In my mind he word hybrid reminds me of hybrid cars-those that must function using two different forms of fuel (gasoline and elevtricty). Ok I am going somewhere with this! So I began to think about students who must use a hybrid language system, meaning more than one style of language to function at home and at school. I feel like after reading this confusing chapter, I understand this to be true- it is our job as educators to understand and appreciate the situated histories of our students, to maintain a positive working relationship with students and their families, to respect individual differences and use that in a positive manner at school, and ultimately to prepare students in understanding the language/skills necessary to engage in and participate in "middle-class institutions of learning" (p. 141). We are the link, in a sense, that provides the necessary tools for children to grow and understand the differences among communications and values among families and social classes. Is it our job to educate children about choices in life or about the doors that a college education may open? The answer is yes. We have a responsibility to lay it all out there for kids- teach them that sometimes life isn't fair but that choices you make as young people can affect your future. It becomes a challenge to try to explain this while remembering each child's background and not relate the information in a judgmental way. Not such an easy task.
Rose explains that he was on a vocational track initially in high school and that it was painful to try and fit it and succeed in school because it seemed as if the track he was on placed a painful label on him. It is no wonder that some students are turned off by school when faced with the expectations for students are different depending on which "track" or category you fit into. For example, I was on a college prep track- my teachers expected me to give 110%, make As, behave, have great attendance, and eventually get accepted to college. My sister was on a different track. Her teachers simply wanted her to show up and give her best on schoolwork- if she chose to work or possibly attend community college after high school, then that would have been the best that was expected of her. Two sisters- same parents-two completely different set of expectations by our teachers.
On page 151 Bakhtin explains that teachers often cannot see the richness in children's situtated histories and as a result reduce those histories to LABELS that may in part account for children's failures in school. This again reminded me of my younger sister. She was labeled differently than me by teachers. Incidently, I am proud to say that she did attend CPCC and has a fantastic career now!
Finally, I cannot agree more with the statement on page 152, we must be willing to open ourselves up to seeing those who differ from us- hard work but it is this work that lies at the heart of teaching.
Comments (7)
Hi Renee,
I really liked your analogy regarding hybrid cars and hybrid histories. I wish you'd "interpreted" the formal language of the text for me in other chapters, too! You must be a good teacher; you are able to cut to the heart of the information and restate it in an interesting and informative fashion......I bet your students benefit from that and enjoy your explanations!
I agree with your comment that we, teachers, must understand, appreciate, respect and prepare our students even as we maintain standards and inspire greatness.........whew!!The description of your experience and your sister's experience supports what we've read in this text. I'm glad for your sister that she was able to be appreciated and encouraged to reach her potential.
Betsy Baldwin
Posted by Betsy Baldwin | June 21, 2007 4:33 PM
Posted on June 21, 2007 16:33
Renee:
Great analogy about the hybrid cars! You also did a great job reminding me that we need to be open to our student's differences and histories rather than being quick to label based on our own interpretations. So often we are looking for a label rather than a teaching strategy for those kids. After reading this book I intend to be more mindful of all these things.
Posted by Sara Joyce | June 21, 2007 5:50 PM
Posted on June 21, 2007 17:50
Renee,
Great post! I liked how you explained the hybrid language system and used the analogy.
We do have to educate children about choices in life. I know our school system educates our children on the K-14 program. They make them aware as early as kindergarten that students may need to plan for community college or a four-year college.
I believe when we place labels on students or place them in a certain "track" they may form a mind-set of what is expected of them. Then, they believe they don't necessarily need to excel or perform better.
Great ending to your story about your sister!
Posted by Dawn Thomas | June 21, 2007 6:06 PM
Posted on June 21, 2007 18:06
Renee,
I LOVE your analogy of hybrid cars and hybrid language. EXCELLENT way to explain the chapters meaning. Isn't it amazing that the level of the bar often dictates the lengths children will go to reach it. The higher the bar, the higher the expectations children can place on themselves and vice-versa. What a terrible disservice many students receive from those who believe they're trying to help.
Posted by Jeanna McIntyre | June 21, 2007 8:27 PM
Posted on June 21, 2007 20:27
Renee,
What a task, to be the link of hybrid langugaes between home and school! It is our role to show children opportunities, to put it all out there as you termed it. Additionally, we must make them believe that we believe they can do it. I think a lot of our students want to achieve they just don't know how. This we must show them as well. Your story of you and your sister is a true display of how our students can either rise or fall to our expectations. They can rise up if we believe, or fail if we think any less.
PS Love the hybrid car analogy! :)
Posted by Sarah McMillan | June 21, 2007 10:15 PM
Posted on June 21, 2007 22:15
Great post! I really began thinking about "the track" with your comments. Why in the world do we "track" students? Why not just let THEM decide what they want to do after highschool? Why put that label on them? I just don't get it....and who decides what track for them to follow? I'm thinking about doing a little research on this topic b/c for a society that states "No child left behind", i feel like the "track" is leaving kids behind!
Posted by Andrea Lehman | June 21, 2007 10:50 PM
Posted on June 21, 2007 22:50
Written by Heather Holland
Renee,
I enjoyed reading your posting. Your hybrid car explanation was perfect! You said, “We are the link, in a sense, that provides the necessary tools for children to grow and understand the differences among communications and values among families and social classes.” I couldn’t agree more! We are the bridge between all of these things. Teachers have such an important role in their classrooms, not just for teaching the Standard Course of Study.
Labeling and tracking can be so detrimental to a person’s self-esteem and self-concept. For example, let’s use this scenario… “A high school student is not applying himself in middle school and the first two years of high school. Because of his lack of interest and low academic scores, he gets tracked into a vocational high school diploma. Now, as a junior in high school, he is more mature and does not want to be tracked into a vocation. It’s too late. What does he do?”
Written by
Heather Holland
Posted by Heather Holland | June 22, 2007 9:49 AM
Posted on June 22, 2007 09:49