One thing I noticed: “Students are not asking for total over their education; they realize they have plenty to learn, and they crave contact with the adult world.” – Page 189
Why I found it interesting: I thought this was a really important point and I wish more educators knew this or thought about it. It’s such a simple concept. Secondary education is about the process from adolescence to adulthood. By the time kids graduate they should feel like they matter to the world. They should have the confidence to know they can be trusted by the adults around them. Students are not at a point where they can take total control over their education, and I believe that they do know they have a lot to learn, but as the author says, they need to interact with adults and learn how to function on a higher level. This growing process is a learning experience, and if kids can’t do this in high school, they where is that safe place for them to learn about the real world?
Wednesday, March 14, 2007
Chapter 10
One thing I noticed: “Recognize and support our learning on our own.” Page 180
Why I found it interesting: I think it’s really important for teachers to be aware of what their students are doing and learning about outside of class and take that into account. There are chances to capitalize on these things that may help reach more students and involve them on a deeper level. I was involved in things outside of school and I wish my teachers had asked about these things or shown interest in our education outside of school.
Why I found it interesting: I think it’s really important for teachers to be aware of what their students are doing and learning about outside of class and take that into account. There are chances to capitalize on these things that may help reach more students and involve them on a deeper level. I was involved in things outside of school and I wish my teachers had asked about these things or shown interest in our education outside of school.
Chapter 9
One thing I noticed: “‘I went to the library, I would read, draw, be depressed. I knew: I should be in school, I’m alone, I’m stupid. Kids want to learn.’ – Vance” Page 166
Why I found it interesting: This passage stood out to me. It confirmed what I already believe, that kids like to learn. Students don’t skip school because they just don’t want to go. It’s deeper and more profound then just disinterest. And they know. Students know it’s not normal to skip school or turn away form it. It’s depression, it’s dysfunction at home, it’s drugs, it’s boredom and a need to be challenged – it’s anything but simply not wanting to go to school.
Why I found it interesting: This passage stood out to me. It confirmed what I already believe, that kids like to learn. Students don’t skip school because they just don’t want to go. It’s deeper and more profound then just disinterest. And they know. Students know it’s not normal to skip school or turn away form it. It’s depression, it’s dysfunction at home, it’s drugs, it’s boredom and a need to be challenged – it’s anything but simply not wanting to go to school.
Chapter 8
One thing I noticed: “‘When I first came to this country in middle school, I had science and the teacher give tests for everybody. He said, ‘You can write?’ Then he gave you the answers – this and this and this. I felt bad because I don’t do the test, he did my test.’ – Murilo” Page 150
Why I found it interesting: I found this really discouraging. Just to see this quote from kids, it’s just frustrating. How does this serve kids? I just don’t understand why educators think this is alright. It sort of reminds me of the handicapped kid I work with. He has severe mental retardation, autism and a few other disorders and he passed the D.A.R.E program. I can guarantee he doesn’t know what drugs are. To be honest, he doesn’t know his name half the time. Society has this way of pushing students through the education system and they are being left behind. It’s ironic because this is what we are trying to avoid, right?!
Why I found it interesting: I found this really discouraging. Just to see this quote from kids, it’s just frustrating. How does this serve kids? I just don’t understand why educators think this is alright. It sort of reminds me of the handicapped kid I work with. He has severe mental retardation, autism and a few other disorders and he passed the D.A.R.E program. I can guarantee he doesn’t know what drugs are. To be honest, he doesn’t know his name half the time. Society has this way of pushing students through the education system and they are being left behind. It’s ironic because this is what we are trying to avoid, right?!
Chapter 7
One thing I noticed: “‘To help us get the feeling in Romeo and Juliet, our teacher told us to write our own plays about conflicts in families.’ - Lauraliz”
Why I found it interesting: As a future English teacher, I really liked this idea. Literature doesn’t connect with kids at all, especially with the things students deal with today. Kids don’t care about Romeo and Juliet or most of the books integrated into curriculum that are considered “classics”. The trick is to connect what they are reading to their lives and make it relevant. I liked this idea because students can identify with family problems. Divorce and dysfunction are all too common nowadays, so this assignment works and meets the goals and objectives that students need to succeed.
Why I found it interesting: As a future English teacher, I really liked this idea. Literature doesn’t connect with kids at all, especially with the things students deal with today. Kids don’t care about Romeo and Juliet or most of the books integrated into curriculum that are considered “classics”. The trick is to connect what they are reading to their lives and make it relevant. I liked this idea because students can identify with family problems. Divorce and dysfunction are all too common nowadays, so this assignment works and meets the goals and objectives that students need to succeed.
Chapter 6
One thing I noticed: The “When should we do that? A Planning Chart by Students” on page 112.
Why I found it interesting: I thought this chart was great. I know kids don’t like to do things at certain times, but it’s always hard for me to figure out, especially when planning lessons and working in my practicum classroom, what are good times to do things. For example, the school I’m in does Sustained Silent Reading (SSR) first thing in the morning, a few days a week. According to the chart, the last thing kids want to do is read to themselves in the morning. So who’s great idea is morning SSR?
Why I found it interesting: I thought this chart was great. I know kids don’t like to do things at certain times, but it’s always hard for me to figure out, especially when planning lessons and working in my practicum classroom, what are good times to do things. For example, the school I’m in does Sustained Silent Reading (SSR) first thing in the morning, a few days a week. According to the chart, the last thing kids want to do is read to themselves in the morning. So who’s great idea is morning SSR?
Chapter 5
One thing I noticed: “‘I had a friend who couldn’t read, and I don’t know how but she got through high school. She would make excuses when we read out loud in class – like, I don’t know what page we’re at, can you go to the next person?’ – Mahogany” (page 87)
Why I found it interesting: This is terrible. I don’t understand how, through 13 years of school, no one ever noticed or did something about the fact that this student couldn’t read. It just horrifies me. Our brains lose the capacity to fully learn a language past the age of 13, so imagine how hard it would be for this student to learn to read? Imagine all the limits placed upon her because she couldn’t read! Such a waste. I see students reading at as low as a 2nd grade level at the school where I’m placed for practicum and it makes me so frustrated that no one has helped them. Where are the teachers and the parents? A student, at 13, shouldn’t turn to me and ask “Ms. G, how do you spell ‘was’? ‘W-U-Z’?”. It is a clear indication of the failings of the school system and an illustration of disconnect between parent and child at home.
Why I found it interesting: This is terrible. I don’t understand how, through 13 years of school, no one ever noticed or did something about the fact that this student couldn’t read. It just horrifies me. Our brains lose the capacity to fully learn a language past the age of 13, so imagine how hard it would be for this student to learn to read? Imagine all the limits placed upon her because she couldn’t read! Such a waste. I see students reading at as low as a 2nd grade level at the school where I’m placed for practicum and it makes me so frustrated that no one has helped them. Where are the teachers and the parents? A student, at 13, shouldn’t turn to me and ask “Ms. G, how do you spell ‘was’? ‘W-U-Z’?”. It is a clear indication of the failings of the school system and an illustration of disconnect between parent and child at home.
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