Posts

Posted on

Week 2

This week I picked up my grade 9 classes. This brought my course load up to fifty percent. I felt the week went very well. I have been trying to stay one week ahead of schedule with planning, photocopying and general organization. This was a big help, I have done the same for the following week so I should only have to tweak material and fine-tune lessons.

My grade 8s continue to amaze me. They are very engaged in the work I ask them to produce. The first class of this week we continued with a project I introduced the previous week. The students seemed to really enjoy it. At the end of the project I had students divide themselves into groups depending on which Italian city-state they felt was the most influential during the Renaissance. Each group was then tasked with brainstorming ideas before trying to persuade me that I should consider moving into their respective city-states. Students had a lively debate and even started questioning each other about facts. I was very impressed.

I also moved the desks around in the portable. It was a big help and allowed me to move more freely around the classroom. Barring any potential time restraints I will continue to move the desks into the arrangement I created this week. Students seemed happier with it as well as a number of them no longer had to turn to see the projector.

The experience with my grade 9s was interesting. One block is very engaged, the second block is harder to get through to. I conducted the “Blanket Exercise” with both classes. I was hesitant going into the class. I was not sure how a relatively young class would respond to such a heavy exercise. I was pleasantly surprised with how respectful the students were. The depth of some responses to how they felt after the exercise left me very encouraged moving forward with the students.

One situation that I found very difficult was during my introduction lesson to my grade 9s in block 1 of day 1. While having the students answer questions on a worksheet one student stood up and walked to the back of the room where an a door to outside is situated. I watched him curiously. Before I could even ask what he was doing he was banging his head against the door. I was most definitely caught off guard. I asked the student to stop and had him leave the classroom with me so we could talk about what was happening in the hallway. As we walked out of the classroom he stopped at the door frame into the hallway and again banged his head on the frame. My SA was out of the room and there were no E.As present. I talked with the student and told him that it was unacceptable behaviour to hit your head against doors and walls. I asked if he understood, he said yes, and we returned to class. I inquired with both my SA, the counsellors and the director of the Learning Access Centre as this seemed to be a very odd situation. Unfortunately an oversight was made and no one informed me that this student was on the spectrum and that occasionally when he gets overwhelmed he needs to either go for a walk or find another way to release any anxiety or tension. After finding this out I felt that I handled the situation wrong. I was very stern with the student when we talked, had I know the information I discovered after the fact I would have looked for a different tactic. I talked to my SA about this after and expressed my need to have full information about students. I was rather frustrated by it all. My SA and I have worked out the communication breakdown and I feel comfortable moving forward that full disclosure will be made to me about students who need extra assistance in their learning.

I also had a student, from the same block as the above story, draw a swastika on his name tag. When I noticed it I was quick to pull the student aside and have a discussion about the symbol. I remain steadfast that I will not allow hate speech, propaganda or symbols in my classrooms. I am glad I talked with the student and will monitor him moving forward to be sure he understands that I was serious about what had occurred.

Posted on

Week 1

My first class with the grade 8s did not go as I had anticipated. I came in with high expectations. Some of which may have been unrealistic to meet this early on in our relationship. To be honest, nothing particularly bad happened in that first class. Some students were quite loud, occasionally calling out to friends across the room or talking over top of each other and me. Trying to control the room sometimes took more effort than I thought I would need to exert. I   had to move one student to a new seat. Later I learnt that he was not in his assigned seat that day.

The plan for the first day was focused on building rapport with my students and setting out clear, concise expectations and rules for everyone to follow. I felt I executed my plan fairly well. However, I found myself going back to my lesson plan more often than I wanted to. I am going to chalk up some of that habit to nerves. Most days I feel as though my nerves are out of sync. While this experience is exciting and rewarding, it is also very stressful as we navigate the complexities of the situation we find ourselves in.

The day of my second lesson was interesting. I was late to school as the weather unexpectedly caused transiting difficulties. It did provide me with the perfect opportunity to test our “emergency” procedures should I ever miss a day teaching though. I was happy to only test the system on Friday, the class which I facilitated was very productive and I felt that the students were much more respectful to our classroom expectations. I began the class by having students sign the Classroom Rules that we created. Reading over the rules and answering questions set me out on a good path and I think I will be reading the classroom rules for the next couple of classes to create clear and consistent expectations. I was very open with my rules surrounding respectful communication in the classroom. It seemed to work well and referring to the classroom rules when it did get loud gave me leverage to regain attention. I tested out my first worksheet with the class, I was curious to see how they would work when directed to do so individually. It went very well overall. I was slightly surprised at how many times I had to repeat the directions of the task to individuals but I think that speaks more to the size of the class than the student or me. I am very aware of the size of the class at 28 students.

My favourite part of the day: When all students stayed seated and on task up until the bell! I am feeling very positive moving into this second week.

My favourite part of the week: Getting an email from a parent asking for homework for her child before they leave on vacation.

Goals for next week: Have brief 1-on-1’s with each student. Continue to be consistent with classroom rules. Sharpen my ability to facilitate without the use of a lesson plan to fall back on as a security blanket.

Posted on

Day One

Day One.

February 1st, 2017.

Social Studies 8.

I had an image in my head of what the first day would look like prior to going in. I will need to stop imagining the utopia I have created. It is very possible that the utopia I have in my head can exist, but not this early into the practicum. I have to meet my new challenge head on with real, achievable goals set in my head. I believe it is important to envision a successful outcome to any situation I find myself in, yet with so many of them and so few of me I have to be more realistic.

I learnt today it is very hard to prepare for the social issues that arise when you put 25+ teenagers in a room together. They talk as much as you may imagine. Maybe more. Sometimes they talk to the person beside them, sometimes to the student in front, and occasionally to their friend across the room.

 

Posted on

Effects of Bullying

The effects that bullying have on a students learning within a classroom are well documented. Students who experience bullying in the classroom feel less safe and thus their academic progress is hindered in that space. Students, in particular those that identify as LGBTQ, are at a far higher risk of being subjected to classroom bullying. When this type of bullying occurs it is proven that a teachers response is crucial to the outcome of the victim, perpetrator and the class as a whole.

Students who have reported bullying as a factor in their schooling have increased drop out rates, suicidal tendencies, are more likely to experience depression, and have a lower self-esteem overall (Birkett, 2009). Unfortunately students that identify within the LGBTQ umbrella are likely to be victims of bullying more frequently than their heterosexual peers. Students that are questioning their sexuality and gender are at the highest risk of being bullied within a school and classroom (Birkett, 2009). These statistics all indicate that bullying is detrimental to a students learning, they also suggest that a teacher that creates a classroom environment which is inclusive of all students can greatly decrease the likely hood of bullying.

The classroom environment is essential to creating a positive learning space for all students. The influence of the classroom environment is essential in understanding the student and creating effective change for that individual (Birkett, 2009). Having a positive, inclusive environment for all learners should in turn create engaged students who respect and value each others individuality. Creating the ideal environment can be accomplished in many ways by both the teacher and students. Overall, it is seemingly important that the teacher takes a interest in his/her students social lives as well as their academic life. Building trust between students and the teacher is paramount in establishing a positive classroom environment.

 

Posted on

Dealing with Classroom Bullying

Dealing with classroom bullying can be difficult. If an inclusive environment does not already exist it may seem completely daunting to address the behavioural issue as no reference of proper procedures or rules are in effect. Having clear, concise classroom rules and expectations that all students have agreed upon gives the teacher a better ability to maintain order within the space. Creating classroom charters or mandates is a simple and effective tool to engage students in their own self-efficicy as learners. It establishes co-created standards and builds trust between all sides as they agree upon a social contract. Students also feel a greater sense of accountability in their actions as they themselves have had direct input into the social contract set upon the class (Nodding, 2006). This leads to greater social and emotional growth for youth in a space that becomes “theirs” as much as it is the teachers.

There are many different approaches to dealing with a situation in which a student uses undesirable language or name calling in a classroom. The first step is to shut down the conversation or offence right away. Having students know that certain language is unacceptable in the learning space is important to establish. While creating an environment where both the student and teacher have equal say is important, it is crucial that teachers remember they are the authority figure and must be responsible for maintaining a safe and inclusive environment. Once the language has been addressed a number of follow up procedures exist. First, classroom rules and expectations should be highlighted to remind all students what was agreed upon in your classrooms social contract.

If an offence is less widely acknowledged within the classroom a one-on-one discussion can be held after class with the students involved. This draws less attention to the situation which allows for a continued focus on the lesson at hand for all students in the space. Alternatively a classroom discussion could be facilitated by the teacher surrounding the word or phrase used in any bullying incident. Doing this sets very clear expectations for students around acceptable language in the classroom and also provides a teachable moment for all students to learn the history of words and how they have been used or altered through time (lets be honest -students do not always know the full meaning or history of the words they use to insult each other). Of utmost important in either situation is that the teacher remain calm and neutral. Reacting in a manner that villainies students can fuel the situation, thus drawing “battle lines” between the teacher and students that may sympathize with their classmate due to loyalty and friendship.

Posted on

Inquiry Introduction

“In the end, we will remember not the words of our enemies, but the silence of our friends.”

 – Martin Luther King Jr.

This blog will explore my inquiry into the affects of learning within a classroom environment when discriminatory language and derogatory name calling is ignored or brushed aside by a teacher or responsible adult.

I have found it common place to hear, and hear of, students within the school system use derogatory or discriminatory slurs to insult and shame individuals that are different from the societal norms that often dictate the life of a teenager (i.e. heterosexual, mainstream, popular…). Whether the target is verbally attacked based on sexuality, gender, religion, or appearance, it is occurring. Not only are these comments and slurs occurring but often they go completely unchecked and unchallenged by adults in what should be a safe space that encourages positive learning and inclusivity. This language remains prevalent in our schools and communities, it is a fact that we, as responsible adults, can not shy away from. It is my goal to expose the affect this type of behaviour has on both those directly impacted, as well as those students that observe that no repercussions exist when a perpetrator is not called out for their words or actions.

This is a complex and difficult topic to face. Many times the individuals that do not challenge the slurs of students are highly qualified in their respective fields of pedagogy. They are good citizens who would not stand by and watch discrimination in a public space, yet within their classroom they do not engage when the offence occurs. I am seeking to understand why.

During this process I will spend time exploring why it is that some adults choose not to engage with actions deemed offensive within the classroom while others do. I hope to discover whether the decision to remain neutral to the action is based on a lack of education in handling the situation effectively or if it is simply not found to be within the scope of their responsibility as an educator in the public school system.

 

Posted on

Inquiry

Inquiry proposal:

Q: What affect does a discriminatory or derogatory comment that is left unchecked or unchallenged by a teacher have on the learning environment of a classroom?

It is my goal to uncover how a students learning is affected when discriminatory language or derogatory name calling goes unchecked or unchallenged by a teacher or responsible adult in a classroom or school. Through this process I hope to also discover effective ways in which myself and fellow educators can successfully address issues surrounding my inquiry while being careful to not single out the perpetrator(s) or victim(s), thus causing more issues within the dynamics of the classroom.

I believe that too often classrooms are hijacked by individuals who create a negative environment by calling other students names or using inappropriate language that intimidates and frustrates a number of their peers. I hope to prove that when micro-aggression or blatant acts of bullying are allowed to knowingly take place students lose respect for their teachers and an unhealthy environment begins to exist that does not promote a safe, inclusive setting suitable for young learners.

This topic is extremely important and holds valuable significants. During my time on my short practicum I noticed a number of times teachers blatantly ignored students using discriminatory or derogatory language directed at other students. I believe this unchecked micro-aggression impacts not only the student that is bullied but also the classroom environment as a whole. The significance of dealing with bullying in our schools is of the utmost importance. As responsible adults in a space we must stand up to bullying in the hopes of creating a safe, inclusive space for all learners. If we, as adults, can call out each other for discrimination and making derogatory statements why should we not hold our students to the same standard? I hope that through this inquiry the significance of creating safe, inclusive spaces that are respectful of all that occupy them are highlighted in a meaningful and just way.

Posted on

Inquiry Resources

Resources:

Sadowski, M. (2016). Safe is not enough: Better schools for LGBTQ students. Cambridge, MA: Harvard Education Press.

  • Safe is Not Enough highlights how educators can make their schools more supportive for LGBTQ students’ positive development and academic success. Using examples from classrooms and schools the texts discuss’ ways in which students have been affected by bullying and how teachers can stop the abuse.

Guidelines for educators on countering intolerance and discrimination against Muslims: Addressing Islamiphobia through education. (2011). Warsaw, Poland: OSCE Office for Democratic Institutions and Human Rights (ODIHR).

  • This report from the European union is useful in addressing xenophobia in the classroom. The report itself is comprehensive and has a number of good tips to combat the issue. As it is a government report it is very to the point in its approach. Although the report is from the EU I believe that a number of strategies will fit with a classroom in Canada as well.

Beyond Bias: Countering Stereotypes in School. (2016). Retrieved November 27, 2016, from http://www.edweek.org/ew/projects/beyond-bias-countering-stereotypes-in-school.html

  • This site is extremely useful! Education Week has made a yearlong series out of topics surrounding discrimination in school. This site has a number of articles that address race, socio-economic, and gender issues in the classroom and school. Articles are written by both students and non-students which provides for a nice mix of perspective regarding the discussion of discrimination and negative language in the classroom.

Preventing and Countering School-Based Harassment: A Resource Guide for K-12 Educators. (2001). Retrieved November 27, 2016, from http://educationnorthwest.org/sites/default/files/2001harass.pdf

  •  This deals largely with racial harassment. It has a number of good strategies and discusses the importance of challenging students who make discriminatory statements. The guide also addresses the more comprehensive issue of school-based harassment by looking at a number of case studies. The material also gives ideas of ways to counter harassment and negative language in the classroom.

Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K. Minke (Eds.), Children’s Needs III: Development, prevention, and intervention (pp.59-71). Bethesda, MD: NASP.

  • This article has robust discourse surrounding the importance of the student-teacher relationship. It largely suggests that the student-teacher relationship is key to creating a positive classroom environment, this leads to increased participation, enjoyment and grades. While this article does not specifically address my inquiry topic I do believe it has much valuable information into the importance of a safe, inclusive classroom for all learners.

Noddings, N. (2006). Handle with Care. Greater Good, 3(1), 18-21.

  • Handle with Care is centred around what ways are best in dealing with students who have misbehaved in the classroom. This source discusses the importance of having open and honest discussions with students both individually and as a class as a whole to create an environment where social and emotional learning can take place. The articles suggestions on how to deal with behavioural issues within the classroom fits well with my personal teaching philosophy. I was able to draw a number of ideas on how to handle situations where students are not behaving in a manner that is cohesive with classroom expectations.

Konishi, C., Hymel, S., Zumbo, B.D., & Li, Z. (2010). Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis. Canadian Journal of School Psychology.

  • This research paper looks specifically at data collected that seeks to find an answer to whether or not the student-teacher relations has any affect on a students academic performance if they are also dealing with bullying. The research finds that indeed a positive student-teacher relationship can be beneficial to students who have or are experiencing bullying.

Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes.Journal of Youth and Adolescence,38(7), 989-1000.

  • This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGBTQ youth in middle school students. LGBTQ youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes compared to heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidal tendencies, and more truancy than other students across the board. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes, thus proving that a safe and inclusive classroom environment is extremely important in the students learning process.

Boynton, M., & Boynton, C. (2005).The educator’s guide to preventing and solving discipline problems. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.

  • Establishing and teaching clearly defined rules surrounding classroom expectations and behaviours is central to this article. Having well known rules set out by both the teacher and students is important in creating accountability for all citizens within the room. This articles clearly states that classrooms that have well implemented rules and procedures have nearly a quarter less chance of disruption by students compared to classes that have no established rules.

McMullen, L. (2012, January 30). How to Address Anti-Gay Remarks in the Classroom.US News and World Report. Retrieved January 15, 2017, from http://www.usnews.com/education/blogs/high-school-notes/2012/01/30/how-to-address-anti-gay-remarks-in-the-classroom

  • This article is the least academic of my resources. This isn’t to say it is not equally as valuable as other sources I have referenced. I am drawn to this article because it articulates the issue at hand in a more personable tone. At the heart of my inquiry I want to know what happens when LGBTQ students are bullied and nothing is done. This source explains that a students learning is impacted for the worse. It moves away from the academic issues and discusses the  personal effects of neglecting abusive language in the classroom as a teacher. Its authentic and relatable tone highlights my prior assumptions regarding what may occur when a lack of discipline or discussion is applied for less desirable homophobic language that is used by students in the classroom.

Interview with Steve Mulligan (Date: TBD)

  • Steve Mulligan, a member of the Faculty of Education, is the coordinator of the Teacher Education for All (TEFA) program at the University of British Columbia. Steve educates individuals on the topic of sexual orientation and gender identity issues (SOGI). Steve’s experience within the public school system in the lower mainland and his continued research into SOGI topics will be instrumental in obtaining original content for my inquiry question.

Testimonials from fellow Student Teachers (ongoing)

  • Interviewing fellow student teachers during their long practicum will allow for important insight into what is happening in a wide array of classrooms across many districts and grades. I will encourage as many of my peers as possible to contact me with situations that occur regarding my inquiry. These first hand testimonials will help in offering insight into why my inquiry is significant to me, my peers and the greater profession of pedagogy.

 

Spam prevention powered by Akismet