|Name: _________________________||Period: ___________________|
This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.
Short Answer Questions
1. What educational thinker was quoted at the beginning of "Organic Writing"?
2. How were the children's stories "produced"?
3. What did the students do with their cards after they were handed out?
4. In what season was the story of the Little Red Hen told?
5. What was the most powerful word under the "sex" category?
Short Essay Questions
1. To what did Ashton-Warner attribute the lack of cohesiveness in some of her later students' stories?
2. Why did Ashton-Warner describe the language of published first readers as "dead"?
3. Why did Ashton-Warner say that when giving first words to her students, she avoided showing them any illustrations of those words?
4. Why did Ashton-Warner write at the end of "Holidays" that she was no longer lonely?
5. How did the Maori early readers provide a bridge to eventual reading of European material?
6. What are the two worst enemies of teaching?
7. Why did Ashton-Warner throw out words that students did not recognize the second time?
8. How did sentence length differ between whites and Maoris?
9. In her discussion of pedagogy as marriage, what did Ashton-Warner mean when she said that "love interferes with fidelity"?
10. What were the vocabulary words like in the new classroom?
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
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?
Essay Topic 3
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?
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