RE_5539

At the beginning of the section: Language in the Classroom there is a pledge that each child had to sign in 1917. As I read this, I wondered if the reason for this pledge stemmed from the way African America and Indians spoke during those days. Even if children did not attend school with children of other races, were people afraid that their children would pick up some the same broken English or did they think it would make their children not sound as intelligent. Whatever prompted the pledge it shows how long America has been focused on children not using Standard English.

As Lisa, I wondered why it was easier for children to pick up other forms of English in school, but not Standard English. It starts with children feeling respected and appreciated. If children do not feel their teacher is genuinely interested in them as a person it is difficult for them to do what is asked of them. If we do not understand something, it is difficult for us to relate. As Lisa stated in her book the reason it is easy to catch on to nonstandard English is because children can identify with people who speak it. We have to make our learning environments conducive to learning by creating an environment were all children feel appreciated and respected. We all know we have to teach what is in the curriculum, but we can incorporate children’s interest and background into what we teach. Maybe then, they will be willing to learn the language from us. One section that really made me think was on page 47 when the author talks about when we speak out against the language children are using we don’t only speak out against them, but we speak against their families because they first learn their language from the people who raised and nurtured them. This in turn makes them feel rejected or not good enough. Even with good intentions to help them succeed if we unconsciously show them that we do not respect them or the way they speak is not good enough then we lose and they lose. We will not be able to connect to them and teach them and they will not learn what they need to know.

I enjoyed the chapter titled Trilingualism. I like how Baker termed the different types of English. Instead of using Black English I like the way, she termed it “Home” English. I think the method she used to connect with her students before she tried to teach them formal English was excellent. It was a way to motivate her students to want to learn about Standard English. She showed the students she was interested in them and their home life. The children did not feel threatened or demean which all goes back to respect.

I first heard about culturally responsive lessons when a graduate student did a workshop that our school hosted a few years ago. He tied events, TV, music, and things of interest to African-American children to math. I went back to my resource class and tried one of the lessons I created and it was successful. I forgot about that experience until I read about Carter Forshay. He too motivated children to learn by teaching them by using things that interested them. He could easily have pushed his own agenda or gave into the students’ unwillingness to write. Either way he would not help them learn how to write. It is easy for us as teachers to teach one way-our way. We are often provided with strategies or lessons to teach a certain skill, but one way does not fit every classroom. Like Forshay, I think we need to be willing to examine why our children are not learning and find other ways to teach them. We are not dealing with the same children of 10, 15, or even 20 years ago. I am 32 so I didn’t deal with them either, but I know we are dealing with children who for some reason we are not connecting with and they are losing out. As I was reading, I reflected a lot on my resource students and teachers at my school. When Shannon refused to perform and was permitted to fail, it made me think of how many of my students refused to work and they were not made to. I had to question my own teaching and see if I was like Shannon’s teacher even though I did not see it as permitting them to fail. I often hear teachers say to students if you want to fail go ahead and comments like this, but it is our challenge to help these children succeed whether we feel like we are up for the challenge or not. The author sums this point up well at the end of chapter 7.