i want one!

Teaching Freedom of Speech in the Elementary Classroom

“Analytical Overview of”

Teaching Freedom of Speech in the Elementary Classroom

By Andrea Schoemaker

In “Teaching Freedom of Speech in the Elementary Classroom,” Charlotte C. Anderson explains that the teaching of the concept of freedom of speech can be compared to providing water to a ‘democratic plant.’ Children need to be taught at a young age that the First Amendment of the United States Constitution does provide a right but also a responsibility. The freedom of speech concept is complex but must be taught to children of all ages in classrooms. An elementary teacher has a great responsibility to convey the meaning of free speech through our values and grade-appropriate lessons which translate the concept of democracy. “Perspective consciousness” is an absolute underpinning of the First Amendment in education. It encourages students to see issues through the eyes of others and remain open to conflicting viewpoints. “Competencies” refer to children’s ability to empathize with others and consider the rights of others. Acceptance of cultural, societal vs. self needs, and the rejection of stereotyping and prejudice are paramount in free speech education. As students age and mature, the depth and scope of this First Amendment education can be broadened by classroom tasks which interest and encourage all students to internalize the fundamentals of freedom of speech in America.

It is not merely a change in opinion, but more an openness to conversations and probing one’s bases for opinions. Probing perspective allows a classroom teacher to analyze the cultural and gender cues present within his or her own classroom and hopefully engages children in meaningful and honest discussions about their personal perspectives on issues. A teacher who can help open up his class to varying perspectives while helping individuals to minimize their concentration on self is giving that student an ability to live well within our ever changing global economy. Respect for others and the ability to really listen is inherent in the First Amendment. Disagreement with accepted social mores has not been tolerated in homes whose culture considers girls and boys to have no opinions nor any right to express them. Expressing diverse perspectives would not be welcome or encouraged in these situations so children who grow up in such circumstances may have a harder time acclimating to a classroom which allows it. The teacher must consider both the boisterous child who comfortably volunteers a perspective but must not forget to use activities which may ask students to quietly listen and reflect upon others’ views. Once students become comfortable with and open exchange of ideas within the classroom, they will be much more apt to handle conflicts which may arise. They may need guidance to resolve those conflicts peacefully and within a community atmosphere.

Parental attitudes are much more engrained in children than even the children suspect allowing students to actually apply free speech concepts by accepting viewpoints other than their own makes those concepts much more real. The teacher must remain cognoscente of the huge and powerful role he or she possesses. The successful teacher develops his or her own perspective while respecting the views of his or her students through sound discussions and decisions. Some amazing class activities can occur when students are able to value policies they create themselves and understand the rationale behind their decisions. Many lessons can be used through the use of classroom “case studies, role playing, simulations, and debates.” One very creative activity involves the use of a “decision tree” which seems to force children to consider all ramifications of decisions both positive and negative.

Thus, the creation of mutually agreed upon classroom rules is a great learning experience for students. Extending those democratic decisions to playground, hallway, and cafeteria rules gives ownership to students and is a real lesson in the First Amendment in action. Students familiar with democratic adaptations of rules can even extend those lessons to their own homes or communities in negotiating reasonable home and community bylaws.

Anderson’s concept of making the First Amendment real to classrooms from kindergarten through high school is exciting and practical. I especially enjoyed her suggestion that students create classroom rules from the first day of school and on all occasions when additional directions are needed. It seems obvious that student created rules would be much more effective than those simply imposed upon them. The “decision tree” is a graphic that I would certainly like to incorporate into my classroom in the future. Doesn’t it seem obvious that students would respond to self created consequences and alternatives to a particular act? I also appreciated the passage that discusses authoritarian teachers and how the imposition of preconceived teacher beliefs needs to be carefully monitored. Even the most caring teacher can inadvertently offend a child with a thoughtless remark which goes against the cultural heritage or gender of that child. I don’t believe I can help children develop a real sense of freedom of speech and the First Amendment by dictating beliefs. Those need to be developed and internalized by each child as he or she continues education. The use of role playing, simulation, and debates in the classroom can invoke not only creativity and imagination, but also problem solving skills and interaction between classmates. In my classroom, I could see myself incorporating the self created classroom rules by asking the students for suggestions of rules. With those rules, I would then have them vote on their top three favorite rules and incorporate them into daily patterns within the classroom and activities. I do understand that a teacher must be very careful not to alienate parents with different cultural views. Our multi-cultural classrooms bring great opportunities for children to become open and accepting of other cultures. However, a teacher must remember that the parents of these children may not be open to the same opportunities. Perhaps an occasional night that parents come to class and are taught by their own children might be a good incorporation of the First Amendment into their homes.

Educational Professionalism

    Any discussion of professionalism in education at any level must begin with an acceptance of the core values to which teachers have long been committed to. I know that teachers realize that children come to us as part of a family and a community with individual worth and uniqueness. It is our job to help those children reach their potential in a classroom that provides a safe environment. I believe that each child comes to school trusting that the work he or she is about to undertake is important and will help them become more educated and a better member of society. I know that the lessons we undertake with children need to be based on sound theories of child development and must support family ties. Finally, I realize that teachers do not operate within a vacuum but must constantly align their lessons to children, their families, other colleagues, and the community in general.

I believe that part of professionalism is feeling an ethical responsibility to keep our children safe and healthy in a nurturing environment. It is important to realize that children are vulnerable and trusting individuals. All children, especially children with disabilities need to be included in all activities of all classes. I know it my job to advocate for all children to find the most appropriate placement for each child. It is alarming to hear of an educator in the media taking advantage of the sacred trust that the community has placed in our hands. I should never involve myself in any activity that harms, degrades, damages, or segregates children of any basis. I realize that part of my responsibility is to familiarize myself with not only the curriculum but also the symptoms of any form of child abuse. I know I need to understand all state laws and reporting regulations within my state. I further understand that when a person or a child tells me that there is a suspicion of abuse or neglect, then I am obligated to follow up. Furthermore, if I would become aware of a situation that had placed one of my students in any harm, it is my responsibility to inform the appropriate authorities to protect that child.

I am also aware that the child is a part of a family and I need to work to develop a positive relationship with that family. Just as a child is unique, a family is unique with its own customs and rules. I need to be supportive of the family just as I expect that family to support me in the education of that child. Communication with parents is paramount to avoid problems.

I understand that occasionally a family member may with to visit my classroom or program and I welcome that visit. It is important that families know of any change within school policy or my own qualifications to teach whatever subject we are undertaking. I want to involve families in policy decisions when appropriate, especially if they affect that child. It is my responsibility to inform appropriate authorities and families when children have been exposed to any disease or emotional stress. I know that there is a need for confidentiality and that I need to respect a family and student’s privacy and that child’s records.

I am aware that a teacher needs to maintain high ideals and principals when dealing with coworkers, employers, and all staff members. I do expect to be involved in meetings and professional development and conduct myself in a professional manner. I realize that as a teacher I represent my school and staff when out in the community and I need to conduct myself in a way which would not diminish the reputation of my school. As a community member, I expect to be called upon to volunteer my time when it benefits my students or my school and I want to conduct myself in an honest and above board manner. Finally, I realize that violations of the trust that has been placed in me may lead to a dismissal or other circumstances.

When a teacher maintains a professional standard of conduct in or outside of his or her classroom, a standard of expectation exists in that community. Having established this standard of expectation, a teacher is viewed as a trusted member of a school team. That means in essence that students, parents, coworkers, and employers will readily place their trust in me that I will respond with appropriate demeanor and control in any situation. I should be relied upon to function in place of parents and guide children throughout the day in a positive, caring environment. Having a uniform code of conduct tells the community what it should and can expect from each educator.

Each schools staff member is an integral part of a team. Whether that member is a smiling cafeteria worker, a patient janitor, a traveling physical education or music teacher, or an overworked secretary, each is interrelated and interdependent in the well being of all children. No classroom teacher could get this job done without the constant help and assistance from a team of caring individuals. Occasionally a teacher may find herself volunteering her time in an after school activity in which she is a leader of a group of students outside of the classroom. That teacher should still be accounted upon to conduct herself appropriately and abide by the professional code of conduct put in place for her time in the classroom. She may find herself interacting with inquisitive parents who are not aware of confidentially and mandated reporter responsibilities of teachers. Diplomacy is a positive trait for any teacher in a teamwork environment.

happy st patrick’s day!

project of the month - pocket reference cards

wow…i really love this one!  hp has provided the ability to make your own VERY COOL business/personal cards (i made up cards to give to friends with my contact information on it).  i’m always out and about somewhere and run into someone i haven’t seen in a long time and we are always trying to find something to write our information on so i thought i’d just make up cards to hand out.  another added bonus to this is that you can customize what the back of the card can have on it (ex. tip table, calendar, measurement conversions, and even appointment times which is great for a professional to make their cards on).  i thought of my friend amber immediately who is an esthetician and makes appointments regularly, but doesn’t have a reminder card to give out.  if you are going to make it a personal info card like i did, i just used a very heavy cardstock and a sharp paper cutter *free to use at kinko’s*  they print out 10/sheet!