“…moving freely from one activity setting to another; learning by doing, not by talking about parts of a task; engaging in constructive activities in which printed text was connected to three-dimensional objects.” When I first read the sentence, I questioned whether or not this was in a boy’s DNA. Boys are movers and shakers. My son acted like Jake at the age of 5. He spent hours slaying imaginary dragons with stick swords, riding his battery-powered four wheeler around the yard, cutting the grass with the bubble mower or building things with his Legos. He listened to stories when forced but it was not a chosen activity. He painted and colored freely and enjoyed books that gave step by step direction on how to draw particular things. For my son, reading had to have a purpose.
As I continued to read I was disappointed in Hicks “working hard to understand passions and interests that in many cases I did not myself share.” Jake learned by doing. Jake preferred working puzzles and building things instead of drawing, writing and reading. He liked to play baseball, video games and race his miniature cars. What is so difficult for a young female teacher to understand?
Jake was constantly in motion. He told stories as he worked. I wondered if his father told him stories as he worked. His stories were action filled and part truths from his world. Jake was a true storyteller. His voice and his body told the story. Have you ever seen a storyteller sit still and tell a story? It was obvious he could tell a story but motivating him to put it on paper was the problem. The teacher could have taken his recorded story and transcribe it to paper. Jake’s job would have been to illustrate his story. As he become more comfortable, he would begin to write his own story from listening to his recording. I have used this process in my first and second grade classes. It is not a quick process but it does get the student writing.
Jake’s reading philosophy reminded me of my son—dumb. I asked my son why he did not like to read. He said real (nonfiction) stories made sense and you can learn something but make up stories (fiction) did not make sense. I discussed this with several teachers. They said their husbands read the news, how-to books or nonfiction. A few husbands read science fiction. Jake’s father taught himself by reading and read JFK for pleasure. Maybe men and women are wired differently. Therefore, they need a different approach for instruction.
Jake’s parents had different views of education. Jake’s father felt school was somewhat unimportant because Jake could go into the family business. Jake’s mother wanted him to read well so he could go to college. Therefore, they saw Jake’s difficulties in school from different spectrums. Jake’s father seemed to give Jake an out for his education but I wonder if it is more of another door to open when the classroom door closes for him. Jake’s mother may dream of a better life for him. She believes he is gifted enough to do more than the family business, but unsure of how to fix the problem. The solution may lie within the walls of the classroom. Students need a connection between their interest and academic goals.
Zandra Hunt
Comments (5)
Zandra,
I do have to agree with you that most men choose to read non-fiction factual information as opposed to fantasy. However I have met the rare exception to this I believe. He is currently reading a book that is a MAJOR chick flick and is in love with the story. He is very passionate about the story and it's interesting to see a man's perspective on something that is mainly associated with women.
Posted by Nikki Leggins | June 28, 2010 1:01 PM
Posted on June 28, 2010 13:01
Don’t you think the the values of Jake’s father, who did not finish school and was against college for him, impacted how Jake saw school? It wasn’t enough that Jake’s mom wanted him to do well because he most identified with his father in setting goals for his life and creating an adult identity. I see the impact of this attitude on my students all the time. If school is not important to the parents, if they are not going to ensure homework is done, give praise for academic progress, and support the teacher, it is almost impossible to get the student to care. Jake didn’t buy into the ‘good girl’ image that Laurie did perhaps because he had so much positive feedback at home from his family, unlike Laurie, that he didn’t need the praise. Jake seems on his way to become one of the many disinterested students we have who float through school with marginal grades and behavior. It is sad to see a child who is capable not live up to their abilities. In these cases we end up not just having to teach content, but having to teach kids to care.
Rebecca Ashby
Posted by Rebecca Ashby | June 28, 2010 1:05 PM
Posted on June 28, 2010 13:05
The description of how Jake learned best was pretty typical for a boy. Boys need to move and they need to change activities often. I have done a bunch of reading about this differences in how males and females learn. Their brains are wired differently. It is not that boys can learn the same way just slower. It is that they need differientation. We owe it to the children to find the best ways to help them learn. I have two boys and my wish for them is to have teachers who connect with them both personally and professionally.
Posted by Carol Sherrill | June 28, 2010 1:14 PM
Posted on June 28, 2010 13:14
Dear Zandra,
We are definately wired differently and I think that different apporaches need to be used when teaching our students. They need to be varied. We can't make everything hands-on, but the things we can, should be. Many girls may learn better by doing than by being told. I know I'm that way. I need to physically do something myself in order to learn how to do it. I cannot simply be told how to or I'll forget it.
I agree with you said about Jake's dad. I think that he didn't view Jake's struggles in school as that big of a problem because of his vision for him. He wants Jake to run the family business one day. Furthermore, Jake's dad has his own personal bias against school. He did not have a positive experience with school, so he quit and taught himself what he needed to know for his business. That works for some people, but not for all. You would think he might want better for his son. You would think Jake's father might want his son to finish school even if he does take over the family business.
Posted by Reshawna Greene | June 28, 2010 3:42 PM
Posted on June 28, 2010 15:42
Zandra,
I really like the method you use to get your reluctant students to write. In my fourth grade classroom, I pass out old magazines and let the kids cut out photos and pictures that interest them. They glue the clippings into their journals and then proceed to write about them. Sometimes the students write short stories and poems. Sometimes they write fairy tales and realistic fiction. I usually do this in order to motivate the students to write as most struggle and become frustrated with writing. Just a few questions for you: Do the students enjoy telling their story on tape? When do they record their stories? Do you give the students a time limit for recording?
Laura Corbello
Posted by Laura Corbello | June 29, 2010 6:33 PM
Posted on June 29, 2010 18:33