|Name: _________________________||Period: ___________________|
This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.
Short Answer Questions
1. How long did the reading period last?
2. What did Ashton-Warner sometimes use to break up the difficult work of writing?
3. Which student picked the word bomb as a first key word?
4. What did Brian mean by the term he used to describe the bus in his story?
5. How were the chairs arranged for the reading and exchange period?
Short Essay Questions
1. What was the connection Ashton-Warner drew between the infant room and war and peace?
2. Why did Ashton-Warner describe the language of published first readers as "dead"?
3. What did Ashton-Warner mean when she referred to a workbook as a "middleman"?
4. Why did Ashton-Warner believe that standardized reading texts were damaging to children?
5. Why did Ashton-Warner say that the discussions of the children's stories were the "most significant" feature of the class?
6. In what way does nature provide lessons that books or indoor plantings cannot?
7. By what process was spelling taught in Ashton-Warner's classroom?
8. What did Ashton-Warner mean by "tone" in the classroom?
9. What is wrong with the cadence in many published first readers?
10. Why did Ashton-Warner find the European and American early readers two-dimensional?
Write an essay for ONE of the following topics:
Essay Topic 1
Ashton-Warner's book, "Teacher," was extremely influential and continues to be taught in schools of education today. Research if and how her approach to organic teaching has influenced the classrooms of today. How is organic teaching taught? Is it ever fully implemented or was it ultimately unique to a handle of schools and classrooms? Does today's push for school accountability and standardized testing make it more difficult to incorporate organic learning as practiced by Ashton-Warner? Or does organic teaching provide a promising way out of today's difficulties in the educational system?
Essay Topic 2
At one point in the book, Ashton-Warner admitted that at least one of her white students would have performed better had he been given access to the "white" readers she hated so much. Did her efforts on behalf of her Maori students come at a cost for her white students? Is it possible to help one previously disadvantaged group while also ensuring that the "advantaged" group does not fall behind? Should teachers base their teaching on reaching specific groups or should all the students, regardless of background, be expected to conform to the standard used in that classroom? Is it possible--or desirable--to differentiate instruction in a diverse classroom?
Essay Topic 3
As Ashton-Warner listened to a Maori adult teach her students a traditional song, she realized that she could not have done that because she was not Maori herself. She knew she could not bring forth the same passion that the Maori teacher did. How did being white affect Ashton-Warner's abilities as a teacher to a mostly-Maori classroom? Did it limit her in any way? Was she required to make changes to her technique because of the racial difference? Were there other situations (besides the traditional song) in which Ashton-Warner would have been at a significant disadvantage as a white person? Is it necessary to have teachers reflect the ethnic or racial makeup of their classrooms?
This section contains 1,080 words
(approx. 4 pages at 300 words per page)