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

As I read through these chapters, I underlined several things that really spoke to me.
First, "Schooling in the primary grades should ideally become a set of opportunities for children to experience new identities connected with textual practices." I read that and I said, "AMEN." I try to practice this idea in my classroom every day. However, some of the children still seem to get lost in the shuffle. Each year, I try to refine this ideal practice and each year I feel I reach more of them more, but I WANT to reach them all. I like to think I am laying the groundwork for some of them who don't seem to "blossom" but I know they will not be getting this kind of classroom in the years to come. So... should I be more traditional and get them ready? I can't work that way. It is a struggle I face each year.
Second, "The stories voiced about us, by those whom we most love and value, shape our identities in ways more powerful than even the most authoritative institutional systems of social regulation." I have mentored several teachers and one of the most important things I try to teach them is "make the parent your friend." It doesn't mean you aren't honest with them, but never discount their advice, knowledge, and assistance. Even if the parent is not what you consider a "good" parent, he or she is still the most important person in that child's life and you need that person on your side if you are going to get the child to trust you. Whenever I conference with a parent, I always tell myself to remember that the parent loves the child and the child loves the parent no matter what I think of the child's home environment. Now, that being said, I have made my share of child protective reports, but the teacher can not alienate the parent or she will never get what she needs from the child.
Third, Nussbaum suggests "much of what we come to know is shaped by relations with concrete others." This speaks to me about the teacher's relationship with the family of the child as well as with the child himself. I have an open door policy and weekly have parents drop by or call. I know I am developing that good relationship with both when I get the phone call that says "I had to tell you that Johnny will not go to bed without brushing his teeth, no matter what I say, because you told him that he had to do that every night." Or a similar phone call. The parent just wants to share a smile about the child, but the child trust me enough to take home and practice what I have taught him.
Fourth, "If educators want to address the dilemmas and needs of students...questions about how we engage... seem highly relevant." So much of what Hicks has written about in this book is addressing the needs of each individual student, particularly the working class child. Getting to know each child and developing a relationship, reaaly getting to know each one, is crucial for any child's success but particulary for children who struggle. As teachers we are so busy and overwhelmed, but we have to try every day to value each child and find out what works for him.
Finally, I thought this last quote was beautiful. "Part of what defines a teaching relationship is that teachers can be moved to action by the particulars of context - of what they see in others, with others." Don't we each feel that heart-swell when we really "see" the child? When they look to you with trust and love and the desire for your praise and support? After all these years of teaching, I still feel that and strive every day to do what I think is best for that one individual child. I still wake up in the night and think "Oh yeah! that is what I need to try tomorrow!" I hope I never become so stoic as to lose that ability to be "moved."
Christy Findley