Standard 1: Model
ethical and moral behavior
Last summer with taking the Moral and Theological Issues in Education was really an eye opening experience. We read a variety of different texts that talk about the struggles and issues we have within our classrooms with having discussions about what is happening in the world, religion, what our students believe and why. The first text we read was “The Charged Classroom: Predicaments and Possibilities for Democratic Teaching” by Judith L. Pace brings forward the many issues that teachers face in today’s classroom to help prepare their students to become “citizens in a multicultural democracy.”
Pace talks about Discussion of Provocative Topics in one of her chapters. I found this chapter very interesting since the part of the 5D evaluation for teachers is providing ways for students to talk. It is said that discussion allows for students to generate deeper thoughts and better understanding as they participate. The problem, however lies with the topics of discussion within diverse classrooms. Once the discussion begins, the direction it goes is unpredictable, which is where how teachers set up discussion discourse is crucial. “Conflicts present the potential for meaningful exploration of ideas, yet complicate talk, trigger anxiety, and tax teacher’s pedagogical content knowledge, and improvisational abilities” (Pace, 48). The classroom examples she gave were very relatable. The constant battle of providing a safe environment for students to voice their concern, opinions, but also keeping the discussion appropriate. As a 4th grade teacher, my students exhibit many curiosities and wish to talk about topics happening in the world. It is quite challenging sometimes to facilitate dialog, that allows it to be teacher facilitated and student directed. Allowing students to question each other. I know that I have had to watch how much a step in, guide/lead discussion. I have had to have moments where I knew I needed to step off my podium and allow more student voice. I found one of the vignettes really eye opening. It was the one with Mr. Clark. Even though he had his students engaged in the discussion, it was not a productive use of time. They were swaying away from the focus of the class/topic. I think it takes a lot of time and preparation for teachers and students to learn how to balance both. To be able to have productive AND engaging conversations where students feel safe in sharing their opinions and concerns. It is quite the balancing act from the teacher to be able to facilitate these conversations and provide feedback.
We also read Jennifer Hauver James’ book Religion in the Classroom, touched on various topics that we as educators have constantly questioned and wanted to know more about. Similar to Paces' book, James' book began by letting the reader know they were not alone with the hardship of what to do when the topic of religion arises within the classroom. She ends the chapter with a quote that sets up the rest of the text: “We study who we are---to know ourselves better---in hopes to become fully human” (James, 4). In chapter 2, she brings up an idea that really resonated with me. When she introduces Civic Mindfulness along with two overarching ideas: Mutuality-“my right to speak my mind, or to practice a religion of my choosing, depends on the right of others to do the same” (James, 6) and Strong Internal Foundation- “general agreement exists about the importance of a strong internal foundation for engaging respectfully, responsibly, and in ways that honor ourselves and others within the larger world. A diminished sense of self, in fact, can get in the way of our willingness to participate in spaces where others are likely to disagree or challenge our ideas. If I know and trust myself, I am more likely to engage with others inhibited by fear and insecurity “(James, 8). The area of Strong Internal Foundations is an area while growing up that I personally struggled with. I think with reading the Charged Classroom before this, I was able to start thinking about how we can create classrooms where democratic learning takes place. Posing questions, problems, and asking for a response or solutions. Creating a space for dialogue to take place. “…the best way to reach greater understanding was not talking, but really listening…conversations shifting away from telling and toward asking” (James, 3).
Pace talks about Discussion of Provocative Topics in one of her chapters. I found this chapter very interesting since the part of the 5D evaluation for teachers is providing ways for students to talk. It is said that discussion allows for students to generate deeper thoughts and better understanding as they participate. The problem, however lies with the topics of discussion within diverse classrooms. Once the discussion begins, the direction it goes is unpredictable, which is where how teachers set up discussion discourse is crucial. “Conflicts present the potential for meaningful exploration of ideas, yet complicate talk, trigger anxiety, and tax teacher’s pedagogical content knowledge, and improvisational abilities” (Pace, 48). The classroom examples she gave were very relatable. The constant battle of providing a safe environment for students to voice their concern, opinions, but also keeping the discussion appropriate. As a 4th grade teacher, my students exhibit many curiosities and wish to talk about topics happening in the world. It is quite challenging sometimes to facilitate dialog, that allows it to be teacher facilitated and student directed. Allowing students to question each other. I know that I have had to watch how much a step in, guide/lead discussion. I have had to have moments where I knew I needed to step off my podium and allow more student voice. I found one of the vignettes really eye opening. It was the one with Mr. Clark. Even though he had his students engaged in the discussion, it was not a productive use of time. They were swaying away from the focus of the class/topic. I think it takes a lot of time and preparation for teachers and students to learn how to balance both. To be able to have productive AND engaging conversations where students feel safe in sharing their opinions and concerns. It is quite the balancing act from the teacher to be able to facilitate these conversations and provide feedback.
We also read Jennifer Hauver James’ book Religion in the Classroom, touched on various topics that we as educators have constantly questioned and wanted to know more about. Similar to Paces' book, James' book began by letting the reader know they were not alone with the hardship of what to do when the topic of religion arises within the classroom. She ends the chapter with a quote that sets up the rest of the text: “We study who we are---to know ourselves better---in hopes to become fully human” (James, 4). In chapter 2, she brings up an idea that really resonated with me. When she introduces Civic Mindfulness along with two overarching ideas: Mutuality-“my right to speak my mind, or to practice a religion of my choosing, depends on the right of others to do the same” (James, 6) and Strong Internal Foundation- “general agreement exists about the importance of a strong internal foundation for engaging respectfully, responsibly, and in ways that honor ourselves and others within the larger world. A diminished sense of self, in fact, can get in the way of our willingness to participate in spaces where others are likely to disagree or challenge our ideas. If I know and trust myself, I am more likely to engage with others inhibited by fear and insecurity “(James, 8). The area of Strong Internal Foundations is an area while growing up that I personally struggled with. I think with reading the Charged Classroom before this, I was able to start thinking about how we can create classrooms where democratic learning takes place. Posing questions, problems, and asking for a response or solutions. Creating a space for dialogue to take place. “…the best way to reach greater understanding was not talking, but really listening…conversations shifting away from telling and toward asking” (James, 3).
I love the following line that was at the end of the text when James says, “the work begins with dialogue” (James, 93). The problems that we have always had with the topic of religion is as educators we were really unsure what we could do or say, and that we did not want to isolate our students within our four walls and then have to deal with parents in the aftermath. Religion is ever present in our classrooms and cannot be constantly swept underneath the rug and avoided—by doing that, we not allowing our students to be recognized and establish that Strong Internal Foundation. Selma Wasserman in her article "Effective Classroom Discussions" brings up the importance of listening to our students and what they have to say. She begins her article with the following statement " On the surface, it seems like a no-brainer that teachers should listen to what students say. But in the real world of the classroom, with its many pressures and demands on a teacher's time, it can be difficult to pay full attention." Other authors in the text, Simone and Kim encourage us to talk to each other. In reading Barton’s chapter, I think really changed my mindset about inquiring about other religions. I appreciated how he brought up how IF we think that we already know what members of another religion believe and stand for, we will have no motivation to listen to them or try to make sense of their standings.
On page 92, James provides a few teacher responses about why the avoided speaking or talking about religion in their classrooms. The one that really stood out to me was Jays response when he said “There are so many religions out there…. So what happens if you have a Muslim student in your class, or what happens if a couple Jewish kids ya know walk in, it’s like I don’t know about their religions. I try to, best I can, but I can’t necessarily give toy every bit of information about all the religions out there cause there is so many…I’d run into myself having to look stuff up. And I’d worry, ‘Did I just give the wrong information? Did I just lie to them?’” (James, 92). I think after reading what Barton has to say in his chapter, is that we do not have to pretend to be experts. We do not need to pretend that we know everything about every religion. That we just need to inquire. The biggest theme and idea that I took away from this book, is that in order to learn more and gain understanding is to ask questions and listen. That as educators we need to provide opportunities for our students to learn about each other’s’ differences. “Without opportunities to lean democratic living, students have few tools with which to navigate encounters with difference” (93). This idea really connects with what we read in with the Charged Classroom is allowing students to have discussions where we as teachers are not jumping in constantly trying to squash it in fears of the outcome. After reading Chapter 3, in this text it definitely gave me more of an understanding on what I can say and do within my classroom. My 4th graders are curious about other people and the world around them, and religion does come up. “What is important is that we are teaching about religion and doing so in a balanced way. What is not constitutional is preaching or proselytizing by teachers” (James, 19). I think my next steps in upcoming years is to give students opportunity to inquire, research, to find out more about religions and other topics/beliefs than their own.In order to do that, I need tp provide good parameters for this to happen. Todd Finely brought up the point that "Many learners need to be taught how to engage in an academic dialogue -- particularly ELL/ESL students.[It helps to] provide conversation stems on a poster board or notecards" which is something that I already do within my classroom.
References:
Finely, T. (2013, June 24). Rethinking Whole Class Discussion. Retrieved from https://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finleyJames, J. H. (2015). Religion in the classroom: Dilemmas for democratic education.
Finely, T. (2013, June 24). Rethinking Whole Class Discussion. Retrieved from https://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finleyJames, J. H. (2015). Religion in the classroom: Dilemmas for democratic education.
Pace, J. L. (2015). The charged classroom: Predicaments and possibilities for democratic teaching. New York, NY: Routledge.
Wasserman, S. (2010). Effective Classroom Discussions. Educational Leadership,67(5).
Artifacts:
Moral Framework
Culminating Questions
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