In Part 1, the author suggests that "progressive" educators are less focused on skills than they should be. She defines these skills as "useful and usable knowledge which contributes to a student's ability to communicate in standard, generally acceptable literary forms...best taught through meaningful communication, best learned in meaningful contexts." Would Delpit support our methods of literacy (both reading and writing) instruction in Warren? How would she recommend modifying our approach, if at all, to better serve students of color?
Please post answers, thoughts, responses, etc. to Part 1 any time before June 17th.
This is a test. It's been reported that two comments have not made it to the blog.
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ReplyDeleteOk.....it worked. Here is my attempt of recreating my earlier blog. I started out by expressing my
ReplyDeleteFeelings to what the author wrote. I find it interesting that we do focus so much on a test which categorizes a child at a fail, pass, or pass plus status. As an educator of 14 years I have known MANY children to be successful but unable to take a test at what the state deems appropriate. The world in which we teach is ever changing. My teaching is ever changing. The goal is to get better each year and learn from past mistakes. I have witnessed what a "fail" status does to a child's vision of education. They give up!! Being their cheerleader is where I step in and attempt to change their views with the constant "you can do it." The stresses we have as teachers and the No Child Left Behind status is driving how we perform as teachers. When I read these pages it made me think back.......a million years.......to when I was a child in a classroom. We were expected to sit, not speak unless spoken to, books out, pencil in hand, ready to go. The times have changed, luckily, and I have learned that allowing a child to lay on their stomach to read, or stand
During a lesson is ok. I have learned that cultures are very different and that I am the one who needs
To learn to adapt. It has been a struggle but I am getting there. As far as the author of this book is concerned, I feel that she would condone the fact that we choose to follow a reading and writing program that works best
For our students. What I feel she would be concerned about is the fact that we have not always had adequate training in the areas of those programs. As an educator I feel that no matter the race or gender, I need to be fully equipped with all of the tools in order to make a difference. Adaptation will come once the tools are in place. Something that also came to mind is the "teachable moments." These are the moments that are not in our plans but just happen!!! I feel in order to set the best educational setting for our children, we need to allow these moments to happen.....not be worried about what standard it may fit into or the fact that I may have lost 10 minutes of my reading time. These are the real life moments that the class will remember...not the page their math homework was in their books.
Ok...I hope this is answering what was asked. :)
Michelle - Well said. The author clearly feels that teaching students of color requires practices that are unique. If the culture of the teacher is different from the student population, it is logical to assume that something must bridge that gap. I think that's where Renae Azziz/PD comes in, as well as professional reading. The paradigm shift is a process that certainly won't happen over night. And, I think Delpit would argue that we need input from the community on WHAT to teach, not just HOW we teach. I'm not sure if this is practical concerning legislation, State Standards, Common Core, etc. Even if it is, would we be willing to listen and respond accordingly?
DeleteLet's hope I can do this - I understand what the author is saying is best for kids - skill instruction along with time for writing or reading or whatever. I don't see where we have enough time in our crowded day to do it all. Most of the kids I see are in so much need of skills instruction that they struggle with fluency in both reading and writing.
ReplyDeleteI agree with Vicki.....so much to do....so little time!!!!
DeleteYes...Time is a very limited resource. How can we find more time without sacrificing other crucial components of our day? Is more direct skill instruction (conventions, grammar, etc.) in reading and writing what Delpit argues? I think so...but it runs counter to what many "progressives" believe.
DeleteI agree with Michelle and Vicki. I have enjoyed reading this book and getting some views from the other side of the world I guess I can say... however it is going to be difficult for me to respond due to the fact that I am not as involved in the reading and writing curriculum the same way you all are. However I am on the same road as Michelle with making changes and learning to adapt. I have different students every year that I have to learn and make adaptations for daily. We may not be focused on fluency or reading/writing skills but especially with my students they absolutely need to learn the underlying SKILLS and these skills need to repeated and practiced often before they can move onto the larger skills as a whole. Hopefully my rambling makes since. :)
ReplyDeleteKim - As conversations potentially progress towards making modifications to our practices, I think your participation will be extremely valuable. The teachers that work with the GenEd curriculum will naturally have different perspectives than someone that does not. I think the longer someone has done something, the more reluctant they may be to change. Having a perspective from someone that hasn't taught it year after year will be important!
DeleteYes Kim! Your input is valuable and your position in this book club will help the GenEd population understand that the LIFE students are really only different because of a disability. We ALL have disabilities....adaptations are a part of life!!!
DeleteHi All!
ReplyDeleteI too find this book interesting! Thanks Hugh for suggesting it and providing it. I apologize for coming in late to the discussion. Teaching is all about adapting and flexibility. Students come to us from so many backgrounds and with varyng degrees of abilities. I feel we do need to make time to teach our students the conventions, grammar, etc. of the formal register. I REALLY liked the author's suggestions of helping students understand that we are not trying to take away their heritage but rather helping them be successful in more formal communications. It is so important for students to understand and appreciate their roots and family ways though and to know that as teachers we appreciate them as well. As educators, I think we sometimes lose sight of that and only have the end goal in mind (test scores, etc.) How powerful is it for students to know that we are not trying to change their heritage but to help them understand there are times when we all need to learn the ways of those "in power" so they take what we have to say seriously.
Andrea - I think you nailed Delpit's thoughts. It is a delicate subject, but I think Delpit would suggest a candid conversation must be had about the differences in language between some at home and those "in power." Not better or worse...just different. I think she is an advocate of getting it out in the open and including the community in the conversation! It's a subject that most would prefer to ignore...for fear of being misunderstood, judgmental, or offensive. She clearly believes that not addressing the difference is doing students of color an injustice - regardless of what the "progressives" suggest.
DeleteYes Andi. I agree that accepting of different cultures is imperative but I also believe that the traditional ways need to be taught as well. There has to be a middle ground somewhere...finding it can sometimes be a challenge!
DeleteHiya! Warren gives a valid attempt to recognize the needs of all learners. However, when designing the curriculum maps for ELA and mathematics, not once did I take into consideration children of varying backgrounds. I was not a part of the assessment creation, so Andy, were you and the others thinking about it? I am going to be completely honest, and maybe, I am shooting myself in the foot, but it wasn't until this past year that I have made a full conscious effort to see the culture (needs) of our students. I mean I contribute this to Renae and our culturally competency training. I think about Renae's emphases on code switching; students must be able to speak in their casual language while knowing how to switch codes when speaking or writing formally. A teacher and a student's parent(s) must model and provide opportunities for this to emerge. With much practice, code-switching becomes second nature. I like to idea of analyzing street talk (laymen) through music lyrics and promoting students to write in street talk because it can jump start powerful conversations. I think teachers should encourage the reluctant writer to write in street talk initially because at least they are writing and from there you are acknowledging and validating their strength(s) and building up from there their weaknesses. Food for thought.
ReplyDeleteI was reading responses from above, and I think the IREAD3 testing will help the intermediate teachers focus less on teaching skills because students will come to us with the knowledge base for enriching those skills. We'll be able to improve our students' listening and speaking abilities.
Hugh, I think you're spot on about community input. All stakeholders should be held accountable for our students' learning. An educated person is a viable and productive member of society. It is not the sole responsibility of the educator to ensure a child is taught holistically. The Common Core is our society's way to unify instruction to ensure Americans can globally compete. The unpacking of the CCSS gives the district an opportunity to meet the needs of our student population.
Great reference to "Code Switching." In some ways, I think the transition from school-mode to home-mode should be completely transparent and is even somewhat unfair. But, as Delpit implies, the inability or reluctance to "switch" could possibly impede the progress into colleges and up the corporate ladder, so to speak. Truth be told, I never really considered how IREAD may impact the upper grades. In theory, the gap should be more narrow between upper and lower levels. Perhaps that will also create space for texts that are more relevant and socially "deep."
DeleteEach year in my teaching I do have those conversations about "informal" and "formal" registers. I find the more I have the less challenging it is to introduce. Actually, I really enjoy having those conversations because no matter what color our skin we are all diverse and come to the classroom with different perspectives based on the experiences we have had (our skin color, family values, socio-economic level, etc. etc.) Honest conversations are so powerful and from my experience students seem to appreciate that.
ReplyDeleteLori, we did have some conversations regarding varying backgrounds when writing assessments. Actually some of the feedback we received from McRel was based on that exact idea. I so agree with you that using "street talk" in writing should be encouraged when appropriate. Think about books, songs, poems etc., not all are written in the formal register and if they were how boring that would be! I love using music in my teaching. It can serve many purposes, i.e. meaning, purpose, language etc. So much can be covered using music!
Regarding Common Core - I think that it certainly will help address all children's needs. Rather than teaching wider (more stuff), we are going deeper. More time will be spent on topics so students have more time to learn and to practice. Teaching a concept in a variety of ways will be required which in turn will reach diverse learning styles. It is going to be an exciting year so get ready!
Sorry I'm late to the party... :)
ReplyDeleteLike Andy, I too have had conversations with my class about how we (myself included) might speak differently in a formal tone versus a casual one. I feel that has helped some of my students with their writing in a more "formal" tone.
While reading this book and reflecting, I realized that I truly do need to spend more time focusing on the skills aspect of teaching. So many times I get wrapped up in the thought of diving right in to a good book in reader's workshop, or creating that perfect piece in writer's workshop that I don't stop to think about the holes that need filled in from earlier grades.
In response to the comment someone made about engaging the community in our students' learning - I completely agree!! I have struggled to think of ways to communicate to parents and the community exactly how important their support and "backup" of their students education is. Sometimes I feel that I am fighting an uphill battle trying to express how important something so small (like reading 20 minutes a day at home) truly is.
Sounds like several have addressed the topics in class ("formal tone vs. a casual one"). I wonder if this topic could be formalized into a series of lessons/discussions? Perhaps that's something that could be part of a PD and/or something Toni could address on a class by class basis? Toni - Hope that wasn't volunteering you for anything! :)
ReplyDeleteTara......I agree that I tirelessly am just trying to get kids to read! This past year I had a kid who did not do ANYTHING outside of the classroom. After several lunch detentions and phone calls home I found out he was raising his 4 sisters while his mom worked. There are times when situations are so unique that I have to take a step back and realize the students sometimes do not have control of their own lives. Other times they are just lazy which ticks me off!!! :)
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