Monday, March 24, 2008

Oakes

Premise:

-student abilities
-teaching methods
-classroom atmosphere
-opportunities
-learning speeds
-grouping
-skills
-curriculum

Author's Argument:

Oakes argues that children are placed into "lower level" classrooms at an age that is too young to truely show the childs ability. Also she argues that children in "lower level" classrooms do not get equal treatment and education as those in "higher level" classrooms.

Evidence:

-"In low-ability classes, for example, teachers seem to be less encouraging and more punitive, placing more emphasis on discipline and behavior and less on academic learning"
-“No wonder we find a “rich get richer and poor get poorer” pattern of outcomes from tracking.”
-"Sterotyped as "less-able" and have fewer opportunities to learn."
-"Obviously, the kinds of changes likely to promote high quality learning for all students in heterogenous classrooms go far beyond mere fine tuning of current practice. These changes also require fundamental changes in the structure of schooling and teachers work."

Comments:

I really enjoyed this article, it was an easy read and easy to understand. The idea of the article was also great. It really brought attention to the needs ALL children have in the classroom and how they ALL need to be treated equally. All of the labeling teachers and school put on children only put a disadvantage on the children and do not let them perform to their best abilities. We assume to much. I see this in my VIPS classroom, there are children who leave to go see a resource teacher everyday. Lately the resource teacher has been absent, my techer does not take his very well. She says things lie "they are so hard to handle and they hold the rest of the class back because of all the attention and time they need". Also she talks about how desperatly they need that other teacher to help them, but instead of teaching "them" and helping "the students who need more help", she puts them on the computers with head phones on. This leads to them missing the lesson and actually placing "them" furthur behind the class, not because they could not to the work but because unfortunatly these kids where not even given a chance to learn it. I think this was a wonderful acticle and pointed out a crucial (spelling :/) point for all teacher to consider, including special education teachers.

1 comment:

Dr. Lesley Bogad said...

Powerful examples from your VIPS experience. Take some time to explain each of the eidence points you make here, too.

LB :)