This one you will probably want to purchase since we'll be discussing it all summer. Wait and read this one close to when the cohort starts in early July so it will be fresh in your memory.
I'm sorry if I posted this twice somewhere else. I didn't mean to. Technological mastery isn't one of my talents.
Education today is more concerned with numbers: test scores, grade-level benchmarks, percentages of students who don’t drop out, suspension rates, graduation statistics, how many students attend and complete college. So much attention is directed towards the predicted statistical success of this new program or that curriculum that students often become nothing more than decimal points on a sheet of paper. Other than in the counselor’s office many students are not asked how they feel, what they think, what they are interested in, or want to do in life. Classroom discussions focus on the importance of learning so students can pass state-mandated tests, get credits, get scholarships, get into college, and get work when they graduate. As the year progresses homework assignments pile up and begin to seem like busy-work. Some students begin to feel like cogs, mindlessly spinning in place until they are put into another machine (college or work) where they will continue to spin—moving but not making any discernable progress one way or the other. Education should combat this mindless dehumanization if students are to remain effective, intelligent citizens. Each student is unique; celebrating intellectual, social, and cultural diversity is essential for each student’s personal, social, and academic progress—it widens their worldview, creates empathy, expands intellectual curiosity, and sparks creative, social awareness to the world around them. Collective education with its emphasis on all the students learning exactly the same things at exactly the same pace with the same praise (or lack thereof) is ineffectual. Students don’t all learn the same way, nor are all students equally receptive to the same information. (Fiction writer Douglas Adams and scientist Madam Curie would not be equally receptive to literature courses or chemistry classes). If I could fashion my own school I would implement an open-door policy where teachers, counselors, and a few, hand-picked students and parents would be available at different times during the school day to talk to if students feel overwhelmed about any aspect of their personal or academic lives. Everything would be held in strictest confidence (unless the student in question was in danger or endangered others) and at the end of each session students and their “personal listener” would each sign a contract confirming the confidentiality of the session which would be locked in a cabinet. A hotline number would also be posted on the school’s website where certified adult counselors would be available if students had trouble and the school was closed. Michie tried to learn more about his students’ unique cultural experiences and backgrounds so he could relate to them and foster their academic and psychological growth. I would implement an annual “International Week” (much like the International Day at my own high school) where students would showcase their cultural affiliations or those of their ancestors in talent-shows, bake sales, story-telling, history and art projects, music, dancing, and mini-question and answer sessions the students would present on their own about various aspects of their cultures. During the rest of the year teachers who had students that identified themselves as members of any or several cultures (Ex. z-Americans, exchange students, immigrants) would be encouraged to learn about these cultures to better relate to students and help them feel appreciated, unique, and reinforce in them their cultural identity without feeling subsumed, assimilated, isolated, singled-out, or denigrated by the “American” culture around them.
Question: What else can be done to help students feel like they belong in whatever culture they identify with without alienating them or making them choose one over the other?
Similar to the movies that we watched, Gregory Michie presents a much more personal perspective on education. Mr. Michie is emotionally involved with his students and their success. He is an outsider in their community and he must work toward acceptance and respect. He gains these things through genuine compassion and an intense devotion to his students.
If I could redesign education in this country, I would recreate the honesty of Mr. Michie. Few men would admit that a class of eighth graders nearly brought him to tears, but this fact is an important insight for prospective teachers. Mr. Michie’s genuine nature and blatant honesty make his book a truly significant work. I would also recreate Mr. Michie’s support for extended learning. He allowed his students to choose to pursue what they were interested in and by doing so he was able to teach them more, more effectively.
I want to be the teacher who goes the extra mile. Mr. Michie mentions burnout as a potential consequence of this attitude. How do you balance the “I am going to do everything in my power to help my students succeed” idea with your basic survival instincts? How do you avoid becoming too involved? Too emotionally attached?
Among several problems Mr. Michie explores overcrowding, underfunding, and a gang ridden community. Education is endangered by each of these three factors. Through devotion and education they can be overcome.
Mr. Michie emphasizes the dangers of student/teacher relationships. It is important to find and maintain a professional yet understanding and supportive position. Teachers are constantly scrutinized for their relationships with students.
The holistic approach is supported in Holler if You Hear Me. Mr. Michie suggests that his most significant, most influential encounters with his students happened outside of the classroom. Mr. Michie gained the respect of his students by making an effort to understand and support them. After he gained their respect, they strove to meet his expectations. They wanted to learn and he encouraged their efforts.
Finally finished this book...and just in time too. I found it probably the second most enjoyable read of all the books that I've read this summer, mainly because of the personal stories of the students. It was so interesting to see how these students viewed themselves and what type of community they were surrounded by. It is throgh stories like these that teachers really get a look into why students act the way they do sometimes. Which leads me to my answer for #5:
5. What role does community play in this piece? What does this piece have to say about the importance of the student/student, student/teacher, and school/community relationship? a. As always, children are a product of their community in this piece. The community around them effects them in so many ways. For example, Reggie, because of his home life and the way he’s treated in the community, ends up in prison. Hector is rebellious because of his home life and the problem going in between homes. Therefore, the students performance in their classes definitely does result from the condition of their community and how they are viewed in their community.
Do you think, since we will be working with the minority groups (more than likely) mentioned in this book, do you think that these students are really that difficult to teach? Does race really have anything to do with it or is it just because of the stereotype placed on them?
I'm sorry if I posted this twice somewhere else. I didn't mean to. Technological mastery isn't one of my talents.
ReplyDeleteEducation today is more concerned with numbers: test scores, grade-level benchmarks, percentages of students who don’t drop out, suspension rates, graduation statistics, how many students attend and complete college. So much attention is directed towards the predicted statistical success of this new program or that curriculum that students often become nothing more than decimal points on a sheet of paper. Other than in the counselor’s office many students are not asked how they feel, what they think, what they are interested in, or want to do in life. Classroom discussions focus on the importance of learning so students can pass state-mandated tests, get credits, get scholarships, get into college, and get work when they graduate. As the year progresses homework assignments pile up and begin to seem like busy-work. Some students begin to feel like cogs, mindlessly spinning in place until they are put into another machine (college or work) where they will continue to spin—moving but not making any discernable progress one way or the other. Education should combat this mindless dehumanization if students are to remain effective, intelligent citizens.
Each student is unique; celebrating intellectual, social, and cultural diversity is essential for each student’s personal, social, and academic progress—it widens their worldview, creates empathy, expands intellectual curiosity, and sparks creative, social awareness to the world around them. Collective education with its emphasis on all the students learning exactly the same things at exactly the same pace with the same praise (or lack thereof) is ineffectual. Students don’t all learn the same way, nor are all students equally receptive to the same information. (Fiction writer Douglas Adams and scientist Madam Curie would not be equally receptive to literature courses or chemistry classes).
If I could fashion my own school I would implement an open-door policy where teachers, counselors, and a few, hand-picked students and parents would be available at different times during the school day to talk to if students feel overwhelmed about any aspect of their personal or academic lives. Everything would be held in strictest confidence (unless the student in question was in danger or endangered others) and at the end of each session students and their “personal listener” would each sign a contract confirming the confidentiality of the session which would be locked in a cabinet. A hotline number would also be posted on the school’s website where certified adult counselors would be available if students had trouble and the school was closed.
Michie tried to learn more about his students’ unique cultural experiences and backgrounds so he could relate to them and foster their academic and psychological growth. I would implement an annual “International Week” (much like the International Day at my own high school) where students would showcase their cultural affiliations or those of their ancestors in talent-shows, bake sales, story-telling, history and art projects, music, dancing, and mini-question and answer sessions the students would present on their own about various aspects of their cultures. During the rest of the year teachers who had students that identified themselves as members of any or several cultures (Ex. z-Americans, exchange students, immigrants) would be encouraged to learn about these cultures to better relate to students and help them feel appreciated, unique, and reinforce in them their cultural identity without feeling subsumed, assimilated, isolated, singled-out, or denigrated by the “American” culture around them.
Question: What else can be done to help students feel like they belong in whatever culture they identify with without alienating them or making them choose one over the other?
Similar to the movies that we watched, Gregory Michie presents a much more personal perspective on education. Mr. Michie is emotionally involved with his students and their success. He is an outsider in their community and he must work toward acceptance and respect. He gains these things through genuine compassion and an intense devotion to his students.
ReplyDeleteIf I could redesign education in this country, I would recreate the honesty of Mr. Michie. Few men would admit that a class of eighth graders nearly brought him to tears, but this fact is an important insight for prospective teachers. Mr. Michie’s genuine nature and blatant honesty make his book a truly significant work. I would also recreate Mr. Michie’s support for extended learning. He allowed his students to choose to pursue what they were interested in and by doing so he was able to teach them more, more effectively.
I want to be the teacher who goes the extra mile. Mr. Michie mentions burnout as a potential consequence of this attitude. How do you balance the “I am going to do everything in my power to help my students succeed” idea with your basic survival instincts? How do you avoid becoming too involved? Too emotionally attached?
Among several problems Mr. Michie explores overcrowding, underfunding, and a gang ridden community. Education is endangered by each of these three factors. Through devotion and education they can be overcome.
Mr. Michie emphasizes the dangers of student/teacher relationships. It is important to find and maintain a professional yet understanding and supportive position. Teachers are constantly scrutinized for their relationships with students.
The holistic approach is supported in Holler if You Hear Me. Mr. Michie suggests that his most significant, most influential encounters with his students happened outside of the classroom. Mr. Michie gained the respect of his students by making an effort to understand and support them. After he gained their respect, they strove to meet his expectations. They wanted to learn and he encouraged their efforts.
Finally finished this book...and just in time too. I found it probably the second most enjoyable read of all the books that I've read this summer, mainly because of the personal stories of the students. It was so interesting to see how these students viewed themselves and what type of community they were surrounded by. It is throgh stories like these that teachers really get a look into why students act the way they do sometimes. Which leads me to my answer for #5:
ReplyDelete5. What role does community play in this piece? What does this piece have to say about the importance of the student/student, student/teacher, and school/community relationship?
a. As always, children are a product of their community in this piece. The community around them effects them in so many ways. For example, Reggie, because of his home life and the way he’s treated in the community, ends up in prison. Hector is rebellious because of his home life and the problem going in between homes. Therefore, the students performance in their classes definitely does result from the condition of their community and how they are viewed in their community.
Do you think, since we will be working with the minority groups (more than likely) mentioned in this book, do you think that these students are really that difficult to teach? Does race really have anything to do with it or is it just because of the stereotype placed on them?