I have so many thoughts about this part II of the film. Some are small, like...
Did anyone else feel some type of connection between the whistle in the film when the students were in a fight and the stereotypes of Gestapo? Maybe that is just the way my mind works, and trust me I AM NOT TRYING TO SAY OUR SCHOOLS ARE ANYTHING LIKE THE JEWISH GHETTOS, but I just found that distant whistle sound to be characteristic of a different time period...I'm probably alone on that one.
Or
How about the phrase "my kids". The teacher that commented on the playground (Maurice?) kept on referring to his students as "my kids". It brings back another question asked to me and many of my colleagues long ago: "Do you as a teacher need to love every student?" I might have confused the phrasing of that question but that was the idea behind it. Thoughts?
Or
Did anyone else have an issue with the way the Speech Specialist was talking to the student she was assessing. Sure he is in kindergarten, but I think he should be talked to like a human being and not as a baby. Especially coming from a Speech professional, developing good speaking skills is both listening and speaking. Is this another example of teachers having lower expectations for their students? Obviously Maurice had no problem communicating with his student.
More "Heavy" Questions:
One teacher in the film mentions that she has a hard time creating a rhythm for her class. She mentions that it is difficult because one day is great, the next is OK and the next is horrible. My question is what role should consistency play in our classrooms? Surely school provides some type of "grounding" needed by many children. School is often the place where they can leave the harsh realities of the world outside and come into a consistent, safe and, hopefully, educational "home". Is too much consistency a bad thing? What about that history teacher that only produces worksheets and lectures? What about us as teachers? Of course were going to have outside issues that will inevitably come into the classroom. What role and to what degree should consistency play in our school/classroom/band room/theatre/community/lives/curriculum/etc.
What do you do when you have that student that always laughs at your point? This thought was triggered by the one student who kept laughing after the guest speakers mentioned that he wouldn't be laughing if is brother, mother or other family members died. He just kept laughing. I saw the guest speaker try to engage with the student and tell him that he would not be laughing but the speaker gave up and disengaged after he realized the student kept laughing. I have pulled that same move before. Just this summer I had a camper at a camp I worked at that made fun of some of his fellow campers. When I talked with him, I asked him "Would you laugh if someone called you a Quad?" (A quad is something he made up by the way) Sure enough the boy said yes he would. Now me, being inexperienced, caught of guard and well having a slight control issue, came back with a overwhelming..."Yes you would!" Good job Dakota! Touche! Not quite. I ended up just letting him go and telling him not to do it again. I can walk away now reflecting on that situation, kicking myself of course, but what about in the future. How do we drive our points home even though some students are not going to let us in and come back at us with every defense mechanism they have...like laughing?
That's enough for me.
DMP
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4 comments:
I think the phrase "My Kids" is something we all as teachers will say. The question of whether or not a teacher needs to love a student does not have a yes or no answer. As seen in one of our articles, we need to "see" our students, really see them for who they are, make connections and build relationships. If after much time is spent with a student, I wouldn't be surprised if some sort of love develops as would between a mentor and a child, or big brother/sister and little brother/sister.
Something else I thought about, about the student who kept laughing, I can't help but wonder this, is it ok to single out a student to prove a point? I mean, he laughed yeah, but he could have been embarassed, and he was probably using laughter as a defense. I beleive it was said his mother died when he was 3, and here this adult is asking him if he would laugh if his mother died, he has already dealt with that, but he would never share that with the class. He wants to maintain his tough façade. So my questionis, is singling out a student and making an "example" of them, an ethical way to teach?
I am responding to the question do we, as teachers have to love all our students? Honestly, I believe love is a hard word to use and should be used very wisely, but I do believe that we should love all of our students. I say this because when you have a love for someone or something for that matter. You treat it with a little more respect and care. My family for instance is the world to me and because the love for them is so strong, I wouldn’t let anyone disrespect them and I would bend over backwards to give them the world. That why with students, if treat them like family, but don’t cross the line because they are not family, the love for them will be a lot deeper. You will be willing to do more!
Wow, Dakota! I don’t even know where to begin to respond. That was some definite critical thinking. First off; responding to the topic of “my kids”. I cannot help but to call the students that I teach, and will soon to teach “my kids”. For they are a part of my life, and they have, and what the future ones will do, have left a deep impression on me. Being a future theatre teacher, and I think you can relate to this as well Dakota being a music education major, that we are going to be working with these kids outside of just the normal classroom day. There are rehearsals, performances, field trips, and what not. The late nights during tech week before a production goes up to when the curtain finally rises and then falls on closing night. My future students can’t help but be considered my kids. I understand your argument that we are supposed to see who they are and not label them; and see them for their full potential, but I know that I will not be able to help but call them my kids!
With the Speech Pathologist–OMG! I was so upset by her. First, it took her forever to get there, and then when she did, she talked to the child like he was a baby; not like she was going to help him or anything! GRR I was sooo angered by that! Then for her not to come back and help him was just–outrageious I mean, that’s your job lady. Obviously, this child needs your help! You need to be there and help him progress.
Ok, I don’t want to bash her anymore....
Thanks,
Lisa Marie
I think Maurice placing ownership on his students by saying “my kids” speaks volumes of his connection with his students. I think it is quite normal to love and care about your students. This is partially what drives one to become a teacher. One could observe Maurice’s love for his students in his determination to be an advocate for his student with speech challenges and his emotional attachment displayed when he cried. Some may not agree with my position. They may argue that having this strong attachment to one’s students may complicate instruction. But I think if you treat every student like they were our own, it could enhance instruction and advocacy for students. When one is attached to someone they work that much harder to insure their success. I think the problem in many schools is that some teachers do not care enough.
Secondly, I would agree that the speech therapist was belittling the student by talking to him like a baby. A large part of language acquisition is repeating what is modeled. As a speech therapist, one would think to she would model the very best use of language. Part of the student’s problem could possibly be that he had not been around enough good models of language usage. I know when I was growing up, I use to hate when people talked down to me. This may not have been the case with Maurice’s student, but it could have been. The speech therapist should not have assumed. Luckily for the student, he had a teacher who cared and did work patiently with him to improve his speech without the baby talk.
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