Blog #10: Age

Before reading this chapter, I had never really considered age as a major factor of culture. The text brought up some very interesting points, though, and it made me think about how much the age group to which I belong affects my life and my self-perception of culture. It also made me look back on the age groups I've outgrown, and ponder what's to come.

As a middle school teacher, I spend my days with students ranging from about 11-14 years old. Most of these students are riding on a roller coaster of hormones and emotions, as they go through puberty as well as the social demands of adolescence. The first topic within the Adolescence section of the chapter is "Relationship with Parents," which is such a big deal to kids at this age. I chuckle to myself as I see students have their parents drop them off a block away from school, just to make sure their friends don't see them getting out of their parents' car! It's clear that these youth want to be independent from their parents, and they refuse to admit how much they depend on them. I overheard two seventh grade boys discussing their cell phones and as one boy pointed out how much cooler and expensive his phone was, I couldn't help but interject and point out that neither of them paid for their phones or the coverage, so they should just be thankful for what they have. Of course, in response, they rolled their eyes and walked away.

This mindset of independence goes beyond the embarrassment of being seen with one's parents, and becomes overwhelmingly a surge of rebellion. I realize things have changed drastically since I was in middle school, but I'm still shocked at some of the things the students say and do. When I was in middle school, it was a big deal if a boy and a girl kissed. But there are plenty of students at the school I work at who are sexually active; there are even several girls pregnant in middle schools across the district. It's frightening to think of how quickly their childhood passed by and that they're now facing adult issues, like pregnancy, at age 13. Beyond the sexual behaviors, many students are experimenting with drugs and alcohol. These adolescents are so vulnerable to peer pressure, and if one kid has access to drugs, it won't be long before he and all his friends have tried it.

Aside from their risky behaviors, what shocks me most is the way adolescents treat each other. They all want to fit in and be accepted so badly that it seems they'll do whatever it takes. And the students who don't make it into the "in" crowd are clearly isolated. Bullying has become such a problem, and despite how much we try to talk to the students about it, it doesn't seem to be getting any better. Just like there is peer pressure to have sex and do drugs, bullies have a way of influencing other people to follow in their footsteps. Soon, what was once a bully picking on another kid, has become a group of bullies picking on that same kid. With youth violence and street games active and growing, bullying can quickly escalate from name-calling to someone being seriously injured. Furthermore, the emotional wounds of the person being bullied can cause depression, anxiety, or even lead to self-injury or suicide.

Being a middle school teacher is not easy, but I wouldn't have it any other way. It's a very unique population with very unique needs. It is our role, as teachers, to give these students positive guidance, support, and role models to help them get through the difficult years of adolescence.

Blog #9: Geography

I was born in Richmond, Virginia and spent my first few years in a suburb of the city. At age 5, my father's job took my family to a small town in Cobb County, Georgia. Although my home in Virginia was hardly urban, it seemed like a big city compared to Powder Springs, Georgia! So my first experience in public education was at Varner Elementary School, which was built only a year before I enrolled. I don't remember much of my education there, seeing as I moved back to Virginia after second grade. From third grade through high school graduation I attended public school in Midlothian, Virginia. I lived in a middle to upper class suburban area. The student body was predominately white, with some African-Americans, and only a few Hispanic students. The county website explained, " In 2009-10, the student body was 58 percent white, 28 percent black, 8 percent Hispanic, 3 percent Asian/Pacific Islander and 1 percent American Indian/Alaskan native/unspecified,"(http://chesterfield.k12.va.us/CCPS/About_CCPS/ccps.htm) but it was not broken down into specific percentages per school.

Although most of my childhood and adolescence occurred in the suburbs, I spent my summers growing up at a camp in the Appalachian Mountains, which epitomizes most outsider's views of what "Southern people" are like. That part of the state is much more behind the times, with many closed minded people still flying Confederate flags and card-carrying members of the KKK. Racism is evident and many people are happily stuck in their ways. On the other hand, the "South" has some very progressive areas as well. There are plenty of big cities that seem almost detached from the stereotyped Southern mentality.

When moving to Texas, there was quite a cultural adjustment to be made. Virginia and Georgia are both part of the "South," but Texas is a whole different kind of South. As odd as it may sound, I had never been around so many Hispanic people, but at the same time going into TCU, I had never been around so many rich people! It was quite a mix to adjust to.

The question came up in class whether our geographic background affects our teaching, and for me it's a resounding yes. My teachers had very high expectations, and I worked very hard to meet those expectations. It may just be my perception, but it seemed like my peers were generally respectful towards teachers and authority figures. On the other hand, many of the students I see on a daily basis at the middle school I work at in Irving have opposite mentality. Many seem very disinterested, unmotivated, apathetic, and disrespectful. Despite this, I hold students to the same expectations that I was held to. I feel that students have not been given enough motivation and self drive to feel the intrinsic need to do well in school. They have never been held accountable for their grades or behavior, but I do not accept this. I have clear expectations for my students, and I do not take any excuses. Sometimes a little bit of discipline, caring, and belief in our students can make all the difference.

Blog #8: Religion

This week's presentation on religion brought up some very interesting conversation. Religion is a topic in which people are usually very opinionated about. Opinions in our class varied from people with very strong Christian beliefs who would support prayer in school and posting of the ten commandments to those who believe religion should not even be mentioned in school, and everything in between. I think it was very wise of the group to begin with posting the First Amendment of the Constitution as well as mentioning the Establishment Clause and the Free Exercise Clause. Because despite our personal beliefs or convictions, the ultimate decisions over the role of religion and school always comes down to these clauses. Despite what some people might believe or want to believe, our country was not founded on Christianity; it was founded on the notion of freedom of religion (or freedom from religion if one chooses).

I think when it comes to school, one must consider the difference between teaching about religion and teaching religion as truth, as explained on the website www.religioustolerance.org. In 1995, the U.S. Department of Education released “Religion In The Public Schools: A Joint Statement Of Current Law” (http://www2.ed.gov/Speeches/04-1995/prayer.html) which explicitly stated that “Students may be taught about religion, but public schools may not teach religion.” In other words, there is nothing wrong with teaching students about various religions of the world and how they have influenced different content areas including history, literature, and many genre of art. Furthermore, I see no harm in students discussing their religious preference or questions with their peers. In fact I think it is good for students to have such discussion with their peers as long as it is not in a manner in which any student feels uncomfortable or pressured. As a teacher, I do not think it is appropriate or necessary to disclose my religious preference to my students, but I do incorporate religious studies into some lessons (such as a unit we did in December about different holidays including Christmas, Hanukkah, and Kwanzaa).

The argument came up many times in class that it would be nothing but beneficial to promote “Christian morals” in public schools. I agree that all students can benefit from moral values, but I don’t believe that morals need to be linked directly with Christianity or any religion for that manner. The truth is, I have known some very immoral people that call themselves Christians, and on the flip side I know some people who identify themselves as atheists who are quite morally upstanding. It’s unfortunate that some people are unable to separate the ideas of religion and morality.

As educators, it is our job to create a safe, welcoming learning environment for all students, despite their differences, religious or otherwise. We need to embrace the differences and teach our students to do likewise. Our actions as teachers should reflect the moral values we wish to see in our students, not a religious doctrine. We ourselves must learn amd teach our students to peacefully coexist, in and outside of the classroom.