I loved this chapter and how it emphasized the need to be a “warm demander.” This idea echoes the “strict but kind” teacher demeanor we spoke about in class. Delpit asserts that this type of demeanor will motivate our students to learn and achieve. Delpit states, “Many of our children of color don’t learn from a teacher, as much as for a teacher. They don’t want to disappoint a teacher who they feel believes in them” (86). I found this statement to be particularly compelling and applicable to all students, regardless of race. All of the qualities that she listed of a good teacher on page 86 made me feel like being an effective teacher, who masters this “warm demeanor,” is a bit like being a superhero or something that is near impossible to achieve. Does anyone else feel like we have so much to live up to as teachers?
I also like that Delpit points out that “the caring, the persistence, the pushing—all create trust” (86). We talked so much about the need for community this summer, and I think that this “warm demander” mentality and its element of trust is an essential way to build that community.
I agree with your comment and think that this is extremely important as a teacher... But it can be difficult to find that balance between strict and kind. For me in particular, I tend to just want to be nice to all the students, but am learning through student teaching how to also be authoritative. You quoted her saying that students don't want to disappoint a teacher who believes in them, and this statement in particular resonated with me, because as a student, I always tried harder in classes where I felt like I would let my teacher down if I did poorly... and if the teacher didn't care, I didn't really care. I think showing the students you believe in them is one of the most important things we can do as teachers.
I agree that the whole 'warm demander' thing can be difficult to do. We have a particular teacher at my school, (not my host), who has a problem with this. She is a very soft spoken woman, very kind to her students, until they begin misbehaving. It's like a light-switch goes off in her head and Hitler himself erupts from within. The kids react to her the same way every single day- they get defensive and angry.
At the end of the chapter, Delpit reveals that most of the teachers she mentioned in the chapter were African American and states that “their success is not because their skin color matches their students’ but because they know the lives and culture of their students” (87). I know that we will become more familiar with the culture of students over time, but what can we do now to learn about their culture in order to be prepared when we step into our own classrooms?
Another question: On page 73, Delpit mentions the idea that a “culture of a school” can potentially cause a teacher to believe that “not teaching” is acceptable? What are some ways that we can counter this culture of achievement in schools? How do we not get caught up in this way of thinking?
Comment: I just wanted to share a passage that I found very inspiring and powerful!
"While it is certainly true that inequity, family issues, poverty, crime, and so forth all affect poor children's learning opportunities, British educator Peter Mortimore found that the quality of teaching has six to ten times as much impact on achievement as all other factors combined." (Delpit, 73)
I loved this quote because it made me realize that, as future teachers, we have the power to help our students overcome their external hardships.
Just out of curiosity, can any of you remember having a teacher (elementary, middle, or high school) that completely changed your learning experience, in a positive way? What were his or her qualities that made the classroom a positive place for you?
I had a history teacher in high school who was amazing. He was SO knowledgeable about his content area and explained everything to us fully. He held multiple study sessions before and after school before every test and you could tell he genuinely wanted us to do well, but he NEVER made things easy so that we would do so. Other qualities that I remember about him were that he was very involved in the school (school spirit, attending games, etc), he let us really get to know him as a person and less of a teacher, and he was up to date in popular culture. He was someone that we could relate to but at the same time when he began and lesson and class started he meant business.
In high school, my math teacher made my time in algebra much more bearable. She taught me to enjoy math though it was never my best subject. I had to work my tail off in that class because she didn't just let us do the bare minimum, she challenged us. She would spend hours before & after school helping students with their homework. She would hold tutoring/review sessions before tests. She showed so much patience with us & we knew she loved us. She would tell us so & though she was demanding & set high expectations, that's why we worked so hard to do well. We didn't want to disappoint her. She believed in us.
She also was up to date on things that we were interested in & liked to crack a joke every now & then. Not only was she dedicated to her classes, she also served as the student council supervisor, she led BETA/NHS clubs, & had a family of her own to worry about. I remember when I had surgery one summer, she came by my house with a gift basket of goodies. She knew I'd be stuck at home recovering, so she brought me some girly magazines, word search books, fingernail polish, & stuff like that. I remember it because it was so thoughtful & she included a handwritten get well card. The fact that she went out of her way to help me in school & out said so much about her. And to this day, I still meet up with her for coffee or serve alongside her doing community service projects. She's awesome!
"In one classroom of over-age high schoolers who had recently switched to a new schedule, the teacher told me that the periods were too long & the students got tired so she allowed them to take naps if they chose to take a break from doing their assigned seat work," (74).
Um, whaaaat? How is that even a choice? I do not plan on letting my students sleep in class. That won't be an option. How does this teacher expect her students to learn & know what they need to go on to the next grade if they are sleeping through class?
Obviously, this is a terrible idea... I had one teacher in high school who was narcoleptic, and while I never saw him fall asleep while teaching, he emphasized with those of us who may want to sleep during school. On the first day of class, he told us all that he didn't care if we slept as long as we got our work done... And I wasn't the best student at the time, so from then on out, 2nd period was nap time. I learned nothing and remember very little from that class... so yeah, horrible teaching strategy. 1st rule of teaching:students need to be awake in order to learn.
I had the same reaction! It's crazy that a teacher would even say that. Plus, that mention of "seat work" doesn't add to that situation either. This example teacher really didn't seem to care about actual learning. I've heard some teachers say that if a student doesn't want to learn and just wants to sleep then that is their choice. I understand that premise, but I feel that a teacher whose goal it is to help students learn would never have either of those policies.
YES. I was baffled by the fact that this happens. I cannot believe this would even be under consideration. If they're that tired, let them sleep during PE or after they're done with lunch, not while they're learning things they'll need to know for the rest of their lives.
Can y'all think of a past teacher/present host teacher that demonstrates "warm demander" qualities? What was/is that experience like for you? And, how do you (personally) respond to warm demanders?
I had a professor in college whom a lot of people thought assigned way too much work. There were posts due each week along with several longer essays throughout the semester. However, she wasn't a professor who assigned things just for the heck of it or to make her students sweat. She wanted to us to come up with original thoughts. We put in the work, and so did she, meaning that each assignment/essay/post we had to do was graded by the next class period, no exceptions. Students notice when a teacher puts time into a class like that.
Slacking off was not an option in her class either. But, the thing is, no one wanted to slack off and not do the reading because then they would miss out on an awesome discussion. Everyone wanted to be a part of the discussion each class period so we did the work. She definitely mastered the idea of being a "warm demander."
My favorite professor at GCSU is a French professor who expected the best from all of us--I NEVER received an A in her classes and I even admitted once that I should have studied more for one of those classes. She never let anyone make excuses and always expected us to be on time and participate. It made me want to excel and learn.
On page 72, she states, "Gloria Ladson- Billings says that successful teachers of low-income, culturally diverse children know that their students are 'school dependent'". What do you think of that statement as an educator? WHere is the line between parent and teacher, instructor and guardian? Because we don't want to be "friends", so to say with our students, but a friendly authority figure.
I think between "friend" and "teacher" is "mentor". My host teacher has an afterschool program called B2B (Brother 2 Brother) where he takes at risk boys out for movies or dinner. However, he is rewarding them for excellence at school and in the home, so he speaks with the parents to make sure they are doing that. Something like that can go a long way, but still keeps up that teacher/student barrier.
Later on in the chapter, there is a story about a student and a teacher, and Brown said this quote which I thought was awesome: "'Look at a man the way that he is and he only becomes worse, but look at him as if he were what he could be, then he becomes what he should be'".
Ahh, I starred that in my book when I read it. I feel like this would be a great quote to use in class. Maybe incorporate it as an EQ & ask them what it means to them? And, I agree with what you said Rob.
I loved this quote! It seems like it would be common sense, but if we forget to take a walk in the students' shoes while planning a lesson or disciplining, it seems to fade off into the not-so-common sense.
Comment, passage I loved: "Students were also very aware of the culture of their schools, the attitudes their teachers have toward teaching, and the effort those teachers put into their craft"
I love this and I think it is important to remember, as it seems easy to get too comfortable in a classroom. I think keeping up a positive culture that holds high expectations and celebrates creativity is important. And here when it refers to a teachers craft I believe they mean teaching but I think it is also important to show that you put effort into your personal craft and are interested in what you are teaching.
Question: do you ever find it is difficult to take on the "warm demander" persona as someone who isn't really too much older than the students we are teaching? I love the idea of being a warm demander and I think it is very effective but I find it difficult to assert. I see it as almost coming from a maternal/paternal place an I don't think I have that presence.
It's something I worry I won't be able to do. Even though I'm much older, I don't act it and am a goof... and like being a goof. I also worry that I'll fall into one extreme or the other and either be a doormat or Snape. Also, it's difficult since sometimes even if you *are* being the right mix, your students may not tell you and you may not see the results when you have them. It seems like you have to have confidence and I'm not sure I can muster that.
I have the same worry, Emily! Even in student-teaching, I find that I have a conversational tone with them more often than an authoritative one. I think it will come with time though.
Comment: Delpit's final paragraph in this chapter is a summary of an ideology that I'm sure many people in the world would want to embrace. Instead of thinking so pessimistically, one should maintain a positive attitude and see what each child can become. While I do enjoy being optimistic, I have known several people who have taken their optimism too far and put to much faith in humanity. In other words, they became heavily disappointed and even depressed when they were not able to reach even a majority of their students.
Question: With regards to the use of optimism and realism, which approach to teaching would ya'll attempt to take? Would you try and mix the two attitudes together or even maybe stay mostly optimistic but have at least a slight realistic attitude in order to avoid any serious disappointment?
Question: Comment- I thought it was so interesting when Delpit compared students working at home to their parents on schoolwork with kids doing the same sports. Delpit describes Ms. Willis' tactic of having students writing her a note of explanation when they don't do their homework. My host teacher does this as well. I have noticed that the kids (since she startd implimenting it on my first day) have responded very positively. They don't want to disappoint. How do you all feel about this point?
Comment: I love the further emphasis Depit puts on learning about the students before teaching them. I am also touched by the story about the music teacher who said hello to students by saying "Hello, prodigy." I am inspired--how can we implement this sort of encouragement everwhere?? Also I think that is interesting that students refer to this kind of discipline as "mean." When a teacher is mean, it also means that they do not expect and crap from you or your peers. Also, my host teacher is admant about giving a reason for everything, even if it is "The French gods made it so..." so that the children learn for a reason.
Question: How do you think mean talking would work with students from other cultures? For example, French students?
Did anyone ever have a teacher that encompassed qualities that you now aspire to? What in particular did they do that got through to you as the student? And do you think you will be able to do the same?
One of my favorite teachers is from college, so I dunno if it's apt. He just made every class fun. He'd be goofy and lighthearted and yes, teach, but being college, there was no real discipline or anything, so it's not apt in many ways, I guess, but he's part of why I wanted to try teaching.
I thought it was interesting to read the quotes from the successful teachers on page 86-87. I thought it was even more interesting that Delpit chooses to tell us afterward that these teachers are African American. She says that they aren't just successful because they share the same skin color, but because they understand their students. They take the time to learn more about the culture of where they grow up and the students' lives. As teachers, I believe it is our duty to understand the city where we teach and adjust our styles accordingly.
Do you think it is interesting that there is such a limited number of African American teachers in schools like our Early College that is comprised of a majority of black students?
I never really had any teachers I would describe as "warm demanders", probably because like most of us, I never needed that distinct push or guidance as much as the kids we are learning about. I had some teachers who had high expectations of me. My question is, with none of us being black, how able are we as teachers to act as a "warm demander" to young black students?
This chapter talks about the idea of the "Warm Demander." Delpit describes this as an attractive characterization of a good teacher. They are someone who is caring and takes on similar roles as a parent and is also challenging enough to demand the highest quality of work and performance for his or her student's. This necessary blend of care and expectations is not something that can be taught in a class for future teachers. It is a personality trait that must be inhabited. Emotion, sternness, and ambition are paramount. It takes a certain kind of personality to exhibit all of these perfect traits.
So is being a great teacher part of something we are born with, and part of something learn along the way? You can have a great pedagogy, but if it is back by a crap personality, you still aren't much of a teacher, are you?
On page 85, the teacher greets their students in a way where they feel special and also in a way where the students don't want to disappoint their teachers. How will you make your students feel special each day so they don't give up?
I plan to greet them as artists and try and share my excitement with them. Every piece of art they do is special, beautiful, and unique to them and should be appreciated even if they don't think it's their best, it's a step to becoming better and a good thing if they recognize it's not their best and they wish to improve it.
I think that's a good way to encourage students and I liked you mentioning that they they can recognize if it's not their best and find ways to improve it, growing as an artist is important. I think it's important for students who do feel like they are doing well to also recognized the importance of improving and changing so they can grow.
I thought it was interesting that on page 74, there was the quote by Schmoker "the best teachers in a school have *six times as much impact* as the bottom third of teachers." I also loved the quote on page 79 by Mr. Washington, "...Someone's opinion of you does not have to become your reality."
One of the points in the text was that teachers should constantly push their students, as the students take it as teachers showing they care and that the instructor believes the students can do the work. My question would be how do you feel you can do this with multiple students of varying levels and keep them all sufficiently pushed and challenged yet not losing some to being overwhelmed? I know a lot of my questions have to do with 'balance' but I find it tricky to gauge.
I definitely benefited from having teachers that could be described as "Warm Demanders." For example, one of the Social Studies teachers at my high school was known around the school as "the mean lady." 9th and 10th graders would walk past her room sometimes and grow scared of her because no matter what she always seemed to be shouting. Anyone who actually had her class though quickly learned that she is not always angry, she just believed in getting across what she had to say forcefully and loudly enough to be heard.
Is the warm demander principle only useful in low income or low performing schools, or can we try to employ it anywhere we go?
I think it can work anywhere. Letting students know you are serious but care about them and their success seems to appeal to some kind of universal need to be challenged and loved. I think creating community is important in any classroom.
I definitely benefited from having teachers that could be described as "Warm Demanders." For example, one of the Social Studies teachers at my high school was known around the school as "the mean lady." 9th and 10th graders would walk past her room sometimes and grow scared of her because no matter what she always seemed to be shouting. Anyone who actually had her class though quickly learned that she is not always angry, she just believed in getting across what she had to say forcefully and loudly enough to be heard.
Is the warm demander principle only useful in low income or low performing schools, or can we try to employ it anywhere we go?
I too am a big fan of the "warm demander." I'd rather have a teacher who was demanding rather than one who didn't care. I also think that the warm demander principle can be transferred to all students. It may be needed especially more in a low income or low performing school, but I think it should be used in any school district.
Chapter 4 comment:
ReplyDeleteI loved this chapter and how it emphasized the need to be a “warm demander.” This idea echoes the “strict but kind” teacher demeanor we spoke about in class. Delpit asserts that this type of demeanor will motivate our students to learn and achieve. Delpit states, “Many of our children of color don’t learn from a teacher, as much as for a teacher. They don’t want to disappoint a teacher who they feel believes in them” (86). I found this statement to be particularly compelling and applicable to all students, regardless of race. All of the qualities that she listed of a good teacher on page 86 made me feel like being an effective teacher, who masters this “warm demeanor,” is a bit like being a superhero or something that is near impossible to achieve. Does anyone else feel like we have so much to live up to as teachers?
I also like that Delpit points out that “the caring, the persistence, the pushing—all create trust” (86). We talked so much about the need for community this summer, and I think that this “warm demander” mentality and its element of trust is an essential way to build that community.
I agree with your comment and think that this is extremely important as a teacher... But it can be difficult to find that balance between strict and kind. For me in particular, I tend to just want to be nice to all the students, but am learning through student teaching how to also be authoritative. You quoted her saying that students don't want to disappoint a teacher who believes in them, and this statement in particular resonated with me, because as a student, I always tried harder in classes where I felt like I would let my teacher down if I did poorly... and if the teacher didn't care, I didn't really care. I think showing the students you believe in them is one of the most important things we can do as teachers.
DeleteI agree that the whole 'warm demander' thing can be difficult to do. We have a particular teacher at my school, (not my host), who has a problem with this. She is a very soft spoken woman, very kind to her students, until they begin misbehaving. It's like a light-switch goes off in her head and Hitler himself erupts from within. The kids react to her the same way every single day- they get defensive and angry.
DeleteChapter 4 question:
ReplyDeleteAt the end of the chapter, Delpit reveals that most of the teachers she mentioned in the chapter were African American and states that “their success is not because their skin color matches their students’ but because they know the lives and culture of their students” (87). I know that we will become more familiar with the culture of students over time, but what can we do now to learn about their culture in order to be prepared when we step into our own classrooms?
Another question: On page 73, Delpit mentions the idea that a “culture of a school” can potentially cause a teacher to believe that “not teaching” is acceptable? What are some ways that we can counter this culture of achievement in schools? How do we not get caught up in this way of thinking?
Comment: I just wanted to share a passage that I found very inspiring and powerful!
ReplyDelete"While it is certainly true that inequity, family issues, poverty, crime, and so forth all affect poor children's learning opportunities, British educator Peter Mortimore found that the quality of teaching has six to ten times as much impact on achievement as all other factors combined." (Delpit, 73)
I loved this quote because it made me realize that, as future teachers, we have the power to help our students overcome their external hardships.
Question: (In reference to p. 72)
ReplyDeleteJust out of curiosity, can any of you remember having a teacher (elementary, middle, or high school) that completely changed your learning experience, in a positive way? What were his or her qualities that made the classroom a positive place for you?
I had a history teacher in high school who was amazing. He was SO knowledgeable about his content area and explained everything to us fully. He held multiple study sessions before and after school before every test and you could tell he genuinely wanted us to do well, but he NEVER made things easy so that we would do so. Other qualities that I remember about him were that he was very involved in the school (school spirit, attending games, etc), he let us really get to know him as a person and less of a teacher, and he was up to date in popular culture. He was someone that we could relate to but at the same time when he began and lesson and class started he meant business.
DeleteIn high school, my math teacher made my time in algebra much more bearable. She taught me to enjoy math though it was never my best subject. I had to work my tail off in that class because she didn't just let us do the bare minimum, she challenged us. She would spend hours before & after school helping students with their homework. She would hold tutoring/review sessions before tests. She showed so much patience with us & we knew she loved us. She would tell us so & though she was demanding & set high expectations, that's why we worked so hard to do well. We didn't want to disappoint her. She believed in us.
DeleteShe also was up to date on things that we were interested in & liked to crack a joke every now & then. Not only was she dedicated to her classes, she also served as the student council supervisor, she led BETA/NHS clubs, & had a family of her own to worry about. I remember when I had surgery one summer, she came by my house with a gift basket of goodies. She knew I'd be stuck at home recovering, so she brought me some girly magazines, word search books, fingernail polish, & stuff like that. I remember it because it was so thoughtful & she included a handwritten get well card. The fact that she went out of her way to help me in school & out said so much about her. And to this day, I still meet up with her for coffee or serve alongside her doing community service projects. She's awesome!
Comment/Reaction:
ReplyDelete"In one classroom of over-age high schoolers who had recently switched to a new schedule, the teacher told me that the periods were too long & the students got tired so she allowed them to take naps if they chose to take a break from doing their assigned seat work," (74).
Um, whaaaat? How is that even a choice? I do not plan on letting my students sleep in class. That won't be an option. How does this teacher expect her students to learn & know what they need to go on to the next grade if they are sleeping through class?
Obviously, this is a terrible idea... I had one teacher in high school who was narcoleptic, and while I never saw him fall asleep while teaching, he emphasized with those of us who may want to sleep during school. On the first day of class, he told us all that he didn't care if we slept as long as we got our work done... And I wasn't the best student at the time, so from then on out, 2nd period was nap time. I learned nothing and remember very little from that class... so yeah, horrible teaching strategy. 1st rule of teaching:students need to be awake in order to learn.
DeleteI had the same reaction! It's crazy that a teacher would even say that. Plus, that mention of "seat work" doesn't add to that situation either. This example teacher really didn't seem to care about actual learning.
DeleteI've heard some teachers say that if a student doesn't want to learn and just wants to sleep then that is their choice. I understand that premise, but I feel that a teacher whose goal it is to help students learn would never have either of those policies.
YES. I was baffled by the fact that this happens. I cannot believe this would even be under consideration. If they're that tired, let them sleep during PE or after they're done with lunch, not while they're learning things they'll need to know for the rest of their lives.
DeleteQuestion:
ReplyDeleteCan y'all think of a past teacher/present host teacher that demonstrates "warm demander" qualities? What was/is that experience like for you? And, how do you (personally) respond to warm demanders?
I had a professor in college whom a lot of people thought assigned way too much work. There were posts due each week along with several longer essays throughout the semester. However, she wasn't a professor who assigned things just for the heck of it or to make her students sweat. She wanted to us to come up with original thoughts. We put in the work, and so did she, meaning that each assignment/essay/post we had to do was graded by the next class period, no exceptions. Students notice when a teacher puts time into a class like that.
DeleteSlacking off was not an option in her class either. But, the thing is, no one wanted to slack off and not do the reading because then they would miss out on an awesome discussion. Everyone wanted to be a part of the discussion each class period so we did the work. She definitely mastered the idea of being a "warm demander."
My favorite professor at GCSU is a French professor who expected the best from all of us--I NEVER received an A in her classes and I even admitted once that I should have studied more for one of those classes. She never let anyone make excuses and always expected us to be on time and participate. It made me want to excel and learn.
DeleteOn page 72, she states, "Gloria Ladson- Billings says that successful teachers of low-income, culturally diverse children know that their students are 'school dependent'". What do you think of that statement as an educator? WHere is the line between parent and teacher, instructor and guardian? Because we don't want to be "friends", so to say with our students, but a friendly authority figure.
ReplyDeleteI think between "friend" and "teacher" is "mentor". My host teacher has an afterschool program called B2B (Brother 2 Brother) where he takes at risk boys out for movies or dinner. However, he is rewarding them for excellence at school and in the home, so he speaks with the parents to make sure they are doing that. Something like that can go a long way, but still keeps up that teacher/student barrier.
DeleteLater on in the chapter, there is a story about a student and a teacher, and Brown said this quote which I thought was awesome: "'Look at a man the way that he is and he only becomes worse, but look at him as if he were what he could be, then he becomes what he should be'".
ReplyDeleteThat is a very moving quote. Sometimes people only expect the worse out of each other and with that kind of attitude, it's exactly what they get.
DeleteAhh, I starred that in my book when I read it. I feel like this would be a great quote to use in class. Maybe incorporate it as an EQ & ask them what it means to them? And, I agree with what you said Rob.
DeleteYeah, I just looked up some quotes by Goethe. He's got some winners.
Deletehttp://www.goodreads.com/author/quotes/285217.Johann_Wolfgang_von_Goethe
I loved this quote! It seems like it would be common sense, but if we forget to take a walk in the students' shoes while planning a lesson or disciplining, it seems to fade off into the not-so-common sense.
DeleteComment, passage I loved:
ReplyDelete"Students were also very aware of the culture of their schools, the attitudes their teachers have toward teaching, and the effort those teachers put into their craft"
I love this and I think it is important to remember, as it seems easy to get too comfortable in a classroom. I think keeping up a positive culture that holds high expectations and celebrates creativity is important. And here when it refers to a teachers craft I believe they mean teaching but I think it is also important to show that you put effort into your personal craft and are interested in what you are teaching.
Question: do you ever find it is difficult to take on the "warm demander" persona as someone who isn't really too much older than the students we are teaching? I love the idea of being a warm demander and I think it is very effective but I find it difficult to assert. I see it as almost coming from a maternal/paternal place an I don't think I have that presence.
ReplyDeleteIt's something I worry I won't be able to do. Even though I'm much older, I don't act it and am a goof... and like being a goof. I also worry that I'll fall into one extreme or the other and either be a doormat or Snape. Also, it's difficult since sometimes even if you *are* being the right mix, your students may not tell you and you may not see the results when you have them. It seems like you have to have confidence and I'm not sure I can muster that.
DeleteI have the same worry, Emily! Even in student-teaching, I find that I have a conversational tone with them more often than an authoritative one. I think it will come with time though.
DeleteComment: Delpit's final paragraph in this chapter is a summary of an ideology that I'm sure many people in the world would want to embrace. Instead of thinking so pessimistically, one should maintain a positive attitude and see what each child can become. While I do enjoy being optimistic, I have known several people who have taken their optimism too far and put to much faith in humanity. In other words, they became heavily disappointed and even depressed when they were not able to reach even a majority of their students.
ReplyDeleteQuestion: With regards to the use of optimism and realism, which approach to teaching would ya'll attempt to take? Would you try and mix the two attitudes together or even maybe stay mostly optimistic but have at least a slight realistic attitude in order to avoid any serious disappointment?
Question: Comment- I thought it was so interesting when Delpit compared students working at home to their parents on schoolwork with kids doing the same sports. Delpit describes Ms. Willis' tactic of having students writing her a note of explanation when they don't do their homework. My host teacher does this as well. I have noticed that the kids (since she startd implimenting it on my first day) have responded very positively. They don't want to disappoint. How do you all feel about this point?
ReplyDeleteComment: I love the further emphasis Depit puts on learning about the students before teaching them. I am also touched by the story about the music teacher who said hello to students by saying "Hello, prodigy." I am inspired--how can we implement this sort of encouragement everwhere?? Also I think that is interesting that students refer to this kind of discipline as "mean." When a teacher is mean, it also means that they do not expect and crap from you or your peers. Also, my host teacher is admant about giving a reason for everything, even if it is "The French gods made it so..." so that the children learn for a reason.
ReplyDeleteQuestion: How do you think mean talking would work with students from other cultures? For example, French students?
Did anyone ever have a teacher that encompassed qualities that you now aspire to? What in particular did they do that got through to you as the student? And do you think you will be able to do the same?
ReplyDeleteOne of my favorite teachers is from college, so I dunno if it's apt. He just made every class fun. He'd be goofy and lighthearted and yes, teach, but being college, there was no real discipline or anything, so it's not apt in many ways, I guess, but he's part of why I wanted to try teaching.
DeleteThis comment has been removed by the author.
ReplyDeleteI thought it was interesting to read the quotes from the successful teachers on page 86-87. I thought it was even more interesting that Delpit chooses to tell us afterward that these teachers are African American. She says that they aren't just successful because they share the same skin color, but because they understand their students. They take the time to learn more about the culture of where they grow up and the students' lives. As teachers, I believe it is our duty to understand the city where we teach and adjust our styles accordingly.
ReplyDeleteDo you think it is interesting that there is such a limited number of African American teachers in schools like our Early College that is comprised of a majority of black students?
DeleteI never really had any teachers I would describe as "warm demanders", probably because like most of us, I never needed that distinct push or guidance as much as the kids we are learning about. I had some teachers who had high expectations of me. My question is, with none of us being black, how able are we as teachers to act as a "warm demander" to young black students?
ReplyDeleteThis chapter talks about the idea of the "Warm Demander." Delpit describes this as an attractive characterization of a good teacher. They are someone who is caring and takes on similar roles as a parent and is also challenging enough to demand the highest quality of work and performance for his or her student's. This necessary blend of care and expectations is not something that can be taught in a class for future teachers. It is a personality trait that must be inhabited. Emotion, sternness, and ambition are paramount. It takes a certain kind of personality to exhibit all of these perfect traits.
ReplyDeleteSo is being a great teacher part of something we are born with, and part of something learn along the way? You can have a great pedagogy, but if it is back by a crap personality, you still aren't much of a teacher, are you?
On page 85, the teacher greets their students in a way where they feel special and also in a way where the students don't want to disappoint their teachers. How will you make your students feel special each day so they don't give up?
ReplyDeleteI plan to greet them as artists and try and share my excitement with them. Every piece of art they do is special, beautiful, and unique to them and should be appreciated even if they don't think it's their best, it's a step to becoming better and a good thing if they recognize it's not their best and they wish to improve it.
DeleteI think that's a good way to encourage students and I liked you mentioning that they they can recognize if it's not their best and find ways to improve it, growing as an artist is important. I think it's important for students who do feel like they are doing well to also recognized the importance of improving and changing so they can grow.
DeleteI thought it was interesting that on page 74, there was the quote by Schmoker "the best teachers in a school have *six times as much impact* as the bottom third of teachers." I also loved the quote on page 79 by Mr. Washington, "...Someone's opinion of you does not have to become your reality."
ReplyDeleteOne of the points in the text was that teachers should constantly push their students, as the students take it as teachers showing they care and that the instructor believes the students can do the work. My question would be how do you feel you can do this with multiple students of varying levels and keep them all sufficiently pushed and challenged yet not losing some to being overwhelmed? I know a lot of my questions have to do with 'balance' but I find it tricky to gauge.
ReplyDeleteI definitely benefited from having teachers that could be described as "Warm Demanders." For example, one of the Social Studies teachers at my high school was known around the school as "the mean lady." 9th and 10th graders would walk past her room sometimes and grow scared of her because no matter what she always seemed to be shouting. Anyone who actually had her class though quickly learned that she is not always angry, she just believed in getting across what she had to say forcefully and loudly enough to be heard.
ReplyDeleteIs the warm demander principle only useful in low income or low performing schools, or can we try to employ it anywhere we go?
I think it can work anywhere. Letting students know you are serious but care about them and their success seems to appeal to some kind of universal need to be challenged and loved. I think creating community is important in any classroom.
DeleteI definitely benefited from having teachers that could be described as "Warm Demanders." For example, one of the Social Studies teachers at my high school was known around the school as "the mean lady." 9th and 10th graders would walk past her room sometimes and grow scared of her because no matter what she always seemed to be shouting. Anyone who actually had her class though quickly learned that she is not always angry, she just believed in getting across what she had to say forcefully and loudly enough to be heard.
ReplyDeleteIs the warm demander principle only useful in low income or low performing schools, or can we try to employ it anywhere we go?
I too am a big fan of the "warm demander." I'd rather have a teacher who was demanding rather than one who didn't care. I also think that the warm demander principle can be transferred to all students. It may be needed especially more in a low income or low performing school, but I think it should be used in any school district.
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