Literacy with an Attitude by Patrick J. Finn
Patrick J. Finn's Literacy with an Attitude: Educating Working Class Children in Their Own Self-Interest addresses how socioeconomic class influences one's education. Those who are higher in class receive a better education than those in the working class. Students in higher classes have access to additional materials and teachers that encourage them to study more. Working-class students face numerous barriers to upward mobility.
In the chapter "A Distinctly Un-American Idea," Finn discusses Jean Anyon's research. Anyon analyzed five separate fifth-grade classrooms in Northern New Jersey public schools. These five schools contained executive elites, affluent professionals, middle class, and working-class students. Most instructors in working-class schools lived in the same city as the school, but in wealthier neighborhoods, were young, had graduated from a local college, and were unmarried. Most of the work in these classrooms was done through crafts, projects, copying teacher notes, and answering textbook problems. The students were graded according to whether they followed the directions provided. Teachers in these schools would skip several pages or sections of textbooks that were deemed too difficult for their students. Most of these pages used reasoning and inference. One school even used texts designed for students with educational deficiencies. Except that none of these students were academically inadequate. In fact, the average IQ among these students was 100, with eight students having an IQ of 125 or above.
Teachers play a significant role in preventing students in working-class schools from achieving success. The teachers believe that the students are uninterested in learning. However, this is not always the case. For example, the girl recognized what the teacher had them accomplish before it was finished. She was attempting to be creative, claiming that she had a faster way to complete what the teacher desired. Instead of hearing the girl out and considering what she thought would be a better approach to finish the assignment, the teacher simply shut her down and informed her she was incorrect. Teachers in higher-class schools regarded their students very differently. Students were encouraged to be creative, and they were allowed to work independently. The teachers had more faith in their students and allowed them to teach some classes, used more advanced texts, established numerous real-life links to teachings, and did not exert much control over them. The teacher's attitude toward teaching students is undoubtedly a significant element holding back students in working-class schools.
As a teacher who works with toddlers, we're encouraged to teach them skills based on their interests to keep them engaged. I wish teachers and schools took that into consideration when coming up with curriculum. Finding ways to help students stay engaged can be critical to their retention in the learning they come across.
ReplyDeleteHi! Students are supposed to work independently, but teachers often have little to no patience when students try to find different ways to accomplish the task at hand. Instead, teachers should encourage students to participate in ways that make them think outside the box. If the work gets done, then the work gets done. Of course, you will have to set boundaries, but students should be able to express themselves through their education.
ReplyDeleteI feel like teachers tend to have a one track mind when it comes to teaching and curriculum based learning is definitely a key role in that. I feel it stifles a students learning ability to think creatively which is how our brains are supposed to work, nothing should be a one size fits all solution!
ReplyDeleteIts so crucial for teachers to have patience, compassion, and hope when teaching. Students need to feel like they are capable because if they feel like even their teachers don't believe in them, they will simply give up.
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