I have communicated in several ways in this classroom. I have asked Ms. Lee questions about my concerns of the students. Sometimes, I would ask her the purpose of some lessons that I was confused about. In the beginning of my tutoring, she was teaching the students from out of a book. I was confused of the curriculum in the class and asked why she had to do literally teach from a book. When I worked with students, I used what I learned from class about certain theorists. If one can recall from my first post, I worked with a girl named Kiara, who wanted to beat the time instead of actually reading and pronouncing the words. I think it is important for a student to know why they are learning the things they learn in class. I explained to Kiara that the point of the “Reading Fluency” is not how fast you can read, but how well you can pronounce each word. I wanted her to understand that reading the words clearly is far more important than being a “fast reader.”
Another student I worked with was Tommy, the only white student in the classroom. Tommy is very shy and does not like to talk to anyone. The classroom was working on writing their own paragraphs that included a main idea, three detailed sentences, and a “wrap-up” sentence. I noticed Tommy was sitting there just staring at his blank piece of paper. I asked him what he would like to write about, but I got no answer from him. I tried again, but still no answer. Then, I noticed his Lady Gaga t-shirt, where he drew a heart on her forehead with a marker. I remembered an example Lisa Delpit used in her article, where a teacher was trying to teach Shakespeare. Before teaching Shakespeare, she had the students talk about their favorite rap songs and the verses and rhymes in the songs. When I inferred that Tommy had a crush on Lady Gaga, I asked him if he wanted to write about her. He looked up at me and gave me a smile. I helped Tommy construct an informative paragraph on Lady Gaga. It turned out he knew more of her than I ever did. When I returned the following week to the classroom, Tommy with pride held up his paragraph to show me his grade. He received and A-. I gave him a smile and a high five. This is a moment I will never forget.
Friday, May 14, 2010
Prompt #3
Connection- Claude Goldenberg
In my previous posts, I have mentioned how students learn in their primary language to understand the English language. Although my classroom is not an “ESL” classroom, there are students whose primary language is not English. Because of their accent, I am able to notice this. I would like to use Jeffrey again as an example because he has the most trouble in English class. He has a hard time spelling out words like “the” or “what” and he also has a hard time understanding what he is reading. I have worked with him on reading a passage and telling me what the whole passage is about. He always needed my help to read the passage along with him. Most of his other classmates do this exercise alone with no trouble. I think it is a challenge for Jeffrey because he is not proficient in English. I have asked the teacher if he belongs in a classroom with English Language Learners’ (ELL’s). Ms. Lee told me that he used to be in this classroom but was switched to special education. I do not understand this because in order for Jeffrey to be proficient in all his special education subjects, he must be proficient in the English language. Why would the school do such a switch?
Claude Goldenberg, who is a professor of education at Stanford University, wrote an article concerning the way ELL’s are taught, and research that shows which methods do and do not work when teaching ELL’s. The NLP research found ways to improve how should teach ELL’s: “Teaching students to read in their first language promotes higher levels of reading achievement in English” (14). According to Goldenberg and the NLP research, Jeffrey should be taught how to read in his first language, Spanish. There are some words in Spanish that look and sound similar to English. For example, the words “elephant” and “elefante.” The second way is “what we know about good instruction and curriculum in general holds true for English Learners” (14). In this case, Ms. Lee could continue to teach in the same way she teaches her classroom. Although with Jeffrey, she may have to make some modifications with instructions. This is the third way: “When instructing English Learners… teachers must modify instruction to take into account students’ language limitations” (14).
I suggest that Jeffrey should return to his classroom with ELL’s before integrating him into other classrooms. If this does not occur, then someone who can speak Spanish must be present in Ms. Lee’s classroom. It is crucial for Jeffrey to completely understand English in order to succeed in this society. He needs all the attention he can receive.
In my previous posts, I have mentioned how students learn in their primary language to understand the English language. Although my classroom is not an “ESL” classroom, there are students whose primary language is not English. Because of their accent, I am able to notice this. I would like to use Jeffrey again as an example because he has the most trouble in English class. He has a hard time spelling out words like “the” or “what” and he also has a hard time understanding what he is reading. I have worked with him on reading a passage and telling me what the whole passage is about. He always needed my help to read the passage along with him. Most of his other classmates do this exercise alone with no trouble. I think it is a challenge for Jeffrey because he is not proficient in English. I have asked the teacher if he belongs in a classroom with English Language Learners’ (ELL’s). Ms. Lee told me that he used to be in this classroom but was switched to special education. I do not understand this because in order for Jeffrey to be proficient in all his special education subjects, he must be proficient in the English language. Why would the school do such a switch?
Claude Goldenberg, who is a professor of education at Stanford University, wrote an article concerning the way ELL’s are taught, and research that shows which methods do and do not work when teaching ELL’s. The NLP research found ways to improve how should teach ELL’s: “Teaching students to read in their first language promotes higher levels of reading achievement in English” (14). According to Goldenberg and the NLP research, Jeffrey should be taught how to read in his first language, Spanish. There are some words in Spanish that look and sound similar to English. For example, the words “elephant” and “elefante.” The second way is “what we know about good instruction and curriculum in general holds true for English Learners” (14). In this case, Ms. Lee could continue to teach in the same way she teaches her classroom. Although with Jeffrey, she may have to make some modifications with instructions. This is the third way: “When instructing English Learners… teachers must modify instruction to take into account students’ language limitations” (14).
I suggest that Jeffrey should return to his classroom with ELL’s before integrating him into other classrooms. If this does not occur, then someone who can speak Spanish must be present in Ms. Lee’s classroom. It is crucial for Jeffrey to completely understand English in order to succeed in this society. He needs all the attention he can receive.
Prompt #5
Connection- Lisa Delpit
The biggest challenge I would have is getting the parents fully involved. In my classroom, some of the parents of the students are partially involved. For example, Ms. Lee has the phone numbers of her students’ parents, in case she needs to contact them. Another example is that Ms. Lee had spoken to me about how many parents come for “Parent – Teacher Night,” and only half of the parents attend for this night. The same goes for her classroom. I think it is very important for the parents to be involved in their child’s education. I also think that parents and teachers should be able to meet in the middle. Once the parents are involved, the communication becomes easier. If a teacher notices a change in a student’s behavior, s/he can contact the parents or guardians to discuss the cause of this behavior. There are times when a student is struggling in a subject, and does not tell their parents. Instead, some students hide their report card (so the parents will not find out they’re failing). Because of this, a teacher may be left alone to push the students to do better.
This happened in my classroom. Jeffrey was struggling in English class, and Ms. Lee took notice. She decided to call his mother, but the mother would not pick up. Ms. Lee left a message concerning Jeffrey’s failing grade, and suggested he should go to tutoring afterschool. I thought maybe the mother was busy, and would return the call. Then, Ms. Lee said out loud that she called her three times already in the previous weeks. If Jeffrey’s mother was involved, Jeffrey could have attended the tutoring sessions earlier in the quarter. He could have been passing his English class.
If I were the teacher in this classroom, I would have done what Ms. Lee did. I also would have contacted another family member. If that did not work, I would have stayed afterschool with Jeffrey to make sure he understands the material taught in class. If he was a student that was picked up by a family relative, I would have waited for his ride with him to make sure I tell someone of his failing grade. For a teacher, I understand how hard this can be because a teacher will have other students who need his/her attention. I still would have done something, so that I know I tried. This does not mean I would be giving up. I would keep trying to do my method, and hope that it works.
Although it is frustrating when parents are not involved, I would never dare to say that the parents do not care. In some cases, the reality is that the parents “do not care” because of drugs, alcohol, or a mental illness. I understand the situation Jeffrey is in because my mother did not attend all the meetings at the school or made sure I was not failing any classes. The only way my mother did those things is when my sister would tell her too. Growing up, and even to this day, my sister played the “parent role.” I would not say that my mother did not care because there is a cultural difference. Lisa Delpit, the writer who came up with the five aspects of the culture of power, talks about this issue of certain parents being called “uncaring.” She does not advocate that schools should change the homes of the children of color to match the homes of white children, so that students will perform better in school. She does not agree that parents who are not involved do not care: “What the school personnel fail to understand is that if parents were members of the culture of power and lived by its rules and codes, then they would transmit those codes to their children” (7). If parents of color understood that their involvement in their child’s education is crucial then they would practice being involved. Some parents have other rules and codes at home that are different from the school. It is two different cultures clashing in the middle.
The biggest challenge I would have is getting the parents fully involved. In my classroom, some of the parents of the students are partially involved. For example, Ms. Lee has the phone numbers of her students’ parents, in case she needs to contact them. Another example is that Ms. Lee had spoken to me about how many parents come for “Parent – Teacher Night,” and only half of the parents attend for this night. The same goes for her classroom. I think it is very important for the parents to be involved in their child’s education. I also think that parents and teachers should be able to meet in the middle. Once the parents are involved, the communication becomes easier. If a teacher notices a change in a student’s behavior, s/he can contact the parents or guardians to discuss the cause of this behavior. There are times when a student is struggling in a subject, and does not tell their parents. Instead, some students hide their report card (so the parents will not find out they’re failing). Because of this, a teacher may be left alone to push the students to do better.
This happened in my classroom. Jeffrey was struggling in English class, and Ms. Lee took notice. She decided to call his mother, but the mother would not pick up. Ms. Lee left a message concerning Jeffrey’s failing grade, and suggested he should go to tutoring afterschool. I thought maybe the mother was busy, and would return the call. Then, Ms. Lee said out loud that she called her three times already in the previous weeks. If Jeffrey’s mother was involved, Jeffrey could have attended the tutoring sessions earlier in the quarter. He could have been passing his English class.
If I were the teacher in this classroom, I would have done what Ms. Lee did. I also would have contacted another family member. If that did not work, I would have stayed afterschool with Jeffrey to make sure he understands the material taught in class. If he was a student that was picked up by a family relative, I would have waited for his ride with him to make sure I tell someone of his failing grade. For a teacher, I understand how hard this can be because a teacher will have other students who need his/her attention. I still would have done something, so that I know I tried. This does not mean I would be giving up. I would keep trying to do my method, and hope that it works.
Although it is frustrating when parents are not involved, I would never dare to say that the parents do not care. In some cases, the reality is that the parents “do not care” because of drugs, alcohol, or a mental illness. I understand the situation Jeffrey is in because my mother did not attend all the meetings at the school or made sure I was not failing any classes. The only way my mother did those things is when my sister would tell her too. Growing up, and even to this day, my sister played the “parent role.” I would not say that my mother did not care because there is a cultural difference. Lisa Delpit, the writer who came up with the five aspects of the culture of power, talks about this issue of certain parents being called “uncaring.” She does not advocate that schools should change the homes of the children of color to match the homes of white children, so that students will perform better in school. She does not agree that parents who are not involved do not care: “What the school personnel fail to understand is that if parents were members of the culture of power and lived by its rules and codes, then they would transmit those codes to their children” (7). If parents of color understood that their involvement in their child’s education is crucial then they would practice being involved. Some parents have other rules and codes at home that are different from the school. It is two different cultures clashing in the middle.
Thursday, May 13, 2010
Prompt #4
Connection- Allan Johnson
Prompt #4
My personal history will intersect with those of my students. I plan to teach in Title I public schools because those are the schools that need good teachers. Therefore, my classroom may be made up of mostly minorities. Because I am also a minority, I can easily understand and connect with my students. I am aware of the social and economic backgrounds, from which minorities come from. For example, I understand that English may not be the primary language spoken at home. Thus, there may not be an adult at home that can help a student with their homework. Another example of how my students and I will connect is with class discussions. I think there will be times when my students and I have the same opinion for an issue. Agreement is good to have in a classroom, but as an aspiring teacher, I would help my students consider the opposite opinion of an issue. I would rather have them step into another person’s shoes because it will help them understand that there is always many views on a certain issue. We should not look at a problem in one way; instead we should look at it in many ways even if we do not agree.
An advantage I have as a teacher is the fact that I speak Spanish. Most of the students in Manton Middle School and in my classroom are Hispanic or Latino. There was one day when a student, Jeffrey, was reading a story and asked me what the word “desperate” meant. I explained to him that it means to be anxious or worried. From the look of his face, he was still confused, and so I explained it to him in Spanish. His dazed expression disappeared. A few moments later, another student named Michael, became frustrated because he did not understand the importance of reading “hard words” and “talking proper.” Ms. Lee told him that he had to learn if he wanted to be taken seriously. Immediately, I thought of Allan Johnson. Ms. Lee was right; no one will take Michael seriously if he did not know the “proper way“ to speak. I know Michael will have to prove himself and his abilities in school and in life. According to Johnson, students of color have to do just that: “white schoolchildren, for example, are assumed to be competent until they show otherwise, while students of color are assumed to be incompetent until they prove themselves” (1). Michael has to learn the “hard words” because he needs to prove that he is competent, and in the future, articulate. I feel that society has dug out a hole for people of color. The only way for people of color to dig themselves out of this hole is to graduate from high school and college, and to learn how to speak in a “proper way.” People of color have to prove themselves to society. They have to dig themselves out of the predicament that society has placed them in.
My biggest challenge in this classroom is helping the students understand why they are learning the past tense versus the present tense or why there are two words that sound the same but have different meanings. When I was younger, I used to think schoolwork was just busy work until one of my teachers explained the reasons for the school lessons. Most of the students in the classroom do not see the importance of reading and writing. I think they would if their teacher would explain it to them. Instead, the teacher allows them to go on the computer when they are “done” with their work. I have looked at their finished classwork, and they are partially finished. I know Ms. Lee notices this and I see her ignoring it. I think if the student teacher was enthusiastic about teaching then her students would be too.
Prompt #4
My personal history will intersect with those of my students. I plan to teach in Title I public schools because those are the schools that need good teachers. Therefore, my classroom may be made up of mostly minorities. Because I am also a minority, I can easily understand and connect with my students. I am aware of the social and economic backgrounds, from which minorities come from. For example, I understand that English may not be the primary language spoken at home. Thus, there may not be an adult at home that can help a student with their homework. Another example of how my students and I will connect is with class discussions. I think there will be times when my students and I have the same opinion for an issue. Agreement is good to have in a classroom, but as an aspiring teacher, I would help my students consider the opposite opinion of an issue. I would rather have them step into another person’s shoes because it will help them understand that there is always many views on a certain issue. We should not look at a problem in one way; instead we should look at it in many ways even if we do not agree.
An advantage I have as a teacher is the fact that I speak Spanish. Most of the students in Manton Middle School and in my classroom are Hispanic or Latino. There was one day when a student, Jeffrey, was reading a story and asked me what the word “desperate” meant. I explained to him that it means to be anxious or worried. From the look of his face, he was still confused, and so I explained it to him in Spanish. His dazed expression disappeared. A few moments later, another student named Michael, became frustrated because he did not understand the importance of reading “hard words” and “talking proper.” Ms. Lee told him that he had to learn if he wanted to be taken seriously. Immediately, I thought of Allan Johnson. Ms. Lee was right; no one will take Michael seriously if he did not know the “proper way“ to speak. I know Michael will have to prove himself and his abilities in school and in life. According to Johnson, students of color have to do just that: “white schoolchildren, for example, are assumed to be competent until they show otherwise, while students of color are assumed to be incompetent until they prove themselves” (1). Michael has to learn the “hard words” because he needs to prove that he is competent, and in the future, articulate. I feel that society has dug out a hole for people of color. The only way for people of color to dig themselves out of this hole is to graduate from high school and college, and to learn how to speak in a “proper way.” People of color have to prove themselves to society. They have to dig themselves out of the predicament that society has placed them in.
My biggest challenge in this classroom is helping the students understand why they are learning the past tense versus the present tense or why there are two words that sound the same but have different meanings. When I was younger, I used to think schoolwork was just busy work until one of my teachers explained the reasons for the school lessons. Most of the students in the classroom do not see the importance of reading and writing. I think they would if their teacher would explain it to them. Instead, the teacher allows them to go on the computer when they are “done” with their work. I have looked at their finished classwork, and they are partially finished. I know Ms. Lee notices this and I see her ignoring it. I think if the student teacher was enthusiastic about teaching then her students would be too.
Saturday, May 1, 2010
Check out this article...
http://news.yahoo.com/s/csm/20100414/ts_csm/294380
Mississippi school district wants to end racial segregation...
Mississippi school district wants to end racial segregation...
Prompt #2
Connection- Jonathan Kozol
In my previous post, I mentioned that my classroom consists of mainly African American and Hispanic students. This was an observation I made from just one classroom. I wanted to know the cultural background of the school as a whole. Using the data from Infoworks, I learned how many students of various cultures attend Manton Middle School. There are 62% of Hispanic students, 21% are African American, 15% are White, and only 3% of the students are Asian. I learned that most of these students in Manton Middle School come from a low or working-class family because about 82% of the students receive free or reduced-price lunch.
Jonathan Kozol, an activist who works to put an end in school segregation in America, believes that urban public schools are deeply segregated and do not demonstrate diversity. Many people in our society like to call a school that has mostly white students, and only 1% of the students are either Asian or African American, a segregated school. On the other hand, schools that are mostly made up by Hispanic or African American students, and only have 1% of white students are called a diverse school. Kozol makes the argument that both schools are segregated. I believe residential segregation and the distribution of money are the causes to America’s educational apartheid. Manton Middle School is not a diverse school for the reasons that Kozol argues.
Although the students from Manton Middle School are from families that are at or below the poverty line, I still believe the students in my classroom have something to bring from their background that can enrich the lives of their peers and teachers. One day, Ms. Lee was telling the students the “phrase of the day,” which was “more or less.” She gave several examples of how to use the phrase, and then she asked, “Does anyone have their own example of using the phrase of the day?” Ralphie, a student who demonstrates curiosity in the classroom and is enthusiastic about learning, raised his hand up high. He said, “Well, when my mom asks me if I had fun in school today, I say “mas o meno.” The teacher was confused and asked, “What is “mas o meno?” Ralphie simply said, “It means “more or less” in Spanish. At this moment, Ralphie shared a different example, but it is an example that the teacher can explain to her future students about the phrase.
In my previous post, I mentioned that my classroom consists of mainly African American and Hispanic students. This was an observation I made from just one classroom. I wanted to know the cultural background of the school as a whole. Using the data from Infoworks, I learned how many students of various cultures attend Manton Middle School. There are 62% of Hispanic students, 21% are African American, 15% are White, and only 3% of the students are Asian. I learned that most of these students in Manton Middle School come from a low or working-class family because about 82% of the students receive free or reduced-price lunch.
Jonathan Kozol, an activist who works to put an end in school segregation in America, believes that urban public schools are deeply segregated and do not demonstrate diversity. Many people in our society like to call a school that has mostly white students, and only 1% of the students are either Asian or African American, a segregated school. On the other hand, schools that are mostly made up by Hispanic or African American students, and only have 1% of white students are called a diverse school. Kozol makes the argument that both schools are segregated. I believe residential segregation and the distribution of money are the causes to America’s educational apartheid. Manton Middle School is not a diverse school for the reasons that Kozol argues.
Although the students from Manton Middle School are from families that are at or below the poverty line, I still believe the students in my classroom have something to bring from their background that can enrich the lives of their peers and teachers. One day, Ms. Lee was telling the students the “phrase of the day,” which was “more or less.” She gave several examples of how to use the phrase, and then she asked, “Does anyone have their own example of using the phrase of the day?” Ralphie, a student who demonstrates curiosity in the classroom and is enthusiastic about learning, raised his hand up high. He said, “Well, when my mom asks me if I had fun in school today, I say “mas o meno.” The teacher was confused and asked, “What is “mas o meno?” Ralphie simply said, “It means “more or less” in Spanish. At this moment, Ralphie shared a different example, but it is an example that the teacher can explain to her future students about the phrase.
Saturday, March 20, 2010
Prompt #1
Connection to Ira Shor- Education is Politics (1)
There are two project housings a couple of blocks away from the school. There are potholes on every street I turn on because the city does not have the substantial amount of money to fill them. The car behind me was vibrating because its music was turned up high, and there was only one crossing guard in sight. While I was waiting at the traffic light, my mind began to wander. I could not help but notice some children walking to school. Others were stepping out of city buses and some out of cars. I thought about the obstacles some students might have encountered on their way to school and somehow saw a drive in these students. I knew that the impression of the neighborhood is not a reflection of what kind of students these children may be. The light turned green, and on my left, was the parking lot of Manton Middle School.
The parking lot is enormous, but the school only needs and uses half of it. Inside the school building, the walls and floor are white. While I walked down the corridor, I saw a few posters hung on each wall. The posters list the rules of the school and the classrooms. As I continued to walk the hallway, there were students lined up outside their classrooms. They were first grade students walking in two lines with their fingers placed on their closed lips. The reason for this is because Manton Middle School is shared with elementary students. It is both Manton Middle School and Westside Elementary School.
In the classroom I volunteer in, the walls are covered with students’ work, rules of the classroom, and posters of motivational quotes like “Success is a do-it-yourself project” and “Believe you can do it.” The students’ desks are arranged in the shape of an “H” facing the board. It is an awkward way to arrange the seats because it makes it uncomfortable for the students to interact with each other and it is also uncomfortable for the student teacher and me to walk around to help the students. There are two teachers in my classroom including the student teacher. There is also a Teacher Assistant who helps out with collecting homework and behavioral sheets, or making copies of worksheets for the teachers and the students. The classroom is made up of mostly Hispanic and African American students. There is only one white student in the class. It is also a special education classroom.
From my observations, this classroom values work ethic. The teacher expects the students to understand every lesson she goes over with them for a certain amount of time. There is this particular activity called “Reading Fluency”, in which the teacher times the students on how fast they can read a story. I was working with one girl named Kiara, who was concentrating more on beating the time than understanding the story. I told her to take her time and carefully read the text. I wonder if timing students while they read will actually improve their reading skills. Ms. Lee told me that Manton Middle School is a “Direct Instructive school”, meaning teachers read the curriculum to the students. For example, while Ms. Lee would teach the students about past tense and present progressive words, she would read what a book is telling her to read to the students. I wanted to know how she felt about this school’s way of teaching, and she told me truthfully, “It does not allow much creativity.” I agreed with her, and I am convinced that the students think the same thing. Ira Shor explains that the curriculum should not only be teacher-based, but also student- based as well. A curriculum should empower students. Shor states, “The teacher brings lesson plans, learning methods, personal experience, and academic knowledge to class but negotiates the curriculum with the students and begins with their language” (16). Unfortunately, Ms. Lee cannot begin with the students’ language and understanding because she must read the curriculum (another “type” of language which the students may or may not understand).
There are two project housings a couple of blocks away from the school. There are potholes on every street I turn on because the city does not have the substantial amount of money to fill them. The car behind me was vibrating because its music was turned up high, and there was only one crossing guard in sight. While I was waiting at the traffic light, my mind began to wander. I could not help but notice some children walking to school. Others were stepping out of city buses and some out of cars. I thought about the obstacles some students might have encountered on their way to school and somehow saw a drive in these students. I knew that the impression of the neighborhood is not a reflection of what kind of students these children may be. The light turned green, and on my left, was the parking lot of Manton Middle School.
The parking lot is enormous, but the school only needs and uses half of it. Inside the school building, the walls and floor are white. While I walked down the corridor, I saw a few posters hung on each wall. The posters list the rules of the school and the classrooms. As I continued to walk the hallway, there were students lined up outside their classrooms. They were first grade students walking in two lines with their fingers placed on their closed lips. The reason for this is because Manton Middle School is shared with elementary students. It is both Manton Middle School and Westside Elementary School.
In the classroom I volunteer in, the walls are covered with students’ work, rules of the classroom, and posters of motivational quotes like “Success is a do-it-yourself project” and “Believe you can do it.” The students’ desks are arranged in the shape of an “H” facing the board. It is an awkward way to arrange the seats because it makes it uncomfortable for the students to interact with each other and it is also uncomfortable for the student teacher and me to walk around to help the students. There are two teachers in my classroom including the student teacher. There is also a Teacher Assistant who helps out with collecting homework and behavioral sheets, or making copies of worksheets for the teachers and the students. The classroom is made up of mostly Hispanic and African American students. There is only one white student in the class. It is also a special education classroom.
From my observations, this classroom values work ethic. The teacher expects the students to understand every lesson she goes over with them for a certain amount of time. There is this particular activity called “Reading Fluency”, in which the teacher times the students on how fast they can read a story. I was working with one girl named Kiara, who was concentrating more on beating the time than understanding the story. I told her to take her time and carefully read the text. I wonder if timing students while they read will actually improve their reading skills. Ms. Lee told me that Manton Middle School is a “Direct Instructive school”, meaning teachers read the curriculum to the students. For example, while Ms. Lee would teach the students about past tense and present progressive words, she would read what a book is telling her to read to the students. I wanted to know how she felt about this school’s way of teaching, and she told me truthfully, “It does not allow much creativity.” I agreed with her, and I am convinced that the students think the same thing. Ira Shor explains that the curriculum should not only be teacher-based, but also student- based as well. A curriculum should empower students. Shor states, “The teacher brings lesson plans, learning methods, personal experience, and academic knowledge to class but negotiates the curriculum with the students and begins with their language” (16). Unfortunately, Ms. Lee cannot begin with the students’ language and understanding because she must read the curriculum (another “type” of language which the students may or may not understand).
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