Throughout the last ten weeks, my blog has been use as a means for me to gather a further understanding of my course readings. By writing about them in this blog, I was able to get a grasp on my feelings and writing about my thoughts allowed me to make deep connections between my readings. I really enjoyed sharing my thoughts with all of you.
In this blog, I have focused a lot on how to become a better teacher. While reading the texts and articles, we were faced with so many great ideas and skills to become great educators. I will keep many of these ideas in mind for when I get my own classroom. I also look forward to reading more books like Skin That We Speak and Adolescent Literacy. These books were great and easy to read and I learned so much from them.
In addition to great teaching strategies, I also learned a great deal about No Child Left Behind (NCLB). Many of my blogs discuss this, or at least touch on it. Before this class, I of course knew what NCLB was, but in the last ten weeks, I have really taken note of how much it impacts teaching. These readings have really enlightened me.
I think that throughout this blogging experience, I may have improved my writing skills (maybe just a little - but that counts!). I have also attempted to find a "voice" and become more of myself throughout my blogging. As time progressed, I was able to be more open.
Unfortunately, I think that this will be my last blog. At least for now. I think that I enjoy writing more for myself, rather than worrying about what others may think. I never really wrote before but I definitely think that it is helpful when trying to understand and make connections. I have made a goal to keep a journal, and to write for myself. I am sure that this will allow me to grasp my beliefs and feelings and make progress towards my writing. I am excited to see where that takes me.
Wednesday, August 3, 2011
Monday, July 25, 2011
Critical literacy is a response to injustice and the production of illiteracy in which students and teachers work together to...
All of these ideas were found throughout the readings for weeks 8 and 9.
There were a couple of things that really drew me in throughout these past readings. The first of which I would like to discuss is the impact of No Child Left Behind (NCLB) on our education system. Freire, on page 53 explains how students are expected to simply memorize everything the teacher is saying. "Education becomes an act of depositing, in which the students are the depositories and the teacher is the depositor." In my opinion, this expectancy for the students to memorize everything is due in large part to the emphasis schools place on high-stakes assessments. Teachers preach to student, expect them to take everything in but in doing so the students learn nothing. All these children are doing is learning to memorize - they have no understanding as to why or how something is the way it is. This is a topic we have discussed throughout the class, and we see through this article, "Pedagogy of the Oppressed", another way that No Child Left Behind impacts our schooling, possibly for the worse.
To further our discussion of NCLB, we turn to "Success Guaranteed Literacy Programs" by Lynn Astarita Gatto. She writes "The recent legislation for No Child Left Behind has impacted every classroom across America" (Gatto, 2007, pg. 74). Gatto explains that her district was being expected to participate in these programs that 'proved' to be successful in aiding students to perform better on state testing. Gatto was completely against these programs. "Teachers are being held accountable through their statewide high stakes testing at every grade level. Most districts are adopting curriculum and textbook programs designed to prepare students for these tests" (Gatto, 2007, pg. 74). These programs may be successful, but what about all of the other ways of teaching in which teachers and children are now being deprived of? This method allows students to read textbook after textbook with no variation - does that really help students?!
Another thing that really enticed me was the idea presented by Herbert Kohl of "Topsy-Turvies". Throughout our reading the past few weeks, we have shown an emphasis of the need for communication. In this discussion, we have encountered "Topsy-Turvies". The idea of "Topsy-Turvies" is that teachers need to take a step back and try to come to terms with how the STUDENTS are viewing their statements. "How you think you're speaking and how students interpret what you're saying are not necessarily the same" (Kohl, 2002, pg. 150). For a teacher to be successful, they need to understand that sometimes the students aren't exactly following what the educators are saying. In order to be able to do so, educators must be able to take a step back and look at the signs as to whether or not the students are comprehending. When a teacher sees everyone remaining silent or not volunteering, this is a warning sign that they aren't comprehending. In this case, the teacher must take a step back and evaluate their teaching methods and turn them 180 so the students can understand.
The idea of "Topsy-Turvies" was great for me. It reminds educators to take a step back and analyze their teaching, and then gives them a way to fix it so students can benefit! This is a great tool that can be used by a variety of teachers.
This video shows a program "Investigations" in which discussion is emphasized in the classroom. Take a look at this Video, as it truly shows the positive outcomes of discussion in the classroom.
- Improve Math Literacy - "I know how strange it can sound to say that math literacy - and algebra in particular - is the key to the future of disenfranchised communities, but that"s what I think, and believe with all of my heart." (Moses, 2001, pg. 5)
- Provide Skills Necessary for New Jobs - "Sixty percent of new jobs will require skills possessed by only 22 percent of the young people entering the job market now." (Moses, 2001, pg. 8)
- Improve Technology Literacy - "70 percent of all jobs require technology literacy; by the year 2010 all jobs will require significant technological skills." (Moses, 2001, pg. 9)
- Increase Opportunities for Blacks - "Blacks make up perhaps 15 percent of this country's population, yet in 1995 they earned 1.8 percent of Ph.D.s in computer science, 2.1 percent of those in engineering, 1.5 percent in the physical sciences, and 0.6 percent in mathematics." (Moses, 2001, pg. 11)
- Decrease Poverty and Prison Rates - "They cite a relationship between literacy and prison as well as poverty and prison." (Moses, 2001, pg. 12)
- Decrease "Teacher as Narrator" Teaching - "Narration (wit the teacher as narrator) leads the students to memorize mechanically the narrated content... Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor." (Freire, 1997, pg. 53)
- Abolish the Banking Approach to Teaching - "Those who use the banking approach, knowingly or unknowingly (for there are innumerable well-intentioned bank-clerk teachers who do not realize that they are serving only to dehumanize), fail to perceive that the deposits themselves contain contradictions about reality. " (Freire, 1997, pg. 56)
- Learn from Each Other - "Every child knew they had something important to contribute to this unit right from the start." (Gatto, 2007, pg. 79)
- Place an Emphasis on Talk - "We have neglected talk in school. "We seldom address it directly; we seldom teach it explicitly; and we almost never assess it. We do expect it and we do depend on it, but we don't teach it." (Probst, 2001, pg. 45)
- Increase Conversation - "Real conversation requires that participants have ideas, that they articulate those ideas and that they bring them to the group, decide how to address them, and then engage with one another." (Probst, 2001, pg. 49)
- Use Conversation to Build Better Ideas - "We need to teach our students to use conversation to build better ideas collaboratively than any of us will come to on our own." (Probst, 2001, pg. 59)
All of these ideas were found throughout the readings for weeks 8 and 9.
There were a couple of things that really drew me in throughout these past readings. The first of which I would like to discuss is the impact of No Child Left Behind (NCLB) on our education system. Freire, on page 53 explains how students are expected to simply memorize everything the teacher is saying. "Education becomes an act of depositing, in which the students are the depositories and the teacher is the depositor." In my opinion, this expectancy for the students to memorize everything is due in large part to the emphasis schools place on high-stakes assessments. Teachers preach to student, expect them to take everything in but in doing so the students learn nothing. All these children are doing is learning to memorize - they have no understanding as to why or how something is the way it is. This is a topic we have discussed throughout the class, and we see through this article, "Pedagogy of the Oppressed", another way that No Child Left Behind impacts our schooling, possibly for the worse.
To further our discussion of NCLB, we turn to "Success Guaranteed Literacy Programs" by Lynn Astarita Gatto. She writes "The recent legislation for No Child Left Behind has impacted every classroom across America" (Gatto, 2007, pg. 74). Gatto explains that her district was being expected to participate in these programs that 'proved' to be successful in aiding students to perform better on state testing. Gatto was completely against these programs. "Teachers are being held accountable through their statewide high stakes testing at every grade level. Most districts are adopting curriculum and textbook programs designed to prepare students for these tests" (Gatto, 2007, pg. 74). These programs may be successful, but what about all of the other ways of teaching in which teachers and children are now being deprived of? This method allows students to read textbook after textbook with no variation - does that really help students?!
Another thing that really enticed me was the idea presented by Herbert Kohl of "Topsy-Turvies". Throughout our reading the past few weeks, we have shown an emphasis of the need for communication. In this discussion, we have encountered "Topsy-Turvies". The idea of "Topsy-Turvies" is that teachers need to take a step back and try to come to terms with how the STUDENTS are viewing their statements. "How you think you're speaking and how students interpret what you're saying are not necessarily the same" (Kohl, 2002, pg. 150). For a teacher to be successful, they need to understand that sometimes the students aren't exactly following what the educators are saying. In order to be able to do so, educators must be able to take a step back and look at the signs as to whether or not the students are comprehending. When a teacher sees everyone remaining silent or not volunteering, this is a warning sign that they aren't comprehending. In this case, the teacher must take a step back and evaluate their teaching methods and turn them 180 so the students can understand.
The idea of "Topsy-Turvies" was great for me. It reminds educators to take a step back and analyze their teaching, and then gives them a way to fix it so students can benefit! This is a great tool that can be used by a variety of teachers.
This video shows a program "Investigations" in which discussion is emphasized in the classroom. Take a look at this Video, as it truly shows the positive outcomes of discussion in the classroom.
Wednesday, July 20, 2011
Saying 'NO' to Cookie-Cutter Literacy Programs
I truly believe that the article “Success Guaranteed Literacy programs” by Lynn Astarita Gatto was the best article we have read throughout the course. This is the story of a great teacher, Lynn Gatto, who is able to teach students in ways other than using the specific literacy programs that her school “forces” teachers to use.
With NCLB in place, schools place such an extreme emphasis on test scores and student achievement and in order to reach expectations placed on them by the state, they pressure teachers to use ‘guaranteed’ literacy programs. Gatto is a teacher that is strong enough to take a stand and quite simply say ‘no!’ Rather, Gatto chooses to “make sure the children in my class have multiple opportunities for literacye vents and practices within social contexts (pg. 75).
Gatto “encourages dialogic instruction, where the children can express their opinions and disagree with others, self-select the turn-taking during conversation, initiate topics of conversation, offer ideas for activities, and discuss question concepts”. Put simply, Gatto encourages discussion in the classroom and allows an atmosphere where students can speak their minds openly. The importance of discussion is also seen in the chapter in Adolescent Literacy by Robert E. Probst. In this chapter, he writes that “we need to teach our students to use conversation to build better ideas collaboratively than any of us will come to on our own” (pg. 59). In Today’s education, discussion and collaboration need to be a primary focus as they play a great role in our lives.
Gatto explains that she doesn’t use textbooks. Even so, her test scores are equal to or surpass the school and district norms (pg. 75). While standing outside the norm, Gatto has still had parents keep their children in the school for the remainder of the year, even after moving out of the district. This shows how great of a teacher Gatto must be. She explains that she
Created a classroom environment rich in literacy practices without using prescribed textbooks and commercially produced materials during the fourth grade year of my last looped cohort group. Considering the individual students, planning carefully, selecting appropriate materials and activities, and adjusting activities are all important aspects of what I do to establish a successful literacy program (pg. 77).
It becomes obvious that it is extremely necessary to provide a range of literacy methods and to reach beyond the cookie-cutter method of using textbooks. This is not always the most beneficial teaching method. This can correlate to our reading about Carter Forshay by Pearson-Billings in which Carter Forshay got to know and understand how his students learned and could then adjust his teaching to allow them to be as successful as possible.
Furthermore, as Gatto is expressing her lack of interesting in the ‘guaranteed’ program she is told to use, Freire explains his disinterest. “It is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system.
Where did education begin going wrong that so many people can express their concerns for our teaching? Why, when there are so many passionate teachers, are there so many downfalls to our education system? And why, if this is the case, can’t it be fixed? Slowly but surely, our education system became to be one in which many teachers do not approve so slowly but surely, it needs to become an environment in which teachers do approve, in which the curriculum is altered to the students needs to teach them in the best way possible.
An interesting comment in this article is “in order to understand any of the math and science, literacy was useful and necessary” (Gatto, pg. 78). This corresponds to the article we have previously read by Moses. Moses expresses the need for math literacy and clearly Gatto feels as though literacy is necessary in order to be successful in math and science. This is great because many teachers think that literacy is not a component that is necessary to become fluent in mathematics but this is NOT the case. Literacy is everywhere, even in mathematics and the importance of literacy in every subject needs to be noted.
Gatto also describes how beneficial it can be to teach interdisciplinary lessons (pg. 81). We haven’t done much reading on that throughout the course but I think that it is important to note and do more research on, as this can be a great tool to teaching literacy.
Gatto’s methods can absolutely be incorporated into the classroom. While I don’t think it is a good idea to go completely against administration (especially when not tenured!), I do think that it is vital to stand up for what you believe in. In Gatto’s case, she believes (probably correctly) that these ‘guaranteed’ literacy programs don’t work as well as her methods do. It is great that Gatto gets to understand her students and that is how she comes up with ways to teach. Every year, her teaching will be different as her students change and every year her lessons will have to be altered slightly.
Every future teacher can learn enormous amounts from this article by Gatto. This article offers many ideas that should be looked into by teachers and future teachers need to remember that it is important to stand up for what you truly believe in. As a teacher, you are the one that knows the classroom the best and it is your responsibility to make sure you cater to their needs.
Because I mentioned earlier in my writing that interdisciplinary teaching is worth a bit research, I would like to include this video from www.edutopia.org
http://www.edutopia.org/integrated-studies-introduction-video
With NCLB in place, schools place such an extreme emphasis on test scores and student achievement and in order to reach expectations placed on them by the state, they pressure teachers to use ‘guaranteed’ literacy programs. Gatto is a teacher that is strong enough to take a stand and quite simply say ‘no!’ Rather, Gatto chooses to “make sure the children in my class have multiple opportunities for literacye vents and practices within social contexts (pg. 75).
Gatto “encourages dialogic instruction, where the children can express their opinions and disagree with others, self-select the turn-taking during conversation, initiate topics of conversation, offer ideas for activities, and discuss question concepts”. Put simply, Gatto encourages discussion in the classroom and allows an atmosphere where students can speak their minds openly. The importance of discussion is also seen in the chapter in Adolescent Literacy by Robert E. Probst. In this chapter, he writes that “we need to teach our students to use conversation to build better ideas collaboratively than any of us will come to on our own” (pg. 59). In Today’s education, discussion and collaboration need to be a primary focus as they play a great role in our lives.
Gatto explains that she doesn’t use textbooks. Even so, her test scores are equal to or surpass the school and district norms (pg. 75). While standing outside the norm, Gatto has still had parents keep their children in the school for the remainder of the year, even after moving out of the district. This shows how great of a teacher Gatto must be. She explains that she
Created a classroom environment rich in literacy practices without using prescribed textbooks and commercially produced materials during the fourth grade year of my last looped cohort group. Considering the individual students, planning carefully, selecting appropriate materials and activities, and adjusting activities are all important aspects of what I do to establish a successful literacy program (pg. 77).
It becomes obvious that it is extremely necessary to provide a range of literacy methods and to reach beyond the cookie-cutter method of using textbooks. This is not always the most beneficial teaching method. This can correlate to our reading about Carter Forshay by Pearson-Billings in which Carter Forshay got to know and understand how his students learned and could then adjust his teaching to allow them to be as successful as possible.
Furthermore, as Gatto is expressing her lack of interesting in the ‘guaranteed’ program she is told to use, Freire explains his disinterest. “It is the people themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system.
Where did education begin going wrong that so many people can express their concerns for our teaching? Why, when there are so many passionate teachers, are there so many downfalls to our education system? And why, if this is the case, can’t it be fixed? Slowly but surely, our education system became to be one in which many teachers do not approve so slowly but surely, it needs to become an environment in which teachers do approve, in which the curriculum is altered to the students needs to teach them in the best way possible.
An interesting comment in this article is “in order to understand any of the math and science, literacy was useful and necessary” (Gatto, pg. 78). This corresponds to the article we have previously read by Moses. Moses expresses the need for math literacy and clearly Gatto feels as though literacy is necessary in order to be successful in math and science. This is great because many teachers think that literacy is not a component that is necessary to become fluent in mathematics but this is NOT the case. Literacy is everywhere, even in mathematics and the importance of literacy in every subject needs to be noted.
Gatto also describes how beneficial it can be to teach interdisciplinary lessons (pg. 81). We haven’t done much reading on that throughout the course but I think that it is important to note and do more research on, as this can be a great tool to teaching literacy.
Gatto’s methods can absolutely be incorporated into the classroom. While I don’t think it is a good idea to go completely against administration (especially when not tenured!), I do think that it is vital to stand up for what you believe in. In Gatto’s case, she believes (probably correctly) that these ‘guaranteed’ literacy programs don’t work as well as her methods do. It is great that Gatto gets to understand her students and that is how she comes up with ways to teach. Every year, her teaching will be different as her students change and every year her lessons will have to be altered slightly.
Every future teacher can learn enormous amounts from this article by Gatto. This article offers many ideas that should be looked into by teachers and future teachers need to remember that it is important to stand up for what you truly believe in. As a teacher, you are the one that knows the classroom the best and it is your responsibility to make sure you cater to their needs.
Because I mentioned earlier in my writing that interdisciplinary teaching is worth a bit research, I would like to include this video from www.edutopia.org
http://www.edutopia.org/integrated-studies-introduction-video
Sunday, July 17, 2011
Critical Literacy Learning *
Throughout our week 9 reading, we came across many conditions of critical literacy learning. There are a number of circumstances that must be evident in order for critical literacy to truly occur. First, if economic access ceases to exist, so does critical literacy. “In today’s world, economic access and full citizenship depend crucially on math and science literacy” (Moses pg. 5). Thus, it is crucial for math and science literacy to exist. Without this, one can not acquire economic access.
Next, for critical literacy to materialize, we must give hope to our future. To do so, math literacy is necessary.“Math literacy and economic access are how we are going to give hope to the young generation” (Moses, pg. 15). With the lack of hope, what do our future educators, lawyers, doctors, secretaries, and construction workers have to look forward to? What is a society without hope?
In Reif’s reading, there is a discussion of the importance of critical thinking. She tells us of a classroom she was in in which there was “Definitely no critical thinking [in class], at least none these students dared to voice” (Reif, pg. 189). In too many classrooms today, students do not understand the significance of critical thinking. In fact, on my discussion post for this week, I wrote about how I lacked a writing process. A few of my peers responded by saying that maybe the education process had failed me. Had I experiences more critical thinking techniques, more learning rather than memorizing for an exam, I may be more critically literate than I am today. Do I have the education system to blame, my particular school, or only myself?
Furthermore, to form a truly critically literate student, we must teach them to think deeply. “If we want children to become adults who are articulate, literate and thoughtful citizens of he world, they must learn to think deeply and widely” (Reif, pg. 190). This characteristic clearly is vital for literacy. Without the deep thinking Reif discusses, education would just be “this is this” without any explanation as to why.
In today’s education, students often lack motivation. To find incentive, “kids need to find both personal connection and social significance in the units and texts we offer them” (Wilhelm & Smith, pg. 233). There is nothing worse than trying to teach a lesson in which the students have no connection to. It is extremely difficult to try to explain something to someone in which they have no background knowledge. Kids truly become more interested when they can relate to what is being taught. It is vital that educators strive to provide this connection.
Throughout this weeks reading, we were provided with ways to become educations of critical literacy. We are instructed by Allington, on page 275 that “Struggling readers needed high quality instruction all day long, in every class, as well as well crafted daily intervention in class”. Teaching a student to be critically literate is not easy, it requires time and dedication but in the end it will be worth it. We need to invest in these students and provide the instruction that is necessary for them to become successful. In the end, it may be a lot of time but it will be worth it. Our students are our future. Allington also explains that effective literacy teachers were good classroom managers and created a sense of community (Allington, pg. 278). We have learned in other classes in the special education program through New Paltz that classroom management is vital. Clearly, we are seeing that it provides a safe environment for students and a friendly atmosphere but not we have knowledge that it is beneficial in creating a critically literate classroom.
Weeks 9s reading also provided some pitfalls of critical literacy. One pitfall is that math skills(according to Moses, pg. 9) are necessary to become critically literacy. Unfortunately, “Math is expected to be boring” (Moses, pg. 9). Thus, many students do not find math interesting, or even like it and therefore lack necessary math skills. As Americans, we also share a stereotype that “It is okay to fail in math” (Moses, pg. 9). As a math teacher, I find this heart wrenching. Clearly, math is vital to achieve critical literacy but students and even many teachers do not see the importance and think that it is okay for a student to lack abilities in math.
Another downfall in the critical literacy importance is that Black oppression still exists. “It is of course a gross oversimplification to say that Black oppression exists because of technology...” (Moses, pg. 10). We have come a long way in trying to obtain racial equality but unfortunately people of color still face disadvantages. In fact, we learn from Moses that “blacks make up perhaps 15 percent of this country’s population, yet in 1995 they earned 1.8 percent of Ph.D.s in computer science, 2.1 percent of those in engineering, 1.5 percent in the physical sciences and .6 percent in mathematics”. I can try to give each student in my class an opportunity to become critically literate, but while Black oppression still exists, it may be difficult. We would need every educator to make a pledge to fight against oppression, to give every student equal possibilities.
“Student motivation is the primary challenge facing teachers” (Wilhelm & Smith, pg. 233). Throughout my education career, in many of my classes, we discuss the importance of motivating students and how difficult it may be. Students can not be truly motivated unless they can relate to the content being taught and without doing so, they will never obtain complete critical literacy. Unfortunately, “students are being forever confronted with what they do not know and cannot do” (Wilhelm & Smith, pg. 239). Accordingly, teachers lack motivational strategies and in doing so, students lack vital skills necessary to be literate and are reminded of how incapable they are. It is a brutal circle in which the students are continually the losers.
The writings this week were eye opening. There were many possibilities for literacy learning in the chapters we read. A major possibility is to place a severe emphasis on the need of math skills. As we read in Moses’ article, math is crucial to literacy and “Instead of weeding all but the best students out of advanced math, schools must commit to everyone gaining this literacy as they have committed to everyone have a reading-writing literacy” (Moses pg. 17). We need to focus as much on mathematics as we do on reading and writing. In the 21st century, it can not be more important to have math skills. Math is following us everywhere and will only continue to.
Reif shares a great idea of keeping journals and portfolios (pg. 195). This is a great possibility for creating a more critically literate person. I actually vowed (in this weeks discussion) to keep a journal of my thoughts to become a more critically literate. Only after one practices can they become better at writing. With the use of journals and portfolios, students can learn a great deal.
Next, in the reading by Allington, we receive the idea of using engaging texts and the urgency to have strategies for organizing thoughts (pg. 280). We also read that a necessary skill of a reader is to consider another perspective, other than that given in a particular reading (pg. 282). As educators, we must understand that we need to teach our students these skills, with these skills, we can teach students to be critically literate.
Take a look at this video from YouTube. Posted by Chris Ramey. After viewing this, you will surely see the connection between this video and the article we ready by Moses. It discusses the importance of mathematics and how it plays into our daily lives. Ramey states in the video: “My hope is that students will find math in a way that is meaningful to them”. The key part here is ‘meaningful to them’. We read in this weeks readings that in order for a student to become more motivated, lessons must be catered to the students so that they can connect to them.
I chose this video because my concentration is in math. This video truly shows how math is vital to reach critical literacy.
Next, for critical literacy to materialize, we must give hope to our future. To do so, math literacy is necessary.“Math literacy and economic access are how we are going to give hope to the young generation” (Moses, pg. 15). With the lack of hope, what do our future educators, lawyers, doctors, secretaries, and construction workers have to look forward to? What is a society without hope?
In Reif’s reading, there is a discussion of the importance of critical thinking. She tells us of a classroom she was in in which there was “Definitely no critical thinking [in class], at least none these students dared to voice” (Reif, pg. 189). In too many classrooms today, students do not understand the significance of critical thinking. In fact, on my discussion post for this week, I wrote about how I lacked a writing process. A few of my peers responded by saying that maybe the education process had failed me. Had I experiences more critical thinking techniques, more learning rather than memorizing for an exam, I may be more critically literate than I am today. Do I have the education system to blame, my particular school, or only myself?
Furthermore, to form a truly critically literate student, we must teach them to think deeply. “If we want children to become adults who are articulate, literate and thoughtful citizens of he world, they must learn to think deeply and widely” (Reif, pg. 190). This characteristic clearly is vital for literacy. Without the deep thinking Reif discusses, education would just be “this is this” without any explanation as to why.
In today’s education, students often lack motivation. To find incentive, “kids need to find both personal connection and social significance in the units and texts we offer them” (Wilhelm & Smith, pg. 233). There is nothing worse than trying to teach a lesson in which the students have no connection to. It is extremely difficult to try to explain something to someone in which they have no background knowledge. Kids truly become more interested when they can relate to what is being taught. It is vital that educators strive to provide this connection.
Throughout this weeks reading, we were provided with ways to become educations of critical literacy. We are instructed by Allington, on page 275 that “Struggling readers needed high quality instruction all day long, in every class, as well as well crafted daily intervention in class”. Teaching a student to be critically literate is not easy, it requires time and dedication but in the end it will be worth it. We need to invest in these students and provide the instruction that is necessary for them to become successful. In the end, it may be a lot of time but it will be worth it. Our students are our future. Allington also explains that effective literacy teachers were good classroom managers and created a sense of community (Allington, pg. 278). We have learned in other classes in the special education program through New Paltz that classroom management is vital. Clearly, we are seeing that it provides a safe environment for students and a friendly atmosphere but not we have knowledge that it is beneficial in creating a critically literate classroom.
Weeks 9s reading also provided some pitfalls of critical literacy. One pitfall is that math skills(according to Moses, pg. 9) are necessary to become critically literacy. Unfortunately, “Math is expected to be boring” (Moses, pg. 9). Thus, many students do not find math interesting, or even like it and therefore lack necessary math skills. As Americans, we also share a stereotype that “It is okay to fail in math” (Moses, pg. 9). As a math teacher, I find this heart wrenching. Clearly, math is vital to achieve critical literacy but students and even many teachers do not see the importance and think that it is okay for a student to lack abilities in math.
Another downfall in the critical literacy importance is that Black oppression still exists. “It is of course a gross oversimplification to say that Black oppression exists because of technology...” (Moses, pg. 10). We have come a long way in trying to obtain racial equality but unfortunately people of color still face disadvantages. In fact, we learn from Moses that “blacks make up perhaps 15 percent of this country’s population, yet in 1995 they earned 1.8 percent of Ph.D.s in computer science, 2.1 percent of those in engineering, 1.5 percent in the physical sciences and .6 percent in mathematics”. I can try to give each student in my class an opportunity to become critically literate, but while Black oppression still exists, it may be difficult. We would need every educator to make a pledge to fight against oppression, to give every student equal possibilities.
“Student motivation is the primary challenge facing teachers” (Wilhelm & Smith, pg. 233). Throughout my education career, in many of my classes, we discuss the importance of motivating students and how difficult it may be. Students can not be truly motivated unless they can relate to the content being taught and without doing so, they will never obtain complete critical literacy. Unfortunately, “students are being forever confronted with what they do not know and cannot do” (Wilhelm & Smith, pg. 239). Accordingly, teachers lack motivational strategies and in doing so, students lack vital skills necessary to be literate and are reminded of how incapable they are. It is a brutal circle in which the students are continually the losers.
The writings this week were eye opening. There were many possibilities for literacy learning in the chapters we read. A major possibility is to place a severe emphasis on the need of math skills. As we read in Moses’ article, math is crucial to literacy and “Instead of weeding all but the best students out of advanced math, schools must commit to everyone gaining this literacy as they have committed to everyone have a reading-writing literacy” (Moses pg. 17). We need to focus as much on mathematics as we do on reading and writing. In the 21st century, it can not be more important to have math skills. Math is following us everywhere and will only continue to.
Reif shares a great idea of keeping journals and portfolios (pg. 195). This is a great possibility for creating a more critically literate person. I actually vowed (in this weeks discussion) to keep a journal of my thoughts to become a more critically literate. Only after one practices can they become better at writing. With the use of journals and portfolios, students can learn a great deal.
Next, in the reading by Allington, we receive the idea of using engaging texts and the urgency to have strategies for organizing thoughts (pg. 280). We also read that a necessary skill of a reader is to consider another perspective, other than that given in a particular reading (pg. 282). As educators, we must understand that we need to teach our students these skills, with these skills, we can teach students to be critically literate.
Take a look at this video from YouTube. Posted by Chris Ramey. After viewing this, you will surely see the connection between this video and the article we ready by Moses. It discusses the importance of mathematics and how it plays into our daily lives. Ramey states in the video: “My hope is that students will find math in a way that is meaningful to them”. The key part here is ‘meaningful to them’. We read in this weeks readings that in order for a student to become more motivated, lessons must be catered to the students so that they can connect to them.
I chose this video because my concentration is in math. This video truly shows how math is vital to reach critical literacy.
Sunday, July 10, 2011
Gender Stereotyping~
Gender roles play a vital role in the classroom. I chose to use this weeks blog as a means of venting and pointing out the many stereotypes that males and/or females are faced with daily.
As a soon-to-be (hopefully) math teacher, I hear all the time that "math and science are predominately male fields" and "boys are better at math". Furthermore, on a level that brings us outside the classroom, still many more stereotypes exist that concern the roles of male and females. While society is changing slowly, many people still expect females to be the house cleaners, the primary child care providers, and the passive people in the corner who don't really stand up to males concerning, oh anything. I am happy to say that I am not one of those females. I am darn good at math and I usually stand up for what I believe it, regardless of who I'm standing up against.
Every teacher needs to realize that gender is not always "either/or"(Hill, 2000). Hill actually allows the reader to open their eyes fuller, to get a real viewpoint of the perspectives of people who may face sex/gender mismatches. While sex is based solely on a person's genitals, "gender is not fixed, it can shift over time, it can change" (Tuck, Blog Week 7, 2011). For me, and maybe for you, gender is either/or. I am a girl, and I do not ever feel like a boy. While this fact may seem to lack complexities, this is not true for every individual. Some people are not either female or male. We hear about Sherry Denise on page 28 of Hill's writing. This individual says that "right now I'm about 35/65, 35 male and 65 female (2000).
Take note of how this person's statement is worded. She (he) uses the words 'right now' so clearly this means that her proportions of her feelings of male/female will change and actually do rather constantly. This person has not gendered themselves as either male or female. This person is a little bit of both and feels no need to pick just one because she sees characteristics of each gender. Teachers need to understand this. Not everyone is a girl OR a boy. Some chose to leave behind the either/or and are geared towards the neither/nor or the both/and (Hill, 2008).
Being a great teacher, one that students remember for years to come, means understanding each individual and catering to their needs. Remember Carter Forshay (from our previous reading), a phenomenal teacher who got to know each of his students and in doing so taught them to learn in ways that they could become the most successful. In order to do this, we must still get a further grasp on gender roles.
One belief about girls in general is that they are not as technologically savvy as males. Because of this, people seem to make the generalization that girls are not capable of pursuing honorable careers such as computer scientists, information technologists, and graphic designers. In actuality, "the number of studies indicating that many girls engage in a variety of online literacy practices with enthusiasm and confidence grows each year" (Williams, 2007, p. 303). Thus, girls are extremely capable and are even using technology more than they have before.
There is also a sad universality that males, when writing about violence, may actually become violent. Actually, "most boys who play violent computer games do not shoot fellow students" (Williams, 2007, p. 304). Teachers that limit children's imaginations because they don't feel that violence is appropriate for the classroom, truly hinder a students creativity and because of this students may be less likely to participate in their classes and their overall education. "Helping adolescent students, girls and boys, develop a critical perspective on how gender expectations influence their literacy practices is part of the ongoing conversation we should be having in the classroom" (Williams, 2007, p. 305).
As educators, we must break the gender stereotypes that exist in education. There are so many generalizations that are formed that may encumber a student's progress. "Schools must become places where all students, boys and girls, are helped to do their best, where they are treated above all as individuals, and where the discriminatory practices of the past have no place" (Maher, 2008, p. 269).
Take a look at this video. It proves how strong gender roles stereotypes are. Notice what happens when the children are asked "Who takes care of the babies" and "Who goes to work". What might these stereotypes be doing to our future?
As a soon-to-be (hopefully) math teacher, I hear all the time that "math and science are predominately male fields" and "boys are better at math". Furthermore, on a level that brings us outside the classroom, still many more stereotypes exist that concern the roles of male and females. While society is changing slowly, many people still expect females to be the house cleaners, the primary child care providers, and the passive people in the corner who don't really stand up to males concerning, oh anything. I am happy to say that I am not one of those females. I am darn good at math and I usually stand up for what I believe it, regardless of who I'm standing up against.
Every teacher needs to realize that gender is not always "either/or"(Hill, 2000). Hill actually allows the reader to open their eyes fuller, to get a real viewpoint of the perspectives of people who may face sex/gender mismatches. While sex is based solely on a person's genitals, "gender is not fixed, it can shift over time, it can change" (Tuck, Blog Week 7, 2011). For me, and maybe for you, gender is either/or. I am a girl, and I do not ever feel like a boy. While this fact may seem to lack complexities, this is not true for every individual. Some people are not either female or male. We hear about Sherry Denise on page 28 of Hill's writing. This individual says that "right now I'm about 35/65, 35 male and 65 female (2000).
Take note of how this person's statement is worded. She (he) uses the words 'right now' so clearly this means that her proportions of her feelings of male/female will change and actually do rather constantly. This person has not gendered themselves as either male or female. This person is a little bit of both and feels no need to pick just one because she sees characteristics of each gender. Teachers need to understand this. Not everyone is a girl OR a boy. Some chose to leave behind the either/or and are geared towards the neither/nor or the both/and (Hill, 2008).
Being a great teacher, one that students remember for years to come, means understanding each individual and catering to their needs. Remember Carter Forshay (from our previous reading), a phenomenal teacher who got to know each of his students and in doing so taught them to learn in ways that they could become the most successful. In order to do this, we must still get a further grasp on gender roles.
One belief about girls in general is that they are not as technologically savvy as males. Because of this, people seem to make the generalization that girls are not capable of pursuing honorable careers such as computer scientists, information technologists, and graphic designers. In actuality, "the number of studies indicating that many girls engage in a variety of online literacy practices with enthusiasm and confidence grows each year" (Williams, 2007, p. 303). Thus, girls are extremely capable and are even using technology more than they have before.
There is also a sad universality that males, when writing about violence, may actually become violent. Actually, "most boys who play violent computer games do not shoot fellow students" (Williams, 2007, p. 304). Teachers that limit children's imaginations because they don't feel that violence is appropriate for the classroom, truly hinder a students creativity and because of this students may be less likely to participate in their classes and their overall education. "Helping adolescent students, girls and boys, develop a critical perspective on how gender expectations influence their literacy practices is part of the ongoing conversation we should be having in the classroom" (Williams, 2007, p. 305).
As educators, we must break the gender stereotypes that exist in education. There are so many generalizations that are formed that may encumber a student's progress. "Schools must become places where all students, boys and girls, are helped to do their best, where they are treated above all as individuals, and where the discriminatory practices of the past have no place" (Maher, 2008, p. 269).
Take a look at this video. It proves how strong gender roles stereotypes are. Notice what happens when the children are asked "Who takes care of the babies" and "Who goes to work". What might these stereotypes be doing to our future?
Friday, June 24, 2011
fairness ≠ sameness!
I have strong feelings about the theme in week 5, sameness as fairness. Throughout all of our readings this week, I couldn’t help but think of a class I took last semester with MaryAnn Brittingham. In this class we addressed the topic of sameness as fairness. Often as teachers we here students crying “That’s not fair!” What do we respond with? Johnny gets more time on a test than Brittany and Brittany is clear in stating that this is inequitable. Is it? I certainly don’t think so. In order for both students to be successful, for both students to have a FAIR chance at the test, Johnny needs a little bit more time than Brittany. This is not unfair; this is, in reality, making it FAIR.
Let’s look at an example provided in my textbook “Respectful Discipline” by MaryAnn Brittingham. Say for example, I decided to be nice and bought everyone a pair of shoes in the same size. They are all getting the same size shoes but is this fair? Clearly, sameness does not equal fairness. “Students believe that fair means treating everyone equal or the same. This is not true. In fact, this is the most unfair thing a teacher can do to a student” (Brittingham, 35).
The aspect that I really enjoyed about Brittingham’s class was that she addressed ways to deal with a student complaining about something being “not fair”. Brittingham suggest teaching your students about need vs. want. Educators give students what they need, not always what they want. Brittingham also recommends that teachers help students understand invisible handicaps. Just because one can’t see a handicap, doesn’t mean that it doesn’t exist.
The lesson in Brittingham’s class perceptibly has a lot in common with our reading for week 5. Purcell-Gates, on page 126 writes that “Children from economically stressed home had less knowledge of written language and how reading and writing work than children from more middle class homes.” Additionally, “Students with more literacy background were most active learners and most successful readers at the end of first grade.” So how can we treat everyone the same and expect that to be fair? Each individual may be on a completely different academic level. By treating them all the same, they will not get the educational techniques to help them, as individuals, succeed.
“The experiences they have as young children are culturally driven” (Purcell-Gates, 128). This is also worth noting. Children in public schools come from many different backgrounds and cultures. We are in a society today where, as seen in the Gutierrez article, educators are trying to treat the students as if they all have the same heritage which is simply not the case. We are robbing these children of their identity because we think that it is fair to treat them all in the same way. Maybe we do this because “if we assume a problem is due to a deficit, it is easier to write them off” (Purcell-Gates, 129). Is it possible that teachers are plainly looking for the easy way out – a simple way to get through the day? I think that this is the case. For these teachers – you shouldn’t be teaching. Teaching should be a passion; it should be a field dedicated to those that want to help the underprivileged, the ones that get ‘written off’. Educators should not give students ‘permission to fail’ like the teacher we saw in Ladson-Billings chapter on page 110.
Remember that Carter Forshay, again in Ladson-Billings chapter in The Skin That We Speak, found a way to relate to his students and by doing so, they were all able to be successful in writing a wonderful story. The important thing here is that Carter acknowledged that these students were different from them, from a different walk of life. Carter realized that he would need to find a way to relate to them, and so he looked to their backgrounds – what was important to them. By realizing that there are differences between him and most of his students, he was able to teach effectively. This is another example of how treating students DIFFERENTLY is fair.
Also, I think we need to take a look at the fact that Carter Forshay never once blamed his students or made them feel stupid for not wanting to write. Instead, he questioned his own teaching methods. Every teacher can learn from this. If students aren’t learning, you can’t blame it on them – you need to do something differently! Try taking a look at the students as individuals rather than treating them all the same!
While reading chapter 16 in Adolescent Literacy by Yvette Jackson and Eric J. Cooper, I was hit by a shocking fact: 7,000 students drop out of school daily in the United States. These students are more likely than not to be students of color, poverty, male, and they have most likely failed at least one grade. In addition, they probably read at levels that are below their peers (243). Perhaps this is due to the fact that we are simply passing these students on. How many teachers are really taking the time to question their own practices and alter them so they fit the needs of each individual? I am strong in my beliefs that if we do not treat students as the individuals the are, if we simply clump them together and think the all learn the same, there will be way fewer success stories than there could be.
There is an example in chapter 16 of Adolescent Literacy. On page 247, we read that "textbooks are loaded with technical content language that leaves students feeling overwhelmed and dumb". Teachers know this but have a fear that by not assigning textbook readings, they will fall further behind. Needless to say, if the text is at a level that is too difficult for the students, they will not read it. "Too often tis is interpreted as students not learning which isn't the case" (Jackson & Cooper, 247). Other times, teachers leave the books on the shelf and lower their expectations of the class - providing them with easier worksheets and easier readings.
So what then is the answer? Do we leave the books on the shelf so the students do their work? Or do we force the students to struggle through a reading that may make no sense to them when they are done anyways? I think the answer is to "start with high expectations" (Jackson & Cooper, 247). Instead of worrying about what needs to be taught, educators need to worry about the teaching strategies that will maximize the learning of the students. We need to make the adolescents feel smart again. The only way to do this is to treat them as individuals, to see that they are all different and to know that is okay.
The only fair classroom is one in which each students are treated differently in order to succeed on their own terms.
Let’s look at an example provided in my textbook “Respectful Discipline” by MaryAnn Brittingham. Say for example, I decided to be nice and bought everyone a pair of shoes in the same size. They are all getting the same size shoes but is this fair? Clearly, sameness does not equal fairness. “Students believe that fair means treating everyone equal or the same. This is not true. In fact, this is the most unfair thing a teacher can do to a student” (Brittingham, 35).
The aspect that I really enjoyed about Brittingham’s class was that she addressed ways to deal with a student complaining about something being “not fair”. Brittingham suggest teaching your students about need vs. want. Educators give students what they need, not always what they want. Brittingham also recommends that teachers help students understand invisible handicaps. Just because one can’t see a handicap, doesn’t mean that it doesn’t exist.
The lesson in Brittingham’s class perceptibly has a lot in common with our reading for week 5. Purcell-Gates, on page 126 writes that “Children from economically stressed home had less knowledge of written language and how reading and writing work than children from more middle class homes.” Additionally, “Students with more literacy background were most active learners and most successful readers at the end of first grade.” So how can we treat everyone the same and expect that to be fair? Each individual may be on a completely different academic level. By treating them all the same, they will not get the educational techniques to help them, as individuals, succeed.
“The experiences they have as young children are culturally driven” (Purcell-Gates, 128). This is also worth noting. Children in public schools come from many different backgrounds and cultures. We are in a society today where, as seen in the Gutierrez article, educators are trying to treat the students as if they all have the same heritage which is simply not the case. We are robbing these children of their identity because we think that it is fair to treat them all in the same way. Maybe we do this because “if we assume a problem is due to a deficit, it is easier to write them off” (Purcell-Gates, 129). Is it possible that teachers are plainly looking for the easy way out – a simple way to get through the day? I think that this is the case. For these teachers – you shouldn’t be teaching. Teaching should be a passion; it should be a field dedicated to those that want to help the underprivileged, the ones that get ‘written off’. Educators should not give students ‘permission to fail’ like the teacher we saw in Ladson-Billings chapter on page 110.
Remember that Carter Forshay, again in Ladson-Billings chapter in The Skin That We Speak, found a way to relate to his students and by doing so, they were all able to be successful in writing a wonderful story. The important thing here is that Carter acknowledged that these students were different from them, from a different walk of life. Carter realized that he would need to find a way to relate to them, and so he looked to their backgrounds – what was important to them. By realizing that there are differences between him and most of his students, he was able to teach effectively. This is another example of how treating students DIFFERENTLY is fair.
Also, I think we need to take a look at the fact that Carter Forshay never once blamed his students or made them feel stupid for not wanting to write. Instead, he questioned his own teaching methods. Every teacher can learn from this. If students aren’t learning, you can’t blame it on them – you need to do something differently! Try taking a look at the students as individuals rather than treating them all the same!
While reading chapter 16 in Adolescent Literacy by Yvette Jackson and Eric J. Cooper, I was hit by a shocking fact: 7,000 students drop out of school daily in the United States. These students are more likely than not to be students of color, poverty, male, and they have most likely failed at least one grade. In addition, they probably read at levels that are below their peers (243). Perhaps this is due to the fact that we are simply passing these students on. How many teachers are really taking the time to question their own practices and alter them so they fit the needs of each individual? I am strong in my beliefs that if we do not treat students as the individuals the are, if we simply clump them together and think the all learn the same, there will be way fewer success stories than there could be.
There is an example in chapter 16 of Adolescent Literacy. On page 247, we read that "textbooks are loaded with technical content language that leaves students feeling overwhelmed and dumb". Teachers know this but have a fear that by not assigning textbook readings, they will fall further behind. Needless to say, if the text is at a level that is too difficult for the students, they will not read it. "Too often tis is interpreted as students not learning which isn't the case" (Jackson & Cooper, 247). Other times, teachers leave the books on the shelf and lower their expectations of the class - providing them with easier worksheets and easier readings.
So what then is the answer? Do we leave the books on the shelf so the students do their work? Or do we force the students to struggle through a reading that may make no sense to them when they are done anyways? I think the answer is to "start with high expectations" (Jackson & Cooper, 247). Instead of worrying about what needs to be taught, educators need to worry about the teaching strategies that will maximize the learning of the students. We need to make the adolescents feel smart again. The only way to do this is to treat them as individuals, to see that they are all different and to know that is okay.
The only fair classroom is one in which each students are treated differently in order to succeed on their own terms.
Sunday, June 19, 2011
Do Standardized Tests Truly Measure How Well Our Kids Perform In School? - Katie Couric
Although this post is from 2007, when No Child Left Behind (NCLB) was up for renewal, it still gives everyone a lot to think about today. Katie Couric raises the question "Do standardized tests truly measure how well our kids perform in school?" As educators, I am sure that your first response is "yes! That's why we give them!" But take another look at this question.
"High stakes testing has forced teachers to teach to the test, giving schools an excuse to cut civics and art classes because they aren't a part of the tests" (Youtube: Couric). By "teaching to the test" our students are simply "learning" what they need to learn in order to be successful on the assessment. Most students don't even remember this information a couple months after they "learned" it. I put "learning" in quotations because this raises another question as to what it means for students to truly learn. This can make a direct connection to the chapter we read in Adolescent Literacy, "The Essence of Understanding" by Ellin Oliver Keene. In this chapter, Keene explains that students learn from teachers that understanding means "remembering the facts long enough to answer questions, complete a project, or score well on a test" (Keene, 31). Unfortunately, you and I both know that understanding is something much richer and more complex than that. All too often, teachers settle, and then the students do too.
With that said, let's go back to the YouTube video. Taking another dive into Couric's question: "Do standardized tests truly measure how well our kids perform in school?, there is a lot to be said. First off, lets note that many art programs are being cut because they are seen as unimportant in relation to the testing. So why have art, music, theatre, etc? They won't get students anywhere because it won't help them perform better on the test - right? WRONG. These arts can be extremely beneficial to students and should not be cut out of school funding simply because students don't get tested on these skills.
Furthermore, one standardized tests can't be the sole predictor in whether or not a student performs well in school. A particular student can have test anxiety, can be of a different background in which the test may be unknowingly biased against, or the student can be simply having a bad day. The huge emphasis we place on standardized testing, in many conditions, is ridiculous.
All of this ties into our discussion for week four, "we still have no real way of knowing if students are learning" (Tuck). Our readings from this week also solidify my response above. I will begin with a quote from Carani, "Children who don't learn according to plan or who don't fit the picture are given the 'gift of time' or 'special services' to meet their 'individual needs'" (Carani, 169). Thus, there is no way to know if a student is making progress because these students with special services, or extended time, get placed in a category in which they are expected to meet the AYPs, like everyone else, but there are so many different expectations for all levels of people. Due to the standardized tests, these students with extra services are to meet a certain expectation and when they don't, educators and administration see them as failures. Do most educators really take the time to see that although these students may not have reached the goal that was set, they still made remarkable progress? No. Many teachers see that they were short of the goal, and the "invisible child" is formed. The child in which is reduced to a single letter or number grade.
In addition, Carani says "Things must be given a change to present themselves as they are, to be perceived in their individuality (Carani, 170). This statement means that students should be given opportunities to express their knowledge in ways that are for them. So, maybe one reason we have no real way of knowing if students are learning is simply because us teachers are not using effective teaching strategies or techniques that can help the students to succeed.
My favorite quote from this weeks reading is again from Carani: "When the immeasurable isn't recognized or valued, it tends to slip from view" (Carani, 175). All of the things that we can't measure, honesty, organization, self esteem, patriotism, etc. go unnoticed. While a child can be learning skills that will forever be of benefit to them, no one recognizes this because this characteristics are not specifically measured on the standardized tests.
Another reading from this week, chapter six of The Skin That We Speak, "Language, Culture, and the Assessment of African American Children" by Asa G. Hilliard III, raises the question "How can the assessment process be purified so as to operate in the service of African American children rather than against them?" (Hilliard, 91). Very often, standardized tests are unintentionally geared towards whites. The publishers of these tests forget about people of minority and so these people are at a disadvantage, on almost every test. It may be due to the fact that these students haven't been exposed to the same experiences, or they are unfamiliar with the language, or certain words, but either way, it is completely unfair for these students to start out with a disadvantage. "Mass produced standardized professional tests and materials are ill suited to the needs of most African American children, in part because certain false assumptions are made about th children and their culture" (Hilliard, 91).
In Chapter 17 of Adolescent Literacy, "Thinking Through Assessment", the authors write that there is "a mismatch in what teachers know the state assessments should do (measure individual students growth over time) and what state assessments actually do (measure one group against another from year to year)" (Brenner, Pearson, Rief, 258). Again, making the point that teachers have no clue if an individual is making progress, all educators know is whether or not the students are doing well enough to meet their goals. Students are once again being reduced to a number/letter grade and their individuality is lost.
So, we go back to the original question: "Do standardized tests truly measure how well our kids perform in school?" I don't think so. After all this reading, it has become quite obvious that there are gaps in our education system. Will you stand up for your beliefs or will you become one of the teachers that "teaches to the test"? Remember, all students are individuals and should be treated this way.
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