So What Should You Do?
Manya Whitaker, Ph.D. Teaching and Learning in the Urban Classroom. Colorado College. 3.30.12.
Common teaching practices in urban schools: (Haberman, 1991)
• Giving information • Asking questions • Giving directions • Making assignments • Monitoring seatwork • Reviewing assignments • Giving tests • Reviewing tests • Assigning homework • Reviewing homework • Settling disputes • Punishing non-compliance • Grading papers • Giving grades
This is a pedagogy in which learners can succeed without becoming either involved or thoughtful.
Common learning strategies for urban students (Anyon, 1980):
• Emphasis on following steps • Little decision making • No connections across subjects or tasks • No ‘big picture’ explanations • Little use of textbooks • Work is evaluated for adherence to
procedures • Teacher is the sole source of
information • Questions should not be asked • There is no talking • Notes should be copied from the board • Non-compliance to rules/procedures is
the worst offense
In these classrooms learning involves rote behavior, and course content is ahistorical, irrelevant, and fact-based.
Promising teaching practices in urban schools: (Haberman, 1991)
• Involving students in issues they regard as vital concerns
• Engaging issues of human difference
• Constructing a ‘big picture’ • Including student input • Applying knowledge in their world • Providing experiential learning
opportunities • Facilitating heterogeneous groups • Encouraging students to challenge
texts, you, and each other • Making time for revision • Utilizing technology • Allowing for self-reflection
This is a pedagogy in which students compare, analyze, synthesize, and evaluate class content in relation to themselves and society.
Promising learning strategies for urban students (Anyon, 1980):
• Emphasis on problem-solving • The process is often more important
than the end product • Research enhances learning • Make connections to current social
issues • Discussion yields deeper thought • Applying knowledge is more
important than acquiring knowledge • Leadership is desirable • Initiative is expected • Autonomy is required • Learning can’t be restricted by
schedules • Accessing and utilizing resources is
a part of learning
In these classrooms learning is developing analytical powers, and course content is contextual, challenging, and interdisciplinary.