Critical Topic # 4
Understanding Your Student as well as
Incorporating Student’s Awareness into the Curriculum
By Kathleen Hagerty
As an educator, it is important to recognize that there are many different factors involved in being an effective facilitator of learning. Various elements involve being an educator that works with instructing in the multicultural setting. It is important as an educator to fully understand all students and where they come from. As a student, a child is able to identify the difference between the different ethnicities within their class. Gollnick and Chinn (2009) stated that between the ages of 4 and 5, a significant number of children are able to make ethnic identifications (p. 343). This is important to notice as an educator because that means that children are able to recognize that children are different within the classroom. It is important to be able to relate to their student’s self identification as well as their ethnical awareness.
As a child grows within the classroom, an educator sees how the ethical awareness could either develop into a positive awareness or into a negative influence of prejudice within the classroom. Gollnick and Chinn (2009) discussed how prejudice begins at a younger age than many assume. “Some children of color demonstrate an early preference for whites, and some white children indicate a preference for their minority group peers” (Aboud, 1988). These cultural preferences are not developed by the children individual or introduced by themselves. Unfortunately, the idea of race differentiation occurs through the ideas and concepts affiliated with their parents and adults around them.
Even though it is assumed that children do not develop the prejudice on their own it is not just parent’s statements that influence their choice and decisions on whether or not a child will become prejudice towards other races or groups or have a desire to learn towards a certain ethnic group. Besides being influenced by parents, Gollnick and Chinn (2009) stated that one proposed theory of prejudice in children is the social reflection theory (p. 343). This social reflection theory relates to how children are influenced by society. Another theory that is mentioned by Gollnick and Chinn (2009) is that children are influenced heavily by the media as well. The media encourages stereotyping as well as incorporating displaying prejudice viewpoints to openly see via television, newspapers, and the news. Gollnick and Chinn (2009) showed how both of the influences of parents and the media encourage students to have negative viewpoints of different ethnical groups (p. 344).
Through understanding both of these influences of children in regards to children, an educator needs to make a connection with children in regards to educating them on prejudice. It is important that an educator begins this instruction within the early childhood setting. This is important because at this time in a child’s life an educator will be able to focus on encouraging students to work on being less prejudice. “Because prejudice appears to be somewhat prevalent among young children (ages 4 to 7) and because children are cognitively capable of becoming less prejudiced, it would appear to be very appropriate to develop activities that have been shown to reduce prejudice during the early years of elementary school” (Gollnick and Chinn, 2009, p. 345). An educator developing different activities and instruction relating to the prejudices will encourage an adequate understanding between educator and student in regards to understanding their views and opinions of others within the world. It will allow the student to make connections and identify the prejudices in the world before it has developed into a negative aspect and view within the classroom setting and society.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Wednesday, October 14, 2009
Wednesday, September 30, 2009
Critical Project #3
My Multicultural Background
Culture is a socially transmitted ways of thinking, believing, feeling, and acting within a group. These patterns are transmitted from one generation to the next
(Gollnick and Chinn, 2009, 405).
Many people come from different areas and backgrounds. This is important to be aware of as an educator because an educator needs to be aware of where their students are coming from as well as fully understanding their culture. As an educator, I also wish to recall the information about myself and my heritage to my peers. My name is Kathleen Ann Hagerty. I was born and raised within the United States in Warwick, Rhode Island. My family comes from three different areas within the world. My father’s side is from Ireland and Germany; while, my mother’s side is from Italy. Unfortunately, my father’s side is pretty much a mystery to me. I have never heard anything about the history of his family except for being aware of his family coming from Ireland and Germany. I know the last names and know that they arrived on Ellis Island in New York but I do not know the full story of where they lived and where they were originally located within the United States.
My mother’s side is a different story. I can trace back the information all the way to my great grandmother. Her name was Anna Caduto and I had the honor of growing up with her being actively involved in my life. She came from Italy to Ellis Island in New York in 1912. The reason why was because of her sister. Initially, her sister was supposed to come to the United States for a prearranged marriage. Before her sister was supposed to leave Italy, she found love. Therefore, my great-grandmother was sent to Ellis Island in the United States. In the United States, she met my great-grandfather and resided in Providence, Rhode Island. The other side of my Italian heritage was briefly described to me a few times while I was growing up. My great-grandmother was apparently was adopted into Swiss Italian Royalty. My grandmother grew up as a farm girl in Pennsylvania. Eventually, my grandfather and grandmother met in Rhode Island and fell in love. Besides this information, nothing further was discussed about my relatives in detail.
It is interesting that as an educator I am not fully aware of my multicultural background. It seems that as time goes by and generations cease the stories and discussions about families become less and less. Students become less aware of the multicultural history around the world and within their own families. Over time stories are not shared or too many generation pass and the stories are lost and forgotten. It is unfortunate that many individuals know what their background is but not where it is originates or comes from.
Through doing this posting on my own multicultural background, I realize how important it is for an individual to be aware of their heritage and where they come from. Within the material we have read in the book by Gollnick and Chinn, it focuses on the element of culture within the classroom. Culture is an important element that is a major part of a person. Culture is so much a part of us that we do not realize that not everyone shares our way of thinking and behaving (Gollnick and Chin, 2009, 13). This quote shows that culture may not be something that is first focused or noticed in within a classroom but it is there. It is an important part of a student’s education and also leads to a deeper understanding and relationship between the teacher and student as well as peer to peer.
Lastly, it is important to see how culture can impact an educators planning as well as implementing different lessons based around the student and their culture. This understanding leads to multicultural education within the classroom. It is important for the students in the classroom because they feel like they belong and are able to bring their culture within the classroom. In conclusion, the teacher and students can understand different cultures and where their families originated from throughout the world.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Culture is a socially transmitted ways of thinking, believing, feeling, and acting within a group. These patterns are transmitted from one generation to the next
(Gollnick and Chinn, 2009, 405).
Many people come from different areas and backgrounds. This is important to be aware of as an educator because an educator needs to be aware of where their students are coming from as well as fully understanding their culture. As an educator, I also wish to recall the information about myself and my heritage to my peers. My name is Kathleen Ann Hagerty. I was born and raised within the United States in Warwick, Rhode Island. My family comes from three different areas within the world. My father’s side is from Ireland and Germany; while, my mother’s side is from Italy. Unfortunately, my father’s side is pretty much a mystery to me. I have never heard anything about the history of his family except for being aware of his family coming from Ireland and Germany. I know the last names and know that they arrived on Ellis Island in New York but I do not know the full story of where they lived and where they were originally located within the United States.
My mother’s side is a different story. I can trace back the information all the way to my great grandmother. Her name was Anna Caduto and I had the honor of growing up with her being actively involved in my life. She came from Italy to Ellis Island in New York in 1912. The reason why was because of her sister. Initially, her sister was supposed to come to the United States for a prearranged marriage. Before her sister was supposed to leave Italy, she found love. Therefore, my great-grandmother was sent to Ellis Island in the United States. In the United States, she met my great-grandfather and resided in Providence, Rhode Island. The other side of my Italian heritage was briefly described to me a few times while I was growing up. My great-grandmother was apparently was adopted into Swiss Italian Royalty. My grandmother grew up as a farm girl in Pennsylvania. Eventually, my grandfather and grandmother met in Rhode Island and fell in love. Besides this information, nothing further was discussed about my relatives in detail.
It is interesting that as an educator I am not fully aware of my multicultural background. It seems that as time goes by and generations cease the stories and discussions about families become less and less. Students become less aware of the multicultural history around the world and within their own families. Over time stories are not shared or too many generation pass and the stories are lost and forgotten. It is unfortunate that many individuals know what their background is but not where it is originates or comes from.
Through doing this posting on my own multicultural background, I realize how important it is for an individual to be aware of their heritage and where they come from. Within the material we have read in the book by Gollnick and Chinn, it focuses on the element of culture within the classroom. Culture is an important element that is a major part of a person. Culture is so much a part of us that we do not realize that not everyone shares our way of thinking and behaving (Gollnick and Chin, 2009, 13). This quote shows that culture may not be something that is first focused or noticed in within a classroom but it is there. It is an important part of a student’s education and also leads to a deeper understanding and relationship between the teacher and student as well as peer to peer.
Lastly, it is important to see how culture can impact an educators planning as well as implementing different lessons based around the student and their culture. This understanding leads to multicultural education within the classroom. It is important for the students in the classroom because they feel like they belong and are able to bring their culture within the classroom. In conclusion, the teacher and students can understand different cultures and where their families originated from throughout the world.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Tuesday, September 22, 2009
Critical Project #2
Equal Curriculum and Funding: A discussion on Issues
By Kathleen Hagerty
Two factors that were seen as extremely important for teaching and learning were teaching an equal curriculum as well providing funding for the schooling. The curriculum should reflect accurately the class structure and inequities that exist in the United States (Gollnick & Chinn, 2009, 114). This importance of reflecting on integrating the curriculum to incorporate the lack of funding within the United States effectively and fully is through understanding society. As an educator within the United States, one must be aware of every individual student that comes within your classroom. An educator needs to be aware of the student’s background, their socioeconomic status, and their values. Gollnick and Chinn (2009) discussed how the textbooks and curriculum focus primarily on one socioeconomic group status “Curriculum and textbooks usually focus on the values and experiences of a middle-class society” (p. 114). This statement displays how much an educator needs to work in order to incorporate all students effectively into the curriculum. For example within a social studies curriculum, it is important for an educator to incorporate not only the heroes and important information pertaining within the United States as well as around the world. It is important as an educator to be aware of the education that is taught within the classroom excels into the real world for many students varying on their socioeconomic status. Gollnick and Chinn (2009) discussed the importance education has on students in the classroom relating to the real world by discussing how students who are within the lower socioeconomic status heavily embrace what they learn within the classroom and take the lessons as experiences. Providing adequate funding within the schools and education can lead to a more accessible way for an educator to attempt to incorporate and accommodate all of their students’ equally in the classroom. Unfortunately, funding is not easy to come by and is also difficult for many schools to have. Currently within private schools funding is limited as well as within public schools at this time. Due to the economy, many schools are struggling not only with funding for their school and supplies but maintaining their staff. In January 2009, the Board of Education once more brought up the idea of “freezes”. The term “freeze” involves hiring new educators within the schools, a full interview process for substitutes, and salaries maintaining but not increasing. It was interesting that a Superintendent was mentioned in the brief stating the cut would consist of almost 4 million dollars (Board of Education, 2009, Briefs from January 27, 2009, Website: http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.) How can an educator plan effective lessons with limited funding in their schools? Also, how can a school with little funding incorporate technology and multicultural education within the curriculum?
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Board of Education, Briefs from January 27, 2009, 2009. Retrieved: October 12, 2009. http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.
By Kathleen Hagerty
Two factors that were seen as extremely important for teaching and learning were teaching an equal curriculum as well providing funding for the schooling. The curriculum should reflect accurately the class structure and inequities that exist in the United States (Gollnick & Chinn, 2009, 114). This importance of reflecting on integrating the curriculum to incorporate the lack of funding within the United States effectively and fully is through understanding society. As an educator within the United States, one must be aware of every individual student that comes within your classroom. An educator needs to be aware of the student’s background, their socioeconomic status, and their values. Gollnick and Chinn (2009) discussed how the textbooks and curriculum focus primarily on one socioeconomic group status “Curriculum and textbooks usually focus on the values and experiences of a middle-class society” (p. 114). This statement displays how much an educator needs to work in order to incorporate all students effectively into the curriculum. For example within a social studies curriculum, it is important for an educator to incorporate not only the heroes and important information pertaining within the United States as well as around the world. It is important as an educator to be aware of the education that is taught within the classroom excels into the real world for many students varying on their socioeconomic status. Gollnick and Chinn (2009) discussed the importance education has on students in the classroom relating to the real world by discussing how students who are within the lower socioeconomic status heavily embrace what they learn within the classroom and take the lessons as experiences. Providing adequate funding within the schools and education can lead to a more accessible way for an educator to attempt to incorporate and accommodate all of their students’ equally in the classroom. Unfortunately, funding is not easy to come by and is also difficult for many schools to have. Currently within private schools funding is limited as well as within public schools at this time. Due to the economy, many schools are struggling not only with funding for their school and supplies but maintaining their staff. In January 2009, the Board of Education once more brought up the idea of “freezes”. The term “freeze” involves hiring new educators within the schools, a full interview process for substitutes, and salaries maintaining but not increasing. It was interesting that a Superintendent was mentioned in the brief stating the cut would consist of almost 4 million dollars (Board of Education, 2009, Briefs from January 27, 2009, Website: http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.) How can an educator plan effective lessons with limited funding in their schools? Also, how can a school with little funding incorporate technology and multicultural education within the curriculum?
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Board of Education, Briefs from January 27, 2009, 2009. Retrieved: October 12, 2009. http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.
Monday, September 14, 2009
Critical Project #1
An interesting topic that was within the readings this week was the term pluralist education. This term is something that was discussed in the article: Melting Pot or Mosaic? It focuses on the new view of incorporating multicultural education in the classroom. The original view was termed as being a single American culture but has now changed into cultural pluralism. The article continues into defining what cultural pluralism as well as assimilationism. Cultural Pluralism is known as ethic groups will remain intact and that their idiosyncratic way of knowing and acting will be respected and continued. Assimilationism, on the other hand, accepts the importance of understanding multiple beliefs, but has its primary goal the amalgamation of all groups into the American mainstream (Janzen, 1994). The article continues to talk about how these two terms are within contention. The reason for contention is whether or not students and families from other countries should be fully allowed to continue their traditions and cultures or incorporating them fully into the society within the United States. This contention leads to educators having difficulty in teaching lessons as well as planning activities within the classroom. How can an educator attempt to successful incorporate both views in the classroom? Also, how does an educator have a strong viewpoint over cultural pluralism or assimilationism but not allow it to hinder their classroom?
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