Tag Archives: Education

The Reason

02 Friday Jun 2017

Posted by in Poetry, Uncategorized

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Falsehoods and desires for greatness

Left with the responsibilities of our ancestors

Most of whom I’ve never met

To the future generations who I hope to help empower

This chosen path often positions me in the role as gatekeeper or antagonist

Neither of which I seek to portray

So much is at stake

The past, present, and future converge upon us

With the impact of an atomic bomb

Destroying all within its reach

Yet, we persevere like abolitionists, freedom riders, and infantry of the great wars

Each battle we embark upon impacts an unformed legacy

Of young and old

Insanity is defined by our actions as we believe in those who often have had no opportunity to believe in themselves

Intellectual idols are few and far between for many because we’ve never been allowed nor taught about the intellectuals who look, talk, or act like us.

In recognition of these truths as self-evident

I embrace my reason

My purpose

My calling of being an educator…

Trajectory

19 Sunday Jun 2016

Posted by in Poetry

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Positioned to discover, explore, and/or question
Life’s charted course
Each decision is beseeched with
Possibilities yet we are not
Guaranteed of its outcome
Whether good or bad
We hope to champion a cause
That is worthy of our effort
Our commitment
Our sacrifice
Yet, we are left to question
It and ourselves
At each critical phase, stop, or hurdle
Many of us embody the good fight
The willingness to put the wellbeing of others first
At the expense of our own wishes for ourselves
We plant the seeds through our
Professional and personal obligations and commitments
In doing so, we help set the trajectory
For all of whom we are honored to teach.

The Perils of Educational Patience

08 Sunday Dec 2013

Posted by in Educational Trenches, PSDW Reflective Journal

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Classic denial of exceptional promise: Origins of the journey

Over the years that I have taught and learned, I have always struggled with or been the cause of struggle for others when it came to the notion of patience. Whether this was as a fifth grader who was gifted but was easily influenced by his peers to deny his gifts. Or when I was a high schooler who made all types of wrong decisions related to learning and my giftedness. I did not understand what or why I was doing what I was doing beyond the limited vision that I had with the coinciding age. Yet, those who were  charged with educating me both as a student and young man of African descent knew better. They, in retrospect, exhibited what I’m now calling “educational patience”. They hung in there with me by calling my parents, with mainly my mom visiting, to hear the latest development in my misguided decisions. They always talked in terms of my potential and promise with her which made their disappointment with me during those mishaps even more striking and pertinent to this post.

I can so clearly see their faces and recall their names as if I were still in their respective classes doing whatever I was doing as I exemplified denial or the outcomes of stereotype threat, which I would learn about during my graduate experience. I can remember how their demeanors changed or were influenced by the things that I did that were not of their approval. My justifiable excuse, if those are truly possible, is that I was a young person who really did not understand what he was gifted with in terms of intellect, creativity, and character. As a result, I saw those qualities as deficits to who I thought I should be in order to be viewed as one of the “cool kids”. In every case and interaction, my teachers were exuding to the highest degree, educational patience.  And with each enactment, they paid an internal price that I would not myself understand until I shared the role of teacher educator.

Roles reversed: Claiming the Mantle for Educational Patience

Years later, my first encounter with educational patience met me in Houston, Texas while teaching the first grade. I inherited a group of children who I grew to love for so many reasons. They were students who, like me, developed reputations that did not always mirror who they really were. Working through personality conflicts and the normal activities of 6 year olds should not be thought of lightly, and I know any parents of this age group can attest to this statement easily. The energy that they expended through questioning and the need of repetition of educational tasks was something, as a new teacher, that I was not prepared for. Fortunately for me, I was a young tall man with a powerful voice and stern demeanor, I truly thank my father for modeling facial expressions that set definitive tones (I say that kindly, LMBO). Yet, to help my students develop, I often had to forget about where I wanted them to be in order to understand and support where they actually were. As many teachers often remind me, even now at the university level, that we often plant the seeds in students that we very rarely get to see grow.

As a first grade teacher, watching my students grow or at least seeing their seeds take root was the greatest experience for me outside of seeing them physically change and grow. I must admit that I was always moved when my students lost their first tooth then proceeded to give me that open door smile, LMBO. Educational patience always took its toll on me, like my own teachers, yet in its own way. It hurt to see some of the situations and circumstances that my students were in. It hurt to see that sometimes I was one of the only adults who was invested in them. Sometimes my enactments of educational patience, resulted in additional roles beyond the one I was hired for as a self-contained teacher. Sacrifice is the name of the game when it comes to teaching students who may not have all of the world at their finger tips. Sacrifice can amount to spending your lunch break working on additional activities for students later that afternoon. Sacrifice could mean earlier morning check-ins in your classroom or late evening check-outs right before the janitorial staff/or principal makes the last call to go home for the day. Let us not forget the many weekends that are logged to complete grading and course development.

Upholding the mantle in a different space: A university setting in Florida

Much of what my experiences as an elementary teacher taught me about education still reside in me as I now work with university students. Just as I did then, I struggled. I struggled with adjusting to the new context, the different students, and, more importantly, who I wanted to now be at this stage of my life. As a semi-newly minted PhD who had all of these aspirations and knowledge, at least in my mind, to achieve great things within the field of education.  I was both so wrong and so right. I was wrong in that I made some mistakes that ultimately resulted from my unwillingness to be authentic with my students. I did not fully commit to being present with my students as I now know that I must always do. I must make myself both vulnerable and human in the eyes of my students. Not in a way that is forced but in ways that simply mean just being me. I was right in my belief that my students deserve and require so much from us as well as the requirement that they are also to bring all that they have to the task. I was right to believe that my students are knowledge holders and able constructors who have every right to be at this educational table with me. I was right in my belief that enabling learning is a harmful thing if you don’t provide them with the means and opportunities to develop independence and self-efficacy. I was right in my belief that their futures and the futures of the students who they will one day teacher are the most important outcomes in my role as an educator. I was right in my belief that I am a more than capable and passionate educator who wishes to impact the lives of those who I meet as I continue my journey.

Educational Patience: Bearing its fruits

Ironically, as I confess to all of those who have taken the interest and time to read my thoughts reflected within these words, I am forever grateful to all of those who evoked educational patience at their own peril. That young 5th grader and high schooler has embarked on a lifelong quest to better himself and hopefully others through the valuable lessons that were afforded to him by each and every one of you. That first grade teacher who was the inheritor of such wonderful and promising young people is now a developing scholar and intellectual who cherishes the bonds that were forged so long ago. So I hope to be a testament to other educators who are also demonstrating educational patience. There are many more like me who are forever thankful for all that you have done. Please know that we attempt to pay it forward in our own unique ways with your influence in mind.

Tangible Rewards of Teaching

30 Monday Sep 2013

Posted by in Educational Trenches, Live In The Discomfort

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As I continue to talk about what I find the PROFESSION of teaching requires–living in the discomfort–I had the pleasure of having a conversation with a former student that has led me to this current entry.
Some back story…

My evolution as a teacher continues to occur in which I honestly have to say has been shaped by many of my former students’ impacts on me and my thinking over the years. They have challenged me in ways that I never thought that they would or even could. One of those areas is being more patient with them and their development and/or perceived needs. I must be the first to admit that while I love teaching and learning, I have noticed that I have more patience with learners in the primary grades. My expectations of my adult students and what they brought with them to the learning space was constantly at odds with most of what they actively would show. Sometimes what I thought that they should or would know, as undergraduates, was not always the case. Sometimes the amount of effort or passion that I assumed them to have was not the case either.

Now as I say that, there were plenty of students who were amazing and demonstrated vast amounts of intelligence, creativity, dedication, motivation, and the like. As a teacher, we sometimes take those students for granted and expect them to grace our classrooms with all of their potential and abilities. But when those gifted students’ gifts don’t appear as I expect them to, I now realize that those situations were my greatest challenges. This disconnect was painful for me to realize and accept: Why can’t they _______? Why won’t they _________? Why haven’t they ______? These are questions that I found myself reflecting on and asking my mentors periodically. I kept thinking that my students could do this or that. I never saw them as having deficits, but instead I saw that as not reaching or maximizing their potentials. What I failed to realize in that line of thinking was that while they had the potential, I often didn’t scaffold to the degree in which they may have needed. This realization meant that I had to relearn the level of variance within them regarding things that I considered to be foundational to undergraduate students (i.e., writing and critical thinking).

Now back to the conversation with my student…

In talking with my former student, I was pleasantly reminded of the student’s ability to actualize success. What I mean by that is even though I sought and often demanded a great deal from my students, their respective paths to success are as infinite as their minds, the context they’re in, and the varied supportive mechanisms afforded to them. As a result, I am now more aware of this part of my teaching identity–the critical idealist. And my former student’s current successes and the fond memories that I have during our time in the course have become even more powerful for me. For this was a student who I felt challenged my teaching in ways that made it better. The student’s persistence, creativity, and thoughtfulness during class assignments and discussions still appear in what my student is currently achieving. While, I speak of my student with some attempt of maintaining anonymity, if that student is currently reading; I would like to say I’m very proud of you. And more importantly, thank you!

As I have found to be true within the field of education, many times our students can be our best teachers when we’re willing to listen…

Until next time.

PSDW~

The Struggles of Teaching

29 Sunday Sep 2013

Posted by in Educational Trenches, Live In The Discomfort, Uncategorized

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The beauty found within teaching for me is something that has little to compare with. You see the growth, determination, creative, among other things of your students as they pursue their educational goals and dreams. These things are, at least for me, the most important aspects for why I do what I do. Seeing diamonds in the rough take shape and form all that you hope and more is so rewarding. I have had the privilege of seeing 6 years olds blossom into amazing teens, college undergraduates harness their abilities in ways that I wonder if they would have dared attempt during previous opportunities, and graduate students traverse the challenges of reclaiming their sense of direction within their educational journeys. All of this matters to me as an educator. There is nothing like it for me, even when many of my contemporaries deny our students the opportunities to flourish. The field of education requires remarkable women and men to serve as educational stewards for future generations of community members. No matter the background we have to safeguard ourselves from our own tendencies to undermine our expectations for and of the potentials of future generations. When I think of all of the students who I have taught, I find pride in the fact that, whether they realize it or not, I imparted at least a little wisdom and knowledge to them. 

The educational conundrum is one that most public educators have some level of familiarity with. Whether you were an elementary teacher, as I was, or a middle school/high school teacher, seeing your students become more of they were and are has to touch your heart. Why else would you become a teacher? 

Yet with all of this hope and promise, we find our schools and schools systems failing our kids in some form or fashion. The lack of support for our public schools, in certain areas of course, allows for others, who usually aren’t educational professionals to make decisions that are often uninformed yet have dramatic effects of the lives of young learners. Standardized tests have become the archenemies of most educators who have experienced third person test anxiety—witnessing your students get scared while taking the test. 

Victim Blaming Rationalization: Why Trayvon Martin is Symbolic for and of African American/Black Experiences in the United States.

30 Tuesday Jul 2013

Posted by in Blog, Racialization Impacts

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Over the course of the many days, weeks, and months since the tragic death of a seventeen year old teen, much has been debated and said about what is justice in today’s United States. Color-lines have been drawn in many cases, as reactionary as they were during the Jim and Jane Crow Eras in this country. Sentiment remains mixed with an output of social consciousness and outrage. Protests in the streets and even a Presidential Address about race and its lingering effects on society have taken place. With all of this being said, there still seems to be something absent from the conversation. Something that is as systemic as the endemic racism that encapsulates this country even when many emphatically attempt to deny its existence.

“What is this item that I speak of?” you may now find yourself puzzlingly asking. It is the way that many of us have, due to the reality that “race” and “racism” are as “American” as “apple pie?” How dare I make such suggestions when we now have a “Black” president elected for not only one term, but two. Not when we post pictures of a “Black” First Lady and praise the couple’s two beautiful and charming “Black” daughters. We are in a post-racial society where we all need to be “color-blind” and just see each other as only human. Furthermore, we see only the “human race” as we are all “Americans,” so the story goes.

And let us not forget our Constitutional rights that are also at stake when we critically engage the tragedy that was not solely Trayvon Martin, but dare I say, George Zimmerman. For many who are of African descent and/or are starch allies, this utterance by one of their very own will seem outright blasphemous or a betrayal on the legacy of our shared struggle. Continuing to hide behind the scapegoat of the Second Amendment, the right to bear arms as some continue to champion. Since and even before 9/11, we remain fed heavy doses of fear through all forms of media. A land built on propaganda continues to manufacture reasons to shape and craft the thoughts of a society and the globe. What is this fear that I am now speaking of? The same fear that endured the antebellum plantations, the uprising of darker-skinned property, for at the time still not viewed as human. That task is still a work in progress; if you look hard enough you’ll still see measures of hatred and thoughts of superiority for no other reason than social dogma propagated for generations.

As history has told us, as it has been crafted within our educational textbooks, that the legacy of wrongdoing is still not ready to be fully addressed. We’ve had apologies and offered reparations for instances for select members of our Union yet we still find ways to avoid fully addressing the wrongs done to our Native community members. They, as the rest of “the minorities” must have done something wrong, right? They must not want to be successful? They don’t care about education? Why don’t they want to learn to speak proper English? Why don’t they… (I’ll let you fill in the blank). In each instance, one thing remains clear. We often will acknowledge there is a problem but how we perceive it beyond that is what I really want to address.

We call it, “victim blaming rationalization. A response to a social problem—such as injustice toward a minority group—that identifies the problem as a deficiency in the minority group and not a societal problem, as in ‘If poor people want to escape poverty they just have to be willing to work harder” (Koppelman & Goodhart, p. 42). In a similar vein, this is what often happens when race and racism are at the center of public debate. We don’t want to acknowledge the legacy that has driven the nation’s politics and social norms. We have short-term memories on who were discriminated against based on existing notions of privilege and whiteness within the society. Because by doing, so this often causes us to have to challenge or relinquish our own interests.

In a nation that politically and morally does what is in the best interest of itself– well, actually in the best interests of the wealthy and/or powerbrokers–in most that it does, we are confounded with fundamental issues. So when we see poverty, we blame the poor. When we see ignorance, we blame the uneducated. Yet we rarely make headway when we blame the system in which all of the social malfunctions are perpetuated and maintained. Because it will cause us to have to own the possibility that we have to sacrifice, have to struggle, have to actively become a part of the larger community without guarantee that we will get everything that our hearts desire. Interest theory explains why we discriminate and/or justify not supporting our community in the ways that we want the community to support us.

Why does any of this matter when it comes to victim-blaming rationalization and the tragedy that are the circumstances that envelope the death of Trayvon Martin and the public outcry about George Zimmerman’s acquittal? Simple, it is indicative of the legacy that is seamlessly embedded within the laws that govern this country. It is born out of the enterprise of Capitalism and globalization that fosters the extension of a set of cultural norms and values that some say only sees green. We see it in the manner in which a hoodie has become a symbol that, for some, can be likened to sad a day back in Mississippi when a young teen was kidnapped and killed for whistling at Carolyn Bryant outside of the Bryant Grocery and Meat Market. We see it in other cases that have been highlighted since the verdict across the country. Culturally, instances like these resonate with the past and current experiences people of African descent have within the United States.

We, as we’ve been socialized through the prism of racism, tend to dichotomize things to the simplest way possible. What do I mean by this statement? Well if you’ve ever said, “It’s as simple as black and white” then you’ve done it. What many don’t really know is what they’re implying with this question is that they are acknowledging their own limitations in the situation. They are acknowledging that they are limited in their ability to see the complexity, which is at the heart of this tragedy. The intellectual prison is on display in the form of either/or mentalities that many of our public schools promote as part of the greater enterprise. The ignorance of this and other aspects of injustice are running prevalent in this country, some would expect to be said. Yet all of this is exactly why our society will continue to work in a disjointed fashion. We, as a society, are fragmented, splintered, lacking cohesion in the saddest of ways. We are apathetic unless, sheepishly, we are moved to action by our twitter, facebook, and/or other social media feeds. We click buttons as opposed to working to shape lives beyond our own doorsteps. We impatiently wait for the next person to do what we ourselves need to accomplish. We do what’s easiest and most natural– we yell, we talk, we pray, and then we ultimately forget. Until we all recognize that injustice to any one of us is injustice to all of us, we will continue to be reminded of inconsequence of being othered in this othering space known as the United States of America…

To be continued…

Crush-Hopper Presentation Video (Jan. 17, 2013)

24 Friday May 2013

Posted by in Blog, Identity Politics, Racialization Impacts, Uncategorized

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Hello everyone,

I am including the video of both my lecture and the subsequent Question and Answer session with Ms. Mandisa Haarhoff about her one person play, Crush-Hopper. She was truly amazing as a performer but more importantly as a person.

De Walt Crush-Hopper Lecture

Crush-Hopper Question and Answer with Ms. Mandisa Haarhoff

Enjoy,

PSDW~

Onward to the Next Chapter

13 Monday May 2013

Posted by in Blog, Educational Trenches, PSDW Reflective Journal

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Hello everyone,

Today marks the start of a new and exciting semester (10 weeks). As I have taught over the years, I am reminded of all that makes teaching and learning so important to me. I see it in the responses that I get when I post here on the blog as well as through other social media sites https://www.facebook.com/pages/Patrick-S-De-Walt-MBA-PhD. As I became more aware of the ways in which my beliefs and passion for teaching was shared by others, I found that I was more concerned about everything that I was saying. I don’t take this privilege and honor lightly by any means. I thank each and everyone of you who have taken the time to read anything that I have ever posted online….

The Life of an Educator

It is a very interesting thing to learn from other educators about how they see and experience the life of an educator. Some find the joy in all that they do, others see the responsibilities that are inherent with the position, and others are still trying to figure their way through the process. In many ways, I find that I embody all of these components and feelings each and every time I nervously step in front of my students. While my exterior presents a self assured and somewhat confident person, the interior self is always wondering if he is “doing right by his students.” I find that to be one of the hardest things to come to terms with for me as an educator, I want to always help and prepare my students for all that they will face as they continue their pursuits within the field of education.

The answers that I seek are rarely found within the time that I have my students within my class, but I naively still wish to see any indication that my students get it! As I have discussed about my interactions with Jekyll & Hyde learners in my previous posts, my desires for my students’ success intensifies. I find that I am often fighting them when in comes to my undying belief that they have amazing yet untapped potentials that they seem to not even recognize. I find myself thinking back to my own educational experiences and realizing how fortunate I was to have educators who stayed the course with me even when I didn’t seem to care. From these intense feelings, my teaching philosophy and pedagogy were ultimately born. As a result, I work insane amounts of hours thinking about my lessons and, in the past, grading tons of student assignments.

My growth as an educator has resulted from these educational experiences that consisted of trial and error, long nights of anxiety, and many intense conversations with family, friends, colleagues and mentors. My ideology and integrity are at the center of all that I do and that gives me great pride. Pride in the fact that I am now seeing the seeds that I have helped to plant begin to blossom in multiple contexts as I hope that I have done for my own teachers.

Starting Anew Today

As I write this entry, I am less than an hour away from another exciting and unpredictable semester (Summer 2013). I have so much that I want to achieve with my students and hopefully they will ultimately achieve their own goals as well. I’m teaching my normal class on diversity. I’m also entering into a new area that partially resulted from all that I have done here which has motivated me to explore–a course that merges both student engagement and social media. For now, that’s all I have to say about it but in the coming months I hope that you stay around to see those finished products. So I write to all of the learners and educators out there. Continue to explore your own realities and the beauty found within them while still challenging them for their ultimate enhancement.

My excitement and anticipation have again returned to my core preparing me for a new group of learners who have all the potential in the world to achieve greatness. I just hope to be a small part of their journey as they continue to be a huge part of my own….

Until next time.

PSDW~

Beautiful Liars and Bully Beatdowns

04 Saturday May 2013

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This weekend I am supposed to be speaking on a radio show in Dubai about the phenomenon of bullying. Of course, I’m nervous. I’m always nervous when it comes to these things. Bullying has been on my mind quite a bit this week as I prepare for my appearance. Although some may feel it is a great thing that bullying has become the fad of the moment, it actually makes me quite sad. It’s kind of like when the kid that no one likes all of a sudden becomes the popular kid of the moment. Everyone knows it won’t last and when it is over, the poor kid is left in an even worse place than before. Bullying has become a buzz word. It has infiltrated pop culture. Real Housewives are claiming that they are a victim, talk shows, commercials, plots in cartoons, etc are all focused on the topic of bullying. Unfortunately, there have been several important things that are always left for the viewer to figure out. What exactly is bullying? What would be considered bullying and what is not? Oh yea, and now that I have been told not to be a bystander, stand up, be brave, etc, etc, how exactly do I do that. This movement is under the misconception that schools, parents, school counselors, and teachers are gong to pick up the slack and fill in the blanks. Sadly, this is not happening. This campaign feels dangerously similar to the D.A.R.E campaign that research has indicated failed at accomplishing its goal of keeping kids off of drugs. Campaigns such as these will cause tons of people to rush into the field of bullying prevention bombarding our schools with here-for-the-minute interventions. Research has demonstrated that after these ‘momentary’ interventions leave, most often bullying spikes. There are many of us that have been working in the world of bullying prevention for some time. Researching it, working toward a way to prevent it, reduce it, and bring awareness. It feels as if pop culture has pushed its way into the conversation, will stomp around a bit, and leave us to pick up the pieces. For those of us that consider bullying prevention to be a life-long mission, I hope that bullying does not fall victim to the ‘fad of the moment’ syndrome by quickly rising to the peak of everyone’s attention and then quickly falling into obscurity. I fear all of this hype may leave the poor child trapped in the locker room being beat up for the umpteenth time without a word to use to describe his ordeal. I hope that saying the phrase ‘I’m being bullied’ does not become synonymous with the boy who cried wolf.

The Unheralded Rewards of Teaching

19 Friday Apr 2013

Posted by in Blog, Educational Trenches, PSDW Reflective Journal

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I have spent so much of my time lately on my blog devoting it to my poetic side. I have enjoyed sharing that part of me with those of you who have honored me by continuing to follow my blog. I really appreciate this, but I must admit that I have denied a bigger part of who I am in the process–me the teacher.

Recently, I have been reminded that the vocation of teaching is a profession that has been neglected on so many levels for all sorts of reasons. I originally wanted to talk with other educators who, I had coined were “in the educational trenches,” which essentially is the title of this part of my blog. But I have been reminded recently that by stating this, I am guilty of forgetting what I had hoped to impart with my students– that the language that we use shapes our reality as well as the realities of those who we engage. This reminder makes me rethink what I currently have described regarding this aspect of my thought.

As a result, I am brought to this moment when I am touched by those who I work tirelessly to reach, motivate, inspire, encourage, protect, and empower in order for them to become the women and men that I so passionately believe that can be. I am a hopeless romantic when it comes to my belief that my students are the most precious responsibilities I have beyond my own family. They make me work harder, think more critically, and endure let down after let down with the hopes that one day that the educational opportunities that I know they deserve will be the educational opportunities that they actually experience.

All of these thoughts have streamed through my mind as I have just completed my last class for the semester, here at the university. I have come in contact with students who inspire me by their sheer energy and passion for their respective beliefs when it comes to education and other aspects of the world. They may never know how much they truly mean to me beyond the hard lessons that I have them endure during my class in hopes that they’re better prepared for when those situations present themselves down the road. They are our future leaders and many are currently honing their skills to step into their important roles.

I feel as if they are my responsibilities and I can never let that feeling go because if I did, I would feel like a failure to my calling. My calling is not found in a script or set location. It is more likely as eclectic as my imagination allows me to be through the lives that I am fortunate to encounter each and every semester that I work within the academy.

And as long as I’m fortunate to have students who are willing and able to meet me somewhere in the middle, I will do all that I can to help them get wherever their dreams will take them…

I am honored to have been thought of in any significant way by any of my current or former students. I am glad that I have been, even to a small degree, a positive influence on the lives of such amazing young people. While the job is tough and the hours are often long and lonely, every once in a while something special happens and, for me, it happened when the words of a former student spoke of my influence on her as she presented me with the award below…

SAM_0321

While most of the rewards of teaching remain unheralded, I am glad for each and every opportunity that I have to give my best and my all. For all I know, at the time, is that the potentials found within the hearts, minds, and lives of our young people require such sacrifice and patience…

PSDW~

Outside of All Comfort Zones

09 Tuesday Apr 2013

Posted by in Educational Trenches, Guest Features

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The most important aspect of being an educator is often overlooked by educators everywhere: the education one receives from one’s students. Nothing can make the importance of THIS type of education more apparent than embarking upon a teaching assignment outside of your home country. I think a key term to reiterate is “home”. I didn’t understand how much I considered the US ‘home’ until I stepped my foot outside of it to work. Vacation is different. When we are on vacation, we can almost always find surroundings that remind us of home. We are not forced to step beyond our ‘comfort zone’. When you are working, however, in a university that is attended only by locals, you find your way of thinking, teaching, responding, reacting, learning, speaking, grading, and living all being forced outside of a box you didn’t even know existed. You find that you are floundering, yes I said floundering. Yes, a person with a degree (a Ph.D.), years of teaching university level students, and grand amounts of knowledge (at least I thought so, lol) was FLOUNDERING! I learned very quickly that all I had learned in my ‘home’ country, worked best (drumroll please) at home!

In order to set some semblance of organization after I arrived, I swooped in set up a syllabus, developed assignments, set up Blackboard, and started to teach. My course schedule had finals set for December. I arrived in October. I was ready to go. One of my students quietly approached me after what I thought to be a FABULOUS class. She quietly told me that although there was a break in December, the semester did not actually end until the final week in January. Also, one of the assignments I created could not be completed by many students because most unmarried, Muslim, girls did not feel comfortable interviewing males, even if they were professional, male, psychologists.

I had to take a step back. A HUGE step back. I felt like a ‘Stranger in Moscow”. I was lucky to have students who were willing to teach me and walk me through the process of getting acclimated. I found myself having to lean on and learn from my students. Of course, the start of a new semester brought sturdier footing, a new sense of self. and a somewhat increased knowledge of culture as it pertains to the psychological field. However, I did not forget the importance and necessity of constantly consulting my students.

Consulting our students, making them a part of the process rather than a mere consumer, and valuing their input are often touted as important parts of the educational process. How many of you actually do this? Most of the time? Some of the time?

How have you been educated by your students?

Hip Hop’s Amnesia: From Blues and the Black Women’s Club Movement to Rap and the Hip Hop Movement

01 Friday Mar 2013

Posted by in Culture & Music

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Hello All,

I’m honored to share this with you about one of my intellectual mentors, Dr. Reiland Rabaka.  reiland-rabaka Please access the link and check out the two podcasts at the bottom of the article.

Enjoy…

PSDW~

Hip Hops Amnesia

http://newbooksinpopmusic.com/2013/02/19/reiland-rabaka-hip-hops-amnesia-from-blues-and-the-black-womens-club-movement-to-rap-and-the-hip-hop-movement-lexington-books-2012/

 

01 Friday Mar 2013

Posted by in Educational Trenches

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For those in the trenches, I encourage you to take a look at this and other posts from Dr. Julian Vasquez Heilig at http://www.cloakinginequity.com.
PSDW~

Cloaking Inequity

Politicians and others often frame a narrative that charters are on par or better than traditional public schools. I have discussed how charters stack up traditional public schools extensively in posts here on CI on charters. Are there charters that are islands of excellence? Of course, there are some and I discussed this in my invited testimony last week at the Texas Senate. But we must hold charters accountable to data— not just achievement data— because it is becoming clearer and clearer that many charters have high attrition.

Although, the Texas Education Agency doesn’t calculate and disseminate attrition rates, you can basically do it yourself here.  Table 5 is where the information lies.

Below is a table for the central Texas area that an anonymous reader produced and emailed me, not holding graduates against schools, but otherwise looking at attrition rates.

A Mathematica KIPP study that came out recently…

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Teaching Who We Are: Seeing the Beauty in Student Engagement

30 Wednesday Jan 2013

Posted by in PSDW Reflective Journal

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One thing that I have come to embrace about myself, personally as well as professionally, is my passion for learning and seeing others excited and empowered within educational contexts. I often forget that the passion that I have is unique to me as other things are unique to others.

“We Teach Who We Are.”
—Parker Palmer–

The more that I write, the more that I reveal…

This statement is how I also think about teaching. The more I teach the more that I reveal about myself and sometimes discover about my students. After teaching for as long as I have now, whether it was as a first grade teaching in Houston or as a graduate student in Colorado, I have been one that gets a reaction out of my students. Sometimes that reaction is hostilely posted on faculty teaching evaluation sites (I still have not really reviewed them), university student evaluations and/or the responses of my students after they are no longer bound to my class and its rules.

The funny thing that I have found out about this process is that I am what I like to call, “An acquired taste.” Yes, this statement, as the previous journal entry laid out, positions itself as a dualistic perspective. But the data so far confirms it. My passion is one that propels me to want my students to excel and I push them to the point of discomfort. I challenge them even when I agree with what they may have said. I am and can be relentless in this regard, as many who have taken my course(s) might say. However, I know in my heart of hearts that I do all that I do for what I hope they will see in themselves one day–a promising teacher. Most teachers that I know have at some point in time referenced this saying, “You can lead a horse to water, but you can’t make it drink.” I struggled with this phenomenon so much as an instructor here in Florida, as I did while I was a graduate student in Colorado. I wanted all of my student to be nourished by the educational process that I so love in its non-conventional forms. I teach who I am and I push them to learn who they are, so that they can teach from those meaningful parts of who they are when engaging their students.

Food For Thought

I had a very interesting conversation with my graduate assistant today and much was revealed to me, both directly and indirectly, regarding how “Teaching Who [I am]” was/is my greatest strength.  Yet, it is also the most challenging aspect of my role as an educator. My passion and perceived intellect can be too much for others even while I know that I have so much more to learn; because, as I have shared with my students today, “The more I learned, the more I realized how much I really didn’t know.” I teach from my mind and heart each and every time I step into a learning environment. I don’t know any other way to be an educator.  And as a result of this way of being and knowing myself, whomever acquires an understanding of me and my pedagogy developed palates that allow she/he to engage in varied perspectives on a host of topics. They attain the ability to engage an eclectic personality and mind who only wishes to better himself and the community in which he is obligated to serve–our future generations of learners.

My graduate student, after a lengthy conversation about the course and our preparation for future course objectives, reiterated a perspective on my way of teaching and it humbled me. In the midst of all the chaos of our conversation, key elements of my and my teaching philosophy were articulated–the allure in learning. This phrase is something that has stuck with me since my graduate days. It written and introduced to me by one of my graduate school professors–Dr. Daniel P. Liston. It, in essence, is one of the staples of what I begin each semester with, challenging my students to connect with their internal capacities for becoming the best teachers that they can be by confronting, engaging and/or understanding themselves in more critical ways.

Engaging the Toxic Word “Race” in a Diversity Course

An example of this occurred today as my morning sections began to discuss chapter 5 PulseClicker2of our text. I asked my students to answer our “Clicker Questions”– Clicker is an interactive assessment tool that always for me ask students questions and get instant feedback– for the day. This question was a short essay that they were to answer about, “Is ‘race’ still in important part of U.S. society, yes or no?” As an introduction to this topic, I decided to not run from this feared word like many others do not only in our classrooms but in almost every other place in our society. This question also required that they expound on why they chose either yes or no. And I enjoyed hearing those who said “yes” explain their answers but I also enjoyed those who said “no” explain theirs. If you’ve read my previous post, there appeared to be a lot of Jekylls and Hydes in attendance during this topic. But I pushed and pushed the conversation and many of them took the risks of sharing their perspectives and why. I truly loved it! Because it was them engaging the tough topic wherever they were in their understandings within my classroom. These moments mean so much to me. To hear a student who has been positioned as a Jekyll turn out to be more of a Hyde.

Students gave ranges of responses that said, in a sense, while they didn’t want to use race they recognized that it was still impacting their lives. Others offered positions that promote ideas of humanism. I found all of the examples to be of significance and usable in this learning opportunity. So I took a few chances with them, I did an up down activity that I’ve done before with other classes. I had all of my students stand up and asked a series of questions (paraphrased and may not be out of sequence of how I did it in class, FYI): 1) If you are not male, please take your seat, 2) if you are not Protestant, please take your seat (ironically, after the completion of my lesson it later dawned on me that I misspoke), 3)If you do not own property (land), please take a seat, and 4) (what I would have concluded with had I needed it to) If you are not white, please take a seat. But in this case, there was no need to ask #4 because all of my 50+ students were already seated. In having my students participate in this kinesthetic exercise, I wanted them to think about how we, over time, have forgotten the sacrifices and injustices that have resulted from the application of race within this society.

Now we credit “the founding fathers” of this nation without holding their actions accountable to not only communities of color, but also non-land/property owners and women who lived during the era. WE, through our contemporary gaze at history, forget that women and people of color only within a short period of time have (re)gained the right to vote and other important aspects of citizenship in the United States of America. And more importantly, if our students have forgotten or have not been exposed to this valuable information during their own schooling process; what makes us think that the students who they will some day teach will have such opportunities to critically engage these such historical moments that shaped and continue to shape this nation?

Through this activity, my point was to get them to think about race and, more importantly, history within context. Instead of viewing historical moments through contemporary lenses. As many educators may now know, this is becoming a greater challenge with each passing year as history is becoming harder and harder to get students to engage in many instances. So I try to use these moments to provoke students’ thinking any way that I can if it aids them in developing their critical thinking skills as well as their, what I like to call, “their teacher identities.”

I have often told my students that education is a “social experiment” and all involved are a part of this dynamic process. Much of what I do within my classes requires that I take some level or risk. Yet, as what those who have taught me proved only a few years earlier, that the risks we take both as educators and learners have immense power to help redirect and inspire others to keep learning. I am reminded of the many teachers–Mrs. Boone, Ms. Sullivan, Mrs. Terry, Ms. Carson, Mrs. Gobert, Ms. May, Ms. Defibaugh, Mr. Lavergne, Dr. Sigren, Mr. Haynes, Mr. Knowles and the list could continue–who shaped a path for me that I could never have imagined, yet am proud to now travel….

As I conclude this entry, I am drawn to a quote from Palmer (1997),

Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge–and knowing myself is as crucial to good teaching as knowing my students and my subject (p. 15)

So the question becomes for any other educator and/or learner who took the time to read this, “What does your mirror show?

Until the next time…

PSDW~

Parker J. Palmer (1997): The Heart of a Teacher Identity and Integrity in Teaching, Change: The Magazine of Higher Learning, 29:6, 14-21.
http://dx.doi.org/10.1080/00091389709602343