I found it interesting that both the Delpit and Baker chapters addressed many of the questions raised in our first blog: How do educators teach Standard English in a manner that honors the students’ home language? It makes sense to go back to language acquisition theory. We have known for years that language is best learned in social settings, not formal classrooms. So it is logical to find ways to teach that are relevant to the students’ interests. I love the “hair” theme. It reminds me of a book my husband just purchased to use in his high school algebra class: Toys to Tools: Connecting Student Cell Phones to Education, by Liz Kolb. “If you can’t beat ‘em, join ‘em!” I also love Baker’s idea to study her students’ home languages. What a wonderful way to validate their oral language while recognizing a need for Standard English in other settings. Both authors made me wonder if I am doing enough to make my students feel comfortable talking in my class? Do I provide enough opportunities for them to use language? Am I creating relevant, motivating learning opportunities? How do they receive my “corrections?” My method for “correcting” non-standard English is the same one I used with my own young children. I repeat their phrase correctly, in a conversational manner. I hope this simply serves as a model for future. But I wonder, is this okay? Or have I inflicted irreparable damage to some child’s self-esteem?
I saw myself in the Ladson-Billings chapter on “Permission to Fail and Demands to Succeed in Urban Classrooms” and the Purcell-Gates chapter on “Issues of Literacy and Power.” I’ve been guilty of not pushing all of my students equally. As much as I love working with struggling readers and writers, I sometimes feel overwhelmed by the amount of time and effort a low performing student needs from me. Some days, I just don’t have the energy to demand success. It’s not personal, it’s just harder. Our children come to school with so many needs and there’s never enough of me to go around. I’m not saying this is right, or trying to make excuses. I’m just being honest. It’s tough to meet everyone’s needs every day. So I just do the best I can and pray that it’s enough for today.
Jayne Thompson
Comments (5)
I appreciate your honesty about the "Permission to Fail" chapter. I feel the exact same way. For me, it's never against the student personally--but it's tough to spread yourself so thin to reach everyone, especially when you have a class with almost 30 students who are ALL different learners. I think it's good that we have opportunities like this in reading a chapter like this to make us aware of this issue. We could all use a little reminding every now and then.
Posted by Christy Rivers | January 30, 2009 7:58 AM
Posted on January 30, 2009 07:58
Jayne,
I must say, I also appreciate your honesty. It is true. It is true of all teachers. There never is enough of us to go around. There are going to be times when a worksheet is what they get. I'm incredibly thankful for a hardworking assistant. She manages to perk up when she sees me dragging. I think that as long as you know in your heart that you will demand success from children, it will show. But there are going to be "those days".
I also wonder if I am doing enough to reach every student at every level? I know I am trying. Reading books like this, makes you look at your classroom in a different way. Just when I think I've got this whole "teaching thing" down!
(I don't think you should feel guilty.)
Posted by Sarah Feinman | January 30, 2009 6:04 PM
Posted on January 30, 2009 18:04
Hi Jayne – Your honesty is so refreshing but I also know from watching you this summer that you give so much of yourself to every student. (The best are always the toughest on themselves!) The fact that you are able to critically analyze your own teaching shows your willingness to do more for your students. On another note I was impressed by the ‘hair’ curriculum as well. With the unbelievable pressures on all teachers it takes a lot to develop a curriculum that’s so outside the box, but what is interesting is that it really isn’t all outside the box. The hair curriculum is infused with the skills and strategies that make up the curriculum except it has an added piece – purpose. However, as soon as we get into a school we feel the pressure of testing and achievement scores. We fear going outside the box because no one else is trying it. If we want to see more hair curriculum I think we have to start with our new teachers. We have to develop teacher education programs that give our teachers confidence to teach in new and creative ways. We have to reach our new teachers with innovative teaching if we want them to do the same with their students. In addition we have to make sure that our new teachers have mentors that encourage creativity and innovation as well. They are going to need the support and we have to be prepared to offer it to them.
Posted by Amie Snow | February 1, 2009 9:16 AM
Posted on February 1, 2009 09:16
Jayne,
I can imagine your concern when "correcting" your students when you converse with them. I don't have a class of my own, but after reading this chapter I thought back to the students I worked with and wondered the same thing. (if i damaged their self-esteem) I too wonder how to "correct" their responses without hurting them. But I agree with Amy when she says that reading books like The Skin We Speak will help us understand how to work with students in the future.
Posted by Elizabeth Griffin | February 2, 2009 4:30 PM
Posted on February 2, 2009 16:30
Jayne,
You are a social being, and you also have limits to your energy and enthusiasm. So, first be kind to yourself and know that you are doing a good job, and that you are the best teacher for your students!
I too have used the same strategy of "correction" with non-standard English users. Modeling is a way of showing "correctness" without overt attention drawn to the speaker. I think it gives "space" to the speaker without feelings of shame. I creates a space of shared language, while acknowledging each speaker's own cultural proclivities.
Having said that, I'm not sure how minorities perceive this method. It very well could be that it is perceived as "talking down" to them. I really don't know how a child would internalize it.
Posted by Alecia Jackson | February 5, 2009 12:15 PM
Posted on February 5, 2009 12:15