0.3 To know as we are known

Overview

Educator and author, Parker Palmer wrote a book called To Know as We are Known . The title says it all: In order for our students to learn, they must first be "known." Their stories,their personal experiences, their learning styles, their intelligences, their lives within the context of their family and culture must be known or"seen" by peers and teachers, alike.

We began this course with the idea of "developing a sensitive eye". Here, that sensitive eye is vital. We do not engage in the"doubting game" of tearing down or tearing apart in order to make our students visible. We engage in the "believing game" - we "listen to, affirm,enter in." The "sensitive eye" we develop as educators (and the "sensitive eye" we help our students to develop as learners) becomes the receptor for"knowing" about the history, culture, and individual identities of each of our students.

Every country in which Teachers Without Borders does its work says the same thing - we must define the term "multiculturaleducation" in detail, and know the features and strength of culture in order to be effective teachers for the new millennium.

Here, we begin with our first definition:

Multicultural education is the ability to appreciate and "know" all learners.

Making students visible

Here are some concrete ways to help students become "known":

• Ask students to tell a story about a special family object that has been passed down from generation to generation.
• Ask students to share a family recipe, photograph, or story about one of their ancestors.
• Ask students to share a song or dance from their family or culture.
• When students come to school in the morning, or stay after school, listen to the stories they wish to tell you.
• When students share their ideas in class, let there be silence when the student speaks. When the student finishes talking, ask the otherstudents, "How many people can "Say Back" what 'so-and-so' just said?" When the students raise their hands, do not call on any individualstudent to actually say it back; simply give the students time to notice how many hands went in the air. Continue with "I see that about 60% of yourhands are raised. As a class, we're working towards 100%. We really want to listen when someone else is talking." Do this "Say Back"periodically to let students know that when a student speaks, his/her voice is valuable to the group.
• Do not repeat what a student says to the class; this takes power away from the student's words and it teaches students that their voices arenot as important as yours. If you want to emphasize a point, ask the student who has just spoken to repeat what he or she has just said.
• Create lessons that engage the mind, heart, and body of your students, and instruction that allows them to utilize their multipleintelligences (kinesthetic, auditory, visual, interpersonal, intrapersonal, emotional, artistic, etc.). In this way, each studentwill be able to participate and "enter into" the learning process.
• Ask students what they need from you as a teacher and what they need from their peers. Create opportunities for students to say what theyneed. One way is to have students complete a "What I am Looking for in a Teacher" form. Another is to hold class meetings where students canvoice what they need from others in a safe and inviting manner.