This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
Paulo Friere’s piece Pedagogy of the Oppressed contests the reader’s previous impressions of the learning process while dichotomizing its various aspects in order to limn the importance of dual roles of those involved in the classroom environment. As the author expects, the reader enters into a piece of literature with their own preconceived notions of the subject on which the author is commenting. In the case of Paulo Friere, this is obvious. Firere comments that, “A careful analysis of the teacher-student relationship… reveals its fundamentally narrative character”. His explanation of the teacher student relationship reveals the readers assumption of his subject matter.
A: I believe the current rigid system of evaluation de-emphasizes the learning process in favor of quantifiable results that can be analyzed by some machine, instead of truly allowing each student to live up to his or her potential. Paragraphs 20, 27 Literary Analysis Question Q: How does Mike Rose use his rhetorical strategy of shifting viewpoint from student to analytical observer to deliver an effective message about traditional education? A: His rhetorical strategy is extremely effective at connecting student readers to the text by empathizing with their problems while appealing to logos and the analytical standpoint of adults through his use of logic and evidence to support his
The ideal was to establish a set of basic academic standards that all students should achieve, hold the schools accountable for meeting these standards for all students, ←and→ then give educators the choice of how to meet the standards. The way NCLB is currently being administered must be fixed, otherwise we will have both new ←and→ seasoned talented teachers leaving the profession in droves. Although reading ←and→ math tests would remain in the administration's proposal, schools could also include student performance in other subjects as part of overall measurements of progress. Critics say that the current education law has narrowed the curriculum for students:→ Many teachers zero in on math ←and→ reading at the expense of other subjects to help students prepare for the required tests. (Douglas) Students need a well-rounded education," the blueprint declares, and it cites disciplines including history, civics, foreign languages, and the arts.
It is the schools responsibility to be able to provide good enough teachers, who can prepare these students. In order to have a good education, there must be qualified teachers there to teach and prepare students effectively. Bauerlein questions schools curriculums and the way they are presenting “complex texts” (Bauerlein) to the students; “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit” (Bauerlein). Students learn what their teachers tell them they have to learn, without knowing the effects the teachings will have on them whether good or bad. That is why schools providing qualified teachers are so important
They were: caretaker, facilitator, observer, collaborator, teacher who sits back, assistor, co-participant, and measurer. These were the qualities that Maria Montessori believed to play an important role in a teacher-guide as part of the classroom and will be discussed as the main topic of this essay. Help plays an important role in teaching, however as a Montessori concept Maria believed that an adult or teacher-guide only stepped in and helped when needed, and if otherwise done would distract the childs’ concentration or the effort of the child doing their activity. However at the same time it was also belief that under love and care that the teacher would provide, the child would thrive and be successful in what they accomplished. “Never help a child with a task at which he feels he can succeed”.
While this statements sound so simplistic, it’s really being lost in the world of teaching. While trying to keep up with testing standards and needs of students, we as teachers must make sure that we are not creating ignorant thinkers. As teachers we must accept that we don’t have all the answers and that just like students, we are constantly learning. When Dr. Wayson was speaking, I couldn’t
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
Knoblauch admits that literacy is a necessary aspect to modern society, but warns the reader how educators and other citizens must be aware of the power literacy holds and not to be “blinded by the the light of their own benevolence”, (Knoblauch 452). Tannen also believes that power lies in the educational system itself, but focuses on the style of learning being taught to the students. Tannen discusses the style of education that teaches students that power lies in debate and arguments. For example, “”students are taught that they must disprove others’ arguments in order to be original, make a contribution, and demonstrate their intellectual ability”, (Tannen 546). Unlike Knoblauch and Tannen, Barber believes that the power of education does not lie inside the educational system itself, but by the society
One pitfall is teaching to the test, parents and teachers feels that the NCLB encourages, and rewards, teaching children to score well on the test, rather than teaching with a primary goal of learning. As a result, teachers are pressured to teach a narrow set of test-taking skills and a test-limited range of knowledge. A few more pitfalls are: problems with the standardized tests, teachers’ qualification standards, and failure to address the reason for lack of achievement just to name a few. This often resulted in teacher discouragement, role ambiguity, and superficial responses to administrative goals. A few strengths are: standards are set for teacher qualifications, NCLB emphasizes reading, writing, and math, and NCLB requires schools to focus on providing quality education to students who are often underserved, including children with disabilities, from low-income families, non-English speakers, as well as African-Americans and Latinos.