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Miss Jamie Goes to Kindergarten

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Jamie C

on 12 December 2013

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Transcript of Miss Jamie Goes to Kindergarten

Miss Jamie
Goes to Kindergarten

Connecting Theories
to Classroom Experiences
Mrs. Lefebvre's Kindergarten Classroom
Math Centers
Linda Christensen - Secret Education
- "Our society's culture industry colonizes their minds and teaches them how to act, live, and dream. This indoctrination hits young children especially hard. The "secret education," as Chilean writer Ariel Dorfman dubs it ... instructs young people to accept the world as it is portrayed in these social blueprints." (p. 126)
Linda Christensen
"Unlearning the Myths
that Bind Us"

Richard Rodriguez & Virginia Collier
"Aria" &
"Teaching Multilingual Children"

Lisa Delpit
"The Silenced Dialogue"
Group Members: Jamie Cruz, Me, Myself, and I
Rodriguez & Collier
Lisa Delpit - Culture of Power
Works Cited
Sgt. Cornel Young, Jr. & Charlotte Woods Elementary School
- "I want my students to question this accepted knowledge and the secret education delivered by cartoons as well as by the traditional literary canon.
... Then I want to enlist them to imagine a better world, characterized by relationships of respect and equality."
(p. 127)
"Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between classroom language and the language of home." (p. 34)
"... There are
ways a person is individualized. ... While one suffers a diminished sense of
individuality by becoming assimilated into public society, such assimilation makes possible the achievement of
individuality." (p. 38-39)
"One kind of code switch is conversational, which can be a signal 'that the students feel a common bond among themselves and a teacher.'" (p. 230)
"To affirm the home language means that they will not be told that they are wrong, or that what they say is vulgar or bad." (p. 227)
- "There are codes or rules for participating in power; that is, there is a 'culture of power.'" (p. 25)
- "If you are not already a partcipant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier." (p. 25)
- "When acknowledging and expressing power, one tends toward explicitness. When deemphasizing power, there is a move toward indirect communication." (p. 27)
- "Upon entering school the child from [a working class] family may not understand the indirect statement of the teacher as a direct command." (p. 34)
Taking Risks
Now What?
Now What?
Now What?
I have to admit, it was a challenge to take on TWO new forms of technology at once for this project -- Prezi, and Bitstrips. As I had mentioned in your office, the plan was to go with both, unless I was ready to pull my hair out (in which case I would have downgraded to Powerpoint, and possibly something other than Bitstrips). Ultimately, I am glad I decided to stick it out with both!

I initially saw Bitstrips on Facebook and thought they were fun, so I figured there must be some way to make it work. I hit a speed bump immediately though, in trying to figure out a way to create strips that wouldn't be connected to my Facebook account. And then I would occasionally get "error strips" explaining that the site/servers were overwhelmed since Bitstrips was so popular, they weren't prepared. But once I got going, it was a matter of building from scratch. The scenes that you see on Facebook are automatically generated within the mobile app, and are simply shared. But that wasn't going to work for what I needed! Once I built my avatar, I had to figure out how to get what I wanted. Is there a classroom scene? Should I build individual avatars for students and the teachers? Or can I make the characters in the art files work? How do I make them sit?! Isn't there a rug in these files somewhere? What's going on with his arms? How do I change the colors?! Why doesn't (x, y, z) fit in the frame? And so on. But once I invested the time (more time than I'd like to admit!) in putting the first scene together, I started to figure out where things were, and what I needed to do with everything. That slowly made things begin to go more smoothly. Each strip took time, but it was actually fun to play around with, once the frusteration faded!

It was a similar situation with Prezi, which I had actually never heard of until this semester. I watched the brief tutorial, and though, "Good to go!" Wrong. I selected a template to start with, which I thought looked nice, until I got about halfway through building it. It was very brown. That's when I discovered that you can't change templates (only colors), so if I wanted a different template, I was going to have to transfer everything over manually. I changed the colors. And changing the title in the Prezi doesn't change the title OF the Prezi. Why does this thing keep zooming into the picture on it's side?! Why doesn't this arrow look the same? Why is it zooming so fast? You get the idea!

In the end it was a great learning experience. I could have backed off, but I was determined. I am sure that there is much more I could have done with both mediums to create a snazzier presentation -- particularly with Prezi. I am sure I will be glad for the base that I have developed from this experience, so that I can create something fancy in the future!
Christensen, Linda. "Unlearning the Myths That Bind Us."
Rethinking Schools 01
2007: 126-137. Print.
Rodriguez, Richard. "Aria."
Tongue-Tied: The Lives of Multilingual Children in Public
Ed. Otto Santa Ana. Rowman & Littlefield Publishers, Inc., 2004. 34-39. Print.
Collier, Virginia. "Teaching Multilingual Children."
Tongue-Tied: The Lives of
Multilingual Children in Public Education.
Ed. Otto Santa Ana. Rowman & Littlefield Publishers, Inc., 2004. 222-235. Print.
Delpit, Lisa. "The Silenced Dialogue."
Other People's Children:
Cultural Conflict in the Classroom.
New York: New, 1995. 21-47. Print.
- At 5 years old, these girls are already aware of the desired "body image," which has been pressed on them through various media.

- We need to teach them to question this accepted knowledge, so they develop "critical consciousness" and awareness that can become action.

- Hearts and Minds

- When introduced to alternative views,
they can spread them among their peers.

- Gabriela & Dajahnay
- I have seen the teacher use both direct and indirect forms of communication. Indirect occasionally does get the point across, but sometimes not -- however, direct nearly always does.

- My Delpit moments in the beginning stemmed from my subconscious desire to deemphasize power. I didn't want to sound mean. I think certain students,
Joshua in particular, could sense my hesitance and tried to push limits.

- This improved when I found my assertive voice and began giving direct commands. This actually improved my relationship with the students, as they recognized me as an authority figure.
- I never hear Spanish used in the room, despite the fact that many of them speak it. (Interestingly, the assistant teacher is a Spanish speaker.) It's as if the children are already aware, without being told which to use, that Spanish is a private, home language/identity, so it is checked at the door in favor of assimilating to the public English language/identity.

- According to the teacher, none of the students are ELLs. They are doing well
enough with numbers/math, but could they be grasping it faster if Spanish was used too?

- Knowing the population of Spanish speakers in the room, why not use some Spanish in addition to English? The teacher has admitted she doesn't speak Spanish, but things like numbers, colors, months, etc. are quick to learn. It would embrace many of the students' home languages, and teach something new to those who don't speak it.
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