Here is my summary of learning video, thank you so much for a great semester, I enjoyed working alongside all of you and wish you luck as you finish up the rest of your courses!
Author: Jordyn Keck (Page 1 of 2)
In my schooling experience, mathematics was often limiting for me. When solving math problems I often had unique ways of finding solutions or breaking down the problem in my head. Many teachers struggled to understand this and forced me to solve the problems their way, and that my way of thinking was incorrect even when my final answer was the same as theirs.
In addition to this, there were many students that struggled with formal testing in mathematics. A peer of mine would often grow so anxious about their test that they would leave the room in tears. This form of teaching mathematics does not prepare the student for the real world but rather generates fear. Western methods of teaching mathematics often are not inclusive or mindful of neuro-diverse individuals and this can and does lead to an unfair learning experience. This method of teaching mathematics is flawed because you are playing to the strengths of some students and ignoring or neglecting the needs of others.
Inuit mathematics is heavily influenced by their lifestyle. One way that it challenges Eurocentric ideas is that it is almost entirely oral. Unlike the Eurocentric version of teaching mathematics where it is all written and communicated through numerical digits on paper, they communicate their mathematical concepts through oral sharing. Another way that Inuit mathematics challenges Eurocentric ideologies is that they use base 20 in their math. This is drastically different from the base 10 used in most Eurocentric mathematics. Lastly, their calendar is based on natural occurrences around them. I found this incredibly interesting as our calendar is set in stone and never changes but Inuit communities use what they see around them to determine or recognize the time of year they are in.
Multilingual inclusivity in the classroom is something I have considered a lot more throughout my classes in this past semester. I now recognize the importance of being mindful of the various languages and levels of fluency I will experience in my future classrooms. One of the best ways to embrace multilingualism within the classroom is to acknowledge the diversity in front of you. When you acknowledge and take notice to the various languages in your classroom the student feel welcomed and safe, and when students are comfortable they are more successful.
I have learned of many things I can embrace the diversity in my classrooms and one way is a language/word wall. On this wall will be words relevant to what we are learning within the classroom, and my students will have the opportunity to add translations for these words from their own languages to the wall. Another thing I plan to do, which was actually recommended to me by an elder I spoke with in a class is to have Cree words on display within the classroom space, and I would use this for other languages as well. Students seeing their own language within their classrooms can be a big factor in making them feel comfortable. Along with feeling comfortable, seeing the words for a certain item or space in the classroom in their own language along with the language spoken in the classroom can help with language acquisition. This is especially important with early years students as they are likely learning english as an additional language within the classroom so the visual and written cues can be beneficial.
There is still much I can learn about multilingualism in the classroom and how to make my classroom an inclusive and safe space for my students but this class along with the others I have taken part of this semester have provided me a lot of insight into where I should start.
The lack of inclusive language and information regarding gender identity in the various Saskatchewan curriculums is problematic. Because these discussions are not required to be had in classrooms it creates unsafe spaces for minority students. Ideally to fix this problem we would have to start at the source, and changing/updating the curriculum would resolve this. But, that is not likely to be the case for some time so instead we must find alternative ways to be inclusive and create a safe space for our students in the classroom.
One main aspect of guiding students away from homophobic or ignorant tendencies is through discussion. Creating the space for difficult discussions to be had in the classroom can generate understanding between the students and rid students of any biases or ignorant ideologies. These discussions also acknowledge the existence of diverse gender identities and can make students more comfortable in the classroom.
Another thing I plan on doing in my classroom to create a safe space is to have representation throughout my room so students feel seen. This includes displaying my pronouns near my desk and allowing students to do the same if they feel comfortable, along with having a pride flag and inclusive reading materials or posters within the space. Representation of 2SLGBTQIA+ youth, despite growing more common, is still rare so having these resources and displays that acknowledge them can allow them to feel accepted and welcomed in my classroom.
Lastly, many new teachers have learned about inclusivity in the classroom but there are still many people working in education who have biases and ignorant tendencies regarding gender and sexual identities. I hope to be a voice of advocacy for students if I were to meet or have a colleague who is lacking an understanding of gender identities and stand up for my students when needed. Personal development days are one way these topics have been shared within the field of education but sometimes discussions within smaller spaces can have more impact so sharing one’s knowledge and understanding with future colleagues is something new teachers can do to create change within our school systems.
When I begin teaching I hope my classroom space feels safe and welcoming. Being culturally relevant in my teaching is something I have learned is very important in creating a welcoming space. Through many of my classes this semester I have found ways to integrate culturally responsive actions into my classroom and teaching. One example is a culture wall or culture sharing space where students can make posters about their cultures or have discussions to share with their peers, and I think this is a great way to honour the cultures of my students in the classroom. Making time and space to talk about and explore the cultures of their peers can build respect and allow students to feel safe and confident about their culture regardless if it differs from those around them. It can build and develop respect between the students and aid in eliminating any confusion or judgment from students regarding cultures that are different from their own.
Another thing I plan on doing, which I had only learned this week from an elder who was a guest speaker in one of my classes. This is to include Cree words, or words from another Indigenous language in my classroom. So for example I will have Cree words on display that will be taught and discussed in the classroom. Since there is such a large Indigenous population in our Saskatchewan schools I want to ensure I am honouring their language as well.
Culturally relevant teaching will look like a room that recognizes the diversity in our school. I plan to find books that have representation from various cultures and that are inclusive to the students in my classrooms so they can see themselves in what we are learning and doing. I want my classroom to feel safe so students can open up and share their feelings and emotions without fear of judgment. And I want these feelings and emotions to be heard from other students to help develop empathy and respect for the experiences their peers have.
Place-based education is also something I would like to be mindful of in my teaching and the case study of the music program in Winkler, Manitoba gave me a lot of perspective on how this can be done. I have already been a music teacher, not in an elementary school but in a private music school. I taught an introductory music class for six and seven year olds and this job has me continuing to consider a career in elementary music education. Even if I choose not to pursue teaching music I plan on including music in my classroom and it can be a great resource for many aspects of learning. I will be mindful of selecting content relevant to our local community so the students can make a connection between what they are learning and where they live. Contributing to the community is also an important part of developing one’s sense of place so I would like to have my students work, or something they participate in, be presented to their community so they can feel proud of their work and know it has significance outside of their classroom.
I am biased to the importance of performance. I gained so much confidence as a child through performing so I know I would like to include it in my classrooms in some way. And, in Julia Brook’s (2013) article there was a point that stood out to me. After performing alongside other choirs the “students’ sense of belonging within the province was enhanced as they came to understand that what they do is valued by people in other places” (p. 298). Providing students with the opportunity to share what they have accomplished with other people, and their accomplishments being celebrated can contribute to a sense of place. So, regardless of if it is music, art, or not any other thing my students create, I hope I can share it and present it to others so their hard work and effort will be acknowledged, therefore building confidence and a sense of place in their community.
References
Brook, J. (2013) Placing elementary music education: a case study of a Canadian rural music program, Music Education Research, 15:3, pp. 290-303, https://doi.org/10.1080/14613808.2013.779641
Lopez, A. (2011). Culturally relevant pedagogy and critical literacy in diverse English classrooms: A case study of a secondary English teacher’s activism and agency. English Teaching: Practice and Critique, 10(4), 75-93. https://login.libproxy.uregina.ca:8443/login?url=https://www.proquest.com/scholarly-journals/culturally-relevant-pedagogy-critical-literacy/docview/926184620/se-2
Hip hop pedagogy was not something I was aware of prior to reading this article. I have never considered the benefits of including it in a classroom setting but I now see how it can help develop a safe space and lead to important conversations among students.
Hip hop is already very present within the education system. Many students listen to it on their own time and create bonds with each other over liking similar artists or styles of music. It can also benefit those who are marginalized and Akon states that “transformative education begins with the creation of pedagogic spaces where marginalized youth are able to gain a consciousness of how their own experiences have beens shaped by larger institutions” (Akom, 2009, p. 63). Using hip hop in the classroom can create a safe space for those who identify with what is being said within the music and it can also lead to conversations about the issues stated within the songs allowing for students to gain a deeper understanding of various social issues or the skills to understand issues they may encounter in the future.
Where there otherwise would be no interaction or exploration in issues of injustice, hip hop allows for the exploration of these concepts in a way that is both appealing and relevant to students. It also can teach history in a way that holds the attention of students which can help students gain a deeper understanding of systemic issues of oppression and racism.
Learning from a textbook can be useful in many cases but teachers often have to develop lessons relevant to the population of students in their classroom. When being mindful about how you are teaching you can introduce unique learning opportunities for the students (like hip hop) and this can provide more learning for the students than any lecture would. Critical hip hop pedagogy can be influential in the teaching of hard concepts and which “uses Freire’s problem-posing method and case study research as tools for helping student teachers to indenture and name the societal and systemic problems of color face, analyze the causes of the problem, and find solutions” (Akon, 2009, p. 63). Using hip hop in teaching can lead to students who are able to identify problems in society and find a solution rather than continue of the cycle of systemic oppression that our current pedagogical approaches have allowed to continue.
References
Akon, A. A. (2009). Critical hip hop pedagogy as a from of liberators praxis, Equity & Excellence in Education, 42(1), pp. 52-66). https://doi.org/10.1080/10665680802612519
Until recently I believed that citizenship was only related to where you are from or the country you call home. While that is still true, I now realize it goes much deeper than that. Citizenship is not limited to living in a country, finding a job, and working until you retire. It goes deeper and connects to your actions, opinions and involvement in your community. Citizenship is understanding who you are and how you are interconnected to those in your community through shared experiences and motivations. Every person wants our communities and our lives to be better and your citizenship plays a role in that.
In Joel Westheimer’’s interview he discusses the importance of schools and educators contributing to one’s citizenry. Westheimer states “schools are, at least in part, about getting kids to be the best version of themselves that they can be” (2015). Rather than teaching the robotic or standardized learning of skills, but rather teach kids about being a good person, and teach critical thinking skills so they can go into situations with the ability to see the root of an issue and find a solution. Citizenship is also about being a good neighbour. Every person has differing opinions on various situations or problems but we need to “teach kids we don’t all agree on things and that they need to familiarize themselves with different perspectives” (Westheimer, 2015). Education is vital in teaching kids to be open-minded and accepting of differences, and this can and will contribute to a sense of involvement and importance in their place and citizenship.
When it comes to Treaty Education and its relation to citizenship we are lacking in the field of education. Treaty Education needs to be emphasized in curriculum as it is a vital part of our country’s relations to Indigenous communities. And while Treaties were an agreement between the government and the Indigenous nations we are all impacted and that fact was not taught in schools until recently. But, even though there have been improvements in our efforts of treaty education there is much room for improvement. Land acknowledgements are a way to bring attention to the presence of Treaties in our communities but they are often done with little thought of why they are important. Dr Mike Cappello mentioned something a student had said to him that stuck with me, “If you are not growing in your relationship with and understanding of the people you name you are using us for political correctness” (As quoted by Capello, 2019). Without understanding the history and the importance of acknowledging our presence in Indigenous communities and history in our land acknowledgements we are simply doing it to look good. But, we are all citizens of treaties and if we understand our impact and our place we gain the potential for a sense of community. Education is vital in this as it is the starting point for learning about Indigenous history and contributions. Citizenship is more than just where you are from or where you live, it is a starting point of our identity and teaching all parts of our history can create and develop a more understanding and unified society.
Many factors contribute to the development and implementation of curricula. Most prominently is the government of the jurisdiction where the curriculum is being developed. While I was aware that the government had an influence on curriculum I did not know to what extent this influence was. The members of the political party in power hold a great amount of power when it comes to curriculum development and as Levin’s article states “preferences of individuals” (2008, p. 15) is a major factor in the outcomes of the discussions and decisions regarding curriculum. This was surprising to me as I knew the opinions and views of politicians put pressure on the decisions but I did not know the real impact they had. Societal and community opinions also have sway in the decisions regarding curriculum and these opinions are unique to each location. One of the most frustrating aspects of learning about the development and implementation of curriculum is how minimally educators are involved in the planning process. The people whose opinions matter most, the students and the teachers, do not get enough say in discussions about curricula.
My experience with Treaty Education felt robotic. That was until I had a teacher who actually emphasized the importance of treaties and did not treat the lessons like a mandatory public service announcement. Now, as I am finished my K-12 schooling and reflect on my experience I see that there was a shift in how Treaties were talked about in school. My highschool was one of the first to raise a Treaty Four flag and we held a ceremony to signify the importance of the event. But I went to school in Regina and I know many rural schools do not treat this topic with such respect. Treaties were never previously taught in a valuable way so much of our general population do not have the same respect for Treaties as others do. This ignorance or lack of understanding likely caused tensions during the development of Treaty Education. Treaty Education also brings up the truth of the Residential School System and many people, especially rural, do not understand the horrors that happened within that system. Prior to being taught about the sacred and continuous nature of Treaties, I thought they were obsolete to be taught about and I did not learn that was wrong until later in my education. Many individuals still feel the way I once did and this would be a large cause of tension in the development of the Treaty Education curriculum.
Resources
Levin, B. (2008). Curriculum policy and the politics of what should be learned in schools. In F. Connelly, M. He & J. Phillion (Eds.), The SAGE handbook of curriculum and instruction (pp. 7 – 24). Los Angeles, CA: Sage. Available on-line from: http://www.corwin.com/upm-data/16905_Chapter_1.pdf.
A “good” student is a subjective thing and teachers and policymakers will always have their ideal student when reflecting on their experience. But this idea of a “good” student limits those who do not fit those standards. Common-sense in schools has created this image of a child who is a quiet listener and follows all instructions. This would be ideal as it is how our school systems have been set up to operate. But, each child learns in a different way and accommodating those different learning styles is the only way to offer students an equal chance to learn.
Common-sense implies that a teacher should “have control over the classroom” (Kumashiro, 2010, p. 20). And students should listen to their teachers, who have authority, and interact with their peers. A “good” student should listen intently to lectures, complete assignments when asked, and then later show their knowledge to prove they learned. All students must complete these tasks in the same ways within a similar time frame. But, as Kumashiro describes his experience with one of his students he saw that often that was not the case. Common-sense does not take into account the different learning styles of students, or the fact that some students need more or less structure to complete tasks appropriately. In education there is not a one-size-fits all approach, we must accommodate when necessary and be mindful of our students’ differences.
Some students do still fit this ideal of a “good” student, and these students are often the one’s viewed as being ahead of their peers while those who do not fit this definition are “delayed” or “slow to learn”. This system of only teaching for the ideal student only benefits those who can listen to lectures with little loss of focus. Or those who test well and can complete assignments independently with little structure or instruction from teachers. And, it leaves students who struggle with this style of learning with a lack of gained knowledge as the lessons often progress before a student has learned successfully.
Historically education has always been an extremely structured environment and only recently has it been more accommodating to those who learn in different ways. In our reading from Painter we see an “un-ideal” student being described, a student who does not fit the “ideal” of a white student in the western world. This document clearly describes the character of an “ideal” person which in-turn describes the ideal student coming from a foreign country. When describing the Indian population Painter writes “they are gentle, docile, polite, industrious, and faithful in service” (1886, p. 16). Writing about these characteristics shows the ideals that educators had for these students despite having an entirely different society and societal expectations. This idea of judging character based on beliefs and societal differences limits the success or abilities of those being judged. So, if students from other countries come into the western education system there is already a preconceived idea of who they are and this limits their learning. Just as an ideal of a “good” student limits the success of those who do not fit those standards.
References
Kumashiro, K (2010). Against common sense. Chapter 2. (pp. 18-32). Preparing teachers for crisis: A sample lesson. https://drive.google.com/file/d/1JMhySclU27gK-Vo3v4Oesfzp3dVKqG9r/view?usp=sharing
Painter, F. V. (1886) A history of education. 1-21. https://archive.org/details/historyofeducati00painiala
Sex education is often overlooked within the curriculum. With the pressure of differing opinions and the need to accommodate all beliefs it is easy to brush it off as a private topic that can be taught outside of the classroom. In Jen Gilbert’s article “Getting dirty and coming clean: Sex education and the problem of expertise”, she discusses possible impacts of excluding sex education from the curriculum and how the lack of inclusivity regarding gender and sexuality can create unsafe situations for students both in and out of the classroom.
Jen Gilbert starts by discussing a case she provided an expert opinion on where a trangender grade six student was suing the government for replacing a new curriculum with a dated one that excluded any discussion about sexuality or gender. A conservative party came into office and removed the updated curriculum that was previously released, “replacing it with an antiquated 1998 curriculum” (Gilbert, 2021, p. 456). Sex education is a controversial topic but the well-being of the students is often overlooked and pressures from conservative and religious opinions become more important. Gilbert argues that curriculum needs to be inclusive and recognize that sexual activity will occur, we just need to teach the students how to be safe. Inclusive language should be a part of the curriculum from the start and students should feel safe and informed at an age-appropriate pace (2021, p. 457).
I plan to continue this assignment by reading more deeply into the topic of sex education in the curriculum. I will do this by finding more articles and resources and make note of the contrast and similarities between them. I may end up replacing this article as it loses relevance about my topic towards the end but I still believe it is a good starting place for this assignment.
References
Gilber, J. (2021). Getting dirty and coming clean: Sex education and the problem of expertise. Curriculum Inquiry, 51(4), p. 455-472, https://doi-org.libproxy.uregina.ca/10.1080/03626784.2021.1947732