Thesis statement: while art museums might not appeal to Dead Heads, the EMP (Experience Music Project) would be a place of interest to visit.
We support it because:
They are into musical and personal harmony. They can add to their musical perspective.
Marijuana is legal in WA, so you can visit the museum stoned.
There is a guitar pillar sculpture and there is none other in the nation.
Tuesday, November 26, 2013
Group Blog for top two pick 11.26.13
Top Two Pick of readings 11.26.13
We all agree that our number 1 choice is Jerry Large's "Gift of Grit, curiosity help kids Succeed". Truly in the real world children need confidence and character to actually become their own person and make their own decisions which puts them on their own path. They need "perseverance and passion for long-term goals". We agree with Tough who says, "If you want success, build character and the rest will follow".
Our number 2 choice is bell hooks "Teaching Critical Thinking: Practical Wisdom". We came to the conclusion that critical thinking is an important thing for children to learn as it helps them to make their own decisions and opinions about important matters in life. It helps children to look into the details and pull out the images and ideas to sort through choices in life. We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".
At first, we didn't all agree with #2. But after much discussion we concluded that "Teaching Critical Thinking" was a more important piece than Barry Boyce "A Real Education". Barry Boyce talked about being "mindful of others", where we decided that "Critical Thinking" was a more valuable asset in real world situations. We attribute this to critical thinking is more educational than being mindful of others, but being mindful is a subset of critical thinking.
We all agree that our number 1 choice is Jerry Large's "Gift of Grit, curiosity help kids Succeed". Truly in the real world children need confidence and character to actually become their own person and make their own decisions which puts them on their own path. They need "perseverance and passion for long-term goals". We agree with Tough who says, "If you want success, build character and the rest will follow".
Our number 2 choice is bell hooks "Teaching Critical Thinking: Practical Wisdom". We came to the conclusion that critical thinking is an important thing for children to learn as it helps them to make their own decisions and opinions about important matters in life. It helps children to look into the details and pull out the images and ideas to sort through choices in life. We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".
At first, we didn't all agree with #2. But after much discussion we concluded that "Teaching Critical Thinking" was a more important piece than Barry Boyce "A Real Education". Barry Boyce talked about being "mindful of others", where we decided that "Critical Thinking" was a more valuable asset in real world situations. We attribute this to critical thinking is more educational than being mindful of others, but being mindful is a subset of critical thinking.
Ranking 1-5 11.26.13
Ranking of readings, 1-5 11.26.13 (#1 best, #5 least)
#1 - Gift of grit
I think this is one of the best things to instill in children, grit. But it is the teaching of "character" to get to the grit. I agree with Tough who says, "If you want success, build character and the rest will follow".
#2 - A real education
This goes along with "building character". If you build "kindness, caring, empathy" they are "social and emotional skills" which will help bring children into "adulthood".
#3 - Critical Thinking
To build critical thinking is very important in the life of all humans. But it has been crushed down. We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".
#4 - Children, Arts
It is really hard to put this as my #4, where it could be #3. It is important to have the arts, as they do build that character of "creativity" without "creativity" I believe we would all be dull beings.
#5 - Arizona Bans
Again, this is hard to put it as #5. All children deserve to know who they are, what their culture is, and how it became. To have it all in the "political arena" is terrible. I liked the statement that said, "you can silence my voice but never my spirit". In reference to the 80 students protesting the ban on their program.
#1 - Gift of grit
I think this is one of the best things to instill in children, grit. But it is the teaching of "character" to get to the grit. I agree with Tough who says, "If you want success, build character and the rest will follow".
#2 - A real education
This goes along with "building character". If you build "kindness, caring, empathy" they are "social and emotional skills" which will help bring children into "adulthood".
#3 - Critical Thinking
To build critical thinking is very important in the life of all humans. But it has been crushed down. We should be like the children who "come into the world of wonder and language consumed with a desire for knowledge" who become "relentless interrogators".
#4 - Children, Arts
It is really hard to put this as my #4, where it could be #3. It is important to have the arts, as they do build that character of "creativity" without "creativity" I believe we would all be dull beings.
#5 - Arizona Bans
Again, this is hard to put it as #5. All children deserve to know who they are, what their culture is, and how it became. To have it all in the "political arena" is terrible. I liked the statement that said, "you can silence my voice but never my spirit". In reference to the 80 students protesting the ban on their program.
Each author's idea for change
Ideas for change and support of - 11-26-13
"Gift of grit, curiosity help kids succeed" by Jerry Large
Jerry Large's first sentence states, "Hug your kids and kiss their boo-boos, at least until you have to step back so they can develop grit." He sites the book written by Paul Tough, a reporter, "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character". Tough states that he and his wife had a "shelf full of child-rearing books". His newest book states, "if you want success, build character and the rest will follow". Many of the stories that Tough tells about revolved around 2 schools: KIPP Academy, and Riverdale Country School, where each of the principals were looking for something that was missing and each would up in the same office pursuing the same research.
KIPP was praised for raising the academic achievement of its students, at first they excelled but "slid backwards in high school". Riverdale, students didn't develop the qualities that "comes from facing and overcoming adversity." He says that building character is overcoming failure. "Grit is one of the characteristics of successful people. Here's a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity."
At the end Tough tells a story about rats. Where the moms "lick and groom them when they are young, and when stressed, do much better in life that those who weren't comforted in that way." He states that "if more parents hug and kiss and coo in those first years, we'd have a lot more happy and successful children."
"A Real Education" by Barry Boyce
Barry talks about the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University, Mark Greenberg who said, "Kindness, caring, empathy, being able to de-center from your own point of view and listen deeply to others-these are values that should be cultivated in our classrooms". The field of prevention, Greenberg says, "not only aims to aver school failure, depression, and extreme aggression, but to promote positive qualities like empathy, citizenship, and strong friendships. Prevention focuses on "building resilience and promoting well-being in children, by working both with the children themselves and with their environments".
"Children, Arts, and Du Bois" by Keith Gilyard
Keith Gilyard visited an after-school creative arts program and interacted with the elementary school students where they were"inquisitive about his career and more than willing to demonstrate their endeavors to make meaning through poetry, lyrics, oral interpretation, song, drawing, story writing, and dance." He learned later that the program would be discontinued due to "lack of funding". "No music, no poetry, no lyricism, no singing, no visual arts, no drama. A point of immersion in the humanities would be eliminated". He predicts doom for the students and says, "Children can learn and grow in other arrangements", but "afternoons they spend in the program are better than afternoons without it". He sites Du Bois as saying that the effect of all true education is, "not only a gaining of some practical means of helping present life, but the making of present life mean more than it meant before". Gilyard's last paragraph states that, "One of the best ends to have in view is that of the humanities as a widely recognized and amply funded force for the common good. Creative arts programs are integral to this vision. Du Bois knew that. So do a number of wise eight-year-olds."
"Arizona Bans" by Deb Aronson
Deb Aronson states that "the Mexican American Studies (MAS) program in the Tucson School District was a success story as 97 percent of students participating in the program graduated from high school and 70 percent entered college. But the program was shut down with no real explanation. But realized that it was a political agenda as the legislature passed a bill making it illegal for courses or programs "to promote the overthrow of the government, to promote resentment toward a race or class of people...." where in fact the program that was cut was "never about what we were doing, it was about who we were, who are students were". Students and teachers across the district have continued to protest the closing of the MAS program. Many teachers continue to advocate for their students, filing a lawsuit in 2010 saying, "the law is unconstitutional and deprives students of their first amendment rights". and, "It boils down to legislative control over classroom content and curriculum and teacher voice, the state took over our space and that can happen to anyone".
"Critical Thinking" by bell hooks
"Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers." She goes on to say, "children come into the world of wonder and language consumed with a desire for knowledge" and "become relentless interrogators-demanding to know who, what, when, where, and why of life." "Sadly", "they encounter a world that seeks to educate them for conformity and obedience only". bell hooks goes on talking about how critical thinking develops and what it is, she states "critical thinking is an interactive process, one that demands participation on the part of the teacher and students alike". She ends with, "The most exciting aspect of critical thinking in the classroom is that it calls for initiative from everyone", "teacher and students, recognizes that they are responsible for creating a learning community together".
"Gift of grit, curiosity help kids succeed" by Jerry Large
Jerry Large's first sentence states, "Hug your kids and kiss their boo-boos, at least until you have to step back so they can develop grit." He sites the book written by Paul Tough, a reporter, "How Children Succeed: Grit, Curiosity, and the Hidden Power of Character". Tough states that he and his wife had a "shelf full of child-rearing books". His newest book states, "if you want success, build character and the rest will follow". Many of the stories that Tough tells about revolved around 2 schools: KIPP Academy, and Riverdale Country School, where each of the principals were looking for something that was missing and each would up in the same office pursuing the same research.
KIPP was praised for raising the academic achievement of its students, at first they excelled but "slid backwards in high school". Riverdale, students didn't develop the qualities that "comes from facing and overcoming adversity." He says that building character is overcoming failure. "Grit is one of the characteristics of successful people. Here's a list of the others: self-control, zest, social intelligence, gratitude, optimism, and curiosity."
At the end Tough tells a story about rats. Where the moms "lick and groom them when they are young, and when stressed, do much better in life that those who weren't comforted in that way." He states that "if more parents hug and kiss and coo in those first years, we'd have a lot more happy and successful children."
"A Real Education" by Barry Boyce
Barry talks about the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University, Mark Greenberg who said, "Kindness, caring, empathy, being able to de-center from your own point of view and listen deeply to others-these are values that should be cultivated in our classrooms". The field of prevention, Greenberg says, "not only aims to aver school failure, depression, and extreme aggression, but to promote positive qualities like empathy, citizenship, and strong friendships. Prevention focuses on "building resilience and promoting well-being in children, by working both with the children themselves and with their environments".
"Children, Arts, and Du Bois" by Keith Gilyard
Keith Gilyard visited an after-school creative arts program and interacted with the elementary school students where they were"inquisitive about his career and more than willing to demonstrate their endeavors to make meaning through poetry, lyrics, oral interpretation, song, drawing, story writing, and dance." He learned later that the program would be discontinued due to "lack of funding". "No music, no poetry, no lyricism, no singing, no visual arts, no drama. A point of immersion in the humanities would be eliminated". He predicts doom for the students and says, "Children can learn and grow in other arrangements", but "afternoons they spend in the program are better than afternoons without it". He sites Du Bois as saying that the effect of all true education is, "not only a gaining of some practical means of helping present life, but the making of present life mean more than it meant before". Gilyard's last paragraph states that, "One of the best ends to have in view is that of the humanities as a widely recognized and amply funded force for the common good. Creative arts programs are integral to this vision. Du Bois knew that. So do a number of wise eight-year-olds."
"Arizona Bans" by Deb Aronson
Deb Aronson states that "the Mexican American Studies (MAS) program in the Tucson School District was a success story as 97 percent of students participating in the program graduated from high school and 70 percent entered college. But the program was shut down with no real explanation. But realized that it was a political agenda as the legislature passed a bill making it illegal for courses or programs "to promote the overthrow of the government, to promote resentment toward a race or class of people...." where in fact the program that was cut was "never about what we were doing, it was about who we were, who are students were". Students and teachers across the district have continued to protest the closing of the MAS program. Many teachers continue to advocate for their students, filing a lawsuit in 2010 saying, "the law is unconstitutional and deprives students of their first amendment rights". and, "It boils down to legislative control over classroom content and curriculum and teacher voice, the state took over our space and that can happen to anyone".
"Critical Thinking" by bell hooks
"Thinking is an action" and "the heartbeat of critical thinking is the longing to know-to understand how life works. Children are organically predisposed to be critical thinkers." She goes on to say, "children come into the world of wonder and language consumed with a desire for knowledge" and "become relentless interrogators-demanding to know who, what, when, where, and why of life." "Sadly", "they encounter a world that seeks to educate them for conformity and obedience only". bell hooks goes on talking about how critical thinking develops and what it is, she states "critical thinking is an interactive process, one that demands participation on the part of the teacher and students alike". She ends with, "The most exciting aspect of critical thinking in the classroom is that it calls for initiative from everyone", "teacher and students, recognizes that they are responsible for creating a learning community together".
11-21-13 From Group Discussion - Chalk illustrates charges
Group discussion 11-21-13
How Chalk illustrates the charges Freire, Gatto, Rose & Black level against education.
Freire discussed his concerns about education in his paper, "The Banking Concept". One of the issues he mentions is the training of the American students into worker drones or "adaptable manageable beings". This is proved by the following statement: "It is not surprising that the "banking" concept of education regards men as adaptable, manageable beings, the more students work at storing the deposits entrusted to them, the less they develop the critical consciousness that would result from their intervention in the world".
Gatto's main point in "Against School" was that American kids are being pushed to conform to standards set in the 1910's. There is a tendency towards this as Gatto states, "forced schooling: six classes a day, five days a week, nine months a year, for twelve years". (pg 2) The documentary Chalk supports this point clearly when one of Mr. Stroope's female students disrespect him because she is bored with the class and curriculum.
Lewis Black, a comedian, discusses in the video "Back to Black" how American schools are "broken". "NBC dedicates one week to education and 51 weeks to incarceration." He further goes on to summarize the failure of the American system by describing it as "We are 25th in math, 21st in science. We fall behind in almost every topic except confidence. Who needs science, math and physics if he'd had a little more confidence he'd have cleared the roof." He and Mr. Stroope in Chalk both utilized humor to make people pay attention and to motivate them.
In "Resolutions Someone Should Make for 2011" Mike Rose discusses the need to measure students and teachers success by improvement and knowledge instead of test scores. He explains it as "To stop making the standardized test score the gold-standard of student achievement and teacher effectiveness." In the documentary Chalk this is supported by Mr. Lowery's improved relationship with student affecting their desire to learn in his class. When his relationship with them exceeded his expectations his personal confidence grew.
How Chalk illustrates the charges Freire, Gatto, Rose & Black level against education.
Freire discussed his concerns about education in his paper, "The Banking Concept". One of the issues he mentions is the training of the American students into worker drones or "adaptable manageable beings". This is proved by the following statement: "It is not surprising that the "banking" concept of education regards men as adaptable, manageable beings, the more students work at storing the deposits entrusted to them, the less they develop the critical consciousness that would result from their intervention in the world".
Gatto's main point in "Against School" was that American kids are being pushed to conform to standards set in the 1910's. There is a tendency towards this as Gatto states, "forced schooling: six classes a day, five days a week, nine months a year, for twelve years". (pg 2) The documentary Chalk supports this point clearly when one of Mr. Stroope's female students disrespect him because she is bored with the class and curriculum.
Lewis Black, a comedian, discusses in the video "Back to Black" how American schools are "broken". "NBC dedicates one week to education and 51 weeks to incarceration." He further goes on to summarize the failure of the American system by describing it as "We are 25th in math, 21st in science. We fall behind in almost every topic except confidence. Who needs science, math and physics if he'd had a little more confidence he'd have cleared the roof." He and Mr. Stroope in Chalk both utilized humor to make people pay attention and to motivate them.
In "Resolutions Someone Should Make for 2011" Mike Rose discusses the need to measure students and teachers success by improvement and knowledge instead of test scores. He explains it as "To stop making the standardized test score the gold-standard of student achievement and teacher effectiveness." In the documentary Chalk this is supported by Mr. Lowery's improved relationship with student affecting their desire to learn in his class. When his relationship with them exceeded his expectations his personal confidence grew.
Thursday, November 21, 2013
Similarities/Differences with Rose and Black
Similarities/Differences with Rose
and Black
There seemed
to be more similarities than differences between them. Rose says in #5 that we need a “major shift from the last decade punitive accountability system”. Black says that the kids start the “51 week of incarceration”.
Both Rose
and Black are referring to a strict system – that resembles prison.
Rose says in
#3 to “stop looking for the structural or technological bullet – like charter
schools or value-added analysis”. Black
says, “charter schools are great but most kids are in public schools – only chance
to getting in is by lottery”.
Both agree
that charter schools are not necessarily the answer.
Wednesday, November 20, 2013
What do I think high school is for?
I think high school ideally is for preparing students for life. Life does include working, family and carrying on ones beliefs to the next generation. But the focus has been to either: go to college, or get a decent job. Like the threefold purpose of mass schooling that Gatto speaks of.
1. To make good people.
2. To make good citizens.
3. To make each person his or her personal best.
I like to think that is the basics of high school. But my recollections were not even close. I was too focused on "goofing off". I think most students go for the social aspect. We are a social people, but have to learn to use that to be good people, good citizens, and become our personal best.
1. To make good people.
2. To make good citizens.
3. To make each person his or her personal best.
I like to think that is the basics of high school. But my recollections were not even close. I was too focused on "goofing off". I think most students go for the social aspect. We are a social people, but have to learn to use that to be good people, good citizens, and become our personal best.
How Does Chalk Illustrate Freire/Gatto Charges
How does Chalk illustrate the charges Freire and Gatto level against education?
5 charges from Freire and Gatto.
1. #1 in Ingli's six basic functions, is: The adjustive or adaptive function. The first sentence says, "Schools are to establish fixed habits of reaction to authority."
The example I think of from Chalk is when Lowry, a first year teacher, is trying to control his class. He has it in his mind how the students should respect him. He actually looses it during one of his classes when a student for the "3rd time that week" had used his cell phone and gets dismissed from class. He wants that respect when he tells hisIn students what to do and they do the opposite. He then goes to the students mother about the situation, who turns it around that it is "his" fault. They end up sharing a bottle of wine and "everything is fine" after that.
2. In "The Banking Concept of Education" Freire lists the attitudes and practices, #d & e says, " the teacher talks and the students listen-meekly; the teacher disciplines and the students are disciplined.
Again, I use Lowry as an example. Throughout the year he is trying to get his students to listen to him, and he is trying to figure out how to discipline and "control" his class. He goes to the library and checks out a book on "Classroom Management". He studies it and comes up with some productive ideas.
3. In the "Banking Concept" Freire says, "The student records, memorizes, and repeats these phrases without perceiving what four times four really means".
The 2 teachers that does this method I see the most with was: Lowry and Stroop. Both teachers are having things on the board and trying to point to each item, getting the students to repeat what was said. The students get very bored and disruptive during class.
4. Gatto brings out in his paper "Against School" that "Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there."
We see this in Chalk at every teacher lounge scene. The scene that comes to mind is where all the teachers are sitting around talking, complaining about their classes, and Coach Webb is on the floor doing a workout or yoga. She has a liking for Lowry and asks him to "workout" with her.
5. In Freire's "Banking Concept" he talks about "liberating education" which "consists in acts of cognition, not transferrals of information."
This brought to mind of Coach Webb. She seemed to want to liberate her students by teaching them yoga. Trying to help them relax and think deeper. In the one funny situation, she has them all on the floor laying on their mats, and the one heavy set student can't seem to get into it and she tells him to turn and face a different direction so he can focus.
5 charges from Freire and Gatto.
1. #1 in Ingli's six basic functions, is: The adjustive or adaptive function. The first sentence says, "Schools are to establish fixed habits of reaction to authority."
The example I think of from Chalk is when Lowry, a first year teacher, is trying to control his class. He has it in his mind how the students should respect him. He actually looses it during one of his classes when a student for the "3rd time that week" had used his cell phone and gets dismissed from class. He wants that respect when he tells hisIn students what to do and they do the opposite. He then goes to the students mother about the situation, who turns it around that it is "his" fault. They end up sharing a bottle of wine and "everything is fine" after that.
2. In "The Banking Concept of Education" Freire lists the attitudes and practices, #d & e says, " the teacher talks and the students listen-meekly; the teacher disciplines and the students are disciplined.
Again, I use Lowry as an example. Throughout the year he is trying to get his students to listen to him, and he is trying to figure out how to discipline and "control" his class. He goes to the library and checks out a book on "Classroom Management". He studies it and comes up with some productive ideas.
3. In the "Banking Concept" Freire says, "The student records, memorizes, and repeats these phrases without perceiving what four times four really means".
The 2 teachers that does this method I see the most with was: Lowry and Stroop. Both teachers are having things on the board and trying to point to each item, getting the students to repeat what was said. The students get very bored and disruptive during class.
4. Gatto brings out in his paper "Against School" that "Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there."
We see this in Chalk at every teacher lounge scene. The scene that comes to mind is where all the teachers are sitting around talking, complaining about their classes, and Coach Webb is on the floor doing a workout or yoga. She has a liking for Lowry and asks him to "workout" with her.
5. In Freire's "Banking Concept" he talks about "liberating education" which "consists in acts of cognition, not transferrals of information."
This brought to mind of Coach Webb. She seemed to want to liberate her students by teaching them yoga. Trying to help them relax and think deeper. In the one funny situation, she has them all on the floor laying on their mats, and the one heavy set student can't seem to get into it and she tells him to turn and face a different direction so he can focus.
CHALK by Mike Akel – Real Time Notes 11-19-13
Watched video on Amazon.com
Caps at beginning of video: 50% of teachers quit within 3 years
Teachers are : Mr. Stroop, Mr. Lowry, Miss Webb, and assistant principle (1st year) Movie reminds me of the way that “The Office” is put together. Has video clips of each teacher talking and explaining.
Principle/Assistant talking about what his teaching was like
Video clip: Lowry explaining he is divorced, 2 years now, not sure if it is time to start seeing someone as he is just teaching and has a lot on his plate.
Caps at beginning of video: 50% of teachers quit within 3 years
Teachers are : Mr. Stroop, Mr. Lowry, Miss Webb, and assistant principle (1st year) Movie reminds me of the way that “The Office” is put together. Has video clips of each teacher talking and explaining.
First day of school.
Mr. Stroop explains his name to class; Coach Webb says – 2 things: “Show
up & be prepared”; Mr. Lowry – 1st year of teaching, in class is
reading words from the board, apologizes, lack self confidence
Principle/Assistant talking about what his teaching was like
Lowry trying to connect with students, trying to be
funny, kids asking “how long you been a teacher”, he says, “ been in the workforce many years,
teaching about umm..an hour and a half”
Video clip of Stroop stating he took applied test that
said he would be a good teacher.
Stroop and Principle going over what he is suppose to be
working on this year. “Sarcasism,
cleaniness, organization”
School kids fighting, assistant yelling & breaking up
fight, kids laughing at her
Lowry – my goal “I care about you” trying to interact
with kids as kids are fighting in back of classroom, he can’t control class,
asking questions from board: Are black people, people? Are immigrant people,
people? Etc.
Break room:
teachers discussing, gym teacher Webb doing workout or yoga in corner on
floor, trying to interact with Lowry because she “likes him”. Webbs thorn in
side: teachers that let late students in
their classroom. She actually calls a
teacher on it and then tells her she is starting a “walking group” (teacher is
heavy set) a little awkward… Video clip:
Webb: going through what she does in her class room
Lowry’s classroom:
kids giving him a hard time, hid the chalk, kids laughing and making fun
of him, he’s very insecure. Lowry is at library checking out a “book on class
management”
Web & Assistant are friends, Webb is always going to
her with different situations especially the situation where “teachers let
students in late” it infuriates her, but assistant won’t take her side as all
the teachers are always complaining to her about the others. Especially Webb demanding, outspoken, hard to
get along with.
Teacher to Teacher meeting: Stroop asked from Principle to quiz the other
teachers on subjects to do with integrity.
He starts out saying “this is teacher to teacher, come on , tell me, Who
checks emails between class; who takes paper from printer; has anyone taken
petty cash; who’s borrowed the staplers –come on, my stapler is missing, you
know how hard it is to staple a stack of papers, you don’t you use paper
clips”, “know what I’m talking about now? Integrity” it’s got to stop!!
Christmas: Webb
asking Assistant “am I pushy”…assistant hesitates , “no, not pushy –
passionate” (but thinking to herself, yes she is pushy as other teachers
complain about her), but says, “maybe you should talk to this teacher”
Stroop having argument with Will on his work not being
good, threatens to call father, and actually dials and pretends to speak to him
and calls Will over to phone…then says, “he’s not there, but NEXT time he will
be” now you are smart, try working!!”
Lowry in break room, semi sleeping and dreaming of him
and Webb dancing in the hallway, when the assistant principle finds him and
wakes him up. He is a little
flustered. She asks him if he is seeing
anyone, or if he is single (she’s trying to set him up with Webb).
Video clip: Lowry explaining he is divorced, 2 years now, not sure if it is time to start seeing someone as he is just teaching and has a lot on his plate.
Lowry in class upset with student that took a phone call
in class. He yells at him and tells student to get out. He then later goes over to the students mom
to explain the “incident” but mom turns it around that it is Lowry’s
inexperience as a teacher. Student
brings them wine and they drink a whole bottle.
Problem solved.
Teacher night out in pub.
Webb and Lowry next to each other all telling stories of classroom
antics.
16 weeks until summer:
Stroop is up for teacher of the year award along with
Mrs. Townsend. He is pumping his
students about possibly getting the award.
The Video clip shows him explaining “how hard it is to get the award”
goes on in video clip with strategies on how to debate with the other teacher
up for award. Really wants to win, works
hard. Then he gets dejected as he looses
the award and then looses it in class and yells and turns over a chair.
Webb and assistant have argument about other teachers
complaining about Webb. Webb says, “how would you know how to teach?” “You have
never taught”. Assistant stomps out and
goes and play the piano roughly, then explains in the video clip that she
taught 2 days this year and really enjoyed the kids who care.
Lowry and class come up with idea to have a spelling bee
using the students words and the teachers as contestants. It goes off fabulously, students are
judges. Lowry ends up winning, and
making a break through with the students.
13 days left:
Lowry lets kids have last 5 minutes of class as “free
time”. They do a rap, and then get him
to make a rap. Great class time
together, ends well.
Teachers around table discussing connecting with students
and what to do different next year.
Lowry says, “set up year different” they say he has “come a long way”,
Lowry, “feels like I’m respected a lot more”
Ending Video clip:
Webb –“ what did I learn?, I came on strong, I will find
a different way to approach other teachers, try to encourage more”
Assistant principle: “Accountable”
Stroop: “lost election, worse, I lost it in front of
class”
Lowry: “being a teacher is a gift” “maybe something you
can learn, no ones taught me”
He tears down his room, turns out light, and leaves.
How do WS sections pertain to paper 3
Our paper three is going to be a 1,200 to 1,500 word, thesis-driven essay that argues fro the change or addition you'd make in the k-12 curriculum in order to mitigate the problems portrayed in Chalk and/or readings.
The assignment was to read pages 32-37 in Writing Simplified.
How does that relate to our essay? It gives several examples of writing strategies on the sections: Comparison and/or Contrast, Cause and Effect, and Argument. There are exercises to be done choosing topics which help in the thinking process for developing the essay.
The argument section for our essay is probably the best one on "how to" for this purpose. The paragraph on page 36 part A, says, "To use the argumentative approach to your writing, you must clearly state your point of view-the point you are makin-and develop it in the rest of the paper." Then it gives guidelines.
This is one of my most difficult areas: Thinking out an argument and stating the "why". This will be interesting to see how or if I can pull it all together.
The assignment was to read pages 32-37 in Writing Simplified.
How does that relate to our essay? It gives several examples of writing strategies on the sections: Comparison and/or Contrast, Cause and Effect, and Argument. There are exercises to be done choosing topics which help in the thinking process for developing the essay.
The argument section for our essay is probably the best one on "how to" for this purpose. The paragraph on page 36 part A, says, "To use the argumentative approach to your writing, you must clearly state your point of view-the point you are makin-and develop it in the rest of the paper." Then it gives guidelines.
This is one of my most difficult areas: Thinking out an argument and stating the "why". This will be interesting to see how or if I can pull it all together.
Monday, November 18, 2013
Freire and Gatto - Agreement
Bot Freire and Gatto have similar ideas on how our public schools are being run.
Gatto taught for 30 years in the public school and studied the public school system. He brings up the purpose of mandatory public education of this country, referencing "Inglis" 6 basic functions, which concludes that students are "made to have reflexive obedience", make "children as alike as possible", "determine each students proper social role", sorted and trained in the "social machine merits", "tag the unfit", an "require an elite group of caretakers" to "watch and control a population deliberately dumbed down & declawed".
Freire talks about the "Banking Concept" going on in our schools. Which basically dumbs down the students by filling them with "contents detached from reality, disconnected from the totality that engendered them and could give them significance". "Students records, memorizes, and repeats these phrases with perceiving what 4 times 4 really means". "The banking concept of education allowed to students extends only as far as receiving, filing and storing the deposits". The last sentence, paragraph 5 he states, "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursuing the world, with the world, and with each other." shows that he believes that there is a chance for change and that we do have hope inspite of our educational system.
Gatto taught for 30 years in the public school and studied the public school system. He brings up the purpose of mandatory public education of this country, referencing "Inglis" 6 basic functions, which concludes that students are "made to have reflexive obedience", make "children as alike as possible", "determine each students proper social role", sorted and trained in the "social machine merits", "tag the unfit", an "require an elite group of caretakers" to "watch and control a population deliberately dumbed down & declawed".
Freire talks about the "Banking Concept" going on in our schools. Which basically dumbs down the students by filling them with "contents detached from reality, disconnected from the totality that engendered them and could give them significance". "Students records, memorizes, and repeats these phrases with perceiving what 4 times 4 really means". "The banking concept of education allowed to students extends only as far as receiving, filing and storing the deposits". The last sentence, paragraph 5 he states, "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursuing the world, with the world, and with each other." shows that he believes that there is a chance for change and that we do have hope inspite of our educational system.
Banking Method - Small Group Discussion 11-14-13
After reading the Frier's "The Banking Concept" we read "The History of the Man" then compared both pieces with "Paula Frieire" on infed.org. Some similarities are the me ntion of the problem-posing method from "The Banking concept" which both critiques and praised in the piece on infed. "The History of the Man" we learn that Freire originally wanted to end hunger and break class boundaries, he ends up wanting to fix education as seen in "The Banking Concept." In "Dead Poet's Society" we see both methods of teaching, where the majority of the teachers are teaching the banking method and Mr. Keating teaches using the problem-posing method.
Thursday, November 14, 2013
My high school experience compared to Gatto's claims
My high school was in a small town in Montana that held a total of 400 kids, grades 9-12. We were divided up into age groups, regular testing, the same 5 or 6 classes per day, 5 days a week, taught year after year. But that was the "normal" and I never questioned it. It was what it was. But if the design in teaching was more to create great thinkers and expounded on the individual instead of the mass, who knows what "creative juices" would have flowed from my head. There was the occasional person that excelled, but if given the opportunity I think most everyone would have excelled in one way or another. It seemed that the smart kids were encouraged more than the regular students.
In my school all the students of different levels of society were together, dividing themselves up into different cliques. If you weren't in the correct clique you were "unpopular". Wanting to be popular seemed to consume everyone's thinking. But on the side of school learning, there was always the "smart" kids and then kids like me, barely passing and more interested in "goofing off" than "learning". To me, since our family was more on the "poor" side of town, the idea of college was never an option. I did get to go to a year of vocational education getting my "clerk typist certificate". But why was college never an option? I ask myself that question and why wasn't I encouraged to do that? I ended up believing that I could just get married and all my problems would be solved, which was on the mind of a lot of girls my age - except the college bound ones.
I don't have a lot of fond memories of high school, it was so long ago, my life has moved on.
In my school all the students of different levels of society were together, dividing themselves up into different cliques. If you weren't in the correct clique you were "unpopular". Wanting to be popular seemed to consume everyone's thinking. But on the side of school learning, there was always the "smart" kids and then kids like me, barely passing and more interested in "goofing off" than "learning". To me, since our family was more on the "poor" side of town, the idea of college was never an option. I did get to go to a year of vocational education getting my "clerk typist certificate". But why was college never an option? I ask myself that question and why wasn't I encouraged to do that? I ended up believing that I could just get married and all my problems would be solved, which was on the mind of a lot of girls my age - except the college bound ones.
I don't have a lot of fond memories of high school, it was so long ago, my life has moved on.
Discussion Questions on John Gatto 11-12-13
Class groups were divided into 2 to 3 people. There were 2 in my group.
We were assigned question #5 from John Gatto's "Against School". My part was to answer the profile, why and what questions.
5. Gatto refers extensively to Alexander Inglis.
What's Inglis' "profile"? Inglis, from Prussia, wrote the book "Principles of Secondary Education", he was a revolutionary and a "lecture in education at Harvard was named". At the time - 1918 - Harvard was a very elite school, not offered to any one that was not of the upper class. (page 3, 2nd and 3rd paragraphs)
Why does Gatto want us to notice this? Inglis wanted to "Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole." We concluded that the "why Gatto wanted us to notice this" was because it is such a slow developing process that you don't take notice until far into that thinking process. Such as what happened in WWII when the people were changed "slowly" with Karl Marx/Hitler thinking.
(page 3, bottom of paragraph 3)
What's Gatto's purpose of emphasizing Inglis' "past accomplishments". To make note for us NOT to departmentalize children, or categorize them. Inglis' whole basic functions "was enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier." (page 3, paragraph 4)
We were assigned question #5 from John Gatto's "Against School". My part was to answer the profile, why and what questions.
5. Gatto refers extensively to Alexander Inglis.
What's Inglis' "profile"? Inglis, from Prussia, wrote the book "Principles of Secondary Education", he was a revolutionary and a "lecture in education at Harvard was named". At the time - 1918 - Harvard was a very elite school, not offered to any one that was not of the upper class. (page 3, 2nd and 3rd paragraphs)
Why does Gatto want us to notice this? Inglis wanted to "Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever reintegrate into a dangerous whole." We concluded that the "why Gatto wanted us to notice this" was because it is such a slow developing process that you don't take notice until far into that thinking process. Such as what happened in WWII when the people were changed "slowly" with Karl Marx/Hitler thinking.
(page 3, bottom of paragraph 3)
What's Gatto's purpose of emphasizing Inglis' "past accomplishments". To make note for us NOT to departmentalize children, or categorize them. Inglis' whole basic functions "was enough to curl the hair of those innocent enough to believe the three traditional goals listed earlier." (page 3, paragraph 4)
2nd paper final
Triumph and Tragedy
Mr. Escalante
from “Stand and Deliver” and Mr. Keating from “Dead Poets Society” were
teaching to inspire their students. Mr. Escalante
was teaching at an urban school in Los Angeles during the 1980’s and Mr.
Keating was teaching a boys prep school in New England during the 1950’s. Both of the teachers loved teaching and
showed that through their humor, inspiration and dedication to their students ending
in triumph and tragedy.
You can tell
that each teacher loves teaching through their humor. Mr. Escalante’s heart was for showing his
students to reach above the normal – normal in their school was being part of a
gang, babysitting your brothers and sisters while both parents are earning a
living, or staying and helping your grandmother when she is ill. Mr. Escalante used their environment in a
humorous way. He began by speaking to
them the way they spoke to each other, but he was funny in doing it. In the classroom on the second day of class
he used slang like, “Whatchagot” or “I’ll see you in People’s Court” and goes
on to Chuco who says that he does the work in his head. Mr. Escalante says, “Ohhh! You know the times
tables?” Chuco sticks up his thumb and proceeds saying, “I know the ones; (second
finger) I know the twos; (sticking up his middle finger) I know the threes…”
Mr. Escalante then says, “Finger man, I heard about you. Are you the finger man? I’m the finger man
too”, he then goes on to show a trick for multiplying by 9.
Mr. Keating
was a teacher that had also gone to the same school as his students but doesn’t
teach them the way he was taught, strictly by the rules. He wants them to “look at things a different
way”. You see his humor first day of
class as he was calling out students names and he came to Mr. Pitts, he says,
“Mr. Pitts an unfortunate name” in a funny, sarcastic way. Another day in the class room he was using
different actors and imitating their voices.
One was John Wayne. Using the
tone and swagger says, “or Macbeth, Is this the dagger I see before me?” With all the actors he imitates it left the
students laughing and enjoying being a part of the poetry class which wasn’t
dull and boring.
Not only
were they both humorous teachers but had a special way of inspiring their
students. Mr. Escalante was excellent in
math. He didn’t just teach basic math,
but immediately started with algebra.
His second day of school he came dressed as a butcher holding a meat cleaver;
he swings down and cuts an apple in half.
(He has parts of apples cut up on the students desks). He asks Claudia, “Whatchagot?” “It’s an
apple”, “How much”, “what do you mean”, the students are confused at this point
and finally gets to Ana who whispers “missing 25%”, “That’s right”. He goes on to explain the multiplication of
fractions. As the class progresses
through Algebra, Mr. Escalante discovers that they have great potential and
decides that the school needs a calculus program. He then challenges them to prove it and
through long, arduous study gets them to understand their own abilities and
possibilities. He had a quick-trick
approach which helped them through the rigors of passing the calculus exam.
Mr. Keating
takes his students out of the normal teaching environment of “route” learning
and brings them to dream differently than what the normal is. Even though the school is a “prep school” and
all of the students are “heading toward Harvard”, he wants to inspire them in a
deeper way. His first day of school
shows him walking into the classroom, whistling the 1812 Overture. He takes them
out of class into the hall of “Past Students”, giving them the idea of “carpe
diem” meaning to “Seize the Day” inviting the students to call him “Oh Captain,
My Captain!” referencing a Walt Whitman poem. He asks the students to look at
the past to see what they have learned and that they are “destined to great
things” and to “Seize the Day”. He goes
on in the movie inspiring them with activities that show how to apply the
poetry to life. He takes them out to the
football field and gives them each a ball as they kick the ball they quote part
of a poem and end up playing a game on the field building team work and
comradeship together with their teacher.
Mr. Escalante
and Mr. Keating both were looked at from their fellow teachers as odd. They were dedicated but it made the other
teachers upset with them that they didn’t do the bare minimum or go by the
rules of the school. Mr. Escalante was
in a teachers meeting as they were discussing how to get more funding for the
school, worried that they would loose their accreditation. The attitude of the faculty, including the
principle was, “You can’t teach logarithms to illerates. Look, these kids come to us with barely a
seventh grade education. There isn’t a teacher in this room who isn’t doing
everything they possibly can.” Mr. Escalante knows he could do more and says,
“I could teach more”, Ortega (Head of Math program) says, “I’m sure of Mr. Escalante
good intentions, but he’s only been here a few months.” He was dedicated enough
to want to go the “second mile” and put forth the effort necessary to show how
the students could do it. In a different
meeting he had said, “Students will arise to the level of expectations”. After the kids had taken their calculus exam
and passed, they were accused of cheating.
Mr. Escalante goes to bat for them, getting them to take the exam again,
and finally getting the school calculus program started.
Mr. Keating
was always doing something in his classroom that the other teachers
disapproved. His style was more for
allowing the students the chance to be “free thinkers”. At dinner Mr. McCallister brings up an
earlier situation and told Mr. Keating that his class was “fascinating, but
misguided”, Mr. Keating is understanding the criticism of his way, but stands
his ground stating that he is helping them become “free thinkers”. Through the whole conversation Mr. Keating is
standing for what he knows is best for the students, dedicated to bringing out
their closed minds. During his classes
he taught the students things like: “life exists, identify”, “the play goes
on”, “this is a battle, a war for your soul, you will learn to think for
yourselves, words & ideas can change the world!” He was showing them how to
step out from the world they are in to a world waiting for change.
Even though
both of the teachers loved teaching, they were all about bringing more from
their students whether it was excelling in math or looking for something more
from life. They ended up with total
different endings. Mr. Escalante was
instrumental in getting the school their accreditation, getting the math
program built up and setting the standard for the school in the area of math. While on the other end of the spectrum, Mr.
Keating in his “free thinking way” ended up getting fired from the school. Neal, one of his students did not want to be
a doctor but an actor. His father was
against anything that would distract Neal from the goal of medical school. In the end, Neal was so distraught over his
father’s desire that he committed suicide, resulting in the school’s criticism
of the way Mr. Keating taught on the line of “free thinking”. It was a tragedy, ending up with Mr. Keating
getting fired. But still with the
respect from his students who would always call him “Oh Captain, My Captain”.
Mr. Escalante
and Mr. Keating were both teachers who loved teaching. They showed that through their humor,
inspiration and dedication to their students. It was a triumphant ending for
Mr. Escalante but sadly a tragic ending for Mr. Keating.
Tuesday, November 12, 2013
2nd paper compare/contrast rough draft
Triumph and Tragedy
Mr.
Escalantes from “Stand and Deliver” and Mr. Keating from “Dead Poets Society”
were teaching to inspire their students. Mr. Escalantes was teaching at an urban school
in Los Angeles during the 1980’s and Mr. Keating was teaching a boys prep
school in New England during the 1950’s.
Both of the teachers loved teaching and showed that through their humor,
inspiration and dedication to their students ending in triumph and tragedy.
You can tell
that each teacher loves teaching through their humor. Mr. Escalantes heart was for showing his students
to reach above the normal – normal in their school was: being part of a gang,
babysitting your brothers and sisters while both parents are earning a living,
or living with your grandmother and helping her when she is ill. Mr. Escalantes used their environment in a
humorous way. He began by speaking to
them the way they spoke to each other, but he was funny in doing it. In the classroom on the second day of class
he used slang like, “Whatchagot” or “I’ll see you in People’s Court” and goes
on to Chuco who says that he does the work in his head. Mr. Escalante says, “Ohhh! You know the times
tables?” Chuco sticks up his thumb and proceeds saying, “I know the ones; (second
finger) I know the twos; (sticking up his middle finger) I know the threes…” Mr.
Escalante then says, “Finger man, I heard about you. Are you the finger man? I’m the finger man
too”, he then goes on to show a trick for multiplying by 9.
Mr. Keating
was a teacher that had also gone to the same school as his students but doesn’t
teach them the way he was taught, strictly by the rules. He wants them to “look at things a different
way”. You see his humor first day of
class as he was calling out students names and he came to Mr. Pitts, he says,
“Mr. Pitts an unfortunate name” in a funny, sarcastic way. Another day in the class room he was using
different actors and imitating their voices.
One was John Wayne. Using the
tone and swagger says, “or Macbeth, Is this the dagger I see before me?” With all the actors he imitates it left the
students laughing and enjoying being a part of the poetry class which wasn’t
dull and boring.
Not only
were they both humorous teachers but had a special way of inspiring their
students. Mr. Escalantes was excellent
in math. He didn’t just teach basic
math, but immediately started with algebra.
His second day of school he came dressed as a butcher holding a meat cleaver;
he swings down and cuts an apple in half.
(He has parts of apples cut up on the students desks). He asks Claudia, “Whatchagot?” “It’s an
apple”, “How much”, “what do you mean”, the students are confused at this point
and finally gets to Ana who whispers “missing 25%”, “That’s right”. He goes on to explain the multiplication of
fractions. As the class progresses
through Algebra, Mr. Escalantes discovers that they have great potential and
decides that the school needs a calculus program. He then challenges them to prove it and
through long, arduous study gets them to understand their own abilities and
possibilities. He had a quick-trick
approach which helped them through the rigors of passing the calculus exam.
Mr. Keating
takes his students out of the normal teaching environment of “route” learning
and brings them to dream differently than what the normal is. Even though the school is a “prep school” and
all of the students are “heading toward Harvard”, he wants to inspire them in a
deeper way. His first day of school
shows him walking into the classroom, whistling the 1812 Overture. He takes them
out of class into the hall of “Past Students”, giving them the idea of “carpe
diem” meaning to “Seize the Day” inviting the students to call him “Oh Captain,
My Captain!” referencing a Walt Whitman poem. He asks the students to look at
the past to see what they have learned and that they are “destined to great
things” and to “Seize the Day”. He goes
on in the movie inspiring them with activities that show how to apply the
poetry to life. He takes them out to the
football field and gives them each a ball as they kick the ball they quote part
of a poem and end up playing a game on the field building team work and
comradeship together with their teacher.
Mr.
Escalantes and Mr. Keating both were looked at from their fellow teachers as
odd. They were dedicated but it made the
other teachers upset with them that they didn’t do the bare minimum or go by
the rules of the school. Mr. Escalantes
was in a teachers meeting as they were discussing how to get more funding for
the school, worried that they would loose their accreditation. The attitude of the faculty, including the
principle was, “You can’t teach logarithms to illerates. Look, these kids come to us with barely a
seventh grade education. There isn’t a teacher in this room who isn’t doing
everything they possibly can.” Mr. Escalantes knows he could do more and says, “I
could teach more”, Ortega (Head of Math program) says, “I’m sure of Mr.
Escalantes good intentions, but he’s only been here a few months.” He was
dedicated enough to want to go the “second mile” and put forth the effort
necessary to show how the students could do it.
In a different meeting he had said, “Students will arise to the level of
expectations”. After the kids had taken
their calculus exam and passed, they were accused of cheating. Mr. Escalantes goes to bat for them, getting
them to take the exam again, and finally getting the school calculus program
started.
Mr. Keating
was always doing something in his classroom that the other teachers
disapproved. His style was more for
allowing the students the chance to be “free thinkers”. At dinner Mr. McCallister brings up an
earlier situation and told Mr. Keating that his class was “fascinating, but
misguided”, Mr. Keating is understanding the criticism of his way, but stands
his ground stating that he is helping them become “free thinkers”. Through the whole conversation Mr. Keating is
standing for what he knows is best for the students, dedicated to bringing out
their closed minds. During his classes
he taught the students things like: “life exists, identify”, “the play goes on”,
“this is a battle, a war for your soul, you will learn to think for yourselves,
words & ideas can change the world!” He was showing them how to step out
from the world they are in to a world waiting for change.
Even though
both of the teachers loved teaching, they were all about bringing more from
their students whether it was excelling in math or looking for something more
from life. They ended up with total
different endings. Mr. Escalante was instrumental
in getting the school their accreditation, getting the math program built up
and setting the standard for the school in the area of math. While on the other end of the spectrum, Mr.
Keating in his “free thinking way” ended up getting fired from the school. Neal, one of his students did not want to be
a doctor but an actor. His father was
against anything that would distract Neal from the goal of medical school. In the end, Neal was so distraught over his father’s
desire that he committed suicide, resulting in the school’s criticism of the
way Mr. Keating taught on the line of “free thinking”. It was a tragedy, ending up with Mr. Keating
getting fired. But still with the respect
from his students who would always call him “Oh Captain, My Captain”.
Mr.
Escalantes and Mr. Keating were both teachers who loved teaching. They showed that through their humor,
inspiration and dedication to their students, ending in triumph for Mr.
Escalantes and tragedy for Mr. Keating.
Monday, November 11, 2013
Compare/Contrast Outline
Compare/Contrast
- Rough draft/outline for 2nd assignment due 11-10-13
Title: Getting Inspired
Thesis
Sentence: Mr. Escalantes and Mr. Keating
loved teaching and showed that love by their humor, inspiration and their dedication
to their students while facing the challenges of teaching in two different
types of schools, in two different eras but had two different endings.
I.
Introductory
paragraph: Mr. Escalantes and Mr.
Keating were teaching in two different types of schools, in two different eras with
a great desire to inspire their students to reach above their environment. Mr.
Escalantes was teaching at an urban school in Las Angeles during the 1980’s and
Mr. Keating was teaching a boys prep school in New England during the
1950’s. Both of the teachers loved
teaching and showed that through their humor, inspiration and dedication to
their students while facing the challenges of teaching in two different types of
schools and in different eras with two different endings.
II.
Humor
a. Mr. Escalantes
i.
Speaking
to students with their lingo
ii.
Finger
man example
b. Mr. Keating
i.
Mr.
Pitts – “unfortunate name” example
ii.
Imitations
of different actors example
III.
Inspiration
a. Mr. Escalantes
i.
Cut
up apple example
ii.
Challenging
students with going for calculus exam
b. Mr. Keating
i.
1st
day of class in hallway “Oh Captain My Captain”
ii.
Soccor
field example
IV.
Dedication
a. Mr. Escalantes
i.
Teacher
meeting example
ii.
Going
to bat for students when accused of cheating
b. Mr. Keating
i.
Teachers
at dinner table
ii.
Showing
students how to get outside normal thinking
V.
Different
endings
a. Mr. Escalantes
i.
Was
able to get the calculus program started in his school
b. Mr. Keating
i.
Fired
from school because of tragedy
VI.
Concluding paragraph:
Mr. Escalantes and Mr. Keating were
both teachers who loved teaching. They
showed that through their humor, inspiration and dedication to their students
but the outcome of both teachers were far different. As Mr. Escalantes brought the calculus
program to the school while Mr. Keating was fired for his “free thinking” ways
he inspired his students to have.
Compare/Contrast - Thesis and Intro Paragraph
Title: Triumph and Tragedy
Thesis
Sentence: Mr. Escalantes and Mr. Keating
loved teaching and showed that love by their humor, inspiration and their dedication
to their students while facing the challenges of teaching in two different
types of schools, in two different eras but had two different endings.
I.
Introductory
paragraph: Mr. Escalantes and Mr.
Keating were teaching in two different types of schools, in two different eras with
a great desire to inspire their students to reach above their environment. Mr.
Escalantes was teaching at an urban school in Las Angeles during the 1980’s and
Mr. Keating was teaching a boys prep school in New England during the
1950’s. Both of the teachers loved
teaching and showed that through their humor, inspiration and dedication to
their students while facing the challenges of teaching in two different types of
schools and in different eras with two different endings.
Monday, November 4, 2013
Differences between Mr. Keating and Mr. Escalantes 10-30-13 from group discussion
They are similar and different.
Mr. Keating is teaching at a Boys Prep School in New England, time period is the 1950's,
Mr. Escalantes is teaching at an Urban School in LA, time period is 1980's.
They both use illustrations in their classroom to get the attention of their students. For example:
Mr. Escalantes dressed in a chef outfit and cut apples in different sizes for the students to try and figure out what percentage they were.
Mr.Keating took students out in crossway to look at past pictures of students and picturing the "dead students" to what is in the future.
Mr. Escalantes method of teaching was more of using student language, coming from their point of view.
Mr. Keating pulls students toward his way of thinking and drawing them to picture higher / different thoughts.
The economic status of both schools were at different ends of the spectrum. Mr. Escalantes class was mostly student where parents were working hard and long hours just to make a living.
Mr. Keating students were expected to go on to law, medical schools from their parents (who wasn't interested in them, but in status).
Mr. Keating is teaching at a Boys Prep School in New England, time period is the 1950's,
Mr. Escalantes is teaching at an Urban School in LA, time period is 1980's.
They both use illustrations in their classroom to get the attention of their students. For example:
Mr. Escalantes dressed in a chef outfit and cut apples in different sizes for the students to try and figure out what percentage they were.
Mr.Keating took students out in crossway to look at past pictures of students and picturing the "dead students" to what is in the future.
Mr. Escalantes method of teaching was more of using student language, coming from their point of view.
Mr. Keating pulls students toward his way of thinking and drawing them to picture higher / different thoughts.
The economic status of both schools were at different ends of the spectrum. Mr. Escalantes class was mostly student where parents were working hard and long hours just to make a living.
Mr. Keating students were expected to go on to law, medical schools from their parents (who wasn't interested in them, but in status).
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