ARTIFACT: CASE 10 of PROBLEM-BASED LEARNING COHORT, 2008-09
For each case, we are asked to synthesize the knowledge we’ve gathered from our research about the case. Over the course of the school year, I chose the format of an interview for my syntheses. Each quotation represents the statement from the interviewer (pulled directly from the case) that the teacher (me) must speal to. It’s an informal interview – I imagine it taking place in a noisy coffee shop between two people who feel comfortable being candid with each other. The syntheses were a wonderful way for me to make meaning out of everything I learned by transforming my new knowledge into something I could, and will use, in my future classrooms, thus growing in the profession.
Case 10 – Synthesis
“…the families are (…) committed to their diverse religions…”
Good thing I read up on some of the demographics in this district. What a diverse town. I’ll have to make a point work a lot of my students’ cultures into my lessons. It’ll be great to see what stories, experiences, beliefs, foods, and ideas they bring with them. The important part will be, of course, getting them to trust the fact that I respect their religious beliefs and cultural differences immensely. I have no right not to – granted, there are bound to be some sticky situations in which family beliefs don’t jive with the school’s (or my) teachings, but communication is key in that case and I intend to have the communication pathways open at all times! If anything, I’m looking forward to learning so much more about many religions – I hope the families will be willing to share with the class…
“…the principal advised you to attend an upcoming PAC meeting…”
Oh, I just loved having the PAC executive’s son in my classroom. In a sense, it gave me another tie to the community because I heard about the goings-on in PAC. It’s been a joy to truly experience Montgomery’s idea that “children see parent involvement as a sign that their parents value education, and that their parents value them!”* Parents involved with PAC do so much for the school – if only more parents knew the power they held, and voice they have, in being a member of the committee. It’s been nice to sit in on the meetings to find out how the families of the kids who are not in my class feel – it gives me a better sense of the community I’m working in. I see constantly how much I still need to learn about this community, but I think I’m well on my way to being able to better serve my class and the school itself.
“…the committee was to discuss the Social Studies and Health and Career Education curriculum…”
Admittedly, I am thrilled that changes have been made to these curricula. Mainly because I feel so strongly about incorporating discussions about families, communities, sexual health, gender, etc. into my curriculum, it’s nice to have it as part of the IRPs. (Dare I say it’s about damn time? All those years of marching, protesting, and being supportive of rights for all people – gay pride parades, racial equality, etc. – it’s nice to have it as part of my job to teach about those things.) Primary years are a crucial time to begin the dialogue about accepting everyone for who they are, what choices they make, and how we are all equal members of the human race. I hate to say it, but with the media running rabid these days and our students’ excessive exposure to it, it’s best that these kids learn about healthy approaches to bodies, sex, disease, choice, relationships, etc. in a safe environment. Although, I already anticipate there being a few phone calls coming in from families who are not too into this idea…I’ll have to brush up on my reading of the opt-out policies. Last I recall, it’s only for Health and Career Ed. and the students are still assessed by the school, but the families make the choice of how to administer the information. Hmmm, a little more reading to do, Sarah…
“…discussion (of) the non-traditional family structures was heated.”
Gosh, it’s discussions like these that really push my buttons! I think so much of the frustration, anger, opposition, etc. around this topic comes from confusion around semantics! Who isn’t part of a non-traditional family these days? (I realize this an over-generalization, but considering the degree to which divorce, multiple-generation family members in one house, satellite families, foster children, adoption, same sex, common law, etc. is part of our society, it’s amazing there are any “traditional” families left…whatever that means…) I realize so much of this discussion comes from the misconception that “non-traditional” means gay (or at least that’s when it comes up the most). That is an issue, I’m happy to say, whose walls are beginning to come down. I will make a point to make such children of same-sex parents feel welcome in my classroom by educating the rest of my students on the beauty and absolute appropriateness of two people who love each other coming together as a family. A family is a family no matter how you look at it and we, as a society, must respect that. I would love to involve more of the families in my lessons around this topic – it would drive home the point that even if our families look “traditional,” we are all different people with different values and who makes up those families is more important than how the families are made up.
“The appropriateness of (…) sexual health education at the primary level was hotly contested.”
Yet another topic I feel very strongly about having in my classroom. I don’t feel right letting my students go into this world, back into society, and/or into relationships without the knowledge of how to be safe sexually and how to see sexual health as a natural and beautiful thing. I will, of course, cater the conversations to suit the age of my students. It would be irresponsible of me to throw concepts of them that they are incapable of grasping. I must argue, though, with the words “HIV/AIDS” tossed around so much in the media, I think it’s our duty to inform children of the facts about HIV/AIDS and where better a place to address it than in the health classroom? If children know the facts instead of being kept in the dark, they will make better choices – now, that’s a simple fact!
“…The members of the (SPC) were watching the debate closely.”
It’s so important for School Planning Council (SPC) members to be a part of these discussions since they represent so much of what makes up our educational system in the first place. How can we possibly function as a school without there being communication between the administrators, teachers, and parents? It’s such a wonderful opportunity for parents to keep abreast of their child’s education. It’s our role as teachers and administrators to make sure parents feel involved (Berthelsen & Walker, 2008)**. We must work together to create the type of educational environment we want our children to thrive in – what better way to pull all of the pieces together than though an SPC movement?
*Montgomery, M. J. (1999). Building Bridges with Parents: Tools and Techniques for Counselors. Thousand Oaks: Corwin Press, Inc.
**Berthelsen, D. & Walker, S. (2008). “Parents’ Involvement in their children’s education.” Australian Institute of Family Studies, 79, pp. 34-41.