The Teach Out Must Reach Out

 

When asked to choose a piece from this semester’s Social Issues in Education course to teach out. I was initially overwhelmed for two reasons. First, due to the variety of readings that I was exposed to during the course. It felt as if I could go in many different directions as far as content. Secondly, many of the works resonated with me personally for various reasons. Sitting with what was being asked of me as a student and reflecting on which pieces evoked emotion or intrigue from me. I organically gravitated toward one article.

Renkly and Bertolini’s Shifting the Paradigm would be the muse for my FNED 502 “Teach Out” project. The Shifting the Paradigm article discusses the asset based educational model. More specifically why the model should be advanced within our education system. Although I agree with the overall tone and purpose of the article. I choose this work for another reason. A more personal reason, I have had a question for quite some time, and I believe this article answered my question formally.

To give some context, I currently serve as a manager of an adult education program. Which serves youth ages 16-24 who are in pursuit of obtaining their general equivalency diploma or GED. In the past two academic years the program has seen increased participation and graduation percentages have also increased. Noticing these gains, I began to ask what the reason was for these increases. Why has the program been able to see such positive growth and results? Shifting the Paradigm yielded the answer(s) to my questions. 

I now sought the opinions and feelings of the program staff (Case Manager (2), Classroom Teacher and Site Manager). During our weekly staff meeting (Friday) I casually asked the staff why the program has seen an increase in student participation and graduation percentage for the past two academic years. Some attempted to answer immediately. I kindly requested, they simply ponder the question, and we would revisit it at our next staff meeting.  

The following Monday, each staff member was given Renkly and Bertolini’s article Shifting the Paradigm. I informed them I had come across the article and wanted to share it with them and wanted to discuss it during our next staff meeting. Being the wonderful humans, they are, each staff member seemed very excited to review the article and dive into a nice discussion surrounding it. 

The week seemed to have flown by and here it was One o’clock Friday afternoon. Staff meeting time, I brought lunch and we gathered for our meeting. To support candid responses, after our typical check in. I asked what everyone thought initially after reading the title of the article. Although the responses varied the general consensus was a feeling of nervousness as the title evoked thoughts of extreme academia. This initial question was followed up with after reading and or reviewing the article, do you feel the feelings you had from only reading the title still remain? Each responded no, and they in fact enjoyed the article and the manner the content was presented.      

As we proceeded with our discussion, it became very evident each staff member had a very different position regarding the article.  At the conclusion of our discussion, I labeled the positions associated with the staff member’s responses. It was no surprise the site manager’s position aligned with systems and structure. The first case manager’s position was more practical in nature. While case manager two took a position of advocacy and support. The classroom teacher’s perspective was focused on relationships. The overarching theme seen was a correlation between each staff member’s perspective and their role within the program.   

As we further examine and reflect on each staff member’s point of view, we learn the following.

Site Manager:
Largely discussed the way in which the school system operates as a whole. Explaining schools were originally designed in efforts to prepare the country’s population for factory-style jobs. Now that the industries of business have changed, it is important that the design of the education system change to mirror the changes of business industries. Adding, many students—especially those from lower-income or marginalized communities—are labeled as problems instead of being supported. Elevating the point that students who face financial barriers and exhibit behaviors deemed maladaptive often get cast aside.

Case Manager 1:
Agreed asset-based education sounds good in theory but is unsure how realistic it is. She questions how asset-based practices can be implemented with budgetary restraints. Generally, she believes proposed solutions to the issues within our current education system cannot be actualized unless support in the way of finance and time accompany them.

Case Manager 2:
Highlighted, the labeling of students at young ages based upon negatively viewed behaviors and low academic performance. Rather than seeking out the root cause of students' behaviors and academic performance, often they are isolated and forgotten. She believes behaviors especially are communicative cries for help and should be thought of as communications eliciting assistance and support rather than punishable actions.

Classroom Teacher:
Emphasized, students have told her personally.  They do better when they feel known, respected, and feel safe. Small classes, staff who care, and adults who are honest about their areas of improvement, help students trust the learning process. Firmly advocates for social service components within education setting to aid in students navigating traumas which may serve as academic barriers.

When directly asked why their program has seen such success in consecutive academic years. The group concluded the students within the program feel safe and heard. Although the staff is invested in individual and collective outcomes of the program. The students are not pressured to perform for an outcome. Rather the outcome is a byproduct of their resilience and support they receive. Another key to the success of the program was elevated. The group identified asset-based practices are commonly carried out individually in various capacities. 

The group was also asked how the program could continue to see increased success and growth? Each response centered around support and reflection. Case manager one stated “Greater financial support from the organization would allow for an embedded social service component which the students would benefit from greatly” While the classroom teacher acknowledged “there needs to be a review of our programs structure, we should really look at adding life skills and therapy experiences for our students along with their academic plan”.

 The group agrees deficit-based models harm students, particularly those from marginalized communities. Collectively they recognized the asset-based, relationship-centered approach to education is difficult to implement. However, the outcomes of implementation are much more beneficial to students and tangible. The discussion concluded with a shared acknowledgment that impactful and sustainable educational reform must address Social-Emotional and academic needs.

                                                                                     

When Fear Fades ICE Melts

 Yooooooo,

I know y’all are familiar by now, sooooooooo I won’t even be disrespectful and ask.

This assignment was very heavy for me. My feeling and tone in writing this blog are different from any other time I have taken the time and reflect on a piece. I am in some ways incensed, while saddened in others. There is a hint of pride in the mix as well. Being a PROUD combat war veteran, people often associate me with agreeing with ALL things the government enacts. This could not be further from the truth, as it pertains to very serious and contentious issues such as immigration and its enforcement. I can not in good faith say I agree at all with what is going on in America.

Reading the articles within the rethinking schools publication volume 40 No.2 Tears were shed for positive and negative reasons. Learning in the ways teachers and educators taking a stand and protecting their students across America warmed my soul. Understanding why they had to act in such radical ways to do so breaks my heart. The first responsibility an educator has in my opinion is to protect their students. Second is to educate them ferociously. The teachers in D.C., Chicago and California who were highlighted in the articles I painfully engaged in. Accomplished both of those duties, enduring personal inconvenience and sacrifice. I would like to say thank you. For being what your students need and, while providing an example for the rest of us to follow.

One item the federal funding, policy, and enforcement strategies did not account for, was the outcome when Fear is not a factor. Not a factor in how people band together, not a factor in the actions one and many will take, not a factor in a community. I noticed in the majority of the stories covered in this publication fear was not a factor. As a result, powerful impacts were made and goal achieved. ICE in a large part was deterred from the schools and areas associated with the teachers who stood for their students and communities.

Joy in Teaching: Deeper Than Smiles

 Yooooooooooo,

Y’all know me by now and if you don’t maaaaaaan do yourself a kindness and get familiar! 

In all seriousness I wanted to take the time and discuss the rethinking schools article titled “Teaching for Joy”. It is Volume 36, No 4 published in the summer of 2022. Now that the formalities and housekeeping have been attended to. Let’s dig into this masterpiece of a publication.   

Yes, enjoying this issue or rethinking schools made me smile as much as Dave when he realized he pretty much owned an entire town. The issue is packed with articles that have common themes of Reality and Joy. Themes that to my understanding seldom are associated with education or teaching. I took a long pause after reading the first paragraphs of the article Recommitting to the Joyful Classroom. The pause was cemented in wonderment. I wondered if I agreed with, or understood why anyone would urge teachers to be defiant and teach children in a defiant nature. Sooooooo, after consuming the first two paragraphs of this piece my brain is nearly at its capacity, but I am intrigued and I want to know more!

Then it happens the light bulb goes off and not just glowing but beaming like Batman’s symbol in the night Gotham sky. Our students, we as parents, stewards, educators, have been in shared pain and despair. Largely because of what and how we are educated. Some would say not educated. Partly because of the gravity and darkness of events we experience in our homes, communities, states, and country that goes unspoken in many respects. Unless their recognition benefits systems of oppression and capitalism. 

It was now I asked myself two questions: is joy reality and two can one receive joy through reality? Starting to gain some clarity on the direction of the piece. I began to feel peace and comfort, in the fact that it was evident the call was for our educators to teach the realities many face. Instead of a curriculum whose purpose is only in keeping them docile and void of hope. Defiance is teaching realities as severe and harsh as they may be through creative expression, community and healing. Teaching in defiance accomplishes two goals. Improving written, and communication skills while bringing joy to the students, teachers, and communities which they are connected to. My questions now answered: Joy is rooted in unpacking the realities of one’s world. Through that unpacking, Joy is a direct product.

Gamble's Teach Out Proposal

 Rhode Island College • Feinstein School of Education & Human Development • Educational Studies

FNED 502  — Social Issues in Education

Gamble’s Teach Out Project Proposal

This is the first step in brainstorming your final project in this class.  Please post this document to your blog and bring this document to class on March 26.  This is just the planning stage – no formalities!

CHOOSE A TEXT:

Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life? 

        Two texts have truly resonated with me during this course. Shannon Renkly’s Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools the other is Khan’s The Broken Model. These texts speak to questions I have had surrounding our current educational system. As a result I have found both of them beneficial and would like to deepen my understanding of their collective content.

WHO DO YOU WANT TO SHARE WITH?

Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children?

    I would like to share the information gained and learned within these texts to my adult education program’s potential students and their families. I believe this information would ease the anxiety and stress associated  with a young person earning their GED via an adult education program such as mine.

WHAT FORMAT MIGHT WORK FOR YOU?

Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc?

    I envision the content displayed on an informational flyer or bulletin. The flyer would be presented to the potential student and their family during the initial intake process for the program. Also visitors would be able to take a copy home to review for themselves and ask questions to staff after reviewing the flyer.

You are......... I am????????????

 One must find a sliver of amusement when pondering the state of our education system and the youth which it is intended to serve. The irony is comical to me, honestly. Our youth attend school within a system that most would believe exists to inform and facilitate in their development. Yielding society well learned and adjusted individuals. However, our young scholars face a multitude of challenges daily. Challenges that impede progression socially, economically, emotionally, and educationally. 

These challenges in many cases have become the focus within our education system. Our system has placed an emphasis on our scholars' inabilities rather than their strengths in most cases. It is this fact which I find full of irony and comedic sadness. The expectation is positive progression and success, while highlighting negative attributes and behaviors. We learn in Shannon Renkly’s Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote an Asset Orientation in our Schools this practice is known as the deficit model.

Renkly points out the deficit model works well in a variety of systems to include business. Agreeing with that point, Renkly also informs one system the deficit model does not work well in is education. We can not expect positive outcomes in our education system if it is focused on negatives. In my opinion the deficit model in education fosters negative experiences for students. While promoting maladaptive mindsets within the students it is intended to serve. Ultimately increasing participation in other systems of oppression to include incarceration and social assistance programing.

If our education system focused on the talents and natural abilities of our students. We would see drastically different outcomes. First, student relationships with education and the adults within the education system would be strengthened. Secondly, students would be more likely to engage in educational courses and work. Lastly, an increased attention to our students' positive attributes and resolution of the challenges they face daily will allow a student the ability to focus and care to learn. As their confidence and educational stamina are elevated, engagement increases and learning can occur. To say a student is not motivated to learn, is an excuse for those whose charge is to educate. 

Students often are unmotivated because their experience(s) within education have been trauma filled. Coupled with a feeling of discouragement and failure, many students may feel hopeless instead of hopeful when the thought of education is presented to them. This is aligned with the asset based model which has many intrinsic benefits for the student, faculty, family, and community within the student’s life.

The Broken Model????

 This reading examines many systems and their validity today. Focusing on the education system. I would say most today have some negative thoughts in regards to the education system within the United States. I am no different than anyone who the last statement is true for. There are two questions that immediately come to mind. First; why do most have negative feelings or thoughts surrounding our educational system? Second; Why have these thoughts and feelings not been addressed? I do hope to gain clarity to these questions. 

The first section of the reading informs us on the history of our education system. Adopted from Prussia; it is rigid and serves many purposes. One of which is to create a base level of education for the public. While fulfilling labor demands of industry. One would think that is a positive purpose for an educational system. Another purpose of our education system as described in the reading “The standard classroom model offered boundless opportunities for political indoctrination”. The Broken Model Ch.2 pg.76. 

So, if I am understanding this correctly. Our education system’s intentions are to fill needs of industry and indoctrination. I mean these can not be the only purposes for our education system. Youth should be learning, creating, questioning theories and all that fun stuff right? Let’s circle back to that question. Ahhhhhhhhhhhhh, I am looking for answers and only accumulating more questions.

Ok, it’s official. The first section has me feeling all the feels. The second and third sections of this reading did much more of the same. We delve into the trap of efficiency, prioritization and predictability of our education system. I mean really the further I get into this reading the more I realize the education system has many avenues of work to accomplish and bettering the population isn’t necessarily at the top of the list.

 

We learn although early on the purposes our education system satisfied were very well intended and some may argue beneficial. However, society and culture have evolved and our system of education has not. WoW! We have an answer to one of those initial questions. So many of us have negative views or opinions because we live in the time that we do and our system addresses our past as a society. Critical thinking, creativity and self motivation were not important in generations past. The Prussian model which our system is based on oppresses those attributes. As a result the system is no longer serving us collectively. While it does not serve the masses, it does serve industry which drives capitalism. Question two answered, that is why our negative feelings and notions concerning the education system go unaddressed. Is our education system broken?, or simply outdated.

   

Who's Colorblind

 When It Hurts.............................

          Colorblindness is a disability, It must be horrible to confuse or not be able to identify certain colors. I cannot imagine how difficult life must be for someone who suffers from this unfair physical disadvantage.

It is my belief when most think of colorblindness, initial thoughts surround the physical ailment or disability. This week’s reading shed light on several other ailments associated with colorblindness. The colorblindness referenced this week had no association with blues, or grays but all association with whites.

Colorblindness is a term used to make white people in America feel safe and yielding protection from ills associated with the innate privileges garnered simply for being white. Many white people associate being a good or decent person with being colorblind. That notion is laughable to me. It was stated (This is my interpretation) white people often do not think of race because they don’t have to. They are in a sense nose blind to the fact that simply being born affords them luxuries others do not dare think of possessing. 

To be colorblind gives the ultimate excuse not to examine whiteness! Whiteness un-examined perpetuates racism does it not? If this is fact, why do those who consider themselves allies choose to identify as colorblind? There is direct conflict in what is said and action taken. It is my opinion a white person in America cannot be a brother or sister and be colorblind or identify as such. Think long and hard on that one and ask yourself, do you agree with my stance or not? If you do not, what does that say about me or you?

I wonder, If one does not see color in America, what do they see? I personally have never experienced colorblindness in my personal life. White people always react to my black skin in both positive and negative ways. I would wager however some of those same people would identify or align themselves with being colorblind.

We Learn.............................