Discussion Questions

Greg’s article Teaching in the Undertow has a lot of advice for new teachers. What did you think of some of his suggestions? Do you agree with everything in this article? What do/don’t you agree with? Greg mentions “giving students the opportunity to write about their lives,” has anyone seen this in the classroom? How have you seen teachers conduct “get to know you” activities?

This chapter has a lot of suggestions about bringing social justice into our classroom as well as carrying it beyond the classroom. “Younger students may not be able to define social justice, but they can list the attributes we value in human relationships- friendships, responsibility, equality, fairness, mutual support, collaboration, and caring.” Do you think these social justice projects could be understood by young students? What age do you think students will be able to grasp the concept behind these acts of kindness?

Discussion Questions

“The point is not to obsess over order and control as a beginning teacher, but to go in with a specific plan of action rather than vague notions about “freedom.” If you really want to have an open and democratic environment in your classroom, you have to be thoughtful and purposeful in creating structures that support it.” As a young teacher how do you plan to create a positive and open class community? What is your plan to balance an enriched learning environment that not too chaotic or oppressive?

Laurel Schmidt, in chapter nine of SSTS, discusses how children view social justice. She talks about how children’s role models tend to avoid the topic of social justice causing children to think that injustice is a fact of life, is not worth getting involved in, and/or the victims deserve it. I found this appalling and unfair to our youth. How do you as an educator plan to create a safe classroom where social justice is not avoided but is an important issue that is openly discussed?

Discussion Questions

"Teaching in the Undertow"
In Greg Michie's article, he states, "Middle-class teachers who lack a personal understanding of poverty and the many ways it can impact children, families, and neighborhoods need to do all they can to increase their awareness. Likewise, white teachers need to work hard to learn about the cultural histories and current struggles of their students of color and, at the same time, to examine their own privilege." Discuss the different things that teachers can do to achieve this in order to better understand their students.


"Teaching in the Undertow"
Greg Michie states, "You have to forgive yourself for your failings, then turn around and try to use them to re-focus and re-energize your teaching the next day." Even teachers are not perfect. After reading this quote, what does it mean to you?

Discussion Questions

Schmidt states in the chapter, “There are very few right answers. For every earnest activist, there are dozens of well-educated and well-funded countervailing voices explaining why the situation can’t or shouldn’t change. So you and your students must grapple with the question: Are there some behaviors or situations that are simply unjust, no matter the opposition?”

How would you respond to the question she asks? What behaviors or situations do you feel are unjust?

Throughout the chapter the author gives many examples of social justice issues. Do you think you will teach any of these issues in your classroom? Which issues or activities that you read about would you like to teach and why? Will you let your students explore social injustice and plan action to make a difference and improve your community?

How far have we come?

The election of Barack Obama was momentous for a number of reasons, and the fact that he will become the first Black (or biracial, to be accurate) President in U.S. history is one of the most significant. The reaction to Obama's election has prompted many people to reflect, with good reason, on how far the U.S. has come in terms of race relations, and photos such as this one, from Philadelphia on election night, seem to signify a crumbling of old divisions.

But according to this article, incidents of anti-Black harrasssment and race-related bias crimes have risen dramatically since the election.

Even though the election of Barack Obama was a historic, landmark event, racial prejudice and racism are still part of the American landscape.

Where do you see our country now in terms of race relations? How far have we come? And what can we do as teachers to acknowledge the gains that have been made but continue to teach against racism?

A broader, bolder approach to education reform

Well, we have a new President, and if Barack Obama follows through on his campaign rhetoric, that's going to mean a change in direction for education policy. So which way should we go? One proposal that's been put forward by a group of educators is called the Broader, Bolder Approach, and its authors insist that, if we really want to close achievement gaps, we can't only look inside schools at things like teacher quality and curriculum. Those things are important, they say, but to really bring about changes inside schools, we have to think in terms of the bigger picture, and look at how what's happening outside schools impacts what goes on inside them.

Take a look at their position statement and see what you think.

Discussion Questions for Week of November 20th

“Teaching in the Undertow”
In light of teaching next semester, Greg made suggestions of committing yourself to one subject area that you will bring to life in the classroom and suggested inviting kids to help decide what they want to study in the classroom. What are some practical ways you can see yourself doing this in your classroom next semester? Along with that, most of us will be teaching culturally diverse students, primarily Hispanic. Greg points out that, "white teachers need to work hard to learn about the cultural histories and current struggles of their students of color, and at the same time, to examine their own privilege". What are some ways you can educate and immerse yourself in your current students' backgrounds? How can you examine your own privilege?

SSTS Ch.9
Both Greg and SSTS Ch.9 discuss the importance of creating a community in your classroom that teaches "equity and justice." Ch. 9 states, "kids rarely accept injustice as status quo. Instead they look to the adults in their lives...to help them to decide what to do. But sometimes the response is less than inspiring...Drop it is the unspoken message." How can you as a teacher be a model of social justice for your students? As you teach next semester, how can you begin to practice and build a community of social justice in that classroom? How do you already see your CTs “coloring inside the lines of curriculum” and what is one thing you plan to do to work around it?