Christensen is extremely courageous and brave when she brings up immigration and how it parallels to the current times. This is a tough subject to talk about, but it needs to be talked about in the classroom. The other week I brought up immigration in our class because we had been talking about the 1920s. I had the students read an excerpt from a non-fiction work about Italian immigrants in the 1920s. We talked about how we still see problems in immigration today, but we focused on the treatment of immigrants. I asked them about what jobs people get and how they are treated as second class citizens. I asked them if they had the right to make other people feel inferior to them. Some of my students said yes, so I asked if I had the right to make them feel inferior to me; they said no. This was a tough issue, but necessary for them to understand who they are and where they come from.
What is extremely difficult is that many of the students here come from families that have been here since the pilgrims. Very few know about their recent past or understand what it is like to come from an immigrant family. Therefore, coming from an immigrant family that came during the early 1900s, I like to share stories about what it was like for them. The students are fascinated and always want to hear more. However, I always end with asking them if that makes me less of an American than them. The students wholeheartedly say no and then they begin to open their eyes a bit more. I think this is because they have a personal connection to me and somehow feel more connected to the issue. This goes back to Christensen's point of students having a personal connection with an issue and working harder to understand and learn more about it.
I think often times teachers are worried about opening a can of worms with topics such as immigration. But you are so right, these things need to be addressed in the classroom because odds are, they aren't being talked about at home. Students, especially at the middle and high school age, are going through an identity crisis. What better way to combat that than with learning about your own background and history? It's also great that you are able to share stories with your students. I need to do a little more digging into my own history so I am able to share as well. :)
Yea! She had the same kind of “slippery” student’s I have! That was encouraging to me to know that her classroom was not perfect and yet she had many triumphs. It gave me the credence that I don’t have to and cannot reach every student. If I can reach some of them I will not only count my blessings but consider my teaching successful. I find it interesting to me to learn the culture of the student’s. I have used several of her ideas about bringing in the student’s heritage into the classroom. I ask them to bring in heirlooms or pictures of things they want from their families. Then they write about those heirlooms and how they relate to their heritage. I also like the idea as before of taking on the POV of a character. They can learn to empathize or sympathize with the character. This helps them realize their fellow students that are different are really just like them.
I like your idea of having them bring in family treasures and writing about them. I might have to borrow that one! And I too had those "slippery" students. Sometimes when I read these books, the classrooms seem so perfect and wonderful and sadly that just isn't how my experiences have been. It's nice to know that even seasoned pros have those difficult students and still so much success. It gives me hope for sure!
Gloria, I appreciate Christensen's honesty too! I think she has mentioned such students in one of her previous chapters. During this year, I have felt like I was not doing my job if I did not have every single student on task. But, you may be right. Success may not mean reaching every single student. In one of my classes, I had several students that got very upset with the "trouble makers". When I concentrated on keeping the rowdy bunch at bay, I lost opportunities to teach to the students that really wanted to learn. I am learning along with my students!
I too was pleased to see an "expert" show the challenges that we all face instead of pretending that they have perfect students. I became a teacher after a career in law enforcement so I know I can't help them all-but if I can make a difference with a few then I will feel accomplished. Teresa, I also have noticed that many of the "good" students are just as frustrated as I am with the troublemakers. I am constantly working to find ways to stop the distractions of my time with those willing to learn while also trying to reach those who are disruptive.
I remember having to do research papers when I was in school and they were always so pointless to me. The topics had nothing to do with my life and reality and I never had an interest in the topics. It was always something like the death penalty or some old author I didn't care about (and didn't even enjoy their writing). This wasn't "real" research. I love how Christensen wanted her students to do actual research and "learn to use the library, search for books, look up alternative sources...I wanted them to interview people, as well as read novels and poetry that told the immigrant's story in a more personal way" (pp. 146). She was making the research topic real for her students while also teaching them a very valuable skill. I like the idea of having students study their own heritage or immigration but I think any topic that is relevant to the students would be better than the tired out research papers I had to do in school.
Anna, I agree. I have been thinking a lot about how to allow students to choose a topic to research and write on. I would much rather have students care about what they are learning than to have them just research something that I am already familiar with. It is not about being easy for me, it is about the students learning and learning how to learn. Above all, I want my students to learn how to question things and be able to find answers, not just accept what they have been told.
Teresa-Last semester I had students choose someone they felt was inspirational, legendary, or charismatic and they completed a multi-media research paper on that person. It was very successful in getting students engaged, and in teaching all of us (me included) about some influential people that were lesser known. One student chose a former congressman who was a distant uncle. He took great pride in sharing the accomplishments of his family tree. I also agree that students need to learn to think on their own rather than just accepting what adults tell them, just in a constructive and inquisitive way.
Anna, you bring up a great point. We need to teach our students the necessary skills for proper research and analysis. However, is it necessary for them to research something that means nothing to them. Research and analysis is hardly interesting to the average student. Why must we further that negative regard for our content by making our students research something that is dead to them. Give them choice!
Wow! Talk about giving up control! Christensen's honesty about questioning allowing the students to learn and teach their choice of lesson was a lesson in itself. Throughout this year, we have been taught to give students choice. I think this chapter is proof. These students will never forget what they learned in their research, and they will probably remember what their classmates taught them because they could appreciate the research and efforts more than before this lesson. What better way to end a year of teaching "students to become critical readers of history and literature" (145) than to allow them to put it into practice in such an elaborate way. I noticed that I did not read a single word about practicing for a test of any sort, by the way.
I agree! I think student voice is such an important factor in learning. If we are trying to create critical thinkers then we must allow student voice. I also think that if students are given the chance to teach, it helps those students to understand the material better and gives other students more interest in learning from their peers.
This is something something I have struggled with over the last year. I completely agree with the idea of giving the students' choice. However, I struggle with trusting the outcomes. It has little to do with trusting my students capacity. Instead, I think it is my inexperience. It is difficult to trust text books and data. I know it is good material but until I see it for myself, it takes a lot to let go.
I really enjoyed this chapter in Christensen's struggle with her lesson. While she opened the door to give students choice, she had to allow them to find their own way with less direct instruction. It is often hard to let the students learn on their own because we want them to learn certain things, but the authentic learning that occurred in this lesson was well beyond what Christensen, or any teacher, could have hoped for. I am also learning that while instruction may not go as planned, those are often the times where true learning takes place. I love the boldness of Christensen's teaching social justice and would like to incorporate more of these real life issues into my lessons so students learn to embrace difference and seek out justice through their own knowledge and action.
I appreciate that you mentioned how true learning doesn't always go as planned. I know it comes with experience, but I have a hard time always recognizing those learning opportunities. I need to be patient with my pacing. I often find myself giving too much time to certain exercises and then rushing to keep with the plan. When should the lesson plan dictate the learning...
One of the major things I have learned from my time in this MAT program is the power of choice. I have seen it played out in my prior placements when students were given the choice to read what they'd like or how they would like to execute a group project. The results were proof enough of how effective choice is! Students were far more engaged and productive in the assignments they were allowed greater freedom to chose. They took ownership for their work and cared about the outcome... far more so than completing a task thrust upon them. I greatly appreciate how much freedom Christensen gave her students in their research project on immigration and student cultures, again exercising content relevant and engaging to the students. Immigration is an intense and controversial topic that must be addressed in class. I have seen immigration become increasingly polarizing as time progresses. I feel that our students sometimes forget that this is a nation founded on immigration. Though I certainly agree that it needs to be regulated, I feel that students need to remember to be more compassionate even when we discuss our beliefs on the topic, realize that we are talking about other human beings not invading hordes.
I think sometimes teachers forget that their students have ideas of their own, just like we do. I realize there will be times that I will need to ask everyone to read specific pieces, but I also realize that there will be plenty of time when the students can have options. I want students to have as much freedom as I can possibly give them. I want them to want to continue learning even when they are no longer bound by the frame of a classroom. I want them to see learning as an important part of their lives.
Christensen is extremely courageous and brave when she brings up immigration and how it parallels to the current times. This is a tough subject to talk about, but it needs to be talked about in the classroom. The other week I brought up immigration in our class because we had been talking about the 1920s. I had the students read an excerpt from a non-fiction work about Italian immigrants in the 1920s. We talked about how we still see problems in immigration today, but we focused on the treatment of immigrants. I asked them about what jobs people get and how they are treated as second class citizens. I asked them if they had the right to make other people feel inferior to them. Some of my students said yes, so I asked if I had the right to make them feel inferior to me; they said no. This was a tough issue, but necessary for them to understand who they are and where they come from.
ReplyDeleteWhat is extremely difficult is that many of the students here come from families that have been here since the pilgrims. Very few know about their recent past or understand what it is like to come from an immigrant family. Therefore, coming from an immigrant family that came during the early 1900s, I like to share stories about what it was like for them. The students are fascinated and always want to hear more. However, I always end with asking them if that makes me less of an American than them. The students wholeheartedly say no and then they begin to open their eyes a bit more. I think this is because they have a personal connection to me and somehow feel more connected to the issue. This goes back to Christensen's point of students having a personal connection with an issue and working harder to understand and learn more about it.
I think often times teachers are worried about opening a can of worms with topics such as immigration. But you are so right, these things need to be addressed in the classroom because odds are, they aren't being talked about at home. Students, especially at the middle and high school age, are going through an identity crisis. What better way to combat that than with learning about your own background and history? It's also great that you are able to share stories with your students. I need to do a little more digging into my own history so I am able to share as well. :)
DeleteYea! She had the same kind of “slippery” student’s I have! That was encouraging to me to know that her classroom was not perfect and yet she had many triumphs. It gave me the credence that I don’t have to and cannot reach every student. If I can reach some of them I will not only count my blessings but consider my teaching successful.
ReplyDeleteI find it interesting to me to learn the culture of the student’s. I have used several of her ideas about bringing in the student’s heritage into the classroom. I ask them to bring in heirlooms or pictures of things they want from their families. Then they write about those heirlooms and how they relate to their heritage.
I also like the idea as before of taking on the POV of a character. They can learn to empathize or sympathize with the character. This helps them realize their fellow students that are different are really just like them.
I like your idea of having them bring in family treasures and writing about them. I might have to borrow that one! And I too had those "slippery" students. Sometimes when I read these books, the classrooms seem so perfect and wonderful and sadly that just isn't how my experiences have been. It's nice to know that even seasoned pros have those difficult students and still so much success. It gives me hope for sure!
DeleteGloria, I appreciate Christensen's honesty too! I think she has mentioned such students in one of her previous chapters. During this year, I have felt like I was not doing my job if I did not have every single student on task. But, you may be right. Success may not mean reaching every single student. In one of my classes, I had several students that got very upset with the "trouble makers". When I concentrated on keeping the rowdy bunch at bay, I lost opportunities to teach to the students that really wanted to learn. I am learning along with my students!
DeleteI too was pleased to see an "expert" show the challenges that we all face instead of pretending that they have perfect students. I became a teacher after a career in law enforcement so I know I can't help them all-but if I can make a difference with a few then I will feel accomplished. Teresa, I also have noticed that many of the "good" students are just as frustrated as I am with the troublemakers. I am constantly working to find ways to stop the distractions of my time with those willing to learn while also trying to reach those who are disruptive.
DeleteI remember having to do research papers when I was in school and they were always so pointless to me. The topics had nothing to do with my life and reality and I never had an interest in the topics. It was always something like the death penalty or some old author I didn't care about (and didn't even enjoy their writing). This wasn't "real" research. I love how Christensen wanted her students to do actual research and "learn to use the library, search for books, look up alternative sources...I wanted them to interview people, as well as read novels and poetry that told the immigrant's story in a more personal way" (pp. 146). She was making the research topic real for her students while also teaching them a very valuable skill. I like the idea of having students study their own heritage or immigration but I think any topic that is relevant to the students would be better than the tired out research papers I had to do in school.
ReplyDeleteAnna, I agree. I have been thinking a lot about how to allow students to choose a topic to research and write on. I would much rather have students care about what they are learning than to have them just research something that I am already familiar with. It is not about being easy for me, it is about the students learning and learning how to learn. Above all, I want my students to learn how to question things and be able to find answers, not just accept what they have been told.
DeleteTeresa-Last semester I had students choose someone they felt was inspirational, legendary, or charismatic and they completed a multi-media research paper on that person. It was very successful in getting students engaged, and in teaching all of us (me included) about some influential people that were lesser known. One student chose a former congressman who was a distant uncle. He took great pride in sharing the accomplishments of his family tree. I also agree that students need to learn to think on their own rather than just accepting what adults tell them, just in a constructive and inquisitive way.
DeleteAnna, you bring up a great point. We need to teach our students the necessary skills for proper research and analysis. However, is it necessary for them to research something that means nothing to them. Research and analysis is hardly interesting to the average student. Why must we further that negative regard for our content by making our students research something that is dead to them. Give them choice!
DeleteWow! Talk about giving up control! Christensen's honesty about questioning allowing the students to learn and teach their choice of lesson was a lesson in itself. Throughout this year, we have been taught to give students choice. I think this chapter is proof. These students will never forget what they learned in their research, and they will probably remember what their classmates taught them because they could appreciate the research and efforts more than before this lesson. What better way to end a year of teaching "students to become critical readers of history and literature" (145) than to allow them to put it into practice in such an elaborate way. I noticed that I did not read a single word about practicing for a test of any sort, by the way.
ReplyDeleteI agree! I think student voice is such an important factor in learning. If we are trying to create critical thinkers then we must allow student voice. I also think that if students are given the chance to teach, it helps those students to understand the material better and gives other students more interest in learning from their peers.
DeleteThis is something something I have struggled with over the last year. I completely agree with the idea of giving the students' choice. However, I struggle with trusting the outcomes. It has little to do with trusting my students capacity. Instead, I think it is my inexperience. It is difficult to trust text books and data. I know it is good material but until I see it for myself, it takes a lot to let go.
DeleteI really enjoyed this chapter in Christensen's struggle with her lesson. While she opened the door to give students choice, she had to allow them to find their own way with less direct instruction. It is often hard to let the students learn on their own because we want them to learn certain things, but the authentic learning that occurred in this lesson was well beyond what Christensen, or any teacher, could have hoped for. I am also learning that while instruction may not go as planned, those are often the times where true learning takes place. I love the boldness of Christensen's teaching social justice and would like to incorporate more of these real life issues into my lessons so students learn to embrace difference and seek out justice through their own knowledge and action.
ReplyDeleteI appreciate that you mentioned how true learning doesn't always go as planned. I know it comes with experience, but I have a hard time always recognizing those learning opportunities. I need to be patient with my pacing. I often find myself giving too much time to certain exercises and then rushing to keep with the plan. When should the lesson plan dictate the learning...
DeleteOne of the major things I have learned from my time in this MAT program is the power of choice. I have seen it played out in my prior placements when students were given the choice to read what they'd like or how they would like to execute a group project. The results were proof enough of how effective choice is! Students were far more engaged and productive in the assignments they were allowed greater freedom to chose. They took ownership for their work and cared about the outcome... far more so than completing a task thrust upon them. I greatly appreciate how much freedom Christensen gave her students in their research project on immigration and student cultures, again exercising content relevant and engaging to the students. Immigration is an intense and controversial topic that must be addressed in class. I have seen immigration become increasingly polarizing as time progresses. I feel that our students sometimes forget that this is a nation founded on immigration. Though I certainly agree that it needs to be regulated, I feel that students need to remember to be more compassionate even when we discuss our beliefs on the topic, realize that we are talking about other human beings not invading hordes.
ReplyDeleteI think sometimes teachers forget that their students have ideas of their own, just like we do. I realize there will be times that I will need to ask everyone to read specific pieces, but I also realize that there will be plenty of time when the students can have options. I want students to have as much freedom as I can possibly give them. I want them to want to continue learning even when they are no longer bound by the frame of a classroom. I want them to see learning as an important part of their lives.
Delete