Charging through You Cant Say You Cant Play, I was able to connect
Paley’s practices to multiple personal life experiences, and classroom learning
experiences as well. Paley hits on several completely standalone important
topics pertaining to the growth of an individual, not only academically, but
internally as well…rejection, exclusion, democracy, speaking up for ourselves,
and communication.
Much of what I read throughout the book heavily coincided
with our Disabilities module. The whole notion of exclusion in the classroom
was challenged throughout the story, both in Magpies travels and directly in
classroom discussion. Employing a Social Model perspective, Paley believed that
it shouldn’t be the responsibility of the individual “outcast” to change, but
the responsibility of the entire group. “The group miust change its attitudes
and expectation towards those who, for whatever reason, are not yet part of the
system” (pg33). This was done through exposure of the topic of exclusion during
story time, and encouraging the students to think about and address what
exclusion really is, and why it happens. I was also able to make connections to
our current Child Development class. On page 61, the children are discussing
whether or not it is right to exclude someone based on sex or gender, giving
the reasoning that boys and girls like different things. This directly
correlates with the topic of gender bias that we were recently discussing in
class, which points to the fact that at a very young age, children already have
a very good idea of what is appropriate for boys and what is appropriate for
girls.
I will use several strategies from Paley’s book in my
classroom. Paley allowed her students to critically evaluate social problems,
and democratically discuss what their thoughts were. This should be implemented
in all levels of learning in education. On page 41, Paley has summarized the children’s
reasons that the rule may not work. By doing so, she has not only validated
their thoughts, but she has helped them formulate a concrete stance on
something they were passionate about. I like the fact that Paley allowed for
children to recognize and rectify their own mistakes before they were penalized
for them. “ If you hit once it could be a mistake or an accident, but if you
hit again, you have to leave the game” (pg. 82).
What struck me most about this piece was not so much the
rule that Paley prescribed for her classroom, but the manner in which the
development and implementation of the rule panned out. Often times, we forget
the power of Young children to amaze us with their wisdom, insight, and intelligence.
Paley allowed for her students to engage in a process that would ultimately
decide their fate for the next few months of their lives, which for children,
is a pretty big deal. Not only was she able to create independence and a sense
of pride for her students, but she was able to equip them with a few of the
problem solving skills that they wil need to be compassionate, understanding
and democratic “bosses” in the future.
Deb, I liked how you viewed the story through the lens of the social model to point out that most often it is the structure outside of the individual that needs to be changed.
ReplyDeleteI, too, was impressed not by the rule that Paley pondered instilling, but the way that she investigated its validity through discourse with her and other students. I think that we don't give children enough credit in their abilities of "wisdom, insight, and intelligence". Paley, herself, lamented the fact that the following classes will probably not have the opportunity for the depth of understanding to the rule. Though, there surely will be many conversations to repeat in regards to its fairness.