Edmin 5-8 PDF

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You have to read a book by Edmin and write each week on the assigned chapters this is my paper for chapter 5-8....

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THOUGHTS ON CHAPTER 5-8

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Improving Your Skills as an Educator Lauren J. Farrell Stockton University

Author Note This reflection was written for Community Schools and Urban Change. This course is offered online at Stockton University and is taught by Professor Gray.

THOUGHTS ON CHAPTER 5-8

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Improving Your Skill as an Educator As we continue to read “For White Folks Who Teach in the Hood...and the Rest of Y'all Too: Reality Pedagogy and Urban Education” by Christopher Edmin we learn more about his experiences in the classroom and how to better teach in urban schools. We start off by learning an experience Edmin has with his students. Through his experience he explains how important co-teaching is. In order to effectively work with the students you need to allow the students to sometimes step into the roles of the teacher. The power needs to be distributed to the students as well as the teacher. The goal of the teacher is to be able to shift to teach to the needs of their students. In the following chapter Edmin explains the idea of cosmopolitanism. A couple days out of the week he would come into his classroom early to allow students to come in and chat and talk about anything they needed too. This allows students to feel comfortable and helps develop deep connections within the students as well as with the teacher. Sharing bits of your days or weekends with your teachers or fellow students allows you to connect with one another. The side chatter that happens before class has always been my favorite part because this is the time where we actually get to know more about our teacher and about the students we spend the majority of our time with. Cosmopolitanism allows the classroom to have a more personal connection and creates bonds that are important for teaching and learning. Edmin talks about a coworker who inspired him to dedicate more time to his lessons and teaching as a whole. His colleague and himself came to their classrooms earlier each day and stayed later each night. Her dedication inspired him and made him want to do better for his students. Even though this took a toll on their mental and physical health they tried their best to continue this rigorous schedule. Devoting all of his time to his teaching he forgot to do things that made him happy. When he saw students playing basketball he went over and decided to join

THOUGHTS ON CHAPTER 5-8

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them and play and made effortless talk. Doing this he was welcomed into the students lives and was able to learn about his students. Being able to learn more about his students Edmin was able to create learning spacing that made students feel comfortable just like their neighborhoods did. When teachers make connections to their students and try to engage in their interests it breaks the power barrier and creates a more engaging environment. Through reading Christopher Edmins book we are able to learn how to better educate students in urban communities. Honestly I think these teaching tactics from these recent chapters should be taken into every school system. Many children do not enjoy school and the struggles that it brings, you want to feel like the teachers are working with you not against you. In urban communities this is extra important because they often do not have the outside support or resources they need. Their educators need to take on many roles and responsibilities but it is hard to make a connection with students when there is that power inbalance. Edmin brings up great points and ideas throughout his chapters, teaching us from his experiences. Being a white female who will be working in urban communities I am excited to continue to learn more about how to do so in the most effective way....