As I began to read chapter one, I must admit I was bored out of my mind. I felt that it was very redundant. I feel the author should have shortened this chapter by several pages. If an adult buys a book chances are they are going to read the book and not waste their money. I would have much rather read a short summary of the book and a reflection of why the author wrote the book and then began reading chapters that actually mean something to me in my career.
OOPS! I did not listen to podcast first I had forgotten about this and listened to it after I had read chapter two! THIS IS NOT A GOOD IDEA!!! It would have been MUCH EASIER to understand if I had listened to the podcast first.
In chapter two had to look up the definition of autonous because I had no idea what the author was talking about and the author did not explain exactly what it was. I cannot read a text if I do not know what the words mean. I found that autonomous reasoners are students who are “not controlled by others or the outside forces; they are independent in mind and judgment”. (Internet-dictionary.com)
On page 25, I enjoyed how the author discussed Heath helping teachers to construct o classroom environment that allowed children to move between cultural discourses without giving up their community experiences and language. I feel that this is very important for children and a way in which the children respect their teacher for accepting them for who they are. I feel that teachers are not at school to try to change a child and their background but to provide a safe and comfortable environment in which they can learn. I was bothered by discussion of the mother-daughter relationships. It may be that I just misunderstood what I read, but I do not think so. However, I do believe that a working class mother can still be sensitive to their children’s educational needs. Just because a mother works does not mean that we do not have time to help educate our children so that they may become “the verbally articulate reasoner” (page 27).
I am glad that I did not give up on my reading after chapter 1 because I did find chapter two interesting and educational!
Misty Mistretta
Comments (5)
I am going to have to learn to allow various discoures to intermigle during my class time. I do see a time and place at school, maybe small group discussions, recess, lunch or other turn and talk moments. I think the mother daughter talk was about mothers teaching by example, without thinking about it, how to be verbally articulate reasoners. Teach their children to think for themselves, of course all mothers teach their children "their place",but some go the next step, to empower their children.
Yes it did help to listen to the podcast first.
Posted by Grandma Cunningham | June 22, 2009 8:31 PM
Posted on June 22, 2009 20:31
Misty,
You summed up my thoughts on chapter 1. I had to keep telling myself that it was just an overview of the whole book, but if I were to pick it up to see if it was a book that might interest me, I would have hoped the rest of the book was not as redundant. I have to laugh at the fact that I too had to look up what the meaning of autonomous was, as well as many other words to make sure I had the right understanding. Thank you for letting me feel like I am not alone.
Barbara Terauds
Posted by Barbara Terauds | June 22, 2009 10:06 PM
Posted on June 22, 2009 22:06
Misty,
I just went back to the mothering part, because I wasn’t quite sure which section you were referring to. I think, upon rereading, that I can give an example that might apply to the situation they’re talking about. Think about discipline for a bit. Do you have multiple socioeconomic groups represented in your classroom? How do their adults approach discipline? I’m thinking of two examples from my classroom. A male care-giver (working class) showed up at my school in response to a phone call home about behavior. He proceeded to remove the child from the classroom, did not ask about the behavior (we weren’t even the ones who called), and spanked the child forcefully multiple times. Another child, of similar behavioral disposition, was the subject of a parent-teacher conference. He was in the room as we talked. Mom got frustrated with him and with us, but explained to him, “__________, do you understand that your behavior is not a good choice because it disrupts the learning of other people, makes it more difficult for you to do your best…etc.” I don’t think the research is pointing to a lack of mothering ability, but rather that mothering is done differently based on social class. Neither is necessarily right or wrong, just different. In turn, students respond to discipline in different ways. In my classroom, sometimes I can say “OK, __________, stop and think about what you’re doing. Are you making smart choices?” And sometimes I have to break out the “Sit down, now” and explain the why later.
Does that make sense? I may be off-base, but that’s what I think of when we talk social class and discourse.
Posted by Ruth Johnson | June 23, 2009 9:12 PM
Posted on June 23, 2009 21:12
I agree that the reading was a bit challenging at first. Good for you for looking up a word that you didn't understand! We teach kids to do that, but so often as adult readers we just cruise on through and make the best of it! I agree that teachers are not at school to change a child's background, but to provide a safe environment to learn. This is hard to do when your students are from such different backgrounds, but it is what teachers strive for and what effective teachers will keep working on until they accomplish it!
Jessica Jackson
Posted by Jessica Jackson | June 23, 2009 10:34 PM
Posted on June 23, 2009 22:34
I also waited on whole language to kick in here on some of the vocabualry in the chapter. I agree that students are from so many different realms that reaching all the needs seems to be impossible. I'm looking for ways to meet several needs with the same motivators without taking the culture out of the child.
Robin Hand
Posted by Robin Hand | June 28, 2009 8:51 PM
Posted on June 28, 2009 20:51