Post #5

 Quotes from Literacy with an Attitude

Finn's study on the differences between students and schools economically is a strong analysis of why some things are a certain way. Finn is definitely a strong writer, and I think there are almost an endless amount of quotes that emphasize his overall point that American children are taught a particular way in schools based on their socio-economic status.

"Compared to the more affluent schools in this study there were less discussion of controversial topics such as labor disputes, civil rights, and women's rights and less attention to the history of these issues" (11).

    I find this fact interesting. Why are the people impacted by these problems ignoring them? I think analyzation could lead to plenty of answers to this question. I wouldn't have suspected this at all, I thought that the richer schools were unlikely to discuss these issues because they aren't affected by them. This is definitely something to discuss as a class because I am truly stumped by this quote.

"In the working-class schools the dominant theme was resistance. Students vandalized school property and resisted the teachers' efforts to teach...They refused to answer questions and were apparently pleased when the teacher became upset. There was less resistance to easy work, and so assignments were rarely demanding" (12). 

    I can compare this quote to my service learning placement. As Finn describes, the teachers in these schools believed that 'students were getting dumber every year' and didn't use manners with the children. The students in my current placement definitely will not show respect to somebody if respect is not shown to them. They understand authority and generally listen to their teacher, but when a teacher says something that they don't particularly agree with, things go downhill. For example, I went to their art class with my students, and a lot of them talked over the art teacher. Many students told me before we went to the class that their art teacher has told them to shut up and has called them names when they aren't listening. This is exactly what makes students unmotivated and disliking school. These children told me they don't like going to art, although many of them are talented drawers. These students in my placement are intelligent, and I think that my host teacher is doing a great job at keeping her students busy. She understands what they are capable of and knows that if they treat her with respect, then that will be reciprocated. 

"Children were required to plan lessons and teach them to the class. Among other things, they were evaluated on how well they kept control of the class" (19).

    This is practically college-level work for these children. In most of my classes, we have to do something similar to this. I personally find myself learning better at times from fellow students, and I am sure these children feel similarly. These affluent children are given freedom and trust that these other schools are not getting at all. Teachers don't feel the need to control their students. There is a healthy level of communication between teachers and students, and this likely shapes their well-rounded education. This whole section of the chapter honestly reminds me of Barrington Middle School as well. I toured it last semester for FNED 101, and the opportunities these students are given are severely unequal to the rest of the students in Rhode Island.

"When students begin school in such different systems, the odds are set for them" (25).

    This is a great way for Finn to end the second chapter. There needs to be more awareness brought to the differences in schools based on how wealthy a child's family is. When we begin to trust students, respect them, and challenge them, the playing field will then be equal. 

Link: 

https://www.kba-architects.com/projects/education/barrington-middle-school/