Thursday, December 19, 2013

Ira Shore - Empowering Education

"However, it is the students who decided to what extent they will take part in the Syllabus and allow it to form them. Many students do not like the knowledge, process, or roles set out for them in class. In reaction, they drop out or withdraw into passivity or silence in the classroom. Some become self-educated; some sabotage the curriculum by misbehaving,” (Pg 14).

I want to focus on this quote by Ira Shore because it best fits myself. I absolutely do better in classes without syllabuses. Seeing what I have to do in the class allows me to procrastinate. I know that I am a smart and efficient worker when I put my mind into things, and that's why I don't doubt myself when I think about putting things off. I can complete A+ essays 30 minutes before the class that they are due, and that's exactly what I did to pass writing 100 with an A. I can force myself to stay up all night and complete a full semester's worth of work. It isn't exactly a good thing that I procrastinate, but If I didn't have a set list of exactly what I had to do and how I needed to do it, I wouldn't procrastinate so much. In my first semester of last year, I took a history class where there was no syllabus, only an assignment passed out after every class that was due the next class. I never missed a class (which is also something I had a problem with) because I needed the work and needed to pass in the work that was due. There was no procrastinating that semester. This semester I procrastinated in almost all of my classes and fell behind due to a lot of issues that went on during the year. I was able to catch up, but it destroy me to have to stay up almost every night, and do nothing but stare at a computer screen for hours completing assignment after assignment. I did not try to sabotage the curriculum like Ira Shore said was a possibility, I accepted my error and took responsibility to self educate myself. 

This quote can also be related to how Delpit talks about making clear the rules and codes of power. I think that letting students know what is expected of them and when it is expected is good to do, but each student is different with what they make of it. I myself don't work good knowing I have time to do things later and knowing that I am able to get it done when I do decide to do it. Others look at a list of work and want to get more done earlier because they cant handle too much work at once or because they avoid stressing themselves out.

Note: had to do three essays and study for my final today, so that's why this post came up later.

Tuesday, December 17, 2013


Hello everyone! (:

Just wishing everyone a great holiday break and good luck to anyone still finishing up their finals! I was wondering if anyone knew Dr. Bogad's office hours and where she would be during those hours? Very important that I find out before Friday so thank you for the help (:

Saturday, December 14, 2013

Schooling Children With Down Syndrome - Kliewer

Kliewer makes a lot of really great points in the article Schooling Children With Down Syndrome. I never thought much about what pulling out students from their classes to work with other teachers for extra help really did to those students. I couldn't imagine sitting with a bunch of my friends, working on a paper handed out by the teacher, and then being torn from my class because I'm not at the level of my friends. I'm not ready to work with them because I need to work on myself first. I would be demotivated, and very upset about it. It would be one of the worst feelings in the world, especially at a younger age. This made me think of the LGBTQ issues we talked about and how excluding students can cause them to be less motivated to learn.  To be categorized the way some schools do into different groups with different animal names can be just as bad. When society places you into the group of "mice" and your friends are the "owls" are you supposed to believe you're equal? Are you supposed to believe that you just need a little help? No, what this does is makes children feel inferior. The owls are the stronger, hunters of the school and the mice are supposed to flee and live secluded with each other.

Students with disabilities, including down syndrome, deserve the equal opportunity to learn and interact with other students. Keeping students with disabilities with other students without those disabilities can be beneficial to all students. "Vygotsky found that the culture of segregation surround people with disabilities actually teaches underdevelopment of thinking through the isolation of children from socially valued opportunities..." (Kliewer) The students with disabilities are able to interact more and learn different things from the students without disabilities, and the students without disabilities are able to gain experience through helping the students with disabilities.

Safe Spaces - August

I have never read an article about LGBT student issues before, so reading this was very interesting to me. I never really realized all the issues that are still existent today and all of the problems that still need to be addressed. School should always be a place to go and feel comfortable. Students need to be able to go to classes thinking about what questions they have from the homework or how well they are going to do on the test. Never should a student have to walk to class thinking about where they might sit because certain people make them feel bad about themselves, or if they really should go to class today because the teacher labels them and makes them feel different and out of place. "To the extent that teachers, school administrators, and college professors create an atmosphere in which difference is not only tolerated but expected, explored, and embraced, students will be more likely to develop perspectives that result in respectful behaviors." (August, Page 83). School needs to be a safe place, and everyone needs to recognize that. Its not right that students feel out of place at school for any reason, and I'm just disgusted that teachers and other students would make them feel that way. 

It's not hard to emotionally scar someone by taunting, bullying, or excluding someone, so why don't more people take these issues more seriously? “Words invite or exclude, recognize or erase, empower or intimidate, examine or assume. Far from what the children chant would have let us believe ,words are sticks and stones. And those sticks and stones can either build bridges or break bones” (August, Page 95)

More action needs to be taken to create more, and more effective safe spaces. More awareness needs to be spread and disciplinary actions need to be carried out to prevent LGBT students from feeling like they are the only ones going through these issues and know that nothing is there fault. “Good intentions are not enough; trying to see all students as the same is not enough. Being a fair-minded individual is not enough. We argue that educators must publicly commit to creating classroom climates of inclusivity and respect with the pledged cooperation of all students. Only then can we create classrooms that are safe for LGBT youth.” (August, Page 99)

These ideas reminded me of an experience I had in class when i realized that the boys and girls were lined up into separate lines when ever they go out into the hall. When the teacher tells her students to line up into a boys line and a girls line, where does a child who looks like a boy but feels more like a girl go? Or a student that looks like a girl but feels more like a girl? Or maybe a student that sometimes feels like they could be considered both? There is a lot of room, in this seemingly simple request, for confusion and with that a student may feel out of place or uncomfortable. This as we have learned can cause the student to act out or shut down.