I am from board games, from Golden Books and swimming pools.
I am from the sixth house on the right with the big rhodedendron bush and black shutters, exactly 7 minutes from town.
I am from the potato bugs, the vegetables straight from the garden into mom's famous vegetable soup.
I am from yearly trips to the ocean and smiling dimples, from Gardners and Paulys and our tenth governor George Atkinson.
I am from long laughs and humor.
From "Let's say grace" and the Golden Rule.
From a mother's unconditional love.
I am from the Church of Christ and the one room church on Frame Road.
I am from Germany and France, sweet potato casserole and bunny cakes.
From the time we found our lifelong friend and fifth family member at the shelter, and the ice storm that kept us inside without power for ten days when we made biscuits on the kerosene heater.
I am from an older sister's love and guidance, from long walks on the train tracks looking for fool's gold.
I am from a family that showed me no matter where life takes me, home will always be in my heart.
Tuesday, January 29, 2013
Wednesday, January 23, 2013
Cultural Difference vs. Cultural Deficit
Fox News and Black English--Ebonics
http://www.youtube.com/watch?v=X_KKLkmIrDk
Garrard McClendon is teaching a group of black students how to abandon ebonics and slang and start talking in proper English. The reporters mention that there has been controversy over these teachings. McClendon is trying to get them to change their language as a whole. He's not just trying to teach them how they should speak in certain situations. Things he says to his students seem to lead them to the belief that they will never be able to succeed if they keep speaking the way they always have and that simply changing their language will make them smart, which is not true. McClendon's beliefs reflect those of the Cultural Deficit Theory. He is accusing the parents of being wrong for teaching their kids to speak anything but "proper" English. He also says that teachers aren't correcting students and asks, "How can one call their self a professional educator if they are not willing to teach grammar?" I believe this class could be a good idea, but the teacher's outcomes and objectives for the class are ones I do not agree with. I believe that there are situations in which slang may be inappropriate, but you do not need to abandon your language in order to be successful in life.
What Matters: Code Switching
http://www.youtube.com/watch?v=R_WC9PM6S0Q
The educators and researchers speaking in this video seem to have a much different viewpoint than those mentioned above. The video is introduced by saying that teachers are teaching their students how to "broaden their language skills." I immediately noticed that this didn't say to "change" or "fix" their language skills. The host asks one of the guests how you determine which language is right or wrong and the guest says that it depends on the situation in which the person is speaking in. In some situations, there is a language that is more commonly used, such as in the workplace. They introduce code switching as changing your language based on the situation or environment you are in. If you are at a job interview you probably want to switch to proper English, but if you are with your friends it is okay to speak ebonics, slang, or however you wish. I think all of this reflects the ideas of the Cultural Difference Theory.
http://www.youtube.com/watch?v=X_KKLkmIrDk
Garrard McClendon is teaching a group of black students how to abandon ebonics and slang and start talking in proper English. The reporters mention that there has been controversy over these teachings. McClendon is trying to get them to change their language as a whole. He's not just trying to teach them how they should speak in certain situations. Things he says to his students seem to lead them to the belief that they will never be able to succeed if they keep speaking the way they always have and that simply changing their language will make them smart, which is not true. McClendon's beliefs reflect those of the Cultural Deficit Theory. He is accusing the parents of being wrong for teaching their kids to speak anything but "proper" English. He also says that teachers aren't correcting students and asks, "How can one call their self a professional educator if they are not willing to teach grammar?" I believe this class could be a good idea, but the teacher's outcomes and objectives for the class are ones I do not agree with. I believe that there are situations in which slang may be inappropriate, but you do not need to abandon your language in order to be successful in life.
What Matters: Code Switching
http://www.youtube.com/watch?v=R_WC9PM6S0Q
The educators and researchers speaking in this video seem to have a much different viewpoint than those mentioned above. The video is introduced by saying that teachers are teaching their students how to "broaden their language skills." I immediately noticed that this didn't say to "change" or "fix" their language skills. The host asks one of the guests how you determine which language is right or wrong and the guest says that it depends on the situation in which the person is speaking in. In some situations, there is a language that is more commonly used, such as in the workplace. They introduce code switching as changing your language based on the situation or environment you are in. If you are at a job interview you probably want to switch to proper English, but if you are with your friends it is okay to speak ebonics, slang, or however you wish. I think all of this reflects the ideas of the Cultural Difference Theory.
Wednesday, May 4, 2011
Friday, April 29, 2011
Monday, April 18, 2011
A Webquest About Webquests
Elementary Level
Role: The Affiliator
Group 1
Grow School Greens: This project was all about working in groups. The students would design and plant a garden all as a group. One of the objective clearly states "worked together to achieve all of the outcomes." Each student is assigned jobs. After finishing the garden, the students reflect by completing the Group Think brainstorm. The thing I thought may be an obstacle is how long this project would take. It would be a year long process and the students may get bored with the idea.
Where Is My Hero?: The process for this activity involves group collaboration. It starts with discussing the definition of hero in a group and then moves to being assigned groups and receiving certain jobs. Collaboration is also used when group members interview a family member or friend outside of the group and then reporting the information to group members. The following product, a poster, is from the work of a whole group, not just one student. The site says this project is designed for eighth grade students. I think heroism should be taught at a younger grade level such as fifth or sixth. I think the project could have been tweeked a little bit and made for younger students.
Unraveling the Underground Railroad: Students begin by being assigned to groups of four and then deciding on certain roles. Each student fills out a graphic organizer and creates a journal entry alone and then shares it with the group. In the end, the students work together to make an appearance on the Timmy Tom Show where they will be working with the teacher.
We All Scream for Ice Cream: Students start out by doing research in groups and ;istening to eachothers' ideas. The group will work on advertising as a group and complete a poster which will be shared with the class. A con is that the worksheet is done alone so some members may not understand as well as the others.
In the end, the group makes homemade ice cream together. This is a good idea so if it happens that one student's doesn't turn out perfect they don't have to feel left out. The only thing I saw wrong with this project is the educational perspective. I like the whole idea and it seems fun, but I don't see anything educational the students could get out of it.
Ancient Egypt Webquest: This whole project is done in partners. The class is also collaborating with the Egyptian Tourist Bureau. Both the class and the bureau will benefit from this. The students will finish knowing new information that they may not have learned without this project and the bureau will have new brochures. There is a large amount of work for each set of partners. More may be accomplished if the groups were larger and each student wouldn't have to do as much. They could still learn everything by reading the end product.
Role: The Affiliator
Group 1
Grow School Greens: This project was all about working in groups. The students would design and plant a garden all as a group. One of the objective clearly states "worked together to achieve all of the outcomes." Each student is assigned jobs. After finishing the garden, the students reflect by completing the Group Think brainstorm. The thing I thought may be an obstacle is how long this project would take. It would be a year long process and the students may get bored with the idea.
Where Is My Hero?: The process for this activity involves group collaboration. It starts with discussing the definition of hero in a group and then moves to being assigned groups and receiving certain jobs. Collaboration is also used when group members interview a family member or friend outside of the group and then reporting the information to group members. The following product, a poster, is from the work of a whole group, not just one student. The site says this project is designed for eighth grade students. I think heroism should be taught at a younger grade level such as fifth or sixth. I think the project could have been tweeked a little bit and made for younger students.
Unraveling the Underground Railroad: Students begin by being assigned to groups of four and then deciding on certain roles. Each student fills out a graphic organizer and creates a journal entry alone and then shares it with the group. In the end, the students work together to make an appearance on the Timmy Tom Show where they will be working with the teacher.
We All Scream for Ice Cream: Students start out by doing research in groups and ;istening to eachothers' ideas. The group will work on advertising as a group and complete a poster which will be shared with the class. A con is that the worksheet is done alone so some members may not understand as well as the others.
In the end, the group makes homemade ice cream together. This is a good idea so if it happens that one student's doesn't turn out perfect they don't have to feel left out. The only thing I saw wrong with this project is the educational perspective. I like the whole idea and it seems fun, but I don't see anything educational the students could get out of it.
Ancient Egypt Webquest: This whole project is done in partners. The class is also collaborating with the Egyptian Tourist Bureau. Both the class and the bureau will benefit from this. The students will finish knowing new information that they may not have learned without this project and the bureau will have new brochures. There is a large amount of work for each set of partners. More may be accomplished if the groups were larger and each student wouldn't have to do as much. They could still learn everything by reading the end product.
Friday, April 15, 2011
Blogging
I like keeping a blog for this class because it's pretty much like an online folder for all the work I've done. It has many different things I can use in the classroom when I start my teaching, so when I do start I can get back on my blog instead of just forgetting the whole class. I want to keep using my blog when I start teaching. The possibilities are endless. I can let students make blogs so that they can get on mine and look at things I've posted such as homework, learning materials etc. A blog can never get lost like paper can. I can post important things I don't want to lose, and then just get back on when I need it.
I have learned so much in this class so far. I will always remember collaborating with the students to create their stories. This is an example of collective intelligence since we shared knowledge with eachother to complete an end product. It was a great experience and I hope to use it in my future classroom.
I have learned so much in this class so far. I will always remember collaborating with the students to create their stories. This is an example of collective intelligence since we shared knowledge with eachother to complete an end product. It was a great experience and I hope to use it in my future classroom.
Tuesday, April 5, 2011
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