A majority of the tactics demonstrated in the second video tie in with the concepts suggested in the book “For White Folks Who Teach in the Hood… and the Rest of Y’all Too” by Christopher Emdin. He discusses how using elements from aspects of neoindigenous (African American) culture, such as the call-and-response utilized by both church ministers and rap MCs, in the classroom will increase engagement among students. The class shown in the second video appears to be actively engaged while also enjoying the methods of instruction the teacher puts forward. I hope to work with first or second graders; however, I don’t mind the idea of working with many different age groups. Call-and-response is a tactic that I think works especially well for younger
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Educators who follow traditional paradigms of education might dislike the “Bottoms Up, Heads Together” and “Musical Round the Room” activity the teacher uses in her classroom because it does not mesh with their visual representation of what an orderly classroom looks like. Unfortunately, traditional models of classroom conduct favor the behaviors and learning styles of white students. Consequently, not remaining in one’s seat, speaking loudly or excitedly, and collaborating with peers can easily be construed as misbehavior instead of expressions of neoindigenous cultural learning styles. Personally, I am unclear what exact strategies I will attempt in my own classroom, but it is clear that forms of learning that are outside of the “norm” still allow students to be engaged and learn properly. My classroom is unlikely to adhere to the “one size fits all” mentality. I plan on building off of my students’ interests to create call-and-response cues and learning activities that show that I respect the social fields they operate in and their own unique ways of
Educators who follow traditional paradigms of education might dislike the “Bottoms Up, Heads Together” and “Musical Round the Room” activity the teacher uses in her classroom because it does not mesh with their visual representation of what an orderly classroom looks like. Unfortunately, traditional models of classroom conduct favor the behaviors and learning styles of white students. Consequently, not remaining in one’s seat, speaking loudly or excitedly, and collaborating with peers can easily be construed as misbehavior instead of expressions of neoindigenous cultural learning styles. Personally, I am unclear what exact strategies I will attempt in my own classroom, but it is clear that forms of learning that are outside of the “norm” still allow students to be engaged and learn properly. My classroom is unlikely to adhere to the “one size fits all” mentality. I plan on building off of my students’ interests to create call-and-response cues and learning activities that show that I respect the social fields they operate in and their own unique ways of