Racism is many things. It is a system of domination and exploitation based on the idea of race. Racism has been around a long time and is alive and well today. It is perhaps the single most influential social force shaping American life. It is woven into the economic, political, and social fabric of our country. Here’s a simple way to define racism: prejudice plus power. Institutions such as schools and child care centers have the collective power to enact and perpetuate racial prejudice in ways both overt and so subtle that often the people involved in these institutions don’t even recognize what’s happening.
I had a question are you gay or lesbian and do you think middle schools should be discussing homosexuality or are they too young? i just saw a video and a middle school have a gay straight alliance and it worries me that kids are talking about sex.
Asked by Anonymous
Discussing sexuality is not always the same thing as discussing sex; one can discuss attraction without mentioning sex, one can discuss romantic love without discussing sex. However, middle school aged children need to discuss, verbally express, and receive counseling about their sexuality in a safe, tolerant, and accepting environment. Middle school aged children are thinking about sex and their sexuality, and they are anxious about whether they are normal or okay, or safe. Schools that have clubs, and/or counseling groups, for LGBTQIA students are more tolerant, supportive, and safe; and all students benefit from this. Children who are LGBTQIA deserve safety, recognition, and acceptance.
What many people do not know is that the use of standardized tests has its origins in the Eugenics movement, where basic tenets assert that certain races are inferior to others biologically and intellectually.
Karen Lewis, President of the Chicago Teachers Union
A MUST read by Chicago Teachers Union president Karen Lewis. Standardized testing isn’t about improving education, it’s a way for the system to sort out which kids are meant to succeed and which are destined failure.
(via socialismartnature)
But we can change academia from the inside right??!! Nah. How many do I know who went in thinking that but are now miserable because it’s just white ppl plagiarizing them all day long? Too fucking many.
(via lareinaana)
^^^^^^^^^^!!!!!
(via labrownrecluse)
(via labrownrecluse)
One of the most important reasons to encourage an individual rather than praise them is to empower that individual. If I give you praise then I am telling you that you need my approval, that your worth is determined by me; when you should be able to define your own worth without seeking out approval from another. This seeking approval can come naturally because many of us want our loved ones to value what we think, feel, and do, and wanting the approval of a loved one is not a bad thing necessarily but one can be supportive while encouraging an individual. Praise is instant gratification; praise is here and gone in a second. “Oh, that’s nice,” the teacher says to the child who just showed them his or her artwork. The child sought attention and appreciation, received a typical response, and returns to their seat. Sure, saying “that’s nice” is a nice thing to say but encouraging statements leave a greater impact and truly shows the individual that you are paying attention. By saying “that’s nice” the teacher has given the child their approval. That tells the child what they did is important if the teacher says so, reinforcing authority, rather than encouraging positive self-esteem.
what does facilitating parenting style mean
Asked by Anonymous
Facilitator is a label used in Child Development and Education books and classes that describes a care-giver and/or parent’s style of teaching. There are several labels but the two most discussed, at least in my experience, is the facilitator vs. the authoritative figure.
A facilitative parent or care-giver is one who allows for the child(children) to interact and play authentically within a safe environment, while modeling desired behaviors thereby guiding the child to make positive choices.
For example: Little Bear and I went to the beach the other day, in January. The ocean water was very cold, the breeze was steady, but Little Bear was determined to get into the water.
Now, I knew the water would be cold, and she did too because we discussed it before-hand; and I had two choices. I could decide that getting wet and cold was not worth this adventure in curiosity or I could let her have a safe experience that she wanted. I allowed her to get into the water. She swam in three feet of water and waded in the surf. I stayed near her to insure her safety, so that she didn’t get caught in the undertow or something. I monitored, loosely, how cold she was by examining the color of her fingers. She played freely within a safe environment, or relatively safe environment, and I made sure to remind her how much water time she had left: “10 more minutes. Five more minutes. Two more minutes.”
When her water time was over she didn’t argue about it but instead told me that she needed new clothes on, which we always carry just-in-case. I asked her “how can we change your clothes?” to foster her self-care techniques. “We can get my new clothes out of the bag and then go to that bathroom” she told me. I asked her questions like: “do you need a towel?”, “how can we get the sand off?”, “are you feeling cold, cool, warm, or hot?”, and “what can you wear to make you feel warm?”.
Facilitative style:
- allows the child to make their own decisions within reason and in a safe environment.
- fosters child’s ability to self-care, self-regulate, and use self-management techniques.
- promotes positive self-esteem
- Guides and models desired behaviors rather than demanding obedience.
- Gives child opportunities to express their curiosity.
- Fosters positive social interactions.
Praise vs. Encouragement
One of the most important reasons to encourage an individual rather than praise them is to empower that individual. If I give you praise then I am telling you that you need my approval, that your worth is determined by me; when you should be able to define your own worth without seeking out approval from another. This seeking approval can come naturally because many of us want our loved ones to value what we think, feel, and do, and wanting the approval of a loved one is not a bad thing necessarily but one can be supportive while encouraging an individual. Praise is instant gratification; praise is here and gone in a second. “Oh, that’s nice,” the teacher says to the child who just showed them his or her artwork. The child sought attention and appreciation, received a typical response, and returns to their seat. Sure, saying “that’s nice” is a nice thing to say but encouraging statements leave a greater impact and truly shows the individual that you are paying attention. By saying “that’s nice” the teacher has given the child their approval. That tells the child what they did is important if the teacher says so, reinforcing authority, rather than encouraging positive self-esteem.
Here are some examples of both praise and encouragement:
“That’s nice” vs “What was your favorite part of ____ ?”
Ex) that drawing, your dance, your song, etc.
“Good job” vs “I saw that you _______ “
Ex) handed out the papers, shared that toy, etc.
“That’s/You’re Beautiful” vs “Do you like _____ ?“
Ex) your long hair, wearing that color, jewels on your clothes? Drawing princesses? Etc.
“You were the best!” vs “You worked really hard, didn’t you?”
“You are so smart” vs “How did you think of that?”
“I like it” vs “What do you like about this?”
“That’s my boy/girl/kid” vs List some of their achievements:
“You helped them put the toys away, you held my hand while crossing the street, you talked nicely to others, etc.”
“I am proud of you” vs “Are you proud of yourself?”
Praise promotes competition, instant gratification, needing the approval of authority figures, codependency, and low self-esteem.
Encouragement promotes positive self-esteem, self-reflection and personal growth, and puts the focus on the child/individual’s efforts and achievements.
My daughter, Little Bear, is in 2nd grade and in the Special Education program. She is in this program because she gets overwhelmed in large groups, to the point that she runs away. I am happy that she is in this program; however, my concern is that there is limited learning going on and I am going to be doing some teaching from home.
I would love it if y'all could comment with your recommendations on what to teach. Thank you in advanced :D
examples:
- musical instruments: how to spell the names of instruments, how to play one or two of them, listening to some composers, etc.
- colors: spelling the name of colors, painting and mixing colors, learning about the different shades, etc.
P.S. I’m not afraid of her “getting behind” for her grade level; I’d rather she found ways to learn and how to learn, rather than just regurgitate information back. Any ideas?