A young African American male sits directly across a typical American middle school classroom from me, sighing heavily every time the computer puts a new question on the screen. He’s asked me several times how many questions there are, and all I can tell him is somewhere between 30 and 50, because this test is a test that gives a different amount of questions to each student dependent upon their success or failure on the proceeding question. Another young African American male keeps falling asleep so frequently I ask him to stand up to take the test, so he’ll not be tempted to put his head down. He is only on question 14, and I am sure this moment in time is only further cementing his hatred of reading. A young white female, who has obviously done this before, flew through the test, just fast enough for the “disengaged student” filter not to catch her apathy. A young white male clicked through too fast yesterday, and had to take it again today.
I am not okay with my students being this frustrated and disengaged with the written word.
I’m sitting in this classroom, giving my student the NWEA assessment, which isn’t a bad assessment in and of itself, but it’s one of three assessments I will give to my students within the first three weeks of class, and I will give another one the week after next. We use Achieve 3000, IXL, NWEA, and SRI to assess our students’ reading levels. We are expected to share this data with the students, have them track their own progress, and have them reach for grade level by the end of the school year.
I am not okay with giving more assessment than are absolutely necessary to gauge my students’ abilities.
Having students be responsible for their own data is like multi-billion dollar corporations asking me to ring out my own groceries, so they can cut the jobs of my fellow workers. I work with students who do not need one more thing to make them feel bad about themselves, students who are on average a couple of years below grade level, and it is my job, as the one with the college degree and license in education, to make sure they improve, to make sure they learn, and to make sure they grow.
Most importantly, my job is to help students love language and literature. If they don’t love it, they won’t engage in it, and they won’t change the world for the better, because they won’t know how to read. But I cannot do this by using a canned program that exists solely to make money for its purveyors, no matter how well intentioned it began.
I am not okay with Capitalism in the classroom.
Language and literature appeal to me precisely because they are wild and unruly and unpredictable. These facets of culture move with us; they are alive and changing and growing. They aren’t subjects that are fixed in time or place, and they should bring us joy, sorrow, information, relationships, anger, love, and all those human emotions. We shouldn’t expect students to read something, answer a couple of program-based low-level comprehension questions, and be done with it. We shouldn’t put a dead and static text in front of a teenager and ask them to fall in love with words.
I am not okay with teaching students to hate reading by participating in what passes for English Language Arts in American schools.
Those of you who love to read: when was the last time you read something you were forced to read, other than for work? When was the last time you sent your friends a list of basic comprehension question when you had a book recommendation for them? Do you keep reading a book or a text you hate because you have to? Is there someone in your life who forces you to read things that have no meaning to you or for you?
Personally, I like to pick my own texts, talk about them with my friends, and write about them in my own ways. I like the freedom to stop reading something that doesn’t interest me. And, you know what? I end up reading all types of texts, having all kinds of amazing conversations with people I’d normally never discuss those subjects with, and I write all types of writing in response.
Wouldn’t it be cool if we could afford our students the same pleasures we have with language and literature, instead of jamming them inside tiny boxes of canned programming and contrived literary situations?