Vetter’s observation of Gina’s classroom
In this article, Vetter begins with an observation of Gina’s 11th Grade English class. She notices that Gina has a unique and valuable ability to improvise and change the classroom discussion when students become disengaged. Her approach to classroom interaction was to call upon cultural resources to facilitate identity. She uses open-ended questions and suggestions for becoming readers and writers for a purpose and to imitate what they read in their own writing in order to become better. Gina is concerned with her students’ identities because many of those students have already determined what position they will be in life and have preconceived conceptions of their limitations. Gina teaches in a school of Latino and African-American students.
Vetter looks at to key factors in the facilitation of learning: Identity Process and Positioning Theory
Initially, I didn’t see much difference between the two as both theories draw on the notion that cultural, social, and historical aspects of students create the type of readers and writers they will become. Their experiences in reading, writing, and learning are viewed by them as a process of becoming the individual that fits within these constructs.
Positioning theory takes this concept a step further by identifying that students actually value learning more depending on the position they are given within a learning environment. For example if a teacher uses encouraging language to position a student they may give constructive criticism from an inclusive approach that positions the student as a member of the classroom community. She may say, “This is good and I like your writing here. But remember we also talked about using imagery to paint a picture in our story.” This juxtaposed with more humiliating forms of criticism, “No, this isn’t what I told you to do.” Humiliation leads to the alienation of students from the classroom community and can lead to their rejection of educational norms in general.
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