Holding on to Good Ideas in a Time of Bad Ones:

Six Literacy Principles Worth Fighting For 

by Thomas Newkirk

 

 

This book is divided into three sections, with chapters within each of those sections.  The first section, "Part 1: The Mechanization of Teaching," contains the first two chapters.  I wondered immediately at the title of the first chapter, "The Curse of Graphite."  Mr. Newkirk begins with a history of electronic methods for scoring tests.  The first of these machines was developed in the 1930s by Reynold B. Johnson.  His experiments produced the "Markograph."  The Markograph could score graphite marks on a test sheet.  Hence, the #2 pencils passed out annually at our standardized testing times.  In 1935 the Iowa Test of Basic Skills was developed and quickly became the standard in American classrooms. 

Even now, students are tested on items that can be scored electronically.  This obviously eliminates so many qualities we attempt to instill in students, such as reasoning and thinking outside the box.  Teachers are engulfed in the standards movement, emphasizing standards-based instruction, enabled by scripted teacher instructions.  Mr. Newkirk advocates a balance between standards and teacher initiative, allowing for teacher decision making.  He states, "Unfortunately, in my experience many of the reforms that have been put in place are so restrictive--even distrustful of teacher creativity--that they strip teachers of agency and ownership of their own craft.  This is a heavy, unconscionable price to pay."  I agree that teacher judgment seems to be more and more pushed aside in the name of uniformity and standardization.  Standards themselves are a good thing.  We should have a plan for what needs to be taught.  I object to the scripted teacher editions.  However, it does make it easier for a substitute to come in and teach without knowing anything about our students.  But what does that say about what teachers are permitted to do in their classrooms?  Sadly, not much.

Mr. Newkirk discusses the situational aspect of teaching, such as helping a child who is having trouble decoding a word.  He highlights the number of variables that need to be considered by the teacher, all in a short amount of time, such as previous success by the child, frustration level, significance of the particular word, interest, prior knolwedge, child's strengths and weaknesses, teacher's patience level, and the behavior of the other children.  "Group comparison research may suggest patterns for large populations, but teachers must make decisions in complex and individual human situations.  consequently, there is an inevitable mismatch between the guidance research can provide--and the decisions teachers must make."

Another point is that standardization can lead only to sameness, not quality instrsuction.  I cannot count how many times I've said that "fair doesn't mean equal."  I think all good teachers will acknowledge that the way we treat students depends on so many varied factors.  Students need to be taught and treated according to their individual needs.  Even in the area of discipline, each student is an individual case.  That's what makes many hard and fast discipline systems fail.  Individual students respond to discipline in varied ways.  While some may require a more firm hand, others would be humiliated with the same treatment. 

One point made by the author that summarizes his thoughts in this chapter is "I will make the case that when curriculum is defined as covering 'content,' writing in particular is the activity that gets crowded out."  He goes on to say, "Time is chopped up into shorter and shorter units.  Depth gives way to breadth; and time-intensive activities like writing and revising fall by the wayside."  I know from talking to many teachers that this holds true.  Other than fourth grade teachers, most say that they have a difficult time giving writing the instructional time it deserves because of all the other requirements and deadlines they have to meet.

I look forward to reading Chapter 2 -- "The Teacher as Schmidt."  I don't know the symbolism of the name yet, but will eagerly read to find out!