I felt like the story that most of the first chapter of the reading was based on was due more to Shannon's socioeconomic status rather than her ethnicity. The chapter made many points, all of which were helpful and applicable, to becoming a more culturally-aware and careful teacher. In my opinion, all of the points suggested could be applied to any child who is slow learning or doesn't have the resources to learn as well as other students. Shannon happened to be African American, but the second chapter talked about a while child who was doomed to fail by his teacher as well. Was the story about Shannon being allowed to not work hard a race issue or was it an issue that can apply to any student that is behind academically despite their race? I just felt like both chapters could have done a better job of getting examples that applied to actual race rather than their economic status, living location, or dialect.
As for the points being made-- that no students should be expected to fail and that all students should be challenged-- I agree wholeheartedly. I intend to give special attention to any of my students that need it. If my student group as a whole does not understand something or does not like to write, like the example in the second chapter, I will try my best to think of creative ideas to get all of my students involved.
No comments:
Post a Comment