Post Reading Chapter 3

After reading chapter 3, I was enlightened by many of the techniques and strategies discussed overlapped with examples I used in my pre reading reflection.  However, a difference I noted was in my pre reading blog, I focused on academic strategies and less on personal thinks like pronouncing a student’s name correctly.  It is refreshing to know little things like this can have a profound impact on a his or her engagement and experience in the classroom.  As I was reading, it was clear that an underlying theme of community building was present. For instance on page 61, emphasis on student culture and their interests demonstrates a level of respect for the students.  While, I consider many of my students’ backgrounds and interest prior to developing an activity or lesson, I rarely have culture at the forefront of my planning. However, I now have a more representation of its important; therefore, I will begin to make a conscious effort to do this in the future.  Moreover, I was intrigued at the emphasis this chapter placed on incorporating culturally diverse literature in the curriculum.   It is important that my students have experience with novels that are engaging which expose them to characters and situations that are different from their everyday lives.   This past year my students read The Watson’s Go to Birmingham and Bud Not Buddy by Christopher Paul Curtis.  Both books focus on African American oppression and from the content addressed discussions were sparked that were enriching and like page 58 states this “literature [brought] people of a particular group into focus” for the students.  This helped the “students realize that in spite of our differences all people share many common emotions, dreams, and hopes for the future.” 

While integrating multicultural literature into the classroom is important, I also found it interesting to read that standard American English should not be a pre-requisite for literate classroom behaviors.  I feel on the fence with this.  Student engagement through conversation is important for learning and encouraging conversation regardless of their ability to speak Standard English.  However, when is it ok to correct or teach a student Standard English?  As I was reading, I was feeling that correcting a student can cause frustration and possibly discourage them from sharing their thoughts.  It is clear that the book believes this skill to be important especially as students become part of competitive society.  Would this be a skill that is taught through the teacher’s actions?  I would hope if I moved to a different country, the education system would make a conscious effort to teach me the rules and codes of the culture.  As I write this, I consider the impact ESL lessons have on non native speakers.  Would the ESL classroom be the least restrictive environments where language codes are taught?  At what point in a child’s language development should rules be taught? 

Moving through the chapter, it was interesting to read about sheltered instruction.  I have had training with SIOP had was pleased to see many of the concepts overlap, such as engaging students on hands on cooperative activities, pictures, and median to help them make sense of the concepts taught.  The SIOP model can be beneficial to all students because of the focus it puts on comprehensive understanding of content.  As I was reading the strategies, I became curious as to how SIOP could have helped struggling learners like myself in elementary school.   Also, at what point does sheltered learning strategies stop?  To me, this is something that should continue throughout college.  Even though someone with a learning disability or someone who struggles with school might learn strategies to assist them in learning, it still does not lessen the frustration of learning.  Therefore, is sheltered instruction visible in the higher level classroom? 

I attribute many of the strategies utilized in my classroom to the struggles I faced as a learner.  Reading about the vocabulary development was interesting.  Even though I incorporate a variety of activities for my students, I often forget how important it is to help them make connections to the words.  Having this brought to my attention has me considering ways to assist students in making connections among their words.  For instance, developing an interactive vocabulary connection wall using wall wisher for the students to share their connections could potential have a positive impact on their vocabulary development.  Using their ideas may help the other students make meaning of the words.