Kalpana+iyengar

My Assignments

1. A Worldview - (Writing to Live - How to Teach Writing for Today's World) - Due June 14th 2. Text Types and Genres - Due June 15th 3. Tolerating Intolerance - Article - Due June 14th 4. Regarding Momentum: Teacher Inquiry as ongoing Professional Development - Article- Due June 15th 5. Good Talking about Teaching - Article - Due?

1. A Worldview "How we as teachers envision the world shapes how and what we teach in our classrooms, for our vision shapes our perceptions of our students and the futures we wish for each of them" (Simon, 2006 pg 1).

The chapter begins with a call for teacher to become globally aware so that they can relate to every child in the classroom. Like the little Matthew, who was inspired with the poet Bruce, students need a source of inspiration to grow in classrooms, and if the teacher is that source then there will be phenomenal results. Participatory Democracy is a process where everyone is valued and affirmed. Unfortunately, The curriculum is designed by people who may or may not have any experience with the students' lives and experiences. Such a curriculum will thwart the needs of students which may result in student dropout rates. Hence, "The school system itself becomes the agent that denies education to the very child it is funded to teach" (pg 2).

Valuing Diversity addresses the strengths of this book, "Writing to Live - How to Teach Writing in Today's World." This book is intended for teachers who are globally conscious and accepting. This book helps those teachers who respect diverse students in their classrooms; teachers who are willing to incorporate the lived experiences and funds of knowledge that each child brings to the classroom. Such a teacher will create a community of learners that can coexist and create a valued society. This book is also for those teachers who do not compartmentalize students based on the student's color, ethnicity, and nationality, but for teachers who are embracing to different cultures and make all students feel inclusive. This book will benefit those teachers who enjoy their students irrespective of the student's religion, family background, social affinity, and language(s) usage. The author posits that the teacher's responsibility is to create a peaceful cohesive learning community in their classrooms with the diversity students bring to the classrooms. So, " The child shall be protected from practices that discriminate against people-especially against people's race or religion. The child should be brought up in a spirit of understanding, telerance, friendship among peoples, peace and universal brotherhood" (pg 3). Children have common traits, yet are unique in their own ways. No two children learn the same way using the same tools; one may be more articulate while the other may be proficient in writing. There are several kinds of learners and it is the teacher's responsibility to tap into all the talents in their students. Every child brings his/her own personality into the classrooms. However, a teacher who respects all the students in classrooms also needs help with resources, weaker framing of curriculum so that they can interpret the materials as required by their students' needs, and be able to use culturally relevant materials.

The argument of holistic educators, who insist that the classroom teacher is the right authority to design the curriculum because these teachers live with the students day in day out, needs attention. According to Dr. Mansilla, the teachers must become the harbingers of culturally relevant materials between the culture and the students, so the teachers need sound knowledge of the materials before they impart knowledge to their students. Teachers ned to recognize the different families represented in their classrooms, and try to educate students about different cultures. The value of performance pedagogy in Aspendale Gardens Primary School in Melbourne is an "example of school and community members working together to construct curriculum that is relevant and important to the lives of the children" (pg 6).

In "Language as Representing the World," the author examines the function of language in our lives. We use language to construct new knowledge every time we travel or experience different feelings, for example. The student's use of language when asked to "write about the futures they hoped for" is an example of how students use language to express how they see their future depending on their experiences and exposure to the world. While one student write about the Iraq war, the other focussed on poverty and hunger in our world. The variety in expression is possible because we all use the language differently by writing about our experiences and wonderings.

"Valuing All Art Forms" is my favorite sub topic in the chapter because I love performing arts myself. I learn an expressive dance style called Bharatanatyam along with my darling children, and we perform from time to time. Expressive art forms have been in existence for a long time, especially in eastern cultures. Arts such as dance, drama, music, and visual arts must make their way into our prescriptive and monotonous curriculum to establish a variety and inculcate the love of arts in our youngsters. Arts can be a valuable learning tool for children through adults because art has a didactic purpose of educating and entertaining.

"Umroa Jaan" is the story of a prostitute who was kidnapped while she was eight years old and forced into the profession. Before she dies, she decides to visit her hometown Faridabad, but she is scorned by her mother and brother, and people insult her to the point that she discloses how she feels about the world. Mere interpretation of this situation/song may not have the impact the song sequence has on us! That is the power of arts and media literacy. [] [|Umrao Jaan] [|Umroa Jaan]

[|Padma Subramanyam]