{"id":174,"date":"2008-04-02T07:57:49","date_gmt":"2008-04-02T12:57:49","guid":{"rendered":"http:\/\/www.samplereality.com\/gmu\/spring2008\/610\/04\/02\/how-do-we-know-what-they-really-know\/"},"modified":"2008-04-02T07:57:49","modified_gmt":"2008-04-02T12:57:49","slug":"how-do-we-know-what-they-really-know","status":"publish","type":"post","link":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/04\/02\/how-do-we-know-what-they-really-know\/","title":{"rendered":"How do we know what they really know?"},"content":{"rendered":"

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gerald Graff seems to bring up an issue that quite frankly, I never thought too much about until I read the book. At times I agree that colleges and high school classes makes education seem like it\u2019s only attainable for those who can kiss ass or memorize the\u00a0 teachers expectations. The most interesting comment I read was that, \u201cstudents who flourish under the do-it-yourself curriculum are of the minority that arrives at college already socialized into the club of academia by home, church, or other prior experience (67). Graff goes on to say that those who do not have the ability to adapt and learn on their own are subjected to writing to the test, teacher or syllabus. I wholeheartedly agree that we as teachers do not always teach kids to learn. But rather, we teach them to be able to identify the correct way to analyze Shakespeare or identify Marxist theory in an essay or story. <\/font><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 As a huge lover and teacher of writing in my classroom, I enjoyed the chapter, \u201cUnlearning to Write\u201d because I think at times we as teachers do not teach students how to write, but rather, teach them how to follow a formula. To me, writing is amazing because it should be a vehicle for people to communicate and express themselves. In my classroom, I have to teach a research paper and do a character analysis, but that\u2019s where I draw the line with forced assignments. Right now I decided randomly that instead of doing a standard persuasive essay asking my students to argue a point in the text, I would do a more creative activity. For The Odyssey<\/em> I asked my students to pretend that Odysseus and his crew just met Polyphemus, the Cyclops, and he needed to persuade Polyphemus not to eat them. They took on the persona of Odysseus and succeeded in using his voice from prior books to create really persuasive letters. Again, I avoided the whole essay thing-I simply asked them to write a letter that they would turn into a speech. I was really impressed with what they came up with. Some negotiated the crew\u2019s lives for Odysseus and others simply pleaded to get home to their wife and son. This assignment was probably the best persuasive writing I have gotten from my students since I\u2019ve been teaching. In the past I\u2019ve done the letter to the parents as well, which also served as a great tool. Students get involved when trying to convince their parents to let them get a tattoo or a nose piercing. I try to make all my assignments, especially writing relevant to their lives. I like to think my class they know why we do what we do. Sometimes it\u2019s because we have to because of POS and SOL standards, and sometimes we have to because it\u2019s a skill all people should have.<\/font><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I feel that students need assignments that allow them to actually think for themselves. The only advice I gave them was that they needed to convince me (Polyphemus) to release them by any means they choose. To take it a step further, the kids read their letters turned speeches and voted on the most convincing. In my 6th<\/sup> period class, the sweetest, most quiet boy won. He doesn\u2019t get all A\u2019s in my class by curriculum imposed standards, but he does an amazing job when I don\u2019t prescribe a formula. <\/font><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 I think that students have learned to study to the test or teacher and they do lack the intrinsic knowledge and self-exploration that is evident in good learners. I\u2019m not saying that those who can kiss ass and get A\u2019s by following strict standards are less smart than those who can adapt and explore topics that are not scripted for them, but I am saying that they are less prepared for the real world. The real world wants you to think for yourself, at least most of the time. Reading this book reminded me of a friend of mine in high school. He was valedictorian and went to Duke. I do believe he scored a 1580 on his SAT\u2019s-big stuff, I know. Well, to me he was dumb as rocks. I mean he couldn\u2019t formulate and original idea to save his life. He quoted scholars and knew tons of facts about the earth\u2019s crust and the branches of government, but I can\u2019t ever remember him having an original thought. I suppose I\u2019d be really smart too if I could memorize books and facts and regurgitate them to impress my teachers and their individual preferences. <\/font><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Schools should make students feel empowered and ready to face the world and all its elements, not make students feel less of themselves because they have never heard of Marlow or Wordsworth. Too many students go to college or their jobs unprepared and unfortunately there are few times when someone is willing to step in and help. Assumed knowledge and educational hierarchies can be dangerous if no one is helping those kids who fall through the cracks and haven\u2019t learned how to handle new education environments and situations.<\/font><\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Gerald Graff seems to bring up an issue that quite frankly, I never thought too much about until I read the book. At times I agree that colleges and high school classes makes education seem like it\u2019s only attainable for those who can kiss ass or memorize the\u00a0 teachers expectations. The most interesting comment […]<\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[91],"tags":[],"_links":{"self":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/posts\/174"}],"collection":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/comments?post=174"}],"version-history":[{"count":0,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/posts\/174\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/media?parent=174"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/categories?post=174"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/tags?post=174"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}