Blog 7 - Teaching

Teaching in the 21^st century is a challenge.  The teaching profession isn’t a career that is suitable for everybody.  “In fact, many new teachers leave within the first 3-5 years of teaching.” http://712educators.about.com/od/teacherresources/tp/teachergood.htm

This might be a surprising statistic for some to understand since there are many people who think the profession is anything but a profession and that those involved with it only do it for the “exorbitant” amount of time off; these people are obviously not aware of the sessions in our own federal parliament.  Therefore, the question raised by this statistic should really focus on the reasons why so many teachers are leaving the profession within the first few years if it is such an “easy” job in the mind of many in the public.  Unfortunately, like other professions, being a good teacher is demanding and challenging enough without the focus on the profession by negative stories of poor teachers in an abusive system of education. Yet these are the stories that tend to dominate the public’s mindset rather than the all the positive stories of those involved in this profession. Unlike other professions, there tends to be an overwhelming feeling of expertise on the subject of education because of everyone’s personal experience with the education system.  Like other professions, there are those who are more adept at their profession than some of their colleagues and there is also a myriad of opinions about educators from students which are constantly changing. Therefore, one person’s ideal teacher could be another’s person’s opinion of a poor one. 

When I was six years old my parents gave me a chalkboard, with magnetic letters and colored chalk.  I spent endless hours printing and drawing on the blackboard.  My three brothers were made to play ‘school’ for hours; I was always the teacher.  Eventually, I would drag neighborhood children into my basement to play ‘school’.  It amazes me that I had any friends at all.   I remember my parents telling me that I was destined to be a teacher because I was so bossy.  Of course many people with exceptional leadership qualities and abilities may often be perceived as bossy so therefore I guess I’m bossy. 

After a brief stint working in radio after college and university I decided to go back to school and obtain my education degree.  I began my teaching career at the age of 25.   Mentally, I had prepared myself for a 10 year teaching career, and then I thought I may move on to something else.  Suffice it to say that was 26 years ago and currently I’m still doing what I love the most - teaching.  I believe that I am a teacher because I enjoy sharing my passion for learning with others.  Teaching still excites me and my passion for the profession continues to grow.  Teaching is what truly makes me happy.   Being a teacher is who I am, it is my identity.  When the September school supplies arrive at Staples I get very eager to start another year whereas my husband, who is also a teacher, cringes at the back to school commercials on television that seem to start earlier and earlier each summer; I’m not suggesting he is a poor teacher but am merely pointing out that he doesn’t like being reminded of work when the vacation has just merely started.   

Individuals, who choose teaching as a vocation in order to have summers and week-ends off, will have a very long and agonizing ten months and generally won’t last very long.  For many, teaching doesn’t turn out to be the career they had imagined and as such they leave.  I’ve worked with unhappy teachers who for one reason or another have stayed in the profession which is a very negative thing for all concerned.   Students are very perceptive and they can quickly identify the signs of a weak or unhappy teacher; in short they can tell if one is passionate and sincere or not.   A person has to enter the teaching profession for the right reasons which in my mind should always be focused around the betterment of students; that is what makes the profession truly rewarding.   In addition, I have learned that being a teacher takes a great deal of courage, tolerance, compassion, humor and kindness.  Every day I learn from my students and I am never bored.   Sadly, teaching has become an undervalued profession.  Everybody believes that they can teach because they were in the school for 12 years.  Everyone has an opinion of what a teacher should be doing.

Teaching 150 different students each semester is both a challenging and fulfilling job.  Good teachers give up a lot of personal time in order to help students succeed.   The diversity that exists in the classroom today demands pedagogy using a variation of approaches to understand every student’s individual abilities.   An effective teacher has to understand how their students think, discover what they already know and design lessons that will inspire and motivate them.   As Bracher explains in his book,   a teacher must empower students and allow individual students to become active participants in their learning.   Hence, the role of the teacher is to provide the necessary resources and to support the development and progress of students, not always an easy challenge.  Like many other teachers in the profession, I take my job very seriously and try my best to prepare my students for the world.  Mark Bracher’s book has made me look closer at ways I can improve as a teacher.  Bracher believes that students must be encouraged to develop critical thinking skills. This process requires that teachers and students work together to gain knowledge, explore problems and, investigate solutions.  Critical pedagogy encourages students to become active participants in their learning, and students are encouraged to expand and express their thoughts and opinions; not merely regurgitate notes, thoughts, and opinions given to them by their teachers.

An educator in today’s society is required to have a deep knowledge of the subject they are teaching.  Effective educators must continue to learn and develop their repertoire of teaching approaches.  As an educator I am willing to engage in lifelong learning in order to improve my teaching skills.  I believe that I benefit each time I put myself in the position of learner, the non-expert position.  An educator should have a deep knowledge of the subject they are teaching and must continue to learn throughout their career.  Teachers must make a commitment to become lifelong learners.    I have found in my years of experience that even when my expertise may not be what I’d like it to be as an educator it is always best to be honest with the students about being a bit outside of your comfort zone and take the approach of cooperative learning together.  Modeling lifelong learning with your students will bring more effective results. Being involved in communities of practice allows me to acquire skills from other educators. Communities of practice allow me to work with colleagues who share similar passions about teaching.   Within a community of practice I share stories and knowledge while learning.  It is important that as an educator, teachers work together and share a passion for teaching and promoting learning it has a positive impact on our students. 

 Lastly, it really saddens me that so much teacher bashing exists in our society today.  When I tell people that I am a teacher they usually respond by telling me what a cushy job I have and are quick to point out: teachers have summers and storm days off, they are done at three, it is not a stressful job, etc.   I always respond by asking why they didn’t choose to become a teacher if it is such an easy job.  Having summers off can be great. However, I spend many of those summer days planning for the new school year. Being done at three o’clock each day sounds wonderful but a study by St. Mary’s University a few years ago revealed that on average, teachers work around seventy-five hours per week; coaching, clubs, prepping, and marking don’t just happen without a substantial time commitment.  Throw in increasing class sizes, cuts to resources and programming, and ineffective policies from a disconnected bureaucracy and it is not hard to see why some great teachers burn-out or find another career.  Losing bad teachers is good for everybody but losing great teachers should be a massive concern.  “Parents, principals, and society in general blame teachers for every problem under the sun. We pour our hearts and souls into teaching and 99.99% of teachers are the most generous, ethical, and competent workers you can find. We have the best of intentions in a messed-up education system. But somehow we still get the blame. But we keep teaching and trying to make a difference. “(http://k6educators.about.com/od/classroommanagement/a/8understand_2.htm)

Despite all the challenges with the teaching, for me teaching is a profession that allows me to improve the world we live in through the student’s lives I touch every day.   I didn’t choose teaching for the money; I don’t get overtime pay for all the extra hours I work.  I love what I do because it is me; it’s what makes me happy.  I couldn’t imagine a more gratifying and satisfying career than being a teacher.    I’m proud of what I do. I’m a teacher, an exceptional teacher, I change lives!  

Thanks for reading!

Marilyn

BLOG 6

Critical Pedagogy and Discourse of the Analyst

Henry Giroux describes critical pedagogy as an "…educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." (http://en.wikipedia.org/wiki/Critical_pedagogy)  

 I have learned a great deal from our discussions in class about Mark Bracher’s book, Radical Pedagogy.  Bracher’s book prompted me to examine critical pedagogy in relationship to my own teaching.  Critical pedagogy is a completely new term for me although the concept is not; often educators utilize concepts, pedagogies, and methods in the classroom without being fully aware of the proper “eduspeak” terms for these processes.  In today’s rapidly changing technological society, being an effective educator is a difficult task for a myriad of reasons such as the lack of time, available training and resources to keep pace the evolving changes in industry; this fact highlights the absolute importance for a system of education that challenges students in a variety of ways while stressing the process of learning as being a lifelong event.

At present, I work with educators who demonstrate characteristics of the four pedagogical modes explained by Bracher. Bracher states that three of the pedagogies may damage student’s identities, rather than being beneficial to students. However, critical pedagogy “…aims to help students develop their full potential, to become empowered.” (pg. 101)    Above all, the teacher desires to empower students and allows individual students to become active participants in their learning.  As explained on page 101, critical pedagogy aims at liberating individuals from harsh forces such as racism, classism, colonialism, sexism, and heterosexism.    Students are inspired to develop and expand their identities which are frequently unlike that of their teacher. A teacher using this process does not seek to produce a carbon copy of themselves through their students.  The goal is for students to become conscious of their own individuality and identity and to begin formulating their own ideas.   Teachers provide students with opportunities to learn and grow through experiences. Teachers must be prepared to have their own thoughts and opinions challenged by the students they are teaching.  Unlike authoritarian pedagogies students don’t conform to the beliefs of their teacher, and aren’t afraid to articulate their views and ideas.

Therefore, critical pedagogy is “…a process for discovering one’s own potential identity components and developing them into an identity of one’s own.” (Pg.102)   Students are encouraged to develop critical thinking skills. This process requires that teachers and students work together to gain knowledge, explore problems and, investigate solutions.   “Practicing critical pedagogy requires educators to work collectively with their students, colleagues, and the larger school community.” (http://www.newberry.k12.sc.us/nbhs/literacypage/Critical%20Pedagogy.pdf) 

Likewise, students are encouraged to look at their world and their future in new and exciting ways.  Students think outside of the box while increasing their understanding of their involvement in the world. “…give us a sense of ourselves as a force that matters in the world.”(Preface)  Therefore, it is essential for educators to make students feel empowered about the role they play in society.   “We have to stop spoon feeding kids curriculum tests and homework. They need to be self-directed. They need to be lifelong learners, which mean they need to be empowered to manage more and more and more of their own learning.” (http://langwitches.org/blog/2010/03/12/empower-students/)  I believe that in order to achieve these goals it would require educators to re-examine current curriculums and outcomes. 

Critical pedagogy encourages students to become active participants in their learning, and students are encouraged to expand and express their thoughts and opinions; not merely regurgitate notes, thoughts, and opinions given to them by their teachers.  Hence, the role of the teacher is to provide the necessary resources and to support the growth and development of students.  In addition, critical pedagogy allows students to think for themselves, and share their beliefs and opinions in a safe environment. Critical pedagogy “encourages growth of each student’s intellectual character rather than a mere “mimicry of the professorial style.” (Shor, I. (1980). Critical Teaching and Everyday Life. Boston, Massachusetts: South End Press). 

To conclude, the reasoning that lies behind the critical pedagogy approach to teaching is, to me, simply the right approach educators must strive to achieve with their students.   It is vital that we help empower our students to become critical thinkers and to challenge the “norms” that have often created many problems in the first place. However, as much as I agree with the critical pedagogy approach,   I believe it will be years before school boards will allow teachers to adopt this method.  Presently, school boards continue to inform teachers that they must meet the compulsory outcomes and sadly many boards are buying into the old concept of “standardized” testing to address “accountability” issues; in short they are trying to force us to fit all of our students into the same mold when we all know that each student has their own unique learning proclivities and styles.   Perhaps as effective educators it is time to re-examine our curriculums, in order to produce students that are sensitive to the problems that exist. “We need an approach to education that is focused on dialogue instead of a one-way transmission of knowledge.” (http://www.newberry.k12.sc.us/nbhs/literacypage/Critical%20Pedagogy.pdf)

“When I think back on all the crap I learned in high school, it's a wonder I can think at all”

Paul Simon, Kodachrome

Thanks for reading!

Marilyn

 

Marilyn Blog 5

    Why are violent acts and severe behavior problems growing in our society and our current education system?  Bracher suggests that educational objectives today are ineffective in promoting learning and social change.  He suggests that the root cause of social problems, violence, prejudice, drugs and learning is identity vulnerability.  

   The term identity according to Mark Bracher is, “the sense of oneself as a force that matters in the world.” (pg. 6)  Bracher explains as human beings we require acknowledgment, the need to feel valued, respected and validated.   Human beings are inspired and driven by recognition and “there is no price we are not prepared to pay to obtain it.”(pg. 7)  Feeling like we matter, are loved and accepted by others is what makes us human.   Feeling unappreciated and not being valued as an important member of society makes us feel dejected.  “The absence of recognition is, correspondingly, “the worst evil that could befall us.”(pg. 8)

      I’ve just started reading Bracher’s book, Radical Pedagogy and I fully agree with Bracher in that identity is a prime mover of human behavior.   In chapter one Bracher explains that human beings desire recognition by others. As Dr. Plumb stated “human beings desire to be desired”.  A kind word and being noticed can truly inspire and motivate a person.  Human beings crave to feel appreciated and noticed for their efforts.  “The most fundamental identity need is the need for recognition, the need to have one’s being appreciated and validated, or at least acknowledged, taken into account, by others.” (Pg.7)

  I have worked in five schools over the past 25 years.  Four were incredible, and one was a horror story.  Each made a difference in how students and teachers experienced the educational process.  In the school that was a fright there was little support for the staff and students from administrators.  Teachers didn’t feel valued for their efforts.  They were constantly told what they were doing wrong and rarely told what they were doing right. School morale became so low that teachers started taking time off work, stopped volunteering and were no longer willing to stay after school.  Teachers no longer felt happy and this started to have an effect on what was happening in the classroom.  At the end of the year many teachers were given no choice but to change schools, “bad principals drive good teachers out of schools.”(http://mets2006.wordpress.com/2007/03/28/greshams-law-of-education-bad-principals-drive-out-good-teachers/).   

     The principal single handily destroyed the positive atmosphere of the school and alienated every teacher and student. The overall environment of the school was impacted.    “The most fundamental identity need is the need for recognition, the need to have one’s being appreciated and validated, or at least acknowledged, taken into account, by others.”(Pg. 7)  Why aren’t all administrators required to read Mark Bracher’s book?  Teachers and students don’t continually need positive feedback, but once in a while would go a long way. 

     To increase learning, students need to be recognized and valued for their efforts.  An ineffective administrator I worked for could be heard yelling and intimidating students.  Students often asked me “what’s his problem?”  Students didn’t feel respected and valued and soon begin acting out and misbehaving.  Students didn’t feel that they were being respected and valued by the leader of their school.     “…helping students develop strong, resilient identities is the most effective way of preventing various social problems –such as violent crime, substance abuse, prejudice, and harmful sexual practices-that schools are increasingly being called on to address.”(Preface)

    An effective leader is one that can identify what is happening in his school and can inspire and motivate people while making the learning environment a positive place for everyone.  A principal must learn to connect with teachers and students and take the time to tell them that their efforts are being noticed. As a human being I appreciate when an administrator recognizes a job well done, I feel valued and happy.   An ineffective administrator can in a matter of months destroy the morale of an entire school and cause a great deal of tension.   

     Constant negative feedback without any recognition doesn’t help people learn and develop.  “To enhance learning and reduce our most serious social problems, it is thus crucial that educators, policy makers and the general public come to understand more fully the nature of identity and its needs and the way these needs motivate both learning and the failure to learn and contribute to our social problems.” (Pg.6)

       All human beings want to feel valued and appreciated.   In the workplace it improves morale and makes the workplace a gratifying place to be.   However, according to a recent Gallup poll, “65% of people say they don’t feel appreciated at work. And that feeling quickly leads to pervasive negativity, low morale and (worst of all) decreased productivity.” (http://www.2sbdigest.com/Make-Workers-Feel-Appreciated)

Marilyn's Blog 4

“Lave and Wenger seem to challenge us to rethink what it means to learn, indeed to rethink what it means to understand.” (Page 15)  The text, Situated Learning: Legitimate Peripheral Participation explains communities of practice and how learning occurs through practice and participation; in short, situated learning.  When I first read this text, I didn’t have a clear understanding of what the book was about, however, after our discussions in class I have a greater understanding of the text and the concept and practice of situated learning.

Much of what we learn happens outside of the formal classroom.  Communities of practice exist everywhere, at work, school, family, neighborhoods, etc.  People enter into many communities of practice, known as brokering, transiting from one community to another.  Communities of practice allow a person to work with colleagues who have similar passions and interests.   Within a community of practice individuals are able to share stories and knowledge while learning from each other.  While sharing experiences and learning from one another we are able to better solve problems and come up with new ideas.   “A community of practice is not merely a community of interest…Members of a community of practice are practitioners.  They develop a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems…”  Etienne Wenger (http://www.ewenger.com/theory/index.htm) I remember my husband telling me about an experience he had visiting a car plant of a Japanese automaker in Canada and the sharp contrast in management styles between that company and the traditional “top-down” style of the company he was employed with at the time.  What he described to me with “white” collar and “blue” collar employees working indistinguishable side by side in the plant to achieve their goals was really a community of practice in action. A community where there was an atmosphere of shared learning and cooperation in order to create an exceptional environment for quality productivity; a worker who feels valued and who is accepted as an equal in a “team” environment is much more efficient and happier than one who is constantly dictated too with little appreciation for their own expertise. 

As discussed in class, when a newcomer enters into a community of practice, they will gradually move to the center through learning from experts and by doing, legitimate peripheral participation.  A person moves toward the center by learning about the community practices through observation and participation, which will increase over a period of time.  The closer a person moves to the core the more responsibilities they will be given. 

 

(http://www.slideshare.net/stephendale/cop-conversations-to-collaboration-presentation) 

Throughout our lives we enter into and become part of numerous communities of practice.   As discussed in class, a community of practice consists of more than two people but usually a group of more than fifteen members doesn’t typically work as well; funny how numbers may impact the efficiency of a learning environment.  However, as Dr. Plumb explained we don’t always need to be in a group to learn and that often we are naturally learning without being aware of it.  Wenger elaborates on this point with the following:  “Communities of practice have been around for as long as human beings have learned together. At home, at work, at school, in our hobbies, we all belong to communities of practice, a number of them usually. In some we are core members. In many we are merely peripheral. And we travel through numerous communities over the course of our lives. In fact, communities of practice are everywhere. They are a familiar experience, so familiar perhaps that it often escapes our attention.  ” Etienne Wenger (http://www.ewenger.com/theory/index.htm)

When we become part of a community of practice we want to belong, to have a sense of belonging and to feel like an important part of a group.  We desire this sense of belonging where we feel accepted and more importantly where we feel we are valuable contributors to the group.   It makes us feel significant, gives us a sense of worth, and is a completely natural thing being the social creatures that we are.   Within a community of practice bonds are formed and each time a new member is added the community of practice changes.  Who a person is can often shift depending on the people they are with at the time. Within a community of practice people develop their sense of themselves but form the ‘WE’; we begin to see ourselves in one another’s eyes, as human beings we are deeply shaped by how we are perceived by others.  Communities of Practices alter our memories.  In class we discussed our first memories of practice within our neighborhood, school, family, etc. 

We learn so much from being a member of a community of practice; however, this type of learning doesn’t always occur within the school setting.   Students aren’t often given a chance to participate, share and learn from each other in the classroom setting.  Teachers are faced with increasing challenges from irrelevant curriculum, mandatory testing, inclusion, increased class sizes and dwindling resources.  Today’s education system is in crisis and appears to be disconnected from the real world.  Education Departments must make changes to make the curriculum relevant and to make sure that students are aware of why they have to learn certain subjects. “Schools, classrooms, and training sessions still have a role to play in this vision, but they have to be in the service of the learning that happens in the world.”   Etienne Wenger (http://www.ewenger.com/theory/index.htm)   The education system that exists today was developed hundreds of years ago and is completely disconnected from the real world.   Much of the material students are being forced to learn will be of no use to them when they enter into the real world, so why are we teaching them subjects that they may never use?   With situated learning students participate and are fully engaged in their learning.  Students are given tasks that allow them to work with each other in the classroom and learn how to problem solve by doing.    “…if learning is about increased access to performance, then the way to maximize learning is to perform, not to talk about it.” (Page 23).  No longer should a teacher stand in front of a class giving information and facts that we expect children to memorize.    “…rather than learning by replicating the performances of others or by acquiring knowledge transmitted in instruction, we suggest that learning occurs through centripetal participation in the learning curriculum of the ambient community.”  (page 100)  

It is extremely important that teachers are given the opportunity to share resources and participate and share in meaningful teacher teamwork.  When teachers work together and share a passion for teaching and promoting learning it has a positive impact on our students.  ‘A Community of Practice is a network of individuals with common problems or interests who get together to explore ways of working, identify common solutions, and share good practice ideas.” (http://www.slideshare.net/mik0ton/introduction-and-benefits-of-communities-of-practice)

Studying to become a teacher involved a lot of presentations and reports, however, I learned more about the teaching profession my first day in the classroom.   When I entered the classroom I was given the opportunity to observe, and learn from experienced teachers, individuals who shared my passion for teaching.  Teachers are encouraged to meet with other teachers and share ideas, tell stories, discuss what they are doing in the classroom and what teaching methods increase student learning.  Teachers share ideas concerning lesson plans, classroom management, etc.  Within this community of practice people feel safe and secure to share their knowledge, participate and encourage each other.  In this community teachers gain a great deal of knowledge and learn so much from each other.  Information and stories that are shared between teachers is something that is so beneficial to both teachers and students.   So often we meet in the hallways after school to discuss our day and laugh.   In these communities of practice teachers are given the opportunity to discuss student learning, solve problem, laugh and gain knowledge from each other. Teachers can learn so much from one another while sharing ideas and knowledge.

 “… nurses who meet regularly for lunch in a hospital cafeteria may not realize that their lunch discussions are one of their main sources of knowledge about how to care for patients. Still, in the course of all these conversations, they have developed a set of stories and cases that have become a shared repertoire for their practice.”  Etienne Wenger (http://www.ewenger.com/theory/index.htm)

Sadly, as cuts are being made to the education budget, and the responsibilities of teachers have increased, there seems to be less and less time to spend with other teachers.  Too often as an educator I feel that I am alone, and do most of my planning and lessons on my own.  Teachers often feel isolated and alone.  In order for educators, students and schools to be successful they must allow for time for educators to work and learn from each other.  “teachers who have worked together see substantial improvements in student achievement, behavior, and attitude.” (http://vocserve.berkeley.edu/centerfocus/cf2.html)  I truly believe that school boards have to focus on the benefits of communities of practice.  Educators must be encouraged to work, share and learn from each other in order to improve our current system of education.   “A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance.”  Etienne Wenger (http://www.ewenger.com/theory/index.htm)

 Thanks for Reading

Marilyn

Blog 3 - The Film Crash

The first time I saw the powerful film Crash was last weekend during our class.  Sadly for me the movie Crash portrayed the world we live in as violent and cold; a world filled with hate and injustice. There was a lot happening throughout the entire film and the movie touched on many different topics such as: some of the challenges and ordeals an immigrant family faces as it immigrates and tries to survive in a new country, the good and bad side of all human beings, and the reality of prejudice, stereotypes and racism.  The movie allows the viewer to peer into the lives of various groups of people, white and black, rich and poor, Latinos, Asian, cops, lawbreakers and gang members.  Each community demonstrated its own stereotypes, prejudices, biases and hatred for people from various ethnic and socioeconomic backgrounds. 

In class we discussed Lave and Wenger’s ideas concerning situated learning and communities of practice.  In a community of practice, individuals participate and are involved in their learning. Within a community of practice people are made to feel safe and valued for their ideas while communicating and learning within the group. “It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves personally and professionally.” (Lave & Wenger 1991) http://en.wikipedia.org/wiki/Community_of_practice).   The term “community of practice” is a group of people who share a common interest and a desire to learn from and contribute to the community with their variety of experiences (Lave & Wenger 1991).  Legitimate peripheral participation describes how a new member will, over time, become an experienced member of a community of practice (Lave & Wenger 1991).  New members in a group will observe older members and learn from these experts.  Newcomers eventually will become more engaged and take on more responsibility.  As a learner and an educator I am becoming more aware of the many benefits and rewards of being involved with a group while learning. As Etienne Wenger explains, a community of practice is “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” http://www.learning-theories.com/communities-of-practice-lave-and-wenger.html   In the film Crash, the L.A. police officers are an example of a community of practice that share the same passion for their job, share stories and learn from each other.  We saw an older police officer taking a younger officer with him to teach him the ins and outs of being a police officer in Los Angeles.  The younger cop would be able to learn from the expert’s experience and stories the skilled officer would share about dealing with people, solving problems, and life as a police officer: in short mentorship.

The film made me feel uneasy, anxious and even embarrassed. The movie had several blatant messages about race, culture and stereotypes.  It allowed the viewer to look into the   appalling side of the human race.  The movie deals with racism and the many preconceived notions we have about people who are different than us.  Sadly the movie made it evident that we are all guilty of making bias assumptions about different people.  The film introduced us to unsympathetic and hostile characters from all walks of life struggling between good and evil in their everyday jobs and lives; by the end of the film we realize that all their lives are intertwined as their lives all crash together.  There were many scenes that disgusted and troubled me and I found myself pondering the messages of this film.   As an optimist I tend only to see the good in people, however, the film’s message was clear that in all cultures, and socio-economic groups there exist racist people.  People don’t often broadcast their racist and prejudice beliefs, but unfortunately they do exist and do rear there ugly head in many situations.  It is difficult to contemplate that even though this film was shot in Los Angeles many years ago, much of what the film presented still exists today whether you live in Los Angeles or Cape Breton. Sadly I see examples of it every day in the classroom and in the town I live. .http://www.capebretonpost.com/News/Local/2011-09-16/article-2751697/Community-meeting-called-over-racist-bullying-of-14year-old/1

 While I believe that things have improved since I was a child, there is still much more that can be done and room for more education and improvement.  The Cape Breton School Board has completed the first draft for Race Relations, Cross Cultural Understanding and Human rights that is designed to promote a safe learning environment for all staff and students within the school setting.  http://www.cbv.ns.ca/welcome-test/modules/mastop_publish/print.php?tac=PSS_Draft  Policy is certainly a step in the right direction but policy also needs to be enforced to be effective. Individuals also have rights under our Charter of Rights and Freedoms plus the policies of various provincial Human Rights Commissions but policy alone doesn’t eliminate the ignorance of discrimination, prejudice and racism; it is something we must recognize as a reality but not something we need to accept and something we must act upon in order to change it.   “The shift from explicit racism in Nova Scotia toward a greater sense of tolerance has been gradual, the sister of an iconic figure in Canadian civil rights says, and progress still needs to be made.” (Wanda Robson-http://caperfrasers.wordpress.com/2010/11/10/cape-breton-racism-pt-ii/)

The film Crash made me contemplate things that I typically avoid thinking about, the unkind and uncaring side of all human beings.  Generally, I enjoy stories with happy endings that make me feel relaxed and happy and don’t deal with reality; Crash was the opposite of films that I normally watch.  The message of the film was blatant, it the viewer was made to challenge their own beliefs.  At times during the film I found that I was holding my breath waiting to see what would happen in the next scene.  The character that infuriated me throughout the film was Matt Dillon’s character James Ryan.  This character, an experienced police officer, is supposed to be a   symbol of a person who will serve and protect all citizens, regardless of their personal beliefs and stereotypes.  In one scene we see Dillon’s character driving with his “newcomer” partner while pulling over a large and expensive SUV being driven by a black male.  Dillon’s character decided to pull over this vehicle for no other reason than the driver of the vehicle was a black man driving an expensive automobile.  Dillon’s partner repeatedly begged him not to stop the vehicle, but Dillon did what he wanted to do.  Dillon knew he was pulling over the wrong vehicle but was laughing and showed no remorse for what he was doing.  We soon see Dillon as a racist police officer who is violent and out of control.  Dillon was wearing a uniform and carrying a gun which he believed gave him the right to treat people however he pleased regardless of how he offended them.  His character displayed a great deal of rage and anger as he yelled at the driver to get out of his car. He treated the black man and woman in the vehicle as delinquents, second class citizens due to their race. The following scene upset me and I found it difficult to watch.  Dillon’s character began touching the female, Christine inappropriately while her husband and his partner stood there observing and unable to do anything. It was obvious to the viewer that Christine was humiliated and was desperate for her husband to stop what was happening. I felt that if her husband had confronted the police officer he would have been shot and killed. Dillon’s blatant lack of respect for this black couple was quite apparent.  Dillon’s character felt that he was above the law and could do whatever he wanted to, regardless of how he hurt other people. He had been on the police force for a long time and had gotten away with this behavior for years, almost as though there was a silent agreement between members of his police force that what he was doing was okay. Dillon felt that he had the right to violate another human being because of their race.  From that moment on I loathed the character Matt Dillon played and was equally upset with the lack of inaction by his partner.  I wonder if as a society we are made to respect and abide by the rules regardless if we believe in them or not?  Will people help one another if they see something happening or just walk by because they don’t want to get involved?    Do the police as a group have a code of silence they share?  It made me think about my encounters with police officers and the job they do to protect and keep us safe. What made Matt Dillon’s character believe that he had the right to judge and violate people who were different from him?   What made him feel so powerful?  After this incident the “newcomer” decided to work alone rather than with James Ryan.  Ryan made it clear to the “newcomer that one day he would become just like the older police on staff.  Officer Ryan: “You think you know who you are? “  [Officer Hanson nods]           Officer Ryan:    “You have no idea.”
Ofhttp://movie-quotes.blogspot.com/2005/08/movie-quotes-crash-2004.htmlficer Ryan:

As we feel immense disgust with Dillon’s character we are then introduced to a softer more likeable side of him. When he was helping his sick father we saw a concerned and compassionate human being who had put his own life on hold to look after his ill father.  As the primary care giver and a devoted son he constantly worried about his father’s health.  Dillon is portrayed in a different light when he is helping his father. The viewer is confused by his character.  We see him as a racist who uses his position in life to bully people from other ethnic groups, and then we see him as a loving and caring son. We see the good side of Dillon when he saves the same women he touched earlier in the film from her burning vehicle.  We got to see him as both the bad, angry police officer full of rage, and the good police officer willing to risk his life for the lives of others. 

The film was a powerful film, which made me realize that as a society we have made some progress but still have a long way to go. 

Thanks for reading!

Marilyn

Marilyn's Blog 2

“Lave and Wenger seem to challenge us to rethink what it means to learn, indeed to rethink what it means to understand.” (Lave & Wenger p.15)

            Situated Learning: Legitimate Peripheral Participation by Jean Lave and Etienne Wagner is a very scholarly piece of writing that some might suggest is targeted for other educational experts in academia. Personally, I found myself re-reading and analyzing this work several times in an attempt to gain some understanding of the material and the author’s message. While some might say the writing is somewhat convoluted, the message in chapter three on the value of apprenticeship and the societal views or stereotypes of apprenticeship is quite clear: In short, there tends to be a stigma in our society about apprenticeship programs and their value as “valid” educational programs in relation to the more institutionalized and “formalized” schooling systems that are educating the majority of students today. (p. 61)

In the third chapter of this work which is titled Midwives, Tailors, Quartermasters, Butchers, and Nondrinking Alcoholics, Lave and Wenger study the apprenticeships of midwives, tailors, quartermasters and butchers and also examine some of the processes and supports of the Alcoholics Anonymous program. In all of these studies the authors closely examine the learning processes that are clearly happening while people participate in real life situations.    Lave and Wenger clearly make their point that learning happens by doing and participating in real life situations.  More importantly, they make the point that learning is not exclusive to “formal” classrooms but rather that more effective learning occurs in a variety of apprenticeship programs. This viewpoint made a great deal of sense to me as I’ve seen how different types of instruction are more effective when all of the senses are involved. According to the authors individuals learn when they contribute and take part in something, rather than being told many facts and talked to as happens in the school setting. “…if learning is about increased access to performance, then the way to maximize learning is to perform,   not to talk about it.” (p22)  People learn new things by being placed in a variety of situations with people and by participating in what is happening around them.  “Learning is, as it were, distributed among co-participants, not a one person act.” (p.15). Lave and Wenger share with the reader five studies of apprenticeship.  

The group in this study that I will discuss is the Mayan midwives in Mexico.  This study was particularly interesting given that this group lacks a formalized process of apprenticeship yet learning is clearly happening. (p. 84) The Yucatec Mayan midwives in Mexico pass down from generation to generation their knowledge and their expertise of what a midwife does on a daily basis.   These midwives don’t take classes and notes to learn what how to become a midwife, rather they learn by observing an expert in everyday, real life situations.  They learn by taking on small responsibilities and by doing.  “…learning is a way of being in the social world, not a way of coming to know about it.” (p.24)   Often the occupation of being a mid-wife in this society is a family matter and as such young girls learn by observing their mothers and grandmothers and taking part in what is happening.    “For midwives in Yucatan, apprenticeship is integrated into daily life and it is only recognized after the fact that they have served an apprenticeship...” (p.67) As the young girls mature they observe first- hand what their mothers and grandmothers are doing.  They quickly gain knowledge of what will be required of them as a midwife.  A young girl over a period of time will learn additional skills and have extra duties to perform.    “As time goes on, the apprentice takes over more and more of the work load, starting with the routine and tedious parts…” (p.69) In short, the learning is taking place in an informal manner and one might even say it’s a cultural phenomenon based on the “family business”.  I really related to this fact since in my own family there is a family business that has been passed down through  three generations on the male side of my family which in addition to formal education, also  learned to run the family business by observation and doing. It was just part of how things were done in my family and I think this is also the case for the Yucatan mid-wives as well.

Eighty years ago my grandfather Vincent Joseph Mc Gillivray, at the age of 21 years of age, started a funeral home and ambulance business.  My dad grew up living in the family Funeral Home.  When my dad was very young he was given a number of chores to do around the funeral home. He had great admiration for my grandfather, for his hard work and determination to make his business succeed.  Over the years my dad worked closely with my grandfather.  When he started in the business, he would mow the lawn, wash cars, empty garbage, etc.  Throughout the years my grandfather took the time to show my dad what would be expected of him if he was to choose this as a job, no breaks at Christmas, few holidays, no sick days, dealing with many types of people, etc.  .   My grandfather was the expert and my dad the apprentice. My dad was learning by observing and participating in daily responsibilities “learning by doing”. (p.31)  My dad, the newcomer, was given more and more responsibility with every new thing he learned about the business.  When my dad turned 21 years of age, my grandfather made the decision that it was time for him to start working on his own.  My grandfather sent my dad to New Waterford, prepared with all the skills that had been passed downed to him.  My dad would now work on a daily basis with another expert in the business.  My dad was able to continue to work with my grandfather and ask for help when needed.  My dad is now 71 years old and is still working seven days a week in the family business.  Over the years he has moved from apprentice to expert, and the tradition has continued as my two brothers now run the family business.  Both my brothers learned what they know from my father who passed onto them what his father had passed on to him.  My brothers started to work in the business at a very young age, observing, participating and doing.   They learned from my father what they needed to know, all they needed to know about running a family business.  Could they have learned all that they know from a classroom or a textbook? I believe that it wouldn’t be possible.  Each generation learned by participating.    “…learning is a way of being in the social world, not a way of coming to know about it.” (p.24)

Thanks for reading!

Marilyn

 

Shopclass as Soulcraft - Marilyn's Blog

Shopclass as Soulcraft, by Matthew Crawford, is an autobiographical account of the reasons why Mr. Crawford left his white-collar job to pursue a career as a motorcycle shop owner and mechanic.  Crawford has no regrets about his university education,  for him manual labor is far more rewarding.  Crawford explains his reason for writing this book: “My purpose in this book is to elaborate the potential for humans flourishing in the manual trades…” (paragraph1, page 32).   I can only image the courage it took for Crawford to take the risk of leaving his well-paying “white” collar profession in order to open a motorcycle shop. Crawford appears to have truly found bliss in his choice; how fortunate he is to find this happiness.  Throughout his book he implies that manual labor requires intelligence and is tremendously rewarding and fulfilling. Shopclass as Soulcraft made me think of the shortcomings of the present day education system, the lack of, and decline of skilled trades programs in our schools, the societal “stigma” associated with manual labor, and my own bias as an educator and parent.

While in high school, I made choices based on the advice of teachers’ counselors and my parents.   “More than 90 percent of high school students reported that their guidance counselors encouraged them to go to college.” (paragraph 1, page 143).   Growing up in the seventies, I was constantly informed that having a university education would open doors that would lead to a fulfilling and independent life.  The mythology was that with a university degree I would never have to depend on anyone and I would become a “superior” person with such an education.   Of course statistics today still clearly point out that there is a definitive connection between level of education and level of income. However, the gap in income between university graduates and college graduates (technical, or trades) is closing due to the new fields in technology that are being created, the high demand for skilled trades people and very competitive and attractive salaries/ benefits.   As a parent, and a teacher, I am sadly guilty of giving the same mythological advice that my parents gave me.  As an educator I am guilty of believing that a student who does well in school should continue on to university rather than take a trade after graduation “…educators who would steer students toward cognitively rich work might do this best by rehabilitating the manual trades, based on a firmer grasp of what such work is really like.”  (paragraph 1, page 32) I truly never gave much thought about how I viewed the trades and the benefits of offering skilled trades programs to our students in our education system until recently.  As a high school student in the nineteen-seventies, I believed that industrial arts classes were for students who were looking for an easy way to graduate because they disliked school.  In addition students in these programs were often perceived as lacking intelligence, ability, or motivation.  They didn’t have the “determination” to complete the required courses for university acceptance in the mind-set of many people. I’m reminded of a scene from the movie the Breakfast Club which I think best illustrates these attitudes. The character of Brian, a gifted high school student (nerd) gets in trouble after he brings a flare gun to school that goes off in his locker because he wasn’t coping well with his performance in shop class. Brian decided to take shop class to improve his grade point average.  As Brian stated he had eight weeks to make a lamp and was shocked and dismayed by his inability to make it work:  “…my light didn’t go on, I got an F on it.  I never got an F in my life.”  Brian states that he took shop class because he thought it was an easy class and he is struggling with failure because he is under pressure from his parents to perform well at school for scholarships. Therefore, failing anything at all isn’t acceptable; especially failing a shop class which he perceives is a class for simpletons. In one line he says:  “Have you seen some of the dopes that take shop?”  Another student, John Bender, (the “dope smoking criminal”) replies that he takes shop and could care less about subjects like Trigonometry.  Brian explains that without trigonometry there would be no engineering and then Bender replies:  “Without lamps, there’d be no light.”  Another student makes the final remark, “Okay so neither of you is any better than the other one…” This exchange in the script by director John Hughes of the Breakfast Club clearly represents the stigma and stereotypes of manual labor; which is why the majority of high school students were directed by educators to focus on academics.  As Crawford states, “Any high school principal who doesn’t claim as his goal one hundred percent college attendance is likely to be accused of harboring “low expectations” and run out of town by indignant parents.” (paragraph 1, page 32)

Living in a disposable society that throws away things (hopefully after proper sorting) rather than fixing them has caused many problems.   People today lack the knowledge to fix everyday things themselves.  If there is a problem with our cars or houses, most of us will call in someone to fix it.   My grandparents saved everything and rarely threw anything in the garbage.  They valued what they owned and would repair items rather than buy new.  So are we solely to blame for this phenomenon? Well one might argue that the old saying: “they don’t make things like they used too…” has some merit as manufacturers design goods to be more disposable and more difficult to repair.  Reading this book has made me question why our society, and as part of that, our education system, has de-valued the merits and benefits of manual labor occupations? How would my own professional choices, and the choices made by my son in planning for his career options, been different if the trades were not negatively stigmatized but were rather perceived as being  “acceptable” and “valued” career options?

“Given the intrinsic richness of manual work-cognitively, socially, and in its broader psychic appeal-the question becomes why it has suffered such a devaluation as a component of education.” (paragraph 2, page 27).   Shop classes throughout many school boards have been dismantled and students no longer have any choice to take shop.  However, three years ago, due to a shortage of trade laborers, the school where I work re-opened the shop wing.  The wing for years housed broken desks and out dated texts but now it is being fully utilized again. School boards are slowly realizing that there is a huge need in today’s society for skilled and manual laborers.  In many communities, such as here in Cape Breton, there is a shortage of skilled “trades” people and workers who’ve been snatched up by the wealth and demand of the “oil patch”. Today at Breton Education Centre, there is a waiting list to join the grade 10 Skilled Trades class.  I decided to talk to the teacher of this program to find out what the course was all about.  When I entered the class, all the students were wearing hard hats and work boots, and were completely enthralled in their work.   There were three hotel rooms that the students were building and I couldn’t believe my eyes because they built the rooms entirely by themselves.  My first thoughts were pondering just how smart these students really are followed by regret and wonderment as to why others are not given opportunities to explore classes such as these.  The shop teacher informed me that the class engages students in an investigation into the skills trade, the impact they have on society and the opportunities that exist for those who pursue a livelihood by working as skilled tradespersons.  The teacher explained that students are given the opportunity to experience the rewards that come from hands-on learning.  I was reminded of something Crawford said, “Perhaps most surprisingly, I often find manual work more engaging intellectually.” (paragraph 1, page 5)  The shop teacher explained that due to the huge shortage of skilled people and laborers, the program had been started again.  He also explained that this problem will get even more pronounced as large numbers of trade’s people are due to retire in the next decade.   

As educators it is time to make it is time to make students aware of the options that are available to them.  Current day curriculum must include both academic studies and manual trades.  The Nova Scotia Department of Education has decided to make changes and as they state “We’re literally tearing down walls to give the skilled trades a prominent place in the high school curriculum.”  However, such changes require more than words of commitment, they also require resources and as of today there are only 10 high schools that are equipped to offer the skilled trades program.  School boards need help in making these changes and perhaps following other models that work together with private industry to help off-set the cost of delivering meaningful and effective technical education is in order. In some European countries, companies work with schools in apprenticeship programs to help generate a skilled work force. In one Ontario board, traditional “academic” schools are combining their campuses and programs with “trade” oriented schools to offer diverse options and programs for their students; working in conjunction with, and receiving support from, private companies such as the Ford Motor Company.  It is clear that some places are ahead of others in attempting to change their programming for students to be more reflective of the requirements and needs for the private sector; I wonder what Mr. Karl Marx would say about this.  Given these realities, Matthew Crawford is right on the money by offering up the following advice: “Even if you do go to college, learn a trade in the summers.  You’re likely to be less damaged, and quite possibly better paid…” (paragraph 1, page 53) 

Thanks for Reading
Marilyn