Mr Krabs

Thinking about critical literacy in my classroom, I thought that I needed to “break my students in.” They would not know how to look at a piece of literature, a poster, or even something in class and question what they were seeing. I was called out of class one day this last week, and left a handout for the students to complete. The main topic was creating Punnett Squares using SpongeBob and friends as the species being crossed.

I thought that the students would be engaged because of the often interest in SpongeBob. However, when I got back, the students were upset. The handout said that Mr. Krabs had a baby Krab, yet on the show, Pearl is his daughter, who is not a Krab. My students were very concerned with this inaccuracy. I was shocked that they took the initiative to question what I asked them to do, and analyze the writing with a critical eye. They pointed this out without my instigating. I think that this questioning is the beginning of things to come. Once they start to analyze what they see, they wont be able to stop.

Welcome to the Classroom

On the first day of class, we graduate students were presented with several images. Each image that was presented could be looked at least two different views. The viewer would ultimately see several images in the picture. I struggled with changing my perspective from the original image that I saw, in order to see the other image that could be found in the picture. As each of us looked for the image, we used our own perspective or schema, to give meaning in our own way. We identified what we saw then tried to change our perspective to see the other image.

In class this week, I asked my students, “What is a trend?” All eighteen replied to me with a definition. They were trying to define the word that they use many times a day. I was shocked! Using my perspective, I thought that I was asking for examples of trends. I wanted to hear things like, ipods, boots, or the current most fashionable shirt. But instead these students gave me “Something that everyone seems to like or follow” as their final outcome. It took them a moment to realize that I was taking a side step from the periodic table, and talking about their lives. I was trying to relate the material to them. Once we were on the same page, we put the two together, trends in their lives, and the periodic table. But again, they struggled with this. My students wanted concrete solid Chemistry. They have a hard time putting themselves in the material, and an even harder time taking the material to their lives. I want them to know the material, but know it so that they can use it and relate it to their lives. My challenge to myself it to make the students live the material.