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Annotations

Noguera - Schools, Prisons, & Social Implications of

Punishment(1).pdf
01

Mendeley User

Page no. 2

2/4/2015 21:41
Many assumptions and stereotypes by schools leave educators and admin with an excuse as to why
they do not need to be involved in finding a successful path/alternative.
02

Mendeley User

Page no. 2

2/4/2015 21:45
Other than building a community and open communication channel with students, how are teachers
able to distinguish between a defient student, and a student who is acting out for attention on their lack
of knowledge and need for help.
03

Mendeley User

Page no. 2

2/4/2015 21:43
How do half-effort alternative such as having the student stay at home and do school work (which most
likey is not getting done) help improve the students situation.
04

Mendeley User

Page no. 2

2/4/2015 21:44
The good of the many over the good of one. schools and admin are willing to "sacrifice" the success of
one or a small amount of students if it means benifiting the school as a whole.
05

Mendeley User

Page no. 2

3/4/2015 3:48
Increasing the strictness of schools as well as the severity of the punishment is a sure fire way of not
only making it easier for some to get in trouble, but also making greater opportunities for schools to
turn kids off of learning and the school system.The punishment is just a quick fix for a deeper issue that
needs to be addressed.
06

Mendeley User

Page no. 3

3/4/2015 3:51
As educators, how are we to show these students who see no value/benifit within the education system
that there is something positive that can come from schooling?

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Mendeley User

Page no. 4

3/4/2015 3:52
It is these assumptions made by educators that place students in holes that are extremely hard to get
out of without giving the student a chance. It seems as though teachers advocate for "breaking the
cycle" and then counter that by making assumptions that place the odds against the student.