Pedagogy of the Oppressed Intro to Chapter 2

After reading Pedagogy of the Oppressed for the second time I have a better understanding of Paulo Freire's work and what it means for me and my students.

When I consider Freire beyond my TFA commitment, I think about how my practice will change moving forward. I know I want to stay in the classroom for a few more years and I want to apply some things that I have learned throughout our courses, especially our work with Freire. Looking forward I want to do a better job of incorporating my students’ culture and experiences. I want to move away from the banking style of education and give my students the opportunity to contribute their knowledge on a daily basis. I want my students shared experiences to be a norm in the classroom. Freire states that with the banking notion of consciousness “the educator’s role is to regulate the way the world ‘enters into’ students” (76). I’m less interested in implementing the way I see the world to my students but more interested in knowing how my students view the world, what they value, and their opinions.   

Taking our Critical Pedagogy course has brought light to how the educational system is structured. Our educational system is often compared to the social structures of our society in which our students are often oppressed and have very little opportunity for choice or freedom of expression. I realize that within my classroom I am able to break down these barriers.  As I think about the action research project my students are crafting, the ultimate goal is to give my students the opportunity to be empowered to create change. I also want them to have a sense of security in their classroom where they have the freedom to express themselves. In the classroom my students are thinking of ways they can create projects in their class to improve their class environment. I realize the empowering my students to create change in their class can help empower them to create change outside of the classroom as well. Freire states that “in order for the oppressed to be able to wage the struggle for their liberation, they must perceive the reality of oppression not as a closed world from which there is no exit, but as limiting situation which they can transform” (49). I want my students to realize that they can transform their world and become change agents not only for their classroom but beyond their class as well. 

Time is definitely going by faster this second semester and spring is fast approaching! After some restful breaks (both expected and unexpected) I had some time to regroup, relax and spend some much needed down time. I have to say the first day back, the kids were definitely on a snow day high from their time off and were very off the wall their first day returning. However, today was much better. 

So far in my classroom I feel on a daily basis I have a MILLION things to get done! Not only do we have so many things to cover between now and the end of the semester but I'm still trying to squeeze in much of my action research project. Although the project is moving at a snails pace, my students have made some progress to working towards a better classroom environment. They have created their promises for their class constitution board (positive promises they've made to themselves and each other on how they will act and speak to each other in class), and we have also created a citizenship board in the class that praises those moments of positive behavior. I realize that I have to move things along though and we must get in our small groups this week and begin the first stage of our planning. After reading the U.N. Rights of Child, I realize how powerful literature can be to drive the action research process. After reading the Poverty, Power, and Action Study I became really motivated to incorporate literature to motivating my students. 

As far as behavior goes, we definitely still have our up and down days. However, I've been really proud of myself for staying consistent with consequences and rewards and remaining steadfast. I realize that even with push back, my students need consistency in their lives at school. I'm also continuing to learn my students more and more each day. I'm starting to love spending time with them and enjoying our conversations together which has developed our relationships and trust. 

I'm continuing to push forward and can't wait until SPRING arrives :)