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A Sociodrama

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California State University, Dominguez Hills
Created: May 23, 2000
Latest update: May 23, 2001
E-Mail jeannecurran@habermas.org.

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Agency and Structural Context in a First Grade Classroom

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Review and Teaching Essay by Jeanne Curran and Susan R. Takata
Copyright: Jeanne Curran and Susan R. Takata, May 2001. Fair use "encouraged."

This sociodrama is based on an article in the New York Times on Wednesday, May 23, 2001: "Teaching by the Book, No Asides Allowed," by Abby Goodnough, p.A1.

New York, like California, is faced with large and "troubled" metropolitan schools. With difficulty in filling teaching positions, they are recruiting people with no teaching experience. Many of these people have college degrees, and will pursue graduate degrees in education. Abby Goodnough's article follows one such teacher in a New York City School, Ms. Moffett, who is presently teaching first graders at P.S. 92.

"I want to manage a classroom where children experience the thrill of wonder, the joy of creativity and the rewards of working hard," she wrote. "My objective is to convey to children in their formative years the sheer pleasure in learning."

Forum Responses of readers to article on Ms. Moffett:

Most of the responses I read speak to the flaws in the "standardized testing" orientation of the program. Here are a few brief excerpts from some of the comments:

  • "If Ms. Moffet ever tires of the public school system, she sure would be well prepared to train parrots."
  • "Are the classes segregated by ability by first grade? . . . Not every child struggles with learning in failing schools, do they? Or, if they do, maybe it's something other than the curriculum that makes it a virtual certainty that these kids don't read?"
  • " How does it serve students to dupe people into dropping their professions to come teach in this crazy manner, only to become disillusioned, exhausted, depressed? It doesn't serve students, it serves the board of ed, of course. They get to say that they filled the slots, that they tried something new, that they are -- in fact -- innovative! . . . The best teachers I had were original, exciting, and thought-provoking. I think of what they taught me constantly and I know that none of it was by rote. Having had such a fabulous time in public school when I was a kid, I'm just sad for kids these days, and for my own future kids, that such options don't even exist anymore."
  • "I suppose it would be in poor taste to bring up vouchers right now, wouldn't it? If the New York City School System is doing something that doesn't work, as this article suggests, what choice do these kids have but to sit there and take it?"
  • "After reading some of the horror stories in this discussion; it seems that the trouble lies in not being allowed to teach!!But when I hear the Teachers union and politicians like Sen. Clinton talk ,the trouble lies in money and more money!!"
  • "Kudos to the person that admits that the prescribed curriculum aids the new teachers classroom management situation. A good curriculum is half of the equation with presence among students being the other half. I have seen the military as well as the motherly do quite well with a good curriculum and presence. Presence rarely ever replaces the void left by bad curriclum. . . . To Ms Moffett I say, "Have a little patience and earn your professional certificate." The mentor you have been assigned may be tough but she is looking out for your best interest."

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