Cultural Snap Shot: Russian Stereotypes in America

1. Photograph portraying cold and mean Russians
http://www.56thparallel.com/wp-content/uploads/2013/04/Russian-Stereotypes-d.jpg

Belief that russians are cold and angry people. Russia has some of the lowest temperatures in several northern cities around the world, and this leads to the correlation of cold weather with cold people.
I have a roommate who is russian and this is a stereotype that comes up almost daily to her as we meet new people. 

















2. Russian Spy in Avengers
https://www.youtube.com/watch?v=dB4__mvTyL0
This scene in this movie supports the belief that Russians in America are spies. 
This is also a stereotype that I have seen in real life through my roommate who is russian. As we meet new people there are constant jokes made about her being a spy. And it may sound funny, but after you hear it every day, for your whole life, its not.

3. Post Cold War Movies with Russian Antagonists
Sex and the City, 2 Broke Girls, the Big Bang Theory, and the Americans
Sex and the City 
"While Carrie Bradshaw wasn't perfect (hello, affair with your married ex-boyfriend), she certainly didn't deserve to date one of the worst characters of all time; Aleksandr Petrovsky. "The Russian” was played by Mikhail Baryshnikov who was apparently a sex symbol back in the day."

2 Broke Girls
About two girls working at a restaurant with an overly flirtatious russian cook. There are many parts throughout with crude jokes and subliminal messages about russians. 
Video Clip of the perception of russians in this show through the russian waitress. 
https://www.youtube.com/watch?v=eTJ0l6aZbCo

The Big Bang Theory
Link to The Russian Rocket Reaction Episode.
https://www.youtube.com/watch?v=plCcmK1vjkc
The Russian cosmonaut lurks around every bend on the space station. Still referring to Howard as "Froot Loops," Dimitri pokes his head in to further take Howard aback while Wolowitz fears both rebelling against his domineering mother and displeasing his new wife with their living arrangements. He bluntly refers to Mrs. Wolowitz as a woman who says she’s Howard's mother but sounds like his father, as well as mutters to himself that Howard is just putting himself in a bind and that it is unbelievable Americans won the Cold War. 

The Americans
The Americans, is about the first hand account of KGB officers, following a KGB couple living undercover in Washington. Being in the perspective of Russian KGB associates is what makes these shows alike. However, even while the plot is about Russians themselves, they are still portrayed as enemies to the West, and gives the viewers of the shows a chance to be uncomfortable whenever rooting for the Russian characters. 

These are all examples of shows that were filmed post Cold War, but hold the Cold War enemy close to their script.

4. Anti-Communism Poster
http://the-artifice.com/wp-content/uploads/2015/08/Cold-War-Ads-How-Communism-Works-300x450.jpg













Along with its political agenda, American culture turned to its entertainment industry to further carry out the country’s ideals. Russia, the largest country in the world, had also become the greatest threat to the new American Dream idealistic society. The land and its people were marked as communist enemies of the west, and so naturally, this became depicted through American culture and media.

5. Alcoholism: The Pessimistic Drunk
The Big Bang Theory- The main Russian astronaut with him, named Dmitri, is pictured with a low husky voice with a thick accent, constantly commenting on his own superiority and ability to withhold a lot of alcohol and extreme colds.

6. The KGB
Belief that most russian men are affiliated with the russian mafia or the KGB.
Allegiance  
The show Allegiance follows a detective who is specializing in Russian affairs and has direct family ties to the KGB. The show follows the main character and his ex-KGB parents, and essentially covering up a plot to destroy America.
The Americans
The Americans, is about the first hand account of KGB officers, following a KGB couple living undercover in Washington. Being in the perspective of Russian KGB associates is what makes these shows alike. However, even while the plot is about Russians themselves, they are still portrayed as enemies to the West, and gives the viewers of the shows a chance to be uncomfortable whenever rooting for the Russian characters. 

7. The Prostitute
belief that a beautiful tall, blonde hair, blue eyed beauty is either caught up in the world of adultery or choose it for herself. (common russian genetic trait) this belief was also born from the high rates of prostitution and human trafficking in eastern europe and slavic countries

One example is a crude joke made in the show 2 Broke Girls,
"Putin it out!" uses a pun of using the name of the controversial Russian president synonymously with “putting it out” a slang term in modern culture which refers to a woman giving up her sexuality to a man.
Pilot Episode of CBS 2 Broke Girls

What message(s) (consistent or conflicting) are being sent about this cultural group through these artifacts? 
Consistent messages are being sent that Russians are:
-cold and angry
-slutty and/or prostitutes 
-sneaky and can't be trusted (and possibly are spies)
-most russian men are involved in the mafia or KGB
-persimistic and drunk


How might this message(s) impact how a child from this cultural group is viewed and treated in the classroom? 
How will Russian Children be treated and portrayed in the classroom?
Russian Children could be treated or portrayed following any of these stereotypes. Either for the child themselves or towards their parents or family. This is bad because when we are treated or expected to be a certain way often times we believe it and do become that way. This can have a very negative impact on the development of the children when they are assumptions made about them.


Why is it important for teachers to examine how cultural groups are represented in the media, curriculum, and policy? Why is it important for teachers to examine how cultural groups are represented in the media, curriculum and policy?

It is important for teachers to examine how cultural groups are represented in media in order to understand the bias that may already be in us so that we can be aware of them and set them aside. We need to get to know our student as who they and and what are their true needs and not what we think their needs and struggles are based on how their cultural group is portrayed in the media. It is also important to be aware of the perspectives we have on different cultures whether we have students of that culture or not because as teachers we should not give biases or support these stereotypes in our classroom.

Imagined Classroom

Each one of my students is different. Some are confident and some are insecure. Some come from a strong family who loves and supports them and some are lock and key kids who are on their own. Some know they are smart and some have always thought they were stupid. Some like sports, some music, and some video games. Some of my students are loud and rambunctious. Some are quiet and lonely. Some are eager to participate; some are distracted by the worries or excitements of life.

I will try my best to prevent behavioral issues by providing extra supervision during high risk periods, letting children know they can reach out for help, providing choices whenever possible and ensuring that the tasks are manageable. I will praise positive behavior more often than scolding negative behavior. Often times when a student misbehaves he or she is seeking attention and this way the student will learn that to receive attention they must act positively. However when behavioral issues arise I will handle each situation according to its circumstances. I will ignore it in some cases, promote apologies and teach good morals, or restrict privileges. I will involve the students in creating the rules and expectations so that they feel accountable. I will always accept late work with a percent deduction because the most important thing to me is that my students are learning, and to me better that they learn late than never learn that part of the material. I will assign a lot of projects that are open ended and creative, which you never really finish. This way the students can put as much time as they want into their projects but they will be personal and they will want to do it, rather than doing the worksheet until all the answers are filled in.

I am teaching the technical usage of a DSLR camera. This will be one of the first things I will teach my students in a photo class, because I want them to be able to get out there and start shooting from the beginning, to get as much hands on experience as they can. I will teach it by starting with a little history as an anticipatory set where we are inside a pinhole camera. I will cover the windows with black and only leave a small hole for the light to come in where we will see the image of outside projected on the wall. We will then briefly discuss the history of photography and then I will teach the technical and manual settings to the camera as a hands-on learning experience. The students will be taking pictures as they are learning how to manipulate the photo they want. I will adapt the lesson to available supplies. The main thing for my students to learn is how they can manipulate an image based on changing the light sensitivity, depth of field, and shutter speed.

            During the lesson I am carefully reading my students. Paying attention to their cues of when they are getting distracted, bored, discouraged or engaged. Ready to throw in an anticipatory set, or activity. I am using proximity to keep my students on task. I am giving positive and constructive feedback.

Some of my students are working hard on their worksheet. Some students are confused and discouraged. Some students are talking to their friends. Some are working on other things not from my class. I am aware of them all, and I am adapting my teaching to engage my students and to help them understand the content.

I will develop my own feedback forms and value the information from the students. I will adapt and change each year to improve and meet the student’s needs. Students will learn what we test for, if we test for facts they will learn facts, if we test for problem solving they will become problem solvers. My long-term goal is to learn more about and then to implement improved mechanisms for assessment of students maybe ability based or performance based. After Information is presented I will provide opportunities to for my students to apply it and then a way both the student and myself can evaluate their progress. One way I can know if my students have learned is if my tests are open ended where the students can tell all they know about the topic. This creates greater motivation to learn everything you can and not just “the answer”. I will provide a variety of assessment tools such as tests, projects, and reflections to accommodate to different needs. I will use written reflections, quizzes and tests, projects, and portfolios in order to evaluate and assess my students. Quizzes and tests will allow me to compare between students and understand the different ability levels. While reflections will help the students to be in charge of their own learning and inspire them. Project will allow for freedom, creativity and give them the opportunity to go above and beyond. Portfolios at the end of the year will help me to see the progress of each student and give them a grade that is fair based on their unique skill levels. I will use the national and state standards to base my curriculum while tailoring it to the interests of each unique group of students. 

Yellow

I first thought of the color yellow because that is the mood I want in my classroom. It symbolizes light, enlightenment, positivity, and fun.

Open Door

I chose this open door because I will always keep an open door policy that my students can come to me for help anytime.

Chameleon

I chose the chameleon because it represents change. I will change as I improve as a teacher and continue to learn more about my field. I will change with each new class because I believe each class and student is unique with different needs and styles of learning. I don’t want to ever do something the same way.

Circle Desks

I will have a circular desk formation or a set up that is familial and promotes discussion and engagement

Mac Lab

I hope to have resources available to my students that they will be able to work on projects in class and my curriculum will be project based.

Surroundings what does the room look like how are resources used during lesson

photo credit:
yellow: https://upload.wikimedia.org/wikipedia/commons/thumb/d/d4/ICS_Quebec.svg/2000px-ICS_Quebec.svg.png door: http://www.fggam.org/wp-content/uploads/2013/10/open-door.jpg chameleon: http://www.lizardtypes.com/wp-content/uploads/2013/03/chameleon-picture4.jpg circle desks: http://homesdesign2016.com/wp-content/uploads/2015/06/american-high-school-classroom-1.jpg mac lab: http://homepages.se.edu/act/files/2014/08/VA-iMac-Lab-Fronts.jpg

Dewey was right

Dewey was right; we learn from doing.

Today we taught the 6th graders part 1 of our media literacy and advertising lesson. We did stations with the kids. There were 4 groups of 4. This gave us the opportunity to teach just a few students at a time and also meant we would teach the same thing four times. I had planned out what I would do for my station many times and changed it, but once I had taught it once to the first group I could see so clearly the flaws and I knew how to fix them for the later groups. I was then able to teach more effectively and involve the students more. 

If we role play teaching before we actually do it,  lesson plans will improve. There are some things that we will not understand until we see them happen. 

Change the mood

The first day that we worked on our lesson our group was low energy and not a lot of positivity or excitement was going around. We weren't receiving any inspiration and we were all a little worried about it. 

Today was completely different. It started with food. Aubria brought chocolate covered almonds to share with everyone and immediately everyone was more happy and energetic. Then with a more open environment we were able to discuss the option of starting fresh with a new idea. Within 5 minutes we were further on the new idea then we were after 3 hours the first day.  The group was feeling excited and comfortable and new ideas were flowing right out. 

It is amazing the power our minds have to impact every moment.
In teaching and in our lives we need to find ways to improve the mood.
to connect with people to make them feel loved important interesting interested or just share your food. I should start bringing more oranges around with me. 

Active Learning

We were working in groups in class today and Geoff moved around to each group and sat at the table with us and worked on grading. He made himself available to us but left it up to us to engage him and get his feedback if we wanted.

I liked this method because it activated me in my learning I was thinking wow he is just going to sit here and if we don't say anything to him we will leave and not help us. 

I think I would try to use some of these methods by making a lot of resources available to the students but leaving it up to them to use them so they feel a motivation.

Simple

its simple

Geoff had a meeting today with President Worthlen, the president of BYU.
Right before he had to go a student needed his help.
Everyone came together to help, and I felt so much love today.
There was another man there helping who had to meet his wife and he was a little stressed trying to figure out how we was going to organize his complicated life. 
Geoff never mentioned anything about the meeting. 
He reached out.
I was impressed with simplicity of following the spirit.
Our video project wasn't going how we planned it and with unexpected difficulties it was becoming more stressful than it was fun.
We both felt after today that we should change our project idea and go with a very simple approach that will be a metaphor for our experiences and impressions. 
I feel peace.

its simple

I pray that we will focus on “the simplicity that is in Christ” and allow His grace to lift and carry us.
Elder Dieter F. Utchtdorf 

If We Forget Anyways, Why Even Learn?

Summarizing and Note Taking 
Verbatim Note Taking is the least effective.
Trying to record all of what is heard or said takes up so much of the student's working memory that they do not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
Notes should be considered a work in progress reviewing and revising is a powerful activity 
Notes should be used for study guides for tests
The more notes taken, the better. 
(Research Based Strategies for Increasing Student Achievement, Marzano)

Reflections
In Geoff's class we are able to review and revise our notes every week when we are required to write a reflection. I have noticed that I have retained and learned more in this class than other classes because of this strategy. In class I am already thinking what I can write about, and then later when I actually write it I revise it and think about it even further to take it to the next step.
We also use our notes as our study guides which encourages us to engage in them.

Study Journals by Topic 
I also keep a study journal where I record what I learn from the scriptures, the prophets, and the spirit. I have it organized by topic because this way I revisit a page multiple times a week and it has tiny bits that I have learned about that topic over years. I see them again each time and because of this system I have the majority of my study journal memorized, and think about it throughout the day.

In my class, I will provide opportunity to review and revise whether it is reflections or have the students teach back what we have learned to someone else in the class. This will allow them to refine their knowledge and switch it from their short term memory to their long term memory. 

I will continue to use study journals and reflections for my other classes even when my professors don't require it. I am starting a separate blog for all of my growing knowledge and I will record what is important to me that I have learned each day. 

It's Not Soft

Some people say research in education is not as vigorous or conclusive as research in "the hard sciences" such as physics and chemistry. Larry Hedges found that the studies from Physics were almost identical to the studies from social sciences in their terms of variability. In physics roughly 40% of the findings from a study were omitted due to results that were extreme or unexplainable. In educational research it is rare for even 10% of studies to be discarded. (How Hard is Hard Science: How Soft is Soft Science?)

I haven't thought much about educational research. I realize now that is absurd especially representing future educators. I would have been passive in my opinions or naturally supportive, but how embarrassing. After reading Classroom Instruction That Works: Research Based Instructional Strategies. I feel passionately about educational research. I want to read and discover more in order to learn everything that I can and to become the best teacher I can be. 

I want to read more books and continue to explore new research and apply it to my teaching. I want to always be changing my strategies and styles in order to experiment and advance alongside knowledge and technology. I will seek correction and innovation. 

The heart of the prudent getteth knowledge; and the ear of the wise seeketh knowledge.
Proverb 18:15 

Army of Achievers

Achievement vs. Learning
Can we achieve without learning?
Geoff told about his phd test writing class, they learned how to take tests and they had to get at least a B on every test across campus. They were achieving on the tests even though they were not learning the material 
I think if we focus on learning first 
and then on achievement second we can accomplish both 
In order to actually learn we need to have the right motivations 
I will focus on learning and growing in each of my classes 
and if I do that I will naturally be achieving 
I will promote learning to my students
for example a creative project to spark curiosity and desire 
"creativity is intelligence having fun." -Albert Einstein 
and then assess them 
the evaluation could be based on their learning and achievement 

evaluation - systematic determination of merit worth and significance of someone or something
assessment - documentation in measurable terms, knowledge, skills, attitudes and beliefs

Instructional Strategies

Research Based Strategies for Increasing Student Achievement

Some people say research in education is not as vigorous or conclusive as research in "the hard sciences" such as physics and chemistry. Larry Hedges found that the studies from Physics were almost identical to the studies from social sciences in their terms of variability. In physics roughly 40% of the findings from a study were omitted due to results that were extreme or unexplainable. In educational research it is rare for even 10% of studies to be discarded.
(How Hard is Hard Science: How Soft is Soft Science?)

1. Identifying Similarities and Differences
-Presenting explicit guidance in indentifying similarities and differences
-Asking students to independently identify similarities and differences
both enhance students understanding and ability to use knowledge

2. Summarizing and Note Taking
-Verbatim Note Taking= least effective
Trying to record all of what is heard or said takes up so much of the student's working memory that she does not have "room" to analyze the incoming information, and they are not engaged in the act of synthesizing information.
-Notes should be considered a work in progress
reviewing and revising is a powerful activity
-Notes should be used as study guides for tests
-The more notes that are taken, the better

3. Reinforcing Effort and Providing Recognition
Success is generally attributed to:
Ability
Effort
Other People
Luck
Believing effort is the most important factor in achievement, you have a motivation tool that can apply to any situation.
-Teach the connection between Effort and Achievement to Students
-Reward is most effective when contingent upon standard of performance
-Abstract symbolic recognition is more effective than tangible rewards
"When praise and other forms of positive feedback are given and later removed, people continued to show interest in their work." (Kohn, 1993, p.55) Verbal Praise is an extrinsic motivator that positively alters attitude and behaviors.


4. Homework and Practice
Elementary School - ES=.15
Middle School- ES= .31
High School- ES=.64
-Effect size increases dramatically in higher grade levels
-If homework is assigned it should be commented on
Homework not commented on- ES=.28
Homework graded- ES=.78
Homework graded and written comments on- ES=.83
-Establish and communicate a home work policy
consistent & organized place for homework to be done
consistent schedule
encourage motivate and prompt child but do not sit and do it with them
ask child which steps are easy or hard for him and how will he improve
minutes child spends on homework should be 10 ten their grade level
(2nd- 20 mins, 3rd- 30 mins, ect.)
when bed time comes please stop your child, even if he is not done
-Clearly Articulate Purpose and Outcome of Assignments
-Chart Speed & Accuracy

5. Nonlinguistic Representations
dual coding= linguistic & imagery
linguistic- statements in long term memory
imagery- mental pictures or physical sensations

6. Cooperative Learning
Ability Grouping by Class- ES=.10
it is bad, promotes inequity
homogeneous groups
low ability- ES= -.6
high ability- ES= .09
middle ability- ES= .51
Positive Interdependence - sink or swim together
Face-to-Face Promotive Interaction - helping each other learn & praising successes and efforts
Individual & Group Accountability - each person is needed
Interpersonal and Small Group Skills - communication, trust, leadership and decision making
Group Processing - reflecting on how the team is functioning & how to improve
Cooperative Learning - ES= .78 when compared to students competing against each other
-Ability grouping should be used sparingly
-Cooperative groups should be kept small
-Cooperative learning should be applied consistently and systematically, but not overused

7. Setting Objectives and Providing Feedback
goal setting for learning
goals focused on understanding not tasks
-Instructional goals narrow what students focus on
-Instructional goals should not be too specific
-Students should be encouraged to personalize the teachers goal
"The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback." -John Hattie after analyzing almost 8,000 studies
-Feedback should be corrective in nature
-Feedback should be timely
-Feedback should be specific to criterion
-Students can effectively provide some of their own feedback

8. Generating and Testing Hypotheses
Ask students to clearly explain their hypotheses and conclusions
Systems Analysis
Problem Solving
Historical Investigation
Invention

9. Cues, Questions, and Advance Organizers
-Cues and Questions should focus on what is important as opposed to what is unusual.
-Higher level questions produce deeper learning than lower level questions.
-"Waiting" briefly before accepting responses from students has the effect of increasing the depth of students answers
-Questions are effective learning tools even when asked before a learning experience


Declarative Knowledge 

Vocabulary
wide reading- six exposures before you are able to remember the meaning 
most effective- high ability students & low density reading 
instruction in new words increases ES
associate an image with a word to learn it
direct vocabulary instruction works
most powerful = direct instruction on words that are critical to new content procedures 
Process for teaching new terms and phrases
Step 1- brief explanation or description of the word
Step 2- nonlinguistic representation 
Step 3- ask students to generate their own description 
Step 4- ask students to generate their own nonlinguistic representation 
Step 5- periodically review accuracy of their description and add new insights

Details
-students should have systematic, multiple exposures to details
-details are high amenable to dramatic instruction 

Organizing Ideas- Generalizations & Principles 
(ex: specific battles sometimes disproportionately influence the outcome of a war.) 
-students commonly have misconceptions about organizing ideas 
-students need opportunities to apply organizing ideas 

Procedural Knowledge 

Mental Skills
Tactics- general pattern of rules but no set order (ex: how to read a histogram)
Algorithms- specific steps & outcomes (ex: multicolumn subtraction)
skills are most useful when learned to the level of automaticity

Processes:
Students should practice the parts of a process in the context of the overall process


Instructional Planning
Beginning of Unit- setting learning goals
allow students to identify, record and share with others their personal learning goals
During- monitor progress toward learning goals
introducing new knowledge
practice, review and apply knowledge
provide students feedback and help them self assess how they are reaching their goal
periodically celebrate legitimate progress towards learning goals
End of Unit-help students determine how well they achieved their goals
Learning Logs & Audiotape Assessments- faster & more thorough & personal grading - good idea to consider

Exponential Learning

Exponential Learning

Impress or Inspire?

Geoff took his 6 year old to hike timp, a mountain that is 11,752 feet. 
He didn't expect her to make it to the top.
They made up games for the kids to play the whole way up. 
They were excited and having fun and didn't even notice the mountain. 

Geoff also told about an after school robotics club 
The students anxiously sign up and participate 
They are doing school work but it is problem based and exciting. 

"It wasn't hard when we were excited" -Gong, Teaching and Learning for Exponential Growth

How can we keep this desire, excitement and curiosity with us throughout our day and our lives?

How can we give it to our students, family and friends? 

Something that stuck with me from general conference is seek to inspire not impress. 

"True disciples desire to inspire the hearts of men, not just impress them." -Elder Gregory A. Schwitzer 

I should apply this to all of my interactions but I have been especially relating it to teaching. 

When we impress, we distance the others from ourself or the goal.

comparing, admiring or wishing; it seems unattainable  

and we are inviting others and ourselves to the seeds of pride 

When we inspire, we bring them closer to the goal
We show them the path, Help them see how to get there
Let we can provide them with the opportunity to reach it themselves

following the pattern that Gong described...
a teacher is a peer ahead on the same path.

Standards- Expectations

Inspiration to Surpass the Standard

Freedom- that lets them choose to succeed

Point my interactions and teachings towards others and their progress and away from myself