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Copy of Theory Connections
Transcript of Copy of Theory Connections
“The theory was the slowest students would get attention in smaller classes. The reality was that as the year wore on there were spaces available in the lower classes to dump the troublesome students”(Finn, 3)
Explanation: In class we have read articles that focus on segregation of students based on the students race and social class. In "Literacy with an Attitude" Patrick Finn focused on the segregation of students depending on their levels of ability. He gave an example of a school where 425 eight graders were sorted by the reading scores. In reality are these students going to really get the attention they need? When I began high school I was in classes with a lot of the "trouble makers" because I took academic level classes and not honors
I was in some honors classes as well as some academic classes. I noticed no difference in the class but I was grouped with kids that were lower then me and I felt dumb for just being in those classes and didn’t challenge myself I noticed the teachers gave up on usbecause a lot of the students just didn’t care so why should they.
Patrick Finn Moment
Practice Example- When tutoring math, one group that I worked with was the red group, which are the students who need the most help. They all have trouble writing and counting numbers past 10. There was one little boy who Ms. Macdesian stuck in as well because he was misbehaving. He was asked to leave his group that he was in, and was just running all over the classroom so he was told to go sit and do work with me. I was having the students write out the numbers, using dry erase boards. I handed this little boy one and went on with the lesson, I said write the number 3. The little boy looks at me funny, opens his marker and writes the numbers, 1 2 3 4 5 6 7 8 9 10 and then counts outloud for me then he erases it and wrote numbers 11-20 and did the same thing.
At this moment I could tell this student was mad that he was there, that he felt the need that he needed to show me what he was able to do. This wasn't beneficial to him and the rest of the time he sat there just drawing pictures on the dry erase board. This happend again, but this time I worked with him individually on the work that the rest of his group was doing and he was engaged in his work.
Practice example-In my classroom, they just got new ipads as a tool to use for learning. I noticed at this school none of these students have interest in them. Whereas the students I have worked with at home all The first time the classroom got the Ipads was the first time most these kids have ever seen them before, (because they can't be afforded).
This is not a situation where I am from. when I was in elementary and middle school, I would lose my ipod or expensive devise and then ask for a new one. Until this class I never really looked at these devices as priveleges, I assume that everyone had one because the "poorest family" in my town was able to afford these devices
*The most valuable thing I gained this semester was a whole new perspective on individuals and groups who aren't white
RISK TAKING: This is my first time creating a prezi, (I saw someone in my class present it and really liked the set up) Creating this was a lot harder then I thought and I had a lot of trouble with it.
Allen Johnson Moment
"Individuals are the ones who experience privilege or the lack of it, but individuals aren't what is actually privileged. Instead, privilege is defined in relation to a group or social category. In other words, race privilege is more about white people than it is about white people." (Johnson, 34)
Johnson describes that being privileged has nothing to do with the individual, and who you are as a person. It is about what group you belong to. If you are white you have a lot more privelege In the classroom I was in I noticed that there are things I take for granted which are Privleges to student's because they don't get the chance to see it at homes