The Shame of the Nation: Chapters 11 and 12
5) These two chapters were an quick look into the school and how the teachers impacted the students. Some of the schools put a child on their test score number and drilled that practice into their life. Other had a more open mind, they did more hands on activities to pre-pare. Like Mr. Bedrock who had the respect of not only his children, but of other teachers. I feel like the outcome of our schools and how our children learn starts with us, the teachers.
4) Quotes:
Page 266: “All children can learn! If the officials who repeat this incantation honestly believe all kids can learn, why aren’t they fighting to make sure these kids can learn in the same good schools their own children attend? To isolate the victim and shortchange the victim, and then tell him he can “learn to his potential” if he and his teacher try hard enough, is one of those bizarre political performances.”
Page 270: “ Most parents recognize that certain things that matter in a child’s education do require hard work and well-organized sequential processes for learning and expect their children’s teachers to provide the framework in which this is possible.”
Page 282: “ At the same time that graduation rates for black and Hispanic students remain frozen or have gone into decline, the enrollment of minority students at a number of our most prestigious public universities has dropped alarmingly.”
Page 287: “ But nobody tells the children that their test results define their worthiness or that these numbers measure their identities, or that the limited forms of learning that are tested by a standardized exam are more important that the ones to which a governmental number cannot be attached.”
3) Key Terms:
Page 269: “organic spontaneity”
Page 270: “when he is ready to read he will let us know?”
Page 279: “incentivizing, acquisitional”
2) Connections:
1) The fist connection I found was when the children were talking about a school they would “love to go too”. I had a wonderful schooling experience and enjoyed going to my school district. I was able to have wonderful recourses and ample opportunity.
2) When the teacher said she “mustn’t laugh” on page 288, I had this today. One of my students said something that was inappropriate and funny, not knowing what he said. I had to fight not to laugh.
1) A Question:
What made Mr. Bedrock such an amazing teacher, and how were his test scores?
The simple answer is that Mr. Bedrock not only understood the science of teaching (theory) but he also understood the art of teaching (practice). He committed himself to truly understanding the needs (and at times the wants) of his students. He committed himself to understanding the community and the context in which his students derived. Finally, he actually believed his students could be...would be...successful if he "believed" and if he "held himself and each student accountable" to achieving at their highest potential.
ReplyDeleteTeaching is hard, time consuming work. Mr. Bedrock was not only able to impact the test scores of his students but also impact their lives.
Truly powerful teachers are committed to teaching not only to inform, but also to reform and transform the way their students encounter the world around them.