and it will be my job as a teacher to create and provide that space.
In the past weeks, I posted about how I thought Hicks relationship with Laurie would have an affect on the type of research she gathered. Meaning that her relationship with Laurie probably altered her collections or findings. But, after this chapter I find myself wondering how any person who cares about children could not step into to help this child. I was so frustrated! I am a firm believer about placing students on a level, or giving them work that they can experience success. To me, the instruction for Laurie was no different in first grade or second grade, other than the proclamation from the teacher that she was changing and adapting a curriculum to serve the needs of all students. Did anyone read about a way that she changed instruction to fit Laurie’s needs?
I was not surprised to read about Laurie challenging the teachers, I find myself challenging the situation or others when I feel that I cannot do things correctly or “do anything right” in others eyes. Early in the chapter Hicks states: “Children knew well when adults were tired or annoyed” and Laurie knew what her teachers thought about her progress and level of academic achievement. But, there was no need for Laurie to feel this way. She experienced success when Hicks stepped in: “I began collecting books that I thought more appropriate matches to Laurie’s reading abilities, bringing these with me for each visit I brought enticing writing paper and some “artists’ crayons…I wanted to help her regain the confidence we had seen in Kindergarten” (Hicks 72). Why did her teacher not TRULY want to see this, I have a hard time believing that if that wanted to see this in Laurie, they could have done it. I am making an assumption, but I think Hicks would willingly share the things that she did to help Laurie “regain the confidence”. We read about how she regained the confidence, and the progress she made: “doing these one-on-one sessions at home, Laurie seemed enthusiastic and confident as a reader and writer”.
This chapter was just frustrating, but it also motivated me to strive to allow all children to experience success. It is reality that not all children with be pleasant to work with, but I feel that it will be my job to enable children to succeed.
Elizabeth Griffin
Comments (6)
Your post made me think about how kids who are retained get another year of the same old same old. The same strategies and curriculum that did not work for them are repeated. And we expect different results!! It seemed like Laurie needed something different, something truly adapted for her needs. I do feel for the teacher, who was probably overwhelmed with a classroom of other Lauries. But I feel the frustration of wanting to jump in.
Ashley Catlett
Posted by Ashley Catlett | April 10, 2009 9:38 PM
Posted on April 10, 2009 21:38
I wish we could as some questions of Hicks and Laurie's teachers. I'd like to know more about their instruction and especially about their decision to medicate Laurie. I wonder how the mom felt about this. Or was she too busy with her job and school to take on another problem. Maybe this just seemed like an easy fix for everyone. Or maybe mom was not used to questioning authority. I'm not sure. I wish Laurie could have a "do-over".
Posted by Jayne Thompson | April 13, 2009 8:38 PM
Posted on April 13, 2009 20:38
Your first two lines really captured my attention.
Girls like Laurie need to find safe classroom spaces…
and it will be my job as a teacher to create and provide that space.
In these short remarks, you have reminded all of us that much of the responsibility for all of our children is in our hands. Although we cannot control every family situation or gap in learning, we should be trying to create the type of positive learning environment that encourages learning, community, and growth. Thank you for reminding me of my great responsibility as an educator.
Posted by Brittany Guy | April 13, 2009 10:34 PM
Posted on April 13, 2009 22:34
Hi Elizabeth. I think you took all the right things from this chapter. You recognized that parts that were less desireable and used those to inspire yourself to help your students. We may not be able to get every child to the same place at the same time, but we can work hard each day to try. Every child is worth that effort and our role as teacher is to help them see that and help them achieve all that they can. In the craziness of a school day we can lose sight of that, but research like this can bring us back to where we need to be. Our students are THE most important part of our day. Our job is to make sure that we are teaching each of them each day. If that means we have to change our instruction to meet a student where they are, then that's is what we do. It's difficult and its exhausting and at times it can seem impossible, but in the end the effort is always worth it.
Posted by Amie Snow | April 14, 2009 12:31 PM
Posted on April 14, 2009 12:31
Elizabeth,
I too was really frustrated with this chapter and the reason was because it reminds me of so many students I see. Of course, I do try different methods than the teacher did, like differentiated instruction, leveled reading, etc., but I was more frustrated at the mother and the teacher for not really "knowing" Laurie. The didn't find out why things were changing or why she was acting out. They simply medicated her and stunted her academic problems. I am with you in the fact that if I were Hicks, I would have found it hard not to step in!
Posted by Whitney Gilbert | April 15, 2009 10:37 PM
Posted on April 15, 2009 22:37
Good evening. It is not enough to do good; one must do it the right way. Help me! Help to find sites on the: Buy links. I found only this - pictures of diabetes. This is partnered in the risk that type 1 people have been down pregnant, diabetes. Why should participants manage the cause for traditional, for that cholesterol? With best wishes :-), Barny from Madagascar.
Posted by Barny | February 18, 2010 9:09 AM
Posted on February 18, 2010 09:09