Allison’s Anecdotes

Our discussion on disciplinary procedures today generated the question, “What is effective discipline?”  I have viewed teachers over the years — and served as a proponent myself — for the standard method of “time-out” for students who misbehave.  Why are children who obviously are lacking attention or interest and choose to act out, removed from the group in some way?  Why do we perpetuate the idea that if a child isn’t paying attention, he needs to sit in a corner away from the group for several minutes and “think about what you’ve done” and then decide that after 5 minutes away, the child can rejoin the group and actively participate?  I confess that I haven’t looked in a child’s eyes sitting in the corner, excluded from everyone.  I confess that I haven’t probed deep within his eyes and tried to ascertain his thoughts sitting there by himself.

According to one of the definitions, the word “discipline” stems from the root word “disciple” which parallels with teaching and education.  Effective discipline should be a lesson in itself – teaching the child something valuable and meaningful to self-correct.  Discipline is largely intrinsic in nature — the reward comes from within when a child reaches mastery.  If this is true, then the idea of discipline is positive — it’s more of an encouraging to, rather than an abstention from a behavior. 

So now I question — how can I be an educator who leads through encouragement, modeling effective discipline, capitalizing on teachable moments, and refusing to exclude?  I know that I never want to see the pain in a child’s eyes from standing in the corner. 

All of the talk on NCLB reminded me of a friend of mine, Jamie, who is teaching high school in a local school in the Atlanta area.  To say that Jamie’s students are challenging is an understatement.  She teaches in an urban school that is currently facing severe consequences from NCLB standards.  What this means for Jamie is that instead of the world history curriculum she wishes to teach – largely from a cultural and film perspective – she is reduced to discussing history from a more formalized approach based on the standards.  Instead of seeing the students interested in discussions and debates, she finds most of them disengaged and bored.  Jamie tries to make the material as interesting and relevant as possible – often going against a lesson plan that “teaches to the test.”   Unfortunately, Jamie’s struggle is not uncommon with many educators today forced to adapt to NCLB policies.  Observing the situation from Jamie’s perspective, makes me in total support of revamping NCLB so the teachers can do what they’ve been prepared to do – teach.  If only the government could see it from their perspective – the teachers who are working in the trenches each day to educate the future of America. 

This is a personal blog as I feel the need to address now some things I didn’t voice in class concerning the issues related to GLBT concerns.  As with all material presented since Day 1 of class, my norms and ideas have been challenged.  Each issue has led me to delve into my beliefs and thought patterns – separating what I know to be true from what I have merely observed or assumed from my background.  With this issue specifically, I find myself struggling – stuggling with past thoughts and ideologies; struggling with implications and meaning.  I sat quietly in class to listen to all points of view presented, and to challenge myself through the comments made by my classmates.  I want to question and become more self-critical concerning all issues related to diversity.

Specifically about the GLBT issue, upon reviewing the instances from history where they have been obviously discriminated against, scenes from “Eyes on the Prize” were running through my mind.  Each time I thought about someone of this sexual orientation being called the offensive names so flippantly used in society, I saw the correlation between the mocking and beating that so many endured during the civil rights movement.  As we continued to discuss this issue as it pertains to discussions in the classroom and equality, I couldn’t help but come to the conclusion that this issue with sexual orientation truly does mirror so much of what took place within civil rights.  Can we honestly teach equality and social justice without including this component of sexual orientation?  Absolutely not.

So now I’m working through these issues — noticing quite a few “oops,” and “aha” moments.  I appreciate everyone’s comments today and know that just as our students will learn as a result of this debate, so will fellow peers and colleagues.

Between the laughter of the Alpha group, and the “gibberish” of the Beta group, powerful lessons in culture were shared.  All of us were given the opportunity to enter into a new culture, and receive an immediate sense of welcome or rejection from the new culture; we were given the opportunity to welcome or shun someone else entering into our specific culture.  Reflecting back on that exercise now, I rewind my own school experience and see so many times that I played both roles — trying to fit in and yet, being unwilling to let someone join into my group.  Both feelings are uncomfortable and lonely.  So why does our society constantly exclude others?  Why does our nation rally against discrimination and injustice around the world, and yet constantly reject and ignore the needs of our neighbors, our community — people who are not like us? 

I shared with everyone that I’m a Christian, and yes, my relationship with Christ is an integral part of my life.   But after this exercise, I find that it highlights so many of the problems I see in my religion.  One of the first words placed on the sheet of stereotypes under “Christian” was ” judgmental” — I know this because this was one of the words I wrote!  Words that followed were “hypocritical,” “close-minded, and the phrase, “trying to push their religion on you.”  And I’m frustrated.  I’m frustrated because I constantly see those who refer to themselves as Christians, saying that they’d be welcoming but constantly turning their backs and showing anyone who tries to enter into the circle a “stipper” card!  I’m not going to engage into a debate on beliefs, but I think all of us can agree that no matter where you stand in religion, this is NOT how you are supposed to treat people; this is not what Jesus intended.

So, once again, I’m challenged.  I’m challenged to remember tolerance and openness to others.  I’m challenged to remember to be patient and encouraging.  And most of all, I’m challenged to implement everything I say I believe into the classroom – with children and parents with whom I don’t connect with immediately, with staff with whom I disagree, with policies I find pointless.  It is in these times that our character is tested; our integrity is measured.  It is in these times that we will be forced to truly live what we believe.  It is my hope that we can all remember the lessons taught between laughter and gibberish.

After the incredible day today walking through Auburn Ave. and visiting the King Center, I decided to post one of Dr. King’s quotes that truly made an impact on me and that I hope will challenge all of us as we pursue teaching: 

“Human progress is neither automatic nor inevitable…Every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals.”  

May we all strive to be one of these “dedicated individuals.” 

Revisiting the opening thought for today from the story about the starfish has caused personal introspection.  I appreciated Dr. Williams’ comment about moving beyond throwing the starfish back into the sea to asking why there are starfish on the shore to begin with.  This explanation was another example of individual versus collective agency, respectively.  As teachers, the point was made that to be effective in the classroom is to fight these battles with the children to whom I will teach, but to also take these conversations into the broader arena and invite more communication and activism on the part of multicultural education.  Along with these comments, I was challenged by Gorski’s statement that “charity is not activism” and that teachers need to move from focusing on intent to focusing on impact.  All of these statements reiterate the necessity for teachers to not only be change agents in the classroom, but activists outside of school, as well. 

To be an activist first begins with commitment and dedication.  Gorski made the comment that educators must move from an “it takes time” mindset to intentional, deliberate and urgent action.  Well-meaning intentions will not cause the change in the world and in the system that we so desperately desire.  It is time to engage in meaningful dialog across the disciplines to spread awareness of these issues as they affect all people.  One must be willing to risk – rejection, ridicule, and isolation – knowing these beliefs initially are unpopular.  

The status quo is changing – will we do the work necessary to foster continued changes?  Will we stand up for the voices of the children and provide a platform for those whose voices are not heard?  Will we choose to reject the theory of an incentive-based mindset, turning our back on thoughts of “What’s in it for me,” and ask, “What will benefit all?”  Will action characterize our ideology and will our students finally see educators living what they believe?  

The only answer is “Yes…”  

There were a plethora of emotions after the discussion today in class….  I have never felt so guilty, ashamed, and angry before over something I could not directly control.  And now that is what I am left with – questioning what I am able to control and remedy and change.  I know that I will never know the extent to which my classmates have felt racism and prejudice and effects of stereotypes.  I never knew just how privileged I am on the basis of my race.  I know that awareness that these issues exist must be a first step.  However to stop solely at awareness and not delve deeper into the over-arching effects or implications for the future will do nothing to change this issue.  This discussion makes me conscious of how finite and small I really am – that something much larger than me is really in control.

Yet, to believe I can do nothing to effect change is a lie – there are many things I am able to do.   The kind of action to needed to combat social injustices begins with a paradigm shift – moving from my one way of thinking based on my past experiences to choosing to regard other’s thoughts and experiences as paramount and allow their views to begin to shape my own.  Personal responsibility is key.  For me, my first step begins in communication and dialogues over these issues.  I also decide now to allow the battle against social injustice to become one of my non-negotiables in the classroom.  Just as I am passionate and resolute in teaching what is developmentally appropriate for all children, I must now include a commitment to equality and sensitivity to race.  This sensitivity does not reduce to “color blindness” – rather it looks race directly in full view of its presence and its implications and chooses to engage the issue of race to foster equality and respect for all. 

These ideas are not complete and will continue to form as my experience and awareness increases, however the paradigm shift provides a launching pad, a first step in a journey to walk out truths of social justice and equality for all.

About Serenbe – I really don’t even know where to begin…  I feel grateful to sit in the room and listen to so many others’ thoughts as they challenge, question, and ultimately try to change the status quo as it pertains to education.  How blessed to be part of such a community with unified passion and vision! 

But it can’t stop there – as awesome as it is to have a collective community built around these ideals, it is now time to put into practice the qualities that we say we believe; for me to act on what I say I believe.  No longer can I pretend that it’s someone else’s responsibility or complain that “they” aren’t getting the job accomplished.  I have a voice and gifts and it’s my turn.  I have not been created to sit on the sidelines and watch the action pass by.  I read a book several months ago that’s main intent was to fuel one’s vision for change by asking one to reflect on what is abominable and atrocious – what one simply cannot stand.  After these injustices were identified, the point was made that what one finds deplorable is the very thing that one is called to change.

It’s time for the educational system as we know it today to be radically different.

It’s time for the teachers to adopt a new philosophy and system and communicate truth and learning, challenging the children to accept who they are and become the persons for which they have been created.

It’s time to change the world – one student, one classroom, one community at a time.

It’s time for change. 

Last fall, a phrase repeated through my mind like a continuous mantra: “There’s a big world out there.”  Whether this thought was born out of frustration with where I was personally and geographically at the time, or if this entered my consciousness to prepare me for the changes that were coming soon, the idea  was constant and seemed to only increase.  I am someone who loves travel, thrives on adventure, and seeks to embrace new challenges.  The idea that there is a “big world out there” only strengthened my desire to leave where I was currently and join the global landscape…..  But I had no idea how to make that happen….. Only months later, I am now in a new city with new peers and endless opportunities.  Each day, I am challenged more than the day before and presented with the chance to experience something totally new.  Today as we sat with the teachers from Mexico, my heart was stirred in a way that I have not fully recognized before.  My passion has always been to serve children and families wherever…  But until today, I realized the urgency and intentionality in seeing a need and choosing right then to fill that need in someway.  When I listened to the conditions of the schools in Mexico and the challenges there, a spark ignited that said, “I can do that.  I can go.”  Up until this point, it seemed like it was everyone else’s turn to go and do – now I know this is my opportunity.  Perhaps it wasn’t time or I wasn’t ready before, but now I know I can make a difference.  Now I am truly taking ownership of the unique contribution I am called to make – wherever I am placed.  There is a big world out there, and finally, I am excited, honored, and humbled beyond words to truly find a place, sacrifice myself, and serve.  For such a time as this…

One of the first suggestions made to leaders who administrate over an organization is to come up with a plan of action, a vision statement that sums the leader’s goals and objectives for the organization.  Although our shared “organization” takes place in our classroom, it is very important that we regard ourselves as leaders.  Leaders are individuals who have influence.  Whether a person is actively commanding a discussion, or quietly reflecting on the points offered, each member is a leader and can influence the group at large.  Understanding our role as leaders is vital when taken in the aspect of the classroom.  Our children and peers will be dependent on our guidance and instruction.  True leadership is embodied in service.  A leader must be willing to offer themselves, time, and talent for the organization to succeed; teachers must lead through service so the dreams and goals of the students are achieved with excellence.  When one places themselves in a posture of true servant-hood, more is communicated through this humble act than ever could be stated through words alone.  May I endeavor to become more of a leader my students will want to follow.