Banking Education-Paulo Freire

For our previous class on February 25th, we were instructed to read chapter 8 in the Educational Foundations boo, which primarily discussed and argued against a very new and unique educational subject called "Banking Education". Now from my understanding of the reading and our intense fifty minute talk in class, banking education is seen as a negative approach of teaching students, and is highly structured upon the idea that the student sits at his desk, keeps his eyes wide open for hours, looks at the authoritative figure who feeds him and feeds him information of his liking (which could be anything, but since he is the teacher it must be something important), and then expects the student to receive the information, accept it, memorize it, prove his success in doing so, stand up and leave. When I see or hear "Banking Education" all I can say is "Another Brick in the Wall"! That song by Pink Floyd and the awesome video clip that we saw in class, shows how education is in a sense a "laboratory", feeding the minds of children with anything and everything at the same time, regulating their lives and ignoring their own personal opinion,  basically turning them into little manufactured robots that learn to do whatever they are told, respect whoever they are told to respect, and say whatever they are told to say. Students are oppressed are oppressed and need to break free. They need to go beyond taking in information and memorizing it because authority tells them to do so. They need to explore and question in order to learn properly. Paul Freire, the author, fights against this "Banking Education" notion within the educational field by promoting a bit of his own experience within the text. His Brazilian background suggests how education should not be a form of oppression but rather a form of liberation for the masses. Just as any dictatorial regime is condemned for denying people their democratic freedoms and overthrow them (as happened in Brazil), in the same way students should be able to overthrow the "Banking Concept" which oppresses and dictates their life within education. 

Beachwood Middle School

Our class field/observation trip to Beachwood middle school, was very interesting, however left me with mixed feelings upon my return to campus. First of all, I must admit, that the staff at the school was very helpful and welcoming and the facilities incredible. I don't think that in my life I have ever seen a school so modern, and so highly technologically equipped with such a multitude of educational tools. That was incredible! However, it made me think of the inequality in the educational system here in the United States. How schools that are located in wealthy neighborhoods are able to enjoy such luxuries, whereas other schools located in East Cleveland and down in the inner city, need to beg for equipment every year because they can't afford it. Anyhow, I attended two different classes during our trip, and was paired up with two friends and classmates, Ally Klimko and Katie Cavassini. The first class we visited and had the opportunity to observe was a seventh grade social studies class (I myself am a history major so I was lucky to be able to observe a class). This class relied a lot upon the use of modern technology and optioacoustic media during the lesson. The teacher sat behind his desk in the far left corner of the class, while the students, backs facing to him, where constantly either on their laptops or staring directly at a huge screen on the front wall of the class. The lesson we saw was about life in the middle ages. The kids were learning about castles, and fortresses, knights, kings and queens, peasants, armor, how houses and towns were built in the 1200's etc. A very interesting topic that I loved to learn about in junior high school myself. They all had blogs, similar to what we have in our ED 100 class, and every day, for homework, had to answer a series of questions posted on the class web page by their teacher, in their own blog so the whole class could see what they answered. They also had to conduct their own research on the web, downloading pictures and music and incorporating them within their blogs. There was also something like a chat, where they could ask questions to their professor if they needed to, or if they struggled with their homework. The kids watched a lot of videos in class, and listened to medieval music in order to get deeper into the concept. Don't get me wrong in any way, the teacher in the class had done impressive work, using technology as a primary tool of teaching these twelve and thirteen year-olds history. It was amazing to see these kids so familiar with everything, simultaneously working on their laptops, typing, listening, answering questions, having their little passwords, and email addresses and usernames was unbelievable. At age twelve, they probably know how to use a computer better than I do and that was impressive. However, and this didn't strike me until after a couple of days, I personally think it was a little too intense. I myself, prefer the traditional way combined with a modern way of teaching my students. Standing up in front of them, never sitting down, reading to them from an actual book, not from some website while they can't see me. I feel it is necessary for the student to have a clear view of the teacher while he is receiving information. I use technology as well, when I teach my kids. I show them videos and play music for them so that they can get used to the Greek language. However I do it sporadically, because I feel that there should be a limit with everything including technology. I am not a fan of the fact, that in ten years as estimates prove, kids won't need books or notebooks anymore, everything will be done electronically. I believe that it is important, if not crucial, that the students interact with each other and the teacher, and not just stare at their laptops or at a big screen. We were there for roughly an hour, and more than 75% of class time was attributed to lecture via a computer screen. I feel that kids need both, and need to be balanced out and that a teacher should always be facing them. I also didn't feel like the teacher was very approachable and it was hard asking him questions and concerns about how the class is taught.

The next class we visited was a reading and writing class. The teacher who was a woman, was very welcoming and explained to us in detail how she teaches and structures her classroom. First of all, the kids (again seventh grade I believe), were all sitting in a big square of desks, and they could all see each other. I think that is very important. Then each student would be assigned a reading, or a character in the story, which he/she practiced at home, and then read to the rest of the class. While we  were there they were reading a story about a family celebrating Hanukkah and having guests over. The kids all respected the boy who was the narrator, and the rest of the students who were assigned to read for the day. They all had books in front of them, however there was also a big screen were the reading was also visible in case someone left their book at home. That was very smart, as young kids tend to leave their material at home very often. I am at college and still do many times as well! They all had notebooks open right by their laptops and were instructed to write down vocabulary words from the texts, and find their meaning. The teacher said she focused a lot on their writing skills, and had them writing a lot of essays and comprehension questions at home, due to the fact that exams, as she said are becoming more and more difficult and competitive. Compared to the other class the students were a little louder and talked to each other, but for me personally it is more pleasurable seeing them interact with each other, and laugh a little and giggle than be focused on their laptops the whole time. In general I have to admit, that this was a great experience for me and would again like to thank Beachwood Middle School for letting us visit them and observe, and also Dr. Shutkin for arranging the trip. I would definitely consider visiting the school again and possibly observing another one of their classes just for fun. 

LGBT

LGBT COMMUNITIES WITHIN THE EDUCATIONAL SYSTEM

During my high school years in Greece there was never an organized LGBT community that I encountered or knew about. It was a concept and organization that I encountered for the first time here in the United States when I came for college. Honestly, it is still something I am not completely familiar with. I would like to elaborate on my own personal experience in Greece. I had a couple of good friends who were openly homosexual and I can never really say that, within my own school, I ever noticed anyone discriminating against them or treating them in a disrespectful way. I was actually very proud of my school (staff and students) for the way they never excluded people based on ethnicity, religion or sexual preference. Racism was looked down upon from everybody, and there was always severe condemnation by the majority of students, if someone was in any way mistreated. I feel though, that had there been an actual LGBT community at my high school back home, it would've been even better for them, as I feel any group within a school environment, is capable of producing something positive. Whether that be informing the public on specific issues or topics, supporting other societal groups, volunteering or conducting  fundraising activities. Like I said previously, I have had gay friends that I spent a time with in high school and were genuinely some of the greatest individuals I have ever met. I would like to conclude this blog post of mine with something a good friend of mine once told me back home and I will never forget. He was not gay, however we were out one night and had a conversation about the way homosexuals are mistreated and discriminated against all over the world, in some cases even humiliated in the most grotesque ways possible. He literally said:  "Whatever one wants to do in their own bed and own home is absolutely none of my business, and whether straight or gay I really wouldn't like to know either! As long as they are nice to me and treat me well and with respect, I will do the same". I couldn't agree more with him, and what he said that day is something I have come to live by. 

Institutional Racism

INSTITUTIONAL RACISM FROM MY POINT OF VIEW

The topic of institutional racism is a very sensitive one. Therefore I feel it is better if I talk about it via my own personal experience, so that people can begin to understand that it is something evident all over the world, in different societies and cultures. Since institutional racism is something that it derived from a group of people rather than an individual, I would like to bring forth a personal experience of mine from back home. This example may not be directly linked to the educational world however it shows us how it is possible for racism to culminate in areas (such as schools) where large masses gather and can directly influence each other. The institutional racism I would like to talk about relates directly to the political life of Greece which has been extremely turbulent, due to the financial crisis the country has been facing since 2009. Fears of economic collapse, deterioration of the public sector and a corrupt political system that governed the country for almost three decades, caused people to eventually seek solutions in the extremist, radical parties, that they believed could help them overcome their current economic issues and secure the future of the country which had been completely undermined and humiliated. The political instability and societal anarchy brought forth the birth of a political party, called "Golden Dawn", that belongs to the extreme right, supporting ultra nationalistic ideologies that can be directly linked to neo-fascism. Members of this political party would literally hunt down illegal immigrants in big Greek cities in their attempt to "purify" the nation of all those they deemed undesirable. And yet, despite their extremist mentality which obviously promotes racist ideologies (even though they try to conceal it in numerous ways), they have managed not only to gather significant support (in the 2009 elections they managed to attain 10% of the popular vote and thus 10 seats in the Hellenic Parliament), but people now see them as the norm. It is truly incredible!  A political party, fundamentally neo-fascist, supporting ideologies and mentalities that some people over seventy years ago used to conquer the world, murdering millions of people, has become a commonality, a social norm. And this is where I connect it to other incidents of institutional racism, that have ceased in many cases to be evident, because they have been going on for so long, that people have learnt to accept them and see them as something normal so either ignore them completely or completely fail to acknowledge them in fear that they might change the society that we are use to. As if we live in a utopia! I used this extreme example of social institutional racism to prove the point that, even sometimes, the more extreme cases of racism can easily become a part of our every day culture and society to the point where we completely neglect to see it. If history has taught us one thing, it is that institutional racism is something that has existed always, subconsciously as a part of a human society where inequality and indifference are two main characteristics.   

Mercer Elementary School

First time I ever visited an American Elementary school and was fascinated by the way it differs in many ways to my experience from Elementary schools in Greece. I didn't think the school was too large, and its architectural style was similar to the schools we have back home. Classrooms evenly spread out in long corridors of the three story building, a gymnasium, a cafeteria, an auditorium, music room etc. Very similar I believe to most elementary schools one person should find in any European country. However what I did like and noticed, was the way in which the corridors and the doors to the classrooms were decorated with the artwork, and essays, and other multiple achievements of the students. Me and my partner Kevin, who was my buddy for the day, thought that that was very interesting and motivating, something that both of us hadn't experienced growing up in Europe (my friend Kevin is from France). I think it gives the students a) a feeling of belonging, a place were they all contribute to make look nice with their projects and b) makes the school look like a fun and colorful place, which I believe motivates children of that age (and any age really) very much. The school library was appropriately set up, with its little tables and chairs, motivational posters with kids' heroes like Harry Potter for example hanging up on the walls. Multiple bookshelves with many books for all ages surrounded the desk area, where the children knew that they were not supposed to be loud in order to respect each other and us, the visitors of their school while we were talking to their Principle. My friend Kevin and I walked around for a bit, looking into classrooms and then decided to enter a third grade classroom on the upper floor where the kids were sitting in their desks practicing reading, math and spelling. We sat down on a small table that was right across from the teacher's large desk in the one corner of the room. The desks of the children were connected and formed a large square that took up most of the classroom. We observed the setting of the classroom first of all. Large and colorful posters, drawings, tests and papers decorated the walls. There were many books on the bookshelves, and many magazines as well and three computers on the one side of the room behind the desks, where some students where solving math problems.
 The environment of the classroom I strongly believe is highly motivational. By promoting their artwork, or tests, or "golden stars" for when they've achieved something, you make them feel welcomed, they know and appreciate that that is their classroom, their own room and space which they share with their classmates. A large blue rug and pillows where the students lay and read books. The one student was reading 'Harry Potter and the Sorcerer's Stone' while the teacher was helping a student with her spelling exercises. The other students were quietly either reading, or solving math problems. All of them were quiet and respected each other, I was amazed at that sight. After observing the classroom, me and Kevin decided to introduce ourselves to the class and ask them some questions. We told them about our background and they seemed very interested when we told them about where we grew up in Europe. The more we talked and asked them funny and intriguing questions the more comfortable they felt to speak with us. We talked about Greek mythology, about the Eiffel Tower and Christmas in France, and finally asked them questions about how they like school. The classes they like the most, what they find difficult, what it is like to learn Chinese and learn about other people and cultures. By the end of our conversation there was not a single child who did not have his hand up to either ask a question to me and Kevin or answer a question. Being a Greek school teacher for the past year, I have noticed that the more you make children feel comfortable of speaking with you at the same level, and make them feel as if you are not above them, but rather someone who is genuinely wanting to learn from them just as they want to learn and hear things from you, the more you will get out of them and that is the best honestly! It happens to me every time I walk into a classroom, whether mine or someone else's. And the best is, when you leave the classroom, can't ask any more questions (like me and Kevin) due to time, and you hear the children complain cause they want you to stay more and ask them more things. It was an excellent field trip all around and I want to thank Dr. Shutkin for organizing it, my classmates for coming along, and the staff at Mercer Elementary for allowing us to visit and observe their unique program (International Baccalaureate)!

First and second weeks of class...

BLOG 3

Question: " From these first two weeks in Dr. Shutkin's ED 100 class, what can you say intrigued you the most, and you considered rather encouraging in possibly pursuing a future career in teaching?" 

Answer: The readings we have covered in class so far, and especially the in-class conversations that we conduct, analyzing those readings and the messages they attempt to convey, are significantly important, in helping me grasp the concept of what it is like to teach. However, I am more of an "experience" rather than "talk" person myself, and believe that the best way to truly understand if you are fit for something or like something to the point where you could become successful in it, is if you experience it in the way the "professionals" who we look up to, experience it (by professionals I mean actual teachers). So for me the field trip we took to Mercer Elementary this past Thursday, was something significant, in that, it tested my own personality and character, in a new teaching environment for me, an actual American Elementary school which I had never been to before. I will not dig deeper into the positives and negatives of this experience, what I liked and disliked etc., but I have to admit that, out of everything we have done so far in class, this has proven to be the most beneficial for me. I feel that as is mentioned in one of our books, in order to understand that "...THE TEACHER ATTENDS TO THE STUDENTS IN ORDER TO SUPPORT GROWTH AND LEARNING..."  (Ayers pg. 26) or that "...YOU CAN BE ANYTHING YOU WANT, BECAUSE SEEING IS SUBJECTIVE..." (Ayers pg.32), it's not just about talking in class, but about actually going out there and seeing how and if appealing quotes like the ones above actually and effectively apply to the actual world of teaching and education. It's one thing sharing experiences in class, another thing living actual teaching experiences and different combining the two together for a complete and positive result. How would I have been able to talk about what I think of teaching had I not experienced it first hand by teaching Greek to eight year-olds on weekends or by visiting Mercer Elementary on Thursday and talking  with the youngsters there? It would be impossible, which is why I hope excursions like the one on Thursday continue. For me at least, the readings would be nothing had I not been able to combine the readings with the actual experiences and I hope Dr. Shutkin keeps it going that way.