This was a gut wrenching chapter to read. Laurie struggled both at home and at school as a result of questionable decisions made by the adults in her life. I recognize that “hindsight is twenty-twenty,” but I wonder if this story could have had a happier ending if people had made better choices along the way.
At first glance, Laurie seems to have had a great kindergarten year. She loved school, was a leader among her peers and seemed to do well. Although her academic struggles didn’t appear until first grade, it made me wonder about the foundations built in Kindergarten. I’m not sure what year this study took place, but it sounds like the whole language era where instruction is more by osmosis than intention. The whole language approach works for students who are natural readers, but not for those who struggle. So, I wonder if Laurie had received a more structured curriculum where the students learned the sound symbol relationships if she would have had a more success later? Or perhaps at least her weaknesses would have been identified earlier?
Laurie’s social and academic problems became apparent in first grade. Again, I question the teaching method at the time. Laurie needed instruction at her level and in a small group, but instead she got lost in whole group instruction. I’m sure this had a lot to do with the changes in her behavior. However, instead of addressing the real problem, they diagnosed her with ADD and gave her medication. I wonder how her mom and grandmother felt about this at the time. Did they agree? Did they simply trust that the teachers knew best?
I really felt for her young, overwhelmed mom. I’m sure she believed that she was making the best decisions possible at the time. And I think that she was doing the best she could, but I wanted to jump in and give her some parenting tips. I wonder if Hicks tried to advise her. I bet she found it hard not to! She clearly became attached to this sweet little girl. It must be difficult to try to be an objective researcher without getting emotionally involved. I sense that she didn’t agree with the ADD diagnosis. I’m thankful that she tried to help her by tutoring her and spending quality time with her.
I imagine at the time, that all of the adults involved had Laurie’s best interest at heart. But we’ve learned about better teaching practices from years of research. Looking back, it seems to me that Laurie was a struggling reader who would have benefited from intentional, foundational instruction. This certainly wouldn’t have solved all of the problems this little girl faced, but I believe that it would have made a positive difference.
Jayne Thompson
Comments (7)
I, too, found myself wanting to shout at the mother, "Get stable, girl!" The thing with the man back and forth had such an impact on Laurie, it seems like it would have been better for the mother to be single and not date. In the middle of things, we don't think about the consequences of our actions, especially when we are happy and there seems to be more happiness in our futures.
I also wish Hicks had told us more specifics about the curriculum and if there was any small group interaction. I agree that it seemed to be a whole language classroom.
Ashley Catlett
Posted by Ashley Catlett | April 10, 2009 9:33 PM
Posted on April 10, 2009 21:33
Jayne-
I wondered about Hicks' role as I read this chapter. While she was involved, she still seemed at arm's length. Perhaps that is what is necessary to avoid becoming too emotionally involved. I would not make a good researcher--I would have been buying groceries and babysitting for Laurie's family. I struggle so much with teachers who seem to just do the same thing year in and year out regardless of the individual learners in their rooms. My principal was telling me this week that teaching is an art. You can have countless degrees and storehouses of knowledge yet have no clue how to function in a classroom. Kinda like the I Corinthians 13 love chapter. If you don't have love, you are a clanging cymbal. If you don't truly seek to know your students with all of their histories and home experiences, we are only wasting our voices and their time. To build connection and validation is to win their attention and trust. I sure hope Laurie experienced a teacher who desired to know her and invest into her.
Posted by stefoni shaw | April 12, 2009 5:29 PM
Posted on April 12, 2009 17:29
I really hadn't thought about Laurie not really getting what she needed in Kindergarten, I guess because it focused on her being successful. However, as I read your reflections it did make since to wonder did she get enough of what she needed in Kindergarten and was she successful because of a whole language approach and her weaknesses not showing. I think that children, like Laurie, have a harder time because it isn't until they have fallen significantly behind that people realize what has happened. I am thankful that in the schools that I have worked in that at the end of the year, each grade grade level meets together to try and place the students in a classroom that will fit their learning style and needs. I know it is not a perfect fix all but it is at least a step in the right direction that helps meet the students individual needs.
Posted by Amy Spade | April 13, 2009 12:19 PM
Posted on April 13, 2009 12:19
I enjoyed your analysis of the reading. You did a good job questioning her kindergarten foundations. I agree that students will often change behavior when their understanding changes. So often, I have watched students begin to struggle in class and soon more negative behaviors would follow. Students have a difficult time in class; therefore, rather than allowing their peers to see them struggling, they change their behavior to gain attention in a new way. Also, it seems that kids would rather other kids believe they "don't care" rather than that they do not understand.
Posted by Brittany Guy | April 13, 2009 10:22 PM
Posted on April 13, 2009 22:22
Hi Jayne. I worry that we will continue to see cases like Laurie's until more educators are allowed to make important curriculum decisions. It is difficult for me to watch decisions made in some counties especially by administrators with little to no experience or education in elementary or reading education. I appreciate the work of an administrator but I also appreciate the value of a teacher who knows what her students needs and makes sure they get it no matter what. I think we have come to a place where we think 'one size fits all'. We look at a program with all of its fancy materials and say - This is it! This will be the one way that will teach all of our children to read. That just isn't possible and until we begin to understand that, to appreciate that and make changes, little Lauries will continue to inhabit our school. Laurie could learn to read, she just needed to be taught in a different way. There is nothing wrong with that unless our schools are unwilling to look for that different way.
Posted by Amie Snow | April 14, 2009 12:27 PM
Posted on April 14, 2009 12:27
My husband, who is a also a teacher, often comments on the irony that surrounds parenthood. While one must have a license to drive a car, no testing or training is necessary to become a parent. And, without a doubt, being a parent is the hardest role I have ever been given. In fact, it is hard work! The choices I make each day impact all aspects of my girls' lives. Even on my "best" day, I know I do not get everything right with my girls. As we consider the choices of parents, is there any wonder some of our students struggle? I cannot imagine how hard it would be for a young child to repeatedly lose a "daddy" as men move in and out of mom's life. While a teacher cannot change the choices of a parent, a teacher can make good classroom choices to provide a safe environment for her students.
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Posted on April 14, 2009 21:17
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Posted on February 19, 2010 16:12