I enjoyed these four chapters more than the previous ones probably because they provided real classroom situations and practical knowledge. I was not surprised by Lisa Delpits daughter and her rapid change in language. I believe children are very quick learners, we often forget that and insist on trying to drill things into their heads. I also admired the way Delpit handled the situation and did not make her daughter not use her new language. But rather made sure that her daughter knew how and when to use which language.
Delpit (p.40) states that "When students do get a chance to speak, if anyone uses what the teacher considers to be 'bad English', the transgressor is told that he or she is speaking incorrectly and must "fix" the language in order to gain a response..." I feel that this is one area where I do a good job. I do not correct a child, or even tell them that it is wrong. I simply ask if there is another way to say it. Even then, I don't always do that.
I loved it when Delpit talked about the middle school and the "hair curriculum". What a great concept? I will be looking for ways to incorporate something like this in my classroom, on a smaller, third grade scale of course.
Judith Bakers essay touched me on so many levels. The idea of three forms of English was very enlightening. Although I have never thought of that way, I agree whole heartly with the concept. The projects she did with her students were inspiring. She was able to embrace where each child came from and build upon that foundation, to create some wonderful learning experiences in which the children learned to respect each other and were able to move forward in their education.
"I ain't writin' nuttin'" really made me think. Do I give permission to fail? I think back to my first year of teaching. I had a EC student. I allowed him to do nothing in my classroom, because it took so much effort on my part to get him to do anything. I know that I failed that child. I have since required more of my EC students, realizing my mistake that first year. But, the chapter really made me think, do I demand all students to succeed?
The story of Carter Forshay was another motivating story. He was able to have his connect and create in a non traditional way, that will have life long meaning for those students. This is the kind of teacher I am trying to be, finding ways to reach children and motivate them in all subjects, not just the classes they enjoy. I have The Magnificent Seven by Elmer Bernstein on my ipod. Every time I hear it, I "see" a story... cowboys, indians, and danger on on the open plains of the West. I have often thought of having students listen to it and write the story they hear when they listen to the song. But alas that is all that I ever done, think about it. But maybe I will try it complete with character webs and all. My guess is that before we finish this class I will have tried. Remind me to let you know how it turns out.
I recognized the story of "Donny" from Victoria Purcell- Gates from undergraduate studies. This story always touches my heart, since I have always lived in rural areas like McDowell county and Boone. I believe, as I am sure most of you do, the true tragedy of the story is the schools refusal to listen until a phone call from Dr. Purcell Gates. Oh I pray that I will never be that teacher.
I have this very year, done the same thing "Miss M." did on page 136. I had a student stand because he kept falling asleep during the reading of a passage. I felt bad about it, thinking perhaps I wasn't taking into consideration things that may be going on in his home that I wasn't aware of, and that maybe I had been a little harsh. But after reading this piece, maybe I did the right thing after all. Does anyone else feel that sometimes teaching is a fine line. We must care and we must demand, we must be all things to all children. No wonder I come exhausted at the end of the day.
I really did enjoy these chapters and the reflections it allowed me to have on my classroom. These chapters have certainly encouraged me to reflect and try new things in my classroom.
Until next time,
SuSu Watson
Comments (5)
SuSu,
This statement from you rang true with me as well: "I allowed him to do nothing in my classroom, because it took so much effort on my part to get him to do anything." This is the quandary we face everyday: do we work extra hard with students who are falling behind, but in the process cause the rest of the class to fall behind, or do we work with the rest of the class and cause the one or two "others" to fall behind? You are absolutely right...there is a fine line in everything we do, and I think we can all agree that we put our whole selves into our jobs.
Posted by Christy Rivers | January 30, 2009 5:19 PM
Posted on January 30, 2009 17:19
Permission to fail...this is so hard. I have this one student in particular. Middle school boy. Not into school. Thinks everything is boring. Made a D in my class. And it is hard to make a D in ESL. I offered him extra credit, even when my assistant said not to do it. I wanted so badly for him to get a C but I refused to give it to him. I gave him a week to get the extra credit to me. He didn't do it. He got the D on the report card. Does he think I gave up on him? What else can I do? How can we get kids to care about their future and put forth the effort?
Posted by Ashley Catlett | February 1, 2009 2:00 PM
Posted on February 1, 2009 14:00
SuSu,
Yes, we definitely walk a fine line. I grew up in a home where a constant theme was, "There's a time for everything." Now as an adult I realize one of the hardest questions for me to answer in every facet of my life is "What time is it?". To be able to treat a child as an individual and meet his/her needs on an individual basis is a constant challenge. I, too, want to demand success and struggle with the balance between compassion and high expectations. I guess I need more practice telling time.
Posted by Lisa Rasey | February 1, 2009 4:08 PM
Posted on February 1, 2009 16:08
SuSu-
I appreciate your thoughtful reflections. I was so struck by effort in what we read this week. Sometimes, honestly, I coast. If it is a topic I am passionate about, I will spend more time preparing for those lessons. When it comes to the rigors of language, I may lose some of my zest. I am trying to fix that this year, and not lovingly look at that English workbook page. I am trying to apply our language to everyday situations not just the 5 sentences we should rewrite to practice this new skill. That is the silver lining in our job. No two days are alike. Each is a new opportunity to start fresh. With your thoughtful reflections, I would venture that you are making more of a difference than you believe. Unfortunately, most days we do not have anyone come up and say "thank you" or "good job Mrs. Watson". But, I believe those words fly across their minds. I have a student this year who I just struggle to connect with. He has such a difficult time with creative thought or following directions, or basically cluing into the world around him. At first, I would get mad. Now, after reading some of this book, I think he operates this way from a lack of what he receives at home. I am so excited over these last two weeks to change what he is used to. Dog gone, we are going to pull creativity out before June. I will not continue to allow him to flounder or fail when it is writing time. I'll encourage you and you can encourage me--we are going to do it!
Posted by Stefoni Shaw | February 1, 2009 6:02 PM
Posted on February 1, 2009 18:02
SuSu,
Not giving someone permission to fail is no doubt one of the most complicated aspects of teaching. You said it best: We must care and we must demand. I think in order to care and demand, you have to be aware, as you put it, of what's going on at home. I think part of the solution is not devising strategies to keep a child from failing but engaging in a conversation -- a caring and demanding conversation where the child has input into what the "demand" looks like. Sometimes children actually do know what they need, and the caring and demanding resides in asking the question of them.
I think this goes along with your strategy of "asking if there is another way to say it."
Posted by Alecia Jackson | February 5, 2009 1:25 PM
Posted on February 5, 2009 13:25