The Cogen and why it’s important. Teacher A Teacher B Chapter 4 The Cogen and why it’s important. Teacher A Teacher B

Teaching a teacher, Teaching methods and standards, like English for example. Standard American English? What standard are you referring to? The standards of the English language. English is a language that barrows from many different languages and has no “standard” to teach to. This is especially true for American English. (Díaz-Rico, Lynne T. 2004. Teaching English learners: strategies and methods. Boston: Pearson A and B.) …???... So… How does a teacher teach English? Also, why is this important right now?

How about Ebonics? Why not barrow from Ebonics as well as Latin, German and esc… to form American English? Maybe because Ebonics is made-up slang? Actually no. The term “Ebonics” may be new but Ebonics itself can trace its roots back many, many years to a variety of West African dialects and likely is deeply rooted in African American culture for that reason. So, can anyone make changes to English whenever they want? No. The process of having language or speaking patterns more formally recognized can be very complicated and a lot of proof of historical and cultural significance may be needed. (Rockford, John, 1997. Suite for Ebony and Phonics: Last Years Media Uproar Over Ebonics Missed the Point. Discover Magazine.)

Okay but aren’t we supposed to be taking about Cogen? Yes, but it’s important to understand that the need of a Cogen is just one example of a larger problem. Ebonics, or lack of, in the classroom is another example of that problem. What Problem?

PEDAGOGY OF THE OPPRESSED Wait! What? I’m not oppressive! I’m trying to help these students. Well… ……. Lets watch a video first. https://www.youtube.com/watch?v=v4UL-IXAAHE

I don’t know what to say? Believe it or not, that’s a very good start. Why is that? A person can’t speak and listen to others at the same time. That's also part of learning about another person’s culture. I’m guessing that’s what I need to do? If you want to improve as a teacher? Yes. So what is something I can do?

Cogen can help a teacher who may not understand a student’s culture. I think I understand? Really? Well… I want to. That’s also good to hear. It’s important to avoid making assumptions. That’s just part of the learning process. So Cogen? Yes. Thank you for getting me back on track.

Using privet meetings with students to learn about them. So, is that all a Cogen is? Well, no. It’s a little more than that. Professor Emdin describes what he uses in school to its similarities in rap performed on street corners. So, will I need to learn how to rap? No, thankfully. It’s learning about one another in an equal setting, where no one person dominates a group. Including the teacher. The teacher and students don’t rap, but rather, each offers ideas and insight to challenges they face in class. This is for the benefit of the teacher to learn from and possibly gain new ideas to improve their teaching methods. Also, the students are more likely to trust and respect the teacher.

Is that all? No. Emdin also explains the need to keep the group secret from the rest of the class. Also, installing the sense that the students involved have a say in how the class is ran. Just to humor them right? No! This is to help the teacher gain a better understanding of what does and does not work with different students. By actively using a students input it empowers them and in turn helps them be more engaged in class. That is something I struggle with. But, I also don’t want to hand over too much control to the students. They are still kids after all.

True. But as teachers we are trying to teach them to be adults as well. Fare point. And this activity is meant to be done outside of class. So, not interfering with the material being taught in class. Instead, helping you and the students better understand each other. What else is needed? Well, You want to be sure to select a wide variety of students from class. Different ethnically and different personalities. Also, make it very clear to them that this is not required of them and they’re not in trouble.

So I shouldn't require them to attend? Absolutely no. What if I offered it as an extra credit? NO! This is not for a grade but a genuine effort to elevate the students in class. It installs in them a sense of responsibility for how the class functions and their for, greater interest. Ohhh, Okay. You’re still the teacher and they’re still the students but now you both have an invested interest in the class’s success.

How many students and is it always the same ones? Keep the groups small. A big group doesn’t convey the same message of it being special as a small group. 3 to 4 is a good number. And you can change the group members as the year moves on. But, just remember when you first start this, to make a very deliberate effort to show the students that you intend to use their suggestions. Yeah. Otherwise they wont trust me. I think that’s been a problem of mine. Possibly. Cogen is just one thing you could do to help but many other ideas are out there. The goal is seeing students more as people.

That’s a lot to soak in. Yes. Yes it is. But no one expects a person to make major changes from old habits and long standing concepts overnight. But if you plan on teaching a diverse class, the sooner the better. I’m starting to see that. We all have a lot to learn. Hmm… Remember that it’s not just the African American humanity and other minority groups that needs to be recognized but also your own. How so? Isn’t that what you’re teaching me about? How my humanity is being recognized too much? Yes and No.

WTF!?! Just remember that your humanity matters just as much as, and no more so, than anyone else. That is what we’ve been talking about. Isn’t it? Yes, but it’s more complicated than simply saying “we’re all equal.” How so? Remember that there has been a long history of oppression in America. That Oppression still exist today in one form or another. Often, people who have been on the side of the oppressors are a little too quick to ‘proclaim equality’ and stop the discussion right then and there.

Is that what I was just doing? Yeah, a little. Bottom line is, that you are going to need to listen to things you may not want to hear. Students of a different culture than your own may have things to say to you about something that you personally have done and you may not want to hear them. Don’t let that stop you. This is going to hurt. Yeah it might. But also keep in mind that your feelings matter just as much as, but no more so, than anyone else’s. Well yeah. What’s your point? I mean this in the sense that your feeling matter as much as another persons feelings, but not their life or lively hood.

OMG! Was that what I was doing? Kind of, yeah. A lot of people who benefit from discrimination or oppression do start to think that their feelings are as important as another person’s life, rather than just another persons feelings. I got to be honest, it feels like I’m being attacked. Who are you to tell me all this? I’ve been teaching for years. Am I wrong about anything? No!

This confrontation is a good example of what you will keep running into until you address it head on. Yeah but… I didn’t do this to them. Do what exactly? I‘m not the reason they’re struggling. If you can’t see them as the people they are, then yes, you are the reason. You are their teacher after all. … … … (Withdraws from the conversation).