Monday, August 27, 2007

about Act 1 Scene 2


In this scene we are presented with crucial information about Rita’s past that made up what she is now. Her wishes to learn have been present throughout her life. She got a deficient education, in the sense of having attended a regular school even after wanting to attend a bording one. We are presented also with the fact that she didn’t have support of her parents that leads clearly to the attitude she has towards life.
Although, Franks takes into account her background by the moment they start dealing with the content of the lesson, what Rita really needs to learn is to think in advance before acting. Frank emphasises the fact that objectivity is crucial when studying no matter her personal feelings.
Now, for us as teachers, is it ok to go on with what Frank called ‘formal education’ without bearing in mind students’ personality and interests? Easy, in fact, is to criticise Frank when we are not in charge of a student with certain expectations. However, it is just a question left in my mind after reading Willy Russel...

6 comments:

lulilaiaka said...

Hi Yohi,

I like your comment on Rita , however I don`t understand what you mean when you talk about being in charge of students who have their own expectations. Can you tell what you mean?

Thanks
Lucia

btw: I love your blog

Gladys Baya said...

Hi Yoha!

On what grounds can you define Rita's educational background as "deficient", I wonder? And what do you mean when you state that the lack of parental support "clearly leads to Rita's attitude in life"?

You've posed a most interesting dilemma: as teachers, should we prioritise standardised contents or each student's unique experience??? As we go throughout this book, Frank will ask himself this question once and again, and Rita will help us find the answer, you'll see!

Big hug,
Gladys

Yohi said...

Hi everyone!
Fisrtly, welcome Lu to the cyberspace!!!!!! And thanks a lot for comenting on my blog!!!
Now, to answer your question let me say that, to me, all students have their own spectations, i.e. they attend classes looking for something. At Rita's level (meaning college) the expectations are easier to recognize, because she even states them when she stated her purpose for studying.
Probably, my mistake was talking about being in charge of sb intead of talking about interaction between both characters.
What I was trying to say is that one of the most chalenging issues of our profession is to help students fullfill their expectations. Sometimes we may succed sometimes we may not, but what is important is to bare in mind their needs and willings (something that seems not an easy task to me)
LOL
Yohi

Yohi said...

Let's see... a lot of questions by the way!

When I said that Rita's educational background was "deficient", I meant that she was not taught not only content but how to speak or how to behave. She didn't have certain opportunities in life mainly because of her socio-economical background.

Rita's attitude in life is a product of lack of parents' support, porbably I didn't made myself clear. Not necessarily is control what parents should have over their children, but support or care too.

I hope I'd made myself clear. I tried to keep it real as much as possible.
LOL
Yohi

Gladys Baya said...

You're really good at building dialogue online, Yohana!
I'm afraid I don't quite agree with you when you write: "At ...(college) (student's)expectations are easier to recognize..." Though I agree it is true adults might have more tools at their disposal to verbalize their goals, their expectations are usually complex (they might even conflict with one another!), and quite often not even the learners themselves are aware of them all...

I also wonder: is the teacher to be held responsible for the learner's realising their expectations, whatever those are? Placing myself on the teacher's side, I feel this is asking too much of me! :-P

You've got a point when you say Rita's lacked certain opportunities traditionally valuaed at college because of her background (not as much economic as cultural, I'd say). Yet, does she have any advantages over "proper students" because of that as well? Here's the challenge for Frank, I believe: can he turn Rita's uniqueness into a strength at college, so that Rita can succeed at school while remaining true to herself?

As for the role of parents, I personally believe we run the risk of oversimplifying issues here. Though I certainly agree parents play a fundamental role in self development, Rita's now in her 30s, which means many other influences have already been at stake... I see no reason to speculate her parents have been unsupportive or neglecting at all, all I can assume is in their culture academic success was not as valuable as it seems to Rita today...

Apologies for the long posting!

let's keep reading and wondering together!

Big hug,
Gladys

Yohi said...

Thanks again for being here!
Let’s see...
I don’t mean blame teachers to be responsible for the learner's realising their expectations, but they are crucial in learners’ life and attitudes. For instance, Frank’s role will be crucial in Rita’s adaptation to college and in her preserving her uniqueness. I guess that his role is even more important than Rita’s family (and with this I mean also her husband). BTW isn’t she in her 20s? I’ve just look at it. Anyway, I guess that everything will have an impact on a student’s learning process, so I don’t agree with minimizing teacher’s role either.
Thinking about this made me re think if I really want to cause such an impact on my students.... Let me think about it, and we will see by the end of the book.... hahaha ;)
Thanks again....
Yohi