One of my students wrote in response to another student's post on Ronald Strickland's "Confrontational Pedagogy" (wonderful article to have students in composition theory read):
Social Class Reproduction
Four Rules for Teaching Writing:
Always give writing assignments that
1. you will enjoy reading;
2. students will enjoy writing;
3. students will enjoy reading what others in the class have written
4. you will enjoy writing.
If any one of these conditions were not true, then it probably wasn't a very good assignment.
Advice I give to my students: When your words surprise you, you know you are writing.
Always give writing assignments that
1. you will enjoy reading;
2. students will enjoy writing;
3. students will enjoy reading what others in the class have written
4. you will enjoy writing.
If any one of these conditions were not true, then it probably wasn't a very good assignment.
Advice I give to my students: When your words surprise you, you know you are writing.
Thursday, March 6, 2014
They Weren't Alive Then
I just had one of those moments in my Studies in Composition course.
One of my students wrote in response to another student's post on Ronald Strickland's "Confrontational Pedagogy" (wonderful article to have students in composition theory read):
"You brought up some very interesting points. I
would love to discuss this kind of topic out-loud between people because
understanding Strickland's views on 'Individuality' and 'Confrontation' really
need some informal discussion, as well as formal. I think that Strickland is
really just trying to point out how sacred 'Individuality' is in our learning
and how it is really just an ideology from our culture and that it enforces
roles on teachers, students, authors, and audiences that can inhibit learning
because of the restrictive point of view - if you assume that your work and
your understanding are all inherently individual you are also taking for
granted a host of other concepts and social/intellectual norms that can, and
often should, be questioned and rethought because of the interesting paths that
line of thinking will lead too and the new concepts that can be discovered. I
also was resistant at first, but in the same way that a patriarchal society is
resistant to feminism, or capitalism is to communist ideals."
As you might imagine, M's comment on K's comment led to some interesting whole class discussions, which more or less began with my announcing that the Marlboro Man recently died.
I saw their blank stares.
Me: You know who the Marlboro Man was, don't you?
Blank stares, shaking heads (another of those stupid teacher comments, they're thinking).
It got worse.
When we got to the "patriarchal society is resistant to feminism" comment, I said something about the degree to which we have lived in a patriarchal society (getting in a plug for Hillary Clinton--noting that we have not yet had a woman president).
Me: Just ask your parents. If you think we're patriarchal now, ask your parents about what it was like in the sixties.
The blank stares again. I'm getting used them.
Me: What? What?
Kayla (I think), snickering (i think): They weren't alive then.
One of my students wrote in response to another student's post on Ronald Strickland's "Confrontational Pedagogy" (wonderful article to have students in composition theory read):
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