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.