This is the hardest question out of the list for me to answer, for several reasons. First, I grew up in an overwhelmingly white community. When I was in High school, there are only three black students I can remember. There is only one Asian student (she was adopted) and no Hispanic students that I can recall. My childhood and my public education experience holds almost no connection to "people of color."
Second, as a classical musician, my colleagues and teachers are largely white. I have never studied with a black, Asian or Hispanic music teacher at the collegiate level. I can count on one, maybe two hands the number of students "of color" I have worked with over the past 16 years while being involved in the RIC music program. My field is overwhelmingly white.
That is not to say, however, that I have only worked with white people as a musician. For three years, I wrote arrangements for a funk band out of South Providence called "South Side". It was an eight member group that contained 5 older black men, 2 white men, and a white woman. The group went through several members, and a lot of conflict. I was shocked to see the number of stereotypes that were in play amongst them. The black men could not spell, almost to a man. They had lots of trouble with homophones. They also had lots of trouble with authority. They lived with a paradox amongst themselves concerning authority; none of them wanted the trouble of leading the group, and none of them were willing to follow anyone else. Suggestions about their performances were often met with a hostile response, as if to suggest that they could do something different, or better, was an insult or a demonstration of disrespect towards them. For example, I was confronted, in a very hostile manner, by one member of the band for suggesting that he end the song on the tonic rather than the mediant (Music Theory 101 kind of stuff). I eventually became frustrated with the group and left.
I refuse to let that experience color my judgment. that being said, my educational and professional experience with "people of color" is largely limited to what I have read. I'm an excellent example of Johnson and "white privilege." I've had a list of second chances, including this one right now, that many "people of color" have not had. I'll have to keep that mind, be sensitive, and try and steer students in the right direction.
Sunday, November 28, 2010
Prompt #5
There was the day when Mr. Ed had had enough.
The children were being rambunctious and combative. They were, as a group, disrupting the class and talking back to Mr. Ed. After Mr. Ed got them onto the risers, their disruptive behavior continued. He began taking students off the risers, and giving them a "zero" for the day because of their behavior. Two of the students that he had "sat down" got into an argument and began swearing at each other. He sent them down to the office. Another student on the risers talked back to Mr. Ed, so he sat him down as well. This student, however, did not sit down; he walked right out of class.
That was the breaking point for Mr. Ed. He took all of the students off the risers. He told them that they would not be singing any more for the rest of the year. Instead, they would be reading about music history and writing papers for the rest of the year. He also told the students that he would be contacting every one of their parents to speak with them about the classes' behavior.
When I came back the next week, the students were much more quiet and well behaved. When Mr. Ed put them on the risers, they went where they were told without much question. All of the students had also written a letter of apology to Mr. Ed, Spock and myself. The students did seem to be a little sullen, but being 8th graders, perhaps this was for the best. Parents apparently are a powerful disciplinary tool.
In this case too, he was also acting as an authority figure, much in the way that Delpit describes and admires. The children responded to his authority because he demonstrated that he had the authority.
Note to self.
The children were being rambunctious and combative. They were, as a group, disrupting the class and talking back to Mr. Ed. After Mr. Ed got them onto the risers, their disruptive behavior continued. He began taking students off the risers, and giving them a "zero" for the day because of their behavior. Two of the students that he had "sat down" got into an argument and began swearing at each other. He sent them down to the office. Another student on the risers talked back to Mr. Ed, so he sat him down as well. This student, however, did not sit down; he walked right out of class.
That was the breaking point for Mr. Ed. He took all of the students off the risers. He told them that they would not be singing any more for the rest of the year. Instead, they would be reading about music history and writing papers for the rest of the year. He also told the students that he would be contacting every one of their parents to speak with them about the classes' behavior.
When I came back the next week, the students were much more quiet and well behaved. When Mr. Ed put them on the risers, they went where they were told without much question. All of the students had also written a letter of apology to Mr. Ed, Spock and myself. The students did seem to be a little sullen, but being 8th graders, perhaps this was for the best. Parents apparently are a powerful disciplinary tool.
In this case too, he was also acting as an authority figure, much in the way that Delpit describes and admires. The children responded to his authority because he demonstrated that he had the authority.
Note to self.
Prompt #7
i·den·ti·ty:
2. the condition of being oneself or itself, and not another
3. condition or character as to who a person or what a thing is
My "teacher identity"; what is that supposed to mean anyways? I already have a well-established identity. Now I'm going to add another one? Is the "old" Hutto going to be the Clark Kent to my new super hero "Mr. Hutto" teacher identity?
So I went to the dictionary and found the definition of identity; and yes, "Hutto" and "Mr. Hutto" will have to be two different identities. "Hutto" would be, for me, "the condition of being oneself". I, by nature, am not a control freak of any kind. As rule, I tend to let the chips fall where they may. There is always a way, or an opportunity, to make things happen if you just let yourself look for it. Anyone can plan every little detail to death before hand. It is so rare, however, that an original plan works out just the way you imagined it. Most of the time, all that time and effort spent planning goes to waste when some aspect of the plan goes astray. So "Hutto" typically does not plan many things. It's not that I don't plan anything at all; it's just that my plans typically are very loose. I can't abolish Murphy's Law; but I can be ready for it.
"Mr. Hutto" will have to fill the role of being the "condition or character as to who a person or what a thing is". "Mr. Hutto" will have a plan every day for class. He will have to be an authority on music, and learning music. He will have to be a disciplinarian, and a motivator. I've seen this in my tutoring, my observations, and my own education. Great teachers motivate with praise--and shame. Great teachers maintain discipline through rewards--and punishment. Most importantly, they have a plan. That may be the hardest thing for "Hutto" to assimilate in the process of becoming "Mr. Hutto."
Wednesday, November 3, 2010
There are three types of lies...
White lies, damned lies, and statistics.
I was told this by a teacher many years ago, and it really stuck with me. YOU CAN'T BELIEVE EVERYTHING YOU READ. I've always had a mathematical mind, so my mind's eye jumps when I see numbers that don't make sense. Mentally, I'm always questioning the validity of statistics when they are presented to me, even if they seem to make sense. As teachers, with standards-based education reform being the the buzzword of our times, we have to be aware of statistics, how they are generated, and most importantly, how they can be manipulated. I've included an interview from the New York Times with this post. The interview is with an author who wrote a book on how statistics are generated and manipulated. Even if you're not a mathematically inclined person, this interview, and this book, may be an important read.
Follow this link for the interview:
http://well.blogs.nytimes.com/2010/10/29/the-dark-art-of-statistical-deception/
I was told this by a teacher many years ago, and it really stuck with me. YOU CAN'T BELIEVE EVERYTHING YOU READ. I've always had a mathematical mind, so my mind's eye jumps when I see numbers that don't make sense. Mentally, I'm always questioning the validity of statistics when they are presented to me, even if they seem to make sense. As teachers, with standards-based education reform being the the buzzword of our times, we have to be aware of statistics, how they are generated, and most importantly, how they can be manipulated. I've included an interview from the New York Times with this post. The interview is with an author who wrote a book on how statistics are generated and manipulated. Even if you're not a mathematically inclined person, this interview, and this book, may be an important read.
Follow this link for the interview:
http://well.blogs.nytimes.com/2010/10/29/the-dark-art-of-statistical-deception/
Tuesday, November 2, 2010
George Takei takes on homophobes in support of LGBT teens
You tell him Sulu! Fire all phasers and photon torpedoes at this guy!
http://www.youtube.com/watch?v=UACK93xF-FE&feature=player_embedded
http://www.youtube.com/watch?v=UACK93xF-FE&feature=player_embedded
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