Response to Delpit Chapters

The two selected chapters from Delpit focused on the lower expectations placed on students of lower social-economic standing.
The first chapter illustrated, through the stories of Shannon and Carter ways in which students are "permitted to fail" and methods teachers can employ to ensure that this does not happen. After telling the story of Shannon, an African american girl allowed to not participate in classroom activities that would facilitate her ability to learn, the chapter outlined several goals teachers must have to ensure successful learning. These goals focused on creating an environment of: academic achievement, cultural competence, and socio-economic consciousness which can be applied by teachers in school systems across the United States. As a future teacher I had heard all these aspects of basic teacher expectations in different places but this was the first time I had seen them all united in one place. The effect this had on me was significant as it allowed me to start to really think as these goals as absolute classroom necessities rather than something I would implement "if I had time." The chapter then continues to give an example of these goals in the classroom of a young teacher, Carter, and his efforts help his students learn to enjoy writing. What really struck me about this scenario was when the author talked about Carter's demeanor towards the students writing, "Carter does not talk about 'loving' his students. Rather focuses on 'caring' about and for them" (Delpit 2007). This passage really made me reconsider my attitude towards my future students as I have often thought the two to be synonymous with one another. However, upon reading this I realized that this distinction enables the teacher to constructively teach their students even if it might make either party uncomfortable.
While the first chapter focused on ways to raise literacy expectations in the classroom, the second chapter addressed the preconceptions of society towards those from lower socio-economic classes with limited exposure to literacy and the effects this has on their schooling process. The chapter's discussion of literacy followed the story of an "poor urban Appalachian" boy, Donny, and his illiterate mother and the problems they faced in trying to acquire literacy due to prejudices in the school system. The author's research illuminated data that indicated that students, such as Danny, receive a lower exposure to literacy than that of their more financially secure peers. As a result, when placed in school systems these students have no point of reference to base their learning on and do not understand that "written language communicates." Therefore, teachers need to recognize that these students do not necessarily need to be placed in  remedial classes, but rather need to be provided with a context in which to put reading and writing. By setting aside a couple minutes before reading and writing assignments, teachers can provide a context in which to put their lesson and make it pertinent to their students so they better understand how the purpose of the activity outside of school.  The final section of the second chapter discussed how there is "always this generalized belief that they [students from lower income families] cannot learn as well as those in power"(Delpit 2007). This quotation really spoke to me as I have often made assumptions about lower income students based on their home life, making excuses for their behavior and believing that they were unable to learn as well due to all the distractions in their life. I realized that this belief though it springs from compassion and a desire to sooth, does not help students. This passage made me realize that in order to truly help students I need to set standards for them to achieve and believe that despite all that is going on in their personal lives they can achieve them.