October 20, 2014
In chapter one “The Vilis Tokples Schools of Papua New Guinea” there were three important facts that stood out to me. The first fact was that schools were first introduced by the missionaries in local languages. Second, most people believed English to be more important as a written language than as a spoken language. I understand why people value the English written language because you will find it on almost anything, but what surprised me is that they found it more important written than spoken. I suppose they can speak their native tongue and still be able to communicate through writing with English. The last being that in the tokples school, children learned to read, write and count in their mother tongue and, at the same time, received a basic cultural education in the customs, values, and acceptable behavior of their community. I like that they are taught both school education and basic behaviors for their communities at the same time.
In chapter two “Hello, Grandfather: Lessons from Alaska” there were three important facts that stood out to me. The first being that literacy can be a tool of liberation, but, equally it can be a means of control. Literacy can most defiantly be used as a means of control. If a person can’t read or write the other person who can do so may take advantage of this person. The second was that it was believed that educators needed to introduce students to the new skill and the new concepts in contexts they already found familiar. I completely agree with this. Students should be using familiar ideas to learn new ideas. They feel more comfortable while doing so and most likely succeed more in doing so. The third fact was that the context of a message is at least as important as, and often more important that the text of the message.
In chapter three “Teachers’ Voices” there were three important facts that stood out to me. The first fact was that there are many reasons for the decline of minority participation in the teaching force. Second is that students of color are doubly disadvantaged in trying to get their voices heard, particularly in the university classroom. The third fact is that students feel that their instructors exhibit a “low immediacy” behaviors when interacting with them. Some of these behaviors are having a colder voice tone, less eye contact, and distanced body orientation.
In my research I found two articles that related to students feeling distant from their teachers and different teaching styles. According to Conroy, Stichter, Daunic, & Haydon, “Classrooms serving students with or at risk for emotional and behavioral disorders (EBD) are complex environments that multiple interactions such as those between (a) students and teachers, (b) students and peers, and (c) temporally distant or concurrent classroom-setting factors and subsequent behavioral episodes.” For students will certain behaviors, it is important to keep a regular routine with no surprises. Interactions between the student and the teacher should be comforting and calming for the student. Having this type of relationship between the teacher and the student will help the student feel less distant from their teachers. According to Hein, Ries, Pires, Caune, Emeljanovas, Ekler, & Valantiniene, “Mosston’s Spectrum of teaching styles (Mosston and Ashworth, 2002) established a framework of possible options in the relationship between teacher and learner and was based on the central importance of decision-making.” It is important for the teacher to fully understand their students to provide the best possible education for the students. The teacher should be aware of how their students learn and in what environments best fit them. In doing so they are building a greater bound to a greater success for the student.
I have learned quite a bit from the readings and the research that I have performed. It is very important for the teacher to know their students. In doing so the students will receive the best education possible for themselves. There are different teaching methods that teachers need to use in order to make sure all of their students receive this education. Teachers need to make sure that they are not putting distant in between themselves and their students, whether it is on purpose or by accident. If this happens the student may not feel comfortable enough to learn in their learning environment. Teachers need to take immediate action to resolve these issues. As teachers, we need to make sure that we do not use literacy as a means of control. Provide students will all possible ways of understanding the literacy and making it available for them. Assist the students who struggle with literacy so that they can become more familiar with these skills.
Delpit, L. (2006). Other People’s Children. New York: The New Press.
Conroy, M. A., Stichter, J. P., Daunic, A., & Haydon, T. (2008). Classroom-Based Research in the Field of Emotional and Behavioral Disorders: Methodological Issues and Future Research Directions. Journal Of Special Education, 41(4), 209-222. doi:10.1177/0022466907310369
Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J., & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal Of Sports Science & Medicine, 11(1), 12