Female Head Coverings- A Right or a Restriction?

I have been curious about the topic of female head coverings for quite some time. And the longer you consider a topic, the more complex it becomes. I will be the first to admit that I am addressing the issue with very little background knowledge- apart from an article I skimmed in Maclean’s a few months back, and random bits of information I’ve heard on the news and through the internet. This is a very complex issue.

My reason for writing about it now is because the topic recently came up- randomly and very briefly -in an English course that I am in. Female rights constantly come up in the writings of the renaissance, and we are often tying these issues to more current issues. Well it wasn’t directly in regards to female head coverings, but my professor made a very cut and dry statement with regards to one culture where this occurs, his statement went something like this: “Muslim society is slowly creeping in to Western society. And with it, the repressive attitude toward women. Watch out ladies. What you have fought for, could very soon be taken away from you.” 

My thoughts immediately went to the issue of female head coverings- although there are many other issues he went on to refer to. In my opinion female head coverings are a very overt statement made by the woman wearing the covering. However what exactly that statement is is dependent on both the woman wearing the head covering, and the person perceiving how it is being worn.

In my experience, when cultural traditions enter an issue the debate becomes very complicated. Often the people on either side of the debate cannot fully comprehend each other because (assuming, in this case, that one is a non-Muslim, and one belongs to the Muslim/Islam community [or any other community that partakes in this practice]) they have not been raised in the same society or with the same ideals. When our beliefs cut to the core of our being, and when those beliefs are entangled with the beliefs prevalent in our society, it is almost impossible to understand our world from a different lens than from that in which we stand.

That being said, the issue I want to consider is that of female rights. When a woman in Western society puts a head scarf, hijab or burqa on, is she expressing her rights? Or is she demonstrating her deprivation of rights, is she submitting to the suppressive rule of men?

I have heard arguments on both sides. I have heard that for some women they feel it is their right to choose to wear a head covering, and they feel much more comfortable doing so. Because they are not forced to wear the head covering in Canada (and other western countries) when they choose to, that choice and the feeling of empowerment in making that choice, can portray a statement- having the freedom to choose and choosing to do what they feel is best. Their choice can be compared to how many people choose what they want to wear taking into consideration the statement they want to make through their fashion. However, the issue is when the person on the perceiving end of the situation does not properly interpret that statement. Of course this is where the other side of debate comes in, there are those who believe head coverings are depriving women of their rights and perhaps some Muslim/Islam women fall into this belief as well. Those who fall into this belief would interpret the ‘statement’ made by those women on the freedom end of the debate very differently from what how it was intended. With this second belief in mind, a woman who places the covering on her head is making a statement on behalf of the male population within her culture, a statement denoting male power, and female suppression.

It is from the latter system of beliefs that my professor falls into by him saying what he said. I am not entirely sure where I stand on the issue, because as I said I cannot grasp a full understanding of it having been brought up in a non-Muslim/Islamic society. I cannot deny, however, that what my professor said does sound alarming- if for no other reason that its sheer extremism.

I know that in some countries, it has become illegal for women to wear head coverings. Some governments feels that head coverings are a sign of women suppression and so by that logic, they should ban the coverings so that women can be free and equal. But I wonder, how is it any more freeing for a woman to be told she cannot wear something than for a woman to be told she must wear something? Is this not also taking away the woman’s right to choose?

Had a go at sliderocket

March is madness. And no, I’m not a basketball fan. What I’m talking about is all the assignments, essays and EVERYTHING due for the university student in March. It’s madness.

I have an assignment+presentation this week in my Ed Psych class. Rather than work with the old go-to, powerpoint, I decided to try something new and signed up for an account with sliderocket.com. I really like it! Its great how you can switch easily back and forth between the presentation and flickr when adding photos, and that you can easily embed video and even live twitter feeds. The presentation may not be as informative as it would be live because I haven’t added the audio I will be supplying when I present to my classmates. Feel free to view it or use it.

The presentation is on Obsessive Compulsive Disorder. I hope that it is informative and interactive for you. Please do not hesitate to give feedback : )

*Unfortunately I cannot embed the slideshow into WordPress.

Discipline. Is there a right answer?

What is your philosophy on discipline?

As a soon to be Early Childhood Educator, I feel an overwhelming sense of anxiety when it comes to discipline. The ability to understand and  utilize appropriate discipline strategies is an incredibly important skill to have as an educator. However, even after five years of university education, and over 12 years of experience in various forms of child care (babysitting, Sunday school leader, child care staff etc) I still do not know what the best approach to discipline is. I have conflicting views on how I want to approach discipline. I want to respect the dignity of the children involved. I understand that giving choice and options is empowering for children, but I still don’t fully know if discipline is a appropriate place to offer choices. Or if it is, how can choice be given while maintaining authority. And then in regards to authority, I don’t like the idea of a dictator-type disciplinarian, but I also am aware that without a sense of authority some children will be disrespectful and take advantage of the situation and of the adult/teacher. I have read that using ‘if, then’ discipline scenarios can help children to understand that their actions will be followed by consequences, but I have also read that some children do not mind the consequence of having a time-out, if, in the long run, they were successful in scarfing down that extra cookie they weren’t supposed to eat- and so that approach is ineffectual. I have always thought that discussing the conflict with the child/children is a good approach to solving conflict (which may or may not be considered discipline), and along with this includes discussing the feelings of those involved so as to develop a sense of empathy, and to help children problem solve. But I often wonder if these discussions really do help children to problem solve, if they are always adult lead conversations. I also wonder if they result in a change in behaviour, and from my experiences working in a grade 1 class this didn’t seem to be the case. No matter how many times I engaged students in conversations of why its ‘not good’ to hurt each other, and how it makes us feel, something similar would happen at the next recess or lunch break. I’ve also read that by attaching feelings to discipline, results may not be positive, especially in scenarios where the adult says “When you do that, it makes me feel sad”. This could do one of two things: 1) It could cause the child to always be worried about whether their actions are making you happy or not- which in the case of the high achiever could cause stress and anxiety, they may never be happy with their own decisions unless it is causing someone else joy. or 2) You may end up with a child who is not empathetic, and could care less how their actions make you feel. This creates a power struggle- one that you, as the disciplinarian, have just lost. As you can see, I have heard many opposing arguments for many approaches to discipline. But, I don’t feel I have enough information to make an informed decision on my own approach to classroom management and discipline.

I cannot deny that I feel that my university program has done me (and my colleagues) a disservice by not discussing discipline (aka ‘classroom management’) to a greater extent. I once asked a professor directly what their view on discipline was, and why the university didn’t guide us in this important aspect of become and educator. Their answer was this: “You will find your own way of classroom management and discipline that works for you”.  This might be true, but I cannot accept this answer coming from a teacher education program that is quite didactic in which philosophy of education we should believe in, and from a program that warns about the tendency to teach as we were taught and the necessity of breaking this pattern to create a better future for educating the next generation of learners. I realize that discipline and classroom management are touchy subjects. Perhaps there is no ‘right’ answer and that is why our program has shied away from broaching the subject, but I think that, if nothing else we pre-educators should be introduced to a variety of strategies for classroom management and discipline, and the theories behind them, just as we are taught various strategies for teaching math or reading and the theories influencing those areas of education. I wish I had a broader knowledge base in regards to discipline, because as it stands, I feel as though I am about to enter into the world of classroom teaching blind to the best practices of discipline available.

Below is a video I found where Barbara Coloroso discusses some discipline issues and strategies. I like the approach she takes to time outs, to teaching children to problem solve, and the three D’s of distract, disorient and disengage. Comments and suggestions are more than welcome, but beyond that, if you have resources or links to other influential individuals in this area of expertize it would be great to expand my knowledge through the connections of you, my PLN.

Is this the last Feb break I’ll get?

Entering the field as an educator right now is rife with issues. Here in Saskatchewan the question has been put forward by our governing party of whether to start the school year after the Labour Day long weekend. This decision, however, would result in the loss of our annual “February break”, which is a week off from school in the middle of the month of February. I’m not entirely informed on the reasons why starting after Labour Day would be a good idea, so all I am seeing is the negative aspects of the situation. In my opinion, and from what I’ve heard through the grape-vine, students and teachers alike look forward to the February break. Many students and their families take this opportunity to go on vacation or visit far-off relatives, or if nothing else, relax and have a mental break from school. I don’t like the idea of losing the February break as a teacher, and it really doesn’t matter to me whether school starts before or after the Labour Day long weekend. But, unfortunately, I feel like I really have no say in the matter.

I heard on the Moose Jaw radio about a poll on Discover Moose Jaw in regards to this issue. I’m going to fill it out, and I encourage you to do the same. I’m not sure if it will make a difference, but its the least we can do to have our voices heard.

What do teachers do?

I came across this picture on Facebook (please excuse the inappropriateness of the first photo). Its the last photo that really hits home for me, I know its supposed to be depicting a teacher up to his elbows in marking, but that’s not how I interpreted it. I interpreted this last photo as a teacher being swamped with the endless paper work that is required of him (or her). What is teaching really? And who is teaching for?

My biggest fear

I give kudos to Joe Bower for the way he is able to put his thoughts into words. I imagine we differ on some issues, but from what I’ve read so far I’m feeling like his blog posts encompass the things I’ve been thinking, but have been unable to put into words. The one I read today, For the Love of Learning, discusses how teachers often loose sight of what/who the top priority of teaching should be- the students and their learning needs. Many teachers “fall victim” (his words, and mine) to the pressures coming from the top down.

This is actually my biggest fear as I step into the world of teaching. I am afraid of giving into “the system”, as it were. But I know that I must, to some extent, because if I don’t accumulate and communicate the test scores, benchmarks and everything else my superiors determine to be important, at the end of the day I may not have a job.

Is there a balance?

I would love to enter a learning climate where the students and I can explore options, and learn whatever and wherever the learning takes us. I would love to spend 6, 8, or even 10 weeks on a project or unit without feeling that I am pressed for time because I must teach everything in the set curriculum. Not to say I do not agree with the concept of curricula, I do, but I often hear that there is too much that is mandatory to cover, and never enough time to give those learning opportunities justice.

Funny enough, however, I do feel the need for accountability. Though perhaps I believe in a different kind of accountability than what is often experienced and talked about in the current climate of education. I don’t feel its fair to the student’s learning if one teacher is giving the job their all (with hands on, real world learning that engages the learners, and instructional strategies that are in tune with the varied needs of the learners) while another is distributing photocopied handouts and sitting in their desk while their students ‘learn’. Which students will get the best education and develop a real love for learning? That is the kind of accountability I think the education system needs.

But instead teachers are bogged down with collecting scores in relation to literacy and numeracy levels, and then meetings to discuss those scores. And then the percentages of their students scores’ is compared to other scores, and if they are low, the responsibility is on the teacher to bring them up- with teachers often reverting to pen to paper learning, drill and practice, and the viscous cycle continues. The paperwork and ‘accountability’ to complete all these steps is also very time consuming.

I realize fully that teaching includes this baggage. But I wonder, when will I have time to focus my energy on the holistic learning of my students? Will I ever be able to teach and enjoy the successes of my students (no matter whether academic, social or personal) without a feeling of top-down pressure in the back of my mind to power through the subject matter, to force my students to do what is considered ‘good’ by someone else’s standards, and to conform to the power of the system?

I sure hope so.

Exnay on the Grades- kay?

I came across this post on grading, assessment and why it should change by Joe Bower and loved it! I want to read more, know more and be active in this. But I’m wondering how this applies to the early years of teaching? How would I go about having those ‘grade’ discussions with students who are 5 and 6 years old if they haven’t already been ‘schooled’ into understanding (and depending on) what it means to be assessed. I’m not saying that I think its not possible for the younger years, I just think it would be followed through in a very different manner.

Base photo credit:

Proctor Archives

Why support Early Childhood Education?

This video (also shown below), posted via twitter by Amy Jo Johnson highlights some very business-minded reasons for supporting Early Childhood Education. I think the video is well presented, but after watching it I am left with an odd disconnected feeling. I can’t decide if I should support this video or not. It calls for more financial support to be given to the early years of development (which I am totally for!), and highlights many legitimate benefits of early childhood education such as the possibility of children leading healthier lives, increased graduation rates and developing character. However, I can’t help feeling hesitant due to the way it reduces the benefits of early childhood education to the language of ‘investment return’. It even goes so far as to suggest that with more education at a younger age there will be less need for ‘special education’- this point saddens me more than any other because it suggests that special education is something people see as a nuisance to society.

If I don’t agree with this reasoning for early childhood education, does that mean I do not agree with supporting early childhood education? No, because I do support early childhood education- but I would like to believe that the reason for supporting it should be based on a rooted belief in the necessity of the holistic development of the child, rather than on the percentage of money the government may receive down the road.

LMFAO for kids?

One of my profs showed this video in class the other day as a bit of a break from the lecture. She’s shown it to her grade 2 students to give them something to sing that isn’t “I’m sexy and I know it”. The video is hilarious, don’t get me wrong, but is it actually working to replace LMFAO or just perpetuate it for kids?

To be… or to be professional? That is the question.

Something I am struggling with in relation to blogging is the question of voice. What ‘voice’ should I use when I create these posts that potentially anyone in the world could see? Am I writing as myself, full of wit, sarcasm, and run on sentences? Or should I be taking a more professional approach to writing in such an open audience- you know, just in case? Who is my audience, and who am I when I begin typing into my blog post? Student, teacher, self?

Obviously it’s up to me to decide what tone and level of professionalism I take on through my writing. But I am finding it more of a struggle than it should be. I get so caught up with this that I am paralyzed when I attempt to begin a new post. And why is that? I believe a lot of it stems from the fact that I am a pre-teacher. As a pre-teacher, it has been drilled into my being that I am entering a field where I will be held to a higher degree of professionalism. I must always act professionally, whether at school, at the local restaurant, or online, because I am always being judged. This feels like a daunting task- especially because I like to be silly, I like to joke, and yes sometimes I even say and do things before thinking them through. But should you judge me for this?  As far as I know, this is what it means to be human. One cannot always be perfectly professional. But from the sense I get entering the teacher profession, this is what is expected. Was it always this way? Or is this the heightened need for accountability leeching out past the classroom into our everyday lives?

Ok, now back to the point about blogging as a pre-teacher. I have spent almost as much time going back into my previously written posts and editing them so as to sound more professional, and better thought out, as I have spent time creating new posts. Is this true blogging?

And that brings up a new question, what does it mean for the writing itself if I am always able to edit it? Does it loose or gain value in its fluidity?