One thing that caught my attention in class was when we were discussing teaching to student interests.
I do think it is important to address student interests in school, and try to use these interests as much as we can. It is a good way to hook students into learning, and also to show them the relevance of what they learn to their own lives. I do not, however, think that everything should be tailored to student interest. Isn't our job to educate our students? They already KNOW cell phones. So why do we need to incorporate them into the classroom? Not to say we shouldn't EVER, but I don't think it needs to become an integral part of the curriculum. Students also aready KNOW computers. But just like anything else, I don't think we need to "computer" them to death. Why not do more technology-free group work instead in order to counteract the amount of time that is spent outside of school sitting alone in front of a computer? Students also already KNOW all of the "music" on Hot 103...so why would we incorporate that into school? Again, I'm not saying it has to be all or nothing. I just think it should all be in moderation.
Take music, for example. My students are constantly asking me, "Why can't we listen to OUR music in music?". My usual answers to them are: a) "Because most of it is not appropriate", and b) "Because I want you to learn about all kinds of music". Then I silently say "and c) it is not music. It's heavy breathing and yelling." :) (that is meant to be a smiley face - not a colon and a bracket...haha).
At the risk of sounding like an 89 year old, set-in-her-ways woman, I think that part of the problem is that we have become accustomed to getting what we want, when we want it. There seems to be very little "want" for most middle to upper class Canadians. I even see many children who come to school without food, but as soon as the newest game console comes out they've got it. And I think this "I want it, and I want it now" mentality might be filtering into our school systems. We have become so concerned with what students want and maybe not so concerned with what they need. So, there's my "old lady rant". On the flipside, however, I certainly don't mean to say that kids are all spoiled and teachers are all pushovers. I just think that sometimes we might worry a little too much about what students want. I think we need to keep in mind that our job is to expose students to the new. Perhaps start with what they're comfortable with (ie. Justin Beiber), and progress to the new (ie. jazz, classical, opera, country, musical theatre, etc.).
This sort of brings me to the question that arose during Lana's presentation - "How much freedom should teachers have?" (in regards to the curriculum). I definitely don't think that all teachers in all schools should be exactly the same! This is because the students are not all exactly the same! How can some government people sitting in offices, or people sitting at home watching the news possibly know what our students need? It is the teachers who know these kids the best. We know who they are, what they need, and how they need it. So yes, I think there should be some flexibility in the curriculum so that we can tailor it to what will benefit our students. At the same time, I think it is beneficial for teachers as well. It is a lot easier to be passionate about what we are doing if we can do it in a way that appeals to/inspires/excites us as well.
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Hi Ashley, I'm so on board with your "89 year old woman rant"! I agree that it is a good idea for teachers to try and build upon and incorporate student interests. However, I also agree with your statment that this should be done in moderation. I think there is a real risk involved if education is tailored exclusively towards student interests because, in my opinion, that does not always reflect the "real world" (as subjective of a term as that is). For example, I work with at-risk youth and help them to develop life skills (such as budgeting, cooking, etc). At times, the activities that are part of our "life skills curriculum" are not necessarily appealing to the youth - such as learning to create a budget, or comparison shopping the cost of foods at different grocery stores. It is true that these activities can be modified to be more appealing, such as comparison shopping d.v.d or makeup prices at different stores in addition to groceries. However, I am also cognizant that part of becoming independent and acquiring adult responsibility is being able to accept participating in activities that aren't always congruent with one's interests or "wants". I don't feel like doing cartwheels because I am excited and interested to stand in line to renew my driver's license, and there are some days when I would way rather sleep in than go to work. However, some things have to be done not because they are things I "want" to do, but things I "need" to do. I don't think it is a bad thing that students are exposed to subject matter that doesn't necessarily reflect their interests. Interests are developed and constructed - not a set of characteristics we are born with. I think striving to incorporate a balance of student interests, and also exposure to content and ideas that might be outside of their realm of interest not only aids in broadening students' life experience (and potentially creating new interests), but also fosters their ability to participate in necessary, while perhaps not always interesting or wanted, life activities.
ReplyDeleteHey Ash...I am not a great believer in technology for technology sake...ultimately you still have to read when on the computer and you have to critically analyze what you are reading...the kids that drowned inthe car could probably text rings around me but I know I wouldn't have drowned while phoning for help!!!...I woudl can all technology in favour of common sense and basic human values that allow us to communicate effectively.
ReplyDeleteMusic story...so i am in grade eleven when this student teacher comes in carrying a record player and bob dylan's album Highway 61 revisited...he plays a song called ballad of a thin man and then asked the quesiton what do you think he was saying...i doubt if dylan knew himself it was just free verse...OMG...i didn't have a clue but i went and bought the album and have been a fan of dylan's eversince...regularly i used to inflict on the kids unheard of songs and show them that what they thought were original thoughts or lyrics were in fact very old and the song was just a cover...more than one kid cam eout convinced that the clash are the ultimate band...an undisputable fact!!!!!1
Yes, I agree that our "curriculums" need to expand beyond student interests to expose them to the greater world around them. I think it is important for students to make personal connections to what they are learning, which can be through personal interests, but the content does not necessarily need to entirely reflect the personal intersts of the studnets. Instead, the learnings should be more general concepts that will lead to a more citical understanding of the topic and transcend generations. Concepts such as media literacy are relevant to any era, but as our concept of media changes, we need to make it more relevant for our students, to reflect what they see around them.
ReplyDeleteI feel like our curriculum needs to reflect our society becuase there is so much going on in the world right now that our students do not experience in their lives. As many of you have said, they have lost the ability to differentiate between "I want" and "I need." Our jobs as teachers is to expose them to various perspectives that will give them a greater context for the way they live their lives. Students need to see that their “needs” are trivial compared to the “needs” of people in Haiti right now. As our world becomes more global, our responsibility to reveal global disparity increases.
This makes me think about the difference between teaching towards student interests and what is relevant for students. There are many topics that are engaging that are highly relevant, such as sustainable development, but might not necessarily relate to student interests. Why would a teenager who lives in a 3 000 square foot house, who wears all brand name clothing, who drove to school in an H3 and goes on a winter vacation every year want to hear that his family is contributing to our global problem? But... students need to see this reality, in a tactful way. We need to make them think and reconsider their ways.
From some of Johnson’s readings, I gathered that we should not base curriculum on dealing with future problems, but to focus on the NOW. This resonantes with me as I think to my last trip to the bookstore where I saw a plethora of books related to this concept of NOW and dealing with TODAY rather than focusing on what will happen tomorrow. Maybe we focus too much on what the kids need in the future, rather than what they need RIGHT NOW to live better lives? Future implications must rattle around in our minds, but it might be more satisfying for everyone to take more time to focus on the immediate situation and what is needed to navigate it successfully.