Marxist Theory, Assessment, and the Check Mark!

The Marxist Theory is a good for helping develop a socially just classroom. Using this frame to explore multicultural literature, can provide students with a way to explore and identify issues of power, economics, and race. As a result, students can gain a better understanding of the world around them and become more aware and understanding of others that are different from them. Secondly, assessment is very important for identifying whether or not learning is taking place in the classroom. We know that students have learned something when they can apply the desired skills in a variety of situations. Developing different kinds assessment to assess the same skills can be a great way for teachers to identify whether or not the students are learning. Thirdly, the chapter on assessment also mentioned that a teacher does not have to grade everything, sometimes a check mark can be enough to let students know that their work is important and that you (the teacher) read their projects. I remember someone telling me that a check mark is not good enough that students need feedback about how well they are doing and the only thing a check mark says is I saw your work. This gives the student no way of knowing what was good about the work. How do you feel about the check mark? Do you think it is enough?

Teaching Literature

I like the reader response theory as a way to get the students connected to the literature that they read. The fact that it provides the students with a way to express what they feel about what they have read is great. This way the students have a deeper connection to the literature. Young people having the opportunity to look at things from their world view is very important. Young people do have rich experiences and a wealth of knowledge. They are great teachers and supporters for each other. I know for sure that I will be using the reader response theory in my practice. I also like the idea of using themes as a way to structure lessons and choose material for class. In addition, I want to help my students become more critical viewers. I want to provide them with text and opportunities that make them think. I want them to be the change and decision makers of the future. I want them to know that they can accomplish anything that they put their minds to because they are more than capable. I want to provide them with the skills that will give them the confidence in their abilitites to achieve what ever their hearts desire.

Anti-Oppressive Education

Kumashiro's article talks about having an educational environment where all is welcome and feel safe to be themselves. He suggest that there be no evidence of discrimation found in this environment. In order words, anti-oppresive education does not discriminate and is all inclusive. In order to successfully implement an anti-oppressive class environment each teacher and student must begin with themselves. We must look inside ourselves and see the streotypes and bias that we have and work to cleanse ourselves from the ugliness that is within. We must be willing to identify those values and beliefs that we have that cause us to create and set up barriers for others and work to eliminate them. After working on ourselves, we must work to change the values and beliefs that are embedded in the culture of American society that has helped shape our view of race, religion, gender, and sex. What Kumashiro suggest forces us to change what has been established by mainstream society. I like what the "Creating Classrooms for Equity and Social Justice" article said about "teaching our students to not only change the world, but to maneuver in the one that exist." This is what we have to do until all the changes that are needed to secure a world of equity takes place, teach our young people how to become successful in the world that already exist. We must teach them strategies that will help them combat the unjust treatment that they may face from day to day because of the gender, race, or sexual preference.

Insights

There were so many ideas and statements from the readings that I found myself reflecting on and thinking about. One statement that caught my attention was "schools serve mainstream American kids best." I begin to think about all of the children, regardless of their ethnic background, that have been born in America, but still seem not be gettting the best service from the schools that they attend. I feel that they only get the best service if they are exposed to the ideas and philosophies that are embedded in mainstream America. Many children are raised in America, and have been exposed to other philosophies and ideas that may not be popular in America's mainstream society. What do you think about this statement? Are our schools set up in a way where everyone benefits regardless of their cultural and ethnic backgrounds? Another statement that I found interesting is that the text book can sometimes be the curriculum for the subject area. I always looked at the text book as a resource or a tool. What do you think is a text book the curriculum, a tool, or both?