Response to Shelby, "Swearing"

Should swearing, and other paternalistic ploys that aim to increase student learning, be employed in the classroom?

As we have said in class, most things teachers do in class are slightly paternalistic (such as assigning readings, having tests, etc). If there were no "paternalistic ploys", there would probably be no point in attending class. However, I think swearing is different because it relies on shock tactics to entice students. I must admit this is a huge pet peeve of mine. A similar example of shock tactics is using sex to advertise a product. It may be true that "sex sells", but it doesn't make the tactics used to sell a product ethical (in other words, the ends do not justify the means). I feel similarly about swearing in classrooms. Although I am not morally opposed to swearing the way I am morally opposed to sexualized images of women in the media, I am uncomfortable with people trying to get my attention by trying to shock me. If anything, it sends the message that "this class is going to be so boring that I'm resorting to shocking you with curse words in order to get you to pay attention". I'm okay with teachers cursing sometimes out of habit, if they are speaking casually, and curse words are a part of their vocabulary. However, I'm less accepting of teachers cursing in order to get my attention. It makes me feel like they do not view me as an adult capable of paying attention simply because I want to.

Question: When (if ever) is shock value a good tactic to get people's attention?

Response to Bryan, "Grading"

Bryan suggested in his blog that it is idealistic and even "ridiculous" to want to get rid of our current grading system. I am saddened by many people's inclination to reject something because it is too idealistic. It would not be easy to get rid of our grading system, and I'm not even saying it would ever happen, but if you believe something is wrong, you should try to fix it. So many amazing things in history would not have happened if people had been "realistic" and not gotten carried away with their ideas. Even if you were to fail at trying to do something radical (such as eliminating the grading system), having that goal and working towards it would effect more change than just accepting things the way they are.
Additionally, you cite some reasons why we should keep grades, such as grad schools and employers looking at them. However, I think you are highlighting the fact that the problem with grading is a problem in our whole society, and in order to get rid of grading, we would have to amend more than just the way our schools function. This makes it a lot more complicated, but no less important.
Question: Is it always appropriate to be idealistic in one's goals?

Response to Andrew, "Being Called Upon"

Andrew discussed the multiple reasons why a student may not be able to answer a teacher's question when called upon in class, and concludes that even if the student is allowed to say "pass", the student may still be embarrassed by clearly not knowing the answer. I think that another reason students should not be called on in class is the fact that the classroom does not exist in a vacuum. Each individual student comes from a very different home and, especially in compulsory education, teachers should act under the assumption that students are coming from a bad environment or situation to be on the safe side. For example, in my elementary school, we were required to get our agendas signed by our parents every night, to ensure that they knew what our homework was. However, this put certain students at a disadvantage. If a student had parents that worked late hours, or didn't have a large presence in their child's life, the student may not be able to get their parents' signature. Similarly, some students may have social anxiety or a fear of public speaking, which would make being called on a traumatic experience. Teachers must be mindful of the fact that all students come from very different backgrounds. It would be nice if we could assume every student were perfectly adjusted and went home to a loving, functional family every afternoon, but, as Allison said, you must deal with the students you have, not the students you wish you had.

Question: How can a teacher be respectful of the various backgrounds students come from?