Literacy With An Attitude - Extended Comments on Vanessa's Blog

Literacy With An Attitude by Patrick J. Finn

        In Vanessa’s blog post discussing quotes of particular interest from Patrick J. Finn’s Literacy With An Attitude, she highlights several quotes that I found particularly interesting and worthy of discussion. This blog can be read in conjunction with hers, and I will be responding to each of the quotes she chooses to highlight and her takeaways from them as they appear. I will assume the reader has already read each point before reading my responses.

Quote One: I really like the point Vanessa makes here about how it’s odd that topics like civil rights are a discussion often avoided most in schools that would benefit most from these discussions. There's a common trend I’ve noticed in working-class schools of classrooms made up of mostly students of color, and a white teacher instructing them (this is also supported by a study linked below). This absolutely could lend itself to the avoidance of conversations that would greatly benefit the students: the teacher, in ignorance of the disadvantages they’ve sidestepped by simply being white, doesn’t think to or value the importance of having these discussions in the classroom. We’ve previously discussed in readings such as Delpit’s about how the cultural barrier between white educators and students of color can make it difficult for white teachers to adequately meet the needs of students of color, further supporting this theory. This, paired with the stigma around students of lower economic (or working-class) status that suggests they learn at a slower rate than their wealthier peers can create an environment where the conversations about the disadvantages certain groups have in the world are being avoided in the places they are most relevant.

Quote Two: Vanessa’s second quote was something that I found really interesting, and I found her connection to be even more so. I strongly agree with the assertion that relationships between educators and students is one of the most important factors in properly understanding where a student is at in their skills and how they’ll effectively improve on their weaknesses. The strengths of students are only practiced by them (and the weaknesses are only worked on) when they feel as though their efforts are being observed and acknowledged, and when students are put down for their struggles, it can become really unmotivating to try anything. I absolutely have noticed an increase in poor relationships between students and teachers over the years, and while it may just be my increased exposure to the behind-the-scenes of educations that is leading me to see this more often, it is really disheartening to see from people who are meant to be fostering these student’s paths to achieving their aspirations.

    Quote Three: While I absolutely agree with the sentiment that teachers shouldn’t be trying to control students, per se, and the students being challenged to do so here are absolutely being asked to do something well beyond their pay grade, I feel that there is still a responsibility on the teacher’s end to maintain structure and focus for the students. This is likely what was meant with the phrase “kept control of the class”, even if it was worded poorly. I’m very anti-authoritarian in educational roles and all aspects of life, but having been put in a position of authority over students a number of times, I’ve come to understand that students when left too much to their own devices can be ineffective. I think the difference between letting students run free and outright ordering them around, however, is understanding how to help channel the student’s ideas, interests and energy into their learning.

Hyperlink: https://www.axios.com/2022/01/23/teachers-schools-students-diversity