Portfolio 7 - Book Club

I read Breaking Through by Francisco Jimenez.

1) My Disruptions:

• Differences in how Francisco respected his parents compared to how his peers respected (or didn't respect) their parents. 
• Instead of facing encouragement to go to college, progress, get a better life, his family discourages academics and doesn't believe he can/should go to college until his school counselor and Spanish teacher visit with his parents. 
• Francisco was able to write down parts of homework, poems, etc and memorize them while he worked. As a teacher, I'd like to help my students find study methods work for them and their lives. In Francisco's case, I'd make the information more conducive to be memorized on a couple notecards.

2) Clarify or provide examples of class concepts

• Meritocracy - Francisco and his family showed just how muc of a myth meritocracy is. Meritocracy is the idea that 
• Social reproduction - Francisco's father was very set on Francisco and his sons followng in his footsteps and working in agriculture. He was very much opposed to Francisco purrsuing a college education or do anything that didn't align with his ideas of the world. This is a really great oexample of social reproduction because Francisco's father is forcing 
• Discrimination - acting on racism
• Racism 

3) Influence of this book on my future as a teacher

• See beyond the basic facade of students. Get to know them, get to know what would be best to help them. 
• Be that support for students who want to achieve and help motivate other students to want to achieve. 

Personal Technology Projects: 

Screencast

Piktochart

How to become President of the United States

PicMonkey

Before: 

After: 

IP&T Artifact

As a future history teacher, I wanted to interact with a professional community in history or social studies. I chose to follow #sschat so I can improve my twitter presence. I checked in several times this semester and posted a video.

There is no one right way to teach anything. Sharing among the teaching community is encouraged and enjoyed! 

I shared my iMovie from my IP&T class with other teachers on #sschat

Portfolio Assignment 8 - Portfolio Summary


When I started this class, I figured I'd learn a bit about multicultural education, but I thought I was already pretty good. I'd grown up in a very multicultural environment, but this class has showed me blind spots (BIASES, PREJUDICES, and PRECONCEIVED NOTIONS) I have and how to work with and improve them. This semester has been unexpected. I've encountered physical and mental challenges that I've never had to dealt with before and this has been a learning and stretching experience. I've found that a lot of the lessons I've learned this past semester have been able to relate to and clarify principles I've learned in this class.

INCLUSION

When my best friend Cinthya opened her mission call, our friends wanted to take a "jumping" picture and I immediately started backing out of the picture(because cripple+jumping=disaster), but my friends convinced me to just put my arms up and pretend like I was jumping. I loved it! Even though I felt like it was impossible for me to be a part of this moment, my friends found a way for me to feel included and important! And I just loved how it turned out! So grateful for wonderful friends who support me in moments like this and so much more!!!

This picture symbolizes so much more than a joyful moment to me. In the video below, the speaker describes working hard to make a handicapped portion of a set for a little girl who was in a wheelchair. Instead of being in awe of this effort, the little girl was more concerned about if she'd be able to be with her friends and sit like the other kids. Then I experienced it for myself - with my injury and accompanying limitations, I would get frustrated because I felt isolated from my friends and peers. I didn't just want to be able to do things, I wanted to do it in a way that I felt like I fit in as much as possible. This picture is a perfect example of inclusion, and my friends had no clue how important their simple actions were for me!

Coming from this perspective, I can relate to students who may feel isolated and alone. As a teacher, I can create learning experiences for my students that include others and give them a place and responsibility that they might desperately need. In addition, I can reach out to my students who might need help, be it with the subject matter, school in general, or people in my classes.

DIFFERENCES AS STRENGTH

One of the most striking parts of the class was this video:

This video triggered one of my biggest disruptions. Like this speaker, I loved people with special needs, but I had at least a bit of pity for some. Viewing their limitations, "weaknesses", and differences as strengths has changed how I perceive others.

For example, I was visiting with a friend a few weeks ago and she was talking about how she feels guilty for having an "unfair" advantage in Spanish classes since she grew up speaking Spanish. After everything I've learned in this class, I turned to her and said, "no, don't feel guilty. This is a part of who you are! You've worked and faced so many different challenges that these people probably haven't faced to get and keep this skill. You have a perspective and knowledge that can enrich and deepen their experience, if they'll let it."

Others are not disadvantaged just because you have an advantage they don't! Conversely, what may be seen as disabilities or limitations should not be viewed as less. This perspective will be extremely valuable as I teach! I can show not only by the lessons I teach, but how I teach them, that differences can be strengths.

My teaching classes, combined with my recent experiences with my broken ankle have given me a lot of empathy and understanding for those who have a disability, seen or unseen, for those who feel left out, and for those who feel like they just can't measure up. This semester has been hard - I can't do everything the way I'm used to - I can hardly walk, let alone walk up and down stairs, my energy disappears so quickly, and I'm facing challenges to my mental health and willpower that I've never faced before. I guess that's the point of challenges - give us things to face that we've never seen before to test our strength and faith in the Lord and his plan.

EMPATHY

The main concept I have learned from this class and from my experiences this semester is empathy. We never know what someone is going through, be it a student acting out, an irritable coworker, or an intense principal. People are like icebergs, there is so much more to them than what we might initially see. Like the Danger of a Single Story, we face the challenge of viewing the person from our perspective and may only see the surface. Fear and the unknown combine to perpetuate labeling and misunderstanding. Taking a step back, and looking for the deeper layers not only will help us relate to those we come in contact with, but will also help us better understand their perspectives and what help they need. A student who is acting out may be doing so because of a need for attention. If that underlying need is addressed, then the undesired behavior may disappear completely.

Re-imagined Classroom

1. Five Images that Reflect My Dream Classroom

Absent Binder  -  This is an essential part of my future classroom. I have had teachers who've used this when I was a student and it is a phenomenal way for teachers to keep track of what they are doing each day for students who are absent or who join the class partway through. This is especially good if I have multiple classes, I can keep track of what I did every day for each class. Then, helping students who were absent is less of a struggle, and more a matter of "have you checked the binder?". This will contain the basic assignments that need to be made up, and if the individual student's situation requires some adaptation (they were out for several weeks), I can work with them and make arrangements for them to do altered assignments. 

Lesson Plan Binders - I love this idea! I think it is a great way to organize all of the resources for each unit, especially if as a first year teacher, you get a ton of material and you don't know if you want to use it or not. It is a great way to keep track of lesson plans, worksheets, and activities. I will also keep a digital version of this on my computer. 

White Board Agenda Organization - This helps the students and I know what to expect from the class, especially regarding what is due for homework. We have a plan and this can help keep me on track, and help my students know what to anticipate and think about what they should be able to do after looking at the learning target. I would make sure that my writing/labels are clear and concise and understandable by all my students, including those who may not know English very well. 

Passing Back Student Work - This is a way to reduce time spent in passing back papers. Once papers are graded, they are alphabetically placed in the student's folder (which they create the tag for at the beginning of class). This makes it easier to pass back papers - all that has to be done is have a row of students come up at a time every few weeks (or get it before/after class). Also, there is less temptation for students to compare grades on particular assignments. 

Swords of Knowledge - This is like the high school equivalent of buzzers - in competitions (during class and especially during test reviews), we can do challenge games where the first student/team to hit the correct answer on the white board gets a point. I really like this because it brings a creative and fun edge to a competitive way of reviewing/studying information. This is one of the parts I might alter depending on my students and classes. I have realized that not all my students would be comfortable playing this game or competing as a way of studying. It would be nice to 

2. Classroom Surrounding

Imagine the surrounding in your classroom. What does the room look like? What resources are available for students? How are the resources used during the lesson?

The room is organized, with fun and engaging posters and decorations around the room. I will have a variety of posters around the room that reflect the time period/unit we are studying.  Students are able to see what we will be doing in class, what the learning target is, and what homework they have. There will also be examples of student work to show what is expected and to add decoration to the class. 

3. Students in the Classroom 

Describe the students in your classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?
The students in my classroom may have quite varied backgrounds and interests. They may not want to be in my class; they may be falling asleep or they could be attentively paying attention. I need to reach all of them! I can do this by varying my teaching with activities, and making an effort to incorporate why history matters (and why we should care). I want the students to be at least minimally interested and engaged in the lesson. I can do this by finding topics that are interesting them and incorporating them into the curriculum. I can also use peer influence by finding something that interests the "leaders" of the class, who will help others in the class become engaged by their influence and interest. I will also work to make participation fun, non-threatening, but still have a bit of weight in the gradebook, so that students motivation to participate, but feel comfortable doing so. 

4. Classroom Policies

Describe your classroom policies. What are your classroom rules? What is your discipline plan? What are your homework policies?
I want to have a classroom policy of respect and encouragement. I want my students to feel comfortable in my classroom, especially asking questions, and sharing, developing opinions.To reinforce this, I will respond to questions, teach them to ask more questions, and to respect others beliefs and differences. I want my classes to realize that although we may have differences, we can use them to become better. I want my classroom to be a place where my students can think critically and "outside the box".  My classroom policies are adapted from the school district/school's policies. I want to be firm and consistent in my discipline, acting according to the guidelines of the school district. I believe there should be some homework, and that there should be a clear due date. Late work will be accepted up to two weeks late 

5. Typical Lesson

Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?
I will teach a unit on the countries in the Middle East, particularly the Palestinian-Israeli Conflict. I chose this topic because it is vital to the history curriculum mandated by the State of Utah, and is one of the most long-time prominent conflicts. In addition, the Palestinian-Israeli Conflict is one of my favorite areas of study. I will teach it by relating this abstract, multi-layered conflict to a simplistic story about two "roommates". I want my students to understand the roots of this conflict and be able to understand the reasoning of both the Palestinians and the Israelis and why they behave and fight like they do. 

6. Teacher Behavior During the Lesson

Imagine your work as a teacher during this lesson. What are you doing during the lesson?
I want to introduce the Palestinian-Israeli Conflict, then start an activity that relates the conflict to a simplistic story. The class will be divided into two groups, one group looking at the story and the conflict from the Palestinian side and the other group looking at the story and conflict from the Israeli side. By introducing the topic in a story that doesn't have any country labels, the students can get to know the basics of the conflict without being influenced by prior prejudices or opinions. It allows the students to think about the conflict abstractly and develop new opinions, then connect them to their beliefs after they learn about the basics of the conflict. This activity expands on what I talked about and allows the students to explore more in-depth with the topic. Then I will have differing groups talk in to opposition in small groups, then bring a debate to a class-wide level. During the group work, I will be walking around, encouraging students to stay on task and answering questions as needed. During the debate, I will act as a moderator and add in supporting points (or points that I think need to be made in order for better understanding).  In this class, particularly with this lesson, I would like to emphasize that we can learn about conflicts and ideas that we may not agree with, but maintain respect for those who believe differently than us. Value differences of opinion and show how having different opinions is valuable and can be strengthen people. 

7. Student Behavior During the Lesson

Imagine your students again, what are they doing during the lesson?
They are listening, they are working on interpreting the story, and trying to make a point about who deserves the house (the Holy Land). If they are distracted, I can help redirect them by asking them questions about the assignment or what they think from learning about the conflict so far. 

8. Assessment of Students' Learning and Achievement

Imagine how you will assess your students' learning and achievement. How will you know they have learned?
I will assess my student's learning and achievement throughout our discussion by asking them to rate their understanding on a scale of 1 to 5 by holding up that number of fingers. During the debate, I will also be able to see their understanding as they make points and defend their position. For this lesson, I will grade on participation in the discussion, completion of homework, and a quiz that assesses their learning for this lesson. 

My Review: 

In light of what I have learned from this semester, I realized my initial imagined classroom was more about the type of tools I'd use in my classroom and less about what the environment would be like. My goal is to have a classroom environment that is conducive to learning and growth and for a variety of students from different backgrounds and value systems. The core of my imagined classroom is me - my beliefs, and how I have plans to traeat and work with my students. 

Portfolio Assignment 5 - Community Experience

I visited with an employee at the BYU Accessibility Center. This office works to help those who have disabilities.

Mission Statement

The University Accessibility Center seeks to provide students with disabilities equal access to all opportunities at BYU and to create an environment that facilitates learning and assists students in reaching their full potential.

To visit their webpage, view https://uac.byu.edu/. 

This was very relevant to me, as I had a recent injury that has limited my mobility and energy and has required I work with this office to some extent. I also have an additional condition which requires me to use services from the BYU Accessibility Center. These circumstances, combined with the experience of having a physical limitation in a university environment has given me a lot of empathy for those who have physical, mental, or emotional limitations. I hadn't realized how one seemingly small part of the human puzzle can have such a large impact on everything else: work, school, relationships, and even how I go to the grocery store.

This has given me a new perspective on how I treat students with disabilities in my classroom, in my school, and in my community. I am committed to using principles of Universal Design around me, and to promote participation and access for all people.

I have taken the BYU Teaching to Students with Disabilities course and learned a bit about accommodations that can be made for students. I don't think I completely realized that those same students who needed accommodations in Elementary, Middle, and High school, would still require accommodations in the university setting and beyond. Their conditions don't just go away once they graduate high school, many may even become more troublesome in a university setting. As a teacher, I would like all my students to feel comfortable and respected in my classroom and classes regardless of their disabilities. It was interesting to visit the BYU UAC and learn about all the disabilities that can impact my peers and future students, and the accommodations and resources that are available.

Portfolio Assignment 3 - Being the "Other"

I put a lot of effort into being the other. I broke my ankle and suddenly found myself in a group I'd never imagined I'd be in, especially during college. I have had to learn to an extent, what it is like for those facing a disability to get around, particularly on BYU campus.

Crutches (and my knee scooter) have become my new best friend

This is all the metal that was added to my ankle

When I initially came to BYU, I complained about about the many stairs on BYU campus and how much walking I had to do. That is nothing compared to the challenges a person with disabilities has.

BYU Ramp

BYU Stairs (of Death)

After my injury, I had to run a few errands on campus. The campus that I had loved and become accustomed to seemed to have changed drastically. Ramps that I frequently ignored became lifesavers. It was hard to push myself and my leg on the scooter up hills and ramps that I had speedwalked up only days before as it took so much more energy. Even though I had "better parking" because of my temporary disability pass, the amount of energy it took to get anywhere on campus was draining. People were passing me and I felt like I was holding some people up as I struggled to get myself up the hill. Some people were nice and told me things like "you can do this" and "what a workout", and held the door open for me. Others, basically ignored me. In this case, being the other meant that there were some around me who were more inclined to help because they saw my injury, while everyone else went along with life as usual. The hardest part for me about being the other was having to adapt my route or take a longer route (to find elevators, ramps, and curb cuts) in order to get to places on campus. I coped with otherness by accepting help from others, adjusting the expected amount of time it would take me to get to and from places, and adjusting my expectations of what routes I can take. To my students who are experiencing school as a "foreign place", particularly those who have disabilities, I would make sure my classroom and its setup is accessible and a comfortable place for them to be in. I would encourage inclusion and help from others, not only to help the person with the disability, but to hopefully help those who are helping to have empathy and understand what that person is going through.

Notes:

Observation	Interpretation	Feelings
Going up a hill, some people encouraged me while others passed me	Some people try to reach out to those with disabilities/injuries, but others focus on getting where they need to go	This was hard for me, not only did I take more time than usual, but I also felt like I was blocking people or holding them up because I was going so slow
Turning around corners, especially when it's crowded is very difficult with a knee scooter	Some people would move for me to get by or turn, while I had to work to navigate around the rest	I'm seeing a different side of people and how they respond to people who have a disability (even temporary!)
Waiting for/finding an elevator was pretty tough in the Wilkinson Center. I had to trek across the building to find the elevator	The best route for those with disabilities is sometimes the longest route	Even though an elevator in this corner of the building might not have been "cost-efficient", I would have definitely appreciated it.
With my knee scooter, I fouond that I couldn't take routes I was used to - I had to alter my normal routine to get from place to place	With a disability, the shortest distance between two points may not always be the best route - you have to find the route that has the adequate acoomodations (elevators, ramp, etc.) that allow you to navigate	I was a bit discouraged and disappointed because of the lack of accommodations in my typical routes. In the past I haven't really thought about the couple steps I'd go up or down to reach a class or an appointment, but now I have a whole new challenge - not just of getting myself around, but also figuring out the best ways to get around - which elevator to take, is there a ramp nearby, etc.
Going through doors was difficult, especially when there are two sets before you can get through and no disability button to open it automatically	It is really hard to be completely disability friendly, especially when the majority of the people using the buildings don't notice any difference	This has been an enlightening experience and has given me an even greater respect for those with disabilities, and those who utilize principles of universal design.