RES 5530: Race, Class, and Gender in Literacy Research (Spring 2009)

(I love doctors, don't get me wrong. But this seemed like a good quote for this post....)

This chapter was difficult for me to read. I struggled with two issues.

One issue that really stood out for me was the difference in Laurie's academic progress from kindergarten to first grade. She was doing well in kindergarten, and then faltered in first grade. Hicks talks a lot about the use of center time in kindergarten. In fact, there are several episodes in which students are working together in small groups. And yet, when she is in first grade, there is no mention of small groups. Most of Laurie's academic schooling in whole group or independent. How can this be? And it seems as though there was no mention of differentiated instruction, until she moved onto second grade where she was "placed" in a program. In my experience a balanced literacy program MUST have differentiated instruction. You need to teach kids where they are at, not where they SHOULD be. And just because this first grade teacher was experienced does not mean she was meeting the needs the of Laurie. I don't think she was. Most of the activities I do with my students are differentiated. I have small groups for everything. The only teaching that I do that is whole class is TDR, which is mandated by the district. Spelling, math, reading, writing, science and social studies are all small group. I really struggled with this. Of course Laurie was able to look like she was understanding. How could the teacher really know with a whole class to watch?

The other issue was the diagnosis of Laurie's ADD. As teachers, we all know. We know that kids act differently while on meds. In my experience I have met ONE student that truly had ADD. And, granted, I know I am not a doctor. But misbehavior does not mean they have a hard time paying attention or that they have a disorder. I had one student who I jokingly called Mr. Hyde. He was rotten when he wasn't on meds. But he was bright. His creativity and problem solving skills were astounding. But that only happened on the days mom forgot to give him his meds. When he had his meds, he was a zombie. I didn't recognize him. I could always tell if he had taken his meds by the look in his eyes. If he had taken them, his eyes were typically half closed. He rarely spoke and tired out easily. He didn't care about school work or friends. It was horrible watching it. I even told mom that I thought he was being over medicated. And her response was that she couldn't handle him when he wasn't on meds. (!) This whole ADD, ADHD thing has gotten out of control. During a SAT meeting I watched as a social worker told a parent which doctor to go to because that doctor was sure to diagnose ADD. WHAT?! I don't feel that Laurie had ADD. I think she had a difficult upbringing and it put extra stress on her. I do not see that as a disorder.
Sarah Feinman