The main idea I took from these chapters was, "Teachers and schools must accept students, their native languages/dialects, and demand success." As Delpit learned from her daughter, a child can and will learn to code switch. When that little girl's affective filter was lowered in the presence of those who accepted her and her speech, she blossomed. Her school was inviting and she could connect there. Another place students were accepted and learned respect for one another was in Baker's classroom. I loved that they examined their speech and role-played. I loved even more the idea in chapter 7 of taking a piece of music and bringing it to life on paper! That teacher was willing to do something new and different just to see if it would motivate. I would like to try that idea in my own classroom. Sometimes when I don't what direction to go in next, I ask my students, "What would you like to study next?" Sometimes I get answers like, "dinos" and sometimes I get answers like, "Could you help us with the parts of speech." Maybe we should do more asking.
Chapter 8 was an "ah ha moment" for me reading about the man who had never driven a car. We would never consider him dumb or unable to learn! The same is true of children who have never used computers. We just give them more time and more exposure. Why is it so different when the child cannot read? We need to give them more time and more exposure.
This week in my school I have tried to ask myself, "Am I saying/thinking this because I belong to the class in power? (white middle class)" "How would a minority see this situation?" I think this is what we all must train ourselves to do.
Ashley Catlett
Comments (4)
Good for you to ask your students about their interests. I don't do that enough. I think it's so easy to feel locked in to our standard course of study. Although we do have a lot of "have-to's" we do have some choices when it comes to our instructional approaches and occasionally our topics. If we do more asking, not only do we encourage their interests, but we validate their background.
Posted by Jayne Thompson | January 31, 2009 12:03 PM
Posted on January 31, 2009 12:03
Ashley,
I took the same ideas from the chapters. I think it is important to focus on the language the students speak to reach them. I also, like you, enjoyed Chapter 7 I thought it was very motivational and I admire the creativity. I think these chapters clarified several things for me as well. I think the authors of the chapters did a great job providing answers to a few of the questions that were popping in my head.
Posted by Elizabeth Griffin | February 2, 2009 4:35 PM
Posted on February 2, 2009 16:35
Ashley,
I like the fact you ask your children what they would like to study. I am sure it gives them ownership and promotes higher interest.
Your comments about more exposure is so true. When a student has trouble with a concept we work on it with extra help, not send them back to their desk with a "forget about it". We find the time sometime during the hectic school day to spend going over that concept again.
Your title says it all, we accept them, or we will fail them and ourselves as teachers.
SuSu Watson
Posted by SuSu Watson | February 2, 2009 8:26 PM
Posted on February 2, 2009 20:26
Ashley,
You made two points that stood out to me:
"Maybe we should do more asking."
and
I have tried to ask myself, "Am I saying/thinking this because I belong to the class in power?"
These are *brilliant* and I wish every teacher would take such a critical reflective stance. Just these two seemingly simple strategies of awareness can make a profound difference in your teaching. Do keep us posted on your efforts to engage this type of critique of yourself and of your position as a teacher.
Posted by Alecia Jackson | February 5, 2009 12:07 PM
Posted on February 5, 2009 12:07