In Chapter 6 I equated the process of reflection and self-discovery with my own experience in reflecting on my teaching methods. I am continuously questioning and reflecting on what works and what needs to be changed. That process appears to be true for our students as well although we must set-up inquiry based activities and the necessary follow-up for them to learn from.
As the author stated the process of conforming to school tasks does seem to come more naturally for girls but since every year I have predominately more boys I feel that I need to plan a variety of tasks to accomodate both.
It seems obvious through my own experience and through this text that without purpose and connection many learners experience "difficulties in crossing cultural boundaries". It also seems that their feelings play a large role in the acceptance of learning tasks.
In reading further there were many comments that stood out. For example, when Rose was quoted as saying his teachers who had an impact "lived their knowledge and talked it, not to establish dominance but to foster growth". I thought back to an earlier comment I made while reading "The Skin That We Speak" where I questioned how we sometimes turn people off by sounding so intelligent that we intimidate them. My own college age daughter has mentioned professors who like to hear themselves talk so much that they can't let go of their ego long enough to just tell it like it is. As teachers we should be more aware of how we sound since we are the "conduit", encouraging our students to move between their worlds.
If we can do so, we should establish grounded relationships with our students which according to this author's research may be the answer to meeting our working class students where they are and then moving them forward as much as possible.
Comments (6)
sara,
i agree that how we talk to children is critical. i also liked to statement from rose about his teachers, "lived their knowledge and talked it, not to establish dominance but to foster growth." ...not only in college as your daughter is experiencing but in elementary school...in kindergarten where i teach. there is an art to teaching. we have so many tasks going on at one time...and as we are learning in this class our dialogue...our talk is so important!
loved how you shared your daughter's experience in college.
donna byrd-wyatt
Posted by donna byrd-wyatt | June 21, 2007 7:45 AM
Posted on June 21, 2007 07:45
Sara,
Your comment about your daughter's professors made me smile! Maybe we all had a professor like that somewhere along the way.
Teachers are some of the most down to earth people to talk to and get to know. We wear so many differen hats while in the classroom if you know what I mean.
I just try to "keep it real" when talking with students. Speak truthfully, speak fairly, and respect others' opinions and situated histories. I think of myself as a coach- students do most of the work afterall. It's tough learning how to read. I try to let my students see the real me. They know just enough about my personal life and I know just enough about theirs. I survey parents three times a year to get a feel for their concerns and expectations for their child. It has proved to be very helpful and parents certainly appreciate the opportunity to share.
Posted by Renee Pagoota | June 21, 2007 3:16 PM
Posted on June 21, 2007 15:16
Hi Sara,
I agree with you that students will only succeed when they "buy into" the learning process and that happens when it becomes relevant for them. I hear you saying that one way to create a learning environment that invites different kinds of students (race,class,and gender)to contribute is to establish meaningful relationships with them. I couldn't agree more! I,too, thought that was one of the major ideas in this text. Of course, it is easy to state the concept and quite another thing to find the time and energy to make it happen especially when we (teachers) are confronted with conflicting demands generated by (well intentioned?) curriculum specialists, administrators and other experts. I often feel like your daughter felt when I'm in a continuing education workshop for teachers and listening to an expert (who hasn't been in the classroom for ages, if ever) ratttle on about the latest instructional practices that I must adopt in order to improve EOG scores!!!
Thanks for a thoughtful post!
Betsy Baldwin
Posted by Betsy Baldwin | June 21, 2007 5:21 PM
Posted on June 21, 2007 17:21
Sara,
I too reflect on what works and needs to be changed in my classroom. I've always known boys are different from girls but after reading this book I realize there are things I can do to accomodate boys, also. I believe the author is on track when she says conforming to school tasks comes more naturally for girls. For the most part, my girls do the best with that and I don't seem as frustrated with them. I definitely need to be sure that tasks make sense to the boys. I was discussing this topic with my husband and he said that he agreed. He said boys like things that make sense and need to be done. He also said he didn't like to waste time. I will apply this as I continue to teach.
Posted by Dawn Thomas | June 21, 2007 5:31 PM
Posted on June 21, 2007 17:31
Sara,
As a result of taking this course, I have lots to think about this summer in regards to finding ways to put into practice all of the valuable information I've learned. I want all of my students to feel valued and accepted in my classroom regardless of their family, social, behavior, or academic histories. I also want to successfully cross cultural boundaries and provide learning experiences students can connect to a meaningful purpose that they value as important. I'm sure all of us who participated in this course have high hopes for the next school year, and look forward to using what we've learned.
Vickie Howell
Posted by Vickie Howell | June 22, 2007 10:11 PM
Posted on June 22, 2007 22:11
I too feel that I am in the need to plan more tasks to accommodate for everyone and not just gender issues. I wish that I had more time in class that I could teach every single student a way that suits them best but where do you put that into your planning schedule? Last year was my first year of teaching and I learned a lot but I believe that I learned the most important lesson so far this year in my second year of teaching. That lesson is to do the very best you know how to do and even if my best isn’t good enough keep my head up because I was doing the best I could. I know that I can’t get to all of the 120 students I see a day at the high school level, but if I can get to some or even just one then I hope I will be satisfied. I hope that will be enough for me. But it still doesn’t hurt to shoot for the moon.
~Kristen Billings
Posted by Kristen Billings | June 22, 2007 11:50 PM
Posted on June 22, 2007 23:50