments would be, but they, like the venue surpassed my expectations. It was great hearing the professor share. The challenges and the guest speakers also provided excellent insight into the classroom. The entire experience definitely impacted me and the influenced the type of classroom I want to have. The information that Micheal and Jessie provided about the organization that they are apart of was very motivational. It made me feel as thought I can make a difference as an individual and that I can be part of a collective group focused on doing the same thing.