Sunday, June 20, 2010



In Making Room for One Another, Gerri August discusses dialogical teaching practices. These practices encourage teachers to teach diverse topics to help students learn about differences. Dynamic dialogicality are spontaneous, in the moment teaching practices. Designed dialogicality are calculated or designed lessons that focus on diversity. As educators we need to make children feel comfortable to learn how to accept the differences of all people. How can schools create safe learning environments where children learn to accept and respect all differences? How should an educator go about raising the topic of differences among families in their classroom?

Wednesday, June 16, 2010


Extended Comments
In the article, Rodriguez tells his story of the struggles of being a bilingual student. Having attended a private school he was forced to learn the public language-English, in order to be successful. His once very close family grew farther and farther apart as they no longer spoke their private language-Spanish at home anymore by the request of the nuns that ran his school. Their language was not accepted and the family closeness was ruined due to the lack of communication among the family members.
Kelly provides two very nice links on her blog, one which gives statistics and myths about ELL students and one that has some good resources such as quizzes and puzzles that can be used with ELL students.

Sunday, June 13, 2010



The Gay, Lesbian, and Straight Education Network's mission is for all students to be valued and respected and to feel safe in schools regardless of sexual orientation or gender identity/expression. The GLSEN website provideds tools and tips for educators to use in thier classrooms and schools. Some available resources on the site include lesson plans, curricular tools, information on training programs, and booklinks.
This website provides information of the effects of "Damaging Language" being used in schools. The site stated that LGBT students are more likely than others to feel unsafe, miss school, receive lower grades, and not attend college because of the verbal and physical harassments they encounter in school. "The 2007 National School Climate Survey revealed that 86.2% of LGBT students experienced harasssment at school, 60.8% felt unsafe at school because of their sexual orientation, and 32.7% skipped a day of school in the past month because of feeling unsafe." This site also has stories and videos shared from people who are reminding others to "ThinkB4YouSpeak" One story I found interesting was from a teacher who had students that always said "that's so gay" in class, this teacher asked them if they would ever say "that's so Hispanic" or "that's so black." These students who had friends of different races tried saying it was different but eventually stopped using the phrase "that's so gay" in class because they felt uncomfortable to be questioned like that.
This website provides tip sheets for educators and school staff on:
How to intervene
Providing support to children who are bullied
Steps to address bullying at your school
Documenting bullying at your school

Tuesday, June 8, 2010


In "Literacy with an Attitude" Finn discusses how their are low literacy levels in schools because different educational opportunities are available to different students depending on social class. He explains the two types of of education; empowering and domesticating. Empowering education "leads to powerful literacy, the kind of literacy that leads to positions of power and authority." Domesticating education "leads to functional literacy, literacy that makes a person productive and dependable, but not troublesome." Children recieve these different kinds of education based on their social class.
This is similar to Kozol's article "Still Separate, Still Unequal" Kozol states how schools are still unequal based on diversities. Schools cannot provide the resources necessary for students to succeed that attend schools with high percentages of blacks and Hispanics. These studednts are not provided with the same services as students that attend predominately white schools.

PBS-People Like Us

Visiting the PBS-People Like Us website really made me realize how the choices we make in our every day lives are judged by others about what social class they determine we belong to. I don't like the fact that I am judged and labeled by the choices I make.
I found the stories and games interesting. The stories showed how social class affected the relationships between the families. I couldn't imagine not speaking to my parents or my brother again because of choices we have made in our lives. The games were also interesting. In the Chintz and Shag game I was placed into different social classes based on the choices I made for decorating a room. Some of the choices I was given I would have never chosen so I was forced to pick something to complete the game and to be told what social class I belong to based on my choices bothers me. I also entered my zip code in You Are Where You Live but I don't agree with what they say my community mainly consisits of. I would like to know where they get this information from. It described the kind of people that supposedly live in my community, what thier incomes are, and even where they like to shop.

Sunday, June 6, 2010


In "Still Separate, Still Unequal: America's Educational Apartheid" Jonathan Kozol argues that today's schools are still segregated. Throughout the article Kozol gives examples of the various schools he has visited that consider themselves diverse but fewer than three percent of those schools' populations are white. The schools with the high percentages of black and Hispanic children cannot provide the resources necessary for thier students to recieve a quality education. Several of these schools are in need of repairs, they spend thousands of dollars less per student than schools in predominatley white suburbs, and thier teachers are underpaid. It is such a disservice to the children of these schools to be deprived of such services but at the same time are expected to perform well on state tests. As Kozol states; "There is something deeply hypocritical about a society that holds an eight-year-old inner-city child "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave thier own kids six or seven years earlier."

Tuesday, June 1, 2010

Lisa Delpit "Other People's Children"


1. "They just don't listen well. No, they listen, but they don't hear-" A black woman teacher says this about her white fellow teachers. She explains how her voice is not being heard by them, they listen to what she says but will do what they want anyway. She is forced to shut them out as not to lose her temper with them.
2."The teacher cannot be the only expert in the classroom. To deny students their own expert knowledge is to disempower them." Students should be given opportunities to share thier own experiences. The classroom should be a collaborative learning environment for teachers and students.
3"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them." Teachers need to empower students to work to their highest potential without the pressures of standards and test scores .