Professional Seminar - Reviews

Assignment 1: Review 1

“Fantastic Antone Succeeds!”

By: Judith Kleinfeld

Overview:

            The book, ‘Fantastic Antone Succeeds’ is devoted to educating teachers, parents, and peers on the effects and experiences of those with Fetal Alcohol Syndrome (FAS). F.A.S seem to have become code-letters for a terrible connotation, viewing these children as living a life of darkness and failure. We constantly hear stories of children with FAS who end up destructive, learning impaired, or adopted. The reality is FAS is far more multifaceted then this.

            This book is comprised of separate chapters written by teachers, psychologists, parents, and children themselves. Each chapter refers to the personal story of the writer in relation to their experience with FAS. For instance, we see success stories of individuals with Fetal Alcohol Syndrome, written by none other then the individuals themselves, yet another chapter focuses on organizing and managing classrooms in which students with FAS are present. This book is geared to assist us when teaching, or working with individuals effected by Fetal Alcohol Syndrome, as well as help us to understand the effects is has on an individuals learning pattern and style. It is targeted at educating society on what Fetal Alcohol Syndrome really encompasses, from the perspective of those directly affected, as well as doctors and researchers. Additionally, it includes resources and organizations in which we can look to for additional information and teaching sources.

Why I picked this book and how it relates to my TAB experience:

            I chose this book, ‘Fantastic Antone Succeeds’, because it deals with individuals diagnosed with Fetal Alcohol Syndrome and discusses the effects the syndrome has on them and their learning. Although there are numerous other books and articles on Fetal Alcohol Syndrome I was drawn to this particular book due to the fact that this book is written from the point of view of those with FAS as well as researchers and teachers knowledge and expertise.

I believe that this book relates to my TAB experience because Fetal Alcohol Syndrome is prominent in the Northwest Territories. Therefore, (seeing as I’m doing my placement in Yellowknife, NT) it seemed appropriate for me to thoroughly educate myself on the matter. I was interested to hear some of the misconceptions of those diagnosed with FAS, seeing as I have various FAS individuals in my classes this semester and, in some cases, I would not have known if it weren’t for their school files. For instance, one of my highest achieving students has been diagnosed with FAS, she in no way possesses any of the physical attributes associated with FAS, nor does she seem to need more attention or resources in the classroom then any of my other students. Now the characteristics of the student mentioned do not measure up to the characteristics in which are usually associated with individuals diagnosed with FAS. Therefore, I am led to believe that there are many misconceptions around Fetal Alcohol Syndrome. Accordingly, ‘Fantastic Antone Succeeds’ reveals the truth about Fetal Alcohol Syndrome and puts to rest the negative connections associated with it. ‘Fantastic Antone Succeeds’ is an inspirational book in which educates us all about what FAS really is and the steps in which one should go about educating such individuals to have them achieve the best of their potential.

After reading this book I am confidant in saying that, on an individual note, I am knowledgeable and educated on the effects and misconceptions around Fetal Alcohol Syndrome. Accordingly, I am even more confidant in my teaching skills as I now have the information needed to establish an inclusive classroom environment in which caters to all my students individual needs. Growing and understanding the intricate details of such a syndrome has not only helped me to understand those diagnosed with FAS, but also to be more compassionate to all individuals with syndromes, learning disabilities, or weaknesses. My knowledge as a teacher has increased significantly after reading this book, resulting in one more reason I am pleased with my decision to join the TAB program, and moreover, be placed in Yellowknife.

Assignment 1: Review 2

Coyote’s New Suit

By: Thomas King & Johnny Wales

Overview:

            ‘Coyote’s New Suit’ is a fictional children’s storybook about a Coyote who gets into mischief, and a little bit of trouble. Coyote is very confident; especially when it comes to his beautiful ‘toasty-brown’ coat which he believes is the nicest coat in the forest. However, one day Raven comes along and hints to Coyote that his coat, although very nice, may not be the finest in the forest. This triggers Coyote’s curiosity, resulting in Coyote paying extra attention to the coats of other animals in the forest. Coyote soon realizes that each coat is extravagant in its own way; Skunk’s is formal, Porcupine’s is sporty, and Raccoon’s is positively chic. Soon after, Coyote (with some encouragement from Raven) decides that he would like to own a different coat for every occasion and figures that his fellow forest friends won’t mind if he ‘borrows’ their coats. Not long after Coyote begins his coat collection the forest turns into pandemonium. However, before things in the forest get too chaotic Raven steps in and sets things right again. In the end we find that Coyote’s arrogance and selfishness, along with Raven’s instigating, are not traits in which are liked or excepted in the forest just as they aren’t in real life.

Why I picked this book, and how it relates to my TAB experience:

            Storytelling is a way of passing down knowledge and information to your children and youth in Indigenous cultures. Indigenous groups use storytelling as a means for communication and education in their culture; therefore, ensuring the wisdom and history of their great elders will continue to be passed on for years to come. This history was an oral one. Storytelling was a way of educating youth long before anyone wrote a book with their opinion, which resulted in others forming the same opinion. Storytelling was a way of educating future generations while allowing them to grasp ideas and form opinions on their own. Because this was how many Indigenous individuals were taught, it became how the remembered their past and teachings. Likewise, Indigenous storytellers would knew that if they could make a child smile, then that child was truly listening and interested in what they were saying. Hence, if a child is listening and engaged in the story, then they will pick up on the teaching that are being slipped into the story without even realizing they are being taught a lesson. Indigenous groups used to use their stories in such ways. If a child was boasting about how much better his/her picture was then another’s they would say, “do you remember the story about coyote and his new suit”? Then they would tell the child the story, while ultimately teaching the child a lesson. Weaved within the words and paragraphs of a story are teachings of discipline, respect and morals, in which get passed along with the story itself.

In the book, ‘Coyote’s New Suit’, the author has used Indigenous characters and storytelling traditions to create his story. Therefore, it is no surprise that I chose a storybook for my reading review. The significance of this storybook is that it is a means of passing down knowledge about the land and its animals, as well as values and ethics through a simple story. Many Indigenous groups believe that nature and animals are forms of God and that we live through them, as they are what provide us with everything we need to survive. Accordingly, this story teaches children that everybody has something to be proud of, therefore we should never assume that anything we have or do is better then anyone else. Seeing as I am doing my Teaching Across Boarders placement in Yellowknife, Northwest Territories, it seemed fitting to gain a better understanding of how and why storytelling is important. I now understand the significance of storytelling in Indigenous cultures, and recognize the importance of its presence in their education. Additionally, storytelling was an imperative practice for many Indigenous cultures and it may also be seen as the starting point from which teachers, historians, and entertainers derived. Given my new awareness of Indigenous beliefs and ways, I believe that I can conduct a better-suited classroom environment. I will be able to make deeper connections with my students by relating to them through their cultural practices. This knowledge will benefit me by making me a better-equipped teacher in the North; furthermore, a more aware educator in general.

Assignment 1: Review 3

Preparing Teachers for the Diverse Classroom:

A Developmental Model of Intercultural Sensitivity

By: Cheryl W. Van Hook

           

Overview:

An Educators role may include facilitating the progress of greater intercultural sensitivity amongst young teachers. Teachers also need to step back and examine their classroom management and teaching style in order to attain positive education in a diverse classroom. This paper discusses the Development Model of Intercultural Sensitivity (DMIS), which sets apart issues in which may be imperative to individuals at each level of development. The paper also discusses the six stages in the DMIS that are used to describe the progressively more multifaceted cognitive structures, which are used to examine the diverse world. In accordance, the paper analyses how ones competence in intercultural relationships is fortified as ones understanding of cultural difference grows to be more highly developed. Even though there has been minimal research on how to alter teacher’s behaviors and attitudes toward minority groups, the DMIS offers a developmental model, which may be utilized by new teachers to evaluate the effectiveness of course content and methodology.

Why I picked this book, and how it relates to my TAB experience:

            Today’s teachers must be fully prepared to enter the progressively more diverse classroom. By the year 2020, youth of color will make up 40% of all students enrolled in public schools (Cushner McClelland, & Safford, 1996). Acknowledging these shifting demographics have resulted in attention focused on better preparing first year teachers for entrance into the diverse classroom. Hence the reason I selected this paper to review was for the sole reason that I wanted to closer examine ways in which to improve my teaching. What better way then to review a paper dedicated to better preparing new teachers for the diverse classroom? This paper discussed the fact that diversity is not only limited to racial background, yet also encompasses an individuals socioeconomic status, family history, religious views, and ethnicity. Therefore, we as teachers must learn how to (and understand the importance of) altering our lesson plans in order to enhance learning, and produce a positive learning environment. Moreover, what a teacher thinks, says, believes, and perceives may differ from the culture of some of their students, and ultimately can support or impair students.

            Considering that our beliefs may alter how we teach, we (teachers) must educate ourselves on various cultural and religious views, practices, and customs. Seeing as I am doing my Teaching Across Boarders placement in Yellowknife, NWT, it is likely I will be working with individuals with different cultural backgrounds then my own. Therefore, it is important for me to learn about the different cultures in my classroom in order to better educate my students. By learning more about the different cultures in my classroom I will be able to produce better lesson plans and create a more positive and beneficial classroom environment. Reading this paper has helped me to understand the significance of educating myself on the diverse cultures in my classroom in order to become a more skilled teacher. This paper has also made me realize that as a teacher you are continually learning and your education is just as important as your students.

References

             Cushner, K., McClelland, A., & Safford, P. (1996). Human diversity in education: An integrative approach. New York: McGraw-Hill. (ERIC Document No. ED364623).