Where I’m From…
I’m from Mr. Muggs and Dr. Seuss.
I learned to read and wanted a dog of my own.
Red fish, blue fish, old fish, new fish
My parents didn’t want a dog so I got a goldfish instead.
I’m from ordered, balanced and structured. I’m from “Eat your vegetables and do well in school so you can get a good job.” I’m from “Always be home in time for dinner and don’t stay out too late.” I’m from “Never buy anything unless you have the cash to pay for it.”
I’m from always living vicariously through my books.
I’m from Little Red Riding Hood and Goldilocks so independent and adventurous.
I’m from Snow White and Cinderella being rescued by a handsome prince.
I’m from Nancy Drew travelling the world and solving mysteries.
I’m from Romeo and Juliet and their forbidden and rebellious relationship.
I’m from wherever my books would take me.
Sunday, May 24, 2009
Monday, May 11, 2009
NADIA'S BLOG
Reflection:
I recently came across a quote by German writer, Goethe, that really resonated with me as I pondered the readings in this section. He said, “If you treat an individual as he is, he will remain as he is. But if you treat him as if he were what he ought to be and could be, he will become what he ought to be and could be.” As I read this quote, it also reminded me of something I heard at a recent Student Success workshop about a record-setting paralympic high jumper from the 1970s named Arnold Boldt. The extraordinary thing about Arnold was that he only had one leg and still, he became a world champion high jumper. After listening to Arnold’s story, the presenter asked the teachers the following question, “If you had been one of Arnold’s teachers when he was in elementary or high school, would you have considered high jumping as a possibility for him?” What a thought-provoking question! On an intellectual level, I believe we know that we should never underestimate what our students are capable of. Unfortunately, however, this isn’t always our reality. Teachers, quite often, get bogged down by excuses for why students are not achieving as they should be. For example, it is easier to accept that poverty causes low achievement than to take time to dig deeper to discover the real causes and then work towards a solution. Let’s face it. Sometimes, as educators, we’re just not looking in the right places for the answers. I have to admit that I was quite interested in, but not surprised by, Jean Anyon’s findings in her study of fifth grade classes as outlined in chapter 2 of the book, Literacy with an Attitude, written by Patrick J. Finn , which demonstrated that being in school was a very different experience for children depending on their ‘station’ in life. In short, Anyon discovered that students from the working class schools were clearly at a disadvantage because expectations for these students were generally lower. As she concludes, “I’d like to hope that a child’s expectations are not determined on the day she or he enters kindergarten, but it would be foolish to entertain such a hope unless there are some drastic changes made.” (p.25) I agree. Drastic changes indeed! Lately, I have been doing a great deal of work with the Teaching Learning Critical Pathway (TLCP). The TLCP is based on the premise that all students can succeed and that teacher instruction is the greatest influence and indicator of student achievement. In a recent discussion during a moderated marking session, some frustrated teachers commented that they didn’t believe that any of this work was really going to make a difference to students. They argued that not all students are meant to be Level 3 or 4 nor should they be. They continued to say that the world doesn’t work that way. Not all students are meant to be doctors, lawyers, astronauts, etc. and that we also need Level 1 and 2 students to keep everything balanced. Unfortunately, this was not the only time I have heard this argument. What was my response to this? Firstly, I continue to believe that all teachers are well-intentioned and that we are all on different places on the professional learning continuum. Secondly, we should not be assigning levels to students. We assign levels to students’ work. In this way, levels should never remain static and it is incumbent upon teachers, through effective instruction and feedback, to give students an opportunity to broaden their learning and help improve their results. Finally, I remembered a quote by John F. Kennedy that I believe captures the essence of what we are meant to do as educators. “All of us do not have equal talent, but all of us should have equal opportunity to develop our talents.” Whether students are in schools of the executive elite, the affluent professionals, the middle class, or the working class, as identified by Jean Anyon in her study, expectations for learning and achievement should be the same. I believe we still have a lot of work to do.
I recently came across a quote by German writer, Goethe, that really resonated with me as I pondered the readings in this section. He said, “If you treat an individual as he is, he will remain as he is. But if you treat him as if he were what he ought to be and could be, he will become what he ought to be and could be.” As I read this quote, it also reminded me of something I heard at a recent Student Success workshop about a record-setting paralympic high jumper from the 1970s named Arnold Boldt. The extraordinary thing about Arnold was that he only had one leg and still, he became a world champion high jumper. After listening to Arnold’s story, the presenter asked the teachers the following question, “If you had been one of Arnold’s teachers when he was in elementary or high school, would you have considered high jumping as a possibility for him?” What a thought-provoking question! On an intellectual level, I believe we know that we should never underestimate what our students are capable of. Unfortunately, however, this isn’t always our reality. Teachers, quite often, get bogged down by excuses for why students are not achieving as they should be. For example, it is easier to accept that poverty causes low achievement than to take time to dig deeper to discover the real causes and then work towards a solution. Let’s face it. Sometimes, as educators, we’re just not looking in the right places for the answers. I have to admit that I was quite interested in, but not surprised by, Jean Anyon’s findings in her study of fifth grade classes as outlined in chapter 2 of the book, Literacy with an Attitude, written by Patrick J. Finn , which demonstrated that being in school was a very different experience for children depending on their ‘station’ in life. In short, Anyon discovered that students from the working class schools were clearly at a disadvantage because expectations for these students were generally lower. As she concludes, “I’d like to hope that a child’s expectations are not determined on the day she or he enters kindergarten, but it would be foolish to entertain such a hope unless there are some drastic changes made.” (p.25) I agree. Drastic changes indeed! Lately, I have been doing a great deal of work with the Teaching Learning Critical Pathway (TLCP). The TLCP is based on the premise that all students can succeed and that teacher instruction is the greatest influence and indicator of student achievement. In a recent discussion during a moderated marking session, some frustrated teachers commented that they didn’t believe that any of this work was really going to make a difference to students. They argued that not all students are meant to be Level 3 or 4 nor should they be. They continued to say that the world doesn’t work that way. Not all students are meant to be doctors, lawyers, astronauts, etc. and that we also need Level 1 and 2 students to keep everything balanced. Unfortunately, this was not the only time I have heard this argument. What was my response to this? Firstly, I continue to believe that all teachers are well-intentioned and that we are all on different places on the professional learning continuum. Secondly, we should not be assigning levels to students. We assign levels to students’ work. In this way, levels should never remain static and it is incumbent upon teachers, through effective instruction and feedback, to give students an opportunity to broaden their learning and help improve their results. Finally, I remembered a quote by John F. Kennedy that I believe captures the essence of what we are meant to do as educators. “All of us do not have equal talent, but all of us should have equal opportunity to develop our talents.” Whether students are in schools of the executive elite, the affluent professionals, the middle class, or the working class, as identified by Jean Anyon in her study, expectations for learning and achievement should be the same. I believe we still have a lot of work to do.
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