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

Many characteristics of Jake’s situation are all too familiar to me. Many would say that “oh, Jake is just all boy.” What people don’t realize is that all aspects of a child’s life, especially home life, where his identity has been created, has such a lasting impact on everything else the child does in life, especially his literacy learning. Sad to say, Jake probably will continue to lack motivation in the classroom throughout the remaining years of his schooling. This doesn’t mean Jake won’t be successful in life(he’ll probably work with his dad and be able to provide for his family), but school will be an ongoing struggle that continues to build anger, and could result in the child dropping out. Then his children will probably do the same, and the cycle continues. For this reason, the way teachers teach is so very important. It doesn’t take a rocket scientist to figure out all children don’t learn the same. Teachers should be individualizing and differentiating to meet the various needs students in our classrooms have. That’s not the problem. I feel the problem for teachers is that we lack in resources and help. Jake’s situation is not surprising for me, probably since I work in a school that is full of Jakes and Lauries. Since the middle class are a minority at my school, it is not hard for these kids to “fit in.” What I find hard is how to sometimes make them tick, finding creative ways to teach them in the ways that they learn best (all my students), and how to break the cycle. I do want to note that there are probably more people hired in working class jobs that jobs that require a degree. On that note, working class people help the world go round. I’m thankful there are people that don’t mind picking up my garbage and cleaning public restrooms. I think we need to step back and not look at these people as failures (not that I ever have, but I think some educators try to instill in our children that college is a must). For some of our severely mentally challenged students, working at McDonalds, or any job for that matter, would be considered a miracle and a huge success.
In chapter 6, several things stuck out to me. First, children’s feelings are vital to the success of students. How they feel and are valued can make or break a child’s learning in school. Another incident that left an impression on me was the working class student, who was doing poorly in school. Then, teachers realized his records had been mixed up and he should have been in a higher class. Once he was moved, he began to do well. This makes me question some educator’s expectations for students. Regardless of how high or low we view our students we should have high expectations for them. In my opinion, we don’t value our students if we just let them fail, and that’s what we are doing if we expect nothing out of them, other than what they can already do. I have seen many working class students, who have never seen success, rise to success, because of my demanding and high expectations. In addition, of course, I showed them love, affection, attention, and made them feel valued, as that is my goal for every child in my class. So, what can help teachers move toward responsive types of literacy practices with these children? According to Hicks, “understandings of the particulars of community life seems crucial.” She is exactly right. We have to dig deeper, get to know the community, neighborhoods, and individual families. This means giving more time to go to ballgames, birthday parties, making phone calls, attending baptisms, ect…(whatever our kids ask us to do). I have to remind myself (when I am tired and think I cannot teach another year or let alone another day) that teaching is not a job. It is a mission that God has sent me on. What we do is so…hard, but in the long run, if we are planting seeds and making differences, it will be all worth it.
Heather Houston