leadhumancapital.com » skills

admin — Thu, 29 Jan 2009 20:08:37 +0000

Event(s)/Behavior(s):

My friend, Sami hearted our his dissatisfaction over his GRE result. He said he wanted to quit studying and went back to Libya. Due to his poor performance, he has to take another GRE so that he can be admitted to the Faculty of Electrical Engineering. He told me that in Libya, he did not have to sit for any admission test to get a place in universities there. They depend on his CGPA based on his previous degree. He is so stressed because he thinks that the GRE had no relevance to the major he is taking now and plus he has to pay again for the GRE which is expensive. He explained to me that he has no problem answering Mathematics and Analogical Sections in GRE but what really matter is when he has to write essays and constructing sentences. It is important to mention here that Sami just arrived here 5 months ago and still attending English classes provided by ELP( English Language Center) and one university class.

Reflecting on Sami’s experience on GRE, I did take it two years ago. I failed terribly because the questions were very difficult. Anyway, I took it for the sake of accompanying my wife to get her motivated and happy. At least, she would not be so stressed if she got low scores as I would definitely get lower than her. She even told me that GRE is well recognized and internationally standardized examination. Those who do not reach the standard required by university departments/faculties, his/her application will be rejected. That made sense of me because I used that GRE result to apply for Educational Leadership Major which was turned down due to my poor GRE result.

Feelings:

Concern
Pitiful
Empathy

Thoughts:

I feel empathy about Sami especially when he said constructing sentences and essays within limited time is really challenging for him. I realized it was very difficult because when I took the exam, my capacity as an English teacher at that moment did not help me much to score in the GRE essay questions. I feel pitiful on him as I understand his feelings to be accepted as graduate students here as I was on probation period too last semester. He does not want this test to jeopardize every efforts and time coming to United States and at the same time delaying his admittance to the faculty as well. I am concerned towards Sami as I realized it must be very hard for him to attend all the English classes and at the same time, he has to prepare for GRE and doing his assignments that related to his subjects. My concern goes towards his English writing classes as I realized writing is a challenging skill to master because it involves process and product. I couldn’t imagine the difficulties that he faced running against the time completing his essays during GRE and thinking either he would pass or not the exam.

Learnings:

Step One: I had assumption that if anyone fails in GRE, it means he/she won’t be successful in his/her graduate level. I reflected on my GRE result and the questions that were very difficult. I always assumed GRE is a valid test for university graduate student regardless of where he comes from as I notice it is a recognized and established test. When my friend asked what was my GRE’s score, I would not answer his questions as it would show that I am not capable to succeed. It gave me inferiority complex as well.

Step Two: I realized that I was wrong on my assumption. Anyone can be successful as long as he/she has right attitudes for success. I do not pass GRE to be admitted to my major now, but last semester, my result was good. In fact, my department does not even require me taking GRE to be accepted as student here. I just used my TOEFL. Secondly, GRE measures verbal reasoning, quantitative reasoning, and critical thinking and analytical writing skills1. However, if students do not get excellent scores in GRE, it does not mean that he/she does not have above skills. What I mean is there are many other assessments,tests and ways to measure them rather than depending solely on GRE results. Next,according to a GRE test taker, there are techniques and formats that need to be familiarized so that the candidates can score and tackle the questions. It does not need them to be knowledgeable inside out to be on the first ranking. Jacobson R.L( 1993) further commented on this by putting GRE as a game that needs to be played well2. My question is if the test does not really measure intelligence, can it stand on its face value anymore? Does it still have validity and reliability?

Step Three: I believed my assumptions are based on sheer ignorant on behalf of me. Combating ignorants needs me to read and understand more the real nature of assessment,testing and evaluation. Reading is good but being able to understand and being critical is better for my future understanding. I made false assumptions of GRE because I see it only on a positive side without realizing that they are as well criticism to it. Failure to see both side of an issue will not help to broaden my horizons.

Applications:

Step One: I am thankful because Sami’s willing to share his feelings with me regarding the test because in a way, it is helping me too because I am able to see from a broaden perspective. I would like to discuss this matter to Sami so that I can clarify my findings on this matter. Sharing and discussing is good to the development of knowledge. Based on my reading, I found out also that:

a) GRE test result can not measure critical skills that are needed for professional and academic development3.
b) As GRE is culturally oriented towards American English culture, it is basically unfair for bilingual students4.

By telling these crucial points to Sami, hopefully it will ease his stress and let him study better. I feel so happy because after knowing this fact, he won’t look down upon himself anymore. I don’t have inferiority complex upon my GRE result as well. For sure, I am willing to help him for his analytical writing for his next GRE.

Step Two: I don’t have any plan to construct or develop tests/examinations similar or have similar features like GRE for my future students. I don’t want my future students face a stressful situation like what Sami is facing now. Let their affective filters always low5. In fact, for initial step, I plan to read and understand the concept of validity and reliability and its relation to various approaches in assessment. Seriously, I can’t plan many steps yet as firstly, I just started reading about comprehensive and dynamic assessment and secondly, in my country where I come from, it is solely exam oriented. Enough to say here that comprehensive assessment captures my attention because according to John Lewis, it tends to measure student’s performance which he believes is influenced by acculturation,language skills,behavior mode,socioeconomic background and ethnocultural identity6. I really like this idea as this supports every student that comes into my classroom is unique and need to be celebrated and appreciated of what they are. I believe if every teacher has this concept in his/her mind, learning would be fun as the focus will be on everybody, not just on examination results solely.

Footnotes:

1.http://www.ets.org/portal/site/ets/menuitem.fab2360b1645a1de9b3a0779f1751509/?vgnextoid=b195e3b5f64f4010VgnVCM10000022f95190RCRD accessed on January 29,2009

2.Jacobson, R. L. (1993). “Critics Say Graduate Record Exam does not measure qualities needed for success and is often misused.” The Chronicle of Higher Education, March, pp. 27-28.

3.Enright, M. K. & Gitorner, D. (1989). Toward a description of successful graduate students. Princeton, NJ: Educational Testing Service.

4.Bornheimer, D.G. (1984). Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores. College and University, v. 60 (no. 1) pp. 54-62.

5.Herrera S.G.,Murry K.G,(2005) Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students. Pearson Education, Inc.,(pg 17-19)

6.Lewis John (1989) Innovative Approaches in Assessment: Assessment and Placement of Minority Students. ISSP.(pg 127-128)

*For footnotes number 2,3 and 4, the main article is taken from http://www.fairtest.org/facts/gre.htm accessed on January 29, 2009.

Through Ebony Eyes

admin — Fri, 21 Nov 2008 05:57:16 +0000

This book is about everything that I need to know about African American students. It is meaningful to me as I will have multiracial students when I go back home, so I will use her points of views to reflect back to my teaching and my students so that my classroom will be a ground where everybody is valued fairly. That is the essence of quality education. As a teacher, she/he must strive to provide equal educational opportunities to every of his/her students. It is a right for his/her students to get education and knowledge from him/her.

I started teaching in 2003, after completing my ESL degree. It looked easy but in fact it was not. Learning to be a teacher was totally different compared to being a teacher. As a fresh teacher, I realized the reality of teaching was not easy as it seems. This is a ground where I have to practice every theory that I learnt when I was a student. All the theories learned are not enough as I think it is a need to learn more. I might know my subject matter, everything related to ESL, but how about improving relationship with students that come from diversed background? How to get students attentions when we (my students and I) have so many things need to be settled and those things are whispering in our minds ? How to make them engage with the lessons? I am thankful as reading this book put me into a right track and I realize there is so much to be done as it conveys lots of information that is very beneficial.

This book is an effort by a multiculturalist, an experienced teacher who is giving practical guidance to us based on her life journey. The objective of the book is very clear as I understand that our jobs (as teachers) are to implement and improve the academic achievement of African American students and students of color. Her points of views are valid as she has the omniscient point of views or God’s eyes. The reasons are simple as first, she is a Black American. Her experience is reliable, as she is the one who held world view as the one that encounter racism, feel it within her veins, mind and soul either in the past or present. Secondly, she is a teacher. She sees what happen in school, she sees what are the things are practiced at schools. What else can I say about this! This book outlines steps by steps need to be taken by teachers to make education equalities is everybody rights. It is taken from her perspectives. As a teacher we need to reflect and put her experience to fit into our daily practices. Furthermore, I suggest this book should be a recommended reading not just for teachers, social worker, university students and etc, but importantly to be read by policy makers that directly involve with education.

Also, it is about realizing different dimensions of our attitudes towards racism issue. No one can claim that he/she is not racist. Our capabilities to analyze and look into perspective and dimensions of her participants make us realize that having prejudice perspectives is part of us. That is a scary part of us, but it gives hope as she will refute one by one these wrong perspectives. These parts give relief to me as it gives me hope not to be into a group promoting racism and what to avoid when talking to anybody as racial slur is hurting. It makes me realizes too that we are being dishonest to ourselves as we believe we advocate the color blind perspective. Those who say/claim that he/she is a color blind in fact are the one that needs help. In fact for those teachers who refuse to seek in service development for their students of colors show they do not deserve a place to be a teacher. It shows how selfish the teacher is, refusing to sit into this kind of course shows what matters most is myself (the teacher) not the students. In fact, when they refuse after where giving valid reasons, it shows how close the mind are, by creating barriers of truth to go into their mind by rejecting it. They are dead already, their inside are rotten by self proclaimed that “I had nothing to do with racism”. He or she is afraid to face their own issues, they afraid to do self examination.”

Again and again, it is a must to involve in the process of checking our beliefs, attitudes and behaviors towards the schooling experiences of students of colors. Our students belong to us. Without them who are we? WE are in fact in need of them, as without students, teachers are jobless.

This is my definitive statement that I want my reader to agree with. I believe all students can learn, White or Black, colored on non colored (Is non colored really exist? I don’t think any human does not have color or transparent (like pure water) that we can see their bloods, livers and veins J ). Black and students of colors do not succeed academically in school due to inert racism that occurs directly or indirectly to them. As racism is lethal, it kills students from inside, slowly by first disrupting motivation of them to hate schools, teachers, and make them to find alternative (usually bad) to prove that they have a place. School is no place for them as they don’t receive self recognition. It pushes them down. From this scenario, we need millions of Mrs. Tessem in every classroom. Millions of Mrs. Tessem will create another millions of students like her too. This is among the ways to win the war against racism, in the field of education.

Chapter 9 mentions about controversial issues when it comes to teach Black students. This means the mistakes (realizing or not, it is) that teachers always do when teaching colored students. I learn from the chapter that that I need to made a clear distinction towards multiracial students of whom they are when I teach later on. I can not make generalization. This is what I learnt from chapter 9 as it can be controversial issues. It is due to the fact that although there are many similarities, but I have to realize that my students are unique, they have their own cultural differences, so to assume that they share/have the same heritage is unfair to them. This is related to their self concept and self image and indirectly means their pride. The two things that they bring everywhere they go. This can be helped to avoid confusion and offending students too. For example, Black students from Africa are different from Black American students. Their skins might look the same, but both students have very distinct features. These differences that teacher need to realize and aware off.

Name calling is a second taboo. It is based on cognitive bias, illogical and can create disaster to teachers. It can lead to the existing of prejudices even the teacher means no harm by doing that, may be for joking purpose. It can be interpret into many things resulted in misunderstanding and quarrel or the worst is hatred. Students will hate teachers that call them by that. How about if the damage had been done? What should the teacher do? In my opinion, it is good for the teacher to say sorry ,apologize and at the same time explaining to other students why he was offended as it will be “an opportunity for growth” towards his/her students. Will it lose the teacher dignity by asking for forgiveness? I don’t think so. I believe students will respect more those who know their mistakes.

When I read the particular chapter about “Why Are African Americans so Loud”, it gives me another important point that it is wrong to assume again. The writer explains in details, which is new information to me. Usually, when heard students speak too loudly, we will assume that a trouble is happening. It is best to investigate first, as it might be that they are joking or it is the way how students are being brought up. It is very interesting to note here when Thompson mention that African Americans speak loudly in order to be heard or to get attention. It is rooted from history due to the fact that they had been ignored, and their voices are not being heard. It is a painful irony and at the same time, I feel unfair whenever a black guy raise his voice, it is associated with anger instead of an effort to make a point. However, this double standard scenario does not exists when a white guy speaks out loud, regardless of what the intention is. Again, this double standard persists because most of us like to assume. A friend once asked me the reason of Chinese talking loudly especially in restaurants. For those who don’t know will make assumptions that they do not have manners but if we look closely into their language we will realize that it is due to their language that has 4 syllables (stress patterns) for one word. For example, for the word ma, it has ma, ma, ma and ma. All these fours have different meaning. So the listener has to listen carefully and the speaker has to speak loud and clear to make the listener understand, especially in an Asian restaurant that usually is noisy and chaotic.

I will put the blame on teachers and media for saying a particular race has problem in terms of attitude. Like what she mentions in page 221, her friends say some “black kids are bad!”. She counters this stereotyping by saying” some White kids, Asians kids, and Latino kids are bad too!” I agree with her and at the same time I don’t want to deny Smiley experienced on Black kid, but before he can say that, it is important to mention in a specific way rather than saying it in general. I agree with her when Thompson encountered that by saying some White kids, Asians kids, and Latino kids are bad too!”

This kind of idea must be defeated as what ever teacher says sometimes is powerful than media. It can happen when a stereotype teacher gives any comments about students from particular race at school. His points of views will be used by others to continue this false belief as students will look and listen closely to what teachers say. This will be point of reference for them especially to students that do not have to think critically of what ever statements that he/she hear from teachers and perceive it as absolute truth. That happens to kindergarten kids especially.

I am concerned about this issue because there might be a teacher that says particular students from particular race/group are lazy. I think rather than we conclude into generalization, and we can suggest that, “Not all of them are lazy, you are making a judgment and your judgment is wrong because you are putting every XYZ students into your naïve and shallow conclusion. Furthermore, that hypothesis might apply to your case only.” We can further ask this question to avoid generalization and stereotyping ( if committed) by saying and challenging those who say that, “On what basis are you saying that? Is it due to your inept ability to catch their attention?”. I know this is too direct but we sometimes need this approach to stop it as I believe, the only way is to engage them in critical question answer session so that they will think twice before saying anything.

Actually this is the same when it applies to black students too (in fact to every students, black, colored or not), Have we teachers fulfill and grab their attention? Have we checked what’s the real culprit making them like that? Is it not our job to ensure that they stay interested in our classroom? What have we done to ensure that? These are the questions that we should give to ourselves first too besides to those that like to put shallow judgments and conclusion based on a very limited worldview. Also sometimes we should ask them to think that, “Why must we give up easily on them and not to OUR sons/daughters? Is it due to blood relationship that establish between we and our off springs make them less value for us to understand and concerned about them?

History is created by those in power. That’s why then students of color really need a culturally relevant education due to the fact that they don’t have role model in their text books. What is provided for them are other heroes whose are different from theirs and not relevant at all, so to establish connection is difficult for them as they can’t find similarities. Tokenism is wrong, as students of colors need to know the contributions of people of their color, it is a part of culture, it happen everyday and it is not particularly happen on a particular event or month only. I believe, students of color will be more interested and focus to present their heroes or their literature as it is meaningful and make sense to them. This is what I learn from chapter 8. After doing my first assignment, then I do realize that racism exist in my society. Before coming here, or doing that particular assignment, I just simply don’t care. I am lucky and thankful as I have the opportunity to learn this subject. It helps me to believe that there is a need to improve education in Malaysia based on Bennett’s four components of multicultural education which are the movement towards equity, curriculum reform, the process of becoming interculturally competent and lastly the commitment to combat prejudice and discrimination, especially racism. It is a must as well to make teachers understand that multicultural education has its own value. In my opinion, it helps to challenge the status quo and those who are reluctant to face racism. I believe for Malays who are in favour for Malay Supremacy Hypothesis (I hate and don’t want to say it Theory or Principle or Concept) will call me traitor. They might character assassinate me if they found my principle is flawless as they don’t find anything to go against me. I guess that’s the best they can do, but why should I care about them!! I will not stop as I realize, putting thousands of arguments and reasons are helpless towards them because they are like Thomson students who refuse because of their ego to accept the truth. They resented the fact that Thompson is a black woman that made them read that book. I wonder what if I am their mother, will they hate or ignore me, yes, they will..!!

Reading her story of how she accuses her instructor for being racist make me realize that it is a need to reach for educational opportunity through curriculum. This is another lesson that I learn from this book. In reality, her teacher had not done so but she persisted believing that because of her ignorance and confusion due to the long story of racist history, until students do not know when a negative experience stems from racism and when it is from another source. It might be from bad manners, having stressful day or purely having bad day. Indeed I need to know how to differentiate these as well to avoid me giving false perceptions as I don’t want to be naïve and have limited frame of reference too.

I like Thompson’s strategy to deal with students who use the N word in Class. First, by explaining the rules, it gives you a staunch position that any kind of prejudice statement uttered by our students will not be tolerated. It gives signal to students not to abuse teacher respect towards them. At the same time, it is important to tell our students that Teachers are bounded by this rule. This will create an understanding to my students that we are equal when it comes to this matter. I can see that the strategy is not limited just to the N word, but it can be used to any improper actions done by students too. Confer the students privately give us ( teacher) opportunity to speak to them, and at the same time, giving us chance to investigate why the behavior happens. Usually it will reflect a lot of things as I found as well in this book written that, a problem that is created by student is actually a cry of help. This is powerful, as well as the methods by Thompson, it is killing two birds with a stone.

When she speaks about Ebonics, it reminiscent me of my experience when I was in school. In Malaysia, at school we must speak standard Malay language at school regardless of where we come from. I come from a state which has its own dialect which is totally alien to other Malaysians. When I was 9 years old, we had a choir practice; I came to join to try my luck. When the auditioned performed, I sang together with my friend, but soon, the music teacher stopped it because he heard a different tone, which was my dialect. He knew it was me, and asked me to stop singing because it would affect others. He asked me to step out from the choir. I know it was a right thing to do in order to have a good choir team, but I just feel ashamed. My friends laughed at me, I wish he read this book as he wouldn’t leave the students clueless. I believe it will be good if he could explain to me and to my friends as well. Anyway, the past is past. It is important not to repeat again the mistake, Students language must be respected, because it involves their origins, their culture which is inside, where their dignity lies. At the same time, students need to understand that it is important to master Standard Language as this will empower / as a source to gain something beneficial later on in this life.

As I started this book from the last chapter, I have been guessing a lot about the writer’s ideas of this book. This book tells me lots about how to be a good teacher. The advises, the ideas are superb. Compared to Tatum’s book, it tells lots about racism as a system, but this book is more on the strategies and approaches that must be used by teachers to stop racism at school. I am comparing these two writers background actually. In fact, I was predicting about Thompson that she must be lucky having being brought up in a family that manage to go through a good college education. Actually I was putting the image of Dr Tatum for Thompson. Later, my hypothesis was proven wrong as soon I finished chapter 4. I was amazed by her adversity to go through obstacles in her life which to me were very challenging. If I were in her place, I think I would have given up, ending up nowhere. She amazed me. She did not give up along the course of her life and she is a living proof that a black can be successful. I must not give up too. She inspires me.

I believe she is the reflection of her great teacher, Mrs Tessems. The great teacher, Mrs Tessems realize that lots of children come from difficult homes, and she purposely chooses to pick up students from that background to change their life. She believes the powerful tool of education which will change the course of students life’s. They won’t stay in the vicious cycles of life. It is out of our control but during the school days is the place where we can give hopes in order for them to have motivation and to act upon it in order to change, to get out the vicious cycle of life. The choice is in our hands. Sometimes, we feel that it is useless but if we put it this way, like what Mrs Tessems and Thompson do, I believe it will fall upon our perspective. I change upon reading Jones, Tatum and Thompson’s books, and I am indebted to their teachers who taught and educate them. I will put these three notions that I reflect from her goals in chapter 4. Firstly, teacher can have a positive impact to fight racism though it puts him/her in vain position/circumstances. There might be students/other teachers that neglect his/her notion, but soon it will bear its fruits as fighting against racism is a powerful message and influential in many ways that we never think of it. They will always be beside us that will support this struggle. Secondly, among our supporters (students usually) who support this cause, someday and somehow, regardless of their backgrounds, will bring together this effort/success into reality as they understand the message clearly. Thirdly, our tasks (as a teacher) is not to neglect them (our students), we must bring them together to reach success so that this effort won’t die with us. Our students are our assets including underachievers, students with discipline problems and challenging backgrounds, and towards them, our effort must be double because these students usually will bring impact to society( if they succeed). Thompson proves me right, because she brings change from her experiences and compiling it all in this book so that millions can read, understand and act upon it.

I believe, however good facilities and resources that we might have, without proper management skills, it is doomed for failure. This notion goes to every field in this life. I have seen my uncle business shattered to pieces of glass as he failed to manage his financial strengths. It goes the same with teaching, as teaching does not depend solely on teacher and students’ relationship only; it needs proper planning, well instructed curriculum, challenging exercises that are valid and reliable and many more. In order to put all of these things into practices, management skills play its roles here. It is very helpful to put efficacy into practices when dealing with students. Teachers of course need to be in control in classroom as lots of educational motives need to be achieved at the end of every lesson.

If a teacher managed to put all of the above into spectrum, that shows a good indication. However, the utmost skill that teacher really needs is what Thompson said in chapter 3, which is being able to differentiate different types of behaviors that exists in school setting. Teacher needs to know which one is dangerous for others (including him and other students) and which actions/behaviors that still can be improved? This is to avoid wasting energy combating them uselessly and at the same time knowing and having strategy to encounter the problem swiftly and successfully. This is what I learnt from my experience too where I have to hand in over my own student to a counselor. Furthermore, I don’t have suitable skills to encounter with a problem that needs an expert like psychologist or counselor. I like Thompson’s statement in page 104 that she mentions, “teachers must do their very best but realize they can not save the world. They can, however, choose to have a powerful impact on the lives of their students.

As in chapter two, I just love the eighteen strategies with students of color that she puts into table 2.1. I love it because she supplies comments that make them more realistic, having guidance on how to achieve the strategies successfully. For example, the first strategy said that you must let students know you care, how to achieve that actually? So, in her comment, she said that a teacher must make it clear that teacher really care about their welfare. I understand this as it won’t be just a lip service only. It is like when the strategies say that a teacher must get to know students on a personal level but how to achieve this. She put it in her comments that teacher must do his/her homework by doing that early in the school year as soon as possible, get to know them and at the same time being able to get to know their potential of academic success and creativity. Overall, this chapter is more to cultivate a notion that a good teacher will always find ways regardless how big the obstacles are, because good teachers do not have the word “give up” in their daily dictionary. As for me, I will forever remember my Miss Tesstems, she is my Math teacher, Puan Noraini Ahmad.

Last but not least, here we arrive at chapter One. I shut down to read it first because I just hate reading the Deficit Deprivation Theory which come first and I think is illogical, so I read the whole book from the last chapter instead of the first. I wonder why it is called a theory. It must be called a myth. Accepting it as theory is disgraceful and disrespectful for those who are in academic world. In fact, the word theory in that particular Deficit Deprivation “Theory” must be replaced with Myth because when some one believes it as a theory, it is considered a fact. Seriously, I clenched my fists as I read this theory. However, looking at the other theories put me into realization that we need to be careful to adapt/agree to any theories related to any races as they can bring far reaching consequences that will affect our attitudes later on especially towards our students. In conclusion, I love this book, the writer and the teacher that ask me to read it. Thank you.

Teaching HIspanic Students: Required Reading Response

admin — Wed, 08 Oct 2008 06:20:51 +0000

“I don’t care about race. I care about the class ,the children they work with..”Dr. Be Stoney

I believe this is a must to read book before teaching in Hispanic classroom. In my case, I never have any opportunity to know, learn or interact with Hispanic, Latinos or Latinas cultures, so this will provide a pre schematic knowledge on them. I believe it will enrich my perspectives as an educator. As I reflect back to a question asked by Dr Stoney to me by asking me what does it mean to be Malay, so I believe as an educator, I have to put pure and conscious efforts not just to critically checking my beliefs on other cultures but at the same time reform and change erroneous and prejudice beliefs towards everybody especially to students.

Actually it emphasize on preparation to be teacher in diversified classroom. In Malaysia, I don’t have Hispanic students, but the strategy provided here will be good guidelines, on how should I prepare to teach my students whose have different backgrounds and understanding. Furthermore, I am a diamond cutter. Thus, it is my job to dig for them and polish them. The reform must be erupted now and then, and I don’t have to wait. It is in Malaysia’s National Education Philosophy a long time ago. Rigorous action needs to be implemented.

This book is about a belief that through education, teachers will be able to turn the history of diversity and multiculturalism in United States to be a success story. It puts emphasis on teachers. Teachers as agents, selling knowledge and students as clients, receiving education. Our target is to reap benefits from this long term investment. We want to make a successful deal. Education is supposed to be a win win situation deal: towards a betterment of our society. It means every one of us can live effectively and respectfully in a cultural diverse society. Also, the writers challenged their notions and assumptions that teachers are perfectly prepared and happy, ready and caring when it comes to educating their students regardless of their background. After finishing this book, the answers for their assumptions are answered by finding out about guidance and strategies provided. Thanks to the writers because putting me into realization that to reap the benefit of this business deal is a long way to go.

I can say that because I did try to answer Question Number 3 on Beliefs about Hispanic Students in Chapter Two. It was difficult because at the end I realize all my answers for the questions were either wrong, biased and they are based on movies. The only answer that I had a confidence to answer was related to their language that they use a same Spanish language. Even this is proven wrong when I reflect back to the discussion in a classroom when one of our classmates explained to us that Puerto Rican Spanish is different from Mexicans Spanish. The only correct answer I know is Jennifer Lopez is a Latina!! Shame on me…

They have a long history. When I counted back, it started from 1492 and it goes on until today. They have more than 500 years of history. It means their cultures are rich of many elements. It is complete; they went through many patterns of oppressions but yet did not stay static. Dynamically they fought to embrace, tasting the meaning of freedom and equality. It means also, they have similar basic needs as human. Yet I wonder what makes them being perceived as difficult in classrooms? Does it show that when teachers always perceive themselves as bearer of equality and justice yet when realizing that in fact we engage in putting prior negative assumptions about a group of students, this lead us to state of denial? As a result of this we put the blame on the failure of bilingual education, not to our own effort of knowing in and out of our students?

I believe as nations that have long history and enriched with many diverse elements within it, they are indeed unique. I soon realized about it when realizing they came from different places such as Puerto Rico, Mexico, Bolivia, Cuba and etc. I wonder what will happen to me if I address a Puerto Rican as Mexican realizing that they are a part of U.S territory for about 100 years. They are American citizens. This means they have unique status compared to other arrivals. It goes the same with Cuban American that came here running away from communist system. They were well educated mostly asking for political asylum. Their mentality would be different. Indeed I find that diversity is not necessarily between different groups but it can happen within intergroup as well. Enough to say, Mejicanos, Tejanos, Chicanos reflect how diverse and unique they are because those words bring different meaning.¹

The book focus on Hispanic students, it helps you theoretically to create a mental image of how a Hispanic student would look like/be. It starts from demographics data, reflections of our (majority) beliefs about them (in chapter 2), teaching Hispanic students, understanding Hispanic families (in chapter 3). It is complete. I believe this is crucial because the authors actually are trying to tell readers (teachers especially) to know students as a whole. Knowing name, address and grade is as important as understanding and knowing their history and culture. It also helps us by letting us know what to do and to avoid when it comes to practice later on. This notion is obvious when the writers provide Resource Heaven for readers because you can extent your research and knowledge about them by using the books, fictions and research provided inside this chapter.

Other thing that I like about this book is when the authors provide their own experiences into Authors’ Notes. I value their efforts because basically they are providing hands on applications because teaching Hispanic students was an alien concept to me. Further more, this puts facts and theories discussed in this book in an imaginable context thus lead to understanding. Most of them are related to chapters discussed. As an example, Mary Lou Fuller in Chapter 7, which discuss about Hispanic Families gave a good tip to prepare/bring cookies for the students whenever they are being visited at home. This will be identified and celebrated as concerning effort from a teacher to the students by Hispanic parents. Building this bridge will smoothen the process of knowing and understanding them, and as teachers for Hispanic group, it is important for teachers to initiate first the steps.

As I mentioned before, this book will be a strong base of my next plan. It provides frameworks for my future task as an English teacher and at the same time multiculturalists when I go back home. I don’t have any intention to stay firm following exactly as the way it is in Malaysia now. It does not work for unity when the system supports racism. As we build up/contribute to pollution, we too help building up racism if we don’t put an end to it. All of us have shares and that’s why, there must be a strong reform. Furthermore, I realize equality and freedom is the basic human needs, and I will have supporters. “It is important for us teachers, those who understand to put a stop to racism”. I do realize as well, there will be antagonists that will strain upon my way. They might inflict pain upon me but that does not worry me much. I have read how Martin Luther King and El Hajj El Malik Shabazz² were killed; I have seen what Apartheid did to Nelson Mandela. Physically they were incarcerated, but their struggles and souls fly upon to the heart of alive human. No force can stop them.

The writers focus on education to change and up heave the Hispanic community. Education can only work if it is conveyed successfully to the target groups. In order to achieve that, the language barrier must be broken down by improving bilingual education. In bilingual education, we appreciate the culture of our students. Appreciating culture of others and not denying their existence is cores to ensure unity. It is like killing two birds with a stone. Hispanic students wont be lag behind, their identity wont be jeopardized and at the same time they learn other subjects. This idea is very beautiful. When I reflect back of my experiences in Malaysia, I realize among the many reasons Chinese or Indian parents send their kids to Chinese and Tamil vernacular school because they don’t want their offspring to be “Malaynalized”. I remembered when I was 10 years old in Standard Four, most of the stories in our National Language Text books, told about Malay fairytales, Malay warriors, Malay legends, and I did know about Na Zha³ and the flying wheel of fire from comic books instead from “National” text books. I guess no efforts were being made to translate Chinese or Indian fairytales. It is an obvious example of how students’ cultures are not celebrated and welcomed.

I like Chapter 5 the most. This semester I am taking ESL Bilingual Education, as what I am being taught in the subject, it is important to have accurate assessment to ensure academic success. It is interesting to note here that our bilingual students might use two languages at one time but most of the time, there will be only one dominant language within them. It means proficiency is very much dependent on the language that they are familiar with. In order to ensure success for Hispanic students, the assessments made by school personnel must be exact. This is to avoid them to be replaced in a classroom where they can speak English but do not understand most of the lessons because their Cognitive Academic Language Proficiency is not on par with Native American English speakers. This is to ensure they are not left behind or being felt to be left behind because of their language inadequacy. Also, accurate assessment must examine all aspects of students to ensure it is adequate. Among the criteria that need to be taken seriously are Performance based assessments, observation by focusing on language used to interact with peers and not to forget the demographic of the students because it will determine the percentage of English language used. For example, Hispanic students who come from highly populated white area will have better English commands due to more interaction with Native American English speakers.

It is interesting as well when the writers mention that we can’t force them to perform in any language that they use in order to accurately assess them. In fact, teachers must provide opportunities for them to listen, speak, read and write in both languages. Teachers’ job is to listen and observe attentively to ensure accurate assessment. From the careful and accurate observations, then the teacher can determine either his/her students are dominant in Spanish or not, needs to work more on English vocabulary and etc. Most importantly, labeling them as slow, or any derogative remark is out of teaching ethics because it is lethal. It means, as teachers, students’ limited abilities to express themselves should not be a wall for us to not encourage them to use languages that they prefer. What we can do is to always encourage (without putting coercion) so that it will help them to low their affective filter.

There is no unique formula to teach Hispanic Students but there are ways to help us at least to build basic understanding of who they are. This will be the first step towards the success. The ways are closely integrated ranging from families (as their cultures are family and group oriented), economics, communities and cultural background. As teacher, it is wrong to be eccentric and denying the existence of our students culture. The actions will lead to miscommunication, ethnocentric judgments. It will shove away Hispanic students from us. In order to avoid that, teachers need to have concrete knowledge of particular culture in order to develop understanding of particular cultural group. Lacking concrete knowledge of Hispanic culture will lead to misinterpretation and assumptions. As a teacher, I don’t want that to happen because misinterpretation and assumptions are basically the key factor to denying the existence of particular cultural group.

There are factors that propagate the growth of Hispanics’ students learning. Firstly, teacher can provide education that fulfills the needs of them. This can be done by giving them access to opportunities and resources. For example, if they need more time to develop their CALP⁴, it should be taken seriously and granted as this will ensure their academic success. In this case, we must always remember the fact that teachers are nurturers. Secondly, avoiding stereotyping is a must as it can lead to teachers ignoring the fact that Hispanic cultures are rich in diversities. Also, teacher must have teaching strategies that related to the needs of Hispanic students. Among the strategies are:

a) Focusing the lessons on group rather than individual. Teacher must as well create a cooperative atmosphere in the classroom. This is a must for them because they have a strong sense of community. This can be done by having group problem solving, discussion in groups and etc. Due to this matter, it is wrong to punish them in public, this will devalue their pride.

b) Lessons must be highly informal too, ingrained with family-like atmosphere. I believe, eating together (with class members) by everybody participating in bringing food is one of the good methods to develop relationship and knowing each other better.

c) Having Hispanic Family Day or Hispanic Open House at school where Hispanic parents are invited to school. They can come to school for the sake of visiting without worrying about have to meet teachers discussing about their kids performance at school. It is a way to show hospitality of school administration where Hispanic Parents will be invited to have lunch or dinners (Hispanic food are prepared of course) with their kids’ respective teachers. This should be a yearly event where all of school communities anticipate in it. Hopefully this event will be catalysts for them (parent and teachers) to interact more in the future related to students’ achievement and improvement.

d) Teachers or school administration can develop social networking to promote assimilation and diversity. I get this idea from International Buddies program offered by Kansas State University. We can change it into Hispanic Buddies program so that it will give opportunity for Hispanic students in their transition and assimilation process. This program will be free. It is targeted so that it will improve their English skills. It can also provide free tutoring to the Hispanic students. They can meet an hour per week to discuss, do activities together.

Actually I am impressed when reading Fuller’s Author’s Note in page 102 whereby she instructed her preservice teachers to have significant relationship with Hispanic parents. This program managed to change perspective of her preservice white, middle class teachers. From their responses, Hispanic cultures are beautiful because they respect and value the teachers generally and emphasis on cleanliness which is as same as theirs. This is another great strategy to enhance cultural understanding between two different groups.

I believe Jones and Fuller are not just writers but they are practitioners of bilingual education. They put into practice whatever that they believe and write. I notice the theories, methodologies and applications in this book are deep seated and well matched the CEEE Guiding Principles (Center for Equity and Excellence in Education.) Each Hispanic student is unique (due to the fact that they are Culturally and Linguistically Diverse students or CLD), so any instruction should be build on their previous education and thus should not be neglected. They are welcomed, accepted and valued as they way they are. In order to fulfill the notions above, teacher must understand and apply the concepts, theories, research to that appropriate to them to help to learn in and out of classroom setting. It is a must for teachers to create a motivating learning environment and at the same time know and understand the variability of his/her students in learning academic subjects.

I do believe that the writers of this book try to combat negative views such as Hispanic students will be in failure category, left behind, hopelessness of any appropriate educational helps and risk of academic failure. I feel this happen not because of racism that entrenched within us but our failure to provide enough and good training on differential learning strategies and development of Hispanic group. In Malaysia, for those who major in education and plan to be teachers, Multicultural Education is not a core subject, it is just an elective, and thus it is not compulsory. I hope it will be made a compulsory subject for teachers to have it before they go to school teaching students. Hopefully, it will help to improve teachers’ attitudes towards racial and ethnic minorities. This is among the reformation process that I will do if I become a Malaysia Education policy maker one day. Wish me luck!!

As conclusion, both of the writers do a great job to instill cultural awareness in me. I am greatly indebted to them. In fact, their points of view must be and should be frameworks before we embrace Hispanic students.

I would like to end my reflective responses to this book by quoting Sonia Nieto’s statement which is available in page 29, “a constellation of attitudes, behaviors, behaviors, and structures and a mismatch between home and school expectations all work together to produce success or failure.”⁵

References:

1. A CQ Press College Division Publication. (2002) One Name, Many Communities:

Issues In Race, Ethnicity and Gender, Selections from The CW Researcher. CQ Press

174.

2. http://en.wikipedia.org/wiki/Malcolm_X ( retrieved 10/6/2008)

3. http://en.wikipedia.org/wiki/Nezha_(deity) (retrieved 10/6/2008)

4. Herrera S. G, Murry K.G,.(2005) Mastering ESL and Bilingual Methods. Pearson

Education Inc. 9

5. Nieto,S (1992). Affirming diversity. New York: Longman

Braveheart: My Reflection

admin — Tue, 29 Apr 2008 17:26:21 +0000

What I notice is every human will search and look for truth, the question is how much is their persistency on this matter. Searching for truth sometimes can be very disheartening, due to many elements. Anyhow, I believe ALLAH is fair, on our part we must ensure that prejudice and egoistic does not cloud our rational thinking, or else you are exactly like a Iblees( read Arabic Syaiton, read Malay Iblis, read Latin Lucifer)

What if and what about if the Truth is already in front of their eyes, they see it but refused to accept it? Are we going to stop digging further? I will say no because we don’t know who is going to embrace Islam because guidance belongs solely to ALLAH. He choose whomsoever He likes.

I met Habib, a brother from Senegal, he is a nice Muslim. He explained to me the story that I read almost 10 years ago, (this guy read it 20 years ago when he was small) by Chinua Achebe titled “Things Fall Apart”. Kieran F. Johnston a.k.a Abdul Karim was my great mentor at that time; he inspired me on understanding different perspectives that we can get by reading literature and to keep maintaining the omniscient point of views. When we have this skill, we can apply it to our daily life. In my point of view, only those who appreciate literature can appreciate and want to maintain the status of omniscient point of views. This is good because you can understand human and know the reason underlying of their actions.

How about Koran? Is there much Omniscient point of views inside it? Well, I don’t know and I don’t rather dare to comments because of my lacking understanding in this matter and disciplines (read closely I am using matter as subject matter and disciplines). Any response readers? Is there among you having the Disciplined Mind on Quran? What I mean is crossing and interlink and intralink between literature and the understanding on Al Quran or in simpler words are subject matter and disciplines are heavily connected so that you can make sense of our daily life, being able to reflect deeply on everything beneficial from Koran and not to forget how much it is relevant to our time and to the way forward.

Ok, my further explanation on Universal Truth can be well accepted by everybody. I did this to Irina( a Russian lady living in Leningrad), I mention the most beautiful phrases and I read to her since I can see the vibrant of curiosity (and perhaps the ability that she might bring changes one day to the Russia Policy on Chechen and Muslims) and plus, she loves reading literature. First, she said, she is against Islam at all cost, but later she changes her mind. I don’t know is it because of her nature that religion does not seem important at all ( but I put it this way, a young and talented mind, and having lots of male chasing after her does not make her really engaged and interested, further more she is busy preparing herself to go to Chernobyl).

This is the Universal Truth:

“Rabi’a ibn ‘Amir(radiyallahu ‘anhu) went to the leader of the Persians. The leader asked him,

“Why are you coming to our lands? If you are coming for money then we will pay everyone of you a salary so leave us alone.” But Rabi’a said, “That is not why we are here. We are sent to free the creation from being slaves of one another to being slaves of Allah the Creator of the creation and from the oppression of religion to the justice of Islam and we want to deliver people from the narrowness of this world to the vastness of this world and the Afterlife.”

In Braveheart, William Wallace is fighting for freedom, his nation to be free from being opressed by Longshank. He accepted the concept, and he died for the freedom and lived with it but unluckily, he died without iman.

I am waiting for Muslim directors.. anyone?

Protected: Potty Training: Part One

admin — Wed, 12 Mar 2008 22:08:05 +0000