cgksheff Posted October 2, 2012 Share Posted October 2, 2012 Back to the article ... It's not a "he" but a "she". There is some lazy reporting in the first instance and then some stirring by the Huffington Post. The principal was trying to say that when you are using something (verbally) as an example when teaching, you should be aware of the cultural differences amongst the students that may limit their understanding of that example. The article fails to explain that very well and doesn't put the example in context. Teacher says " ... has the same nutritional value as a PB Sandwich" or " ..... tastes as yucky as a PB Sandwich" or " .... has the same relative density and perpetual motions as a PB Sandwich" All those examples are wasted on students who have never come across a PB Sandwich in their lives. ... and they are going to have to ask teacher what it means? With more culturally mixed classrooms, teachers may choose to be more selective in their use of day-to-day examples if they are to succeed with all students. Innit? Original Article Link to comment Share on other sites More sharing options...
JFKvsNixon Posted October 2, 2012 Share Posted October 2, 2012 Back to the article ... It's not a "he" but a "she". There is some lazy reporting in the first instance and then some stirring by the Huffington Post. The principal was trying to say that when you are using something (verbally) as an example when teaching, you should be aware of the cultural differences amongst the students that may limit their understanding of that example. The article fails to explain that very well and doesn't put the example in context. Teacher says " ... has the same nutritional value as a PB Sandwich" or " ..... tastes as yucky as a PB Sandwich" or " .... has the same relative density and perpetual motions as a PB Sandwich" All those examples are wasted on students who have never come across a PB Sandwich in their lives. ... and they are going to have to ask teacher what it means? With more culturally mixed classrooms, teachers may choose to be more selective in their use of day-to-day examples if they are to succeed with all students. Innit? Original Article Political madness gone mad sensible! Link to comment Share on other sites More sharing options...
altus Posted October 2, 2012 Share Posted October 2, 2012 Back to the article ... It's not a "he" but a "she". There is some lazy reporting in the first instance and then some stirring by the Huffington Post. The principal was trying to say that when you are using something (verbally) as an example when teaching, you should be aware of the cultural differences amongst the students that may limit their understanding of that example. The article fails to explain that very well and doesn't put the example in context. Teacher says " ... has the same nutritional value as a PB Sandwich" or " ..... tastes as yucky as a PB Sandwich" or " .... has the same relative density and perpetual motions as a PB Sandwich" All those examples are wasted on students who have never come across a PB Sandwich in their lives. ... and they are going to have to ask teacher what it means? With more culturally mixed classrooms, teachers may choose to be more selective in their use of day-to-day examples if they are to succeed with all students. Innit? Ah, that makes more sense. Well, apart from the perpetual motion bit. Link to comment Share on other sites More sharing options...
Birds Posted October 2, 2012 Share Posted October 2, 2012 Back to the article ... It's not a "he" but a "she". There is some lazy reporting in the first instance and then some stirring by the Huffington Post. The principal was trying to say that when you are using something (verbally) as an example when teaching, you should be aware of the cultural differences amongst the students that may limit their understanding of that example. The article fails to explain that very well and doesn't put the example in context. Teacher says " ... has the same nutritional value as a PB Sandwich" or " ..... tastes as yucky as a PB Sandwich" or " .... has the same relative density and perpetual motions as a PB Sandwich" All those examples are wasted on students who have never come across a PB Sandwich in their lives. ... and they are going to have to ask teacher what it means? With more culturally mixed classrooms, teachers may choose to be more selective in their use of day-to-day examples if they are to succeed with all students. Innit? Original Article Even if you're right here, this in itself is ridiculous; it comes to something when an American teacher in America can't verbally use a pb sandwich as an example because of the cultural sensitivities/confusion. Imagine a teacher itnSheffield not being able to mention Yorkshire puddings. Link to comment Share on other sites More sharing options...
JFKvsNixon Posted October 2, 2012 Share Posted October 2, 2012 Even if you're right here, this in itself is ridiculous; it comes to something when an American teacher in America can't verbally use a pb sandwich as an example because of the cultural sensitivities/confusion. Imagine a teacher itnSheffield not being able to mention Yorkshire puddings. It's got nothing to do with cultural sensitivities! Read the post again. Link to comment Share on other sites More sharing options...
SevenRivers Posted October 2, 2012 Share Posted October 2, 2012 Back to the article ... It's not a "he" but a "she". There is some lazy reporting in the first instance and then some stirring by the Huffington Post. The principal was trying to say that when you are using something (verbally) as an example when teaching, you should be aware of the cultural differences amongst the students that may limit their understanding of that example. The article fails to explain that very well and doesn't put the example in context. Teacher says " ... has the same nutritional value as a PB Sandwich" or " ..... tastes as yucky as a PB Sandwich" or " .... has the same relative density and perpetual motions as a PB Sandwich" All those examples are wasted on students who have never come across a PB Sandwich in their lives. ... and they are going to have to ask teacher what it means? With more culturally mixed classrooms, teachers may choose to be more selective in their use of day-to-day examples if they are to succeed with all students. Innit? Original Article Force feed them pbj sarnies 'till they do understand. Link to comment Share on other sites More sharing options...
Sierra Posted October 2, 2012 Share Posted October 2, 2012 There is so much about this article that is infuriating, it's hard to know where to start. First off, if the school has time for this nonsense, despite budget cuts and eighth graders from the district entering high school reading at a third grade level, then someone needs to get their priorities in order! They are down FIVE full-time positions this year, including two reading specialists and she is worried about SANDWICHES???? AND she's a first year principal and this is the insanity she's focusing on? I predict that if she doesn't get it together, her teachers are going to start jumping ship to go work at a school where they can actually teach, instead of spending precious time obsessing that the 85% of the students who receive food stamps feel bad because their free lunches don't resemble the lunches the other kids bring from home. Perhaps some of you Sheffielders can help me, towards the end of the article, she says "We have less resources." Is that correct? Shouldn't that be we have 'fewer' resources, not less? Link to comment Share on other sites More sharing options...
Sierra Posted October 2, 2012 Share Posted October 2, 2012 Also, if she's so worried about 'white' privilege, she can do what I used to do when my kids were grade school age. Put the peanut butter and jelly on a tortilla. Problem solved! Link to comment Share on other sites More sharing options...
AbdullaJones Posted October 2, 2012 Share Posted October 2, 2012 This is rather a strange one: http://www.huffingtonpost.com/2012/09/11/is-peanut-butter-and-jelly-racist_n_1874905.html Can any of you make any sense of what they are trying to say? really does look like gibberish to me. :hihi: What an idiot Link to comment Share on other sites More sharing options...
AbdullaJones Posted October 2, 2012 Share Posted October 2, 2012 There is so much about this article that is infuriating, it's hard to know where to start. First off, if the school has time for this nonsense, despite budget cuts and eighth graders from the district entering high school reading at a third grade level, then someone needs to get their priorities in order! They are down FIVE full-time positions this year, including two reading specialists and she is worried about SANDWICHES???? AND she's a first year principal and this is the insanity she's focusing on? I predict that if she doesn't get it together, her teachers are going to start jumping ship to go work at a school where they can actually teach, instead of spending precious time obsessing that the 85% of the students who receive food stamps feel bad because their free lunches don't resemble the lunches the other kids bring from home. Perhaps some of you Sheffielders can help me, towards the end of the article, she says "We have less resources." Is that correct? Shouldn't that be we have 'fewer' resources, not less? I thought it should be "fewer" and not "less". Link to comment Share on other sites More sharing options...
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