The Silenced Dialogue

The Silenced Dialogue by Lisa Delpit

Delpit argues that there isn't just one way to teach students. We can't reinforce one specific "code". Since everyone is different, each student will have different ways of learning and interpreting that information which is that students own "code".

First off I felt this packet was confusing to read considering that some of the pages seem to have been missing...was it like this for anyone else?

Delpit also argues that the silenced dialogue is a miscommunication of "skills" vs. "process"
"My charge here is not to determine the instructional methodology; I believe that the actual practice of good teachers of all colors typically incorporates a range of pedagogical orientations. Rather, I suggest that the differing perspectives on the debate over "skills" vs. "process" approaches can lead to an understanding of the alienation of the "silenced diaglogue."
(p.24)

What I think Delpit means by this is that the classrooms need to be more diverse. Students need to be able to free express their diversity whether it be race, gender, religion, sexual orientation. Without these things in mind the teacher may never know the thought process of some of these children considering they come from different backgrounds and can't always necessarily relate to one another.

"The teacher cannot be the only expert in the classroom. To deny students their own expert knowledge is to disempower them." (p 32-33)

I think in this quote Delpit is trying to say that someone may be classified as "horrible at reading" or "can't divide math equations" the thing is...the student may need this information intrepreted in a different way and a teacher should encourage the student to do so.
I have a story to go along with this quote :)
My younger sister, was in special ed from preschool up until seventh grade. She let the fact that she was in special ed bring her down. Every night she had homework she would sit there and be like "I can't do this" and even sometimes shred her homework from being so frustrated. The thing is she wasn't stupid like she thought she was...and we encouraged her as much as possible at home. All she needed was to take her time to assess the information and acquire it in any way that best suited. She has found ways that work best for her when she has homework or even in the classroom. She was assessed and for her eighth grade year this year she was moved into a regular ed classroom and I'm very proud of her accomplishments she has had this year. She is an A/B student and I have seen her self esteem rise over her accomplishment. This just goes to show what a "label" can actually do to a student or an unencouraging teacher.

"The narrow focus of No Child Left Behind has driven them to despair as their administrators mandate more and more meaningless, mechanistic goals." (p.xvi-introduction)

These mechanistic goals Delpit sees as a waste. This quote I believe sums up the whole piece written by Delpit. Nevermind setting up skills test for children set them up so they can begin a process and you see the student grow in that process. Skills can come with process, which some skills may take longer to master. Thats why teachers and students need to have the communication that this piece is talking about. One student may love a teacher and think the work is great while another struggles. If too much is focused on these "mechanistic goals" what can be accomplished? and I think that is what Delpit was trying to get out of this piece the most.

Questions, comments, points to share?
I feel as though this piece was hard to read in the fact that everything skipped around since some pages were missing. Overall the piece was great and I could relate that to my life since my sister lives at home so I have experieced a situation that may deal with Delpit's argue. If anyone has anything to add or comment feel free. I tried to understand what was going on and interpret this the best way I could :).