I look forward to reading more of Deborah Hicks' book, but have to admit that I had difficulty understanding these first two chapters. I admire the fact that as a researcher she took three years to follow Laurie and Jake in hopes of gleaning information about how working-class children become literate. It sounds like it was a true work of heart and that she got very involved with the children. I think reading her findings about them will be quite interesting.
As I was reading through these first chapters I started thinking about the Ruby Payne training I received at school a few years ago. Although Ruby Payne's research involves children living in poverty I did see some connections. I think that the way that we, as teachers, interact with our students does help to shape who they become and how they relate to school. We have to be cognizant of the backgrounds that our children bring to the table in our classrooms.
If I am understanding what I read in Hicks' book she discusses how research has said that children automatically grow in steps and stages when learning is involved; that each child goes through the same stages in the same order in the same way. She thinks that although some of this may be true, that children learn based on how they are interacted with and based on the environments that they are in as they grow. For example, the story about Jake and Lee Ann shows that through interactions with family members that Lee Ann is being shown not to "take" abusive behavior from her brother, but to stand up for herself. I think that I relate this to my children at school who get into trouble for fighting, and when I ask them why they hit a child, they tell me it is because their parents have told them to hit back if someone hits them (usually boys). Or on the other hand, when someone is taking advantage of a child and they let them (usually girls), it is often because of the way they have been raised. This is, of course, not always the case, but I do see it and I think it relates to how the child has been raised to act and the gender role models they have seen in their lives.
-Elizabeth Norwood
Comments (6)
Elizabeth,
When I read your post I begin to think about all the assessments we give in school to determine if a student is on grade level or is meeting the specific standards. Most of the tests that we give wither; K-2 Assessments, EOG’s, Dibels, Aims Web, A.R. Tests, etc… are very objective. There is usually only one correct answer or way of doing things. However, I think Hicks is trying to show us that literacy is very subjective. When you think of what literacy is, it may be different for each person depending on their discourses. I agree that we need to really dig deep and get to know our students outside of the classroom. It is important that we understand what they are bringing to the table so we can help their transition from home to school to go a little smoother. Children are fast learners and I am amazed each day at how quickly they can “code switch.”
Posted by Emily Rhoney | June 19, 2010 6:01 PM
Posted on June 19, 2010 18:01
Elizabeth,
It's strange all the different ways children are taught to act. I have had the same situation (where parents tell their child to hit someone picking on them). This is something we would NEVER tell our students to do in school. Students have to be ready to "code switch" and act appropriately depending on the environment they are in. You're right, to really know where each student in our classroom is coming from, we need to listen and learn about them. AS teachers, we should never just assume we know a child. Students belong to so many different discourses and it is up to us to teach them how to adjust to all of them.
~Jamie Brackett
Posted by Jamie Brackett | June 20, 2010 12:05 AM
Posted on June 20, 2010 00:05
Elizabeth, I, too, am familiar with Ruby Payne. There do indeed seem to be a lot of correlations with her writing and the ones we are reading in this class. Thanks for making that connection. I think we as teachers have no alternative but to take it upon ourselves to understand the tremendous differences in where our kids come from and to be vigilant everyday to try to "see" where our kids are in terms of literacy learning. Not so easy a task I think.
Posted by Linda Bohland | June 20, 2010 1:24 PM
Posted on June 20, 2010 13:24
I agree that children may all learn in the same steps and stages, but these steps and stages are different for each child. While some breeze through the first steps quickly, others lag on the first few steps and leap ahead. Each child develops at a different rate, not always in a different way.
This is so evident in the classroom. After witnessing a number of children learn and succeed and sometimes not learn and fail, you begin to see the pattern. The effectiveness of learning comes from the children's background. The importance ofwhat they are being taught at home. I think of it like baking a cake. You can bake a cake on 350 for 30 mintutes and it will be done. But if the oven is on 250, it will have to bake an hour. Sometimes the "home oven" is not as warm...;)
Posted by sarah Hutson | June 21, 2010 11:19 AM
Posted on June 21, 2010 11:19
I too struggled to get through the first two chapters. There seemed to be so much jargon that I had to go back and re-read at points. It has been so long since I have had Ruby Payne training, that I didn't think of the connection until reading your post. Thinking back, there was a great deal of information about race, class, and gender and how children project their way of life in the school setting. I do believe that people acted a certain way based on the way they were raised. Coming from a very southern family, I consider myself very mannerly (probably over using please and thank you). Children now (even southern childern) are lacking in their manners. So although I agree with the influence our family and environment has on us, I also believe that our discourses are ever changing with the changes of life.
Posted by Erin Whisnant | June 21, 2010 6:12 PM
Posted on June 21, 2010 18:12
I found these first couple of chapters tough as well. I had to read them and then let it all sink in. I feel that you hit the nail on the head with what you got from the first two chapters. Students not only learn literacy at school, but at home as well. They are learning behaviors toward reading, writing and speaking in both places. Most of the time these are different behaviors. I am also interested in seeing what Hicks found out too. I want to know how it all comes together.
Posted by Odessa Scales | June 22, 2010 9:26 PM
Posted on June 22, 2010 21:26