Japeplo's Blog

Beginning of Nixon Essay Draft…

Posted in Uncategorized by japeplo on December 7, 2009

In 1969, Republican Richard Nixon’s campaign slogan “bring us together,”[1] won him the presidential seat of the United States of America. Nixon and his administration focused on making sure the laws were followed, that every person had an equal opportunity, and that a change would happen. His approach towards poverty and racial issues in America was a major asset for him, but still some people believed that the progress Nixon and his administration were making was just not enough. Nixon was a man who tried to portray himself in a certain way, but thought and acted in another.

As a new president, Nixon strived to meet the expectations of the public. Following closely in former president, Lyndon B.  Johnson’s footsteps, Nixon supported the civil rights movement. And while he supported the movement, he chose not to go out of his way to maintain the equal opportunities that he promised. While certain parts of society were struggling and poor, the government decided to introduce the idea of public housing. Nixon agreed with the idea, however; refused to force the housing on anyone. He merely extended his hand only to those who asked for it, opposed to all those in need. “Nixon… interpreted title  VI of the 1964 civil rights act in such a way that the pentagon could award contracts to southern textile firms that discriminated against blacks. Further, to address concerns about federal support for the construction of new public housing in neighborhoods whose citizens opposed such projects, on 11 June 1971, Nixon announced that the administration would not ‘attempt to impose federally assisted housing upon any community.’” [2] Besides public housing, Nixon willingly gave significant funding to multiple civil rights organizations. “His republican administration committed twenty eight million dollars in federal aid to the National Urban League for social and economic project” alone[3] and allocated six hundred two million dollars in 1973 to civil right enforcement. [4] Nixon was quickly judged on his ability to make promises that were often not kept. He was unable to elaborate on his decisions however Pat Buchman reports, “Though Mr. Nixon’s government shorted the civil rights movement on rhetoric, it was not short on delivery. It raised the civil rights enforcement budget by eight hundred percent, doubled federal aid to black colleges, and increased the number of blacks in high federal positions by thirty seven percent.” [5]

Even though some aspects of Nixon and his administrative team’s decisions were looked down upon, over his time in office his team made a significant impact on the desegregation of public schools. “Even more dramatic, during Nixon’s tenure, segregation in southern public schools virtually came to an end as a result of justice department enforcement of court rulings. When he took office, sixty eight percent of black children in the south went to all black schools, whereas forty percent of black children nationally went to such schools. By 1974, those figures had fallen to eight to twelve percent, respectively.” [6] During the early 1970s, the government decided to bus white students into black poverty areas while busing black students into white schools. Even though he supported desegregation of schools, Nixon did not support this busing idea; he supposedly “refused to take any active measures to enforce the introduction of the busing system.”[7] Also, while the government was extremely impressed with the Nixon team’s accomplishments, Nixon himself felt that “our people have got to quit bragging about school desegregation. We do what the law requires- nothing more.” [8]Once again Nixon only met the requirements and did what everyone wanted but never went a step above to exceed those expectations.  

All throughout Nixon’s presidential career, he relied solely on his assistants, Daniel Patrick Moynihan, Henry Robbins Haldeman and John Ehrlichman. During Nixon’s presidency, Moynihan was the counselor to the President of Urban Affairs and aided in academic research related to foreign policies. Having very similar views, even though Moynihan was a democrat, both men worked together in hopes of gaining a higher percentage of black votes. [9] Also, both men shared a “deep dislike of the left-liberal political culture.”[10] Ehrlichman, Nixon’s chief domestic policy adviser, and Haldeman, his chief of staff, were considers the “Great Wall” because they were the most loyal, trusted aides at Nixon’s side. This kept his best interest at heart and helped him further his career. Also, they made a large majority of domestic decisions and Nixon simply went along with them. [11]With the influence of these three important gentlemen, Nixon was able to create a few significant changes to the “race issue” at hand.



Posted in Uncategorized by japeplo on December 7, 2009

Teacher Epiphany

As a child you are always told that you can be whatever it is you want to be when you grow up; there are an endless amount of possibilities. And while I have finally made a decision as to what career path I plan to follow, I was the kid who wanted to do every job at some point in my life. How do you choose what you want to do for the rest of your life? Well, now that I’m older that choice seems a lot simpler. I have always loved to teach. Whether I was reading to the children in my mom’s home daycare, helping my brother with his math homework, or attempting to teach my dog a new trick, I always saw opportunities to be a teacher. I took any available moment and turned it into a chance to share some of my knowledge with others. I believe that the most important part of choosing a career is doing something that you are passionate for. I have never been able to picture myself going to work every day at a job that I did not like doing. And while I absolutely love being able to teach students new things, I have gained that passion by being a student myself and being influenced by teachers that have taught me. I believe that in order to be a good teacher, you have to let yourself be a student as well, and with this role it is essential to set guidelines for yourself.

During my sophomore and junior years of high school I taught a first and second grade religious education class at my church. Being my first real teaching experience, I quickly learned that there were a few steps I had to follow in order for my class to run smoothly. The primary step was always planning ahead. I needed to look over my lessons ahead of time and create a lesson plan that I could use as a step by step guideline while actually teaching. In my plan I would include notes to myself, such as what pages to look at and what was important on those pages, any worksheets needed during class, discussion questions, and homework if necessary. By having my class outlined, I was eliminating any awkward moments and creating more actual learning time since I knew exactly what we were doing. Planning ahead is a crucial step in being a prepared teacher.

However, while planning ahead is extremely important, a teacher also needs to be able to think on their feet. I learned very quickly that no matter how prepared I felt, there was always going to be those moments when Jimmy raised his hand to ask an absurd, non-class related question that sent the whole class of 7 year olds into a laughing frenzy. It was then that I needed to be able to think quickly and wrangle their attention back in. Also, there may be moments in class when a topic is brought up and needs to be addressed, which at that point it does not matter how amazing your lesson plan was, being the teacher you need to take that “teachable moment” and expand upon it. In order to be successful and think quickly you have to be both confident in your teaching abilities and comfortable being yourself. I knew that if my class became sidetracked, I was a confident enough teacher to think on my own, not with what my plans said. Being comfortable with my abilities, I knew that I would always be able to teach my students something, whether the topic was written in the book or off the top of my head.

Other significant aspects of being an excellent teacher are being organized, authoritative, and respectable. There is nothing more important than gaining the trust of your students. Knowing that they can count on you if they need help and feeling comfortable sharing their work with you, can all lead to a more successful classroom. However, in order to gain trust, there needs to be a mutual level of respect between you as the teacher and your students. Do not expect them to respect you if you choose not to respect them. Also, setting a level of authority will help the classroom flourish. Walking into my first grade classroom on the first day was one of the most nerve-racking feelings I have ever experience but I knew that I could not let my students notice my nerves. From the first moment in class, I made sure my students knew that while I would be their friend that I was the teacher and I led the classroom. While that sounds somewhat harsh, it needs to be done. If that authority is not established, it creates the opportunity for the students to take over the class and control what you do as the teacher. Finally, being organized is important. If you all of a sudden cannot find a student’s paper then that gives the student the right to “not be able to find” their paper when they are expected to turn it in. By establishing authority and respect in the classroom and remaining organized, you will appear to your students as being a prepared and thriving teacher.

Finally, the aspect of teaching that I feel is the most important is the ability for a teacher to be a student as well. Allowing yourself to be vulnerable and learn from your students will help you continue to grow as a teacher. We are learning every moment of everyday, and accepting that a student can teach the teacher is extremely important. Those who feel that they know everything simply because they are the teacher are hindering their ability to develop a successful classroom. If you take the opportunity to learn at any given moment and enjoy what you are doing, you have the chance of being a successful teacher. Remember why you wanted to be a teacher in the first place.

End of Semester Questionnaire

Posted in Uncategorized by japeplo on December 6, 2009

Directions: Copy and paste this questionnaire into a new Word document or blog post.  Please answer the following questions as honestly and in as much detail as possible.  Your thoughts and suggestions will aid me as I revise the course to teach it again.

1)      What was your favorite project?  Explain why.
The very first project where we were able to discuss why we wanted to become teachers- I liked the narrative/storytelling aspect of it. I liked having the opportunity to be creative.

2)      What was your least favorite project?  Explain why.
The Group Project- too much freedom for what to do, it created chaos/confusion amongst the group.

3)      Do you have any suggestions regarding peer response?  Would you change anything about peer response?
I think peer response needs to be more of an official process- maybe have guidelines (otherwise it gets overlooked)

4)      Do you feel like you were given too much time to work on projects?  Too little time? Explain your answer.
I think we were given enough time but with too little structure– because I knew I had time I procrastinated. If there were “check-in” deadlines I would have had to work more.

5)      What are your thoughts about breaking each project up into multiple drafts or phases?  Did it help to have drafts or would you just have preferred to turn in one draft – the final-for-now?
Either way.

6)      What are your thoughts about the pacing of the semester?  Were there any projects that felt too short?  Too long?
I’m a person that needs deadlines along the way, otherwise I wait until the last-minute. Overall. timing and pacing was fine.

7)      Do you think you were given enough time to work on your final portfolio? Explain.
No- I misunderstood the extent of the portfolio and didn’t allow myself extra time to work on it.

8)      Do you feel like I provided too many comments on drafts or not enough comments?   Were my comments helpful? Why or why not?
Yes, comments were helpful however I would have preferred to receive grades for projects.

9)      What about the course would you change?  Do you have any suggestions for change as I revise the course to teach it again?
Personally, I would have liked more structure and discipline.

10)    Do you feel like this class helped you to be better able to read and compose texts, both in college and in the real world? Explain your answer.
Not really, I feel I have the same knowledge that I began the course with.

11)   Please offer some advice or helpful hints for students taking this course in the future.
-Stay on top of your work!
-Plan ahead!

I often use writing samples from past students as models in my classroom.  Please check one of the boxes and type in your name and today’s date below:

_X_ I give you permission to use writing samples from my English 101 portfolio

__  I do not give you permission to use writing samples from my English 101 portfolio

Project 4: Dress in the Classroom

Posted in Uncategorized by japeplo on December 3, 2009

“Don’t judge a book by its cover.” While this saying is meant to be a lesson intended to prevent people from being judgmental, the simple fact is that everyone is. A person cannot help but notice if another person walks by and is dressed in a way that stands out from others around them. Whether dressed stylishly, grungy, provocatively, or just plain weird, a person’s outfit captures the attention of those who see it. When all else fails, dress to impress. This simple rule applies strongly to those in the teaching profession as well.

In order to maintain an authoritative role in the classroom, a teacher must first establish a sense of respectability with their appearance. Walking in to the first day of class in cut-off shorts and a rock and roll t-shirt is not going to send across the message, “respect me, I am the leader of this classroom.”  This also applies to any “bold” ways of dressing. By dressing in this way, a teacher has created an overly relaxed classroom environment or an environment that takes all proper respect away from the teacher. In this situation, students become less likely to respect their teacher as the authoritative figure and more so as just another peer or someone who they do not feel deserves their attention.

By dressing “professionally,” a teacher draws a distinct line between themselves and their students. Opposed to being seen as just a fellow peer, the teacher’s role becomes more apparent. When this distinction is made clear, a classroom can function to its best abilities. Students will be able to pay attention in class, stay focuses, and trust in what they are being taught. It is then when students want to learn and become willing to obey and learn from their teachers.

By dressing in this manner, a teacher is guaranteed a better chance of gaining respect from their students. This will help them to maintain their authoritative role and will lead to a more efficient classroom. Without this authority maintained, a classroom can quickly turn to mixed chaos with a lack of structure and guidance. In order to start the school year off right, a teacher must initially develop a sense of authority and trust in their classroom, which is decided based on what they are wearing when they open the door and enter the classroom.

Plan for Film Essay

Posted in Uncategorized by japeplo on December 3, 2009

Citizens and Governance: Film Essay Brainstorm

–include “We will not walk in fear of one another” Edward R Murrow
— discuss basics of media censorship
–Thesis: In this paper, I will discuss the concept of media censorship in the films “The Insider” and “Good Night, and Good Luck;” these films are important in representing the use of media censorship while demonstrating how fear, authority, and truth all play significant roles in this concept.

2. Summary of “Good Night and Good Luck”
–Murrow and Hollenback
–journalist are “media of the time”
–McCarthy (exploiting communism)
–fear, authority, government control

3. Explain/Support/Discuss

4. Summary of “The Insider”
— Bergmann and Wigand
–Brown & Williamson Tobacco Company
–Tobacco scandal/Court case/Confidentiality agreement
–CBS/newspaper… interview on 60 Minutes

5. Explain/Support/Discuss

6. Conclusion

So Much to Do and So Little Time!

Posted in Uncategorized by japeplo on December 3, 2009

I like to procrastinate. Even though I’ve been lectured numerous times by my parents, teachers, and peers, I still love to wait until the last-minute. There’s a strange rush about doing something right before it is due, knowing that the pressure is on and it’s crunch time. And you would think that pulling all-nighters and stressing like a crazy person would turn me off to procrastinating, but I still continue to do it. All throughout high school procrastinating didn’t seem to hurt me much; I always managed to pull of good grades even when I did things the night before. HOWEVER, procrastinating in college is kicking my ass! At first it seemed like no big deal… until this week! I have so much to do and literally NO time to do it. If attempting to write multiple paper and end of semester work wasn’t difficult enough, I’m somehow supposed to find time to study on top of everything. I am stressed like no other and in desperate need to some sleep. I can officially say that I have finally learned my lesson. After this dreadful week is over, I will never procrastinate again in my college career. Take my advice, plan ahead and DO NOT (I repeat, DO NOT) wait until the last-minute! There are simply not enough hours in the day to complete everything at once. While my waiting till the last-minute has hurt me, I can say that next semester I will arrange my time in a much clearer way. Now, it is time to get back to all that I have to do… if only I had a pause button!

Project 4 Written Plan

Posted in Uncategorized by japeplo on October 17, 2009

forgot to post this yesterday…whoops!

Project 4 Plan (workshop draft elaborated)

Group Members: Mariah, Rachel, Danielle, Luke, Jackie

Chapter in Pedagogy: 1

Topic: Authority (discipline, personality, ways of being a teacher, democratic classroom)

Visual/Media Ideas:
Create New Blog (shared access between all group members) 
Home page will include group’s definition of “authority in the classroom”
Each page on blog will contain research/ info on each person’s topic

Movie/News Clips, Interviews, Online Scrapbook, Slide show, etc.

Work Time: Do independent research, then plan group meetings to work collaboratively on one project.

                Discuss authority from different view points and/or multiple approaches.

Preliminary Research: Look up

  • Teaching and Performance Theory
  • Personality Theory
  • Types of Teaching (aggressive, passive, etc.)

**How do these theories affect teachers’ performances in the classroom? What makes a “good” teacher? What are examples of “good” and “bad” authorities? Can a teacher’s authoritative stance be changed over time?

Define: How authority is created

  • Respect (Luke)
  • Rules/Consequences/Discipline and Ways of Teaching (Rachel)
  • Personality (Danielle)
  • Dress/Gender (Jackie)
  • Mannerism/Attitude (Danielle/Jackie)
  • Topic to be decided (Mariah)

**Knowing that there are several different aspects that make up a “good and authoritative” teacher, what roles do each individual aspect play? Does teacher-student tradition affect authority in a classroom?

 Resources: See You When You Get There  and The Pedagogy of the Oppressed, other blogs…

All research is to be done by October 27th.
Reading of Chapter 1 is to be completed by October 22nd.
Group Meetings outside of class TBA.

Workshop: Project 4 Planning

Posted in Uncategorized by japeplo on October 15, 2009

 **My group was somewhat confused as to what exactly we needed to do to start this project. This is just the very beginning of our planning, we have some preliminary research to do first…

Project 4 Plan of Action

Group Members: Mariah, Rachel, Danielle, Luke, Jackie

Chapter in Pedagogy: 1

Topic: Authority (discipline, personality, ways of being a teacher, democratic classroom)

Visual/Media Ideas: Create New Blog, Movie/News Clips, Interviews, Online Scrapbook, Slideshow, etc.

Work Time: Do independent research, then plan group meetings to work collaboratively on one project.

                              Discuss authority from different view points and/or multiple approaches.

Preliminary Research: Look up

  • Teaching and Performance Theory
  • Personality Theory
  • Types of Teaching (aggressive, passive, etc.)

**How do these theories affect teachers’ performances in the classroom? What makes a “good” teacher? What are examples of “good” and “bad” authorities? Can a teacher’s authoritative stance be changed over time?

Define: How authority is created

  • Respect
  • Rules/Consequences/Discipline
  • Personality
  • Dress/Gender
  • Mannerism/Attitude

**Knowing that there are several different aspects that make up a “good and authoritative” teacher, what roles do each individual aspect play? Does teacher-student tradition affect authority in a classroom?

 Resources: See You When You Get There  and The Pedagogy of the Oppressed, other blogs…



1. Does the overall format and plan make sense?

2. What other ideas do you have that we could use to further develop our planning/project?

Project Four Confusion!

Posted in Uncategorized by japeplo on October 13, 2009

After our discussion in class today I am completely confused about project four. I don’t understand what exactly it is we are supposed to be doing or what the end result should be. Anddd, to top it all off I workshop this week! Yikes! So I understand that were in groups and that each group is responsible for a different chapter, that we will later share with the class. Also, I know that we needed to pick a topic… My group chose the topic of “authority.” Now that we have a topic I have absolutely no idea what we are going to with it… I know that we will need to do some research and divide up the work but I just confused. I guess we’re supposed to make some sort of “visual something” that I think we will also use to present to the class. Maybe I am thinking too negatively but I am not looking forward to this project in any aspect. Hopefully once we get started everything will make more sense once we get started… but for now I’m frustrated and confused haha!

Comparing Visual Projects

Posted in Uncategorized by japeplo on October 12, 2009

After comparing my visual aspects of project three with the members in my group and others posted on classmates’ blogs, I think that it is interesting to see how everyone interpreted the assignment. I really enjoyed this part of the project. Having the freedom to interpret the assignment in my own personal way, and create something of my own was fun. I like how everyone used their own personal abilities, whether high-tech or not, to make their visual. I thought it was really cool how Nate incorporated a video into his project, but that is something I would never be able to figure out how to do. Also, I liked how everyone in my groups projects were completely different. While they all work to represent a similar idea, if lined up next to one another, a person outside of the class might not see the resemblance. Overall, I think that this is my favorite part of a project so far…

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