The Rainbow
“Look to The Rainbow” was the title of an op-ed by Bob Herbert in the New York Times. It reminded me that the rainbow forces you to look beyond what's right in front of you. It inspires hope and urges us to aim higher. I always thought if I laced up my boots, got my backpack and compass and slogged through the countryside I could find the end of the rainbow and the pot of gold. Like the rainbow, the Kennedy’s had the ability to inspire hope and urge us to always aim higher. Robert Kennedy, in particular, cared about the poor and ordinary working people. He said that, "The poor are hidden in our society." He believed the crisis of the cities ultimately came from "the destruction of the sense, and often the fact, of community, of human dialogue, the thousand invisible strands of common experience and purpose, affection and respect which tie men to their fellows." He worried about the dissolution of community in a world growing ever more "impersonal and abstract." Herbert pointed out that many of Bobby's insights into the problems of the urban ghettos are relevant today. I want to share with you these insights because they are relevant to our goals for the children at PS/IS 126 MAT. In the age of No Child Left Behind (NCLB), the emphasis on grading teachers and schools has forced most educators to keep to a traditional model of educating children—the factory model. The factory model is an input/output model. You teach skills to the child in a systematic sequential way and measure whether the child's output equals the teacher's input. In the current climate of accountability, everyone is focused on student performance on the State Tests because it affects the teacher's report card grade, the school’s report card grade, and many students’ entrance into middle schools and high schools. Education has become impersonal and abstract. There are no tests that measure the quality of the human experience in the classroom. At PS/IS 126 MAT, we have said "enough" to the ways and means of NCLB. By implementing Genre Practice , a curriculum that not only teaches kids how to read and write, but also gives credence to the age of accountability by implementing an accountability system that teachers can use to teach student's what they actually need to learn instead of teaching from a script and expecting children to learn it. We not only teach kids how to read and write, we teach them how to be in dialog with others, how to be agents of their own future, and be cooperating members of a diverse community. We let them chose where to sit, and who to read and write with. Without this freedom of movement and independence, our kids would never learn how to behave with affection and respect because they wouldn't have enough opportunities to mess up, admit errors or confusions and learn how to solve genuine problems with others. However, the greatest difference I noticed in this school in the two years since we began to implement Genre Practice is the high level of motivation in our learners, and the strengthening of their relationships with others unlike themselves; kids are happy at our school and they feel a huge sense of comfort and belonging in their classroom communities. Bobby Kennedy said, "Ultimately, America's answer to the intolerant man is diversity, the very diversity which is our heritage of religious freedom has inspired." One of the things I am most proud of in our school is what we have done with our diversity. In a bold move, we have abolished ability grouping in our classrooms by getting rid of leveled guided reading groups and implementing the Unison Reading model. I consider leveled guided reading groups a form of racial segregation; another way to keep the poor hidden. We have also made great strides in the middle school in creating true diversity by abolishing the Honor's program and allowing poor and rich, Black, Hispanic, Asian and White children to learn together and create bonds together through shared experiences. If we want to build tolerance in our country, then it's not going to happen if our children remain silent and segregated in our classrooms. My mission is to prove that a public school with rich and poor, Black, Hispanic, Asian and White, can include all students together in the classroom in small group reading instruction groups where everyone learns to their highest potential. And in the process, our children will become citizens of the world—tolerant and open to learning and considering perspectives different than their own.
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EVENTSAMERICAN EDUCATION RESEARCH ASSOCIATION Unison Reading: Engaging, Effective, Heterogeneous Small-Group Reading Instruction, K-8 INTERNATIONAL READING ASSOCIATION Genre Practice: A 'Principled' Pedagogy for Adolescent Literacy Genre Practice: A Pedagogy fo Student Responsibility for Literacy Learning Unison Reading: Engaging, Effective Small-group Reading Instruction, K-8 Genre Practice: A Pedagogy for Literacy that Supports Avoidant and Low Achieving Students Research Poster Session by Cynthia McCallister, Kim Greene & Kerry Decker NATIONAL COUNCIL OF TEACHERS OF ENGLISH Supporting English Language Learners with Genre Practice Engaging Reluctant Learners through Genre Practice: Literacy Instruction that Supports Engagement and Achievement Genre Practice: A Model for Accountability for Literacy Learning Radical Freedom and Genre Practice: How Children Still Learn What's Expected When They're in Control of Reading Workshop Feelings, Emotions, and Genre Practice: Restoring Joyfulness into Standards-Based Literacy Education
59th NATIONAL READING CONFERENCE Acquiring English Literacy through "Genre Practice": Accounts of K-8 English Language Learners
RECOMMENDED READING
"The Cambridge Handbook of Literacy, by David R. Olson and Nancy Torrance, is a comprehensive and descriptive survey of literacy across a full range of social and psychological functions. The authors' treatment of the topic of literacy extends far beyond the narrow concerns of learning to reading and write, offering a constellation of insights that hold promise to guide the reconceptualization of literacy instruction." Cynthia McCallister, Ed.D. FRIENDS OF GENRE PRACTICE Jenny Brown, has a great web site devoted to childrens' books. It's called Amy Simone Piller is a poet, teacher and blogger.
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there's not enough teacher's like you!
Last month I had the chance to observe at PS/IS 126 MAT in various classrooms from K-4th grade. It was very eye opening for me to see the freedom of movement and independence just as you noted in your post. Compared to placements that I have been in throughout my college career, this was the most diversed setting that encourages the students to be active participants in their learning. In the placements that I have student taught in, families mainly come from the same social economic status and barely diverse in race. I feel that as a pre-service educator I should be in more placements like your classroom. There are too many school settings in New York City alone, where children are being left to fail, where struggling learners are left to learn it on their own when we're supposed to be the ones to help them. When I read Emily Jarrell's post on her 16 year old student, I felt a samiliar sympathy towards making a change in classrooms for our children. Learning is supposed to be fair and assessible for everyone. Children shoud learn about differences, values of our society and to have as much experiences as possible when they are young.
Thank you for sharing your thoughts on seeing the rainbow and reminding us on how we need to make our classrooms a learning environment where children learn to understand one another and to have an open mind to the different things that the may encounter in their lives.
Honors program
Ms.Decker,
While reading your blog, something struck me. At first I was shocked and saddened by your choice to get rid of the Honors Program. I decided to sit back and think about why this would be helpful in a school community. Growing up I was always in Honors classes and in the top of my class, this sometimes caused tension between me and my other classmates, even the ones that were my friends. I was always trying to help and many of my friends thought i felt the need to help them because i thought I was smarter or better than them because of my spot in the Honors classes. They didn't see the fact that I was doing it because I loved to learn but I loved to teach even more. It was also a lot of pressure to always have tougher assignments and I was always my own worst critic. Thinking back to those days, it may have been better if every class I had was with my peers, no matter the level they, or I, was it. I have really changed my perspective after reading your blog and I appreciate the insights you passed along. Good luck at 126.
-Rossana Rega
Levels
When I read your article the part about the leveled readers I really made a deep connection. When I started teaching the leveled reading always upset me because I saw how the kids, who were constantly at a low level and unable to move up were demoralized. I had one boy who was an A,B,C level and loved dinosaurs but he wanted to read a dinosaur book that was at a higher level. Everyday I saw him stare despondently at the book, thinking he would never be able to read it. I felt so bad for the boy, to have to tell him it was too hard felt so wrong. So, at Christmas I gave the boy a copy of the book and I never saw such joy! I knew what teaching was about at that instant. Giving children hope, they need to know anything is possible. Thank you!
Colleen
OPTEMISTIC/PESSIMISTIC...
KERRY, I ADMIRE YOU 'RE FLEXIBILITY IN LOOKING AT WHAT IS AND DECIDING NOT TO CONFORM TO IT. I AM ALL FOR THE 'IDEA' OF "NO CHILD LEFT BEHIND," BUT THE ACTUAL CARRY OUT OF THAT 'IDEA' LITERALLY REQUIRES CHILDREN BEING LEFT BEHIND. SO, WE ARE IN AGREEMENT. IT IS OF UTMOST IMPORTANCE THAT CHILDREN BECOME FULLY INVOLVED IN THEIR EDUCATION AND ACTUALLY ENJOY IT- AS MY ELDERS WOULD SAY, "ENCOURAGEMENT SWEETENS LABOR." THE CONCEPT OF GENRE PRACTICE REALLY SEEMS TO HELP YOUR SCHOOL GET INTO A BETTER PLACE WITH EDUCATING THE NATIONS, HOWEVER, I WOULD LIKE TO KNOW HOW GENRE PRACTICE HELPS THOSE STUDENTS WITH LEARNING DISABILITIES, ATTENTION DEFICITS AND THINGS OF THAT NATURE THAT DOES NOT ALLOW THEM TO RESPOND IN A "MAJORITY PERCENTAGE" WAY? AS AN ADULT, UNISON READING DIDN'T AND STILL DOESN'T HELP ME BECAUSE I HAVE NOT BEEN ABLE TO READ WITH A LOT OF NOISE IN MY SURROUNDING, NOR HAVE I BEEN ABLE TO COMPREHEND ANYTHING THAT I READ ALOUD-AS LONG AS I HAVE KNOWN MYSELF THIS HAS BEEN THE CASE. I KNOW THERE IS A GREAT AMOUNT OF STUDENTS WHO DON'T DO THINGS "LIKE EVERYONE ELSE," WHAT HAPPENS TO THOSE STUDENTS IN YOUR SCHOOL, WHAT PROGRAMS (OR SUPPLEMENTS) ARE IN PLACE FOR THEM? IS GENRE PRACTICE THE 'END ALL-BE ALL' FOR EDUCATION FOR THE FUTURE SUCCESS OF OUR PRESENT AND FUTURE STUDENTS?
Progressive, But Not Idealistic.
After reading this post I really thought about the school that I went to and the schools that I have worked in. The idea of a "honors" program, in theory seems like a good thing. When thinking about it more deeply, I have come to realize that programs like honors, advanced, etc. make some students feel like they had been "chosen" while all of the others had not. I think that the way that GP works in the school should foster such a different environment! I think that GP could work outside of NYC and could change the quality of education for students all over the country. By eliminating the divide of honors and other unnecessary advanced programs, schools would be more accommodating and accepting for students.
Encouraging
I remember the days of being in school and how silence was the way a classroom should be. There was no buzz of ideas or chatter from teachable moments. We were all taught 1 way and that way was usually whatever worked best for the teacher and what is in their comfort zone. After being introduced to genre practice, it was really encouraging and motivating to see how students can come together regardless of their learning levels or their ethnicity and learn for the sake of learning. They really enjoy working independently and listening to each other in the engaging conversations that they hold on their own. I thought to myself, "When we were kids, I didn't want an adult breathing down my back...and I don't necessarily want that now either." This is a brilliant way to get students to be accountable for their learning and ultimately enjoy it!
It's great that you're so supportive of your students and your teachers. It's really encouraging.
Inspiring
After reading your blog I realized what a truly amazing system PS 126 has put into place. Something that stuck with me was how you describe Genre Practice as a way of giving the students freedom. The use of agency in a classroom setting relaxes the students and allows them to open up their minds in a comfortable setting. Creating this "comfort zone" is the teacher's responsibility and is highly beneficial to each student.
I enjoyed the metaphor of the Rainbow, "the rainbow forces you to look beyond what's right in front of you." sometimes teachers and schools get stuck in a mold and by mixing things up and trying new practices, this effort can go a long way,
Looking Beyond
I found your article interesting in regards to diversity in all aspects. After learning about and observing Genre Practice in action, I was impressed by how it has cultivated a diverse sense of learning within the classroom. Aside from the different mix of students, ability leveling was invisible. Students were grouped by interest, rather than ability. In addition, I was struck by how much responsibility is placed on students. Teachers are there to facilitate rather than to run the classroom. I have begun teaching and I am actively trying to make my classroom more student-centered rather than teacher-centered. At times, I find it difficult to let go and hand the responsibility over, when I know they are capable. How can I successfully transition this "power?" Thus far, I hope to take certain aspects of Genre Practice and use it in my classroom.
thoughts on the honors program
Your school has certainly "looked to the rainbow" and is way ahead of the curve! Congratulations on being bold and leading your school into a new era! As one of Cynthia's students, I am familiar with genre practice, and I have seen it work in the classroom. Since it is relatively new to me, I still have some questions and concerns that I grapple with. Having been an "honors student" in elementary and middle school, and benefiting from the "advanced" classes, I suppose I'm naturally going to lean towards keeping the honors track. I completely the theory that learning is a social practice, and the playing field should be level. However, those students who would typically be accepted into the honors classes would be those who have achieved it by working hard in school. I agree that it is a form of segregation, but unlike race, gender, and economic standing, achievement is something that students have control over. Shouldn't we be rewarding these students by teaching them at a more advanced level? On the other hand, I recognize the social benefits of high achievers to be "mainstreamed" with everyone else. Students typically characterized as "honors" kids are usually more socially awkward than others, and including them in the mainstream classroom would be beneficial for learning social skills. However, are we doing this at the risk of failing to allow these kids to reach their full potential? Are we holding them back academically to advance them (and others) socially? I support much of what genre practice aims to accomplish, and I recognize the importance of learning as a social practice, but I still have questions such as these. I would appreciate any further insight you or anyone else has. Thank you!
-Paul
i never thought of it this way...
I never considered Honor's classes as a method of segregation. Like Julie mentioned, I always thought that students worked hard to get into these honor's classes, but I do realize that students who come from wealthier families are more likely to be placed in these classes, even simply due to the fact that they have more resources and support at home. I think differentiation is important in the classroom and I believe that effective instruction can occur in a room that is diverse and has students of many different backgrounds and ability levels. We all bring different skills and experiences with us to the classroom and students can benefit from the experiences of others. I always wondered about mixed ability groupings because there is a concern that students who might be put into an honor's class would be "bored" in a "regular" classroom. I can see how Unison Reading would curb this from happening. Students wouldn't be bored because they would be interacting socially, even using their skills to "teach" or offer insights to others in their group. I appreciate the ideas that you have put on the table here for discussion and consideration. I have seen just how effective Genre Practice has been at PS 126 as a learning tool and a motivational factor for students. There is a large focus here on Reading and Writing, but what happens in subject areas, such as math. Is there any way that learning is differentiated in these classes? Do you think this is beneficial?
Fearless leaders
I am so impressed with your dedication to your students, their learning, and spearheading an effort that is not the traditional approach. I am currently in a "factory model" school and feel a breath of fresh air after reading your blog. You are truly promoting lifelong learning in your classrooms. Please continue to stand and proclaim the results of high motivation and student achievement. Hopefully more schools will follow in your footsteps and see that it is possible to teach students how to read and write, as well as to give them agency and the ability to work with diverse community members.
"We not only teach kids how
"We not only teach kids how to read and write, we teach them how to be in dialog with others, how to be agents of their own future, and be cooperating members of a diverse community."
This statement sums up what impressed me the most upon my visits to P.S. 126. The reading groups were so diverse, both in culture and in ability, there was a sense of independence among the children, and their use of language with one another was truly impressive. Each classroom I visited had a strong sense of community, and I think that this helps each child improve to the best of their ability. I remember when I was in school, we were grouped by ability and those children became our peers. Since we were segregated in class, we often segregated ourselves socially, and had little interaction with other groups of students. Genre practice seems to eliminate this segregation, allowing children the confidence and capability to interact with other students who share the same interests as them, rather than the same skill sets.
Honor's Program
I have two co-workers who are beginning to look for elementary schools for their children to attend. They are constantly calling schools to set up tours; their most freuqently asked question is, "Do you have an honor's class?"
As someone who both attended and taught in suburban New Jersey public schools, this phenomen blows my mind. First of all, I was surprised by the fact that parents can pick the schools they want their children to attend. Here, you buy a house based on the school district you want your child to attend. And if you don't like the public schools, you either send your child to private schools or move. Second, the idea that a student could be placed directly into a "self-contained" honors class is just absurd. In the school where I taught, 2 or 3 of my second-grade students were pulled out for GT for one hours once or twice a week. Yes, there were pushy parents who all thought their children were gifted and yes, sometimes children were admitted to the program because of this.
I didn't truly understand how honor's programs are promoting segregation until I visited a school in Chinatown recently. The first-grade teacher explained the phenomen to me. Much of the school's population came from "the projects" across the street. However, the school wanted to attract students from other areas of the neighborhood. (By this she implied students from high-SES families.) As such, the school created an G&T class for each grade (with small class sizes) and has been attracting these students ever since. The problem is, the teacher explained, all of those students go directly into that program (whether or not they are gifted.) The rest of the population in her mainstream class (of 30 first-graders) remains the same.
Congratulations
Congratulations on having the courage to be a progressive educator with your students' best interests at heart. In fear of NCLB, many administrators are afraid to try new methods, eventhough the old ones aren't working. When I told an AP that I would like to try to implement a workshop model in my class he admitted he was too 'old-school' for that, he didn't know how it worked. Your school is a wonderful model for diversity and equality in education and I hope I can learn from your courage.
Honor's
I did notice and do appreciate that genre practice provides diversity in the classroom. Your school has done a great job of working together toward the goal of a better, more diverse, education for your students. Having said that, I find it interesting that you got rid of the Honor's program. Did you get rid of only Honor's classes or was there more involved? Until recently I hadn't thought about Honor's programs as a way of segregating students, which is true. However, I argue the positive, that Honor's programs reward students that have set themselves apart from others through their hard work. Setting themselves apart could be considered segregation, but don't we want each of them to set themselves apart from the crowd? Shouldn't hard work be rewarded? Genre practice seems to level the playing field for students, so students have an equal opportunity to achieve. Unlike race, economic status, or other means by which children are labeled, Honor's is achieved. If genre practice is working well, and I believe it is in 126, more students should be reaching Honor's. Is the bar being lowered or are more students rising to the challenge? I do think it's great to eliminate Honor's classes. Level the playing field. However, I think a program that showcases student achievement and growth is a good thing. Is there a place for this in your school?
you're missing the point...
Ok, I see where you are coming from. I mean, there was tracking in my middle and high school - and I was in the Honors and AP classes, although I never thought of those classes as "rewards." In fact, many of my teachers slacked off because they thought honors kids were good and already smart so they didn't need to try to teach us. How is that rewarding? There is no challenge, no motivation. I realize though there is the occasional gem of a teacher.
Regardless, you are missing the point. "Leveling the playing field," I'm not sure I like this term, is necessary because not everyone comes from families that value what the SYSTEM values. By system I mean whoever is deciding what the honors programs should entail/accept in this case. Those students that "work hard" are very possibly not learning anything at all but rather just following this "factory model" as Kerry put it - going through the motions. Honors ensures nothing, and what does it really mean? It depends on the system. So, what is really achieved by the honors programs? Segregation. This idea of an honors program is cultural, and exclusive.
The point in removing these programs is not to lower the bar, it is in fact the opposite. Instead we are saying EVERYBODY should be challenged, do their best, and learn all they can - TOGETHER. So, to answer your question of is there a place to showcase student achievement and growth in PS126 - yes. It is what they are doing now that there is no honors program.
i also wondered
I had recently been wondering the same thing. Genre Practice is really great at helping children who would struggle in other programs have more opportunities to reach their full potential without too much heartache or unnecessary stress. However, I often wonder about the highest achievers. Though it's great that they have the opportunity to help out their peers, how else are they challenged? I feel that as important as it is for children who struggle in school to feel accomplished, it's also important for those who are doing well to feel recognized as well.
Though I agree with Julie - eliminating honors classes is a good thing. I was in honors classes all through high school and there was a large portion of my peers that I never got the chance to interact with, just because school was a little bit harder for them. I think we could have learned a lot from each other had we been given the opportunity.