I would like to start with a statement made by Henry that I feel like sums up both of the articles (page 244: “…students come to class with real-life questions that a teacher cannot always predict, and that students, like Kay, who may be labeled as ‘low’ or ‘poor’ readers are constantly reading the world and anxious for spaces to express their heartfelt view.” I re-read this statement several times and tried to apply it to my own teaching and educational experiences.
As teachers, we probably all have examples of times when students have asked a question about life that we were not expecting and did not include in our daily lesson plan. What should we do when we are addressed with the “tough” questions? I am sure your responses will vary depending on the grade level you teach. However, I believe that we should be open and not dismiss those “tough” questions. This might be a student’s way of saying “ I have a voice” and I really need you to hear me. We are not only called to teach the curriculum but to also take the time to invest and lend a helping hand to students who are trying so hard to figure out who they are. I was impressed with the way Henry handled Tamisha’s “tough” question about being sexually active. She realized that even though she was doing a research study that there are times when it is best to put the research aside and simply “be there” for a student.
I am also sure that as teachers we all have taught students who are considered “low” or “poor”. Do we look at these students as needing the opportunity to share their “voice” or do we look at them as another problem child or say, “How am I going to get them to pass the test?” Both studies were completed with students who had lower academics or who were considered as not caring about their education. I really liked the different activities mentioned in both articles about helping students share their voice: journaling, literature clubs, role play, re-authoring, etc… What I found sad was the fact that these activities were conducted after school. I feel like the world of education has almost silenced our students due to standardized tests. It seems like teachers are faced with more and more pressure to teach to the test. How can students truly express who they are if they have to spend the majority of their time regurgitating information or learning test tactics. I understand that we have to have some sort of method to measure our students’ success, but I just don’t think standardized tests are the best answer. How neat would it be for teachers to feel like they have a voice and be able to use some of the tactics mentioned in the articles in their classroom. When students feel like they have voice in their education they will be more willing to learn and show the world that they are truly successful in their own individual ways. We have got to stop making education a “cookie cutter” world and start letting students have a voice.
Emily Rhoney
Comments (4)
Emily,
You made a valuable point in stating that we are too wrapped up in standardized testing, silencing our students! I believe that the testing not only silences our students, but teachers as well. There isn't time available to teach "life lessons", that may help answer the tough questions, or implement the tactics mentioned in the articles. I am also interested in the responses of teachers when students ask the "tough" questions. I am sure many elementary teachers have heard, "Where do babies come from?" It catches us off guard! A common response that I have heard is "Ask your parents." I am curious as to how teachers should respond to these types of questions. In today's society, we are taken back as to how much our students are learning at home, or what one may call "street smarts", which prompts students to consider these questions at different ages.
Posted by Katie Johnson | June 13, 2010 10:39 PM
Posted on June 13, 2010 22:39
Emily-
I agree with you and Katie both. I feel that standardized testing is such an objective tool for measuring how well our students learn. I understand there needs to be accountability for students and teachers, but at the same time, there are multiple reasons why a student might not perform on this type of test.
I have noticed this in my classroom this year. I had one child who, throughout the year, made D's and C's in almost all subjects. He was not in school very often, and he was off task majority of the time. Although looking at his report card, and his attendance, he made all 4's on his EOG tests. Now, I know that his hard data from the school year shows he is an average student with poor study and work habits. His EOG data, however, shows that he is very high academically. I see a problem with this. Is he really ready for middle school? Will he be a productive member of society without multiple reminders? I am not sure! Just because he passed this standardized test with flying colors, all of the sudden he is proficient.
Along with this case, I had a student who was a low reader. She did not qualify for EC services, and had a very low IQ as well. I worked with her all year and bumped her from a 2nd grade reading level to a 3rd grade reading level. She took the same standardized test that the first student took, but only scored a level 1 (both times!). Her report card shows D's and F's and practically perfect attendance. She has maintained success this year as well, but did not score proficient on the test. Why can she not be passed? She showed a whole year's worth of growth came to school, had excellent study habits. It's all because of the test.
Renee Hennings June 13 2010
Posted by Renee Hennings | June 14, 2010 9:07 AM
Posted on June 14, 2010 09:07
Emily, I agree with you. We must stop and take the time to listen to our students when they feel safe enough in our environment to ask the "tough" questions. Teaching middle school, I have been put on the spot many times from adolescents with tough questions. Some I can and will answer. Others I forward to the health teacher or guidence couselor. So many kids today go home to an empty house and many of them are left to fix their own dinners since their parents work second shift. They don't have anyone else to talk to. I want to have the type of relationship with my students that they feel they can trust me. I have heard it said many times that "they don't care how much you know, until they know how much you care."
Posted by Karen Chester | June 14, 2010 7:14 PM
Posted on June 14, 2010 19:14
Bravo Emily!
How has our profession moved so far away from our students? We are mandated to get results that can be measured by one test with one set of numbers. I can only imagine what would happen if teachers or administration were held to that same standard. If we were given a multiple choice test to determine our value as educators? I am with you all the way. We need to get back to educating the whole child: physical, mental, and social.
Posted by Candy Mooney | June 16, 2010 1:09 AM
Posted on June 16, 2010 01:09