RES 5535: Race, Class, and Gender in Literacy Research (summer 2009)

It is refreshing to add some practical application to the "research" by which we are constantly bombarded. I can see using the ideas at any level, just adapt it. I also agree having the student research and reflect on their own languaage and its' rules is very smart. We all try to make our classrooms an environment where they feel free to take risks, without always worried about constant correction. Finaly, I am curious, what age should we start holding a child or parent accountable for the childs' learning?

Ruth, I totally validate your soapbox. It's perfectly okay that we hold students accountable--regardless of race, religion, class, gender, etc--for their education. I got a little soap-boxey myself on my post, but I sincerely want to know what happened to Shannon as well. In fact, I'm in such a darn tizzy about it that I'm thinking about finding Ladson-Billings and emailing her about this child. If Shannon's teacher let her fail and Ladson-Billings sat there and took notes while she watched the teacher fail her, then who's helping this child succeed?

Love the "building community" while learning comment. That's what it's all about. That's why I do NOT understand why we're left to believe that Ladson-Billings just sat there and watched while Shannon was allowed to go down roads of "impending danger." Pardon me, am I beating a dead horse?
Erin Farrington

I agree that motivation is the key when teaching middle schoolers and high schoolers, and really for all students. I think many teachers strive to find a way to relate to their students and to make the lessons interesting. This is a good way to motivate. When students feel like they're doing the same old thing every day of every year they're going to get bored. How nice to see teachers who care for their students enough to motivate them through such innovative methods!

I too agree that motivation is the key to a child's learning. However, I am a realist and I shoot straight from the hip. Now, I am only a 3rd year teacher and I love my job and I feel that I am very good at it. On the other hand, this was my first year that I a child not pass the EOG; not only did I have 1 child, but I had 7!

Now, did I set these students up to fail? NO! My problem was this -

2 were EC and read on a 3rd grade level. I ask you, how am I supposed to prepare them for a 5th grade EOG?

1 student moved here from Mexico 2 1/2 yrs ago. This was her first time taking it, yet she still doesn't comprehend a lot of the English language.

2 more students are ELL and do not comprehend a lot of the vocabulary.

1 student has great parents (on PTO board, involved, volunteer), but they do not help at home

The last student has some serious home issues and needs some serious therapy.

Again, how do I help these students? What can I do, because I feel that I failed as a teacher, NOT them.

This comment relates to the previous comment as well as the original post. First, I believe that not allowing our students to fail means we don't allow them an out. They have to do the work expected of them. However this does not mean that if a student does not pass an EOG/EOC that we have allowed them to fail. Let's be really honest here: not every child can pass all of the EOG/EOC exams they 'must' according to the state. Any teacher who has spent time with children knows this to be true. However, if you know a child has little chance of passind the exam, do you allow them to get out of all the work in preparation for it? Absolutely not! That would be giving them permission to fail. We must hold students to a high standard and realize that not all will reach the standard, but they will do something.

Honestly, the EOG is not our goal in my classroom. We talk about it. We use "attack strategies" and we set personal growth goals. I do just as much happy dancing for a student who comes to me as a I and leaves as a I, but grows 18 points, as I do for a II that bumps up to a III by only 3 points.

The EOG is one test on one day. If that is the only litmus that will be utilized to evaluate my students and our classroom, I want out! :-)

Ruth,

This comment is in response to your posted comment. I agree when you say that sometimes is never enough...or seems never enough. When we look at a student's success, we have to look at all aspects of the students life. Our states measurement of growth isn't fair. And I took get angry when I know it looks as if my students weren't successful based on end of the year test results. BUT, I have to step back and look at the child's progress throughout the year and how far the child has come. You know where each child was when he came to you and you know where he is at the end. Even though testing is so...discouraging we can document using work samples beginning at the start of a school year throughout to the end. We can prove to our district how far the children have come. Progress is not always based on test scores. For example, this year I had an autistic child who was very intelligent, and has no trouble academically. BUT, socially the child is lacking GREATLY. I am very concerned how this child will handle middle school. I have worked my butt off with him in this area. Every little hurdle we have crossed has been a mark of success. And when I say little, I am talking about the child learning basic skills such as say good morning and how are you? So...to sum up what I am saying, yes our education system is screwed up in some areas. To be sane and to continue to do my job to the best of my ability, I have to remind myself why I am a teacher, and find other ways to measure success other than just end of the year test scores.

It's all about data. Everything is documented in k-2assessmens or EOG's. I agree with running records to a certain extent, but let's face it, some students just are not good test takers. I'm one of those students. I can't assemble objects either. I can read and answer questions but we as teacners have to decide how to deliver the lessons and at the same time reach every learning style in the classroom. What about absences. I always have about 2 that are not on grade level but it's not due to motivation or learning disabilities, it's because the student has missed so many instructional days that even the best teacher cannot pull them back into the curriculum if the child is not attending on a regular basis. This is sad because the child can't drive himself and some can't get ready in time for the bus because parents don't realize how important the early years are in school instruction.Even if a child is tested for EC with all the new guidelines by the time the classroom teacher administers the interventions the child usually doesn't place anyway due to that 1 or 2 pt. discrepency. I had a child one year in K and I knew he needed tutoring 1-1 and EC and he was of the white race and from a lower income family.By the time the county got around to testing him, he didn't place. The test administrators blamed the non placement on the word "tarp" They said that his vocabulary was high due to knowing what a tarp was used for. Hello!!! The family camped every weekend of course he knew what a tarp was. In any case I pushed again when he went to first grade by collaborating with his new teacher. Come to find out he had a learning disability and major reading exceptionalities. He is now in middle school and probably still struggling but at least he tried to do his work. He wanted to learn and always felt he was not as smart as his older brother who I had the year before. That's sad for any student no matter what age to feel that they just can't add up to others expectations. No matter how good you are at something, there will always be someone else that can do it better than you.
Robin Hand