Part Two: The Brown kids can’t be in our Club

I chose to relate this song to this particular chapter because I felt as though it really highlighted some major issues with racism.  As the chapter deals with racism within elementary children attending a very diverse school, this song takes that to the next level. The teacher in this story had mentioned that a lot of the ideas her students had came from what they grew up learning and hearing from their parents. I felt as though this song mainly focused on a racial issue between blacks and whites, it gave an idea of what both sides may be feeling. As a future teacher, this song would be one that I would allow my students to listen to and reflect on. 

Lyrics: 

To the man that waited on me at the Starbucks down on Main, I hope you understand
When I put on that t-shirt, the only thing I meant to say is I’m a Skynyrd fan
The red flag on my chest somehow is like the elephant in the corner of the south
And I just walked him right in the room
Just a proud rebel son with an ‘ol can of worms
Lookin’ like I got a lot to learn but from my point of view

I’m just a white man comin’ to you from the southland
Tryin’ to understand what it’s like not to be
I’m proud of where I’m from but not everything we’ve done
And it ain’t like you and me can re-write history
Our generation didn’t start this nation
We’re still pickin’ up the pieces, walkin’ on eggshells, fightin’ over yesterday
And caught between southern pride and southern blame

They called it Reconstruction, fixed the buildings, dried some tears
We’re still siftin’ through the rubble after a hundred-fifty years
I try to put myself in your shoes and that’s a good place to begin
But it ain’t like I can walk a mile in someone else’s skin

Dear Mr. White Man, I wish you understood
What the world is really like when you’re livin’ in the hood
Just because my pants are saggin’ doesn’t mean I’m up to no good
You should try to get to know me, I really wish you would
Now my chains are gold but I’m still misunderstood
I wasn’t there when Sherman’s March turned the south into firewood
I want you to get paid but be a slave I never could
Feel like a new fangled Django, dodgin’ invisible white hoods
So when I see that white cowboy hat, I’m thinkin’ it’s not all good
I guess we’re both guilty of judgin’ the cover not the book
I’d love to buy you a beer, conversate and clear the air
But I see that red flag and I think you wish I wasn’t here

I’m just a white man
(If you don’t judge my do-rag)
Comin’ to you from the southland
(I won’t judge your red flag)
Tryin’ to understand what it’s like not to be

I’m proud of where I’m from
(If you don’t judge my gold chains)
But not everything we’ve done
(I’ll forget the iron chains)
it ain’t like you and me can re-write history
(Can’t re-write history baby)

Oh, Dixieland
(The relationship between the Mason-Dixon needs some fixin’)
I hope you understand what this is all about
(Quite frankly I’m a black Yankee but I’ve been thinkin’ about this lately)
I’m a son of the new south
(The past is the past, you feel me)
And I just want to make things right
(Let bygones be bygones)
Where all that’s left is southern pride
(RIP Robert E. Lee but I’ve gotta thank Abraham Lincoln for freeing me, know what I mean)
It’s real, it’s real
It’s truth

Link: http://www.youtube.com/watch?v=KSurzeGvPrQ

Unwrapping the Holidays

10. A teacher named Dale Weiss talks about the difficulties and struggles he had as a new teacher. The main issue was that of celebrating Christmas in school. As not every student celebrated Christmas, he decided to introduce a multicultural “Christmas”. This meant that he introduced Hanukkah, Kwanza, Christmas in Mexico and the Winter Solstice. In doing this, he was able to show his class what it meant to have cultural diversity  and not force a religion on them. Though he did face strife with other teachers due to his newness to the profession, it was a great opportunity to incorporate diversity to the holiday.

Teaching Controversial Content

9. This story talks about the struggles that a new Teacher experiences in making the decision to teach a controversial topic. The situation in the story deals with a new Teacher who is fearful to teach about racism. The teacher has to face and take into consideration the feelings and opinions of parents, teachers and students. As the teacher ventures out to teach a controversial topic, they seek counsel from an experienced teacher. In doing this the advice that “only you” can decide what you want to teach is given. In doing this, the teacher is allowing students to have a deeper understanding of racism and how to be aware of it.

Working Effectively with English Language Learners

8. Working effectively with English Language Learners’, deals with the responsibility teachers have in order to teach students in a way that is clear and understandable. There are multiple ESL/bilingual education classes that students can take. Some teaching strategies to help students understand are talking slowly, audibly, clear; avoid asking students in front of the entire class if they understand. Teachers need to prepare their students for long classes. Another technique is to use English literature that talks about the student’s home countries or cultures. Using these techniques will help students in having a better understanding of the English language. In doing all of these, it may help you to communicate well with students.

Curriculum is Everything that Happens

7.  Curriculum is Everything that Happens goes through an interview given to a veteran teacher. The teacher talks about and gives advice on some things that new teachers should be aware of. The teacher talks about the stereotypes she had about African American students. She explains that in her opinion, getting to know your students on a deeper level is one of the most important aspects of teaching. She says that curriculum is more than just a book telling you what lessons to plan. It’s how your students feel through relationships, safety, attitudes and feelings.

 

Out Front

6. Out Front continues on with the idea of gay/lesbian relationships in a school setting. How to address the issue is a starting place for many gay/lesbian teachers and students. The story also talks about different experiences openly gay students have had in school. One particular story in the chapter was about a young man named Jake whose “manner spoke of weirdness and difference. Jake goes through school being ostracized and bullied because of his differences. In the end, Jake goes through serious trials and realizes his worth. Once he does this, he gains confidence within himself and is able to “fight back”.

Heather’s Moms Get Married

5. Heather’s Moms got married, this particular chapter talks about a student who had lesbian mothers. As this is a more common element in schools it is important that teachers be aware of it in their own classrooms. Students now a day from a very young age are aware of same sex relationships. The idea of Gay and Lesbian does not come as a shock or surprise. These are some of the topics that teachers need to raise awareness about in a non-judgmental way.

 

Framing the Family

4. Framing the Family Tree, talks about making sure that we as a school family take caution and care when it comes to family related activities in schools. The short chapter talks about one student whose father passed away. In the classroom, students were asked to make ties for father’s day. It is key that we as teachers have an understanding of our students lives at home as well in the class. One sub-heading talks about parents and teachers working together to be Advocates for each other. For example, parents’ being aware of what is going on in their child’s school and class. 

What can I do when a student makes a racist or sexist remark?

3. What can we do when a student makes a racist or sexist remark? This short question is a vital one in a classroom setting. A racist or sexist comment is one that’s meant to draw attention and catch us off guard. Tenorio says that in this type of situation it is beneficial to the entire class if it is addressed at the moment it happens. In this type of situation, our actions as teachers speak louder than words. “Your response or lack of response is just as much of a lesson as the morning math activity.” This shows the influence that teachers have over their students, and the importance in addressing an issue such as this.

The Brown Kids Can’t Be in Our Club

2. Brown kids can’t play in our club is a short story that deals with the issue of race within a school. Even from a young age students are aware of their race and how they compare with other students based on that. The teacher in this story teaches in a very multi racial school, within her elementary class the students are very aware of their skin color and background. “They all ‘know’ that it is better to be light-skinned than dark-skinned”. This theme takes part in the idea of common sense, particularly in black communities. The teacher in this short story comes up with different ways to address race. She incorporates writing assignments and discussions about skin color etc.