Family

My i-mind map about "FAMILY"

This Friday, we had a lesson with Lars instead of Peter. During the lesson we had discussed about family and then I created my own i-mind map about the topic. While doing this, I have tried to answer these questions:

• "What is family?" 
• "What are the types of family?"
• "What is the difference between nuclear and extended family?"
• "Why is the family important?"
• "What are the main family values?"
• "What is the relation between family and children?"
• "Can parents control the ability to have a children?"
• "What are the main phases of family?"

Questions for the Intercultural Assignment

Intercultural Research Assignment for Democratic Citizenship

When Thomas Thomsan gave us the homework, I was the only one from the teaching experience group being in the class at that moment and I could not understand whether I also had to the same or not. In order to learn what to do, I sent an e-mail to Thomas on the day before our last teaching experience. Unfortunately, I realized the answer when I came back to home. Than, we decided to create our own questions to ask the teacher via e-mail. On conclusion, we have already created and send them to the teacher although we have not received any answer yet. Anyway, I would like to share our questions that I have made with Ana:

1. Do you have students from different countries in your classes?
2. Do your foreign students know Danish well? Do they have a problem about communication?
3. Have you had any problem about cultural differences? If you have, could you give us an example about what kind of difficulties you had?
4. How is the relation between students from different countries?
5. Do you think that your danish students react in a different way to a foreign student because of s/he comes from another country?
6. Do you consider the inclusion as a problem related to economic and human resources?
7. If a new pupil comes from another country, how can you cope with her/him? If s/he doesn't know Danish, how could be the cultural integration in the classroom?
8. Can you see a huge difference between different cultures?
9. Do you teach culture implicitly or explicitly?
10. How do you teach your students to be respectful to the other cultures?
11. Do you need different kind of materials in order to use for the pupils having different backgrounds
12. In your classroom is there any kind of democratic subject such as democratic citizenship?

Homework

At the last lesson of Educational Studies II we talked about homework. And I have learnt that there is a discussion about that "Should homework revoke or not?" in Denmark. I cannot imagine the school without homework. I think that homework is one of the essential parts of learning especially for language learning.  It is necessary for repetition of the things that pupils have learnt before and preparation for the new topic that they are going to learn.

We have also talked about the types of homework. I would not give homework to the pupils in a traditional way. For instance, "You have to read from 6 to 38 pages and then answer 25 questions about the text" . When I start to teach something as a teacher, I would prefer extension homework because it is more interesting to use the tools you cannot have at the school. In other words, I prefer make the students to watch a movie instead of writing so many pages. Besides, finishing homework is also good choice in my opinion. Because sometimes it is not possible to read all the texts and do all the exercises in the class.

In addition to this, we made double circle activity in the classroom. It is not new for me because I have already known this from "The Methods and Approaches in Language Teaching" lesson in Turkey. It gives very good opportunity to speak the target language especially for the shy pupils. When somebody stands in front of you, you feel that you have to react and also have to say something. Moreover, it gives a change to change your partner very quickly without any confusion about who you will chose.

In conclusion it was very good lesson that I really liked. I am looking forward to attend the next one.

Reflecting the culture via videos

Turkish People and Culture

Last week, Thomas Thomsan requested us to chose a video representing our culture and to determine the reasons why we choose it. This was the first time that I watched and selected a video on "youtube" for an educational aim. Furthermore, it was very good experience doing something different for educational purposes, in my opinion. So, I have found this video effective enough in terms of reflecting Turkish culture. I hope you like the it. While watching this video, you can see most of important symbol representing Turkish culture. These symbols are;

• arthitectural building for instance mosques (not only mosques but also churchs), castles, palaces, museums, bridges, Maiden's Tower
• natural cultural remains such as Cappadocia, Sculptures in Nemrut
• horses having important role in the life of Asians
• see the cultural turkish dance called "halay"
• some traditional musical enstruments such as "davul" and "zurna"
• conventional clothes
• both urban and rural areas
• sports such as rafting, camping, climbing, surfing, skiing
• traditional tournament called "oil wrestling"
• a kind of cat having one blue and one green eyes called "Van cat"
• different sources of income such as fishery, silk, industrial factories
• national plane firm called Turkish Airlines being famous in worldwide
• Turkish foods such as "döner"
• a slice of villagers' lives
• how to make Turkish carpets and ceramics
• whirling dervishes called "semazen"
• modern arts demonstrating in turkey such as theater, opera, ballet
• memorial cemetery of Ataturk ,who has founded Turkish Republic, and flag of Turkey
• national Turkish football team wining UEFA cup

 

Statistics for the questionnaire

          Question1. You have lunch between:

          a.     11:00 – 12:00

          b.     12:00 – 13:00

          c.      13:00 – 14.00

Question 2. Do you snack between meals:

a.     Usually

b.     Sometimes

c.      Never

Question 3. What is your most important meal:

a.     Breakfast

b.     Lunch

c.      Dinner

Question 4. How many times do you eat in a day?

a.     Two

b.     Three

c.      More than tree

Question 5. Have you dinner between:

a.     16.00 – 18:00

b.    18:00 – 20:00

c.     20:00 – 22:00

Question 6. How often do you eat outside?

a.     Once a month

b.     Once a week

c.      Several times a week

Question 7. How often do you eat foreign food? And what is your favorite one?

a.      Usually

b.      Sometimes

c.      Never / Rarely

Here are the answers given the second part of question:
Arabian
Indian (two times)
Italian
Japanese (two times)
Turkish
Chinese
Thai food

Question 8. Dou you prefer  eating organic food rather than inorganic?

a.      Yes

b.      No

c.      I don’t mind

Question 9. How often do you eat fast food?

a.     Usually

b.     Sometimes

c.      Never / rarely

Question 10. What is the food you eat mostly?

Pasta (seven people gave the same answer)

Bread and vegetables

Vegetables ( two people gave the same answer.)

Black bread

Meat and vegetables

CONCLUSIONS:
We have asked this questionnaire to ten people and what we have found out is that:

-The most of them prefer having lunch between 12:00-13:00.
-Most of them usually snack between meals.
-The 90% of females think that the most important meal is breakfast and males give more importance to lunch and dinner.
-Every woman eats more than three times in a day and most of the men prefer eating just three or less times.
-Almost the 100% of those polled agree about having dinner between 18:00 and 20:00.
-In relation with question 6, all of females eat outside once a month. However, males have different opinions, as some of them do it once a week.
-The majority of over thirty people eat foreign food sometimes and in reference with the youngest ones there is the same percentage who eat it usually and sometimes.
-Moreover, the foreign food they prefer most are the Indian and the Japanese ones.
-All of the people, regardless the age or the gender prefer organic food.
-Almost of all the people we polled eat fast food sometimes.
-Pasta and vegetables are the most common food that these Danish people eat.

In summary, from our point of view, in general, Danish food habits are healthier than ours (Turkish and Spanish), as they have breakfast so early because they also get up in the first light of the day. Moreover, they also have dinner sooner and go to bed earlier than us; prefer eating organic rather than inorganic food; they eat a lot of vegetables and not so much fast food; and they eat a lot of times in a day.

I have made these statistics with Paula according to our ethnographic study.

Culture, Identity and Citizenship 

I would like to share what I have learnt in the lesson of Democratic Citizenship because I find it very interesting. I hope you also enjoy like me.

Culture: A group that you belong to. It can be a national culture, a gender culture, religious culture, youth culture and so on.

The Concept of Culture

• Some kind of group people belongs (national, sports, gender, religions etc.)
• Culture changes from our countries to here (we discussed the reason why we have different cultures)

               - Habits are different.

               - We are learning more with less amount of content here. It’s because we have group works, so we can remember easily. (social constructivism = the name of this kind of learning)

               - In Denmark, more relaxed teachers and students concerning classroom.

               - People  negotiate  culture (negotiation between participants)

Examples of descriptive culture and complex culture

* Culture change e.g. gender roles (complex)

*  Culture   and static. The way to do things will not change. (descriptive)

*  Tendency to stereotyping people from other groups to nation (descriptive)

* There is a change that stereotyping will lead to judgements about a stituation. That is not right or at least, not the whole explanation. (descriptive)

* What is important here is that we should try to be open minded. Not all people from a culture acts the same thing. (complex)

* Looking  for other explanations to how a situation went

Identity

There is a discussion between few extremes concerning identity.

1.  "Identity has a care that never changes.”
2.  "Identity is changing all the time because we are in social relationship with others.”
3.  "Identity is negotiated and differs according to the social group you are in.”

                - Upbringing

                - School

                - Friends

                - Prejudicing

Identity has to be confirmed.

Cultural Identity: It is not something static.

                - Culture is complex.

                - Identity is complex.

Be aware of prejudicing about people from other culture. Or else, there is a possibility that you act in a negative way about are not aware of it.

What is the citizenship?

Citizenship: right and duties that the citizen in a country has. If you are a citizen to a country, there are some rules you have to obey such as moral rules, right and duties, a sense of belonging, a feeling of responsibility. If you have a passport you will have these rights and duties.

Next, Thomas asked us a question on how to make people feel that they belong to a country. And then, we have talked about "cohesion and unity".

Grundtuig after 1864: There was just one national culture in Denmark. We had lost the last regions with minorities to Germany.

Many people feel that the social cohesion is corroding (crumpling). That may be special for Denmark in comparison with other countries. Moreover, immigration is what people concerned. The Danish focus on culture in citizenship is the strategy to cope with the question of diversity.

Citizen education is about the group of people and the democratic constitution.

T. H. McLaughlin’s text (Citizenship, diversity and education a philosophical perspective)

• Is concerned with the question of cohesion.
• From 1992 which is early when we discussing the content of citizen education.
• Asks if “liberal democratic values” is enough to make cohesion is multicultural England.
• He is not sure it would be enough for people to feel that they should take active part of society.
• Asks for public virtues. (teaching to be concerned with more than themselves)

We have to teach pupils to be active and not indifferent.

• Not tell them how to take care but make sure that they are concerned with more than themselves.

In early 1990s, it became important for the European Union to focus on democratic citizenship education because of “the Fall of the Iron Curtain (a term for the communist part of the world)”.

Ethnographic study about "Danish foods & eating habits" 

in Copenhagen

Our teachers have mentioned us Copenhagen excursion. Before going to Copenhagen we have made an ethnographic study as a group. Firstly, we have chosen a topic about what we want to investigate and and what we want to learn about Danish people. Next, we have prepared a questionnaire about Danish foods and eating habits. I would like to share these questions with you. And then, we have decided what we are going to do in Copenhagen after our excursion accompanied by Peter and Anne Kristine has finished.

The day when we have been in Copenhagen, first of all, we have gone to a primary school which is one of the most famous schools in the capital. It had really huge buildings like a university campus and many playground for pupils and many facilities that they can use for their spare time as a hobby such as a well-equipped music room and a wooden workroom. It has drown my attention so much that the pupils does not have to wear a uniform at the school. Because in Turkey, all of the pupils studying in a primary, upper and higher secondary school have to wear a uniform. What attracts my attention secondly is that there are some refrigerators at school for pupils' using. It is really a very big opportunitiy in my opinion.

After visiting the school, our teachers have guided us going the Christian cemetery and they made us to show Andersen's tomb ,who is the most famous Danish writer worldwide, mentioning his masterpiece and a slice of his life. Before this time, I didn't know Hans Christian Andersen was Danish. Of course, I know his name and his literature & fairy tales but I didn't really know that he was Danish.

After visiting the cemetery, our teachers have left us alone so we have had a spare time to conduct our questionnaire. We have requested people whether they could participate in our work or not. Some of them have replied positively and answered our questions although some of them have not had enough time to do this because they were in a hurry. Unfortunately, we have also encountered another problem that some of them cannot speak English. Moreover, a shop assistant has warned us it is not aloud to ask questions to costumers without a permission from the main shop while we were asking some questions about their eating habits to the costumers in a supermarket. It was very disappointing for us. Anyway we succeed to complete our ethnographic study.

To conclude, we have asked ten people including men and women in equal parts. Furthermore, half of them are over thirty and the other half of them are under thirty concerning their ages. After we have been a ITC-media conference, we decided to use "wikispace" in order to use our work on pupils' education. So we have created a wikispace account and uploaded our work there arranging some pages. You are very welcome to have look at our pages and make comments. Here, you can easily contact us:

http://drinkandfoodhabits.wikispaces.com/
http://drinkandfoodhabits.wikispaces.com/-/Copenhaguen%20inhabitants%C2%B4%20food%20habits/Ana%20and%20Ilknur/

This is made by Paula, Ana and me.