Learning ‘With’ Students

In 1973 and throughout his career, Joseph Schwab wrote about the complexity that successful teachers face when deciding what to teach. He claimed that teachers have much more to consider beyond the established curriculum (i.e. the books, the established goals, and method of teaching as outlined by the department in the syllabus) when they are making decisions about what to teach. Teachers should also consider the needs of the students and what skills, strategies, and dispositions they will need to be successful. Third, teachers also need to consider how they can use their own special talents such as their visual and performing arts skills, social capital, cultural capital, linguistic capital, (Yosso, 2005) persistence to relay the curriculum. Finally, a successful teacher needs to think about the community context. This includes community resources such as libraries, familial assets (Yosso, 2005) and the needs that exist in the community. Schwab called these considerations teachers need to make to decide what to teach, the four commonplaces.

After reading Teaching to Transgress (hooks, 1994) this past week, my goal this week was to learn ‘with’ students and not ‘teaching to’ or ‘teaching for’ students. That meant not only thinking of the curriculum which was the Blackboard I had set up and the lectures as outlined by the syllabus. I had to consider other areas, the four commonplaces as outlined above. In other words in order to learn with the students, I had to first understand what my student needs were regarding the topic that was on the syllabus. My students, are all student teachers working in kindergarten through eighth grade schools (k-8) teaching virtually to their students and so I had to know what situation they were in. I also know that they need to pass two state exams, the teacher performance exam called the CalTPA and an exam called the Reading Instructional Competency Assessment (RICA). I also had to understand what the community context where they were working in the classroom. Certainly, when they are teaching virtually, students at home may have all the technological equipment needed and they may be in their own room. Other students of my student teachers are learning with poor internet, poor computer, or in an apartment in which other family members’ activities maybe distracting.

This week in order to learn “with” my students, I decided to focus on the student teachers’ needs were in order to be able to teach to their own k-8 students. In two of my classes, the topic of the week, was teaching: 1) phonics, 2) beginning reading using the Language Experience Approach, and 3) oral language development. So I started class with an overview and then asking students to think of what they needed to teach this. I split the students into breakout rooms for about 20 minutes and then visited them in their breakout rooms. I wrote notes down on a piece of paper about the name and need of the student teacher. Then throughout the activities that followed, I was able to name the student and address the need that they had for that week. So basically, I felt that I had made progress learning ‘with’ my students.

Of course, it wasn’t that simple. Several student teachers were in classrooms in the upper grades and as a result, did not have to teach phonics or beginning reading. Other students were in virtual classrooms in which the students were in chaotic learning situations at home. So the curriculum we discussed actually changed significantly to address those needs.

Now writing this, while I feel good about the progress we made, I realize we have not addressed several parts of Schwab’s four commonplaces. I did not sufficiently name the teaching relationship they had with their mentor teacher as a part of the community context. I did not sufficiently address questions about the official curriculum i.e. the state standards and the materials they were using to teach. I did not sufficiently understand their own personal needs and address their yet to be discovered need to know the information to pass the CalTPA and the RICA. I also didn’t sufficiently understand what they need to do to work with the parents of the children they were teaching to improve the learning context for their students. While I did ask them at the beginning of class, I did not sufficiently revisit their needs and incorporate them into my curriculum.

So, I feel good about what I have done so far, and I also feel that I have a long way to go.

hooks, bell. (1994). Teaching to transgress: education as the practice of freedom. Routledge.

Schwab, J. (1973). The Practical 3: Translation into Curriculum. The School Review,81(4), 501-522. Retrieved February 9, 2021, from http://www.jstor.org/stable/1084423

Yosso, T. J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8(1), 69-91, DOI: 10.1080/1361332052000341006

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: