50 Essays: «I Just Wanna Be Average» by Mike Rose, Question 1 help?
i’ve. show more «List the different teachers Rose writes about in this essay, adding a sentence to each name describing his significance for Rose»
i’ve found the teachers but i cant find thier significance.
I Just Wanna Be Average
“I Just Wanna Be Average” By: Mike Rose Summary: In the story “I Just Wanna Be Average” the author Mike Rose argues that society very often neglects and doesn’t see the full value and potential of students. As a student you’re not the only that is frustrated. Rose explains how even dealing with the issues and difficulty of a highly respected professor you can still somehow find comfort as a student and learn to deal with the issues of the professor in your own way. Rose also points out that the impact a teacher has on his or her students is very powerful.
I know from experience that when you as a student can respect and relate to a teacher your more willing to put as much effort as you can into your own work. Rose proves with his points throughout the story that students who are not as well off as others can’t be understood. Analysis: Ethos: Seeing Rose’s credibility in his story this quote was mentioned “I see nothing (in proposed regulations) for people striving for higher standards” meaning that he doesn’t see any reasoning to put all these rules and situations on someone’s plate if they are trying to better themselves or pushing for higher standards.
Rose also clearly believes that every single student have a right and can reach their maximum potential, and rise to their own expectations. As Rose himself states most teachers and professors have no idea the extent or how to reach a child’s imagination who is just “In their own mind. ” Students should always take blame and control of their own education, but teachers and professors should also be setting higher standards for students because as Professor Rose stated the students will ise to the standard you set for them. “How did Jones do this? ” “Hmmmm. ” “No. ” “No, that won’t work. ” Your attention wavers, with this being said I see Rose’s point if teachers would make these remedial classes more exciting students would begin to understand the subjects a lot more and their minds wouldn’t wander as much. Pathos: Mr. Mike Rose was placed into this vocational track “on accident”, because the school had made an error with his last name and another person with the same last name.
The students in this track were often labeled as “unruly, and not motivated” and of course the parents and students are faced with embarrassment which can be tragic just from an error this school had made. If Professor Rose had not taken that single Biology course his sophomore year in “Our Lady of Mercy” his educational career as a professor would not have been a success. It is always very important teachers understand the importance and responsibility of their role that is in these student’s everyday lives, they shape the way these students think, and understand everyday education we use.
During the essay Ken Harvey mentions that he just wants to be average and considers himself to be below average while Rose is thinking to himself what an absurd comment it was. When an individual is constantly told that he or she is not smart they can’t do this or that it lowers their confidence and they actually start working at that level and not striving for the highest standard. Teachers and or professors have many responsibilities including the most important one which is knowing and making sure the student or child understands every single lesson they teach.
Logos: Mike rose clearly demonstrates that teachers and students as well have to and must take active roles in any education program. Any type of person of education which can be a teacher, professor, teacher’s assistant, daycare provider, etc must meet needs of all of these children and students. On the other hand it is very critical for the students placed into these vocational track programs that these teachers change the way they instruct to meet the eeds of these students that are troubled and can’t quite understand subjects as well as other students, and make sure they understand each and every bit of information given in lessons. Teachers must be prepared and competent so they can also provide their students with the skills necessary to be successful, no matter what program the student is in. Often times students potentials are not realized because they are mislabeled and teachers don’t take the time of day to understand these children.
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Response to Mike Rose’s chapter “I Just Wanna Be Average”
Allow me to preface the following post with this statement: I have throughly enjoying reading “Lives on the Boundary” by Mike Rose, and I think he is a genius of an educator with an incredible story to tell. I’m about to dive into chapter six (just starting tonight’s reading…), and I’m excited to continue learning about the ways in which Rose’s life was transformed and his pedagogies for duplicating these scenarios.
It’s my blog and I can cry if I want to, so now it’s time to rant a bit:
What I want to know is what happened to the kids from Rose’s time in the vocational track that weren’t acknowledged for their intellect in the same way that Mr. MacFarland picked out his group of followers. Where did Ken Harvey, Ted Richard, and Dave Snyder go?
I recognize that the point of this chapter (“I Just Wanna Be Average”) is that “students will float to the mark you set,” and “the vocational track.. is most often a place for those who are just not making it, a dumping ground for the disaffected” (26). Rose describes the mentality that states “I just wanna be average” as one that comes from a stance of defense; the statement is designed to “[neutralize] the insult and the frustration of being a vocational kid” (29). My question is this: what about a kid from a similar background as Rose who really does just want to be average?
Rose recognizes his fortune in being hand selected by Mr. MacFarland and helped along the way by countless scholars and educators. I get the sense that he doesn’t recognize (thank you, modesty) his own genius. Personally, I feel a bit embarrassed and “stupid” listening to him speak of the work he did in his college career. Not only is it impressive for a man like Mike Rose, but that kind of work is something I am smart enough to realize is beyond my own brain power! I couldn’t help think about where a middle-ground student like myself (or perhaps even some of the boys in Rose’s childhood vocational school) would be in the situation.
In the same vein, I was disheartened by that fact that the teacher who most inspired him to pursue a higher education seemed to stumble into the profession. MacFarland “never took any credentialing courses, couldn’t bear to, he said, so he had to find employment in a private system” where he met Rose (32). What does this mean for a preservice teacher like myself? When intellect trumps teaching “credentials,” where does that leave the teacher who spent half of his/her time in college studying education? This is of course a very cynical look at things; I hardly believe there is a chance that my time spent in the education program here won’t be useful every single day of my teaching career. Still, it is one of the only parts of Rose’s novel thus far that has left a bitter taste in my mouth.
All this to say that I’m left questioning whether or not the statement “I just wanna be average” is ever a good thing; furthermore, what can we do as teachers to recognize and honor when this is the case? Can a student who is not a genius make it through our educational system that put’s “lives on the boundary”? Is the education system so polarized that it will leave behind a student who WANTS to cross the boundary, but might not have the smarts to do so?