BlogPost4

Lisa Delpit writes, “[Teachers] should recognize that the linguistic form a student brings to school is intimately connected with loved one’s community, and personal identity. To suggest that this form is “wrong” or, even worse, ignorant, is to suggest that something is wrong with the student and his or her family.” Lisa Delpit proves a valid point; linguistics DO correlate with students’ communities and personal identities. As teachers, we should never want to diminish or look down upon our students’ backgrounds. If students are feeling judged in the classroom, they will never be able to excel in their learning environment.

Teachers need to understand that if students are speaking Ebonics, they have been speaking this way their entire life. From the time they were born, and their mothers nursed them. To their younger adolescent years, when they began to further understand the world around them.

When teachers are trying to educate their students, and demonstrate Standard English, they need to understand where these students are coming from. They need to be patient, while trying to strengthen their Standard English skills.

I struggle with this, because the professional business world would be quicker to higher someone with proper, standard English skills rather than someone who does not. I do not know if I quite agree with this or not, but I know it does happen. Knowing this would make me want to teach and be adamant on standard English. Not because I want to be offensive to students’ speech, but because I want to prepare them to be successful. If having Standard English skills increases their chance in the professional world, obviously I would want them to have those skills. I want to teach them the best I can so they can flourish in the real world, but at the same time not overwhelm or offend them.

BlogPost 3

                  I always people watch. Whether it be assigned (as in this case), at the mall waiting for my family to finish shopping, at an airport waiting on my flight, at Cedar Point waiting on a ride, etc. I find myself people watching often, and I honestly enjoy it. Therefore, when this acivity was assigned I looked forward to it. Little did I know, the way I would end up people watching would be stranded at Heinen’s. My friend Liz and I took the “Do the Loop” shuttle on Friday September 11, 2015; the van took us to the Green Road stop near Heinen’s. Across the street is a plaza filled with restaurants, bakeries, clothing boutiques, and (the reason we were there) Jamaican Me Tan—a tanning salon. In the pouring rain, Liz and I ran across the street to the salon and tanned. When we were finished we stopped at Heinen’s. We had time to kill, because the shuttle was not going to be back for awhile and we needed groceries, so it worked out perfectly. After we grocery shopped we stood underneath the covering at Heinen’s waiting for the shuttle. It was chilly out, but at this point we only had about 10 minutes to wait so we stuck it out. The shuttle arrived; Liz and I, in the pouring rain, started walking across Heinen’s parking lot into the lot where John Carroll students have their cars. As we were walking the bus started pulling away. We missed the shuttle. Twice.

                  During the hour we stood out in the wet, cold, and people watched. It obviously was not ideal, but it was a neat experience. Where we stood was directly beside the grocery pick up—where cars come through with a number, and employees load their cars with the groceries that have the matching number. One description I noted was a sleek, black BMW pulled up for their groceries. Unfortunately, my interpretation was that the woman was very snooty. She did not even look the employees in the eyes when she spoke to them, and almost barked orders at them. This instance sounds extremely stereotypical (and it was), but I do not believe that people who have money are always rude. For example, there were plenty of people who came through cheerful and energetic on the rainy, dark Friday afternoon. There were multiple drivers who made conversation with the employees, and even tipped them. Liz and I became friendly with the employees, because we had been standing there waiting for the shuttle for so long. Old women walking into Heinen’s would come up to us, and ask us all about John Carroll (I had a JCU sweatshirt on).

                  Through this experience I realized I can make the best out of a situation. I did not expect to be stranded in the rainy cold that day, but when it happened I remained positive and got my assignment done. I also realized that I would create a story when I people watch. I somewhat judge them, and from that I think of I make a background story for them. I feel like most of the time I have a good read on people. Whether it be people watching or actually meeting them in person, I tend to have pretty good judgment.

BlogPost 2

“We do not really see with our eyes or hear through our ears, but through our beliefs,” Lisa Delpit, an American educationalist and author, quotes. Often times, quotes can be interpreted in different ways. When I first read this quote by Lisa Delpit, I did not quite grasp it. After reading through it a few times, I came up with my personal opinion of what it means. What we see and hear will always be affected by our beliefs, views, and principles. The way we grow up, where we grow up, and the people we grow up around all have an impact on the way we think. That in turn impacts the way we understand certain individuals, situations, and instances in life. As a teacher in the classroom, we will be faced everyday with children from a wide range of backgrounds, home life, intellect, talents, race, and much more. To truly influence a child’s life in a positive way, educators must be open minded and not quick to judge. If we want our students to prosper and flourish, they need to feel comfortable and encouraged in the classroom. The way the teacher decides to view the child comes from their beliefs. The teacher could see how the student is acting, but the way he or she actually handles the child depends on their beliefs. For example, if there is a student struggling in the classroom (whether it be academically, socially, or emotionally) a teacher can either look at the student as a problem or as potential. A teacher can either look at the student as a dead end or room to grow.