Cycle Two: School, Cultural Assimilation, and Social Mobility

Before

For this cycle I wanted to reflect some on what I think I will be reading as I peruse Richard Rodriguez’s Hunger of Memory.  Based on Professor Greenwalt’s blogpost, one common theme that will be presented in the text is that of education serving as a gain as well as a loss.  I wanted to reflect on my own students and the culture of my school.  I see these paradoxes in real life almost immediately.  Cultural representation is abundant at my school with an annual student multicultural show, “Flag Day” as part of the high school’s homecoming week, and announcements made celebrating profound historic figures during Black and Hispanic Heritage Month.  While the school system is taking the time to educate our students on each other’s differences to keep an air of inclusion, the school system is also taking away from our diverse students their native language, familiar foods, and sometimes even their family-given names.  What have we taught out students with these often government-mandated actions?  Possibly that these cultural-rich students should be stripped of their wealth so that they can blend in and let their peers admire their rich heritages from afar.  This idea is something I have just come to realize and it is disheartening.  Below are my reflections after reading Rodriguez’s book, as well as the other articles.

After

            I would like to know how to get Richard Rodriguez’s Hunger of Memory to become a mandatory read for every teacher, administrator, and politician who is involved in the decision-making aspect of ELL laws and mandates!  After reading Rodriguez’s book I was at a loss – how many other students feel this way about cultural assimilation and affirmative action?  Rodriguez's writing is filled with the many paradoxes of cultural assimilation that many do not think of.  The most profound moment had to be when Richard realized that he could not represent the Hispanic, minority, disadvantaged community because he was not like them because of the benefits he ended up receiving for being a Hispanic minority.

 From my undergraduate studies and Google searches to find supplemental resources for this post, the popular results represent the benefits and on-paper success of immigrant and minority students working their way through the public school and postsecondary school systems.  The problem is that most of these articles and reports are from the point of view of educational professionals and university researchers – not the students subjected to the government programs of constant ELL testing and university acceptance based on statistical quotas and not merits.  The pros and cons of affirmative action have been in the news recently given the Supreme Courts decision to uphold affirmative action back in June.  However, Rodriguez’s work brings to light the irony behind this social justice movement to fix a social injustice by making the situation even more unjust for all involved.  I never thought that the races benefitting from affirmative action would feel so conflicted by it as many white students do.  The mix of emotions shared by Rodriguez as job offers were piling up on his desk was somewhat comforting – on both sides of the spectrum affirmative action is not always well received.  This should be our first hint that the system can be remodeled – hopefully with the opinions of those most affected by it at the center of the conversation.

Affirmative action, and cultural assimilation, is not just an American issue.  Great Britain faces the same situation regarding affirmative action related to increasing the number of unrepresented lower class citizens in universities and public colleges.  The article mentions the academic side of affirmative action – how schools using affirmative action tend to have lower test scores and inflated grades skewing the intent of affirmative action altogether.  But, I wonder how the lower class students feel as they study at a university, become more educated, and slowly start to become unrepresentative of the family and community they left back at home?  I would think that these students would take great pride in being able to provide a better life for themselves and their families through university study – but how heartbreaking would it be if they feel that they are being transformed into an individual who can no longer connect with loved ones or represent the people with whom they grew up with?

It is refreshing, somewhat, to know that students affected by cultural assimilation in the school system or affirmative action do not permanently feel conflicted.  As Russell Contreras mentioned as a quote from Rodriguez, Hunger of Memory is only a snapshot of what Rodriguez was experiencing as he worked his way through school.  I have worked with ELL students of all different levels.  I have seem some of the most proficient English speakers exit the program and seem cheerful when conversing in the classroom in English but talking with their friends in the parking lot in Spanish.  But I have also seen the those just entering the program look downtrodden and out of place in an American classroom.  After the course readings this week, I have realized how much more a responsibility I have when working with ELL students: to encourage learning and growth by acquiring a second language but also celebrating the unique culture and values they bring into the classroom environment simultaneously.  High school ELL education may only be a quick picture in the lives of my students, but I want to make it one that brings fond memories when they look back on it.

Admittedly, I was a bit morose after reading Hunger or Memory and was offended almost as much as Contreras was upon reading his book review.  How could Rodriguez write such a profound account of his life and then brush it off as just one piece of the puzzle making up his life and career?  So, to bring some light to the readings this week, I found this humorous clip of an instructor trying to manage an adult ELL class at a community college.  The actors accurately portray, in a lighthearted manner, the difficulties presented by the inconsistencies of the English language as well as represent a diverse group of ELLs present in most of our classrooms. 

Most schools offer these type of classes to students to support English language acquisition as they pick it up and use it in traditional classes.  However, the loss of the native language is one of the downsides of cultural assimilation Rodriguez discusses in his book.  Ethnic classes discussed in Phippens article could be a happy medium for ELL and traditional students.  Education, just like everything else, needs to be well balanced in order to be successful and sustainable.  Ethnic studies that let students learn English and discuss and research their culture and history proved to be popular and in demand in the American southwest.  I would love to see these types of classes in my school district!  My district serves a large Haitian and Hispanic population and students could learn research and writing skills in the context of studying theirs and different ethnicities - which would hopefully help them feel less like they are being torn away from the culture they are familiar with and love.

References

Contreras, R. (2002, July 19). Brown Like Us? Texas Observer.
Retrieved from: https://www.texasobserver.org/836-book-review-brown-like-us/ 

Phippen, J.W. (2015, July 19). How One Law Banning Ethnic Studies Led to its Rise. The Atlantic.
 Retrieved from: http://www.theatlantic.com/education/archive/2015/07/how-one-law- banning-ethnic-studies-led-to-rise/398885/ 

Rodriguez, R. (1982). Hunger of Memory: The Education of Richard Rodriguez. Boston: Bantam Books.

Cycle One - The Culture of Childhood

            Who would have thought that one of the major decisions of any parent would be to decide which pre-school to send their child?  I am not a parent yet but I never thought that this decision could have certain economic implications or determine how well my child will do in school later on.  Personally, childhood was a well-balanced mix of play and academics (it’s weird to think of 4-year-olds being academic!).  Regarding play and imagination, I remember being a very creative and active child.  I was always playing with dolls, played house and dress-up with my friends, and enjoyed going to the safest playground in the world – with each set of play equipment set far apart surrounded by rubber pieces which always so painfully got stuck in my sneakers. 

All of this was under the supervision of a parent or a teacher.  I never minded the supervision.  Although adults were present they never interfered in our playing or childhood squabbles.  I assumed that this childhood I experienced was the same for everyone – until this week’s readings I never really thought about others having different kinds of childhood experiences that could potentially affect how successful they were.  Thinking back, I do recall two sisters that lived across the street that my sister and I had frequent play-dates with.  These two girls were from Venezuela and were allowed to leave their home and cross the neighborhood street at a young age without parental supervision – something my American parents, and admittedly myself, would never let a young child do.

On the other hand, my childhood was filled with academics as well.  I loved learning and it was something my parents supported.  According to my mom the church-based preschool I attended taught some reading and phonics but hardly any math skills. Kindergarten through the third grade, academics was not a major part of my elementary school curriculum as I went to a Montessori school.  Student-centered play and student-interest drove what I would do each day in class.  I have said many times that I do not remember learning anything academic at that Montessori elementary school – I credit my parents with teaching me everything I learned up through the third grade.    Every summer my parents would purchase academic workbooks for my sister and I to complete and this is when I remember learning how to write, comprehend my reading, and learn procedural math skills.  Fourth grade and on, once I switched schools, I remember academic learning.  At my new school I had a desk with textbooks and tests and quizzes to take and I was thrilled with this! 

I would like to consider myself economically successful on a personal level and as a benefit to my community.  Whatever government entities or businesses invested in my early childhood education were dollars well spent.  The return I was able to give them on their investment is that I am a creative teacher in the community I grew up in.  I am on my way to earning a Masters degree so that I can learn how to be a more effective teacher and the unconventional projects and games I use in my classroom engage students and make them more critical thinkers.  Whether it was the play or academic portion of my childhood that led to the success I have today (which I am eternally grateful for) we will probably never know since I had a good balance of both worlds while growing up.  Going to a preschool that emphasized socialization and peer play and spending most of my afternoons and weekends with friends at the playground could be the reason why I am unafraid to try new instructional games and project ideas in my classroom.  As well, because academics were an ever present part of my childhood summers, maybe that is why I took high school, undergraduate studies, and now this Masters program so seriously which has led to me having a full-time job that allows me to support the economy.

Continuing on the “return on investment” theme, I wanted to hear first-hand from politicians there views on investing in early childhood education.  The statistics presented in Preschool in Three Countries Revisited were interesting – someone actually took the time to itemize and analyze the economic impact of quality early childhood education programs.  Here is a clip of a debate amongst gubernatorial candidates in Minnesota from back in 2010.  The responses of the politicians to the moderator’s question are true to form: we must be implementing researched-based instructional methods in preschool classrooms.  However, the answer given by the last candidate is the most thought provoking and logical when discussing the topic of investing in early childhood education and its potential returns.

As mentioned earlier, I have not given much thought to my culture of childhood before this week’s readings.  But after reflecting on my past, it raises questions about the culture of childhood my current students must have had.  The high school I went to was diverse but most of the students were born in America.  However, the high school I teach at has a very different atmosphere.  The work ethics and play habits of the students differ greatly than what I was exposed to in high school.  For example, the majority of the students at the school I teach at are Haitian born.  They are always playing basketball (before, during, and after school).  When I was in high school, the courts were seldom used except during P.E. class.  I went ahead and looked for some information about the early childhood education in Haiti.  The video below shows a new early childhood program schools in Haiti are adapting - of which the narrator said the program is designed to share with other schools indicating international use.  The program places an emphasis on students developing individuality - a necessary character trait in adults to support a global and strong economy.   Although this video did not answer my initial question about the traditional culture of early childhood education in Haiti, I ended up liking that this innovative program is making positive changes in one of the Western Hemisphere's poorest countries.  As one mom explained, her four year old daughter is learning how to make decisions and think independently which is needed whether children are playing with one another, studying math, reading, or writing, and out in the job market.

            I do not think there is just one answer – that would be too simple.  In order for adults to be well-rounded students they must be a part of a well-rounded curriculum and culture.  One area should not be the main focus – I feel a childhood culture can incorporate progressive instruction without losing cultural values and still allow time for students to play and engage with one another.

Introduction

Hi everyone!  Welcome to my blog for TE 822!

Professional Work

     My name is Marissa Hoffman but I am commonly referred to as Math Hoffman or Hoffman2point0 when at school because my sister and I work at the same school and we have to differentiate the two Ms. Hoffmans!  I teach students in grades 9 - 12 at a high school in Broward County, Florida.  I just finished my second year of teaching and I taught sections of Algebra 1, Algebra 2, and Pre Calculus.  Each class is my favorite for very different reasons - I can't fairly compare the courses because they're all so different as are the students at each level.  Along with teaching I am also the class sponsor for the Class of 2018.  This group of students are now juniors and I have enjoyed watching them grow during their high school career - I have been their sponsor since they were freshmen!  I am also the co-sponsor of First Priority a student-led Bible study club that holds weekly meetings as well as hosts service projects during the school year.
     Aside from working with the students I also try to be involved at my school by working with other teachers as much as I can.  Starting in August I get to help plan out the curriculum for the Algebra 1 team of teachers!  I am very excited for this opportunity to work with my colleagues and have time aside from the regular school day to plan out lessons that are rigorous and engaging!  Lastly, I enjoy attending professional development seminars.  In a few weeks I will be attending a CollegeBoard workshop to be certified in teaching Advanced Placement (AP) Calculus BC.  I earned certification in teaching AP Calculus AB last summer and back in November of 2015 I attended a workshop to earn certification in teaching Math Studies for the International Baccalaureate program.  I fully believe that in order to be a great teacher you have to be a great student and never stop learning!

Interests

     Outside of school I am rarely resting.  I love going out and finding new, healthy food to eat at local markets or shops.  When I'm not doing I am usually exercising!  I have a lot of energy and I love to move (but I will never underestimate the enjoyable peace and quiet of an evening at home)!  Once in a while you will find me reading a book when I'm done with grading papers or homework for this degree program.  I enjoy classic novels but I am currently reading a how-to book to learning algebra.  Even though I teach and love the subject it's always interesting to read tips and tricks on how to solve algebraic problems from points of view other than the textbook companies!

Portrayals of Teaching

     It may seem odd, but I am not a huge movie or television fan.  The last movie I saw in theaters was when I was back in high school some 6+ years ago.  As well, I usually do not have the time to follow along with current television shows.  I am an avid Netflix user and tend to watch reruns of older sitcoms.

     However, one movie that I love for several reasons, including its portrayal of teaching and learning is Remember the Titans because it shows teaching and learning going on amongst several relationships: student to student, adult to adult, and student to adult.  The film largely echoes the themes of respect and perseverance which are some traits of which those in the public system should be constantly reminded.  The video clip above demonstrates one of my favorite dialogues of the movie.  The tension between the two players is evident since both players are not communicating with each other.  The end of the scene is where my favorite line comes in to play: "Attitude reflects leadership."  This is true for everyone in the school system - students, student-leaders, teachers, teacher-leaders, and administrators.  If a leader would take some time and notice the attitudes of his or her colleagues she will notice that those attitudes stem from the leadership she is providing.  If a teacher wants students that are hardworking, who persevere, and find learning opportunities in every mistake, then the teacher has to set the example and lead by example.

     Lastly I love the television show Everybody Loves Raymond and even though the show is not centered around school, school does work into the lives of the adults through their children.  In this clip above you will find a funny snippet of a parent-teacher interaction gone wrong.  Even though the television show is a comedy, I think it creatively brings to light the disconnect there can be between teachers and parents.  It serves as a reminder how important the parental role is in supporting a student's education and that teachers should reach out to parents as often as possible.  Parents care and want what is best for their children.  Since some parents are not familiar with the ever changing school systems, it is the teachers job to stay in touch with parents about their child's strengths and weaknesses.  It takes a team to help every student reach his or her greatest potential!