Thursday, February 11, 2010

What does Shor want us to know?

Shor explores the idea that traditional education turns students off of learning and discusses how it is important that we as teachers can attempt to rebuild our students’ visions of education. He explains at great length about how a teacher- oriented classroom stifles students and creates many negative thoughts among students within such a classroom. He states that “Many students do not like the knowledge, process, or roles set out for them in class. In reaction, they drop out or withdraw into passivity or silence in the classroom. Some become self educated; some sabotage the curriculum by misbehaving” (14). I can agree with Shor from my experiences in the classroom- it seems as thought students who are used to a more traditional form of education, tend to be very negative about school in general, and it is a very difficult pattern to break. (A negative educational ideology.) Shor takes this idea and shows us the importance of student involvement for the greatest success. He talks about how if students have more involvement and voice in their classrooms, they learn more and tend to have better attitudes about school. The dialogue between students, their peers, and their teachers essential in creating a classroom community where they can begin to discuss and become part of what they are learning. This in turn allows students to make meaning of their experiences.

4 comments:

  1. The same quote stood out to me. So many students in our comprehensive classes seem to just resist traditional teaching and as a result seem to fall behind and become quiet and unresponsive. Like Shor said these kids end up being deemed discipline issues. But, there is so miuch more to their story. My experience has been that they are not discipline students, but unhappy and failing to find relevance in the classroom.

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  2. While I agreee with Jill and Kate, I also see the other side. My lower students seem to never want to do the hands-on projects or lessons. There have been times when the just say can't we just take notes, do worksheets or questions. They feel comfortable doing this. I do not feel that is the right thing to do but it is very discourging when you prepare a great hands-on lesson, which took a lot of time and energy and you are just shut down. :(

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  3. Lindsay, I've seen it too. Don't forget though they are comfortable with that because that is what they are used to. If these kids are "behavior issues" then I'm sure most of their teachers in the past have used questions and worksheets and notes to keep them under control. I remember my first year teaching. I had one class where I was banging my head against the wall before Halloween. I think we all that class that just broke us in. This was mine. My class with them was worksheets all the time. I couldn't control them as a first year teacher. They were behavior issues. And while some were that way for other teachers, most of them were not.

    Can you guys imagine if all teachers before us were more hands-on? Imagine if the kids didn't form these bad habits earlier in their educational careers and knew how to work cooperatively. Could participate willingly and productively in a class without it having to count for a grade? I think part of the problem is that we are fighting against a mentality that has been formed and strengthened for years and may/does continue in their other classes.

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  4. The quote about students 'sabotaging the curriculum' was an 'aha' one for me too. I've seen these students, who don't fit the M.O. for a behavior problem, but still (or even just occasionally) rebel against school in some way. Its easy to see now what their frustrations could be, given the rigid confines of some of our curriculum and teaching practices.

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