Log 3

Log 3

Jesse: Non-supportive parents can be stimuli in effect to a child’s learning. Different households can effect

Christine: How we could capitalize this though?

Danny: We can help and support; we can change due to household environment, void in guidance…

Christine: We can send students to a guidance counselor.

Gabe: Us as teachers can contribute just as much as a guidance counselor, but I do believe that there are certain things that are just out of our reach. 

Ana: I agree with Gabe in that maybe it is out of our reach. if the parents don't want us to help there is nothing we can do about it. It is our job to make sure the students learn but I feel like the parents might get offended or mad that we are telling them that their parenting skills are wrong and are affecting their child in school...

Jesse: Do you think it’s our place to incorporate the parents in finding out what is going on with the child? I.e.: Divorce effecting student’s performance.

Gabe: I do not believe I have any control over this stimulus of how a parent acts with their child because it occurs outside of the classroom. How can we ensure a child’s protection, or what kind of negative information they are being supplied with. 

Ana: That may be a good step however it may be a negative because you never know how parents may react.  

Jesse: Age also has an effect on it as well. In grammar school, as a teacher you may feel as though it’s a duty.

Gabe: Hey are we getting a bit off of subject? I feel that a stimulus would be for instance, if you raise your voice in class and the student reacts emotionally to the tone of your voice.  Maybe the Parents at home verbally abuse their child, and you being the adult in the classroom reflects the authoritative figure, this can affect the student in a negative manner. Outside the classroom there is an entirely different atmosphere of influences, and students tend to carry those influences from outside to inside.    

Jesse: Another environmental stimuli are using the restroom and the rules of it.  How it may effect the learning environment.  Then is come to the fact of whether it should be a question or factor to have leniency to go to the rest room it barriers. (I.e. pass or sign-out or responsibility left to the student)

Ana:  Age level is a huge factor, younger kids might not be able to wait a whole class period to use the bathroom, while older students might. 

Christine:  How about the students who do not care, are out of control, and aredisrupting the classroom. What do you?

Ana: You can also add projects..or make them do something else that interests them. For example, if the student is slacking and doesn't want to work on the project we are giving them, then we might be able to ask them what is it they want to do or what they feel would be an interesting project. That way we can incorporate it into the project and have them be involved.

Christine: We might give incentives: For example giving them choices.

Danny: Give the students choices, then it become their responsibility, And make it known they only have two options.

Jesse: I would not push or kick a kid out of my class but give an opportunity.

Christine: True.

Ana: You can alter their opinions by asking them their interest and what they find interesting and are willing to work on.

Michael: Well that can arise an issue where they can say that they are special and then the other students might start acting up in order to do what they want.

Danny: this is true. They are going to realize that one of the students are getting special treatment for being bad and they are going to think it’s not fair.

Christine: How about mixing it up a bit?

Ana: Give them guidelines.

Michael: Different paths but an income where they all come together and it’s not a big difference from all the other students.

Gabe: Different guidelines work, but are they necessary to supply each student different criteria’s, sort of catering to individuals.  Maybe working in different groups with the same one criteria.  

Log 2

ED210- Art Group

9/12/11

Racial And Ethnic Identity Discussion Log

Recorded and Paraphrased by Jess Rogawski

Gabe: I don’t think cultural cliques form, it’s more of a comfort thing—a common understanding between students of same backgrounds and lifestyles.

Mike : Well that is what a cliques is a forming of groups of common understandings. These people feel that belong together because share the same values, beliefs and behaviors based on there race and ethnicity. 

Ana: It’s like looking  to the behaviors of students in a multi-racial environment- students, they  either fit in or stand out too much. Younger kids don’t like difference so they make it harder for the others to fit in.

Mike : I would have to agree when I was in preschool I was in a very divers class room  were there Latino, whites, black, Asians and Native American, I found that out latter in life, but we never saw each other a different, but the same, just boy and girls. It not till you get older to see that older people categorize different people and you struggle to find out were you lye in. 

April: You feel identity more when there are multiple in the classroom. Conceptions of “acting white” influence students negatively. “Culture gets secluded when I’m in other environments outside of my culture.”

Mike : I understand about the "acting white" comment.  There is a well know song in the little village that speaks about a person that is Mexican-American, as he struggles to find out who he is. As I grow up in little village I was seen as a Mexican, but when I went to Mexico I was seen as American. As a child I felt I was from nether here or there. People keep telling me you not Mexican enough or white enough. 

Christine: Look to history for identity—after realizing aftermath of US history during the Civil Way in particular.

Gabe: Common cultures tend to bond people together, it is not nessccearly a bad thing, some people believe it is segregating cultures, but I believe that it is just natural to appeal to individuals who share similar backgrounds. When people are placed a diverse crowd, they tend to find similarities with others, some similarities are more apparent, thus resulting in people with similar cultures and physical features is just expected.    

Christine: In high school, cultural mixing was enforced during lunchtime and it was not successful.

Danny: When you throw a bunch of kids together, like on the first day of school, you can’t expect them to clique right away. Everyone’s comfort zone is different.

Mike: By the time you hit high school you are hit with so many stereotype about different people and groups that you start to and student don’t feel that they need to find out about other cultures because they feel they know enough or are scared.    

Ana: Little kids are blind to race for the most part- definitely more accepting and oblivious to “perceived” difference. Something happens to kids between early youth and school age that changes them to clique up—to find comfort in sameness.

Gabe: I can agree with Ana about this “blindness” kids have at a young age, for instance, I didn’t know I was “Mexican” until someone asked me in the second grade.  I went to a grammar school that was a mixture of Caucasian, Asian, African-American, and Latino.  This is how it was all throughout grammar school.  In second grade, I recall a girl in class asked me if I was Mexican, I honestly did not know what to say, I think my response was “I think so.” When I went home that day, I asked my Mother, and she said I was Mexican-American. I was still confused but I understood that this was the “group” of people I was placed in because of my physical differences from other students in class.    

Christine: It’s in your upbringing whether you want to embrace your culture or not—if there’s pride. Some students don’t have that.

Gabe: Do not get me wrong, it is apparent to children that we all have physical differences, but that doesn’t construct the way a child views their peers in the classroom.  People throw us in already existing categories. This is a cognitive construct.  Kids don’t see difference as a negative thing until they are told.  Being thrown into categories, do not help shape your identity, but it alters your identity by affecting what you believe you are, and what your supposed to be, for example there are many racial negative stereotypes that come with every ethnicity and cultures of those ethnicities.  Identity is socially dependant and constructed from their environmental influences.  This falls under self-concept, identifying where you belong, and who exactly you are. 
Mike: there have been kid that I worked with that have interracial parent, but  because of one thing or anther the denied not race entirely and say that they are not mix.

Christine: Issues of socialization are important-- society, family, peers.  A well-balanced racial and ethnic identity is crucial for students.

Mike: That true if a person is conflicted with what their racial and ethnic identity it make it even hard for teens to considerate on the simplest thing. They are always going to be questioning who are they, why they are they the why they are, and what do I need to do so I can fit into this category.