“There are times in life when the question of knowing, if one can think differently than one thinks, and perceive differently than one sees is absolutely necessary if one is to go on looking and reflecting at all.”
Michel Foucault
Now that I have completed the ASU Graduate program in Reading Education, I appreciate what I have learned in this course along with all the others, and reflect on how social relationships with my students and their families help shape literacy learning. In reading Hick’s book, Reading Lives, Working Class Children and Literacy Learning, I not only have a richer understanding of the importance of the experiences that students bring with them to school, but also a better understanding of social relations with my extended family members. During this course, it occurred to me why these relatives value cleaning and parenting as acceptable female roles. I realize that importance was placed upon the role of mothering and domestic activities when they were growing up. As a result, compliments are ample for cooking a good meal, baking cakes, and parenting in the manner in which they value. On the other hand, mowing the yard and tilling the garden are seen as a man’s job, and a husband and wife who share in parenting, cleaning and cooking is seen as foreign in their eyes. This course has given me knowledge of these family members and a deeper understanding of my relationship with them.
While taking this course, I have thought about the teachers whom I admire, and those teachers all have a way of developing positive relationships with their students. These teachers connect with and respect their students and, as a result, the students show respect to their teacher. I believe that these powerful relationships pave the way to literacy learning.
When it comes to teaching reading, I know more than ever before, that becoming familiar with students’ histories is crucial to uncovering student interest and how they learn best. Meeting the needs of students may require that I adopt new approaches to instruction, which may take me out of my pedagogical comfort zone. The key is to engage students with school literacy practices. My method of teaching and learning should be varied to meet the needs of all students. Engagement must allow students access to school literacies if they are to be successful readers and writers. Access to school literacies should allow for some choice on independent reading as well as small group guided reading instruction. I believe giving students the opportunity to choose their own books to read is empowering and encouraging. Allowing for choice within the classroom can not only come in the form of self-selected reading material, but also in centers or anchor activities, and tic tac toe homework sheets where students pick three assignments (out of nine) to complete by the end of the week.
In a guided reading lesson, I find discussions of texts a learning experience for everyone in the group. Students not only learn from the teacher but also from each other, because they can all bring something valuable into the discussion. This course has given new light on these social interactions after reading about various students’ unique lived experiences. Using their voice, each student has a special contribution they can make. I find a positive aspect of teaching in small groups is that it is easier to create a warm, inviting atmosphere that feels comfortable for everyone in the group. If students are at ease they will be more receptive to instruction. I believe it will be important to continue to use journals so that students have an opportunity to use their voice in a non-threatening manner. This seems to help my ESL students participate in discussions without being put on the spot to have to speak.
This next school year I look forward to delving into my students’ histories, coming to know and engage with them, attempting to uncover their interests, their preference of reading topics, what they value, and the way they maneuver through life within their world. Building positive, personal relationships with my students and their families seems more important than ever before. By using a variety of teaching methods and allowing for choice, I hope reading will be engaging and interesting for all of my students. My plan is to be thoughtful, supportive, and flexible and open to new pedagogical practices as I continue to try to meet the needs of my students in literacy education.
Carol Holt