PC to the max

So, I unveiled my web site in my compostion class with a brief, I mean very brief explanation, and somehow offended one person in my class. Here is part of the conversation that ensued.

Holly said, "I want to make clear what sounded negative to me before I comment further, Connie mentioned a reporter that was asked not to mention dropping out when interviewing kids and she said something along the lines of "If only kids didn't drop out until we mention it, if only kids didn't have sex until we mentioned it, if only kids weren't gay until we mentioned it" in that specific context you Connie aligned, however unintentionally, homosexuality with these other issues and problems. There were a few to her instances that I felt contributed to this view, that was the main one. I hope I didn't step on anyones toes, I just feel that it is important to think about what we mean and what we say. I also think it is important to recognize our prejudices, biases et, and work to change them.
I wish we could feel lucky to meet new and different people in our worlds and think of difference as an opportunity for learning and growth, then maybe the language change will be easier to accomplish, if our mindsets are changed. I think that should be the goal of all teachers. After all we learn most when we are uncomfortable."

Lindsay responded, "I think that we are kind of in a wierd transitional period with te GLB subject in general just because for so long it has been such a "hushed" and overlooked topic. Everyone has tried to sweep it under the rug for so long that finally when it comes out into the open, people aren't sure how to discuss it in a way that isn't offensive to anybody. Its interesting because I kind of feel like no matter what people say, someone else can find offense in it somewhere. But it is absolutely necessary to use language that creates a comfort level instead of excluding those who it may offend. I wish people could just look at it as something that just is. It really saddens me that our world is so unaccepting of others who may have lifestyles that differ from their own. I'm really not sure how to address the question of what language to actually USE, but its pretty important that we figure it out because everyone deserves respect and acceptance. And I honestly didn't realize that any "controversial" language was being used during the presentation at all, but I think its just an interesting discussion all together. Like Connie said, people don't choose to be any specific sexual orientation, and the fact that we are all trying to hard to estabish equality for those who have been looked down upon all these years is still fairly new. I think it's all part of the struggle to establish a sense of "okay. it is what it is". With every struggle for equality and understanding there's a fair amount of resistance that comes with it.
It's a great thing to think about.We should all be using language that is appropriate for ALL students."


Connie replied, "Holly, I am glad you gave a specific example to which I can respond. I can see how the quote you cite can be offensive if taken out of context with what our theme was… “children deprived of words.” One of the biggest problems with getting educators to integrate GLBTQ literature, music, language, etc. into curriculum is many people (parents and educators) believe that we may give kids “ideas.” Ideas to become GLBTQ. My whole point is that some children are GLBTQ, and depriving them of words can lead them to self-destructive behaviors. We should not fear having open, accepting communications because we cannot recruit someone to be gay. They are, or are not, already gay.
So, my ending quote was meant to tie back in our topics (Drop out rates and Acknowledging GLBTQ in middle school), and how they relate to the need to communicate effectively with students. Just by giving “words,” or factual information to students does not make them get the idea to drop out of school or become GLBTQ.
Our kids are dropping out of school…what can we do to communicate the implications of doing so?
Our kids are GLBTQ…what can we do to communicate we accept them as they are, and are willing to help them through the sometimes difficult coming out process?
If I would have had more time in the presentation, I could have more effectively separated those two topics, and expanded on the final thought.
Holly, I hope you looked at my web site. I am trying to do the right thing here for our children. For my child. I fear that by arguing over what language we should use, we won’t ever communicate effectively. I hope you give me the benefit-of-the-doubt, and know I truly want inclusive, accepting communication in our schools for students of all sexual orientations."

Marian interjected, "I would just like to throw in my two cents. I do think that there are some generational differences that make different views inevitable. What I thought about that seems to touch on something Holly mentioned is all of the reality shows that adolescents and young adults are exposed to these days. Here is a list of a just few shows on air that include gay, lesbian and bisexual individuals who are looked up to on television today: A Shot at Love; Work Out; Next; The Real World; Project Runway; Top Chef; Survivor...
I mention media becuase there is no negetive conotation attached to these individuals, but rather a positive representation becuase they worked to get where they are in many of the shows. I know that today in high schools gay and lesbain fiction is offered in the cannon without having to sign a waiver, which is a huge step.
Instead of looking at all of the negetive aspects of what needs to be done, we can look at what steps have been taken and learn from those. As I said about the Dodgeball and Special Ed. presentation, it is essential that we are given the past, present and future of the issues becuase it allows us to learn from our progression rather then look at negetive statistics and emphasize that something needs to be done. Steps are being taken and progress is being made and we as students have been educated about issues that other generations have not.
I thought it was a good presentation, but I see exactly where Holly is comming from!"

Connie's final words were, "Yay! Marian, I love this discussion because it helps to define context!! You are absolutely right in that there is probably a generational difference, but even in your generation all is not rosy! I am going through the process of acceptance because I have a gay son, but even he is not totally accepted by his peers.
As for the context of my paper...if I were writing to media execs or high school students, I would be seen as spreading intolerance; however, my audience is parents of middle school students, and more particularly right-winged, Christian parents. That is a tough audience, and my writing, in order to gain their trust and confidence, must be written in their language, so I can bring them to my point-of-view.
Also, The media and high schools are accepting of GLBTQ, but our middle schools are not. I interviewed 6 educators from Poudre and found that at a time when our students are questioning, or identifying, we don’t have clubs, support groups, literature or music, language, or discussions that are so important to their healthy and happy development. Because kids are identifying as early as 8 years old, they can question and struggle for 7 years before they get to high school. That is too long! My assertion is that we need to have greater resources for these kids at a time when they need it!
Just yesterday I asked a question of a junior high counselor who was speaking at my EDUC 350 class. “What is being done at this level to support our kids who are identifying?” Her answer….”Legislation.” Legislation? Okay, that is a start in protecting our kids from abuse, but do the kids feel legislation?
As future teachers, we can create a more accepting atmosphere only as long as we have the parents on board, and they are the ones keeping GLBTQ quiet in middle schools.
Thank you all for the great discussion. This project is a passion of mine, and I would love any feedback on my website. Again remember who the audience is." - Connie

The Differentiated Classroom

As I observe my practicum teacher's classroom and her teaching methods, I see little in the way of a differentiated classroom. If that were my class, the first thing I would do is group the desks (no more tightly grouped rows!) I would take out any unused desks to make movement around the room easier. Then I would make seating assignments according to different levels of need and learning styles. I understand this would take some time in the beginning, but I also think the effort would be well worth it.
Next I would consider having alternate activities for each lesson, if possible, so the students could show they learned the material in a manner that matched their learning style. For example, I am terrible at taking tests even though I am at every lecture, read all the material, and can hold an intelligent conversation. For me an essay or an oral report are better methods for me to show what I have learned.
I had a teacher at Front Range who ran a differentiated classroom and I felt so comfortable in her room. The first few meetings we spent time bonding as a class. We played getting to know you games. When we received the syllabus for the class I noted the semester was divided into 4 sections. Within each section we had 2 medium sized assignments due. (That makes 8 assignments for the semester.) Then she gave us four categories of assignments: Quizzes, Essays, Oral Reports, and Art Works such as collages or scrapbooks, etc. She told us we had to do one assignment from each category, but the other four assignments we could do whatever we wanted. I LOVED the options! I could decide when I felt comfortable enough to take a quiz. I could also decided which assignment lent itself to an art project.
We worked together in groups for many of the units though we all had different projects in the end. As we worked on our projects we shared them with each other and explained what we were doing and why . This really increased our understanding.
The last thing I want to do different in my English class is to have whole group discussions. I think when some of the students who struggle with comprehension and literacy hear how the other students came to certain conclusions they begin to realize how they should be looking at the text. Also when we verbalize our thoughts they become more concrete.
I know it is not possible to teach to every student for every lesson, but I hope with practice I can learn those methods that allow me to stimulate as many students as possible.

Giving parents a lesson on gender identity

Do I set up a blog just for talking gender identity to antagonistic parents and feel somehow connected to them, or do I try to develop a website where parents of straight kids can go if they are “freaked out” to learn their little one has to go to school with a trans-gender kid, or has a friend raised by two mommies? The Website would be a bit more distant, but I know nothing about developing a website. Blah!
If I could develop a website here are some of the pages I would want:
• Basic definitions of gay, lesbian, homosexual, homophobic, transgender,
transsexual, etc.
• Statistical information regarding % of population who identify themselves
as GLTB, their high school drop out rate and suicide rate, etc.
• General information on the stages of coming out
• Information on bullying and how to stop it
The trick to talking to parents of the straight kids is to use resources not associated with “homo-friendly” publications. (PFLAG, etc.) In order for the audience to trust me I have to use information from sources like the American Pediatric Association, the American Psychology Association, etc. No easy task, but I am sure the research is out there and sufficient.

Guiding Miss Guided

ABC has a new sitcom entitled Miss Guided that demeans the teaching profession in the worst way. Educators are portrayed as “one semester ahead of the students,” socially awkward, and sexual predators. The school is portrayed as halls filled with sex and violence where students even “flunk remedial P.E.” The basis of the story is a terribly flawed guidance counselor returns to her high school to begin her career. She is overwhelmed by the immature feelings of her school days and is so introspective she cannot adequately guide the students. If you want to see the pilot episode and judge for yourself (hey, maybe I’m a tad too sensitive), log on to http://abc.go.com/, go to full episodes, find Miss Guided, and view “Homecoming.” Let me know what you think.

Free Stuff for Teachers

In practicum this week, I learned of a "free" video put out by Miramax that is supposed to spark middle school kids' interest in Shakespeare. Entitled "Shakespeare in the Classroon," this 45 minute video was filmed at the same time as "Shakespeare in Love," and stars all the same actors: Gwyneth Paltrow, Ben Affleck, Judi Dench, etc. The 9th graders in the English class I was observing responded well to the video, so it got me to thinking...what other free resources are there out there for English teachers? I would love to start building up my "trunk of tricks" for my future classroom. Please share!