I think this is actually a very interesting topic. It is true as we discussed in class than many people miss the opportunity to become teachers because their GPA isn't high enough. However is there really any way to get around that? Teacher's definitely don't have to be geniuses and shouldn't be by any means like we also discussed because most people like that can't understand why other people don't get things as easily as they do therefore don't have patience for kids.
However if the faculty was to let just anyone in would that be a good idea? I'm sorry to say but I really don't think so. I think one of the things good grades show is that we are really determined and dedicated people trying to reach our goals. Yes for some people not much effort is put in and their academic talent comes naturally. However I would argue that this percentage of people is much much smaller than the percentage who actually have to put in a lot of effort. I for one could not get the grades I do without putting in effort; it would be a totally different story. Perhaps there should be some sort of interview process or other qualifications as well in order to get into the faculty and those with GPA's that are good but not great could still have a chance to get in based on their personality and other good qualities they would bring to the teaching profession. It is just a tough question all around. I definitely don't have the answer or a good solution as to what should be done for those who would make great teachers but don't have the grades. We do want teachers to be competent in their skill and knowledge therefore we shouldn't lower the bar too much I don't think. I don't know!!!
All in all, we know that great academic achievement doesn't automatically equal a great teacher. If you don't have the people skills and everything else that goes along with a teacher, chances are you aren't going to make it all that far with just straight A's. The A's might bring you through at the top in university, but they won't automatically keep you at the top in the teaching profession.
Thursday, November 26, 2009
Wednesday, November 25, 2009
Homework
After reading what a few people have to say about the idea of homework, I figured I would write about what I think about it! As university students our lives are basically homework because atleast for education classes, most assignments are not done in class. Therefore we are forced to do work outside of the classroom. However it is much different for elementary, middle school and high school kids. In elementary school in my experience not a ton of homework is given. Like Eric said I also had the math sheets or the spelling words to take home. I must say I also gave my students some math stuff to do at home in my PSI but it was only if they didn't get it finished in class. Thinking about it now this does seem like some sort of punishment. In my beliefs it should be a bit of a punishment for the students who were goofing off and not using their time wisely in class and you even say to them, "Would you rather do this at home on your own time" and they continue not to do their work. However some students simply need more time and aren't capable of doing their work in a short period of time.
I don't think homework is all that necessary in elementary school. Sometimes we do want our students to do bigger projects and the work ends up getting taken home. In which case a lot of parent work goes into the projects as well. It's a tough call with that because sometimes we don't want to give the kids tests but rather projects for them to demonstrate their knowledge and skills in a certain area. However time just does not allow for this to happen in the classroom. What do we do about that? I'm not sure.
I think as kids get older especially in high school homework isn't a bad idea as it is something they will most definitely be doing once they reach college or university. I understand we also want kids to be able to have time to spend with their families and play sports and do other activities and school already takes up a large portion of their time. But I don't think it would hurt to give a bit of homework once and a while. I definitely don't think it should be a daily thing or a give students a big project over christmas break type of thing. However it helps them to extend their knowledge outside of the classroom. If we give them more meaningful homework assignments rather than do this worksheet maybe it wouldn't seem so much like homework. For example, science is all over the place, not just in the classroom. If studying weather have students watch the weather channel or put a bucket outside and see how many cm it rains on a rainy day. Have students do some reading every night no matter what the material is. Have students share something they learnt with their parents at the dinner table. It doesn't have to be complicating but we don't want students to only associate what they learn at school with school. It is important that they see value to this knowledge in their everyday lives!
I don't think homework is all that necessary in elementary school. Sometimes we do want our students to do bigger projects and the work ends up getting taken home. In which case a lot of parent work goes into the projects as well. It's a tough call with that because sometimes we don't want to give the kids tests but rather projects for them to demonstrate their knowledge and skills in a certain area. However time just does not allow for this to happen in the classroom. What do we do about that? I'm not sure.
I think as kids get older especially in high school homework isn't a bad idea as it is something they will most definitely be doing once they reach college or university. I understand we also want kids to be able to have time to spend with their families and play sports and do other activities and school already takes up a large portion of their time. But I don't think it would hurt to give a bit of homework once and a while. I definitely don't think it should be a daily thing or a give students a big project over christmas break type of thing. However it helps them to extend their knowledge outside of the classroom. If we give them more meaningful homework assignments rather than do this worksheet maybe it wouldn't seem so much like homework. For example, science is all over the place, not just in the classroom. If studying weather have students watch the weather channel or put a bucket outside and see how many cm it rains on a rainy day. Have students do some reading every night no matter what the material is. Have students share something they learnt with their parents at the dinner table. It doesn't have to be complicating but we don't want students to only associate what they learn at school with school. It is important that they see value to this knowledge in their everyday lives!
Sunday, November 22, 2009
Anti-racist pedagogies - text pg 102-107
Critical multicultural pedagogists believe that the sources of social injustices of racism and economic inequity should be discussed in the classroom. They look at how racial privilege is embedded in the curriculum and how their should be programs in schools which address different ethnic, cultural, and immigrant groups, and aboriginal people and their human rights.
The pedagogy of whiteness looks at the unquestioned acceptance of whiteness and how white people dominate. This assumption needs to be denormalized. They look at how identities are socially constructed in a historical context and how we need to start rethinking of whiteness.
Anti-racist black feminist pedagogists have autobiographical writings which enable students to examine their own internalized racism. Any women of colour should be able to express themselves. By teaching students about black feminism, white students can recognize what it means to be white in a culture of white supremacist capitalist patriarchy.
I have already discussed this topic as some people did a presentation about anti-racist education. It is definitely something our students need to be aware of and should be taught about other ethnicities and cultures whenever possible. We don’t want our students to lead sheltered lives nor do we want them to be racist. The acceptance of whiteness is definitely an interesting question. Most people really do just accept the fact that white people dominate. Growing up in a town with the vast majority of people being white I wasn’t really exposed to people of different race or culture, nor do I remember being taught much about it in school except perhaps a little bit in social studies. I think despite the fact that all my classmates were white growing up we still should have discussed different cultures and the issue of racism.
The pedagogy of whiteness looks at the unquestioned acceptance of whiteness and how white people dominate. This assumption needs to be denormalized. They look at how identities are socially constructed in a historical context and how we need to start rethinking of whiteness.
Anti-racist black feminist pedagogists have autobiographical writings which enable students to examine their own internalized racism. Any women of colour should be able to express themselves. By teaching students about black feminism, white students can recognize what it means to be white in a culture of white supremacist capitalist patriarchy.
I have already discussed this topic as some people did a presentation about anti-racist education. It is definitely something our students need to be aware of and should be taught about other ethnicities and cultures whenever possible. We don’t want our students to lead sheltered lives nor do we want them to be racist. The acceptance of whiteness is definitely an interesting question. Most people really do just accept the fact that white people dominate. Growing up in a town with the vast majority of people being white I wasn’t really exposed to people of different race or culture, nor do I remember being taught much about it in school except perhaps a little bit in social studies. I think despite the fact that all my classmates were white growing up we still should have discussed different cultures and the issue of racism.
Thursday, November 19, 2009
7Up video - Age 28
Today we saw what happened to 3 of the children after 21 years.
The first to discuss is Paul. Paul went to a charity boarding school. He did not seem very knowledgeable at age seven, for example he didn't know what university was, and he wanted to be a policeman however found out it would be too hard to do. At 28 Paul was now in Australia, and was a bricklayer (subcontractor). He was married to a hairdresser and they had 2 children. They were considered middle class or potentially upper-middle class. Paul had moved into the contest system which allowed him to move up to the position he was currently in. Had he stayed in England I don't believe he would have been experiencing the same sort of success and mobility in society. At 7 we saw Paul building a house in the playground which could have been a predictor of his future if that had been something he was truly interested in. It is definitely neat to see how these kids turn out. I'm really happy Paul made it out of the sponsorship system and is making a better life for himself.
Suzy went to a private girls boarding school and was upper class. She was quite prissy as a seven year old and definitely acknowledged the fact that she was "above" many people. She already had that attitude of an elite member. She hated prep school when she was younger and ended up leaving school at age 16 to go to Paris. She went to secretarial and had a job by the time she was 21. She said she didn't want to get married or have kids and was a chain smoker. However two years later she was married and at 28 had 2 kids. She was a stay at home mom and married a wealthy man. Even though she didn't like private school she would have her kids go to private school when they were 13. She thinks it's different I suppose if they go at that age instead of 8 like her. I think part of her rebellion as a teen and still when she was 21 was because she was in the sponsorship system and was a member of the elite. Therefore she didn't have to worry about money or what would happen if she went off and did something else. I suppose that is one good thing about the system if you are in the elite. From the way she acted when she was younger I would say it was predictable she would have ended up with a rich man. However most of us thought she would have went to university. I think a lot of kids are like that though that are privileged when they are younger and go to private school (although I wouldn't necessarily consider it to be a privilege myself). They think they can do anything and don't really care about the consequences. Suzy definitely followed the sponsorship mobility model.
Nicholas was a lucky and smart boy. He was a farm lower class boy and wanted to learn about the moon at age seven. He was recognized as gifted after taking the 11+ exam and therefore was sent to boarding school which allowed him to eventually study at Oxford. He studied physics and by the age of 28 had obtained his PHD and was a nuclear physicist, teaching as a professor in the US. He was very successful and an extremely smart man. He also like Paul escaped the sponsorship system and moved over to the contest system. However Nick was at the top of the contest system when he moved to the US. He didn't realize how much he cared about money until this move. He was married however is relationship seemed to be rather rocky as his wife was an academic as well and they had mixed views about what would happen if they had kids. I was so happy to see Nick so successful. I think it's interesting he also pursued the interests he had when he was only 7. I'm curious to see where he ends up later on.
The first to discuss is Paul. Paul went to a charity boarding school. He did not seem very knowledgeable at age seven, for example he didn't know what university was, and he wanted to be a policeman however found out it would be too hard to do. At 28 Paul was now in Australia, and was a bricklayer (subcontractor). He was married to a hairdresser and they had 2 children. They were considered middle class or potentially upper-middle class. Paul had moved into the contest system which allowed him to move up to the position he was currently in. Had he stayed in England I don't believe he would have been experiencing the same sort of success and mobility in society. At 7 we saw Paul building a house in the playground which could have been a predictor of his future if that had been something he was truly interested in. It is definitely neat to see how these kids turn out. I'm really happy Paul made it out of the sponsorship system and is making a better life for himself.
Suzy went to a private girls boarding school and was upper class. She was quite prissy as a seven year old and definitely acknowledged the fact that she was "above" many people. She already had that attitude of an elite member. She hated prep school when she was younger and ended up leaving school at age 16 to go to Paris. She went to secretarial and had a job by the time she was 21. She said she didn't want to get married or have kids and was a chain smoker. However two years later she was married and at 28 had 2 kids. She was a stay at home mom and married a wealthy man. Even though she didn't like private school she would have her kids go to private school when they were 13. She thinks it's different I suppose if they go at that age instead of 8 like her. I think part of her rebellion as a teen and still when she was 21 was because she was in the sponsorship system and was a member of the elite. Therefore she didn't have to worry about money or what would happen if she went off and did something else. I suppose that is one good thing about the system if you are in the elite. From the way she acted when she was younger I would say it was predictable she would have ended up with a rich man. However most of us thought she would have went to university. I think a lot of kids are like that though that are privileged when they are younger and go to private school (although I wouldn't necessarily consider it to be a privilege myself). They think they can do anything and don't really care about the consequences. Suzy definitely followed the sponsorship mobility model.
Nicholas was a lucky and smart boy. He was a farm lower class boy and wanted to learn about the moon at age seven. He was recognized as gifted after taking the 11+ exam and therefore was sent to boarding school which allowed him to eventually study at Oxford. He studied physics and by the age of 28 had obtained his PHD and was a nuclear physicist, teaching as a professor in the US. He was very successful and an extremely smart man. He also like Paul escaped the sponsorship system and moved over to the contest system. However Nick was at the top of the contest system when he moved to the US. He didn't realize how much he cared about money until this move. He was married however is relationship seemed to be rather rocky as his wife was an academic as well and they had mixed views about what would happen if they had kids. I was so happy to see Nick so successful. I think it's interesting he also pursued the interests he had when he was only 7. I'm curious to see where he ends up later on.
Tuesday, November 17, 2009
7up video - part 1
I can't say I remember what I wanted to be when I was 7 years old. However I do know all during middle school and high school I wanted to become a doctor. I wanted to go into the science/medical field right up until February of my grade 12 year when I changed my mind and decided I wanted to be a french teacher. These are two completely different and opposite things. I'm extremely happy now that I made the decision that I did because I can no longer even imagine myself as a doctor.
When we're 7 we have hardly experienced anything in our lives. I can't imagine deciding my path through life at that young of an age. It will be interesting to see where the kids in the video ended up and whether or not they stuck to the path they believed they would follow when they were 7. I would say most people change their minds several times about what they want to be throughout their schooling years, and even afterwards. Some people go to college or university, go out into the work force and realize they want to do something else and go back to school. We are very lucky in our society that we have the opportunity to do so and it is not seen as something completely wrong or weird. In the UK model and I suppose what actually occurs there, by age 11 they are put into a stream of schooling which will either allow them to go to university or not. I think if this happened to me I would have been allowed to go to university. However I know many people who don't start getting their act together until school becomes more serious in high school. Therefore these people would have missed out on their opportunity to have a better education and pursue a career they really wanted to do.
How much of what we are like when we're 7 sticks with us until we're 30 or 40 or 50? I think quite a bit does but I believe there is a lot of opportunity for change and many events that can occur throughout our lives that change who we are. For example some people might be in an accident, or have a significant other pass away, or win the lottery, or go bankrupt, and that is not something we can predict when we are young. However it will most definitely have an impact on the person we are and the person we will become after the fact.
I just think we still have a lot of growing to do. Even now, I'm 22, and I don't feel like I have experienced all that much. Is the person I am today the person I will still be when I'm 50? I have no idea!
When we're 7 we have hardly experienced anything in our lives. I can't imagine deciding my path through life at that young of an age. It will be interesting to see where the kids in the video ended up and whether or not they stuck to the path they believed they would follow when they were 7. I would say most people change their minds several times about what they want to be throughout their schooling years, and even afterwards. Some people go to college or university, go out into the work force and realize they want to do something else and go back to school. We are very lucky in our society that we have the opportunity to do so and it is not seen as something completely wrong or weird. In the UK model and I suppose what actually occurs there, by age 11 they are put into a stream of schooling which will either allow them to go to university or not. I think if this happened to me I would have been allowed to go to university. However I know many people who don't start getting their act together until school becomes more serious in high school. Therefore these people would have missed out on their opportunity to have a better education and pursue a career they really wanted to do.
How much of what we are like when we're 7 sticks with us until we're 30 or 40 or 50? I think quite a bit does but I believe there is a lot of opportunity for change and many events that can occur throughout our lives that change who we are. For example some people might be in an accident, or have a significant other pass away, or win the lottery, or go bankrupt, and that is not something we can predict when we are young. However it will most definitely have an impact on the person we are and the person we will become after the fact.
I just think we still have a lot of growing to do. Even now, I'm 22, and I don't feel like I have experienced all that much. Is the person I am today the person I will still be when I'm 50? I have no idea!
Sunday, November 15, 2009
Mobility Article
In the American norm of contest mobility, elite status is always up for grabs as it is the prize in an open contest, and there is room for movement within the society. In the English norm of sponsored mobility, there is controlled selection of elites in which recruits are chosen early and are inducted into the elites. The article discussed how the accepted mode of upward mobility shapes the school system both directly and indirectly through its effects on the values which implement social control.
In contest mobility, victory must be won by one’s own efforts. Those with moderate intelligence who claim victory through the use of common sense, craft, enterprise, daring and successful risk taking is more appreciated than victory by the most intelligent or best educated. Therefore elite status is earned. Sponsored mobility rejects contest and favours a controlled selection process. The elite choose people who have the appropriate qualities. They make the best use of talents by sorting people into where they belong. One must have obvious credentials such as material possession or mass popularity.
The norms and values in contest mobility include a futuristic orientation, ambition, and a general sense of fellowship with the elite. In sponsored mobility, the elite train the masses to believe they are incompetent to manage society, and that the elite have superior competence. The earlier the selection of the elite, the sooner others can be taught to accept their inferiority.
Paternalism toward inferiors, listening to the opinions of other elite, appreciation of aesthetic, literary, intellectual, and sporting activities, courtesy, and altruism are things that are taught to the new elite. No such thing happens in the contest system as elite can change at any time and there isn’t really anyone to tell them how to be.
In America, schooling is an opportunity and students are not separated into inferior and superior. The general level of occupational aspiration is unrealistically high. Education is valued as a means of getting ahead and emphasizes keeping everyone in the running until the end. University is competitive and has a series of trials each semester. In the English system, students are segregated early on by means of the promising and the unpromising. At the age of eleven these children take a series of tests that decides their future. There is a reduction in aspiration following this test. Schooling is valued for its cultivation of the elite and resources are put more into these schools. The secondary modern schools receive fewer resources, fewer teachers, fewer well trained teachers and a lack of prestige. Selection is complete before university.
Since we already discussed this topic in class I have already somewhat commented on what I think about it. But just to reiterate what I said, I like much more the contest mobility system as I believe everyone should have the opportunity to exceed and become an elite. It is rather unreasonabe to choose students at age eleven based on some test as they do in England. That is a ridiculous amount of pressure at a young age, and it also decides your fate for the rest of your life. After that test if you are in a lower school that is where you will still and there is much less chance if any chance at all that you will continue your education after high school. The elite to me sounds like a pompous group of people who believe they are better than everyone else. For some people they might be right to believe they are a little bit better if they have serious credentials and are very successful. However what about those who are chosen very young and simply don't have any talents and don't develop any over the course of their lives? Who says someone who wasn't chosen when they were young wouldn't make a much better 'elite'? I'm sure there are many who miss out on the opportunity however in my opinion I'm not so sure I would want to be a member of this group. The only reason I would would be because I would want to continue my education.
Turner, Ralph F. (1960). Sponsored and Contest Mobility and the School System. American Sociological Review 25 (26), 855-867.
In contest mobility, victory must be won by one’s own efforts. Those with moderate intelligence who claim victory through the use of common sense, craft, enterprise, daring and successful risk taking is more appreciated than victory by the most intelligent or best educated. Therefore elite status is earned. Sponsored mobility rejects contest and favours a controlled selection process. The elite choose people who have the appropriate qualities. They make the best use of talents by sorting people into where they belong. One must have obvious credentials such as material possession or mass popularity.
The norms and values in contest mobility include a futuristic orientation, ambition, and a general sense of fellowship with the elite. In sponsored mobility, the elite train the masses to believe they are incompetent to manage society, and that the elite have superior competence. The earlier the selection of the elite, the sooner others can be taught to accept their inferiority.
Paternalism toward inferiors, listening to the opinions of other elite, appreciation of aesthetic, literary, intellectual, and sporting activities, courtesy, and altruism are things that are taught to the new elite. No such thing happens in the contest system as elite can change at any time and there isn’t really anyone to tell them how to be.
In America, schooling is an opportunity and students are not separated into inferior and superior. The general level of occupational aspiration is unrealistically high. Education is valued as a means of getting ahead and emphasizes keeping everyone in the running until the end. University is competitive and has a series of trials each semester. In the English system, students are segregated early on by means of the promising and the unpromising. At the age of eleven these children take a series of tests that decides their future. There is a reduction in aspiration following this test. Schooling is valued for its cultivation of the elite and resources are put more into these schools. The secondary modern schools receive fewer resources, fewer teachers, fewer well trained teachers and a lack of prestige. Selection is complete before university.
Since we already discussed this topic in class I have already somewhat commented on what I think about it. But just to reiterate what I said, I like much more the contest mobility system as I believe everyone should have the opportunity to exceed and become an elite. It is rather unreasonabe to choose students at age eleven based on some test as they do in England. That is a ridiculous amount of pressure at a young age, and it also decides your fate for the rest of your life. After that test if you are in a lower school that is where you will still and there is much less chance if any chance at all that you will continue your education after high school. The elite to me sounds like a pompous group of people who believe they are better than everyone else. For some people they might be right to believe they are a little bit better if they have serious credentials and are very successful. However what about those who are chosen very young and simply don't have any talents and don't develop any over the course of their lives? Who says someone who wasn't chosen when they were young wouldn't make a much better 'elite'? I'm sure there are many who miss out on the opportunity however in my opinion I'm not so sure I would want to be a member of this group. The only reason I would would be because I would want to continue my education.
Turner, Ralph F. (1960). Sponsored and Contest Mobility and the School System. American Sociological Review 25 (26), 855-867.
Thursday, November 12, 2009
Anti-Racist Education Presentation
I thought the presentation was quite interesting today and gave me quite a bit of information that I didn't have before.
I come from a small town in BC where there was only like 2 kids in my entire elementary school that were not white, neither of which were in my classroom. Therefore different races and cultures were not something I experienced very much of growing up. I guess this could either make racism a big issure or a small one. People who don't firsthand experience other cultures might buy into stereotypes a bit more and only believe what they hear because they have nothing else to go by. Or when they do see people of different colour they might give a big reaction becaue it's not something they are used to. However it could be a small issue because it just might never come up as we weren't experiencing other cultures in school. Like we discussed today it is most often found in social studies, perhaps in literature chosen in LA, but otherwise not all that much.
I think kids should definitely have the chance to learn about different cultures in the classroom, and have kids who have a different culture present that to the class so that everyone can learn more about it. We should also discuss the stereotypes and such and maybe have students do some research to learn what the actual facts are or to have a better knowledge of different cultures. We don't want students to have racist attitudes or behaviours obviously therefore if anything like that arises we would need to deal with it.
Since we are such a diversely populated country we should be more knowledgeable and inclusive of other cultures. I think experiencing other cultures is definitely beneficial and can also help you to understand your own culture better and make you more appreciative of things that you have or do.
I come from a small town in BC where there was only like 2 kids in my entire elementary school that were not white, neither of which were in my classroom. Therefore different races and cultures were not something I experienced very much of growing up. I guess this could either make racism a big issure or a small one. People who don't firsthand experience other cultures might buy into stereotypes a bit more and only believe what they hear because they have nothing else to go by. Or when they do see people of different colour they might give a big reaction becaue it's not something they are used to. However it could be a small issue because it just might never come up as we weren't experiencing other cultures in school. Like we discussed today it is most often found in social studies, perhaps in literature chosen in LA, but otherwise not all that much.
I think kids should definitely have the chance to learn about different cultures in the classroom, and have kids who have a different culture present that to the class so that everyone can learn more about it. We should also discuss the stereotypes and such and maybe have students do some research to learn what the actual facts are or to have a better knowledge of different cultures. We don't want students to have racist attitudes or behaviours obviously therefore if anything like that arises we would need to deal with it.
Since we are such a diversely populated country we should be more knowledgeable and inclusive of other cultures. I think experiencing other cultures is definitely beneficial and can also help you to understand your own culture better and make you more appreciative of things that you have or do.
Tuesday, November 10, 2009
A few different topics
Something I wanted to say a few days ago was about our norms which we talked about in class today. I was watching some home videos with my family, and at what I think was my eighth birthday I saw something I thought to be interesting. We were eating and I had a bowl of ketchup chips and I asked my friends who wanted some. Instead of saying me or I do or coming and getting some, a couple people put up their hands. I thought this was so funny. This is also something we are taught in school that if you want to ask or answer a question or you want to say something or whatnot, you raise your hand. When talking about norms today and how we line up and we know to line up we don't just swarm, it again reminding me of the whole raising your hand thing.
I think contest mobility is much better than what England has going on (sponsored mobility). I think it's a great thing that we can move up at any moment in time. Our fate isn't decided for us at birth or by taking a test when you are eleven. And speaking of that I think it's absolutely ridiculous. For one how much do you really know when your eleven and how focused are you on school and your future? And what if you're having a bad day or a really good day and your future is decided for you based on that one test? I don't agree with that at all. But as I mentioned, it's great we can move up. We can also move down which isn't so great but atleast our society is quite a bit more fair in my opinion. I also thought the whole elite business is stupid. Like the example of Paris Hilton or the guy going to Oxford and automatically being able to teach... neither of those examples deserved the elite title they held. Perhaps on his own the Oxford guy did for his chemistry but not as a teacher.
I think contest mobility is much better than what England has going on (sponsored mobility). I think it's a great thing that we can move up at any moment in time. Our fate isn't decided for us at birth or by taking a test when you are eleven. And speaking of that I think it's absolutely ridiculous. For one how much do you really know when your eleven and how focused are you on school and your future? And what if you're having a bad day or a really good day and your future is decided for you based on that one test? I don't agree with that at all. But as I mentioned, it's great we can move up. We can also move down which isn't so great but atleast our society is quite a bit more fair in my opinion. I also thought the whole elite business is stupid. Like the example of Paris Hilton or the guy going to Oxford and automatically being able to teach... neither of those examples deserved the elite title they held. Perhaps on his own the Oxford guy did for his chemistry but not as a teacher.
Thursday, November 5, 2009
Hidden Curriculum Process Presentation
I thought todays presentation was great as well! I am definitely now feeling well informed about the hidden curriculum. This is the part that I think I was a little bit more aware about and not so much the subtleties in the texts we use.
Compliance and obedience and all the things mentioned I definitely believe to be huge in the school system. We do learn to follow many rules, procedues and routines and by the time we reach high school and much earlier as well, we do things without even realizing it or questioning it. We go to classes when the bell rings. We eat our lunch at 'lunch time'. We put our hand up to speak. We ask to go to the bathroom. We sit in 'our desk'. We do work quietly unless told otherwise. There is just an endless list of things we do all the time in school that we have been taught to do either implicitly or explicitly it's crazy! It is true though that we need our students to behave in these ways otherwise the classroom would be chaotic and work would not get done.
I thought some of the books were quite funny in the things that they were teaching kids, like listening to your parents is good behaviour and sharing with a partner and keeping a secret. Also, I forget exactly what it said but the book with the many pictures of a boy doing bad or gross things and how don't you wish you didn't have to look at him everyday? I don't think that's something we should really be teaching our students.
Anyways, hidden curriculum is definitely a huge part of schooling and it might be almost as important if not as important as the actual curriculum. Without the hidden curriculum when looking at this process stuff, students would be a lot less likely to succeed in society because they wouldn't understand norms and things such as respect for authority figures that were discussed.
Compliance and obedience and all the things mentioned I definitely believe to be huge in the school system. We do learn to follow many rules, procedues and routines and by the time we reach high school and much earlier as well, we do things without even realizing it or questioning it. We go to classes when the bell rings. We eat our lunch at 'lunch time'. We put our hand up to speak. We ask to go to the bathroom. We sit in 'our desk'. We do work quietly unless told otherwise. There is just an endless list of things we do all the time in school that we have been taught to do either implicitly or explicitly it's crazy! It is true though that we need our students to behave in these ways otherwise the classroom would be chaotic and work would not get done.
I thought some of the books were quite funny in the things that they were teaching kids, like listening to your parents is good behaviour and sharing with a partner and keeping a secret. Also, I forget exactly what it said but the book with the many pictures of a boy doing bad or gross things and how don't you wish you didn't have to look at him everyday? I don't think that's something we should really be teaching our students.
Anyways, hidden curriculum is definitely a huge part of schooling and it might be almost as important if not as important as the actual curriculum. Without the hidden curriculum when looking at this process stuff, students would be a lot less likely to succeed in society because they wouldn't understand norms and things such as respect for authority figures that were discussed.
Tuesday, November 3, 2009
Hidden Curriculum Content Presentation
I thought todays presentation was very well done!! It taught me more than what I knew about hidden curriculum before for sure and it definitely just makes you more aware of the messages the content you use are sending.
I hadn't heard of Bill 44 as I'm not really up with the news, politics, and current events... which I should be! I think that's going to make things rather tricky especially in middle school and high schools as students do get interested about sex education and sexual identity is definitely becoming a bigger deal I think. I personally was never really taught sex ed in school... maybe one class that briefly discussed sex but nothing in depth at all. Kids are definitely becoming sexually active younger and younger these days and I think if we are not allowed to answer our student's questions honestly and openly in the classroom then parents really need to take the initiative in talking to their children at a young age about sex. Because seriously.. the teen pregnancy rate in my home town, pretty bad I would say. Religion I understand more because some people are really strong about their beliefs and don't want their children to be taught otherwise or be forced into different beliefs and values. Us as educators I don't think should ever be pushing things such as that on our students. As was said in one of the videos I think we should be teaching them how to think not what to think. We just need to be sure that we aren't leaving out certain religions and as was metioned just have respect for everyone and their beliefs.
It doesn't surprise me that pictures of white people far outnumbered people of other races in textbooks. Other races are definitely underepresented. However one person in my group mentionned... but look at Alberta, how many black people or other minority races are there really? Our population does look to be majority white people so it's not necessarily an inaccurate representation of where we live. It is good to here that the genders are equally represented. However as we discussed, what are the women doing in the photos? Having them stand around or doing stereotypical activities doesn't really do anything. You might as well have more men then because it wouldn't make a difference. As for people with disabilities it's very sad that there aren't more pictures of them involved in different activities or being the scientist or whatever it may be. It is unfortunate they are only in pictures when discussing the disability because people with disabilities are not incapable of doing things therefore should not be shown in this manner.
That's about all for my opinions! Great presentation!
I hadn't heard of Bill 44 as I'm not really up with the news, politics, and current events... which I should be! I think that's going to make things rather tricky especially in middle school and high schools as students do get interested about sex education and sexual identity is definitely becoming a bigger deal I think. I personally was never really taught sex ed in school... maybe one class that briefly discussed sex but nothing in depth at all. Kids are definitely becoming sexually active younger and younger these days and I think if we are not allowed to answer our student's questions honestly and openly in the classroom then parents really need to take the initiative in talking to their children at a young age about sex. Because seriously.. the teen pregnancy rate in my home town, pretty bad I would say. Religion I understand more because some people are really strong about their beliefs and don't want their children to be taught otherwise or be forced into different beliefs and values. Us as educators I don't think should ever be pushing things such as that on our students. As was said in one of the videos I think we should be teaching them how to think not what to think. We just need to be sure that we aren't leaving out certain religions and as was metioned just have respect for everyone and their beliefs.
It doesn't surprise me that pictures of white people far outnumbered people of other races in textbooks. Other races are definitely underepresented. However one person in my group mentionned... but look at Alberta, how many black people or other minority races are there really? Our population does look to be majority white people so it's not necessarily an inaccurate representation of where we live. It is good to here that the genders are equally represented. However as we discussed, what are the women doing in the photos? Having them stand around or doing stereotypical activities doesn't really do anything. You might as well have more men then because it wouldn't make a difference. As for people with disabilities it's very sad that there aren't more pictures of them involved in different activities or being the scientist or whatever it may be. It is unfortunate they are only in pictures when discussing the disability because people with disabilities are not incapable of doing things therefore should not be shown in this manner.
That's about all for my opinions! Great presentation!
Subscribe to:
Posts (Atom)