Blog Post #9 - Review of the course:

In the last three years, I have worked as a substitute teacher at Cedar Hill Elementary where I have taught students at all grade levels, including those in Special Education. This semester, my experiences have brought to light the inequalities present in our education system. While going through the course materials, I found three specific articles that resonated with me, as they connected me to my personal encounters in both my assigned placement and the classrooms, I assisted in. Firstly, Delpit's piece, "The Silenced Dialogue," shed light on issues of communication within classrooms and among administrators. Secondly, Kohn's article, "What to Look for In A Classroom," made me realize the influence that the classroom setup can have on the learning environment for students. Lastly, Herir's work, "Toward Ending Ableism in Education," holds significance due to my personal experiences with family members, as well as my work with students who face challenges related to learning disabilities, ADHD, and autism.

 

In 'The Silenced Dialogue', Delpit discusses the role of dialogue within educational settings, emphasizing its importance in promoting understanding among all students. It frustrates me to witness the daily occurrence of teachers disregarding students' attempts to ask questions. When working in a classroom, I strive to create an inclusive classroom where every student's input, even their understanding of the material, is important. Unfortunately, so many students shy away from raising their hands or engaging in discussions due to the fear of making mistakes or being dismissed. I’ve seen teachers instructing students to lower their hands without even acknowledging their questions because they need to finish their instructions. I can also relate Delpit's work to the lack of communication between teachers and administrators. When teachers, who interact with students daily, express concerns or seek guidance from higher-ups, their voices are often dismissed, as if the administrators somehow know better without any direct interaction with the students in question.

 

The second text I chose was Kohn's, "What to Look for in a Classroom," which describes the “good signs” and “reasons to worry” when relating to the layout of a classroom. From the arrangement of desks to the display of student's personal work, the scheduling, and even the selection of books, Kohn covers it all. After this class discussion, I found myself immediately analyzing the setup of every classroom I came across, including the one in which I participated in service learning. It is clear that the organization and layout of a classroom can impact student’s productivity and engagement. The presence of personal work displayed by students gives a sense of inclusiveness and pride. Working in groups and the placement of desks is important to feel a sense of community. 

 

Finally, I resonated with Herir's, "Toward Ending Ableism in Education," as I can relate to my own personal encounters. I had an encounter at my school, where we recently had a new student, with autism, in our IASE class. His first question was about music, and he wanted to play the violin. We have an instrumental instructor who comes once a week to teach and organize an annual concert. However, when the student expressed his interest and I spoke with the music teacher, she hesitated, saying it might be too late to sign up and that they probably did not have any violins left. This incident was upsetting, especially since I discussed it with his teacher who also dismissed it. As a substitute, I am not able to voice my opinions or provide input about the students. I also feel connected to this text because I have an aunt and nephew with intellectual disabilities, and I have witnessed firsthand their capabilities that often go beyond those of the so-called "normal" individuals. 

 

For a class discussion, I would ask with all the knowledge you learned from this class what is one thing you will/would change in your classroom?