7/26 Group Discussion Questions (Roma)

Delpit Ch. 2

In the Delpit reading, the "culture of power" that exists in the educational setting and in society in general is examined throughout the chapter. We find that many white teachers have different approaches to instructional practices compared to the approaches that the teachers of color use. Delpit discusses the debate over process-oriented instruction and skills-oriented instruction.

As you learned about process-oriented instruction and skills-oriented instruction through the illustrations provided in the Delpit reading, what stood out to you most? Which instruction do you find more related to your experiences in school?

In the reading, many teachers of color are estranged from the progressive movement because the writing-process advocates dismiss them as too "skills-oriented." Why do you think teachers of color tend to be more skills-oriented than white teachers? Do you see this as a positive or a negative way of approaching teaching writing?

How do you plan to provide your students a balance instruction that highlights both process-oriented and skills-oriented instruction?

Newkirk

"One key to working with this cultural material is recognizing the openness of even the most "violent" writing to parody and humor." Newkirk argues that teachers often have a disposition that finds the aspects that males usually write about as "endorsing a whole set of antisocial values" and therefore conflicts what they find as valuable. Do you agree with this argument? Why or why not?

What adaptations, either accommodations or modifications do you plan to implement as a teacher in order to combat gender norms, which are essentially socially constructed?

Lareau

“Teachers and administrators spoke of being ‘partners’ with parents, and they stressed the need to maintain good communication, but it was clear that they desired parents to defer to their professional expertise.” (p. 76) Do you agree with this statement? Why or why not?

What are some of your ideas for generating more interest from parents to become more involved with their children’s education?

How can teachers support and increase confidence (i.e. to help their children with school work) of working class parents who did not receive the same education that many middle class parents did?

How much role should parents play in their children’s education?

How do you plan to deal with parents who will bring challenges to you as a teacher?