Final Test - Hard
|Name: _________________________||Period: ___________________|
This test consists of 5 short answer questions and 1 (of 3) essay topics.
Short Answer Questions
1. What were Ashton-Warner and Mr. Tremaine drinking while talking on the porch?
2. What did the drawings depict in the Infant Reading Scheme that Ashton-Warner showed to Tremaine?
3. To what music did the children perform spontaneous, expressive dance?
4. What event was being celebrated for Kahu at the Assembly Hall?
5. To what institution did Ashton-Warner compare teaching?
Essay Topic 1
Ashton-Warner discussed the basic rule of organic teaching as a "creative vent." Explore what she meant by that expression. How does providing children with an opportunity to vent, whether in writing, dance or artwork, help that child grow? If the child is asked to conform to certain educational standards and suppress his own impulses, how does that affect his overall schoolwork? Is some degree of suppression necessary for the sake of classroom unity and atmosphere or should all students be given free rein to express themselves even if they do not follow the curriculum? How does the imposition of adult-determined standards stunt a child's growth, as Ashton-Warner suggested?
Essay Topic 2
Ashton-Warner pointed out that although the Maori love words, they frequently speak to one another in one-word sentences that convey detailed meaning. Do you think this tendency is natural to human beings or was it developed over time by the Maori as they lived on a previously-isolated island nation? Do humans develop different language patterns based on their culture? Would it be possible for a non-Maori to develop the skill of interpreting the many nuances of a one-word Maori sentence? How can different speech patterns lead to misunderstandings?
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 399 words
(approx. 2 pages at 300 words per page)