Educational Reflections

  Poetry is thought to be in the arsenal of subjectivity and antithetical to objectivity Objectivism views words having fixed meaning with clarity and precision Yet poetry yields unclear or imprecise meanings Poetry is said to transcend objectivity connecting us to our feelings Poetry gives us awareness through imagination rather than reason Yet poetry is thought to stir up emotions blinding those to the truth As science and reason dehumanize us, poetry provides an injection of humanity Poetry provides a different lens for my students to understand our world Poetry opens doors to bridge emotion and rationality giving meaning to experiences

  Truth is relative to our understanding in our conceptual system Understanding cannot be framed in an absolute or neutral conceptual system Human conceptual systems require metaphorical understanding of worldly interactions Metaphors provide coherent and systematic relationships between concepts Life’s spoken and written entailments fits within our subjectivity Our experiences with metaphor awaken and connects our memories from our past And guides our future Education is the great equalizer leading to social mobility is my metaphor Yet I know not all educated will achieve social mobility But I continue to try because education opened doors for me

  Objectivism and subjectivism each hold myths Defined in opposition otherizing one another Rejection of objectivity is not a surrender to subjectivity Objectivity seeks to categorize and compartmentalize to create human domination and order Yet humans are prone to error, emotions, biases, and disillusionment Subjectivism is devoid of rationality permitting emotion to take over Data informed objectivity has taken over my school yet I know my students I read their emails, hear their stories of mourning and joy all in one day Data should inform but not direct Experiences should guide preparation To meet students where they are

  I was struck by the January 3 tale as I begin each class seeking what students sought from my course. Although a Public Speaking class, I learned to build their confidence by asking, “write your thoughts down before verbalizing.” My students typically encounter greater communication apprehension telling me, “I’m too nervous, let me think first.” When the teacher listed a variety of topics expecting students to respond, I’ve learned to avoid putting students on the spot. Instead, I ask them to form groups and generate topics for which they will research and present. This tale reminded me of how I use to approach students.

  In 2004, I began teaching. I was handed a textbook and told I was ready to teach. I taught as I was taught. I asked students to reflect how my class influenced them or not. One of students said “you talk too much” and others agreed. I learned that simply lecturing was not conducive for my primarily Chicano students. Students seemed disinterested and lacked agency when selecting topics saying, “I’m bored.” Slowly I learned what learning outcomes were and to vary my instructional strategies. I’ve learned to seek my students’ feedback and reflect on my practices.

  I interviewed five faculty as a focus group on their understanding and use of culturally responsive teaching. It was inspiring to hear why they teach at a Hispanic Serving Institution. One Chicano faculty who grew up in the neighborhood said, “It’s about empowering our community” and another said “I see students that are like me.” When I asked for examples of practice, one participant said, “I try to affirm students as much as I can in letting them know they’re important” and another said, “I want them to feel like they belong in this classroom and can do the work.” I am inspired to perform narrative inquiry as it reveals teachers experiences that few other methods can uncover.