This fieldwork assignment brings my memory of undergraduate program. I did a few observations at there, the mainly job was to observe a child\u2019s behavior for ten minutes, I could observe a few children once. During this ten minute, I should accurately make notes on the description of this child\u2019s behavior. After four times of the observations, I wrote a reflection paper to analyze their behaviors. That was the first time to discover what the observation is and how to do about it. That experiences helped me to work on the field work of 4005.<\/p>\n
The first observation on Intrepid Museum was great, I think I did good on that one. There is an issue when I was about to start my observation of Intrepid, which is how can I connect Intrepid Museum with teaching and learning, I was confused. By visiting and observing the museum, I found the answer. There was teaching and learning everywhere in the museum, voluntary explanation by veteran, documentary films zone and history previewed by visiting parents etc. When I go to another place for observation, I should observe carefully to find out the teaching and learning.<\/p>\n
After the visit of Intrepid Museum, I have been reflected about my visit. There was a phenomenon at the museum which is those visitors that I saw at the museum are mid-class. This result based on the observation to their outfit, the tone they were speaking and the knowledge from the dialogue. I barely saw poverty families came to visit the museum. Oakes (2018) found the data of Michelle Calva\u2019s class: \u201cMost of my students either are recent immigrants from Latin America (most from Mexico) with limited prior academic experience or are low academic achievers for a variety of reasons. Out of twenty-nine students, one is vision impaired, three attend resource specialist classes daily, one attends speech therapy weekly, and two receive special math assistance two days a week. All of my students come from economically disadvantaged homes, every one receives either free or reduced-price lunches at school, and twelve receive free breakfast.\u201d (p. 5). From Calva\u2019s word, we can understand the harsh situations of her students. This is just an example, there are still many students elsewhere just like Calva\u2019s students. As I mentioned in the observation notes, museum is like a outside \u201cschool\u201d, students can learn history, literature, art in museum. For Calva\u2019s student, how can they have chances to access the museum when their families cannot afford their lunch? Although many museums have discount for students, how about the ticket for their parent. Are they willing to spend 30 dollars for a \u201cuseless\u201d trip to museum? I think the answer is no, they do not want to pay for the ticket instead of paying for lunch. The poverty has become a major issue of education dilemma, to overcome the poverty. For those students from poverty families, they have already lost a lot of equal chances than students come from wealth families like buying toys, eating whatever whey want, even watching a movie in the cinema. However, they should not lose the chance to go to the place like museum, because museum is the place to learn, to feel the history.<\/p>\n
Another point that strikes me out is the multicultural education during World War 2. As I know, Intrepid Aircraft Carrier was used on the war between America and Japan. It carried a lot of planes and logistic supplement for U.S. military. According to Nieto (2017), \u201cSometimes a school\u2019s curriculum is unconsciously disrespectful of students\u2019 cultures and experiences.\u201d (p. 102). This brief sentence points out an important issue of American education. As a multicultural country, there are many races in America. So in schools, more specifically, in a classroom, there are students with different races. When teacher interact with students of different race, teacher\u2019s behavior may disrespect to students\u2019 culture or experiences. We do not know that teacher\u2019s behavior is intentional or unintentional, but it did hurt students. This happened a lot in schools, so colored students have to try their best to study English to avoid being isolated in the classroom. What brings to me is during the World War 2, how did Japanese-American survived in the school? For other students and teachers, their husband, their father or their son may died because of the war with Japan, were they treat Japanese-American student well? I think the answer is also no. These students were being treated as \u201ckiller\u201d of family members of other students and teachers. Japanese-American students\u2019 life in school was terrible, they were treated as an enemy. I know they were also the victim of war, but nobody could do something to make other Americans stop being angry to them. <\/p>\n
Reference<\/p>\n
Oakes, Jeannie, et al. Teaching to Change the World, Taylor & Francis Group, 2018. ProQuest Ebook Central, https:\/\/ebookcentral-proquest-com.tc.idm.oclc.org\/lib\/teacherscollege-ebooks\/detail.action?docID=5257693.<\/p>\n
Nieto, Sonia. Language, Culture, and Teaching : Critical Perspectives, Taylor & Francis Group, 2017. ProQuest Ebook Central, https:\/\/ebookcentral-proquest-com.tc.idm.oclc.org\/lib\/teacherscollege-ebooks\/detail.action?docID=5015631.<\/p>\n","protected":false},"excerpt":{"rendered":"
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