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Human
Relations for the Classroom Teacher
07B:180:A07
Fall
2006
Thursdays, 5:30 p.m. – 8:00 p.m.
N202 LC
Instructor:
Caran Crawford
Office: N496 LC
Office Hours:
Tuesdays, 9:00 a.m. to
10:30 a.m. and by appointment
E-mail:
caran-crawford@uiowa.edu
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Course
Description:
This course familiarizes teacher candidates with various
social elements that contribute to the makeup of the classroom, therefore
(positively) affecting the education process. The discussion portion of the
class will be reflection and conversation based, in which participants will
examine the following social elements (and the issues that will relate to
these over-arching themes): culture/language, race/ethnicity, social class,
gender, and LGBT. Readings, discussions, and projects relate to various
cultural differences and experiences affecting communities, parents,
students, and educators. The course is designed to encourage constructive
self-exploration and self-analysis; discussions with peers and reading and
writing assignments further challenge and enlighten learners.
Course Learning Goals / Objectives:
By
completing readings, participating in discussions, reflecting on past
experiences and new learning, and synthesizing these experiences, HR
students should the meet the following learning goals (a.k.a. objectives):
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Increase sensitivity to and understanding of the values, beliefs,
lifestyles, and attitudes of individuals and the diverse groups found in
a pluralistic society
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Better recognize and realize how biases—socioeconomic discrimination,
sexism, homophobia, and racism—affect interpersonal relations, in and
out of the classroom
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Recognize how biases may be reflected in instructional materials,
methodologies, media, and everyday encounters and understand how these
interactions may influence classroom dynamics
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Increase confidence and the ability to discuss difficult issues through
practice and exposure to research and others' views
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More skillfully relate to and respect human diversity, individuals, and
various groups (other than one's own)
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Practice writing to reinforce learning and communicating these social
elements: culture/language, race/ethnicity, social class, gender, and
LGBT
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Practice verbally communicating with peers and with diverse populations
to become more effective as a communicator and teacher
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Required Reading Materials:
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Gender in Education.
2002. San Francisco: Jossey-Bass.
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Noel, J. Ed. 2000. Notable Selections in Multicultural Education.
Guilford, CT: Dushkin/McGraw-Hill.
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One book from the provided book list. Students may purchase the book (I
recommend half.com) or acquire it via the library (school or public).
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Lecture Section:
Your attendance at the Human Relations Lectures is also
required. During the first lecture, Dr. Scott McNabb will pass out the
schedule of guest lecturers, and he will explain both general expectations
and the final exam that covers the lecture series. The Lecture Final Exam is
worth 20% of your overall grade, so be prepared to take notes and ask
questions about the presented information.
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Discussion Section and Evaluation/Grading:
As a class, we will work together to create rubrics to
determine appropriate attendance/participation in this course. We will also
devise rubrics for Reflections from Required Readings, Book Reflection,
Deeper into a Theme, ESL Project, and the Discussion Final. I have assigned
points to each project, and we will construct rubrics within these point
scales. Finally, these points shall all add up to your summative grade,
according to the scales below.
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Attendance and Participation:
You may earn two points for each class meeting (15 total
meetings). In case of absence, you must meet with me within a
week of the absence to arrange for a make up activity. If you do
not meet with me, you miss the points. This goes for all
absences—excused or unexcused.
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30 points |
Deeper into a Theme |
10 points
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ESL Project |
10 points |
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Reflections from Required Readings (you will submit a
reflection for each reading to be turned in every two weeks). |
10 points
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Lecture Final |
20 points |
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Book Reflection |
10 points
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Discussion Final |
10 points
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Grading Scale and Point Values:
Attendance and Participation for Discussion: (30%)
Really, attendance and participation are about EXPECTATIONS: mine,
yours, and the real world's.
Many professors would assume that it goes without saying that attendance
means attending every day and participation means reading (critically
and ahead of time), anticipating discussion points, sharing ideas,
asking questions, assessing personal learning, and taking initiative.
These are common expectations for college-level courses, though students
are not always aware of the expectations (their own, a professor's or
how the two sets fit together).
The best learning requires learners to "consider strategies, plan their
approach, evaluate their progress, and think through how to change what
they are doing."
When students and professors move beyond simplistic lecture-only and
memorization/testing methods, students increase their chances of
becoming learners and experts, capable of synthesizing skills and taking
their learning into other areas of their work and new experiences.
"Anyone who takes multiculturalism/multicultural education seriously is
undertaking a commitment to lifelong learning and self assessment. While
it is important to become familiar with a range of concepts and issues,
multiculturalism is more than a specific body of subject matter to be
learned and dispensed to students: it touches most significantly on the
attitudes we ourselves will continue to adopt towards people. If I ever
feel like I've gotten the material down, that I've somehow 'arrived,'
then I've missed the point. There's always more to learn, and there are
always more areas in which I need to grow personally." Evelyn Sears
(2000) Rapunzel: Newsletter for the Social Foundations Program 3:
2.
Sears makes a realistic point about multicultural education that
transcends into all the social issues we cover in Human Relations.
People change with each new experience, and to think we have groups of
people or individuals figured out is naïve. Additionally, learning
and self assessment is not about feeling guilty or bad; the purpose is
positive for us and for those we work with in education.
As the facilitator of the course, I expect learners to be active
participants, contributing to discussions and even leading course
discussions and activities. As we all know, teachers can't "make" a
student learn; they CAN create an environment in which learners stretch
their brains by building the necessary synapses for learning. In order
to accomplish the course goals and learn about these issues, people must
be in class, on time, and willing to build connections. Learning
is work and is not easy, and learners should know that though learning
can be challenging, it becomes easier and more worthwhile with practice
and repetition. Doing a quick read of material or memorizing information
is not learning; neither is it learning when the professor stands in
front of the class and "tells" the students what they should know. I
expect students to put in effort toward deeper understanding.
As learners, you must expect me to be prepared with readings, discussion
ideas, and information, and you should also expect my willingness to
provide individual and group assistance. Since learning requires
repetition and practice, students should expect me to create assignments
that reinforce practice and deeper thinking. Expect me to use evaluative
tools that provide both formative/summative assessments and that are
clear, fair, and relative to the course's goals. You should also expect
that I am open to personal (as well as class) assessment and revision in
consideration of students' learning needs, adjusting the assignments as
needed, though that I will not cave in to comfort (since learning is not
always comfortable, fast, or easy).
Therefore, with these expectations in mind, we must
consider attendance and participation of the utmost importance.
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Reflections (10%)
For each reading
assignment, write a paragraph for each of the three sections below.
I recommend that you write as you read. The focus of these will not
be about grading grammar and punctuation, but you do need to take
care when you write that your sentences are complete and effective
for general understanding. In other words, do not try to write
reflections five minutes before class and expect them to be
meaningful and worthy of good communication. Remember, "learning is
languaging,"
and if you can't write about it or verbalize it, then you probably
haven't learned it yet.
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As part of your reflection, include a paragraph describing
your "sources of understanding" (your experience or world view)
about the issue at hand. How does the text relate to you and your
life thus far?
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In your second paragraph, describe your thinking
(speculate) about how the author is an authority on the issue, how
the person is biased, and the author's purpose for writing. Who is
this person? What questions would you ask the author and what
answers would you expect?
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In your third paragraph, answer the following questions in
as much depth as possible: 1) how could the issue come into your
teaching experiences? 2) how could you use your understanding of
your "sources of understanding" and multiple perspectives to
communicate with the people involved? and 3) after reading this
piece, how might you rethink your views of the issue or your
actions?
Leamnson, R.
1999. Thinking About Teaching and Learning: Developing Habits
of Learning with First Year College and University Students.
Sterling, VA: Stylus.
Book Reflection (10%)
Do a careful reading—take notes as you read and try to answer reflection
questions (see above) as you read. You should write at least 6
paragraphs or 3 pages.
1) For the first part of your book reflection, cover the
normal three reflection sections you do for any readings. By now, you
should be quite skilled with answering these questions (you need the
normal three paragraphs).
2) For the next part of your book reflection, read each of
the Amazon.com or Barnesandnoble.com reviews for your text and take note
of these multiple perspectives. Though these are not experts, their
responses give you insight into how "regular" people relate to the text
and the issues. Please keep in mind the bias of these reviewers.
3) For the third part of your book reflection, come to a
conclusion (write a thesis statement) about the text.
Below are two examples of thesis statements:
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After reading
Ehrenreich's book Nickel and Dimed, I have come to the conclusion
that the working poor are a group of people often unseen and, therefore,
unrepresented, and the children who see this kind of life from the
inside will have extremely different values and goals for education.
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After reading Maya
Angelou's I Know Why the Caged Bird Sings, I can better
understand how a child may be affected in school when he or she goes
through a traumatic event such as rape.
4) Write a paragraph or two (more if you need) to support
your conclusion/thesis. Think of this part as something you might post
as a review on Amazon.com or Branesandnoble.com (you need not post it,
but you could do so). You may reference the Amazon reviews or the book
itself in your response, but you may not overly quote or paraphrase them
(this needs to be mostly your views).
5) Finally, write
some recommendations for the writer and for future readers of the text.
What could the writer do with the text to make it more effective, more
readable, and more useful for teachers? What should readers know before
reading, what should they expect from the reading, and how could they
use the reading (another two paragraphs).
Deeper into a Theme (10%)
1) Select a theme (see table below) of your choice and complete the
readings.
2) Come to an overall conclusion based on your experiences, background
knowledge, and, of course, the themed readings you chose. Your
conclusion should take a stance in a thesis statement.
Examples:
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Based on these readings and my experience in the California school
system, I argue that the best techniques for teaching children about
racism and ethnic diversity (for the purposes of creating a productive
learning environment) would be to include parents, begin communication
early, and keep it up all the way through
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Based on the readings (which had more focus on girls) and my
observations, I think that we need more research on the way boys
interact in classrooms, with each other, with girls, and with teachers
and why.
3) Support and explain your conclusion for several paragraphs. Think in
terms of convincing your peers and instructor that your point is
worthwhile.
4) You may use examples from your readings, direct quotations or
paraphrases (and document them as such, using APA or MLA formats), but
you must limit using the texts. Your reflection must be based on YOUR
conclusions and anything from the readings is secondary and just to back
up your ideas. You will need to revise your paper if you have more than
¼ quoted or paraphrased material.
5) You should write at least 5 paragraphs or 2½ pages.
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Socioeconomic
class in Education
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I will provide
the readings. I have a packet you may look through. |
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Gender in
Education |
From the textbook
Gender in Education, read chapters 11, 12, 13, 14, 15, 16,
and 17. |
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Multiculturalism/Ethnicity in Education |
From the textbook
Notable Selections in Multicultural, read chapters 13.1,
13.2, 13.3, 13.4. and more to be announced.
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LGBT in Education
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I will provide
the readings. I have a packet you may look through. |
ESL Project (10%)
You will arrange to spend one hour per week for six weeks
throughout the semester working with international students in structured,
supervised settings. We realize that this project is an extra time
commitment, and it is a valuable opportunity to experience working with
someone from a different culture, who speaks a different language and who
probably has a very different perspective on both the United States and the
world. We also realize that this may not be a first-time experience for
many of you, but as an educator, this project places you in a role that
encourages interaction, patience, empathy, and a willingness to teach and
learn. With this practice, you will hardwire your brain for being better
able to converse with individuals from diverse backgrounds.
At the end of the semester, you will report on your ESL
experience to the class. Please feel free to bring these experiences into
your writing assignments and class discussions. All aspects of this course
are part of your experience and count as part of your overall learning.
To make sharing easier and more meaningful for evaluation, you should keep
notes on your experiences and bring those with you when you share with the
class on
November 30.
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Activities
The activities below will be our standard methods of
discussion (though we may add or subtract according to how the class works).
Please anticipate these sorts of activities and how you may participate to
your fullest.
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One-on-one introductions — In the first two weeks, I will meet with each
student to get to know you as an individual and so you may get to know
me. These are pretty informal and should be fun. I'll have a sign up
sheet. Bring any ideas, questions, or concerns you may have about the
course.
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Multiple Perspective
Conversations — Everyone shares how they relate to readings or other ideas that come
up. The idea is that we all have individual perspectives based on our
past experiences and what we "know" to be "true." Our ideas aren't
necessarily right or wrong, but it is important that we share these and
perhaps re-evaluate when needed. Everyone needs to share and discuss. WE
will conduct these conversations in small groups as well as a whole
group.
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Think-Pair-Share
— Before we begin discussions, we will use this technique to get the sap
flowing again, especially for those who read the pieces well in advance.
It's effective to get people thinking in the same direction and more
confident in having something "good" to say. It also helps to take notes
through each process to have a visual aid to help you recall tasty ideas
to share.
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Final Examinations
Lecture — Your final exam is a comprehensive test
consisting of short answer questions covering various readings and topics
presented in the Human Relations lectures. Be prepared not only to recall
information on a given topic, but also to argue pro/con sides of various
multicultural issues, as well as apply what you have learned to a given
classroom scenario(s) (20 % for the Lecture section)
Discussion / Book Talk — Discuss your book with the class:
provide a summary and a short description of your learning about the issue
and how you might find the information useful in your teaching. (10 % for
the Discussion section)
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Course Policies / Accommodations
If any
student has need for special accommodations, please notify me as soon as
possible so arrangements can be made. Information regarding accommodations
may be found at:
http://www.uiowa.edu/~sds/
Information regarding student complaints and dispute resolution can be found
at:
http://www.uiowa/~coedean/policies/student complaint/index.htm
Information regarding college policies on student academic misconduct (like
plagiarism) can be found at:
http://www.uiowa/~coedean/policies/student ac misconduct/index.htm
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Course Outline / Schedule
NOTE:
This schedule is
subject to change according to the needs of the class. If there are changes,
I will provide a new schedule.
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An Introduction to the Conversation on Culture and Multicultural
Education |
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Week One
8/24 |
Discuss
syllabus. Activities. Set up Individual Meetings for weeks one
and two. Sign up on the schedule. |
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Week Two
8/31 |
Readings—These must be completed BEFORE the class meetings |
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Be sure to be
reviewing the books from the book list. You should have a book
selected ASAP so you may get going on reading and feeling good
about your reflection. |
"Six Key
Factors for Changing Preservice Teachers' Attitudes/Beliefs
about Diversity" M. Arthur Garmon. ( I will give you the article
to read) |
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1.1
Multicultural R. T. Takaki from A Different Mirror: A
History of Multicultural America |
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1.2
Multicultural J. Spring from Deculturalization and the
Struggle for Equality: A Brief History of the Education of
Dominated Cultures in the United States |
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Week Three
9/7 |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Week Two) DUE
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10.1
Multicultural A. M. Schlesinger, Jr. from "The Disuniting of
America," American Educator |
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10.2
Multicultural E. D. Hirsh, Jr. from
Cultural Literacy:
What Every American Needs to Know |
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11.1
Multicultural P. Freire from Pedagogy of the Oppressed |
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An Introduction to the Conversation on Culture and
Ethnicity/Discrimination, Stereotypes, and Prejudice |
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Week Four
9/14 |
Readings—These must be completed BEFORE the class meetings |
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S. J. Lee.
"Additional Complexities: Social Class, ethnicity, generation,
and gender in Asian American student experiences" |
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Discuss Book Reflections. Everyone should have a book picked out
and should have begun reading. Let's get an idea about the books
thus far.
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More to be
announced. |
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Week Five
9/21 |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Weeks Three and Four) DUE
Bring your planners and schedules to class to get an ESL
assignment |
ESL Project
Assignments—You will hear more about the ESL Project and work on
figuring out when you will meet |
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9.1
Multicultural J. S. Phinney
from "Ethnic
Identity in Adolescents and Adults: Review of Research,"
Psychological Bulletin |
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Chapter 24
Gender
A. Ginorio,
and M. Huston
"Characteristics of Communities Affecting Participation/Success" |
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An Introduction to the Conversation on Race—Racism
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Week Six
9/28 |
Readings—These must be completed BEFORE the class meetings |
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8.1
Multicultural C. West from Race Matters |
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9.2
Multicultural B. D. Tatum from "Teaching White Students
About Racism: The Search for White Allies and the Restoration of
Hope," Teachers College Record |
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8.2
Multicultural P. McIntosh from "White Privilege: Unpacking
the Invisible Knapsack," Peace and Freedom |
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T. Wise
"Whites Swim in Racial Preference" AlterNet
http://www.alternet.org/story/15223/
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Week Seven
10/5 |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Weeks Five and Six) DUE |
"Implicit
Association Test"—Do the Race test, but you may try any of the
others as well.
Harvard
University
https://implicit.harvard.edu/implicit/demo/
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K. Sheppard
"Test Won't Help People Confront Racism" Ithacan Online
http://www.ithaca.edu/ithacan/articles/0504/28/opinion/2test_won.htm
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"Race: The
Power of an Illusion"
PBS
http://www.pbs.org/race/000_General/000_00-Home.htm
I will let
you know what to read from this website. |
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An Introduction to the Conversation on Socioeconomic Class/Classism
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Week Eight
10/12
Midterms |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Week Seven) DUE |
"What do we
mean by 'class'?" from
http://www.classism.org/home_definition.html
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R. Rodriguez
"It's CLASS, stupid!" from
http://www.salon.com/news/1997/11/10news.html
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"Ever higher
society, ever harder to ascend" from the Economist Dec
29, 2004.
http://www.economist.com/world/na/displayStory.cfm?story_id=3518560
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R. S. Gehrke
"Poor Schools. Poor Students. Successful Teachers" from the
Kappa Delta Record Fall 2005 (I will provide the copy) |
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Week Nine
10/19 |
Readings—These must be completed BEFORE the class meetings |
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Book
Reflection DUE
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5.1
Multicultural
J. Kozol from
Savage Inequalities: Children in America's Schools |
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15.1
Multicultural
Curriculum Inquiry
J. Anyon from "Social Class and School Knowledge"
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15.2
Multicultural J. L. Kinchloe, and S. R. Steinberg from
Changing Multiculturalism |
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An Introduction to the Conversation on Gender/Gender
Differences, Sexism, and Discrimination |
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Week Ten
10/26 |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Weeks Eight and Nine) DUE
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Chapter 3
Gender C. Gilligan "Images of Relationship" |
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Chapter 9
Gender L. M. Brown "The Madgirl in the Classroom"
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Chapter 10
Gender Research for Action (AAUW) "How Girls Negotiate
School" |
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Chapter 6
Gender B. Thorne "Do Girls and Boys Have Different
Cultures?" |
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Week Eleven
11/2 |
Readings—These must be completed BEFORE the class meetings |
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Chapter 4
Gender W. Pollack "Real Boys: The Truths Behind the
Myths" |
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Chapter 5
Gender M. Gurian "Where It All Begins: The Biology of
Boyhood" |
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Chapter 7
Gender D. Kindlon, and M. Thompson "Thorns Among Roses:
The Struggle of Young Boys in Early Education" |
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Chapter 8
Gender M. Sadker, and D. Sadker "The Miseducation of
Boys" |
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Sara Mead
"The Truth About Boys and Girls" from Education Sector
http://www.educationsector.org/analysis/analysis_show.htm?doc_id=378705
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ESL Projects |
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Week Fourteen—Thanksgiving Break. Enjoy!
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Week Fifteen
11/30 |
Students will
share their experiences with their ESL experiences. HR students
should describe what they learned about other cultures. HR
students should also share what they learned about themselves.
HR students should have some kind of record of these meetings to
use a reference when sharing. |
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Deeper into a Theme DUE
Required Reading
Reflections (from Weeks Twelve and Thirteen) DUE |
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Final Readings—Taking these issues into Education. What can we
work toward? And Final Book Talk |
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Week Sixteen
12/7 |
Readings—These must be completed BEFORE the class meetings |
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Required
Reading
Reflections
(from Week16) DUE on Final Day—see below |
7.2 G. S.
Pate from "Research on Prejudice Reduction,"
Educational
Leadership
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11.2 H. A.
Giroux from "Insurgent Multiculturalism and the Promise of
Pedagogy," in David Theo Goldberg, ed.,
Multiculturalism: A
Critical Reader |
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Chapter 23 J.
Ward Gender "School Rules" |
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Chapter 25 A.
A. Ferguson
Gender
"Naughty
By Nature" |
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More to be
announced |
Discussion Final—Thursday 7:00 P.M. , December 14, 2006—Consult
syllabus for more information about your final examination.
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