Extra Credit - THE CLASS

The film The Class was definitely different from most Super - teacher movies because for once the teacher as what happens in real - life can't get through to every single student of his/her class. For example Souleymane, I do not hold teacher responsible for what happened to Soulymane because in the end it wasn't teacher's decision to expel him but the other staff and principle's decision to go ahead with it. The teacher did try to get through to Souleymane by meeting his parent's or praising him for his Self - portrait and for a brief second it seemed to work. But his violent behavior and arguments with teacher's didn't seem to stop until one day he exploded and hurt a student (by accident), leading to his hearing to decide whether or not he will be expelled. Teacher tried to change the other staff's mind telling them how he'd be sent back to Mali if he was expelled, but they didn't care. I did think this was a little too harsh for Souleymane's actions, i don't ever recall them suspending him or trying to find out what was making him so angry and upset in class first, they just immediately held a hearing for his expulsion, he was just going to become part of the many that had been expelled. ( 12)

14 - 15 years old are morally responsible for their actions because they are the one's who decide in the end whether or not what they do is right or not, even if they are being influenced by classmates. For example Carl did change, he changed his "attitude" while Souleymane did not. But at the same time teachers and principal during a meeting about students and their grades kept repeating the word attitude and behavior of a student which determined their grade not their actual work, " if only he changed his attitude in class.." they might say. Why must that determine their grade? and why did they want all their students to always be silent and silent and perfect? The way they talked about students though reminded me of Blackboard jungle because they talked about how students were in the yard, like if animals not people.

I believe a teacher is morally responsible for finding a solution to the institutional car wreck that they're steering their class through like Mr. Marlin tried to and did succeed with some like Khoumba and Carl. They can't just turn a blind eye like most of the other teachers wanted to do, then why be a teacher? All the other teachers would complain about students calling them names and saying they didn't care anymore if they learned or not. Which might explain why the girl in the end told Mr.Marlin she hadn't learned a thing the entire year and she didn't seem to be a rebel or troublemaker, she just simply was not taught or given the extra help to understand classwork. Making this girl tell him she did not want to go to vocational school because she didn't want to be the only one who knew nothing, which seems to be the reason many give up going to college. They also turned a blind eye on the fact Souleymane would be sent back to Mali where he would have no future and be working for the rest of his life, nut when they were told of this one teacher put it as many get threatened by parents so why should it be true? Or it shouldn't affect the decision with student's personal life but his actions. But how can you possibly sent a child to a life of work and misfortune because of a decision one makes? This is why I think it should be seen as both systematic issue and an individual moral issue, because they just see it as a systematic they can hurt children's future and if they also see it as a individual moral issue they can see why the child is acting the way they are.

The Class and SOF compare in the grading system because in my history class and in the French school it is 1 - 10 grade instead of percentage. Another similarity between Mr.Marlin's class and my history class is both have class representatives that let teacher know classes thoughts, views or questions. The way they have parent's come in to meet teacher's and the way parent's talk about their child as the best. Maybe not necessarily just SOF but how teachers are quick to judge student's behavior as the "bad" students versus the good ones, letting that affect their judgement of them, their grades and disciplinary action.

Hw # 48

Classroom full of teens watching two kids have rap - battle, some look on with awe or some with disgust. THEN all of a sudden someone opens the door and a strong gust of wind comes in. And at the door is a man dressed in a cape and tights, a HERO. But students look a each other and think hero's don't exist. ( Seemed to believe in Santa Claus when younger, why not a hero?) And then one kid bursts out laughing and soon enough the whole class was as well. But this did not shame this unknown hero, he walked to his desk and set down his man - bag and sat down. The whole class continued its loud banter.

Hero looks around and snaps his ruler on desk three times, the students stop what they' re doing not because he wanted their attention but because they wanted to see what this strange man was going to do. He smiles and looks around class and begins to talk about what it meant to be hero, having influence others, passion, helping those in need, etc. But after a while kids lost interest, some took naps while others pulled out cellphones to text their GF/BF or mom. But this didn't stop him, he thought to himself "one man can change the world... right now a class." He played itunes and instantly a beautiful woman in a red dress came in. Hero curtsied and began to dance with her, tango. Students looked on with interest because of dancing or of the woman.

He began to get through to them, slowly everyday. they would come in everyday to excited to learn dance moves, the guys mostly to dance with the girls. But they seemed to be learning something for once. One day he stopped the dancing and began his speech" this will transcend to your life outside the dance floor, you have learned to work with other, to learn to go with others pace, to communicate with partner, to be a leader and to be a follower. So much that will help you live your daily lives. Like the lessons you can learn from being a hero." Students applauded and teacher smiled he had finally reached his students.

I know my story is a little all over the the place but i tried to make it different but with same idea the "Super Teacher." Also had influence from the movie "Take the Lead" with Antonio Banderas which story about him coming into a "bad" school and changing their lives with ballroom dancing.

Hw # 47

1. New Teacher comes to change and make class "better" and making a huge impact on their lives...

2. Scene where teacher finally gets through to students. Background music violins and piano

3. Students dialogue and speech should be different then the teacher's, then teacher tries to follow their "codes"

4. Scene where class is out of control and don't pay any attention to teacher, people are in cliques or with friends, loud music and possibly a random dance - off or rap battle or something.

5. Back and forth argument between student and teacher

6. Teacher not directly answering or not at all a students question or argument, but rather talk about something us.

7. Tape on floor scene where student see they have things in common and can even be friends. Act it out and exaggerate the tone of room before and after this is done.

8.Maybe exaggerate everything to make comedic like teacher being a "savior" can come in a cape thinking hero and will change them or showing teenagers as actual as savages like Black board jungle movie did.

Hw # 46

The book I read was " We are Americans by William Perez, Perez tells the stories of twenty teens who immigrate to come to America for the " American Dream" to graduate high school and go to college. But after they graduate high school they hit a wall because they can not get a job legally or receive financial aid for college. One girl talks about how this happened to her and what it was like for her knowing she didn't really fit in because she wasn't American.These 20 teens are only some of the 65,000 that this happens to every year.

My topic is what people, teens or their families do in order to recieve a good education. The way this connects to my topic is it shows an example of what people do for education. How teens or their parents leave their native country for them to recieve a better education. But it also shows how hard it still is for some of them to attend college and accomplish goals or just achieve more once they arrive.

Book shows just one example what people do in order to get a good edacution, some leave their native countries coming from all around the world to come to U.S. to get an education, some work double shift or 2 jobs in order to pay college tuiton, some attend community college to be able to attend a regular college or university, some balance their school life and work life, some learn a complete other language, some stress about grades constantly, etc. While there are those who are born in U.S. and have parents who can pay for their college but take it for granted or just take another road, starting to work. (not that this wrong path) But at the same time there are teens who will do anything in order to attend college or get that better education that will lead to the better life.

Hw # 45

Hirshes theory and Sizer"s thoery do contradict each other because Hirshes theory is about not only learning required skills for reading comprehension but also a background knowledge on what one is learning. He also wanted schools to have a specific curriculm so the students could have deeper understnading than most. While Sizer's theory is all about

" that the student is a valued worker in that community, with the teacher in the role of mentor or coach" meaning student plays bigger role than versus in hirshes theory where its all based on curriculm given. He believed that schools should no longer have "one - size - fits - all educational methods, no more standardized tests which Hirshes did believe in giving tests to make sure students did learn the specific curriculm. they could be adapted together and have a bit of both allowing students to experience learning both ways.

Before came to SOF I had never known about things like Habits of Mind or to think more outside the "box". I just learned what i was given, a specific curriculm. All my friends and I were learning same things, even if in different school. But at SOF we learned about habits of mind; how to look at the significance of the situation or looking at it through alternate views. I do believe there are teachers who are inspired by Hirsh at SOF, that they teach us from a curriculm which all the following students after me will learn as well.

Reading about these theorists made me realize that the way education can be different but how can we know which one is actually effective? Could compare SOF to another school who has more of Hirshe's theory? And which education helps more outside of school?

Hw # 44

The first source: liberal arts specifically answered a question our class asked how is any of what we're learning going to help us in the future? This article answers by saying it is not the specific content that is important the way we are learning it, to "digest it" , to analyze, make our own conclusions or opinions about it. it is a struggle many teachers have is always being questioned of their curriculum and how important it is. This reminds me of how SOF has the habits of mind which help us analyze things, find significance, etc as a different way of teaching instead of just teaching specific content like linear functions or ionic bonding etc and moving on. But in high school there are limits to what one can learn, they are all generalized classes and have specific curriculum for us to take in order to graduate. My question is who decides what students should be learning every semester and every year? ( For example chemistry, algebra etc.) I believe a top priority for schools is to be able to show how significant the stuff they are learning really is, because usually students never get an answer to this and become discouraged. There are limits schools have that don't allow to change the entire curriculum every U.S. high school or allowing students to take only classes they would like.

With the second article i believe it is true that education does play a part in making society " prosperous" and more productive. The reason why we've had an economic crisis is because in high school we aren't taught how to open bank accounts, manage credit cards, pay off our debt, pay our bills etc. and so, many go into debt starting from entering college to possibly their retirement. In many countries they learn how to improve their society for the future while we mostly just live in the moment and just "patch" never fully fix something. But of course there are limits to what we can be taught and it brings up the argument been having for years of whether should having more life skills classes or core classes( like we have now.) But i think should have one life class to make it balanced, best of both worlds and it will allow students to have at least one class all will enjoy and learn things they won't question.

In third source ( USATODAY.com) tells the line we are always told from birth " go to school and get good grades, so you can get a good high - paying job." But the article says nowadays this " American Dream" is nearly impossible, because high - paying American jobs are going to begin disappearing. Which might make some say then why should i go to school if either way it will be hard to get a job much less a high - payed one. But article continues to say about how it has become more about the money. the numbers are what are most important than the loyal employee, causing for less employment. For those who get out of school expecting the better life only to face the fact that they are going to be unemployed for awhile. It also talks of the the need of more entrepreneurs who can create more real jobs. Its more about what you must expect after graduation, how maybe what we've always been told may not mean anything anymore if it won't actually guarantee a GOOD job.

In the last source it is of a teacher who believes “If you had an amazing teacher who was talented and passionate and given the freedom and support to teach well,” she said, “that was just 100 times more important than anything else.” The most important thing is not curriculum or the class size but the teacher, a teacher who actually cares and is passionate about their students. Reminded about when Ms. D came in and talked about how she liked to connect with students and she seemed like a teacher Ms. Kenny would like. And like our school, she didn't believe passing a standardized test made the student. She wants other things from her students; " I wanted them to be wholesome in character. I wanted them to be compassionate and to see life as a responsibility to give something to the world. I wanted them to have a sophisticated intellect. I wanted them to be avid readers, the kind of person who always has trouble putting a book down. And I raised them to be independent thinkers, to lead reflective and meaningful lives.” And from the success of her schools she must be doing something right, I also believe teacher plays a huge part in our education. If my teacher isn't passionate or enjoys teaching, it doesn't help my own learning process it makes me feel like why should it be important for me to learn if my teacher doesn't care or teaches poorly. It also says how in charter schools teachers can be fired for poor performance, which I thought went for all schools. But it should be known form beginning whether or not the teacher they are hiring fulfill the requirements Ms. Kenny has. At the same time isn't also important to have passionate students? Or does having a passionate teacher lead to that?

hw # 41

"Math and Reading Help." The Importance of High School. 2003 - 2010. Web. 4 Mar 2010.

It explains how important a high school diploma is, and how it will affect your life if you do or do not have it. Like job - wise, it is " a gateway to post - secondary education, better employment and a successful college experience. It gives evidence giving a percentage of number of jobs that require a type of education. ( 60 %!!)

Shows how society makes makes education seem the most neccessary "step" to a successful life or job. But when in reality there are many people in jobs they like and did not require full college affect. Then again there those who are not. so how do we make the decision of deciding if education is reall neccessary for a job or a "good" job?

Kolowich, Steve. "Tuition-free, online education? Try University of the People." (2/22/2010): 1. Web. 4 Mar 2010. .

Talks about how easy it is to attend college, that it acessible to any one with a internet connection. They ask questions like " How do you build quality programs without charging tuition? How effective would the project's peer-to-peer pedagogical model be in classrooms of students from vastly different cultural and educational traditions? Who would accredit such an operation at a time when the perceived value — even necessity — of a postsecondary education is ascendant in virtually every country?" In the end this way to get an education without leaving home but question is does it work?

Shows how society will do anything that is possible to get our generation and coming generation to follow the norm of society; must attend college to have the "good life" by using todays technology. Every single teen now own a computer and can access this new way to attend college, without the excuse of not having time for it, too far away, too expensive, etc. This supprts the idea of society trying to make us follow its norms and role of playing the student and getting an education.

"Expanding higher education can boost job chances for early school-leavers too." 18/09/2007. OECD, Web. 4 Mar 2010. .

Gives examples of how everywhere not just the U.S. students are deciding to recieve higher education (college) because of the reason that jobs are more attainable versus if you don't. just like the first article it gives percentages of how number people getting the jobs are those who choose to go to college.