My favorite part of this reading is the description between r/w and R/W. This differences includes, "...an activity in which reading and writing are working together." Although there are other indications of importance within the chapter, this is the difference that I believe is the most useful. Reading and writing both compliment each other. When used together, one will help build the understanding of the other. Reading and writing can go FAR beyond fluff and reader response when used correctly. Carter uses these concepts to to assist the students in creating a piece that they can feel a sense of ownership with. The infusion of music is an idea I have always appreciated. Music is a universal language that can motivate or interest nearly anyone.
I appreciate that this chapter discusses the importance of socio-economic awareness. As a white female from a middle class (or maybe below..?) family I haven't been subjected to a great deal of challenges in this area. Because of this disconnect between my own life and the life of future students (who may need my empathy and understanding the most) my goal as a fresh graduate is to work in an underprivileged school. Ideally, I would like to teach in the Kankakee school district. I hope to work in a school district where I am unfamiliar with the lifestyle that most of my students will have. I have always gone to predominately white schools. I hope to exit that comfort zone as well.
The story of the K classroom is interesting to me on a personal level. The young student who was always excused from the writing exercise because she became upset is an example of how educators can let their empathy and best intentions hinder a student's progress. My oldest son transferred school districts after about a month into the year. His new school demands much more of him. Ironically, I was pleased to get a progress report that stated Zachary was far below the teacher's expectations. Zachary showed intelligence, but the the knowledge or metacognitive tools he needed to excel in the classroom. I am thankful that his teacher did not let him slide academically because he transferred in late. He has made significant progress in all of his content areas. He has been released from his supplemental reading group and mainstreamed into the normal reading hour in his classroom. Although there is much work to be done, I am pleased that he raised his grades in nearly all of his areas. Because he was not allowed to fail, he didn't.
Agreed. Great personal example! Like I said in class I have to ashamedly admit that I think I have fallen victim the mentality of letting students fail. Because of the students I worked with at the mostly affluent high school, I did not often have students who had the type of needs mentioned in the chapter; however, I have struggled with the balance between caring for and challenging students so that they have the resources they need but are held to high expectations.
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