Obedience

The next day was a good day too until---. We started out reading from a snake book and a Magic Tree book. He proudly showed me the pages he had 'read' in the Silverstein poem book. He found a poem he loved called "The Tree House." I was beyond happy at how things were going.
On Mondays and Tuesdays, we go to the special education classroom where this boy works with a boy who has serious problems; they connect very well. The special education teacher has been very happy with the arrangement. However, my boy wants to work with the other boy when it is free time so they can play. I talked to the teacher about it and she liked the idea because her student doesn't get much time to play at home (and even less at school I might add). But, as we are talking, she realizes she had spent the day, with the boy I tutor, as a substitute and he did nothing in the classroom for her. So, she says that would be okay but it should be a reward for doing work in the classroom. (She is not even his teacher.)
This is wrong on so many levels and I went home in tears. First, she didn't even realize the boy with me is the same boy she had trouble with until well after the fact! Appalling!!! Her student needs this interaction and my student is thriving with this relationship. BUT, as with most educational settings, the most important thing is that the children know how to do WHAT THEY ARE TOLD, WHEN THEY ARE TOLD AND HOW THEY ARE TOLD all day long!!!!!
The incident reminds me why I always give up. Educated, well-meaning and, otherwise, nice people cannot get passed the importance OVER EVERTHING ELSE of students doing what they are told.
They don't understand that when obedience becomes the first order of business everthing else (reading skills, math skills, thinking skills, people skills, self-discipline, confidence, etc.) suffers. If obedience became a less important goal, the more important skills would increase. CHILDREN WANT TO MAKE US HAPPY! All it takes to make that happen is to think of them even a little bit.

Children's Experiences and Reading

The boy and I have had about ten days together. (We have been interrupted by spring break, his suspension and my own two days of 'couldn't do it.')
Our hours would start out with me reading to him while he drew with crayons or played with geometric blocks or built with legos. I have tried several books but I could see that he was not enjoying them. I asked him why he didn't like my reading to him (because my experience has shown me that if you let children do something else while listening, they love to be read to). He replied that he felt like I was teasing him.

The first three days of our time, he wrote three stories. He would dictate and then we would make copies, at his request, for the principal, the nurse, and other teachers. These adults responded appropriately with enthusiasm while reading the stories out loud, which had to make him proud and see the point of reading. But, after three days, he announced no more stories. And, he has stuck to it.

I am trying to figure out how to get him into reading so I began writing him letters to read in the morning and that has been successful.

Meanwhile, one of the times earlier when I was reading aloud to him, he built a tower with glow-in-the blocks. He was very excited about it and showed it to the principal. Well, the principal bought him some glow-in-the-dark rubber snakes just as a thoughtful gift and it broke open the wall I could not get through!!!

It turns out that this boy has a pet garter snake at home. Wow! He talked about it and then we went to the library to search out books on snakes. He was very excited and he began reading the titles on the books set upon the shelves. The titles had pictures but still it was a breakthrough. He also picked out two books by Shel Silverstein, whom he apparently remembers liking. He was practically skipping he was so happy. We both agreed it was a very good day!

Education: Textbooks?

He is in 5th grade. I went to the principal and asked if I could tutor him. The response was extremely enthusiastic and a done deal within minutes. The principal and the teacher were glad this boy was getting some attention. My impression was that they thought attention would keep him out of trouble and, from the teacher, out of the classroom where he clearly did not belong.

He cannot read a word. His class has been studying the Civil War for over 20 pages in the textbook, which was given to me to use with him. I asked him what war he was studying. He thought and thought and finally answered, “It has something to do with a hill.”

I scrapped the textbook after one night of trying to read it. I swear textbooks destroy brain cells. I told the boy that I didn’t like the book. He looked surprised and then pleased. He said, “It’s boring, isn’t it?”

This boy thinks he is stupid because he cannot read and the kids give him a hard time about it. I have seen many instances where kids who cannot read at all are required to read out loud in front of their peers. I can’t for life of me figure out why that is considered acceptable behavior. But, he is not stupid. He is very smart which I am trying to get across to him.

Children Learn from Living

Ha, ha. Yes, children learn from living before they go to school. But, in school, it is assumed they learn from the 1)teacher talking, 2) worksheets and 3)textbooks. All three are the worst ways to learn.

Diagnostic Teaching/NEA

I have a booklet published in 1966 by the National Education Association titled "Diagnostic Teaching" by someone with the initials D.M.L. This book is full of enlightened prose on the ways children learn and, even more amazing, ways to teach within that understanding without subjugating children's natural intellectual growth and wonder.

According this N.E.A. booklet,
Beliefs: Children learn from living
Children differ in many ways
The school has an obligation to children
Learning conditions determine effectiveness of learning

Where did these beliefs go? Now,children learn from textbooks and lectures. Life has little or nothing to do with it. Now, all children are taught as if they all came from the exact same background and experiences. (Even those who receive extra help, get the same work and technique-just slower.) Now, children have an obligation to the school, not the other way around. Now, learning is determined to be effective in relationship to how good the learner is at repeating right answers.

Why did the N.E.A. publish and then ignore this work?

John Holt

It has been over 40 years since John Holt wrote his books on the the disastrous state of schools in this country. The people who are in charge of educating our children have yet to listen to any of his insightful and profound observations. So, generations and generations of children have gone to school to be told what to learn, when to learn it and how to learn it. Understanding, intellectual development and processing of any kind are not part of our schools' curriculums.
For example:
I have been in many schools and there are still classes of 20 plus children reading the same page in a social studies book, one at a time, out loud while the other 19 plus children are pretending to listen. How many are interested? How many read ahead? How many can even read? How many have any background so as to understand the material? I was in one primary class reading about the West and there was a sentence about a stagecoach. They had no idea what that was. A minor point, true, but the days of these children are made up of details they do not understand.
Idea: Spend a few minutes telling the children what they are expected to know that day about social studies. Then assign the pages in the text (if you must have a text) pertaining to the knowledge they are to know. Let THEM learn; be there for questions. Some will read the material on their own. Some students will read to each other in pairs or small groups; their choice. Have pictures and/or games for the ones who have trouble reading. Ask the readers to discuss the material with the ones who do not want (as opposed to cannot)to read it. After approximately 20 minutes, call the class together and talk about what they have learned.
Result: More than a handful of students will learn what is expected and all will learn something. All will feel empowered in their own abilities.