In my introductory course, Anthropology 160, the Forms of Folklore, I try to show the students what the major and minor genres of folklore are, and how they can be analyzed.
I began to understand the challenges that first-generation college students and students of color have in college.
I admired what my students were writing, but I think their improvement doesn’t directly result from me but from being in a class, being with each other.
Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.
In some parts of the world, students are going to school every day. It’s their normal life. But in other part of the world, we are starving for education… it’s like a precious gift. It’s like a diamond.
There are essential elements for our public schools to fully develop the potential of both students and educators. They should be centers of community, where students, families and educators work together to support student success. They should foster collaboration.
It is part of the work of education to have substantive relationships with your students.
I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.
I’m very staid compared to my students, actually.