Questioning a teacher's role and thinking about language in the classroom

After reading Bob Fecho’s article “Critical Inquiries into Language in an Urban Classroom,” I have reaffirmed and changed many of my previous beliefs. I think that it is incredibly important that students engage with ideas and materials in class. To engage they need to be actively involved in the discussions and to be actively involved—the discussion must be applicable to their lives. However, I do believe that teachers still need to teach and literature still needs to be read in the classrooms (not to say that Fecho’s students did no read). I think that the more teachers can be informed about their student’s language communities, the more productive their classroom time will be. We have to be aware of the conflicts that exist between home communities and school communities, especially in areas that involve language. I think that it is important for students to question our society’s norm; however, I also believe that the only way to question it is to KNOW it. Many times, I feel that people who attack Standard English expect that the standard will change and adopt other varieties overnight. SE has come a long way since the days of Chaucer. It will take time and I think that it is important to emphasize that to students. They must learn the power code language if they want to be heard. It does not make it right but there is no denying it. Discussion and active participation from the students can be empowering; however, first we have to break down the barrier that exists within many students. Many students still believe that teachers are there to oppress or punish—how do we get past that stereotype in our classrooms, especially with students who are already at risk?

At Risk Prompt

After reading Brittany BAP's response to my orignal post regarding At Risk students in the classroom. I have decided that I would like to focus more on students that she labeled as " Optionally Defiant Students." This mentality is such a foriegn cocnept to me and I think that by researching and observing students like these, I will have many of my own beliefs regarding schooling challenged. I am definitely up for it!
I think that I am still interested in students that are considered At Risk because of the outside factors in their lives- mainly because I assume (maybe wrongly) that these two catagories overlap. Perhaps I will discover that they do not overlap, but that is my hypothesis. I think that it is always a challenge to try to engage students in a class and as it was suggested, it helps if we make lessons applicable and intersting to their lives. However, I wonder if this is always possible? I think I will need to get out of my box for this one!!

Preliminary Ideas for a Paper- At Risk Students

For my education composition class I am brainstorming some ideas for a new paper assignment. I am interested in finding strategies that teachers use for At Risk students. After reading a blog regarding a teacher's expereince with At risk students at an alternative high school, I am curious to find strategies that can be used to teach these students effectively. At a school that i am volunteering at, the students rarely complete their homework and minimal effort is given. How do we prepare students and teach them so that they come out of the class having learned something about the discipline? I think that this especially concerns me with the national concern over Standardized testing (specifically Colorado's CSAP). How do we teach the students the curriculum? How do we motivate them to learn, not just to be marked as "proficient" on an exam but to learn for themselves? How do we resist disregarding students that seem hopeless or resistant to any type of schooling?

Language and Dialect in the Classroom

In the article "Code-Switch to Teach Standard English," Rebecca Wheeler discusses the importance for English teachers to recognize the value and significance of the nonstandard varieties of the English Language. Wheeler suggests that teachers use constrastive analysis, an ESL technique, when approaching grammar lessons in a classroom that is composed of students who use a nonstandard variety, such as Black English. I agree with Wheeler's evaluation of the techniques that have been used in the past. Throughout my education, many teachers simply mark papers with comments that say "run-on" "verb tense""subject verb agreement" etc. It always seemed ironic to me that they would approach the errors with such simplicity and use implicit instruction to correct us. If a student, whether they speak Black English or they are learning the in and out of Standard English, were already knowledgeable about the nuances of SE, then they probably wouldn't be making mistakes. I like that Wheeler suggests that teachers should make a visual comparison between SE and the language variety of students. Sometimes the student's mistake (or what is perceived as a mistake) runs a little deeper and is actually a misunderstanding of a rule or of the language itself.

Similarly, in the article "Wass'up, Mrs. Stern," Ruthie Stern emphasizes that Black English users should not be considered lazy or defiant. She states that students who use Black English should and usually are aware that they need to learn to "code switch." This term means that students are keenly aware of when they should b speaking SE and when they can use Black English or another English variety. Like Stern, I also believe that there is a "rhyme and reason" to Black English as well as slang. There are linguistic rules that users follow. I think that our society demands that our students learn SE and that teachers should only be adding to the linguistic repertoire of society. We should not erase the culture or value of nonstandard varieties, but teach students when and how to use SE. This has the potential to empower students rather than dismissing their communities and asking them to deny their primary discourse communities. I strongly believe that we should encourage students to use SE in the classroom, since it is one of the few places during adolescence that they will get to practice SE, as opposed to their nonstandard variety, which they seem to practice all day long (during passing periods, lunch, home, etc.).

A Response to Two Educators' Opinions Regarding the Role of the English Teacher

English in the City: “The Power of Youth: How Do We Uncover It?” English Journal Vol. 95, No. 4 March 2006

Greg Hamilton, the editor of English in the City, focuses on the networking and sharing experiences of urban teachers around the world. Amy Bloodgood, in her article, is speaking to teachers, specifically urban teachers, and urban communities. Bloodgood refers to a case in which a student was changed by gaining trust and keeping promises. She highlights that teachers should pay attention to students’ needs instead of writing them off. Some students, like her student Henry, require a curriculum outside the “script” that will engage them.
Bloodgood discusses some very important issues. She specifically focuses on gaining a student's trust and paying attention to their interests or desires. Although I agree that a “scripted curricula” doesn’t engage all students, it is important to have a standard in education. There should be a balance between the standard curriculum and student interest.

“Responding to Students Who Disclose the Violence in their Lives” English Journal Vol. 95, No. 6 July 2006

Douglas Fisher speaks to English teachers, specifically ones who teach in urban communities where violence is prominent. However, Fisher emphasizes that violence affects all students whether as witnesses, victims, or perpetrators. It is applicable to all teachers. Fisher stresses that teacher’s cannot ignore the violence. Fisher states that English teachers should allow students to face and cope with their experiences through writing. By understanding their students, teachers can start to impact them and change the cycles of violence in their homes or communities. Fisher discusses the use of journals, which can allow students to express themselves. In conjunction with journaling, writing conferences allow teachers to intervene, while still teaching students to write.
I agree with Fisher’s statement that teachers should use a “Professional Approach” when responding to students’ writing. It is important that teacher acknowledge a student’s home and community environment. I’m fearful that I will submit to the “common mistakes” that teachers make, such as trying to relate their experiences to a student’s experience. I also wonder if there is a place for this type of response outside of the English classroom, such as in science or math classes. Is intervention only possible within the English classroom? How do other academic teachers create environments in which students can cope with their experiences?

Welcome

Welcome everyone! Thanks for visiting my blog! I am new to the blogging world and learning about this "new" technology through an undergrad. class. I look forward to interacting with all of you!