Margarita Altidis Fall 2013 James Scholar Project

At the end, you will... Have two useful, explicit methods for learning students values Identify ways to incorporate information gained from the values inventory Understand the benefits of professional dialogue

The problem is our ideas about what we dont know And how we think about such things isnt something were born with (13) If we take difference and diversity as reasons for fear and occasions for trouble, its because weve learned to think about them in ways that make for fear and trouble (13) If we dont know what our students value and their communities, how do we expect to connect to them on a sincere & personal level?

Values are those inner standards from which you receive the motivation to act as you do and by which you judge behavior (both yours and others) Value must be chosen freely Value is always chosen from among alternatives Value results from a choice made after thoughtful considerations of choices When you value something, it has a positive quality for you You are willing to publically stand by your values When you have a value, it shows up in every aspect of your life Values show up again and again in your actions

What are some communities you are a member of?

What are the written and unwritten rules in that community? What does may adherence to the written/unwritten rules say about what I value?

Me: Sorority, Sigma Kappa, Orthodox Christian, Greek

Ex. Sigma Kappa: Code of Conduct is written, unwritten that seniors sit in the back during chapter

Your values are reflected both implicitly and explicitly in your teaching Your students come to your classroom with their own values Establishing a class set of values is an excellent way to build community & understand how your students make decisions

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Individually, write down your top 5 values Get in groups of __. Talk about your values as a group, then come up with a group list of 5 values Find another group and share your group lists. Come up with another large group list of 5 values. As a class, what are our values?

Your students belong to communities with written and unwritten values, including your classroom! Take a look at your values. How do they relate to your theory of education? How do they fit into your practice?

Character Choices: How do you know what the character values? Author Choices: What does the author value? How do you know? Student Choices: How do your students values impact how they react to text? How they write? How they engage?

Real Talk

Resource

Biggest difficulty is social change- enabling students to act Moving from the broad world context to the school- both challenging and the most inspiring
Teachers had varying amount of support from administration/other teachers

Those who have experience (and resources) carry the capital to talk the most, but those with little experience respected Fun!

Chowning, J.T., and P. Fraser (2007). An

Ethics Primer. Seattle WA: Northwest Association of Biomedical Research.

College of Business at the University of Illinois, Business 101 Class developed by C.K Gunsalus Johnson, Allan G. (2006). Privilege, Power, and Difference. New York, NY.