Entry 28

Today I found some rare idea in the the book The Freedom Writers Diary. I've been reading it--although I've been neglecting it for past couple days--and found some awesome ideas about method, viz. how education should be pursued. There was an instance in entry 28 that really stuck out like a big red zit. It was the notion that perpetuates all other methods to a disagreeable degree. Mrs. Gruwell received a "distinguished scholars" student into her class, mind you that the class was below her classification (she was smart-er). Why in the world would a person secede to a lower class, namely more elementary than her "distinguished scholars" class? Well, maybe she wasn't seceding like you would think. You see, I don't believe, as did she, that she was learning anything from that class. In fact, she was belittled and lost. Most of the students in her class could not even level with her notwithstanding her social standing (she was black). They were not only white, they were high class white people. So you see, in all face value she was not seceding as you would think, regardless of how it would effect her transcripts. I believe it is the educators job to train and teach the student to his or her ability. Students, like pods, function on platforms. These pods, speaking metaphorically of the students, must learn on a symmetrical level. If the method does not meet those demands, or I should say stipulations, then the students will lose that education because of inexpediency on the educator's part. Education must be symmetrical in idea and method.