Generational Gap

The article discusses the idea that now in the workplace are four different generation that need to work together- Veterans, Boomers, Gen X, and Gen Y. All four of these generations have different values, different ways of doing things, different lifestyles. And somehow all of these people need to work cohesively. Hammill discusses how 'back in the day' older workers told younger ones what to do, and they listened. That is no longer the case. The rules of the workplace are constantly changing, and somehow everyone needs to adapt to these changes.

Generational gaps have always been something interesting to me. My grandfather was born in 1918, my father in 1962, and myself in 1988. My grandfather passed away when I was young, but my father never stops talking about him. My father loves to start stories off "Well, your grandfather used to say...". I can see the generational differences in these stories, and sometimes my father tells me of times he disagreed with the generational differences as well. It is something that will always be around, but having four very different groups in the workplace at one time will certainly not be easy. This article is great in making you aware of some challenges you might encounter in the future. But there is also one more thing to remember-- you choose your battles.

Challenges

This section of the book literally frightens me. It frightens me in the sense that I'm don't know what to do if my students approach me with issues like these-- which is a very real possibility. It seems that every student gravitates toward some teacher in particular that they can trust. And once they trust you, they very well may open up about many of the issues this section talks about-- Child Abuse, Depression, Racism. And I know by law I would report it, I would "do the right thing". I won't argue that sometimes when students speak, it needs to move on to higher authorities; Sometimes that's the only way students can get the help they need. But I come from a different background. When I was in school, I opened up to a teacher that I felt comfortable talking to. I told them of things I never told anyone else-- things going on in my life that I didn't want anyone to know about. Of course they went and reported the incident-- which I don't blame them for-- but even now I wish I had never said anything because of all the problems it has caused me--more harm than good. So what do you do? As a teacher you need to protect yourself, but you also have an obligation to honestly help your students. It's the fine line that frightens me the most.

Anticipation

The entire time I was reading the first section, my eyes were welling up with tears. No matter how many times I hear stories like these teachers, stories of their troubled students, I will never get used to it. I grew up in what's considered a village right outside of small town. I went to small school of barely 200 students (at the time). There wasn't a lot of diversity, and everyone knew and, for the most part, got a long with each other. Just like the student in entry 16, there are a lot things I have never faced, and as a teacher it is something that will challenge me in my career. When we talk about diverse school systems I often wonder what it would be like teaching there since it is something I never experienced. And those feelings of anticipation and worry of what may happen help me to empathize with some of the feelings of the Freedom Writer Teachers. What should I expect? What if things don't go as planned? What if I get asked questions that make uncomfortable (like in entry 17, sex education.)? Like any human, I have doubts, worries. But a book like this gives one hope. This goes to show that we are not alone in this-- everyone shares these feelings at one point or another. And if something doesn't work, pick yourself up and try again. Afterall, it's easier to remember why we're here, as it's clear in every teacher's entry. We are here for our students, and to be the best we can in order to help them succeed. And that is all that really matters in the end.

Diversity Article

Schools focus on treating all students the same way– you must learn all the same material, at the same rate, using the same teaching method. Though it understandable that schools want to standardize, it should also be brought to attention that this can lead to an ineffective school environment. Not all students learn the same way, not all students have the same strengths. Not all students even learn at the same rate, so it is impossible to try and force them to do so. However, this is how the majority of school are set up, so when students don’t fit into the standard, they become labeled with disabilities. Commonly hands-on students who have trouble sitting style in class are diagnosed with ADD, when, alternately, teachers have not tried different approaches to teaching them.

There are four categories to look at when focusing on learning styles; Cognitive, Conceptual, Affect, Behavior. All students perceive, think, feel, and act differently. Therefore teaching methods should vary so that more students are able to use their strengths in order to effectively learn. Visual learners need diagrams, or images. Kinesthetic students need hands-on activities. Every student is different, and is the teacher’s responsibility to plan their lessons in such a way as to capture several strengths at once. Though this is not easy, it is a start in changing how we teach our students. Everyone is different, therefore everyone should have the opportunity to learn through their strengths.