"Can You Call Yourself My Teacher If You've Never Heard My Voice": Jaxson
“I do, we do, you do…” is a famous strategy called the “Gradual Release of Responsibility Model” used in many teachers training workshops. Once educators learn this model, they go back into classrooms and practice what they learned about, gradually allowing students to take ownership of content, and learning inside classrooms. According to Jaxson, a black high school male student, this model is not used in his classroom. His inability to closely observe and reflect on historical accounts encountered within Miss Maria’s class has left him frustrated, out of sorts, and in detention for a period. The experience he receives next is not what students expect; coming to a detention classroom is meant to isolate students and deter their behavior. Inside the new environment, Jaxson encounters perspectives that have him questioning: What is a Decent Education, and Can a Teacher Call Him Her Student if She Never Heard His Voice? Please take a moment to enjoy this journey as Jaxson, and his peers learn the importance of expression and safe, productive academic conversations environments at their school.
“I do, we do, you do…” is a famous strategy called the “Gradual Release of Responsibility Model” used in many teachers training workshops. Once educators learn this model, they go back into classrooms and practice what they learned about, gradually allowing students to take ownership of content, and learning inside classrooms. According to Jaxson, a black high school male student, this model is not used in his classroom. His inability to closely observe and reflect on historical accounts encountered within Miss Maria’s class has left him frustrated, out of sorts, and in detention for a period. The experience he receives next is not what students expect; coming to a detention classroom is meant to isolate students and deter their behavior. Inside the new environment, Jaxson encounters perspectives that have him questioning: What is a Decent Education, and Can a Teacher Call Him Her Student if She Never Heard His Voice? Please take a moment to enjoy this journey as Jaxson, and his peers learn the importance of expression and safe, productive academic conversations environments at their school.
“I do, we do, you do…” is a famous strategy called the “Gradual Release of Responsibility Model” used in many teachers training workshops. Once educators learn this model, they go back into classrooms and practice what they learned about, gradually allowing students to take ownership of content, and learning inside classrooms. According to Jaxson, a black high school male student, this model is not used in his classroom. His inability to closely observe and reflect on historical accounts encountered within Miss Maria’s class has left him frustrated, out of sorts, and in detention for a period. The experience he receives next is not what students expect; coming to a detention classroom is meant to isolate students and deter their behavior. Inside the new environment, Jaxson encounters perspectives that have him questioning: What is a Decent Education, and Can a Teacher Call Him Her Student if She Never Heard His Voice? Please take a moment to enjoy this journey as Jaxson, and his peers learn the importance of expression and safe, productive academic conversations environments at their school.