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Kohn Presentation

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by

Dorothy Melo

on 15 December 2013

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Transcript of Kohn Presentation

The Throne is Kohn's
Alan Shawn Feinstein Elementary at Broad Street
Dorothy's School
Carl G. Lauro Elementary School
Billy's School
Emma's School
Sgt. Cornel Young Jr. & Charlotte Woods Elementary School
Jaclyn's School
Christensen Section
Dorothy's Johnson Moment
Dorothy's Moment
Emma's Christensen Moment
Billy's Christensen Moment
Dorothy's Kohn Moment
Jaclyn's Kohn Moment
Boys Line Girls Line
Billy's Kohn Moment
Collier
Delpit
Jaclyn's Collier Moment
Emma's Delpit Moment
Jaclyn's Delpit Moment
Emma's Kohn Moment
Billy's Delpit Moment
"But the real problem isn’t that children expect to be praised for everything they do these days. It’s that we’re tempted to take shortcuts, to manipulate kids with rewards instead of explaining and helping them to develop needed skills and good values." (Kohn)
"They win because of their beauty and their fashionable attire."
I noticed the first day I spent in my classroom for student learning that when the teacher lines up the students, they get into a boys line and a girls line where ever they are traveling to. hadn't put much thought into it until after reading
Unlearning The Myths That Bind Us.
I started noticing the clothes that the boys at the front of the boy line were patterned and clean, while the boys at the back of the boy line were wearing shirts with trucks on them, and were dirty. Then I realized the clothes the girls at the front of the line were wearing shirts that were also patterned and clean while the girls at the back of the girl line were wearing clothes that were faded and slightly torn in spots.
But what does all of this mean? I first realized that the whole boys line girls line thing was completely ridiculous. We learned while reading
Safe Spaces
that we could not segregate by sex or make anyone no matter what age feel uncomfortable by wrongly categorizing them. I also realized that the front of the line is a sort of "fist place" spot for children. They get first pick for food at the cafeteria and spots at a table. The kids at the front of the lines were cleaner, and dressed somewhat nicer. These kids are examples of how kids are manipulated to think they are better than others and deserve "first place" over anyone who, in this case, doesn't dress as well as them.
The video above was an audio of my student learning classroom singing their song of the rules they must follow while passing through the hall.
Robert F. Kennedy Elementary School
Five Reasons to Stop Saying
"Good Job" by Alfie Kohn
"Good painting" may get children to keep painting for as long as we keep watching and praising….once attention is withdrawn many kids won't touch the activity again. The more they tend to lose interest in what they are doing in order to get the reward, now the point is not draw. It is to get the reward or goody."
"By engaging them in conversation about what makes a classroom (or family) function smoothly, or how other people are affected by what we have done -- or failed to do. The latter approach is not only more respectful but more likely to help kids become thoughtful people".
Collier relates to Rodriguez. This is because he shows that the language spoken at home and in school can be different and that if taught the wrong way, students will not want to learn because they feel like it is not fair that they can not speak the language they want.
Alfie Kohn’s article, “5 Reasons to Stop Saying Good Job” depicts how negative the phrase “good job” can be. We are constantly given incentives or words of praise and Kohn states that eventually it can hurt us. Young children will soon expect rewards on a constant basis even for the simple tasks. Children will also become less confident as they will rely on your word on an assignment. When a student continues to hear “good job” the student is being told how to feel, they will lose their sense of being proud of themselves for their accomplishments. Instead Kohn states that if someone were to say what you saw your student or child did because that is praise but it is still allowing the student to feel a sense of accomplishment.

"It's not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn't so positive. The good news is that you don't have to evaluate in order to encourage." (kohn)
Conclusion
DELPIT!
"If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier."

My teacher would have made Delpit proud if he had seen her class sing this song. The teacher made clear exactly what was expected while passing in the halls and made sure the students all repeated what was expected and now every time they go into the halls they are well behaved and follow the rules.
One Thursday at service learning three students thought it would be a great idea to wave their candy around in the air. The teacher’s first comment to this was “I do not know why there are pink nerds out?” The students stopped and listened but I was not sure they really understood what she meant. I remember the student simply stared at the teacher silently. I agree with Delpit as she believes children should be told rules explicitly. The teacher does not know if the student comes from a family who speak a language that is explicit.




Delpit shows how everyday interactions are loaded with assumptions made by educators and mainstream society about the capabilities, motivations, and integrity of low income children and children of color.

In her article she continues by exploring how teachers with “progressive” teaching methods, need to examine how they are helping or hurting the minority and low income student’s access to the power that mainstream society has invested in.

Full transcript