The three things that will stick with me the most from this semester are:
1. "Other People's Children" by Lisa Delpit
This reading as a whole changed some of my thinking in terms of power in the classroom. I had not considered a "silenced dialogue." Delpit describes how middle class students do better because the culture and rules of the classroom are based on the culture of the upper/middle class, aka those with the power and those who create the school. Delpit then goes into how parents who are not in this culture already want this for their kids. They want their kids to have the "discourse patterns, interactional styles, and spoken and written language codes that will allow them success in the larger society" (Delpit p. 28-29). Since completing this reading, I have tried to keep these ideas in mind, as well as Delpit's other points on the behavior of white teacher's to other students and teacher's of color. In this reading, Delpit also discusses the differences between middle class and working class speech in the sense of teacher's directives (p. 34-35). Middle class speech may involve a directive or command in the form of a question. When this instruction is ignored in the classroom, a student may be labeled with a behavior problem, but in actuality- that student may be expecting a command to sound like a command. Delpit also states that "Black children expect authority figures to act with authority" (35). These are all things that I had not necessarily considered before doing this reading. I have since noticed and been more mindful of this in what I see in classrooms and in my work.
2. "Precious Knowledge" Video
I got a lot out of this whole video and I think that it's main topics come up a lot in other readings and videos. I enjoyed hearing and learning about the students at the school and their Chicano studies class. I think that it is important to hear their stories and their beliefs about having their culture included in the classroom. The students cared more, wanted to be in class and in school, and got better grades all-around. I also enjoyed hearing from their teacher and how/why he wants to do this for them.
3. "Literacy With an Attitude" by Patrick J. Finn (Preface, Chapters 1 and 2) and "Tracking: Why Schools Need to Take Another Route" by Jeannie Oakes
These readings made me reflect more on myself as a future educator as well as my past experiences in school. I also have been more aware of the effects of tracking on students in the different leveled classes in the high schools that I observe in. In one day I may see the same lesson given to three different levels of groups and I observe some of the things discussed in these readings. I think that it isn't fair to the students and if they are in a school that has tracked classes, teachers should be making an effort to give all students quality education.
Table information
comes directly from the Oakes reading
|
The effect of tracking on students in top-track
classes |
The effects of tracking in the “low-ability” groups |
The effects of tracking in “average” classes |
|
·
More class time on learning activities and
less time on discipline and socializing ·
Expected to spend more time doing homework ·
More enthusiastic teachers ·
Clearer instruction, better organization of
tasks ·
|
·
Poor and minority students are placed in these
groups more than other students ·
Teachers of these classes use stronger
criticism and are less encouraging ·
Learning skills mostly consist of memorization ·
Fewer topics ·
Less depth of coverage |
·
Teachers expect relatively little from
students ·
Rarely ask students to think critically,
deeply ·
Very set routines |
Table information comes directly from Chapter 2 of the Finn reading
|
Working-Class
School |
Middle-Class
School |
Affluent
Professional School |
Executive
Elite School |
|
·
Less discussion of controversial topics ·
Copying teacher’s notes, lab directions from
workbooks ·
Teachers make derogatory remarks regarding the
students ·
Teachers control students movements ·
Students showed no enthusiasm, less resistance
to easy work so assignments were not demanding ·
Repetitious and mechanical work |
·
Teachers value the knowledge from the
textbooks/curriculum over than knowledge taught by experience ·
“work is getting the right answer” ·
Controversial topics were avoided because
parents may complain ·
Teacher decision based on rules and
regulations that are known to the students ·
students view knowledge as a valuable
possession that can be traded for good grades, good college education, good
job |
·
teachers all come from middle- or upper-class
backgrounds ·
creativity and personal development are
important goals for the students ·
students have there work “verified” by other
students before handing it in ·
Encouraged discussion on current events ·
Work is a creative activity carried out
independently ·
Teachers rarely gave direct orders ·
Few rules ·
Dominant theme of “individualism,” minor theme
of “humanitarianism” ·
Students and teachers negotiate |
·
Teachers are all women married to high-status
professionals and business execs. ·
Children required to plan and teach lessons ·
Little attempt to regulate students movement ·
Students were “boisterous and occasionally
rude” and were brought back by being reminded of their responsibility to
achieve ·
Dominant theme of “excellence” ·
The point of there school work is to achieve,
excel, prepare for life at the top |
