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Posting Instructions

jccohen's picture

Once you are registered in a class that uses Serendip Studio, you will be given an on-line account, and will have received an e-mail from the site administrator, with an assigned username and password. Use those to log in to the course website. (If you can't find that e-mail, go to the login screen, and click to "request new password." If you log in once and don't change your password, you will also need to request a new one. If you had an earlier Serendip account, which has been unused for a while, it's possible that there will be a block on it. If you can't login, send an email to /exchange/contact-serendip, and we'll take care of it quickly.)

Give careful consideration to the matters of the username and avatar which will appear w/ each of your postings:
After logging in, you can click on "my account" and change your username to something of your choice. Think about whether you want your words associated w/ your (full/partial/symbolic/pseudo-) name,  and whether you will want it so associated in 1, 2, 5 years....the content will remain on-line long after you've left the College.

To upload your avatar--a picture of yourself/symbol of your way of thinking/habit of being--go to "My account" --> "Edit" --> "Upload picture," and follow the instructions there.

Always log in before you post, so that what you have written will appear automatically and immediately (otherwise, due to the need for spam control, it will need to be individually vetted, and so delayed).

AND BE SURE TO TAG YOUR AUDIENCE (after the text block).

If you use Word to compose your post, please copy and paste it using the "W" icon; otherwise you may end up displaying lots of wierd formatting.

If you want to embed an image, or attach a document, see instructions below the text block.

If you want to embed a video in your post, go here for instructions.

We're looking forward to our virtual conversation as well as those we'll be having in person.

Stay calm, and contact /exchange/contact-serendip if you have questions about the process.


ehilton's picture

So far in this class, I have been struck with how time and time again how much context plays a role in student's everyday lives, and if how that fact is ignored there are devastating consequences. This was always something I was aware of, however in the classroom and within policy I feel as if it is an ideal which tends to be ignored. It is at the root of most educational issues I believe, from unequal access to opportunity, to perceptions of underperforming schools. Students have to be looked at as holistic people, not just vessels of schooling. Along with this concept, how much schools are a capitalistic institution with marketable quantities. It is amazing how much money there is to be made off of schooling, which is something we addressed last time, which goes hand in hand with inequality. When there is so much money to be made in a school, how can the priority be the student and their lives? How do we fix this problem? Because all the people that work in schools still need jobs and ways to support themselves, but how does one take capitalism out of learning?

aclark1's picture

        Shortly after I arrived, my book bag hit the floor and my cup of coffee hit the desk, the principle walked into the classroom. The class was assigned to finish working on their group project as the teacher walked over to meet the principle. When I lifted my cup to my lips, the principle reemerged from the hallway and called a student and I outside. The two of us followed the principle in an unoccupied classroom where we talked for a little over a half hour. I was a bit confused why I was asked to join the conversation after realizing the student was in trouble. Our conversation began with Jada reflecting on her position as a new student at the school.

         I noticed that I never met the student before. But, I was invited into the space and decided to sit in the middle of the two of them. Jada, who was the first to speak, began to reflect and share stories about negative experiences in her previous school environment. The principle asked how did she find herself here. The question brought an immediate emotional response from the student and she fought back tears. “Well, what do you think?” she said defensively. “Am I in trouble or not?” Jada asked. The principle then turned to me and asked me to reflect on the school’s core values and to provide advice on how to adjust within a unique school such as this one. “We are a family. We want students to feel safe and create a space where we can all learn together. I appreciate a school that encourages students to take their education in their hand and be confident in what they are inquiring,” I said. The principle began to reflect on his experience being new to the idea of a project-based school that allowed students freedom over their learning. He recalled how strict he was and how he decided that it was best to listen and learn until he understood the culture of the school. He ended his narrative and said, “No, no you’re not in trouble. I am not in the business to write you up to suspend you. I am more of a dad. I just wanted to pull you aside to know more about you and welcome you into the community. But, I blame myself for just placing you into classes without you knowing more about our culture, which is different from your previous school.” I then asked what did she do. Jada answered while hitting her hands on the table as she explained yesterday’s conflict between her and the teacher.

         Jada defended herself for the majority of the time we sat together. But, within the last ten minutes of us speaking, she explained that she has an interest in history. Fortunately, at her previous school, she already had a lot of exposure to American History and was simply trying to help. She managed to use some of the same core values that I represented to make a lasting argument that explained her intent. During the discussion, Jada revealed the lack of support that students receive as mid-year transfer students. She also presented a larger issue that students who attend project-based schools lack core curriculum that is set as a foundation at other schools. Jada’s case suggests that the new paradigm of student-teacher relations, which is presented as project-based, can leave some students behind, while letting others succeed. Overall, Jada, as an outsider, was able to demonstrate that there are gaps between who are able to succeed greatly as oppose to others.