AIS Midterm Oscar Newman

What is a practice/skill that you are using across readings, classes and/or
assignments? Example answer stem: “A skill that helps students with LBLD is ____,
and _____ is a culturally responsive teaching practice that is similar.”

A practice I employ is to consider new information from a critical pedagogy lens. The way that
societal power is manifested in schools, especially in public schools is a useful way to
evaluate the latest efforts to reform schools. I am also aware of pitfalls of this approach –
critical pedagogical stances are not always synonymous with effective teaching practices.

Frankly, if one is going to take a truly radical approach in a potentially hostile administrative
environment, an educator needs to have their teaching game buttoned up or they will face
serious problems. Likewise, I am concerned with the practicalities of classroom teaching – my
own experience is within a large, initiative-driven public school system, and I am attuned to
the way the profession of education has become increasingly embattled over my career.

2. What is a mindset/disposition that you are using across readings, classes and/or
assignments? Example answer stem: “A way to think about disability is ______, and
that is similar to the principle of _______ in Dialectical Behavioral Therapy.”

A disposition I use across readings is to consider the implied role for schools that informs the
author's argument. The purpose of education and schools means different things for different
people, and authors do not always state this outright.

3. What can be changed about class to make things even better?

I will focus on the class I was able to attend.

The readings are interesting and provocative, yet there was little time spent discussing them,
which I found disappointing. This is especially the case when there are seriously problematic
aspects to the readings and other sources. For example, in Wes Hall talk on why Black male
students are failing, he stated that if Black male children are taught effectively they will “marry
their mate” and take care of their children (!). Was this presented as a spirited approach to
resolve a (deficient) community? As an example of ineffective exhortations when real reform
looks different? I have no idea.

Break out sessions could have been used productively. No one seemed willing to own the
questions that apparently included language like “as a white female educator...” or something
to that effect. Kelvin criticized this, but there was no real discussion afterwards to get at what
could have been a powerful opportunity to learn. Racism is an important topic. Let's discuss
what we mean by racism, racist ideas, and so on.

Instead, we launched right into social marketing. An interesting approach to be sure, but a
rather odd transition. I am assuming the classes are organized around a theme, but I hope
that social marketing and teaching students of color were not part of the same theme.

4. What questions do you have for Kelvin Washington, Washington director of

Mentoring Urban Students and Teams? His bio there--Kelvin Washington Jr., a native of
Houston has a simple motto; “serve to save.” Kelvin believes the foundation of hope
begins with positive relationships. His sole purpose in life is to provide hope through
building meaningful connections, all while being hyperaware for the African American
male. Kelvin holds a M.Ed from the University of Washington in Curriculum and
Instruction with a focus on African American males in European classrooms. Kelvin
earned an Environmental Education Certificate from IslandWood located on Bainbridge
Island, where he was the first African American male graduate and holds a Bachelor of
Arts degree from Howard University. Kelvin is truly a family man who believes without
God, his wife Carlena, and his family he is nothing.

Let's talk about why Black male students are failing academically.

Syllogism:

● Black males are disengaged because teachers fail to connect academics with financial
success.
● If we engage kids, they will become more successful (meaning wealthy).
● If males are more successful, they will become married and care of their children.
● Therefore, if we teachers show kids that our lessons will help them make money, there
will be less problems for families in the future.

What are your thoughts on this type of approach to solve the problem of engagement?

Why do you think students may be disengaged in class?

5. What are two specific points you remember, without notes, from today’s class?

 I remember a lot of people being quiet when Kelvin asked for a comment from
someone who had written the question that contained the words “as a white woman.”

 From social marketing, I remember the idea that the work on the effectiveness has
already been done, so why not take advantage of this way to influence people in subtle
ways.

6. What is working well at this point in class?

The readings are interesting and give me lots of ideas to think about. I am in the process of
creating a new electronic portfolio which will assist me in the future.

Bonus Concerns!

Big Concern

My sense of connection with the class is pretty low. This is unsurprising in an asynchronous
situation. Scheduling issues with group work and related frustration has been a theme this
year, so I suppose there is consistency there. A discussion about groups and projects took
place at a time I could not attend. Groups are now established and I will find some other way
of working with other people to meet this requirement.
Medium

I am aware that providing frameworks for knowledge can stymie creativity. That said, I am not
sure that “advanced instructional strategies” is a useful way to think about the ideas
presented in this course. Is everything presented in the class advanced? Is a failure to agree
with an approach or employ it basic on some hierarchy of value? All pedagogical decisions
are normative, so maybe I am just not fond of the aegis “advanced.”

Different learning situations have different goals and standards to determine if desirable
outcomes have been met. Is culturally responsive teaching the thing one learns after they
learn to write a lesson plan or effective public speaking? Is justice or compassion?

To me, this feels like an interesting idea buffet. Is there another way to frame it? What am I
missing?