Week 12: Rose ch 5-6 and Daley

Please answer the following four questions: What are your impressions of Rose’s narrative coming into his story at this juncture? How can you apply Soliday or Eldred & Mortensen to his piece? (The former is less closely aligned, but still interesting to examine.) If you were taking an anthropological lens, how would you characterize or describe this chapter? How can you relate Rose to Daley?

Also, listen to the This American Life “Three Miles” podcast and add at least five comments. (For those who weren’t in class on March 29, you’ll need to create a free Soundcloud account or link through existing social media in order to be able to comment. My only requirement is that your account show your name [so we can see who is commenting].)

  1. Mike Rose’s narrative at this point of the story’s is interesting because even though his family went through difficulty situations, he places others in the same situations and explains the challenges that they had to overcome. In chapter 5 Literate Stirrings, Rose mostly describes the conditions of the poor Mexican Americans especially their education, “All of these students had been judged poor readers and writers; at the least, they were reading one year below grade level” (96), this demonstrates the area in which these students live in affecting their academic standard without having enough resources to help their knowledge.
    In connection to Eldred and Mortensen, Rose shows the area being the cause of education. However; in Eldred and Mortensen’s article language barrier was the cause for the difficulty in students to be able to communicate with others. Based on both perspectives of recieveing education, there are things that affects knowledge in which it is hard for children to succeed. It can be the area, language or having or not diverse classrooms become an obstacle.
    If I were to take the lens of an anthropologist, I would palce myself in the shoes of these children and help the same way Rose has done to develop their cognitive minds to increase their learning abilites. I would also research the area and find ways to better the area and be able to provide resources so they can be successful.
    Rose relates to Daley becuase Rose sees children going through a tough time coming up with words, “They bent over their pages, holding their pencils tightly, chipping out one word” (96) the fear of being wrong. Also Rose mentions, “Any subject can be taught effectively in some intellectually honest form” (142), in connection to Daley, technology is a useful resource to expose media that studetns can also learn through visual. In Daley media is, “forms for public distribution and presentation” (179), affective to developing the students learning skills;.

    1. I don’t think I could have expressed my feelings any better than Luvenia, especially in her connection to Eldred and Mortensen. The only thing I would have to disagree with is the language or the diversity of the classroom. I think the biggest obstacle for those students in chapter 5, was that teachers either gave up too quickly, looked for an easy answer, or didn’t have the time to devote to children in special situations. I think you can also look at Eldred and Mortensen in relation to chapter 6, and Rose’s time with the Veteran’s. He made certain assumptions about some of is students because of the way they looked, and was then eventually proven wrong.
      If I had to take an anthropological lens, and look at what Rose was dealing with, I would say that the children that he worked with in Chapter 5 were grossly mistreated by the school and their teachers.
      I like the connection between Rose and Daley, because I think the way Rose taught, using art, music and other media to help his students is parallel to what Daley is talking about. Rose understood there was more to media than just entertainment and used it to help his students make better sense of their work and themselves.

  2. At this point in the story, Rose is taking a new step. He leaving the boundary of being just an observer. I like the way he describes his first reactions with getting to actually teach the students. He even goes into detail about what the lesson plan is going to be. (93-94) I get the impression that Rose is dedicated. He has this desire to connect to his students and really reach out to them. I like when he says “The real kick came when I walked through the cafeteria a few days after our lesson and saw two of my students showing their posted essays to a third child who was not in our group.” (96) He is understanding of his students because of his own circumstances and desires. He sees them for beyond what they are labeled as. He sees language as more than just the technical aspect.
    In Soliday’s piece, Alisha brings up this boundary between Englishes. (517) This can be compared to the boundaries Rose’s students are labeled with. They are looked at as needing extra help and are considered slow learners or “remedial.” Alisha continues to talk about how people are perceived in terms of language. (518) The curriculum Rose creates rises above this boundary. Eldred and Mortensen’s writing can also be compared to Rose in terms of the “narratives of socialization.” (513) Rose is meeting and teaching students that each have had their own experiences and personal identity. He is entering this new classroom and relating to students.
    I would characterize this chapter as a turning point in Rose’s teaching life. He makes this realization that teaching “was a kind of romance” (102). He was learning about his students and stepping out of the comfort zone of just observing. I also like how he describes the different teachers he observed and their impact on the students. It goes along with what I want my research paper to be about and how certain individuals can shape an education. Rose taught with passion and put his all into the assignments that he was coming up with for the students. It was also a time of reflection on his own education. He remembers what made an impact on him, so he could use this for his own students. He also mentions the names of students , along with descriptions. He finds something that stands out with each student, whether it was positive or something that needed to be worked on.
    When Rose talks about the curriculum he saw, it relates to “Expanding the Concept of Literacy” by Daley. Rose states that: “Writing and reading are such private acts that we forget how fundamentally social they are.” (109) Rose has a broader view of what literacy is. He understands the communicative aspect of it and wants to pursue this with his students. Daley’s article discusses literacy, beyond the definition of being able to read and write. He also talks about the social aspect of literacy in terms of multimedia. It’s the idea of interacting, rather than just focusing on being literate or illiterate.

  3. In these chapters, 5 & 6, i feel as if Rose has finally found his place of accomplishment. He starts the Teachers Corp. as an observer and he does not have the confidence to actually participate and become one of the teachers. After much pushing from his friends he finally agrees, and he seems to flourish, even while he is bombarded with challenges. Rose uses literacy to help the children express themselves during his Thursday meetings with the kids. He helps and encourages the children to speak and write whatever is on their minds. He corrects the students works but does not focus on the negative of their writing, instead he makes it a background problem, while reminding them that their ideas are what really matter. In Eldred & Mortensen literacy is discussed especially when looking at the way the characters in “Pygmalion” act. The teacher in Pygmalion is harsh and always critiqes his student, Liza. In turn, Liza feels as if she does everything incorrectly and does not fit in. Rose on the other hand, encourages his students to write and some of them come out of their shell. For example in chapter 5, Harold was one of Rose’s students and he was able to write clear sentences by the end of Rose’s time there.
    Rose is similar to Delay in the way that he uses a tactic other than reading to help the children. Rose shows the children pictures and that helps them describe their thoughts.
    Through anthropological lenses i would say that no matter what society a person is from or even what generation, there is always a constant variable when teaching kids; every student is different and teachers must understand this and find different solutions for teaching each child differently. It is very difficult and i always think that teachers have a very important job and many people do not realize just how important.

  4. It’s here in chapters 5 and 6 that Mike Rose really starts to find his true calling in life. Chapter 5 was mainly focused on his surroundings focusing on the smaller details (such as the poor neighborhood of El Monte) that leads up to a bigger picture (why the surroundings are affecting students). Rose was carefully observing his surroundings in order to get an understanding of what some kids go through and to also see how the educational system reacts to these kids. His detailed observation of his surroundings allowed him to move on to applying his analysis of what he saw (he can now come up with a curriculum to use for the veterans because Rose understands what’s going on). He then begins to embrace this idea of teaching students in a way that provides more than what their regular classes are giving them. It’s here Rose begins his journey on where exactly he wants to be in life.
    Mike Rose can relate to Mary Soliday’s Translating Self. That’s because in Soliday’s piece she described how individuals such as Rodríguez lacked the ability to see themselves as singular and looked at themselves as two different individuals (page 515). Her student Alisha looked at herself as singular and having the ability to adapt to different surroundings. Whereas Mike Rose’s students in El Monte would look at themselves as singular based on the identity their teachers and assessments have labelled them as. Meaning that this students built up this singular perception of themselves based on what they have been told and even when they go home they are reminded of that same perception.
    Through an anthropological lens, I would characterize chapter 5 as ethnographic study and chapter 6 as more of applying the knowledge gained from the studies to come up with a solution. Chapter 5 would be classified as ethnographic study because this is where Rose went into another culture and learned through firsthand observation and through hands on experience what the kids went through. Chapter 6 and even towards the end of Chapter 5 was more of applying of what Rose learned through testing various methods of teaching (like the scientific method) to come up with an curriculum/method of teaching.
    Both Daley and Rose share this sense of not limiting literacy as a whole. Daley sees it more as the usage of multimedia as a way to expand learning and not just learning to read and write. While Rose sees it as more expanding the way in which children learn and not just sticking to texts that students have no idea about. Instead he incorporates images, poems, lyrics from songs, multimedia and more as a way to enhance his students ability to learn and interpret things.

  5. In chapters 5 and 6 Mike Rose finally had found his place in life after he drops out of Graduate school and creates the teachers corps. Observing wasn’t enough effort for Rose he needed to participate as a teacher. At this point things begin to change tremendously as he would allow students to express themselves. Mike Rose can be related to Mary Soliday in respect that both students were allowed to express themselves how ever they want. We see this in Mary Soliday with the discussion about Black english and it’s social affect.

  6. My impressions of Rose’s narrative is that he is very hardworking, cooperative and helpful teacher. In chapter 5 he started working with Urban teacher corps in east L.A. This chapter provides a look of a lives of poor Mexican American people especially Rosa Ramirez. I think this is very interesting chapter so far because this chapter focuses on those who have trouble in reading and writing.Rose finds new method to help this students. Rosalie didn’t give any advice to Mike when he asked for it. She sort of said “make them feel better because their lives suck.” But I like how Mike turned it around and told them to choose photos that they like. It gave them an opportunity to think and explore the ideas what they thought was interesting. In “Translating Self and Difference Through Literacy Narratives” by Mary Soliday, she states, Stories of self-translation involve representing difference and today’s struggle in humanities over multiculturalism. Rose can relate to this because he is redefining the student’s ability and helping them to figure out their ideas. on pg (106) he gave five different words and the student uses that words makes a story. Mary appreciates her students work and rose also appreciates the stories and the other ideas of the students.

  7. At this point, I find it quite intriguing how Mike Rose includes his narrative at this point of his novel. He does not shine away from his observational skills; rather he develops his skill profusely in observing his students. It is quite exciting, to view Rose as this piece of innovative technology that will help the students literacy ability. Rose disregarded old teaching habits (filling in the blanks, grammar) by being more creative and more current with the students. His students are children, after all, that exhibit learning disabilities and challenges, and for them to have a vivid understanding is to have a direct image, or model to examine. Rose utilizes materials such a pictures from magazines as well as photographs of the students themselves and music to have to the students think differently and compose and communicate a piece of writing related to those materials. Comparing this to Daley, it is to make use of the new technology rather than gear away from it. Eldred and Mortensen’s piece evokes the image of Pygmilan, and how Eliza struggled to fit and communicate with societal expectations. I feel that each student exhibits Eliza within themselves, struggling to be a part of the world of reading and writing. These were students that were almost viewed as hopeless by their educators and Rose was able to turn that image around by opening up their “limited” potential. In an anthropological kind of lens, I would view each of Rose’s lessons to his students as a case study to find a method of teaching to the students with learning disadvantages and challenges and find new ways for them to progress.

  8. In Rose, chapters 5-6, we see that the students at his school were having hard times in school. Through Rose’s direct observations, we can see both reactions from the teachers and the students. I see how different teachers teach differently and how student also response differently towards different methods of teaching. I think from the example (Re: Rosalie) in Rose’s book, students will treat their teacher based on how teacher treats them. Rose’s book links to Soliday’s article because in both piece, we see how individuals face hardship in his/her schooling through those “living” examples observed by both writers. And how these individuals label themselves as how the others labeled them based on their background and etc.
    If I were to see Rose’ book through anthropological lens, he was lovely observing his surrounding and shared the bad and the good sides of his surrounding. He observations/analysis were keen and direct because they were all part of his livelihood.
    Daley promotes technology as a necessity to learning. Rose encourages a flexible learning methods. Both of their ideas are modern and liberal; different from the conservatives. They encourage the different possibilities in schooling.

  9. I feel that Rose appeals to me because he describes his experiences as a student transitioning from a different schooling environment to another. He explains his journey of growing up through the grimy rut of a poor portion of a city and going to its schools and not being necessarily engaged in the way that would help him most. Students that grow up in cities, like us, can relate to Rose’s experiences closer than others could.On an anthropological standpoint I feel that there is a lot of different realms that need to be examined. We have the author who has had his one experience somewhat similar to those of the people he is observing, and then you also have the people who are being observed. Theses people display characteristic’s of being on the bottom rung of the social hierarchy latter, they can illustrate what most likely would have happened to Rose if he remained in the scenario he was in when he began his schooling.

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