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

Pam,

Much of what was discussed in these chapters reminded me of myself and my own students as well. Laurie (and many other girls) did use reading and writing as an escape from reality. Laurie's home life wasn't all that great. She used reading and especially writing to make up a world she would like to be a part of. Laurie had a really hard time going from kindergarten to first grade. As a first grade teacher, I see my students experience some of the same struggles. Every year, I hear things like, "when do we take a nap?" or "we played more last year." It usually takes my students about a week to adjust to the first grade groove and the differences between kindergarten and first. I also think it is sad that Laurie probably will slip through the cracks in our educational world. I really don't understand why she wasn't ever retained during the time frame of the book. At this rate, I would predict that Laurie will just keep getting more and more behind. Students that are so far behind do lose interest in school and learning. It would be great if we had more help for students like Laurie in schools today.
~Jamie Brackett

Pam,
As I was reading chapters 3 & 4 the thing that stuck at to me the most what how important writing was to Laurie. It was her way of expressing herself, dreaming big, and trying to balance home life with school life. I agree that it is very important that we allow our students the chance to write what they want to write. Writing might be the only time a child feels safe or accepted at school. I also like your comment about how all of our students bring their own bags with them to school. That is so true. We never know what is in those bags and sometimes it is hard for children to open the bag and let us look in. As teachers it is our responsibility to dig deep in those bags and get to know out students and their fears and dreams. We have a much bigger job than just teaching the curriculum we have to invest in the lives we teach each day. I think retention is a hard and hot topic for most schools and teachers. I wonder if it would have helped to keep Laurie back in 1st grade. Studies show that the gap only gets larger each year. However, so much goes into retention that I think it is one of the hardest decisions to make as a teacher. It truly can change a child’s life for the good or bad and have a lasting impact on a child.

Pam,
Oh, how I remember those days of being raised a southern girl: VBS, church dressed in only the best, surrounded by extended family, playing outside until dark (barefooted), ... I don't remember getting lost in books for escape, however. I had my barbies for that! (I only had two, Barbie and Skipper). As so many of us have those memories, there are an equal number of children who do not have those memories. There lives are full of more strife and a discourse much more removed from middle-class "values." These are the ones, I think, who struggle with fitting in anywhere in school. At some point, you and I found school successful and enjoyable. Many of our students do not have this experience. We need to reach out and understand there worlds to help them find success in school.
Susan Hines

It is an awesome thing when a student does discover, as you said, that writing can take them anywhere. I had a child in my class this year that was a struggling student in all areas, but when he sat down and was writing about something he wanted to write, his work was wonderful. It was hard to get that to translate into writing assessments and certain assignments because his writing, when required to write about something specific, was below grade level. I think that the Writer's Workshop set up that took place in Laurie's classroom would have been beneficial for this particular child. I am considering having a free writing time in the mornings as happened in this classroom as well. I think the progression of the student's writings over time would be interesting to see, as well as what topics they would choose.
-Elizabeth Norwood

Pam,
What struck me as odd was the unwillingness of the first grade teacher to work with Laurie at her level. I really struggled with that part of the chapter. I find that first grade is so important. It is here that the whole building block system is laid for reading. Poor Laurie was unmotivated by the difficulty of the reading material. Now, unless the interventions used through Chapter One classes help, She will be behind in all other grades for reading. Since will affect all other aspects of learning. Think of all the reading that is involved in every other subject- social studies, science, and math even. I hope that the lower grade teachers at my school would have been willing to work with Laurie at her level. I rarely ever use the prescribed basal program because I feel that there is to much diversity and ability difference in my classes that the basal does not address. I did like the writing centers. After reading this chapter I have decided to develop a writing response center in my reading group circles. I saw how students like Laurie were able to express themselves more freely, than they may be able to orally.
Amy Reep

I used to read books when I was little and then sometimes fantasize about being in the book. I would play make-believe like I was ones of the book’s main characters. I guess it was my escape from reality as well. I was just playing and having fun. But I think Laurie and Janet used their books, stories, and reading to escape from reality for different needs and reasons. I think Laurie may have needed an escape that supplied her with some type of continuity. She didn’t have a father at home or a lot of things that children have. So through play therapy, make-believe, and reading her books, she escaped and went into a world where she could have these things that she and her mother always wanted. I too had a lot of connections with these two chapters. I was brought up in a Christian household and I would attend Bible School as well. I was a “good” girl or at least I tried to be. I would strive for the positive praise and affection from my teachers and parents. I was just an average academic person. So I felt the need to succeed in something so I tried real hard to behave well. Another connection I made with the chapters was that I would also pretend read. I would act like I was reading the text when I really wasn’t. I would make up words and things for the book if I didn’t know what the real words were. I would look at the books’ pictures and assume what was happening and then act like I was reading it. Isn’t it wonderful that we teachers can offer our underprivileged students an escape from their everyday stresses and poverty? We can give them a book with an exciting world that they can escape to. We can give them an outlet to flee to. It was pitiful to see little Laurie trying to fit in with the other children in a social setting. I was so sad when Nicholas was placed in a different room. She really needed his solace. You are right sometimes us educators are the only stable relation that these children have in their lives. They need us in so many ways and it is our duty, to be human, to nurture, and provide more than just an education.

Did anyone else wonder why Hicks didn't give us more information on Laurie's IQ? Also, at what point would they consider assessing her for EC status? Not that I think that would fix things, but that's typically what we do as educators. Maybe Laurie is doing the best she can do with what she has? It could be that the type of research Hick's is conducting doesn't take these factors into condsideration, but I would like to see a complete assessment. I also noticed that Laurie learned how to manipulate her way through her school. She was able to "tune out" during academic lessons yet still keep up the perception that she was a good girl. I found it interesting that when she was home she was much more aggressive and intense. I wonder if the ADD label caused her to become more low key while at school?