Module+12

Commitments in Practice

 * Note: This module covers two weeks. It should be finished and uploaded to Blackboard by November 29. Do not wait till the last minute to do this!**

__Reading__ - **Aim to complete this reading before Thanksgiving.** As you read, mark passages that resonate with you.

In the Faltis book, the authors talk about "commitments in practice" (pp. 37-39). Review these pages. As you finish //Holler// and read the additional links, think about what you would identify as your personal commitments in practice.

Read: pp. 189-215 of //Holler If You Hear Me//

Consider these quotes: "At the core of our work is the belief, despite the distressing signs around us, that the world is indeed changeable; that it can be transformed into a better, more just, more peaceful place; and that the kids who show up in our classrooms each day not only deserve such a world, but can be instrumental in helping to bring it about. Their voices are abiding reminders that there is something to hope for in spite of the hopelessness that seems to be closing in around us - something tangible, something real, something in the here and now." (193)

"A big part of what I wanted to convey is that teachers need to see their students - as well as their students' families and communities - as fully as possible, recognizing and valuing their assets rather than zeroing in on deficits. Casual teachers'-lounge talk of "bad" kids, "nightmare" parents, or "horrible" neighborhoods is destructive in schools, and it's also contagious. Most kids can sniff out disrespect and condescension a mile away, and if you're viewing them or their community as fundamentally deficient, if you're looking down on them or pitying them, they're going to pick up on it. Besides, sweeping judgements and assumptions about poor families get you nowhere if your goal is to be a better teacher to the kids who walk through your door each day. Trying to understand both the beauty and constraints of students' lives is a much more useful starting point." (197-198)

"Good teaching also requires looking critically at the way things are in schools, questioning how they might be different, and taking action if the situation calls for it. . . Asking questions like these is even more important now than it was when I was starting out as a teacher, as pressures brought on by top-down accountability measures threaten to extinguish more expansive visions of what a good education might look like. Even school school practices that appear on the surface, to promote engaging, student-centered learning should be opened up to critique." (198)

Now read these three links:

[|"The Myth of the Culture of Poverty"] [|"On Being a Hedgehog"] [|"Words Have No Borders"]

Free Write
After reading, free write for 15 minutes in response to this prompt: "What do I believe about learners who come from cultural, linguistic, and economic backgrounds different from my own? As a teacher, what is my stance and responsibility to these students who have been historically marginalized? What is my role as an advocate within The System (meaning the current educational context deeply influenced by accountability, standardization, and assessment)?" (Set your timer and just type whatever comes to your mind.)

Create a document that identifies 4-6 "commitments in practice" that you desire to guide your teaching as it relates to building literacy and working with "diverse" learners. This document should contain two parts:

a. A statement and explanation for each commitment. What is it? What does it mean? What will it look like in practice? What is your professional and ethical rationale? (Upload to Blackboard) b. A one-page document that you can post on or near your teacher desk as a personal reminder of your commitments. This document should be visually appealing and might include images. The form of the document should be personalized to inspire you and ought to be designed and created to be displayed and to last. (Bring it.)

Final Project
Work on it!

Description (updated version with a few more details and deadlines)

Secondary Education Lesson Design