Chapter 4 Response to: Labeling and Tracking

by April

I'm glad you pointed out the problem with testing and it's connection to the "surface-processing" approach. This was absolutely me in my under-grad work (except the classes in my major) and in high school. I was always an excellent test-taker. I would be able to study the night before and then sit and take a test and be able to picture in my mind where on my study sheet I read that information and then be able to answer the test questions. Once the test was over, I couldn't tell you what I learned. I think this is why my comprehension skills are weak and I read slowly. I was (and in many ways still am) very motivated by grades and the approval of others. When I took the three online history courses through WSU in preparation for this program I learned a whole new way of learning. There were no tests! What, no tests? No dates or names or places to memorize? The class involved reading texts and then responding to questions in essay format, often making connections between things like religion and politics. I found these classes to be much for difficult but much more interesting. It was the result of these classes that made me love not just getting an A but actually just learning about history and seeing it's impact on life today. I definitely think that deep-processing needs to be encouraged. There should be more ways than just a multiple-choice test to see whether or not children are learning the material you are teaching.

When I think about the variety of ways I could offend someone from another culture, I agree, it's a little intimidating. I took an early childhood development class when I was working at the preschool and the text for that class was very focused on multiculturalism. It talked about child rearing practices and a variety of other things that we may not understand about the culture of students in our classrooms and how too often teachers make judgments about families without understanding those backgrounds. I think the important thing to keep in mind is that we need to get to know the students and their families as much as possible and develop a respectful relationship so that honest conversation can happen. And it is our responsibility as the teacher to be the one reaching out and making the effort. We need to recognize how hard it may be for a family member who is unfamiliar with white middle-class culture to approach us with concerns or frustrations so we need to make the effort and be open to hearing those things and respectful in our responses even if we don't like the way something was communicated. Open lines of communication are very important in avoiding and resolving conflicts of all kinds, including those brought about by cultural differences.