Productive Teaching
A Culturally-Based Cognitive Apprenticeship
The article puts forth the idea that those who teach literature in schools are giving students too much of their own interpretations and stating them to be correct, rather than allowing the students to think for themselves and find other ways to interpret the literature. Since this attitude toward telling the students what is right instead of letting them learn seems to be very prevalent in schools that have large minority populations, the author of the article chose to look at ways that this could be changed. Taking culture into account was very important, as was finding something that could stimulate the students intellectually. Otherwise, they would not learn. Theoretical arguments for using a cultural approach toward learning are also discussed by Lee as she works her way through the issues that surround and plague the teaching of minority cultures in many schools. The main idea of the article was to show that these students could be taught more easily and would do better in school if they were taught in such a way that references to their specific culture became part of what they were examining. Teaching African-American fiction to these students in literature classes was utilized as a way to determine whether this culturally-minded idea would make any difference. Lee's study showed that this culture teaching method improved the student's abilities a great deal and got them more interested in literature and school.
It is easy to see why Lee's study would help students. Many of these students are working at a disadvantage from the start due to poor home lives and other problems. They find it hard to relate to other cultures where people do things differently and have a great deal of wealth and power. By allowing them to read work that was written by African-American authors and dealt with the same concerns that they had, they were better able to become interested in the story and pay attention to the things that were happening in it, because events mattered to them.
Productive Teaching Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds The article by Kathryn H. Au examines the reasons for the existing gap between the school literacy achievement of students of diverse backgrounds and those of mainstream background from a 'Social Constructivism' perspective, and suggests a conceptual framework for improving the school literacy learning of students of diverse backgrounds. In addition, the author reviews various theories of Social
Teaching Journal Today being a productive teacher is more challenging than ever. Children are much more used to varied classroom approaches, with the Internet, computers and other electronic equipment becoming the norm. Gone are the days when students sit quietly in their seats while the teacher stands and does mathematics on the chalkboard and reads from a textbook. I believe I am well prepared to meet this educational challenge. I know it
Language Culturally-Based Cognitive Apprenticeship (Teaching African-American High School Students Skills in Literary Interpretation) by Carol D. Lee The author observes that there is a distinct need for implementation of special strategies pertaining to reading comprehension skills in schools populated by students of African-American or other ethnic minority groups. Cultural orientation plays a crucial role in understanding and interpreting literature alongside general reading and task specific strategies. This automatically implies that the differences in
subtle effects that cultural differences can have on instruction. The author began with a review of the literature, and then demonstrated how some cultural assumptions, such as the "quiet Native American," were based on the fact that Native American children respond differently to culturally different teachers than they do teachers from their own culture. He also cited intriguing research suggesting that coming from the same culture was more important
Teaching philosophy is a reflective statement of a teacher's core beliefs about classroom practices, pedagogical approaches, and the purpose of education. A considered and well-articulated teaching philosophy guides instructors in creating an environment conducive to learning and student engagement (Henderson & Gornik, 2007). It is a crucial component for both novice and experienced educators, as it underpins their choices in curriculum design, teaching methods, and assessment practices. Central to a strong
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
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