Diverse Inclusion

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After having taken a number of classes in the past year where i get looked at whenever the idea of "culture" comes up, I though that it would be a good topic to cover.  Culture has been one of those topics that has always been brought up throughout my education - Multiculturalism days, the focus on the Japanese during the war, cultural identity, and so on. I never really saw myself as someone that was "different" from the majority until grade 6.  Up until then, I always knew that my dad was of Japanese descent, while my mom was British and Dutch, but it never occurred to me that (at least my dad's side) was not the same as everyone else.  In grade 6, I experienced racism for the first time, and after that, i was forced to look upon an identity that i had never connected with before. By the time high school graduation came around, I think i had a pretty good grasp on my own identity and was ready to stand up for myself when necessary. 

About 5 years ago, Jeff Chiba-Stearns animated a movie called "What Are You Anyways".  It is about a boy that is a mix of many ethnic cultures growing up in the Interior of British Columbia.

It shows his journey of accepting the 1/2 Japanese in him and being proud of that heritage.  One of the things that I learned from that movie was realizing that everyone takes a different journey to their own identity (cultural perspectives, beliefs, activities, etc).  This movie is something that I would like to show students that i teach, or recommend the movie to other teachers that may be discussing material that is more related to this topic. 

In my opinion, one of the most important parts of being an effective teacher is being inclusive.  This means being conscious of the differences in students' cultures, beliefs, life perspectives, learning styles, disabilities, etc. There is no way that I can learn all of these aspects after one day, but hopefully throughout the class term, I will be able to acknowledge, and hopefully understand, these personal differences.  In my classroom, I want my students to be respectful of these differences, and teach them to realize that they are different from every person in that classroom, and school, and to learn from these differences.  I want every student to have an equal opportunity to learn the material that I am teaching.  Sometimes, this may require the help from peer tutors/TAs for students with learning/physical disabilities, and other times I can probably handle it on my own.

Inclusion does not only mean the ensuring every student is included in the learning experience.  To me, it also means including different cultural perspectives of the material that I teach.  For example, In my science classes, I want to discuss some of the views and practices of Aboriginal Peoples that lead to sustainability of the environment and resources.  I also want to explain how foreign species of plants and animals have ravaged traditional populations.  In PE, I want to include games that, traditionally, are not taught in PE, such as: European handball, cricket, or netball.  Many of these games are similar to other traditional sports, but it brings in snippets of other cultures.   I hope that I am able to teach people in my family, school, and community the importance of expanding their perspectives in many directions, as it can lead to personal growth and acceptance. 

Keep The Questions Coming

There are about a million topics that could be discussed in this journal.  And for the most part, they are all theoretical constructs of what we “can do” in the classroom. But we really don’t have any experience, and we won’t know if it will work until we try it, adapt it, and figure out when it works the best. 

One of the topics that we talked about was the concept of children being inherently curious, and where does this curiosity go?? When we work with kids, or have younger siblings, or whatever, we encourage them to explore, try new things, and ask questions.  But as they grow older, the don’t want to explore as much, are content with what they can do, and/or stop asking important questions to further their understanding of things.  

I don’t know if I am one of few, but I love to learn.  I don’t really care what it is about, I just like understanding new concepts or learning random facts that I will probably only use once in my life.  When someone tells me something that I don’t know, I am curious to find out more about it. I ask questions to gain a better fundamental understanding, and then if the topic is still of interest, then I will try to find more information on it.  I guess that is where things are going wrong in the education system.  Do students really care that the Sitka Spruce tree is called Picea sitchensis?  Probably not.  Once I’m teaching, and having to go through this type of information, especially in Biology 11, I’ll have to try to find a way to make the content more interesting and relevant to students so that they have the opportunity to be interested in the material. 

In my mind, to be an effective teacher, I have to make my classroom a place where questions are encouraged and my lesson can deviate from the sheet of paper that says it has to go 1 à 2 à 3.  Sometimes the questions that students ask will lead to content that is planned for the day.  One concept often leads to the next and can shape the rest of the class.  The connections that are made through discussion and explanations can make the material easier to understand and is more oriented to student participation.  When I find content that is meaningful and understandable, students are probably more likely to become engaged.  Likewise, asking and presenting “controversial” material can stir up feeling and emotion (and hopefully in students that may be more quiet or shy) and allow their voice to be heard.  I hope that when I am teaching, I will be able to bring back this inherent curiosity, and encourage people to question things that they don’t understand or want to know more about.

Technologic

We live in the digital generation. Most of us going through the program were the beginning of this change, and we are going to be teaching kids that are far more technologically advanced and view us as incapable as their parents.  No longer is it the “good old days” of adults teaching the youth…a lot of traditional teaching practices have been reversed with the advancement and constant changes seen in the technological world.  Maybe part of our job is to teach our students how to teach others. 

Even our university classes have become more technologically based.  For example, in one of the ethics courses I took, we used twitter to discuss some of the issues over reading break because it allowed us to access the information quickly from our phones (or whatever) and add a small blip to the conversation.  This was great because no one could go on a rant for 14 pages. Instead, it really encouraged us to think about what we were going to write, and make sure the gist of our argument was covered in 140 characters.

After many conversations with teachers that have graduated recently and those that are graduating with me, knowledge and keeping up to date with technology has been a common theme to effective teaching.   We can no longer rely on using the chalkboard (which are pretty well gone from all schools) and the overhead projector cart.  Staying up-to-date with technology can be one of the strategies to keep students engaged during class.  Not only does technology engage the students, it would allow me to move away from lecture time and incorporate more student activity time. 

Some examples:

Twitter

Polleverywhere

Cmap

Soundcloud

Prezi

The technology that is available can sophisticate projects and research, but have to be used with a grain of salt, so to say.  Certain media complements certain types of work better than others.  I want to be able to expand my own use of technology, but also teach my students what can be useful, and when to utilize certain technologies.  Our students will have so many opportunities to use these new things, and it is our responsibility to allow them to use the tools that will give them the best opportunity to learn.

making changes

The definition of “effective teaching” is unique to each person.  These defining qualities are not absolute and they can change with experiences, discussions, observations, etc.  When this class started, I had a number of characteristics that I deemed important for becoming and being an effective teacher for my students.  However, after spending a fantastic week at Mt. Washington with a number of lovely people from EPHE and VIU forestry, I was able to expand the definition of some of these qualities.  After making it an entire WEEK without a computer or Internet, it has been a little difficult trying to remember some of the things we talked about.  Turns out no one had brought paper with them and so we were stuck with basically nothing to do work with J…. It shows once again how reliant we can be on technology!  It was interesting listening to ideas from people that are not from the program, because I feel that sometimes we tend to think alike since we’ve taken so many classes together over the years and the importance of particular attributes have been instilled in us. 

One of the guys there had mentioned something that was very important to him when he was in high school and as a second time through university students – and that is the ability to CHANGE!!!!!  He obtained a degree in engineering, but hated going to work when it was dark, sitting in a desk for eight hours, and leaving the office when it was dark.  After taking nine months to cycle to Nicaragua from Victoria, he has now entered the Forestry Management Program at VIU, and couldn’t be happier being what is considered a “mature” student.  (My last blog entry briefly mentioned the idea of pressuring students onto certain paths.  But after talking to someone who is very passionate about this issue, I decided to take a deeper look into what I really think about change.)

We have constantly been asked what we want to “be” when we grow up – starting in kindergarten and continuing now.  For example, in my grade twelve year, I said I wanted to become an equine veterinarian.  However, after I got into university, I have changed what I want to “be” about 10 times.  I’m not sure that everyone jumps around quite that much, but everyone that I have talked to has changed their mind at least once since they got to university.  How many students actually end up being exactly what they wanted to be 10 years after the fact? 

It has made me question the idea of streaming students in school. When a student is streamed early in their education, it can narrow their possibilities later in life.  Instead of being able to switch their path, they have to take make-up classes before they can move to the next stage.  Streaming can also be a good thing because it gives students that do not enjoy or excel in academics the opportunity to be prepared in a trade (cuisine, carpentry, etc) before they graduate.

As a teacher, I want to encourage students to explore ideas of their current and future paths.  A part of encouraging exploration is trying to find different ways to engage my students in the subject that I am teaching.  Whether it is science, or more specifically, biology or physical education, there are a number of ways that I can approach the subject.  From past experiences, I know that having a bad year in a certain subject can discourage me from continuing to apply myself in the future.  However, having a good year (even if it occurs after that bad year) can maintain, bring back the passion or create a desire to learn the subject for the first time.  I want to be able to create challenges that are tailored to each student so that the work is not too easy or too hard.  It can help students create goals that are achievable and encourage them to continue applying themselves.  That being said, this approach does not work with every student, so I will be looking for other strategies to engage my students.  

Throughout our lives, we change constantly.  Our personality, values, and perspectives, change as a result our friends, family, employment, experiences, etc. These changes can be minute and add up over time so that the changes aren’t obvious, or they can occur ‘overnight’.  I want to be a teacher that leads to positive experiences and changes in my students.  The teachers and coaches that I remember the most are the ones that made a difference and have helped me become the person that I am today.  This ties back, again, to the previous post, but these points are important for my perspective on teaching.