RE_5539

Text of pleasure: the text that contents, fills, grants euphoria; the text that comes from culture
and does not break with it, is linked to a comfortable practice of reading.
Text of bliss: the text that imposes a state of loss, the text that discomforts, unsettles the
reader’s historical cultural, psychological assumptions, the consistency of his [sic] tastes,
values, Memories, brings to a crisis his [sic]relation with language.
Roland Barthes

As I began this course, my first thoughts were: “What have I gotten myself into?” To be honest, I have to admit that I have always been a “text of pleasure” reader. During the summer months one will find me reading a book by Nicholas Sparks, Sue Monk Kidd, or J.K. Rowling. I love to read books that reflect my wonderful southern heritage and dialect. Moreover, I enjoy books that take me on a journey or to a magical place. These books do not make me critically think or question anything. These books are like a warm cup of soup on a cold winter’s day. In these books I find comfort, relaxation, and pure enjoyment. Therefore, when presented with the texts The Skin that Speaks and Reading Lives I was a little less than overjoyed. I knew that these books were going to require more than a casual read. I knew that these books were going to be difficult, critical, and controversial. I knew that I would have to step outside of my own little world to make connections and understand. What I did not realize; however, was how much these books would question, confirm, and change my own philosophy of teaching.

Initially, as we began The Skin that Speaks, I was honestly caught very off guard. I had never really thought about the effect that language has on the way we perceive others. Growing up in a southern town and going to a southern college, I have spent most of my life with people who speak the way that I do. On occasion I have been reprimanded by a professor or administrator for speaking incorrectly; however, I had never thought about the impact that language has on a student. This whole idea truly took hold on me as I thought about what my students are expected to do for the 4th grade writing test. My students are expected to write a narrative that has proper grammar and is punctuated correctly. Unfortunately, my students tend to write the way that they speak. As we all know those who speak in the southern dialect do not always use proper English. Therefore, my students already have a mark against them before they even begin the test. As a teacher, this book has made me question what I am going to do to help my students in all aspects of language. One thing that I have truly learned is that we need to make students more aware of language and the way it is spoken. As a teacher, I have never really sat down with my students and talked about the way that we speak. This is going to change! I am now beginning to think that we should make students more aware of the various forms of language. I would like my students to understand that their Southern or Black English way of speaking is beautiful and a valuable part of their heritage. I would definitely make sure that my students understand that I respect their way of speaking and find it valuable. However, I also want them to learn that there is a certain place and time for each kind of language. I think it would be wonderful to speak with students about the way we should speak at home versus school. If I could make proper English valuable and exciting to my students, then they might be willing to accept it and use it more fluently. After reading The Skin That Speaks I have realized that we must teach our students to value their own language as well as the language of others. I truly found inspiration for my ideas in the chapter by Judith Baker. Judith’s teaching and discussion of language in her high school classroom was inspiring. I know that teaching younger students I could not complete an activity to this extent; however, I would like to complete something on a smaller scale with my own students. Baker states, “As young people become less fearful of being manipulated or disrespected, I think they can become engaged in the study of their own language competence. They can weigh their options, choose how they want to speak and write in each new setting. In this atmosphere, the mechanics and usage and vocabulary of formal English no longer threaten to demean them.” I want to create a climate of acceptance and willingness to change within my classroom. All of my assumptions regarding language were changed due to this text. I was forced to lay aside my own opinions and thoughts and look at the importance of language on everyday life. This text was very uncomfortable for me initially because I felt that I was being told that the southern dialect was totally wrong. However, after reading the rest of the book, I realized that the author’s purpose was for the reader to see that we need to be grateful for the many languages around us and utilize them in the appropriate ways. This book truly made me a more open-minded and critical reader.

As I began Reading Lives, I will have to say that I was completely confused by the initial chapters. However, after the wonderful experience with the book The Skin That Speaks, I kept my mind open and continued to read. The way in which Deborah Hicks presented the information regarding Jake and Laurie was very refreshing and thought provoking. As I read about Jake and Laurie, I began to connect them to many of the students in my own classroom. I was able to make connections because of the way in which Mrs. Hicks presented us with the “whole-picture” regarding each student. As a teacher I have always tried to connect with and know as much as I can about my students. Mrs. Hicks confirmed for me that it is okay and right that I do this. Many times other teachers have told me that they felt that I was to close to my students and parents. One of my peer teachers, a few years ago, told me that I was wrong for just going to a student’s basketball game. Now, I realize that they are the ones who are wrong. To be quite honest, I realized that I probably am not aware enough in regard to my students’ lives. This book has definitely made me realize the impact that home-life has on school-life. A student will only value those things that are important to him and his family. Therefore, I cannot expect a child to immediately identify with something that has no connection to his home. I must use student’s interests to make school valuable to each of my children. I must get parents involved so that they will value what I am teaching as well. If I can get my parents to value what I am teaching; then I feel that my students will value it as well.

Reading Lives not only made me think about my students; but also, my co-workers. I realized after reading this book that I should be an advocate of change in my own school. This book, to me, truly sheds light on the importance of teacher-student connections. It also proves that we as teachers have to meet our student half-way. It is our job as educators to present information so that it is valuable and meaningful to a student. Being in “Failing” school (according to the state) is very difficult and disheartening at times. Therefore, I feel that many teachers give up, lose hope, and find little value in their job. The book Reading Lives provides me with a new sense of direction in regards to my teaching style. I hope to share this new found information with the rest of my colleagues. I have found new direction in the statement on page 152 of Reading Lives: “Change also has to entail a moral shift, a willingness to open oneself up to the possibility of seeing those who differ from us. This is very hard work, but work that lies at the heart of teaching.”

I began this summary by stating that I was not “overjoyed” with the thoughts of reading The Skin that Speaks or Reading Lives. Now, however, I would not change a thing. I am very grateful for the ways in which these two books made me question, reflect on, and change my own philosophy towards teaching. I am truly amazed at the impact that these two books have had upon me.