Post #3: Cris Tovani "Why Do I Have to Read This?" Chapter 4 Analysis
In Chapter 4 - The Mask of the Class Clown, Tovani details exactly what the mask of the class clown is, the learning and behavioral challenges that come with students who resort to the class clown mask, and strategies she has used to engage this distinct type of students.
On page 79, Tovani made a remark that really stood out to me. She states that "Students who wear the class clown mask aren't doing it to be bad. They want to be successful and taken seriously, but when they struggle, they would rather be perceived as funny than as stupid" (Tovani, pg. 79). This quote from Tovani really resonated with me because this is something I have experienced and seen first-hand in my short time in the classroom. I have seen a number of students who turn to the class clown mask, and unrightfully so on my part, I typically chalk it up to the student seeking attention from their classmates and wanting to provoke a reaction out of the teacher. However, when I work one-on-one with these students, I usually see a completely different side to them. During these one-on-one interactions, I have the opportunity to have more personal and meaningful conversations with the student and get to know their interests and the things they like both inside and outside of the classroom. When I talk to students about their interests, I can see the change in their persona and how much more engaged and intrigued they are in the conversation at hand. Tovani's experience with Caleb and my own experiences are evidence that students do not resort to the mask of the class clown out of ill intent, but instead as a call for help and a sign of boredom. As Tovani describes, when she presented Caleb with the Rosemary McCarney book with the stunning photos and limited words, it immediately grabbed his attention and the class clown mask slowly began to dissipate because the content he emerged in aligned with his interests.
Later on, in Chapter 4, Tovani shifts gears and discusses the importance of controversy and discussing controversial topics in class. In correspondence with this, Tovani explains how controversial topics and discussions can help students who wear the class clown mask thrive. Specifically, Tovani relays that, "Students who wear the mask of the class clown thrive on controversy. They want to argue. They need to argue. They are tired of being told to memorize and spit back information. Learning reasons why they feel a certain way about an issue and then being able to articulate those reasons is empowering - and gives them the stage they clamor for" (Tovani, pg.99). As an aspiring social studies teacher, Tovani's statement here matches up precisely with my own teaching philosophies and learning goals. In my opinion, the "art of civil debate" is an art that has undoubtedly been lost in our modern world, and I believe it is paramount that students learn and have the opportunities to discover their stance and civically debate controversial issues amongst their peers. Tovani's statement here about how controversy can help students who wear the class clown masks flourish is quite intriguing, and in my opinion, is very accurate. As aforementioned, students who wear the class clown mask do so largely because they are disinterested or do not connect with the material. However, presenting students, especially those who wear the class clown masks, with ample opportunities to express their opinions and individuality on controversial topics can provide a purposeful stage for dialogue that allows students to feel that their voices are valued, while also giving students an alternative method of learning, through speaking and talking, that students often crave.
To conclude, it is important to remember that students do not always wear the class clown mask to simply just "seek attention." While some may do this, the main reason why students resort to this mask is to show that they need help or that they simply do not enjoy what they are learning. As teachers, we must be conscious of this, pay extra attention to these students, and provide additional resources, if necessary, to ensure that students are receiving the most enriching learning experience possible.
Hi Blake, I really enjoyed reading your reflection on Tovani chapter 4. I liked how you talked about how Tovani thinks controversy and the ability to argue is very important. I really enjoyed reading this part of the chapter, I think she provided great insight as to why as a teacher you should incorporate controversial topics in your class. The most important thing that we see when students argue is that they are able to examine both sides, pick a side and develop an argument why they think they are right. This is an important skill that all students should be able to do. Overall, I really enjoyed reading your reflection.
ReplyDeleteHi Blake, I enjoy reading your reflections; you always have something insightful to say! I like how you honed in on the aspect of student feelings and perceptions in your first larger paragraph. Children crave attention, not so much in a negative way. They desperately need to know that their teachers and adults they look up to care about them and what they have to offer. In your second paragraph, you speak on the importance of controversy. Class clowns get so bored! I love how you say that they "need to argue." Controversial topics hold so much potential for student growth.
ReplyDeleteHi Blake! I really appreciated what you said about controversy. At first, it was a little surprising to me that the “class-clown” was depicted a someone who would thrive on controversy, but it makes sense. Students who exhibit class clown behavior like to make a splash and say things that maybe everyone is thinking but would not dare to say aloud. I also think controversy is important to address because the most controversial issues are typically about what people care about; that is why tensions are generally very high. Following from this, it would be ridiculous to avoid such topics since the best way to engage students and people is to talk about what they care about. I actually really enjoy things labeled as controversial which I guess is good because I am going in Social Studies. However, despite my interest, it has been something that I know is going to scare me to share, especially in a classroom. I agree, that it is extremely imperative to teach students how to have civil discourse and hopefully, slowly heal the country of polarization due to lack of empathy and over-generalizations.
ReplyDelete