Justice Mansour's PortfolioI currently teach ninth and tenth grade English at Northwood High School in Chatham County, North Carolina. My husband and three children enjoy spending time together hiking, dancing, reading, and playing games. I look forward to traveling abroad and setting an example for my own children and my students by learning about the people with whom we share this planet.
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Cultural Connections Project 1: Global Collaborative Project (Video Synopsis)
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Cultural Connections Project 2: Scripted Duologue (GoAnimate)
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Cultural Collections Project 1: Finnish Themes (Google Maps)
- NCSU Map 1, Wolves
- NCSU Map 2, Summer on Campus
- Helsinki Map 1, Design Economy
- Helsinki Map 2, Arts
- Helsinki Map 3, Public Markets and Market Halls
- Helsinki Map 4, Food and Drink
- Helsinki Map 5, Helsinki at Play
- Helsinki Map 6, Helsinki in Motion
Cultural Collections Project 2: Tour Guide (History Pin)
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Cultural Collections Project 3: Finnish History (MyHistro)
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Cultural Collections Project 4: Curated Collection of Objects (Voicethread)
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Cultural Reflections Project 1: Where I'm From Poem (Prezi)
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Cultural Reflections Project 2: The Last Word on Finnish Lessons 2.0
First and foremost, Finnish Lessons 2.0 confirmed my belief that taking care of children by addressing poverty and societal inequalities is essential to achieving educational goals. According to the UNICEF Innocenti Research Center, 23.1% of children in the United States live in homes where the income is less than 50% of the national average (97). It is no wonder the Finnish education system is doing well when they reduce that number to 5.4% by providing services that support health and well-being of children and parents during early years. As Sahlberg states, the “basic structures of the Finnish welfare state play a crucial role in providing all children and their families with equitable conditions for starting a successful education path at the age of 7 (67). Meanwhile, the divide continues to grow in the United States as a living wage is denied and funding for pre-k is cut.
During chapters devoted to practice, I found myself arguing with the text, “Yes, but teachers can only do so much!” My feelings were reaffirmed in the section, “What if Finland’s Great Teachers taught in Your Schools?” Sahlberg criticizes “school ‘reformers’” and the myth that teachers are the most important factor for quality education. Several studies confirm that “up to two-thirds of what explains student achievement falls beyond the control of schools” (135). If the United States does not address needs of students outside of the classroom, there is only so much that outstanding teachers can do.
My group discussed our frustration that many of the ideas being applied in Finnish classrooms were actually researched and developed in the United States. Unfortunately, educators in the United States are not the ones entrusted to create curriculum. Because testing and test-prep are a profitable enterprise in the United States, the policies driving education are not driven by teachers entrusted trained to educate children. Sahlberg states, “The questions of teacher effectiveness or the consequences of being an ineffective teacher are not relevant in Finland” (125). Of course, part of this ability to trust teachers comes from the effect of a competitive field. Teachers in Finland are the best of the best because only “1 out of every 10 applicants will be accepted to primary school teacher education master’s programs” (103). Imagine if the respect, pay, and support for teachers in the United States led to competition in the field. Conversely, the United States is looking to face a severe teacher shortage that will significantly hinder the quality of education for our next generation.
While all of this is true, I must do the best I can within my classroom. I consistently dream about how much more I could accomplish if I just had more time. I completely identified with Sahlberg’s statement, “Teaching 6 hours (or hour periods) daily is a tough job that leaves many teachers too tired to engage in anything professional when teaching is done.” This statement and the chart on page 90 comparing the number of teaching hours in different countries demonstrates that teachers in Finland are able to provide better instruction when they are allowed time to plan, reflect, and provide valuable feedback to their students.
There are many more observations to be discussed from Finnish Lessons 2.0; hopefully, the theories and research presented will someday be implemented by policy makers in the United States.
First and foremost, Finnish Lessons 2.0 confirmed my belief that taking care of children by addressing poverty and societal inequalities is essential to achieving educational goals. According to the UNICEF Innocenti Research Center, 23.1% of children in the United States live in homes where the income is less than 50% of the national average (97). It is no wonder the Finnish education system is doing well when they reduce that number to 5.4% by providing services that support health and well-being of children and parents during early years. As Sahlberg states, the “basic structures of the Finnish welfare state play a crucial role in providing all children and their families with equitable conditions for starting a successful education path at the age of 7 (67). Meanwhile, the divide continues to grow in the United States as a living wage is denied and funding for pre-k is cut.
During chapters devoted to practice, I found myself arguing with the text, “Yes, but teachers can only do so much!” My feelings were reaffirmed in the section, “What if Finland’s Great Teachers taught in Your Schools?” Sahlberg criticizes “school ‘reformers’” and the myth that teachers are the most important factor for quality education. Several studies confirm that “up to two-thirds of what explains student achievement falls beyond the control of schools” (135). If the United States does not address needs of students outside of the classroom, there is only so much that outstanding teachers can do.
My group discussed our frustration that many of the ideas being applied in Finnish classrooms were actually researched and developed in the United States. Unfortunately, educators in the United States are not the ones entrusted to create curriculum. Because testing and test-prep are a profitable enterprise in the United States, the policies driving education are not driven by teachers entrusted trained to educate children. Sahlberg states, “The questions of teacher effectiveness or the consequences of being an ineffective teacher are not relevant in Finland” (125). Of course, part of this ability to trust teachers comes from the effect of a competitive field. Teachers in Finland are the best of the best because only “1 out of every 10 applicants will be accepted to primary school teacher education master’s programs” (103). Imagine if the respect, pay, and support for teachers in the United States led to competition in the field. Conversely, the United States is looking to face a severe teacher shortage that will significantly hinder the quality of education for our next generation.
While all of this is true, I must do the best I can within my classroom. I consistently dream about how much more I could accomplish if I just had more time. I completely identified with Sahlberg’s statement, “Teaching 6 hours (or hour periods) daily is a tough job that leaves many teachers too tired to engage in anything professional when teaching is done.” This statement and the chart on page 90 comparing the number of teaching hours in different countries demonstrates that teachers in Finland are able to provide better instruction when they are allowed time to plan, reflect, and provide valuable feedback to their students.
There are many more observations to be discussed from Finnish Lessons 2.0; hopefully, the theories and research presented will someday be implemented by policy makers in the United States.
Cultural Reflections Project 3: Travel Writing (Blog)
Flavors of Old Tallinn, Estonia - 22 July
(original post with images: http://finlandccr.weebly.com/travel-blog/old-town-tallinn-estonia-22-july)
(Travel Writing of our daily adventures through individual lenses of each cohort member: http://finlandccr.weebly.com/travel-blog)
“Holy cow. That may be the best bread I have ever had.” Moans from the group confirm our agreement with Angela’s declaration. The rustic brown beer bread has a delicious buttery crust yet is somehow soft on the inside. The pop and crunch from the hemp and pumpkin seeds is further complemented by the smooth butter topped with sea salt and chives.
This beer bread is made fresh daily here at Pegasus, an outstanding Estonian restaurant in Old Tallinn. Liisa, our waitress welcomed us with a cheery, “Hello Lovelies” and a bright smile. We had climbed the sketchy staircase to the top of Helleman tower for a beautiful view of the town. We had bartered with vendors for the perfect souvenirs: local linens, wooden creations, pottery, knitted woolen creations, and other handicrafts. We had walked the cobblestone streets of the old town and enjoyed the cool refreshing cucumber-infused water waiting on our table.
My attention is drawn back to Liisa and her bright red and black butterfly broach as she delightfully describes each Estonian dish. I order the hot mulled cider often served at Christmas: “Glog please.” Liisa hesitates and I can tell she is thinking. “Oh, glöge /glogay/” Liisa politely corrects, “The two dots make the ‘a’ sound.” The glass is too hot to touch at first, but I enjoy the warm cider with hints of cinnamon, anise, and cloves. I do not care for the slivered almonds, but rudely use my fork to dig out the delicious alcohol-soaked raisins at the bottom of the glass.
The two-fish soup may be my starter, but it can easily be a complete meal. The fresh squeezed lemon, chopped chives, and julienned vegetables complement the thin creamy broth. There is just the right amount of broth to match every bite of perfectly cooked salmon and cod fillets. This dish is also accompanied by bread topped with a subtle egg salad.
My delighted belly is glad I am sharing a main course. A large zucchini is stuffed with lentils, mushrooms, and cashews before it is topped off with broiled cheese. This and the grapefruit balsamic arugula salad are quite good but can’t help being overshadowed by everything else we have already enjoyed. While my companions’ meals look and smell equally delicious, I am too full to sample more than two bites of the best beet I’ve ever eaten. It takes some time to prepare our checks, but we are charmed by the sweet notes left for each of us and collectively when they arrive in books to symbolize the library that once existed here at Pegasus.
Liisa suggests taking a moment to see the architecture and views from the second and third floors, but I must join some of our group around the corner for the free walking tour at the tourist information booth. Soon my friends and I are greeted by another genuinely friendly young Estonian, Katarin. After a brief introduction, she asks for each of us to share what countries we are from. “United States,” “Australia” and many countries in Europe are announced, but there are also solo tourists visiting from Taiwan and India. I make a mental note to accept Katarin’s suggestion to get to know each other a bit as we walk between stops on her tour. She explains we can “enjoy the free tour and decide how much it is worth at the end of our time together.”
I had originally planned to learn more about Estonia in the Museum of Occupation because I was intrigued after reading the mystery, When the Doves Disappeared. Katrina's tour, however, includes much of this history as well as significant religious and cultural events in Tallinn and Estonia. I lose track of the number of stops, and stories she tells us, but we travel from the information booth up to Parliament, around two outstanding observation points, and end in the city market that she warms is not open every day in Raekoja Plats. When she begins with difficult times of occupations, she promises “this is the most depressing stop of the tour.” Her stories make me want to return for a ghost tour to learn more about the bloody drunken Danish war and Pope's re-blessing of St. Mary's after a battle inside.
She is an outstanding guide and explains the story behind Estonian pride for important things like independence, their flag, secularism, and singing rebellion. She also mentions small things for which people of Tallinn are “proud” like the composer Arvo Part, the oldest still functioning pharmacy, the debatable first public Christmas tree, and third longest human-chain in history. Not only is Katarin’s tour informative and entertaining, she obliges my questions between stops about refugees, literature, language, and religion. Unfortunately, her audience’s attention is waning when it runs 15 minutes over the two hours we expected - a ninety minute tour would be much better. I am running out of time so I give her a well-deserved tip and quick “Aitah” (thank you).
The square today is filled with vendors selling handmade treasures. I buy a few souvenirs for family and continue my search for the perfect beige knit cardigan long enough to reach from shoulder to wrist of my lanky-arm. While this attempt fails, I inquire about the nearest grocery store to purchase some of the dried berries, Estonian liquors, and Kalev chocolate I had sampled earlier in the day.
A few tips for Tallinn:
Wear comfortable shoes for exploring the cobblestone streets, watch out for speeding cars, and don’t bother with a bus pass.
Choose an affordable restaurant by selecting a menu with main courses less than 10 Euro (advice from our tour guide Katarin).
Make reservations at the Pegasus. They will respond with a confirmation to email requests; if the main restaurant is booked (as it was for us), they may send you to their secondary location down the street. (https://www.facebook.com/RestoranPegasus/#_=_)
Be wary of “Baltic” souvenirs unless you love them for what they are since the amber is likely from Latvia and Lithuania and the matryoshkas are Russian nesting dolls.
Negotiate prices with sellers on the streets, in the market, and in stores.
Save your food and alcohol purchases for the Centre located right outside Terminal D - prices are half what they are in Old Tallinn.
Pay the two or three Euro to climb a tower and see the town from above - Holleman Tower, St. Olav’s Church, and Oliviste Church are the best.
Cultural Reflections Project 4: Finnish Book Club (GoodReads)
When the Doves Disappeared by Sofi Oksanen
My rating: 4 of 5 stars
When the Doves Disappeared is a satisfying read and an excellent choice for a book club. Readers will want to talk to someone about all of the details of deception and changes in time and point of view. Discussions will include history, psychology, survival, betrayal, writing, love, war, and more. Oksanen's three complex characters are forced to navigate Estonia as it is occupied alternately by the Soviet Union and Nazi Germany. While readers may empathize at times with their need to survive, the choices and identities adopted by each character make for an intriguing, sometimes disturbing, story. (view spoiler)[ I would like to call out the fact that the most despicable character in the story is a gay man; his psychological problems should not be associated with his sexual predilection. (hide spoiler)] Lola Roger's beautifully written translation highlights descriptive imagery and figurative language in a simple style - since the plot is complex, the language is thankfully enjoyable and easy to understand. Subtle biblical allusions complement cultural symbols superstitions. While there are hints along the way, the reader is not certain of the entire truth until the final chapters. Rereading the prologue or sharing this story with friends would enhance the reader's appreciation of the complicated setting, characters, and plot.
My rating: 4 of 5 stars
When the Doves Disappeared is a satisfying read and an excellent choice for a book club. Readers will want to talk to someone about all of the details of deception and changes in time and point of view. Discussions will include history, psychology, survival, betrayal, writing, love, war, and more. Oksanen's three complex characters are forced to navigate Estonia as it is occupied alternately by the Soviet Union and Nazi Germany. While readers may empathize at times with their need to survive, the choices and identities adopted by each character make for an intriguing, sometimes disturbing, story. (view spoiler)[ I would like to call out the fact that the most despicable character in the story is a gay man; his psychological problems should not be associated with his sexual predilection. (hide spoiler)] Lola Roger's beautifully written translation highlights descriptive imagery and figurative language in a simple style - since the plot is complex, the language is thankfully enjoyable and easy to understand. Subtle biblical allusions complement cultural symbols superstitions. While there are hints along the way, the reader is not certain of the entire truth until the final chapters. Rereading the prologue or sharing this story with friends would enhance the reader's appreciation of the complicated setting, characters, and plot.
Cultural Reflections Project 5: Bio Poem on Self and Famous Finn (Fotobabble)
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Cultural Reflections Project 6: Immersive Narratives (Bubbli)
NC State (2-scene):
NC State (2-scene):
Freshman: All of your projects and portfolio are completed. You're ready to graduate from the school of education. Are you excited about the job fair?
Senior: Honestly, I'm a little apprehensive. Did you hear about the latest budget cuts from the NC Senate. First it was master's pay, and now they're cutting retirement and health benefits. Are you still planning on applying to the college of Education? Freshman: It's always been my dream to be a teacher, but with the latest math legislation, I don't think I'm interested any more. I'm thinking of switching to Engineering. |
Senior: I took some great classes here with Dr. Harrington and Dr. Wiseman. They even have a cultural connections program for Finland this year that I've heard great things about.
Freshman: I wish things were different, and I'd be able to pursue the career I've always wanted, but I need to be able to support myself financially. Senior: In 2015, enrollment in North Carolina teacher education programs was down 20%. It looks like there won't be as many people going through these halls as when I started. |
Helsinki (4-scene): Shopping in Helsinki
Stockmann
AO - Excuse me. Do you know where I can find some good walking shoes? JM - Stockmann is the one-stop shop for all your shopping needs. From grocery on the bottom floor to currency exchange on the eighth floor and clothes, toys, electronics for the whole family everywhere in between. AO - Ooh - I’ll get shoes for me, a shirt for my husband, some Fazer chocolates for my friends, and a moomin doll for my daughter. |
Marimekko
AE - I want something authentically Finnish that Americans would recognize. AO - We have to go to Marimekko. Their patterns are Finnishly supreme. AE - Look at the colorful floral bright patterns. |
UFF Thrift
JM - I’m running out of money but still want souvenirs. Do Finns have thrift shops? JS - They have consignments stores and the UFF is like goodwill. JM - There’s a UFF right there - Maybe I can find a scarf and the epic Kalevala in English. |
Market Square
AE - I know we came to the market to eat, but did you see all the sparkle? JS - Of course. I wanted to buy a beautiful tiara hand-beaded by a local artisan, but she packed up when it got cloudy. I bought these spectrolite earrings for my mom instead. AE - Those are beautiful. We enjoyed crepes with delicious strawberries. |
Cultural Reflections Project 8: Impressions of Finland (Meme Generator)