Blog post #2
Delpit's "The Silenced Dialogue"
ARGUMENT: In "The Silenced Dialogue," Lisa Delpit discusses the importance of dialogue in educational settings and focuses attention on its role in encouraging understanding and promoting learning for all students. She wanted to identify the obstacles that prevent effective communication and find ways to create an open and inclusive dialogue among students and educators. Delpit also states the importance of explicitly conveying information and rules instead of using implicit methods. Basically, it is important to describe and discuss a topic clearly, ensuring that all students can understand the message. By using this approach, teachers can minimize confusion and ensure that students understand the subject matter effectively, regardless of their backgrounds. Teachers need to be conscious of their own power dynamics and be open-minded in actively listening and getting opinions from Individuals who are familiar with teaching students of color which would be beneficial to educators who are not. This active listening allows educators to gain a better understanding of how to adjust their teaching methods to help all students better understand the material being taught. By being open to different ideas, teachers can create a learning environment that is inclusive and successful for all. The text argues that the suppression of dialogue, whether intentional or unintentional, can cause issues of understanding among individuals and communities. Delpit provides various examples of how fear and social pressures can contribute to silencing important discussions. When she describes individuals, especially those of color, trying to offer their perspectives on learning, they are immediately dismissed and unheard, creating silence among these individuals. By disregarding opinions, teachers are ignoring important information that could be crucial for student success. If we address the issues of communication, promote active listening, and encourage open and inclusive discussions, educators can create a positive environment that promotes the growth and understanding of all students, regardless of their backgrounds and experiences. Unfortunately, many teachers have their own methods of teaching and expect every student to absorb and understand information in the same way. Although most educators are required to follow the school system’s curriculum, we can still change how we execute that information in the classrooms. As a teacher, I have always been open to advice and opinions on changing certain methods used in the classroom. Our student population in schools has become more diverse and we need more educators to be open-minded to new ideas that will be an advantage and valuable to students of all backgrounds.
https://www.nsta.org/science-teacher/science-teacher-septemberoctober-2021/c2ast-critical-and-cultural-approaches
It is important too how you noted that miscommunication on part of the educator can be both intentional and unintentional. Sometimes the teacher doesn't always know there is a problem at all and students don't always know what the right questions are to ask.
ReplyDeleteCouldn't agree more Jennifer. If educators band together and encorporate relatable connections combined with the curriculum, as a result, teachers can come from a familiar context when teaching content. With flexibility and communication between other educators, a positive and productive classroom is possible, but not easy to achieve.
ReplyDeleteHi Jen! I like your point about Delpit explaining that teachers need to make sure their expectations are clear. I am a teacher's assistant. In my classroom, I can see that kids not understanding directions leads to misbehavior. It is not because they are inherently “bad” kids., Having multiple methods to teach a topic is the best for developmentally appropriate practice. All kids learn at different levels and need to be supported accordingly. I am learning about developmentally appropriate practice in my ECE major.
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