field seminar 11.2

field seminar 11.2 - Class 1 Singleton Hays Beginning...

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Class 1 9/11/09 Singleton & Hays: Beginning Courageous Conversations about Race Ch 4 Four Agreements of Courageous Conversation: o Stay engaged o Expect to experience discomfort o Speak your truth o Expect and accept a lack of closure What are ways that we can ensure staying engaged in conversations about race? o Try to include all people even those that would be left out o Don’t assume the 2 major groups o Try to engage those who are being quiet o Allow challenges and discomfort o Make a safe space and agree on rules together o Should be integrated with many subjects – it covers everything o Bring in things from each person’s culture o Develop a relationship with the students before bringing up topics that might make them feel uncomfortable o Think about where the children are developmentally What kinds of things can make people comfortable and uncomfortable when having conversations about race? o Looking at the makeup of the group setting o What a person feels they know or don’t know about race o Feeling in the minority o Having opinions misunderstood o How well one knows people around o Feelings about the facilitator o How honest the facilitator is with their own experiences o Size of the group o Feeling people are unwilling to change/modify opinion o Taboo topic itself creates discomfort o Subjective experiences with individuals in the group What might be obstacles to speaking your truth? What are possible strategies for ensuring you speak your truth? o Obstacles: facilitator, fear of being misinterpreted, fear of being thought racist, not knowing how to express yourself or what your truth is, being perceived as angry or weak, fear of being perceived as a stereotype, feeling you need to represent your race o Strategies: zone of non-judgement, relating specific personal stories, discussing misconceptions without discussing one’s own personal misconceptions Charney: Teaching children to care : Classroom Management for Ethical and Academic Growth, K-8 : read pp. 9-37, skim pp. 37-68
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Suggest to an unruly child to write a letter to a friend even if they don’t send it, write in a journal, make up a story or a play If properly motivated, no child would misbehave. 13 Important to enable the creation of self-control and community, the capacity to care for oneself, for others, and for the world. 15 The development of a child’s potential depends on the ability of the teacher to perceive the child’s possibilities, to stimulate the child to learn, and thereby to make the child’s latent potentiality a reality. Rudolf Dreikurs in Maintaining Sanity in the Classroom Children don’t learn by being entertained. They learn by doing, and by finding success in the doing. 17
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field seminar 11.2 - Class 1 Singleton Hays Beginning...

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