I thought that Gail’s presentation was very interesting and she brought up some points that I have never thought about in relation to mathematics. Thinking back to my own experience of schooling, I always hated math. I did not like it and thought that it was the hardest subject that I had taken throughout schooling. However, I do not think that anything I was taught was discriminating against myself or other students. I remember some of the word problems would include First Nations culture or traditions which was a mandatory part of the curriculum. In my experience, mathematics was instructed as being black and white. There was no one correct answer and the process led to answers that were very limited. We were taught each concept as a new unit without any connections being made between the previous lessons.
The main way that Poirier’s article challenges Eurocentric ideas was the concept of mathematics as a universal language. This has been an ongoing perception, that regardless of culture, time or place, the math we use is universally applicable and not subject to change. The Inuit challenge this concept because their worlds are very different and the use of numbers is also different. This influences how they learn math and what concept they can relate to and which ones they can’t. The second way it challenges it is the base 10 vs base 20 systems. The Eurocentric foundation for math is the base 10 system. The Inuit however, have designed their system on a base 20. Where 10 and 100 are most significant for us, 20 and 400 are fundamental in their arithmetic. The third challenge it faces is the difference in language. In mathematics, often times translation can be an issue which could create issues. It is the responsibility of teachers to understand the limitations of our understandings of common sense. We need to be conscious of the gaps between our math understandings and theirs. Instead of assuming that our Eurocentric way is the best way we need to be open to other understandings and other ways of knowing.
3 things I learned:
The first thing I learned was the story itself. It felt more personal from a real-life story and Chanie’s personal experiences. I learned that Chanie Wenjack was a young child who ran away from the residential school he attended in order to walk home.
The second I learned was that many children tried to escape the mistreatment that they were suffering but were unsuccessful with many of their attempts. I also found out that many of these children were severely punished for trying to escape which is truly heartbreaking
The third thing I learned was that only 66% of Canadian’s have learned about Residential Schools. This was a very shocking statistic.
One of the first connections was in regard to language loss. Many of the children that attended these school’s loss their native language and many never regained the lost language. I can relate to this from taking the Cree class last year. I did not understand it and I can understand why it took these children so long to regain their language.
The second connection I made was trying to put myself in their shoes. I was trying to imagine what it would feel like to be ripped away from my family, and my home from an early age. It would be very difficult for me especially. It would be extremely hard to be forbidden to speak my native language.
One question I still have is why so many people are still unaware of this event. I wonder how we as teachers can ensure that we have the techniques and strategies for teaching this type of history.
3 things I learned:
• The first thing I learned during this week’s readings is that only a small percentage of people in Canada know about the Truth and Reconciliation Commission of Canada. Out of Canadians, only 40% of them know about the TRC. I believe that this is a very troubling thing to hear because I believe everyone should know about the TRC. Many people now days sometimes don’t hear about these types of things until they get into University. I believe people should learn about these types of things from an earlier age so they are able to expand these concepts in future years.
• The second thing I learned was there were over 150,000 children that were taken from their families. I never realized that the number of children that had been taken was so high. This was a very sad thing to hear about.
• The third thing I learned was the fact that some people who did step forward and talk about Residential schools were sometimes called liars. Sometimes they would also be taken to court.
2 connections I made:
• The first connection I made was related to the people who continue to struggle with the aftermath of Residential Schools today. Many people who did attend Residential schools are still dealing with some of the pain and distress. This would be extremely difficult and tragic and I can completely understand why these people are dealing with it. They have been through a lot during their lives and those negative effects continue to have a strong impact for certain individuals.
• The second connection I made was how I related to the video itself. I have been taught about Residential Schools all throughout my high schooling but it was a lot more impactful hearing it from someone else’s personal story. It makes it seem a little more personable and real as oppose of hearing or learning about it from a textbook
1 question I still have
• How can we as future educators teach Indigenous studies and the history of residential schools in a more meaningful and impactful way
3 things I learned:
The first thing I learned was how difficult socialization in schools can be. Schools can be difficult for some children that are socially behind. Some of them are shy and therefore, do not feel comfortable in certain social activities such as class discussions. Certain children will not want to speak when they are in discussion because they have a fear of others. Some may think that their ideas will be considered wrong. A lot of young students may also suffer from low self-esteem and they will be down on their selves. Bullying is also something that happens in certain schools. Often times bullying will affect children and have negative impacts that will impact their schooling. One of the other things I learned about in this topic was how hard it can be for students that are lesbian gay or bisexual. They are often labelled negatively for their sexuality which can cause very negative consequences on the individual. Sometimes their peers or other students may not want to talk or associate with them because of their sexualities. This is another negative social consequence that happens in schools. I found this is be very upsetting and unfair.
The second thing I learned was the official definition and meaning of the word “queer.” I had never been fully informed with the meaning of this word and why is it so important especially in schools. The term queer as I have learned is a desire to highlight the existence of, and interrupt assumptions about heterosexuality as normal. In the classroom and school setting, this word’s naming is around individuals who are organized into groups of students that are viewed as singular “others.” It is often used as a slang term in schools which could be considered negative in some cases.
The third thing I learned was the shocking statistic of the violence rate of LGB students in schools. According to the article, statistics have shown that 40% of LGB students were experiencing physical violence at school. They also said that the school environments negative impacted their schoolwork. I found this to be a very interesting fact and found it to be very importance.
2 connections I made:
One of the connections I made was a personal one with one of the boys that I went to high school with. I was fairly close with him because he attended band class together. I would always hear his stories and he would explain some of the things that he was going through. I was also able to make a connection to was the use of language. I will often hear people make comments such as “oh that’s so gay” or “that’s retarded” which will make me cringe. I hear these types of comments everywhere and it makes me correct them by saying that those are inappropriate comments that shouldn’t be used.
1 Question I still have:
One question I still have is how do we ensure that school is a safe place for everyone in the classroom?
Based on my previous experience and previous blog post I had been having some struggles with keeping with the boy I am working with concentrated. I had a few difficult times where I would try to keep him focused on an activity or assignment and he would be asking me a few different questions which took him off track. With being able to work with him more and having more experience with him I have been able to help him stay on task and keep focused on what needs to be done. Through some help with my CBSL coordinator, I have learned many strategies in order to help him concentrate on specific tasks. I have been able to help him stay focused and make sure he is doing well on his assignments and tests. During the last week, I was surprised at how focused he was when we worked on the midterm together. He was able to work and finish the tests in a timely and effective manner. I have found that working with him has enabled me to gain many advantageous skills and strategies that will help me in my future years as an educator.
3 things I learned:
The first thing I learned from this week’s learning are the ways in which schools operate differently and how they are different from each other. Each school has specific goals and different views about various topics.
The second thing I learned is how teaching is mainly a woman’s profession. We see this more often in the Elementary schools where the teaching staff is comprised of mostly all women. This is mainly because teaching was one of the more open jobs for women.
The third thing I learned was the two-track model for assessing teachers. I thought it was very interesting to know how we as teachers will be evaluated. This helps us focus on what we need to work on and supports are areas of development.
2 Connections I made:
The first connection I made was how important school environments and staff have on the influence of new teachers. My mom who is a principle in Calgary has spoken many times to me about how important it is to have good teachers in the classrooms. Have a good staff not only helps in the classroom but also helps with staff interactions. It will make a much better teaching environment if we have determined and motivated staff members around us. Having these types of teachers makes it a lot easier for the students to converse with them as well. Students will tend to be more open to asking questions if they feel like they can talk to their teachers. I had the chance to speak to some of the teachers at my mom’s school. One of them was the Pyhs Ed teacher Mr. Carter. He allowed me the opportunity to teach in on one of his classes where I was able to interact with the kids. He also told me he would be a great reference to us for my future years as a teacher.
The second connection I made was where the texts described the low demand for teachers right now. There are many people in this province who are without a job and who are stuck substituting for many years before getting a permanent position. One of the main ways to get a job now is by knowing people within the Education community. I have a personal connection with my mother and two of the teachers at her school who will be willing to help me after I graduate. However, this means leaving Saskatchewan and moving back to Alberta. This is a choice that I will have to make in order to get a teaching position.
1 question I still have:
What types of outside help will be available to me? As a teacher in a specific school am I only dependent on help from my school and my fellow teachers or are there other resources or other people that can help me with certain struggles I may be facing?
Idealism, Realism, and Existentialism: I learned about what these two definitions meant and how they all contribute to each other. Idealism is what individuals envision and how things are seen in an ideal manner. Realism is defined as seeing the actual view of a specific situation. Existentialism is taking responsibility for one’s actions. They build off of each other to create a new idea.
The second thing I learned was what the readings said about everyone having their own view and philosophy of Education. Every individual is going to have their own view on how education should be taught, and how it should be interpreted. This is one of the reasons why so many teachers have different ideas. Having a wide range of ideas enables more growth and change for the education field in general. Many teachers have questions specifically for themselves such as “what should my goals for my students be.” Another big question is asking ourselves what way we should teach
The third thing I learned was how the word “kindergarten” came to be and how the word evolved. I never knew that there was a reason for why the word developed. I found it interesting how the word was actually formed from the word “garden” in reference to the child’s blossoming potential.
One of the questions I have is how if it is possible to change my Educational Philosophies over the years? Or if I am supposed to have one philosophy and keep it for my years as a teacher.
I am working with a boy named Dylan at the Campus for All placement at the University of Regina. I am working with him twice a week on Monday’s and Friday’s. I had the opportunity of working and meeting Dylan for the first time on Monday. Dylan is 21 years old and is highly involved with his community. He trains with excel athletics where he trains once per week with them. My initial impression on Dylan was that he is very talkative and chatty person which makes him very approachable and friendly. However, this also makes him very unfocused with his school work at times. As a learner, he has a very short attention span and is easily distracted. He lacks focus and has a low retention span in terms of school work. He has relatively low note-taking skills as well. Dylan is taking one online course at the University of Regina where he is learning how to accommodate with the daily regimes of school. He is taking a KIN 105 Indigenous Health and Sport in Historical Perspective course. One of my roles is to help him with his assignments and to help him with any other questions that he has with his school work. I make sure he remains focused on his homework. My volunteer coordination has provided me with his course outline and course syllabus of his Indigenous studies course. During my first meeting with him on Monday, I worked on one of his assignments with him where he had to research about one of the Indigenous teepee risings. When I met with him I help him write his outline for some of his assignments that we work on together. My only initial concern was his lack of focus and how easily he gets off task.
The second time I met with Dylan he was able to better concentrate and he focused much better. He and I were able to work on one of his assignments and focus for the whole hour we were together. I was able to think of a few strategies that helped him get back on track in a short amount of time. In doing this, we were able to get his assignment finished in a well and concise manner.
I believe that I will be able to gain lots of experience that will help me with my future goals of obtaining my inclusive education certificate. It will allow me to work alongside a person with a disability and give me insight in this area which will help me in the future. I may be working with students with disabilities in every class that I have as a future teacher and gaining the background and understanding of something that will be extremely valuable to me. I am very excited to begin my volunteer work and learn many new things. One of the main course connections I hope to gain is in relation to working with persons with disabilities in the classroom.
3 things that I learnt:
- Triarchic reciprocal causality: I found this very interesting about how various influences can play such a big role on students. I learnt about how this theory contains three different kinds of influences which are: personal (beliefs, expectations attitudes) , environmental, (resources, consequences of actions, physical settings), and behavioral (individual actions and choices) and how they are all influenced by each other
- I learnt about how big a role observing others has in the social cognitive theory. It was interesting to know that the older children grow, the more able they are to focus for longer periods of time which helps aid them in their developmental levels
- The last thing I learnt from this chapter was about self-efficacy and how it differs from self-confidence or self-esteem. I learnt the how self-efficacy is our beliefs about our personal competence and effectiveness in a given area.
2 Connections that I made:
- One of the first connections I was able to make was in Chapter 12. The connection I made was with regard to intrinsic motivation which is our tendency to seek out and conquer challenges with activities that are satisfying and rewarding to us. I related this directly to my motivation in the sport of Track and Field. I don’t do it for the punishment of because I need an incentive for it, I do it because it is truly something that is my passion. The sport for me is satisfying and I receive any rewards out of the sport. My dedication to the sport is definitely intrinsic motivation for me
- The second connection I made was in chapter 11 with the cognitive evaluation theory. This theory explains how student’s experiences such as being criticized, lectured or reminded of deadlines influence their intrinsic motivation. It made me think back to my days of schooling and how much I hated going to math class. I was constantly criticized with my learning and my mind set on how to figure problems out. It made me hate being in the class and I never wanted to be in the class anymore because of my fear. I didn’t have any intrinsic motivation to like math class. It affected my sense of self-determination.
1 question I still have
- As a teacher, what are some of the main things that we can teach in order to have students become self-regulated learners?