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

There were several things that stuck with me from these two chapters. First of all, I feel like I have taught Jake so many times! The issues that Jake faced in school may perhaps be the issues that we run into most commonly in our classrooms. It was sad to see Jake thrive in practices at home and then do so poorly at school—especially when it seems much of his trouble was due to disinterest.

One part I found interesting was where it described how in kindergarten Jake engaged in practices that were closer to those experienced at home, but as he moved to first and second grades those practices were much further removed. I see this in school all the time. While the curriculum in kindergarten has changed A LOT just in the last few years, there is as much focus as possible on doing things that are developmentally appropriate and hands-on. Because of this, children from most experiences and backgrounds can do fairly well in kindergarten. The tables turn when first and second grades come. While first and second grade teachers still strive to keep things developmentally appropriate and very hands-on, there are so many restrictions and expectations that put stress on these classrooms. The expectations for reading and comprehension get even greater every year… I call it the nature of the beast! It seems that the educational “powers that be” (you know, the ones that never step foot in the doors of our classrooms but make all of the rules!) have simply forgotten that first and second grade students are still children! This year I had a little boy that I am sure has ADHD. He struggled in kindergarten, but met all benchmarks by the end of the year indicating that he is ready for first grade. I know, however, because of the nature of the first grade curriculum, that he will struggle with not being able to pay attention. While his mother is aware of the problem, she is less willing to find a solution. I feel like next year she will be forced to find a solution in order for him to stay caught up with the rigorous curriculum.
I noticed in the reading that Jake did tasks that “needed to get done.” (104) This was once again a reminder to me that purposeful instruction is a must. On page 117 in the reading I was struck by the comment “While he was viewed as a gifted reader and learner at home, by mid-year in first grade Jake was struggling academically in school.” This comment made me think of that parent conference that we all dread. You know, the one where you sit across from a parent and tell them that their child is not meeting expectations in school. As you go down through the list of expectations the parent pipes up and says “But my child can do all of those things at home!” Never what a teacher wants to hear!!! I can honestly say typically when I have heard that in my mind I’m thinking “yeah right—and President Obama is my daddy!” After reading these chapters it made me reflect on how I feel about these conferences. Maybe there is more truth to that statement than I have ever thought before. If I ever sit through a conference like that again I will for sure think through possibilities to see if maybe what is happening in the classroom may not be colliding successfully with literacy practices the child is encountering at home. What a learning experience for me!

Jessica Jackson