ED 100- Learning Experience #1
February 16, 2022
The assigned reading was The New Teacher Book: Finding purpose, balance, and hope during your first years in the classroom. pp. (74-93) The assigned reading was set up into multiple different stories into one chapter. The different readings was Presidents and the People They Enslaved: Helping students find the truth- By Bob Peterson; (pp. 74-83), Medical Apartheid: Teaching the Tuskegee Syphilis Study- By Getchan Kraig -Turner; (pp. 83-93), and Q/A: I hate the textbooks I’ve been given to use. What can I do?- By Rita Tenorio, Rachel Cloues, and Bill Bigelow. The reading Presidents and the People They Enslaved: Helping students find the truth- By Bob Peterson; (pp. 74-83) was about how some past presidents that have been in office were slave owners. There were actually 10 presidents out of 18 who were slave owners. This section of the reading also focuses on history books excluding important information such as several presidents being slave owners. Many history books ignore racism and downplay history. This leads to the society of people being less prepared with difficult issues that they will later encounter in their social, political and personal life. The next section of the reading focuses on discrimination in the medical field. There was a refusal to give service to anyone who was a person of color, who was poor and whatever biased ideas that the doctor thought. A teacher taught his students about the Tuskegee Study of untreated syphilis. About 400 African American men were brought to a study without their consent or prior knowledge to know anything about what was going on. These men were tested for syphilis and they were not informed about getting this examination. In which, some of the men’s test results came back positive and they were informed that they had ‘bad blood’. Unfortunately, these men were denied any form of healthcare and they were not able to receive any from anywhere else. The teacher’s intent for teaching the students about this study was to enable the students to understand the human lives behind the medical facts. Also, to acknowledge the injustices that those men had to face while also understanding the politics of history. The last section of the reading says, “Part of the challenge in becoming a social justice teacher is finding materials to supplement the books you have available in your school. Then there is also the trick of finding the time and opportunities in the weekly schedule to use them. It is not easy, but it is worth the energy you expend” (Q/A: I hate the textbooks I’ve been given to use. What can I do?- By Rita Tenorio, Rachel Cloues, and Bill Bigelow pg 92-93). The last section discusses ways in which teachers can incorporate an alternative option rather than using a textbook in their classroom. There were many different options and resources discussed in this section that are available for teachers to use. Some resources are songs and poetry, the news, local institutions like museums or historical societies, book clubs, online resources for school librarians. These are all great ideas that could be used within the classroom for success within the students and teachers. These readings are developed by trying to educate someone then encouraging them to take action. I think the author wants people to understand and be aware of the importance of injustices that have occurred or are still occurring and to know that we as a society can create change within ourselves and others around us. The point of view from these readings are from a social justice perspective. I think the readings are from a social justice perspective because they focus on the concept of fairness in relations between individuals in the society. My learning circle decided to focus on selective tradition, the question of what is told and how to teach. We emphasized these three main points because we felt that it is very important to be aware of these main issues and solutions, especially since we all are future teachers of the world. The design of our learning experience was to inform our classmates while including different discussion questions to keep them engaged as much as possible. We used a google slide (https://docs.google.com/presentation/d/1-sYL_5vXog4duNuNqMA3v0TwdcZ6W3Q2AyVuU2hatUg/edit?usp=sharing) to present our information to the class. My contribution to the design of the learning experience was to read my assigned slides and to elaborate on them as much as I could to enable our classmates to understand the concept. Also, when the groups were discussing within their groups, it was my responsibility to engage conversation with the groups and make sure that they fully understood what each quote or question was saying. For the most part, the majority of the class was engaged in our lessons that we presented.