Educator roundtable
Held on Dec. 20th in Mankato, MN involving
educators from three states.
How
does literacy create boundaries?
Kathy:
It opens a child’s’ world as far a one can comprehend the words:
i.e.: to follow directions to an
assignment, asses the need and form a correct response, it defines what a child
can respond to by what he can comprehend.
Barbara:
I can think of one girl specifically for whom literacy creates
boundaries. She has ADD and even though she takes medication, when it comes to
the written word there are definite problems with her ability to conventionally
participate.
Justin:
Literacy in my mind, creates boundaries when access
to literacy itself is denied or not available, book to student ratios (Elley
1984), economic variables, and linguistic barriers among others contribute
to literacy disparity between upper and lower classes, domestic and immigrant
populations. Those in power also maintain boundaries in that literacy is a means
of maintaining that power and dominance.
It [Literacy] acts
as an equalizer when it allows economically, culturally, politically and
linguistically stratified groups equal access to information. The new knowledge
can lead to empowerment through world knowledge (frame 2), goal accomplishment
(frame 5) and heightened self-efficacy (frame 1).
What
are the beliefs and principles guiding your literacy teaching?
Kathy: The
more a child is exposed to reading and encouraged to read, the more confident
and assured he will be with success in his life, classroom and else where.
That to read is to have an open road to gain the goals one sets in
life… A teacher must give the child the tools of reading, phonics, content,
and above all the joy of reading to set him on his way.
Barbara:
We teach to enable our children to
read the Bible as their guide and
comfort and Source of Life .
Give the children the
ability to work and communicate
with others and enjoy
Justin: Encouraging
readers and writers to take risks is important in that, successful readers and
writers must take risks to develop. It becomes a beneficial cycle; more risks =
more growth, more growth = heightened self-efficacy = an increased willingness
to take risks (Mallow,
Patterson
1998). Students need to be confronted with success; in turn they will seek out
new challenges or risks previously out of their zone of independent achievement.
Eliciting a life-long interest in
reading and self-expression should be carried out by giving the learner access
to a wide range of literary stimulus as well as cultivating the idea that the
book, poem, play or speech is for them to read and reflect, not just because
they need to get a grade. Comprehension questions should originate from their
own questions and musings. When this is accomplished reading and writing take on
the form of inquiry and self-expression, which should in turn encourage
auto-didactic reading and expression.
What role does literacy assessment
play in your classroom? What different forms does it take?
Kathy: It
determines how the assignment will be done, how much, or extra work to expand
the skills, those who can go ahead on their own and those that need teacher one
on one… it determines teacher interaction…a lot or not much
Barbara: By
reading orally every day I can easily tell which of my children are having
trouble with oral Fluency, comprehension, or decoding.
Then I get together with parents and set up weekly Oral
reading time with them. More sever problems demand more home time practice.
We also Employ
phonics tutors to reteach or reinforce the basic decoding skills.
Justin: Literacy
Assessment plays an increasingly prominent role in my classroom, guiding and
influencing my instruction. I use observations and journals, modified miscue
analysis, surveys and inventories.
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