Quote: "If an educational leader's community is foolish enough to make say, only test scores the good of education, then that lack of reverence limits even the best leaders" (Rud, 2010).
Response:
I chose this quote because in today's school system I feel that the wrong things are emphasized. Case in point: test scores. I am by no means saying that test scores are worthless.They provide essential information to educators in order for them to modify and teach the curriculum. However in my experience, as testing season becomes closer and closer, instruction changes considerably from engaging and meaningful to drill and kill "learn the facts". As the article suggested, school leaders (superintendents and principals) focus a surplus amount on raising the scores in math and English and exclude the fine arts subjects. When this happens students are likely to have an aversion to language arts and math because the subjects that offer equal or greater values are being taken away. This example does not hold a strong foundation for reverent and culturally responsive teaching.
Reverent listening is the "recognition of the need for aid and sustenance by others" (Rud, 2010). This supports culturally responsive teaching because as educators you need to listen to your students in order to know their needs. This can happen through communication or more powerfully, silence. Reverent listening requires you to know the students in your classroom inside and out to be able to teach them effectively . If you are culturally responsive this should be easy to do.
In order for reverent listening to take place, teachers must be able to catch their students' attention. My high school biology teacher always had an interesting story to tell relating to what we were learning. This often turned into a whole block period off subject but in the end his students learned not only through hands on experiences but having a story to connect the concept as well. Having an engaging lesson or just like the teacher in the Hobart Shakespearean movie, having a passion for what your teaching isn't forcing your students to listen. If you are enjoying what you are teaching, more than likely so will your class.
Having a "laundry list of value ethics" is saying that you have a predetermined ranking of ethical values. Many teachers run a "tight ship" when it comes to their classroom because they want things done their way. This is not culturally responsive because not everyone has the same "predetermined list". Teachers need to be flexible and prepared to help students when they are struggling. If students are seeing something differently it doesn't mean that they are incorrect, they just don't have the same views.
I've had many teachers that expressed reverence. They each took their time to listen to a students explanation and didn't single a student out when a mistake was made. Having a teacher like this made me want to go to their classroom and not be afraid to participate when needed. Each student was valued and made to feel important.
A "toxic" school is one that exhibits "irreverent culture where listening no longer occurs" (Rud, 2010). In schools like this, teachers are arrogant, dominating, and do not take difference into account.
"...reverent teachers exhibit the following traits. They show awe and wonder before the subject matter they teach. These teachers also have deep respect for their students while seeking to deserve their respect. Reverent teachers show strong leadership and include others in their deliberations. They also understand the importance of ritual and ceremony in establishing classroom and school community" (Rud, 2010).
This quote fits into my teaching philosophy because I believe that by possessing these traits you're establishing a respectable reputation with your students and creating an atmosphere that allocates student learning.
Below is a link to a list of activities to use to teach students respect. I think it is extremely important for students to not only respect their teacher but also their peers. These are great activities that can be modified to any level.
35 Activities for Respect
References
Teachers College Record Volume 112 Number 11, 2010, p. 2777-2792
http://www.tcrecord.org ID Number: 15792, Date Accessed: 9/19/2012 9:32:00 PM
Borba, M. (2006). 35 activities your students can do to learn respect. Retrieved from http://www.micheleborba.com/Pages/BMI05.htm
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