The Right to Literacy Education in Secondary Schools
This chapter was very interesting to me as it describes how literacy can be incorporated into mathematics, science, social studies and language arts. As a non-classroom teacher, it is nice to see how this is done. We are always told “you have to incorporate reading and writing into your curriculum”, but no one has ever shown me how. While this book doesn’t talk specifically about physical education, it does show me that literacy has been used successfully in classes outside of language arts. As a teacher who cares deeply about student achievement, it encourages me to use literacy in my classroom.
The item I liked most about this chapter was the parts in the social studies and language arts sections where the teacher said that they were attempting to make their students better citizens. Instead of just spoon feeding the students the information, they encouraged the students to questions everything that they read, to find meaning and value in the material they were presented. Students were also engaged in an active discussion. Instead of becoming a human computer, they thought for themselves and examined what they thought and why they thought. It is easy to see that their students were much more motivated in these classrooms. It is refreshing, because educating young people for life was the reason that I became a teacher. These sections make me want to be a better teacher.
I strongly believe that literacy is a civil right. Many people say that inner city students can’t or won’t learn. In what I have seen in my short career is that is simply not true, or worse, a copout. Our students are hungry to learn and if we can empower them to not only understand what they have read, but to think critically about it, we will have given them a tool that they can use the rest of their life. Therefore, literacy education, as it appears in section II, needs to be incorporated, not just into the core academics, but into classroom like mine. For example, my students could read articles about sporting events or athletes and report back to the group regarding what they found. Or they could choose an athlete that has had personal trouble and give their feelings about that topic. This would make them think critically and evaluate their heroes. Much like the core subject teachers, the resource teachers need to work together to show our students that literacy matters in every area of school. By doing so, these students may gain a greater respect and understanding of each subject they encounter in school.
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Nate, as a music teacher, I agree that there is little guidance in the incorporation of reading and writing for "elective area" teachers. I agree that te fostering of thought processes is important for all students, and that a literate class environment is part of that. What form could you see this taking in your own classroom?
ReplyDeleteI found the text and its techniques helpful, too. Teaching students methods of evaluation and critique encourages them to become critical thinkers which will help them to both inform and understand their world.
ReplyDeleteIt can sometimes be a HUGE challenge to incorporate literacy in "elective areas." In a PE classroom, creating a literate environment could include writing rules down for a game or earning content specific vocabulary words.
ReplyDeleteI feel that the text definitely neglected subject area like PE in terms of incorporating literacy strategies to keep the students engaged in learning. I also agree with the fact that students should challenge and understand everything they read to become more broader in all subjects that can improve there lives.
ReplyDeleteI think that your post may have been one of the best yet. I think that this book showed us as current and future educators, there are no excuses. Whether you are a content area teacher of PE, there is something to take away from the text. I think that it is easier for people to look down on inner city students and those having limitations than it is of those who pay for a private education. I agree that even in your class, literacy is possible and I see that you have actually given it thought which I respect. I think that after reading, there are still things I am learning as an in-service educator.
ReplyDeleteMikehil13:
ReplyDeleteWe as educators must understand the need and right to provide content literacy instruction. If students are to become productive members of society they must be able to understand and comprehend the process of knowing and doing what they do to be productive citizens.
The struggle to incorporate reading activities into elective areas are only compounded by the mindset that most students have that their SPAR grades do not count toward anything. That is a big flaw in the elementary and middle school component that if addressed properly could help.
ReplyDeleteI have a situation that came up with my niece and her daughter about understanding a trigonometric problem. For one thing they understood the what, when, where, and how but the why of the matter was a blank. She searched the internet yet could not find the why. To make it short I went over to her house with a Pre-calculus book and went to the page of the topic. I showed her the definition of the problem to get the why of the problem and she could understand the reason of the problem. We must connect literacy in all content areas for success of students learning and thinking.
ReplyDeleteI know that being a Physical Education teacher we do not always think about the literacy that is involved with this subject. The students need to be able to read not only follow the directions in the class but they are also being taught fitness and nutrition so they need reading skills here as well. It is a shame that how quickly we forget how important reading is in all areas.
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