Chapter 8 in my book, on
understanding school achievement, has probably had the most impact on me to
date. Reading about the history of the
different theories on the factors influencing student success and failure was
informative, but, more importantly for me, confirmed my feelings that there
really isn’t any one way to address all students problems with success or
failure.
I reflected
on my own experiences with students when reading about resistance theory, since
those descriptors could be used with many students at my school; passive,
passive-aggressive, disengaged, skipping classes, not participating
(p288). To answer the question of why
students would resist education in this manner, the authors suggest it might be
‘a school climate that rejects students identities.’ I want to think that as a school we are
sensitive to student identities, but I really need to give this more thought,
and bring it up to other teachers I work with.
Prudence
Carter, a researcher that disagreed with the former theories, explained academic
achievement as a result of ‘attachment to
and engagement in school’ and I could
not agree more. Achieving these through
cultural identity is something I would like to pursue more in my own practice.
The case
study of Paul Chavez was moving and informative. He has gained a lot of insight in his short
life, and we cannot minimize the positive effect of his parents, particularly his
mother and his fifth grade teacher. The
issue of care within the school is just as important as the value of education. But it is the combination of his personality,
character, and outside influences (good and bad) that led him to make the
choices that he did and to where he is now, and hopefully to continue on this
positive path. Schools and teachers need
to provide the resources, the safe and caring environment, the academic and
differentiated instruction, and so much more, and we hope to show to students the
many paths available to them, but in the end it is the individual students that
make the decisions about what they do with their lives.
Hi Laura,
ReplyDeleteI, like you, was very thankful for the outlay of the varying theories in the chapter. It did, as you say, really help to see a broad, "Big Picture" view.
I liked, too, how the authors, in Socratic fashion, presented each theory, elaborated on strengths, weaknesses, and major "con" arguments to ultimately arrive at the conclusion that the issues are THAT complex—and that no ONE theory can be embraced to explain "achievement" or "failing schools." Rather, it's a combination of factors.
I liked, too, that you brought attention to the Carter observation. It's one that I had forgotten. It certainly does seem fundamental and a point to be aware of while in the classroom.
Like you, too, I have already tried to "apply" some of the things we're learning. Today, unfortunately, I had a student who, like, Paul chose an "oppositional stance." I went through my four or five strategies, then added a few that I had discerned from this course—but still to no avail. I had very little choice but to refer him to the office. Unfortunately.
But, I must keep trying . . .