After reading CH 14 in our science book about how teachers need to negotiate different communities (science culture, students' culture, school's culture, teacher's own culture), I was left thinking how do I actually go about doing this? We are constantly taught about how we need to get to know our students, know your students needs, learning styles, interests, culture, background. It seems so easy to say that "I am going to get to know my students," but is actually really hard to do. For me, as I am about to enter my first year of teaching, I know that I will be more concerned with just surviving. I want to be able to teach the curriculum to all my students so that all of my students will learn, but I know it will take a lot of time and practice. It seems overwhelming to achieve negotiations among the different communities.
I was also thinking about how, from my understanding, that this chapter suggests that teachers have to adapt to their students' culture, and not the other way around: students should not be adapting to their teachers cultures-all while teachers must teach their students the culture of science. I wonder how you go about doing that? It's like I have to teach my students the language and actions of a new culture (science) meanwhile I am trying to learn my students' cultures and adapt to the language/actions/thinking processes of their culture. I've heard from other teachers that "you have to be yourself, and not try to be another teacher because another teacher's style may not be you, and it will feel weird trying to act like another teacher." So am I supposed to be myself, but adapt to my students' cultures, and teach them a new culture(science)? Do I have to be a chameleon?
I think that this will take a lot of balance and negotiating. I think if I am clear about how I teach, then my students can learn to adapt to my style. Likewise, if I am making every effort to teach to my students' cultures, then, in a way, my teaching style is adapting (and becoming/changing) to fit my students. So in essence, both teacher and students are adapting to each others' cultures. This is where understanding my own culture and preconceptions first, as the chapter explains, will help me value and understand my students' cultures. If I become aware of my own prejudices or misconceptions about students, then I will change my views, and then be able to really get to know my students without some preconceived opinion of them.
14 years ago
3 comments:
Hi Kim,
I agree with you when you said that it seems both teachers and students adapt to each other. I feel like that is why this chapter is called "negotiating"--good science teaching involves teaching students the culture of science on our part, but also making sure to value the students cultures on the other hand. It is finding that happy medium. I'm sure it's much easier said than done, but well worth the effort!
Nicole
I second your sentiments completely. I think the biggest thing for me is to do as best as I can as often as I can to reach all my students and to use all of the knowledge and resources we gained over the last few years and especially in this class. Realistically I know I won't be the best I am going to be my first or even my second year, but I think all I can do is know that going in and just try to do the best I can to keep learning to keep using my resources and reflecting and changing my practices to benefit my students. I think that is the best we all can do and I just hope I can do that as much and as often as possible.
I feel the same way about many of the questions you asked in your entry. Many texts state the importance of taking different communities into consideration when teaching, but it is hard to know how to do this. I feel that it is something that will come with experience and we will continue to reshape our ideas as we teach.
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