Tomar postura/Take a stance

One of the goals of Philosophy for Children is to encourage students to take a stance on an issue and defend it. Even as an adult, I find that intimidating. Perhaps it is how some teachers feel about math. I am not intimidated by exponents or division of fractions, but I am intimidated by the prospect of stance-taking.

When I went to college, I was warned that many of my classmates would come from wealthier, more highly-educated backgrounds. Where I noticed this most was the ease with which friends would debate about politics. I noticed the same thing traveling in Europe – the regular ritual of exploring current events, and not just echoing news reports or affirming the opinions of the other people at the table, but rather suggesting alternate opinions and defending them. I have never felt very comfortable formulating my own opinions on current events. I tend to reference NPR stories or NY Times articles or a thoughtful commentary from my roommate.

I don’t even feel comfortable forming opinions about less weighty subjects. To this day I feel anxious when someone asks me my taste in music. I tend to like books or movies best when they have been recommended to me by people whose opinions I value. In 2014, one of my New Year’s resolutions was independent thought. I have made some progress, but it hasn’t been easy.

So what does this have to do with oral language development? Quite a bit, I think. The oral language standards here in Mexico (and in the states) make little reference to language conventions – correct verb conjugations or use of adverbs. The standards require children to (among other things):

·         Emplea su conocimiento sobre un tema para tomar decisiones y expresar su opinión fundamentada. Employ knowledge about a subject to make decisions and express their substantiated opinions.

·         Escucha y aporta sus ideas de manera crítica. Listen and contribute ideas in a critical manner.

·         Identifica diferentes formas de criticar de manera constructiva y responder a la crítica. Identify different ways to provide constructive criticism and respond to criticism.

These standards are about articulating thinking and opinions. They are about taking a stance and defending it.

For a glimpse at philosophy class and a little bit of stance-taking, see the post below.

Philosophizing on the noble mosquito

Here is an excerpt from one of my favorite 3^rd grade philosophy classes. The theme was – Who has a right to life? The discussions started with cockroaches, then went on to mosquitos. I offer this selection of the transcript without commentary.

STUDENT: It´s that the mosquitos also have a right to life because they don’t only bite to eat but also to defend themselves and they, they also have feelings, feelings, while if the mosquitos don’t have feelings, better that they kill them.

TEACHER: What would happen if the mosquitos disappeared? What could happen?

STAR STUDENT*: Andy

STUDENT: I don’t want to talk about the mosquitos. Can I talk about the ___?

TEACHER: Okay, but I would like for someone to think, what could happen when an animal becomes extinct? What are the consequences? And you have to think about this also. Okay, tell me about the mosquitos and then I’m going to go on with another. Don’t deviate from the question. Okay? Let’s see.

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STAR STUDENT*: Sofi, and then ___.

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STUDENT: It’s that also, what would happen if the mosquitos become extinct, I _____, so if the mosquitos become extinct maybe it would make something different in the environment.

TEACHER: Maybe something different would happen in the envirnmont. Hm. Turns.

STUDENT: That if the mosquitos go extinct, there are millions of kinds of mosquitos, so some could help nature. If, if we make them extinct, well then we are going to contaminate because they could do something to nature, like what Santi said with the cockroaches. It’s the same here. Because we don’t, we don’t know all the kinds of mosquitos.

TEACHER: Mmhm. Last two turns and I’m going to change animals.

STAR STUDENT*: Okay, umm Sayu and then Ananda.

STUDENT: I agree with what Sofia said that it would change the environment, and also I realized that if we went extinct, the mosquitos also eat the blood, the blood.

TEACHER: They would miss us. Okay, a response if there is a response, and if no response, last turn. I think it’s already been given, right?

STUDENT: Yes, a long time ago.

TEACHER: Ananda. Very good, Sayuli. Is there a response? Alondra? Let’s see.

STUDENT: I don’t think that they would all go extinct because they also suck the blood of other animals. TEACHER: Okay, they can also bite an animal. Good, but this made Sayuli think and it’s a realization of something interesting. Let’s see, Ananda?

STUDENT: Umm, I agree with Hugo because also there’s this that mosquitos also make people sick.

TEACHER: Mmm

STUDENT: Like chikungunya

TEACHER: Like chikungunya, that is this type of illness, right? What do you think about?

STUDENT: There’s a response.

TEACHER: Okay, goa head.

STUENT: But it’s that I say about this

TEACHER: The responses are super short.

STUDENT: Clarification

TEACHER: Question or clarification. Very good.

STUDENT: That this, it wouldn’t change the environment if they go extinct because a lot of animals have gone extinct and nothing happened to the world.

TEACHER: You think that nothing will?

STUDENT: Nothing more than that there will be no mosquitos.

TEACHER: Oooh. Who agrees with this? Excuse me. What Gonzalo just said is interesting. He considers that a lot of animals have already gone extinct and nothing happens. Who does or does not agree with this? Let’s see. Who doesn’t? And who does?

STUDENT: I do.

STUDENT: I do.

STUDENT: I do.

STUDENT: I do.

STUDENT: I don’t.

TEACHER: Who says no. Let’s see. Why not?

STUDENT: Me

TEACHER: First Santiago, and then _____. Let’s see.

STUDENT: Realize this, if some animals go extinct nothing would happen, but there are animals that, you realize, that we eat, like that goat that gives us chops, um the cow, and other animals.

TEACHER: But we are talking

STUDENT: We are talking about the mosquito.

STUDENT: But the mosquitos, realize this, yes nothing would happen.Mmhm.

TEACHER: I have a response. No, are you saying that nothing would happen to you as people or to the environment? The environment in general.

STUDENT: To the environment.

TEACHER: To the environment. Why? Why if they become extinct, for example there are a bunch of animals that are in danger of extinction. If the quetzal went extinct, absolutely nothing would happen in nature?

STUDENTS: (Yes, yes, it’s that…)

TEACHER: Attention and silence, please. I would like for you to sit correctly to listen. Let’s see, Tania? What do you think?

STUDENT: That the mosquitos and the blood, they use it. It’s that there are some animals that don’t…

TEACHER: Okay, what do you think of what they thought? What happens if an animal goes extinct? Nothing happens in the environment, or does something happen?

STUDENT: Yes something happens.

TEACHER: What could happen?

STUDENT: Well, it could happen that _________________

TEACHER: The one being the food of the other one, both of us affect each other

STUDENT: Mayte

TEACHER: Now we’re going to have order again. I would like Alina to choose.

STUDENT: A question

TEACHER: In a bit. Alina is going to, go ahead Alina.

STAR STUDENT*: Umm, Sofi

STUDENT: I’m not – can I say something about something I don’t agree with?

TEACHER: Yes, but I want – Lucas, sit correctly please. Thank you. Gonzalo. With whom do you disagree?

STUDENT: Well, because

TEACHER: With whom? With which of your classmates?

STUDENT: With Gonzalo.

TEACHER: Ah, good. Direct yourself toward Gonzalo.

STUDENT: Because also, some, well it could be that with some nothing happens, but if one goes extinct that helped the planet, there could be more contamination, that’s it.

TEACHER: There could be more contamination, and what?

STUDENT: That’s it. Because, well, not all of them would change.

*The star student directs turn-taking in class.

Thinking and Reading

When asked about my experience here in Mexico, I find myself gushing not about anything specifically connected to Mexico (although, don´t get me wrong – I LOVE chilaquiles, tamales, sweet bread and hot chocolate…), but rather about the luxury of a more relaxed lifestyle. Luxuries like:

1) An occasional leisurely breakfast – on a WEEKDAY – with This American Life or RadioAmbulante and multiple cups of coffee.

2) Gym classes down the street.

3) Walking commutes to schools and my university. In walking one or two or more hours a day from place to place, I am truly able to think about the things I am seeing and doing. (I also reflect on my grocery list and whether or not I should drop off my laundry.) It sounds hokey, but the fresh air and exercise really do help me to reflect on questions I have during school visits. Why are there so few fights at recess with so little adult supervision? How do kids learn to read and write when it seems like so little instructional time is spent on literacy? How could my school in the US become more environmentally conscious, like many of the schools here?

4) Reading. I read so much more here in Mexico! I read for class. I read for my project. I read for pleasure.

In my “Literacy and Culture” class, we have finally set aside tedious theoretical texts by Barthes, Foucault, etc. on the mysteries of “How does otherness determine identity? Is there such a thing as culture?” Now we are reading somewhat more contemporary, practical texts by authors like Emilia Ferreiro, who discusses current desire for literacy to be a social act. She writes about the increasing popularity of book fairs in a country where fewer and fewer people are reading books. Attendees want to take pictures with authors and post them on Facebook to prove they were there. And haven´t I attended the National Book Fair in part because I wanted the cute poster that would prove I was there…?

I´m currently reading Americanah. (Who isn´t reading Americanah?) Each time Ifemelu encounters into judgment because of her accent or compliments for her lack thereof, I think about my project and ideas about oral language. What grammatical structures are acceptable and in what contexts, and who sets the standard, and how do they learn to talk that way, and…?

In googling research about oral language teaching, I came across this article: “Action Research Supporting Students’ Oral Language inNorthern Canadian Schools: A Professional Development Initiative.” I found it interesting less for the work with oral language and more for how they used action research as professional development. The author refers to research (Furlong & Salisbury, 2005) showing that “Action research also fosters teachers’ confidence in their practice, a stronger sense of professionalism, and a greater depth of knowledge.” Confidence? Professionalism? As a teacher who has developed a self-diagnosed inferiority complex from this profession, it sounds fantastic. As delicious as a bowl of chilaquiles. More action research, I say!

Reflections on Mexican calendars

May is notorious for "puentes" - long weekends and random days off.
For me, the frustration is mostly that I never know in advance. Sometimes no one knows in advance. "Do we have class tomorrow?" "How about Friday?"
¿Quién sabe? - Who knows. Talk to the union rep.
Not that I´m complaining. I don´t mind having extra time.
And it´s not like we don´t lose instructional time in the (United) states (of America). It´s just that usually back home the reason is testing. There are a lot more celebrations here.

Additional reasons for canceling class: 1st grade entrance exam, neighborhood patron saint festival, school anniversary, more teacher strikes, federal helicopters dropping tear gas on the teachers protesting down the street...