In our teacher education program—and specifically
in my literacy methods class—we are constantly balancing
the need to prepare student teachers to follow the District’s
mandated curriculum and teach in a climate guided by constant high
stakes testing and our belief in the importance of basing the practice
and content of teaching on a deep knowledge of students and the
local context. On one hand, student teachers hear from the District
and from many teachers worried by the pressures of increasing test
scores, that there is no time to build community or get to know
individual students. Emphasis must be placed on the curriculum
and testing protocol based on the assumption that everyone should
learn the same content at the same rate across the district and
across widely varying contexts. We need to acknowledge these conditions,
while teaching students the value of listening closely to students
and learning about the home and community contexts. We introduce
this stance toward teaching through a series of assignments beginning
with a neighborhood study of the community surrounding the field
placement school and continuing during a term focused on learners
and learning [link to curriculum grid] and a child study assignment
[link]. We also teach this stance of listening closely to students
and learning about the larger contexts of their schooling through
class discussions, modeling (we try to use our knowledge of student
teachers to guide our teaching, and course texts. During
the 2004/5 academic year, two sites created by Yvonne Divans Hutchinson
and Vanessa Brown were central course texts. Through inquiry into
their sites, reflective writing and class discussions, we developed
a language and set of images of how these two teachers taught from
this knowledge of students. When student teachers were told in
their Philadelphia classrooms that there was no time to get to
know students, they could witness urban teachers in Los Angeles
and Philadelphia making different decisions. Perhaps most importantly,
they learned that it wasn’t necessary to choose one stance
or another but that they could teach the mandated curriculum through
knowing students.
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