In this week's readings from Pedagogy
of Freedom, The Culture of Education, and
the article Theories of
Learning and Teaching What do they mean for Educators, I was both
reaffirmed in many teaching and learning theories I believe in and at the same
time I was completely shocked by ideas that I have rarely if ever pondered. In
my reading of the article Theories
of Learning and Teaching, I
found the new term to me "constructivist approach." While I fully
believe that unknowingly to the term I am an activist of constructive learning.
In my years of teaching I have found that it is near impossible to
"teach" a student with out their active participation and buy in. I
love teaching mathematics in an inquiry based way and having the student come
to their own ideas about formulas or the way numbers work together. However I
find this a daunting task especially the higher the grade of the learner. I
have heard too many times from older students "why are you making us do
this can't you just give us the formula." The funny thing is my college
age students are making the same complaints and in fact in most cases they have
been "taught/given" the formula several times over their math career
and yet they still haven't "learned" it. Does this seem to be the
trend in all subject areas? Science, Language? It has been my belief and I feel
almost reaffirmed after the article that if students take more responsibility
for their own learning then they are a bigger stake holder in their own
education, thus processing information on a deeper more meaningful level. Do
you feel I am way off in this assumption?
One of the main ideas from all the combined readings that really
hit me and made me take a serious look at my own self as a teacher was the
complete value of the students culture. I have to admit that this is an area
that I am completely lacking in. I would like to make an accuse for my self and
say well when I taught public school it was in a mostly white, high economic,
non urban school so pretty much every student had the same background. When in
fact whether this is mostly true or not, my eyes have been opened to taking in
the VALUE of the students culture, life experiences, and even their
differences. In the article I was taken back by the idea not to treat students
differences as being a negative but instead look into their lives a little more and see
what they can bring to the table to increase not only their learning but their
peers as well. The preface of The
Culture of Education, I found
the idea of learning communities as awe inspiring. I have always had students
"work together" because I had been told in previous education classes
that this was so important, but until the preface in Bruner's book I didn't
realize that the community of learning which goes way beyond "group
work" is so vital. In Pedagogy
of Freedom I feel that the value of culture was brought to the
forefront in ways I had never thought of. I have to admit that after reading
the foreword I was almost embarrassed by my own thinking. I have so often fallen
into a pattern of "wanting to help" but Freire's book really let me
see that the way we think we are helping is so often not "perceived"
as help at all. I personally think this all ties back to the students
background and culture. Maybe I shouldn't "try to help" until I
actually know the students background and what they truly need help with. All
these readings bring me to a circumstance that happened this past fall in one
of my college classes. I had a student "Joe" who came to class
everyday, would answer direct questions but never really seem involved. My
homework, with online book is done through an online program and at the
beginning of every semester I have to hound students to purchase the program
and begin their homework. By the first quiz Joe still did not have the homework
program, so he like a few others received a big bright post-it stapled to the
top with a reminder to get the program and how he needed the practice to do
better on quizzes. etc. So by the 2nd quiz everyone but Joe had the program,
Joe received another note and email a little harsher than the first stating
without the homework he would likely not pass. Joe kept coming to class every
day but by the first exam, that he failed, he still did not have the homework.
So at this time I though well I check to see if I can call him and figure
out why he will not get this taken care of. While looking up his number I ran
across his address, his permanent address was a Plot in Botswana. I had no idea
that he was from a different country. I immediately felt like an idiot for all
my notes and basically threats and I was so happy he had not dropped because of
my stupidity. After the next class I asked if I could talk to him... you could
see the worried look in his face. I simply told him that I knew the homework
program could be a burden and asked him if using a borrowed book might be
easier for him, because I really wanted him to practice and do well. A total
look of relief passed over him. He overly expressed how great that would be and
that he promised he would do all of it. He then told me he had just arrived in
America the week classes started and everything here was more than his family
thought it would be. He said his family was already sacrificing to send him
here and he couldn't ask for more money that is why he never bought the online
program. Joe did do all the book work I gave him and he passed with a B. He was
over grateful to me which really makes me feel even worse. I am sure that
Freire and Bruner would like to shake me really hard and say "SEE THIS IS
WHAT WE ARE TALKING ABOUT." The readings brought back this story to my
mind and made me realized that if I wasn't so worried about teaching the
distance formula, which most students in reality will never use, then maybe I could have learned more about my students and where to meet them at the level they are at so that they can learn.
Through the readings I already felt a huge challenge to open my eyes more to the individual cultures and past experiences that my students bring with them everyday. I hope this is only the beginning of my transformation into a better educator. Did you happen to feel the same way or was there another issue that really stood out in your minds. I am excited to read more about the Bruner's ideas on culture and relation to education and how these ideas can influence me to be a more interactive teacher and reach more students. As Stanley Aronowitz states in the introduction in the Pedagogy of Freedom, "if students perceive that the teacher is pro-student there are few limits to possible manipulation."
This comment has been removed by the author.
ReplyDeleteI'd like to respond to Alana's initial post, particularly the circumstance with "Joe". I also use online workbooks in my Spanish classes, and I agree that they can be distancing at times. Call me old-fashioned, but I just think there is something more engaging and personal about the hand-written word along with face-to-face feedback. I usually have a "Joe" or two each semester (although not necessarily from the same background and circumstances). To accommodate my "Joe", I make the first assignment due no earlier than the end of the send week of classes. I think Alana's response to "Joe" represents exactly the show of humility and self-consciousness that every teacher should incorporate. However, I don't see and 'stupidity' on Alana's part. Instead, I saw an extra effort on the teacher's part to find the root of the problem. I believe its okay to unaware, but it's not okay to stay unaware. I've only read the forward and introduction for Pedagogy of Freedom and the preface of The Culture of Education (secondary sources), but I imagine that Paulo Freire and Jerome Brunner would agree at some level.
ReplyDeleteThat said, I am very excited (that's an understatement) about starting my doctoral studies with Brunner and Freire. I'll 'cut-to-the-chase' concerning what grabbed my attention most; I love how Donaldo Macedo, in the Forward of Pedagogy of Freedom, takes on Harvard Graduate School of Education. If Freire is anywhere near as bold as Macedo, I know I'm in for a treat. I'd like to quote the entire forward (almost), but I'll just mention Macedo's critique of the HGSE linguistics program. As a linguist at heart, I was shocked by his finding that "...there is not a single course in linguistic theory through which students could...be exposed to contemporary theories in the field of linguistics..." (Macedo, xviii). I believe Macedo did a great job in indicting the HGSE on its "...aversion...toward critical theory and Freire in particular..." (Macedo, xvi) Also, I whole-heartedly agree with parallel between U.S. colonialism (the colonial attitude toward other groups in the early U.S.) and empiricism in education (the 'pseudoscientist' attitude toward curriculum).
I should mention, though, that I did not agree with Macedo's response to the middle class white woman who asked if she should give up her job in order to make room for minority women who have fewer opportunities. I agree that minorities do have fewer opportunities in several fields, but I do not think that those who may have more opportunities should have to 'throw themselves on their own sword'. I am pleased with Macedo's explanation that, "The real issue is to understand one's privileged position in the process of helping so as not to...turn help into a type of missionary paternalism..." (Macedo, xxix). I just don't see what is so wrong with 'missionary paternalism'. I think it could be a start, however emperialistic, on the road to self-awareness. I would say to the lady, "No, ma'am, keep your job - but thank you for having the awareness to even ask the question."
DOES ANYONE FEEL THE WAY I DO concerning this matter?
Reginald,
DeleteI think your last line, "No, ma'am, keep your job - but thank you for having the awareness to even ask the question." really sums up the entire foreword and introduction of Freire's book. Through the reading the "awareness" of our students situations and backgrounds is I believe what all the authors of the 3 readings were trying to get across. Not for us as educators to simply come in pull out our text, cover problems 1-29 and then be done, but to really invest ourselves in our students. Be aware of where are students are at, how we can meet them where they are, and to be aware of all of life's happenings around us. I think that by gaining understand of our own privileged position it better prepares us to open our eyes to what is around us.
While Macedo’s Forward to Pedagogy of Freedom, in my opinion, presents what is wrong with status quo education models (Harvard in particular), Stanley Aronowitz’s Introduction is, for me a breath of fresh air. I’m ‘chomping at the bit’, ready to dive into Freire’s first-hand writing.
ReplyDeleteBecause I agree with Macedo’s views of the emperialistic pseudoscientists of the Harvards of the world, I was glad to read of some examples of schools trying to implement some of Freire’s ideas, like the “Alternative High” example mentioned in the first few pages. I tend to agree with the somewhat cliché (but very true) adage. “…students don’t care what you know, until you know that you care.” As Aronowitz states, “…the school manages to ‘first, do no harm’”. (Aronowitz, 3) However, I most appreciate what he later says in reference to the school’s success: “But as to education, it has a long way to go.”
I can personally relate to Aronowitz’s assessment of “Alternative High”. I had the privilege of spending 2007 and 2008 teaching music at an Oklahoma City charter school. The school, only six years old at the time, was set in a lower-income, minority populated part of the city. I remember noticing what I thought were relatively low standards for student achievement – particularly in the arts. I would think to myself, “How am I going to get these students motivated?” It wasn’t until after teaching there for about five month that I recognized that the students just wanted to be loved before being prodded like cattle. Once I began to develop a personal relationship with the students – sharing lunch time, laughing with them in the halls, and not yelling at them to “BE QUIET” – I noticed a softening toward me and a willingness to try. I was able to help a soprano reach regional auditions but, sadly, she was an anomaly for my time there. That “critical consciousness”, as Freire puts it, desperately needed to be developed in me in order to have made a more immediate impact.
I sincerely hope that Aronowitz assessment of Freire is a foreshadowing of what I’ll read in Pedagogy of Freedom. What I know is that there is something fundamentally lacking in education in Oklahoma, so I’m excited to see read about Freire confronts problems like fear among would-be “progressives”. Aronowitz asserts, “As education is suppressed and replaced by training, students learn that critical consciousness is dangerous to the end o of techno-scientific formation because it may jeopardize their chance for a job, let alone a career.” (15) After such a statement, I can see why Harvard Graduate School of Education, faculty and students, would steer clear of Freire’s ideology. I’m a romanticist deep- down, however, so as long as Freire proposes some level of structure, I’m almost certain that I’ll side with what he has to offer.
I agree with Reginald about Macedo considers educators at the Harvards of the world as imperialistic pseudoscientists. I agree 'missionary paternalism' is not the goal but it is a beginning to self-awareness. I think these problems in the educational system not only exist in Oklahoma but probably in most schools in the U.S. due to educators avoiding Freire's ideology.
DeleteI enjoyed the readings in the Bruner and Freire texts, and the Theories of Learning and Teaching article. Alana, I think it is difficult as quite a few students haven't learned to be as responsible for their own learning as possible. I think the relationship between a student and the teacher is important for the student to feel like assignments and participation in class is meaningful and worthwhile. These conditions would be beneficial to constructivist learning in a classroom where each student actively participates in the learning process.
ReplyDeleteBefore my comments on the readings I'll to response to Alana's first question. In my department the Spanish program is going through a change. The consultant has decided just to give students a grade for the online homework. However, in order for them to be prepare for class, they have to complete a lot of homework besides the online one. She states that the students should take responsibility for their own learning, after all they are in college. The big problem we are confronted every semester is that most of the students do not care about learning, they just care about their grade. So, if they do not going to receive a grade for the effort to be responsible in doing their part, they simply do not do it. So, it becomes a great challenge for us to keep up with the lesson plan when the majority of the students do not understand what is going on. I wonder if this is part of the culture Bruner's is talking about. The culture of educating not of the education, but educating because the new trend is to give students extra credits for everything either is right or wrong or just a completion grade even the online homework has that feature. Are we as a teachers creating a new culture for the students not to take action for their own learning? I do not think that HGSE stands alone in their approach to educated educators. Why are we putting too much emphasis on numbers and 'scientific approaches', when we need to teach students to be productive in life. If they are not taking responsibility for their own acts, they are not going to succeed in life. Let's try to teach them the importance of learning, not the importance of grades. What do you think?
ReplyDeleteMaru, I completely agree. Students are too concerned about the "grade" only but not the actual learning that needs to take place to obtain that "grade." From my time as a high school teacher I would hear parents say over and over, I just want my kid to take the easiest class the one they can definitely get an A in because that effects their GPA. My response would always be don't you want them more prepared for college... maybe they should take the Advanced class and get a C but actually develop learning skills that they will need in college, besides the deeper richer material they will be presented. So yes I think the culture of the parents attitude and even school districts push for this idealist "Straight A's" when in fact all that has happened is a weakening in our public education system where students expect an A for little or no work... ie completion assignments. It is one of my biggest pet peeves for a student to ask... "is this for a grade" to which I now respond always... it may be a .01% of their grade and when they get that percent back they are shocked but I try to use that as a "teaching" moment, that with out this assignment/reading you would not be prepared for the actual graded exam. I can imagine that foreign language would be similar to mathematics in the fact that students do not typically realized that to study they have to practice. I am not sure where this gap begins occurring in math education but I think that as a society of high education instructors we could focus more on educating our educators.
DeleteNot having any background in the education theories, these readings have opened my eyes to a new culture of learning and teaching. There are so many theories on both, that I feel so behind on my knowledge of these two concepts. It is taking loo long to read these week assignments, because I´ve been trying to research some of the theories and theorists being mentioned along the way and feel confused with so many new information. So far my two favorites are Pedagogy of Freedom and the article Theories of Learning and Teaching. This is my first encounter with the well-Known Brazilian author Paulo Freire and I'm amazed on his ideology and freedom to say the right things at anytime. He did not care about politically correctness, he care about people. He urged so many to get involve and I think it's what we as a teachers are falling to do. Why to care so much about numbers and spent so much money in scientific research, when there is so many people in need? Not just material things, but basics. Being a foreigner of a third world country, having the privileged to live in the first world country, made me to realize that there is much to do even in this great country. I don't see that much everyday because, but it breaks my heart to ready about the poverty level of so many underserved that need just a hand. Sorry if I sound depress, actually I'm sick today and its part of that. I'll continue latter.
ReplyDeleteMaru I agree with your post about Freire and his theory to focus on students and care about people. It seems like a lot of time and money are spent on material things and political correctness in schools instead helping people better their lives. I think in these imperialistic societies students are viewed primarily as only having productive value, while a student's intrinsic value is discounted.
DeleteBruner's Preface emphasized the importance of culture in education as well as the unspoken intent of education on children. I think Alana's comment about wanting to help only is a problem when someone outside a culture imposes a solution on that culture without understanding the people or the students within their own cultural context. This is what Freire is preventing through his educational process that he teaches.
ReplyDeleteAlso I think there are times when a student needs to know the distance formula, especially if that student will be an engineer who designs bridges. That person needs to be very competent in designing bridges that are safe and don't fall down. If a person will be a writer, and not an engineer perhaps that person will never use the distance formula and spending more time learning about that student is sufficient, instead of taking that time to learn the distance formula.
At least two statements made by Brunner are, in my humble opinion, worthy of posting on my door this week, the first of which reads, “ Acquired knowledge is most useful to a learner…when it is “discovered through the learners own cognitive efforts, for it is then related to and used in reference to what one has known before” (Brunner). The second statement that made me want to stand and applaud states, “The teacher…is a guide to understanding, someone who helps you discover on your own” (Brunner). Pardon the cliché, but I’m firmly planted in the “If you show someone how to fish…” camp (clichés are awesome, by the way) camp, so I can whole-heartedly agree with Brunner’s views. I’m eager to find out if the rest of Brunner’s writings reflect these sentiments.
ReplyDeleteAt one point, Brunner asks, “…are we any better able to improve the education of children suffering the blight of poverty, discrimination, alienation?” It seems that he answers his own question by saying that there are no sure-fire answers, but I think that I have witnessed, first-hand, some great strides in these areas. In 2007 and 2008, while serving as choir director for new Oklahoma City charter school, I had the privilege of helping lead a program called “Outdoor Education”. A small number of teachers and administrators spent three days and two nights at the Illinois River with the school’s juniors and seniors. Each student was required to complete a series of tasks and record their experiences in a journal. I noticed a greater of depth of interest among the students (especially the boys), which was reflected in their writings. I imagine that leaving the confines of the “four-walled classroom” had a direct impact on the students. Maybe I’m over-simplifying what Brunner is saying, but has anyone had any similar “outdoor education” experiences that yielded positive (or negative) results?
Maru, I cannot say that I completely understand how you feel because English is my native language. However, I haven't read much in English in the past twelve years (except for emails from administration), so I can imagine that, if they cost me quite a bit of time, the readings are somewhat daunting. I felt extremely overwhelmed when I started the graduate program in Spanish Literature. My saving grace was my love for language and a desire to pass for a native Spanish speaker. I trust that the readings will become more fluent for everyone as we go forward. It doesn't sound sad to me. Thanks for your honesty.
ReplyDeleteI agree with you concerning Freire. I think that, at some point, people become "too full" with political correctness. I will be sure to catch-up on Pedagogy of the Oppressed in my "free time".
I think that a common thread throughout the Wilson and Peterson’s article is that of treating the classroom as a living organism. I appreciate the authors putting the responsibility on the teachers to avoid seeing students as simply “blank canvasses” or “empty vessels”. In my opinion, even preschoolers come to their first day of school with presuppositions about their surroundings.
ReplyDeleteEarly in the article, I noticed a mention of Vygostky when explaining social learning theories. In my early study of education theories, I’m finding that several theorists are pointing to Vygotsky (so, I should probably see what he has to say, first-hand).
Reading this article, in addition to Pedagogy of Freedom and The Culture of Education, makes me feel justified when I preach to my students that a new language is not learned in a controlled, lifeless classroom, but rather in the lap of a parent and on the playground. I would even go as far as to say that in the classroom, we learn to limit what we learn. By the same token, I should say, those classroom experiences help us to galvanize and unify what we have learned. For this reason, I appreciate Wilson and Peterson’s call to not “throw the baby out with the bath water." I agree with their claim that, “…current thought suggests that a “balanced” view of learning and teaching is crucial.”
Are any of you familiar with the book ''The Funds of Knowledge" that it is mention in the article by Wilson & Peterson? It's a great project that helps teachers to build community in the new US classroom, where the new trend in multiculturalism. How can we understand our Joe's situation, if we don't get in contact with our students? If we don take the time to find out who they are or even try to make the effort to known them in more personal level. Sometimes it is hard for me to get close to my students because of the University policies, but I love to talk to them about their personal problems when they come to me. I can not even imagine talking to the whole family (like in 'Funds of Knowledge"), the teachers have to make the effort to go beyond the school's door into their students house and meet the whole family, in order to develop their lesson plan's accordingly to the culture of the foreign students. "In this conception of community life, all indi- viduals are not expected to have the same expertise. Instead, knowledge is distributed and communally shared."(Wilson and Peterson 7)
ReplyDelete