Boyhood Stories and Practices (Chapter 5)- Laura Wollpert
As I read Jake’s story, I wonder how he will proceed in school. It seems that Hicks writes a prescription for his education that would allow the best possible chance for Jake to be able grow, value and interact with educational practices. She prescribes, “For Jake to engage with the kinds of literacy practices valued by school, he would have to see a space for the things he most valued. Instruction that allowed for movement between practices would for Jake require that his self-reliance, preference for three-dimensional symbolic activities, and valuing of embodied action be valued aspects of school.”
First, why weren’t Jake’s educational preferences taken into account? Another thought which of course would have been out the question is the Montessori system where the educational needs and interests of the child are considered when writing an education prescription. I guess what is frustrating about Jake’s story is it is very clear how to connect with Jake. I have a colleague that is suffering from something very similar. Her son is very gifted, but he is unwilling to engage in activities that do not interest him. He very interested in nonfiction books, history, biology, etc. In fact my colleague was tutored by her fourth grader when she took college level biology. The boy’s teacher will not allow for any alternative approaches to be used with him. It is the traditional way or no way. Why isn’t there room for different learning styles? In many cases the traditional methods work, but in the cases where they do not, and there is a clear path that will work why not go for it? In the case of Laurie, her educational prescription was not clear as it was for Jake. It sounds like he will most likely follow his father’s path.
After reading further, it becomes apparent that Jake’s father does not value education for the sake of being educated. This is fine for him because he has found what he wants to do, but he is instilling his educational believes in Jake. Jake’s mother mentions college, but Jake’s father steps in and says that Jake will take over the family business. This is fine if this is what Jake wants to do and as long there is a need for this type of business, but what happens if there is no longer a need and Jake is left with out a business. His father is not allowing Jake the opportunity to explore or develop other areas of interest. Jake's mother seemed genuinely concerned about Jake's education. What will happen to Jake?
My oldest sister is suffering right now because she was laid off and is competing for jobs with people who have college degrees. Her skills are obsolete and with no degree she unemployable at least to the degree she was prior to being laid off.
Working in a community college setting, I see students’ everyday that did not learn the necessary skills in high school to take college level courses. Many of these students are required to take many semesters of developmental courses before they can proceed. Somewhere there is a lack of connection, and I think this book pinpoints the problem, but the solution is not an easy one.
I hope more research is devoted to this problem. I am sure there were other students in Jake’s class that suffered from the same problem as he grew up in a working class community. It is apparent that Jake has great potential. Hopefully someone will reach Jake to help him engage in school.
Comments (6)
Laura,
As I read your second paragraph about the colleague whose child was tutoring her in college biology I had a few different thoughts about teacher’s who refuse to differentiate curriculum. I have always thought in the past that these were teachers who were basically too lazy to make addition plans and then try to teach several different groups of children at several different levels throughout the day. But your paragraph gave me a different thought; maybe these teachers are afraid of teaching children who do not fit the norm. Maybe they truly don’t have a clue how to reach them. You gave me something to think about.
I completely agreed with your paragraph about Jake’s father saying he’d take over the family business. I, like you, wondered what would become of Jake if the family business became obsolete. Jake’s family needed to give him a chance to succeed should plan A (the family business) fail to pan out.
Posted by Lisa Outland | June 16, 2007 4:22 PM
Posted on June 16, 2007 16:22
Laura,
I am optimistic about Jake’s father business becoming obsolete. I do know that may happen, however, I do want to stay positive about Jake’s home and school’s literacy experiences. I do believe that Jake’s mother and father can be on one accord relative to Jake’s future. Jake’s dad wanted Jake to take over the family business and Jake’s mother wanted Jake to go college. Well, he could do both. He can go to college and get a degree in business, to learn the ins and outs of the business for it to continue to be a family matter of interest. Then apply the knowledge and skills he learned towards the business. I think if Jake’s mother and father were to look at it from that perspective, you are still forming a bond with the two (home and school), then (college and the family business). The two would make a difference in Jake’s literacy experiences and Jake’s success in school. Would you agree with that Lisa?
The plan is--what would it take for Jake to be successful in school? For Jake to be successful in school is to find that motivational piece that will peak Jake's interest and motivate him to learn.
Posted by Shirley Mathis | June 18, 2007 9:32 PM
Posted on June 18, 2007 21:32
Oh that makes me so upset with that teacher you are talking about. The traditional way or no way. What type of teaching philisophy is that? I know, its a bad one. Whoever told this teacher that every child learns the same way was wrong. And to make a child who is academically gifted suffer because she doesn't want to take the time to challenge him! Oh that just burns me up! I think I can now define my teaching philisophy: Teach the child, not the test. I don't care how hard it is or how much time it takes we need to start doing that. Sorry, I guess thats my soap box for tonight.
~Kristen
Posted by Kristen Billings | June 18, 2007 11:06 PM
Posted on June 18, 2007 23:06
Hi Laura,
I too became concerned about the way Jake’s father acted toward education. I think it’s great that Jake’s dad used his intelligence and talents to become a fantastic business owner. However, I agree with you, what will happen if Jake really doesn’t want to take over the business. If Jake goes through his entire educational career being told that he is going to take over his dad’s business; why should he try any harder in school? If that is what Jake wants to do, that’s great. But it is almost as if his dad is “telling” him what he is going to do. Jake’s mom really needs to step up and tell the dad that Jake needs to make his own decisions. This conflict between the mother and dad will probably be a huge issue for many years to come.
I also know many people in my community who have recently been laid off and now can no longer find work. People are losing out because of their lack of a degree or experience. It is amazing to think that one can almost no longer find a job without even having a bachelor’s degree. I wonder about the future of our students in the fact that blue-collar jobs are slowly disappearing. As teachers we must stress the value and importance of education to our students.
Kelly Mabe
Posted by Kelly Mabe | June 19, 2007 7:45 AM
Posted on June 19, 2007 07:45
Laura, In my opinion, the teacher of your friend's son needs to get out of the teaching profession. From my point of view, it seems as if she has lost (or maybe never had) a passion to teach her students at whatever cost it may take. I think this is so vital for a teacher to have in order to truly be successful with their students. When you refuse to do what is necessary to help a child learn, are you really still teaching?? How can you be called a teacher when you are so unwilling to teach? This disheartens me so much to hear that there are teachers out there who are actually like this! How do we prevent teachers from getting to this point? I hear of so many new teachers getting burned out of the profession so quickly. What needs to be done to help appease this? ~Allison Reese
Posted by Allison Reese | June 19, 2007 9:33 PM
Posted on June 19, 2007 21:33
Laura,
I'm not sure why some teachers dont' see the value in helping students connect, or build on their interests. Perhaps it is too difficult, time-consuming, etc. It is easier to do the same thing for all children. I'm not implying that all teachers are inherently lazy, but what I am suggesting is that I don't believe the *structures* of schooling support diverse learning styles -- too much testing, too large class size, etc. We're talking radical reform to make what kids like Jake need as the norm.
Posted by Alecia | June 19, 2007 10:11 PM
Posted on June 19, 2007 22:11