Journal No. 10

One of the most interesting points in Collignon, Men, and Tan's article "Finding Ways In" talks about how Southeast Asian students and families face difficulties adjusting to the education system in America. The authors (2001) make the argument that Cambodian, Laotian, Hmong, and Vietnamese families that came to this country "brought with them beliefs and cultural practices with respect to teaching and learning that differed from one another and from prevalent beliefs and practices in the United States." (p. 30) From what I've learned about different cultures and their respective beliefs, there are some groups of people who learn and act differently in the classroom. For example, there are some cultures in which it is considered disrespectful to make eye contact with one another while speaking. In other cultures, having group discussions are more accepted than each student answering a question individually. Collignon, Men, and Tan give several examples of what is expected in the Southeast Asian education systems. In Cambodian schools, students primarily learn the Cambodian language along with traditional Buddhist teachings. French schools were the basis for Vietnamese schools and for the Hmong of Laos, "learning was embedded in shared cultural practices with adult community members in their hill-tribe villages rather than in schools." (Colignon, Men, & Tan, 2001, p. 31) We cannot expect students to immediately adhere to the classroom customs of this country, if at all. What we can do is learn as much about each of our students as possible and where they come from. By connecting with our students on a personal level, we will be able to create a more positive learning environment which, in turn, will make the content much more accessible to each student. We obviously do not want our students to lose their own cultural beliefs and values that they have brought with them to the classroom. Rather, we should be encouraging their cultures so that they can succeed.

Journal No. 9

I went back to the Teen Coalition this past Wednesday for another visit. One of the things that struck me was how much attention the leaders of the Teen Coalition give to the Cambodian culture. During one of the group activities, the kids were asked to introduce themselves using basic Khmer phrases. They were also asked to name their favorite Khmer meal. Many of the kids that I've talked to at the Teen Coalition have told me that they are of Cambodian descent and that they appreciate the program taking an interest in their heritage. Even the kids who aren't Cambodian really seem to enjoy talking about different aspects of Khmer culture. It allows the kids to learn more about their own culture and the culture of those in their community. After a few activities, one of the leaders started to write down a list of Khmer foods that the kids were going to be cooking a few weeks later. The kids were so excited that they were going to be able to learn how to cook traditional Khmer dishes. In a city with a high population of people of Cambodian descent, this sort of activity can help the kids form a sense of pride in their community. Some of the kids who take part in this cooking activity may be able to use the experience in order to connect with family members and friends who know how to cook these dishes. The Teen Coalition continues to impress me each time I visit. I don't know if I've ever seen one of the kids with a frown on their face, which I can't say surprises me. The leaders at the Teen Coalition are trying to give the kids a sense of pride in their community while also teaching them to make the right decisions in life. I have no doubt that each one of the kids who goes to the Teen Coalition on a regular basis will be successful in life and be a source of pride for their community.

Journal No. 8

As I was reading Gloria Ladson-Billings book The Dream-Keepers, I tried to reflect on my own experiences and interactions with the African-American community. Growing up in Malden, Massachusetts, I had a few close friends who were black. But that changed when I moved to Haverhill, Massachusetts during the fifth grade. I had moved to a predominantly white neighborhood. All of the kids that I hung out with were either white or Hispanic, so I had very little contact with African-Americans throughout my teenage years. Even through my college years, I didn't have any friends who were black. As I read the book, I wondered how my limited interactions with the black community would impact my ability to teach African-American students. On page 48 of Ladson-Billings book, one teacher, Mrs. Powell, was described as being "out of place" in a predominantly African-American school. The teacher was a middle-aged white woman who, from what I can gather from the text, has had very limited "exposure" to African-American students, which seems to have negatively affected her teaching. She didn't seem to think that any of her students were capable of being successful in the classroom, and even resisted giving "A's" to students who rightfully deserved them. Every student has the ability to succeed, not only in the classroom, but in life. Even if you don't feel that way, you need to expect the best out of your students when you teach. If you go into a classroom and expect the students to fail, then you're not doing your job as a teacher. It doesn't matter what race your students are; every student is capable of doing great things. Even though I haven't had much interaction with African-Americans, that's not going to change the fact that I expect the absolute best from them. I feel as though some teachers are in this profession simply to receive a paycheck. They're not doing it because they're passionate about teaching or making a difference in the lives of their students; they're only doing because it was the only thing available to them. It's incredibly disappointing to read accounts like the one about Mrs. Powell. I just want to do what's best for my students in the hope that they succeed in life.

Journal No. 7

I made another visit to the Teen Coalition this past Thursday. When I got there, the kids were getting ready to go out on a project that they had been working on for quite some time. A few of the group leaders took a handful of the kids down to a local liquor store in order to "tag" cases of beer and bottles of wine and liquor with stickers that discouraged people from buying alcohol for minors. One of the supervisors managed to capture the project on camera and was working on putting a video together. When they got back, the kids were all excited about how well it went and how cooperative the manager of the liquor store had been (side note: they had received permission from the store manager prior to going down there on Thursday). I also noticed that the Teen Coalition had made up beverage coasters that had the same message of the stickers printed on top of them. I assume that they will deliver these coasters to local pubs in the hopes of deterring even more people from buying alcohol for underage people. That is what I admire the most about the Teen Coalition at the Lowell Community Health Center. Not only do they give the kids a place to go after school to do homework, work on college applications, and hang out with friends; they teach the kids how to make the right decisions in life. I was amazed at how receptive the kids were to going out and doing this project. They knew that they were doing the right thing and helping improve their community. I've visited the Teen Coalition twice, and I have yet to see a frown from any of the kids. They just seem to appreciate the opportunities that the program is providing them, which is great to see as a future educator. I want my students to be able to appreciate the opportunity to go to school and to further not only their educations but their careers as well. I was talking with one of the kids about college and he mentioned to me that he was going to be studying electrical engineering when he goes to college in the fall. He seemed to know what he wants to do with his life and what he needs to do to reach his goals. As teachers, we can only hope to have motivated kids like this in our classrooms. It makes our jobs much easier.