As part of the UBC Education program I have taken two courses with Lori MacIntosh on issues of social justice. Her innovative teaching style and teaching method sparked eye-opening socratic discussions. Combining film as a medium for exploring and engaging youth on some tougher issues enables student to explore the topics by reflecting on the media portrayal, an reflect on their own behavior Identity is a big part of youth culture, as is the influence of peers. In a classroom we may be faced with students who openly challenge the status quo, or express views they have not considered the consequences of such as racism, or homophobic viewpoints.
ARTIFACT from EDUC 428 that looks at Identity and Peer Pressure via the film Thirteen
Students come from all walks of life and with their own concerns. In my Foods class, one of my students L– had transferred schools from one school to the next. This student was courageously dealing with trans-gender issues, as well as being defiant and missing a lot of classes. L was a bright and capable student. When L attended classes and did the work , achieved one of the highest marks in the class. Yet there were still challenges, as my Practicum memoir alludes to:
In the previous week I followed up with the counselor, finding out the student has not been attending an number of other classes as well. For my Foods 12 class, the student showed up for the quiz, missing 2 prior classes, including the review the previous day.
The student came into my class, turned around and left. I excused myself from the class and followed the student to the cafeteria telling L– to come back to class. The note was up on the door as we were switching rooms. The shared class with Ms. J was using mixers, so we needed a quiet venue for the quiz.
The class began the quiz. I handed out the notes and quiz. L had taken a look at the quiz and realized L– did not know the answers. What struck me most when L– made the request to write the quiz later, was the look of panic on L–‘s face. I granted the request. Working diligently, L– caught up on two assignments from previous classes while others were writing their quiz.
Upon debriefing with my sponsor teacher later, she would have had L– write the quiz and fail and then rewrite the quiz at a later date, saying the first quiz does not count.
“Is using negative behaviourist approach is the best method?,” I asked. She did not have an alternative suggestion. I still ponder this. Here is an area where I want to expand my abilities and understanding. I want to follow this up for my own learning: what other methods could one employ? I know if a sense of panic sets in, there is reduced chance of success, because of the adrenaline response that is employed and the thinking processes are reduced.
When the quiz was done, I gave the student the worksheets L needed for the quiz. Unfortunately, L has a habit of being impatient. At one point L used the F*** word under his breath. I needed to stop, breathe and say I did not want to be sworn at. I told him he needed to apologize. Clarifying L’s intention, we moved on. I did the best I could do at the time. L– will be caught up and pass.
L– did more than that, writing the quiz L– achieved one of the highest marks in the class. It would take longer than 5 weeks to develop a stronger rapport, however we both made efforts and a few errors and life goes on.
