Jeremy Takashi Rosen Signature Assignment EDCI 503 I.

. Defining Obstacles and assets to Effective Teaching and Learning Assets: My definition of an asset in the context of effective teaching and learning in the urban environment is anything that is useful and/or contributes to the learning of a student and also anything that increases the effectiveness of a teacher. Taken together, an asset may be anything (person, place or thing) that adds value to the process of teaching and learning. For example, Rancho Palos Verdes was the community that I spent most of my schooling growing up. It was and still is an affluent community in southern California which contained many educational assets. The majority of its residences were college educated and were therefore more inclined to encourage and pass on positive information, attitudes and views concerning education. Persons in positions of privilege strive to pass on their advantages to their offspring (Raftery & Hout & Shavit & Blossfeld as cited in Weis, L. 2008). The schools I went to were employed by many qualified teachers with proficient subject matter knowledge and classes were taught with opportunities for interaction and tolerance for differing ideas. In addition, the classrooms were well equipped with computers and other up-to-date technologies. There is mounting evidence that interaction with new technologies such as computers is increasing measured intelligence and also that schooling increases intelligence. (LeFrancois, G. 1997). I was the first-born child in my household. (Galton, as cited in LeFrancois, G.1997) observed a much higher than expected number of firstborn children among the greatest scientists that Britain had produced. Since then, many studies have shown that firstborn and only children (who are necessarily also firstborn) speak more articulately and at a younger age than later-born children, score higher on measures of intellectual performance, have a higher need for achievement, perform better academically, and are more likely to attend college and to achieve eminence (Gaynor and Runco as cited in LeFrancois, G. 1997). My sister Lauren Kiyomi Rosen was born two years after me. Our mother gave each of her children Japanese middle names as a way to keep some cultural identity. When I was 19 years of age my mother gave birth to her third child (my half-brother) Adrian Masato Elledge. Research shows that the number of brothers and sisters has a negative effect on schooling. The larger the family, the more likely that academic achievement will be lower (LeFrancois, G. 1997). A child whose siblings are much older or much younger, Gaynor and Runco explain, is more likely than other children to be perceived by parents as special and also more likely to be born into an economically and socially advantaged family. I definitely agree subjectively with the research mentioned here. That I was a first-born with only one other sibling growing up, in addition to being male, were assets in regards to my education.

Even though I was raised by a single mother (my parents divorced when I was around 7 years old) with no schooling beyond high school, her beliefs and views that education was very important were always highly stressed. My mother also recognized my gifts and talents, emphasizing them more than my faults, contributing in the long run to make me more aware and confident of my capabilities and talents. She had high aspirations for my future and her educational beliefs and high opinions of me were assets that played a tremendous factor in the resilience I had eventually acquired. The LAUTR (Los Angeles Urban Teacher Residency) program is an asset whose goal to keep all aspirations and ideals of future teachers high and to prevent them from teaching just to get a pay check. It introduces beginning teachers to top quality professors and mentor teachers in the classroom with whom meaningful interactions and experiences may foster and develop. Both good teachers and good mentors are valuable assets because good teachers will engage and capture emotions while good mentors guide and ease the beginning teacher into the new teaching process. Mentoring is useful in career development. For example, a large number of school jurisdictions have instituted mentor programs wherein expert teachers are designated as mentors to assist the early development of novice teachers (Bainer and Didham as cited in Lefrancois, G. 1997) In conclusion, a good teacher is one of the best assets that a student can have and this is the focus of what I feel teachers should aim to be. Besides good teaching techniques (assets) which Haberman describes when good teaching is going on (e.g. actively involving students with planning, real-life, and vital concerns, explaining differences, questioning common sense, self-reflection, using technology ) I also believe that good interpersonal skills in a teacher is a must (exuding trust, care, compassion, positivity, good-naturedness, friendliness and a respect for others). These positive traits associated with good interpersonal skills are tremendous teaching assets conducive to helping students feel more comfortable and trusting with each other and the teacher. The openness that this creates in the teacher/student relationship is likely to elevate the students already positive perception of the teacher which is an asset as well. All these assets will help lead to a more enriched classroom environment (learning asset) where I hope that the discussion of community problems and moral issues can take place. As I think about my future teaching career I imagine an idealized classroom setting where, in addition to teaching the information and skills needed to pass standardized tests, I can do so in a way which not only draws on students personal experiences but also their thoughts of societal issues such as sexism, current events and poverty. My ideal classroom would be one where I would be engaging my students in a teach-to-learn and learn-to-teach thinking style rather than a one-sided I-speak and you-listen authoritarian format. This problem-posing environment (an asset), as Friele defines it, describes the students as subjects capable of transforming the world in the process of becoming more fully human (opposite of dehumanization) and see the world not as a static reality, but as a reality in process, in transformation. I now ask you to picture a scenario where there is a person standing at the bottom of a very tall mountain (student). All around the scenery is monotonous and this person has no idea where he is (life). He just has an intrinsic sense built into him (past knowledge from upbringing) that once he gets to the top of the mountain he will see everything from a brand new all-encompassing perspective and although he will still have many unanswered questions many things will become clearer to him. So he starts to 2

climb up the mountain but the process is a lot harder than it first seemed and in brief intervals of pulling himself straight up, hand-by-hand vertically, he finds ledges that he can rest upon. On one of the ledges he looks down at his feet and sees the brand new shoes that he is fortunate enough to be wearing (an asset) for without those, he probably would not even have made it as far as he had. He looks down and sees nothing but barren land for as far as he can see. Wow, he reflects to himself. There was nothing down there for me. Not even a pond or lake to where I could have obtained water! I am glad I started the climb. The climber has starting the process of learning. He now knows more about where he had originally come. His new vertical position makes this possible. Because there does not seem to be much opportunity back down in the barren land below he knows he will continue to climb this mountain. But before he does he opens up his backpack and finds some gloves which he pulls over his blistered hands (an asset). Thank goodness for that, he says. He continues the climb to the top with renewed interest. And this is my example of a quick analogy to be continued. Obstacles: My definition of an obstacle in regards to teaching and learning in the urban environment is anything that slows down, impedes and/or is a temporary barrier to progress. It is defined by some references as something that prevents something from happening or something that stops progression which I disagree with, when used in an educational context, since obstacles can be overcome. As a future educator I am choosing to define an obstacle only as a temporary barrier because with the right tools, understanding and commitment almost anything can be overcome. Although I grew up in a city where the common denominator of its inhabitants was wealth, my father was a Vietnam veteran whose face became red every night from drinking his wine. The same could be said of my mother. They were both alcoholics which was just one of the factors that lead to their divorce (obstacle). I resided up and away from the flat Los Angeles city below, physically and socially isolated from the rest of the urban culture. The isolation from the smog and streets of Los Angeles below made Palos Verdes a virtue for those who sought its serenity and unpolluted air, but for a kid growing up there wasnt a whole lot to do. There was very little public transportation on the hill (obstacle) and I was left to my own resources to find entertainment and excitement. I grew up with just about everything a rich society could bestow upon its youth. I had money backing me, good schools and a good future, everything, including loneliness and boredom (obstacle). There were not many places to keep children out of trouble and entertained after school. This is an obstacle of being a latchkey child (I had a working mother) living in a not-so-urban community. With idle time at hand I started to question the values around me where money was so emphasized but which I had none of I would like to add. My grandparents had the money, not me. If I had money I would have went to the dermatologist as a youth for my cystic acne instead of ditching school for the shame of it (obstacle of low self-esteem). Health issues are obstacles. To explain why I started to question the societal values around me I must take you back when I was younger and my parents had already divorced. My mothers friend 3

had called 911 as my mother had been talking about ending her life. When the police responded to the call , one of them looked at me and asked me what was going on with my mother. When I replied truthfully, I dont know, the police officer responded with this: You have a problem with police officers, dont you? I couldnt have been more than 10 or 11 years old at the time and this had made a profound impact upon me. I started to despise the police passionately and became very antagonistic to authority (obstacle of self-defeating resistance). Just the sight of their uniform had repelled me. There was something that rang false about them seeming to be pleased with domineering over people, especially in a because-we-can way. It seemed to me that under the guise of protecting and serving they remained servile to their superiors while arrogant and rude to those inferior, establishing their own legal gang where, by inclusion, they became men eager to flaunt authority because they had previously always been so frustrated by their lack of it. Or at least this is how I viewed it. And although we lived in an affluent community my mother worked just a regular job off and on. The money came from her parents who lived off stocks and their income properties in Japan (real estate). They did not have to work for their money, their money worked for them (as my grandfather would boast). My grandfather was a controlling, domineering and selfish man who, after marrying into his money, said that without money you could expect no one to respect you. Money, position and accomplishments were the most desirable things in his eyes, and he preferred to associate with those who possessed them, often mistaking the false for the true, and admiring what was not admirable. I despised my grandfather. I despised the police. I had no role models growing up early on in my youth (obstacle). I looked at my grandpa and all the money he had and examined the values he held. Here was a man who married into his money, spoke about things he knew nothing about, comprehended nothing that was explained to him and had to get my mom or myself to set up a VCR or answering machine for him. My conclusion was that being smart and honorable was not needed to be wealthy. And being wealthy was not a measure of success. I started to realize that most of the rich inherited their money in one way or another and their lives, in fact, had not been filled with hard work or integrity. As a result I grew dispassionate about the ideals my family placed upon me. I valued the smart and honorable but not the wealthy which was so much engrained into the Palos Verdes culture of which I did not identify with. I became distant and started to spurn classmates who opted to lead conventional lives and follow prosocial standards blindly. I grew my hair long and associated with those who had motorcycles and lit joints and passed it between themselves when the day was over and when the day would begin. Under its influence I laughed at just about anything that was said, even when nothing was said at all. And I started to question society even more. Now why would people be so determined to put down something that can make you smile and laugh so much? This was just a gateway drug which lead to others (obstacle). I spent time at Central Hall (a juvenile detention center in East Los Angeles across from Lincoln Park where I later won the Los Angeles Golden Gloves talked about later) where we drank powdered milk in the mornings and did military marches throughout the day. I ended up living with a new class of individuals whose artwork of self-expression consisted of tattooing their skins and sagging their pants. Many were a 4

product of a poor and oppressed environment of which racism and discrimination bonded together. Although I could identify with each group in different ways I still felt like I did not belong to one particular group. Feelings of not belonging kept me to myself and away from others. These feelings prevented me from participating in school and other social experiences and inhibited my motivation (obstacle). Looking back now I truly see the importance of positive role models and outlets for children growing up in any environment. One can lose their way without proper guidance and the lack of some basic psychological needs. The need for affection, belonging, achievement, independence, social recognition and self-esteem can be major obstacles if they are not attained. In a community where almost 88% of the students went on to college and where the student parking lot was always crowded with expensive cars, it was a humbling experience to have a criminal record (obstacle) and be labeled as a bad influence by parents. As an adult it is even worse. I have been discriminated against time and time again for things I have done in the past (obstacle) as well as being the victim of reverse-discrimination (obstacle) for being a so-called rich person who supposedly gets things easier and everything handed to him on a plate. Just appearing to be of white status will bring upon this reversediscrimination especially when those that appear white are the minority in places like jail where the oppressed continue to sink lower into their oppression by acting like their oppressors. There is ignorance on all sides, everywhere you look, and I am just glad to be fortunate enough to be able to study the complexities of this situation as a Master Degree student in the field of education. Now, continuing with my analogy, the climber is halfway up the mountain when all of a sudden the wind starts blowing real strong (obstacle) and hinders his movement up the mountain. He curses at the wind for almost blowing him off but then regroups himself at another rest spot on a ledge. Finally the climber reaches the top of the mountain. He looks around him expecting to see all the beauty that comes from seeing everything from a whole new perspective. Instead he only sees another mountain. (There is always more to learn). But he looks up on this clear night and feels that he has accomplished something for he can see the stars shine so much clearer from up here above the fog. It is a beauty which he has never seen before. On the other side of this mountain he hopes to discover more. What will that be, students? I, the teacher, do not have the answer to everything. What are some assets that can help him climb this new mountain? You, students, are just as involved in this story as I am. II. Conceptual Tools for Defining, Explaining, and Locating Obstacles and Assets Conceptual Tools for the Study of Assets Good Teaching (Haberman, 1991) Good teaching, Haberman states, are 5 Conceptual Tools for the Study of Obstacles Pedagogy of Poverty (Haberman, 1991) These, the pedagogy of poverty, are the

found in exceptional urban schools who facilitate more creative learning atmospheres that define their pedagogy in the classroom. When you see these acts going on they are the result of good teaching. To Haberman, good teaching is going on whenever students are involved with explanations of human differences, with issues they regard as vital concerns, whenever students are behind helped to see major concepts, big ideas, and general principles and are not merely engaged in the pursuit of isolated facts. Good teaching is going on whenever students are involved in planning what they will be doing, when they are involved with applying ideals such as fairness, equity, or justice to their world, whenever they are actively involved with something, when they are directly involved in a real-life experience, are actively involved in heterogeneous groups, whenever students are asked to think about an idea in a way that questions common sense or a widely accepted assumption, that relates new ideas to ones learned previously, or that applies an idea to the problems of living, whenever teachers involve students with the technology of information access and whenever students are involved in reflecting on their own lives and how they have come to believe and feel as they do. These good teaching ways act to draw out from students rather than cram in information. It is the opposite of what most people are used to when they think of the classroom and its pedagogy of poverty associated with it.

teaching acts that constitute urban teachings core functions but do not work. They can therefore be understood as a concept that can serve as a tool for defining, explaining, and locating obstacles to effective learning and teaching. They are also the general expectations of what the general public assumes what is being taught and also what students expect. They consist merely of giving information, asking questions, giving directions, making assignments, monitoring seatwork, reviewing assignments, giving tests, reviewing tests, assigning homework, reviewing homework, settling disputes, punishing noncompliance, marking papers, and giving grades. The pedagogy of poverty involves a teacher centered classroom which is the norm to most people. But most people do not have the educational understanding to realize that teaching should be adjusted to connect with students rather than vice-versa. There were many observations of the pedadogy of poverty as seen just from class discussion. Marco (fellow teacherstudent) says that one student he met said "I want to get a job where you actually work" which implies that students are not being motivated enough to think and resolve issues that are meaningful. Cofley (teacher-student) said that he had a class once where the teacher gave the kids an "A" just for showing up to class. He also talked about another teacher that would rather teach in a lower SES school because it was easier (bad pedagogy). Maybe that is why some students hate math and science because they have not really been taught to learn and relate things in the past. Students need to have a meaning to what they are being taught. Yessica (teacherstudent) said that when she was a

student she used to ask a lot of questions but was never reciprocated and made to think in critical ways in response to her questioning.

Community cultural wealth (Yosso, 2005)Community cultural wealth is defined as the different forms of capital which facilitates the resilient resistance of students of color and other minorities. Resistance capital is fostered through oppositional behavior that challenges inequality. Aspirational capital is the ability to hold onto hope in the face of inequity without means of realizing dreams. Bilingual education and linguistics are other forms of capital that are developed within familial contexts such as storytelling to increase cultural awareness and become connected with others around them. This forms a union amongst each other and a realization that they are not facing inequity alone. Together, along with resistance capital, which is fostered through oppositional behavior that challenges inequality , social and racial justice can be worked for.

Social Class (Dimitriadis, 2005) Socioeconomic status (SES)- the combination of parents occupation, income, and level of schooling (education level)also influences learning. They lead to differences in educational achievements of students. Low SES parents are less likely to provide social, educational and athletic activities outside of school. They are less likely to afford computers and musical instruments. School dropout rates for students from poor families are twice those of the general population,

Cultural Capital as assets Weis (2008) defines this capital as what a certain class possess rather than race or ethnicity. Cultural capital as assets to learning would be high income, executive positions, the books read that develop skills and language, private as opposed to public 7

Cultural Capital as obstacles Cultural capital can present themselves as obstacles to learning when culture is defined here as class rather than race and culture. Low income, unskilled labor jobs, books that provide entertainment rather than skills, public transportation, some traditional clothing representative

transportation, professional attire, access to health insurance, and the encouragement for the children to apply to more prestigious schools for higher education. Professor Tejeda per personal communication also believes that it is better to use class rather than race and ethnicity as conceptual tools especially in the large population of Latinos in some of the high school LAUTR students will be teaching.

of specific practices and views, and large percentage of children entering educational institutions with lower acceptance standards are all obstacles in what value/support a class can give in upward educational mobility.

IQ Testing as an asset The Stanford-Binet is among the best known and most widely used individual measure of intelligence. Measure of adaptive ability and usually interpreted as IQ. It is also highly useful in identifying giftedness. All students whose measured IQ is 130 or more would qualify as gifted. Teachers often dont recognize giftedness in students who are not the higher achievers in school. There may be many Einsteins and Mozarts that are totally unaware of their inherent abilities. IQ testing, therefore, could be used as an asset to find these kids and raise their selfesteem

IQ Testing as an obstacle Hispanics and African Americans scored significantly lower than the white groups. 91.9 and 88.4 were the average full scale IQs for Hispanics and blacks respectively, compared with 103.1 for the whites. (LeFrancois, G. 1997) This is very likely more the result of language barriers between different classes and obtaining a low score would result in lowered self-esteem for those recipients and also a mistake with those affected by language barriers. It is also a misconception that IQ is a constant therefore those taking it at an inopportune time would be affected in a negative way.

Executive School Practices (Anyon, 1981) Effective schools attempt to overcome negative socioeconomic barriers (e.g. poverty) with programs such as free 8

Working class school Practices (Anyon, 1981) Anyon schools are differentiated by social class. The families of the students grouped

breakfasts, after-school activities, and parent involvement activities. Anyon provided a richly detailed qualitative description of different social-class-based constructions based on the socioeconomics of their clientele with the quality of education being in accordance with increasing socioeconomic status. On the highest side of the continuum the children in these Executive Elite Schools are taught more to think on their own. They are taught the concepts of a problem rather than just solving it and they are involved with real-world applications. Further practices which would increase the school capital would, for example, be hiring more Mexican American teachers and administrators and also inhabitants of the community more involved with what is going on locally. The schools would have a larger percentage of bilingual speaking employees and smaller teacher to student ratio. Allowing members of the community to be on the school board, having community focus groups concerning education and increased student/parent participation would add to this executive model. What emerged in the executive elite school was a theme of excellence-the necessity of preparation for being the best, for top-quality performance. The "Execute Elite" schools have a more superior pedagogical teaching. The thought here is that the teachers really need to teach the kids how to learn to create future leaders in our country. Community Funds of knowledge(Gonzalez, 2011) Funds of knowledge is also a theoretical validation and concept of the social, historical and cultural capital of communities. This approach regards communities from a strength9

in the working class schools are at or below the national poverty level. Most of the parents are unskilled workers. Students are taught to follow a set procedure and not encouraged to discover their own methods of solving problems that are presented to them. The work is not graded on if the correct solution is found, but on whether or not the correct procedure was followed. While students from higher social class backgrounds may be exposed to legal, medical, or managerial knowledge, for example, those of the working class may be offered a more "practical" curriculum (e.g., clerical knowledge, vocational training) (Rosenbaum, Karabel, Bowles and Gintis as cited in Anyon, 1981).

Banking education (Friere, 2000) This is the opposite of Frieres Problemposing model. Sectarian authoritarians live in their own thoughts and, per Friere, theirs is the only truth which must be imposed upon others. This is kind of analogous to some police officers who say Why do I do

based perspective, seeing a richness of history within economic disparity. The educational facet of it would be to connect teachers with the community so that they would have a better understanding of their students rather than making broad generalizations about their culture when making their curricula. Community health clinics, churches, the mom and pop liquor stores and restaurants, legal aid organizations, libraries, community centers and parks and recreational services are all endowed with peoples everyday labor and not only aid individuals but also act as centers where people come together and interact therefore acting as community ties. There are other types of funds of knowledge such as mural-art, paintings and statues that help to retain tradition in communities such as East LA and Boyle Heights. Problem-Posing Education (Friere, 2000) Just as importantly as teaching reflecting on what they do and say in the classroom is what their students do and say in the classroom. Friere says that to ignore this is to ignore our vocation. Friere then goes on to make the rather obvious observation that has been seen by many other research presented here in this signature assignment. The observation that teaching should be about fostering students' creativity, transformation ,and knowledge so that it helps them to become fully human. My take on this is that Frieres to become fully human is likened to de-dehumanize in other words taking away factors that act to limit your freedom such as what is found in his Banking education model. Freire identified a dehumanizing problem , the teacher-centered approach, and sought to 10

it? Because I can. What I say is right. What you say is wrong. In banking education teachers just impose students with plentiful information without encouraging them to think at all about the information. Making analogous comparisons, critical thinking and searching for relationships is not fostered. Students just listen passively, trying to memorize everything accordingly. To challenge what the teacher says would be like slapping an officer of the law in the face. You just dont do that unless you are dying to go to jail.

Conservative Christianity The Bible is the most widely read book in the world. It is also probably the book which is involved in the most controversy and interpretation. Although it is used as a source of inspiration by many, depending upon the context to which it is interpreted it has also been the source of great dehumanization and strife. Speaking subjectively, as one who has read the Bible, I find that it oppresses more than it empowers. Its sexism is displayed in the very first chapter where woman was made to serve man. All throughout the book one class was favored more than the other (Israelites). Homosexuality was also clearly frowned upon as cities such as Sodom (where much homosexuality was observed and were the term sodomy was derived) were burned to ashes. After all the struggles and research done to oppose inequalities I

counteract it by challenging his students through games and stories and to continually rethink what they know as he knew he himself must do. In his problemposing model Friere seeks to mesh the role of students and teachers into one where teachers also learn from their students in the process. This is identified as a democratic system rather than an elitist one which is identified with the banking model. Affirmative Action policies first started in 1961 under the leadership of John F. Kennedy. Its purpose was to lessen the gaps between certain representations of groups in the areas of employment and education. Race was the prime the focus in the area of education. Affirmative action provided easier access to education for specific races which include Latinos, AfricanAmericans and Native Americans (to qualify for government scholarship a Native American would need to be at least 1/16 Native American and also registered with a tribe). Even though this discriminates against white people of poor economic standing it was a tremendous asset to many people who could not say that they would be where they are now as a professional graduate without it. Professor Tejeda is one of those individuals and he is grateful for it- per personal communication with Professor Tejeda. Constructivism Vygotsky and Piaget used constructivism as an emerging tool in the role of learning and development. It emphasizes the linking of new knowledge to those that students already possess. That culture, language and social interaction play an important 11

feel that in an educational context to conform with ideologies expressed in the Bible is to further oppress the oppressed and is a good example of Frieres pedagogy of the oppressed. The Bible can be used as a conceptual tool for defining and locating educational obstacles which manifested as a result of the ideologies contained within its pages. Sexist, racist and homophobic ideologies create obstacles in almost all areas of life for all those that are targeted.

Behaviorism is a philosophy of psychology based on the research by early researcher conducted separately by Pavlov and Skinner. Behaviorism proposes that individuals respond to different environmental stimuli and that this could be used to shape human behavior in processes like conditioning, reinforcement and negative reinforcement. Behaviorists believe that behavior can be studied in a methodical and recognizable manner with no consideration of internal mental states. This last statement is what makes behaviorism a good conceptual tool as it impeded the study of learning and thus the pedagogy of learning of which it evolved into. Internal mental states and static knowledge (ones present knowledge) is always involved in pedagogical studies today.

role in development is the basis of constructivism which incorporates them into teaching models. As Friere did years later (and I would think most likely that he based his problemposing model on the constructivism foundation) Piaget and Vygotsky took teaching beyond the lecturing and into the realm of rich social and contextual interactions. III. Manifestations and Instantiations of Assets and Obstacles Concrete Manifestations of Assets Achievements manifested via empowerment and resilience. The empowerment (asset) I received from my mother and from my community growing up early in my youth was deeply engrained in me. Despite my negative academic and behavioral performance during my freshman and sophomore years I had acquired a sense of resilience (asset) from my childhood upbringing. This resilience eventually manifested itself during my senior year in high school when I was asked by my high school principal to perform Pomp and Circumstance on the piano for my own high school graduation (achievement). I still remember this moment. It made me feel good. It made me realize that underneath the troubled reputation I had acquired people still knew that somewhere in my being remained more noble capacities. Mr. Howard was this Principles name and he showed me the power of praise and encouragement for it manifested in myself feelings of high self-esteem and self-worth which then lead to more accomplishments. I became a Los Angeles, Southern California and California State Golden Gloves champion soon after high school. I was also a semifinalist in the 1992 Western Olympic Boxing Trials held in Fort Huachuca, 12 Concrete Manifestations of Obstacles Incarceration and drug abuse may manifest through self-defeating behaviors. Without the resilience and empowerment I received from my early upbringing I probably would not have overcome my difficulties. Instead of working my way back into society and making a positive recovery I would have been more inclined to just keep doing what I had been doing without any regards for others or self (selfdefeating behavior and acts). Many people who do not want to face their problems will turn to something that provides immediate satisfaction (e.g. drug use) even though resulting in deeper consequences which may include incarceration and maybe even death. Being brought up by a loving mother in an environment had given me a framework for a better life and that is what made all the difference.

Arizona. This, in turn, lead to even more self-confidence in all areas of my life. I felt capable of many things and I eventually graduated with a Neuroscience degree in 1999 from the University of California at Los Angeles, another achievement. . Positive student disposition will manifest through good interpersonal skills. Good teaching methods (producing analogies, showing interest, soliciting ideas from students) will manifest in a more positive student disposition. Students know when teachers care, and it makes a difference in their learning; it makes them more willing to experiment with new ideas and to take personal and academic risks (Purkey & Novak, 1984) Students need firm, caring teachersteachers who the students think understand them yet who provide the security of setting limits for acceptable behavior. They dont need a teacher who is a buddy. They need a solid adult who can guide their intellectual and emotional growth (Emmer, Evertson, Clements, &Worsham, 1997) Praise, feedback, constructive criticism, conceptual models, classroom climate and cooperative reward structures all relate importantly to student achievement (LeFrancois, G., 1997) One of my mothers greatest gifts was that she recognized gifts and talents in me and encouraged these attributes and made me feel proud. As a teacher I hope to manifest these proud feelings in my students by recognizing their unique potentials and capabilities as my mother had done for me. Professor Tejeda is a manifestation of humanism and the love of ones work. The love of ones work and a sense of purpose in life can make all the difference. 13 Negative student disposition may manifest through bad interpersonal skills. Many individuals who are troubled and often unhappy will remain that way if not involved with someone with good interpersonal skills. Even if they are not troubled being around someone with negative interpersonal skills can end up making a student feel worse than he or she initially was. These frustrated students can then become a source of difficulty for teachers, peers, and parents. They can also end up being low achievers. An example to this would be what occurred during the Foshay community walk. A self-appointed educator who called himself Jacinto demanded attention and respect to such a degree that it resulted in a fellow masters student walking out of his restaurant and discussion. An openness to change and the desire for improvement are two of the most important characteristics of professional growth which in Jacinto seemed to be lacking.

Reverse-racism may manifest from oppression. There is a tendency for minorities to regard certain forms of behavior, events, symbols

It is a gratifying experience to be involved in such a rich profession per personal conversation with Professor Tejeda. Being in the teaching profession allows someone the opportunity and reality of creating positive and humane leaders of the future. Humanistic education represents concern for the individual lives and self-concepts of students and concern for the healthiest and happiest development of human potential.

and meanings as inappropriate for them because these are characteristic of the white population that they feel oppressed by. Minority student success is often interpreted as rejecting a native culture, to become a good student is to become White- adopting White cultural values and rejecting their own. The term "whiteness" is one that gives you access to a lot of structures of opportunity but along with it comes the rejection from certain people of ones own culture. This eludes to things like having a pHD, living in Beverly Hills, belonging to a tennis club, a golf club, etc... The Obama daughters are termed "white" for example. (Tejeda, per personal communication) So this is a manifestation of those that are being oppressed representing everything that is not fair to them to the white race. The manifestation of this can be seen when minorities speak of the white people as the enemy. Freire sees that almost always at the beginning of peoples struggle against oppression, there is a tendency to see their liberation as the product of becoming the oppressors

Change and Skidrowpress manifest through transformative resistance As a result of the poor educational conditions and the fact that numerous attempts to voice community concerns were ignored, students boycotted classes and presented an official list of grievances to the Los Angeles School Districts Board of Education. The list included smaller class sizes, bilingual education, and more emphasis on Chicano history. Bernal (1998). There are many assets which combine to help acquire the confidences and skills needed to act on ones behalf (Solorzano & Solorzano, 1995) and those assets are 14

Deportation was the manifestation of anti-humanism and the lack of love in ones work. (Gonzalez, 2011) Deportation was the manifestation of school/family interaction personnel at a Tucson-area high school where a school employee contacted a students family because of a minor drug violation. The family was subsequently deported to Mexico when it was discovered that they did not have legal citizenship. I do not think that humanitarian principles were practiced here by the school employee. There is always an option to look the other way in issues involving the morality of doing the morally right over just getting a secured paycheck.

what enabled this movement to occur. That, and a strong motivation to create more just and equitable learning environments is what manifested into the positive change due to the walkouts. Skidrowpress is a non-profit newsletter that I created which identifies valuable resources and information to help those caught in what I term the skidrow state of mind. It was founded during my quest for helping those in recovery find alternative ways to accomplish what they had wanted their negative addictions (e.g. drugs) to do for them in the past. I now feel a sense of mission and purpose in helping others to gain a consciousness of their social inequities by using transformative resistance instead of the self-defeating resistance I employed as a juvenile.

As a future educator having a role with humanity I would have confronted this fellow educator and questioned him or her about their morals. This is exactly what law enforcement officers should be doing instead of covering up for each others wrong doings. They should be more concerned with pulling each other up and making the right humanistic decision, making the name of your employer a more respectable one in the process. The immigration issue should have remained separate from the school issue in my opinion but that is an opinion of one who supports the humanistic approach over a self-serving approach. In Arizona, immigrant families are now more likely to resist the inquiries of the teacherethnographer, who appears as one more racist looking to find fault.

IV. Methods/ Strategies for Discovering, Locating, and Investigating Assets and Obstacles Next month I will be placed into the East LA Performing Arts Academy High School of the Esteban Torres High School campus where the Latino culture is predominant. Therefore I plan to read books concerning East LA and its history and subcultures (chicanos, chicanas, cholos, cholas, Mexican-Americans, etc). These books can be found at the library where I will also look for, as a result of my intrinsic interest in the subject, biographies of famous Mexican-Americans including but not limited to Oscar De la Hoya, Cesar Chavez and Jaime Escalante. Books of E.LA gang history and culture also interest me and are relative to my research. I would like to know more about the history of the White Fence gang (original E.LA gang) , the Maravilla neighborhoods (Marianna, Ford, Arizona, etc), the VNE gang originating in Boyle Heights, and even cholo-ization. These subjects interest me because they were not a part of my childhood at all growing up in Rancho Palos Verdes and what eludes me also mystifies. Dialoguing to get to know everyone better in general will be a part of life when I start teaching at Torres High (this is the usual term that people call the school as a whole). More than just dialoguing with students, I plan on creating dialogue with other teachers, administrators and community inhabitants as well. I have already went on a general community walk where I was introduced by Professor Williams to the many murals of which he said were the most dense mural culture in the world of which I also intend to read about. I was also able to make 15

observations of community places such as Obregon Park where the kids would be involved in athletic activities such as swimming, basketball and weight lifting. Across from the part was another community building which I remember even having a schedule for 12-step meetings. This was not enough, obviously, to conduct a good research assignment on so I will have to seek out other sites. A thought that I had was also to visit the Eddie Heredia boxing gym where a former boxing sparring partner of mine and former 1984 Boxing Gold Medalist Paul Gonzalez manages (possible owns?) and works at. I could possibly do an interview with him about the community. As for the students I plan on giving them throughout the year many qualitative surveys of which I will be introduced to their histories, aspirations, fears, motivations, achievements, successes and other personal information which is up to them whether or not they wish to disclose to me. I will work on maintaining some good interpersonal skills in hopes that my opening up and sharing with them will induce the same effect in return. Actually I will just be myself as this is the best way for them to sense my sincerity and gain their trust. Being an observer in the way they interact with each other and with my mentor teacher will also give me valuable information about each student individually. Based upon my observations and their survey answers I will focus in more on a couple specific students of whom would be more beneficial to get to know more about according to the specifics of my intended research. These I will call into focus groups and hopefully learn their opinions and views on certain subjects relevant to my research. If they are willing I would also be interested in seeing their personal autobiographies which I will try and work out some form of extra credit compensation with my mentor for taking the extra time out and going beyond normal school requirements which should be encouraged. Last but not least I am hoping that I will be able to have the honor to be accepted into a few home visits where I will not only get to know the student on a more intimate level but also their parents, their funds of knowledge and also their community and family cultural wealth.

Bibliography: Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry. 11(1), 342 Bernal, D. D. (1998). Grassroots leadership reconceptualized: Chicana oral histories and the 1968 East Los Angeles High School Blowouts. Frontiers: A Journal of Women Studies, 19(2), 113-142. Delpit, L. (2012). Multiplication is for white people: Raising expectations for other peoples children. New York: Newspress

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Dimitriadis, G. (2008). Class teachers and teacher education. In L. Weis, The way class works (pp. 260-272). New York: Routledge. Eggen, P., Kauchak, D. (1994). Educational Psychology Windows on Classrooms (4th Ed.). Upper Saddle River, New Jersey: Merrill, an imprint of Macmillan Publishing Company Emmer, E. T., Evertson, C. M., Clements, B. S., & Worsham, M. E. (1994). Classroom managementfor sec ondary teachers (3rd ed.). Boston: Allyn and Bacon. Friere, P. (2000). Pedagogy of the Oppressed 30th Ed. New York: Continuum International Publishing Group Friere, P. (1990). Teachers as Cultural Workers: Letters to Those Who Dare Teach. Boulder, CO: Westview Press. Gamoran, A. (2001). American schooling and educational inequality: A forecast for the 21st century. Sociology of Education, Special Issue, Current of Thought: Sociology of Education at the Dawn of the 21st Century, 74, 135-53 Gamoran, A. (2008). Class teachers and teacher education. In L. Weis, The way class works (pp. 260-282). New York: Routledge Gonzalez, G. G. (1974a). The system of public education and its function within the Chicano communities, 1919-1930. Unpublished doctoral dissertation. University of California, Los Angeles. Gonzlez, N., Wyman, L., & OConnor, B. (2011). The Past, Present and Future of Funds of Knowledge In Pollock, M., & Levinson, B., (Eds.) A Companion to the Anthropology of Education. 481-494. Malden, MA: Wiley-Blackwell. Haberman, M. (1991). The Pedagogy of Poverty Versus Good Teaching. Phi Delta Kappan, 73, 290-294. Hensly, M. (2011): The Past, Present and Future of Funds of Knowledge in Pollock, M., & Levinson, B, (Eds.) A Companion to the Anthropology of Education. Gonzalez, N.: Malden, Ma: Wiley-Blackwell. Lefrancois, G. (1997). Psychology For Teaching (9th Ed.). Belmont, CA: Wadsworth Publishing Company Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2), 132-141.

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Purkey, W. W., & Novak, J. M. (1984). Inviting school success: A self-concept approach to teaching and learning . Belmont, CA: Wadsworth. Solorzano, D., Bernal, D. (2001). Urban Education: Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context. 38. 306-402 Solrzano, D. & Solrzano, R. (1995) The Chicano educational experience: proposed framework for effective schools in Chicano communities, Educational Policy, 9, 293314. Vaillant, G. E. & Vaillant, C.O. (1990a). Natural history of male psychological health. XII. A 45-year study of predictors of successful aging at age 65. American Journal of Psychiatry, 147, 3137. Weis, L. (2008). The Way Class Works: Readings on school, family, and the economy. New York, New York: Routledge Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.

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