First of all, I want to start this entry by clarifying something (getting ready to state the obvious probably, but oh well): We are all approaching these readings from various backgrounds, experiences, beliefs, opinions, etc... Having said this now comes my disclaimer: I am a very passionate person who also happens to get a little wrapped up in detail from time to time which, in turn, causes me to ignore the big picture. I’m aware of this but choose to blindside it right now because when I get my mind on something that I want to know, I tend to ask for insight from those around me until I—or we—can construct an answer.
Okay, the “I ain’t writin’ nuttin’” piece is really bothering me. I get the whole “permission to fail” and “demand to succeed” argument, and I must admit I’m guilty of both. Nobody’s going to convict me for the latter, so let’s look more closely at the permission to fail issue. While teaching at a very challenging middle school, I certainly didn’t “write kids off” and give them permission to fail because I never cared, and certainly the gift of permission to fail was usually one of omission. But admittedly so, when the madness emanating from a student or two got to a certain point—yeah—I committed the teacher’s crime of figuratively throwing up my hands. I was tired. I was frustrated. I reacted in my weak human flesh. I’m not going to bore you with any more detail about this other than to say that some of the best teachers I know walked out of that middle school after one semester. It was a tough place, so I’ve got a soft spot for teachers of super tough students. Enough said. Okay, so in this case of Shannon, Ladson-Billings’ statement about her teacher frustrates me a little bit: “I cannot help but wonder if the permission to fail was granted Shannon so easily, in part, because her cultural style, form of language, and attitude deemed her unworthy of teaching in her teachers’ eyes.”
I don’t believe we’re given the whole story here; perhaps we’re being manipulated. I can’t help but look at the “what ifs?” What if Shannon’s “cultural style” happens to be disrespectful and socially inappropriate? What if her “form of language” and “attitude” is hateful? What was the time period? In other words, how long did Ladson-Billings witness Shannon’s teacher giving her permission to fail? If it was so bad, why didn’t Ladson-Billings intervene?
Furthermore, what happened to Shannon? Where is she? The author even referenced to “impending danger” in Shannon’s life if her teachers continued to allow her to fail, but we weren’t given any clue as to where this child is. Perhaps Ladson-Billings did help Shannon after all. I’d like to know, because you know what? She’s just as guilty as Shannon’s teacher if she didn’t. Two minds are far better than one; and especially, if you are an educator of educators you should model best practice just teachers should instead of going on to write about this child’s hopeless future and leave us only to assume that the teacher who gave her permission to fail is still plugging along giving other kids permission to fail day after day. This is not the kind of “cliffhanger” I like to read. Suffice it to say, as an educator of educators, Ladson-Billings gave Shannon’s teacher permission to fail.
(BTW, “Trilingualism” was fantastic—very helpful and informative! I can’t wait to get back in the LA classroom and put these tools to practice—brilliant!)
Erin Farrington
Comments (4)
You're right about us not getting the whole picture. Maybe some key elements were left out in the story. However, if the story is true to life I have problems with it.
What got me is that the teacher didn't even try to encourage Shannon to try. I can understand getting frustrated with a student, but at least put up a fight first before giving up.
Posted by Kelly Beckley | June 11, 2009 1:29 AM
Posted on June 11, 2009 01:29
Erin,
I had the same reaction as you to the Ladson-Billings piece. I felt we were being manipulated by the lack of details given about Shannon and the teacher's daily attempts. This year, if someone were to walk into my classroom for an observation during a writing time, they might assume the same at that given moment. However, they may have totally missed the entire morning of attempts and struggles with Pete to get him to work. This does not mean I gave up on him or gave him permission to fail. I fought like a dog most days to get him to work. Furthermore, they are also assuming this was the only writing time of the day. We write many times during the day across the curriculum.
I would have liked to hear this teacher's side of the story. Then, if she really did let this happen, then she needs a mentor.
Posted by Tamera Wilson | June 11, 2009 10:18 AM
Posted on June 11, 2009 10:18
Okay, I’m going to play Devil’s Advocate for just a moment. I would hope that Ladson-Billings had spent multiple occasions in the “impending failure” classroom before writing her piece. I, too, was frustrated by her heavy hand of judgment, but am hesitant to totally write her comments off. Perhaps she witnessed multiple slips on the part of this teacher. I also know that when researchers are present in the classroom, their primary purpose is to observe & report. I know that I’ve had observers in the room and have had to physically resist the urge to remove their notepads from their hands (or blackberries/laptops) and have them help! Maybe, just maybe, Ladson-Billings is helping by writing this essay and getting us all riled up.
Regardless, I love your title. I’m home with my family in the country this weekend & just barely missed creating a bit of opossum road kill this evening. That’s what hooked me in. Love it!
Posted by Ruth Johnson | June 12, 2009 10:32 PM
Posted on June 12, 2009 22:32
We did not get the whole picture. I would be interested to know how many days worth of writing lessons were observed before the conclusion was drawn that Shannon was being allowed to fail. Maybe the teacher knew something the author didn't. Maybe the night before Shannon saw a family member arrested or maybe witnessed a fight between mom and dad.
I once had a child who couldn't function in the the classroom and complete assignments because drug dealers busted in looking for her father while she and her baby brother hid in a closet. Had teh author walked into my classroom 2 days after that I probably would have been accused of allowing hewr to fail, when I was allowing her to regroup.
Posted by Caroline Walker | June 18, 2009 10:57 PM
Posted on June 18, 2009 22:57