Saturday, October 12, 2013
Shift in Teaching Literacy
So, as my book is pretty long, I don't think going chapter by chapter for each blog entry will work. Rather, I'm going to try and read a chunk of the text, a couple of chapters, and share the information from a couple of chapters at a time.
The first few chapters of the book have been fascinating. Each chapter is written by a different author, therefore offers a unique perspective on the importance of teaching literature. Despite some differences in the authors' perspective, there were a couple of consistent themes throughout the first couple of chapters.
One common theme has been the overemphasis on testing. Obviously, as educators, we are all aware of the effects this phenomenon has had in our classrooms. We are left with less professional autonomy, and there is an enormous amount of pressure (usually unspoken) to teach the content that will be on the test, as the test "data" is really used as the ultimate measure of our performance as professionals. We all know that one key to engaging students in reading is to pick high interest reading materials. This is something many teachers are not allowed to do as they are forced to teach reading "programs" that assure they will improve students' scores. Rather than moving into the age of digital literacy (which many of our students have done without our help and guidance) we are stuck covering the same materials and content, that which will be tested. And we wonder why students are not engaged and motivated when we teach reading and writing?
These tests and the resulting data has also negatively impacted many students, especially the lowest performing students. Chapter 1 relayed the story of a student who had made tremendous improvement in his scores one year, however, since he was not deemed "proficient," he was placed in a remedial reading class, which took the place of one of the electives he chose during registration the year before. What kind of impact does this have on a students motivation and enthusiasm?
I look forward to reading the next few chapters and sharing information and thought about those with you. Until next time...
Subscribe to:
Post Comments (Atom)
Interesting that so many people are included in your book. You might want to mention their names and topic in your posts. Interesting how many people are speaking out against tests yet we are still mired in testing.
ReplyDeleteIt is sad that teachers are required to teach these reading programs simply to improve scores on standardized tests and not to improve that individual child's literacy. I agree that we should move into the age of digital literacy. I don't think we are meeting our students were they are at and therefore they are not engaged. I wonder what you think about the content of these reading programs? I feel that the stories are really outdated sometimes and do not include any current stories that the children can connect to. These are stories that have been in the basals for years and even though they have new editions the stories remain the same. I can't wait to hear more about your book.
ReplyDeleteMy ten years in education have driven me to the unfortunate conclusion that many teachers consistently teach to, or below, their students’ levels, holding their hands as they walk through the park of big, hard words, cross the street of reading comprehension, and come to a screeching halt at the red light of challenging texts. Today’s educational environment of evaluations, demotions and merit pay based on standardized test scores has scared teachers away from raising the bar of education in today’s collaborative society. Teachers fear that their student’s failure reflects their inadequate teaching, and any regard for whether or not their teaching is preparing students for life beyond the test has been disregarded. The focus has become finite: my classroom, my students’ test scores. The emphasis on test scores and adequate yearly progress has turned teaching into a competitive profession. And, despite the repercussions for teachers, it's the students (and their futures) that suffer most. Individuality and autonomy have taken a back seat to procedure. Learning is no longer the goal, but rather a "passing grade" on a piece of paper. A paper that determines the teacher's and administration's pay scale...not the value of a student's education. And, the problem is that this only scratches the surface of the muck and mire that is education in America.
ReplyDelete