No, I'm Not Correcting What You Say in my Head . . . at Least Not All the Time, Anyway

I thought of our last class and the idea that people often feel they have to watch what they say when I was reading Sarah Freedman's article "Moving Writing Research into the 21 Century." I had mixed feelings about the project they did--I thought Freedman was rather harsh and critical regarding her opinions of the teachers letters to the students, though I can see how she came to her conclusions. I also thought that the fact that it was an assignment took away it's authenticity a bit--though that's often the case in most writing assignments.

As I read, this quote stood out at me:

Center research has gone on to examine specifically how writers, from early childhood through adulthood, form social relationships with teachers and peers in ways that shape their learning and become part of their individual thinking, their cognition. (1050)

People always talk of the power of teachers--there it is. The relationships teachers form with the students have direct impact on student success . . . and it's an immense--and rewarding--responsibility to have as an educator. Freedman mentions Vygotsky and his ideas about how closely learning is tied to social relationships.

In reading the article--and looking back at my time in the classroom, it seems as if there is a wall--unspoken and unseen--between students and teachers because teachers are in a position of power. Sadly, some abuse that power, but I think most try to figure out ways to work around it. To have meaningful interactions with students while at the same time maintaining authority and discipline in the classroom. I think there will always be--and should always be--a fine line there. Maybe it's a think line. Either way, it's a socially unavoidable reality, and it's a huge task to teachers to be mindful of the power they have when interacting with students . . . especially when it comes to writing.

I particularly liked the thoughts of the British teacher who didn't plan the year before it started because "his curriculum arose out of the interaction with of students with each other and with him" (1052). Quite profound! The first year I taught, I tried to have the whole year planned out before I started. Never did that again! While I had a general idea of what I wanted to teach and when and planned lessons (they had to be on file, after all), I was always open to where the class would take me. Some things worked in some classes but not in others; some activities failed across the board. While I didn't go so far as Ross and not keep anything from year to year, I reflected on every assignment and modified them as needed depending on each class or student.

I also tried to keep things interesting and relevant to students, studying the things they were reading and using elements of their culture in our classroom activities. I did this primarily to motivate them and excite them about the content, and I can see roots of the cultural studies movement as described in George and Timber's article. I think doing this not only validates their culture as students but also contributes to the social relationships in the class that so influence student learning.

This video, especially the last line, is how I have always tried to interact with students. To impress on them that what they say is already important . . . while at the same time, teaching them strategies to get those ideas on paper--or in the air as Mali mentions in his poem--in the best way possible so that others can understand what they want to say. To do that--to validate, motivate, and inspire students while at the same time help them to be critical of their writing and find ways to make it "better" or more effective--is a challenge. A rewarding and often enjoyable one, but a challenge still.