Thursday, November 19, 2009

Creating Safe Schools for All

So last Saturday I attended a conference at my university on creating safe schools, specifically surrounding LGBT issues. It was sooo informative. I don't think I'll even be able to describe how much I learned in one day. I'm not sure we went as in-depth as I would have liked, and I still would like to know more about how I can support students who feel threatened due to any sort of bullying, not just around LGBT issues. Anyway, I'll do my best to summarize what I learned.

First of all, we watched a documentary called Straightlaced by Debra Chasnoff. It was all high school students talking about gender; there were no teachers, parents, or other adults. It was eye-opening to hear so many students talking so candidly about gender. See here:

http://groundspark.org/our-films-and-campaigns/straightlaced

Some of my highlights (paraphrased):

A boy says, "You're taught from a very young age that boys wear baggy clothes. That's just how it is. If I saw a guy wearing tight pants at school, I'd probably make fun of him."

A boy says, "I know I can't wear this shirt to school because it's purple, and people will call me gay. But if people just recognized that purple is just a color; it doesn't mean anything."

Another boy says, "Of course it matters what girls wear. If there were two girls, and one was wearing baggy clothes, and the other was wearing tight pants and a tight shirt to show some cleavage, of course I'd choose that girl."

Another boy says, "I wore this scarf to school, and everyone called me gay. But I was just cold."

A girl says, "I was talking to this guy that I was interested in, and he brought up a book I had read. So I started talking about it and what I thought about it, and when I asked him his opinions, he said, 'I can't talk to you anymore.' Guys are intimidated by smart girls."

A boy says (in reference to the above comment), "Yea, what she says is true. If I'm with a girl who's smarter than I am, the rest of the guys will make fun of me. I can't have that."

Another boy says, "When I asked my girlfriend out, I went to great lengths for her. I bought her balloons and chocolate and had rose petals on her desk at school, and the chalkboard said, 'Will you be mine?' All the other guys made fun of me. Even one teacher asked, 'You have to go to that length to get a girl?' But she loved it."

A girl says, "When I finally came out to my mother that I'm a lesbian, she threw me out of the house. I got really depressed, and I got into all these drugs, like meth and cocaine. I was in jail for awhile. But I eventually pulled my act together and ran for student government. But my mom still doesn't speak to me."

A biologically female student says, "I consider myself 'gender queer.' I was born as a girl, but I don't feel like I really fit into either category, and that's all society wants you to do. When I go shopping, it's always a big deal, 'Am I shopping in the women's section or the men's section?' Everything has a gender, from towels to toys to lunch boxes. Even birthday cards have a 'his' and a 'her' section. And I just don't know which box to check."

In other words, we have a lot of issues in high schools dealing with gender, and as teachers, we really need to be aware of them. I often forget that much of the sexual harassment I experience in my life is directly related to these traditional gender roles that are so ingrained in our society. I too often think that we live in a post-sexism society because I have been privileged. I am able to do many things that women in previous generations could not, and I have my parents to thank for that. However, we are still seeing these issues in our schools, and I want to be able to talk to all of my students (women, men, gay, lesbian, transgender, etc.) about how they can empower themselves to fight these stereotypes.

In the afternoon, I went to a workshop called, "There's More to Talk about than Bathrooms: Transgender and Other Non-Conforming Students" or something like that. We talked about all the other issues surrounding transgender students besides which bathroom they should use. I learned a lot of good vocabulary (like gender-neutral pronouns) and the differences between biological sex, gender identity, and gender expression. It's interesting that transgender is always clumped into LGBT, even though most of the issues surrounding transgender students are very different from the issues surrounding lesbian, gay, and bisexual students. One deals with gender identity while the other deals with sexual orientation. I think my favorite point of the afternoon was that the first thing that is asked about you when you're born is, "Is it a boy or a girl?" And regardless, the person who asks the question is still going to say, "Congratulations!" So why does it matter so much? As soon as we're born, we're placed into a category. Why do we need to do that?

Sunday, November 8, 2009

Student Motivation

One thing I've really been struggling with is the idea of student motivation. First of all, what do you do with a student who is unmotivated? How can you motivate them? And how do you deal with them in the context of a classroom if they cause a disruption due to their lack of motivation? Secondly, who's to blame for a lack of motivation? Is it really all the student's fault? Or is the teacher not working hard enough to engage that student?

I know these are pretty loaded questions, but that's why I'm in school for this, right?

I feel like the only solution I have seen play out in the school when a student isn't participating and is being disrespectful is to kick the student out of class. I'm not sure how much help that really is. Not only do they miss learning new content, but they also don't seem to be held accountable in any way. How do we as educators talk to them in a way that is encouraging and motivating instead of alienating?

Also, if the student is honestly bored with the material, how is it their fault that they're not interested? Isn't that somewhat the teacher's responsibility? And how do you divide that line? Is it all the teacher's responsibility? Or does the student have to put in some energy and effort too? I think it's clear that both have a role, but it is unclear to me how you enforce that responsibility on both sides.

Thoughts?

Money?

I will be brief with this entry.

Last week, a student asked me if she could have $2. Without thinking, I reached for my wallet and said, "What's it for?"
"Lunch," she responded.
"Will you pay me back?" I asked.
"Sure," she said. So I handed her $2.

It was only in retrospect that I began to wonder if I should have given away my money so easily. It isn't that $2 is a lot of money but rather that I wonder if that breaks the student-teacher boundary. I never would have asked a teacher for money when I was in high school. Yet if my student needs money to each lunch, why would I not give her the money? Sure enough, she has not paid me back, so I probably won't lend her money again without first receiving her payment. However, what if another student asks to borrow money from me? Do I give $2 to every student and hope they'll all pay me back? I'm not really sure what the answer is, nor do I really think it's terribly important in comparison with most issues I write about on here. However, I was looking for some opinions. What do you think?