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"Roles and Responsibilities in the Classroom Family"

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"Roles and Responsibilities in the Classroom Family"

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I really loved how the author of this book described the different roles that students can take on in the classroom. Roles such as cleaning the whiteboard, wiping tables, and handing out papers that make students feel useful, important, and vital to the success of the classroom academically and socially. I thought this video was perfect- it explains how delegating jobs to students takes pressure off the teacher's shoulders, helps students in learning responsibility, and creates in them an investment and loyalty to their classroom. The teacher in this video perfectly applies the ideas mentioned in the book- she first models the job, practices with the student, and chooses students for certain jobs based on their strengths ( or maybe even their weakness, if she thinks they could grow in a particular area).

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Differentiated Instruction: Assigning Jobs in the Classroom

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" In this class, a student once stood up in the class without being called on , walked to the front of the classroom, grabbed the marker from the teacher, and began teaching when she thought he was being ineffective. Reality pedagogue knows that it is the responsibility of the teacher to simply move out of the way and allow the student to teach." 

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" In this class, a student once stood up in the class without being called on , walked to the front of the classroom, grabbed the marker from the teacher, and began teaching when she thought he was being ineffective. Reality pedagogue knows that it is the responsibility of the teacher to simply move out of the way and allow the student to teach." 

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I was originally looking for videos of students teaching their own classrooms, but I ran across this. It perfectly describes the actions of the student that Emdin speaks of in his book ( quote above). The difference is that this student is speaking out in frustration in an environment that does not allow for co-teaching. Reality pedagogy explains that this is the kind of outspoken comunication and feedback that would be encouraged in a classroom that practices co-teaching with its students.

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Fed-Up Student Schools Teacher, Demands Better Education (Video)

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"Jeff Bliss, a student from Duncanville, TX, has been gaining admirers ever since a cellphone video of him lecturing his teacher for her laziness and disinterest in the classroom went viral earlier this week. "I'm sick of hearing this freaking lady go off on kids 'cause they don't freaking get this crap," Bliss says as he's repeatedly asked to leave the class.

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"Among the Decepticons, one of the most powerful forms of communication was the handshake. When members of the gang met, they exchanged elaborate handshakes that involved various hand rotations and contortions of fingers that lasted minutes. The handshakes signaled a greeting, a celebration, an affirmation... the nonverbal acknowledgement that two people or a group were about to embark on a task together." ( pg.127)

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"Among the Decepticons, one of the most powerful forms of communication was the handshake. When members of the gang met, they exchanged elaborate handshakes that involved various hand rotations and contortions of fingers that lasted minutes. The handshakes signaled a greeting, a celebration, an affirmation... the nonverbal acknowledgement that two people or a group were about to embark on a task together." ( pg.127)

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I immediately thought of this video while reading the "Cosmopolitan" chapter. The author addresses how gangs are many times the substitutes for the nuclear families that many students lack. He emphasizes the role of handshakes in the classroom in building an atmosphere of trust and care.They make for a great way for students to feel special, are fun starters to the day, and create a family atmosphere that may not exist at home.I chose this video because it shows a lively teacher perfectly exemplifying Emdin's ideas about actually SMILING before November and knowing the individuals in a classroom.

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Teacher Has Personalized Handshakes With Every Single One of His Students

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"Within hip-hop, as in the black church, call-and-response is a prominent feature. Therefore, it is natural that the cosmopolitan educator uses hip-hop music as a tool to connect to youth..." ( pg. 114)

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"Within hip-hop, as in the black church, call-and-response is a prominent feature. Therefore, it is natural that the cosmopolitan educator uses hip-hop music as a tool to connect to youth..." ( pg. 114)

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The author of the book is featured in this video ! Although the book addresses call-and-response specifically, I figured it was valuable to see this video about hip-hop, in general, being used in classrooms.  Chris Emdin states in the video, " They don't like science, but they like hip-hop. So, let's find a way to figure it out."  He engages students with music, challenges them to create raps about science concepts, and in doing so, he acknowledges their culture and taste in music and uses it as a tool in the classroom to aid in learning content- which is challenging, I may add.  Like Emdin stated, To create a rap, you have to know the content."  This video perfectly demonstrates how educators can use music that is culturally relevant to connect with students and teach a subject they would otherwise find boring.

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Songs for Biology: Students Write Hip-Hop to Learn Science

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"Where traditional classrooms focus on students raising their hands, cosmopolitan classrooms focus on free-flowing exchange and shared cultural practices."  ( pg.126)

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"Where traditional classrooms focus on students raising their hands, cosmopolitan classrooms focus on free-flowing exchange and shared cultural practices."  ( pg.126)

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As I read through this book, I often think back to this incredible movie- Freedom Writers. In this particular scene, we see several aspects of reality pedagogy taking place at once. The student takes initiative in signaling to the teacher that he'd like to share something. He does not wait for her to call on him in order to begin speaking. He respectfully initiates and interjects the conversation to share something he feels is valuable. This is the start of the co-teaching strategy in which students feel more at ease to speak up and contribute as they are the experts of their culture. In addition, the teacher is not dominating the conversation, but allowing each student to read from their journal -  a family atmosphere is being created in which ( even shy and quiet ) students feel comfortable and validated enough to share personal stories.

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My best scene in the movie Freedom Writers