As I read Hicks recount her use of ain’t in a guided reading group, I thought the most important thing that happened at that moment was that Hicks made herself vulnerable. In one sense, she inserted herself into the role of a student and stepped away from being the teacher. Perhaps that is why “The word felt so familiar and so strange—“ (p. 154). Because of my own upbringing and training I would struggle to use this word, but I think I am beginning to understand why taking this type of risk is so important. In something as small as a verbal “stumble”, Hicks may have spoken volumes to her students. She may have rallied them to her side, to walk with her on a journey of learning so much more than when not to say ain’t.
Hicks asserts the way to help teachers move toward more responsive kinds of literacy practices with working-class children is to gain the crucial understanding of the particulars of that community (p. 154). While the notion of social activism as related to reading lives is a new concept to me, I am beginning to grasp the necessity to read lives in order to affect change. As Hicks points out, this activism will demand “considerable commitment to creating practices that extend from those readings (p. 154).” If I am not willing to take some risks and to immerse myself in that community, I will not get the opportunity to affect change.
I also take to heart the “warning” that Hicks gives about the level of work involved to engage in hybrid practices. That moral shift she mentions—“a willingness to open oneself up to the possibility of seeing those who differ from us”—sounds quite noble in this context but absolutely challenging in reality. What will I be willing to do to be vulnerable for my students? Can I step away from being "The Teacher" long enough to learn them, not about them? Hybrid practices necessitate my responding to the particulars of situated histories. “This is very hard work, but work that lies at the heart of teaching” (p. 152).
Lisa Rasey
Comments (5)
HI Lisa. I agree that taking those risks, creating a vulnerable moment for ourselves is an important part of connecting with our students. We must be prepared to feel uncomfortable at times because it is in those times that we can really learn who we are and who we can be for our studnets. Of course it is easier to come in each morning, go through our lesson plans and then leave at 3:00, but when we take those moments to step away from the plans and to focus more fully on the people in front of us and the knowledge they bring with them, we just might realize that we all have quite a bit to learn from each other.
Posted by Amie Snow | April 26, 2009 10:51 AM
Posted on April 26, 2009 10:51
Lisa,
You are right. Teaching really is a form of social activism. That is one reason I like teaching ESL. I am pretty much forced to get involved, make calls, etc. My numbers are going down so I don't get to do as much of the "social work" of teaching that I used to. I miss it. I think I might have missed my calling. I really would like to use my bilingualism in my next job. It is a challenge to teach. The rewards are great, though.
Ashley Catlet
Posted by Ashley Catlett | April 26, 2009 11:48 AM
Posted on April 26, 2009 11:48
I've also been wondering about the level of work involved when we engage in hybrid practices. Truly understanding our students and knowing them makes perfect sense, but I'm daunted by the task because it also takes time. The requirements of teaching: lesson planning, preparation, professional development and paperwork are already consuming. I think that rather than looking at hybrid practices as something else to "do", I'm going to start by approaching it as another way to think, and view my students.
Posted by Jayne Thompson | April 26, 2009 1:41 PM
Posted on April 26, 2009 13:41
I completely agree with you in that we should give extra effort in our days to make sure we are connecting with our children. However, it is also true that leaving at 3:30 would be ideal each day. Some days, I feel like I have given so much energy getting through the day that I have none left to stay at school and develop plans or work any longer. Teaching is definitely about finding a balance. We cannot give too much of ourselves and become burned out; however, we also need to push ourselves to make every student feel welcomed, loved, and appreciated.
Posted by Brittany Guy | April 27, 2009 8:34 PM
Posted on April 27, 2009 20:34
I agree teaching is difficult work but worth it. Teachers that care can make all the difference in the world. As Brittany stated above, finding the balance is key.
Posted by SuSu Watson | April 28, 2009 4:45 PM
Posted on April 28, 2009 16:45