Ryan Jennings
EDU357 Summer Course
Dr. Stoloff
July 19, 2015
Chapter 1 – Skills & Other Dilemmas of a Progressive Black Educator: The writer
explains how white teachers and black teachers are at a disagreement towards the
path of young black children’s education. The main concern is skills vs. fluency of
literary work and she (the writer) seems to be caught in the middle of this all. She
explains that her teaching style has shifted from textbook to what she knows will get
the job done. She is not sure whether what she is doing is correct or just her being
unmotivated. Her last comments explain that “open-classroom movement” is un
able to thrive due to its inability to come to terms with the concerns of poor and
minority communities.
Chapter 2 – The Silenced Dialogue: Power and Pedagogy in Educating Other People’s
Children: The writer explains how black teachers believe that white teachers and
their administration do not want to listen to their suggestions on how to structure
the curriculum for lagging black students. Also that black teachers accuse the white
teachers and administrators are reluctant to help black students because they do
not want them to succeed; that black voices will never be heard. Towards the end of
the chapter, the writer explains that the dilemma is not really about instructional
methodology, but rather determining whose voice will be heard for the greater
advancement and betterment of poor and colored children.
Chapter 3- Language Diversity and Learning: The writer explains how language
differs all across education. From the language that students use, to the language
teachers use, the language that younger children use and even the communities
from which these people derive from. Most of the conversations discuss the
interaction from poor minorities to teachers who speak very properly. The idea
trying to be put across is that properly spoken teachers and adults believe that the
intelligence level of poorly spoken minorities is significantly lower based on that
fact that “they can not talk correctly.” In defense of the children, minority teachers
and the writer explain that their language is not a direct reflection of their
intelligence; the children speak in such way due to their living and family situations
at home.
Article 1- Teaching for Excellence in Academically Diverse Classrooms: The article
explains how diverse classrooms are an advantage to the students in them and that
teachers may not be taking full advantage of this. Students in these classrooms have
much to offer from their different cultures which teachers should utilize to have a
full educational experience in the classroom. Also explained is the method that
teachers are not using in their diverse classrooms which (if used) may allow for
more successful teaching. “Teaching up” is one example that this article describes to
the reader that should be used more in the classroom.
Article 2- Understanding the Students We Teach: Poverty in the Classroom: This
article is based off a study done to understand how teachers behave and think in
regards to teaching and having students that are poverty. The results find that these
pre-service teachers have an unclear understanding of those who live in other
economic circumstances than their own. One situation describes students being
driven through a poor neighborhood and being in disbelief of what they see in front
of them. The conclusion explains that although at a young age many are taught not
to discuss socioeconomic issues worse than theirs, these pre-service teachers need
to have an understanding of their potential students’ situations to provide the upmost successful education possible for all students.
Overall the lessons learned from the readings are more significant than expected. I
was completely aware that understanding poverty situations of our students was of
the up-most importance, but I wasn’t as aware that our students with language
disabilities are in fact not real disabilities at all. Most of the children we work with
whom do not speak properly are not unintelligent and are not completely at fault for
which they speak in that manner. Most students are influenced by their living
situations at home and we understand that children never have an option as to how
they are living in this world. Rather than assuming these students are being
disrespectful to us or assuming that they are not intelligent enough to speak
properly, we need to understand that our teaching should reflect their language
difference. As teachers it is our job to relay the information to our students anyway
we can. Many teachers believe that students need to adhere to their teaching style,
in reality teachers need to understand that it is their job (as teachers) to change and
alter their teaching ability to adhere to the student. Yes it is wise to educate students
in proper English for the professional world, but these are lessons that are learned
over the course of life as well as shortly in the classroom. In the assigned book I
believe this is what the writer is describing in the third chapter. She explains that
the students do not speak exactly the same as others, but they are intelligent and
can understand correctly. To the student, their language is not incorrect and we
should not be allowed to tell them otherwise. What our responsibility should be is to
work with the students to enhance their speaking skills and vocabulary to succeed
in the real world.
References
Bennett, M. M. (2008). Understanding the Students We Teach: Poverty in the
Classroom. Clearing House, 81(6), 251-256.
Tomlinson, C. (2015). Teaching for Excellence in Academically Diverse
Classrooms. Society, 52(3), 203-209. doi:10.1007/s12115-015-9888-0