Answered: 1. How does Ms. Hamilton's approach to…

Social Psychology (10th Edition)

10th Edition

ISBN:9780134641287

Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Publisher:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Chapter1: Introducing Social Psychology

Section: Chapter Questions

Problem 1RQ1

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I need help with this case study, im confused?

1. How does Ms. Hamilton's approach to students sharing their stories and developing a
classroom community fit into education that is multicultural?
2. The screenplay Smoke Signals includes a number of stereotypes about Native
Americans. Why would miss Hamilton have chosen to play with such stereotypes?
3. When stereotypes about a group of people surface in students' discussions and writings
how could you help students recognize and critique them?
4. How would you define student-centered teaching versus a teacher-centered teaching?

Transcribed Image Text:When Ms. Hamilton returned to John F. Kennedy High School where she had taught for 5 years before her daughter was born, she found that her junior English class was stuffed with 40 students as a result of another budget cut. Nevertheless, she was anxious to be engaged with her African American, Latinx, Asian American, and White students to develop critical thinking skills as they explored literature about their own and others' lives. She had forgotten how difficult it could be to engage high schoolers at the beginning of the year. She was competing with cell phones, side conversations among students, and students who were strolling in and out of the room. Few students were completing the assigned work. Developing productive relationships with students and a classroom community was going to take some serious work. Ms. Hamilton chose the screenplay Smoke Signals by Sherman Alexie as the first book the class would tackle because it focused on relationships between children and their parents. At first students weren't engaged with the play, however when Terrell declared that the father was an alcoholic a**hole other students began to talk about how the father was treating his son and why he was drinking. Not all students talked but it was a positive step forward. The turning point came when Ms. Hamilton asked students to write a forgiveness poem after reading Lucille Clifton's "forgiving my father", and two students' poems in which a student forgave her mother in one poem and another student forgave his father in the second poem. Before they wrote their poems, they made a list of the people they wanted to forgive or not forgive. All of the students were writing, and some were sharing their work with a peer. Near the end of the class several students read their poems. They cried together as they share their forgiveness poems written to absent fathers, over committed mothers, and themselves. On the following day they wanted to share more Ms. Hamilton was beginning to place the students at the center of the class. The curriculum was becoming their stories and they were beginning to see themselves as part of a community in which they cared for each other. As they read other books, poems, and short stories that Ms. Hamilton introduced throughout the year, they were encouraged to walk in the shoes of the characters they met, developing empathy for people from cultural groups different from their own. Students shared their reflections on those characters and the conditions in which they lived in their dialogue journals. Students interviewed a classmate from a different ethnic or racial group and wrote a profile about their partner to share with the class. They learn the harrowing experiences that some of their immigrant classmates had experienced before coming to the United States. One student learned that her partner's brother had been killed in Iraq before her family fled the country. While an immigrant student learned that his partner's brother had been killed in the crossfire of gang members several blocks from the school. As students learn from each other through these profiles, role playing, writing about different perspectives on historical events, and reflecting on what they were learning, they expanded their knowledge about and empathy toward people whose race, cultural identity, gender identity, and native language differed from their own .

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