EDAD 6589 - Reflection (Spring 2018)

Course Goals / Program Standards:

           

Teacher Leadership Standard #6: Students will demonstrate an understanding of the importance of inclusive practice as it relates to engaging with parents and community members.

Prior Thoughts:

As a Teacher Leadership student not intending on enrolling in the principle certification route, I was skeptical on the usefulness of this course.  Why would I need to learn about the details of engaging with the surrounding community when I teach music?  Aren’t those broader issues for administrators?  My teacher training thus far has only focused on the classroom practice and not on the broader community of the school.  This course shed light on the importance of not only engaging with the community but taking steps to understand and acknowledge the space in which you work.

Reflection:

            Four main ideas stuck out to me after completing this course.

1.     Parent involvement looks different to different cultures:

a.    Educators understand the basic principle in which the parents are the primary educators of their children.  We need their help in fully supporting the growth of their child.  For most educators, asking for parent involvement usually takes the form of volunteering in the classroom via stations, field trips, guest speaking, or organizing papers and other materials.  However this is not conducive for all families as some cultures do not view this kind of involvement as positive or even respectful.  As told by Debra Malone (N.D.), “Traditionally, minority ethnic subgroups have views of PI that differ from those of their Anglo-American  counterparts.  Such differences should not be assumed to be negative, however, as parents from various ethnicities have clearly supported their children’s academic achievement” (p. 15).  Similarly noted by Malone, “Generally, minority families assisted their children with homework and inspired them to perform well in school so that they would have greater opportunities for successful futures” (p. 15).  Parent involvement can take many forms and educators must recognize all the forms this crucial role can take in and outside the classroom.

2.     ESL is ineffective while Dual Language or two-way instruction more effective:

a.     Simply put, ESL can have negative impacts on English language learners.  One of the main points of negativity is how ESL students are pulled from their class to receive instruction.  This stigmatizes the student and makes them feel separated and different of their classmates.  Receiving pull out instruction cheats the student of experiencing interactions with their peers, most of which are English speakers.  This daily interaction is vital for the development of language.  A dual language or two-way model of instruction allows for more respect and immersion, educating the child in a more holistic and effective manner. As summarized by DeMatthews and Izquierdo (2017):

“Two-way models have both English speakers and non-English speakers educated together in two languages. Students are educated together in an inclusive classroom and learn grade-level curriculum through Spanish and English. The two-way model is viewed as more advantageous because it allows Spanish- and English-speaking students to act as “language brokers” in their classrooms and for their peers”. (p. 4)

3.     Parents can have disabilities.  Finding out about disabilities is difficult:

a.     Just like our students, a percentage of parents have disabilities.  This can prove challenging for a multitude of reasons.  One big challenge is finding out whether or a parent has some form of disability.  As stated in the article, Parents with Disabilities and their Children: Promoting Inclusion and Awareness in the Classroom,

“Asking everyone in the classroom, “Whose parent is deaf or blind or has some kind of disability?” can be problematic.  It may be embarrassing for some students, although there are also plenty of children who are very open and proud of their parents who have disability.  Younger children may not even be aware that their parent is somehow “different” than other parents. (p. 7)

Knowing the background of our parents is vital if we want to successfully work with our students in an inclusive manner.  However, finding out certain information can prove difficult to gather.  This information needs to be understood and acknowledged, even though it is hard to extract.

4.     Zero tolerance discipline is ineffective:

a.     Most discipline systems are school-wide structures.  These systems are far reaching and attempt to fit an entire population of students under one umbrella.  One aspect of discipline that most schools implement is a zero-tolerance policy. By implementing this policy all students must operate under the same set of expectations.  Most educators would agree this kind of system would never work for a curriculum or learning expectation. Why do we have this expectations for behavior?  This “one size fits all” system is counterproductive and ineffective, usually causing more harm than good. As mentioned by Jason Nance:

“Yet, despite the fact that there Is no evidence that zero tolerance policies help create safer learning climates, too many schools still rely on them, creating conditions whereby more students become involved in the criminal justice system.” (p. 342)

                       

Future Teaching Implementation:

            Moving forward I plan to implement these takeaways in small yet impactful ways.  Most of these implementations revolve on the central idea of awareness.  Simply being aware of what we are doing in the classroom is half of the battle. The other changes will take place in the form of a parent survey at the being of the year. 

Most classroom’s utilize some sort of “getting to know you” form for the students, so why not create one for the parents?  At the beginning of the school year I will ask a series of questions for the parents to answer in an online survey.  One of the questions will relate to handicaps.  Simply asking if the parent has a handicap in a straightforward but trustworthy manner is important. Parents do not have to disclose this information if they choose not to.  The other question will be related to parent involvement, asking in what ways the parent feel best suited to volunteer their time either in or out of the classroom.  Working with their child at home will be an option for volunteering, something most schools might not recognize.

Lastly, in terms of student discipline I will work with all students on an individual basis.  My classroom will have rules and regulations but if individuals are struggling in managing themselves, I will not enact a zero-tolerance policy as this is not inclusive to all students and their needs.  I will work with the student and find ways in which they can succeed under their own umbrella.  I will also focus on my engagement strategies and curriculum.  The best form of management is a strong curriculum.  As stated by James Nance:

“Although educators frequently blame only the students themselves  for  student  misbehavior,  researchers  consistently observe that students who misbehave in one  classroom behave very well in another classroom. In fact, it is well documented that behavioral problems often correlate to teachers’ ability to manage a classroom and engage the students in productive activities.”  (p. 346)

           

Link to relevant coursework: 

CEP: https://docs.google.com/document/d/1EmbOISE8ZwQcLM5wEPPId75n19uatOg0Chp0ihgsa3w/edit?usp=sharing

Sources:

Callow, E. & Hansen, S. & Kirshbaum, M. & Preston P. (2013). Parents with disabilities and their

children: Promoting inclusion and awareness in the classroom. Retrieved from: http://www.lookingglass.org/pdf/Classroom-Awareness-Parents-with-Disabilities-2013-TLG-.pdf

DeMatthews, D. & Izquierdo, E. (2017). The importance of principals supporting dual language

education: A social justice leadership framework. Journal of Latinos and Education. doi:10.1080/15348431.2017.1282365.

Malone, D. (ND). A potential challenge for parental involvement in schools. The Delta Kappa

Gamma Bulletin: International Journal for Professional Educators, 14-17.

Nance, J. (N.D). Dismantling the school-to-prison pipeline: Tools for change. Arizona State Law

Journal.  315-372.