Through the Eyes and Heart of a Teacher
“There are times in life when the question of knowing if one can think differently than one thinks, and perceive differently than one sees, is absolutely necessary if one is to go on looking and reflecting on it all.” -Michel Foucault
My whole life I have felt empowered by seeing various perspectives. I often feel enlightened by learning about other’s life experiences and felt that has made me a better teacher. Seeing more than meets the eye is a key part of the complexities of this world. Looking deeper and reflecting are necessary instruments for my teacher brain. When I think of this quote, it reminds me of the way my mind has opened up to how my students’ educational experiences are impacted by their background, socio-economics, race, gender, and lifestyle. Within this class I recognize there is more to reading than just fluency, rate, word recognition, and comprehension. While I knew there was more to it, this class has provided me with examples to put a voice to my thought. I have grown in my concepts of how my students learn best and how unique my students are.
The Skin We Speak resonated with me in a way that I really never thought. Delpit’s provided with me a new perspective of how dialect is looked upon by the outside world. In my own southern speech, I realize that are judged by how we speak at times in a horrible way. “We must listen beyond language form.” I found it profoundly significant to find a word for how our language changes with our environments-code switching. I realized that it was a major part of my life in moving from different roles as sister, teacher, friend, and girlfriend. My boyfriends’ mom calls me a chameleon since my dialect changes with my environment. This made me reflect on how my students might feel in doing this same thing. I learned how significant it is to recognize that about my students and use their language within the classroom. I love her idea of “inviting children into the language of school by making school inviting to them.” This resonated with the other articles in that fact that from the start our readings conveyed the value of making the school environment interesting. I also found the same idea in Hicks’ chapters as she discusses making connections to students, for this it confirmed something that I have known from the start. To teach students, you must know them, make connections with them, and engage their interests.
In Noll’s cases study Experiencing Literacy: In and Out of School, I was enlightened by the different literacies that Zonnie and Daniel experienced at home. Daniel especially made me consider more about recognizing student’s strengths and praising them. I feel that I may have been guilty in the past of neglecting some of those strengths. While I always tried to pride myself in developing a connection with my students, I realize that it is often hit or miss. When thinking about students like Daniel who feel let down that they aren’t showcased in class, it made me sad. Sad because I know there have been times when I could only share a few poems or stories and there was a Daniel in my classroom. This article reminded me that it is absolutely essential to validate students’ accomplishments and make time. That little bit of time that may seem wasted can be invaluable to that students classroom success. It also reinforced the idea that test scores don’t give us the full picture of the child. We must teach the whole child and allow them to express themselves through songs, music, dance, skits, and art. Those experiences can provide teachers lots of insights into a child as well as allow them to experience success.
In reading Hick’s chapters I found myself more aware of gender differences in the classroom which made me question how I can apply that knowledge into my classroom. The insight she provided us in Laurie’s and Jake’s stories allowed me to recognize the unique nuances of each child. Each child has a struggle and we need to be supportive and kind as possible at school. We never know what they deal with at home. Getting to know the child’s interest and their background is essential in providing students with motivation and instruction that scaffolds their language experiences. I realized, but never had heard it articulated how much we as individuals are impacted by the experiences we have and how those experiences help us connect with others. Our identities are essential in understanding who we are as people and how we develop language. Our identities provide us with the opportunities to make connections and explore ourselves. As a teacher, I feel that I understand my role in how to support my students’ identities and allow my classroom to work to meet their needs in both reading and writing.
I want my students to use their own voice and feel as if they are heard. This class has made me recognize the bigger picture in which we navigate our students’ minds to read, write, think, and speak. In Henry’s study she defines voice as “a student’s desire to express ideas in a clear, coherent way, because that student understands that his or her thoughts are important.” It is essential that I promote those voices in my classroom and expose them to literature that allows them to develop their ideas and thoughts to make connections.
I intend on taking a deeper look at my instruction prior to the school year and considering how I can differentiate my instruction to appeal to each student’s needs. By using interest inventories to find literature and continuing to integrate the idea of Questioning the Author (Much like re-authoring), I recognize the value of taking a step back and allowing my students to take a lead in discussions. Now more than ever, I feel that developing a connection and a relationship with my students is essential to promote their literacy growth. My eyes are opened and I see a bigger picture about literacy development. I think now that I will look beyond what meets the eye when I consider the challenges my students are having in my classroom. I will continue to let them know I love them and care. I have been told by a fellow teacher recently that allowing them to know me and me getting to know them more personally is dangerous. I was angered and irritated by this because those connections are the same tools I use to show compassion and understanding. By connecting with them and sharing my life a bit with them, I build trust. By telling them I love them and praising them, I build their confidence. Each of my students forever live in my heart, and I feel like now I’m better equipped to relate and understand the challenges they face.
Amy Hardister