We need to "seek to develop (& retain) perceptive, thinking teachers who challenge their students with high quality, interactive, & thoughtful instruction, (14).
I witness high quality, interactive, & thoughtful instruction daily in my placement. It is so refreshing to see the students walk out of the classroom feeling like they are taking away something from each lesson/ I know am! All of my blocks vary & my host teacher doesn't stick to a "script". He lets the students teach us & teach one another. We truly are all teachers, learners, & leaders in the classroom. It's neat to witness. The students that I have respond so well to this method of teaching. Today, one student even said, "Mr. P. just gets me, not many people do." That's saying something. It's in part to the way he purposefully teaches & teaches with purpose.
The whole thing about tallying up "points" for participation or whatever just seems like a waste of everyone's energy, especially for nonacademic tasks. I'd rather my students be involved in something more meaningful, something with an actual purpose. If you can engage them in a discussion or participatory activity where they are up & moving, then I think that's worth more than a few tallies. Though I still have a lot to learn, I think interaction with your students is key. It's a way to get to know them & strengthen their strengths. Also, the power of praise does wonders for the classroom. Just an FYI!
It sounds like you have an amazing placement, Jessica! I agree with your opinion on spending too much energy on nonacademic tasks. Why not give them something they'd actually want to participate rather than punishing them with a bad grade for not participating in a dull activity?
Both of your comments are very good points... And in my experience as a student, a lot of teachers do waste time focusing on dull activities and hold students accountable for not being interested. This obviously needs to change and that is the work of a poor teacher.
On page 45, Delpit speaking of Ms. Secret said, "She never assumed there was a child who could not learn. Many of her students were labeled as needing special education, but when she treated them as scholars, they behaved like scholars." I mention this because our special education professor was saying that many students are "diagnosed" with special needs when the student doesn't have an exceptionality. However, some teachers don't want to deal with behavioral problems (not necessarily an exceptionality), so my question is -- how often do you guys think that kids are misdiagnosed with a "special need"?
This is not the first time that I have heard of an overzealous approach to diagnosing children with behavioral disorders. It probably does happen way more often that we would hope. However, I think it is a bit idealistic to say that NO student needs special education. Behavioral issues aside, there are some students which I think just can not be put in a general education classroom.
I also think that students are frequently misdiagnosed with special needs, especially things like ADD/ADHD. I have personally seen this happen many times and even heard at least two children say something to the effect of, "I hate taking my medicine, it makes me feel weird. I don't feel like myself." That breaks my heart because I think that sometimes parents use it as a crutch when they have a child that is difficult. Especially when it is becoming so common I think parents don't really think twice about what they are allowing to be put into their childrens' bodies because a doctor says it is the solution.
I agree. There are even a few of the kids in my classroom that talk about how their medicine makes them moody. I'm obviously not a doctor, but sometimes it seems like parents are given this diagnosis for their child as a last-ditch-effort to fix their behavior.
Chapter 2 Comment: I've never heard of "traditional African tradition" and I found it interesting that based on this tradition, that "it is the role of the teacher to appeal to the intellect, the humanity, and the spirituality in his or her students." I think these are such great values that teachers stray away from teaching and that they need to be re-incorporated in the classroom!
Chapter 2 Question: On page 31, it's suggested that "there is a need to teach parents and child-care workers to talk more to children of poverty." How, or what are some ways, we can do this??
Definitely the idea of spirituality. An often neglected aspect in a lot of classrooms; incorporating non-secular things, like reading scriptures and looking at it as literature, since we have to. Show students that there is something else out there, and hopefully they will turn to the Lord.
In chapter 2, I made special note of the African saying, "I am because *we* are." I loved that phrase and think it's important that students and people in general should celebrate successes and mourn failures together and that education betters the community at large *by* improving the individuals.
I loved that quote, too, Noel! It really stuck out to me as well. There are some things that cannot be 'fixed' on an individual level. Education is one of these things.
People like to think that they are free of a community or that they are not affected by anything negative that goes on in the surrounding systems. However, many of those people would be surprised how much their lives are connected to several issues that occur in their respective communities.
Also in chapter two, I found it extremely amusing/interesting that the author tried to cram her child full of constant knowledge, to which the child said, "Shub-up, Mommy!" How do you plan to balance fitting in as much information as you can/is required for your lessons throughout the school year while still allowing the students time to individually process and think on their own? Do you think they would go immediately off-task if left to ponder or is there a way to balance giving them information and giving them time to analyze and apply it on their own? Seems like a very tricky balance to work out.
I would try to add small breaks throughout the period, so that they can better retain it, and also chill out for a second. I don't think I would ever be worried about giving them too much information; but rather whether or not they found it interesting. Is there a balance? Yeah, but I think that clarity can make a lot of information seem like a little.
This is a worry of mine as well, Noel. Especially in an art classroom when students are largely working on projects on their own. I agree with Ben that there should be breaks that allow them to catch their breath and chill for a second but I think getting them excited about what is going on in their lesson and letting them know that you expect them to work hard because you know they are capable of it is important too. I also think that the idea that you should take pride in your work and want to complete something that you and others can learn from/be impressed with is a strong concept.
I think small group discussions or in-class reflection as either an assignment or an exit ticket provide students the break they need to process the information. I'm not really worried about giving students too much information. I'm mostly concerned about giving them an opportunity to apply the information they learned to a meaningful task or project.
From what I have seen, there is a difference when you see a student thinking and when you see a student staring off into space. In placement the other day, the students were left to thinking about a translation for two minutes, and after that they started thinking out loud and helping each other. They were so intrigued at trying to find the correct translation that they ended up taking the whole class time working and thinking and understanding. I think there are ways to balance, but finding out how to do that is the tricky part.
Leslie, I agree. I think that classroom discussions allow for reflection time and also give the students a break from hearing us teachers ramble. This will engage their mind, but it will also allow them to focus on the thoughts that are developing naturally rather than the information we are trying to train them to know.
I absolutely love on page 37 and 38 where she introduces the idea of the importance of getting to know who your students are in order to better know what to teach them. If, as teachers, we don't know who our students are as individuals, what kind of family life they come from, and what they might want to do with their lives (even if they are really young and don't know yet) then we can't adjust our teaching to fit their needs or to challenge them.
I agree, Whitney. That is very much important & very much important to how you will reach them. I can already see a difference in the students' response to me because I personalize my responses to them & try to remember the little details that they tell me. It makes a difference when you take a minute to just listen, observe, watch them interact with the other students, & their writing tells so much about them as well. You'll soon see trends emerging & you, as the teacher, will be able to modify lessons according to the needs of your group(s) of students. One block/period may vary from another, but I think that is what makes teaching fun; you never know what to expect.
Absolutely, Whitney! Expressing interest in a student's life outside of school brings a sense of trust as well. I think it brings the classroom dynamic into a more individualized atmosphere. Like, I'm not teaching this entire classroom of kids; I'm teaching 21 individual students. What are some ways that we can get to know our students?
If you end up in a school that has some sort of pre-approved leaning plan like the "Success for All" campaign seen in this chapter, what general ideas do you have as to how will you work with it in your classroom in order to best help your students learn? Or will you try to fight the program and get it removed if you know its not working?
I know it is hard to say without being in that situation, as a new teacher, under pressure of administration, but I think I would fight it. I would provide an argument for why it isn't effective for my classroom and provide a detailed plan of what I can do to achieve the same goals but in what I feel is a more effective way. I would also invite them to observe this to ensure it's effectiveness.
Emily, I totally agree and would do the same. I think the Sucess for All works on paper, but how does it help the students? I think it is interesting to note that we need to teach our students life skills, but I think there are other ways to do it than taking up whole chunks of the day.
Argh. I put my Chapter 2 question and comment under the other post. Here they are again:
Ch. 2 comment:
After describing a situation in which students are awarded for nonacademic tasks and regimentation offered in many schools, Delpit states, “We are still managing to waste poor children’s time on activities that have no real relationship to intellectual development.” This statement reminds me of the assessment modules that we read for the July class, concerning nonacademic tasks as a large portion of grades. I like that Delpit’s first step is to simply believe in students’ abilities to think critically and intellectually. I tried to think about the problem she found in practical terms and on a daily basis. For some days, I can see where a worksheet may be tempting or asking a simple essential question rather than a more thoughtful, more involved one would be easier. Great teaching can be truly transformative. As Delpit points out, the key to great teaching is a commitment to authentic learning and a focus on intellectual development.
Ch. 2 question:
This chapter focuses quite a bit on emphasizing the legacy of the Black race. To be honest, I would have to study African culture and history very thoroughly in order to present it with confidence. How much of a role should this play in the classroom?
I was thinking the same thing, Leslie. Because I wasn't taught a great deal about the legacy of the Black race in school, it will definitely be something that I'll have to go back over and gain some different insight. I think it is definitely important to incorporate the culture of all ethnicities in your classroom. I don't think it should be the main focus, because I wouldn't want the kids thinking that life is all about race, but I think it can be incorporated into literature and writing/research papers.
Interestingly enough, education is viewed as the fix-all for so many problems. Teachers do, on some accounts, see their students more than the parents of that kid. Is education important? Absolutely. But that is a long-term fix for a lot of problems that are already happening? WHat are some short-term choices that could work?
Encouraging your students is so important. Edification, of the genuine kind, is something that our society lacks. Exercising mercy in the classroom can go along way.
Comment: on p 38/39 I love the quote (referring to the civil rights movement attitude of African Americans) "You pursued learning beacues this is how you asserted yourself as a free person; how you claimed your humanity. You pursued learning so you could work for social uplift." This is a beautiful sentiment to me. What I love about it is that it is cross-cultural. I feel this way about my own personal education as well. I think that it's a wonderful way to look at knowledge.
Question: In this chapter Delpit references traditional views on education in African culture. I really like the ideas that they support and it is a good way to approach your classroom as a community. However, it is using them as a way to relate to black students... who are (for the most part) born in America, and their families have been here for many generations. I'm not saying that they (and students of other races) couldn't benefit from these teachings, but most likely it's not something they were raised with. Many people who are black don't even like to be referred to as "African Americans" because they don't feel any connection with Africa or African culture. So my question is, with that in mind, how would you present these ideals in your classroom culture?
I had similar feelings about Delpit's commentary on introducing African culture and history in the classroom. I think teaching black students that they have a rich heritage is important because it is a reminder that their heritage did not start in America with slavery. Yes, that was a devastating, truly awful portion of their history, but their history also offers a culture that they can be proud of, one that can be celebrated.
Interesting point Emily.... I had never really thought about that. If we place such high importance on teaching African culture, then should we not place importance on all ancestry that might exist in a classroom? there have been many cultures that have felt injustice and even slavery... But I do understand where Leslie is coming from as well.. and why it is important for students to know their history did not begin with slavery. Interesting to think about both sides of that...
comment: I really liked the idea that some of the teachers mentioned in this chapter had about letting student develop their core academic skill naturally by putting that development into the background of bigger projects which on the surface had nothing at all to do with "schooly stuff".
question: Do you think there is a way to make heavily African culture focused instruction like some of the things described here work successfully in a culturally diverse classroom? What about a predominately white one?
Comment: Carrie Secret's class seems AWESOME. I love the way she built a community in her classroom, and although dealing with a student who ahs behavioral issues is difficult, she somehow managed to make it work. Also, I love that Education is a way to assert yourself as a free person, to claim your humanity--not just get a job like we tell our students everyday. Even University has become job training, which is sad because at certain universities, crucial academia is being cut (Subjects like French, German, and Agriculture). If every American teacher focused on students "claiming their freedom" and creating a community that works together, then our system would be very different.
Question: Depit suggests that Teaching is a calling--not a job, because you do not get paid enough for it to be a job. Do you feel that teaching is your calling? Why? How do you plan to change education and somehow make it so teachers are paid more than a bag of chips and a slap in the face one day? Do you think that if we believe in our students, then our students will believe in us?
I do feel like teaching is my calling. I have worked a lot of different jobs-- and I have been miserable or mildly unhappy in every one, always dreaming about leaving early and having to find ways to get myself through the day. But now, im not getting even getting paid for this, and I am happier doing it then anything ive ever done... its not even really comparable. At the end of the day, I feel like I did something that mattered, no matter how small... I don't know if things will ever change as far as pay, but if that were an issue for me, I would've chosen another profession. I'm just grateful to have found something that I will be happy doing. We spend most of our lives working, so if your miserable in your job, your miserable in most of your life... that is why salary isn't a huge concern for me. Its not worth it if your not happy doing it.
Professor Emeh wrote: "It is foolishness that keeps a person from learning, not the Western notion of mental capacity." If this is true, should we have more character-building courses? Is there a way of teaching for this philosophy?
I believe there is a way to teach philosophy and that it mostly just comes down to whether or not the school will find it appropriate to teach. During my high school experience, our teachers were allowed to teach several world view/ belief systems not just to allow us to become more familiar with everything but to also get us in the mindset of defending what we believe in if the need every came up.
The Hart-Risley study (amount of words known by professional's children and low income) reminds me of Ruby Payne. We see that there is an issue, and we come up with an idea, then we tell everyone the quick fix. But hat isn't the issue. We're blaming family and children when we need to teach them. As Delpit says "There is no vaccination" for poor students.
When it comes down to dealing with an individual who comes from an impoverished background, it is important to take Delpit's advice seriously on going easy on these students or trying to understand them before passing judgement. As my understanding goes, many black and white children face harsh treatment at home from parents who want them to succeed but yell at them or punish them constantly. There is only so much pressure a student can take before he or she loses control and snaps.
Question: Have any of you all had an instance where your student had had enough and refused to learn? What did they do? Were you able to help them?
Chapter 2 Comment:
ReplyDeleteWe need to "seek to develop (& retain) perceptive, thinking teachers who challenge their students with high quality, interactive, & thoughtful instruction, (14).
I witness high quality, interactive, & thoughtful instruction daily in my placement. It is so refreshing to see the students walk out of the classroom feeling like they are taking away something from each lesson/ I know am! All of my blocks vary & my host teacher doesn't stick to a "script". He lets the students teach us & teach one another. We truly are all teachers, learners, & leaders in the classroom. It's neat to witness. The students that I have respond so well to this method of teaching. Today, one student even said, "Mr. P. just gets me, not many people do." That's saying something. It's in part to the way he purposefully teaches & teaches with purpose.
The whole thing about tallying up "points" for participation or whatever just seems like a waste of everyone's energy, especially for nonacademic tasks. I'd rather my students be involved in something more meaningful, something with an actual purpose. If you can engage them in a discussion or participatory activity where they are up & moving, then I think that's worth more than a few tallies. Though I still have a lot to learn, I think interaction with your students is key. It's a way to get to know them & strengthen their strengths. Also, the power of praise does wonders for the classroom. Just an FYI!
It sounds like you have an amazing placement, Jessica! I agree with your opinion on spending too much energy on nonacademic tasks. Why not give them something they'd actually want to participate rather than punishing them with a bad grade for not participating in a dull activity?
DeleteBoth of your comments are very good points... And in my experience as a student, a lot of teachers do waste time focusing on dull activities and hold students accountable for not being interested. This obviously needs to change and that is the work of a poor teacher.
DeleteChapter 2 Question:
ReplyDeleteOn page 45, Delpit speaking of Ms. Secret said, "She never assumed there was a child who could not learn. Many of her students were labeled as needing special education, but when she treated them as scholars, they behaved like scholars." I mention this because our special education professor was saying that many students are "diagnosed" with special needs when the student doesn't have an exceptionality. However, some teachers don't want to deal with behavioral problems (not necessarily an exceptionality), so my question is -- how often do you guys think that kids are misdiagnosed with a "special need"?
This is not the first time that I have heard of an overzealous approach to diagnosing children with behavioral disorders. It probably does happen way more often that we would hope. However, I think it is a bit idealistic to say that NO student needs special education. Behavioral issues aside, there are some students which I think just can not be put in a general education classroom.
DeleteI also think that students are frequently misdiagnosed with special needs, especially things like ADD/ADHD. I have personally seen this happen many times and even heard at least two children say something to the effect of, "I hate taking my medicine, it makes me feel weird. I don't feel like myself." That breaks my heart because I think that sometimes parents use it as a crutch when they have a child that is difficult. Especially when it is becoming so common I think parents don't really think twice about what they are allowing to be put into their childrens' bodies because a doctor says it is the solution.
DeleteI agree. There are even a few of the kids in my classroom that talk about how their medicine makes them moody. I'm obviously not a doctor, but sometimes it seems like parents are given this diagnosis for their child as a last-ditch-effort to fix their behavior.
DeleteChapter 2 Comment: I've never heard of "traditional African tradition" and I found it interesting that based on this tradition, that "it is the role of the teacher to appeal to the intellect, the humanity, and the spirituality in his or her students." I think these are such great values that teachers stray away from teaching and that they need to be re-incorporated in the classroom!
ReplyDeleteChapter 2 Question: On page 31, it's suggested that "there is a need to teach parents and child-care workers to talk more to children of poverty." How, or what are some ways, we can do this??
Kaitlin, how would you go about re-incorporating them in your classroom? What are some ideas that you've thought up so far?
DeleteDefinitely the idea of spirituality. An often neglected aspect in a lot of classrooms; incorporating non-secular things, like reading scriptures and looking at it as literature, since we have to. Show students that there is something else out there, and hopefully they will turn to the Lord.
DeleteIn chapter 2, I made special note of the African saying, "I am because *we* are." I loved that phrase and think it's important that students and people in general should celebrate successes and mourn failures together and that education betters the community at large *by* improving the individuals.
ReplyDeleteI loved that quote, too, Noel! It really stuck out to me as well. There are some things that cannot be 'fixed' on an individual level. Education is one of these things.
DeletePeople like to think that they are free of a community or that they are not affected by anything negative that goes on in the surrounding systems. However, many of those people would be surprised how much their lives are connected to several issues that occur in their respective communities.
DeleteAlso in chapter two, I found it extremely amusing/interesting that the author tried to cram her child full of constant knowledge, to which the child said, "Shub-up, Mommy!" How do you plan to balance fitting in as much information as you can/is required for your lessons throughout the school year while still allowing the students time to individually process and think on their own? Do you think they would go immediately off-task if left to ponder or is there a way to balance giving them information and giving them time to analyze and apply it on their own? Seems like a very tricky balance to work out.
ReplyDeleteI would try to add small breaks throughout the period, so that they can better retain it, and also chill out for a second. I don't think I would ever be worried about giving them too much information; but rather whether or not they found it interesting. Is there a balance? Yeah, but I think that clarity can make a lot of information seem like a little.
DeleteThis is a worry of mine as well, Noel. Especially in an art classroom when students are largely working on projects on their own. I agree with Ben that there should be breaks that allow them to catch their breath and chill for a second but I think getting them excited about what is going on in their lesson and letting them know that you expect them to work hard because you know they are capable of it is important too. I also think that the idea that you should take pride in your work and want to complete something that you and others can learn from/be impressed with is a strong concept.
DeleteI think small group discussions or in-class reflection as either an assignment or an exit ticket provide students the break they need to process the information. I'm not really worried about giving students too much information. I'm mostly concerned about giving them an opportunity to apply the information they learned to a meaningful task or project.
DeleteFrom what I have seen, there is a difference when you see a student thinking and when you see a student staring off into space. In placement the other day, the students were left to thinking about a translation for two minutes, and after that they started thinking out loud and helping each other. They were so intrigued at trying to find the correct translation that they ended up taking the whole class time working and thinking and understanding. I think there are ways to balance, but finding out how to do that is the tricky part.
DeleteThis comment has been removed by the author.
DeleteLeslie, I agree. I think that classroom discussions allow for reflection time and also give the students a break from hearing us teachers ramble. This will engage their mind, but it will also allow them to focus on the thoughts that are developing naturally rather than the information we are trying to train them to know.
DeleteI absolutely love on page 37 and 38 where she introduces the idea of the importance of getting to know who your students are in order to better know what to teach them. If, as teachers, we don't know who our students are as individuals, what kind of family life they come from, and what they might want to do with their lives (even if they are really young and don't know yet) then we can't adjust our teaching to fit their needs or to challenge them.
ReplyDeleteI agree, Whitney. That is very much important & very much important to how you will reach them. I can already see a difference in the students' response to me because I personalize my responses to them & try to remember the little details that they tell me. It makes a difference when you take a minute to just listen, observe, watch them interact with the other students, & their writing tells so much about them as well. You'll soon see trends emerging & you, as the teacher, will be able to modify lessons according to the needs of your group(s) of students. One block/period may vary from another, but I think that is what makes teaching fun; you never know what to expect.
DeleteAbsolutely, Whitney! Expressing interest in a student's life outside of school brings a sense of trust as well. I think it brings the classroom dynamic into a more individualized atmosphere. Like, I'm not teaching this entire classroom of kids; I'm teaching 21 individual students. What are some ways that we can get to know our students?
DeleteIf you end up in a school that has some sort of pre-approved leaning plan like the "Success for All" campaign seen in this chapter, what general ideas do you have as to how will you work with it in your classroom in order to best help your students learn? Or will you try to fight the program and get it removed if you know its not working?
ReplyDeleteI know it is hard to say without being in that situation, as a new teacher, under pressure of administration, but I think I would fight it. I would provide an argument for why it isn't effective for my classroom and provide a detailed plan of what I can do to achieve the same goals but in what I feel is a more effective way. I would also invite them to observe this to ensure it's effectiveness.
DeleteEmily, I totally agree and would do the same. I think the Sucess for All works on paper, but how does it help the students? I think it is interesting to note that we need to teach our students life skills, but I think there are other ways to do it than taking up whole chunks of the day.
DeleteArgh. I put my Chapter 2 question and comment under the other post. Here they are again:
ReplyDeleteCh. 2 comment:
After describing a situation in which students are awarded for nonacademic tasks and regimentation offered in many schools, Delpit states, “We are still managing to waste poor children’s time on activities that have no real relationship to intellectual development.” This statement reminds me of the assessment modules that we read for the July class, concerning nonacademic tasks as a large portion of grades. I like that Delpit’s first step is to simply believe in students’ abilities to think critically and intellectually. I tried to think about the problem she found in practical terms and on a daily basis. For some days, I can see where a worksheet may be tempting or asking a simple essential question rather than a more thoughtful, more involved one would be easier. Great teaching can be truly transformative. As Delpit points out, the key to great teaching is a commitment to authentic learning and a focus on intellectual development.
Ch. 2 question:
This chapter focuses quite a bit on emphasizing the legacy of the Black race. To be honest, I would have to study African culture and history very thoroughly in order to present it with confidence. How much of a role should this play in the classroom?
I was thinking the same thing, Leslie. Because I wasn't taught a great deal about the legacy of the Black race in school, it will definitely be something that I'll have to go back over and gain some different insight. I think it is definitely important to incorporate the culture of all ethnicities in your classroom. I don't think it should be the main focus, because I wouldn't want the kids thinking that life is all about race, but I think it can be incorporated into literature and writing/research papers.
DeleteInterestingly enough, education is viewed as the fix-all for so many problems. Teachers do, on some accounts, see their students more than the parents of that kid. Is education important? Absolutely. But that is a long-term fix for a lot of problems that are already happening? WHat are some short-term choices that could work?
ReplyDeleteEncouraging your students is so important. Edification, of the genuine kind, is something that our society lacks. Exercising mercy in the classroom can go along way.
ReplyDeleteComment: on p 38/39 I love the quote (referring to the civil rights movement attitude of African Americans) "You pursued learning beacues this is how you asserted yourself as a free person; how you claimed your humanity. You pursued learning so you could work for social uplift." This is a beautiful sentiment to me. What I love about it is that it is cross-cultural. I feel this way about my own personal education as well. I think that it's a wonderful way to look at knowledge.
ReplyDeleteQuestion: In this chapter Delpit references traditional views on education in African culture. I really like the ideas that they support and it is a good way to approach your classroom as a community. However, it is using them as a way to relate to black students... who are (for the most part) born in America, and their families have been here for many generations. I'm not saying that they (and students of other races) couldn't benefit from these teachings, but most likely it's not something they were raised with. Many people who are black don't even like to be referred to as "African Americans" because they don't feel any connection with Africa or African culture. So my question is, with that in mind, how would you present these ideals in your classroom culture?
ReplyDeleteI had similar feelings about Delpit's commentary on introducing African culture and history in the classroom. I think teaching black students that they have a rich heritage is important because it is a reminder that their heritage did not start in America with slavery. Yes, that was a devastating, truly awful portion of their history, but their history also offers a culture that they can be proud of, one that can be celebrated.
DeleteInteresting point Emily.... I had never really thought about that. If we place such high importance on teaching African culture, then should we not place importance on all ancestry that might exist in a classroom? there have been many cultures that have felt injustice and even slavery... But I do understand where Leslie is coming from as well.. and why it is important for students to know their history did not begin with slavery. Interesting to think about both sides of that...
Deletecomment: I really liked the idea that some of the teachers mentioned in this chapter had about letting student develop their core academic skill naturally by putting that development into the background of bigger projects which on the surface had nothing at all to do with "schooly stuff".
ReplyDeletequestion: Do you think there is a way to make heavily African culture focused instruction like some of the things described here work successfully in a culturally diverse classroom? What about a predominately white one?
Comment: Carrie Secret's class seems AWESOME. I love the way she built a community in her classroom, and although dealing with a student who ahs behavioral issues is difficult, she somehow managed to make it work. Also, I love that Education is a way to assert yourself as a free person, to claim your humanity--not just get a job like we tell our students everyday. Even University has become job training, which is sad because at certain universities, crucial academia is being cut (Subjects like French, German, and Agriculture). If every American teacher focused on students "claiming their freedom" and creating a community that works together, then our system would be very different.
ReplyDeleteQuestion: Depit suggests that Teaching is a calling--not a job, because you do not get paid enough for it to be a job. Do you feel that teaching is your calling? Why? How do you plan to change education and somehow make it so teachers are paid more than a bag of chips and a slap in the face one day? Do you think that if we believe in our students, then our students will believe in us?
I do feel like teaching is my calling. I have worked a lot of different jobs-- and I have been miserable or mildly unhappy in every one, always dreaming about leaving early and having to find ways to get myself through the day. But now, im not getting even getting paid for this, and I am happier doing it then anything ive ever done... its not even really comparable. At the end of the day, I feel like I did something that mattered, no matter how small... I don't know if things will ever change as far as pay, but if that were an issue for me, I would've chosen another profession. I'm just grateful to have found something that I will be happy doing. We spend most of our lives working, so if your miserable in your job, your miserable in most of your life... that is why salary isn't a huge concern for me. Its not worth it if your not happy doing it.
DeleteProfessor Emeh wrote: "It is foolishness that keeps a person from learning, not the Western notion of mental capacity." If this is true, should we have more character-building courses? Is there a way of teaching for this philosophy?
ReplyDeleteI believe there is a way to teach philosophy and that it mostly just comes down to whether or not the school will find it appropriate to teach. During my high school experience, our teachers were allowed to teach several world view/ belief systems not just to allow us to become more familiar with everything but to also get us in the mindset of defending what we believe in if the need every came up.
DeleteThe Hart-Risley study (amount of words known by professional's children and low income) reminds me of Ruby Payne. We see that there is an issue, and we come up with an idea, then we tell everyone the quick fix. But hat isn't the issue. We're blaming family and children when we need to teach them. As Delpit says "There is no vaccination" for poor students.
ReplyDeleteWhen it comes down to dealing with an individual who comes from an impoverished background, it is important to take Delpit's advice seriously on going easy on these students or trying to understand them before passing judgement. As my understanding goes, many black and white children face harsh treatment at home from parents who want them to succeed but yell at them or punish them constantly. There is only so much pressure a student can take before he or she loses control and snaps.
ReplyDeleteQuestion: Have any of you all had an instance where your student had had enough and refused to learn? What did they do? Were you able to help them?