Good Intentions Are Not Enough!
Matthew Ross
Instructor: Tom McKenna
ED 420 Assignment #1
October 2007
Good Intentioned Educators
Good intentioned educators come in all shapes, sizes, colors, religious backgrounds, and people groups.
Good intentioned educators think they’re helping students by telling them to stop using their “broken-English” and replacing it with “standard English” only.
Good intentioned educators think they’re helping by postulating dominant culture norms as “normal” and “good” and everything else then as abnormal and not good.
Good intentioned educators think that whatever they do is okay because of the notion that they’re trying with “good” motives.
Good intentioned educators think of certain students’ cultural qualities as deficiencies rather than assets.
Good intentioned educators perpetuate oppression by stereotyping their students.
Good intentioned educators perpetuate oppression by not actively fighting against it.
Good intentioned educators think that because they aren’t overtly racist that they can’t be upholding racism.
Good intentioned educators think that because of the Civil Rights Movement, “things have changed” and oppression and racism has all but disappeared.
Good intentioned educators never challenge the current systems of our country that were orchestrated by and for racist people hundreds of years ago.
Good intentioned educators subconsciously teach students to be dependant rather than independent.
Good intentioned educators think that mediocre results from some students are normal and the best that some students can do; in other words, these educators have low expectations for certain students.
Good intentioned educators naively think that their academic success will properly prepare them to be successful teachers of all students.
Good intentioned educators think that if what they were taught in school doesn’t work with students then there’s something wrong with the students.
Good intentioned educators are many times liberal, non-religious, environment-friendly, and “tolerant”; at the same time good intentioned educators can be scary to me and I wish many of them wouldn’t teach.
Having good intentions is not enough to become a successful teacher of all students. Successful educators of all students admit when they’re wrong, seek out to build harmonious relationships with their students, look at differences as assets, and hold all students to high expectations; in addition, successful educators weave their students’ related and meaningful cultural facts into their entire curriculum so as to give students a connection and promote high esteem.
Successful educators are liberators!!!
Instructor: Tom McKenna
ED 420 Assignment #1
October 2007
Good Intentioned Educators
Good intentioned educators come in all shapes, sizes, colors, religious backgrounds, and people groups.
Good intentioned educators think they’re helping students by telling them to stop using their “broken-English” and replacing it with “standard English” only.
Good intentioned educators think they’re helping by postulating dominant culture norms as “normal” and “good” and everything else then as abnormal and not good.
Good intentioned educators think that whatever they do is okay because of the notion that they’re trying with “good” motives.
Good intentioned educators think of certain students’ cultural qualities as deficiencies rather than assets.
Good intentioned educators perpetuate oppression by stereotyping their students.
Good intentioned educators perpetuate oppression by not actively fighting against it.
Good intentioned educators think that because they aren’t overtly racist that they can’t be upholding racism.
Good intentioned educators think that because of the Civil Rights Movement, “things have changed” and oppression and racism has all but disappeared.
Good intentioned educators never challenge the current systems of our country that were orchestrated by and for racist people hundreds of years ago.
Good intentioned educators subconsciously teach students to be dependant rather than independent.
Good intentioned educators think that mediocre results from some students are normal and the best that some students can do; in other words, these educators have low expectations for certain students.
Good intentioned educators naively think that their academic success will properly prepare them to be successful teachers of all students.
Good intentioned educators think that if what they were taught in school doesn’t work with students then there’s something wrong with the students.
Good intentioned educators are many times liberal, non-religious, environment-friendly, and “tolerant”; at the same time good intentioned educators can be scary to me and I wish many of them wouldn’t teach.
Having good intentions is not enough to become a successful teacher of all students. Successful educators of all students admit when they’re wrong, seek out to build harmonious relationships with their students, look at differences as assets, and hold all students to high expectations; in addition, successful educators weave their students’ related and meaningful cultural facts into their entire curriculum so as to give students a connection and promote high esteem.
Successful educators are liberators!!!
Posted by
at
16:54:23
Hey thanks for reminding me! My paper is up now and i hope you like it.
I’m doing really well this quarter, its only a week in but I’ve been trying to stay on top of things and so far its working. I’m taking Millner’s Contemporary Black Cinema class and I think it will be a great time. People have told me that his classes are all about attendance and it sounds like they’re going to be at least partly right.
I look forward to reading more of your blog and I’ll try to make some comments about what I think.
THANKS MATT!! Good to hear from you.
Jasmine