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bad apples

ccalderon's picture

How is the notion of some students as "bad apples" (from chapter 6 of Whatever It Takes) resonant -- or not -- in your field setting?  Who gets categorized in this way, and by whom? what are the "criteria" for this kind of label, or to put it another way, what are students labeled this way like?  how they treated? If this "bad apples" idea is NOT relevant to your setting, consider why not -- and what that might suggest about what's happening there.  Finally, you could consider these questions on a specific, classroom- or school-based level or more systemically, depending on your site.
This notion of some students as “bad apples” is somewhat present in my placement. But then again I have seen it many classrooms even if it is not intended. I’ve notice that the students that are categorized as “bad Apples” tend to be the students who are either more social or do not stay still. Basically, students who have a history of not staying still or talk a lot to their neighbors are considered bad apples. In my placement I do not think that there is one bad apple but there are students that are separated and seem to be in another classroom entirely. This more on language based and the students who really can’t participate to a certain extend. The teacher does not seem to have a student in particular that is a bad seed, but she has put students in categories to better manage her classroom.  I am curious to hear what other people think about this whole bad seed concept and how in certain classrooms we may put students into certain categories some bad some good.