Content
Identity through Text
Booker T. Washington in his autobiography Up From Slavery says that “My life had its beginning in the midst of the most miserable, desolate, and discouraging surroundings.”4 Washington goes on to conclude that his “desolate” upbringing helped him to become an influential man. He did not become bitter or angry about his upbringing, but he used it as lessons to be learned. For example, Washington had a strong desire to be educated. He often times had to work during the day and attend school at night. His determination was his motivation to be better than his surroundings. Throughout his autobiography it was evident that he had a plan and knew the steps necessary to achieve his goal. Even when obstacles were presented, he didn’t allow that to deter him from the goal of being educated. For example, Washington desired to be educated at the school now know as Hampton University. While on his way to Hampton, Washington encountered financial problems that could have caused him to return back to the comforts of his home, but he decided to move forward remembering his goal, being educated.5 Students can be inspired by stories related to theirs. Many of my students have many daily distractions that can keep them from coming to school. By using the facts of Washington’s life, I can help my students understand that distractions do not have to stop progress. If students do not hear stories related to their own, how will they have hope for the future? Stories are meant to be shared, and through sharing comes empowerment.
It is crucial that once students understand their story and identity, they become exposed to a variety of careers. Booker T. Washington noticed that once students learned to read, they felt “called to preach.”6 This understanding was partly due to a lack of opportunity for African Americans during the time. But the students also had a lack of exposure to other opportunities that one could have as a result of being a reader. It is quite common that students in elementary school desire to be professional sports players or entertainers in order to achieve success. At times, students can force themselves to be people they are not in order to fit in the mold that was created for them by their community or even culture. The teacher can play a major role in the types of careers the students are exposed to in the goal-setting stage. A career fair can be held at the school to expose the students to a variety of careers. Parents may also come into the classroom to speak about how their job incorporates learning from elementary school. During Washington’s teaching career, he found that students desired to become what they thought the community wanted them to become, preachers. My students desire to become what the community thinks they are skilled in, playing sports. Many of the skills used in sports can be adapted to other professions. When parents speak of other non- sports professions, students can get a glimpse of their options using their skill set.
Once Washington was educated, he looked for opportunities to educate others, in order to give back to his community. He began a school, Tuskegee Institute, with that goal. He not only looked to be educated himself, but also understood that “the individual who can do something that the world wants done will, in the end, make his way regardless of his race.” 7 It was not good enough to have a school that educated African-Americans: Washington wanted those educated to understand their purpose, their goal, beyond education. How can this idea be transferred into the classroom? Once material is taught, how is it being transferred to real life? Real learning takes place when that transfer occurs. With this unit, the transfer of learning will occur with the goal setting process and increased motivation for reading.
Motivation to Read
The type of text given to students is important. The teacher must be intentional in the text selection and its purpose. In this unit, books that represent the students’ culture and history will be used. The formation of identity is a crisis each of us must go through on our journey to adulthood.8 Knowing that students spend a majority of their day at school, teachers should take personal responsibility in helping to form student identity. In the materials provided, teachers should be mindful of the images and messages, directly or indirectly, that are being portrayed. Teachers cannot tell students how to define themselves, but tools can be provided to help them discover their identity. One of the school’s priority should be to educate the students so they are able to meet the conditions as they exist now.9 Students on the South side of Chicago should be prepared in school to function in the city of Chicago. The factors of the environment that affect the students should be considered during the school day. For example, if a teacher knows that students face poverty, then address that need and how to overcome it in the curriculum.
Another way students can be motivated to read is through the teacher. At the beginning of the year, the teacher may give the students a book survey in order to determine the type of books the students like to read. It would be helpful to have a variety of student choice of books in the classroom library. Even if the teacher is unable to purchase books, he/she may check out of the public library books that interest the students. By having some desired books in the classroom library, on students’ reading level, they will be encouraged to read. Once those books have been provided in classroom libraries, the teacher should ensure adequate activities to further engage and motivate students.10
Parents’ Role in Education
How much of student success in school is dependent upon the parents? Some parents are unable to participate in school events, for various reasons, but does that affect the academic growth of the child? Many schools host family nights, in order to partner with the parents for the education process. At the elementary level, children are more influenced by their parents, and therefore parental involvement is a predictor in academic achievement. It is important to capitalize on this influence because it changes as students get older, and therefore has less effect on the students’ academic progress.11 Parents have lots to offer the school, but some may not get involved unless invited. The school environment must be such that the parents feel welcomed in the school. Parents who have had positive school experiences may be more inclined to volunteer in school. Some parents may have experienced trauma in their own educational experience, so they do not want to come into the school. If this is the case, then the school should be intentional about forming positive relationships with the parents, making them feel welcomed in the school at any level.
One way parents may be involved in the schools is through story telling. In their article “Experiment, Share, Revise: Learning Through Oral History and Digital Storytelling,” Bazley and Graham discuss oral and digital story telling.12 In this unit, students will study some ancestors from their community. They will learn about individuals from their families and outside of their immediate family. A way to get parents involved in a non-threatening way is to have parents share their family stories. When parents share their stories, they will be the experts. Each one’s family story is personal to him or her, which no one else may know. Parents will get a voice and a sense of empowerment when they share the rich history of their family. This storytelling project does not have one correct answer, nor does it rely on academics. It will allow parents to be comfortable in sharing what they know. The children will get a sense of pride from seeing their parents involved in their education and also from hearing their family story. By collecting and organizing their family stories, children will have to read, analyze, and write. There will be student ownership, which will promote motivation, as students and parents work on their family stories together.
Goal Setting in the Classroom
Many times in elementary schools we set goals for students. We tell students what to learn and how to learn it. What value does that approach have for the student? What would the process look like if students were involved in goal setting? A great way to motivate students in reading and in the classroom would be to get their insight into learning. Palmer and Wehmeyer defined the Self-Determined Learning Model of Instruction as “a model of teaching to enable educators to teach students to self-direct the instructional process and, at the same time, to enhance their self-determination.” With this model, the teacher guides the students through three phrases, set a goal, action plan, and make adjustments to the plan, that help them set goals according to the students’ understandings.13 The students will have ownership of their learning because they are essentially designing their own learning path. The teacher still has control of the classroom, but the students have a voice in the direction of their learning. Students may also hold one another accountable for the goals that have been set.
In this unit, students will embark upon goal-setting and action planning for their goals. Ex- slave Booker T. Washington was adamant about achieving his goals, so students should be encouraged to do the same. The method that students use in this goal setting process can transfer over to setting goals in life. Overall, students should understand the importance of knowing what you want to accomplish and how to get there.
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