Being The "Other"

Yoga Cultural Artifacts

Flexibility and Strength
Yoga's culture had expectations or social norms that the participants had to be strong and flexible.

Yoga Lingo
The culture of yoga consisted of many different terms that I was unfamiliar with. I have a chart showing some of the basic positions of yoga and the weird names they are given like downward facing dog, the chair, warrior I or pigeon. To be able to participate in yoga you have to have a basic understanding of this lingo or someone willing to explain it.

Supplies
Yoga's culture revolves around established social norms including the type of clothes you wear to class, the things you use in class like mats and blocks or the body type you need to fit in with the other yoga participants. 

Reflection

                  I attended a yoga class at the Pleasant Grove rec center. The class took place in a large room with a single window facing eastward. There were sinks along the south wall. There were only three people in the class, including myself, and the instructor. It was dark outside because it was still early in the morning and almost all the lights in the classroom were turned off to create a relaxing atmosphere, but it was hard for me to feel relaxed when I felt so out of place. It was a new experience for me getting up so early to participate in the yoga class because I don’t regularly exercise in the morning. After arriving, I asked someone in the class where the best place was to set up my yoga mat and one of the other woman who attended was very helpful. Even though she was helpful, I felt like I started the class already behind due to my lack of experience. I didn’t know anything about yoga except that I would need a yoga mat. As the class started, we didn’t really interact again and the room fell silent. I sat on my mat watching and listening to the instructor and tried my very best to preform the different positions. Unlike the members of the class, I did not understand what the different terms like downward facing dog, sleeping pigeon, chair, or warrior II meant so I had to watch the instructor every time she instructed us to change positions. This made me stand out from the other people in the class who seemed very relaxed while preforming all of the positions from the prescribed yoga terms. I felt like they were all yoga experts and I felt like the bumbling outsider who couldn’t do yoga. I was sure that I was exactly what they thought about me too. I also really struggled with learning how to breathe like the instructor asked us to because it was a hard work out for me. I am terribly out of shape and it showed. My body is not flexible and so it was difficult to do many of the yoga positions. The instructor would often walk around while we were doing cycles of different positions and two or three times the instructor came over to me and correct something about my position. She even had to pull foam blocks out of the closet to help modify the yoga positions so I could do them. I found this a little embarrassing and alienating, but I couldn’t fully participate without them. This made me feel like an outsider and I felt like the other members of the class were annoyed at me. It did not take long before I was completely winded and struggling to keep moving from position to position. My wrists are very weak and so it wasn't long until it was hard to hold my body weight. That made me start taking breaks more frequently, again alienating myself from the other members of the class who were seemingly yoga experts. At the end of the class the instructor asked if it was my first time doing yoga and, although it was embarrassing that it was so obvious, I admitted that it was indeed my first time.

            This was an interesting experience being the "other one". I was initially scared to go by myself. I was afraid that it would be lonely and embarrassing, but I didn’t think it would be as hard as it was. I felt alone, awkward because I felt like I couldn’t ever do yoga simply because I had never gone to a yoga class before. It was a lot harder than I thought it would be – making the class even more difficult because I didn’t start working out in advance or prepare in any way. There will be students in my classrooms that will feel the same way because they don’t know Biology. Such students could be taking it as their first high school science class or they may not have ever done well in school. These disadvantaged students will feel awkward, alone and incapable of learning, but I have to reach out to these students. If I help them feel more comfortable, then they will hopefully see that they can do anything they put their mind to.

Personal Cultural Artifacts

Chores
This represents the social norm aspect of Mormon culture where my parents expected me to do chores on a regular basis, which shows the emphasis that our culture put on cleanliness and hygiene. 

Southern Language
This represents the unique moral culture the South has for being very respectful to your elders. You would get scolded if you didn't say yes ma'am or yes sir. Politeness was part of the southern charm.  

Trophies
This is a symbol of accomplishment in American society, especially in sporting events  or academic areas, giving the owner status.  

Music & Instruments
This picture represents the social norms in Mormon culture that makes music and the ability to sing or play an instrument important. Even though I wasn't particularly good at either, I still have a great respect for music because of this cultural aspect.

Board Games
A unique social norms aspect of Mormon culture and my family's own culture is our love of board games and competition!

Journaling
Something that has been really important to me since my early teenage years was journaling and this was because of the moral value journaling was given in the Mormon culture.  

Homemaking
This represents the Mormon culture's teaching of social norms in gender roles and homemaking. This is when I first learned to cook for myself when I left for college.

Patriotism
This is the American symbol for the belief in freedom that our culture respects by hanging it all around the country and reciting the Pledge of Allegiance or singing the National Anthem while facing it. 

Marriage
In American culture a diamond ring on your left hand is a symbol of marriage and a bond between a man and a woman. My parent's marriage was important to them and this taught me to value marriage.

"Soft Swear Words"
Mormon culture also shifted my language because it was not socially acceptable to cuss. So we had to find other words to replace these taboo words and it is an identifying feature of Mormon culture. 

Bowling
In the South, bowling was actually a popular sport. It created a unique culture of bowlers who use technical terms, make nerdy jokes and who own lots of bowling balls. This tradition would count both as a social norm and symbol of athletics in Tennessee. 

Young Women's Medallion
This necklace is a symbol in the Mormon culture of spirituality and hard work that young women get after completing multiple spiritual projects and experiences.  

Pop
This is another symbol of the unique culture in the South where we used different terminology for some things, including calling soda - 'Pop'. 

Beauty Expectation
Another social norm found in American culture is the expectation that you have to be tall, skinny and blond to be beautiful. This has shaped my body image, unfortunately and has created a negative culture around beauty.

Technology
This is a representation of the American culture of valuing technology and innovation. Having the next big thing was not only a social norm but a symbol of status.

Modesty
This picture represents the moral belief found in the Mormon culture called modesty. Mormons believe our bodies are sacred gifts and that we should treat them respectfully by dressing modestly and not getting tattoos. All through high school I had to work hard to find modest clothing and it has contributed to my culture. 

Diploma
This represents the value of education in the Mormon culture but also in America where education means higher status, more money and accomplishing the American dream.

Purity & Covenants
A very important belief and moral value in Mormon culture is to remain sexually pure before marriage so you can marry in the temple and make important covenants with God and your spouse. This goal shaped my actions as I grew older.

Reflection

            Doing this assignment was very interesting and enlightening. I had not reflected on what parts of my culture reflected so deeply on my life before doing this assignment and I think it is fascinating to see the mixture of Mormon, Southern and American culture building myself. I know I will not be unique in the Mormon cultural aspects in this class or at BYU but the different aspects I have picked up from Southern and American culture have mixed to create a unique me.

            Since these things define me as a person it will be nearly impossible to leave them behind when I enter a classroom. I will have to find a way to not force my moral values or social norms on my students who may not be Mormon or even American. I cannot force my beliefs on modesty or sexual purity on my students, but I will have to respect the decisions those students will make. I will only enforce these aspects as far as the school dress and conduct code will require. I don't have to stop letting these things define me as a person, but I have to find a way to push them aside while in the classroom so they don't have a negative impact on my teacher-student relationships or my ability to teach my subject well. Some of my culture will not have such a negative impact, for example, the importance of cleanliness and organization will help me keep my classroom clean and safe for the students while also helping me stay organized with assignments, grading and teaching. These things could help me connect with a struggling student, for example a new student who just moved into my school from somewhere in the South I could foster a connection based on sharing this culture like food preferences, popular clothing or brands and language differences. I could also foster a special connections with students who are Mormons living as minorities outside of Utah. We would have similar cultural aspects like conference, local activities and young women activities to help them not feel alone. I will need to be careful not to let my religion and its culture impede my ability to teach or interact with students of other faiths that believe in different things. Specifically in biology, I will have to be careful when teaching the subject of evolution and the age of the earth because these things are sensitive to religious people. Also, I could see either of these cultures interfering if my classroom if I focus on one student too much, not sharing my attention across the class. I will just have to always be aware of any negative effects my actions could have on some of my students. Some good influence my culture could have is my valuing education and patriotism (only in America). By teaching students that education is important I can help them be more successful in my class and their future education. Depending on the mixture of cultures in my classroom I can also teach patriotism and gratitude for the freedoms we have been given because I think these things are important for a student to learn. In other words, I can bring some of these things into the classroom with me but I need to be aware of the effect they will have on my students and act accordingly.

Photo credits: 

image 1: http://startingacleaningbusinesstips.com/15-essential-items-for-your-cleaning-business-supply-list/

image 2: https://www.pinterest.com/pin/497155246340806463/

image 4: http://pcwallart.com/piano-keys-wallpaper-4.html

image 6:http://www.amodelrecommends.com/2015/01/19/qa-day-5-year-journal/

image 8:https://wall.alphacoders.com/by_sub_category.php?id=225969

image 10: http://www.quickmeme.com/meme/3pe9un

image 12: https://www.pinterest.com/pin/58969076344430746/

image 13: https://www.sodapoptops.com/soda-pop-tops-can-covers/

image 14: http://fashion.lilithezine.com/Skinny-White-Runway-Models.html

image 15: http://www.wsj.com/articles/iphone-se-review-smaller-gets-smarter-with-better-battery-life-to-boot-1458762252

image 17: http://www.onlineeducationincanada.com/diplomas-certifications/the-differences-between-a-ged-and-an-online-high-school-general-diploma/

image 18: https://www.lds.org/church/temples/draper-utah?lang=eng

All other picture were taken by myself

My Imagined Classroom

Here is one of the posters that could be hanging on my wall warming the walls and pulling students into the subject of biology!

This is a picture of a classroom similar to the one
I have imagined! The classroom can look dull and unexciting but
my personality and attitude can help brighten the room!

This is a social contract similar to
 the one hanging in my classroom that was
 made by the students for the students
to feel like they can be a part of a
classroom of democracy!

When you walk into my future classroom it will be covered in cool posters of DNA codon charts, rare bacteria, labeled animal cells, the scientific method, student projects and a giant periodic table. There are white boards covering the front wall and part of the sidewall nearest the door, with class assignments and the class schedule written on it. The room is full of two people blacktopped lab tables arranged in rows facing the front white board. There is a desk in the back corner with a computer and a nameplate reading Mrs. Brady. The back wall is covered in windows and large shelving units full of microscopes, textbooks and models. There is also a locked cabinet of chemicals to which only I hold the key. There are beakers and goggles hanging above a big sink used for in-class experiments.  Above the front white board is a projector screen that pulls down and a digital clock hangs on the wall. 

        One of the posters on the wall has class rules determined by the students and me that include: be on time, no cell phone use, respect your classmates and teachers, no cussing (because that isn’t unreasonable), no eating during labs, be careful with chemicals and lab equipment during labs. All of the students’ names are signed in different colors at the bottom showing they agree to the rules. If they don’t follow these rules they have agreed on receiving a warning and discussion of the problem the first time; detention with me after the second time that could mean cleaning the class, doing homework or other chores I determine; the third offense will merit calling the parents and the fourth will be a meeting with the principal. But the students are willing to agree to these rules because of my mastery homework policy. This policy says that as long as the students turn in their homework in on time they can redo the assignment for a higher score. If they do turn in the homework in late, however, they will lose 10% of the grade for every day it is late. I will also allow students to make up test questions that they miss for a quarter of the original points with the focus of helping the students master the subjects of biology.
        The students sitting at the desks around the room come from many backgrounds despite being about the same age. Some come from very fortunate homes and others come from homes with only one parent or neither parents living with them. They will be a mixture of ethnicities and cultures too.  These things will affect their ability to learning and even participate in classroom discussions. Where they are in their adolescent development will also be different, affecting their critical thinking skills and level of responsibility. These students will also have different interests – some will be athletes, theater students or science nerds. Most will not be interested in biology and it will be my job to engage them in class discussions and spark their love of science.

I chose this picture because it represents the safe environment I will create in my classroom where students will feel safe to explore and learn! 

        The lesson today for my standard biology class will start with an exploratory activity. I will explain general lab safety rules again before passing out three different mystery chemicals to my students for them to determine the chemicals’ properties. I will give them wax paper and toothpicks to use. I will then walk around the room giving student more toothpicks, water or wax paper; then ask the students questions to further encourage their exploration. After 10 minutes of exploration I will ask the students to list the properties of the chemicals on the board, not guessing the chemical, before I reveal that the chemicals were all water. The students will clean up the activity materials while I pull the projector screen down then we will take notes on a short lecture about the properties of water and their importance to biology. While the students take notes and I lecture, I will walk around the classroom to help keep all the students on task and encourage discussion from the students. Specifically at the end of the lecture, I will ask students to think about why this is important for biology and share their ideas with the class. I will then give them the last 5-10 minutes of class for the students to complete homework assignments or read their textbooks and even though some students will not be on task I will be lenient depending on how good the students were during class.

        Lastly, I will assess the students learning first during class discussions but after class I will further assess the students through homework assignments that they have the option to redo for full credit till they master the material. I will also provide weekly quizzes over the material we cover each week and we will have tests after few chapters. These tests will be the best indication of how much the students have learned but I will also allow them to redo questions for a quarter of the points to make sure they truly master the subjects. I will also do a semester project, either a research type paper or creative group project depending on what would work best for my students to assess their learning and improvement of critical thinking skills.

I chose this last picture because I hope to be the kind of teacher that students feel comfortable approaching with questions and concerns about school or life! I want to be able to reach those students who need a mentor and to know that they are loved!

Photo Credit First Image: https://www.amazon.com/Carson-Dellosa-Twain-Chart-414019/dp/1580373135/ref=pd_sim_201_5?ie=UTF8&psc=1&refRID=BVGY1MVHCZP85KM17225
Photo Credit Second Image: http://skippersjungle.blogspot.com/2012/08/our-classroom-pictures-video-mine-and.html
Photo Credit Third Image: http://www.mrsnelsonsclass.com/teacherresources/classmanagement/classmanagement.aspx#reports
Photo Credit Fourth Image: https://evelivingston.wordpress.com/2014/01/29/do-men-control-the-key-student-societies-at-university/
Photo Credit Fifth Image: https://www.teachervision.com/classroom-management/new-teacher/71994.html?page=7