Below are links to a couple of videos featuring my friends and their college wrestling teams doing the Harlem Shake. I thought they were pretty funny myself.
Rider Wrestling Harlem Shake
Roger Williams Harlem Shake
Rich Broderick's FNED Blog
Wednesday, May 1, 2013
Social Justice Event!
For my
social justice event I returned home to volunteer for a day with the Jason
Roberts Challenger League. The Jason Roberts Challenger league is a baseball
league for mentally handicapped children that accept volunteers of most ages.
You are assigned a “buddy” who you help and keep an eye on during the baseball
games. It also gives parents the opportunity to coach and play with their
handicapped children in a new and exciting way. When I was in middle school I
would attend it regularly but as I grew older, I became busier and was unable
to continue. But after a phone call from a family friend I went back as a favor
because they were short-handed for a game. At first I did not realize that this
could be categorized as a social justice event, but then I remembered our
readings by Kliewer and Kahne and Westheimer.
The reason I would volunteer for
this league when I was younger was because my grandmother, as most of you know
by now, used to work in the Boston public school system in a special
needs/handicapped classroom. So naturally she encouraged me to participate. I
was assigned a young boy named Alan who unfortunately has down-syndrome. This
event connects to our readings through Kliewer’s work “Citizenship in school: Reconceptualizing
Down-syndrome”. Within this reading there is an excerpt that I believe accurately
describes what the Jason Roberts Challenger League tries to do. “Now we know
that people with disabilities can learn and have a full, rich life. The
challenge is to erase negative attitudes about people with developmental
disabilities, get rid of the stereotypes and break the barriers for people with
disabilities.” The Challenger league gives these children an opportunity to
participate in a sport that otherwise would not be available to them. It also
allows them to play this sport with children just like them. It breaks down a
barrier that had been holding these children back.
It also connects to Kahne &
Westheimer’s piece entitled “In the Service of What?” This goes into detail
about various ways in which students can perform community service and talks
about what the students feel they get out of it. What I feel I get out of this
is knowing that I helped someone do something fun that they were not able to do
before. Even though I am not playing in the game myself, I am still having fun
watching the children play baseball in their own unique way. Also seeing the
smiles on the parent’s faces as they watch their children have fun is another
bonus.
Friday, April 26, 2013
Shor "Education in Politics" Reflection/Quote
For Shor’s “Education in Politics” I am choosing to do a quote
analysis to start off my reflection. Shor says that: “A participatory classroom
offers chances to hear the largely silent voices of students from which
teachers learn how to integrate subject matter into their existing knowledge.
Students routinely hold back their voices as a means of resisting traditional
classrooms where authority is unilateral and where they lack an inspiring life
of the mind which speaks to their dreams and needs.” I believe this quote gets
Shor’s point across in a much briefer way. I can attest to this method being a preferred
way of learning for students because I myself am a student and have observed
that students participate far more in this type of lesson structure rather than
a mainstream lecture in which students scribble notes. I observed this first
hand in Dr. Bogad’s classroom and personally because I usually do not talk
often in classroom yet in FNED I can’t seem to keep my mouth shut because I
actually want express my opinion and get feedback from the teacher as well as
my classmates. As a history secondary education major I am constantly just
sitting in classrooms typing endless amounts of notes from a professors
lecture, so it’s a nice change of pace when we have classroom discussions that
stimulate my need to reason thoughts out and carefully choose how I want to
convey what I have to say. In essence I
am saying that as a student and future teacher, I prefer the idea of a
participatory classroom because it forces students to think and reason. It
makes them want to learn and understand and I believe that should be the
students attitude in every single classroom.
Below is a link to a rather lengthy but relevant video on participatory classrooms.
Kliewer, "Citizenship in School" Reflection
For Kliewer’s “Citizenship in School: Reconceptualizing Down
Syndrome” I have decided to comment on it in a reflection. Prior to my
grandmother’s retirement, she was employed by the city of Boston as an
assistant teacher in a special education classroom. Due to my mother’s poor
health my grandmother primarily raised me and had no choice but to bring me to
work with her when I was a child. I remember it as if it was yesterday and it
causes me to question Kliewer’s idea of inclusion in “regular” classrooms. My
reasoning is based off of the behavior I observed as a child. The children in
the classroom were in diapers, violent, and some were even in wheelchairs. I am
struggling with the idea of children with severe down syndrome/disabilities
like those I shared above being integrated into a “regular” classroom. However
there are children with Down syndrome that is not as severe who I can see being
integrated into regular classrooms. An
example of this is a child in my kindergarten class who is extremely smart
however due to his down syndrome he cannot be left alone. I was working with
him today on blending and sentence reading and he flew through it faster than
most of the other children in the class. So in a sense I am torn, I believe
children like Caiden should be allowed in regular classrooms. However on the
other hand I remember how unstable my grandmother’s classroom was due to the
children’s behavior and special needs and I cannot fathom them being in a
regular classroom.
Monday, April 8, 2013
Literacy with an Attitude
For the text
“Literacy with an Attitude” I wanted to focus on two quotes that I believe
summarize the main point that Finn is trying to convey.
“If teachers who are transforming
intellectuals are successful, the real-school model is established because the
students want what the teacher has and teachers are prepared to teach it. The
bastardized progressivism that separates students on the basis of scholastic
achievement tests (which correlate highly with socioeconomic status) and
"attitude" (which also correlates highly with socioeconomic status)
and differentiates the curriculum and method of teaching (as we saw in Anyon
and elsewhere) gives way to education for liberation across the board. Phony
democracy and easy work in working-class schools give way to real democracy and
hard work.”
Finn makes a
good point straight off with this quotation. It is critical to create an
environment in schools similar to the “real-school model”, which is when the
students desire what the teacher has and the teachers are ready to teach it.
What is it that Finn means when he says “it”? The “it” is knowledge. These
students understand how valuable possession knowledge is. They recognize that
knowledge can be traded for good grades, better educational opportunities after
high school, and better jobs when they enter the real world. He also comments
on how ineffective our current educational separation policies are inhibiting
progress and ultimately is flawed. The techniques currently employed are too
intertwined with the student’s socioeconomic status and, in a way,
predetermines the future of the student and limits possible opportunities. Finn
goes on to say:
“When this happens, progressive, collaborative methods begin to emerge because traditional, directive methods are inherently domesticating, not liberating. “Do it my way or it's wrong," is not liberating. "What we're trying to do here is get some notes for Friday's test," is not liberating. Progressive, collaborative methods can be liberating, but for many children they are not possible without simultaneous conscientization and dialogue.”
With this I
believe Finn is trying to say that as educators we must be open to ideas in
regards to education that go against the norm. We have to be open to the idea
of progress through scientific observation. The text provided clearly displays
the findings of Anyon. It showed that the students from the higher echelons of
society are educated in an entirely new and new age manner. It is liberated,
and by this Finn means that due to the freedom and unique
relationships/interactions between the students and teachers, the students
actually want to learn and obtain the knowledge that teachers want to share.
Sunday, March 31, 2013
Between Barack and a Hard Place
The website provided says that “The U.S. Supreme Court’s
decision in Brown v. Board of Education marked a turning point in the history
of race relations in the United States. On May 17, 1954, the Court stripped
away constitutional sanctions for segregation by race, and made equal opportunity
in education the law of the land.” However the videos featuring Tim Wise
suggest that white America is only pretending that the United States is equal
in regards to race. As much as I was annoyed with the host of the interview for
his annoyingly liberal and obnoxious remarks, I respected and agreed with what
Tim Wise suggested. He warns us that “we need to be on the look-out for racism
2.0” which is when white Americans act as if non-whites have complete equality
in education and the workplace. I must admit, until recently I believed that
non-whites no longer had to deal with much bias in the school system or
workplace. However how could I? I’m not the target, so it is not a big deal for
me. In order for me to understand I would have to speak to the individuals who
directly affected by the bias. Wise also notes that there is a racism in the
idea that if you are non-white “you have to be truly exceptional to break that
glass ceiling.” This in turn means that non-whites must be something like
Obama, a mix of white and black with a Harvard education. Or in other words, he or she must be
exceptional in order to rise to the highest levels of our society. This is a
sad truth that not many people recognize yet, and in order to make progress
people must be made aware of the problem.
Sunday, March 24, 2013
In the Service of What?
Kahne &
Westheimer’s piece entitled “In the Service of What?” goes into detail about
various ways in which students can perform community service and talks about
what the students feel they get out of it. I personally have done various types
of community service, from volunteering in the Jason Roberts Challenger
Baseball league (a baseball league for the mentally handicapped) to coaching at
Doughboy Wrestling Club in Lowell Massachusetts. I have volunteered in
kindergarten classes before entering into FNED, my church, as well as other
random events such as the campus clean up that RIC has in the fall and the Walk
for Breast Cancer. My favorite community service however is coaching at my
wrestling club in Lowell. I did not even know that coaching was community
service until my coaches told me.
Doughboy
Wrestling Club is a youth, high school, and college wrestling club located in
Lowell Massachusetts and is regarded as one of the best New England has to
offer. I love coaching and helping these kids because they want to learn and
get better. They have dreams and ambitions and are willing to do what it takes
to achieve their goals. That is a big factor for me, because if they are
motivated to get better then I am motivated to help them get where they need to
be. Another thing I enjoy seeing is when the kids we coach carry over their
work ethic and mental focus into their everyday lives, I.E. their school and
social lives. I believe that the way I coach is the way that I am going to
teach, and by that I mean that I am going to expect more out of my students. I
know that if I can get them to want to learn like I can get wrestlers to want
to work hard that I will be a much more successful educator than if my students
were just going through the paces.
Community service in my opinion is
about giving to others with the intent of actually making a difference in their
life. You should not be doing community service if you are required to or
pressured, you need to want to do it. When I step off the mat from coaching I
feel satisfied more than anything. I had my time in high school, now it’s
theirs and as long as they are motivated and excited at the thought of being
the best (on and off the mat) I am going to everything in my power to assist
them.
High School Teacher: What wrestling has done for me.
High School Teacher: What wrestling has done for me.
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