Class,
As you are reading through Delpit's book, I would like you all to keep note of some of the very interesting suggestions she makes. She most of her examples surge from urban schools of predominantly African American students, her ideas and suggestions can be applied to any setting and with any student. Check out this philosophy of education and the principles it lays out:
http://ows.edb.utexas.edu/site/sardegnas-student-site/slades-teaching-philosophy
After reading through Mr. Slade's philosophy, I find many connections to Delpit. For instance, principle 2 ( The teacher must provide opportunities to read, listen to, watch, converse in, and write within a range of contexts that students will encounter inside and outside of school, while trying to instill a love of academic learning in all students) reminds me of Delpit's call to make learning meaningful for teachers to teach contextualized and non-isolated skills, amongst her suggestions on curriculum, pedagogy, and classroom management. She states:"Only a consciously devised, continuous program that teaches skills and develops vocabulary in the context to real experiences, provides rigorous instruction, connects new information to the cultural frameworks that children bring to school, and assumes that the children are brilliant and capable-and teaches accordingly- can" (p. 58).
WHAT OTHER CONNECTIONS CAN WE MAKE BETWEN THIS PHILOSOPHY OF EDUCATION AND THE POINTS MADE/STORIES SHARED IN LISA DELPIT'S BOOK? HOW DOES THIS SAMPLE PHILOSOPHY PUT DELPIT'S DISCUSSION INTO PRACTICE? Share quotes and page numbers.
Monday, September 30, 2013
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I enjoyed reading Delpit’s work because it gave examples of management and suggestions for teaching. I think if a student cannot relate to the text of the lesson or find it relevant for their lives they won’t be able to absorb the information. History and math teachers may have a challenging time with this philosophy because students think math is directed to soon to be math majors or engineers in college and history is in the past and seems boring. Delpit argues on page 21 to teach the way they want to learn. For example, use popular TV characters in worksheets to stimulate interest. This also connects to the suggestion in chapter 3 to making connections between the book and life though integration, repetition and meaningful use.
ReplyDeleteWe discussed in our disabilities class that every student is a ‘blank slate’ in a way that student has an equal opportunity to show their strengths and weaknesses prior to the class. Every student should bee seen as brilliant in his/her own way. After school I made my roommates watch Coach Carter because it always inspires to me in the program. In Coach Carter, the basketball players did not make grades and therefore forfeited games until their grades got better. The coach explained that while some players kept high grades others did not and therefore ‘we have failed each other’. This connects to the reading because on page 28 students feel they are part of a learning community; ‘I am because we are’. It is beneficial for the students to feel they are not isolated but part of a community going through the obstacles and rewards of the learning process.
I am combining chapters 3 and 4 into this week. I am frustrated to see that students have become dependent on the school system. This stems from a lack of outside support and places a lot of responsibility on the teacher. It is important to be a ‘warm demander’ towards students in way to reinforce rigorous instruction. As a teacher you want the students to learn for a teacher out of respect rather than feeling they have to (ch 4)