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Lesson Plans

Re: classroom management or misunderstanding forms of resistance?

[ Thread ][ Subject ][ Author ][ Date ]
Stenger - Judith DiSalvo (jstenger)
Wed, 11 Feb 1998 17:24:05 -0500 (EST)

Love ya Bunki! Right on.

On Tue, 10 Feb 1998, Bunki Kramer wrote:

> Kevin wrote:
> >Busy work, reading and writing as punishment, and feeding crackers to
> >students , as if they were a k-9 salivating at the sound of a bell,
> >transmit and legitimate the structure and ideology of schooling as a site
> >of useless information and textual knowledge as punishment while limiting
> >the potential to readdress student resistance into critical processes of
> >challenging the status quo.
> .....................
> And I have a question for you, Kevin. How long has it been since you've
> taught in the k-12 classroom? I have an average of 36 students in each of
> my classroom periods at the middle school level. Counting time for demo and
> clean-up minutes, that gives me approx. 40-45 seconds to spend with each
> student during classwork time. I have no time to "re-address student
> resistance into critical processes of challenging the status quo". I have
> little time to re-adjust disruptive students into another mode so I can
> deal with the rest of those who want to do art learning. If you want to
> come to California and have them give me 20 kids for each of my classes,
> then I could have more time to delve into why kids act the way they do.
> However, as it stands now....if I found that goldfish crackers were a good
> motivator, lordy...that's exactly what I would do! This is "real life"
> we're talking about here!!! Cya...........
> Bunki Kramer
> Los Cerros Middle School
> 968 Blemer Rd.
> Danville, California 94526