"Let's see what you can do with those kids, hotshot." (73)

Again, I am struck by Erin's daring behavior. She is so invested in her student's lives and education. It was touching how she put the students autobiographies into a book for Spielberg to read. The way Erin involves her students and finds them special jobs based on their needs, is wonderful. It's truly a shame to read how much Erin had to put up with from other teachers. By doing her job she made them look bad? What kind of logic is that? Rise to the challenge.

Reading through this section it seems to be clear that Erin and her husband are both making choices in their relationship. While Erin is certainly doing a remarkable job in the classroom, she doesn't seem to be communicating with her husband much. I was surprised she didn't even ask him about having students over for a barbecue.

When Erin gets her new class it's silly to see how much she forgets about where her students come from. I don't think she actually forgets, but she does seem shocked when West Side Story doesn't go over and her students don't seem to be on the same level as her when it comes to life experience. Henry says something important and basically calls her on her ignorance when he says "Shit, lady, wake up and realize what kind of world we live in" (84).

I really liked reading about the learning experience Erin goes through when she helps Manny get into college. Her run-in with Manny's mother is an important thing for all teachers who read this book to identify with. Parents need to be honored and while Erin meant no harm, her influence seemed to be read as a threat. She did what she could to combat that and Manny's success is great, but I'm sure, if given the chance again, Erin would approach the situation differently.

Sometimes, when reading, Erin's class seems like counseling and not English. I'm sure it's the slant of the book, but it's amazing to me that Erin could withstand all the emotional strain of having so many students that need help and having so little resources. It's too bad that this strain is hurting her relationship with her husband. I think Erin can teach us all a lesson about not stretching ourselves too thin.

The Story of School Part 3

The third part of this PBS series continued the cyclical pattern of education. The 1950's begins another large push for reform in the school system. The rights of students were disputed and a need for equal education was pursued. America was still discriminating against anyone who wasn't white, male, and proven "bright" by the IQ test. Go figure.

In the traditional way, America jumped to change everything suddenly. The government demanded equality for people of all races by ending segregation. They demanded equal rights for men and women and proper education for students with disabilities. They banned discrimination, threatening schools with a loss of funds if they didn't integrate. Unfortunately, legal change isn't always enough to change minds and the segregation still continued, and while it's not as drastic as it used to be, tracking still separates students from one another and there are not equal chances for education for all.

When I watched this segment someone spoke about change in America. I don't remember who it was, but I agreed with what he said. In essence he expressed that the best ideas haven't been tried because we keep resisting. We tire of the battle and so the changes we make are never quite enough. Education needs to change and this section of the documentary highlighted many steps we have taken as a country to try to ensure equality. It's not over yet, and I think, as long as we keep that in mind, the background this show provides in quite useful in showing us where we've been and where we've yet to go.

We all seemed to focus on the same major facts of these articles about generations. The first article, “Talking About Their Generations” by William Strauss was about the traits of each generation and their experiences. These experiences shaped individuals and created certain learning profiles. The five generations defined wereG.I. Generation: Born 1901 – 1924, currently ages 80 - 104
Silent Generation: Born 1925 - 1942, currently ages 62 - 80Boom Generation: Born 1943 - 1960, currently ages 44 - 62Generation X: Born 1961 - 1981, currently ages 23 - 44Millennial Generation: Born 1982 +, currently ages 23 and youngerStrauss’s article focuses more on defining the X and Millennial generations so that they can be better understood by educators today.

Following the same trend, the second article, "Harnessing the Power of Millennials" by Neil Howe explored, in depth, the Millennial Generation. The article addresses these students and defines them further. These students are resources for the future and they excel in modern education, with an undying appreciation for technology and constant advancement.

There are many underlying messages in these two articles. For one, they prove that nothing is random. Defining these generations explains some of the changes in the American education system. These articles also serve as a wealth of resources for all education professionals when examining their students. Knowing the impact life experience has on a student’s learning style is always good to be aware of. Lastly, I think this article helps us to understand our colleagues because by illustrating their possible profiles we can be aware of their various ways of thinking.

As we read these articles, many of us were surprised and interested to learn about the definitions of each generation. Most of us didn’t know the span of time and traits that the separate generations had. Upon reading the second article, many of us were frustrated with the sweeping generalizations made about the Millennial Generation. With that said, these articles should be read with a grain of salt. If we were to take these ideas and apply them blindly they certainly wouldn’t work for all students. Not each individual we interact with will match the traits of their generation. As long as we teach to the student and not the group, we should still be able to be successful as educators.

http://www.collegevalues.org/articles.cfmevalues.org/diaries.cfm?a=1&id=613
https://www.msmc.la.edu/include/learning_resources/todays_learner/The_Net_Generation.pdf

The Story of School Part 2

This part of the PBS series covered 1900 to 1950 and it was really wild, for lack of better words. From John Dewey's attack on the traditional education system came the ideas of movement in the classroom and learning by doing and practical applications. This was furthered by the Gary system and while watching this, I thought the Gary schools were really neat. I can't understand how these principals could be bad. I started thinking about it and I wonder if, because it was difficult to pass information with the efficiency we have today, it was easier to persuade people as a political figure. It was hard for people to do their own research, especially poor immigrants and people who did not speak English very well. Maybe that is why the Gary system was overthrown.

I found the ethnic education pretty disturbing. It seemed especially dangerous to combine the use of IQ scores and ethnicity to determine one's track in life. It seems so wrong and yet we still do it today, in different ways. It's sad that this tracking started so long ago and we haven't changed the education system enough to stop predetermining people's worth. I couldn't believe that tracking effected schools to the point where they became social hangouts rather than places to learn and challenge oneself. The so called "life adjustment education"? Ridiculous. That's why home-economics gets a bad reputation. Students need to learn life skills, but some things should come from the home or from being a general member of society. I'm all for teaching students how to manage money, basic first aid and resume skills, but dating advice? It's crazy. The education system seems to leap from one extreme to the other, over and over again. It's frustrating to watch and realize we still do a lot of the same things today.

Thoughts on Generations

Abstracts:

"Talking About Their Generations"
This article defines the major generations of the education system, focusing on four generations in particular. Those four are as follows:
Silent Generation: Born 1925 - 1942, currently ages 62 - 80
Boom Generation: Born 1943 - 1960, currently ages 44 - 62
Generation X: Born 1961 - 1981, currently ages 23 - 44
Millennial Generation: Born 1982 +, currently ages 23 and younger
Strauss explores the generations and their relations to the history of the education system. The article focuses more on defining the X and Millennial generations so that they can be better understood.

"Harnessing the Power of Millennials"
This article further explores the Millennial Generation mentioned in the first article. Howe brings up America's general low expectations of the current youth and confronts some of the misconceptions. He then talks about the traits of the Millennial Generation, from their beginnings as "trophy kids" to their role as a sort of "public property". The article serves as a sort of "overview" of the current generation for teachers and encourages them to look beyond the stereotypes.

Reflections:
I thought that each article was useful in it's own way. I really liked the first article more so then the second. The first felt like it was a sort of history lesson on education and that felt helpful in understanding my chosen profession. I could see the traits of people I know and educators I have been taught by. What struck me the most about this article was the way that major movements and events in education, from the uprising of social moments in the 1960's, to the Columbine tragedy, to the supporters of No Child Left Behind -- all of it can be filled into it's respective generation and explained via that generations traits. That sort of organization is interesting and I was surprised at how much it all made sense, based on the generation definitions provided in the text.

The second article was interesting and informative, but it was also sort of over the top. The title itself was dramatic: "Harnessing the Power of Millennials". Like that generation is a sort of extra magic group or something. In a way, this is explained in the article, because Howe writes about how the Millennial Generation has been regarded as extra special throughout time, but it is also ironic because America has notoriously low expectations of today's youth. I thought the suggestions offered were good, but I think we need to be careful at how much we define learning by the given traits of a generation. As long as we make sure we're teaching to the student and not just a general group, the practices mentioned will automatically find their place in the classroom and we will succeed as educators.

"How could such a beautiful community be hiding such an ugly secret?" (45)

Abstract: Erin takes her students to see Schindler's List in Newport Beach. There the class sees clear examples of racial bias and Erin is surprised at this. Following the trip a controversial article is published in the newspaper about the class trip and the racial divide. With the publication of the article Erin makes a new friend: Joey Bishop. The class also visits a college campus and meets with Thomas Keneally. This leads to Erin meeting with Steven Spielberg. He agrees to meet the class under the condition that there is no publicity.

Reflection: Erin has an amazing way of gathering people and resources to help her students. While her actions wouldn't be possible in every classroom, clearly there must be a way to capture this excitement and sense of commitment to quality education in other places. When the article was published it reminded me of my own personal experiences with the media. It's so strange how you can say one thing and it is published looking completely different. I felt for Erin at this point. I couldn't imagine taking such a big trip and putting so much energy into this just to have this article stare you in the face the next morning. It was exhausting enough without that. What an eye-opener for Erin the trip to the movies was. It's truly too bad that the racial divide effects everyone, even these bright young students. Strength in the face of adversity, is clearly present in both Erin and her students. I like the way Erin spoke her mind when writing to Spielberg. Obviously her authentic self is powerful as is and changing her stance to be someone she's not wasn't necessary in this situation.

Pages 1 - 35 TWYH

Abstract: Erin starts student teaching. She realizes very quickly that teaching in Long Beach is not exactly the perfectly, pre-planned situation she had in her head. All the multicultural awareness she thought she had is suddenly not that simple. Her students aren't threatened by her and don't feel a need to respect her. She has to earn that respect.
Erin realizes the kids don't know about the Holocaust, she plays the cross-the-line game, and plans a field trip. The class goes to a Holocaust museum and Erin visits where they grew up. Erin buys books for the kids because, in all honesty, no one else will. Respect is established and Erin is granted the opportunity to teach for the rest of the year.
These pages also give us a little info about how she met her husband and about her father's general apathy to her chosen profession.


Reflection: So I really like this book. I like the fact that, even though I plan on teaching in Maine, the story and information provided in this book connect to me. Beginnings are always hard. I see it all the time as an R.A. Starting the year off right and getting to truly know the people you are working with isn't as simple as it is described. I remember my first day in my practicum placement and that was scary, so I can only imagine how hard it was for Erin beginning her student teaching in a school district with such a reputation. I am amused by the fact that Erin and I share the same classroom name of "Ms. G". I don't think I'd have the courage to do some of the things she does, but then again, who knows. She seems to bend the rules a lot and put a lot on the line for her kids, and while that is scary and risky, I think it makes a better teacher. I also enjoyed the fact that we both seem to value "The Catcher In The Rye". I look forward to reading more.

Diversity Abstract and Reflection

Abstract of Pat Guild’s “The Culture/Learning Style Connection:
Educating for Diversity”

This article was about the correlation between diversity and learning styles. It highlighted the research done to examine the similarities and differences between cultures and learning styles. The research was done in three ways: through observation, data and discussion. This information was then simplified and presented to make educators aware of these findings and how this information impacts students in our classrooms. This article touches upon the controversy surrounding this sort of study and concludes that, although the issues facing educators are sensitive and controversial, an awareness of cultural learning styles and diversity stand to help and not hinder a student’s growth.

Reflection on Pat Guild’s “The Culture/Learning Style Connection:

Educating for Diversity”

To be perfectly honest, I did not really agree with much of what this article had to say. While reading I found myself hoping that the biases presented were as a result of this article’s research being conducted 15+ years ago and not a reflection of today’s standards for education. Personally, I believe that education should be about differentiating instruction for students individual learning styles, but I do not agree that learning styles are an issue of race. If I took this article at face value it tells me that, as a “mainstream whit American” I value “independence, analytical thinking, objectivity and accuracy.” (448). Apparently, if that is true, my heritage and the color of my skin also predetermine that my educational experience will be best framed by competition, testing, and linear logic. It is interesting to note that these core focal points and sweeping generalizations are exactly what drove me out of public education as a child.
If, as a “mainstream white American” I cannot identify with my supposed learning style, then what can be said for the patterns determined for African Americans, Mexican Americans, and Native Americans? These sorts of generalizations keep our schools stagnant. There is a big difference between exploring culture with students and making them aware of the world around them, versus using their cultural backgrounds to predetermine how they will learn best.
Perhaps the most disturbing part of this article for me was the suggestion that we go back in time and reinstate segregation. On page 451 the article states that “Many large city school systems are wrestling with the appropriateness of ethnically identified schools such as an African-American academy.” I may not be a social studies concentration, but I thought that the civil rights movements of the 1960’s did away with this sort of racially defined learning. If educators and schools are doing their jobs all students should be able to learn in the classroom with peers of any race, color or background. After all, if we start separating and defining education in this way then what else could we segregate? Will the Black children who “imitate the ‘hip’, ‘cool’ behavior of the culture in which they live” be deemed more suited for certain types of employment or further education (448)? What about Mexican Americans? Since they are all apparently “more comfortable with broad concepts” will they not be taught more in-depth factual data? (448).

This article stresses the highly sensitive nature of this study and urges educators not to focus on the shortcomings of students, whether based on cultural background or other factors. While this is stated I don’t think it’s quite enough. I found this article to be full of generalizations and, if anything, it just stressed to me that differentiation in the classroom and an awareness of all learning styles will always go further then racially motivated instruction. While this article warned against making generalizations and drawing hasty conclusions, what good is that warning when those things are present in the text itself? I hope that I’m somehow missing the greater good of this article, but from my current interpretation I do not find it terribly useful or a positive influence on the teaching profession.