Blog #2
Everybody Blog
Suzanne C.
Introduction and Chapter 1
The book Boys and Girls Learn Differently by Michael Gurian raises the theory that differences in males and females can be explained by the makeup of their brains. Since his book was first published ten years ago, technology has given ways to brain scans that have proven his theory. His methods have also been proven successful in his pilot programs.
Gurian found that because the brain stem in the male brain is at rest to a greater extent than in the female brain that males may be more likely to respond with a physical response when they are emotionally charged. Males also are quicker to respond to attention demands in physical environments because their basal ganglia engages more quickly. Chip Wood, referred to the importance of physical movement in his book Yardsticks. He stated that due to their developmental level children often need to move around during the day. Gurian also discovered that it is is typical for boys to need to be physical because of their brain makeup. Therefore, as Wood states it will help to combat behavior problems and make a difference in how they feel and perform if children have even five or ten minutes to run around.
I was originally skeptical about some of Gurian's claims about how girls and boys learn and react differently. While I know genetics is a factor I always thought environment was a large factor as well. However, science and his pilot programs support his claims. So what do we do with this information. At first glance differences in the brain can make the other sex look superior. It struck me that Gurian described girls that wanted to be engineers and pilots as people that had an abnormality called Congenital Adrenal Hyperplasia which caused there adrenal glands to produce excess androgen which is a testosterone-like chemical. It seemed as if he was saying that something was wrong with their brain so that is why they chose a more spatial male field. However, Gurian also mentions in the book that the differences in the brain are not pointed out to state that either gender is superior or in need of more help than the other. Instead, the differences are pointed out so that teachers and parents have explanations for behaviors and can make changes to help children learn better. So now that we know that boys and girls learn differently I look forward to learning how we can take this information and apply it to our teaching methods and strategies.
Sunday, January 30, 2011
Men Are from Mars, Women Are from Venus
Daniela Elliott
Blog #2
Everyone blog
(Introduction and Chapter 1, pages 1-42)
When I had the opportunity to choose which book I wanted to read for the literature circle there was no question in my mind that “Boys & Girls Learn Differently” was the book for me. Although there is much to know and understand when it comes to teaching children of all ages, I’ve always felt that one of the biggest and most obvious challenges that I’d face in teaching was the differences I’d face between teaching girls and boys. I felt this way because going through adolescence, the drama of high school and uncertainty of college, the one question that always reigned in my mind was something along the lines of: “why are boys like that?!”
Along with other behavioral, mental, social and additional challenges that children bring to the classroom, resolving these issues might require a scientific approach. As stated in the book by Robert Sylwester:
Our brain has always defined the education profession, yet educators haven’t really understood it or paid much attention to it….Our brain is at the edge of understanding itself!
This quote states what I believe a lot of educators have considered but never reacted upon. Educators need to take a step back and take a scientific approach to understanding children and understanding should start at the “hub” of our bodies, the brain.
After reading only the first chapter, the concept “Men Are from Mars, Women Are from Venus” is not such a strange concept any more. The long list of developmental, structural, chemical, hormonal, functional differences between a male and female brain is immense; but, now I can put an answer and reason to some of the typical questions that come to mind when wondering why girls or boys act the way they do. What I am eager to gain from this book is how to apply the information to help me become a better educator because so far, it seems like a long list of facts and nothing more.
Vocabulary/Concept Vitalizer
Daniela Elliott
Blog 2
(Introduction and Chapter 1, pages 1-42)
(Introduction and Chapter 1, pages 1-42)
1. Neurons – an electrically excitable cell that processes and transmits information by electrical and chemical signaling. Neurons are the core components of the Nervous System which includes the brain, spinal cord and peripheral ganglia.
2. Glial cells – are non-neuronal cells that maintain homeostasis (a stable, constant environment), form myelin and provide support and protect the brain’s neurons. Glial cells have four functions: to surround neurons and hold them in place, to supply nutrients and oxygen to neurons, to insulate one neuron from another, and to destroy pathogens (infectious agents such as a virus, bacteria or fungus) and remove dead neuron.
3. Myelin or Myelination – an electrical insulator, meant to resist the flow of electrical charge. Myelin forms a layer, called the myelin sheath, around the axon (a long slender projection of a neuron, that conducts electrical impulses away from the neuron’s cell body) of a neuron. Myelin is an outgrowth of a glial cell and is essential of the proper functioning of the nervous system. Myelin is first produced in the 14th week of fetal development, myelination occurs quickly during infancy and it does not stop until the adolescent stages of life.
4. Congenital Adrenal Hyperplasia, CAH
refers to a genetic disorder of the adrenal gland and, is the most common Autosomal Recessive disorders. The adrenal glands help keep the body in balance by making the right amounts of hormones, such as Cortisol, Aldosterone, and Androgen. People with CAH lack an enzyme needed by the adrenal glands to make enough of the hormones Cortisol and Aldosterone and instead make too much Androgen. Androgen is a steroid hormone that stimulates or controls the development and maintenance of male characteristics; including male sex organs and the development of male secondary sex characteristics; it causes male characteristics to appear early or inappropriately in females. CAH is an autosomal recessive disorder, meaning that a recessive gene is located on one of the Autosomes (chromosome pairs 1through 22, see picture). “Recessive” means that two copies of the gene are necessary to have the trait or disease; one inherited by the mother and the second is inherited by the father. When a male and female “carrier” of the recessive gene have a child it can be passed on to the child and it is usually is a complete surprise. About 1 in 10,000 to 18,000 children are born with CAH.
refers to a genetic disorder of the adrenal gland and, is the most common Autosomal Recessive disorders. The adrenal glands help keep the body in balance by making the right amounts of hormones, such as Cortisol, Aldosterone, and Androgen. People with CAH lack an enzyme needed by the adrenal glands to make enough of the hormones Cortisol and Aldosterone and instead make too much Androgen. Androgen is a steroid hormone that stimulates or controls the development and maintenance of male characteristics; including male sex organs and the development of male secondary sex characteristics; it causes male characteristics to appear early or inappropriately in females. CAH is an autosomal recessive disorder, meaning that a recessive gene is located on one of the Autosomes (chromosome pairs 1through 22, see picture). “Recessive” means that two copies of the gene are necessary to have the trait or disease; one inherited by the mother and the second is inherited by the father. When a male and female “carrier” of the recessive gene have a child it can be passed on to the child and it is usually is a complete surprise. About 1 in 10,000 to 18,000 children are born with CAH.
5. Gray Matter vs. White Matter – Gray matter consists of neuronal cell bodies, neuropil (a region between neuronal cell bodies in the matter of the brain and spinal cord), glial cells and capillaries (the smallest of a body’s blood vessel). The gray color comes from the capillary vessels and neuron cell bodies.
White Matter consists of myelinated axons. Axons are long, slender projections of a neuron that conduct electrical impulses away from the neuron’s cell body. The function of white matter tissue is to allow messages to pass through different areas of gray matter. The white color is due to the myelin that surrounds the axons; the myelin which is an electrical insulator assist in allowing messages to pass quickly from one place to another. If ever there is damaged white matter, the brain can find “alternate routes” in which to pass messages through. Although it is disputed, gray matter is said to peak in development in a person’s twenties, while white matter is said to peak in development during the middle ages.
Rigorous Researcher
Daniela Elliott
References:
Blog #2
(Introduction & Chapter 1, pages 1-42)
Research Topic - Title IX
Title was first enacted in 1972 as Title IX of the Education Amendments Act of 1972; it was later renamed the Patsy T. Mink Equal Opportunity in Education Act after Congresswoman Mink.
Title IX states:
No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance...
This definition of “program or activity” was later expanded to include all the operations of an educational institution, government entity or private employer that receive federal funding.
Title IX is most commonly recognized by people because of its connection to athletics but, Title IX addresses other areas of gender equality. These areas include: Access to Higher Education, Athletics, Career Education, Education for Pregnant and Parenting Students, Employment, Learning Environment, Math and Science, Sexual Harassment, Standardized Testing and Technology.
A short analysis of the ramifications that Title IX has had in these 10 issues:
Access to Higher Education – There is less injustice against women admission and financial aid support in higher education. Women earn undergraduate and graduate degrees at a higher rate than men. Also, more women are studying the same majors, which normally were dominated by men, such as medicine and law. All this combined has assisted in the advancement of the economic status of women in society.
Athletics – Significant growth in the number of women participating in sports and receiving athletic scholarships; furthermore, there are higher levels of sport participation available to women. This increased participation in sports has also aided in keeping females of all ages healthier and living longer lives.
Career Education – Schools can no longer segregate courses based on gender; females are free to follow any career training courses they choose.
Education for Pregnant and Parenting Students – Title IX protects teenagers, their children and future children from being treated adversely. Schools are allowed to have separate programs for pregnant teenagers but enrollment in such programs must be voluntary.
Employment – Title IX has led to a greater number of female faculty members at a variety of levels, the gap in wages has decreased and top administrative positions in higher education are occupied by women.
Learning Environment – Learning environments have changed greatly since prior to Title IX, there are fewer stereotypes, equal support and responsiveness available for females.
Math and Science – These fields of study, once dominated by men, are now courses very often taken by females; upper level high school math and science courses required for these majors in college are taken by girls at the same rate as boys.
Sexual Harassment – Any unwanted or unwelcome sexual behavior that interferes with a student’s education opportunity is required to be prevented and addressed, no matter who it is perpetrated by.
Standardized Testing – “Title IX requires that tests must be valid predictors of success in the areas being tested and that they measure what they say they measure. If a test doesn't meet this standard, and if it results in a lower score for a significant number of members of one sex, it may be unlawful.”(Corbett, Hill, & St. Rose, 2008)
Technology – Prior to Title IX it was said that computer and computer programming was “male territory” and that when it came to women, computers were of only one use: data entry. Because of the importance of computers and technology in education and employment, both girls and boys are spending equal amounts on computers at school and at home. Boys still have a higher tendency in leaving high school with a greater interest in and knowledge of computer technology.References:
1.Corbett, C., Hill, C. & St. Rose, A. (2008) Where the Girls Are: The Facts about Gender Equity in Education. American Association of University Women, http://www.aawu.org
"Everything Has a Connection"
Suzanne C.
Blog #2
Introduction and Chapter 1- (pages 1-42)
Creative Connector
While I knew that the topic of boys and girls learning differently would be applicable to my life I was also able to find several connections to my life experiences in it. On page 14, in Chapter 1 it says,
"She told us about a boy who just couldn't sit still. To help him stop getting in constant trouble for his fidgeting, she decided to ask him to run errands for her. This gave him something to do."
This passage reminded me of a child I had worked with. When it was clean up time he would always run around the room and bump into things. Originally I thought that he was just avoiding clean up, but I discovered that he usually had done his part and just didn't know what to do next. So I ended up giving him the job of snack helper. He passed out all the bowls, cups, napkins, and pitchers and was able to do it without crashing into other people or things.
Another passage that related to my life was on page 8 of the Introduction.
"Boy-girl literacy gap has caused schools to consider separating boys and girls in reading and writing classes. Likewise, the goal of helping girls be more successful in math, science, and technology has led to more girls-only classes in these subjects in both public and private schools."
This made me think of the all girls, Catholic school that I attended from 8th to 12th grade. Interestingly enough I always thought I went there because I might learn better because boys might be distracting, I had attended Catholic school since preschool, and because my family believed it would be safer than my local public school. In reflection now, I wonder if my school had programs in place to make us more successful in math, science, and technology or if they simply believed we'd do better because we wouldn't be distracted. I don't remember being taught any differently than I had been in my co-ed school, but I do remember being told that we could be successful in science and math.
The final passage that I made a connection with was in Chapter 1 on page 28.
"Beginning in prepuberty, generally around ten years old, males often receive as many as seven to ten "spikes" or "surges" of testosterone every day. During the spiking, hormonal flow can make their moods vacillate between aggressive and withdrawn."
This passage connected to my life experiences because it helped to explain something that I did not understand at the time. Often times when I worked in a school-age classroom I found that the boys were moody. They would be engaged in a preferred activity and then would suddenly be trying to punch someone. I also found this with a child who was 9 that I would babysit on weekends while his parents were away. He would be playing a game with his brothers and I and then would want to go up to his room and be alone. I never understood these behaviors before or was simply just annoyed by them. In the future, I know there is a reason for them and I will not get as frustrated.
Blog #2
Introduction and Chapter 1- (pages 1-42)
Creative Connector
While I knew that the topic of boys and girls learning differently would be applicable to my life I was also able to find several connections to my life experiences in it. On page 14, in Chapter 1 it says,
"She told us about a boy who just couldn't sit still. To help him stop getting in constant trouble for his fidgeting, she decided to ask him to run errands for her. This gave him something to do."
This passage reminded me of a child I had worked with. When it was clean up time he would always run around the room and bump into things. Originally I thought that he was just avoiding clean up, but I discovered that he usually had done his part and just didn't know what to do next. So I ended up giving him the job of snack helper. He passed out all the bowls, cups, napkins, and pitchers and was able to do it without crashing into other people or things.
Another passage that related to my life was on page 8 of the Introduction.
"Boy-girl literacy gap has caused schools to consider separating boys and girls in reading and writing classes. Likewise, the goal of helping girls be more successful in math, science, and technology has led to more girls-only classes in these subjects in both public and private schools."
This made me think of the all girls, Catholic school that I attended from 8th to 12th grade. Interestingly enough I always thought I went there because I might learn better because boys might be distracting, I had attended Catholic school since preschool, and because my family believed it would be safer than my local public school. In reflection now, I wonder if my school had programs in place to make us more successful in math, science, and technology or if they simply believed we'd do better because we wouldn't be distracted. I don't remember being taught any differently than I had been in my co-ed school, but I do remember being told that we could be successful in science and math.
The final passage that I made a connection with was in Chapter 1 on page 28.
"Beginning in prepuberty, generally around ten years old, males often receive as many as seven to ten "spikes" or "surges" of testosterone every day. During the spiking, hormonal flow can make their moods vacillate between aggressive and withdrawn."
This passage connected to my life experiences because it helped to explain something that I did not understand at the time. Often times when I worked in a school-age classroom I found that the boys were moody. They would be engaged in a preferred activity and then would suddenly be trying to punch someone. I also found this with a child who was 9 that I would babysit on weekends while his parents were away. He would be playing a game with his brothers and I and then would want to go up to his room and be alone. I never understood these behaviors before or was simply just annoyed by them. In the future, I know there is a reason for them and I will not get as frustrated.
"I Knew That, but Why?"
Suzanne C.
Blog #2
Literary Luminator
Introduction and Chapter 1- pages 13-42
The title of the book Boys and Girls Learn Differently by Micheal Guarian gives the reader an obvious clue as to what the book will be about. Most people would already say that they knew boys and girls were different. The following passages are the ones that helped me best answer the question as to why?
The first passage of the book that struck me was the following in Chapter 1 on Page 31.
"Both females and males must be equally understood and protected emotionally. So any brain research pointing out ways in which boys are more emotionally fragile than girls is not offered to take attention away from girls' emotional needs. It is offered to inspire us to a new vision of males. Males are simply not as tough as we think; often females are emotionally tougher (though it doesn't appear so when they overtly show distress in tears and in talk more than do boys)."
Up to this point in the book the author had done a wonderful job at outlining the physical and biological differences of male and female brains. However, as differences were described I began to focus on what each gender was lacking. In saying that females tend to speak in sentences earlier than males because the Arcuate fasciculus or curving bundle of nerve fibers in the central nervous system develops earlier, I felt that males had a deficit that needed to be corrected. However, the above quote reflects the idea that the differences should not be seen as things that are problems but simply things that should be considered when addressing a child's learning needs.
So why are male and female brains different. The following passage in Chapter 1 on pages 38 and 39 expresses an evolutionary reason.
"In order for the human species to survive, this divergence of sex roles was necessary, Until about ten thousand years ago, when the agricultural age arose in many parts of the world, humans were hunter-gatherers. Males were responsible for hunting (a very spatial occupation) and periphery protection and war (very aggressive occupations); females were responsible for gathering roots and other vegetation and most child care (sensory and verbal occupations)...
Over millions of years, the brain both created and accommodated these circumstances. Females had to be better at verbal skills than males; males had to be better at spatials and more physically aggressive. Females had to care more about small-group consensus; males had to rely more on pecking-order hierarchies with dominant leadership. Females had to hear, see, and use all the senses and remember variety among things in order to provide the subtle brain development and care a child needs; males had to focus on the single task of providing for and protecting communities of children."
The theory that male and female brains had to develop differently over time so that each gender might survive makes sense. However, I question why this does not continue. The author says that as the brain changed the changes were passed on by heredity. This explains the widespread gender differences in brains, but as we no longer live in a hunter-gatherer society why wouldn't the brain change to accommodate the current values and roles of society. As the book goes on, I hope to find the answer to this question.
After understanding the basic concept of the book that male and female brains are physically different and that we should teach them differently, I was slightly overwhelmed. However, this quote on page 4 of the Introduction , from a 20 year veteran teacher, who despite her training and knowledge had two sons who struggled in school, gave me some comfort.
. "This work isn't giving schools and families yet another thing to do, but giving them a new way to make the important things they are already doing most effective."
I felt this passage was important because it emphasized the point that we should not interpret the knowledge that male and female brains are different and therefore say that one sex is inferior to the other. The differences are not to be seen negatively as abnormalities that need to be fixed, but instead as information that will help us to consider our students individual needs and help them to better succeed.
Blog #2
Literary Luminator
Introduction and Chapter 1- pages 13-42
The title of the book Boys and Girls Learn Differently by Micheal Guarian gives the reader an obvious clue as to what the book will be about. Most people would already say that they knew boys and girls were different. The following passages are the ones that helped me best answer the question as to why?
The first passage of the book that struck me was the following in Chapter 1 on Page 31.
"Both females and males must be equally understood and protected emotionally. So any brain research pointing out ways in which boys are more emotionally fragile than girls is not offered to take attention away from girls' emotional needs. It is offered to inspire us to a new vision of males. Males are simply not as tough as we think; often females are emotionally tougher (though it doesn't appear so when they overtly show distress in tears and in talk more than do boys)."
Up to this point in the book the author had done a wonderful job at outlining the physical and biological differences of male and female brains. However, as differences were described I began to focus on what each gender was lacking. In saying that females tend to speak in sentences earlier than males because the Arcuate fasciculus or curving bundle of nerve fibers in the central nervous system develops earlier, I felt that males had a deficit that needed to be corrected. However, the above quote reflects the idea that the differences should not be seen as things that are problems but simply things that should be considered when addressing a child's learning needs.
So why are male and female brains different. The following passage in Chapter 1 on pages 38 and 39 expresses an evolutionary reason.
"In order for the human species to survive, this divergence of sex roles was necessary, Until about ten thousand years ago, when the agricultural age arose in many parts of the world, humans were hunter-gatherers. Males were responsible for hunting (a very spatial occupation) and periphery protection and war (very aggressive occupations); females were responsible for gathering roots and other vegetation and most child care (sensory and verbal occupations)...
Over millions of years, the brain both created and accommodated these circumstances. Females had to be better at verbal skills than males; males had to be better at spatials and more physically aggressive. Females had to care more about small-group consensus; males had to rely more on pecking-order hierarchies with dominant leadership. Females had to hear, see, and use all the senses and remember variety among things in order to provide the subtle brain development and care a child needs; males had to focus on the single task of providing for and protecting communities of children."
The theory that male and female brains had to develop differently over time so that each gender might survive makes sense. However, I question why this does not continue. The author says that as the brain changed the changes were passed on by heredity. This explains the widespread gender differences in brains, but as we no longer live in a hunter-gatherer society why wouldn't the brain change to accommodate the current values and roles of society. As the book goes on, I hope to find the answer to this question.
After understanding the basic concept of the book that male and female brains are physically different and that we should teach them differently, I was slightly overwhelmed. However, this quote on page 4 of the Introduction , from a 20 year veteran teacher, who despite her training and knowledge had two sons who struggled in school, gave me some comfort.
. "This work isn't giving schools and families yet another thing to do, but giving them a new way to make the important things they are already doing most effective."
I felt this passage was important because it emphasized the point that we should not interpret the knowledge that male and female brains are different and therefore say that one sex is inferior to the other. The differences are not to be seen negatively as abnormalities that need to be fixed, but instead as information that will help us to consider our students individual needs and help them to better succeed.
Essence Extractor
Alison Getsloff
Blog #2
Essence Extractor
(Introduction and Chapter 1, pages 1-42)
Biological and learned behaviors are the hardest to distinguish- especially trying to decipher between male and females.
Blog #2
Essence Extractor
(Introduction and Chapter 1, pages 1-42)
Biological and learned behaviors are the hardest to distinguish- especially trying to decipher between male and females.
Idea Illustrator
Alison Getsloff
Blog #2
Idea Illustrator
(Introduction and Chapter 1, pages 1-42)
The biggest theme from the first chapter is how the male and female brains differ from one another. I thought this picture best describes how different our thought and emotional processes are.
The next theme that I felt was important from these readings was about how girls and boys are born with certain instincts and how other instincts are made from real life experiences, or how a particular child is raised. This photo depicts how a mother has dressed each child into their specific female or male roles in society.
This last photo I chose because I believe this teacher is giving a student a little extra help. Reading this chapter makes you realize that when teaching, you aren't teaching just a class, you are teaching 25 individuals. Everyone is different, and some may need extra attention or accommodation.
Blog #2
Idea Illustrator
(Introduction and Chapter 1, pages 1-42)
The biggest theme from the first chapter is how the male and female brains differ from one another. I thought this picture best describes how different our thought and emotional processes are.
The next theme that I felt was important from these readings was about how girls and boys are born with certain instincts and how other instincts are made from real life experiences, or how a particular child is raised. This photo depicts how a mother has dressed each child into their specific female or male roles in society.
This last photo I chose because I believe this teacher is giving a student a little extra help. Reading this chapter makes you realize that when teaching, you aren't teaching just a class, you are teaching 25 individuals. Everyone is different, and some may need extra attention or accommodation.
It's amazing the way our brains work...
Alison Getsloff
Everyone blog
(Introduction and Chapter 1, pages 1-42)
Before starting this book, I was skeptical in thinking that boys and girls actually learned differently. I learned that studies show it is mostly from a biological stand point but can also be from how we are raised. Girls and boys have different needs because of the way our brains differ. From an effective teaching standpoint, we have to learn to teach from many different angles, but we must first decipher "what do our students actually need"?
Yes, as a teacher, you are supposed to teach lessons and required standards but I also think that one must teach how to be a good person as well. Accommodating different sexes personalities and learning styles, requires us to think outside the box and to also look at how we are made biologically.
One thing I found interesting is that girls tend to hear better than boys, so sometimes a louder voice is needed for boys. It might be better for them to be positioned sitting closer to the teacher in a classroom setting or equally positioned so that everyone has a chance to hear loud and clear. I am looking forward to reading more about the differences between girls and boys because it truly is fascinating and how much different can we actually be from one another?
Sunday, January 23, 2011
The truth hurts
Daniela Elliott
Blog #1
Blog #1
What I learned from these two assessments is unfortunately what I believe to have already known about myself, about my life and the lack of diversity I’ve experienced. I say unfortunately because I’m hoping to become a teacher, a profession in which diversity exists on every level and I’ll have to know how to deal with that diversity.
I don’t believe or take too much away from a multiple intelligence survey which is only giving me back “reflections” and “suggestions” in to my intelligence. Intelligence varies, everyone has strengths and weaknesses, no one I perfect and that’s a given.
But, as I considered my background and whether or not my past was multi-cultural and the extent of my interaction with individuals with disabilities, I’ve lead a very closed off life. Born and raised in a strict Italian household, best friends with the same 4, Caucasian, girls throughout high school, into college and even now. My first exposure to a diverse group of people was in college where I still managed to befriend only one person who was of a different race. Even in the workplace, I still feel as though I work within a diversely built institution but I still don’t know if I can consider myself diverse.
What I do know is that both these assessments have proven to be truthful, as truthful as any assessment/survey can be, when it comes to my life.
Everyone Has a Backpack- By Suzanne C.
Everyone has all of the intelligences. This statement at the end of the Multiple Intelligences Survey summed up my results. My top four intelligences all scored a 50. However, the others were not far behind with scores of 30 and 40. I also realized that my results were different from the last my last completion of this survey. This affirmed that everyone has all of the intelligences, and that you can strengthen each intelligence. While a child is Kinesthetic learner it does not mean that he should be labeled and every lesson should be one that involves body movement. When it comes to Math I am very Logical, but that is not true for other subjects. Therefore, while it is important to be aware of how a student may learn this can change over time. It is our job to provide students with a variety of learning experiences, including ones outside of their comfort zone, so that they can strengthen all of their intelligences.
In saying that people should not be labeled, I thought I was a fairly open and worldly person. However, my results on the other surveys revealed that I have led a pretty sheltered life. I am in the Slightly Multicultural group by one point and all of my responses to the survey on my contact with people with disabilities were sometimes or never. At first, I looked negatively on this and felt I really needed to change my attitudes about people. After more reflection, I realized that I should not blame myself for where I grew up or my life experiences. While I did encounter people of other races, ethniticities, and beliefs than my own it was often just one or two people in a group. I realized that while I might be labeled as a Caucasian, Catholic, middle class female that doesn't mean I am the same as every other Caucasian, Catholic middle class female thus no one should be defined by a a single group or "story". Therefore, it is not important how many interactions I have with people who are in different groups than me, but that I am accepting of them.
When it comes to looking at surviving in poverty, I consider myself lucky that I have not had to develop these skills. However, I must remember that even some young children have learned such skills as how to find food and how to fight for themselves. In conclusion, these surveys reminded me that every student brings a backpack filled with all their strengths, weaknesses, and experiences. As they change and grow, what might be in their backpack from day to day can change, but as teachers it is our job to give students learning experiences that will force them to show and tell the items in their backpack every day.
When it comes to looking at surviving in poverty, I consider myself lucky that I have not had to develop these skills. However, I must remember that even some young children have learned such skills as how to find food and how to fight for themselves. In conclusion, these surveys reminded me that every student brings a backpack filled with all their strengths, weaknesses, and experiences. As they change and grow, what might be in their backpack from day to day can change, but as teachers it is our job to give students learning experiences that will force them to show and tell the items in their backpack every day.
The way I am...
Blog #1
Alison Getsloff
I believe my personality reflects my learning style. I have always been a very outgoing person who enjoys being surrounded by others. After taking the multiple intelligence survey and seeing that my top 3 intelligence types are: interpersonal, bodily/kinesthetic, and visual/spatial, I see how these strengths reflect who I am as a person, and how I see the world.
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