Katy's Thoughts
I thought I would like this chapter more than I did. While I did find some inspiration in the story of this teacher, I found myself wishing that she was not working in a privileged school but could never figure out why I felt that way. Maybe because having worked in this environment for the past few years, it does not seem as demanding or draining as previous schools in lower income, predominantly bilingual areas. I wondered why this teacher versus another? Certainly this teacher has great character. She is described as “inspiring, creative” having “intellectual prowess, eclectic repertoire, and passion…a force to be reckoned with.” The mutual trust which Kay seeks to establish and maintain is crucial to building a relationship and atmosphere in which students feel comfortable taking the risks that will ultimately help them learn. She shares with many of us the constant motion with shifting focus and responding to demands seamlessly. Teaching is very demanding in many ways and it seems that these qualities are prerequisites for this career path. I love the way that this teacher strives to make real world connections for her students by bringing in speakers who embody their readings and provide perspective into issues which are often controversial. She thinks out of the box which is great for her students.I admire her willingness to push the envelope and apologize after the fact when she feels it necessary to provide the kids with alternate views. Like the other people we have read about, Kay uses her networks and connections for the benefit of her clients. I could identify with the feeling that teachers in affluent school systems can become complacent with the status quo of excellence and decisions based on fear of litigation because that often seems to be a problem at my school. It’s the attitude of “if it ain’t broke, don’t fix it.” Along those lines, I often wonder if the school is excellent because of the teachers or because of the families that have taught them how to do school with a plethora of resources which contribute to their learning. Teachers no doubt contribute to that but it seems easier when kids come to school with prerequisite skills and a background of education in Preschool from an early age.
I love the way Kay teaches the kids to put their thoughts into words and teaches that there are no right or wrong answers. She seems to embody many of the qualities of a progressive teacher that we have been reading about. She teaches through different modalities to the needs of the students and realizes that there is more than one way of knowing which seems to come from a respect for multiple intelligences. She wants her students to be lifelong learners who are self motivated and responsible. I am finding a common thread in the stories we have read thus far of respect being taught in the home through a healthy upbringing of knowing you are loved. Parents who listen, honor uniqueness, are civil and fair…many of the qualities we have read about in Freire. That begs the question, “If these skills are not modeled during childhood, can they be taught later in life?” If you do not feel safe and respected at home, will you ever be willing to be vulnerable? The other question I had was related to Kay’s support of the students outside of school. She attended a basketball game of one of her favorite students but I wondered what about the kids who are harder to like or the kids that we try so hard to reach but do not give an inch? Are they as easy to support as the favorites?
Katy, you bring up some good points...We haven't really seen how respect is challenged in this book. It is very interesting that Kay isn't from a different area of the city. Sometimes I wonder about the question you ask. Can respect be taught later in life? I hope so. I think it takes a deep emotional connection with someone who exhibits that respect we talk about. I also wonder how to we continue to show respect when there are those who won't or don't return it. You know I also read your comments about my thoughts and I agree that we teachers must get on the same page on certain issues to help us move foreward. As I read some of the other summaries that people post, I think I may suggest some of these books for book study groups next year. One thing I'm not sure we show is respect to each other at our school. There is a definite distrust between the primary grades and the intermediate grades. I wonder if we took on some of the books as book studies next year, would that facilitate conversation that would build respect? Is it a chicken or egg thing? Do we have to exhibit respect before these book studies are effective? Or, do we do the book studies to build respect? Jacqueline
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Jacqueline's Thoughts
As I got into chapter 3 about healing, things seemed a little more familiar. Maybe that is because Kay Cottle has the same profession that we do. The chapter was named Dialogue however, I also think a major theme is balance. But, I'll get into what I mean by that later. Kay is a wonderful teacher. I wish that all teachers could be like this. And maybe they are at some point in their careers. I found that she uses certain characteristics as positive traits to build respect. She affirms the thought processes that the kids go through in discovering new learning. On page 98, the author writes, "They know that in Mrs. Cottle's class there are no right or wrong answers, only opportunities to deepen the dialogue." She also questions and affirms why the students choose to present learning in certain ways. One student seemed to represent each theme within a topic by a different visual object. However, in discussion with this student, she gained more understanding of why he chose those objects and how they all relate to one another. Another student chose to draw a person without a sword because she didn't want violence to overshadow the other themes that the students thought were important to the topic of study. Kay cottle went on to say that students need to remember this when studying in the future, every person represents their own understanding in their presentations or artwork and it could be a different understanding than yours. But, she still found ways of valuing what the kids brought to the table and affirming them in their discussions. She always encouraged the students to make connections to the real world. Even if they did a great job of understanding certain ideas, she then wanted them to apply that learning to today's society. This is important to keeping the students engaged.
The other theme that the author doesn't talk about that I think Kay Cottle is good at is balance. She finds balance in whatever she is doing. She finds balance in the amount of talk that she presents to the students. She tries to make sure that the stories that she shares with the students are relevant to the class and easy to understand. She knows that she sometimes pushes the boundaries on controversy, but she finds a balance between learning and what she must do to provide examples and further understandings. She must find a balance in what she does do and say. On page 96, the author writes, "She knows that if she asks for permission to do the offbeat and provocative things she wants to do, the superintendent or principal may balk, a reluctance often based on fear of litigation. If she goes ahead and does what she thinks is "intellectually and spiritually enriching" for the students-stretching their minds, raising hard questions-she believes that all will ususally work out." I think for me that is the lesson that I am currently learning. I am such a rule follower that I am the first one to share my ideas with administration, looking for affirmation. However, I realize that I can't keep asking if I know that they may balk. I have to take on Kay's attitude and hope that it will work out in the end. I also have to find balance in our class discussions as well. I know it is very hard for me to keep my mouth shut, but I should be waying the pros and cons of everything I say like Kay does. I should be asking how is this going to move the learning forward. Am I keeping someone else from sharing their thoughts. I don't just do it at GSU, I also do it in Sunday School class, faculty meetings, etc. I have got to back off so that others will take a more active role and move their learning forward through deep conversation. Another great chapter to think about!
Jacqueline,
There is no doubt that the students in her class were engaged and are learning a lot from Kay. A huge part of keeping students engaged is relating teaching to the real world and Kay excels in that. I agree with you about not always asking permission but I think that we can only say we didn't know so many times before we lose the independence. It also depends on how big of waves you are making. We have to find the balance between taking a stand on the really important issues and letting some things go. We would not allow our students to defy us over and over while telling us again and again they did not know better. I think that we can make a change in the system individually but real change in school policy will not come until teachers get together on important issues and make a stand. I looked at the information that Teresa gave and followed the links and if you look at the clubs like she said, the community and you would think school administration is a lot more tolerant than what we face in the south.
Katy
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Teresa's Thoughts
http://209.85.165.104/search?q=cache:mCH_Ve9jHQYJ:www.weston.org/schools/hs/guid/documents/WESTONHIGHSCHOOLClubCatalog2004-
2005.doc+Kay+Cottle&hl=en&ct=clnk&cd=13&gl=us
http://www.publicschoolreview.com/school_ov/school_id/38786
This site gives demographics of the high school where Kay Mikkelson Cottle teaches in the Social Science/history department. Be sure to click on the 'VIEW this school link' at the top left. There you will find information about Kay, including a picture of her.
As I read this chapter, especially the opening, I wondered how the faculty was able to dress like "sexyhookers" (p.94), clowns, etc. It was certainly a world away from where I teach. We can't even breathe Halloween, much less think of costumes. Where is this place that is so tolerant? I also wondered how Respect is related to dialogue. I wondered why Sara Lawrence-Lightfoot chose to include Kay Cottle in her book about respect. How did this seemingly ordinary person become a subject to be included? You know this sent me on a search!! What I found out is that Kay Cottle lives and works in an environment that is far from ordinary. The school is located outside of Boston, about twelve miles from that metropolitan city. As best as I can find, she is married to a professor at Boston University, Thomas Cottle, who is quite famous on his own. I made the connection to Professor Lawrence-Lightfoot because she is a sociologist, Kay is a history teacher in the social science department, and her husband is a social/psychologist in the university level academic world.
The community is one of privilege. Homes range to $6 million plus with very little transient activity. Her school has only 600+ students. The average student/teacher ratio is 11/1. There is a small ratio of white to otherstudents (check out the website above). When checking out the school web site, there was a multitude of clubs, many of which include activities i. e. lacross,theatre, that are not commonly found in 'ordinary' schools. I make note of this only to imply that the community encourages and values thinking beyond what we commonly encounter. How can she truly speak to those of us who must wade through bureaucratic heirarchies (i.e. RIT, etc.)to be advocates for our students.
The reference to Yeats' "Dreams" made me sad and yet hopeful, especially when I think of the risk involved when students become involved in the 'schooling community.'The quote on page 105, "Real curiosity often gets knocked out of kids during their early schooling and almost disappears by the time they reach high school." I think of all those little faces that have come through the door of our classrooms, bright-eyed, eager, and expectant.I think ofthe hopes of their parents as they relinquish their hold on their prescious little ones. What a leap of faith and trust on their part and what a responsibility we have as teachers to live up to all of this. There is no greater satisfaction than seeing the growth towards becoming a 'literate' person and knowing you helped one more student acquire steps for navigating their way to academic success. On the other hand, how do we instill dreams into those who are already beaten down before they enter the halls of academia? The word equity keeps floating through my brain, but I'm not sure exactly how I relate it to all of this.
I thought of you, Jacqueline, as Kay referenced her parents and the influence they had in her life. You frequently make reference to the differences in your upbringing and that of your husband. I think that this gives you a special insight. As Kay said on page 103, "The variety, the differences feel very familiar to me sinceI was raised by parents who were so distinctly different. First I want to help my students enjoy the difference, I want them to appreciate the incredible variety of feelings and thought...then I want them to work together to find a common ground." While the experiences you have are not from childhood, I think that you probably make personal connections to your students as a result ofyour insightand are able to make them 'belong.' I think that this is very empowering to both you and to them.
And, Katy, when you said "I wondered what about the kids who are harder to like or the kids that we try so hard to reach but do not give an inch?", made me think of the reference to "interweaving ideas." "...respectful interacations does not happen automatically or immediately in the classroom. It evolves and grows over time with modeling and reinforcement by the teacher, and it must be nourished in an environment of trust and openness."(p.104) We certainly have a huge responsiblity, but we also have to be patient and realize that we are but one influence in their lives.
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Teresa,
Thanks for taking the time to research all of that information. It was mentioned that she taught in an affluent school but that is even more elite than I thought. In light of that information, I found myself looking at the chapter very differently but I think I am being too critical. She is teaching in the equivalent of a school that parents pay big bucks for in this area. The extremely small class size seems to provide more opportunity for social justice teaching than overcrowded classrooms that we read about and see on Oprah where the focus is on getting the kids to come to class when there are not enough desks. Seemingly, it would be a lot easier to develop a relationship with 11 students and give more attention to each of them than in an overcrowded inner city school. I am having trouble seeing how Kay fits in with the theme of this book. Not to discredit the things she is doing because I think she is teaching important social lessons to kids who have potentially never thought of the injustice. I am also wondering for what purpose these lessons are being taught. Do parents want this so their kids know about injustice for when they are powerful or is it to apologize in some way for their wealth? I would love to read more about how her teaching impacts the direction in which these kids went and to see how they feel her teaching has impacted them. I do not doubt that she would give the same respect to kids in any school environment because she values relationships. I am just wondering how her teaching would look in a different school where students are not so privileged. As far as the kids who are not so easy to like, I just think that those are the kids who need our attention the most and who are least likely to get it. Sort of like the measure of our character is how we treat people when no one is looking. I think it is great that she went to her favorite students basketball game but more important is taking an interest in that kid who seems to hate you. I would love to hear your thoughts on how the environment impacted your take on her teaching.
Katy
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