Wednesday, December 23, 2009
Saturday, November 14, 2009
Workshop 9: Written Response
Literacy and Teachers’ Work
As I was reading the articles and discussing issues in Saturday’s class, I kept making connections to students who are English Language Learners (ELL). Along with these students, their families also came to mind. In the Toronto area many immigrant families tend to find homes in communities where other immigrants from the same culture live. So for example, many Chinese immigrants live in China town and Greek immigrants live on the Danforth. This makes complete sense to me because if you want to interact successfully in your community, living among people who speak the same language will make life a lot easier. Children from these neighbourhoods who attend their community school are supported by ELL teachers. ELL teachers work with students on things their classroom teachers decide to work on. So, if the classroom teacher decides that everyone is going to read the same novel and answer comprehension questions, the ELL teacher tries to work within that framework and assist the student. It might sound like a comfortable existence; however, there is a much bigger world outside their neighbourhoods.
Interacting in the larger community is a necessity today. People visit hospitals, file taxes or find employment outside the comfort of their own neighbourhoods. Being able to read the classics and write the answers to comprehension questions isn’t enough anymore for as Allen Luke says, “being in the world.” Although fiction will always be an important part of our learning experiences, it may look different in the future. Instead of a thick novel format, the new classics may be in video format. One criticism of video games is that the quality of the writing is not very good. That is quickly changing and writers are beginning to write in this new genre.
As teachers, are we preparing our students for employment in the future? Where is learning happening – in school or outside school? Are schools responsible for preparing students for employment later in life? For educators, these are all important questions to consider. I remember ten years ago saying that in 2010 all students in school would have their own computer. Why don’t they? If you believe that schools have a responsibility to go beyond learning to read and write, we are not keeping up with the times. In addition to improved technology, as Allen Luke explains it is not enough to have the latest technology if we are teaching the same old ways. We need to teach students to be critical learners along with the skills of reading and writing.
What children are reading in school also needs to change. Besides fiction, students need to read brochures, bus schedules and bills. For students new to the country this is even more important than learning to read fiction. These things are necessary to their everyday life. The skill of reading is important to understand the information but also is the ability to question, in a deeper way, what the text is suggesting. Students who have lived in this country for generations may have an easier time reading “between the lines.” However, this may not always be the case and along with students new to the country, student who are not taught to ask the right questions need to understand this level of understanding.
It seems to me that as educators, we have many questions to ask ourselves about our practices. Are we making good decisions about educating all our students? When reading the article called, “A Political Critique of Remedial Reading Programs: The Example of Reading Recovery” I realized that the students who’s first language is not English are at a disadvantage to be accepted into this program. An important part of the success of this program is that the student’s parents support their child at night by reading books with them. If you can barely speak English, this would be impossible for most immigrant parents to do. Dare I saw that “Reading Recovery”(RR) is not an equal opportunity school program and puts the minorities at a disadvantage? This past week in school I made it a point to take notice of the students who are a part of RR. I wasn’t surprised to discover that all of these students were white middle class students. Ironically, the majority of the students in this school are not white middle class.
In the past, when I taught grade one, students from my class who participated in this program experienced success with the skill of reading. Since I was a young teacher, at the time I didn’t consider the need for critical literacy. Now my opinion of the program has changed and I question: Is this program out of date? Like our own literacy classrooms, why are there no changes being made?
In the schools I visit, many classrooms are including other texts besides fiction. A variety of text is beginning to line the shelves of some classrooms. When returning from their RR sessions, children carry a bag of books to take home and practice reading. In those bags I don’t see comic books, brochures, menus …. All I see are fiction, fiction, fiction, and maybe one non-fiction book. This program is out of date and needs some changes.
In most schools, students in RR are taken out of their classrooms during their “literacy block.” When their classmates are reading, discussing, writing… they are learning the mechanics of reading. Reading Recovery takes time. Most students spend a whole term in the program and at the same time miss the opportunity to interact with their teacher and classmate around literacy learning.
In case I didn’t convey my point of view about Reading Recovery through my writing, let me make it clear that I believe RR is an elitist white middle class program.
As I was reading the articles and discussing issues in Saturday’s class, I kept making connections to students who are English Language Learners (ELL). Along with these students, their families also came to mind. In the Toronto area many immigrant families tend to find homes in communities where other immigrants from the same culture live. So for example, many Chinese immigrants live in China town and Greek immigrants live on the Danforth. This makes complete sense to me because if you want to interact successfully in your community, living among people who speak the same language will make life a lot easier. Children from these neighbourhoods who attend their community school are supported by ELL teachers. ELL teachers work with students on things their classroom teachers decide to work on. So, if the classroom teacher decides that everyone is going to read the same novel and answer comprehension questions, the ELL teacher tries to work within that framework and assist the student. It might sound like a comfortable existence; however, there is a much bigger world outside their neighbourhoods.
Interacting in the larger community is a necessity today. People visit hospitals, file taxes or find employment outside the comfort of their own neighbourhoods. Being able to read the classics and write the answers to comprehension questions isn’t enough anymore for as Allen Luke says, “being in the world.” Although fiction will always be an important part of our learning experiences, it may look different in the future. Instead of a thick novel format, the new classics may be in video format. One criticism of video games is that the quality of the writing is not very good. That is quickly changing and writers are beginning to write in this new genre.
As teachers, are we preparing our students for employment in the future? Where is learning happening – in school or outside school? Are schools responsible for preparing students for employment later in life? For educators, these are all important questions to consider. I remember ten years ago saying that in 2010 all students in school would have their own computer. Why don’t they? If you believe that schools have a responsibility to go beyond learning to read and write, we are not keeping up with the times. In addition to improved technology, as Allen Luke explains it is not enough to have the latest technology if we are teaching the same old ways. We need to teach students to be critical learners along with the skills of reading and writing.
What children are reading in school also needs to change. Besides fiction, students need to read brochures, bus schedules and bills. For students new to the country this is even more important than learning to read fiction. These things are necessary to their everyday life. The skill of reading is important to understand the information but also is the ability to question, in a deeper way, what the text is suggesting. Students who have lived in this country for generations may have an easier time reading “between the lines.” However, this may not always be the case and along with students new to the country, student who are not taught to ask the right questions need to understand this level of understanding.
It seems to me that as educators, we have many questions to ask ourselves about our practices. Are we making good decisions about educating all our students? When reading the article called, “A Political Critique of Remedial Reading Programs: The Example of Reading Recovery” I realized that the students who’s first language is not English are at a disadvantage to be accepted into this program. An important part of the success of this program is that the student’s parents support their child at night by reading books with them. If you can barely speak English, this would be impossible for most immigrant parents to do. Dare I saw that “Reading Recovery”(RR) is not an equal opportunity school program and puts the minorities at a disadvantage? This past week in school I made it a point to take notice of the students who are a part of RR. I wasn’t surprised to discover that all of these students were white middle class students. Ironically, the majority of the students in this school are not white middle class.
In the past, when I taught grade one, students from my class who participated in this program experienced success with the skill of reading. Since I was a young teacher, at the time I didn’t consider the need for critical literacy. Now my opinion of the program has changed and I question: Is this program out of date? Like our own literacy classrooms, why are there no changes being made?
In the schools I visit, many classrooms are including other texts besides fiction. A variety of text is beginning to line the shelves of some classrooms. When returning from their RR sessions, children carry a bag of books to take home and practice reading. In those bags I don’t see comic books, brochures, menus …. All I see are fiction, fiction, fiction, and maybe one non-fiction book. This program is out of date and needs some changes.
In most schools, students in RR are taken out of their classrooms during their “literacy block.” When their classmates are reading, discussing, writing… they are learning the mechanics of reading. Reading Recovery takes time. Most students spend a whole term in the program and at the same time miss the opportunity to interact with their teacher and classmate around literacy learning.
In case I didn’t convey my point of view about Reading Recovery through my writing, let me make it clear that I believe RR is an elitist white middle class program.
Sunday, November 1, 2009
Written Resonse for Workshops Seven and Eight
Ryan’s Story
Ryan moved to the Toronto area last January. He speaks very little English and is experiencing Canadian culture for the first time. He lives in a poor neighbourhood and attends school in a middle class area. The school board’s geographical boundaries often include students from different social class communities. At this school, your social class makes a difference with regard to your educational experience.
The English Language Learner (ELL) teacher often says that “Learning another language is not learning different words for the same things, but learning another way to think about things.” She works with Ryan and his classroom teacher to help him fit into the school culture, learn the language and actively participate in lessons.
For the most part, Ryan’s lessons are teacher directed from the front of the class. Ryan sits in the front of the class looking up at the teacher and the teacher looking down at him. My hope is that at some point the teacher will accept the challenge of “sitting at the same level as the students, listen in a different way, and speak in a different way” (Murry). I recognize the fear and pressure the teacher is experiencing trying to maintain control in the classroom and covering the curriculum. As a result, Ryan is learning that good students behave at all times in a classroom, listens and completes their work on time. Only during ‘literature circles’ is the teacher sitting with the students, however, there is very little exchange of ideas between the teacher and students. This is a time for the teacher to evaluate. Prior to taking part in literature circles, the ELL teacher helps Ryan to prepare. They read his book together and there is an exchange of ideas. The teacher, however, does most of the talking. She tries to engage Ryan by asking him questions. It is fair to say that ‘acquisition’ experiences are not available for Ryan in this class. Many of his classmates learn about school from a very young age and know how the system works.
Ryan’s experiences at school are very different when he is on the soccer field with his classmates. This is a place Ryan has a lot of experience and feels very comfortable. He appears to be very skilled and engaged. It would seem by watching Ryan play soccer that he has grown up from a young age with his team members learning to play soccer. But just like the idea that ‘learning a language is not learning different words for the same things’ knowing the skills to play soccer are not the only thing necessary to playing soccer in a different country. Yao Ming once said, “Basketball in America is like a culture. It is like a foreigner learning a new language. It is difficult to learn foreign languages and it will also be difficult for me to learn the culture for basketball here.” According to his ELL teacher, soccer is an important part of Ryan’s life and is often the subject of conversation during her interactions with him. Luckily the ELL teacher’s children play soccer so she is somewhat familiar with the soccer culture in Canada. She sees this common interest as a connection between the two and an authentic way for her to share thoughts and feelings with him.
Scott’s Story
Scott attends the same school as Ryan. He has been a student at this school since kindergarten. Scott is known by most if not all teachers in the school and is often the topic of conversation in the staffroom. He was diagnosed with ADHD a few years ago and is medicated for this condition. When told that Scott will be in their class, teachers prepare themselves for a challenging experience. Whether in the classroom, on the playground or at home, Scott doesn’t fit in.
Early on in the year, Scott’s classroom teacher met his step brother and sister. “So is Scott driving you crazy yet,” his older sister asked his teacher. “He drives my mom crazy and she is constantly yelling at him to finish his breakfast, stop fooling around…,” she continued. This first glimpse into Scott’s home life gave the teacher a lot to think about. In this case the step mother was “Whinny the Witch,” not the classroom teacher.
Scott’s teacher attended meeting with his father, the social worker and principal. Their goal was to try to make Scott fit into a traditional classroom environment. However, one thing they didn’t know was that Scott’s teacher was not a traditional classroom teacher and didn’t practice in a traditional classroom environment.
After listening to the advice of his father, Scott sat at his desk quietly preparing to listen to his teacher. The teacher sat in her chair and invited the students to join her at the carpet. After a short time Scott began to move around and find small things on the carpet to play with. He ended up at the back of the group appearing to be distracted and not paying attention to the conversation. When the teacher talked about something that was of particular interest to Scott, he stopped moving and focused intently on what the teacher was saying. At other times Scott would stop moving when he questioned something or wanted to share something significant with the class. Clearly he was paying attention. Just like the video clip we saw in class, students who appear to be distracted may in fact be very much engaged in the lesson. Luckily for Scott, early in the year his teacher recognized his ability to focus when it appeared he was not engaged.
Scott loved books and was a very expressive, fluent reader. The reading center was his favourite place in the classroom and he often read with another students. Since he was able to read more challenging material Scott took the responsibility to read the book while other students listened. Sprawled out with a book on the floored, Scott would jump to his feet when he had something exciting to share. “Shark expert who practices unusual research methods was bitten by a great white shark.” he exclaimed along with a gruesome picture to share.
This teacher clearly had respect for her students and allowed for alternative ways of interacting in the classroom. As Palmer suggests “… good teaching requires the teacher to yield some control in order to empower the group.”
Both Ryan and Scott’s school experiences were enhanced by teachers who took the time to hear and understand their stories. Many students come to school groomed to fit into the traditional white middle class education system. However, more and more students who don’t have these experiences are entering our school doors. Clearly the traditional ways of learning in school are not meeting the needs of all students forcing educators to change their beliefs about learning.
Wenger’s theory of a more natural/social learning experience really applies to me. “What if we assumed that learning is as much a part of our human nature as eating or sleeping, that it is both life-sustaining and inevitable, and that given a chance – we are quite good at it?” For me, this statement feels like a breath of fresh air. It provides for a more authentic learning experience that respects the perspectives and abilities of all students.
Ryan moved to the Toronto area last January. He speaks very little English and is experiencing Canadian culture for the first time. He lives in a poor neighbourhood and attends school in a middle class area. The school board’s geographical boundaries often include students from different social class communities. At this school, your social class makes a difference with regard to your educational experience.
The English Language Learner (ELL) teacher often says that “Learning another language is not learning different words for the same things, but learning another way to think about things.” She works with Ryan and his classroom teacher to help him fit into the school culture, learn the language and actively participate in lessons.
For the most part, Ryan’s lessons are teacher directed from the front of the class. Ryan sits in the front of the class looking up at the teacher and the teacher looking down at him. My hope is that at some point the teacher will accept the challenge of “sitting at the same level as the students, listen in a different way, and speak in a different way” (Murry). I recognize the fear and pressure the teacher is experiencing trying to maintain control in the classroom and covering the curriculum. As a result, Ryan is learning that good students behave at all times in a classroom, listens and completes their work on time. Only during ‘literature circles’ is the teacher sitting with the students, however, there is very little exchange of ideas between the teacher and students. This is a time for the teacher to evaluate. Prior to taking part in literature circles, the ELL teacher helps Ryan to prepare. They read his book together and there is an exchange of ideas. The teacher, however, does most of the talking. She tries to engage Ryan by asking him questions. It is fair to say that ‘acquisition’ experiences are not available for Ryan in this class. Many of his classmates learn about school from a very young age and know how the system works.
Ryan’s experiences at school are very different when he is on the soccer field with his classmates. This is a place Ryan has a lot of experience and feels very comfortable. He appears to be very skilled and engaged. It would seem by watching Ryan play soccer that he has grown up from a young age with his team members learning to play soccer. But just like the idea that ‘learning a language is not learning different words for the same things’ knowing the skills to play soccer are not the only thing necessary to playing soccer in a different country. Yao Ming once said, “Basketball in America is like a culture. It is like a foreigner learning a new language. It is difficult to learn foreign languages and it will also be difficult for me to learn the culture for basketball here.” According to his ELL teacher, soccer is an important part of Ryan’s life and is often the subject of conversation during her interactions with him. Luckily the ELL teacher’s children play soccer so she is somewhat familiar with the soccer culture in Canada. She sees this common interest as a connection between the two and an authentic way for her to share thoughts and feelings with him.
Scott’s Story
Scott attends the same school as Ryan. He has been a student at this school since kindergarten. Scott is known by most if not all teachers in the school and is often the topic of conversation in the staffroom. He was diagnosed with ADHD a few years ago and is medicated for this condition. When told that Scott will be in their class, teachers prepare themselves for a challenging experience. Whether in the classroom, on the playground or at home, Scott doesn’t fit in.
Early on in the year, Scott’s classroom teacher met his step brother and sister. “So is Scott driving you crazy yet,” his older sister asked his teacher. “He drives my mom crazy and she is constantly yelling at him to finish his breakfast, stop fooling around…,” she continued. This first glimpse into Scott’s home life gave the teacher a lot to think about. In this case the step mother was “Whinny the Witch,” not the classroom teacher.
Scott’s teacher attended meeting with his father, the social worker and principal. Their goal was to try to make Scott fit into a traditional classroom environment. However, one thing they didn’t know was that Scott’s teacher was not a traditional classroom teacher and didn’t practice in a traditional classroom environment.
After listening to the advice of his father, Scott sat at his desk quietly preparing to listen to his teacher. The teacher sat in her chair and invited the students to join her at the carpet. After a short time Scott began to move around and find small things on the carpet to play with. He ended up at the back of the group appearing to be distracted and not paying attention to the conversation. When the teacher talked about something that was of particular interest to Scott, he stopped moving and focused intently on what the teacher was saying. At other times Scott would stop moving when he questioned something or wanted to share something significant with the class. Clearly he was paying attention. Just like the video clip we saw in class, students who appear to be distracted may in fact be very much engaged in the lesson. Luckily for Scott, early in the year his teacher recognized his ability to focus when it appeared he was not engaged.
Scott loved books and was a very expressive, fluent reader. The reading center was his favourite place in the classroom and he often read with another students. Since he was able to read more challenging material Scott took the responsibility to read the book while other students listened. Sprawled out with a book on the floored, Scott would jump to his feet when he had something exciting to share. “Shark expert who practices unusual research methods was bitten by a great white shark.” he exclaimed along with a gruesome picture to share.
This teacher clearly had respect for her students and allowed for alternative ways of interacting in the classroom. As Palmer suggests “… good teaching requires the teacher to yield some control in order to empower the group.”
Both Ryan and Scott’s school experiences were enhanced by teachers who took the time to hear and understand their stories. Many students come to school groomed to fit into the traditional white middle class education system. However, more and more students who don’t have these experiences are entering our school doors. Clearly the traditional ways of learning in school are not meeting the needs of all students forcing educators to change their beliefs about learning.
Wenger’s theory of a more natural/social learning experience really applies to me. “What if we assumed that learning is as much a part of our human nature as eating or sleeping, that it is both life-sustaining and inevitable, and that given a chance – we are quite good at it?” For me, this statement feels like a breath of fresh air. It provides for a more authentic learning experience that respects the perspectives and abilities of all students.
Monday, June 22, 2009
Saturday, May 30, 2009
"There's literacy, and then there's literacy"
“There’s literacy, and then there’s literacy”
In his book, “Literacy with an Attitude,” Patrick J. Finn presents four levels of literary. These include: per formative level, functional level, informational level and powerful literacy.
In the following synthesis paper, I will explain Finn’s meaning of each of the levels, share classroom instructional practices of each level from the book and discuss the significance of each and all levels of literacy.
“The lowest level is simply the ability to “sound out” words and turn sentences that are typical of informal face-to-face conversation into writing. It is referred to as the “per formative level.” (Finn, pg124)
In the seventies, Jean Anyon’s study of five northern New Jersey schools provides examples of “per formative level” literacy instruction. In the grade five classes of these working class schools, Anyon notes that the instructional practices observed in these classrooms consisted of teaching the basics – simple skills, copying teachers’ notes, writing answers to textbook questions and ignoring reasoning and inferring strategies.
It is clear from this example that the teacher’s role is more of a supervisor. Although Anyon’s study was conducted in the seventies many teachers still conduct their class this way. In some administrators and parent’s minds, this would be described as a well run classroom. The teacher would be described as a strong teacher. According to Weis the appearance of order in the classroom masked complete nonengagement.” (pg. 67) When students are not engaged, behavioural issues arise which are responded to by more supervision. It is a vicious cycle which intensifies year after year.
I can’t help thinking about the students who do not have the ability to sound out words but instead need to use alternative strategies for reading and writing. School would be a terrible experience for these students. The fact that they would not have the chance to demonstrate higher level thinking strategies leaves them stuck learning simple skills. Or worse as described in Rich’s article, “Teaching Language in Open Admissions,” ”Bewildered angry teen-agers, who have discovered that they are in classes for mentally retarded students, simply because they cannot speak English.” (pg. 59)
The skills learned at a “per formative level” also limit the student’s choices of jobs and careers. Often they find themselves working in jobs similar or the same as their parents. Dreams and aspirations a student may have for a different path in life will not be possible because of their basic literacy level.
“The next level is the “functional level.” It is the ability to meet the reading and writing demands of an average day of an average person. Reading a newspaper, filling out a job application, understanding directions.” (Finn,pg. 124)
In this case, the teacher’s instruction revolved around teaching knowledge from textbooks. Students read passages and answered comprehension questions. Work was getting the right answer. (Finn, pg. 13)
As Lois Weis explains, students at this level valued education, if only as a credential-purchasing commodity. (Finn, pg. 64) In other words, if you stayed in school and got a good education, you would get a good job. It is at this level of literacy that I can connect to as a student.
For the most part, my teachers kept us busy with reading and writing work. We read from the same reading book and answered our comprehension questions in a workbook. Neatness counted and the longer your assignments were, the higher your grade would be. There were times, however, when a teacher would have spontaneous discussions. They are the teachers I liked best. An exchange of ideas on a topic that was important to us brought out the best in us. There wasn’t just one right answer. Everyone had an opportunity to contribute. Unfortunately, for the most part, those teachers move on to administrative positions. Like the Freeway students, most students went on to work as nurses, teachers, police officer etc. Also like the Freeway students, women valued a career before marriage. (Finn, pg. 66) Even today, I hear students say, “they go to school for a good education so they can get a good job.” I think, “I bet their parents valued education similar to how I valued education.”
“The third level is the “informational level.” This is the ability to read and absorb the find of knowledge that is associated with the school and to write examinations and reports based on such knowledge. (Finn, pg. 124)
Unlike Nancy Atwell, where “expression is emphasized over correctness.” Students educated at the informational level referred to the texts for the correct answers. (Finn, pg. 141) When I think of some of the textbooks used in the past, exhibiting gender bias, inequality and stereotypes it must have been difficult for some students not to be able to express their feeling. Publishers of textbooks, I would think, would have a field day with what they choose to print in the books. Today we have organizations like Curriculum Services Canada to evaluate textbooks for our schools using guidelines to ensure equity for all students. I’m not a big fan of textbooks because the only time we use textbooks is in school. They are certainly not found anywhere else in our society. Also, it is far too easy for teachers to follow a textbook rather than follow a curriculum. Alternative resources allow for alternative points of view on a topic.
“The fourth level is “powerful literacy.” Powerful literacy involves creativity and reason – the ability to evaluate, analyze, and synthesize what is read.” (Finn, pg. 124) The point of school work was to achieve, to excel, to prepare for life at the top. (Finn, pg. 28)
Until I talked with a friend’s daughter who attends a private school, I really didn’t have a lot of knowledge of elite schools. Part of the mission statement for this school is “Success. For Life.” I think this statement alone speaks volumes about the expectations for student now and in the future. Class sizes are small so that all students feel comfortable expressing themselves. The school stresses effective communication skills, the ability to assess and evaluate information and the development of critical thinking skills. Technology is also an important component of the curriculum. Leadership experience, extra-curricular activities and excursions such as going to space camp complete the educational experience at this school. There is no question that this private school is preparing these students for life at the top.
Although the Ontario curriculum includes teaching high-level thinking skills for public school as well, I’m not sure teachers are trusted to use these skills in their own classrooms. Test scores, data, benchmarks all work against teachers making the best decisions for their students. We are constantly dealing with facts, rules and evidence. When administering the Ontario standardized testing this past week a teacher expressed her attempts to settle an upset student so he could complete the work. Other teachers objected to her actions noting that she wasn’t following the rules for the assessment. I understand the need to follow the rules for standardized assessments but I felt that the teacher in this situation used her best judgement when dealing with this student. I don’t believe she influenced the student’s performance on the test. What are they trying to measure on assessments, the ability for students to think and communicate to the best of their ability or the ability to cope with the pressure of testing? This data driven approach is not encouraging higher level thinking for teachers. In addition to the pressures of following the rules for administering the assessment, staff from EQAO have been visiting schools in the area to make sure the rules are followed.
I believe that when it comes to educating students, the teacher can make the difference. However, I think it takes a knowledgeable, passionate and strong minded teacher to implement a curriculum and instructional practices that can make a difference to student’s learning. Working class children are not going to acquire this level of literacy naturally, teachers have to teach it. (Finn, pg. 206) However, before teachers begin to teach school discourse and powerful literacy, they need to believe and practice school discourse and powerful literacy themselves.
In his book, “Literacy with an Attitude,” Patrick J. Finn presents four levels of literary. These include: per formative level, functional level, informational level and powerful literacy.
In the following synthesis paper, I will explain Finn’s meaning of each of the levels, share classroom instructional practices of each level from the book and discuss the significance of each and all levels of literacy.
“The lowest level is simply the ability to “sound out” words and turn sentences that are typical of informal face-to-face conversation into writing. It is referred to as the “per formative level.” (Finn, pg124)
In the seventies, Jean Anyon’s study of five northern New Jersey schools provides examples of “per formative level” literacy instruction. In the grade five classes of these working class schools, Anyon notes that the instructional practices observed in these classrooms consisted of teaching the basics – simple skills, copying teachers’ notes, writing answers to textbook questions and ignoring reasoning and inferring strategies.
It is clear from this example that the teacher’s role is more of a supervisor. Although Anyon’s study was conducted in the seventies many teachers still conduct their class this way. In some administrators and parent’s minds, this would be described as a well run classroom. The teacher would be described as a strong teacher. According to Weis the appearance of order in the classroom masked complete nonengagement.” (pg. 67) When students are not engaged, behavioural issues arise which are responded to by more supervision. It is a vicious cycle which intensifies year after year.
I can’t help thinking about the students who do not have the ability to sound out words but instead need to use alternative strategies for reading and writing. School would be a terrible experience for these students. The fact that they would not have the chance to demonstrate higher level thinking strategies leaves them stuck learning simple skills. Or worse as described in Rich’s article, “Teaching Language in Open Admissions,” ”Bewildered angry teen-agers, who have discovered that they are in classes for mentally retarded students, simply because they cannot speak English.” (pg. 59)
The skills learned at a “per formative level” also limit the student’s choices of jobs and careers. Often they find themselves working in jobs similar or the same as their parents. Dreams and aspirations a student may have for a different path in life will not be possible because of their basic literacy level.
“The next level is the “functional level.” It is the ability to meet the reading and writing demands of an average day of an average person. Reading a newspaper, filling out a job application, understanding directions.” (Finn,pg. 124)
In this case, the teacher’s instruction revolved around teaching knowledge from textbooks. Students read passages and answered comprehension questions. Work was getting the right answer. (Finn, pg. 13)
As Lois Weis explains, students at this level valued education, if only as a credential-purchasing commodity. (Finn, pg. 64) In other words, if you stayed in school and got a good education, you would get a good job. It is at this level of literacy that I can connect to as a student.
For the most part, my teachers kept us busy with reading and writing work. We read from the same reading book and answered our comprehension questions in a workbook. Neatness counted and the longer your assignments were, the higher your grade would be. There were times, however, when a teacher would have spontaneous discussions. They are the teachers I liked best. An exchange of ideas on a topic that was important to us brought out the best in us. There wasn’t just one right answer. Everyone had an opportunity to contribute. Unfortunately, for the most part, those teachers move on to administrative positions. Like the Freeway students, most students went on to work as nurses, teachers, police officer etc. Also like the Freeway students, women valued a career before marriage. (Finn, pg. 66) Even today, I hear students say, “they go to school for a good education so they can get a good job.” I think, “I bet their parents valued education similar to how I valued education.”
“The third level is the “informational level.” This is the ability to read and absorb the find of knowledge that is associated with the school and to write examinations and reports based on such knowledge. (Finn, pg. 124)
Unlike Nancy Atwell, where “expression is emphasized over correctness.” Students educated at the informational level referred to the texts for the correct answers. (Finn, pg. 141) When I think of some of the textbooks used in the past, exhibiting gender bias, inequality and stereotypes it must have been difficult for some students not to be able to express their feeling. Publishers of textbooks, I would think, would have a field day with what they choose to print in the books. Today we have organizations like Curriculum Services Canada to evaluate textbooks for our schools using guidelines to ensure equity for all students. I’m not a big fan of textbooks because the only time we use textbooks is in school. They are certainly not found anywhere else in our society. Also, it is far too easy for teachers to follow a textbook rather than follow a curriculum. Alternative resources allow for alternative points of view on a topic.
“The fourth level is “powerful literacy.” Powerful literacy involves creativity and reason – the ability to evaluate, analyze, and synthesize what is read.” (Finn, pg. 124) The point of school work was to achieve, to excel, to prepare for life at the top. (Finn, pg. 28)
Until I talked with a friend’s daughter who attends a private school, I really didn’t have a lot of knowledge of elite schools. Part of the mission statement for this school is “Success. For Life.” I think this statement alone speaks volumes about the expectations for student now and in the future. Class sizes are small so that all students feel comfortable expressing themselves. The school stresses effective communication skills, the ability to assess and evaluate information and the development of critical thinking skills. Technology is also an important component of the curriculum. Leadership experience, extra-curricular activities and excursions such as going to space camp complete the educational experience at this school. There is no question that this private school is preparing these students for life at the top.
Although the Ontario curriculum includes teaching high-level thinking skills for public school as well, I’m not sure teachers are trusted to use these skills in their own classrooms. Test scores, data, benchmarks all work against teachers making the best decisions for their students. We are constantly dealing with facts, rules and evidence. When administering the Ontario standardized testing this past week a teacher expressed her attempts to settle an upset student so he could complete the work. Other teachers objected to her actions noting that she wasn’t following the rules for the assessment. I understand the need to follow the rules for standardized assessments but I felt that the teacher in this situation used her best judgement when dealing with this student. I don’t believe she influenced the student’s performance on the test. What are they trying to measure on assessments, the ability for students to think and communicate to the best of their ability or the ability to cope with the pressure of testing? This data driven approach is not encouraging higher level thinking for teachers. In addition to the pressures of following the rules for administering the assessment, staff from EQAO have been visiting schools in the area to make sure the rules are followed.
I believe that when it comes to educating students, the teacher can make the difference. However, I think it takes a knowledgeable, passionate and strong minded teacher to implement a curriculum and instructional practices that can make a difference to student’s learning. Working class children are not going to acquire this level of literacy naturally, teachers have to teach it. (Finn, pg. 206) However, before teachers begin to teach school discourse and powerful literacy, they need to believe and practice school discourse and powerful literacy themselves.
Saturday, May 23, 2009
A Literacy Where I'm From
A Literacy Where I'm From
I'm from legends, the land of giants and songs of knights and peasants: Bernadette, Bernadette riding through the glen,
Bernadette, Bernadette with her band of men,
Feared by the rich,
Loved by the poor,
It's Bernadette, Bernadette, Bernadette.
I'm on the case with Grisham, Robinson, Rankin and Lee.
Until I join the chase through the Louve and Temple Church.
I connect with the past once again,
to appreciate the cathedrals of the 12th century.
It is here that I'm from prayer and hymns.
I'm comfortable going back in time,
to walk in the footsteps of my ancestors.
I'm from the land of William Wallace,
and know the bravery of my forefathers.
Saturday, May 2, 2009
Written Response – Workshop Two
Not being more aware of the “hidden agenda” behind a curriculum was probably the biggest
issue for me after reading this set of articles. Not that I was completely unaware of the
inequality in education across the classes but that I haven’t always given it enough thought and
consideration. Learning the content of the curriculum was more important to me then critiquing
it for the more powerful impact it would have on my students. Why was I as a teacher spending
most of my time on a literate understanding of the curriculum and not on a more critical
understanding? On reflection, that causes me to think about my learning style as a student and
teacher.
“Like most blue-collar children, they had lived within the confines of an educational system
without ever having questioned that system.” When I read this statement from Adrienne Rich’s
article I understood the point only too well. Growing up and educated in a blue-collar
community the “3 R’s” were certainly valued in our school. Critical literacy on the other hand
was not encouraged. However, at home my older brothers and sisters often challenged the
institutions in our community. Unaware at the time, they provided me with a different way of
thinking.
As a teacher I do value reading and writing skills but can recognize critical thinking when I hear
it. When a student expresses a deep meaningful thought I pause and reflect on where that came
from. Like me I suspect that kind of thinking was encouraged at home.
Reading about the trap people, who live in poor communities, find themselves in was frustrating.
Not being able to “compete with mainstream society,” really left people in these communities
with two options: give up their cultural way of life and assimilating into the main stream or
remaining in their community and experiencing a life of poverty or crime. If an individual
decided to assimilate the journey would be very difficult.
“Proper literacy should extend a man’s control over his life and environment and allow him to
continue to deal rationally and in words with his life and decisions.” When I read this statement
in Colin Lankshear’s article, I thought about the power behind these words. I thought about
how important it is for everyone to have this experience in life. In order to achieve this kind of
literacy, a curriculum recognizing the right for every student to think critically must be in place.
In Ontario, a new common curriculum was implemented in 1998. A revised curriculum followed
with an emphasis on critical literacy. Ironically, around the same time a large scale standardized
assessment was put in place. In my opinion, the two were at odds with each other. The
assessment did not measure critical literacy. So as teachers attempted to teach critical thinking,
EQAO was measuring a more literate, inferential understanding of reading and writing.
Many people in the general public felt better about measuring the quality of the
education system. The results of the assessments began part of their decision making about
where to buy a house. Schools with high scores attacked families who believed their children
would receive a superior education. The division within communities began to be evident.
Although many parents believe their children are receiving a better education, the ability for
students to begin thinking critically is slow in coming. Even within a school, students are
receiving different levels of learning. In one class students could be reading a common piece
with the intension of obtaining a literate understanding of the text. In another class, the
students could be directing their own learning with the freedom to make decisions on how and
what to study.
The “hidden agenda” behind curriculum can have a profound affects on people’s lives. A
common curriculum for all students will meet the needs of some but marginalize others. In this
case the teacher can have a positive influence on his/her students by being aware of the political
and economic aspects of a curriculum. Since reading these articles, I have been conscious of the
teaching practices that prevent and encourage critical thinking. Reflecting on my beliefs as a
teacher will hopefully change my students learning for the better.
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