Easy discourses vs. Difficult discourses?

1. Easy discourses vs. Difficult discourses?

2. “Typical” • In my eyes things were typical-Abusive step-father. . .the loss of numerous peers. . .who died becuz of gun violence. Like I said, it’s typical. • What does this mean for teachers, if students see circumstances such as these can be seen as “typical?”

3. Reactions to the question • Bear in mind that in the larger world, this is not typical-Provide an alternative perspective where they can see beyond their circumstances • Be aware of the ‘messages’ you are sending-Convey that such experiences are unacceptable-and then help the student to begin a discourse of the future- • Be prepared to help them plan-Need to be familiar with the ‘typical’, but not accept it as fact. • Through your curriculum, you can demonstrate alternatives– Be prepared to maintain the students’ presence in the classroom

4. Reactions • Be prepared to have high standards where you can hold students accountable, especially in relation to a plan.

5. Reactions Section 11

6. Is ‘Passion’ a necessity in Teaching? • The first thing that stuck out in my mind was when you told us that if we don’t have a passion for teaching that we are in the wrong occupation. • -Responses-Will not give your full effort-Students, especially those with challenges will become frustrated with the experience-Adds another problem to the students’ life • Passion cannot be learned- • If you love what you do, you never work a day in your life • Need a different reward perspective- • Important to teach a subject about which you have a passion • A passionate teacher will assume that responsibility • If the teacher doesn’t want to be there, the students won’t want to be there.

7. Reactions to the question • Difficulty lies in the fact that they have already failed and that the students would want to avoid that feeling at all costs-Convincing them that the reward of success is worth the risk. • Have no family experience, and success being unfamiliar. • Keep believing in the students even though they keep experiencing ‘failure’/stumbling • No one wants to be vulnerable. • To turn that around—appeal to a sense of the students’ pride-Living up to the potential believed in by the family- • Classroom activities which demonstrates that hard work literally pays. • Pastor D’s story-build up their sense of identity as a person with a desirable future.-Give them a future to live up to.

8. Section 11 Responses

9. Easy discourse: The discourse of ‘medication’ • I remember one of my teachers telling my mother that I needed to be medicated because I was hyper. She wasn’t even willing to find out why I acted out in her class. . .I’ve never once heard anyone say: “Let’s talk about what’s going on with you today. . .I guarantee you that every one of those teachers had one thing planned for kids who disrupted their class; Kicking their butts out of class.

10. Why the positive discourse is difficult • The steps to the goal are far more detailed and challenging • In many cases they might have already internalized and accepted failure-Your difference will make them uncomfortable- • May not have examples of success-Could become to negative peer and family pressure • Help them to see the big picture underlying a negative path. • Portraying them for themselves as having an identity that is meant for success. • Be conscious of the sacrifices made on their behalf from an historical perspective- Provide role models from a similar background who have succeeded in education • If you have a personal connection-make that known

11. Difficult Discourse: Discourse of Success • The plan you have is a great one, school, job, and a promising occupation. . .Because of your caring heart, I expect you to stand firm in your plans. School, job, and a promising occupation, it can’t be just talk. • Why is ‘success’ a difficult discourse?

12. Why ‘Success’ is a difficult discourse

13. Even the positive May be resisted • The other night I was thinking how I never used to write an now it’s like I’ve been missing a life way more fulfilling than anything I’ve ever dreamed possible. . .I’m supposed to be good. All this extra stuff I adopted because of problems at home. My problem was that I kept it and wouldn’t let it go. . . • I held on to everything refusing to let it go because it was all I had. All of those bad memories were better than no memories at all.

14. Reinforcing the discourse of success • I know that the grown ups drill into your brains that an education is very important. They are right Ladies. I mean it would seem like an education would take a backseat to the issues and problems we are going through, wrong! Our minds always need to be stimulated . . .please express the importance of an education to your children and/or whomever it is you are expressing its importance to.

15. Know Yourself • Your advice to “know yourself,” makes me think about who I am and what I want to do with my life. I know I want to teach, but I now know that I need to figure out who I am before I step inside of a classroom. Why?

16. Students are depending upon you and if you are not sure and confident in who you are and why you are in a classroom, how can the students be expected to trust you? • You need to have reflected on your experiences and their relation to your present, so that you can share that process with the students.

17. Easy discourse: “At Risk” • “Identification of students considered At-Risk often emphasizes pathology or the risk behaviors themselves. . . Although they may be helpful in the identification of students who may require treatment, negative predictors fail to identify pro-social expectations and may produce ineffective interventions. . .resilience via developmental asset building is beneficial to students at-risk.

18. Resiliency • Instead of focusing upon pathology, resiliency provides strategies through which students may respond adaptively to life crises and challenges. Resilient children develop high self esteem and confidence and believe that they have the ability to influence events in their lives for the better. • Provide some examples of student ‘resilience.’

19. Responses • Just being at school • Surviving previous experiences. • Responsibility for siblings.