WebLog 4

WebLog 4                                                   

Part 1: (Chapter 2)

My current teaching position is a little different than that of a typical classroom.  I teach religious studies and Hebrew language in a self-contained classroom to students with severe behavioral and emotional disorders and learning disabilities.  Because my student’s behaviors are so extreme, it can many times be quite challenging to cover descent amounts of curriculum at one time – or even across multiple classes.  In addition, a good part of my “curriculum” is to try and teach a love for their upbringing, and connections to their religion.  Compassion is not always something that can be taught – especially to kids who are struggling with so many things in there day to day lives.

Due to all these factors, I feel that my approach has to be realistic.  I want their experience in my classroom to have meaning, and therefore I find that I need to be constantly creative and innovative in how I teach my “curriculum.”  I have to always “think out of the box.”  I don’t often use too much text, and if I do, I also have to be prepared with some tactile components in order for the students to be able to focus in non-traditional ways.  I use lots of materials like silly putty, pipe cleaners, or even glue, when teaching the Hebrew language.  I will have my students shape the letters out of something they can feel and touch – and in this way, they will probably remember these experiences much better than seeing it in print on piece of paper or in a book. 

When it comes to making connections within specific content areas, I do a lot of role playing and drawing, allowing my students to contribute to their learning experiences in their own way, and to have the opportunity to express their opinions and learn new ideas in ways that are not typical of that of a text book.  I believe that in the end not only is more learned, but I hope that I have also sparked that connection to their religious beliefs in a more significant way.   

In chapter 2 of his book, Slattery quoted Lisa J. Cary of the University of Texas who says “The study of curriculum issues…calls for an understanding at all times that curriculum is more than a text book, more than a classroom, and more than teachers and students….”  This statement strongly supports my approach to how I teach.  I have to consider my student’s home situation, mental and physical health, and simply – the mood that they are in when they walk in my door each day.  I have to cater to their individual needs and I have to make those experiences meaningful.

Part 2: (Chapter 3)

The theme of autobiography as it is quoted in this chapter by the practice of currere suggests that curriculum is approached by the interpretation of personal lived experiences.  We know that students learn better when able to internalize what they are learning.  Making connections between the curriculum and their own lives is a process in which I deeply support and practice in my own classroom.  I believe that it is a great shame that text books don’t necessarily support this type of learning, and think that it is a teacher’s responsibility to create regular opportunities for students to make these types of connections.