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Chapter III

A brief description of chapter of the book: The Saber-Tooth Curriculum. This section of the book focuses on the changes made to the education, from educating teachers, to restructuring the education program, and the implementing newly adapted schools.

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Chapter III

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  1. Chapter III The Real-Tiger School

  2. Main Characters Dr. Peddiwell and Benjamin Wayne are both engaged in a conversation where Dr. Peddiwell prepares to lecture Benjamin on his point of view on a progressive educational system. This lecture takes place while sitting at “the longest bar” in Tijuana.

  3. Other Characters I • The Chiefs: the persons in charge of coming up with the rules in regards to teachers’ qualifications. According to the chiefs’ rules every teacher had to carry an official bone. This number of fish-eat* credits earned by a specific teacher was carved onto the bone. • The distance from one fish-eat to another represents a proper unit for measuring education.

  4. Other Characters II • Elementary Teachers: carried a bone with a least the following number of fish-eats credits: • 15 beginning fish-grabbing • 15 elementary horse-clubbing • 12 tiger-scaring • Secondary Teachers: carried a different kind of bone • 22 ½ fish-eats • Additional notches strictly in subject-matter training of the major and the minor.

  5. The Main Events/Issues In my opinion this chapter contains a few important issues to discuss. Dr. Peddiwell describes the different level teachers by the number of fish-eats notched on an antelope bone. Elementary teachers are required by the chiefs to have fewer number of credits, while the secondary teachers are required to have more in a specialized skill. One can argue that this is the way our educational system still prepares teacher nowadays. Our elementary teachers are more knowledgeable about pedagogy while our secondary could be express as content experts. *What if elementary teacher were to be content experts as secondary teachers? And what if secondary teacher focus also more on learning how students learn and behave in the classroom?

  6. The main events continued The chapter talks about two different kind of schools. The School of Creative Fish-Grabbing and the Real-Tiger School. Both schools approached teaching from a different perspective and belief. The School of Creative Fish-Grabbing allows the student to use their creativity to resolve issues. The students are in charge of their way of detailing information and arranging in an order that seem to be fit. The Real-Tiger School had a different kind of implementing knowledge. Teachers at this school focused on the skills that are necessary to survive (hands on training). Students learned a trade or a skill essential to one’s survival and necessity.

  7. More Main Events/Issues The education curriculum took on some major changes to sort of match what other majors had already in place. One of the changes involved in the introduction of abstract and philosophical courses at the beginning of the education program. The professors also made courses more rigorous for “academic respectability.” There was a whole reconstruction to the education program. However, these changes did not produce good education practitioners of the craft.

  8. Historical Connection It is my understanding that this part of the book makes reference to the early 1930’s. During this time youth had the highest unemployment rate. The federal government established the following programs Civilian Conservation Corps (CCC) and the National Youth Administration (NYA) to help prepare and maintain the youth educated and employed.

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