In this Newark
Journal article I found on the New York Times' website, they discussed a few
schools that are engaging in student-mediated teaching interventions that are
designed to empower and motivate students as well as encourage quality and
effective teaching. According to the article, "teachers...are getting pointers from their students this year as
part of an unusual teacher training program at 19 low-performing Newark
schools." The theory is to rely on the natural ability children have to
teach - be educating their peers or their teachers. Students are therefore
given an opportunity to educate teachers about more effective teaching strategies.
One teacher, an eighth grade social studies teacher, Ms O'Bryant, was
interviewed. The article quoted her as having stated, “When we went to school, we would sit
down and listen. Now you’ve leveled the playing field. It’s not always what Ms.
O’Bryant says.” This egalitarian and collaborative view to education is
progressive and places the student in a position to advocate for their
educational needs as well as providing the educators with an opportunity for
ways to improve their lessons in a way that connects better to the students.
This article made me realize that
providing students with such an opportunity to take a leadership role and
advocate for their educational needs was not only a good idea, but a necessary
one. Even an educator that was attempting to challenge racism in their
classroom whenever they heard/saw it occur, they will miss instances. By
allowing students to speak about their feelings in the classroom environment,
students are provided with an opportunity to explain this to their educator,
who may take it upon themselves to adjust the seating arrangement/partners to
better accommodate and facilitate the comfort levels of their students. As
Nieto and Bode wrote, “The young people described in the case studies and
snapshots defined culture as an active, dynamic interplay of their home, school,
youth, traditional and contemporary cultures, and more, as created and re-created
identities.” By allowing students to define their personal issues with lessons
and the classroom dynamic, the teacher may further ensure that problematic
behavior is addressed in a manner that the offended person would appreciate.
If the practice of student-led
teacher interventions were widespread, students would have an opportunity to
talk and be heard, which would not only boost their morale, but also
demonstrates proper listening techniques and how to respond to constructive
criticism. Also, this practice shows students that their opinions are valued and
valuable, which will encourage self-advocacy down the road, as well. Lastly,
this would provide educators with valuable feedback regarding how and what
their students would like to be studying. While student preference should not
dictate all of their curriculum, students should be allowed room to take some
control of their own education; after all, it is what we’re here for in the
end.
Article link: <http://www.nytimes.com/2011/01/15/nyregion/15metjournal.html?_r=0>
