RH and Education!

I have not finish the chapters we are assigned yet but I found a lot of relations to my experiences in teaching. I am working with ELL students and also teachers; and it is sometimes horrifying to see the stigma that the teachers have for some of the cultures and students from this culture. I attended a meeting where an ELL professor and three adjunct faculties were talking about their students and the students were mentioned as groups “ Yes, all of the …. students are like that so do not really worry about ….”, “ Oh, I love having students from…. their English level is much better than…..s”. These teachers do not see their students as individuals but as categories and any student who is above or below the standardization of their categorization is an exception.
Last semester, I took a class and one of the papers we read was on deficiency (Douglass Barn term). If we categorize students like this and label them, how far we expect them to go! Looking for alternatives is very important, instead of circling around the same terms and keep labeling it is important to find ways to help these students. Rival Hypothesis should be part of the method courses and teachers as mentioned on page 30, should be trained to “build a “better”, new, qualified, or consensual conclusion in the midst of strong alternatives”.