Double Entry Journal #3

1.  In elementary school, reading instruction is more focused on the process of learning to read.  Because of this, students don't really learn the skills to read for information, ideas, and concepts, which are needed for success in secondary school.

2.  Reading test scores are best at creating a sense of crisis among the population in relation to literacy.  If they tests reach the conclusion that many of the children within the population are illiterate, then the parents in that population become concerned.

3.  None of these literacy myths really surprised me.  These myths were all things that were discussed in my Reading in the Content Areas class.  Back then, though, the thing that most surprised me was that literacy was not only related to reading.  I never realized that literacy could be associated with math or some other area.

4.  When it comes to reading in the content areas, you have to teach the students how to read the content.  As a teacher, you cannot expect them to know how simply because they can read.  For example, in Social Studies, you teach the students to search for facts, ideas, and concepts.  A way that you can guide this teaching is by using study guides that go along with the text.

5.  I think that my knowledge of technology literacy was one that was not often acknowledged within school.  I don't think that teachers from where I came from understand knowledge of technology is it's own literacy and that it can be used to assist with teaching.

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8.  When valuable student literacies are not acknowledged as valuable in school, students become resistant to school learning.  They begin to refuse to read or write in school, which impacts their learning as well as their self-esteem.

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10.  Throughout several of my high school Social Studies classes I had teachers who attempted to make me and the rest of my class think critically.  They often encouraged us to come to our own conclusions on something that we were reading or learning.

11.  I can't really remember a time when multicultural literacy was ever addressed.  I come from an area where there is not a whole lot of cultural and ethnic differences.  It's not a problem in those classrooms.  Almost all of the students are from the area, and generations of their family have lived there as well.

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Resources:

Bolima, D. (n.d.). Contexts for understanding: educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Double Entry Journal #2

"I believe that if we claim to allow equal access to educational opportunity to all children in our schools then we must."

I chose this quote from the reading because I think it’s rather powerful, and that it makes an excellent point.  If the school is going to make the statement that they allow equal education to every student within the system, then that is exactly what they need to do.  Those within the school system should not place one child above another simply because they think that one will do better.  It is unfair.  If one student does not have the exact same opportunities as another, then of course they won’t succeed.  If they are not given every chance at success, then they are not receiving the free and appropriate public education that they are obligated to have.

1.  Literary knowledge is that which children obtain in reading, writing, and the printed language before they enter into school.  These concepts are not taught to them formally, but by witnessing adults within their lives read and write.  One example of print literacy knowledge is when a young child tries to write.  This child understands the concept, but because he or she lacks formal education, they cannot actually write something coherent.  An example of non print literacy would be a similar child who understands reading as someone reading aloud to them.  It is a concept that they know well, but a similar concept, such as silent reading, may not be.

2.  If an educator has some sort of bias against a certain group of people, such as those that are poor, then he or she may buy into the stereotypes that go along with them.  In this case, she would believe that because a child is poor, that they're family must be uneducated.  She would also believe that because that child lacks experience in something, such as reading and writing, that they are deficit and are set up for failure.  If the teacher does not believe the child can succeed from the beginning, then the child will do just that:  fail.

3.  Schools and teachers contribute to poor literacy in instruction in schools because they set the child up for failure.  Stereotypes can prevent the school system from taking a child and/or their family seriously.  Those in charge simply expect failure from their student, and when they do fail it comes as no surprise.  It is because they did nothing to help this child, however, that they failed in the first place.  If the teacher or others do not make an effort to assist the child, then the child cannot possibly succeed.

4.  Those that are considered a minority in an area are often held in disdain by those that are the majority or hold the power.  It is often believed that those in this minority are uneducated or that they cannot learn as well as those in power.  These people that are marginalized don't get offered the same educational opportunities because they are expected to fail, and because they do not receive the same educational opportunities that others might because of their language or social class, they meet the expectations set out for them.

5.  The language one speaks is often connected with their class.  If a child speaks a different language or speaks with an accent or different dialect, then the educators will automatically categorize the child.  Usually the child is defined then by their social class, which leads to the same biases and misconceptions that are associated with what that person believes about a certain socioeconomic situation.

6.  The first thing schools and teachers can do to improve literacy instruction is to act on the belief that "children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn."  This will help to set the child up for success, not failure, and give them all an equal educational opportunity.  The second thing that can be done is that children, and furthermore their parents, will use the appropriate oral language to fit the social context they find themselves in if they are knowledgeable in it.  They must also understand that this applied to writing as well.

7.  I dislike the term "Proper English".  What is deemed "proper" by one group of people is not always so with another.  Language can be very diverse and it varies between groups.  Labeling one group's use of language proper automatically deems the other's improper.  It sets the system up to be even more separate, and to marginalize those groups who are not considered proper even more.

"If a television network proposed a ''real life'' show treating poor African-Americans, Latinos, American Indians, Asians or Jews as curiosities, they, and all Americans of good will, would be justifiably outraged."

I chose this quote from the reading because I find it to be quite accurate.  I think that if such a thing were to happen, a show that exploited and mocked the likes of groups such as African Americans or Jews, that there would be greater outrage in the nation.  When you hear something about groups that are stereotyped and discriminated against, those that are found in Appalachia are never mentioned, yet they are the most stereotyped out of most of the mentioned groups.  I don’t feel like many realize this, or that they’ve bought into such stereotypes so much that they actually believe them to be accurate.  It’s exploitive and wrong, and sadly, very few people even care.

Resources:

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power.

O'Brien, J. (2003, May 10). Tall tales of appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Sacco, B. D. (Artist). (n.d.). United states stereotypes map tells it like it is. [Print Graphic]. Retrieved from http://www.incrediblethings.com/art-design/us-states-stereotypes-map-tells-it-like-it-is/

Double Entry Blog #1

Inclusive Education can be defined as educating students with diverse needs.  Inclusive Education is meant to benefit those students that have exceedingly complicated and diverse learning needs.  Such students that would be included under Inclusive Education would those that have ethnic, linguistic, and socioeconomic differences.  Inclusive Education would also include those students with special needs and disabilities.  Students that are included in this type of education are those that have a potential social benefit, who can benefit in their linguistic development, and whom the student could benefit from other students as role models.

 An Inclusive School is one that emphasizes learning for all students.  These schools work towards the goal of meeting the "unique and diverse educational needs of all students".  One characteristic of an Inclusive school is a Sense of Community. This means that every child is respected and are encouraged to learn and meet goals as much as possible.  Another characteristic of an Inclusive School is the encouragement of Students as Partners.  Students are encouraged to be a part of the school's community and to participate.  Such ways this is accomplished are through peer mediators, peer tutoring, cross-age tutoring, cooperative learning, and buddy systems.  If accomplished, students become more responsible and effective, and assist in the process of inclusion.

I really like this picture to demonstrate Inclusive Education.  It shows children of all shapes, sizes, colors, and circumstances coming together.  I feel like this most accurately reflects the characteristic of a Sense of Community, in which the children are coming together.  It could also reflect the concept of Students as Partners, in which students help other feel included in the community at school.


Resources:

Inos, R. H., & Quigley, M. A. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm

 

Wedman, K. (Artist). (2012). Inclusive education- hope, dignity, and purpose in learning. [Print Graphic]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKH3i-EoOBIAhKXe188g2e5b9NQKGd14cygWBC3vNaosG-_gqxn06hYcmOWy-J7dcyIQqExIuREpQUrM5t2Z1kGuThqW8YqdNtfE6OlgMnT1JoeGkUPVa1B9eXbpGwqNuvFNKWz2pfY2o/s1600/inclusion139032.gif