When I began to read chapter 5 on Jake I though Hicks was describing a typical boy immersed in all action and engaged in activities of interest in school. Kindergarten enabled Jake to be an average student in kindergarten “Jake engaged with classroom practices in kindergarten in ways that mirrored his mode of learning at home”. (p.100) His behavior in this chapter was also described as “roaming” for his educational behaviors in school which worked for Jake finding activities that involved avoiding literacy work.
As Jake entered his first and second grade years he began to develop resistance to his learning. The structure required in school was different from his home discourses where structure was less of a value. With my own work with students like Jake, I have found this to be true. Rather than reaching out for help with task that were not easy for him, he used the defense of resistance to the work that was hard. Jake did not take on the “being good” defense like Laurie, but rather less engaged in the work that was hard for him. On page 101 it said Jake was “always on task just might not be your task”.
Jakes relationship with his father also shaped his early learning. Jake had a hard time determining between the discourses at home and school. His home language with his father of NASCAR and mechanical work did not help Jake to develop his academic vocabulary needed for school. His father was also proud of his own accomplishment in life having not finished his own education. With that said I feel that Jakes father did not always support the advice from the teachers feeling Jake would do just fine in the world like he did. This is where I think it is significant for the teacher to get to know their students and develop a relationship with their students. Teachers need to get to know what interest the student may have. If his teachesr had taken Jakes interest into account he may have found more of an interest in literacy instead of avoiding those tasks in school.
Kara S
Comments (3)
I think it is very important for teachers to understand that even though some students seem to be defiant and resist the work, they may be hiding behind something else. One thing that helped me reach all my students this year was using Writer's Workshop. This allowed all students to write about what they wanted to write. I even had one little boy that started the year off writing about the characters in his video games, because that was what he knew. I allowed him to write about them for a while until I could get to know him better. After a while I realized that he also enjoyed writing about nature and animals. He published many nonfiction pieces, and finally by the end of the year he was writing personal narratives. Some times we have to let them do what they will and encourage them to do their best. Many teachers see this as being resistant, but if we know our students and use their histories as a resource they will learn. Teaching is not what it used to be, and we need to learn our student's histories, let them have a voice and allow them to tell their stories.
Posted by Karin Scott | June 29, 2011 3:44 PM
Posted on June 29, 2011 15:44
Kara,
You are right. We have to communicate with our students. If we observe them more closely, we will be able to determine their interests. Perhaps, an early parent conference would help, also. If parents feel that they are involved in the child's educational plan, maybe they will be more supportive of our school goals. I believe it truly does "take a village to raise a child." Every relationship is crucial to a child's development. While children value their teachers' input, I believe the influence of their parents typically carries more weight. We need to be especially mindful of this influence.
Posted by Holly Lawson | June 29, 2011 7:32 PM
Posted on June 29, 2011 19:32
Candy Kee
Hey Kara,
You are correct in that Jake was enabled in Kindergarten with all the diverse activities available to supplement his learned discourse with his father. Kindergarten curriculum is changing and will now look like a typical more structured first grade. A lot of the K activities now are preschool which not all children attend. I feel Kindergarten helped Jake transition in social discourse but then grade 1 and 2 were slams for his education. Our curriculum does not embrace diversity and discourse as it should. Jake's father did not listen to the teacher because he felt what he and his dad's values and so forth were good for Jake. I'm sure he felt he was doing what was best for Jake. Your are right too that teachers must step up and be more aware of interest levels in the classroom.
Posted by candace kee | June 30, 2011 9:54 AM
Posted on June 30, 2011 09:54