The pedagogy used by Schultz in "Spectacular Things Happen Along the Way" varies greatly from the Pedagogy of Poverty introduced by Martin Haberman. The "Pedagogy of Poverty" does not allow for creative thinking. Students are given directives in which they are expected to follow and teachers are more concerned with maintaining classroom order and behavior than with developing the critical thinking abilities in their students. On the contrary, Schultz was able to implement a system in which the students develop their own curriculum. Schultz's pedagogy constantly allows his students to think critically and develop new ideas.
The Pedagogy of Poverty, mostly present in urban school systems, includes:
giving information,
asking questions,
giving directions,
making assignments,
monitoring work,
reviewing assignments,
giving tests,
reviewing tests,
assigning homework,
reviewing homework,
settling disputes,
punishing noncompliance,
marking papers, and
giving grades."
None of these activities allow for students to engage in the learning process and take ownership over their education. Overall, critical thinking and application is not developed. Students are given cues in which they are to respond.
Schultz's pedagogy is vastly different from the Pedagogy of Poverty. By instituting a curriculum in which the students feel as though they are doing something worth wile and have a direct impact on their lives and community, they take great pride in their work. The students were willing to work harder than they had ever worked before because they were interested in the material.
Schultz's was able to organize the students ideas and encourage them to act on their ideas. He was constantly assessing his pedagogy, making sure the students were developing and learning. His pedagogy, unlike the Pedagogy of Poverty, continuously caused the students to formulate their own ideas. Their curriculum encourages group and individual thinking, developing strategies, collecting data, setting plans into action and analyzing results. Furthermore, the students are able to see their hard work pay off and not just on a test grade. They were able to see the effect they were having on their community and the response they were generating. This payoff was a motivation to them. Receiving a test grade on information they are forced to learn in a certain way has little appeal to them. Working on a project in which they feel worthwhile and invested in caused Schultz's students to learn invaluable skills without even realizing they were learning them.
Wednesday, November 19, 2008
Wednesday, November 12, 2008
What matters most to Urban students?
While reading Schultz's, Spectacular Things Happen Along the Way, it was obvious that his students cared about issues that were important to them. Their school building was of very much importance to them, and they were willing to work harder than they had ever before in order advance their ultimate goal: a new school. Schultz states that the teacher must embrace intelligence and allow students to leverage what they know and what they can successfully accomplish (Schultz, 4).
Instead of using standard textbooks in which these students could not form a connection with, they researched information relevant to them and their community. Their interest in there work took them to texts beyond their reading level; books they would have never attempted to look at before. But because of their vested interest in the subject matter, they worked hard to understand the material. It was the students as a whole who became the ones dictating their curriculum. They planned out what they should do and they had to act on their own demands.
Rather than having a classroom revolving around teaching for the test and implementing a standards that do not reflect what the students really need, Schultz was able to create a thriving learning environment by having the students interact with their learning and problem solve. During a brain storming session, a teacher passing by commented on the students level of excitement towards their schoolwork. One student responded by stating this isn't schoolwork, this is important. Standard schoolwork is not valued because it does not have real meaning in these students lives. The students in Schultz's class were aware of the problems with their school and community. In comparison with their typical schoolwork, these problems were much more important to them. As a result, allowing them to come up with ideas for solutions for their problems as a part of their schoolwork made it of value to them. In fact, they did not perceive it as "schoolwork" because it had such meaning and value to them.
Schultz also discusses how a variety of students were able to be successful at different tasks throughout the process. Students who were not particularly good at expressing themselves in writing were able to thrive through vocalizing their ideas, and vice verse. The multidimensional approach to problem solving called for application of many different skills throughout the process. Therefore, different students were able to thrive at different times. Allowing everyone to have an active role in problem solving enabled all students to be successful together. Giving them a reason to excel made the students want to come to school; it made them even want to come in early or stay late if they had to.
Instead of using standard textbooks in which these students could not form a connection with, they researched information relevant to them and their community. Their interest in there work took them to texts beyond their reading level; books they would have never attempted to look at before. But because of their vested interest in the subject matter, they worked hard to understand the material. It was the students as a whole who became the ones dictating their curriculum. They planned out what they should do and they had to act on their own demands.
Rather than having a classroom revolving around teaching for the test and implementing a standards that do not reflect what the students really need, Schultz was able to create a thriving learning environment by having the students interact with their learning and problem solve. During a brain storming session, a teacher passing by commented on the students level of excitement towards their schoolwork. One student responded by stating this isn't schoolwork, this is important. Standard schoolwork is not valued because it does not have real meaning in these students lives. The students in Schultz's class were aware of the problems with their school and community. In comparison with their typical schoolwork, these problems were much more important to them. As a result, allowing them to come up with ideas for solutions for their problems as a part of their schoolwork made it of value to them. In fact, they did not perceive it as "schoolwork" because it had such meaning and value to them.
Schultz also discusses how a variety of students were able to be successful at different tasks throughout the process. Students who were not particularly good at expressing themselves in writing were able to thrive through vocalizing their ideas, and vice verse. The multidimensional approach to problem solving called for application of many different skills throughout the process. Therefore, different students were able to thrive at different times. Allowing everyone to have an active role in problem solving enabled all students to be successful together. Giving them a reason to excel made the students want to come to school; it made them even want to come in early or stay late if they had to.
Wednesday, November 5, 2008
Community Inquiry Project- Annotated Bibliography
Tentative Research Question: Problems facing teachers and students in urban PE classrooms and solutions devised; what role does a teachers’ ability to relate to their students play in minimizing these problems and creating solutions (in order to improve their PE programs)?
Annotated Bibliography
Mary Henninger, Margo Coleman. (2008). De-escalation: How to take back control in
your urban physical education classes. Strategies, 21(3), 11-14. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 1419863501).
Henninger and Coleman demonstrate useful ways to provide urban physical educators with a set of tools/behaviors that can be used to establish and maintain order in their classrooms. It stresses maintaining order through de-escalation. De-escalation consists of two skill sets, proactive and reactive. These techniques are designed to minimize the effect disruptive situations have in the classroom. Proactive techniques refer to skills used to gain and maintain mutual respect between teachers and students. Reactive techniques refer to skills used to deal with minor behavior disruptions once they've occurred in an effort to minimize the disruption and prevent it from escalating. A teacher knowing their students is the first step to successfully using both proactive and reactive techniques.
Nancy D Brener, Sherry Everett Jones, Laura Kann, Tim McManus. (2003). Variation
in school health policies and programs by demographic characteristics of US schools. The Journal of School Health, 73(4), 143-9. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 327510551).
Data collected from school faculty and staff waslinked with current data on school characteristics. The findings showed no one type of school to be more likely than another to have all key aspects of a school health/PE program; regardless of school characteristics, all schools were found to be capable of implementing quality school health programs. While providing certain useful information, this article lacks an in depth look into the demographic characteristics of urban areas that cause difficulties on their PE programs such as a lack of adequate resources, student motivation, culture of poverty, etc.
Nancy Knop, Deborah Tananehill, Mary O'Sullivan. (2001). Making a difference for
urban youths. Journal of Physical Education, Recreation & Dance, 72(7), 38-44. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 80442323).
There are many limitations in the lives of economically disadvantaged urban youths. Violence or fear of violence in schools and communities can severely limit adolescent involvement in healthy physical activity. If an activity cannot be conducted in a controlled environment where adolescents feel physically and psychologically safe, then students do not participate. The negative impact that poverty has on healthy behaviors may partly explain urban adolescents' lack of interest in physical education. This information is important because if youths are to value such programs, they need to see signs of progress toward their personal goals. To facilitate these goals, the teacher held the students and herself responsible for continued progress. From the students' viewpoint, the teacher's genuine concern for them and for the course content was the basis for building trust and respect. Lastly, students need time and a good reason to trust and respect each other and their teacher.
Nate McCaughtry, Sara Barnard, Jeffrey Martin, Bo Shen, Pamela Hodges
Kulinna. (2006). Teachers' Perspectives on the Challenges of Teaching Physical
Education in Urban Schools: The Student Emotional Filter. Research Quarterly
for Exercise and Sport, 77(4), 486-97. Retrieved November 4, 2008, from
ProQuest Education Journals database. (Document ID: 1177656311).
Teachers perspectives were analyzed to see how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Five main challenges identified significantly shaped teachers thinking about students and their careers. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. In order to overcome or manage those challenges programs need to incorporate the role of culture. Too often, focus is on foundational knowledge, content and teaching generic principles, while underemphasizing the role of culture in schools. Culture should shape how we view content, understand teaching principles, and parcel out coursework preparation. Teacher educators to spend much more time dealing with political, cultural, and social issues in the teacher development process. The relationship between students and teachers in urban areas depend on the teachers’ ability to connect to their students. Understanding and connecting with students is vital in order to have a successful PE curriculum in urban schools.
Catherine D Ennis, Melinda A Solmon, Barbara Santina, Susan J Loftus, et al. (1999).
Creating a sense of family in urban schools using the "sport for peace"
curriculum. Research Quarterly for Exercise and Sport, 70(3), 273-85. Retrieved
November 5, 2008, from ProQuest Education Journals database. (Document
ID: 44975290).
“Sport for Peace” curriculum was developed in order for teachers to modify games and equipment to maximize opportunities for student success in response to concerns in a school district regarding student violence, fighting, profanity, and physical and sexual harassment. Components include strategies for conflict negotiation, the requirement that all students play during every class, and rules requiring students to rotate through every position and responsibility. The Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Students of all skill levels felt successful and responded positively, creating a class community more conducive to engagement and participation. Results found that students felt responsible to their teammates, showed them respect as individuals, and developed a sense of trust that is typically unusual in urban schools. By creating a “safe place” for everyone, students can connect with others and know that their emotions and sense of self will be protected. This information reinforces the importance of trust and ability of the teacher to be able to relate to their students in order to provide them with a positive PE experience and necessary life skills.
Annotated Bibliography
Mary Henninger, Margo Coleman. (2008). De-escalation: How to take back control in
your urban physical education classes. Strategies, 21(3), 11-14. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 1419863501).
Henninger and Coleman demonstrate useful ways to provide urban physical educators with a set of tools/behaviors that can be used to establish and maintain order in their classrooms. It stresses maintaining order through de-escalation. De-escalation consists of two skill sets, proactive and reactive. These techniques are designed to minimize the effect disruptive situations have in the classroom. Proactive techniques refer to skills used to gain and maintain mutual respect between teachers and students. Reactive techniques refer to skills used to deal with minor behavior disruptions once they've occurred in an effort to minimize the disruption and prevent it from escalating. A teacher knowing their students is the first step to successfully using both proactive and reactive techniques.
Nancy D Brener, Sherry Everett Jones, Laura Kann, Tim McManus. (2003). Variation
in school health policies and programs by demographic characteristics of US schools. The Journal of School Health, 73(4), 143-9. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 327510551).
Data collected from school faculty and staff waslinked with current data on school characteristics. The findings showed no one type of school to be more likely than another to have all key aspects of a school health/PE program; regardless of school characteristics, all schools were found to be capable of implementing quality school health programs. While providing certain useful information, this article lacks an in depth look into the demographic characteristics of urban areas that cause difficulties on their PE programs such as a lack of adequate resources, student motivation, culture of poverty, etc.
Nancy Knop, Deborah Tananehill, Mary O'Sullivan. (2001). Making a difference for
urban youths. Journal of Physical Education, Recreation & Dance, 72(7), 38-44. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 80442323).
There are many limitations in the lives of economically disadvantaged urban youths. Violence or fear of violence in schools and communities can severely limit adolescent involvement in healthy physical activity. If an activity cannot be conducted in a controlled environment where adolescents feel physically and psychologically safe, then students do not participate. The negative impact that poverty has on healthy behaviors may partly explain urban adolescents' lack of interest in physical education. This information is important because if youths are to value such programs, they need to see signs of progress toward their personal goals. To facilitate these goals, the teacher held the students and herself responsible for continued progress. From the students' viewpoint, the teacher's genuine concern for them and for the course content was the basis for building trust and respect. Lastly, students need time and a good reason to trust and respect each other and their teacher.
Nate McCaughtry, Sara Barnard, Jeffrey Martin, Bo Shen, Pamela Hodges
Kulinna. (2006). Teachers' Perspectives on the Challenges of Teaching Physical
Education in Urban Schools: The Student Emotional Filter. Research Quarterly
for Exercise and Sport, 77(4), 486-97. Retrieved November 4, 2008, from
ProQuest Education Journals database. (Document ID: 1177656311).
Teachers perspectives were analyzed to see how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Five main challenges identified significantly shaped teachers thinking about students and their careers. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. In order to overcome or manage those challenges programs need to incorporate the role of culture. Too often, focus is on foundational knowledge, content and teaching generic principles, while underemphasizing the role of culture in schools. Culture should shape how we view content, understand teaching principles, and parcel out coursework preparation. Teacher educators to spend much more time dealing with political, cultural, and social issues in the teacher development process. The relationship between students and teachers in urban areas depend on the teachers’ ability to connect to their students. Understanding and connecting with students is vital in order to have a successful PE curriculum in urban schools.
Catherine D Ennis, Melinda A Solmon, Barbara Santina, Susan J Loftus, et al. (1999).
Creating a sense of family in urban schools using the "sport for peace"
curriculum. Research Quarterly for Exercise and Sport, 70(3), 273-85. Retrieved
November 5, 2008, from ProQuest Education Journals database. (Document
ID: 44975290).
“Sport for Peace” curriculum was developed in order for teachers to modify games and equipment to maximize opportunities for student success in response to concerns in a school district regarding student violence, fighting, profanity, and physical and sexual harassment. Components include strategies for conflict negotiation, the requirement that all students play during every class, and rules requiring students to rotate through every position and responsibility. The Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Students of all skill levels felt successful and responded positively, creating a class community more conducive to engagement and participation. Results found that students felt responsible to their teammates, showed them respect as individuals, and developed a sense of trust that is typically unusual in urban schools. By creating a “safe place” for everyone, students can connect with others and know that their emotions and sense of self will be protected. This information reinforces the importance of trust and ability of the teacher to be able to relate to their students in order to provide them with a positive PE experience and necessary life skills.
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