Hicks suggests that we must understand our complexities and differences in learning. This must be the focus, and not a "faith in the unifying power of a body of knowledge" (Rose). I agree that for a long time, the information or curriculum itself has been the IT, the god if you will. We measure ourselves by how much of the IT we can grasp or understand. How much of IT we can cover in 10 months. The shift must take place for us to reach out to each other and not to the IT.
Hicks reinforces the idea that feeling is integral to learning. If the affective filter is high because of an unloving teacher or a culturally unmatched curriculum, students will turn off or tune out. Especially the working class ones. The example given of Rose's journey exposes the positive things that can happen when growth is fostered and the detriment that occurs if it is not.
To really see our students "faithfully" requires constant attention. What works for working class kids in the mountains might not work here in Davie County. Parent meetings that draw Latino parents to the school in Greensboro are not necessarily applicable to parents in Asheville. Each community is different and there is not a magic formula for any minority group. I think this is what we try to do. We say, Hill Center works for all kids. Reading Recovery is the only way to do it. All ESL kids need sheltered instruction. None of these generalizations can be made without first SEEING the specific kid and community. This is a hard pill to swallow and it makes me tired thinking that each child is complex and needs me to focus on him. Really, though, it is like parenting. Not all kids respond well to time out. Not all need to be spanked. Every child is different. It is sad to me when I try to visualize a kind of school built around this idea. I cannot do it. I do think research like Hicks' can propel us toward that kind of school.
Ashley Catlett
Comments (5)
Ashley, you are right, we do tend to over simplify and generalize issues in education. Maybe it makes our jobs seem more manageable? But to be effective, we need to build relationships one child at a time. I know that for me, I don't remember much of what I learned, but I do remember the people who taught me. And those that really made a difference in my life, were the ones I know cared. I'm a task oriented person, and it's easy for me to get caught up in getting "it" done. Thanks for the reminder that "It's about the journey, not the destination."
Posted by Jayne Thompson | April 26, 2009 2:14 PM
Posted on April 26, 2009 14:14
Ashley-
I love your thoughts! I think you have hit the nail on the head when you mention our need to constantly be paying attention to our children. There is no easy fix in teaching. Just like you mentioned there is not one curriculum or one mandate that is effective for every child. Every child is a unique creation, therefore they will require unique instruction. The longer I teach the more I realize the time I need to invest in each child. The task is daunting, some days are more successful than others, yet I believe each of us in this class has shown a commitment to reach our students, to invest this time to know and make connections with our assortment of unique learners.
Posted by stefoni shaw | April 26, 2009 4:47 PM
Posted on April 26, 2009 16:47
Ashley-
I love your thoughts! I think you have hit the nail on the head when you mention our need to constantly be paying attention to our children. There is no easy fix in teaching. Just like you mentioned there is not one curriculum or one mandate that is effective for every child. Every child is a unique creation, therefore they will require unique instruction. The longer I teach the more I realize the time I need to invest in each child. The task is daunting, some days are more successful than others, yet I believe each of us in this class has shown a commitment to reach our students, to invest this time to know and make connections with our assortment of unique learners.
Posted by stefoni shaw | April 26, 2009 4:48 PM
Posted on April 26, 2009 16:48
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