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

Hi Jayne. I know - I wish there was more of an opportunity to meet our students' families, to discover what their home lives are like. Knowing that could have such an impact on the instruction we provide. Last week I met with a principal of a Winston Salem school. We were talking about his school's population and the difficulty of their parents to attend school-related functions. He then continued to tell me that they met this challenge by teaming up with the Salvation Army that was within the neighborhood of some of the school's poorest children. Now when they have a curriculum night or a family night at the school, they try to plan the same event to hold at the Salvation Army. Families are then able to walk to the event and the school has shown their desire to have all students and their families as part of the learning community. I know that teachers already work hard but if we truly want to reach all of our students, I think that thinking outside the box and reaching out even further than before, just might be necessary and worthwhile.

Jayne-
I so appreciate your honesty. What a pure heart you have! I think about the same things--I work hard from the first day of school to build community by choosing literature to read every morning that would open up good discussion and knit us together as a class. We do author studies, topic studies, and whatever else is a good revelation of differences and similiarities. I do this every morning for 30 minutes. Then we engage in discussion about these books. Perhaps this is where I have been able to know my students. They share so much on how these books impact them in these conversations, or in responses in their journals. I just started doing it this year( I was impacted by the Routman article from Dr. Morris's class) and I will do it every year! It is a sacrifice, but the discussions we have had I will remember for a very long time. So, for me to know my students comes through allowing them to observe, comment, and connect literature to their own lives. I believe you are impacting their lives perhaps more than you give yourself credit for. You are such a thoughtful teacher Jayne! I love your amazing knowledge of our field and your application of it in your teaching!

It is interesting that you have less sympathy for those in your former situation. I think that I would be just the opposite. I would probably focus more of my time and attention on those students because we share a common "bond." Do you ever find that you can connect better with these students than others? Often, those students who (like myself) are athletic and "type a" personalities connect well with me inside of the classroom.

Jayne,
When I read how you have less empathy for students who are more like you, I was a bit surprised until I took a second to think about it. And I realized that I do the same thing with students from similar backgrounds that I have. And I don't know exactly why, I'm wondering if it has anything to do with the idea that if we could do it and we are in the same shoes as they are, then they can do it. But there was something else that you said that makes me feel that I shouldn't think and feel that way: "We can’t just say that all boys are active and competitive by nature therefore we need to do X-Y-Z." Just like we can't do that with boys, I feel like I shouldn't automatically assume that because my background is similar they don't need the same amount of empathy and attention as others.

Jayne,

Don't you think it is interesting how your ideas about Jake have changed since last week? I have been struck with my changing views thoughout this class. Then I realize that being open to think differently is the key. I still may hold to my original view, but I have taken the time to truly think through the matter in a way I have not allowed myself to think before.

I realize that I also expect a great deal from students with backgrounds similar to mine. I suppose I have always justified this expectation because at the heart of it I have thought there is no excuse for students who have so many opportunities. I grew up in a very supportive family who provided everything I needed and most of what I wanted. What I have failed to consider is that my situation is exactly that--it is mine. I have said this before during this class, but I am realizing how important it is for me to accept a student for who s/he is and not just for whom s/he can be.

Reading this last chapter helped me to realize how much the “lens” from which I view others affects my interpretation of and reaction to others.

I think the idea of the lens is great. We all view things so differently. It is important that sometimes I keep my own views to myself as much as possible. Although it is not possible to completely remove your lens, I do try to teach students in an unbiased way while still sharing my life experiences with them. Once again, this is about balance.

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