"And because it places the greatest obstacles to achievement in the path of those children least advantaged, in American society-poor and minority children-tracking forces schools to play in active role in perpetuating social and economic inequalities as well." (Oakes, pg. 421)
Over the past few weeks it has been more and more clear to me that public school systems, the government, advertising, and big business have indeed played an active role in promoting social and economic inequalities. This semester I am taking an intro to sociology course which strongly ties into what we are talking about in this course. I'm not too sure if it's a good thing to take EDF 415 and SOC 110 in the same semester for it makes me realize how screwed up the American society is, but on a higher note, I am fascinated by the content in both courses, and I feel that it is important that I am educated about both diversity, racism, public schooling in America, and society in general. Because of various social institutions: government, public schools, and the work place inequalities still exist. Because inequality is so immersed into our society many people are ignorant to white privilege and racism. School systems play an active role in inequality because of the lack of support inner city schools receive. Here, minorities are given little tools that can get them out of poverty and their social situations. Unfortunately, inner city students are taught to excel at a test versus given the tools that will help them succeed in life. We are here to change this mentality and give students what they need to excel in all areas of life.
"Built to hold 1,800 kids, the school held 3,400. More than 95 percent of the students were black or Hispanic; 1.5 percent were white." (Kozol, pg. 145)
Isn't this a fire hazard? Kozol has written a number of times in this book that principles, school faculty and staff, and students have recognized that things like this would never, ever, ever happen in a white school. Although this is sad, it is true. As I have told you many times before, I come from Canton a nearly all white suburban town. (a town under "attack" from Dr. Love a couple of times) Overpopulation would never happen there; parents would be all over the administration and the town about expansion of the school. I showed my friend this quote and her mouth dropped and she said, "Whattttttttt?" That should never happen, ever. Why hasn't the government tried to help these schools expand, and provide better education? Where do you even start?
"Do you think that there are public benefits from education that should override the objections of parents and other citizens regarding the teaching of particular subjects, attitudes, or values?" (Spring, pg. 4)
I know that this quote is meant to be discussed in the rest of chapter 1 but I found that this would be a great question to respond to. I know that this is a touchy subject for a lot of people but I feel that there are so many public benefits from overriding the objections of parents and other citizens. For example, teaching about safe sex is so important. Nowadays, a lot of young people are engaging in intimate relationships and many don't know their options of protection. The media is endorsing sex because sex sells. I understand that in most religions they stress "no sex before marriage" but kids are going to hear about it and see it on TV almost everyday. Kids should know that they have options to protect themselves from sexually transmitted diseases and ways to reduce their chances of getting pregnant. The public will benefit because we won't have to face overpopulation and citizens will be healthier. In addition, abortion, evolution, the death penalty, and other topics should be discussed in public schools so children will be educated. You can't hide your kids from everything, people are curious, they're going to find out one way or another. Schools won't force students to feel a certain way, they will just present the material in a way that students will become knowledgeable.
Monday, September 26, 2011
Week 4 - Kozol Chapter 5, Spring Chapter 5, and Folder 4
"5. Those with power are frequently least aware of - or least willing to acknowledge - its existence. Those with less power are often most aware of its existence." (Delpit, 24)
Wow. This quote is so true. We've seen it in our own classroom and in "The Color of Fear". Our classmates have listened to personal accounts from people of color, but are convinced that white privilege doesn't exist, even when it does. The Silenced Dialogue is interrelated to the concept of white privilege. As a white American, I was very hesitant about accepting the concept of white privilege and never had the opportunity to acknowledge the existence of it until now. After watching "The Color of Fear", John (I'm not too sure if that was his name) was not listening to the other people in the room speaking about their personal experiences with racism. John was the least willing to acknowledge that racism existed, and did not realize that he wasn't listening to his peers. During the "Color of Fear" John didn't realize the importance of listening to the other people in the room in order for his reality of the world to change. As Sharai said in class last week, "People need to wake up and smell the coffee". In order for this realization to occur in a classroom, Delpit drove home the importance of teachers listening to adults that share the students' culture. By listening to adults that share the culture of your students they will have a better learning experience.
"In a summer session for students who had failed a previous exam, little was "left to chance," noted a journalist from Education Week. Teachers were "given binders spelling out precisely what they should be doing every day..." To guarantee that they compiled, "three dozen monitors" dropped in on a class periodically." (Kozol, pg. 111)
I legitimately wrote ummm... in my book when I read this quote. Honestly? What the hell. I don't understand 1) why people came up with this garbage, 2) why people allow this in a school, 3) how this benefits anyone. You might as well have a robot in the class. Why is it that our society requires us to have higher levels of education when this is what they do? What purpose does a scripted curriculum serve? Isn't that what it is? Also, I apologize for my rant but honestly I don't understand how people allowed this to happen to our school system. How on earth do we get rid of this?
"Other children in the district, said The Times, cried and wet their pants out of frustration." (Kozol, pg. 114)
When I was in the 5th grade, (I remember this event for it scared me for life. Not really but whatever) I was in Mrs. Levy's class and I was required to take the CMT. I am not the strongest reader, and most certainly do not have a large vocabulary. I was taking the Reading Comprehension part of my test and I blanked out. I looked at the page, read the story, and could not answer the multiple choice questions to save my life. I got very frustrated and could not continue. I stared at the page for what felt like hours and couldn't answer the questions; I had absolutely no idea where to start. I was that kid, sitting at her desk crying and having a panic attack at my desk. My teacher couldn't help me, and I was stuck. I hated the CMTs ever since and hated the Reading Comprehension section for the rest of my middle school career until I could stop taking them. And then came CAPT... Anyway, when I read this quote I thought of myself and knew what those kids experienced. Imagine if that's what school was like everyday, I probably would have dropped out of school. If that's what those kids at Stanford 9 did I wouldn't blame them. I hate standardized testing.
Wow. This quote is so true. We've seen it in our own classroom and in "The Color of Fear". Our classmates have listened to personal accounts from people of color, but are convinced that white privilege doesn't exist, even when it does. The Silenced Dialogue is interrelated to the concept of white privilege. As a white American, I was very hesitant about accepting the concept of white privilege and never had the opportunity to acknowledge the existence of it until now. After watching "The Color of Fear", John (I'm not too sure if that was his name) was not listening to the other people in the room speaking about their personal experiences with racism. John was the least willing to acknowledge that racism existed, and did not realize that he wasn't listening to his peers. During the "Color of Fear" John didn't realize the importance of listening to the other people in the room in order for his reality of the world to change. As Sharai said in class last week, "People need to wake up and smell the coffee". In order for this realization to occur in a classroom, Delpit drove home the importance of teachers listening to adults that share the students' culture. By listening to adults that share the culture of your students they will have a better learning experience.
"In a summer session for students who had failed a previous exam, little was "left to chance," noted a journalist from Education Week. Teachers were "given binders spelling out precisely what they should be doing every day..." To guarantee that they compiled, "three dozen monitors" dropped in on a class periodically." (Kozol, pg. 111)
I legitimately wrote ummm... in my book when I read this quote. Honestly? What the hell. I don't understand 1) why people came up with this garbage, 2) why people allow this in a school, 3) how this benefits anyone. You might as well have a robot in the class. Why is it that our society requires us to have higher levels of education when this is what they do? What purpose does a scripted curriculum serve? Isn't that what it is? Also, I apologize for my rant but honestly I don't understand how people allowed this to happen to our school system. How on earth do we get rid of this?
"Other children in the district, said The Times, cried and wet their pants out of frustration." (Kozol, pg. 114)
When I was in the 5th grade, (I remember this event for it scared me for life. Not really but whatever) I was in Mrs. Levy's class and I was required to take the CMT. I am not the strongest reader, and most certainly do not have a large vocabulary. I was taking the Reading Comprehension part of my test and I blanked out. I looked at the page, read the story, and could not answer the multiple choice questions to save my life. I got very frustrated and could not continue. I stared at the page for what felt like hours and couldn't answer the questions; I had absolutely no idea where to start. I was that kid, sitting at her desk crying and having a panic attack at my desk. My teacher couldn't help me, and I was stuck. I hated the CMTs ever since and hated the Reading Comprehension section for the rest of my middle school career until I could stop taking them. And then came CAPT... Anyway, when I read this quote I thought of myself and knew what those kids experienced. Imagine if that's what school was like everyday, I probably would have dropped out of school. If that's what those kids at Stanford 9 did I wouldn't blame them. I hate standardized testing.
Monday, September 12, 2011
Week 3 - Kozol Chapters 3 & 4
"When I'm taking notes during a visit to a school ... observation about something they find amusing, like a goofy face made by another child in the class I put a little round face with a smile on the margin of my notepad... In all the 15 pages that I wrote during my visit in this classroom in the Bronx, there is not a single small round smile." (Kozol, pg. 70)
First, I want to say that that is such a shame. Reading the context in which this quote lies it's pretty obvious that the reason for students not laughing, smiling, and enjoying themselves is because the "curriculum" and environment those students are immersed in; for the lack of a better term, sucks. Teachers are forced to teach material that is referred to by a section number, is timed, and not engaging to students. The classes that Kozol observed had similar methods of quieting students down and limited social interactions between students. Peer discussion was limited to only a few minutes and teachers threw material at the students without truly knowing if the students even understood it. How do you learn best? I know that I personally enjoy working with other classmates, collaborating ideas, and building relationships with my peers. I know I smile during class, I make goofy faces all the time, and am thoroughly amused by the simplest things. It is unacceptable to have students sit in class for hours everyday without letting them express themselves and have fun during the school day. In addition, Kozol expanded on the SFA curriculum by tying in personal accounts explaining the guidelines of posting student work, the issue incorporating seasonal materials, etc.
"The Level Ones, as it turned out, got no applause at all... like the Level Ones weren't even there." (Kozol, 73)
First of all, who does that? Second of all, WHO DOES THAT!?! In chapter one, Isabel compared herself to an object stored in a garage because no one knew what to do with it. A teacher said that the "Level One" students didn't get any applause, were not acknowledged as though they weren't even there. Weird huh? A fifteen year old girl was aware and understood the injustices within an urban school system. The scripted curriculum Kozol discusses in both chapter 3 and 4 does not benefit the student or the teacher. Students hate it, and the teachers feel trapped because they have very little flexibility with what they can do with the class. This scripted curriculum seems very ineffective due to the large number of "Level One" students in the New York Public School system. I never want to act that way toward any student. If the state or school chooses to label students as "Level Ones", Twos, whatever, then that means teachers need to try harder. When I say try harder, I mean they need to try harder to relate to their students and get them to participate in class so they can enjoy the learning process. As a future educator I need to help students succeed not only because it's my job, but I feel like it is my moral obligation to give people hope. I will try my very best to make every student feel appreciated and unique. I never want to make my students feel insignificant and unappreciated. I feel like people forget that everyone has potential and can offer so much to the world. Why stunt growth? What's the purpose?
"In the market-driven classroom, children are encouraged to believe they "own" the book, the concept, the idea. They don't engage with knowledge; they possess it." (Kozol, pg. 96)
Many of the urban schools Kozol observed have a curriculum where education is viewed as a business. Students are paid in various ways to write well, play a certain role, etc. "Help Wanted" signage is posted in classrooms and hallways advertise managerial positions. The school has business vibe written all over it. Like Kozol said, students don't engage with knowledge, they possess it and get paid to do it. Teachers limit the students to a business perspective and partner with large corporations to put the underprivileged directly into the work force. For many, college is not seen as a career path or even an option. The school system has limited the opportunities of students by not mentioning careers such as: teacher, doctor, lawyer, etc. The schools haven't discussed higher education with their students and funnel kids into a cookie cutter life. Students cannot engage with their knowledge because they simply do what they can to possess it versus really and truly understand what they're being taught. In many inner-city schools around the east coast education is market-driven limiting students creativity. Again, it's a shame.
First, I want to say that that is such a shame. Reading the context in which this quote lies it's pretty obvious that the reason for students not laughing, smiling, and enjoying themselves is because the "curriculum" and environment those students are immersed in; for the lack of a better term, sucks. Teachers are forced to teach material that is referred to by a section number, is timed, and not engaging to students. The classes that Kozol observed had similar methods of quieting students down and limited social interactions between students. Peer discussion was limited to only a few minutes and teachers threw material at the students without truly knowing if the students even understood it. How do you learn best? I know that I personally enjoy working with other classmates, collaborating ideas, and building relationships with my peers. I know I smile during class, I make goofy faces all the time, and am thoroughly amused by the simplest things. It is unacceptable to have students sit in class for hours everyday without letting them express themselves and have fun during the school day. In addition, Kozol expanded on the SFA curriculum by tying in personal accounts explaining the guidelines of posting student work, the issue incorporating seasonal materials, etc.
"The Level Ones, as it turned out, got no applause at all... like the Level Ones weren't even there." (Kozol, 73)
First of all, who does that? Second of all, WHO DOES THAT!?! In chapter one, Isabel compared herself to an object stored in a garage because no one knew what to do with it. A teacher said that the "Level One" students didn't get any applause, were not acknowledged as though they weren't even there. Weird huh? A fifteen year old girl was aware and understood the injustices within an urban school system. The scripted curriculum Kozol discusses in both chapter 3 and 4 does not benefit the student or the teacher. Students hate it, and the teachers feel trapped because they have very little flexibility with what they can do with the class. This scripted curriculum seems very ineffective due to the large number of "Level One" students in the New York Public School system. I never want to act that way toward any student. If the state or school chooses to label students as "Level Ones", Twos, whatever, then that means teachers need to try harder. When I say try harder, I mean they need to try harder to relate to their students and get them to participate in class so they can enjoy the learning process. As a future educator I need to help students succeed not only because it's my job, but I feel like it is my moral obligation to give people hope. I will try my very best to make every student feel appreciated and unique. I never want to make my students feel insignificant and unappreciated. I feel like people forget that everyone has potential and can offer so much to the world. Why stunt growth? What's the purpose?
"In the market-driven classroom, children are encouraged to believe they "own" the book, the concept, the idea. They don't engage with knowledge; they possess it." (Kozol, pg. 96)
Many of the urban schools Kozol observed have a curriculum where education is viewed as a business. Students are paid in various ways to write well, play a certain role, etc. "Help Wanted" signage is posted in classrooms and hallways advertise managerial positions. The school has business vibe written all over it. Like Kozol said, students don't engage with knowledge, they possess it and get paid to do it. Teachers limit the students to a business perspective and partner with large corporations to put the underprivileged directly into the work force. For many, college is not seen as a career path or even an option. The school system has limited the opportunities of students by not mentioning careers such as: teacher, doctor, lawyer, etc. The schools haven't discussed higher education with their students and funnel kids into a cookie cutter life. Students cannot engage with their knowledge because they simply do what they can to possess it versus really and truly understand what they're being taught. In many inner-city schools around the east coast education is market-driven limiting students creativity. Again, it's a shame.
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