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I chose to create problems based on what I had the most trouble with mainly because it would help me fully understand how to solve these certain problems.
The first problem in chapter one, which was in the circular functions unit would probably be one of the most challenging problems to solve. Because it involved a lot of work to know how to graph and plot the information given to you.
Although the trigonometric identity unit was pretty straight forward, I still had trouble on this unit because there could be so many ways to find the answer, which got me confused at times.
Chapter 3 and chapter 4 are mainly about logarithms and exponents, which in my opinion was one of the tough units. The only difficulty I had with this unit was the graphing and the word problems because those two main areas have always been my weaknesses in math.
The other units included in the project, which are transformations, and the conics unit was pretty straight forward and easy to grasp at times.
I found that these problems helped me understand what I needed to look over, especially since exams are coming up. I knew these questions would be difficult to solve but with the help of actually taking the time to look over what I had trouble and such, it made it easier to solve the questions.
Learning to teach, as a teacher as a researcher, means to continuously reflect on your lessons and your students. It means to always be trying new methods to be a successful teacher and engage your students.
Kumashiro further suggests that this method can be counter-productive if teachers are not reading materials about anti-oppressive teaching and all the new fields of research in our profession.
For one to be a successful teacher as a researcher, one must perform anti-oppressive research. What new theories can I use to make sense of my experience in different ways, and how do these new interpretations lead to different political implications?
Placing this professional title on a teacher may cause some to teach less anti-oppressive and others to place more emphasis on anti-oppressive teaching.
I would argue that this knowledge specific outcome for teacher candidates to possess immediately entering the profession is unrealistic.
Teachers are life-long learners. Teacher do not possess all of the knowledge of the universe in their minds.
How could one possibly know everything there is to know in their discipline? Our disciplines are vast and require teachers to continually study throughout their career.
There is always room to learn more. After teaching for twenty years, then, yes you may be an expert in your discipline. In my opinion, both views are contrasting to one another.
Whereas, Kumashiro focuses on the teacher continuously learning which I agree with. This makes the teacher the expert and above all others.
Ball, D. Journal of Teacher Education , 59 5 , Growing up in a community where you were either from a wealthy family and a rich home or a trailer park or small town led to immediate assumptions, stereo-types and stigma against families who came from the trailer park and the low-income families in the town.
When I first entered school I did not notice this. When my brother began being bullied upon entering elementary school; I then recognized the inequalities among my peers and the entire school.
My brother entered school when I was in grade two; around the same time my passion for social activism began. The first artifact I shared was a speech I wrote in grade two.
At this young age I was already eager to spread positive messages of hope and anti-oppression. He reminds me of myself in Grade two: curious and full of questions.
My second artifacts were books I wrote in elementary school. One book celebrated the special-people in my family.
It was important for me to note my Mormor and Morfar Grandma and Grandpa on the first page. I have always dreamed of being a writer, and one day, I hope that dream will come true.
The final artifact I shared was a news paper clipping about a trip I made to the Provincial Parliament building. I organized a petition to have communication devices installed on rural school buses.
I collected 2, signatures by faxing petitions to schools across the province. Riding the bus fourty minutes to school and back every day fostered this idea.
I have always been concerned about the common good. I was not a math or science student, those classes brought my averages down each and every year.
I was, however, a linguistic and interpersonal learner. Once you get to know them and their individual histories and stories, your thoughts about them may change.
Some may need a little more care then others. We are mandated to teach a curriculum; we can do that and care about our students at the same time.
My son and I have been fortunate to live just a few doors down from my Grandmother for the past six and a half years. My grandparents were married for sixty-eight years, Grandpa just passed in , the year I was accepted to University and my sister was engaged.
They shared a love story like no other. Not one movie can define their story. It took my Grandpa a long time to get her; his persistence eventually paid off.
They married during the war in The impact this woman has had on my life is irreplaceable. She was more of a mother than a Grandmother. She taught me everything I know; how to cook, keep a nice home, be a good mother, and a good wife.
She was my strength when things were difficult to juggle. She helped me with Jonah, more than anyone else. She and Jonah shared a very special relationship that I hope I can keep alive.
Education was very important to her as she was only able to attend school until Grade 8. She had planned on living to see me graduate. She almost made it.
Grief is a really difficult experience. My heart aches, my stomach turns. I lost my best friend, and Jonah lost his most favorite Grandma.
It is humbling to see the community I live in gather together to support us. They have been bringing me groceries, meals, desserts.
I am eternally grateful to you all. Thank you so much for your help. This experience has made me feel guilty for abandoning my faith a couple of years ago.
My Grandma was a true Christian, she cared for the common good and helping those in need. I must remember the strength she held in her faith.
How blessed I was to be with both her and my Grandpa in their final moments. Her death is going to change our lives completly. Jonah and I are going to try tomorrow.
What a darling son I have, he will miss his Mormor. Grandma always called me precious. Well Grandma, you are just as precious to me. Thank you for everything you have taught me.
I miss you. Kumashiro compares the hidden curriculum to teaching a gender equality lesson, then asking the boys to move tables and the girls to sweep.
This deems one a hypocrite which then leads to a lack of respect and trust between the teacher and student.
The hidden curriculum is in everything we say and do in the classroom. The hidden curriculum has a power of its own. One must be keenly aware of this in the classroom, when working with students individually or in small groups.
We never really know what the students are learning through our unintentional messages. We may be the most positive role-model some students have in their lives.
The hidden curriculum must be taken seriously. I have reflected on moments when I have made unintentional comments that contradicted my lesson.
One of my students is in a wheel chair with a feeding tube; that comment may have really upset that student however.
The student had just finished sharing with that she often feels last in her family with many siblings. How did I make her feel telling her all about the fun my son and I were planning over the break?
I feel horrible reflecting on this; like a terrible person. When I realized what I had done; I finally came to an understanding of the damage the hidden curriculum is capable of.
Of course we can share liberating, hopeful messages to students through the hidden curriculum as well.
We can use the hidden curriculum to our advantage to combat oppression. Needless to say; the lesson was a hit with these kids.
They enjoyed writing inspirational quotes based on their personal situations. Her film explicitly displays racism against Aboriginal people.
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