Hick’s recount of literacy in her childhood was interesting to me. She commented that her parents felt reading should be taught at school, that there was no connection between home and school to support the reading process. I am sure many of us can identify students in our classrooms who have parents who share the same philosophy. However, Hicks was able to succeed in school. I believe one of the supporting reasons is that her mother is had a gift for storytelling. As we have read in past articles, we know the power storytelling has on literacy development. The sense of story and book language she would have gained from her mother’s stories would have supported the classroom instruction. So even though the parents had a belief about reading, they were actually supporting the teacher more than they thought. As I was reading I kept pondering why some children of poverty or working class seem to get what school is about. Those few become readers and productive students. Maybe they learn in spite of their home life and desire a different discourse.
As we gained insight into Laurie’s world I realized she did not have the storytelling mother as the author did. Laurie’s literacy experiences were limited to the verbal interactions with others. While they did read books nightly, the busy life of the mother was a hindrance to the overall experience. Maybe reading was being shown as a task. As with the author reading was not valued, but Hicks gained an appreciation for stories and the reading process through the stories of her mother. Maybe just having that one additional literacy experience at home allowed her to develop her reading abilities at school easier.
The glimpse into Laurie’s interactions with others in school resonated with me. I remember my first couple of years teaching I felt I was successful because my students were quiet, on task, and over all well behaved. I was relieved when the principal would walk through my room and see my students “hard “ at work. My students were high poverty and did have a reputation for being behavior problems, so when I saw them working, I felt satisfaction. Then one day is clicked with me. I was controlling my kids, but what learning was happening. I am not saying they were just doing busy work, but I started to watch them more closely to see who was truly engaged in the lesson, and who was trying to fool me. Reading about Laurie’s quiet behaviors the teacher didn’t realize, made me flash back to those early years in the classroom.
Reading about how educators value “good girls” caused more reflection to happen. Too often we do consider the girls who work quietly and are well behaved to be “good.” The power struggles that were exposed between the students was new information for me. I always found it frustrating to deal with such petty arguments and tattle tailing. After reading about the power struggles, I realize a there is an entire different purpose and need that is happening through that process. Reflecting on such disagreements as a teacher could help us understand that student better and perhaps be able to support them more instructionally.
It was refreshing to read about the impact small group reading with materials on their instructional level had on Laurie. I have had conversations with teachers about the impact of Guided Reading groups. Many teachers fully support the instructional method; while others just can’t seem to believe it would have that much of an impact on their class. This research supports the need for a focused reading approach.
Michael Lemke
Comments (3)
Michael- I so agree with your comment about Hick's parents think readin should be taught at school. Unfortunately, that is the sentiment of many parents. It reminds meo f the time I calleda mother to let her know about some concerns I had with her child in my classroom. I was telling her about some issues and she interupted me by saying, "Well, what do you waqnt me to do about it, you are with her more than I am." I was floored, but it helped me to realize that teaching children involves a traingle betwee teacher, parent and student. One weak side of the triangle makes is ineffective. I know exactly what you mean about quiet classroom. When I first started teaching, quiet=learning. Now if you walk into my room you will see collaboration and hear discussions. I think I have come a long way. I find myself wondering what makes a "good girl"? If a young girl is strong and assertive is she a "bad girl"?
Posted by Carol Sherrill | June 24, 2010 1:49 PM
Posted on June 24, 2010 13:49
It is refreshing to see how small guided reading groups impact students. It is making an impact because they are reading on their instructional level and that is the level that they can feel successful. Guided reading groups have made a positive impact on my students. Students in guided reading groups are reading at their instructional level and they are making gains in their reading. They also feel good about themselves because they are being successful.
Posted by Michelle Moffitt | June 24, 2010 4:11 PM
Posted on June 24, 2010 16:11
Reading should be taught at home, too. It is terrible that all too often parents distance themselves from academics. The exposure that children gain through literacy experiences at home especially in the early years is invaluable. It is obvious those parents who talk to their children and ingnite discourses and who don't. I also found the same thing going on in my head as I read about "good girls." I often feel that those quiet girls under the radar were doing well, when in fact there may have been something huge missing from their educational experience in my classroom. This reminds me that I must make the effort to build that relationship with those "good girls." Listening to them and getting them to open up can open doors into their world that can promote literacy growth and connections in the classroom.
Posted by Amy Hardister | July 2, 2010 10:29 AM
Posted on July 2, 2010 10:29