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Notes from class

maddybeckmann's picture

February 12th, 2013 

How do you know the difference between abuse and discipline? 

Abuse                vs.                     Discipline 



excessive, beating, more force duration. long term, issues external to the child, impulsive, can it be cultural, less related to child, child cannot learn the system it is too arbitrary 

washing mouth out with soap, modify behaviors, hit spank, rational, no conflict across cultural setting-school/home/ grocery, varies by gender, child can learn system and succeed, rational lecturing explaining why 

types of Discipline: 

  • Threats 
  • writing lines
  • spanking 



Traditional vs. Progressive Discipline 

value put on control vs. negotiation 

How does our discussion on discipline connect to today's reading of morality and discipline in schools?  

  • what is valued in a school? cheating vs. sharing information  (benefit of individual vs. benefit of the school or community) 
  • even though you are preforming the same actions the reaction and values are different 
  • sierra león form of discipline by restricting the students to learn specific things for specific purposes. 

February 14, 2013 


deficit-based:easiest to see,  the student is the the problem not looking at the environment of the teacher 

difference based 

Culture-based: people creating and recreating culture 

February 19, 2013

Apply one of the theoretical perspectives we have read to the lived experience of students (yourself included) 

What are they…

Learning is ….               experience (Dewe)

                                    capital (Laureau) 

                                    culture (mcdermott and varrene, limiting ways of thinking by thinking of others as the help)      

                                    teaching (Freire) 

Freire: Brazilian Literacy educator 

  • you are a reader of the  world before a reader of the word 
  • there is no reading the world without power relationship and how that reading positions the viewer 
  • critique of "banking model" education is not where we make deposits into a students head, you don't put capitol into the kid 

pg. 48 community of respect when a space is not respected, reading the world, 

"How is it possible to ask of the children the minimum of respect for their material surroundings when the authorities demonstrated such absolute neglect and indifference to the public institutions under their care?" hidden curriculums ? 

pg. 45 culture 

"learning and interactions with one another"

you have to understand the students that you are teaching to teach anything at all 

is it too much to expect of the educator? 

no matter how much the teacher does it also relies on the student's interest. If there is no freedom it is just another form of imposition…

can we use unfinishedness to counteract this?

"correct thinking" --->better money? 

pg. 36-37 respect for what students know 

bring current world into the classroom (own vocab…) 

validating own experiences as a realm for learning 

learning as social 

limited lens on what is happening in the world? 

pg.37-39  the capacity to be critical and curious 

curiosity as an important drive for learning 

how do you fit into the structure 

what is the necessary curriculum 

"restless questioning" "search for clarity" "no creativity without curiosity" 

"patiently impatient before a world that we did not make to add to it something or our own making"

"epistemological curiosity" "savvy curiosity" 

relate it to the self -how does my curiosity frame my lens 

pg. 30 learning and teaching at the same time 

language is not enough to establish what teaching really is 

what do you have to see differently 

pg. 34 

read and memorize BAD 

apply to experience GOOD 

what is the middle ground, there is importance to reading and remembering text, there are some things to which you cannot relate

there is still importance in just reading, reading as an experience---> broaden experience 

write what you know…? our brains can do more than our bodies…

how far can our experience go does this limit our curiosity?

other random ideas…

empathy as a method for learning? people live things differently, does this complicate experience, sees other as victims

use of narrative in holocaust museum 

how can we use experience to open up curiosity?  

how do we frame horrible events in history