Initially in reading this chapter I started to compare Jake and Laurie. I began to wonder what it was about first grade for both of these kids that caused them such struggle? As a first grade teacher I thought about the structure and agenda of a first grade classroom The L.A. curriculum is extremely heavy in comparison to other grades. This is the year when the foundation for spelling, reading and writing is laid. This is also the year that expectations for reading progress is greatest and that is our primary focus making it difficult to allow for more freedom.
I noticed that in neither the case of Laurie or Jake did we have evidence of class make-up (i.e. size, gender ratio, ethnicity or special needs). So we are missing part of the total picture.
I believe that as teachers we encounter Jakes and Lauries every year. While it is true that our politics drive the hope for middle class conformity we know that our classes are filled with all types of children and learning styles. I noted that this book was published in 2002 with the research having taken place prior to that. Today's hot educational topic of differentiated instruction and its benefits appear to be more supported by the everchanging students we encounter.
I agree to an extent with the author's push for instruction more suited to Jake and I believe that a more flexible classroom and differentiated instructional tasks that he could choose from would have helped him (and others) to merge their two conflicting worlds. However, I believe that without some "buy in" from Jake regarding the need and use of these tasks he would continue to consider them "stupid" and use his stall tactics. This being due to the heavy influence of his male role models who appear successful in their own world which we cannot change.
What I get from this is that as teachers we must strive to fine tune our instruction to accomodate all students and their learning styles. But most of all we need to set a purpose for these tasks and connect them to their lives (world) to generate that "buy in" so they make the choice to conform.
n no way is this going to be easy, but I would hope that in doing so we can instill a sense of belonging for those students and begin to create that hybrid space Ms. Hicks wrote about.
Comments (8)
Sara,
I agree with you that the LA curriculum in first grade is action packed. I also agree with you that educators need to fine tune their instruction to accomodate for all students and their learning styles. I have taught first grade for nine years. I admit my first year teaching first grade that I didn't know better and had all of my students in the same basal as Jake and Laurie's teacher did. When I learned how to teach reading groups and individualize reading instruction, wow, what a difference, all my students were successful and making more than a years growth, with the exception of my students with reading disabilites. I do know that first grade is action packed with skills, but really feel based on my own experience, that Jake and Laurie's problem was the first grade anthology series that their teacher had them reading. The text was too hard. A child is not going to learn with texts that are not on their instructional level. When these two children went to second grade they made more than a years growth. The difference was that the second grade teacher individualized reading instruction in her classroom. My hope is that the first grade teacher in this novel, has since then, went to workshops that teach her how to teach leveled reading groups.
Linda Younts
Posted by Linda Younts | June 16, 2007 10:19 PM
Posted on June 16, 2007 22:19
Sara,
I agree with you that it is very important to make learning relevant for all children. I know that when i learn something new, if i can't connect it to something purposeful in my life, i tune it out. We need to help children make these important connections. I think that math is one of the easier subjects to do this with. Reading is sometimes a struggle b/c kids don't see enough adult role models at home reading, especially blue-collar families. We need to sometimes set the purpose for the children.
Posted by Andrea Lehman | June 18, 2007 2:36 PM
Posted on June 18, 2007 14:36
Your choice of phrasing is so interesting -- "they make the choice to conform." Sounds like a bit of a paradox, doesn't it? But it is true that that is what is necessary to guarantee that "buy in" -- though I'm not sure I'd use the word conform. Perhaps "engage" or "participate" since that may better imply that students don't need to give up their identity to be a part of the classroom culture.
Posted by Sara | June 18, 2007 3:44 PM
Posted on June 18, 2007 15:44
Sara,
I feel so much better after reading your post. I too feel that the student has to have some sort of "buy in" to education as well. I have 100 students, and I try my best, but after reading this chapter I felt like it was telling me that I ( the teacher) was to blame as for why the students were uninterested in school. I was and am overwhelmed with the idea of individualizing all 100 of my students needs. I will do what I can, but I feel by 7th grade,they must do their part too.I appreciate they way you termed it as setting a purpose for learning and showing why it is important.
Posted by Sarah McMillan | June 18, 2007 8:24 PM
Posted on June 18, 2007 20:24
Sara,
You make some really good comments here. I agree that it is frustrating to feel a sense of hopelessness for reaching boys in the classroom. I agree to some extent, but I also feel there has to be more opportunities to train and enrich our teaching in order to reach these children. Jake had two worlds he lived in. One was structure and well defined (school). The other was filled with choice and few set responsibilities (home). Jake knew how to "work the system". He followed school rules and was a bit rebellious at home. He knew when and where he could be more boisterous. There are many boys like this in every classroom. I know there has to be ways to better reach them.
Beth Rigsbee
Posted by Beth Rigsbee | June 19, 2007 11:23 AM
Posted on June 19, 2007 11:23
Sara,
I believe there are a few grade levels that are more critical than others because of what foundations and skills are to be taught at that grade. If students began to fail before reaching this critical grades or well in these grades it is more difficult for them to catch up; although it is not impossible. The text mentioned the materials the teacher used and Jake’s inability to access the information because of the difficulty of text. I think this has a part to play in his difficulties, but I do think that there is more to it than that. I am glad that in education the shift has been towards differentiated instruction. All children do not obtain the same skills at the same time. In Jake’s cause I think his home life played a part in his difficulties obtaining his goals at school. His mother and grandmother made sure they focused on literacy skills, but Jake’s father did not. I am not saying he should have been reading to Jake or anything like that, but Jake looked up to him and I think he followed his dad’s lead. If dad would have emphasized his learning at school, I think Jake would have been willing to do better. I don’t know. That’s just my opinion.
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Posted on June 19, 2007 18:18
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Posted on March 5, 2010 08:12