Davis Brookline is the newly appointed chair of the history department at Cool Ridge High School, which is a large, underfunded, urban school. On the first day of the new academic year, Davis meets with his 10 history colleagues. Some of them are

Question

seasoned teachers, some are new to the district, and some are new to teaching. "We're going to do things differently this year, people," he tells his colleagues. "Over the summer, I attended a workshop about taking the classroom back from students. We talked about teachers' rights, teacher control, and assertive and firm discipline. Things have gotten out of control here at Cool Ridge—students have too much power—and I intend to regain control!"
One of Davis Brookline's colleagues asks, "What do you mean you intend to regain control? You sound a little like a drill sergeant, Davis."
"Exactly!" stated Davis. "This history department is going to be tough. Students will have to earn each and every grade they get the hard way—through drill and practice and weekly written tests, which we will grade on a curve. Those students who don't get in line will pay the consequences."
"Don't we have any say about how we want to teach?" asked another colleague. "I don't agree that your method is the best way to reach students, especially some who have outside problems to deal with."
"We're not helping students by letting them off the hook. Yes, some have problems, but getting tough is the only way to teach them to survive in this city."
What are some of the issues raised in the above scenario? How do Davis Brookline's beliefs about teaching compare to constructivist approaches to instruction?

What will be an ideal response?

Answer 1

Mr. Brookline believes that teachers need to be in control in classrooms, an approach that might fit more closely with direct instruction techniques. Constructivist views of learning focus on active student involvement in the learning process.