Sunday, March 24, 2013

Austin On Our Minds


           The discussion of gentrification in this weeks reading (Harlem On Our Minds) was extremely thought provoking. The arguments and opinions laid out in this book­–both from the author’s unique research perspective and from the voices of Harlem’s youth­–shine light on a controversial topic that I have little exposure to. The idea of gentrification is very layered, as the affects on the surface seem to be “good” for the neighborhood. When old buildings are bought and refurbished, the result would seemingly mark an improvement for the community, but these new constructions often come with increased rent and lease prices for the area that can displace life long residents. Because of higher rent prices, the “improvements” result in a swift influx of “new” neighbors to the neighborhood, people who would normally avoid an area like Harlem if not for the nice new condos. The resulting changes clearly have a negative impact on the low income residents of the neighborhood, and can bring about cultural shifts in the community that are not necessarily accepted by the long term community members.
            The ideas presented in this text about Harlem have forced me to evaluate similar trends occurring in Austin. As we all know, Austin is among the fastest growing cities in the country with between 150-200 people moving here every single day. This rapid growth is very beneficial to Austin in a lot of ways, but after reading Harlem On Our Minds I began to question whether or not a similar trend of gentrification is happening in Austin right now. This is certainly an area I would need to explore in further detail, but as the city continues to expand I am sure it is pushing low-income families out of their traditional environments and into new settings. Large condos are rising in the East side and off of South Lamar at a rapid rate, and the small neighborhoods surrounding Austin’s downtown are quickly becoming larger developments. Housing prices are beginning to swell and rent is certainly on the rise in a lot of areas of Austin. One only needs to look at Rainey Street to see the impact that a growing population has had on small urban neighborhoods, as almost all of the houses on Rainey have been purchased and refurbished into bars to accommodate a growing nightlife scene. These single-family homes, like a lot of homes around the area, are no longer viable options for low-income families. And, as areas like Rainey Street continue to evolve as popular night life destinations, rent prices on the nearby East side houses will continue to rise. The area, for lack of a better term, is becoming more “desirable” to young white people, and securing a lease on a single-family home around the area is becoming more competitive. This influx of new residents can also begin to shift cultural and community norms in certain areas, which may not always be welcome by long-term residents.
            Rainey street is just a microcosm of the larger gentrification issues surrounding the growing urban landscape of Austin–and it may not serve as a good example at all–but I think as Austin continues to expand we need to be conscious of the existing communities that are already in place and respect people’s right to their home cultures. Just as the book explains, there can be “good” new neighbors and “bad” new neighbors, and the “bad” ones are the people who do not integrate with the existing community and acknowledge that a community and culture exist in these environments already.

Sunday, March 17, 2013

Whole Class Text

Another spring break has come and gone, but alas...it is time to get back to the daily grind! I enjoyed spending some time over the past week working on my "whole-class text" unit plan, but there were definitely some challenges. Over the course of this masters program, we have built a foundation of "non-traditional" English teaching theories and methods– meaning, we have focused our teaching theories around sound literacy development as opposed to the "book by book" conventions of standard high school English teaching that slowly moves a class through an arbitrary group of canonical texts. With that being said, this unit design assignment was refreshing in the sense that it allowed me to re-examine the "whole class text" method of English teaching with a new and creative perspective. More importantly, designing a whole class text unit may very well be a requirement imposed by our future departments, schools, or districts, so learning to creatively mesh the whole class text environment with the work-shop environment is critical. I chose to focus my unit around the concept of "Literacy as Power," as this is a concept I think will be fortified throughout my year long teaching plan and is extremely empowering to young readers and writers. To expose my students to the far-reaching powers of literacy, I chose the non-fiction text "Narrative of the Life of Frederick Douglass." As my unit plan shows (and as I am sure I will explain in more detail to the class on Monday), this text has some of the most powerful arguments for Literacy I have ever read. I also fought to keep the accordion effect as present in my whole-class unit as possible, as the idea of a whole class text does not directly mean that the class must be in a "whole class" setting at all times. Instead, I used individual work and small group work to help students BUILD TOWARDS the often intimidating "whole class discussion" environment. I think introducing students to these traditional conventions (as the whole class discussion is often overused in English classes) in a positive manner can empower students to succeed in their future schooling experiences. I will say that this unit was much harder to design than my previous, but I also think it was more rewarding. I look forward to sharing my ideas with the class!

Friday, March 1, 2013

Computer Problems, part Deux.

Well, I finally solved my computer problems and got my computer working, so I went in to school today and taught two lessons with the high hopes of recording a lesson video. I captured the entire lesson and even moved my computer around to get close up recordings of my conferences, but alas my computer problems have failed me once again!!! As it turns out, the repairmen at Mac completely broke my "built in microphone" while they were working on the other issue in my computer, so there is no audio for my video at all :( I still have the video but 55 minutes of teaching is pretty boring without a lick of sound! I now have to take my computer baaaaack to the Mac store for the second time in less than a week to get it repaired. On top of that, I am quite disappointed because the lesson I taught was very successful and I was excited to share my experience with the class. But, as Tupac says, "life goes on." I have never doubted Tupac's wisdom and don't plan on starting now, so I will heed his advice and move on from my disappointment. I still want to share my lesson though, as I am proud of it and I think it had an immediate impact on my students, so I will do my best to explain my lesson in this post in case anyone is interested. Johnathon observed the lesson so he can help me recreate it as well.

Anyway, I wrote it myself and it is based off of a lesson from my non-fiction unit plan. Here is the general outline:

Objective: In order to use our literacy powers with purpose, we will make the right choice of either reading or writing today and we will proudly voice our choice!

Mini-Lesson: I will keep my mini-lesson brief, introducing the Café 507 menu for the day. Last week students reflected on the strengths and weaknesses of their literate lives, today I will introduce the idea of building purpose for their literate lives (which will lead into the Appetizer which I will model briefly).

                                  CAFÉ 507 Menu

Appetizer: Use your writer’s notebook to Voice Your Choice:

“What is my literacy menu choice today and why did I choose it? What is the goal behind my choice?”

[After they have written for a few minutes, I will have them turn and voice their choice (and why) to a neighbor, and then ask for volunteers to voice their choice (and why) to the whole class]

Main Course: Choose one of the following Entrees:

                        Entree One: Read

                        Entrée Two: Write

Dessert: On a post-it note, answer the following questions in one sentence. 

“Did I reach the goal I set at the beginning of class? What can I improve on next time?


I found that the literacy menu idea was a great way to present students with a list of choices in a fun way, and the students loved getting to choose their work for the day.  We started the lesson by talking about the famous line from Spider man: 'With great power comes great responsibility,' and that was my intro into the idea of "purpose." Students related very well with this concept, as several students mentioned that you have to have a "reason" behind what you do and you must "use your power for good." The discussion we had surrounding purpose was awesome, and students were asked to write their choice, defend their choice, and make a goal for the day. We then Voiced Our Choice to the class which was a fun way of building community accountability.

The conferencing went well again, and I am so bummed I do not have audio from my conferencing videos because I had some great ones. Unfortunately, we are about to enter a pretty dry testing unit, so my opportunities for conferencing will be limited over the next month until after the STAAR. Hopefully I can still find some time to conference!

I am sure I will have more to say about all of this on Monday when I get over the disappointment of my failed video, but at least this post gives an outline of my field experience.