One of the terms we use in teacher education is "unlearning." What we mean by that is creating space for teacher candidates to unlearn what they thought they knew about teaching based on their experiences as students, or through what they thought teaching actually is. In other words, to question what they think is true about students, the profession, and teachers.
For example, when I started teaching at Aurora Alternative High School, I was appalled that some of my students would want to attend the local community college (never mind not go to college at all), as opposed to a state college. I had to unlearn my assumptions that everybody who was going to be anybody in life was either a) a natural genius and didn't need to go to college or b) would go to a four year college.
What my students taught me--what I "unlearned"--is that "smart" looks different according to context. I unlearned seeing my pregnant students as victims. I unlearned that all graffiti was trashy. I unlearned that smart meant being good at school.
Teacher research is all about unlearning: about questioning our assumptions and taking risks. It is NOT about proving a particular hypothesis. So what assumptions have you questioned about your students, teaching, or yourself during this process? What new truths have you uncovered?
Going into this process I felt like I had a really good grasp on what it meant to be a dominant male in physical education. As a hyper-competitive athlete for most of my life, I was loosely aware that being good at sports provided me with certain perks in school that other students were not privy to. I accepted the attention with open arms not really thinking about the lived experiences of others. Part of this process for me, is about listening to the stories of those students that may not be as interested in sport and athletics. As an adult, I have made a conscious attempts to step back from my personal subjectivities and really take an objective look at (1) what those disinterested students might be thinking about PE/sport and (2) how might I encourage them to live a healthy lifestyle in whichever way most appeals to them? Although I attempt to achieve these goals, I am still well aware that the only real way to get to the heart of the matter is to actively listen to the actual voices of those currently experiencing PE.
ReplyDeleteSo far in this process I have witnessed much of what I had previously perceived to be true. I’ve been able to categorize students into a variety of participation styles with few amendments I have easily been able to identify students who excel in the PE setting as well as students that struggle. With that said I have truly been surprised while analyzing some of the answers provided on my informal, open-ended surveys relating to how students perceive PE. In tallying 3 out of 4 classes I have found several unexpected results. First, I found it interesting that there is approximately a 50/50 split between students that perceive team sports as a worth-while endeavor for PE versus students that think learning about team sports is a waste of time. I had anticipated that the vast majority of students, although they might not like team sports per se, would anticipate that it did introduce important lessons. Possible most shocking was the number of “high level” athletes, both boys and girls that perceived learning about team sports in PE a waste of time. In retrospect it makes sense as these students cite the fact that “they already know all of this (sport) stuff…” as the reason why they are turned off; I had just never thought about his phenomenon from that perspective. Finally, I was shocked at how many students were nervous of being labeled a “try-hard” or a “show off” by their peers. Many students alluded to these labels in their responses as negative connotations that they did not want to take on at any cost. Students of all skill levels repeatedly mentioned not wanting to give a maximum effort in activities because of the perception that they would be ridiculed for trying. This perhaps underlies a larger issue in the school climate relating to student perceptions of what is cool versus what is not.
That's fascinating, Jeff! I knew it wasn't cool to try too hard in academics, but not in other classes like PE. Is it because they don't want to be perceived as a teacher's pet? Or not be seen as mainstream? Maybe it's about fitting in, and fitting in is definitely not standing out. Looks like some readings in adolescent psychology are in order.
DeleteI've spent a lot of time questioning what it means to be a reader. I think I used to define the readers in my classroom as students who were good at reading and they read a lot of books. This is how I wanted every student to be. I realize now that a lot of this was wanting to students to be like me and a lot of is was having a very narrow definition of what it means to be a reader. So first I spent a lot of time challenging myself to think about other reading materials rather than just books. I've definitely unlearned what I used to think about traditional print based materials. However, I still value reading as print or text based. With that said, I'm in the process of figuring out what it means to be a reader reading texts that are not necessarily valued in schools such as text messages, blogs, tweets, etc. I guess I have a hard time with these texts because of the use of shorthand. I do really value the strong messages some people can get out in 50 characters or less! However, I sometimes the constant abbreviations and acronyms drive me crazy! What's quality? What quantity? Why do kids value this type of reading so much?
ReplyDeleteThe other truth I'm trying to unlearn is that no every kid is going to say yes I love reading! Just like not every p.e. Student for Jeff is going to love p.e. So then what is my goal? If they can read, but don't? Why am I not okay with that? Is that okay? What can be negotiated while still respecting the fact that the student doesn't want to read? I guess I push the issue because I think the student could read in certain ways or contexts and it's my job to help the student figure out those ways. If I try several different ways when do I know I've exhausted the possibilities? When do I stop and say okay I've tried to help this student become a reader in a non school based way but it's not working and that has to be okay. I think Jeff does a good job of appreciating that some kids watch from the sidelines but yet I have no doubt he is concerned for their physical well being and would want to support the student in finding some comfortable and safe physical activity to encourage a sense of physical well being. Similarly, I'm okay with lots of different options for being a reader but what are those options, how do I support them in new ways. I think there are so many possibilities for being a reader but the kids either don't call it being a reader, or I don't call it being reader, or one party or both parties is just unaware of new options.
Well, I think you are referring to academic/schoolish reading as opposed to reading in general. I wonder if your non-readers are also resisting academics in other ways. I like that you are going after what they define as reading, because that gets at your initial question of reading identities.
DeleteIn the beginning of this journey I highlighted a problem that I was facing in my classroom; most of my students don't like to read. Looking into this a little deeper I am beginning to see that it is not that I am wondering why they don’t like to read, rather why aren’t they reading and why are they resisting it. Examining my own beliefs I know that reading opens doors for people. There is so much information out there and being a fluent reader gives you access to a world outside your own.
ReplyDeleteWhile I do not love to read non-fiction, I value that other’s reading preferences may be different from my own. While parents of my former second graders were upset they were reading Junie B. Jones, calling the language such as “gonna” and “wanna” trash, or the whole basis of the potty mouth language in Captain Underpants repulsive, I was happy they found a series they loved, (even though I secretly agreed with the parents about Captain Underpants.) I respect that reading does not always look the same, and not every student will fall in love with Beverly Cleary, or Ann M. Martin the way that I did.
This research has become less about the student’s and more about the curricula I am required to teach. Reading Street is a nice one size fits all curriculum available for purchase with its ELL scaffolding suggestions. It has some excellent components and some not so great components. However, my purpose is not to evaluate the effectiveness on the Reading Street series. Rather, am I introducing students to authors and genres that they can fall in love with? Yes, I have leveled baskets in my classroom that they can search through, but am I taking the time to show them how to find a good book, or making an assumption that they already have a reading preference?
Upon a recent project assignment, a diorama of ancient Egypt, the librarian said, “A lot of requests for Ancient Egypt.” In surveying my students’ book choices I noticed mostly non-fiction, some Magic Tree house, and Geronimo Stilton, all centered on Egypt. Across my reading I have found trends in research; that students like to have book discussions, and need assistance finding books suitable for them. Had the unit on ancient Egypt given my class a common ground, along with a common language to have discussions? I know how intimidating the library or book store can be when you have no idea what you want to read. Were they just learning what to ask for?
I’m thinking that I did not uncover a truth; rather I validated something I have known, but forced to put under the rug. The amount of testing and prescribed curricula in my classroom is taking my focus away from introducing genres, authors and texts that are the reason, as an adult I still love reading. The question remains, and hopefully as I teach in this grade level longer and become more familiar in the mandated curricula; how will I weave these in?
Hmm...so I wonder what you are really still asking here, Ashly. I wonder about that intersection between kids' interests and a set curriculum. One of my objectives to reading curricula is that so much of teaching is intuitive--it's trial and error to see what will connect with students.
DeleteAnd as I wrote to Kristin, there is a difference between schoolish reading and reading for pleasure and reading for information and other kinds of reading. What kind of reading are you after?