Enlightened

The latest series of workshops has allowed me to experience an awakening of sorts with respect to how I’ve been approaching literacy education in my classroom.  I can’t say that I’ve been doing it ALL WRONG, but the readings that I have had the opportunity to engage in, have definitely left me feeling more confident about my belief that a data-driven approach to my students’ learning isn’t exactly ALL RIGHT.

After reading the first set of articles which discussed the true meaning of uncertainty as well as the nature of the curriculum and how it is perceived, I feel as though I have been given license to believe very strongly in how I’ve been feeling about the state of education. The readings have facilitated a change in my perspective on teaching and learning and the fact that I should no longer feel like a “bad teacher”.  My insecurities about how I have been feeling about my teaching practice are actually coming from a good place!  The place of a concerned teacher who hopes the best for her students and who is determined to perfect her teaching practice regardless of the systemic hurdles that have been put in place that make it difficult to do so.  The fact is the curriculum that is the foundation of my professional practice comes with a few significant flaws, and as a result, has presented a number challenges that even the most seasoned of teachers has difficulty coping with (i.e. the number of expectations that need to be covered).

I now feel comfortable with the fact that there are times when I will feel completely uncertain about some of the instructional strategies that I have adopted along the way - and that’s okay.  These are the times when I have an opportunity to further explore and seek out more information in an effort to gain a better understanding of what works and what doesn’t,  and thus create more enriching experiences for both myself and my students. This will have a significant impact on how I respond to my students during times when they are feeling uncertain. They too need to know that this is not something negative, and my job then would be to offer them the encouragement they need to continue to ask questions and ultimately get the answers they need in an effort to quiet that uncertainty.  This is the perfect segue into some of the ideas presented in the second reading, Curriculum as Conversation by Andy Manning, which highlights the importance of communicating with students in such a way that allows them to make educational discoveries that are meaningful and authentic. It is important to grant our students the opportunity to connect real life experiences with their experiences in the classroom. The level of understanding and enthusiasm that is displayed by the children as a result of such practices makes this approach to the curriculum worthwhile.

All of the readings seem to highlight the importance of experience and how it can positively impact written expression and an adequate level of comprehension while reading.  After reading Language and experience, by J. Britton and Elephants are different to different people, by Lola Brown,  I was able to draw parallels between the two readings with regards to each author’s idea of shared experiences and how the perception of those experiences can be affected for various reasons. Britton suggests that each person’s representation of the world will differ from the next as a result of the different experiences we’ve had with it.  My understanding of what Britton is trying to explain is that what we experience in life has a direct impact on our personalities, and in turn, what we tend to project on subsequent experiences is a function of the personality that we have developed.  Therefore, although someone else and I are engaging in a very similar experience, the way we perceive that experience will be very different.  While this seems like common sense, I often forget how significant this is when it comes to a students learning experience in my classroom.

Most teachers, including myself, are working with a very diverse population of students.  Whether it be cultural background, socio economic status, having moved from another country or even just from another school - all of this will impact the way each of my students receive, perceive and respond to ALL of the activities that they are introduced to in my classroom. It also made me think about the idea of differentiated instruction and theories that have been developed about the multiple intelligences. I believe that children usually have a wealth of knowledge suitable for whichever age group they’re in.  Often we expect them to be able to write a detailed paragraph about a specific topic, a persuasive letter, or make connections to material that they may or may not have had experiences with.  I see the importance in giving students an opportunity to participate in creative writing opportunities.  In keeping with my professional duties, I will go ahead and teach the correct format that should be used for different types of writing, but I will allow my students to be able to freely choose the topics that they will write about.  From what I have seen, the ideas that they produce are much richer and the experience itself, is much more enjoyable.