The story of two children, Raji and Peley, who were both physically and culturally different from the predominately white suburban school district they were in. It also accounts their teacher, Ms. Starr, who watched helplessly as Peley and Raji became isolated from their kindergarten class.
Thursday, September 30, 2010
Quote for Chapters 1-4
On page 57, middle of the third paragraph comes the quote: "(Mrs. Gerard) plans were approved by the classroom teachers, but showed little coordination with classroom themes."
I think this is great element to point out. The assistance that the students needed was not what was given to them. They fell behind and it would have been much smoother transitioning from class to the resource room would have existed if the children were bjecttaught on the same subject matter. AND if the resource asked the students questions about their experiences and struggles with grasping certain concepts or building social connections in the class to aid their literacy learning. -Elizabeth
This was in reference to Mrs. Gerard, of the IBM Writing-To-Read program. With the ESL pull-out with Mrs. Brown, it was the same problem. "She believed the students needed time away from the classroom to experiment with oral language. There was no planned coordination between the kindergarten classroom and ESL lessons." While we read about the struggles of Peley and Raji in the classroom, it is easy to blame Mrs. Starr for not being more engaged in their sociocultural progress. However, with these examples, we see that the problem was not limited to Mrs. Starr's classroom, but was school wide.
I think this is great element to point out. The assistance that the students needed was not what was given to them. They fell behind and it would have been much smoother transitioning from class to the resource room would have existed if the children were bjecttaught on the same subject matter. AND if the resource asked the students questions about their experiences and struggles with grasping certain concepts or building social connections in the class to aid their literacy learning. -Elizabeth
ReplyDeleteThis was in reference to Mrs. Gerard, of the IBM Writing-To-Read program. With the ESL pull-out with Mrs. Brown, it was the same problem. "She believed the students needed time away from the classroom to experiment with oral language. There was no planned coordination between the kindergarten classroom and ESL lessons." While we read about the struggles of Peley and Raji in the classroom, it is easy to blame Mrs. Starr for not being more engaged in their sociocultural progress. However, with these examples, we see that the problem was not limited to Mrs. Starr's classroom, but was school wide.
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