RE_5539

Vickie-
I have to agree with your first paragraph. If you give most teachers a chance to weigh in on what they think about the curriculum, most have some issues with what we are given to teach. As a kindergarten teacher, my colleagues and I spend a lot of time defending to our administration why some objectives are being met – they are not developmentally appropriate for kindergartners. I am sure Kindergarten is not the only grade level where the teachers feel the curriculum is not developmentally appropriate across the board.
I agreed with your last paragraph as well when you said “…the problem is we are pushing too much too fast on our kids.” My first thought to that sentence was, “AMEN!” I agree, we do expect too much too soon, and then we go back to my previous paragraph where I mentioned so much of the curriculum isn’t even developmentally appropriate anyway.

Vickie,

You're right. We are placed in an unfair situation when we're expected to bring each child in the class to the same goal. Each child comes to the table with his/her specific challenges, abilities, and background. Because these are so vastly different, how can each child be expected to reach the same goal? But, in a classroom setting, is it possible for each child to have his/her own set of goals? Would that even be possible with one teacher? There is seemingly no way to make it fair for every child and every teacher in a school. Given this situation, what is a plausible solution?

vickie,

as i was reading i also questioned why why why was there not a book that jake could read? every child should have a basket of books that he/she can read. how was he to feel like a reader if he couldnt read the "programed books"? i so agree with you...jake felt valued at home. he could fix things with his dad...he was learning to join the business. everyone needs to feel accepted. where did jake feel accepted? at home!

my other thought from reading your blog was...is the government writing nclb for the working-class children...the middle-class children...below average, average, above average? it seems as if the curriculum is written for some and not all. that does not mean we should lower standards...but just to whom are they writing it for? just a thought?

donna byrd-wyatt

Vickie,

Your post had some excellent points. I agree when you said teachers are placed in an unfair predicament in which they are expected to produce students who are able to achieve the same goals. Children learn at different rates and I believe this is developmental, also. Like you said, they come from different backgrounds and have different values. I teach kindergarten and most of the time the younger children who have the later birthdays may not begin where the older children do. Sometimes I have students close to the same age and academically and socially they are not at the same place. I too believe that the primary grades are a critical time and if the students start off on the wrong foot then this could be detrimental to them throughout their schooling.

Jake was frustrated as any child would be if he were trying to do or read something that was too difficult for him. That's where some of our behavior problems and non-focusing issues come in because we ask these children to do things that are too difficult. We can get them an easier book to read but how do we still teach the SCOS that is expected and keep these children from sinking? I agree that we are pushing too much too fast. When I tell kindergarten parents what we are teaching and what is expected of their child, it just blows them away sometimes. They say kindergarten is not what it used to be.

Vickie,
Your metaphor of the bridge is just perfect. I think some teachers struggle with how much to value school vs. home, but if each is used as a *bridge* to another, then the right balance will ebb and flow. I am glad that you shared this with others to remember for next year when their children arrive!
Alecia

While reading your blog I started to think about the history of education and how we are forced to teach a certain way which as you said doesn't meet everyone's needs. Why is it that in college we learn and work hard at skills to teach many different kinds of students with different learning styles, but once we get into the work world we are forced to conform as teachers to teaching in a way that politians would have us do it? What happened to all that research by Gardner, Vygotsy and others? All of a sudden none of that seems to matter does it? I agree with you that too often we are moving too far too fast for the developmental appropriateness of our students but I have no idea how we can make a change.

Vickie,

It is unfortunate that many children like Jake are following through the cracks. I think in order to help many of our children today who are in this predicament, we need to enlist more help from their parents and guardians since we see that home environment effects literacy development more than we think. I also feel we need to start teaching children were they are instead of trying to teach them at levels they are nowhere near. You can expect a child on a primer level to know and fully comprehend 2nd grade standards if that is not where they are functioning. The longer we try to push this on them the longer it is going to take us to get them back up to grade level. We have to meet children where they are. If they comprehend at a first grade level than teach them there and they will increasing make gains. Oh course, many policy makers do not see it this way. It is unfair for us to teach children skills way above their head. Today, if one of our college professors tried to teach us something we had no idea about or competencies for post-doctoral students we would be upset and many would voice their opinion about the unfairness of it. Because children cannot voice their opinion and no one is speaking up for them we are continuing to teach what they are unable to understand. Until changes are made in school policies we will continue to have more and more at risk children sadly falling through the cracks.

Written by
Heather Holland

Vickie,

You made some extremely valid points about our current educational system. I was nodding my head as I was reading. Not long ago, I read about New Zealand’s literacy approach. They do not expect their children to read until approximately age 7! They build, build, and build foundational literacy things with each child. They want all children to begin on a level playing field and do not feel that children are developmentally ready to read until this age. What a difference! Their literacy rates are much greater in New Zealand than in the United States.

I have found in my district, children are pushed through the grades, not because they are meeting standard and achievement goals, but because…”We cannot retain them.” At the same time, they are not learning to read. They are continuously pushed through the grades and then ninth and tenth grade comes along…and they cannot read. Something needs to be done. I am not saying that we should make retention a common practice, but there has to be an accountability factor somewhere—for both the administration and children.

Written by
Heather Holland