Common Bonds
Chapters 1-4 Quiz
Due: Thursday, 5pm on WebCT
Instructions:
Developing an understanding of the experience of others in a pluralistic society is critical if
teachers and students are to develop a fuller knowledge of culture and its various forms. One
way to develop such a skill is to listen to the voices of individuals who have felt excluded from
the mainstream for one reason or another—perhaps due to overt racism; subtle, institutional
racism; general ignorance; subtle pressure; or genuine dislike. Read the following quotes and
try to identify one or two feelings associated with them. Then, consider what you as a teacher
might say or do in response. In your teacher responses, you must use at least two supporting
details from chapters 1-4, as appropriate, for each quote. Please be sure to indicate the page
number in parentheses where you find your supporting information from the text. The rubric
as is as follows:
4=ideas are insightful and confident; support is precise and thoughtfully selected; demonstrates
a perceptive response to the task; skillfully structured and fluent; diction appropriate and
effective; relative absence of error impressive; minor errors do not detract from the
effectiveness of communication.
3=thoughtful ideas expressed; support relevant and purposeful; competent response to the
task; writing is clear and generally fluent; diction is appropriate and specific; minor errors do
not reduce the clarity of communication.
2=ideas expressed are appropriate; support is straightforward and matter-of-fact; satisfactory
response to the task demonstrated; writing is clear; diction is adequate but tends to be general
rather than specific; despite minor errors the student demonstrates control of conventions.
1=ideas are marginally relevant and largely underdeveloped; support is inappropriate or
lacking; writing may be frustrating for the reader; writing may be unclear and/or ineffective;
diction is inappropriate and/or imprecise; errors indicate a lack of control of conventions.
Questions:
1. Low-income mother: “My son understands that we have no money the last week of
each month, and yet he was pressured by his teacher to have a new workbook by the
next class. When we could not afford it that week, he was made to sit out of class. The
teacher said, “Everyone else remembered to get their book, why not you?”
As the mother, I feel frustrated. It is already difficult to provide for my family. I
feel that the school should be sensitive to financial issues, and not assume that all
students and their families have equal opportunity to get materials needed for school. I
am disappointed that the teacher scolded my son about his book without considering
possible reasons for not bringing his book. Students should not be reprimanded for such
circumstances. I as a mother would have liked the situation to be treated in a more
sensitive manner, and perhaps see some assistance from the school.
As a teacher, I might first apologize for not looking further into the situation and
assuming that all of the students had equal access to the required resources (pg. 60). I
would look into school funding availability to see if it was purchase some books for
students who could not afford them, or purchase a set to be available in the school
library (pg.62). If it were a workbook, I would try to make copies for the student, in
compliance with copyright laws. I would also try to organize some class fundraising to
purchase materials such as books (p. 63).
2. Jewish parent: “Last year our daughter asked me, ‘Could we have a Christmas tree and
just not use it?’”
As the parent, I may feel that my child may be trying to change our religious
practices because of what she had been learning in school. I would be concerned about
the school teaching religions and not teaching about religions. However, considering my
daughter’s motives I would be open to supporting my child’s exploration and interest in
other religious rituals and decorations as long as they didn’t conflict with our personal
beliefs. Perhaps she wants a Christmas tree because she thinks it would be something
fun to do and have in a home.
As a teacher, I might clarify the teaching policy of teaching about religions in the
schools, not practicing religion or celebrating religious holidays (p. 29). I would continue
to tell her that all religions have different practices and policies. In the schools we teach
about religion and religious holidays if it serves an educational purpose.
Her child may have gotten the idea of decorating a Christmas tree from a visual
example we used in class relating to that particular culture and their ritual practices. She
may be interested in the concept of the Christmas tree, or may just think it is a neat
visual decoration. Teaching about religion in the classroom can include using visual
examples such as dramas, readings, art projects, props or symbols, again for educational
purposes according to the curriculum (p. 29). These are always used as a teaching
resource and not to enforce any particular belief or practices upon students. I would
also remind the parent that his/her child is not required to participate in religious
activities if they request so (p. 29) and that teaching about religion is done in a historical
and cultural context (p. 30).
3. Chinese parent: “My daughter asked me, ‘Can I dye my hair blonde? It’s better to be
blonde.’”
As the parent, I feel concerned for my child. I may wonder why she is feeling like
she is not good enough or that she would be a better person to be blond. I may be
wondering if at school she is being teased or treated differently because of her
appearance and dark hair. I may also wonder if the teacher is emphasizing diversity in
lessons at school or if lessons and discussions are focused on a stereotypical white
American.
As a teacher, I might be concerned for the student. As this comment may be a
sign of low self esteem (p. 14). I would create a lesson about pop culture in my
classroom. The lesson may focus on portraying a self-portrait through creative means,
visually representing their internal self, their personality, and not focusing on external
appearances. In the lesson I would also show self-portraits from a variety of cultures and
artists that showing the cultural relativity of beauty (p 18). For example in some tribes in
Africa very full figured women are viewed as the most beautiful, representing health,
and Mother Nature. This lesson would visually emphasize the value of diversity and
being different (p. 15). I would also emphasize that appearances do not change who you
are or how you are treated. Diversity of appearances, cultural background and religious
beliefs make things more interesting. If everything and everybody were the same we’d
be living in a pretty boring world (p. 19).
4. Native American parent: “The schools continue to miseducate my son. The images he
has of native people are limited, and there is virtually no relevant Native American
history taught in his school.”
As a parent, I feel disrespected and culturally misrepresented as a member of a
different race. I feel that it is important for the schools to incorporate multicultural
education in all aspects of the education, and that the teaching of native people should
be accurate and relevant. It would be important for the schools to teach about Native
American history in multiple aspects and not just around Thanksgiving. I feel as a parent
it is important for my child to feel included and equally represented at all times, and not
just at holidays that are associated with our culture and heritage.
As a teacher, I might evaluate my curriculum. Make sure that I am teaching
multiculturalism not as a unit or theme, but across the entire curriculum (p.14). I want
to be a model for my students, making sure that I am conveying an anti biased approach
to education. It is important for me as a teacher to continually be learning about
different cultures through conferences and cultural experiences so I can better teach
the students (p. 12-13). I may talk with the parent to see how I can further represent the
Native American culture and history accurately in the school. I would be open to having
some Native American people come in to give demonstrations on their cultural practices
for different units. For example, they could do a demonstration on weaving and why
that is important to their culture. Or for a music related lesson, a Native American
representative could come in and talk about how they make drums and the important
cultural and historical role drums have played in their culture.
5. Parent of a student with special needs: “The counselor called today and insisted that my
daughter be placed in a special education reading class. The problem is my daughter
has always been in inclusive classes in previous schools. “
As a parent, I feel that the counselor is pushing me to place my daughter in a
situation I am not familiar or comfortable with. I feel that the counselor didn’t take
initiative to discuss the placement with me and value my input and what I felt was best
for my daughter. I feel disrespected, and would feel better if we had a meeting with the
counselor and the reading teacher to create a plan that is right for my daughter.
As a teacher, I might talk with the parent, counselor, and child, discuss what will
work best for the student. I would evaluate my program depending on the students
individual needs, see how I can adapt my teaching to best help the student. Several
inclusive processes could be available.
I would reiterate to the counselor “homogeneous grouping does not consistently
help anyone learn more or better” (p. 38). Children develop better social skills and gain
an appreciation and empathy for each other when they learn in heterogeneous groups
(p. 39). I as a teacher would implement more group work for the reading class. I would
have students in heterogeneous groups and use inclusive classroom and learning
techniques including cooperative learning, jigsaws and the “family rule” (p. 40-41).
In my class, I would be honest with my students, creating an honest, safe,
empathetic classroom atmosphere. If the girl needs to be reading easier material, I will
just tell the students that she is not ready to move onto the next level yet. (p. 46) I
would include the student in all group activities using multi-level teaching strategies. In
an art research project one person could be the reader/researcher, one be the recorder,
one be the artist, and one tally information. There is a role for each student, and they all
learn and teach each other together. Everyone is participating equally (p.43).
6. Parent living in rural America: “My son is a member of the debate team at school. They
have a tournament this weekend, but he also needs to help with preparing the fields for
harvest. The school calendar never takes into account what families on farms have to
deal with.”
As a parent, I feel frustrated that my son may not be able to participate in both
activities. I need the help of my son at home on the farm, but also realize the
importance of his involvement in the debate team. I know the school cannot adapt to all
of the needs of their students.
As a teacher, I might apologize for the inconvenient scheduling of the
tournament. As a teacher, I need to be aware of class issues and look at how the
conditions of their class or home environment affect the students and their life at school
(p.65). I would encourage and affirm the parent that the student would not be penalized
or discriminated against in any way for missing the tournament, and that I understand
the need to be home helping with the harvest (p.66). Finally I would ask the parent if
there were a possibility to change future debate tournaments if there is a time that
works best. I acknowledge that a harvest can’t be scheduled, but there may be a time or
date that works better. I mostly want to communicate to the parents I understand their
need, and am willing to work with them to develop a solution that works best for the
student (66).
Perhaps in debate practice we could talk about some of these issues of classism,
and debate about issues of conflicting schedules, the importance of school vs. individual
values, classicism, discrimination and cultural practices.