Benson,+Tina

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Regarding nature Vs. nurture in relation to racism Bob Sweeney said it best near the beginning of the movie, “This racist propaganda, this "Mein Kampf" psychobabble; he learned this nonsense, Murray, and he can unlearn it too. I will not give up on this child yet.” ( American History X ) We are born open, accepting, caring human beings. Derrick started out analyzing or viewing life in this way. During the family dinner scene with his father Derrick was excited and very interested in learning through his two PHD black teacher about another perspective. When challenged by his father’s racist view Derrick admitted that he had not thought about it “that” way before. The seed was planted and then nurtured through subsequent events. First, was the death of his father by non-whites. Then was the influence of another “father” figure, Cameron. Cameron had taken a very hurt and angry young man and molded him into his perfect soldier. All three events support the argument of racism being a learned condition. Yet, it is Bob Sweeney’s consistent support, patience and belief in both boys which was able to help Derrick change his perspective and attitude. ======

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 As a teacher I want to believe that the role of the school institution is always there to support each student through both good and bad times. In //American History X//, the character Bob Sweeney is the ideal teacher and principle. He does everything in his power to be there for his students even after they have graduated. The scene where he visited Derrick in the prison infirmary is one of the strongest, the moment Sweeney puts his hand on Derrick’s shoulder not saying a word and Derrick finally lets down his guard. Other lines Sweeney said which have stuck with me are: "you anger is consuming you, your anger is shutting down the brain god gave you," connecting with the student, empathy. "Has anything you done made your life better?" Not telling him what to do but asking the tough questions, having him come to the "right" conclusions on his own. Providing resources, books for support. Sweeney is the teacher in which many teachers may wish or hope they resemble. ======

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 As I mentioned in the previous paragraph Bob Sweeney had a powerful and lasting influence on Derrick. The initial influence of Bob Sweeney as the teacher expanding Derrick's view and how it sparked the underlying racism in Dennis, his father at the dinner table. "You gotta question these things Der you gotta look at the whole picture." The fathers take on the "hidden agenda" and "nigger bullshit", which then had the complete opposite effect on Derrick than what Sweeney was trying to teach. I wonder if Derrick's life would have gone the same way if Sweeney and never entered it? ======

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 Upon Dennis' death the door was opened for Cameron to take on the father role. Cameron saw himself as helping both brothers by feeding them poison with some facts that supported what their father had said. He was praying on their need for a sense of belonging and direction, finding the lost lamb to direct, the one who is a born leader. Cameron's influence continued until Sweeney and Lamont helped him to see a black man as a man. Out of fear for his own life Derrick finally kept his mouth shut and started to hear. Just two guys hanging out and talking. Having that time with Lamont to see him as a human being. It is amazing how one person and influence our life so deeply. ======


 * Module #2 ** V iolence - Prediction, Prevention and Intervention - Myth vs Reality

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I drew the typical 45 degree line. At first I was thinking about peeks and dips but then decided on a straight line ending with the maximum number on the graph. I am surprised that it was consistently less than 5,000,000 even with a doubling of the population. It’s nice to know that violence is decreasing even though it seems to be increasing due to the increase in global media coverage. ======

**Module #3** Hearts and Minds

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1. Drama in the classroom - They are writing their first multi paragraph essay on an animal in its habitat in pairs. They are struggling with it so I thought of having them act out their animal in their habitat finding food, water and shelter in their habitat without speaking. ======

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2. Class Murals and collages - I thought I was doing this on my hall bulletin board with their work but, I could do it better. For the next Social Studies unit I would like to have the class in their desk groups create a KWL class mural bulletin board. ======

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3. Writing autobiographies – In the first quarter we introduce family trees, looking at long ago and today. I would like to add to that an autobiography. This will also help to connect with each student as well as connect the curriculum to the students’ lives.======


 * Module #4 ** Personality Prototype test

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After doing the test with my roommate I first explained the two personalities he scored high in as he had a one point difference. Then I explained about my top two ending with the last one. I was thankful for the notes I had typed as there was a lot of information to digest. After reading what I wrote we went for a walk and continued to talk about the four different personalities and where we fit. I found it useful to be able to do this with someone I know and who knows me. We were able to really talk about it and reflect on ourselves and each other. I am looking forward to doing this with my second grade class.======


 * Module #5 ** Moral Dilemma

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 * Dilemma** - Your eating snack with your classmates and you see that one of them is eating a bag your favorite candy. There are many pieces and you ask if you could have one. They say "no". When they have eaten about half, they put the bag down and go to the bathroom. If you take just one your friend will never know.======

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As this is the first time presenting this lesson to the class I will direct **clarifying questions and one comment** from each group. After the position is presented the other groups will take to come up with either a clarifying question or comment.======

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 * Allowing position changes**- Students have some silent time (30 to 60 seconds) to think about what they heard and decide if they still agree with what they originally chose or if they would like to change their position.======

As a class reflect on the lesson.
**Module #6** "I" Messages

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Corrective - By not allowing Martin to go to Cali it affects the whole team and I feel disappointed for the team. (I did not say this one, it was for a parent and they ended up letting the student go.)======

Positive - When I try to get the classes attention and you stop talking we have more time to learn with fun activities and I am excited.

 * Module #7 **Values and Stuff




 * Module #8 **<span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> InStepp - Chapter Two: All you need to know about stress

First of all I have always perceived stress as negative, it is nice to understand the reason behind having stress and that stresses can also be positive. From previous situations in my life I have found out that I am more of a fighter than one to take flight. Not always a good thing but useful to know. I choose to read about stress because this year has been more stressful than the last four years. Between the dynamics of my students and a few other factors I did not even realize how stressed I have been until others pointed it out to me. Most of what is stated is common sense and I have used some of the strategies already without being aware of it. One aspect I will consider most is to physically exert myself. Now a days we spend so much time sitting on our butts watching TV, on the computer and at our desks that we really do not get the exercise we need. I completely hold stress in my neck and shoulders as well as react more first then digest the situation. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Conditions + Behaviors = Consequences this is so simple yet I can see how difficult it can be. I see the stress busters as tools in a first aid kit. All 6 of them are quite simple and easy to use at a moment's notice. The long term preventative techniques are not as easy. With my colleagues I would like to use understanding my personality style to better communicate with them. With my class I would like to effectively and correctly use class meetings. To better understand myself I am going to use Chapter Two Activity Sheet Three Stress busters. Best to start with myself.


 * <span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Module #9 **<span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> Taught to Hate

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The following video is directed toward elementary students. A group of elementary girls rap about strategies to help resolve conflicts. The second half lets you sing along to the lyrics. (Tina Benson) [|Kids Rap - Conflect Resolution and Respect]======

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<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">This video is a basic puppet play but opens the opportunity for discussion where students are able to pair and share to come up with ways to solve problems around, sharing, playing, and teasing. More towards lower elementary. (Tina Benson) [|Friendship Skills]======

"Great ambition and conquest without contribution is without significance. What will your contribution be? How will history remember you?" (William Hundert) What an amazing way to begin a new class. When I was a teenager I am not sure it would have had the same impact on me as it does today. As a teacher I contemplate my contribution. Do I leave a positive or negative imprint on each of my students? Having teachers who have left both upon me I can only hope there are more positives. "What's the good in what you are teaching those boys?" (The Senator) "It is not living that is important but living rightly." (Socrates) This is Mr. Hundert's motto, he leads through example and respect. The students know what is expected from him and where their boundaries are. That is until by Sedgewick Bell enters their lives and Mr. H perceived a similarity to his own life. Near the end of the movie when Mr. H tells Sedgewick he had failed him. At first I thought about the cheating. But, then there are those little moments where he had the chance to show Sedgewick how to live rightly and instead Mr.H supported Sedgewick's wrong choices. It is not Mr.H's fault with how Sedgewick turned out yet Mr.H feels a sense of responsibility and disappointment. If I am honest with myself I also want to see the best in my students and give them the benefit of the doubt.
 * <span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Module #11 **<span style="color: #ff0000; font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> The Emperors Club
 * 1) Mr. H. countered another teachers decision by helping him to check out a book after the librarian said no and clearly stated about fairness. //I would have supported the librarian.//
 * 2) Playing baseball with the boys but then running away with them after he hit the ball into the car window. //I would have played but then gone and talked to the head master.//
 * 3) Gave him a little extra time to write the exam, very little but extra. //I might have done it.//
 * 4) Changing the a- to an a+ which bumped Martin Blythe out and then walking away from Martin when he saw him hurting, possibly out of guilt//. I would like to think that I would not have changed it. Instead talked to him privately about the score and point out that had he engaged sooner he could have made it.//
 * 5) Not calling him out on his cheating so Sedgewick was not held accountable for his actions. //Similar to Mr. H I would have very reluctantly followed what my boss said.//
 * 6) When called out by Sedgewick Mr. H lied, and the kid knew it. How can you hold a student accountable for their honesty when you are not honest yourself. Children are very much aware of the differences between what we say and do. //I would had admitted my actions for the reasons of the two previous sentences.//

I would walk the beam for any child that needed my help.