I am finding this text much, much more difficult to read than the first we've been using. I have found it necessary to reread much of the chapters two or three times to get the general idea, especially for chapter 1. After reading the Skin that We Speak, I was not anticipating this text to be more of a research paper, written in such a formal tone.
However, I found chapter 2 to be very insightful and I am looking forward to reading more of this text to see where this research has come from and where it is headed, and also what my responsibilities as a classroom teacher are due to these research findings. I am very interested in the two students, Jake and Laurie, and found myself drawn into the retelling of the author's experience with Jake and his interactions with his family members. I was amazed at how much the author found beneath the surface of the obvious observations. I am definitely intrigued to learn more about both him and Laurie as the text continues into later chapters.
One of the biggest concepts that stuck out to me from Chapter 2 was the idea that feeling and emotion are very much a part of learning. I don't think I would have ever given this a second thought because I would have assumed that this was understood and acknowledged by all teachers. Trying to separate life and learning is an impossible task! I especially agree with Deborah Hicks when she stated, "It is the value and meaning of a touch, the look in one's eye, a shared moment of living in which an imaginative space is opened up for both teacher and student, or caretaker and child." I firmly believe that times like that are when I share the most with my students. I am able to learn so many valuable things from them, and vice versa, when we are merely sharing our lives. Trying to teach without that kind of connection is nearly impossible, at least in elementary school. As a student gets older, this kind of connection with a teacher is not as much of a necessity, which I think is due mostly because students become more intrinsically motivated. As the author said, "There is no moment of learning...that occurs outside of relations infused with feeling and value, and formed through attachments with others." I absolutely agree! ~Allison Reese
Comments (4)
Allison,
Reading the book The Skin That We Speak first has helped me to think even deeper about the different types of discrimination that takes place in a child's life, even if the type of discrimination comes from not being mindful of our student's backgrounds and how this shapes how they feel, act, and speak in the classroom.
You are right, you can't seperate life and learning. The things we experiece in life can aid or hinder in what we learn. It is fact that students who know you are interested in them by letting them share stories and happenings from their personnal experience, do relate better to their teacher because the teacher has communicated to the child that they do genuinely care about them.
Linda Younts
Posted by LInda Younts | June 6, 2007 10:42 PM
Posted on June 6, 2007 22:42
I too agree that feeling and emotion are very much a part of reading. I know that last year working in an elementary school helped me develop the skills I needed to be able to read to people very well. It is something that now in the high school level I very rarely ever get to show off this talent. However I was able to get this opportunity during an English class that was required of some students before they took English I. I was in the inclusion class and it was one of my jobs to read aloud the three novels that we chose to read with them. One reason being that we didn't have the funds to buy the books we chose. And another reason being that most of the students didn't have the ability to read them outside of the classroom when they didn't have parent support.
Posted by Kristen Billings | June 6, 2007 10:51 PM
Posted on June 6, 2007 22:51
Allison,
You did a wonderful job of explicitly illumination the importance of the “whole” child in education. One would assume that all teachers understand the importance of taking into account the entire child- physically, emotionally, academically, etc. But…. there are teachers out there who only give time to the objectives and the S.C.O.S. They are driven merely by test scores and they do not have time to get to know the children. I appreciate a teacher who values the “whole” child. I want to be reminded from this reading to take moments during the school day for the kids. I find, especially, after a long weekend or vacation, the children are bursting at the seams to tell you about it. I always make time for learning about them. In fact, many teachable moments come from communication that is not necessarily curriculum driven. Keep teaching the whole child, Allison. I am sure, your methods are effective!
Written by
Heather Holland
Posted by Heather Holland | June 7, 2007 12:10 AM
Posted on June 7, 2007 00:10
Allison,
I agree that Hicks offers us some unique interpretations given what seem to be obvious. One of the strengths of this book, I think, is the way that Hicks tells data stories that help us to understand how socioeconomic class influences literacy learning -- among other things. I remember reading this book for the first time and realizing that there were so many things that I took for granted about students. Hicks's interpretations are insightful and offer a fresh perspective!
Alecia
Posted by Prof. Alecia Jackson | June 10, 2007 10:38 PM
Posted on June 10, 2007 22:38