Much of what Tatum discusses in Chap. 1 & 2 has to do with perceptions. Perceptions the student has of himself, perceptions the teacher has of the student, and perceptions the wider culture has of this particular group of students.
Someone once told me, "Perception is reality." Respond to this idea in light of what Tatum discusses.
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Well, this is the third time I've tried to commment on perception. I'm beginning to think that I should not be writing what I'm writing - something my mother always told me when she found a letter I had written to my boyfriend. (Don't write anything that you don't want read by others.) As to perception: I think that perception is reality. I think perceptions are based on beliefs. If a black male believes that there is no future for him, that in order to be someone, he needs to talk, dress and act a certain way, that doing well in school doesn't matter, that is his perception of himself. Can perceptions change? Yes, if new information from reading or discussions with valued individuals support a change in beliefs. My perception of my ability to "think deeply" or "question other's statement" is that it is something I don't do well. I commented to Lea that it is hard for me to "mark up my book" or "respond to this passage". I am very literal and am wondering if the science background makes me very accepting. Does this make me a second-class citizen? Yet, I feel I do question things. I can express an opinion on anything!
ReplyDeleteYour willingness to be honest about yourself and your own perceptions means that you are thinking deeply. I would expect a scientist to be literal. I disagree, however, that your science background makes you more accepting.
ReplyDeleteI believe that science is the art of questioning things and the interpretation of them. Valuable to have when you are reading anything in the way of educational research because it makes you ask "Why is this true? How can this be true? Is this true all the time?"
When you can question a text in this way, you will be better able to question your own teaching practices and the reasons/ rationales that you have for making the instructional decisions you make daily.
This will make you a better teacher! I'm so glad to have a science person in our group!
I think perception is definitely reality and extremely powerful. I read once about a teacher who told a student they were a good writer. This student had never heard that before but believed the teacher and consequently became a truly gifted writer. My mom would always say speak words of life not of death. I have taken that advice very literally as a teacher. Our kids, no matter how surly they can be, pay attention to what we say, how we act and how we treat them. If it is my perception that they all can learn, all can read and all have good things to write then that is my expectation and they must work to meet it and ya know what? They usually do, in their own way on different levels but the majority of them grow. If I expect my African American males to do more than play ball, sell drugs, join a gang or create babies (stereotypes) then I have just expanded their horizon, their perception of what is an acceptable role for them.
ReplyDeletePerception makes me feel very responsible for my students and their futures but I think it is also one of the easiest things for me to control regarding them...does that make sense? A lot of random wandering here, we are ITBS testing, what can I say?!
I agree with Laura that our perceptions of our students are powerful and as a teacher, one place that I find hope. Even if I can't nudge a student to participate in the 7th grade in the way I think best, if I can make him believe he can learn, I can begin to change his perception of himself and begin to build his future. I struggle though with giving my students a clear perception of themselves. I think of a quote my dad (a communications professor) loves: "I know that you believe you understand what you think I said, but I’m not sure you realize that what you heard is not what I meant," That quote encompasses my worry. How do I tell a struggling student that I percieve him as gifted and full of potential through my daily actions. What perceptions do my actions show? I have some students that rarely work to their potential. When I suggest they work harder, I wonder if they hear: 'I didn't do well enough,' or 'I'm not smart emough.' I sometimes praise student work that I'm not sure represents my student's best I wonder if they hear "Well, I guess she thinks thats all I can do." How do you push the students deepest in turmoil in a way that will stir them: affirming who they are but pushing them to a better place?
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