Closing the Gap in achievement takes more than closing the gap between home life and school work. It also requires appropriate instruction.
I don’t agree with Hicks on this one. I believe that Hicks is saying that Jake is struggling in school because the educational system doesn’t allow for his working class values. Rather I believe it is an instructional issue, not a class one. My observation is that he is loosing interest in school because the work is getting difficult and he hasn’t mastered the basic skills he needs to be successful. I see Jake as a struggling reader and writer who needs more time with sound symbol relationships, practice with spelling patterns, and strategies for decoding. I believe that the fact that he has a literate, supportive family and caring teachers who allowed him opportunities to explore his interests supports my view.
Jake is fortunate to have a family who cares about his education. They’ve provided a nurturing home, filled with both books and opportunities for hands on learning. They all value education and show this in many ways. They model reading, and spend time reading to and with Jake. I imagine that Jake’s dad, with a ninth grade education, values it most of all. I imagine he struggled in school too. Yet, clearly it was important enough for him to find ways to continue to learn on his own. I imagine he’d like things to be easier for his son.
Based on the information in the book, Jake had a similar educational experience to Laurie’s. Kindergarten was active, but relatively unstructured and first grade was whole group basal instruction with choice in writing. This environment works for most students, but the rest need more explicit instruction. Like Laurie, Jake didn’t receive differentiated instruction until second grade. And here, he made lots of progress! I think that all of the teachers allowed him to explore his own interests whether at centers in kindergarten or in writing during first and second grade. The difference was the differentiated instruction that he received in second grade.
I have to admit that my position on this subject is highly influenced by Dr. Morris’ class on Reading and Writing Instruction for the Beginning Reader! However, please know that I do recognize that good teachers teach the whole child. They value and consider their students’ background when planning relevant and motivating instruction. It is a challenge to help children meld their world at home with their learning at school. Closing the gap in achievement involves valuing a child’s background as well as delivering appropriate instruction.
Jayne Thompson
Comments (5)
Jayne-
YOU GO GIRL! I loved reading what you had to say. I especially love your line about teaching the whole child. That is such a good reminder for me. I also agree that Jake would have benefited in first grade from differentiated instruction. I too, thought back to Dr. Morris's class and made notes in my margin about what should be done to alleviate some of what Jake was experiencing. I struggled some because I didn't know if the teachers were willing to try something "special" to help him, or was it one size fits all education? I thought a lot about langauage experience and word study. I read Laurie's and Jake's stories wanting to jump into the book and pull them out of their classrooms. I wanted to invite their school's staff to some professional development. Lastly, I wanted to bring dinner to these children's families and tell them thank you for not giving up on this school their children attend!
Posted by stefoni shaw | April 19, 2009 4:00 PM
Posted on April 19, 2009 16:00
Thanks for your perspective. Although I chose to focus more on the seeming difference of values between Jake's home and school, I was also concerned about the use of instructional methods that just didn't work for Jake. If there is such a big difference in the structure (or lack) between kindergarten and first grade, why is differentiated instruction not the norm? Since this is such a huge transition for students, they should be strongly supported especially in areas related to literacy development.
Posted by Lisa Rasey | April 19, 2009 11:11 PM
Posted on April 19, 2009 23:11
Jayne,
Your post makes me rethink this chapter. I think differentiated instruction is so important, especially for students like Jake and Laurie. I think are so many factors to consider in a child’s education. Closing the gap is a huge movement. But how can we do that when each individual child is so different? I think the current models of schooling do not allow for us to completely reach that goal.
Posted by Sarah feinman | April 20, 2009 12:08 PM
Posted on April 20, 2009 12:08
Jayne,
The content in Dr.Morris' class has been in the back of my mind while reading the last few chapters. I think you make very good points about the text, especially when you say that you belief it is an instructional issue. I agree, but just like other problems in the education system there is a combination of reasons and solutions, which I feel that you mentioned as well. I feel that students should receive explicit instruction, like Dr. Morris talks about, which I did not feel that Jake received when he was behind. I think Laurie did from Hicks, and I'm still a little puzzled why she did not help Jake as she did Laurie.
Posted by Elizabeth Griffin | April 21, 2009 1:28 PM
Posted on April 21, 2009 13:28
Thanks for bringing this up, Jayne.
I'm wondering if it is a combination of Hicks's assertion and your beliefs? I can see how the instruction that didn't work for Jake, but would work for others, might be more of a "middle class" type of instruction -- a generic, onesizefitsall, if you will. I see how Hicks can interpret it that way. Now, I don't think that his 2nd grade instruction was "working class" instruction (conversely). Like you, I believe that it was just good teaching!
Posted by Alecia Jackson | April 23, 2009 8:55 PM
Posted on April 23, 2009 20:55