Blog #6: What to Look for in a Classroom by Alfie Kohn.

This time, my focus is on the connection between reading and my personal experience. Firstly, Alfie Kohn argues that children deserve to have classes with chairs arranged around tables, so they are grouped and learn to interact with each other. This author's perspective resonated deeply with me. During my primary education in my country, chairs were always arranged in rows, facing forward; we were never allowed to work in small groups or sit in circles. I remember teachers arguing that this arrangement was to prevent distractions and interruptions during classes. Each student had their own assigned chair, thus limiting our interactions to those sitting beside, in front of, or behind us. This experience impacted my development as a student, both in high school and currently in college, where collaborative work is constant. I firmly believe that learning to work in teams should start from childhood, as the author suggests, rather than waiting until adolescence or adulthood, as this helps us develop fundamental social skills for life. The benefits of this methodology are numerous, from fostering shared responsibility to enhancing critical thinking, creativity, emotional development, and preparing for both academic and professional success. These skills are essential for building healthy interpersonal relationships, facing challenges with confidence, and making meaningful contributions in all aspects of life. Therefore, I consider the author to offer a highly relevant perspective in the educational realm. Additionally, I feel his message underscores that, at times, teachers and other adults overlook crucial aspects in the classroom that affect students by not providing the necessary support despite the existence of simple solutions. For example, by setting expectations about the school environment, such as classroom decoration, without involving students in this process. Instead of fostering creativity and autonomy by allowing them to participate in creating instructional materials and decorating the classroom, teachers assume this responsibility exclusively. This can lead to a less welcoming environment and a lack of connection and commitment from students to their own learning. Connecting this with my experience working with Inspiring Minds in the classroom where I volunteer, I could observe that in the classroom, there is not only instructional material created by the teacher but also drawings made by the children. Noah is one of my students who loves to draw, and when I interacted with him, he showed me a drawing pinned on the wall of himself and his family. I could notice that Noah felt even more valued and empowered, seeing that his experience and contribution were reflected in his educational practices. His expression of joy in showing his drawing on the classroom wall was an example of a deep sense of belonging and connection to his school environment. Therefore, like the author, I believe that students can feel more motivated and committed to learning when their creativity and participation are a reflection of the school environment.

More articles by Aflie Kohn: Click here

Preface, "Canaries in the Mine"

For this blog #5, I chose to reflect on the reading "Preface, Canaries in the Mine, and Introduction, On (In) Visibility" by author Shalaby. Primarily, she suggests that instead of viewing children's behavior as a problem, we should consider it an opportunity to identify and address crucial issues within the educational system. Personally, I agree with her, and I believe her perspective is truly valuable and relevant in the educational context. Sometimes, adults try to fix students' behavioral problems with simple solutions without considering the broader picture. But by questioning what is failing in the educational system, we realize that the problem is not limited to the behavior of a child but is related to how education functions overall. When I say "without thinking about the whole picture," I mean not considering all aspects or elements related to the situation. It's as if we're only seeing one piece of a puzzle instead of looking at the entire picture. In the context of education and student behavior, we often focus solely on an individual student's behavior without considering how both the educational and home environments might be contributing to the issue. For example, sometimes some students show a lack of interest in subjects and struggle to actively engage in class. We might assume that this behavior simply stems from the student's lack of motivation or commitment. However, I believe that if we delve deeper, we may identify that the student's home environment may not be providing the necessary support to foster learning, such as the lack of a quiet space to study or the absence of conversations about the importance of education. Furthermore, the classroom educational environment could also play a role, such as the lack of interaction between the teacher and the student or a pedagogical approach that doesn't cater to the individual needs of the student. Additionally, there are many other aspects that contribute to children's behavior, such as the culture, norms, and values within the school, which can influence how students interact and behave. Therefore, as a future educator, I consider that the author provides us with a very meaningful reflection because she emphasizes the need to reconsider how we address behavior problems in education. Her approach reminds us that equality and equity are vital in this process. She suggests solutions that not only address the evident problems but also encourage us to analyze the complexities that impact the student as a whole, such as the family and school environment and cultural and social influences. By doing so, she challenges us to adopt a more comprehensive and compassionate approach to solving educational challenges, which could result in a more equitable and enriching system for all students. 

Factors influencing behaviors: Click here

The importance of Ethnic Studies

For my fourth blog post, I decided to make a connection between Christine's reading of "The Academic and Social Value of Ethnic Studies" and the video "Precious Knowledge." On the one hand, author Christine argues primarily that ethnic studies are truly necessary because they aim to balance what students learn in schools. Regular curricula often focus more on a single perspective and overlook the history of other cultures. However, the author emphasizes that ethnic studies help us learn not only about all people but also to establish a personal connection. For instance, ethnic studies help students feel closer to their learning because they see elements related to their experiences and cultures in the lessons. This is a clear example from the "Precious Knowledge" video. The students who fight for ethnic studies in Tucson, Arizona, high schools demonstrate how important Mexican studies are to them in the education system through protests. In the documentary, testimonies of Latino students express how they feel when their teachers address topics related to their identity and cultural background. Each of them mentions feeling included, accepted, and valued simply because they can be themselves without being judged. Furthermore, in "Precious Knowledge," we can observe that with ethnic studies included, students feel more engaged in their learning, as Christine also emphasizes. In the video, students demonstrated their interest in what they were learning through active participation in class, which significantly helped to build an enriching school environment.

Other contributions about ethnic studies: Click Here

Video Analysis: "Precious Knowledge" Click Here.

Picture by Karen Lejia

Picture by Ethnic Studies 

Picture By Christine E. Sleeter & Miguel Zavala 

The Four I's of Oppression

 Blog #3
In the text and video titled "The 4 I's of Oppression," both author Luna Malbroux and the organization TREC argue about how some people hold more power than others, leading to unjust and unequal situations. Both titles mention that this oppression manifests in various ways. On one hand, there are ingrained cultural beliefs that dehumanize certain groups, and some individuals adopt these ideas, feeling either superior or inferior. For instance, this oppression manifests in everyday interactions, from insensitive comments to violent acts. Additionally, there are societal rules and practices that perpetuate inequality. Therefore, both authors suggest that the solution is to learn together, challenge unjust beliefs, be aware of our actions, and work towards changing unfair rules.

From my perspective, one of the best solutions to these social problems is reflecting on our actions and behaviors. This is a significant step because I believe it helps us analyze how our attitude affects others. Previously, on my Johnson blog, I discussed self-transformation. However, self-reflection is also linked to the quest for profound personal change, as it contributes to social transformation. Oppression, as mentioned in the 4 I's of oppression, not only manifests in external systems and structures but also in individual attitudes and actions. Author Luna Malbroux and the TREC organization provide an analysis for us to question how we contribute, consciously or unconsciously, to oppression. For example, the unconscious feelings we all possess can influence our daily decisions, perpetuating stereotypes and discrimination without us realizing it. Likewise, unrecognized privilege based on our identity can lead to a lack of empathy towards those facing discrimination, contributing to the perpetuation of inequalities. Therefore, I believe it is crucial to recognize these dynamics and be open to learning and changing our actions to challenge oppressive systems from within.

This is a great reflection about changing yourself by Leo Tolstoy: HERE

Pictures By Darryl Brown