In chapters six through eight, Cushman delves into the pressing issues of student motivation/boredom, stretching student's minds through active learning, and students who experience English as a second language. I think she tackles a difficult educative loop-hole (as referenced by the subtitle of Chapter 6: "just saying you need to pass math isn't enough. show me how knowing Pi is worth something") when she asks students about what keeps them motivated and focused during their tenure as high school students. Don't get me wrong. It was comforting to hear that these students understand the importance of a good education and appreciate a passionate and empathic teacher, but there is still a bit of a adult-teen maturity gap that exists. On the subject of teaching students' difficult material that seems to surface in the spring semester in most classes, Cushman and her interviewees are clear in their assessment that unless the teacher is patient and willing to present course material in different forms (i.e. visual aids), then individual frustration for both parties is inevitable. There is also an emphasis on appropriately utilizing alternative media resources (vs. textbooks) during class sessions, so as to allow students to make more practical applications to class lessons. Throughout Chapter 8, Cushman is focused on the obstacles that exist between student whose primary language is not English and those teachers who have one or more ESL students in their classes. Cushman and her interviewees provide a whole host of ideas and suggestions for what can be done to combat this initial disadvantage.
essential quotations:
"When you hear the story of the Pilgrims, it seems like they came, they were hungry, the Indians helped them. There was Thanksgiving, it was all nice. When my old teachers would tell it, I wouldn't understand why the Pilgrims would hate the Indians if they gave them food. But my teacher explained how the Pilgrims resented the Native Americans for helping them. It was a matter of white pride, Christian pride, jealousy, envy--human emotions and motives. That connected it to me. I could identify. History still affects us; people who were once in conflict had children ~ Vance" (Cushman, 141).
[I am constantly amazed by what children and teenagers say. I am reminded of the late 90's show Kids Say the Darnedest Things with host Bill Cosby! Yet as much as what they say can be humorous, they get it! Young people want to know the truth and when they find out that someone has been telling them the wrong information, they get upset. I am even thinking about my own classmates who became emotional when they started reading the true account of US history for the first time in their lives.]
"My teacher asked us: What does 'ghetto' mean to you? I thought it was like kids from Oakland, but she told us it was about Jews. Also I used to think black people were all drug dealers, but my history teacher said: "Have you ever thought about how much people [went through] to get here?" It made me change the way I thought about them ~ Veronica" (Cushman, 126).
[I selected this quote for the reason that I constantly need to have my assumptions challenged (which they have been). I am incredibly naive and have lived an extremely sheltered life. I also have some racist tendencies that usually only remain in my thoughts, but I often consider their origin.]
"We had to choose someone who was famous or had done something interesting and write a paper about them. I really wanted to write about Eminem, so I got all my info on him and looked for anything else I could find on the computer. After all that, my teacher told me what I had wasn't enough or good enough to write a whole paper, so I had to do someone else, and the paper end up really bad. I don't think any of my teachers like Eminem, and they didn't want me to write about him ~ Diana" (Cushman, 116).
[To squash a young person's passion, idea or dream is crippling--whether it is a school assignment or something bigger. When I was teaching a 9th grade keyboarding class last year, I asked my students to put together a power point presentation on a famous figure in history, sports, or pop culture. Many of my students chose controversial musical artists, and I toyed with the idea of letting them research those figures. Then I thought 'if they're excited about learning more about their favorite artist and they're learning how to do research in the process, then what the heck...let them do it! plus, who am I to say that that individual is not worthy of the fame and fortune that they've been blessed?]
"In seventh grade my grades started slipping. I noticed I had a lot more freedom, and I stopped doing my work. But they kept on passing me, even though I wasn't doing anything. It's not like it was about my learning, it was about moving us through to high school. I hated that. ~ Andres" (Cushman, 108).
[I think these five short sentences may sum up part of my first year of graduate school! Isn't it true though? From parents to teachers to the Board of Education, the grades become the ends-all-means-all. I have personally suffered from this attitude, as I have always tried to get the approval of my mother by getting all A's all the time. If I brought home a B (or Heaven forbid, a C), I was criticized and felt ashamed. I'm with you Andres and I hope more students can understand the true purpose of a quality education.]
"If you don't have a patient teacher, it's bad. If the teacher can't make you understand, he gives up on you and stops trying. ~ Rafael" (Cushman, 157)
[In my opinion, this is one of most egregious cardinal sins that any educator can make--namely giving up on a student. Of course, patience is a virtue and needs to be acquired over time, but it is a worthy trait to attain. If you lose hope in a student and they realize that, then you've lost him or her forever.]
critical questions:
question #1: With this new age of technology upon us, why do you think it may be important for educators to familiarize themselves with the equipment, programs and gadgets that litter the lives of our country's youth? Do you think educators who refuse to become more technology savvy can survive? If so, why? If not, why not?
question #2: What do you think it ultimately takes to avoid student boredom? Why do you think educators have such difficulty in making the course material relevant and interesting? Any suggestions?
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