(Instead of writing comments on paper as I read and then putting them in a coherent text, I stuck post-its in places throughout the chapters so my comments may seem a bit disjointed).
Chapter 8 – bottom of 169
I do like the idea of using a template to lay the foundation of an essay. (It reminds me of a technique I use to engage my ten-year old son to write a story, which he hates to do-which kills me-anyway, I write several sentences leaving blank spaces that he must fill with the character’s name, description; the setting. Then using dialogue and exclamatory sentences, with plenty of blank spaces, he’ll develop the plot and finish the story. He’ll even edit before sharing it with me). But this exercise is in addition to the work he must independently produce in school. My thought? Would the template prove to be a guide or a crutch for older students?
Chapter 9 – bottom of pg178
…..”suggests to me that they (Smith and Rabinowitz) do not expect as much from eleventh-graders as I think they are capable of producing.” My initial thought was how would Graff know what they are capable of..unless he is speaking in more general terms that, as a whole, teachers have low (or lowered) student expectations. And if that is the case, why? To lessen their disappointment? Even as a long-term substitute or when I taught two-week, self-contained classes at an elementary school on the modified schedule, I had always incorporated my expectations into my lesson plans. Then on the first day, within the first twenty minutes, I’d call a class meeting to share my expectations with them. But I’d still be disappointed either because their behaviour or effort was less than desirable and acceptable . I also found myself holding GT students to a higher level because they’re supposedly the “cream of the crop.” Several times, usually at lunch, I expressed my frustrations to senior teachers who would patiently listen, while nodding their heads, agreeing with what I’d said and then tell me to keep it up because they felt kids just didn’t have a sense for what an expectation is, in part, because nothing was/is expected of them at home. It was exhausting though at times.
Chapter 10
Stating your love of literature/learning is the equivalent of a prospective med student stating they love to help people. So not only is it important to answer the “So what” or “Who cares” question as Graff says, but I think marketing of one-self is also vital in these select postions. (Not that I do this, being a rather under-spoken person, more on this later).
Chapter 11 – bottom pg 222
“It is self-defeating to decline to introduce any text or subject that figures to engage students who will otherwise tune out academic work entirely.” I recall a mother complaining to me that her athletically inclined son could not use sports for his current event assignments, which was truly unfortunate because that was the only thing he was interested in at the time.
top of pg 226
last sentence before next section.
In reference to my previous comment of being under-spoken, I was the generation before educators took to promoting girls in academics. Coupled with the fact that my family did not openly discuss any stimulating issues like religion, politics, and sex, and being raised to speak only when I had something nice to say, left me feeling hollow many a time, especially as an undergrad. I often wondered how an out-spoken female student developed her ideas/opinions when I wasn’t even aware of an issue. I did feel more comfortable speaking aloud in an all- female class (one in four years), though I did scuff at my mother’s suggestion of attending an all-girls college. (Which was due to attending an all-girls weekend as a high school senior and truly not fitting in with the girls in my group who all wore pearl necklaces, and white mini-skirts with colorful underwear showing through).
Any further comments I’ll express in class.
Susan