Delpit writes, "I am angry because of the way that the original idea of charter schools has been corrupted. In their first iteration, charter schools were to be beacons for what could happen in public schools. They were intended to develop models for working with the most challenging populations. What they discovered was to be shared & reproduced in other public school classrooms. Now, because of the insertion of the "market model," charter schools often shun the very students they were intended to help." (page xv-xvi)
With that in mind, what are your thoughts on charter schools? Has anyone ever been exposed to that learning/teaching environment? I know that there is a charter school -- Lake Oconee Academy -- in Greene County, but do any of you know any others in areas near your home town?
Ah! I just saw this and realized I left a very similar comment. But yeah, I don't think there are any near where I'm from but I did visit that charter school (NOCCA) in New Orleans. It was a little unique because it was a fine arts charter school and students only came there for half of the day (while attending another school for the first half to get their academics). I can't say exactly what my opinion of the school was because I was there for a short period of time and of course only saw the positive things they exposed me to themselves but it seemed great. They had a nice facility that students could take advantage of with expert teachers to guide them. From what I could gather (since it was for fine arts) your admission depended on a portfolio submission. So in a way this did exclude some students but it was talent based, not income based.
When Delpit is listing her ideas to "create excellence in urban classrooms, I especially like #1 (Recognize the importance of a teacher & GOOD TEACHING...) & #5 (Recognize & build on children's strengths -- my host teacher does a great job at this. He likes to reward the "prepared" & believes in the power of praise). However, #10 is my favorite (Foster a sense of children's connection to community, to something greater than themselves).
I'm very fond of that quote too (#10). In fact, I think your previously listed ideas work well with #10. Once you establish inclusion regarding the student's cultural lives, you get their attention and they can easily participate.
Intro/ Chapter 1 Question: Delpit discusses stereotype threat, which we have read about prior to this book. Through reading this research, we can pretty much determine that students who feel they may be confirming a stereotype with their performance will perform lesser on academic assignments and assessments. How can we, as teachers, rid our classes of this stereotype threat?
I think verbal affirmation goes a long way in this case. Constantly reminding students that they are capable of achievement and excellence despite some negative stereotype that surrounds their demographic is a key to squashing their internalized fear of confirming a stereotype.
I am utterly disgusted by the quotations provided on pages 10 & 11. It is definitely mortifying that ideas like these are still being considered and even thought rational today. I thought Delpit's (and Beverly Tatum's) comparison of citizens being smog breathers to citizens being racism breathers is brilliant. I think this is one of the best descriptions of I have heard of racial issues today. I don't think everyone who has racial tendencies even knows that they do. Because it is all around us, we are breathers, which means that we do have underlying brain cues that makes us either think or act on racial thoughts or views.
I just have to comment on this now, Sabrina. I agree with your take on this! I read those quotations over & over & was like, "whaaaat!?!?!" How can this be? It makes me have a pit in my stomach just thinking about how those words could come out of their mouths.
I loved the racism breathing passage as well. It is so poignant, and made me think of the unconscious bias that was discussed in a video from an earlier module. More people need to realize that they may be harboring racial tendencies without their own awareness.
I have always been curious about charter schools and it was interesting to have some light shed on that while reading the introduction. Delpit says "the K-12 publicly funded charter schools, which are supposed to be open to all through a lottery system of enrollment, are giving preferential admission to children who have attended an affiliated private preschool." This is sad to me. Charter schools are a good idea, in theory but have been corrupted by money. I visited a wonderful arts charter high school in New Orleans a couple of years ago and fell in love with it. The facility was so nice and shiny, the students were doing amazing things, and the teachers really seemed to care. What I didn't see (which I do not know if this was necessarily the case with this particular school) was how it affected the students who WEREN'T attending the school.
I wasn't familiar at all with charter schools at all until very recently so it is interesting for me to learn about them and how/why they are different from other schools. From what I have read and heard from other resources, I don't necessarily agree with Delpits opinion on them, being that they have been "corrupted." Though, being that I don't have much knowledge about them, and have never been to one, maybe I am wrong... But from what I DO know, they seem to be generally good institutions. Correct me if I am wrong.
Yeah, I'm sort of in the same boat as you in the respect that I don't really know enough to made an informed opinion. The one that I was personally exposed to seemed good but I have watched a couple of documentaries on netflix about them and it can become really crooked.
i reposed because i accidentally replied in the wrong spot the first time :)
In chapter one Delpit notes in Steele's study that they "found that stereotype threat appears to function in most settings in which a group feels stigma potentially related to its performance." This seems to be a big problem in the achievement gap, what will you do in your classroom to avoid/fix this?
What I have noticed in schools is that students seem to segregate themselves. Black students sit with black students and white students sit with white students. There is only so much we can do in a classroom (specifically an art classroom, where racial discussion isn't generally relevant) , but I personally will try to make sure my students are integrated by making a seating chart ensuring that different races are mixed amongst each other. Black and white students segregating is only going to promote all those negative stigmas.
In Chapter 1, page 16 Delpit described research conducted by Professor Noguera in an academic magnet school (where all the students were selected on the basis of high test scores & GPAs). The research shows black students' alienation from school & their teachers. When given this statement, "My teachers support me & care about my success in their class," only 20% of the black males interviewed 'agreed' or 'strongly agreed'. Seriously? Something is wrong with that number. However, 54% of white males & 71% white females felt they were supported & were on their way to becoming successful. Furthermore, 80% of black males 'disagreed' or 'strongly disagreed' with the statement! "If this is the perceived reality for African American males in a selective magnet school, imagine the level of alienation that our black boys may feel if they are lower performers in traditional academic settings."
This is quite alarming. As a future educator, I want to be able to have my students feel like I am supportive & there to help them succeed. I actually heard my host teacher talking to a guest in our class today about how in essence he teaches ELA, but there's so much unwritten curriculum that is incorporated into the day that involves helping the students learn to grow, figure themselves out, & become successful individuals (both in & out of school). I thought that was such an interesting thought because yes, we are teaching them how to read, how to write, how to do this & that, but we're also there to be their support system. I know that teenage years are awkward & are full of ups & downs, but we as teachers, need to guide them & offer advice when they need it. It's sad that so many black students feel this way. I don't even want to think of what the students in traditional academic settings think because I have a feeling that the percentages would be even higher for those that 'disagree' or 'strongly disagree' with the statement, "My teachers support me & care about my success in their class." What a terrible thought to have students feel that way. Breaks my heart.
In this study they pulled students enrolled in a magnet school (based on high test scores & GPAs), so you would think that these kids are pretty well rounded. I say this because, GPAs involve effort throughout the semester/quarter/grading period because you have to maintain certain grades. However, test scores can be an "iffy" part of the equation. Some students excel at taking tests, though they may not study outside of class; they may just get what is being taught. While there's some students that have test anxiety & may know the information, but their work does not show their comprehension. Therefore, I like that they are taking these things into consideration, if that is the requirement to get into this type of school. I think the part that alarms me about this study is that there are students who think their teachers don't care. (I've sadly met some who don't). The main thing for me is -- I never want my students or any student to feel that way. I know that there are great teachers out there, but some may very well be at fault for this mindset in children or other preconceived notions. I just don't think it's safe to assume it's the mindset of all of them. Though, I can see how some students may not take these type of evaluations seriously (plus the choices are subjective -- it really depends on how the student views "agree" vs "disagree"), I know that some mindsets are previously in that mindset of "my teacher doesn't care," but, my job is to never give them a reason to think that. I want them to know from the get go that I'm there to help them succeed & believe in them. In the end, I think with a positive classroom environment along with great teaching can be instrumental in helping them get further than they ever though possible. It may be ambitious, but I think I can help them believe in themselves because I had teachers who helped me believe in myself.
I am glad that Dr. Alby had us read Payne's articles prior to reading Delpit's book because we have some knowledge on her thoughts on SES & schools. With that in mind, if you refer back to page 7, Delpit writes, "What Payne is labeling 'culture' is actually the response to oppression. True culture supports its people; it doesn't destroy them."
What are your thoughts on the above statement? Do you agree or disagree?
I loved that quote and underlined it. I rarely do that unless instructed to. I never thought of it that way, but I fully agree. One's culture should give them identity, purpose, and community. It should also be common to that sect or area not due to circumstances but due to it being something they choose to do as a people. Are there exceptions? Sure, as some cultures are indeed homophobic, misogynistic, xenophobic, etc. But in general, I see the examples she spoke of to be accurate. How about you, Jess?
In the intro, Delpit talks about Charter schools in a negative light, and I have one or two people comment on this, but do the rest of you have any experience or knowledge of charter schools? Do you agree or disagree with Delpit?
My hometown Byron is trying to open a Charter school for Peach County. Byron is a small town with deep-rotted community prejudice towards Black people in the area (for example, their proms weren't desegregated until 1990). It's not something I'm proud of at all. So, when I first heard of the effort to open a Charter school in the city, I immediately linked it with racism. Delpit's commentary confirmed the uneasiness about the Charter school opening in that particular area.
For me, it depends on the charter school. My cousin was going through a rough time when she was little and she went to the neighborhood charter school, free of charge (most of the neighborhood was on free or reduced lunch), and she excelled far better there at a smaller school than at a larger school with lots of issues. I think children learn differently, and it is a matter of figuring out who or where is the best place for each individual. Sometimes public school is great and they learn a lot, other times, like my cousin's case, students need a little more than what is already compulsory and free.
Intro comment: I was shocked and disgusted to read that a New Orleans charter school, which was supposed to function based on a lottery system, gave preferential treatment to those who went into an associated pre-K school with an annual tuition of $4,000.
Intro question: Does anyone know the actual purpose of a charter school? I never really understood.
Chpt. 1 comment: My mouth dropped open when I read that John C. Calhoun claimed to have "scientific" proof that African Americans should be slaves.
Chpt. 1: question: So far in your student teaching experience, have you witnessed a situation in which someone has treated a black student as an inferior, either consciously or not?
Schipani made a point to show me the difference in work ethic between some of our white students and most of our black students. It was painfully obvious that most of our black students are just as smart, only they show little to no desire or drive to do their work. It is almost as if they already feel defeated even though we have evidence of their test scores that prove that they are more than capable...
Intro/Ch. 1 comment: One passage that struck me was when Delpit states, “When students doubt their own competence, they typically respond with two behaviors: they either hid (hoods over faces, heads on desks) and try to become invisible, or they act out to prevent a scenario unfolding in which they will not be able to perform and will once again be proved ‘less than” (14). This behavior happens all the time in classroom, and it is mostly met with a teacher chastising a student for being lazy or disrupting. It is important to see the reasons behind the behavior and to see the underlying problem a student may be facing. By reprimanding these students, teachers only reinforce the internalized stereotypes that students may harbor. I don’t know about you guys, but I see this in my host teachers’ class all of the time. The students are constantly being verbally reprimanded. I understand that order needs to be kept and managed in a classroom, but when a teacher flat out yells at students on a daily basis, I can’t help but think that there are issues going on behind that “awful 3rd block” and yelling is not helping.
Another passage that was interesting to consider was the fact that African American males, in particular, are struggling in our school systems. I found it extremely alarming that they are the only demographic in the U.S. whose life expectancy is declining. Delpit also notes that black males are stigmatized not only by the school system but by society as a whole. Statistics show that black male students feel that their teachers are not supportive of them, what can we do as teachers to prove that that statistic can be changed?
I was really interested in the segment where Delpit collected the notes of her students and transcribed them. I think it all boils back to the idea that so many teachers teach what is interesting to them or what must be taught and not so much what is interesting to the students. When the system is designed by middle class white people, the content is going to be presented in a way that is more likely to be interesting to middle class white students. It requires a conscious effort to create a class around what is needed to be taught through a lens of what it interesting to the particular students. More often than not you don't lose a student because they aren't trying; you lose them because you didn't try hard enough.
That was very interesting and some great points, Dawson. Sometimes as people or teachers, it can be easy to forget that the things you may be passionate about, your class may view with disinterest.
It's a simple procedure but it's effective and I'm surprised that many teachers do not take the time to research their students this way. I've always found getting to know my students a joy and an exciting activity for the teacher to undertake.
Also! "Teacher-proof" schools!? I hate that that has to exist. Or is even able to. Students are not pre-manufactured furniture that all be easily assembled (save a few spare/missing parts) they are stones with brittle cleavage furrows that must be handled with extreme attention to detail. Stone masons, not robots with hammers!
Yeah--right?! I saw that phrase "teacher-proof" and was like "whaaaat." Students are people with lives and people that care about them and places to be just like everyone else. So are teachers for that matter!
Chapter 2 Comment: One quote that really stuck out for me was on page 37 which states: "Successful instruction is constant, rigorous, integrated across disciplines, connected to students' lived cultures, connected to their intellectual legacies, engaging, and designed for critical thinking and problem solving that is useful beyond the classroom. Never do the successful teachers of these of children believe that students have learned enough or cannot learn more." This quote really stuck with me because I believe that learning is never finished. I'm going to try to stick by this idea and implement it into my classroom each and every day. It shocks me that this would be unknown to some teachers. These students are not just people that come in and sit in a desk every day--they are life learners. As teachers we need to connect the classroom with their lives to make it so they are getting things out of the lessons.
I loved that quote, also! As we learned over the summer, successful instruction does need to be connected to students' "intellectual legacies," and I completely agree with you Jenni; learning is never finished.
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 transforming. 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 partially focuses 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 think it should be organically introduced. Perhaps you wouldn't need to study a lot (at least right away), but what's relevant to a lesson you already have planned or are planning. That way, it's not so overwhelming, yet still reaffirms the culture and history in a relevant and positive manner.
I agree with Noel; I think that reaffirming the culture in a positive manner is important because that kind of viewpoint is often lacking in the classroom. For instance, during a slavery unit in either middle or high school, my classroom focused so heavily on the oppression of the slaves (which is an important concept to grasp) and not on the many instances in which the people were able to rise up out of the atrocious situation, like learning to read in secret, the Underground Railroad, etc.
Chapter 2 Question: In this chapter, Delpit describes "three steps toward sanity." Which step did you find most interesting and why? How will affect your teaching or classroom?
Chapter 1 Comment: I think it's great that Delpit doesn't agree with Payne entirely. It's good to see that not everyone is falling into Payne's trap. Delpit states: "What Payne is labeling culture is actually the response to oppression. True culture supports people; it doesn't destroy them."
I also liked that she wasn't vehemently anti-Payne either and pointed out that there was some good in the techniques and methods, if not the meaning behind them. It shows a level of objectivity. I said this before in Jess' post above, but I loved that quote. :)
I liked this as well. Just say no to Ruby Payne. I love her thoughts on culture here too. A culture should support people because it is linked to a community and an identity. It's not a behavior or circumstance.
Chapter 1 question: How would you react if you worked in a school like the one Delpit describes on page 9? A low-performing school where teachers don't really teach? Would you just do your best in your own classroom or would you stand up and tell people that it's not okay?
Speaking as just myself, I'd do my best in my own classroom. I would make a point of sharing what I think works, but I don't think I'm brave enough to tell other teachers or the administration what to do... but it also depends on my mood. Still, I like to think more people would be swayed by actions/example, rather than being lectured and criticized.
I agree with what Will is saying. There are things I need to make sure I've taken care of before I can start trying to force the school to change around me. However, I think just being able to point to your own classroom as proof of what works is going to be a huge step in the right direction.
One of the things that struck me about the introduction was where it noted that many well-meaning white people are told they're awesome and will 'save' the black children. It's a subconscious thing and frequently portrayed in media I find. The very sad thing is that it wastes good, well-meaning people's talents and energies by utilizing them in a way that really helps no one. I just think sometimes people may get this idealized feeling (regardless of race, but to a more extreme[?] degree when dealing with those they deem less fortunate) and feel the crushing blow when they try to solve the world's problems. It's important to remember, I think, that small changes can lead to big ones and to always remind yourself that you aren't out to change the world at large, but to enhance it for the better in your own ways and to encourage your students to follow suit.
I've always found it disturbing how the media portrays the negative sides of black people and when white people see that information, they let their imaginations run a little wild.
As for my introduction question, did anyone know all this stuff about charter schools? It sickens me. The preferential treatment was already mentioned, but the fact that they hold tight to ideas which may benefit the community at large to better their own selfish standing and viewing other schools as the competition is horrible. If you were working at a charter school like that, would you share information regardless of such a policy? Would you seek to change the administration from the inside? Or would you come up with a different option? If so, what?
In chapter one, I found the paragraph by Robert Moore very fascinating (I know it was meant for humor) and think it's interesting how so often black is associated with evil or negativity while white is pure and holy for the most part (but also can be bland). This sure doesn't help people form unconscious reactions/opinions, I bet.
I thought that piece was fantastic and eye-opening too, Noel! I love when people use humor as a commentary on serious issues. I also agree that the words themselves speak to the deep-rooted racism that has existed in history.
Also in chapter one, Delpit notes that students generally respond in one of two ways to doubting their own intelligence-- shutting down and closing themselves off or acting out. Sometimes, both. It can be very difficult to build someone who may be told by friends and family that they can't do something, or who constantly tell themselves for whatever reason that they can't. How would you handle a student who reacts in those ways? How would you determine if they are shutting down/acting out due to their lack of self-confidence or for other reasons? Would you?
Intro Comment: I just thought that there was a lot of information provided that I had never heard of, or thought of before. One thing that really got me thinking was the idea of who was actually providing to public education.
Intro Question: The 10 things that Delpit lists as things we must do to create excellence in the urban classroom... My favorite is number 7 , Creating a sense of family and caring in the classroom. Some students don't have much a family outside of school and I think this is part of creating a "safe environment". Which of these do you think is most important?
I agree that number seven is significant and has the potential to get students interested in learning. Many times students come to school so that they can be with their friends and they are also motivated by them. So, if you get students' friends interested in learning, it may branch off into the other students' motivations.
Chapter 1 Comment: Page 16 really bothered me when it said: "Only 20 percent of the black males interviewed 'agreed' or 'strongly agreed' with the statement 'My teachers support me and care about my success in their class'". I want my students to feel comfortable in my classroom and I want to do all that I can to make this possible.
Chapter 1 Question: What can we do as future educators to make students feel as if we care about their success?
Comment: Delpit is really passionate. I admire the way she writes about issues in education. Most of the Introduction and Chapter 1 tell us one message: Don't be racist. Yes--I get that and agree completely. And with that, I am deeply horrified by the comments in Chapter one from "noted citizens in America" (p. 9) about how African Americans are deemed inferior thanks to our society. All these comments are completely disturbing, coming from Nobel Peace Prize winners to leaders in the media. Also, Delpit comments on the introduction how she is "angry," but she does not look it. And Delpit is white--she obviously has a passion for education for everyone, and does not see why it cannot be like this everywhere.
Question: Do you feel that in order to make a change you need to "look angry?" Also, do you feel that our discussions would be different if we actually had a black person in our cohort?
I don't think you have to "look angry" in order to make a change. I think you have to be passionate, determined, and genuinely discontent with the situation enough to make a difference.
Rachel, I've thought about your second question before. I think our discussions would be different if their were a black person in our cohort. Having a more diverse group always brings out different points of view and opinions.
My comment from the introduction is kind of a combination of two issues she brought forward. The first is the whole carter school idea, everything they are supposed to do and everything they are not. Several other people have already mentioned this but I was amazed at the idea that schools who have the ability to share knowledge with other schools would refrain or refuse to do so because of the competition of test scores. I mean, are test score really that important? No they aren't. Anyway the second part to my comment comes shortly after this, when she references the that "ten-year-olds facing failure on the state-mandated FCAT test and being 'left back' in the third grade for the third time, have had to be restrained from committing suicide". I'm sorry, but when the health of TEN YEAR OLDS is being threatened because they feel like they are failing at life because they can't pass a test that really doesn't matter in the long run something is very wrong. How has our education system come to the point that students are ready to end their lives because they can't cope with the pressure.
I found that passage extremely disturbing as well. NO aspect of the learning process should cause a child (or young teenager) to want to end his or her life.
A point that Delpit seems to be largely making in chapter 1 is that the education system and the stereotypes of society are failing African American students, specifically black males. My question is kind of a broad one, but what do you guys think makes a teacher shift from wanting to teach their students to being a "bad teacher" who only supplies worksheet or is completely detached from their class, especially when their students are poor black students? Is it because these teachers came from a different time that was less open to the diversity we have been discussing in class, or is it society's views, or is a teacher burn out kind of thing?
I can't say that this is the only reason, but teacher burn out is definitely a real concern. Many teachers don't think about how hard the job is before jumping right into the deep end. A combination of hard to reach students and overbearing administrators making impossible demands is bound to turn a few bright eyed idealists into soulless test-givers who teach on auto-pilot.
Yeah, that was very interesting. I think a lot of teachers want to teach in an area where the only real concern is content knowledge and impartation. That is understandable to an extent, but there are also more important things in life than being a good english student; and that probably gets lost when more "at-risk" students are introduced.
That troubled me too, Will. It echoes the idea of "white flight" that was mentioned in our other readings. Do you think the two are connected? What is the underlying ideology behind this migration?
inro comment: I was troubled by what Delpit pointed out about charter schools. One of the places I would really like to work next year is a charter school that is doing some really interesting stuff with required readings and first hand sources. I would hope that if that school is successful it would try to help other schools in the area emulate it.
intro question: How does the free market education thing work?
Chapter 1 comment: I know some other people have already mentioned it, but I just can't get over the number of people, even in the current day, who claim that research backs up racism.
chapter 1 question: How can we use research on stereotype threat into our classrooms? Is there a way to get rid of it entirely?
In the introduction, Delpit mentions that charter school have become the opposite of what they were supposed to be. They turn into elite academies which can do more to increase the achievement gap than decrease it, which, of course, is a real educational concern.
In chapter 1, she talks about how we internalize so many racist stereotypes. How students behave is not always them being unmotivated or whatnot. I want to give students the benefit of the doubt, but at what cost?
Delpit Intro/ Chapter 1 Statement: It continues to make me sad how such a great idea like applying charter schools for the educational betterment of students has turned into a failed experiment to say the least. Delpit claims that only 20 percent of black students in charter schools state their teacher as being invested and concerned for their education and I believe her. Everyone in the charter school system who are administrators seem to be more concerned about competing with other schools in order to receive more funds.
Delpit Into/ Chaoter 1 Question: Delpit's ten steps to follow all succeed, in my opinion, of building a community where students feel important and therefore better about themselves. Once they feel better about themselves, they are able to more effectively learn. I'm curious, however, if private schools have had the same problems? I attended one in high school and I can safely say that it was one of the best educations I have ever had. What do ya'll think?
Introduction Question
ReplyDeleteDelpit writes, "I am angry because of the way that the original idea of charter schools has been corrupted. In their first iteration, charter schools were to be beacons for what could happen in public schools. They were intended to develop models for working with the most challenging populations. What they discovered was to be shared & reproduced in other public school classrooms. Now, because of the insertion of the "market model," charter schools often shun the very students they were intended to help." (page xv-xvi)
With that in mind, what are your thoughts on charter schools? Has anyone ever been exposed to that learning/teaching environment? I know that there is a charter school -- Lake Oconee Academy -- in Greene County, but do any of you know any others in areas near your home town?
Ah! I just saw this and realized I left a very similar comment. But yeah, I don't think there are any near where I'm from but I did visit that charter school (NOCCA) in New Orleans. It was a little unique because it was a fine arts charter school and students only came there for half of the day (while attending another school for the first half to get their academics). I can't say exactly what my opinion of the school was because I was there for a short period of time and of course only saw the positive things they exposed me to themselves but it seemed great. They had a nice facility that students could take advantage of with expert teachers to guide them. From what I could gather (since it was for fine arts) your admission depended on a portfolio submission. So in a way this did exclude some students but it was talent based, not income based.
DeleteIntroduction Comment
ReplyDeleteWhen Delpit is listing her ideas to "create excellence in urban classrooms, I especially like #1 (Recognize the importance of a teacher & GOOD TEACHING...) & #5 (Recognize & build on children's strengths -- my host teacher does a great job at this. He likes to reward the "prepared" & believes in the power of praise). However, #10 is my favorite (Foster a sense of children's connection to community, to something greater than themselves).
I'm very fond of that quote too (#10). In fact, I think your previously listed ideas work well with #10. Once you establish inclusion regarding the student's cultural lives, you get their attention and they can easily participate.
DeleteIntro/ Chapter 1 Question: Delpit discusses stereotype threat, which we have read about prior to this book. Through reading this research, we can pretty much determine that students who feel they may be confirming a stereotype with their performance will perform lesser on academic assignments and assessments. How can we, as teachers, rid our classes of this stereotype threat?
ReplyDeleteI think verbal affirmation goes a long way in this case. Constantly reminding students that they are capable of achievement and excellence despite some negative stereotype that surrounds their demographic is a key to squashing their internalized fear of confirming a stereotype.
DeleteI am utterly disgusted by the quotations provided on pages 10 & 11. It is definitely mortifying that ideas like these are still being considered and even thought rational today. I thought Delpit's (and Beverly Tatum's) comparison of citizens being smog breathers to citizens being racism breathers is brilliant. I think this is one of the best descriptions of I have heard of racial issues today. I don't think everyone who has racial tendencies even knows that they do. Because it is all around us, we are breathers, which means that we do have underlying brain cues that makes us either think or act on racial thoughts or views.
ReplyDeleteI just have to comment on this now, Sabrina. I agree with your take on this! I read those quotations over & over & was like, "whaaaat!?!?!" How can this be? It makes me have a pit in my stomach just thinking about how those words could come out of their mouths.
DeleteI loved the racism breathing passage as well. It is so poignant, and made me think of the unconscious bias that was discussed in a video from an earlier module. More people need to realize that they may be harboring racial tendencies without their own awareness.
DeleteI have always been curious about charter schools and it was interesting to have some light shed on that while reading the introduction. Delpit says "the K-12 publicly funded charter schools, which are supposed to be open to all through a lottery system of enrollment, are giving preferential admission to children who have attended an affiliated private preschool." This is sad to me. Charter schools are a good idea, in theory but have been corrupted by money. I visited a wonderful arts charter high school in New Orleans a couple of years ago and fell in love with it. The facility was so nice and shiny, the students were doing amazing things, and the teachers really seemed to care. What I didn't see (which I do not know if this was necessarily the case with this particular school) was how it affected the students who WEREN'T attending the school.
ReplyDeleteI wasn't familiar at all with charter schools at all until very recently so it is interesting for me to learn about them and how/why they are different from other schools. From what I have read and heard from other resources, I don't necessarily agree with Delpits opinion on them, being that they have been "corrupted." Though, being that I don't have much knowledge about them, and have never been to one, maybe I am wrong... But from what I DO know, they seem to be generally good institutions. Correct me if I am wrong.
DeleteYeah, I'm sort of in the same boat as you in the respect that I don't really know enough to made an informed opinion. The one that I was personally exposed to seemed good but I have watched a couple of documentaries on netflix about them and it can become really crooked.
Deletei reposed because i accidentally replied in the wrong spot the first time :)
aaaand then I misspelled "reposted." Sweet. Future educator.
DeleteIn chapter one Delpit notes in Steele's study that they "found that stereotype threat appears to function in most settings in which a group feels stigma potentially related to its performance." This seems to be a big problem in the achievement gap, what will you do in your classroom to avoid/fix this?
ReplyDeleteWhat I have noticed in schools is that students seem to segregate themselves. Black students sit with black students and white students sit with white students. There is only so much we can do in a classroom (specifically an art classroom, where racial discussion isn't generally relevant) , but I personally will try to make sure my students are integrated by making a seating chart ensuring that different races are mixed amongst each other. Black and white students segregating is only going to promote all those negative stigmas.
DeleteThis comment has been removed by the author.
DeleteIn Chapter 1, page 16 Delpit described research conducted by Professor Noguera in an academic magnet school (where all the students were selected on the basis of high test scores & GPAs). The research shows black students' alienation from school & their teachers. When given this statement, "My teachers support me & care about my success in their class," only 20% of the black males interviewed 'agreed' or 'strongly agreed'. Seriously? Something is wrong with that number. However, 54% of white males & 71% white females felt they were supported & were on their way to becoming successful. Furthermore, 80% of black males 'disagreed' or 'strongly disagreed' with the statement! "If this is the perceived reality for African American males in a selective magnet school, imagine the level of alienation that our black boys may feel if they are lower performers in traditional academic settings."
ReplyDeleteThis is quite alarming. As a future educator, I want to be able to have my students feel like I am supportive & there to help them succeed. I actually heard my host teacher talking to a guest in our class today about how in essence he teaches ELA, but there's so much unwritten curriculum that is incorporated into the day that involves helping the students learn to grow, figure themselves out, & become successful individuals (both in & out of school). I thought that was such an interesting thought because yes, we are teaching them how to read, how to write, how to do this & that, but we're also there to be their support system. I know that teenage years are awkward & are full of ups & downs, but we as teachers, need to guide them & offer advice when they need it. It's sad that so many black students feel this way. I don't even want to think of what the students in traditional academic settings think because I have a feeling that the percentages would be even higher for those that 'disagree' or 'strongly disagree' with the statement, "My teachers support me & care about my success in their class." What a terrible thought to have students feel that way. Breaks my heart.
That definitely is extremely upsetting... But do you think that the teachers or at fault, or is it the general mindset of the students?
DeleteIn this study they pulled students enrolled in a magnet school (based on high test scores & GPAs), so you would think that these kids are pretty well rounded. I say this because, GPAs involve effort throughout the semester/quarter/grading period because you have to maintain certain grades. However, test scores can be an "iffy" part of the equation. Some students excel at taking tests, though they may not study outside of class; they may just get what is being taught. While there's some students that have test anxiety & may know the information, but their work does not show their comprehension. Therefore, I like that they are taking these things into consideration, if that is the requirement to get into this type of school. I think the part that alarms me about this study is that there are students who think their teachers don't care. (I've sadly met some who don't). The main thing for me is -- I never want my students or any student to feel that way. I know that there are great teachers out there, but some may very well be at fault for this mindset in children or other preconceived notions. I just don't think it's safe to assume it's the mindset of all of them. Though, I can see how some students may not take these type of evaluations seriously (plus the choices are subjective -- it really depends on how the student views "agree" vs "disagree"), I know that some mindsets are previously in that mindset of "my teacher doesn't care," but, my job is to never give them a reason to think that. I want them to know from the get go that I'm there to help them succeed & believe in them. In the end, I think with a positive classroom environment along with great teaching can be instrumental in helping them get further than they ever though possible. It may be ambitious, but I think I can help them believe in themselves because I had teachers who helped me believe in myself.
DeleteI am glad that Dr. Alby had us read Payne's articles prior to reading Delpit's book because we have some knowledge on her thoughts on SES & schools. With that in mind, if you refer back to page 7, Delpit writes, "What Payne is labeling 'culture' is actually the response to oppression. True culture supports its people; it doesn't destroy them."
ReplyDeleteWhat are your thoughts on the above statement? Do you agree or disagree?
I loved that quote and underlined it. I rarely do that unless instructed to. I never thought of it that way, but I fully agree. One's culture should give them identity, purpose, and community. It should also be common to that sect or area not due to circumstances but due to it being something they choose to do as a people. Are there exceptions? Sure, as some cultures are indeed homophobic, misogynistic, xenophobic, etc. But in general, I see the examples she spoke of to be accurate. How about you, Jess?
DeleteWell said, Noel! I was thinking along those lines as well.
DeleteIn the intro, Delpit talks about Charter schools in a negative light, and I have one or two people comment on this, but do the rest of you have any experience or knowledge of charter schools? Do you agree or disagree with Delpit?
ReplyDeleteMy hometown Byron is trying to open a Charter school for Peach County. Byron is a small town with deep-rotted community prejudice towards Black people in the area (for example, their proms weren't desegregated until 1990). It's not something I'm proud of at all. So, when I first heard of the effort to open a Charter school in the city, I immediately linked it with racism. Delpit's commentary confirmed the uneasiness about the Charter school opening in that particular area.
DeleteFor me, it depends on the charter school. My cousin was going through a rough time when she was little and she went to the neighborhood charter school, free of charge (most of the neighborhood was on free or reduced lunch), and she excelled far better there at a smaller school than at a larger school with lots of issues. I think children learn differently, and it is a matter of figuring out who or where is the best place for each individual. Sometimes public school is great and they learn a lot, other times, like my cousin's case, students need a little more than what is already compulsory and free.
DeleteIntro comment: I was shocked and disgusted to read that a New Orleans charter school, which was supposed to function based on a lottery system, gave preferential treatment to those who went into an associated pre-K school with an annual tuition of $4,000.
ReplyDeleteIntro question: Does anyone know the actual purpose of a charter school? I never really understood.
Chpt. 1 comment: My mouth dropped open when I read that John C. Calhoun claimed to have "scientific" proof that African Americans should be slaves.
Chpt. 1: question: So far in your student teaching experience, have you witnessed a situation in which someone has treated a black student as an inferior, either consciously or not?
Schipani made a point to show me the difference in work ethic between some of our white students and most of our black students. It was painfully obvious that most of our black students are just as smart, only they show little to no desire or drive to do their work. It is almost as if they already feel defeated even though we have evidence of their test scores that prove that they are more than capable...
DeleteI also thought John C. Calhoun was a major poo stain, but found the more recent quotes much more disturbing.
Deletehahahahhahahahahha
Deletelol @ Noel
DeleteIntro/Ch. 1 comment:
ReplyDeleteOne passage that struck me was when Delpit states, “When students doubt their own competence, they typically respond with two behaviors: they either hid (hoods over faces, heads on desks) and try to become invisible, or they act out to prevent a scenario unfolding in which they will not be able to perform and will once again be proved ‘less than” (14). This behavior happens all the time in classroom, and it is mostly met with a teacher chastising a student for being lazy or disrupting. It is important to see the reasons behind the behavior and to see the underlying problem a student may be facing. By reprimanding these students, teachers only reinforce the internalized stereotypes that students may harbor. I don’t know about you guys, but I see this in my host teachers’ class all of the time. The students are constantly being verbally reprimanded. I understand that order needs to be kept and managed in a classroom, but when a teacher flat out yells at students on a daily basis, I can’t help but think that there are issues going on behind that “awful 3rd block” and yelling is not helping.
Intro/Ch.1 question:
ReplyDeleteAnother passage that was interesting to consider was the fact that African American males, in particular, are struggling in our school systems. I found it extremely alarming that they are the only demographic in the U.S. whose life expectancy is declining. Delpit also notes that black males are stigmatized not only by the school system but by society as a whole. Statistics show that black male students feel that their teachers are not supportive of them, what can we do as teachers to prove that that statistic can be changed?
I was really interested in the segment where Delpit collected the notes of her students and transcribed them. I think it all boils back to the idea that so many teachers teach what is interesting to them or what must be taught and not so much what is interesting to the students. When the system is designed by middle class white people, the content is going to be presented in a way that is more likely to be interesting to middle class white students. It requires a conscious effort to create a class around what is needed to be taught through a lens of what it interesting to the particular students. More often than not you don't lose a student because they aren't trying; you lose them because you didn't try hard enough.
ReplyDeleteThat was very interesting and some great points, Dawson. Sometimes as people or teachers, it can be easy to forget that the things you may be passionate about, your class may view with disinterest.
DeleteIt's a simple procedure but it's effective and I'm surprised that many teachers do not take the time to research their students this way. I've always found getting to know my students a joy and an exciting activity for the teacher to undertake.
DeleteAlso! "Teacher-proof" schools!? I hate that that has to exist. Or is even able to. Students are not pre-manufactured furniture that all be easily assembled (save a few spare/missing parts) they are stones with brittle cleavage furrows that must be handled with extreme attention to detail. Stone masons, not robots with hammers!
ReplyDeleteYeah--right?! I saw that phrase "teacher-proof" and was like "whaaaat." Students are people with lives and people that care about them and places to be just like everyone else. So are teachers for that matter!
DeleteChapter 2 Comment:
ReplyDeleteOne quote that really stuck out for me was on page 37 which states:
"Successful instruction is constant, rigorous, integrated across disciplines, connected to students' lived cultures, connected to their intellectual legacies, engaging, and designed for critical thinking and problem solving that is useful beyond the classroom. Never do the successful teachers of these of children believe that students have learned enough or cannot learn more." This quote really stuck with me because I believe that learning is never finished. I'm going to try to stick by this idea and implement it into my classroom each and every day. It shocks me that this would be unknown to some teachers. These students are not just people that come in and sit in a desk every day--they are life learners. As teachers we need to connect the classroom with their lives to make it so they are getting things out of the lessons.
I loved that quote, also! As we learned over the summer, successful instruction does need to be connected to students' "intellectual legacies," and I completely agree with you Jenni; learning is never finished.
DeleteCh. 2 comment:
ReplyDeleteAfter 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 transforming. As Delpit points out, the key to great teaching is a commitment to authentic learning and a focus on intellectual development.
Ch. 2 question:
ReplyDeleteThis chapter partially focuses 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 think it should be organically introduced. Perhaps you wouldn't need to study a lot (at least right away), but what's relevant to a lesson you already have planned or are planning. That way, it's not so overwhelming, yet still reaffirms the culture and history in a relevant and positive manner.
DeleteI agree with Noel; I think that reaffirming the culture in a positive manner is important because that kind of viewpoint is often lacking in the classroom. For instance, during a slavery unit in either middle or high school, my classroom focused so heavily on the oppression of the slaves (which is an important concept to grasp) and not on the many instances in which the people were able to rise up out of the atrocious situation, like learning to read in secret, the Underground Railroad, etc.
DeleteChapter 2 Question:
ReplyDeleteIn this chapter, Delpit describes "three steps toward sanity." Which step did you find most interesting and why? How will affect your teaching or classroom?
Chapter 1 Comment:
ReplyDeleteI think it's great that Delpit doesn't agree with Payne entirely. It's good to see that not everyone is falling into Payne's trap. Delpit states: "What Payne is labeling culture is actually the response to oppression. True culture supports people; it doesn't destroy them."
I also liked that she wasn't vehemently anti-Payne either and pointed out that there was some good in the techniques and methods, if not the meaning behind them. It shows a level of objectivity. I said this before in Jess' post above, but I loved that quote. :)
DeleteI liked this as well. Just say no to Ruby Payne. I love her thoughts on culture here too. A culture should support people because it is linked to a community and an identity. It's not a behavior or circumstance.
DeleteChapter 1 question:
ReplyDeleteHow would you react if you worked in a school like the one Delpit describes on page 9? A low-performing school where teachers don't really teach? Would you just do your best in your own classroom or would you stand up and tell people that it's not okay?
Speaking as just myself, I'd do my best in my own classroom. I would make a point of sharing what I think works, but I don't think I'm brave enough to tell other teachers or the administration what to do... but it also depends on my mood. Still, I like to think more people would be swayed by actions/example, rather than being lectured and criticized.
DeleteThat depends on so many things. Do I feel secure in my job? What relationship do I have with administration, etc.
DeleteI agree with what Will is saying. There are things I need to make sure I've taken care of before I can start trying to force the school to change around me. However, I think just being able to point to your own classroom as proof of what works is going to be a huge step in the right direction.
DeleteYeah, I don't really know. I would want to do my best while building relationships with teachers that could lead to a paradigm shift, but who knows.
DeleteOne of the things that struck me about the introduction was where it noted that many well-meaning white people are told they're awesome and will 'save' the black children. It's a subconscious thing and frequently portrayed in media I find. The very sad thing is that it wastes good, well-meaning people's talents and energies by utilizing them in a way that really helps no one. I just think sometimes people may get this idealized feeling (regardless of race, but to a more extreme[?] degree when dealing with those they deem less fortunate) and feel the crushing blow when they try to solve the world's problems. It's important to remember, I think, that small changes can lead to big ones and to always remind yourself that you aren't out to change the world at large, but to enhance it for the better in your own ways and to encourage your students to follow suit.
ReplyDeleteI've always found it disturbing how the media portrays the negative sides of black people and when white people see that information, they let their imaginations run a little wild.
DeleteAs for my introduction question, did anyone know all this stuff about charter schools? It sickens me. The preferential treatment was already mentioned, but the fact that they hold tight to ideas which may benefit the community at large to better their own selfish standing and viewing other schools as the competition is horrible. If you were working at a charter school like that, would you share information regardless of such a policy? Would you seek to change the administration from the inside? Or would you come up with a different option? If so, what?
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn chapter one, I found the paragraph by Robert Moore very fascinating (I know it was meant for humor) and think it's interesting how so often black is associated with evil or negativity while white is pure and holy for the most part (but also can be bland). This sure doesn't help people form unconscious reactions/opinions, I bet.
ReplyDeleteI thought that piece was fantastic and eye-opening too, Noel! I love when people use humor as a commentary on serious issues. I also agree that the words themselves speak to the deep-rooted racism that has existed in history.
DeleteAlso in chapter one, Delpit notes that students generally respond in one of two ways to doubting their own intelligence-- shutting down and closing themselves off or acting out. Sometimes, both. It can be very difficult to build someone who may be told by friends and family that they can't do something, or who constantly tell themselves for whatever reason that they can't. How would you handle a student who reacts in those ways? How would you determine if they are shutting down/acting out due to their lack of self-confidence or for other reasons? Would you?
ReplyDeleteIntro Comment: I just thought that there was a lot of information provided that I had never heard of, or thought of before. One thing that really got me thinking was the idea of who was actually providing to public education.
ReplyDeleteIntro Question: The 10 things that Delpit lists as things we must do to create excellence in the urban classroom... My favorite is number 7 , Creating a sense of family and caring in the classroom. Some students don't have much a family outside of school and I think this is part of creating a "safe environment". Which of these do you think is most important?
I agree that number seven is significant and has the potential to get students interested in learning. Many times students come to school so that they can be with their friends and they are also motivated by them. So, if you get students' friends interested in learning, it may branch off into the other students' motivations.
DeleteChapter 1 Comment: Page 16 really bothered me when it said: "Only 20 percent of the black males interviewed 'agreed' or 'strongly agreed' with the statement 'My teachers support me and care about my success in their class'". I want my students to feel comfortable in my classroom and I want to do all that I can to make this possible.
ReplyDeleteChapter 1 Question: What can we do as future educators to make students feel as if we care about their success?
As she says in Chapter 2, treating students like scholars seems to make them understand that they ARE scholars. Maybe that's a start.
DeleteI'm with Will. You have to start somewhere, mine as well start there.
DeleteThis comment has been removed by the author.
ReplyDeleteComment: Delpit is really passionate. I admire the way she writes about issues in education. Most of the Introduction and Chapter 1 tell us one message: Don't be racist. Yes--I get that and agree completely. And with that, I am deeply horrified by the comments in Chapter one from "noted citizens in America" (p. 9) about how African Americans are deemed inferior thanks to our society. All these comments are completely disturbing, coming from Nobel Peace Prize winners to leaders in the media. Also, Delpit comments on the introduction how she is "angry," but she does not look it. And Delpit is white--she obviously has a passion for education for everyone, and does not see why it cannot be like this everywhere.
ReplyDeleteQuestion: Do you feel that in order to make a change you need to "look angry?" Also, do you feel that our discussions would be different if we actually had a black person in our cohort?
I don't think you have to "look angry" in order to make a change. I think you have to be passionate, determined, and genuinely discontent with the situation enough to make a difference.
DeleteRachel, I've thought about your second question before. I think our discussions would be different if their were a black person in our cohort. Having a more diverse group always brings out different points of view and opinions.
My comment from the introduction is kind of a combination of two issues she brought forward. The first is the whole carter school idea, everything they are supposed to do and everything they are not. Several other people have already mentioned this but I was amazed at the idea that schools who have the ability to share knowledge with other schools would refrain or refuse to do so because of the competition of test scores. I mean, are test score really that important? No they aren't. Anyway the second part to my comment comes shortly after this, when she references the that "ten-year-olds facing failure on the state-mandated FCAT test and being 'left back' in the third grade for the third time, have had to be restrained from committing suicide". I'm sorry, but when the health of TEN YEAR OLDS is being threatened because they feel like they are failing at life because they can't pass a test that really doesn't matter in the long run something is very wrong. How has our education system come to the point that students are ready to end their lives because they can't cope with the pressure.
ReplyDeleteI found that passage extremely disturbing as well. NO aspect of the learning process should cause a child (or young teenager) to want to end his or her life.
DeleteA point that Delpit seems to be largely making in chapter 1 is that the education system and the stereotypes of society are failing African American students, specifically black males. My question is kind of a broad one, but what do you guys think makes a teacher shift from wanting to teach their students to being a "bad teacher" who only supplies worksheet or is completely detached from their class, especially when their students are poor black students? Is it because these teachers came from a different time that was less open to the diversity we have been discussing in class, or is it society's views, or is a teacher burn out kind of thing?
ReplyDeleteI can't say that this is the only reason, but teacher burn out is definitely a real concern. Many teachers don't think about how hard the job is before jumping right into the deep end. A combination of hard to reach students and overbearing administrators making impossible demands is bound to turn a few bright eyed idealists into soulless test-givers who teach on auto-pilot.
DeleteWhat troubled me was the fact that "great" teachers vacate a school when it is flooded with students that need their help.
ReplyDeleteYeah, that was very interesting. I think a lot of teachers want to teach in an area where the only real concern is content knowledge and impartation. That is understandable to an extent, but there are also more important things in life than being a good english student; and that probably gets lost when more "at-risk" students are introduced.
DeleteThat troubled me too, Will. It echoes the idea of "white flight" that was mentioned in our other readings. Do you think the two are connected? What is the underlying ideology behind this migration?
Deleteinro comment: I was troubled by what Delpit pointed out about charter schools. One of the places I would really like to work next year is a charter school that is doing some really interesting stuff with required readings and first hand sources. I would hope that if that school is successful it would try to help other schools in the area emulate it.
ReplyDeleteintro question: How does the free market education thing work?
Chapter 1 comment: I know some other people have already mentioned it, but I just can't get over the number of people, even in the current day, who claim that research backs up racism.
chapter 1 question: How can we use research on stereotype threat into our classrooms? Is there a way to get rid of it entirely?
In the introduction, Delpit mentions that charter school have become the opposite of what they were supposed to be. They turn into elite academies which can do more to increase the achievement gap than decrease it, which, of course, is a real educational concern.
ReplyDeleteIn chapter 1, she talks about how we internalize so many racist stereotypes. How students behave is not always them being unmotivated or whatnot. I want to give students the benefit of the doubt, but at what cost?
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteDelpit Intro/ Chapter 1 Statement: It continues to make me sad how such a great idea like applying charter schools for the educational betterment of students has turned into a failed experiment to say the least. Delpit claims that only 20 percent of black students in charter schools state their teacher as being invested and concerned for their education and I believe her. Everyone in the charter school system who are administrators seem to be more concerned about competing with other schools in order to receive more funds.
ReplyDeleteDelpit Into/ Chaoter 1 Question: Delpit's ten steps to follow all succeed, in my opinion, of building a community where students feel important and therefore better about themselves. Once they feel better about themselves, they are able to more effectively learn. I'm curious, however, if private schools have had the same problems? I attended one in high school and I can safely say that it was one of the best educations I have ever had. What do ya'll think?