Focus your writing on one or more of the following questions:
1. Gathercoal asserts that “Although all students may not be achieving the same or performing at the same level in their public school, it is the opportunity to succeed in public education that is the constitutional right which must be ‘equal to all’” (Gathercoal, 2004, emphasis his). This explanation is quite different from the explanation of equity that I present in the “Hey Barry” section of the ICSD Equity Website. What are your thoughts about these different explanations? What does equity mean in your classroom?
2. “Is there a way to establish and maintain an effective learning environment in our schools, while at the same time respecting student rights of freedom, justice, and equality?” (Gathercoal, 2004, pg. 64).
3. Gathercoal identifies 4 compelling state interests on page 66 (Gathercoal, 2004). After reading this chapter, in what ways will these help you to create the ideal classroom management experience you envision? In what ways are these not sufficient?
4. On page 73 he talks about “reasonable time, place, and manner (Gathercoal, 2004). In what ways will this concept help you to create the ideal classroom management experience you envision? In what ways is this not sufficient?
5. I find Gathercoal’s "gum" example a bit trivial (Gathercoal, 2004, pg. 80). However, I find his idea about teaching students how to act with self-control, rather than teaching them to be obedient, an essential distinction. How do you think this idea relates to the ideas presented by Sprick in Discipline in the Secondary Classroom (Sprick, Randall S. (2006)? Do you approach discipline this way, or is this a significant shift from your pedagogy?
6. There is a scale presented on page 108 (Gathercoal, 2004). If you were to make this into a poster and hang it up in your classroom, do you think it would be useful? How might you use it?
7. On the resources page of the ICSD Equity Page I have written an article entitled "Closing the Education Gap by eliminating zeroes." I also handed this out at our meeting on the 8th. What are your thoughts about the ideas raised in this article?
(ICSD Equity Website: http://www.icsd.k12.ny.us/district/staffdev/bderfel/)
3 comments:
The question that comes to my mind in looking at question one, is "Who is responsible for what?" Gathergoal says, in effect, that teachers and schools have the responsibility to provide equal access to resources and teaching, equal opportunity to succeed. I think that the "Hey Barry" notes are saying that we have a further responsibility to see that all students actually do succeed. *** That's a tough demand, since there are so many mitigating factors outside of our control. Even a heroic effort may not be successful in bringing a parent on board, or getting a student to care about education, or enabling a student with a particular disability to function beyond that disability. *** For example, the last district in which I worked was predominantly well-to-do, and many students had a sense of entitlement, including an entitlement to an "A" without effort! Approaching a parent about this might get the teacher a kick in the rear in the form of a letter to the editor or superintendent "deploring the current state of education in our community" from an articulate and well-educated parent. Hmm . . . same problem with a different population group. *** I guess my question for others would be "How responsible are we to insure success for our students? To what degree should we seek to right the social wrongs that cause some students to fail? To what degree are we intruding on the household when we push hard? Can we, after all, both lead the horse to water and force him to drink?"
Collegially yours,
Lilly
Next question #2: I do believe there is a way to create equitable environments in schools and I expect that Gathercoal will spend the rest of his book sharing how he would accomplish this. Environments that reflect the diversity in the community, and even in the world are important. Sensitivity on the part of all adults, as well as making sure that the adults have access to information about the particulars of each subculture represented in the school, are also useful. *** "Freedom, justice and equality" in student behavioral choices and discipline, opportunities within the school campus, or access to resources and information I believe are all easily doable. *** One of the things that I've seen get in the way of student-to-student justice is lack of basic social skills, the most fundamental of which is empathy. Schools that teach social skills and empathy from K-12, I believe would have a better chance of creating a diversity positive and "just" environment.
Best,
Lilly
Lilly,
I greatly appreciate your comments and questions. You raise some of the key challenges that real educators face when trying to act on theory. I have some ideas about how to address your questions, but I'd really like to wait and read what other folks have to say.
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