Teaching identity

3 things I learned

1. Teaching is a passion! Obviously, but it made me think. You need the passion not just to teach the lecture you need the passion to be more! There is so many hats you put yourself into as a teacher! You need the passion to advocate for more for your students and to you students a better world.

2. Teaching is hard work. This is something I have been hearing a lot of, but the opposite. “Why did you become a teacher you are way smarter” I think this is a sterotype that we are handed out as if we are just there to watch the students and not teach them too!

3 Yerks discusses discourse and how she feels like a teacher when her shoes tap. For myself I feel like a teacher any time I advocate for something and anytime I exsplain my thoughts. I like using vivid examples to promote my learnings as interesting.

2 things I connected to

1. I know I have the passion because my roommate knows as much about the classes in university at I do. When I go home I practice what I learned by sharing my knowledge.

2. I connected with Yerks program! I have been saying this to so many people that the way she went to school will benefit her! I wish we could have that program here as well.

1 question I still have

teaching identity is important when are we going to be tested on our passion and skill is it only in our last year shouldn’t we get practice first?

My eyes are now open

My eyes are now open to our teaching family.

Who protect us and have set some crucial boundaries.

We are here to be proffesoional

and the knowledge that I gained

Is now stuck in my mind Replaying again

 

The Code of professional ethics taught me

we commit to not just learning but to community.

I learnt from the lecture our wage reality.

This class inspired my own masters degree.

The connections I have made have played in my mind

Yet the only connection I can make is the connection to time

Glad that I learned it now so at a time one day

I will be able to follow in a stronger kind of way.

a question that I leave with and wish to understand

Is how divide teaching from home life

and draw a line in the sand.

Mathematics in the Class

. At the beginning of the reading, Leroy Little Bear (2000) states that colonialism “tries to maintain a singular social order by means of force and law, suppressing the diversity of human worldviews. … Typically, this proposition creates oppression and discrimination” (p. 77). Think back on your experiences of the teaching and learning of mathematics — were there aspects of it that were oppressive and/or discriminating for you or other students?
2. After reading Poirier’s article: Teaching mathematics and the Inuit Community, identify at least three ways in which Inuit mathematics challenge Eurocentric ideas about the purposes mathematics and the way we learn it.

Thinking back, I remember how much I liked math but also remember if I didn’t show my work in the way we learnt how to complete it in class we would lose half the marks for the right answer. When the guest speaker talked about how you hold up your pointer and middle finger the student says two but you show them to other fingers and they question the answer. They both mean the same thing and asking that question to a student can really show how much they know about counting and give them the ability to question if two other fingers mean two. Students have the ability to achieve a lot if you give them the time. You do not need to instructionally teach them how to think about numbers because they can do the basics on their own.

“Counting: the systematic use of methods to compare and order sets of objects • Localization: the exploration of one’s spatial environment and the symbolization of that environment with the help of models, diagrams, drawings, words, or other means • Measuring: the use of objects or measuring tools to quantify dimensions • Design: the creation of forms for an object or for decorating an object • Games: the development of games and the more or less formal rules that the players must follow” These are four different ways that math is taught differently through other cultures. The first time I learned an indigenous method to do mathematics was in my second year of university.  We learned base 20 and other ways of writing numbers in different cultures. It is important as teachers we recognize math is not interpreted perfectly the same since other people have different methods towards learning it.

My Identity and my False Beliefs

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?

“I am a young white women, one, who was raised in a stereotypical white fenced lifestyle. I grew up in a small town, had blonde hair and blue eyes. I am a cisgender, heterosexual, middle class Canadian citizen. Some would call me normal, many would call me lucky, and I know I’m privileged.” (Hackl) This is a quote I used in another class to explain my upbringings that will influence my biases and assumptions I make in the classroom. I will never be able to understand going to school hungry and have that lived experience but I can do my best to help myself be aware of it. With me being aware of my own identity I can start to think about all the biases I will have going into a class and try my best to not be stereotypical and provide the most support I can. My single story is one many white Canadians would be able to identify with, its my turn to hear the real stories of people different than me.

A belief in my life that I continue to draw on is the idea that all Africans have aids, are poor, and are skinny with big tummies. I learnt this from TV commercials and thought that is what people in Africa looked like. I remember the first time I met someone who was chocolate colored I asked “So how did you get enough money to fly here and what did your hut look like.” It is crazy to think that my entire life I made a construct on a whole continent based on a commercial. For now on it is important for me too look into what I question and not be so naive to the world around me.

In order to unlearn the negative assumptions and biases we have formed, all we have to do it be patient. It will take a long time to get rid of these biases and assumptions fully. For now, it is important we can recognize them not only once their said or acted out, but, stop them when there already in our head. Many people will be bias without recognizing it. I noticed I was able to notice my biases more once I found my teaching Identity.

 

 

Teaching Treaty Ed

  1. What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, Inuit peoples? 2. What does it mean for your understanding of curriculum that “We are all treaty people”?

I am not really understanding the question, why should we teach Treaty Ed? The answer is simple, because we are on indigenous land. We made a treaty to support each other, it is a contract that was put in place to respect the people that were here first! We have been taught since we were kids “share your toys” and we were also taught “do not steal” but the history of the land we are on taught the opposite of these morals. When the European settlers arrived they had every intention to use the indigenous and because they felt they were more civilized it was easy to trick them. European settlers on no occasion had in mind that they would share instead they had in mind that they could takeover the indigenous culture and use the people for their own benefit. We forced the Indigenous people to become someone they were not, converting them knowing it would erase their culture. This was done through Residential Schools. This is extremely sad. We need to teach Treaty Ed because if you are a Canadian citizen you are a treaty person one who is supposed to abide and understand the laws that were made many years ago. We had a contract to be together not to be one culture. It is important to teach Treaty Ed because it’s our history, and if we don’t teach it the domino effect of tragedy will continue to pass through the indigenous families over and over again. Education through schools about Treaty Ed is important because parents can drive opposite points of views at home. When the students learn they will be able to argue facts in order to teach their parents the proof. We need to remember that it is crucial to address the assimilation that was done and the culture that was lost. We need to look at our broken promises and promise to never break them again.

Week 10 – March 21

Week 10 – March 21
Lecture: Curriculum as literacy (Katia)

Please read Chapter 7 (Examples from English Literature) from Kumashiro’s Against Common Sense. You can access the book at this link (You’ll need to sign in with your uregina username and password) and then read pages 61-68. As you read, pay attention to what Kumashiro says about the way our lenses shape the way we read the world, and consider what lenses you might have.

Reading response (due before seminar):

You may begin your blog prompt before lecture, but you’ll need to answer part B after lecture.

Respond to the following:
A. How has your upbringing/schooling shaped how you you “read the world?” What biases and lenses do you bring to the classroom? How might we unlearn / work against these biases?
B. Which “single stories” were present in your own schooling? Whose truth mattered?

Made for a Different time

3 Things I have learned:

  1. Teachers may influence structures of inequality. As teachers we need to keep our own personal beliefs at the door. We must continue to represent many different outlooks so we can be more diverse in any topic or taboo discussion that may need to be addressed in the classroom. We need to remember that all of our words and actions are remembered by our students. We are supposed to be positive role models so we can be clear examples and show the students that you may walk different paths of life.
  2. Schools possess the power that makes or breaks an individual to find or lose success in their life. School is like a “ladder” a process in which you need to climb to the top with each grade being its own step. However the higher you climb the different the view becomes. A view that is created by the ones who created the ladder themselves “the government”. Once they get you to the step you need you are left their not knowing to keep climbing or start stepping down. As teachers we need to provide information to our students that will make them want to be at school and find ways in which they can be open to any new learning they may face so they are never stranded.
  3. Wealthy schools in the United States pull out higher academic students then those in less wealthy schools. NO COMMENT!

 

2 Things I connected with

  1. “Those with power are frequently least aware of—or least willing to acknowledge—its existence” a quote from Lisa Delpit’s article on Power and Pedagogy. Is this not true, at least for me it is. I still do not fully recognize my privileged of being a White Cisgendered individual in Canada and I hope one day I can be more aware of it so I can be a more understanding and diverse citizen who recognizes my own privileged so then I can hopefully see the loss of privileged in other individuals.
  2. I found it sad to know that poorer schools who probably have bright students are impacted so much by money. This is why parents should be able to choose any school for their child and if the government wants to write the curriculum then why can’t more money go towards bettering our future adults.

 

1 Question I still have

  1. Will students ever have a bigger say in their own education?
    Or will only old people who wont be around in 40 years continue to write the lives our children will have in 40 years when they are gone.

Ed History in Saskatchewan

3 things I have learned:

  1. It is interesting that First Nations peoples believed that children were a loan from their creator instead of their own. This is very similar to how many Christians feel about being children of god it is interesting that their beliefs sound very similar to my own.
  2. Residential schools were around for more than 80 years since they started in 1923. I had known that they were stopped not that long ago but ran for 80 plus years, what a disgusting history!
  3. I never realized that they used to use older students at higher standard levels as teachers. This would be interesting to see how that would ever work today since we would probably suffer. How can a student prepare those for the next grade when they haven’t completed the whole process themselves wouldn’t this cause a negative domino effect. This is interesting that it even worked!

2 Things I connected with

  1. The Factory model is always something I was worried about when I decided I wanted to be a teacher. I always remembered how my schooling in Saskatchewan was and thought of the many barriers it set around me. It created many negative walls that I have had to take down. I want my students to be able to voice their own concerns and grow from what interests them. I do want my students to think outside the box and hope it is possible to be open when following the curriculum.
  2.  I wish this was not true but over 250 million people do not know how to read and write and as a teacher I believe their is many ways in which we can help! We can recycle our books when sending care packages to poorer communities. I also must keep in mind that reading and writing might not be resourceful in their cultures way of life and understanding. They may practice oral ways of learning.

 

1 question I still have

  1. We are still lacking in our educational system, and how can I as a teacher provide ways around it.

 

With Power comes Privileged and Without Power comes the Sad Truth.

3 Things that are new to me:

  1. In the article Nourishing The Learning spirit, it said “Scientists have just begun to recognize the potential of Indigenous knowledge. This was appauling! We want to know more about the world, YET, we do not even look into the cultures that go back thousands of years. It is sad we did not start recognizing their stories and looking into this knowledge sooner. With the loss of language already in the many indigenous cultures throughout the world the sooner we start listening the better!
  2. Reconceptualists is a new word for me, a movement I have never been aware of. It is about challenging European and westernized views and supporting diversity in its fullness. I appreciate how it attends to the marginalized community  and reveals the privileges that come with power. With this reveling process maybe our students will be more critical in the traditions they want to take part in.
  3. The idea of the “good student/child”  was definitely one of the common sense ideas that I was not aware of. For myself I always thought a good student was a student who was not late, finished assignments, completed assignments well, got good marks and was willing to learn. Yet there is no such thing as a good student. How can we compare one child to the idea of a “normal child” without a complete definition of normal how can a student be exceptional. My thoughts on a good student have changed from having “good” qualities to how well a student can improve!

2 Things I have connected with

  1. Early childhood educators have been researching children’s awareness of gender racism and power. This is even true for students who attend University of Regina! The university gives all students the opportunity to push down the wall we had built up against these topics. Many of us believed until now we were not racist, sexist or privileged unless we expressed it out loud. We forgot about our thoughts, actions and choices we made and continue to make that negatively impact our identity as a diverse individual. Is this a trait that comes from learned behavior or it one that comes naturally? It is hard to study this since children around the globe younger and younger are being influenced by power how can we study it as a nature vs nurture topic when there is so many opportunities power can negatively impact our young.
  2. The mission to teach indigenous culture to all people and not just those who are indigenous is the most important thing we can do as teachers. I connected this to my ECS 210 class where we talked about how it is easy for teachers to think they can skip over the topic when there is no indigenous people in the room. It is crucial we teach all students because it is the natural culture in this country, by teaching it more people will be understanding and take initiative to see the importance in it.

1 Question I still have

  1.     Our students will probably still be going home to parents with a different outlook on treaty ed, power and indigenous culture, how can we prepare our students to challenge their parents possible negative outlooks.