Double Journal Entry 4: Cultural Capital

References:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Lester, D. (2008, May 01). Hunters aim for military service. Retrieved from http://www.dailyyonder.com/hunters-aim-military-service

Double Journal Entry 4: Cultural Deficit

References:
Bolima, D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Mellon, E. (2011, December 03). Whats the real graduation rate in our schools?. Retrieved from http://blog.chron.com/k12zone/2011/12/whats-the-real-graduation-rate-in-our-schools/

Double Journal Entry 3

The most important concept is to encourage the students to accept their native dialect, but to also see the differences between how we talk and how we should write. Students should be allowed to talk in their native dialect because it is easier for them. You're wasting time and energy by making them think before they speak. Students must know they are not stupid just because they talk differently than others. The key to applying this method in the classroom is having the students understand how to code switch to Standard English in a formal setting. This is necessary because on standardized test's students will often see an answer in the form of their native dialect. If we tell the students their way of speaking is wrong, and don't give them reasonable explanations and consequences in the real world for how it could hurt them; most likely they'll ignore us. Students like to discover why things are the way they are. This project allows the students to discover answers to these types of questions on their own.

All through school I've been told not to say aint, holler, catawompus, among other words with no explanation other than it was wrong this is a form of ineffective literacy instruction. A form of effective literacy instruction was when a teacher would tell me to look at the words surrounding the word giving me problems. This way I could at-least figure out the meaning of the word causing the problems.

The relationship to teaching literacy and inclusive practices is building a community with the students' involvement with friends and family outside of the school with the research involved.

To view a link that covers various information on students struggling in literacy skills including dialect differences click here

“College professors began to use them as textbooks in sociology classes.”

This quote intrigued me because though the culture is being used in textbooks and college courses it’s not always viewed negatively like the general public assumes. The Appalachian culture has been discussed in a few of my college courses including introduction to folklore and ethnology. For example in ethnology we studied the snake handling religion still practiced today in West Virginia, the only place it’s still legal. The folklore class focused on many of the positives of the culture from community closeness to the self-sufficient attitude of most Appalachians. It is truly sad that the majority of our fellow Americans have such a negative view of Appalachians. Here is a video from a professor concerning the values of Appalachians.

Citations

O'Brien, J. (2003, May 10). Tall tales appalachia. Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Straw, R. (2007, November 15). Appalachian culture values. Retrieved from http://video.google.com/videoplay?docid=-5687529798773751957

As soon as she opened her mouth

“Teachers and schools must accept, believe, and act upon the belief that children of poverty are learners, have been learning since birth, are ready to learn at anytime, and will learn.”

This quote is very true, if there is any teacher or other individual in the education system that doesn’t believe it, they should find another employer. Friends of mine weren’t encouraged in school by anyone which led to them not rising to their full potential. Some of my friends will even attest to simply being passed through school.

Literacy knowledge concerns reading and writing. My niece expresses print literacy knowledge when she sees an E and states that’s what Elizabeth stands for. Non print literacy know ledge is indicated when a child sees a horse and can tell you what it is. Stereotyped children because of their accent, race, or level of income are often overlooked when struggling with literacy by teachers and administrators. Teachers don’t take the time to identify why the student is struggling instead they assume they just aren’t capable of learning how to read and write. Students sometimes struggle with literacy because they believe if they don’t speak “correctly” they can’t read or write either. Teachers can help struggling students by believing they can learn literacy skills, and instilling this belief in the students first and foremost. Another effective way of helping students is by incorporating the students’ language into the classroom. During my first clinical I connected with the students by speaking in terms they were familiar with. The term proper English is an abstract thought. Who’s to say what proper is. That’s why it is necessary to speak differently in different situations.

This video informed me not only new ways to help students struggling to read, but also ways to expand the reading lesson.

Citation :

Effective literacy practices- teaching for transfer- strategic activity. (n.d.). Retrieved from http://www.youtube.com/watch?v=r5qW2ULuyt8

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

Inclusive Practices

Inclusive education enables students at varying levels of ability to learn the material. In this type of education students are enabled to perform at their highest level. Inclusive practices help students of different socioeconomic status, ethnicity, race, gender, and establish a cohesive identity of being a class. When students are being taught with inclusive practices they’re free to express their own culture without fear of what their peers my say. I tried to implement this when being a counselor at the 4h camp last summer at the sport’s station of the camp.

Inclusive schools practice a sense of community that enables every student to develop a feeling of comfort because they are respected by everyone involved from the principal to their peers. The students are encouraged by their teachers and administrators to do well and best of their ability. In order for an inclusive practice school to operate to its potential extra time must be allowed for planning. Unlike a regular school where one teacher plans the curriculum the whole team is involved in the planning. The team may consist of the regular teacher, special education, parent, principal, the student, and other professionals. The strategy used by inclusive schools to make the student become more responsible and effective in the process is the Student as a problem solver. Here the students are involved in helping one another may it be resolving a dispute between friends or helping a classmate solve a problem.

http://room13teachersspace.blogspot.com/2010/07/inclusive-practice-in-manistream.html

This page is a great example of how the strategy being used doesn't single out anyone. The strategy is beneficial to all the participants. One reason why is they are working together forming relationships to not only help them in this instance but in other lessons and classes as well.

Citations:

Inos Rita H. (n.d.). Research review for inclusive practices. Retrieved from https://online.fairmontstate.edu/webct/urw/lc15057011.tp0/cobaltMainFrame.dowebct

Sue. (2005, July 25). [Web log message]. Retrieved from http://room13teachersspace.blogspot.com/2010/07/inclusive-practice-in-manistream.html