(Sorry. For some reason, my formatting wouldn't copy correctly as a comment on your original post.)
I agree with so many of your points, Lindsey. I was
also especially drawn to the second challenge Hobbs raises: students challenge
adult authority. On this issue, I think you and I have a similar perspective; I
see my role as an educator as a sort of mediator in the creation process.
Regarding this, I like how Hobbs insists that students have “agency as
‘authors’ of media messages” and teachers can use the “‘teachable moment’ that
comes when students face choices that matter, and discussion [can be] used to
open up broader questions about the social responsibility of authorship” (100).
Ultimately, I believe teaching our students how to be responsible is the
greatest way we can resolve the challenges that come when adolescents test
these boundaries.
In our approaches, I think you and I have just a few
differences. I really like the way you described the conversation you would
want to have with a student as “honest.” However, I’m not sure that I would go
to the students’ parents as quickly as you might—especially because sometimes a
child’s relationship with his or her parents is the root of the problem. From
my own adolescence, I remember befriending a boy in middle school who confided
in me about the physical and emotional abuse he was facing at home from his
mother and father. I can only imagine how totally hazardous and serious it
could have been in his situation if a teacher reported to his parents that he
was exploring these themes for a project. As a teacher, we might not always
know the entire story in situations like these. For that reason, I suggest that
we go to a school counselor before speaking to the student's parents, and only
then after having a genuine, “honest” discussion with the student first.
The other thought I had when examining this specific
challenge raised by Hobbs is that compliments and sincerity can go a long way.
I think we all remember our favorite schoolteachers because they were kind and
open with us. This leads me to my second recommendation: on the occasions when
we need to ask a student to change his or her subject matter, I think we as
educators could always remember to begin with praise and acknowledgement of his
or her creative efforts first. In this fashion, I hope my students will still
feel my support of their expressive endeavors while I am helping them
understand when a subject is or is not appropriate for a setting. By explaining
boundaries to our students in a candid and caring manner, we might be able to
shift their intentions from challenging authority to exploring their unique
perspectives on topics.
Though I believe I have a rather firm plan established
for how I want my classroom to be a safe zone for creative expression, another
challenge Hobbs brought up has left me with questions. As her fourth point, Hobbs
details the difficulties surrounding student collaboration. At the end of her
paragraph introducing the issue, Hobbs says, “teachers must model and reinforce
these skills during class” (97).
Then that’s it.
After that,
Hobbs is back to explaining how group work is problematic for various reasons.
While I was reading this, I remember that I felt so unsatisfied with Hobbs'
pronouncement, having come with little to no explanation of what this looks
like in a classroom. I’m not exactly sure how to model proper group work for my
students while I teach during class. After all, students rarely see their
teachers interacting with other faculty outside of class. Despite how great I
may be as a team player in department meetings, my students are never going to see
that. So what scenario would I be presented with in which I could model these
valuable skills for them?
On a different note, from the Seeing & Writing readings, I felt most compelled by the four
front pages of newspapers taken from November 5, 2008. It was interesting to me
that no matter how the layout and color scheme might change, there were
striking similarities connecting every page. Using this example, I might give
my students a few minutes to independently highlight or circle all of the
thematic words they see recurring between the different newspapers. For Obama's
reelection, these include “change,” “history,” and “first black.”
This could offer important insight into how
authorship, bias, and accountability are central to creating a media message.
This lesson ties into our class’ previous discussions about critical thinking,
but it ties into my current position about teaching students responsibility as
a means to combat their instinct to challenge authority. While looking at
newspaper or magazine covers, I could ask my students to evaluate the decisions
of the media editors. Were they making responsible or irresponsible choices? Do
they truthfully convey a valuable message or are they presenting a stereotype
or half-truth? By practicing critical thinking about someone else’s authorial
judgments, students might gain a better understanding of the cautionary and
analytical steps they need to take when creating their own media messages.
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