Meta-reflection: Standard 12: Professional Citizenship

Promoting equity and cultural pluralism will help children of minority groups to navigate from one culture to another while discovering the importance of diversity in the process of learning. The following document provides a glimpse at the educational history of our Native American populations of the U.S. The following document is an artifact that satisfies standard 12: Professional citizenship: Willingly engages in dialogue that transcends the individual classroom, taking informed, coherent positions on important matters of educational policy and practice.

Native Americans in Educational History

I also find the following document to be essential to standard 12: Professional citizenship as creating a dialogue surrounding our current grading practices of exceptional learners is an area in need of improvement.

Exceptional Learners and the Grading System Powerpoint Presentation

Below is a direct link to all artifacts that I feel have implications regarding professional citizenship.

https://oswook.wordpress.com/category/standard-12-professional-citizenship/

Ethics and Morals Course Reflection

Reflection

I am not the sole creator of my values; in-fact I play a small part in their development.  My values were, for the most part, chosen for me. My values were chosen by my parents in that they nurtured my character. They were chosen by my community as the community nurtured my parents. My values were chosen by my country as it provides the framework for my community’s culture. My values were chosen by my environment, my experiences, and how others as well as myself deal with those experiences.  My education and where I received that education, my husband, my friends -the only place where I have added a personal touch to my values and beliefs are in how I perceive things and how I have melded all these components of family, community, culture and environment into my continuously morphing personage. “We are not born with them [virtues], nor do we acquire them by any natural process that does not involve our own activity and perhaps more important, the activity of parents and other elders” (Aristotle).

How does this affect my teaching practices? If I believe that values are created within each person through the influences of others than I can make a difference in the growth of my students’ characters. This is true for me as well. If I believe that character continues to be shaped throughout one’s lifetime then I have the opportunity to learn alongside my students. This provides opportunities to model problem solving and to work through problems together, in the moment, or to reflect upon situations in order to wade through the pros and cons of various solutions. Everyone in a classroom should be an educator and a student when it comes to anything known or to be known in regards to morality or of any subject or discipline. “But to study with a teacher who not only speaks but listens, who not only gives answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn…” (1993).

I must be explicit, cautious, and open when teaching or choosing a read aloud about responsibility, respect or compassion. I must also consider the larger community in which my students belong. “It reminds me that the questions I ask my students must take into account the larger community of truth in which they live their lives…” We do not want to create in our students “…a kind of schizophrenia in which knowing runs on one track, living on another, and never do the two tracks meet” (1993).

Yes, I have influence, but I must also take into account their ever-changing environment and self. I must create a gradual release of responsibility within my character teachings to provide a “…gradual and respectful acknowledgement of their increasing responsibility for their decisions…” (1999). My role is to guide students to become actively engaged democratic citizens. They need to be able to problem solve and be knowledgeable decision makers. It is my responsibility to show as many sides of a situation and provide my students with the tools to make educated decisions. “The task of the modern educator is not to cut down jungles but to irrigate deserts. The right defense against false sentiments is to inculcate just sentiments. By starving the sensibility of our pupils we only make them easier prey to the propagandist when he comes. For famished nature will be avenged and a hard heart is not infallible protection against a soft head” (1974).

References

Lewis, C.S. 1974. The abolition of man. NY: HarperCollins Publishers.

Palmer, P. J. 1993. To know as we are known: Education as a spiritual journey. NY: HarperCollins Publishers.

Scales, P.C., Leffert, N. 1999. Developmental assets: A synthesis of the scientific research on adolescent     development. MN: Search Institute.

Grading Exceptional Learners

Grading…a challenge for every teacher. An extra challenge -grading children with an IEP; different learning goals than the general education student. What can we do to grade appropriately? Well, this PowerPoint will answer some questions and give some good ideas. It is important, however, to remember that grading processes are often to measure a child’s progress in comparison to the norm. Including an additional progress report with a quarterly report card, that highlights their progress in correspondence with their IEP, would be beneficial to all parties involved in the child’s education.    Exceptional learners and the Grading System Powerpoint Presentation

Ethical Dilemma: Public or private record keeping in regards to misbehavior

In my classroom I promote consistent positive feedback with a ratio of three positives to every negative. For the purpose of this paper I will be focusing on what I should do when consequences are necessary in order to redirect behavior.

I have tried two different management techniques since I began teaching at —- Elementary. A card-flipping method, which visually reminded the students of what consequences they had received as well as giving them heightened awareness of their behaviors as they were held accountable to flip their card whenever they were reminded to stop a certain behavior.

The second method that I am currently using is a more private technique. I keep track of individual  behavior reminders and tell students privately what consequences they must serve. I created a matrix where I record interruptions and any other disruptive or disrespectful behaviors. In the following sections I will dive deeper into my inquiry about the ethical controversies and dilemmas that I face when considering various techniques to hold students accountable for misbehavior.

Ethical Dilemma

Is culturally relevant professional development necessary for teachers to be the most effective educators for Native American students?

In the following document you will see my research proposal for enhancing Native students’ educational experience through professional development for teachers of Native students.

Native American students have consistently scored lower than their European American peers on the WASL in the areas of reading and math. Teachers that receive professional development centered  around the needs of Native American populations will have a positive impact on the academic success of Native American students as well as provide a more diverse education for non-Native students.

NA research proposal

Maximizing Motivation

Motivation is the key to effectively educating children. There are three main aspects to maximizing a child’s motivation to read: choice, collaboration, and competence (Gaskins, 1998). “One reason that motivation and engagement may influence the development of reading comprehension is that motivated students usually want to understand text content fully and therefore, process information deeply” (Guthrie, et. al., 2004). Read more in the following document: Maximizing Motivation

Language Development and Linguistic Diversity

Two of my colleagues and I created this power point presentation to better understand and aid our fellow educators’ understandings in how children learn language, to investigate the positive and negative impacts of second-language learning and to better serve students with language disorders. Language Development and Linguistic Diversity power point

Native Americans in Educational History

From the pre-colonial, tribal education of oral language, collaboration, and critical thinking to the colonial traditions of text books, memorization, and individualism the pendulum swings.  Henry Giroux’s Pedagogy and the Politics of Hope, emphasizes the “…political, cultural, and social margins that confine and undermine knowledge and the process of schooling…”  Promoting equity and cultural pluralism will help children of minority groups to navigate from one culture to another while discovering the importance of diversity in the process of learning. The following document provides a glimpse at the educational history of our Native American populations of the U.S.  Native Americans in Educational History