Tuesday, August 7, 2012
I enjoyed today's discussion. My take-away is that so many of the topics we approach are personally-defined. Do we insist that people learn and pronounce our name precisely? Do we reach out to people to recognize that pronunciation and inflection may be challenging to some given their ability to hear (physical disability)... to aborb details... to pronounce accurately? For what it's worth, I think that if we want to move people to a different place, as opposed to just asserting our own needs to others, we need to listen more... figure out where someone is at the moment... and adapt our philosophy to what is most meaningful to them. It is fairly easy to go on about what we think about a given issue. If we just want a soapbox to hear ourselves, fine. But if we want change, we need to be more patient, listen more and preach less, and be willing to do what it takes to meet each person where he or she is rather than where we are. I'm not good at that. It's hard. But it is my take-away from today.
I too am thinking about names. This afternoon I drove to an assisted living community (25 miles away but took me an hour and a half to get there given traffic leaving Philly, ugh) to visit friends of mine who are now 91 and 94 years old. Rennie and I taught together for 9 years at the beginning of my career and the end of hers. She was my closest colleague friend for those years. I shared with them the overall theme of the institute and this afternoon's panel discussion. When he was a young boy Si's family had fled from Poland to Germany and then managed to get out of Germany to the US even though the US was not taking Jewish refugees. (His family had a US government contact who owed them a favor,) Si then went back to Germany in the US army and was with the army group that liberated Buchenwald. He was telling me that actually his birth name was NOT Si but rather a very Jewish/Polish sounding name. When he arrived in Germany one reason he was constantly bullied and beaten was because his name "marked" him. He changed it to Si and never went back to his original name.
One of the reasons I like this overall topic is because I don't think there are clear answers on this. I'm always more interested in dilemmas that aren't absolute. If someone immigrating to the US wants to change her name to one that sounds more "American" it might be for ease of not always having to tell people how to pronounce her name, it might be to assimilate... Part of what I want to understand is whether she is trying to "deny" her birth/childhood culture or "embrace" a new culture. Are those different? Are they contradictory? I'm wondering what it takes to understand if this choice is "voluntary." And if we're teachers with children who are or aren't changing their names what's our role in responding to this, particularly in whether we're actively encouraging them to keep their birth names.
One of the reasons I like this overall topic is because I don't think there are clear answers on this. I'm always more interested in dilemmas that aren't absolute. If someone immigrating to the US wants to change her name to one that sounds more "American" it might be for ease of not always having to tell people how to pronounce her name, it might be to assimilate... Part of what I want to understand is whether she is trying to "deny" her birth/childhood culture or "embrace" a new culture. Are those different? Are they contradictory? I'm wondering what it takes to understand if this choice is "voluntary." And if we're teachers with children who are or aren't changing their names what's our role in responding to this, particularly in whether we're actively encouraging them to keep their birth names.
Day Two-I really enjoyed the panel discussion, I wish we'd had more time to talk with individuals in smaller groups. The assimilation issue was interesting. I was thinking about the "names" issue and how that's a concern for people who aren't even immigrants. "Get the interview" names, is what my friends and I call them. I have an extremely European name, and have had phone interviews just to arrive at the interview to find that "the position was filled already".
I wish that we had more time to work with our groups, an hour at the end of the day doesn't seem to be enough time. I'm starting to feel concerned about having a unit ready by Friday.
I wish that we had more time to work with our groups, an hour at the end of the day doesn't seem to be enough time. I'm starting to feel concerned about having a unit ready by Friday.
8/7 Myers
Today, I was particularly caught by our discussion about Names.
For 5 months before I went to grad school, I was substitute teaching in the "inner city" districts of Harrisburg and Lancaster, PA. Even though these cities are smaller, the schools I worked in were not much different than those here in Philadelphia or any other large city in the country--it was poorly funded, resources were limited, students came from difficult economic living situations, school climate was strained. I had already had two years of ESOL-pull out teaching in Harrisburg, so I was prepare to roll with the punches of kids who really made you earn their respect. Not every substituting position was rewarding, but I knew from the start that the best way to maintain discipline and stay on track as a lowly substitute teacher was to connect with the kids as quick as I could.
Given my experience with my own name and identity, I knew that kids, especially the little ones, really appreciated it if you took the time to learn their names. So I challenged myself to learn every child's name by heart before 10 am. At first I did this on my own (without the student's knowledge) and I saw right away what a difference it made when instead of saying "hey, stop hitting your friend," I could say, "Jamir, stop hitting Keisha." After the first few classrooms of playing this game with myself, I realized it would be fun to let the kids in on it. I remember a particular class of first graders in Lancaster who laughed and thought there was no possible way I could remember all 22 of their unique, complicated, phonetically spelled, 4 syllable names in just 2 hours. At ten o'clock, the kids did not hesitate to remind me of my challenge and they all covered their name tags. I got 22 correct and for the rest of the day, they were mine. We got every activity on the teacher's plans done and even had time to go outside and play.
Learning to pronounce a kid's name and remembering it seems like such a trivial thing, but to a kid it's the primary source of their identity. The youngest ones are just learning to write it and the older ones have learned the stories of where it comes from. For many--not all--it is the first source of pride. Learning to pronounce a complicated non-American-English or an African-American name shows that you care enough to take the time and that you're interested and invested in the student from the moment they walk through that classroom door--even if it's not yours.
Even now as a classroom teacher, I still memorize each student's name by 10 o'clock. I love to see the surprised looks on their faces when I attach their name to the praise or reprimand I am giving out which always says, "man, this lady knows my name already?!" It shows the kids that I'm immediately engaged and it encourages them to be so too!
For 5 months before I went to grad school, I was substitute teaching in the "inner city" districts of Harrisburg and Lancaster, PA. Even though these cities are smaller, the schools I worked in were not much different than those here in Philadelphia or any other large city in the country--it was poorly funded, resources were limited, students came from difficult economic living situations, school climate was strained. I had already had two years of ESOL-pull out teaching in Harrisburg, so I was prepare to roll with the punches of kids who really made you earn their respect. Not every substituting position was rewarding, but I knew from the start that the best way to maintain discipline and stay on track as a lowly substitute teacher was to connect with the kids as quick as I could.
Given my experience with my own name and identity, I knew that kids, especially the little ones, really appreciated it if you took the time to learn their names. So I challenged myself to learn every child's name by heart before 10 am. At first I did this on my own (without the student's knowledge) and I saw right away what a difference it made when instead of saying "hey, stop hitting your friend," I could say, "Jamir, stop hitting Keisha." After the first few classrooms of playing this game with myself, I realized it would be fun to let the kids in on it. I remember a particular class of first graders in Lancaster who laughed and thought there was no possible way I could remember all 22 of their unique, complicated, phonetically spelled, 4 syllable names in just 2 hours. At ten o'clock, the kids did not hesitate to remind me of my challenge and they all covered their name tags. I got 22 correct and for the rest of the day, they were mine. We got every activity on the teacher's plans done and even had time to go outside and play.
Learning to pronounce a kid's name and remembering it seems like such a trivial thing, but to a kid it's the primary source of their identity. The youngest ones are just learning to write it and the older ones have learned the stories of where it comes from. For many--not all--it is the first source of pride. Learning to pronounce a complicated non-American-English or an African-American name shows that you care enough to take the time and that you're interested and invested in the student from the moment they walk through that classroom door--even if it's not yours.
Even now as a classroom teacher, I still memorize each student's name by 10 o'clock. I love to see the surprised looks on their faces when I attach their name to the praise or reprimand I am giving out which always says, "man, this lady knows my name already?!" It shows the kids that I'm immediately engaged and it encourages them to be so too!
Happy Independence Day in Bolivia!
Monday 8.6.12
First day thoughts: I was curious why I was accepted to
participate in this conference. Everyone else, besides my new friend Erica,
seems to be teaching history in some way or another. Here I am, an ESL teacher.
What can I contribute? Then, after returning home and discussing with my
husband, I realized (because he reminded me) that for almost every country
mentioned today, I can connect the information presented with a face and a name
of a student. In the classes I teach, I have formed very intimate connections
with most of my students. When you speak of the lost boys of Sudan, I remember
yelling at one to do his homework. When you name the different Arab “Springs,”
I can name a person for each country. I can remember his or her writing about
the experience. And so it goes with the other countries mentioned… With each
abstract thought, I have a personal memory. I felt some comfort in this very
personal connection to the topic of “Revolution,” so now I also feel a part of
this 2012 Summer Institute even if I really joined because the title was
“Teaching Peace…” I didn’t even realize that “Revolution” was part of the title
until the materials were sent to us.
Day Two (Elva Card)
I really enjoyed the panel discussion of what it is to be a refugee. I read an article about the "Lost Boys" when they first arrived. Three teenagers had been given an apartment and a stipend on which to live, but other than that pretty much left on their own. The article showed some of the problems they faced in trying to adapt to this wonderful, but very strange to them, country. I guess after you've survived lions and disease and hunger, your survival skills are pretty well honed. Still all that the panelists have accomplished is very impressive.
I really enjoyed the panel discussion of what it is to be a refugee. I read an article about the "Lost Boys" when they first arrived. Three teenagers had been given an apartment and a stipend on which to live, but other than that pretty much left on their own. The article showed some of the problems they faced in trying to adapt to this wonderful, but very strange to them, country. I guess after you've survived lions and disease and hunger, your survival skills are pretty well honed. Still all that the panelists have accomplished is very impressive.
Thank You Participants at U-Penn Peace Institute
Tuesday, August 7th, 2012
This morning my work partner, Zach and I had the opportunity to facilitate a thoughtful discussion among some wonderful educators who are all working to bring a broader historical narrative to their students. To our participants, let me say thank you. I really appreciate the chance to work with you even though our time together was brief. Hearing a bit of your struggle to step out of the mainstream and create critical thinkers in your classrooms was inspiring. It's a good reminder of how many brave and dedicated people there are in this profession who are willing to take the risk, take a stand and shake up the status quo. It's individuals such as yourselves who give me hope that civil society building is still alive.
We can accomplish so much when we share our knowledge and support one another.
In Peace,
Charlotte DiBartolomeo
Red Kite Project
This morning my work partner, Zach and I had the opportunity to facilitate a thoughtful discussion among some wonderful educators who are all working to bring a broader historical narrative to their students. To our participants, let me say thank you. I really appreciate the chance to work with you even though our time together was brief. Hearing a bit of your struggle to step out of the mainstream and create critical thinkers in your classrooms was inspiring. It's a good reminder of how many brave and dedicated people there are in this profession who are willing to take the risk, take a stand and shake up the status quo. It's individuals such as yourselves who give me hope that civil society building is still alive.
We can accomplish so much when we share our knowledge and support one another.
In Peace,
Charlotte DiBartolomeo
Red Kite Project
Subscribe to:
Posts (Atom)