The ways and means by which we approach this ought to vary, because without variation, we have no synergy.Īs group member ODB would say, "Wu-Tang is for the children." Wu-Tang is also for the adults.Coming back as a response to the smooth, chill vibes emanating from the west coast hip-hop scene, we are confronted with the in-your-face response from Staten Island, in the form of Wu-Tang Clan, an eclectic mix of rappers who delivered their explosive debut, “Enter the Wu-Tang (36 Chambers)”. It's that they all work toward a common goal with a common understanding about those goals. The secret to success isn't that everyone works exactly the same way. In our schools, we sometimes bemoan the lack of staff members who think exactly like us about every single issue. With such varied styles, one wonders how Wu-Tang's leader RZA assembled these nine masters of the mic into a cohesive collaboration, forming the most lyrically potent rap group ever. If you're not as lucky, your best bet is to arm yourself with the qualitative data, student support and research to back up your stance. If you're lucky enough to have an administrator on the cutting edge of pedagogical practice, this may not apply to you. For every so-called bad teacher that gets in the news, there are plenty of innovative and creative teachers who try to blaze a trail in their classrooms only to have their voices suppressed. "Protect Ya Neck"Īs with many of the techniques presented here, school systems aren't ready to see teachers reorganize the way they teach or the way they collaborate with other colleagues. Often, the student just wants to get a sense of what the teacher brings to the classroom, and an attentive teacher can turn that expertise into something brilliant and relevant for each student.
Many educators in our circles know that it’s harder to reach a student that doesn't like you on some level. Some of it might astonish us, but their experiences give us a window by which we might reach them. "C.R.E.A.M."Īs the adults in schools, we have an obligation to get a sense of our students’ perspectives on life. When we put our best teachers forward, we put our entire staff in the limelight. Leaders are simply exemplars for the school, not exceptions. When we get together in our clans and find ourselves in positions of leadership (administration included), each of us has our role to play in school. That's the way teacher leadership ought to work.
Barnett Berry, the best type of leadership is the type where the leader leads without stepping on others to do so.
In fact, we ought to encourage as much ruckus as possible. Yet learning is messy, and when we're done with a "lesson" or the lecture portion of a topic, we should give them ample opportunity to struggle, wrestle and argue with their classmates over the material in front of them. To some extent, I see the validity of having routines for children. "Bring da Ruckus"Ĭlassroom management is often mistaken for "keep the kids quiet in rows for the whole period." When our students walk into a classroom, they're expected to plug away at their work like robots do. While the song "Method Man" deserved its own post, here are some ideas from the rest of the album for you to consider in your classrooms. If we can reach our students on their level, we have the opportunity to make our pedagogy relevant to some of our harder-to-reach students of all backgrounds. Your first question ought to be, "What in the world does this have to do with my classroom?" Well, it has lots to do everybody's classroom, as evidenced by GZA’s recent work with Professor Christopher Emdin and science education.
0 kommentar(er)
