(a) I have noticed plenty of the Tyler rationale in my schooling. Firstly, his first objective: “What educational purposes should the school seek to attain?” relates to what I have always noticed. Most teachers have a book that has an outline or plan that summarizes everything needed to be taught to achieve a specific outcome. What I have not noticed though, is that the teachers never specify to the students the exact outcome they wish for us to learn through their classes. His second objective is something I noticed quite often in my science classes in high school. The teacher would take us on field trips or have us complete an experiment in order to attain the purpose of their class. The third objective seems to relate to the outline that my teachers have when they begin the school year. They do, however, lose sight of the organization about halfway through the semester, as plenty of things change. Lastly, his final objective is something I do not see quite often in high school. Some teachers believe in just giving a grade rather than ensuring that the purposes are being attained. Sometimes it can not be helped, but it is important to make sure students are achieving the purposes.
(b) I find that if one uses these objectives in their teaching, it can almost be impossible to completely ensure one is being attentive to the specific needs of the students. For example, a special needs student may need more than what is outlined, therefore creating a separate pathway, disrupting the organization, to reach the outcome or purpose. Secondly, in relation to this, is that there are many different types of learners, and they most certainly need to be tested differently. For example, you can not expect a fish and a monkey to have the same results when asked to climb a tree. Just like you can not expect a visual and auditory learner to get the same score on a listening test.
(c) I believe that some of the benefits are mostly directed for teachers. They will have organization, therefore can determine the next steps in their ways of teaching. Secondly, the teachers will know the purpose of their teaching, therefore can use this to provide readings or assignments based on those specific purposes. The students can definitely gain a sense of hands-on learning if they learn through the educational experiences like I did in the science class that I previously mentioned.
‘Commonsense,’ as Kumashiro (2009) defines it, is based on repeated tradition to provide a sense of comfort and a way to not question the reason behind specific actions. He explains that common sense controls not what we “could” be doing, but rather what we “should” be doing. Common sense actions are not something that we “need to be told explicitly” (p. XXXV) as it is already expected of us to know what to do. When Kumashiro (2009) describes his experience in the Nepal schools, he explains that he was expected to follow their ideas of common sense. When he attempted to alter the ways of teaching in his classroom, no one approved of it immediately because it challenged their ways of knowing. He further explains how problematic it is to challenge one’s idea of common sense, as it is fairly difficult to change someone’s traditional ways. Also. social pressure uses common sense like a mask so that we do not question any actions or practices (p. XXXV). It is important to pay attention to common sense because different groups of people and cultures have their own common sense that should be learned. Kumashiro (2009) believes that it is important to begin a change in ways of teaching and learning so that common sense does not simply control actions. There are so many new and radical ways of living instead of keeping oneself, as I would phrase it, in a box. This also reduces the opression that occurs, as it does not only occur within education, as Kumashiro (2009) states. Common sense is great to gain understanding of, but it is also something that our lives should not be based on, as there is so much to further learn in life.
Kumashiro. (2009). Against Common Sense: Teaching and Learning Toward Social Justice, pp. XXIX – XLI
Although I am only in the first year, I really thought that this class educated me greatly. I was quite uncomfortable with sharing and relating certain experiences to my own self, and I found it not quite fair that we were essentially graded on this. Other than this slight concern, I actually quite enjoyed the class. The treaty walk was definitely my favorite part of the class and I am glad to be part of it. Thank you, Evelyn, for the great class and experience.
Well, it has been quite the semester. From the moment I entered the class, I knew I would like it. Even though there were some topics that I was not fully in agreement with, I feel that I actually learned quite a bit. As a future educator, I want to open my mind to all of these ideas we discussed in this class to further my understanding, empathy, and compassion for not only these ideas, but for my future students. From our very first video, “Love Has No Labels,” to the discussion of how one cannot simply determine one’s ethnicity by looking at them, I feel that my own view of representation has expanded and became more welcoming. My blogs over the semester, especially my self-stories, have helped me realize different normative narratives and more about myself and vulnerability. Thank you Vivian for the great class
This week we had the reconciliation event in our classroom. Unfortunately, I had to leave early due to my bus but I was still there from 7 to 10. I spoke about a Residential School survivor named Jane Linklater who suffered from abuse and depression. Others spoke about other survivors that they chose, and did creative projects. I think the main thing I learned during the Reconciliation Event was healing, and how many of these survivors are focusing on healing themselves and their families. Many recognize that this has affected their families and they are doing their best to fix that. The females who had children said that their past has affected their parenting but they do love their children and want what is best for them. The biggest lesson that I learned from this is also included in my quotes from my creative project. This lesson is healing and forgiveness, which is a huge step in Reconciliation.
Today we had a guest speaker, who discussed the topic of sexuality. He began with a really great warmup introduction where we had to identify our gender and where we stand on the spectrum of masculinity, femininity, and androgynous peoples. I put that I am a female and I fall between androgynous and feminine. I think the warmup really presented his good method of teaching, therefore I like his teaching style. Afterward, we began to discuss various ways to define oneself, such as cisgender, pansexual, and bisexual. We discussed at our tables about how belittling people who identify under any of these terms can be harmful and discussed our beliefs if there should be a class taught about these topics. To conclude, I believe that I learned a bit more information on sexuality and identity, and possibly a good method of teaching.