Category Archives: Observing to Learn and Learning to Observe

Maybe transforming our biases shouldn’t be the goal

Observing to Learn and Learning to Observe, Urban Adolescents

“Because in the end, the most socially just exercise might not be transforming biases, but revealing them—allowing teacher learners to see where they are with respect to learning to serve. This way, should they choose not to, or should they fail to change, they can opt out. And both the teacher learners and their potential students might be better off for it” (Kirkland, 2014).

After reading about teacher preparedness to serve + school-to-prison pipeline statistics, I want to piece some thoughts together to develop a big-picture labyrinth, so hear me out and tell me what you think. Continue reading Maybe transforming our biases shouldn’t be the goal →

You wouldn’t like it either

Observing to Learn and Learning to Observe, Reaching Adolescents and How to Respond, Urban Adolescents

“Like its puni- tive counterpart in education, zero tolerance policies, the three strikes law falls short of success, due to its focus on punishment and fear, rather than prevention and community empowerment” (Cramer et al., 2014, p. 464)

Regarding the zero tolerance policies, three strike laws that I read from the article, I feel that it put into perspective how many institutions (i.e schools) are putting much of their energy into false ideas of what solutions for students may be. Continue reading You wouldn’t like it either →

A lot, a little and partially

Observing to Learn and Learning to Observe

“To describe teaches me that the subject of my attention always exceeds what I can see….I learn that when I see a lot, I am still seeing only a little and partially. I learn that when others join in, the description is always fuller than what I saw alone.”

(Learning to Describe, Describing to Understand pg. 150)

For as much as being an educator is about teaching content, the last three weeks of observing Spanish classes at the middle school level have shown me that an integral component to teaching content lies in the observations teachers make of their students. Although I will take over one class by the semester’s end, for the time being, my role is to learn through observing. Continue reading A lot, a little and partially →

The “others'” dilemma

Observing to Learn and Learning to Observe

“As educators who should be committed to helping young people realize their intellectual potential as they make their way toward adulthood, we have a responsibility to help them find ways to expand their notions of identity related to race and, in so doing, help them discover all that they may become.” (Sadowski 33)

Continue reading The “others’” dilemma →