Pardee,+Lexi



Hello! I am Lexi Pardee. I teach middle school math (7th grade all day long!) at a public Title 1 middle school in Atlanta, Ga. For the last two years I have been teaching at an international school in Brasil. Three things I love the most about teaching and learning are developing the relationships with all of the students, being a part of these 12 year old's daily life, and building the students' confidence in math. I am enjoying being back closer to my family and loved ones in Atlanta, but am already thinking where in the world this SUNY International Educators degree is going to take me next! I love traveling, beautiful scenery, and experiencing new cultures, as well as pre-algebra, real world math situations, and incorporating movement and song in to teaching math.



__**Assignment #1:**__

I believe this course will be about all different forms of struggles, challenges, emotions, and stresses in which teachers and administration experience. If you factor in student struggles: home lives, family dynamics, and preadolescents hormones, there is plenty to juggle. I observe a range of daily struggles from students upset with one another over Instagram comments, teachers reacting to the stresses and pressures of their demanding jobs, and fist fights in the lunch line over how somebody was looking at somebody else. I hope this course will both help explain some main ideas behind the different types of conflicts we all encounter within the school building and many possible tools and solutions to handle such conflicts. I am hoping to learn both about the root and understanding of different forms of conflict, as well as real world techniques/activities/ideas to lessen conflict.

5 topics that I would like for the course to include are:


 * 1) How to teach students better methods for handling and processing their emotions.
 * 2) How to build a community of conflict resolution, not just conflict-conflict.
 * 3) Conflict resolution strategies for preadolescent / middle schoolers.
 * 4) How to maintain a peaceable environment at school.
 * 5) The role the family and home life plays and can play in developing conflict resolution strategies.

__** Assignment #2: **__
Reflecting on American History X, all of the hatred, violent scenes, and deep messages, one scene in particular sticks out to me the most. This is when Derrick confronted Cameron in his basement, during the Skinhead Party. Cameron had once mentored, provided for, and influenced Derrick. Yet, once Derrick recognized the intense influence Cameron also has over his little brother Danny, Derrick lost it. Derrick attacked Cameron and left him out cold. This was more powerful to me than the scenes of violence between the blacks and whites, because it was between two individuals that knew each other,, had spent time together, and respected one another. These feelings for Cameron had ended for Derrick once he allowed himself to see the other side of the violent situation, and be open to change - both learned through his new relationships and environments.

Nature influenced Derrick the most as a younger boy. From birth, he was the son of a racist police officer, living in a home full of hatred for non whites. This was not Derrick’s choice, but the way nature had made it. However, Derrick found another plan to shape himself and to unlearn all that his father had instilled upon him. Derrick began to listen to, with an open and curious mind, Mr. Sweeney’s words, the books Mr. Sweeney gave him during his time in prison, and his black friend in the laundry work room.

Through nurture, these relationships and his prison environment, Derrick began to change his mind on race and violence. Mr. Sweeney had an exceptional amount in influence in that he always believed Derrick could be a better person, challenged him, and provided him a way to unlearn his white supremacist beliefs. As an educator, it is challenging to stick with the kids that may seem already to far gone, or a lost cause.. This is exactly when Mr. Sweeney did for both Derrick and Danny and in the end it paid off. Upon returning home, Derrick immediately begins to be the positive mentor his family needed. He then guides his family to stop the violence, open their hearts (i loved the scene of taking down all Nazi and White Supremacy wall art in Danny’s room), and be better people than they ever had been.

The role of influence in American History X is maxed out. The characters with only negative influences and no positive mentors, never saw a reason to change. However, Derrick’s relationships with positive mentors, and a change in environment allowed to him to see his choices and lifestyle from a different angle, and to make the choice to change.

__ Assignment #3: __
A place in which all members treat one another equally, understanding that conflicts will arise and peaceful solutions can always be made. Members show respect for another through treating each other with kindness, forgiving each other and one’s self often, and choosing to treat each other with the manners and thoughtfulness they would like to be treated with themselves.
 * 1. What would a peaceable school or community look like? **


 * 2. What elements of communication would be included? **
 * Active listening
 * Group discussions with a mediator
 * Summarizing/paraphrasing to allow for all parties to have a better understanding of where one person or group is coming from
 * Writing, journaling, and self reflections. People should also be able to communicate with one another through written letters and entries because many people better communicate what they are feeling and why through writing it down privately, rather than trying to speak about it in front of the other person.

Tolerated: Reaching solutions (even agreeing to disagree by all parties), listening with attention, allowing individuals to change their previous ideas and beliefs, and overall respect for one another. Not tolerated: Violence, abusive language, blaming one another, bullying, and showing disrespectful behavior.
 * 3. What would be tolerated and what would not be tolerated? **


 * 4. What would the rules be? **
 * Speak in calm voices
 * Actively listen to others
 * Be respectful of yourself and to others
 * Use “I feel….” statements rather than blaming others

All members of peaceable schools and communities would be expected to be open minded, respectful of thoughts and ideas different than their own, and being loving towards all members of the community. Members are also expected to not hold on to any judgments or conflicts made in the past, and continue to forgive each other for any conflicts that do arise in the future.
 * 5. Would would the expectations be? **

All members of the peaceable school or community are responsible for serving as constant role models to one another. Every person is responsible for following the peaceable rules, helping to resolve conflict through communication and honesty, actively listening to another, and being as kind and caring as possible at all times. You are responsible for your own actions, always.
 * 6. What would the responsibilities be? **

D. Upon entering my classroom Hank would be see the IB Learner Profile, our classroom rules and guidelines, as well as the teacher students relationships in which respect and acceptance are expected. As a class we use the IB Learner Profiles to constantly keep our actions in check. For example, communicator, reflective, caring, and open minded are the profile traits that aid the most in a peaceable classroom. When conflict arises I first talk to the involved parties separately and privately, allowing them to tell me what happened. I always hear their side of the story first, before making any accusations. I am hopeful this will model for the students how to approach a conflict conversation with an an open mind and peace. We (try our best) to set a peaceful learning environment in our classroom to eliminate distractions and encourage learning. Student must work together, no violence or abusive language is tolerated, and all students are valued as individuals.

__ Assignment #4: __
A. I believe the rate of homicide violence has decreased in the last 800 years due to our natural evolution. We now have larger government agencies, populations are more educated, support and help programs are provided, medicine has evolved to save more lives, and people live in communities which provide us protection.
 * 1. Why do you think the rate of homicide violence has gone down in the last 800 years? **

I over estimated the violence in the United States. Reflecting now, I believe all of the media which spreads the message and images of violence around the US has left an impact on me, causing me to believe that it is worse now than it ever has been.
 * 2. Did you over or underestimate violence in the United States? **

The teachers that I surveyed had a variety of different perceptions about violent crimes. Two of the four believed that the Western World is increasing in rate of homicide. Only one subject agreed that the rate of violent crime in the US had been constant for the last 30 years. However, most all of my co teachers agreed that the US is not in a period of extreme violence.
 * 3. What did your 4 subject colleagues think about violence in general? **

Based on the discussion we had after giving this survey, most of the teachers had felt misled by the current media, and could understand the correct answers once stepping back and looking at the history of the US and the Western World.
 * 4. Why? **

This lesson changed my outlook on violent crimes and I feel like I have a better idea of the big picture of homicide and crimes in the US. As I still see the connection here based on the American History X assignment and viewing, I am not clearly seeing yet how this relates directly to conflict resolution and peaceable schools.
 * 5. What did you think about this lesson? **

B. [|__https://www.youtube.com/watch?v=Efh_6_-tHgY__] (video of a journalist who undergoes waterboarding, with much follow up and reflection afterwards)

As much as I have always heard about waterboarding and had created an image in my mind of the process, I have never actually looked in to the subject and watch a demonstration. As I watched interviews of different news programs and read different point of views, I can see why waterboarding can be argued as not torture. However, I truly believe it is is torture and should not be used as an interrogation technique. Another good point found in my research is to consider the stress and effects of this technique on a victim who is innocent, the wrong person, or does not know the information in which being interrogated for. This is a further violation of rights and is going to result in extend harm.

[|__https://www.youtube.com/watch?v=HCUzHnVeI10__] (nudity warning) This is a video showing many coercive interrogation methods, as provided in the US Military handbook (I am unsure of the official name of this). These are the techniques used in Guantanamo Bay. Upon watching this, it is clear that waterboarding is not the only type of torture being used as an interrogation technique. This video provides interesting information regarding the legislation of these interrogation techniques.

C. Completing the readings, videos, surveys, and reflections of this assignment had left me wanting to go outside on this lovely walk and be thankful for the safe home I live in, the peacefulness in my life, and the well being of all my loved ones! This information has been heavy for me to process and normalize in my mind. I view creating peaceable schools and developing conflict resolution for students and teachers as a subject I can relate to and make progress within. Homicide and waterboarding do not feel real to me, they only feel way to present in our world today, unfair, terrifying, and leave me sad for all of those involved. I am ready to keep up communication, support, and peace in schools and communities to prevent as many people as possible from the types of conflicts studied in this assignment.

__ Assignment #5: __
Since I have began on my own journey of practicing yoga, mental mindfulness, and breathing techniques I have become more and more aware of Amygdala brain hijackings. The environment of my school (challenging students, high pressure, high stress) promotes many brain hijackings all over the place. Teachers and students alike are under a level of stress that causes their Amygdala to take over their logical, rational thinking and result in emotional, irrational behaviors. I recall one time in particular when my 1st period class dismissed about one minute late to Connections. Our school has a tight, down to the minute dismissal time table to send the kids to Connections (band, art, PE, etc) in shifts, rather than 500 7th graders in the hall at the same time. Anyways, the lesson (or maybe clean up) went beyond 10:18 to 10:20. When I walked my students down to the connections hall, a fellow teacher started screaming at me. Freaking out about following the schedule and she needing my help in the halls. She yelled at me in front of the class (which only got the students more excited and unruly), also upsetting and startling me. She was so upset over the fact that our kids were now together in the hall. It was not a huge deal, yet for whatever reason, according to her Amygdala it was and her response was physical and intense. She was so upset with me that she lost it. Her reaction was irrational and unnecessary; however, I now understand that her brain had been hijacked. Maybe she had had a challenging class and was already stressed, or perhaps a fight just cleared out of the hallway, either way her Amygdala had prohibited her brain from handling the situation rationally.
 * A. **

Amygdala Hijack and Emotional Intelligence, by Kirsten Johnson [|__https://www.youtube.com/watch?v=Lr-T6NAV5V4__]
 * Source: **


 * B. **

I met Nikki freshman year at Georgia Tech. We quickly became good friends on the International Plan together. Together we studied and worked in Mexico, studied in Buenos Aires, and backpacked through South America. Nikki taught me a very important travel lesson, one that got us through many situations. “When you have no idea what to do, do exactly what the most confident, attractive people are doing.” Fake it until you make it. Basically, model the body language of somebody who is in control and power. This is just as Amy Cuddy describes in the Ted Talk, specifically the experiment with holding confident poses for two minutes and the results it has on increasing testosterone and lowering Cortisol. Thus, triggering our brains to feel in control, confident, and calm. While Nikki and I did not know this science existed behind her great theory, we knew it worked. Through bus terminals, airports, and the always confusing immigration/border crossings, Nikki and I had used our nonverbal language to better the way we felt about ourselves and our ability to handle situations, stay calm, and feel confident when it mattered the most.

After hearing Amy Cuddy’s Ted Talk, I shared the video with Nikki. She is now working in a hostel in Lisbon, Portugal :) (Check her out: [|__http://followthetravelingginger.blogspot.com.br/__] ). We discussed the “fake it until you make it” technique. We agreed it still applies in our jobs today, how we hold ourselves and how we constantly read the non verbal cues of others in the workplace.

__** Assignment #6 **__
Conflict is when two or more parties are in a disagreement, unable to reach a common ground and find a solution or resolution. The disagreement may be personal, emotional, regarding external actions and events, or even based in pre existing prejudices.
 * What is a conflict? **

According to The Community Tool Box, a project of the University of Kansas,
 * What is conflict resolution? **

Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them. The goals of conflict resolution are: produce a solution that all parties can agree to; work as quickly as possible to find this solution; improve, not hurt, the relationship between the groups in conflict.

//Wolff, Rebecca, and Jenette Nagy. "Section 6. Training for Conflict Resolution." Chapter 20. Providing Information and Enhancing Skills. University of Kansas, n.d. Web. 14 Feb. 2015. //

** Analyze one conflict that you have observed or participated in in terms of a "Hijacked Brain". **
I can feel the instant my adrenaline kicks-in in Amygdala brian hijackings. I get a rush and the feeling that I need to instantly respond to the dangerous, frustrating, or threatening situation. An example of a brain hijacking that escalated a situation to an unnecessary level was a few weeks ago, in 6th period. A certain student, let’s call him JD, has been on the worst behavior since Christmas break. Something has changed in him for the worse, no consequences or rewards are working, and his poor behavior choices are now disrupting my entire class, day after day. On top of it all, JD has a 35% in math class. I had put so much extra energy and time in to helping JD, yet his behavior and level of respect only got worse. I am frustrated beyond belief with him. At my school there is no procedure to remove a student from class. We are not allowed to send student to the hall, another class, or the office. However, on this day JD’s behavior had gotten so bad, he had received all of his classroom warnings, and he would not let me speak to the class without interrupting me with bad attitude and sarcastic comments. I became so frustrated and upset that my brain became hijacked by my Amygdala. I felt it, I felt light and slightly dizzy, but I had a rush to do something major to remove JD from my class. NOW! I kicked him out of my classroom and then left the class to take JD to the Assistant Principal. We got to her office (JD arguing the entire time), to see two police officers in with six kids and the door locked. What do I do now? I could not return to class with him, but my logical brain was also starting to kick in and reminding me I have the left the remainder of the class alone, shocked and unsupervised. I told JD to sit in the front office until bus call and I sprinted back to class. I had to later apologize to the front office clerk for putting JD as her responsibility and felt poorly about the time I had wasted, the way I handled the situation, and the rage I treated JD with that afternoon. Looking back now, I could have easily pushed the call button and had an AP come and remove JD. However, in the moment I did not think of that and reacted irrationally, fighting to solve the conflict myself.

Always? No. Sometimes? Yes. As frustrating as the Amygdala hijacking of the brain can be, it is still just as essential to have this flight or fight response as it was in the beginning, when man needed to either fight or flight when hunting for food and living among the animals. We need this response to escape dangerous situations and stay safe. However, the Amygdala hinders conflict resolution when the parties become too irrational to see a logical solution or allow themselves to be calm, open to the other’s point of view, and possible solutions. However, with breathing techniques and mindfulness, parties can learn to reduce the Amygdala response and see conflicts as resolvable.
 * Do the involvement of emotions and the Amygdala always hinder conflict resolution? **

__** Assignment #7 **__
When you follow the classroom procedures, I can plan for more fun and interesting lessons and then I feel I am doing my best at teaching you math.
 * A. **

When you put your name and Pardee number on all work, I can easily grade your work and I feel it is important for you to receive feedback on your work to help you improve and grow.

When you distract the class, I see that you are not respecting your classmates’ right to learn and I feel disappointed that you chose to disrespect our classroom and your classmates.

__ Negative: __ When you takes items from my home, I feel betrayed and cheated and this makes me question our friendship.
 * B. Gigi: **

__ Positive: __ When you ask to borrow an item, I am happy to share it with you and feel grateful and respected that you asked first.

__** Assignment #8: **__

This is a behavior contract for a student who quits easily in class and frequently distracts her classmates. She chooses to completes very little of class work and notes during class time. As a result, she disrupts others around her while they are trying to focus.

//Threshold / Goal:// Completing two problems from each item on the class agenda for three days in a row.
 * Desired Outcomes: **
 * 1) To complete at least two problems from each item on the class agenda. For example, two homework check problems, two problems from notes, and two problems (or stations) from the class lesson activity.

2. To be able to sit with a partner and not distract their learning and focus. //Threshold / Goal:// Successfully working with an assigned partner to complete an assignment. //Intrinsic motivation:// Student will want to earn the acceptance of her peers, through sitting with them and successfully contributing in a positive way to small group work. The rest of the class sits in partners and works together, yet this student has been isolated for nearly the entire year. Through achieving the goals in this behavior contact, she will earn acceptance, confidence, and maybe a new friend.
 * Motivation: **

//Extrinsic motivation:// Upon completing the goals, the student will earn the privilege to choose her own “class job” for the upcoming week.

**Consequence:** If the student breaks the classroom rules discipline steps will be entered. Discipline steps result in silent lunches, administrative detentions, and suspensions, all based on total number of steps per child.

If the student does not meet her goal before Quarter 4 begins (3.5 weeks away), we will work together to establish a new behavior contract and a different approach.

**Parent Signature Required:** Student, Teacher, and Parent will sign the contract. Based upon the behavioral issues this child has had, all communication with family and counselor is necessary. In addition, I believe the administration and RTI Team would see this behavior contract as an important step taken in working to correcting the students’ behaviors.

__** Assignment #9: **__

I very much enjoyed this Personality Profile test. I have always found the Colors Personality Test (Blue, Green, Orange, Gold) a great tool to relate to myself (as a teacher, coworker, and friend) and for students to understand their individual leadership style. This test was very unique and I found it simple to complete and very interesting (and accurate!) results.

I scored: 26 - People Person 21 - Learned Expert 26 - Creative Problem Solver 27 - Practical Manager

I couldn’t agree with the test results more. While I understand we all need a balance of these different profiles and everybody contains traits of the four distinct profiles, I do feel that I am ‘the most’ a Practical Manager, and ‘the least’ a Learned Expert. As I read the Learned Expert description in “Your Child’s Style” I felt turned off. I cringed at the idea of wanting to read about or hear about an adventure rather than experiencing it. I also do not enjoy debate and arguing, at all.

However, as I read the description of “Practical Manager” I felt like it was a description I could have written myself, of myself. I value organization and neatness, and LOVE checking tasks off a to do list. I make lists for everything that I do, all day long. Lists, agendas, and calendars help me to stay organized and with a feeling of productivity. There is no way I could be a successful, efficient teacher without the organization of my lists and schedules. As the description also states, I can become overwhelmed and over-stimulated. I prefer to work in quiet (while planning/grading outside of the classroom, my classroom itself is not so quiet) and often work extra to get all of the details just perfect.

As I read the description of People Person I thought to myself, “That is totally Jamie, 100%.” Jamie is a middle school band and chorus teacher, a performing musician, and also my special someone. Without telling Jamie my prediction I gave him the personality test. Upon scoring his results, I was correct. I know Jamie very well and this needs of creative expression, social environments, and interaction are very important to him. People Persons also tend to be less organized and over dramatic, both of which are also traits of Jamie. This test is a important to way to learn that we all learn, lead, and act in different manners, yet we can still learn to work collaboratively and enjoy the process.

__** Assignment #10: **__

** 1. The role of nurture by the families of the two main characters, Derrick and Homer. ** Derrick is brought up in a family led by the father, a racist police officer. Homer also grew up in a house run by the father, a stubborn man that values his work in the mine over his family. Derrick’s life was immensely shaped by his father’s values and actions, Homer developed his own values and goals in life all the while modelling the hard work and stubbornness of his own father.

Derrick and Homer’s mothers are similar in that they are both passive and underspoken. Homer’s mother, however, continually believed in her son. While she did not always stand up to Homer’s father, she always supported Homer in his rocket making and showed great pride and love for Homer.
 * 2. The role of the mother in the development of each of the two main characters Derrick and Homer. **

Mr. Murray and Miss Reilly had very different relationships and effects on their students. Mr. Murray and Derrick developed a negative relationship and were constantly at conflict with one another within the classroom. Miss Reilly, on the other hand, was always motivating and driving the boys to keep working and shoot for the scholarships. Mr. Murray blocked out the radical ideas from his classroom, while Miss Reilly believed radical things were possible for her students in Coalwood.
 * 3. The role of the teacher Murray in Derrick’s life and the role of Miss Reilly in Homer’s life. **

The two principals also play very different roles in the two movies. Mr. Sweeney is similar to Miss Reilly, in that he challenges and believes in Derrick. Mr. Sweeney built a positive relationship with Derrick and his brother, the same type of relationship that helped Miss Reilly motivate Homer to continue working until he reached the Science Fair. Likewise, Principal Turner is similar to Mr. Murray. Principal Turner believes the town is stuck the way it is. He believes the student should all work in the mines, thus blocking bigger dreams and goals of students.
 * 4. The role of the two principals in the lives of Derrick and Homer. **

** 5. The role of the community in the lives of Derrick and Homer. ** Both Derrick and Homer lived in communities set in their ways. Gangs and violence were all too present in Derrick’s community, and all members of Homer’s community work in the mine, live on mine property, and attend school which promotes staying the the town to work in the mine. Homer’s community grew supportive of his dreams, through helping him construct the rockets and coming to watch the rocket launches. Derrick’s community was continually affected negatively through the violence and criminal gang behavior. Derrick removed his family from the community in order to change, just as Homer uses his scholarship as a way to change his community and environment.