Well, I didn't get very far in the reading before I came to a section that really spoke to me. "During his kindergarten year, Jake was able to move freely around the classroom, engaging in practices that were closer to those he experienced at home. In first and second grade, however, he encountered practices that were much farther removed from his experiences and values."(pg.99) For many children kindergarten is a very successful expierence because children tend to engage in learning at school in ways that mirror thier modes of learning at home. As a first grade teacher I see this type of student often. Thier not "trouble-makers" but just not interested in the activities I would like for them to engage in. It seemed with Jake that the activities he enjoyed most were the activities that he could control. For these students, I find it a very sensitive situation. It seems as I reflect back over the years that I can see a Jake in every class that I have taught. It is to fall into a battle of control with these boys, but you really have to take a step back and see the situation for what it is. Logan, my Jake this year, had a close connection with media culture. Logan's passion was video games. This was a literacy that Logan brought to the table that I had little knowledge of, but I used it to my advantage. The only way I could get him engaged in writing was to allow him to write adventure stories about the characters in his games. I allowed him to write these stories under my direct instruction of what needed to be included. This really worked for him. I'll have to admit that at first I was very apprehensive about letting him do this, but to my advantage it all worked out. Later in the year he moved his interest to animals. He was able to publish many pieces of nonfiction writing and I was happy with that. We had to use different types of texual forms to "reach" Logan, but in the end he was writing some great stuff. I had to find different ways of negotiating with Logan, but we finally found what worked for him. I think that through these different opportunities Logan experienced new identities and connected with different textual practices. Ten years ago, I wouldn't have taken the time to allow a student to have such control over our classroom expereiences, but I have learned (especially in this course) that you have to take the student as they are and use what they give you. All of these different discourses can be used as teaching tools/resources. "For Jake (or Logan) to engage with the kinds of literacy practices valued by school, he would have to see a space for the things he most valued." It is important that we understand that these students participate in two discourse communities. These kids are learning how to "do school" in first grade and for me that is very important to know. The literacy practices at home are important in understanding the history of our students as readers and writers.
It is critical for teachers not to allow these students to take the safer route: tunning out, fantasizing, resisting. We should allow time for them to move between identities,this may take place during Writer's Workshop. The overall goal would be to find ways to help Jake and others like him value literacy. I hope I can make a little difference in their lives at least to show understanding and give them the support they need in helping to bridge the gap between home and school.
Karin Scott
Comments (2)
What a great way to challenge “your Jake” last year! It does make you feel a little apprehensive to get out of your comfort zone, doesn’t it? I had to do the same thing for a class I took last semester, when I had to let my students do some photography to use for a writing prompt. I was amazed at how engaged they were, and I attribute it to the fact that they guided the project themselves. Their work was far superior to anything they had done to that point – and I learned an important lesson. I will, from now on, try to relinquish at least a little of the control to the students – and we will all benefit, I think.
Posted by Marlee Wright | June 28, 2011 9:14 PM
Posted on June 28, 2011 21:14
Jake seemed to be more interested in the activities that granted him more control because of how he perceived his father. In the interviews that Hicks included with Jake's dad, his remarks and role within Jake's family structure seemed to paint him as a breadwinner for his family who had the final say-so. This was evidenced as he operated the family business while the women of the home helped in secretarial duties which are often regarded as female tasks. If Jake's teachers had realized and recognized this, perhaps they would have provided outlets within instructional activities that provided Jake with control of his learning. This could have been done by having students help design and choose curriculum and instruction topics, partake in social discourses that empower them to collaborate and take ownership for their own learning, self-select reading material, or giving students choice in the types of activities included within the classroom. By tapping into their interests and understanding their backgrounds, we can better facilitate student learning.
Posted by Melissa Riley | June 30, 2011 3:51 AM
Posted on June 30, 2011 03:51