White Teacher Gail Pruitt Heidi Irvine Beth Hannah Christy Webster Take a moment to note which group you are in! Group A Jenifer Arnett Erin Bushek Deborah Duning Katherine Lemon Jessica Osborne Group B Angella Arthurs Crystal Carpenter Crean Hansen Debra Mauk Ann Poole Group C Paula Bumgardner Elizabeth Conn Trina Kinhalt Angela McAlister Marissa Wilson Group D Roaby Browning Deborah Davis Coleen Kosan Bethany Miller
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
White Teacher
Gail PruittHeidi Irvine
Beth HannahChristy Webster
Take a moment to note which group you are in!
Group AJenifer ArnettErin BushekDeborah DuningKatherine LemonJessica Osborne
Group BAngella ArthursCrystal CarpenterCrean HansenDebra MaukAnn Poole
Group CPaula BumgardnerElizabeth ConnTrina KinhaltAngela McAlisterMarissa Wilson
Group DRoaby BrowningDeborah DavisColeen KosanBethany Miller
Who is Vivian Gussin Paley?
White Teacher power point.ppt
Vivian Paley Background
• born January 25, 1929 in Chicago, IL• taught in New Orleans, Great Neck, &
Chicago• taught preschool and kindergarten in
University of Chicago Laboratory Schools
University of Chicago Laboratory School
• A Distinct approach to education
• A Diverse Student Body
• A Community of Individuals
Educational Beliefs
• focused on the child
• hands-on projects
• creative problem solving
• sense of responsibility
• everyday life.
• broad-based
• Continuing teacher education and research
Is this classroom in which I live a fair place for every child who enters? Does every child and
family have an equal say in the worlds we invent?
Think about this…
Let's look back at a situation that happened very early on in the book. Please think about what you would have done if you were in Paley's place BEFORE having read the book.
"Alma, you look like chocolate pudding." We were all sitting around having snack time. Paul repeated, "Just like chocolate pudding." A few children laughed. Most paid no attention. I became rigid and pretended not to hear. Alma was looking at Paul with interest. She did not seem to feel insulted. Is it an insult or not? I couldn't decide. Do I react? To what? She does look the color of pudding. But he shouldn't say that! You never say anything like that to black people. I continued drilling myself. Why didn't I say something? What am I supposed to say? Say nothing. Alma's already uncomfortable with me. If I say anything to draw attention to her blackness she'll never talk to me. Who can I talk to about this? Never mind, I'll handle it myself. I don't need help.
Charts taken from “A Multiracial Society with Segregated Schools: Are We Losing the Dream?” By Erica Frankenberg, Chungmei Lee, and Gary Orfield; January 2003; The Civil Rights Project Harvard University; http://www.civilrightsproject.harvard.edu
Percentage of Students in Minority Schools by Race, 2000-2001
A. Yes, with a high degree of acceptance and tolerance.
B. They’re working on it.C. Neutral, there are no differences.D. No, differences are ignored.
Now What… Let's look back at the situation that we
discussed earlier. Please think about what you would have done if you were in Paley's place AFTER having read the book.
"Alma, you look like chocolate pudding." We were all sitting around having snack time. Paul repeated, "Just like chocolate pudding." A few children laughed. Most paid no attention. I became rigid and pretended not to hear. Alma was looking at Paul with interest. She did not seem to feel insulted. Is it an insult or not? I couldn't decide. Do I react? To what? She does look the color of pudding. But he shouldn't say that! You never say anything like that to black people. I continued drilling myself. Why didn't I say something? What am I supposed to say? Say nothing. Alma's already uncomfortable with me. If I say anything to draw attention to her blackness she'll never talk to me. Who can I talk to about this? Never mind, I'll handle it myself. I don't need help.
QU
OTES
"My uncertainties about labeling behavior and intelligence in general have been exposed by my dilemmas concerning black children. My attempts to help black children feel more comfortable in a white environment have made me more aware of the discomfort every child experiences as he realizes he is being judged by someone who does not know him."
"Our conclusions were these: more than ever we must take care to ignore color. We must only look at behavior, and since a black child will be more prominent in a white classroom, we must bend over backward to see no color, hear no color, speak no color. I did not argue against this position because I could not justify another."
“Those of us who have been outsiders understand the need to be seen exactly as we are and to be accepted and valued. Our safety lies in schools and societies in which faces with many shapes and colors feel an equal sense of belonging. Our children must grow up knowing and liking those who look and speak different ways, or they will live as strangers in a hostile land.
“All children have more in common with one another than any one of them has with me. The major source of incongruity is between their thinking and mine. The children already know how to open up a classroom, for play is the original open-ended and integrated curriculum.”