I can see that Jake was an active boy who idolized his dad and everything he portrayed. His dad was a successful man in his community and good at what he did even though he dropped out of school. His mom wanted him to go to college (p.123) but dad wants him to take over the family business. Jake is part of this conversation so he knows dad's opinion of formal education. Not a good thing, mom mom agrees with dad.
The home life reflects definite gender stereotypes of blue collar, daughters grow up to be like mom, in the home, boys like dad, follow their jobs. I learned a new expression, experiential narrative, it fits what Jake did, act out his story. This may be fine in kindergarten but students need to learn when and what is acceptable for all students to be able to learn. I am sure there were some rules at home for what and when being active was acceptable, such as bedtime, dinner, etc. He also learned, like Laurie, how to be “good” when he wanted something, good student award. He also learned how to “do school” when he chose. He didn't mind voicing what he felt was stupid or dumb. I wonder how this was handled at home.
Hybrid languages of inquiry was a more challenging read for me, I agree whole heartedly, we must value their belief system to gain their trust. “ new relationships can constitute new forms of knowledge --- some empowering, some tragic”, it takes years for children to form their autonomous cognition world, coming to school one day is not going to change all of that. We must go to them, become part of their world to transition them into ours. Not because it is “our” world but because it is where many of them will have to gain employment to be “productive” citizens. “I can only choose within the world I can see” p 151, we need to open windows for them to get a peek at the possibilities that await them once they conquer the outside world. I liked the analogy on p. 139, “a spider sitting in the middle of its web, able to feel and respond to any tug in any part of the complicated structure” this web is their home learning to which they can respond. Our middle class text books may not be the whole picture, but there needs to be some instrument of measurement to lure the children to knowledge beyond the back yard (also where knowledge is acquired). Classrooms use trade books, smart boards and so many other things now, teachers are reaching out, but we do have a curriculum that must be followed. In our writing we can woo kids into making connections, let them write about race cars like Jake did if it makes them feel comfortable. Give them space, to try out this new idea of writing instead of speaking. Teachers have heart, reading and writing are processes we are still learning (this text), we must reflect and redeem ourselves by learning our children before the curriculum. I don't ever want to stop reflecting, to remind myself of the impact I have on a child's future, before I am hard on them I need to see what can I do differently.
Grandma Cunningham
Comments (7)
These chapters do give hope to those students who do not complete high school or go to college. As educators we do not like the thought of never graduating high school, but we also understand that every student is not alike and that school is not for everyone. As parents this shows us that we need to be careful about the things we do in front of our children because our children will try to emulate us. As parents we do try to encourage our children to do what is best for them. How ever this could be a bad thing like in this situation of dad wanting Jake to take over the family business and mom wanting him to go to college. Involving the child in this discussion could make the child become overly stressed and feel that they are stuck in the middle.
Don’t all students learn to be “good” when we offer them an award? I hope that as teachers we are not teaching our students to learn how to “do school” instead of being themselves and loosing their personality. I agree with you on the hybrid languages of inquiry being a more challenging read. I do feel that the pod cast helped me to understand this chapter a little more. Agreeing with the students and valuing their belief system is a must in my opinion in order to gain motivation and encouragement. I really loved your explanation of the web being the home learning of the children.
Misty Mistretta
Posted by Misty Mistretta | June 26, 2009 11:26 AM
Posted on June 26, 2009 11:26
I never thought about it from the perspective of someone who didn't finish high school. I guess that is just something I took for granted. I can see how that would give a person like that some hope. I love the quote that you pulled that "new relationships can bring new forms of knowledge--some good, some tragic". We never know through the people we meet what kinds of lessons we may learn through them. I am anxiously awaiting the arrival of an old foreign exchange student from Switzerland who has just been at a conference at Yale for her MBA. I am interested to see how her educational experiences compare to those of ours in the states and if there are similar struggles in her country.
Posted by Erica Spicer | June 26, 2009 9:44 PM
Posted on June 26, 2009 21:44
Your title, reflection before reactions, says it all and it is reflected throughout your blog response. You did a good job capturing and understanding Jake and his community. I agree when you brought up the fact that Jake’s mom wanted him to go to college, but his dad didn’t, therefore Jake probably did not feel the need to be successful in school either…after all his father dropped out of high school, and Jake viewed him as successful. We know that, Jake definitely idolized his father.
Posted by Toni Wheeler | June 27, 2009 11:45 AM
Posted on June 27, 2009 11:45
Oh Grandma Cunningham,
I wish I could come to your classroom and watch you. I loved reading your post. Your connection with Jake and the classroom was perfect. I reflect all the time and want to make myself a better teacher. I love to learn new ways and seek out new ideas. You said that we need to lure the children to knowledge beyond their backyard - I agree. This is my new "idea" to tackle next year.
Posted by Loren Van De Griek | June 29, 2009 7:51 AM
Posted on June 29, 2009 07:51
I whole-heartedly agree with you. Your statements reflect a consideration of home values and the reality of school demands. The gender problems are very clear in Jake’s home. School was not a part of his lack of motivation in learning, his dad was. The family was reading and discussing literature but they were not united in their front on education. Therefore, the child took the path of least resistance. He chose not to participate in learning at school because it was “dumb.” Apparently, the dad was OK with that because it validated his own decision as a young adult. We as educators have a tough job when trying to convince students to struggle and learn when it is uncomfortable.
Posted by Janet Gross | June 30, 2009 7:49 AM
Posted on June 30, 2009 07:49
Peggy,
I just can’t call you Grandma. You look and act way too young for that title to fit my schematic view of you :-P
As I’m reading your post, I thought “community college!” We’re all sort of harping on gender differences and class-isms (which I realize this course is about) but I never thought until this moment that there are some social institutions designed to offer opportunities for bridging gaps between current existence and expected outcome. Maybe Jake can find his own balance as an adult, who could take over Dad’s business, but with the business savvy that a community college program provides. Who’s to say that he won’t go to a 4-year school, but I think CC is a great place for lots of folks to get started with higher ed.
It would be interesting to learn how behavioral and/or discipline roles at home influence both Jake’s behaviors and his attitudes about school. I found it fascinating that he would turn into a little ball of fury while playing baseball at home, but was frequently subdued at school. It almost frightens me a bit to think about what home lives might be like for some of my students if what they offer to us in the classroom truly is their best behavior and effort. I guess I could say the same about myself at times…
I loved the spider analogy, too. We could even apply it to our roles in the classroom. The web is not an isolated thing, but rather a complex social network where our job is to feel the various tensions and adjust ourselves to them, while encouraging students to adjust, too. Of course the end result would ideally not be us chowing down on our students, but rather helping them navigate the tricky web of life.
See you in a bit!
Posted by Ruth Johnson | June 30, 2009 12:56 PM
Posted on June 30, 2009 12:56
I do feel that students need exposure to the real world and learn to deal with problems as they occur. Maybe if we bridge the gap between diversity and class then we can make more literacy progress with all students.If someone would have told me my 23 year old would be living in Greenland at this point, I would have called them a liar. My daughter is a prime example of wanting to experience everything available to her. But Greenland, of all countries.
Robin Hand
Posted by Robin hand | July 2, 2009 9:19 PM
Posted on July 2, 2009 21:19