I found that reading Grumet's piece very interesting and inviting. I enjoyed how she described her journal and why she did or did not like it. She did not want her journal to be too big or too small. It made the reader be able to relate to her writing in a journal. I even pictured in my mind what I would want my journal to look like. Grumet told us through her stories that everyone writes differently and about different things. No one is going to write at the same time or about the same types of things. Everyone must find what works for him/her because it will make the most impact for that person.
I definitely related to this article, because I realized that it is okay that I am one to write short notes about what happened each day. I am not a flowery writer, but I just like to jot things down. Short, quick statements that will help me remember what happened each day. For me, writing a page a day would be torture. I do like writing, because it is a place to put all of my thoughts. After writing, I noticed I was more relaxed. If I needed to simply complain, I could without judgment. Finally, just like Grumet, even though I have only been journaling for a couple weeks, I enjoy reading about and ‘remembering how it felt’ during a certain, special time in the classroom.
Pinar
One of Pinar's lines that really struck me was when he stated, "Undertaking the education of the public requires academic and self-knowledge, themselves reciprocally related" (47). He further states, "... it matters very much who you are, how you are, with yourself and with others" (p. 48). I felt that these quotes tied in completely with my journal writing. I noticed that I wrote about the lessons, but I mainly wrote about my students. I would write about questions they asked me, their attitudes towards the new material, or if something one of them said struck me. Sometimes I would write about things that bothered me, but I would always try to end with a positive comment. These positive comments always came from my students. Yes, I agree that curriculum is of academic content, but the way the teacher presents the curriculum is the measure of what sticks with the student and what does not.
Pinar described what some teachers are doing in their classrooms as 'scripted lessons' (44). This made me ask myself, "If this is what schools are moving towards, what is the point in earning a teaching degree?" Anyone can read from scripted notes, but not anyone can teach. Each day I analyze my students and what they know. These observations create the plan for what I plan to do the next day. I will not move onto a new lesson without all the students moving with me. If I had a scripted lesson plan, I would not be an effective teacher for my students.
Pinar described what some teachers are doing in their classrooms as 'scripted lessons' (44). This made me ask myself, "If this is what schools are moving towards, what is the point in earning a teaching degree?" Anyone can read from scripted notes, but not anyone can teach. Each day I analyze my students and what they know. These observations create the plan for what I plan to do the next day. I will not move onto a new lesson without all the students moving with me. If I had a scripted lesson plan, I would not be an effective teacher for my students.
Apple
When first reading the introduction to Apple's work, I found it very difficult to read. I remember Dr. Shutkin saying it would be difficult to process, and I completely agree. I am interested to read about how the authors of the book use Apple's previous work and relate his thoughts to the present time. I am eager to discover which of his theories still hold true now compared to the 1970's.
I am excited to read about the 'hidden curriculum' section in Chapter 1, because I believe it will be interesting to read Arnot's thoughts about how "the 'hidden curriculum' encouraged feminists" (10). I believe that I will relate it to my own school and think about what the 'hidden curriculum' is. I am sure to question myself about buying into the 'hidden curriculum,' and if I agree with it.
I believe Chapter 2 will be interesting since it discusses how "knowledge is distributed to students differently positioned in the class structure" (10). I am anticipating the class discussions about the present day beliefs and how public school teachers will soon be paid by value added. Do we, as a class, believe that this huge change in education will change how the knowledge is distributed to students? Will this change still separate the upper, middle, and lower classes, or will the gap decrease? I think we will have many opinions to discuss after reading this chapter.
Finally, I think Allan Luke's chapter will be the most interesting to me since it "explores the deskilling of teachers" (11). With so many standardized tests, teachers are losing their creativity and passion for teaching. Now, with the new income system, even more teachers will become deskilled. I am interested to read about how to keep the creativity alive in the classroom and, most importantly, in the curriculum.
Even though it took me a while to read this chapter, I know I will grow more comfortable with the language and style of the text. I am anxious to find out what is different between Apple's ideas from the 1970's compared to today. Did he have all the right answers back then? If so, why have we not listened to him yet? Finally, what can I do in my own school and classroom to keep the curriculum alive for my students?
I am excited to read about the 'hidden curriculum' section in Chapter 1, because I believe it will be interesting to read Arnot's thoughts about how "the 'hidden curriculum' encouraged feminists" (10). I believe that I will relate it to my own school and think about what the 'hidden curriculum' is. I am sure to question myself about buying into the 'hidden curriculum,' and if I agree with it.
I believe Chapter 2 will be interesting since it discusses how "knowledge is distributed to students differently positioned in the class structure" (10). I am anticipating the class discussions about the present day beliefs and how public school teachers will soon be paid by value added. Do we, as a class, believe that this huge change in education will change how the knowledge is distributed to students? Will this change still separate the upper, middle, and lower classes, or will the gap decrease? I think we will have many opinions to discuss after reading this chapter.
Finally, I think Allan Luke's chapter will be the most interesting to me since it "explores the deskilling of teachers" (11). With so many standardized tests, teachers are losing their creativity and passion for teaching. Now, with the new income system, even more teachers will become deskilled. I am interested to read about how to keep the creativity alive in the classroom and, most importantly, in the curriculum.
Even though it took me a while to read this chapter, I know I will grow more comfortable with the language and style of the text. I am anxious to find out what is different between Apple's ideas from the 1970's compared to today. Did he have all the right answers back then? If so, why have we not listened to him yet? Finally, what can I do in my own school and classroom to keep the curriculum alive for my students?
No comments:
Post a Comment