RES 5535: Race, Class, and Gender in Literacy Research (summer 2010)

In the qualitative study, “Experiencing Literacy In and Out of School,” Elizabeth Noll targets the literacy experience of adolescent Native Americans. Noting their struggle to succeed academically in the school environment, Noll’s observations provide in depth insight into the great need for teachers to make connections with their students and their interests. In both studies of Daniel and Zonnie, there was a clear evidence of strengths in areas of literacy; however, in school they were merely completing the tasks disinterested and feeling lost as a result of discrimination and lack of empathy.
From hearing the perspectives of these students, it is obvious that there is a lack of connection in the classroom. While both students, are excellent writers, and express their ideas clearly, they perform merely adequate on school based instructional assessments. It is evident that from both of these students that they are struggling with issues that are beyond control, societal norms and expectations that further negate their feelings, who they are, and what they are interested in. Their lives are different from those of the white students. They are expressive through dance, music, song, and stories. From this case study, it makes me recognize the value of journaling with students and getting to know them through their own words and ideas. I was extremely hurt for Daniel who sat disappointed unable to hear his story aloud. While I know time is a factor for teachers, it is important that you validate them somehow and come up for a way for them to be heard. That affirmation that the teacher hears them and thinks their story is interesting is key. I really wanted her to say “let’s read a few a day at the end of class through the week or why don’t you guys group up and share your story with a buddy.” The biggest asset in my classroom is my student relationships. Knowing and connecting with your students enjoy is so valuable. And through journals, there is a safety that a student feels that is so essential to build trust in your relationship. Teachers need to involve the community and be creative in the ways they allow any students to express themselves. Teachers need to find out the whole student not just the part that’s there at school. It is a challenge, but one definitely worth the effort for the student’s welfare and comfort in your classroom. While this study may only target Native Americans adolescents, I believe the findings are significant to other struggling students as well. Knowing and understanding our students, and correlating students’ academic literacy experiences to their needs through various expressive modes allow teachers to see the whole student. And understand their thought processes.
What do standardized tests really tell us about a students learning? Our students have various ways of thinking and sharing their ideas-through art, performance, music, poetry, and writing. Finding an answer on multiple choice tests doesn’t necessarily provide much insight into the true depth of student’s knowledge. I know there are plenty of multiple choice test questions that are questionable and with further discussion with a student you realize there is more in depth thoughts than what a simple answer choice reveals. As a result, it becomes up to teachers to make learning relevant and argue the validity of testing doesn’t always portray a students capabilities. In that respect there are biases-biases against who a child is and how they demonstrate literacy.
I was pleasantly surprised at this story because for me it validates how I teach my curriculum. It is frustrating to hear an administrator question why you might have students draw, create, listen to music, or view movies to study language. I recognize the approach to learning is a significant motivation for student learning. I’m glad for this, but sadden that my students are judged by mere multiple choice assessments. The pressure that results banking everything on an End of Grade test to measure a child is ridiculous and damages their self esteem. Just the other day the retests came back, and I found one of my students in tears feeling stupid because she didn’t pass. This child has a learning disability and is easily frustrated, but when you talk to her you realize there is more there than what that test allows her to show. It doesn’t provide her a voice-a voice she needs. That unique voice is how teachers cater to students needs and recognize their strengths. That is a voice that should be heard.