Blog #8 Rodriguez and clinical placement observation

Argument 

Rodriguez’s struggle demonstrates an example of the loss of cultural identity. As he becomes more fluent in English, he feels increasingly disconnected from his heritage. He describes the emotional sacrifice involved in learning a new language. His parents truly believed that English would be necessary for him and his siblings to be successful in American society, but it also forced him to leave behind the familiar, comforting aspects of his culture, especially the way Spanish connects him to his roots. Rodriguez’s struggle reflects the broader experience of many immigrants, who are often forced to choose between the language and culture of their heritage and the language of the society they seek to be a part of. This reading really emphasizes the emotional complexity of assimilation, in which the need to fit in and succeed can come at the cost of silencing one’s deeper cultural and family ties. 

 

Observations at my clinical placement 

During my observations in Ms. Carbones 3rd grade class at Carnevale Elementary, all students of diverse backgrounds interact with each other socially, and collaboratively with the teacher assistant and other staff. She provides me with a good balance of independence and guidance. Sometimes students will congregate with teacher assistant Mrs. Wibeto in her area on some assignments and Ms. Carbone roams around the room helping other students. I also roam around and work with students who may be struggling or help students elaborate on their work. The behavior of the students is generally under control but could also be classified as organized chaos. There are some occasional situations between certain students. In my last observation, an upset boy came to me and said one of the girls was mean to him in gym class. I notified Ms. Wibeto of the issue, and she spoke to both of them outside of the classroom. When they came back in, they sat next to each other in their group and continued working on their assignments.  

Blog #7 Literacy With An Attitude by Finn

 Reflection

After reading the first chapter, it made me reflect on the way society views literacy. The traditional perspective often reduces literacy to the technical ability to read and write, without considering the general impact on social mobility and identity. Finn’s argument forces us to think critically about how educational systems and societal norms privilege certain types of literacy while marginalizing others. This could lead to questioning on how schools can be more inclusive and equitable, allowing students from diverse backgrounds to thrive by recognizing and validating multiple literacies. This first chapter opens the door to reconsider what "success" in education means, it highlights the importance of teaching literacy in a way that empowers all students, not just those who conform to the dominant cultural norms like the ones from our S.C.W.A.A.M.P reading. It’s an eye-opening critique of how educational systems can unintentionally reproduce social inequality, and it challenges us to think about how literacy instruction could be more liberating rather than limiting. 

One of the most thought-provoking aspects I found in the second chapter is the idea that schools are not just teaching students to read and write but are also teaching them how to conform to certain social norms and values that are aligned with the interests of the dominant class. This makes me question the purpose of education and whether it truly serves all students equally. Should the education system be more inclusive and recognize different forms of literacy? Or is it necessary for students to conform to the "dominant" forms of literacy in order to succeed in society?  The disconnect between home literacy practices and school expectations made me reflect on the challenges faced by students from diverse cultural backgrounds. It’s clear that educational institutions need to be more flexible and responsive to the different ways students communicate and learn, rather than imposing a one-size-fits-all approach. 

Equity in Literacy

Blog #6 Classroom Tour, Culturally Relevant Pedagogy, and "What to Look for in The Classroom" by Alfie Kohn

Reflection

The material found in Alfie Kohns's chart describes characteristics of a good classroom setup and classrooms that display possible signs to worry. The Classroom Tour video, as well as my 3rd grade class observation, are my firsthand experiences where I can apply what kind of things to look for in a classroom. Kohn focuses on a community style type of classroom. The “possible reasons to worry” section seems to have a very unenthusiastic approach to teaching. Kohn provides a compelling critique of traditional educational practices and offers a vision of what an ideal classroom environment should look like. Reflecting on the key ideas from this work, like how students' desks are arranged or the location of the teacher, it becomes clear that Kohn advocates for an educational shift away from competition and extrinsic rewards toward fostering intrinsic motivation, collaboration, and deeper understanding in students. Kohn challenges us to rethink traditional educational practices and to embrace a model that emphasizes intrinsic motivation, collaboration, active learning, and a focus on understanding over memorization. Reflecting on his ideas has deepened my appreciation for the importance of creating a classroom environment that is engaging, inclusive, and supportive, where students are encouraged to think critically, work collaboratively, and develop a genuine love for learning. Moving forward, I see the importance of continuously reassessing my teaching practices to ensure they align with these progressive principles that truly benefit students' growth and development. 

Reflecting on the insights provided by Jackie Jordan Irvine, Geneva Gay, and Kris Gutierrez on making Culturally Relevant Pedagogy a reality in the classroom offers a transformative perspective on how educators can engage with students in a way that acknowledges and celebrates cultural diversity. By adopting their frameworks, teachers can create a learning environment that truly respects and incorporates students' cultural identities, experiences, and backgrounds into the educational process. The work of Jackie Jordan Irvine, Geneva Gay, and Kris Gutierrez offers ideas for transforming classrooms into spaces that honor cultural diversity and encourage students to engage deeply with both their identities and their learning. By building relationships and integrating culturally relevant content, teachers can help make culturally relevant pedagogy a living, breathing part of the educational process. I realize that making Culturally Relevant Pedagogy a reality involves a continuous commitment to learning, unlearning, and adapting. It requires patience, humility, and a deep belief in the potential of all students, no matter their background. The goal is not just to teach content but to help students think critically, contribute to society, and understand their role in a diverse and complex world. 

How Culturally Responsive Practices Help Students Connect to School

 

Classroom observation and "troublemakers"

 In my 3rd grade class observation at Carnevale Elementary, one student of Hispanic ethnicity comes to mind as a "troublemaker". I'll refer to him as Josh. On my first observation, he was actually one of the first students I worked with in a small group. He was working through a math assignment and was very analytical on acquiring the correct answers. After students finished the math assignment, the class sat on floor for a read aloud with the teacher assistant who is of white ethnicity (as well as the main teacher). Both the teacher and t.a. promote a positive atmosphere for the class. Josh voluntarily sat in front of the rest of the class next to the teacher assistant as she read the book to the class. As the t.a. elaborated on the pages being read, she allowed students to be engaged by asking questions and sharing comments. Josh would occasionally mock some students who responded, right next to the t.a.! The t.a. would immediately point out and correct his behavior subtly in a few words. From what I remember, the main teacher had to step in and recognize Josh's behavior to help him refocus. 

Blog #5 Preface and Introduction to Troublemakers by Shalaby

Argument

Throughout the reading of the preface and introduction to Troublemakers by Shalaby, it made me question why some students can be defiant. In pretty much any school, there are children who defy expectations. These are the ones who question, resist, and challenge the established rules. Often labeled as "troublemakers," these young individuals are frequently seen as problems to be fixed and disciplined. But what if, instead of being a source of disruption, these children are in fact offering a rare and valuable opportunity to learn? This can lead to a different perspective on "troublemakers", those students who refuse to conform, and whose actions and voices sometimes disrupt the order of the classroom. These children are not simply causing chaos, but they are more so expressing their need for freedom. They remind us that the institutions we trust to educate and shape our future generations often operate on principles of control and discipline. And in doing so, they unintentionally hold back the creativity, curiosity, and self-expression that education should nurture.

During the introduction reading, children, such as the 9 year old mentioned at the beginning, are being overlooked. Not in the sense of physically overlooked, but in a way that they are being misunderstood, their voices muted, and their complexities ignored. Invisibility is not about absence, yet it’s about the failure to see the fullness of a child’s experience, identity, and potential. This invisibility is embedded into the educational system, where the focus is often placed on conformity, order, and obedience, rather than honoring the diverse needs and experiences of individual students. Children who resist or disrupt these expectations are often labeled as troublemakers. But this label obscures the deeper truth. These children are not simply acting out for the sake of rebellion by saying “no” or “why” etc. Their behavior is an expression of a desire for recognition in an attempt to be seen for who they are, not who the system wants them to be. Their resistance may not always be a rejection of authority but could be a cry for visibility in a world that too often demands they fit into predefined molds in society.

Turning bias around in the classroom