Blog 10

Blog 10 located on Blackboard

Blog 9

Phillip Massa

April 1, 2012

Uy

Blog 9

                A particular statement that stood out for me in Steven Maran’s and Jonathan Cohen’s article Social Emotional Learning: A Psychoanalytical Perspective was, “[that] a psychoanalytically informed perspective about SEL represents a framework that educators may utilize to further understand and to generate questions about how we can teach and learn with children as well.” For me this is extremely vital in creating, not only a positive learning environment, but also a positive working atmosphere.

                So far through my observations, I have seen both positive and negative learning environments. I feel comfortable to say I understand what it takes to create a quality and positive learning environment (although the task isn’t easy). However, it seems to be the work environment that causes problems for many teachers. With all the responsibilities that teachers have in the classroom, they also have a liability and accountability with coworkers and administration. This accountability is student performance, meeting benchmarks, paperwork, teacher performance, co-teaching, planning, etc. It’s easy for teachers to become frustrated and disheartened just being in the classroom. However, when a work environment becomes tense and negative it’s almost impossible for educators to perform at a quality level.

                As much as we investigate the classroom and social emotional learning, I think it’s as important to investigate social emotional learning at a work level. Constant pressure and lack of support from administration would directly affect teacher performance. Of course this negative work environment would directly correlate with social emotional learning in the classroom. The teacher likely won’t be able or willing to build a relationship with the students because of multiple reasons such as, they’ve become jaded from such unfair politics, they’re burnt out, they’re looking for a new job, etc. In all if the work environment is a positive one, then these students will likely suffer for it.

                In all its vital as young teachers that we choose a school that has a supportive administration and will back our decisions in the classroom. It’s important to build a relationship and positive environment for our students, and if administration doesn’t agree with our practices then tension will arise. We need to care for our students and we also need a job. Sometimes that job isn’t the best situation for a young teacher. We need to use our knowledge and training in SEL to create both a positive learning and working environment, because one without the other can’t work productively.

Blog 8

Phillip Massa

March 27, 2012

Uy

Blog 8

                A 2007 study showed that 9 out of 10 of youth reported being verbally harassed at school in the past year because of their sexual orientation. About a quarter of them reported being physically abused, and nearly two thirds of these students never reported the abuse. All too often students are harassed because of their sexual orientation. This especially true for students in their middle and high school years, which are crucial times when young individuals search for their true identity. I’d like to share a personal story about a friend of mine who experienced the hardship of being homosexual in a heterosexual culture.

                As Dennis Anderson mentions in his article Lesbian and Gay Adolecents: Social and Developmental Considerations, regarding homosexuality, “…gay males more frequently self-identify in their late teens or earlier.”  My good friend and teammate discovered his sexual orientation in his early teens, however didn’t come out until he was 23. For nearly ten years he lived his life under a fake identity in order to preserve his name and avoid confrontation. This was especially true when he entered college at Newbury College. When on the volleyball team during his freshman year he witnessed a “out” homosexual teammate slowly deteriorate mentally due to verbal abuse. This individual was so beaten down by mid season he dropped out of Newbury in order to get away from the abuse. My friend was so horrified by the heinous actions by his teammates her decides to hide his homosexuality in order to play a sport he loved. For four additional years he lived under a fake heterosexual identity in order to avoid abuse and torment. As Anderson points out, “withholding personal information and suppression of his or her genuine interest results in the elaboration of a false persona in order to gain peer acceptance or to maintain status.”

                My teammate avoided his true identity and portrayed a heterosexual persona. He even overcompensated and participated in many heterosexual actions in college in order to reinforce this fake persona. Like my friend, many students are struggling with their sexual identity both outward and inward emotionally. It’s important as teacher that we can assist these students in any way possible. If it wasn’t for a strong support system my friend may have hid his identity for a longer more painful period of time. We need to be a positive outlet for an individual receiving abuse for their sexual orientation. Once again if we care we can make a difference, in some cases even save a life. 

Blog 7

Phillip Massa

March 20, 2012

Uy

Blog 7

            For the second time I was able to work with the Teen Coalition. Unlike, last time I didn’t feel as out of place. Instead of trying to relate to African American culture in a program entitled “AfroNation” I instead was able to help a particular student with her US History homework. When I entered the Teen Coalition office I could see this young students eyes light up as if she knew I was a “helper” from the University. All I could think about however, was the drive over to the coalition headquarters and my thoughts while doing it. I honestly had no desire to go and on the way over I kept reiterating the reasons why I didn’t want to be there today. I had worked all morning at my first job, and then attended to some recruiting work at my coaching job. When it came to working with the teens I was mentally drained and wanted nothing else but my own personal time.

            However, when I began to interact with this eager student, any negative thought regarding being with the Lowell coalition for an hour was completely gone. It was refreshing to do something so rewarding for both myself and the student. We went over her homework and I gave her a couple potential techniques to simplify her home work and readings. As I was aiding the student I couldn’t help but think about the article we read about regarding care. Rosalie Rolon-Dow’s article discusses the importance of critical care and its effects in student’s successes and failures in an academic setting. One particular statement that stood out to me regarding my experience today was, “[that] the care or rejection experienced by Puerto Rican students in U.S. schools can have a significant impact on their academic success or failure.” I couldn’t help but think of what a teacher goes through every day and how exhausting our work is going to be. As educators no matter how tired we are or worn down we feel, if we don’t give it our best for our students they will suffer. They could suffer both academically and emotionally. Rolon-Dow’s article point out that, many diverse students felt as if their teachers didn’t care. As I mention in nearly every blog, we as educators can’t have a positive learning environment unless we establish that connection. For many students that connection will make or break their academic careers.

            It isn’t to say that we can’t have a bad day, because surely we will all have our days of chaos. However, we must understand that we set the tone and atmosphere for our classrooms. If we can come in out room’s everyday with a smile on our face and project positivity into our classrooms, then we are truly aren’t caring for our students. I truly am grateful that I was able to work with this special student today, who forced me to have this realization. I feel regenerated! 

Blog 6

Phillip Massa

March 4, 2012

Uy

Blog 6

                One statement that struck me when reading Rosalie Rolon-Dow’s article regarding critical care was regarding care and its effects in student’s successes and failures in an academic setting. Rolon-Dow points out that, “the care or rejection experienced by Puerto Rican students in U.S. schools can have a significant impact on their academic success or failure.” We consistently discuss the importance of how we should connect without students in order to create a strong learning environment; however I feel that we never discuss the importance of caring within the classroom. There is a distinct difference between remembering a student’s name, and asking how they’re weekend went. It seems once again that we as teachers need to do more. We need to understand that students don’t just want to be noticed they want to be known as well. I cant help but reminisce when we were children it was always nice be acknowledged at family parties, but we always remember those aunts and uncles who truly cared. We hold the fondest memories of these family members and always enjoy and respect their company. The same experience can be had with teachers and we could have a lasting effect on our students. I know personally I enjoyed the company of many of my teachers, but I always talk about one teacher in particular who made that extra effort. Mrs. Kiernan my 7^th grade math teacher would come to my house and drive me to school for extra help. Although sometimes she frustrated me, I would always do what she asked and give her my best effort. That kind of respect can’t be earned by just greeting our students. Establishing relationships truly means caring for our students. If we can make that extra effort to care for our student, they’ll go the extra mile for us.

                I feel that this concept of caring for our students is especially important to minority students. Rolon-Dow mentions that only 52% of Latino students of the age of 25 graduated high school. We truly can only imagine the struggle of learning a mainstream language within a classroom setting. The 48% of Latino student who didn’t graduate likely didn’t have caring educators in their life. Learning a new language is challenging and f demoralizing experience for many students, but having an individual who cares about their education can make a difference. However, such a task is hard. With a constant increase of responsibilities for teachers and quotas that are needed to be met, it’s easy to try and push students through without establishing relationships with them. However, if we want to do the best we can then we have to care for our students. At the end of the day we need to go to bed and say that we did our best. Although our best won’t always be what our students need, at least they know that we care.  

Blog 5

Phillip Massa

February 27, 2012

Uy

Blog 5

                It’s important to understand that our students are going through many crises when entering classrooms every day. One crisis that author Mary Water’s addresses is the crisis of identity. Walter addresses that, “[immigrant students] process [of] choosing a "desired  self " or reference group orientation, notes that minority adolescents can choose a "desired self that is closely identified with the mainstream, one that is strongly ethnically identified, or one that is bicultural.” What Walter’s brings forward is that minority students struggle with not only the everyday struggle of a teenager, but with and an internal struggle with personal identity also.  I haven’t even of thought about the issue of personal identity with minority students. These students don’t grow up isolated; they in fact grow up in environments. Each of these environments holds a different identity to the minority student. This issue is truly overshadowed by language acquisition and trying to assimilate the student into the culture. However, as educators we have to take into consideration the student’s original heritage and background. This becomes especially problematic because these students parents are pressuring their students to maintain their heritage, while we as educators are pushing so assimilation. Students are going to see their parents far more than their teachers and if their parents are shunning mainstream culture, the student’s motivation will be drastically altered. In addition if the parents refuse to use the English language the student’s exposure will be limited to just the classroom. Their choice of identity may be forced because of parental influence. We as educators have to be aware of the identity crisis that our minority students are going through and support both assimilation and respect for their culture. The student has to be assured that neither one is better than the other, but rather there both rich in various ways. This is just another example of why we as teachers need to build relationships with our students. Establishing a relationship and identifying this crisis could aide us as educators guide these students through a tough time in their lives.

                We also have to remember that parents play a crucial role in the crisis of identity for minority students. Interfering with the wishes of a student’s parents could be extremely problematic. This could also lead to tension at home were classing of ideologies affects the students morale and sense of self. This is because the student feels loyal to their parents, but also wants to assimilate into the American culture. What Wilder also points out is boys struggle choosing an identity because they live in two worlds concurrently, while girls tend to be able to be bicultural. In simpler terms, girls have an easier time forming an identity while boys struggle to choose one or the other. As educators we should be aware of such a struggle and aide in any way possible to help the student maintain their heritage, and assimilate into American culture. Walter’s article gives direct insight to another challenge that minority students deal with. Two distinct issues arise from this struggle and both involve the student’s academic performance.  It’s always important to know what’s going on in our student’s lives. Any insight to student problems helps us perform better as teachers and build stronger students. If anything its good for the student to know that we care. 

Blog 4

Phillip Massa

February 20, 2012

Uy

Blog 4

                When I was an undergraduate, I read this article in my sociology of gender course. After reading it from the prospective of an educator my concerns regarding the sanctity of manhood have drastically increased. Masculinity , in its essence, tends to be misunderstood as a naturally inherited trait that all boys have. As Kimmel mentions, “the structure at the bottom of the male psyche is still as firm as it was twenty thousand years ago.” Twenty thousand years ago?! How frightening is it that some mainstream authors think that masculinity is as it was more aggressive times. What about homosexuals, transgender, or a simple boy who doesn’t fit those masculine characteristics? This leads these boys to be persecuted by their peers who view masculinity so one dimensionally. On the flip side there is no cemented conception of masculinity that is forever changing in society. For a young boy it is challenging to understand where you fit our how you meet the label of a male. What makes masculinity even more confusing is what each individual values differently in masculinity. As an educator it’s important to understand what each boys go through and why they act the way they do in the classroom. For example it’s not all uncommon to hear boys boasting about their accomplishments in sports, games, and girls. This is to impress their male peers an avoid any conception of femininity. What tends to happen is men see anything a feminine as homosexual. Boys tend to lay their identity alongside other boys, but they can’t be with other boys. Kimmel’s article teaches us a valuable lesson in understanding the complex male identity and why some bullying may exist. In fact when I was a high school student I can remember so many of my male friends presenting a successful male front. Some of them were so homophobic that it was somewhat unbearable. Ironically one of them today is actually as homosexual; this gives Kimmel’s argument merit. What important to point out is the boys who don’t necessarily meet the criteria for a masculine male. As educators we have to identify bullying and try to understand why bullying occurs. A recent statistic shows that 7% of young males in America die by suicide. Why are these boys pushed to such a decision that ends their youthful lives? Could it be that the feel persecution from their peers for not obtaining the ideal or socially acceptable masculinity? As teachers we have to power to prevent these tragedies from occurring, or at least reporting such activity to administration. We can’t make assumptions though, because we could create a rift between our students. However, the beauty of getting to know our students is earning their trust and knowing what they’re going through. We can’t prevent everything in our classroom and we certainly should become so heavily involved personally. However, being knowledgeable of masculinity and its complexity can help us understand the dynamics of the classroom. 

Blog 3

Phillip Massa

February 12, 2012

 Uy

Blog 3

                In our most recent meeting our class discussed the distinct differences of each multicultural student in the classroom. It was established that not only culture, but personal stories make each individual different in their own way. We as educators must be aware of the issues that our students are dealing with. It is most vital to do this because if we don’t, there won’t be a strong learning environment for that student. Weekly we discuss topics of culture, diversity, immigration, etc.  and I truly feel like I understand the theories and ideas fully. I was in fact so confident that I thought going to the Teen Coalition would be a piece of cake. Honestly I couldn’t have been any further from the truth. As soon as I entered the Lowell Community Health Center I completely froze. The first activity I was involved in was called AfroNation. The students were learning about African American culture and heritage. I can teach African history, but I honestly felt lost and couldn’t relate to the students. From the beginning I felt slightly awkward and thrown off. After the meeting of AfroNation I met with a Cambodian senior named Peter. He was intelligent, outgoing, and ambitious. However, he had a very common issue among second generation immigrants. We were going through his scholarship packet and it dawned on me that this bright individual was in a tough situation. As I asked him how his FASFA was going too turned on looked at me and said, “okay…my parents are having trouble getting their paper work.” He went on about how they didn’t understand the concept of a tax form and why the state needed to now their financial record to pay for their sons schooling. We study constantly the difference of students and all the hardships they go through, yet this was the closet I’ve ever been to a real experience. It was at that moment I realized how important we as educators are in the lives of our students. We can build them up or let them fall. We are as much invested in their education as they are. However, Peter’s educational career relied not on his smarts, grades, or extra circular activities. It all came down to his parents understanding of a form. A government issued form was going to prevent a student of the upmost intelligence from entering a four year college. It was disheartening to come upon a real situation were a student’s diverse background stood in their way as an obstacle. Although, this was a sad situation, it was a valuable learning experience. Each student truly has their own diverse story that makes them so special. This experience emphasized to me that it’s so vital that we connect with our students and understand who they are. I truly can’t wait to teach! I have to thank Peter for such a moving experience and can’t wait to return to the teen coalition. 

Blog 2

Phillip Massa

February 5, 2012

Phitsamay Uy

Blog 2

                What became apparent to me while reading “Children of Immigration” was the various reasons individuals move to another country. The authors empathize that not every immigrant travels to a country by choice. In fact there are various pathways that lead immigrants to their new countries. Carola and Marcelo Suarez-Orozco do a magnificent job identifying each of these pathways and explaining their importance to that specific immigrant. The authors specifically talk about what is called a “refugee pathway”. More often than not individuals leave a country for reason of safety, health, war, or a corrupted government. The authors point out that, “the most fundamental difference between an immigrant and an asylum seeker (individuals looking for a safe place to live) is the motivation for migration. Whereas migrants more or less voluntarily choose to move, asylum seekers are by definition involuntary newcomers” (27). Now what needs to be distinctly addresses is how this affects the immigrant children of refugee pathways.

                Unlike immigrants refugees can’t carefully plan their move, there life changes overnight. The quick unplanned move generates tension between family members. Sadly refugee children tend to drop out of school, join gangs, because of a lack of cohesion in their communities, or in certain circumstances contradict expectations and succeed attending college advancing careers. As a teacher I think it’s important that we understand what some children in our multicultural classrooms may be dealing with.

                As an educator I hope to value the cultural differences of my students and be more understanding of their backgrounds. The more we can learn from each other the richer both of our experiences can be. I have to be understanding and most importantly patient. A personal experience from when I was a student came to mind when I was reading this book. When I was a sophomore in high school there was a student who was from Afghanistan. He was in America to escape the war that was raging in his country. As students we thought nothing about him other than he was different. He looked different, acted different, dressed different, and learned differently. Did he even speak English? What distinctly stood out about this experience was how he wasn’t engaged in the classroom. Rarely was he ever involved in classroom discussion, but most importantly it seemed as if our teacher went out of way to make the Afghani student different from us. He was singled out and I never heard him ever speak in class. Looking back on his experience now I can only think that this refugee immigrant wasn’t living under the best circumstances and had little to no one to turn to. In addition he wasn’t embedded into our classroom culture, but was rather pushed away from it. Unfortunately, our differences were expressed more than our similarities.

                Although this experience wasn’t positive it truly stuck with me during my educational career. After reading the section regarding refugee pathways I can’t help but think of the alternative actions that could have been taken to make him feel more comfortable. I will take this experience as a lesson learned however, because a multicultural classroom can’t grow on differences. It can, however, grow from a common goal of education success, and expressed similarities. I want my students to be open and understanding to diverse cultures. This is a tough task, but it starts from identifying the scenarios a culturally different student may come from and building a positive atmosphere around them. 

Blog 1

Phillip Massa

Week-1 Blog January 23-27

Professor Uy

White is right in the classroom?

            Much like the dispute of gender advantage in modern day society, there are distinct parallels with the racial advantage when it comes to everyday life. In addition to this distinct advantage in society, author Peggy McIntosh points out the unconscious presence of the white advantage in American society. In her article, White Privilege: Unpacking the Invisible Backpack, McIntosh mentions, “I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was `meant' to remain oblivious.” As I read McIntosh’s article, I found myself questioning how this white unconscious entitlement could directly affect the running of a classroom. How would socialjustice, the “achievement gap”, deficit theories, and equal and equitable education be affected in a classroom? Especially when subconsciously, as a white man, I have a natural assumption of my multicultural students? The truth of the matter is multicultural education can’t succeed without an acknowledgement of the different cultures, learning patterns, and difficulties of each student. McIntosh creates a list of daily white advantages that go unnoticed in her everyday life. One in particular speaks to a concern of teaching a multicultural classroom. She states, “When I am told about our national heritage or about "civilization," I am shown that people of my color made it what it is.” Now as a teacher who sees only a civilization of white culture and proud heritage, it seems highly unlikely that these students are receiving the most quality of education. With a multicultural classroom, where the students are learning about strictly white history and civilization, these students arenot receiving an equal education. Nor are the white students in the classroom; however this white unconscious could prevent good teachers from teaching a multicultural history.

            In addition to the lack of equality in the classroom because of a white unconscious, students of different races will also be assumed to succeed as well as the English speaking white students, or even the English speaking Hispanics and Asians. However, it doesn’t work like that at all. As defined by the textbookAffirming Diversity, equity means, “that all students must be given the real possibility of an equality of outcomes” (p. 9). If the white unconscious assumption is present in a multicultural classroom, then a majority of the students aren’t being given the valid chance an equal education. Therefore, no social justice for these students and the ever so important achievement gap will widengrossly. Unfortunately, what commonly happens includes teachers making assumptions regarding the student inability to keep up with the class, unconsciously not considering the distinct importance of differing cultures, languages, and races. We as white individuals, unless intellectually provoked, go day to day under an assumption of other cultures ad differences, searching for negative reasons why the student is failing not what can be considered to aid this student.

            As I read the article and the text I distinctly could remember ELL’s and other multicultural students in my class that were certainly having a hard time adjusting to the language, as well as the content. As a student, I couldn’t comprehend the difficulty that was occurring. It was an unconscious white advantage when I assumed they had the knowledge that I possess. Sadly, that wasn’t true, much like many cases today. Fortunately, informed teacher and current graduate students are being trained to deal with the multicultural classroom and forever shatter the white unconscious advantage.