There are some truly powerful cultural messages learned by Esme in this section. Her experience that not all parents react the way her parents would have is one I can certainly relate to. The realization that she was responsible for a child getting beaten is a feeling no teacher wants but can be assured will likely occur at least once.
We also see Esme really struggle with her decision to put the classroom library away till the book is returned. This is one of those moments when what she knew most would expect her to do and what she truly, internally WANTED to do were opposite of what would set the tone, standards, and expectations in her classroom for the rest of the year. You can almost feel her angst at several times during this section.
Now it's your turn...
Reaction
Tell us about one part in this section to which you found yourself reacting emotionally. What was the section, what emotions did it evoke in you and why do you think this was the case?
Connections
Can you make any connections between any of the ideas or things from this section to any of your Junior year courses...Logical Thought, Creative Expressions, Child Development?
Extensions
Pick one of the following situations and tell me what you would have done...
1. The class library theft
2. Valerie's mom insisting Esme put the books back
3. Watching Twanette's mom abuse her because of something she said
4. The gang attacking the school bus, recognizing a student in the gang, and the principal doing nothing
5. Having a parent tell you they can't afford something you're requiring
6. Having a group of students cheer at hearing about the oppression of another group
Next week our section will run from November 5th through page 71. We'll not get into part II yet.
I still have a few blank spots by those summer book choices so if you've not told me which you're reading for the summer...let me know soon please.
I hope you're all enjoying these leisurely days and finding some time to do something for yourself once in a while!
Missing you all something terrible!
Love ya!
Mean it!
Dr. VW
Reaction: In my last placement, more than one student would flip out if their name went on the board or if they got a check mark for less than stellar behavior. Worried about their punishment at home, some of these students would be sullen for hours after getting in trouble. Sadly and obviously, teachers cannot control what students face at home, but we can be aware of it. I liked that Esme was sure to compliment Twanette to her mother later on, reaffirming the student's positive behavior.
ReplyDeleteConnection: I feel as though the dramatization of Old Devil Wind connects to Creative Expression and to Literacy. Adding theater to reading not only enriches the literature, but it also brings creativity and dare I say fun into the mix. The fact that they performed for Kindergarten made the experience more significant. Having an audience is excellent motivation for fully investing in the reading.
Extension: 6. (Having students cheer at the oppression of someone else) This is a red flag, a signal in the sky, a in your face demand for a HUGE class discussion/education. I think lesson plans should be arranged so that students can better understand oppression, cases of oppression that happened in history, times they have felt oppressed...etc. I think journal writing, poetry, and reading historical fiction and nonfiction about examples oppressed people are a must.
Reaction: When Asha's mom came in to complain about the kids needing their own dictionaries, I was a little confused as to why she suggested the father pick one up. I would never have made that suggestion if I knew that he was unable. It worked out for her in the end, but I'm not really sure how Esme knew that would work.
ReplyDeleteConnection: When Esme started working with the Addy books, she really used it in several aspects of her class, and I started think about our Children's Lit class, and all the other ways the book could be used. I'm sure it could easily be incorporated in History, and several extension activities could be used as centers later on.
Extension: (library theft) I think that I would have handled the issue the same way Esme did. I would take the books away and try to give the students a chance to do what was right on their own. The parents were obviously not responsible for the missing book, so there would be no reason to involve them in the problem solving process. The way she handled it was as fair as you can get in that type of situation, and it was good that she didn't cave and give the books back early, because it showed the students that she was faithful to her word both in the repercussions for the bad behavior and the reward for making good choices.
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ReplyDeleteKatie Allen
ReplyDeleteReaction:
I was just as appalled as Esme when Twanette's mother openly shared that she would beat her child that night. Although Esme wanted action, I'm sure thats not what she was seeking. I was also surprised that when Esme asked if the punishment could not involve a belt the mother was unmoved. I was never spanked as a child (go ahead and make your "that explains a lot" jokes :) ) so I can't imagine a child getting beaten for what they've done. And, the fact that Twanette thanked her the next day makes me wonder what usually happens at home to make her thankful for that.
Connection:
When Esme was making use of the classroom library, I was reminded a lot of Children's literature first semester when we had Dr. Roberts. She often encouraged us to not rely on textbooks or basal readers, but to choose something that would be more interesting for the students and ourselves.
Extension:
Valerie's Mom
If a parent were to come and insist that I put the books back, I honestly would have probably caved. I'm really not good at confrontation and I want the parents in my classroom to be pleased with what I'm doing. I respected Esme a lot for standing up for herself and I think the Mom respected her more after there conversation too. Thats something I'll have to work on!
Megan---you're right about the red flag that sends up and the fact that the teachers didn't address the larger issues at hand leads me to believe that this is an area that the teachers are uncomfortable approaching with them. This is many times the case with white teachers in an African American setting...we're often too afraid to get into these issues because we're afraid of offending those we're most trying to reach and understand.
ReplyDeleteEmilie---I was also disturbed by the underhanded feel Esme's challenge to Asha's mom. It felt kind of like a 'gotcha' moment and there's been no indication to this point that Asha has been trouble or that there is any animosity being harbored there. It seemed so awkward for her to do this since it truly felt opposite of what she preaches of connecting with and meeting your students where they are.
Katie---I know what you mean about Valerie's Mom...especially when you know Esme was already struggling internally about her choice in regard to this. It had to be hard to stick to her guns and not back down when everything inside her was screaming that she really WANTED to put the books back. That took some kind of strength...not sure many of us would be able to hold out on that one but I think it gives us some unique perspective on Esme and her inner drive.
Reaction: I really reacted to the books being taken away. I completely understand that she needed to make sure the students knew she would stand by her word. I just thought of myself as a student, and I probably would have been very upset as well. I feel like at that age, even when something is not your fault, you still feel like it is when something is taken away. I like that it showed that the teacher was just as upset as the students.
ReplyDeleteConnections: I think this section related a lot to creative expressions because when the teacher dressed up and made the big light bulbs, it made the inventor concept a lot more interesting than just reading out of a book.
Extension:I probably would have done the same thing about the book situation. I think letting the parent know that they are your books, and not the school's books are important. I liked that she gave options that are reasonable for any budget because the local public library is free as long as they are returned.
Good point Elise...I know the idea of the group mentality having an impact on the guilty party thus resulting in them ultimately doing what's right because of peer pressure is huge but you're right...it's hard to know how each student is personally reacting to that choice. It was nice to see how she struggled with it while also knowing how the children must be feeling as well.
ReplyDeleteReaction: I reacted to two things- Twanette's mom's reaction to her getting in trouble and Valerie's mom's reaction to the library being taken away. I would have felt the exact same way as Esme if I thought it was my fault a child was going to get beaten, so I'm going to talk about the other. Valerie's mom says, "'Why haven't you taught them right from wrong?'" like it is a subject we teach in school. This really bothered me because morality is something that should be taught from birth, not as a major topic in school. Yes as teachers we are teaching students right from wrong but it is embedded in the things we are supposed to be teaching the children.
ReplyDeleteConnections: I thought that it was a great idea to read the students Addy's story, do corresponding activities and have the author come talk to the students. This is a great thing especially if the students are learning or have previously learned about the Civil War because it will further the student's understanding of the historical events. This brought me back to the things we learned in Children's Literature when we would teach other subjects through stories.
Extension: I fully agree with Esme taking her library away because that is truly how the student's will understand what they have done. And when all the student's are punished for one student's actions the other student's will encourage their classmates to give it back if it is something they truly want. Especially if she threatened this is the beginning then it has to be done or the students won't fully understand that their actions have a reaction. However, she said she did know what she was going to do if the book was never returned. If i were her i would begin to "rent" out my books to the students so i could keep track of them. I would be the only one allowed to get the books from the closet. She could also still teach reading with these books, but just use them during class- don't let the students take them home.
P.S. This is the second time i wrote this because my computer decided to not be connected to the internet right when i pressed "post comment"!! I just wanted everyone to share in my negative feelings toward my computer :)
Reaction: I was really surprised when Twanette's mom said she usually whips Twanette every six months. I thought this was odd and I also thought that if it is just a routine the child might not ever connect the routine to anything she was doing that was wrong. She might just think it is something that happens every 6 months no matter what.
ReplyDeleteConnection: In several of our classes this year, we talked about using themes and incorporating them into all subjects. I thought Esme did a great job with this when she used the Halloween theme. She did lessons on estimation,graphing, writing, art, and drama all dealing with Halloween.
Extension: I believe Esme did what she had to do about the library. If she would have just let it slide, it would have continued to happen and the kids would think it was no big deal. She paid for those books with her money and she has every right to put them away. As much as the kids might hate it, it would have to happen to teach them a lesson.
Reaction: I loved the October 9th entry. I am so jealous that an American Girl author visited Esme's school. I loved that the publishers sent books to the school so the students could prepare for the author's visit. This would allow them to ask educated questions when she did visit.
ReplyDeleteConnection: In the November 2nd Entry, Esme did a great job with science- inventors and Bernoulli's Principle. In all of our classes, we are encourages to not tell students when we teach but let them learn through feeling, action, and living the lesson.
Extension: Having a parent tell you they can't affford somthing you are requiring- If I believed that they really could afford it , I probably would have done what Esme did. If I was pretty certain they could not afford it, I would first look into some kind of scholership fund for students who needed an extra hand. Otherwise if it was only one student, I would attempt to provide the item.
Reaction: I had mixed emotions over the scene with Twanette's mom. On one hand I felt bad for Twanette and the amount of punishment it seemed she was going to receive at home. I'm all for discipline, but make sure the amount given fits the type of crime that has been committed. On the other hand, I found the mother hysterical. Being "behind" on beating your child made me think of how my parents would have never said that; they were never behind with us haha.
ReplyDeleteConnection: I liked the entire section of the American Girl Story and the activities she did with it. Most teachers will read the book and be done with it, but Esme tried to involve other classes and teachers to get the students involved in the book. She was even able to make the book relatable to the males in her class. The lessons, crafts, and activities with the author reminded me of Children's Literature and how we can expand a love of books.
Extension: Class Theft- I would probably have reacted very similarly to Esme's reaction. While it is sad that the rest of the class is being punished because of one student, it is important to follow through with the rules you give at the beginning of the year. If I had told my students I was going to take away the library if a book was stolen, I would follow through when it happened. Not following through lets the children think they can get away with whatever they want in class, and it doesn't teach them responsibility or honesty. Besides, what's the point of rules and punishments if they aren't followed through on?
Reaction: As would any reader, I was very disturbed by the reaction of Twanette's mother when Esme told her the situation at school. Esme was just trying to make her mother aware of the situation at school, not cause conflict. I first felt bad for the little girl because she was being bullied. I often wonder about how I will deal with a situation of this caliber within my classroom. Especially if it may result in the child being beaten at home. Its just always surprising how ruthless children can be sometimes.
ReplyDeleteConnection: I could tell that emotional and social development definitely started coming into play now that the students are older. By expressing themselves through the journals and believing that the teacher couldn't read it helped the students to let their emotions out so that they could focus on their work better. The students social development is starting to show and become more of an issue as greater importance is being put on appearance and actions of others, now than was in previous grades.
Extension:If I had gotten a book stolen from my class library I would have done the same as Esme. The library was a privilege and since the students weren't exhibiting the respect that they should have for the library, they got it taken away. As hard as it was for Esme to put the library away she knew that she must in order to maintain a certain feel within her classroom. When things aren't respected they are no longer a privilege. While it may have sacrificed the enjoyment that the students found in learning for a bit, it also showed them that they were just as much apart of this learning experience as the teacher was. With this partnership there must be a certain level of respect and since the students didn't show that respect they lost what they enjoyed. I have used this technique before and find that it works really well in any situation related to this one. its easy to implement and shows the students what must happen if they want to continue to use the things they enjoy.
Reaction: One of the things that got me was the reaction to the Jews being enslaved. I forget how black families tend to feel ill toward the white communities because of the past. I didn’t realize that even the discovery of whites being enslaved could lead to visible celebration. I was also equally as freaked out as the children in the class with Esther’s voodoo spells. I honestly don’t know how I would respond to them. I mean, wouldn’t it be creepy for a student to threaten curses on you?
ReplyDeleteConnection: All the acceptance that Esme tries to create in her classroom are very much a part of our discussions from our diversity and multiculturalism classes. We preach about acceptance and making our learning environment safe for all students. Esme really tries hard to create this.
Extension: I LOVE the way she handled the library situation. From my experiences with younger children, you have to give “punishment” that is equivalent and related to the crime. In order to teach the students to respect not only Esme, but also her property, Esme had to take all the books until someone could produce the one that had gone missing. It may sound tough and cold hearted, but it allows the student whole stole the book to remain anonymous while still getting the point across.
Reaction: A part of this section that I found myself laughing at was also a section where I was very confused: when Esme was trying to resolve the issue of Esther placing voo-doo spells on the other students. I think I liked the section so much because I have no idea how I would have gone about resolving the situation. it is such a humorous occurrence that is also somewhat unnerving. While she and I looked at the situation as harmless and far-fetched, her father and tutor acted as if she would someday be able to place real voo-doo spells on others. I guess it is just one of those situations where you will only know how to react to it when it happens to you.
ReplyDeleteConnections: At Halloween, Esme had the children graph their favorite candies. This made me think of our Probability and Statistics class this past semester. It is a great was to integrate holiday/seasonal "cuteness" with relevant and meaningful learning experiences.
Extensions: When the gang attacked the bus Esme and her students were on I immediately thought of how I would have reacted in such a situation. My first instinct would have been to protect the students. What else can you do but have the students get down, away from the rocks being thrown and the rattling windows? If the gang members had come on the bus (thank God they didn't) I would have tried to stop anything from happening to the children, no matter how stupid that would be. I like the way Esme called out the eighth grade boy for what he did. Even though nothing happened to him, at least he knew that he did not get away unseen. The fact that Mr. Turner did nothing infuriates me. I understand trying to protect yourself by staying away from the danger, but he could have called the police. It just shows how big of a coward he is to let such an act go unpunished.