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As I read Chapter 3, I thought a lot about the African-American boys and girls at my elementary school. At my school we have only a few African-American children per grade level. As a matter of fact, this year we had only 2 African-American girls in the fourth grade. Unfortunately both girls were separated and they were the only African-American girls in their classes. I never really thought about the impact that this separation could have on these girls until I read this chapter. The African-American girl in my classroom is very strong-minded and proud of her heritage. She is very independent and unafraid of anyone. To be quite honest, she probably impacted the white girls in my classroom more than they impacted her. However, the African-American girl in the other fourth grade is very quiet and withdrawn. As I read about Mrs. Delpit’s daughter I began to really see similarities between her and girl in the other fourth grade classroom. I am now questioning whether or not it bothered her that she was the only African-American girl. After reading this chapter, I was very conscientious as my peer teacher and I made out the class lists for 5th grade next year. As we made our lists we made sure that both African-American girls were in the same class. I am very confused as to why the girls were separated in the first place.

At the end of Chapter 3, Delpit recharged my desire to engage and ignite my students in the process of learning. I was impressed with the focus she placed on using the students’ interests to learn. Delpit states, “The object is not to lower standards or just teach what is interesting to the students, but to find the students interest and build an academic program around them.” As teachers in an EOG/Writing test driven world, I feel that this is where many of us fall short. Students will only attend to those things which prove beneficial to them. How do we as teachers find time in our busy schedules to truly develop activities that meet the needs of both ourselves and our students? How do we prove to our administrators that fun/engaging activities are better ways to prepare our students for those awful tests at the end of the year?

Moving into Chapter 4, I gained new knowledge regarding the three forms of the English Language. I like the idea that each person has a “home”, “formal”, and “professional” language. Judith Baker’s forms prove that it is normal to be able to adequately speak in more that one way. Personally, I know that I have acquired and fluently use all three of the forms described. It amazes me to think about how we each use various forms of language based upon where we are and the situation we are in.

Judith Baker goes on to prove Lisa Delpit’s point from chapter 3. If we want students to change any aspect of their behavior we must accept and show respect for already learned patterns of behavior. Baker states, “As young people become less fearful of being manipulated or disrespected, I think they can become engaged in the study of their own language competence.” Even teaching 10 year-olds I have come to the conclusion, we as teachers, must be willing to let some incorrect patterns of behavior go. Moreover, students will only change inappropriate behavior when we prove that we ourselves are willing to change. If a teacher is willing to show fallibility then children are more likely to share their insecurities and want to change their own behaviors. I feel very sad for those teachers who always want to prove that they are right. I am always thrilled when my students correct me because I realize that they have LEARNED something.

Moreover, I was impressed with Mrs. Baker’s learning/language groups. As one reads you realize that she is not the teacher during these lessons. The children in each group learn from and grow to respect each other. Through this activity students also make revelations about their own misconceptions and language ideas. With the high school age group I do not think that this issue could be presented or taught in any better way. I wonder how this idea could be adapted for younger children. I also wondered if there are any children’s books that would provide good links to the topic of language.

My initial reactions to chapter 7 were much like those to chapter 3 & 4. I have to say however that I really loved the discussion of the teacher Mr. Carter. His desire and determination to teach writing to his students was beyond admirable. I was very impressed with his lesson using the song by Wynton Marsalis. He truly taught his students the importance of story. In my classroom I do something very similar with the movie Fantasia. As students listen to the music and watch the characters in the Disney movie I ask them to record ideas and come up with a story based upon what they have seen and heard. I recommend this to any teacher 2nd grade and above. Students really add detail and elaboration when writing these stories. Those students who have a hard time coming up with ideas love this activity because it gives them a starting point.

As I finished chapter 7 I like the fact that Gloria Ladson-Billings provides a look into the thinking behind Mr. Carter’s ideas. My principal throughout this entire year has preached that we as teachers should be “reflective practitioners”. I totally agree and Mr. Carter proves the point. Billings states, “To meet the academic goals he had set, Carter had to rethink his practice in some fundamental ways. He had to keep asking himself as Haberman (1995) suggests, ‘I wonder what I do next?’ ” Reading this chapter reminded me of how important it is to reflect upon each lesson taught in our classroom.