During our classroom interactionsmisinterpretation and confusion is sometimes simply unavoidable. We can either choose to be disappointed or amused when these situations happen. He was a very low-level English student.
Last month, a Snapchat image circulated on the campus of Quinnipiac University of a white female freshman student in a dorm wearing a dark exfoliating beauty mask. In our discussions, my students -- all first-semester freshmen -- offered a range of thoughtful and considered perspectives.
A theme of our discussions was the way in which the offending image mocked and trivialized the Black Lives Matter movement -- and, more broadly, concerns about racism, social justice and the calls for a more equitable America. Some students pointed to the impact such images have on students of color struggling to learn, fit in and feel safe at the university.
As someone first trained in cultural studies, I offered some words about the subject and pointed the students to a few relevant resources.
They quickly raised questions concerning money, liability, potential student recruitment and alumni giving -- all key elements of the conversation, to be sure.
And, in fact, the response we saw at our university was pretty generic -- although, as we never tire of arguing in English departments, genres do some pretty serious work. Often it seems as if administrative responses to racism sound a lot like the conventional way it gets talked about in the wider world: The problem, in this case, was that someone got caught.
For the students, the major difference was that it was a public act on social media. Almost everyone seemed to agree that something had to be done to take the incident seriously not only because of its hurtful nature but also because it was public.
I asked what the campus would be like if the administration intervened every time a racist act of any sort occurred. Most people agreed that such an incident needed serious and swift attention, and I agree with that sentiment. My students really understand that posting such an image on social media is a risky move and could lead to issues at the institution in one way or another.
But just why and in what ways such a racist speech act was a problem was tougher for them to articulate. Let me be clear: But it is striking to me that here, in a moment of crisis, some pretty clear lines between administrators and educators get redrawn.
One way that happens is how the administration so directly articulates itself in such emails as something different and other than an agent of education and learning. Likewise, we were told to seek out related programming and activities, but the fact that a previously scheduled and long-planned teach-in concerning Black Lives Matter was to be held on campus the following week was left out.
In other words, the administration seemed to be making a decision to leave the matter of education up to others at the university. Its role, if we judge by such emails, was to conduct investigations and render discipline. And as a teacher, I would certainly prefer that what counts as education be left up to faculty members and students.
But let me be clear about something else: In my English class, all of a sudden, some seemingly abstract questions got really real. It felt as if we were all doing what we ought to do in college: My students did not come to consensus.
And probably because, over the last few decades, the focus has been on the struggles of noninstructional university staff for recognition, better wages and respect, I have heard that phrase less often evoked when describing teachers and students. Images appear for a short time and then disappear, hopefully without a trace.
In fact, I only learned about through my students in our class discussion. Last month, I went to teach class but I got schooled. Bio John Conley teaches courses in academic writing, cultural studies and literature at Quinnipiac University and Trinity College.A classroom incident can affect a teacher, a student or all the members of the classroom.
There are many critical incidents that have occurred between teachers and students or among students. A critical classroom incident either spoils the student-student relationship or the teacher-student relationship.
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Answered Nov 8, At the Beacon School in Manhattan, the teachers and administrators thought they had resolved, at least to their satisfaction, the long national debate over how best to assess students’ work.
the classroom where a teacher has an ideal chance to offer insight to his or her students.” 4 A Teachable Moment, a fleeting opportunity that must be Stephen Young Advanced Teaching Portfolio: Critical Incidents Page 2 of top of page: I. Introduction. Just Do It; What is Oral History? Sequence For Oral History Research; Just Do It We all have stories to tell, stories we have lived from the inside out.
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