Positioning Your Stance in Academia

Learning Outcomes and Position Statements

It can be difficult to find a stance, or an opinion -- sometimes, it takes time, education, and knowledge to ensure that we, as future educators, are being as respectful, appropiate and as thoughtful as we can be. It's important to read position statements and learning outcomes for classroom environments; it helps us to learn from the educators around us, all while forming our own thoughts, opinions and ideas.

I read several of the statements by WPA and CCCC, and found them all to be helpful. One of the statements really stood out to me -- "Position Statements on Anti-Racism." It's important to be aware of our actions and how we treat those around us; as a community, we have to treat others with respect. The text states that it is crucial for educators to "actively identify and challenge individual or systematic acts of racism and other forms of discrimination" in the classroom ("Statement on Anti-Racism"). Students deserve to be in the classroom, and need to be accepted and understood by their teacher. Without proper support, students may feel discouraged or feel like they aren't meant to be in a classroom environment. In the past, I've observed racist undertones and racism in my classes. Sometimes it's intentional, and sometimes it is not, but what matters most is that we, as a community, continue to grow, educate ourselves, and become aware of these internalized and racist biases in the classroom. Here is some information about internalized racism: we all need to be more familiar with it so that we can find ways to avoid it. 

Educators should "express strong feelings of solidarity" and "eradicate forms of racism, discrimination, biases, and predjudice" in a classroom environment ("Statement on Anti-Racism"). Educators also need to be aware of internalized racism, racial biases and also support the "enforcement of laws and policies" created to fight and eradicate racism and ethnic discrimination in learning and class environments; these practices should be instilled by professors in universities across North America, as well as the world ("Statement on Anti-Racism"). Educators must educate themselves to prevent and eradicate racism; this will help students to have a safe, supportive, and accepting environment that will help to shape them as future working adults.

Another statement that stood out to me was the position statement on machine scoring; in undergraduate school, many of my exams were graded by machines. I had to spend several dollars each month on Scantron sheets. Teaching should not be robotic; in the same way, our grading process should not be computerized. I can speak from experience when I say that I'd rather wait a week or two before receiving a paper or an exam. Sure, there is, of course, added anxiety. Still, at the end of the day, I can see my professor's notes and see that they have taken time to look through and grade my work. Machines, unfortunately, encourage the idea of standardized tests and education. While I believe that computers and calculators are fine tools for education, I think that machine scoring and grading should be avoided.

The position statement acknowledges that computers, or machines, are "unable to recognize or judge [certain] elements" in the writing or testing process ("NCTE Position Statement on Machine Scoring"). This is unfair, and, in my opinion, unethical. Educators should take time to consider and grade assignments, even when their work is difficult, tiring or demanding. Machines also limit creativity and unique thought; they are not authentic or fair in their grading.

There are several alternatives to machine grading... one that I always think of is D2L, or an online educational website. Teachers can offer feedback, insights or suggestions behind a computer screen, where the grading process is simplified, but still authentic in nature. It is important to be aware of the concerns with machine grading, but it's even more critical for educators to know of alternative options. 

I found the position statement on grammar to be interesting as well. Although the concept of grammar is enforced and taught in schools across North America, there is a fine balance between over correction and teaching. When I write, I often make grammar mistakes, especially in my first draft. As a matter of fact, I know that I am making plenty of grammatical mistakes right now. Students should not be discouraged for not writing perfectly -- there is no way to write "perfectly." By learning through their mistakes and rough drafts, they can improve and find confidence in writing. When teachers discourage students for poor grammar, students are left feeling dumb, unsuccessful, and foolish. Without a doubt, grammar should be taught in schools, but there is also the concern of being discriminatory or racist towards a student or fellow colleague. Students may write in AAVE, may be non-native English speakers, or may have learning disabilities like dyslexia. As educators, it's important for us to embrace diversity in the classroom, and encourage our students and their voices. Here are a few inclusive and helpful grammar exercises for students if you are planning on using any additional resources for teaching composition (not grammar -- but grammar is an important part of writing). 

This position statement asks for NCTE to "discontinue" improper "testing practices" that push more for grammar and less for "English language arts instruction" ("Resolution on Grammar Exercises To Teach Speaking and Writing"). Not only this, but also that the teaching of grammar -- particularly in "isolation" -- does not lead to improvement or success in students ("Resolution on Grammar Exercises to Teach Speaking and Writing"). "Grammar drills" and inappropriate exercises that silence and discourage student voices should be strayed away from. ("Resolution on Grammar Exercises to Teach Speaking and Writing"). There are plenty of ways to teach grammar in the classroom, but teachers should try to avoid offending or upsetting their students.