The Song Inspired by Promise Academy and the book Whatever It Takes

Whatever It Takes
By: Robert A. Anaya

A blues/rock and roll beat in the key of E

Chorus:

Whatever I need to say
Whatever I need to do
All that i want is to be through to you
Thats what im gonna do
Thats what im gonna say
Whatever it takes to get through to you

Don't really care the color of your skin
your type of shoes, your friends your kin
Got one objective, so let me be clear
to teach you something, beyond books its clear

Here's the first lesson, hear it right hear
be quick to listen and slower to speak
cause your mouth alone can make you weak.

There's all types of people and cultures to learn
whole lotta fun and memories to burn
let me say it now, say it for your ear
grudge less, judge less, fudge less keep your heart clear.

Pick up your books, Ipad, paper phone
read what you can, read all along
this world is full of heartache and scam
filter it all, do it for yourself and for others at hand.

This verse goes out to teachers one and all
There is no escaping, no running at all
there's no cookie cutter, no perfect templet
pick your poison and mix it with your fudge
never stop learning and yearning for love
its your class so go make it happen

You might need to change up and find a new pitch
If you don't you kids will through you in a ditch
Its your choice Its your class so go make it happen.

Give kids a challenge and don't forget some praise
Keep them really busy so they don't begin to daze
Don't give up, don't give up, don't give up
so go make it happen.

There's more to teaching then appeared reality
Beyond the class and school this crude visibility
empty stomachs, mixed with full, you cannot see
Drugs and alcohol with limited maturity

Parents come in two, one or not at all
in all varieties, structured homes and some falling down
A mix you soon will see
Be aware, be aware, be aware
and find some help and go make it happen

There is so much to do with mixed ideology
Teaching is a progress with regress towards a better society
Rich and poor, a collective economy
make a difference, take a chance, go make it happen


Whatever I need to say
Whatever I need to do
All that i want is to be through to you
Thats what im gonna do
Thats what im gonna say
Whatever it takes to get through to you

Bias

Bias can be good and bias can definitely be bad. It is tendencies and the actions we live out daily. Bias is the exposures and life actions that we have become accustom to that we have learned through our lives.  The upbringing we have, our parents our siblings our families, our friends, our schools, our communities, the cloths we wear, the hobbies we have in short everything.  I acknowledge that in my own heart and mind i wish no ill will to or harm to anyone. This being said i recognize and embrace my moments of poor judgement and conscious error.  I don't think there is a person who is without bias, but i do believe there are some that never see it, and when it is negative make effort to understand and grow from it.  As teacher i hope to teach in a school with a broad diversity of people from all walks of life and all socioeconomic backgrounds.  I hope to afford students the knowledge via curriculum and content in the context of life and living. I believe we are inherently good people and that our negative bias comes from a lack of exposure and understanding of the true beauty of diversity.  We live in a place of structured tendencies that differ by region and place, that each tries to oversimplify into a perceived norm.  I have learned to look within myself as often as i can and work to understand those differences that at first blush seem incomprehensible.

A uncommon approach to teaching, this years teacher of the year (lower case)

It is with reluctance but some optomistic caution that i present to you this years National Teacher of the year from our own Albuquerque, New Mexico.  I know that many of you are saying that in the midst of the recent controversy and the fact that many have lost confidence in the public education system.  This is an article you have to read.  Its best presented by a student " I know he is not the sharpest knife in the drawer but Mr. Anaya really does want our kids to graduate and prosper."  Robert  Anaya has been selected to be this years National Teacher of the year and by no means is he a pillar of excellence and mastery.  We took a close look at his credential and his grades, and quickly found that there was not much to write home and tell people about.  Then what is it, what makes the kids he tries to help continue to do well and graduate from school.  One parent said "I'm not sure what makes him tick but he is always trying to include us in mike's education he has a personal stake and a commitment to help him graduate, he truly wants mike to succeed."  When we asked the principal what his thoughts were he said "Robert doesn't always have the right methodology, and probably doesn't always use sound researched based theories, but without question he tries and he cares."  We found from reviewing the progression of grades in Mr. Anaya's classes that he uses his resources.  He is a believer in community based education and shared responsibility; and he believes it is a collective responsibility to educate our kids; and he believes we cannot make excuses for our gaps, we must work collectively to make things better.  Its not about the standardized test, the grade point average or the grade on the SAT or ACT.  Its about knowledge and community based support that recognizes and supports that our graduates will be our workforce and a workforce that realizes they want their graduates to stay home.  Robert Anaya is no genius or expert by any stretch, he is simple and his intellect is average.  One thing he has realized is that it is not students,  teachers and administrators responsibility to educate our kids, it is the collective will and participation of the community.  It is this collective will that has decreased the drop out rate, it is this collective will that has increased the graduation rate and it is this collective will that has led to a higher per capita score on the college entrance tests than any other school in the the state of New Mexico. In his own words Mr. Anaya said "Its not about what i do, its about what we do to collectively work in the interests of our kids and attain highest education possible.  We are the collective support and the collective solution, it is so simple it is hard."  When we asked his teachers at CNM's ATL program for their comments Dr. Chenven said "What? Robert is teacher of the year, wow i guess some people do figure things out in time, i thought he was lost most of the time"  Robert himself said about his teachers "those teachers at CNM, insight thought and challenge into the minds of their students, they don't give you the answers they plant the seeds for critical thinking."  "They, all teachers at CNM and throughout my life, including my parents created the opportunities i now realize."  Beaver Cleaver a student went on to say "Mr. R. challenged us to help our peers and to help ourselves." He constantly told us over and over and over again this is your opportunity to learn seize it. "He wasn't, and isn't afraid to talk with us he really tried to build a relationship with us and also constantly insisted we work to not relive his educational mishaps."   Donna Johnstan another of his students said "he can be a bit grouchy, talks too much sometimes and is not as funny as he thinks he is, but that aside i really think he wants the best for all of us.  Ironically, we found another of his teachers and they too were bewildered that he received the award saying i didn't even know he finished the program.  When we asked Robert for his closing thoughts about the award, he paused, then laughed acting puzzled like his two teachers and said "This is an honor, but its really not mine this award belongs to the students."  He also said "when i got into the CNM ATL program i was a bit scared and fearful, but thanks to my fellow Posse in the ATL program and ongoing badgering and flack from Chenven and the staff we all made it and do what we can year by year to keep it going."  "Help Kids, Help Themselves and Others"

Purpose in being a teacher Robert Anaya

I hope to convey information and knowledge by activating critical thought in the minds of students.  This sounds  like BS so i will simply say i want kids to think and learn and question perceived and assumed truths.  I believe i have life experiences that can help form an interest in the young minds of our youth. Growing up i had teachers that made an impact in my life that was strong enough to carry me through many of life's challenges.  Core concepts, simple statements, encouragement, discipline, humor, work these are all characteristics that a handful of teachers really helped me understand and refine through my school years.  My aim is to try and replicate some of what was given to me.  I will try and create a classroom that is respectful and structured.  Structure that is positive and discipline but also safe for kids to learn and openly express their thought.  A class that doesn't teach a lesson for the sake of the lesson but rather how that lesson correlates to the world we live in.  I believe all people have the capacity to learn and work together.  I believe respect for people is fundamental to a high quality of life.  I believe malice has no place in society.  I believe we must continually recognize the limits of our own knowledge and bias. I believe i can fly, i believe i can touch the sky (its getting late please stop me).

I take the NY Giants by 6

Education Weekly Blog link and comments Robert Anaya

http://blogs.edweek.org/edweek/curriculum/2010/10/what_do_social_studies_teacher.html This link will take you to the blog for Education Weekly that has a wide array of courses and subject areas.  The blog contains feedback about a recent poll of high school social studies teachers in both public and private schools.  The core questions about "what is important about social studies?" and "what topic areas are important for social studies?" resulted in very similar responses.  Teachers in both circumstances agreed that it is important for people to understand and respect the foundation of our country.  However, there was also agreement that the negative aspects of our country should also be presented to the students.  In the blogs the teachers represented that it is important to not underestimate the capacity of the students and that we (as adults) often don't recognize this fact.  Teachers generally agreed that social studies should be a higher priority in the educational system but it was interesting to discover that in the survey 66% of private schools said it should be a high priority as compared to 45% of public school teachers.  It was disappointing to read that a majority of the teachers lacked the confidence that the students were grasping the content.
    I found the article and the blogs interesting and definitely a place to get and give feedback.  When i tried to read another article i was prompted to pay for the article and subscribe to the blog.  Next time i will look for free blogs.

Gorski, Perkins, Gomez Class Reflection

Robert Anaya
1-20-12

Gorski's article reminds me quickly that what i believe and what is reality are many times different.  As a future teacher i must constantly reflect about what i am to teach and more importantly how i teach and convey the information.  Understanding that there is bias and some form of prejudice in all people that is a product of their upbringing.  I find myself wanting to explain the term prejudice because the standard or common use of the word is in the text of racial prejudice.  This is in itself a product of what has been defined in a culture or environment.  Prejudice has no boundaries and rather is probably better defined as the limits each of us have based on our exposures.  This article made me think and recognize, once again, as i have many times in my life, the more i know, the less i really know. (paraphrase from Socrates, I think, or was it?)  The more i question what is presented as fact and encourage and help guide students to this end the closer we will get to critical thought and learning.  From conflict and crossroads we can find new knowledge or a new understanding of a previous known truth.

The Perkins/Gomez article ties into the realty that as teachers we must first analyze ourselves.  This analysis has to be critical and truthful so that we can do justice to diverse and multicultural populations.  Simply put if we don't understand ourselves or we try and impose our reality on our students we will struggle.  The ego and single minded thinking of our own background needs to be checked at the door.  Easier said then done.  In my professional career i have worked in New Mexico with people across the country.  Early on i struggled because i couldn't see past my own reality but with time and through some trial and error, embracing and understanding differences is a lot better then beating your head on a wall or forcing a square peg in a round hole.

This course and going back to school in general is reminding me how diverse we all are.  I feel the optimism in the class's, but i also hear the frustration of the experienced teacher.  This frustration is not individual to education its everywhere in every field.  I feel myself being idealistic and very optimistic but i also have the recognition that disappointment will be present as well and how i deal with that will be directly reflected to the students.  The articles, the theory and the course discussion thus far, are reminders that as a teacher i need to adapt, be open, be flexible to deflect the reality of disappointment in the interests of the young adults.

Use the tools available to me, learn from the experienced, question realities, persist, understand the foundations and build upon them.

Alfie Kohn Reading: " Grading: the issue is not how but why?"
The first thought of reflection that comes to mind is have i cross referenced the notes to the syllabus to obtain the necessary points for the blog (philogging assignment).  In reviewing the rules, after i set the blog up on the notes, i discovered the fact that i believe these comments were to be done Friday not tonight.

None the less, the point of Kohn grades and their intent are more counter productive than beneficial and caution should be used. In my attempt to not summarize as traditionally trained i see the point and reality of the article.  In my own experience i recalled the reading instruments known as SRA's that segregated students based on their ability to read, comprehend and then appropriately answer a series of questions correctly to advance to the next color.  The intention was to learn while establishing a motivational tool to advance to the next color. The problem, this exercise definitely sent a message in the class about who was perceived smart and dumb respectively.  I think early on there was some motivation to advance to the next color but as time passed i recall some students moving forward so far and fast that others became disconnected and content with mediocrity.  Standardization of teaching and assessment is the norm that i see and hear from the general public and those not connected to education.  The reality that i am discovering in the few days connected to this class is standardization probably cripples education as opposed to helping it.  Conventional wisdom of what works in education (and most other issues) is faulty when analyzed scientifically for effect.

The general theme that i speculate is going to come up again and again is that creativity, thinking beyond the bubble and the recognition of individual needs of students is crucial to learning.  I remember a geometry class in  high school and that the teacher graded on a curve.  Now that i think about it i remember being more concerned about the curve and where i would fall than how i could actually learn geometry.  There again class was segregated into the smart, dumb and mediocre and once individuals were set there, i don't recall a burning desire to move to higher level.  I recall mostly one way dialogue between the teacher and higher performing students and the rest (me included) trying to figure out a score to make a grade to get through it.  In a work setting not a school setting i concur with the point raised by the author about expectations, effort and skill attainment.  Just because an individual gets a raise doesn't mean they earned it or will work hard for it.  Many many times i experienced and worked along side people who were the most productive and were actually overlooked for financial gain or attainment of high performance measures. Doing the task or job right is the operative objective not necessarily the prize at the end of the race.  Grades used as a measurement of progress as opposed to a the feeling of punishment always made me work harder.  A student support structure that allowed me to think as an individual and that set up norms and expectations in a shared way are the classes teachers and environments that i have used mirrored in my working and personal life.  The teachers that did not afford or allow this i can hardly remember their names.