Thursday, February 2, 2012

Chapter 11-14 Work Hard. Be Nice.

1. Chapter 11: What do you think about the differences between Feinberg/Levin's discipline methods v. Esquith's thoughts and methods?

2. Chapter 12: THoughts on Chapter 12 -

3. Chapter 13: Powers of Persuasion -

4. Chapter 14: JIm McInvale - Hmmmm.....

9 comments:

  1. I really enjoyed these chapters as both Feinberg and Levin began to figure out more about being a teacher, and how to get around the status quo! I love that they didn't let "That's the way it is" stop them from doing what is right for kids! And, it also made me giggle how they so readily accepted the SRA as their reading curriculum! But - if you have awesome teachers - the program, reading or math, doesn't matter, the teachers will make it happen anyway!! That has been my experience!

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    1. Chapter 12
      This school seems to be very dysfunctional - a building where kids do not come first. Mr Levin proved to be the teacher of the year by standing up for his students and putting their needs first. He kept the parents of his students involved in and a part of their learning knowing all the while that he would be 'doomed' as a teacher at Bastain. Mr Levin cared more for making sure his kids were learning than anything else.

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    2. Some educators can naturally maintain classroom order/engage students with a more casual approach (Esquith) while others believe in or are more comfortable with a more formal approach (Levin & Feinberg). Neither style is either better or worse; it’s what authentically works best for each individual in my opinion. Needless to say, I believe the difference in discipline styles is okay. The diversity in styles is important for students to experience as they will experience diversity in management styles for the rest of their lives (college, work force, etc.). Teaching students how to conform from one style to the other and/or which style they function best under is what’s more important in my opinion.

      What stood out the most to me about these chapters is how Levin & Feinberg made it a point to let students know they have options. However, those options come with knowledge because after all, “knowledge is power.” From the moment they went to the fourth grade classroom to recruit students, they laid out everything the program entails (knowledge) then said…if you’re interested…you don’t have to say yes or no…get more information (options). They said, choosing our option “will prepare you for college and a good life (power).” This theoretically provides you with freedom of choice in your lifestyle. It’s all cyclical.

      The way I see it…I want knowledge so I can create options for myself, I want options for myself so I can have the power to choose, I want the power to choose because I’m knowledgeable about my options.

      Lastly, something that struck a nerve with me was the comment in ch. 12 that many of the teachers at Bastian thought it was wrong to put pressure on children, particularly those from disadvantaged backgrounds. It’s this type of mind set that is of detriment to students. When students grow up and they’re not employable, can’t function in society, due to the pressure, that’s a problem for society. We cannot make excuses for disadvantaged students. They must be pushed and pressured in order for them to make break throughs and stop the cycles in their lives.

      Just my thoughts,
      Tara

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    3. I totally agree with you Tara. Our students and students in poverty don't need people to feel sorry for them! We have to hold them to the highest expectation so that they can compete in today's world. I also agree about the discipline styles - eveyrone has their own style - and as long as students are engaged, learning, and part of the process - it has to be what works for the individual teacher! It just can't be screaming or chaos!! Lol!

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  2. I found it ironic that the very administrators who gave Mr. Levin the kids who were strugggling and had not passed Taas, were the same ones who had no faith that their decision would have no effect on the student. What a triumphant moment when Levin's students passed (all but one in math and two in reading). I found it unprofessional of them to deliver the letter of termination in front of his students. I enjoyed reading about the paycheck as it reminded me of my mathbucks when I was in the classroom. It was a secondary reinforcer, but the kids enjoyed them and the auctions we held with them. To this day, when I run into a former student, the comments I get the most are "I remember your math bucks!" It made the process of hard work fun.

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  3. I agree with Tara. Teaching the students to adapt to different teachers and styles will help them become more productive citizens in the future. It will give them a skill set to use in future classes and in the workforce after graduation.

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  4. I agree with Tara as well! It's about finding what works for each individual teachers - different styles can be effective if implemented in a way where students are held accountable. I also really agree with your point about the teachers at Bastien and their reluctance to hold students from poverty accountable. I truly feel like they need to be held accountable the most, so they can see that they can be successful in life.

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  5. I have enjoyed reading this book over as we do our study. Seems I get more and more out of it the second go around. I appreciate that these guys never give up on every kind of kid that is put in front of them, when the kiddos passed their tests, maybe not all the students but the majority:). The deal is all kids can learn. I am thankful for teachers who do push the kiddos a little harder because it just means they care more and want success. I might have been poor as these kids but teachers fed me what I needed time and love with compassion. Kids will be willing to learn if they know you care as these kids did.

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    1. Me too Minga! I appreciate the teachers who make it happen! If we have a "porbrecito" attitude, we only enable students and we must push for success!!

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