Stereotypes and the Classroom: Muslims

We've heard the word "Muslims" thrown around a lot in the past few years as a part of politics, international relations, and cultural explorations.  With the attention that the religion has been getting from the media, many of us have formed particular ideas about what it means to be Muslim.  When we think of Muslims what comes to mind?  Here are a few snapshots of what many people might be tempted to think of when they hear about Islam:

(Gif from crystal-clefairy.tumblr.com)

(Image from www.ejumpcut.org)

(image from www.barenakedislam.com)

(Image from adsoftheworld.com)

What messages are being sent about this cultural group?

From early ages, children are exposed to cartoons like Aladdin or The Small One, which to some extent portray Arabs as violent and dishonest.   Due to the origins of Islam, it is often associated with Arabic culture. To some, the religion of Islam and the region of the Middle East are considered one in the same.  This is absurd when you consider the variety of cultures and people in both categories, but the stereotypes that this association begets remains.  This association also demonstrate how Americans view Muslims as something foreign and different.  Many of these artifacts here demonstrate how media continues to portray Muslims as violent. Since the attacks of 9/11 and the rise of ISIS, the hegemony of American culture tends to associate all Muslims with terrorism.  To many people in America, being Muslim is considered a problem.  As Donald Trump says in the above video, "I didn't see Swedish people knocking down the world trade center."  Because of this expectation of violence, things from Muslim culture are taken and twisted into something either dealing with terror or with oppression.  Burkas, for example, are usually shown as symbols of oppression or means for hiding weapons.   Although there has been a lot of recent movement for a recognition of Islam as a peaceful religion, the hate against Muslims and the portrayal of them as violent radicals persists. They are seen as suspicious and violent people from a strange and separate part of the world.

How might this messages impact how a child from this cultural group is viewed and treated in the classroom?

This single story of an entire culture as displayed in a negative light could cause serious problems for students of this culture.  A child wearing religious coverings may be teased or treated differently by other students.  Muslim students may feel like they don't belong or fit in.  They might even be accused or mistreated based on a history of violence that has nothing to do with them.  Some may consider them suspect to misbehavior if they buy into the destructive stereotypes.  They may be alienated from the classroom.  The association of violence and suspicious acts with Muslims can cause both students and teachers to treat them with distrust.  Also, when subject to a stereotype threat, students may respond by according to the stereotype.  This may put students under a lot of stress and cause them to reject important aspects of their identity as well as lose trust in those who have influence over them.  They might even just give up.

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

It is vital for teachers to be aware of the hegemony of their society surrounding a certain culture.  It is also important that a student is able to have a trusting relationship with their teacher and be given the greatest opportunity for success possible.  If a teacher is not aware and even inadvertently perpetuates a single story of a culture, they might easily put their students at risk of a stereotype threat.  Teachers are in a position of influence and can monitor policy and treatment of students to ensure that bullying and other threats are taken care of.  They can help implement policy that raises awareness and tolerance.  Teachers can also look at their curriculum and scrutinize ways that it may effect student's perceptions of a certain culture.  They can choose materials that show more than a single story of that culture.   It might be important for the teacher to discuss these ideas with their students and help them overcome prejudices that they have already developed.  School should be a safe place where students off all backgrounds can learn and strive for success.
I will need to be aware of the students in my classroom and their situation. I need to be careful if I see a student in a hijab or find about about their religion that I don't make automatic assumptions about it or about them. To assume that they are oppressed or violent would be ridiculous.  I need to help my students also to not make sudden judgement based on what little information they perceive about people.  If my students start to bully a Muslim student or even make a racist side comment (such as calling Muslim or Middle Eastern students terrorists) I need to stop it right then and make sure that they understand why this is unacceptable and not even a little true.  I can also promote a healthy concept of Muslims by including bits of Muslim literary influence in the classroom with other diverse works.

Imagined Class room

 Images that reflect my future classroom:

(Picture from forum.paradoxplaza.com)

I imagine my classroom to have a board at the front where I can write objectives for the day and any other concepts that I need to explain as well as assignments.  I also would like a table up front for my own materials and notes.

(Picture from www.lessonswithlaughter.com)

I would like to have lots of books in the classroom, since I will be teaching English.  They will use the books for assignments and overlapping activities.

(Picture from fifthinthemiddle.blogspot.com)

I want to have clear places for students to turn in their work and supplies locations where students can easily reach things to be used for projects.

 (Picutre from thewritecombo.blogspot.com)

I would like my desk to be organized and at the front of the room, where I can keep an eye on students if I need to use the computer and easily access things I need.

(Picture from community.theeducatorcollaborative.com)

I would like to have inspirational boards or quote boards that get students thinking, even if they’re mind is wandering from the present subject.  A reading quote board they can contribute to their desire to read and participate.

What does the room look like? What resources are available for students? How are the resources used during the lesson?

I want my classroom to have plenty of storage space where I can put books for study and materials for classroom projects. In the cabinets might be scissors and colored pencils for literature related hands-on projects.  Hopefully, above these will be counter-space where I can put a basket for turning papers.  I can put other needful things here too such as a pencil sharpener.  I would also like to have a corner with bookshelves of age appropriate literature where students can read for themselves during silent activities or extra time.  As some students finish before others, there will always be an opportunity for them to read.  As they read, I can work with other students.  With the desk located at the front of the room, the students will remain in sight and there will be a place between rows where I can walk to oversee students as they work.  On the walls, I will hang student work as well as encouraging quotes.  On a board at the front of the class, where all students can see it, I would like to have listed the objectives and schedule for the day as well as the homework assigned and due.

Describe the students in the classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?

My students will be from various backgrounds.  They will probably be from all sorts of ethnic, religious, and cultural backgrounds. Some will have solid families and supportive parents; others may struggle in their home life.  Some will be scholarly and some will care more about sports or video games.  Some will probably struggle with mental difficulties.  Some will be loud and others will be quieter.  Some will prefer reading to themselves than speaking up in class while others who speak up in class may be restless during quiet actives.  They will have interests varying from person to person in friends, media, sports, academics.  During the lesson they will have time to share their ideas and speak out, but also opportunities to learn on their own and work with their peers (discussing readings and concepts or working on projects).  Hopefully, they will mostly remain on task in personal work time and focused on me while the class learns together.

What are my classroom rules? What is my discipline plan? What are my homework policies?

In disciplining the class and creating rules, I would like to treat students positively and give them the greatest chances for success, managing them according to their motivations and doing my best to avoid direct confrontation that could lead them into more hostile behavior.  I can do things like involve the misbehaving students, use proximity, and focus on that student’s learning by helping them one on one.  I can also do things such as ignoring behavior until it can be addressed properly, avoiding direct criticism, and picking my battles.  Having good relations and communication with students will be essential. I will respect students so that they are more motivated to listen to me.  If necessary, I will approach privately while the students are in independent work.   As for rules, I will probably have a bathroom pass or two (depending on school policy) and let the students use it as needed.  I will also have a library pass for students who finished their work and have a particular book they want to start reading that I don’t have.  For excused absent students, I will have a missed worked folder for them to go to where they can find what they missed, but these papers will be marked so I know that they aren’t late, just absent.  About late work, I think I will accept it throughout each quarter, but with applicable late penalties on the grade if the work is not turned in within a week after its assignment (for example, taking off five points on late papers.)

Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?

At the beginning of class, I’d like students to come in and I will have an activity, such as a journal entry, for them to do as I take attendance and make sure I am prepared for class. An example might be that in teaching students the conflicts of literature I might have them journal about conflicts in their favorite movies or books.   After this, I will go over on the board what we plan to do that day and the assignments.  Then, I will proceed to teach the concept and reinforce it with an application activity.  For conflicts, I might have a power point that explains each type of conflict.  Then, I might have a short game at the end of it for the students to show what they learned.  This way I will get a brief idea of how the lesson came across.  Then, I will have them do a worksheet that they can do about the subject.  I will go around from desk to desk as they do it to make sure each student understands the concept.  The concept of conflicts will help them understand literature better and help their reading comprehension as they move up in school.  I hope that they will develop greater analytical skills.

What am I doing during the lessons?  What are the students doing during the lesson?

During the lesson I will be moving about the classroom and checking on students’ behavior.  I will also ask and answer questions as I go.  During the personal assignment aspect, I will be moving among the students and helping them understand and complete the assignment. My students will be taking notes during the explanation part and working on the assignment later.  Those who finish early will have silent reading time. Not all students will probably comply with this directly.  Some will be off task or whispering to their neighbor.  Some may not feel like working.  I will be keeping a watch of the classroom and redirecting their attention where needed.

How will I assess my students' learning and achievement? How will I know they have learned?

I will grade the assignments that they did in class and plan a follow up activity if necessary. From the performance on the assignments, I can deduce if the students really learned what I intended for them to learn.  If it seems that they are still struggling, I can follow up with them in the next class period or review for the whole class if things need to be clarified.