Dear friends,

We had our first annual "Teach-In" conference today at Teachers College, Columbia University. The theme for this year was "Nurturing Activism." It was our program's hope that we connect current teachers with fellow alumni of our program to create a broad network of activist teachers.

There were many great sessions including one that discussed how to create a thought-provoking and critical curriculum that culminated into a puppet show at the end of the year for students.

Mary Cowhey--author of Black Ants and Buddhists, a community activist for 14 years and a teacher for 12 years--gave opening remarks at the conference. I loved her book which talked about integrating activism, creativity, and responsibility into one's teaching.

In her talk, she stressed that teachers should focus on the three Rs:

Rigor
Relevance
Relationships

Teachers, when teaching lessons, should always think about whether this is rigorous? Is it putting high expectations on the student? Is it relevant to what they are doing in the classroom? Relevant to the education standards set forth by the state? Relevant to the diverse backgrounds and cultures of your students? And finally, is the lesson fostering relationships? Is it fostering a community besides just your classroom?

I thought her talk was excellent. Below is a picture of me with Ms. Cowhey.

Dear friends,

From the New York Times:

Videos:
http://www.nytimes.com/interactive/2010/03/07/magazine/20100307-teacher-videos.html#/joy

and

the Story:

http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html

Dear friends,

I really love this website. It keeps me updated on new literature I can introduce into the classroom.

Social Justice Literature for the Classroom
http://2009bookclubblog.blogspot.com/

Dear friends,

Over the past few weeks, I've been reading articles on gang violence, watching videos on people with disabilities, and discussing misunderstandings that can happen in the classroom when students encounter difference and do not know how to respond to it. In trying to figure out how to respond to my students' questions about difference, I began thinking about what the teachers role in responding to difference is and what it means to have inclusive education.

The United States is like a salad bowl; everyone brings a unique flavor and taste without losing itself (or assimilating) to the greater whole. We are a nation that speaks English, Spanish, German, Greek, Chinese, Italian, Korean, Navajo, and many many other languages. With so many languages and cultures mingling and interacting, students will definitely notice differences and similarities in the classroom. Whether it be the type of food friends bring in at lunch (rice, chicken nuggets, pita & hummus, etc.) or the way friends dress, students are acutely aware of difference and similarity. In fact, we as educators teach them how to observe, describe, record, sort, and organize at the most foundational level of education, elementary school.

We teach them how to recognize patterns while also helping them communicate what they see. These skills can be applied in nearly every subject, from math to science to social studies.  What is crucial at this point in development is how they react and respond to comments and questions about difference.

"Why does Johnny have black, curly hair?"

"Why doesn't Stella celebrate Christmas?"

"Can boys wear purple?"

"Why does she need a translator?"

"Is she hurt because she's using a wheelchair?"

These questions can bring up questions about heritage, culture, religion, gender norms, disability, learning English as a second language, and many more connected subjects. I think it's very important that teachers do not silence questions about difference or turn a blind-eye when students are being teased for being different. The classroom must be a safe learning environment because learning only happens when you know you will not be mocked or scorned for your opinions. The teacher sets the tone for what students will soon recognize is intolerable or tolerable behavior and it is the teacher's responsibility to create a safe environment.

As students forming their values and judgments about the world around them, it's important they have a place to explore their ideas and questions without feeling silenced, marginalized, oppressed, or alienated. The classroom I hope to create is one of respect and care. It will be inclusive of all students and their voices will be heard. Every student is important and teachers should value them for who they are and respect them, their background, and their culture.

Teachers must find a way to promote open dialog to help students understand difference and not fear it. The best way to get rid of confusion, misunderstanding, and mistreatment, is talking about it openly in a way that respects differences and supports understanding of other people's perspectives. It seems simple enough, but it is difficult even for many adults to engage in respectful dialog when so much difference exists.

As a teacher, I help my students be informed, critical, and caring citizens of the world. The first step in actualizing this goal is beginning with the way they communicate and listen respectfully. A small step, but one of the most important steps to get right in education.

Dear friends,

I am currently reading Understanding Disability: Inclusion, Access, Diversity, and Civil RIghts by Paul T. Jaeger and Cynthia Ann Bowman.

I'm really enjoying it so far and I highly suggest it for anyone who wants to understand more about the idea, concept, and construction of disability.

Dear friends,

You can watch this documentary online for free until December 13, 2009:

The Principal Story
http://www.pbs.org/pov/principalstory/watch_the_film.php

Enjoy!

Dear friends,

In deciding to go into the field of education, I've received both criticism and praise from people I respect and from people whom I wish had more respect for others. For those who value the teaching profession and see its worth in creating more socially conscious minds, I hope you read this blog and see yourself nodding your head. For those of you who believe that teaching is easy and that only "those who could not do it, teach," I hope this blog gives you a fresh, new perspective on teaching.

Whoever said teaching at the elementary school level, or any level for that matter, is easy, has obviously never had any experience teaching 25 kids coming from diverse cultural and ethnic backgrounds with different skill levels and social backgrounds. Teaching is not easy; it's exhausting, you get sick all the time because your students don't know how to cover their mouth (or in Kindergarten, don't know how to keep their hands out of their mouth); you're in an underpaid profession; you spend time at home lesson-planning; you struggle to discipline the students who have no discipline at home; and above all, you do not want one single kid to drop-out or get discouraged about their abilities.

I entered a profession that is one of the most challenging and underpaid. So, some of you have asked why? Why didn't you become a lawyer, a doctor, or even a professor where you can earn more money? My answer to you is this:

For me, going into the teaching profession is not a matter of money. It is a matter of will. I've decided to devote myself to my students because I love what I do, am proud of what I do, and cannot be happier knowing I am shaping the way young individuals see themselves, others, and the world. I want to be a teacher. Did I always know I wanted to become a teacher? No. Like other college graduates, I didn't know what I wanted to do for the next five years. For people who have lots of interests in many different fields, how do you meld your interests together with your skills?

It's about knowing yourself or "Know Thyself" as the Greeks would say. Know what your interests are and know how to prioritize how you want to impact the world; know your values; know what makes you feel so motivated you could work for hours on end without thinking it is a struggle with other parts of your life; know that you must do what will make you happy.

Teaching is never easy because one individual is never simple. We are complex individuals, even more so as children, because we are trying to figure out the world, why things are the way they are, and what we are capable of. Teachers must believe in the potential of their students. The moment a teacher gives up on a student, is a moment when they stop believing in their own ability to help the child. Students have the potential to grow and learn. Teachers must step up to the challenge and think creatively and powerfully to how they can affect and reach that unique student.

I am a teacher because I know I will step up to the challenge.