Conclusion Post

Reading this book and taking time to reflect, connect, and analyze in regards to its themes was a positive experience for me.  When I think about highlights from this project about how my personal perspectives ad biases have changed and how my future teaching will change as a result from this project, I struggle to explain significant change.  While the case studies in the book I read were practical examples and contained helpful information and example, a lot of the ideas expressed in the book were repetitive for me.  Because I participate in a multicultural education class and discuss these kinds of ideas in all of my ESL classes, it was hard for me to pick out new information or concepts.  That being said, I also know that growing in multicultural knowledge and experience is a journey that does not end or peak in a single class experience.  I think the most beneficial part of this project was being reminded of the ideas I have already heard and studied, and seeing practical examples of teachers responding to those ideas in their philosophies.  Being asked to connect the ideas in the book to my own experiences and to my own worldview was also beneficial.

When it comes to multicultural issues and diversity in education, the topic that continues to cause tension for me is the lack of specific examples.  Yes, this book included case studies, but to an extent, the content of those case studies was composed of mainly general statements and theoretical or philosophical ideas.  Yes, the case studies included routines of the teachers they described, but they didn't give many specific examples of encounters, discussions, activities, or management practices.  The book contains a list of classroom practices, but the only categories they address are building relationships and whole-school practices.  I know that "what works" and "what doesn't" will probably be different depending on the classroom, setting, students, and teacher, but that doesn't mean specific examples wouldn't be helpful.  I want to see an example of effective classroom management procedures and plans that have worked for teachers.  I want to read an example of a lesson plan in which a teacher incorporates a discussion or activity about diversity.  I'm interested in the specifics, because I think it's easier to make generalizations or modifications based on specific examples than to struggle with specifics from general or theoretical examples.

When I think about the next steps for professional growth, a couple ideas come to mind.  The first idea is the experience I hope to gain in my student teaching placement.  I did a lot of research to request a difficult placement for next semester.  I know it will be difficult not only because of the school setting I anticipate to experience there, but also because of the difference in culture I will experience.  While I have aided in many classrooms where I am a minority, I have been forced to follow strict curriculums.  During my student teaching placement, I hope to be able to put some theory into practice and take advantage of the opportunity to get to know my students throughout the semester.  I want to try to apply the ideas I have read about to my classroom and see if a classroom setting such as the one I am placed in is something I want to continue to be a part of.  The other idea that came to mind was an option for a career choice after I graduate.  I have been looking into jobs working for study abroad programs.  I know that my semester abroad changed my life.  It was a cultural experience that impacted my heart and resulted in an even greater love for learning about culture outside of my own.  Seeking cultural experiences such as that one in my future is something I am passionate about continuing.  

Blog #4

The next case study in the book was a case study focused on black male and female teachers  in diverse urban schools.  It talked about two teachers, Mr. Jackson and Ms. Shaw.  Mr. Jackson, a math and science teacher, talked about how initially students relate well to him because of his ethnicity, but his effectiveness ultimately comes from his style, how he teaches, and how he manages.  He claims that any teacher can do that with proper training (Milner, 2010, p. 111).  He also talked about how students need to see school as "cool" in order to be successful in learning (Milner, 2010, p. 113).  He described how he uses students in positions of power, whether they be popular or leaders in the eyes of their peers, as role models.  By engaging them in classroom activities and getting them to see participating in school as being "cool," he uses them as role models to encourage other students to do the same (Milner, 2010, p. 116).  Finally, Mr. Jackson was immersed in pop culture because it was the world of his students.  By being up to date on music, games, celebrities, and other areas of pop culture, he was engaged in the world of his students, and able to relate to them on a level different than most other teachers (Milner, 2010, p. 120).

The second case study in this chapter was about Ms. Shaw.  The theme of Ms. Shaw's case study was that teachers assume roles far beyond the classroom (Milner, 2010, p. 108).  She was also passionate about sharing grand life lessons with her students, pushing them to think beyond the facts and to see a greater purpose for learning and applying their knowledge.  She wanted her students to be able to contribute something beyond themselves to society (Milner, 2010, p. 132).  She was committed to helping her students realize that life was about more than materialism and that it was not about personal success only, but "purpose for the masses" (Milner, 2010, p. 137).  She talked about how when students see teachers take on a role that fits one of their needs, they are more willing to trust that teacher and learn from that teacher (Milner, 2010, p. 139).  Her perspective on teaching was deep, profound, and rooted in genuine care for and interest about her students.

One thing I found noteworthy about Mr. Jackson's section of the case study, was a section where he talked about how it's the teacher's responsibility to learn about what is happening with students in order to teach them effectively (Milner, 2010, p. 108).  In my middle grades class at Trinity this semester, we have talked a lot about developmentally appropriate practices for middle schoolers by first learning about the characteristics of middle schoolers (including physical, emotional, mental, spiritual, etc.) and then applying them to classroom activities.  Mr. Jackson's comment reminded me of that discussion and how important it is to be knowledgeable about all areas of students' lives in order to truly teach them effectively.

Blog #3

The second case study focused on addressing and transcending cultural conflicts through the case study of Dr. Johnson, a female African American teacher in a white suburban school.  The beginning of her case study emphasizes that race and diversity should be incorporated into a school's curriculum even in a mainly white school setting (Milner, 2010, p. 81).  Intentional conversations about race and diversity are necessary for students to become culturally knowledgeable citizens in our world today.  Research has found that children develop bias by the time they enter kindergarten (Milner, 2010, p. 82).  Because this bias happens so automatically as children are exposed to the values and biases of the people around them, teachers must be intentional about creating a space where those biases are challenged, where different view points are accepted and taught, where students are comfortable sharing, and where students value the diversity of their peers and others they come into contact with.  Dr. Johnson used reflection as an instructional tool in her classroom to create a space for her students to struggle with the topics of cultural conflicts, biases, and diversity (Milner, 2010, p. 83).  Her students began to reflect on things such as socioeconomic status, realities beyond merit, and their position in society in the context of a large social and economic system.  Dr. Johnson claims that students need to gain self-awareness and knowledge before beginning to understand others (Milner, 2010, p. 84).  One way her students do this is through reflection.  Dr. Johnson also encourages this by making lessons culturally relevant, by exposing students to opportunity and challenging them to think about opportunity, and by going beyond teaching Eurocentric literature (Milner, 2010, p. 85).

One thing I found interesting about Dr. Johnson's case study was her beginning approach to teaching.  I think her influence was so strong because she entered the classroom with a culturally relevant and challenging approach from the first day.  She was aware of the importance of culture conversations and reflections because she had experienced those things in her education.  Being an ESL minor, I have also been experiencing those things in my higher education.  Taking classes in which I am forced to challenge my own biases, consider the contexts and backgrounds my students are coming from, have difficult conversations with my peers, and reflect on my journey of transformation has guided me in having a desire to teach as Dr. Johnson teaches.  While these experiences are formative in the philosophy of education I will bring into the classroom someday, I often struggle with how to apply them to lower elementary students.  Most of the conversations and modeling I have participate in has been relevant to middle school or high school curriculum.  I know it is important for lower elementary students to participate in these grand conversations and to begin their journey of transformation the first day they step foot into the classroom, but sometimes the abstract concepts seem difficult.  Regardless, finding ways to address and transcend cultural conflicts in the classroom is essential, and can be done at any age.  Students need to understand the importance of this practice and recognize that their teacher is advocating on their behalf, while striving to push them to think deeply about themselves and the people around them.

Blog #2

The next section of the book focused on the role and relevance of race and relationship.  It included a case study in which a white male teacher was teaching in the context of an urban school.  Mr. Hall, a science teacher, described how he quickly realized that he couldn't teach content until he understood and acknowledged the students to whom he was teaching and the social context they were a part of (Milner, 2010, p. 50).  He focused a large amount of effort on building relationships with each student and connecting to each student in a way appropriate for them.  With some students it was harder than others.  The book describes that one of the hardest things for Mr. Hall was to help his students understand that he was not attacking them personally, but that he was attacking their behavior (Milner, 2010, p. 51).  Often, in his case, students would raise their voice and accuse him of not understanding or being racist.  He noted that when students express their perceptions, they're expressing their realities (Milner, 2010, p. 51).  One of Mr. Hall's strengths was responding to realities of students after gauging their perceptions.  He had to listen to his students and knew that listening was an essential part of building a relationship with them.  Another part of building relationships with his students was finding a way for students to connect with him (Milner, 2010, p. 53).  Mr. Hall found that it was powerful to share personal stories that connected his own life to course content (Milner, 2010, p. 68).

One portion of Mr. Hall's case study that I connected with was the idea of being real with students.  Mr. Hall told students that not every day is sunshine and roses.  He was real about bad days, struggles, and recognizing those things within the classroom context (Milner, 2010, p. 54).  When I think about the adults I have connected with most growing up, I realized that the adults I have trusted and built the closest relationships with are the ones who didn't sugar coat everything, but instead shared their real struggles with me.  They did this in an appropriate way, of course, but regardless, I knew they were genuine.  Our relationship included listening on both ends.  In and outside of school these relationships were the ones I cherished the most and learned the most from.  When I evaluate the relationships I have made with professors in college, it becomes clear that the professors who were real with me were the professors who got to hear about my real feelings, struggles, and hopes.

Regardless of students' struggles, bad days, misbehaviors, and outbursts, Mr. Hall commented that he made sure students knew that every day in his classroom was a new slate (Milner, 2010, p. 63).  This statement immediately reminded me Lamentations 3:22-23 which says, "The steadfast love of the Lord never ceases; his mercies never come to an end; they are new every morning; great is your faithfulness."  In striving to love my students with a Christ-like love, following this example is essential.  Looking past students negative moments and extending grace and mercy to them each day, continuing to strive to see them as God sees them is essential.  When students receive this love, they will certainly recognize its difference in comparison to unforgiving parts of our world.  Being consistent in this value will become a consistent presence of the love of God in the classroom.

Blog #1

The beginning of the book introduces the framework the book portrays throughout. The author introduces the framework saying that race DOES matter (Milner, 2010, p. 14).   Many factors beyond merit shape students' academic and social success.  The author urges teachers to set high expectations for their students as a part of the framework of the text, noting that students generally meet the expectations set for them (Milner, 2010, p. 15).  He also urges educators to consider the implications of social context (Milner, 2010, p. 16).

One of the larger ideas included in the framework of the text is the idea of challenging colorblindness.  Milner writes that when teachers ignore students' racial identities, they are ignoring essential pieces of who students are and treating them as incomplete (p. 16).  Milner directly states that white teachers and students of color have different experiences in and out of the classroom, which creates a gap (p. 19).  Educators must attempt to cross this gap, but in order to do so, they must acknowledge the gap first.  While at first it seems as if it would be virtually impossible for white teachers to successfully teach students of color according to Milner's explanation of this gap, he explicitly states that "it is what teachers know and are willing to learn that matter more than their racial background" (p. 20).  As teachers grow in their own identity, challenging personal biases and striving to create a culturally rich classroom experience, they must keep in mind that for some students, it means something completely different to behave well or "normally" at home than what teachers expect of behavior at school (Milner, 2010, p. 25).  This means that rules and consequences must be explicitly explained and practiced.  Students must be reminded of expectations of often in order to learn this piece of classroom culture, merging it in some way with their own culture.  After extensively discussing these ideas, Milner adds that white students and students who grew up with some degree of wealth also need to be aware of and learn about race, diversity, and multicultural education (p. 40).

This statement was one we focused on in our multicultural education class last fall.  A lot of Milner's ideas and concepts included in the framework of this text sounded familiar to me.  Many of these ideas are ones we wrestled with in our small class, challenging one another to think deeply about our own culture and the implications that has on our future classrooms.  During that class I was forced to analyze my past, talk about my biases, and begin to confront them.  I began to seek my identity as a teacher of multicultural education, and consider what that process of transformation needs to look like.

Ultimately, I think that process began by going back to the basis of what I believe.  I think it starts by considering my Christian worldview and how that fits in to my role as a teacher and an influence in the lives of my students.  Having a background of faith means that I see my students as children of God, made in His image.  It means that I love them regardless of their background, experiences, personalities, and interests.  It means that I engage students in difficult conversations about race, culture, and diversity in the classroom and stay honest with them about my background and transformation.  It means that I am patient when these issues do not play out as planned in my classroom.  It means that I have great hope for each of my students, and great passion for guiding them in growth.

Book Information

 Start Where You Are, But Don't Stay There

This book focuses on a discussion about the opportunity gaps in today's diverse classrooms and how to effectively teach in that context.  It is organized around case studies using teachers of different ethnicities in the contexts of both suburban and urban schools.  It includes general information about teaching in the context of diversity and operates with the framework of both diversity and opportunity gaps.  

I chose this book because of the case study structure.  I learn well by concrete example, and I often think discussions surrounding diversity can easily become vague and abstract.  This book offers these discussions within a more concrete context.  

Milner IV, H. (2010). Start where you are, but don't stay there. Cambridge, MA: Harvard Education Press.