Mrs. Hicks made a comment in chapter 1 that let me know that i'd enjoy chapters 4 & 5 b/c i was a teacher. Well, she is correct so far. I liked learning about Laurie, even though her situation is heartbreaking, and not far from the reality of many young girls. I had a young girl this year that was in almost the exact same situation as Laurie, academically, socially, and physically. I've seen what Laurie probably was like in 4th grade. I wish the author would do a follow-up study, just so we could see if there were any teachers that took her under their wings and helped her to grow. Our job is so powerful that someone actually could help Laurie turn around for the better. However, and i think Mrs. Hicks would agree, Laurie's social class will always be a part of her (mentally and most likely, physically).
I found myself really analyzing this chapter and Laurie's situation. I practically underlined the whole chapter in blue ink. I just kept thinking about what could be done to help Laurie. It bothers me that she had such a boring 1st grade teacher. She seemed to just want to follow the curriculum and the books that the county provided. But, as Mrs. Hicks stated, they just were going too fast for Laurie. This is a situtation that occurs way too frequently. Reading instruction has to be individualized, especially if a child is having problems with whole-class instruction. I'm hoping her teacher didn't do anything about it b/c Laurie was such a "good girl" actress, that she just didn't realize the implications. This is the case for many young girls. They put on the act and slip by the system. As teachers, we need to be on the lookout for our "good girls" and ask ourselves why they are behaving like they are. We also need to delve into our student's lives and find out who they really are. As mentioned at the end of the chapter, teachers do not have much time to do this anymore.....but we need to try to make time! It would be especially helpful at the beginning of the year, during get to know you activities. Does anyone have any good ideas for getting kids to open up to you early????
I was saddened by Laurie's relationships in K-2. In kindergarten, Laurie was the model student who was the mother/girlfriend figure to Nicholas. She was popular and assertive and empowered. I think she acted like the mother to Nicholas b/c she was a caretaker at home (page 65: "I'm too old for my age.") A child should never have to think this way. This statement brought me back to reality and helped me to see how all of this ties together with class. In a working-class family, children are often called upon to be another grown-up in the house. This is a problem and creates inner conflicts for the child. Kids should be kids. However, back to reality, hard-working parents need help in order to make it in this world. Kids who grow up in privileged families, don't have to usually take on this extra responsibility. No wonder kids like Laurie struggle. I can't imagine the hardships that they face. Once in first and second grade, things started piling up for Laurie. Her life was more complicated and academics became too hard for her. Couldn't you just see her falling between the cracks???Yet, hardly anyone was able to help her. What a sad situation.
So, how can we as teachers use this chapter to help the Laurie's in our classrooms?? What can we do to help them sort through their personal issues as well as succeed academically?
Comments (7)
andrea,
i too felt so sad while reading this chapter. it seems as if laurie's academic life just began to slip in first grade. i too did not have such a great impression of her first grade teacher. why she did not individualize her instruction is horrendous!!
i too would like a follow-up to see if laurie made it...and how her teachers related to her and supported her needs. i do believe that she did slip through the cracks. why could she not receive title I services? perhaps her teacher could have provided laurie with a peer tutor, parent volunteer...she needed support that she did not receive.
i would love a share session for each grade level on activities to do with our children at the beginning of the year that would help us understand who our children are and what their home life is like. great idea andrea!
donna byrd-wyatt
Posted by donna byrd-wyatt | June 12, 2007 4:55 PM
Posted on June 12, 2007 16:55
Hi Andrea,
I am so glad that someone else felt that Laurie’s 1st grade teacher should have done more. Unfortunately, Laurie’s teacher was probably trying to adhere strictly to the guidelines and curriculum set forth by her county and state. Just like you, I was very concerned that Laurie’s teacher chose to use only the basal text book. Reading, for a student like Laurie, must be individualized. I kept wondering, as I read, if there were other students in the class similar to Laurie. If so, why wasn’t the teacher doing more? We all know about the power of small group and individualized instruction.
I agree with you that “Kids should be Kids”; however, we realize that in reality this does not occur for many families. I have to admire those children that help out their parents by doing things around their home. I know it is not their job or responsibility; however, sometimes parents truly do not have a choice. I agree that we as teachers must develop ways to help students such as these in our classroom. We must find a way to help these students balance both school and home.
Kelly Mabe
Posted by Kelly Mabe | June 12, 2007 10:33 PM
Posted on June 12, 2007 22:33
Andrea-
I agree with your statement when you said, “Laurie’s social class will always be a part of her …” Even as we grow older and begin to see ourselves as who we truly are, it’s hard to change where you are from and the values you were raised with as a child. I questioned the choices her teacher made as well. I hoped too that Laurie was a great actress and this contributed to why she failed, but as I mentioned in another post, just because you are a veteran teacher does not mean you are a good teacher. I think to help our students sort out their issues we have to be willing to get to know our children and truly accept where they come from in life. Then we can tailor the curriculum to match their needs so they can succeed.
Posted by Lisa Outland | June 13, 2007 2:05 PM
Posted on June 13, 2007 14:05
Andrea,
I totally agree that we need to spend more time getting to know the identities of our kids, which has not been high on my priority list in recent years due to the responsibilites the state and school system seems to continuously pile on teachers' already full plate. I have often felt so overwhelmed with all of the required assessments, paper work, and meeting curriculum deadlines that there seems to be little time and energy left for showing interest in students' interests, family life, and their thoughts and feelings about themselves as learners. I think we do our students a disservice when all of our focus is on achieving academic goals with little interest in how children feel and think about what they are experiencing at home and at school.
Posted by Vickie Howell | June 13, 2007 10:14 PM
Posted on June 13, 2007 22:14
Andrea,
Although, Laurie's first grade teacher did not address her needs academically. I wonder how I would respond if I had someone observing a student in my class or even me. If I were in that situation, I would be more inclined to proceed with the curriculum than attending to the child's needs. When I am in the room with my students alone, I am in my comfort zone and I can attend to their personal issues when they arise. Therefore, I do not feel the pressure of being goal oriented, if there is an issue that has surfaced and needs attention.
I do believe, under the circumstances, we pray for guidance and THEN, we do the best we can.
Posted by Shirley Mathis | June 13, 2007 11:36 PM
Posted on June 13, 2007 23:36
It is indeed important to use various genres to help children express their identities.
Try reading some work by Vivian Paley -- she is good.
Art, drama, poetry, writing -- the creative arts can usually bring out a lot in children that teachers can use as "data" to interpret their lives and identities.
Posted by Alecia | June 14, 2007 9:34 PM
Posted on June 14, 2007 21:34
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Posted by lucid dreaming | April 17, 2011 12:35 AM
Posted on April 17, 2011 00:35