|
|
Lessons Taught, Lessons Learned Vol. I
REFLECTIONS ON TEACHING
IN THE KUSKOKWIM DELTA
by
Christine Anderson
Kasigiluk
Eclectic is a wonderful
word. Human beings, in our infinite variety, require eclectic
institutions. All our institutions, including schools, are
continually evolving as we balance the tidy ideas of what should
be against the untidy reality of what is. To add to the confusion
there are multiple perceptions of both.
Social institutions are like
nuclear time bombs ticking in our midst. The professionals are
forever tinkering to make them work better, and they tinker well.
But for my safety and survival I had best concern myself with
their purpose and the manner of their use. Likewise with
education.
Every dedicated educator has his
own vision of what schools should be. He can, and should, share
this vision with colleagues, students, parents, and community.
Everyone should know something of the capabilities and limitations
of the tool we call school. But, in the end it is the community
that must decide the purpose for which school exists. The
community must take and shape the school so that it transmits the
skills, knowledge, and values the community wishes to preserve
from their own culture and those they wish to integrate from the
dominant mainstream.
Barnhardt says, "...we will devise
an eclectic approach which allows for minority selection and
adaptation of those features which they deem most desirable ..." (see this
publication). Those who doubt this can happen should look at the role of the
churches in the Kuskokwim Delta. It is
fashionable to mock the early missionaries, but it seems they must
have done some things right. The churches today are integrated
into the culture and community in a way that schools are not. Why?
Perhaps there are lessons here for modern educators. For one
thing, the early missionaries did not come with inward doubts and
outward apologies. They came with absolute conviction, and they
came to stay. They learned the language of the community-learned
it well enough to teach their message in that language. Guilty
they may later have been of efforts to suppress and supplant the
language. In the beginning they learned it.
They began immediately to train
native leaders to take their places. They did these things so well
that today the churches seem the most "Yup'ik'" institutions in
the village. In the same way the school needs to be adopted,
adapted, and integrated into the fabric of the village. Increasing
numbers of native teachers can facilitate and accelerate this
process. Knowing both worlds, they can help each understand the
other to achieve consensus on the role and purpose of the
school.
Scollons say, "Nearly everyone
would say that the purpose of education is to prepare students for
the world they will enter upon graduation. We all want students to
have the knowledge and skills they will need to be mature,
competent adults who have a range of options in employment or
careers and who will be responsible, productive citizens" (see this
publication). But what
knowledge and what skills? Who will decide?
Roberts says, "...the emerging
roles of the community vis a' vis the school staff in the
curriculum development process are those of goal setting vis a'
vis implementing education to reach those goals" (see
this publication). Our
school district already has in place both written statements of
goals, and detailed curriculum guides, developed at great expense
of time and funds, and approved by the school board.
Administrative policy requires yearly time-lines and written
weekly lesson plans showing how we intend to cover the required
curriculum. "Cover" is the significant word here. On the one hand
we have the administrations "need to know" that the curriculum is
being "covered"-on the other hand are the real needs of real
children. This is the problem with curriculum planning. No matter
how much community input there has been, no matter how much
skillful professional planning, a curriculum guide should be just
that-a guide. We should not fall into the trap of allowing the
tool to control the craftsman.
If you follow a good recipe
accurately you can expect a perfect cake every time, but people
arc not cakes. Children learn in different ways, at different
speeds. There are so many variables in the educational equation
that there can be no one perfect recipe. A good curriculum guide
is a very useful tool to have, particularly if it is developed
with community involvement for a specific situation.
Administrators do need to know that teachers are using this tool.
But there is a vast difference between "covering" curricula and
teaching children.
Perhaps here a distinction needs
to be made on the basis of content.. I can see some justification
for "covering" all the content of a high school course on ANCSA,
even if some students do not understand the first lesson. In the
area of basic skills, there is an inherent order to the subject
matter. It is impossible to teach long division to a child who
cannot subtract. Spelling is another good example of how the
curriculum trap can lure a teacher into bad teaching practices.
Spelling books are usually divided into thirty-six lessons.
Obviously we must complete one lesson each week to "cover" the
content. But what about the student who fails the first week's
test, and the next, and the next? By the end of the school year he
has "covered" the material, but what has he learned? How to fail?
How to hate school?
In the Lower Kuskokwim School
District the teacher is caught "between a rock and a hard place," between
the demands of a very detailed curriculum and the varied learning styles and
levels of real, individual children. The
notion of accountability is good to the extent that it is evidence
of parent and community interest in the educational process, but I
see inherent dangers. Rote learning is easy to assess and measure.
Creative processes are not. Consequently, an over-emphasis on
accountability tends to encourage rote teaching at the expense of
more nebulous problem solving experiences.
I like the Scollon's "Axe Handle
Academy" curriculum. I think it would make an excellent foundation
on which to build a high school curriculum that would be both
open-ended and truly specific to our district. This being out of
my control, I do intend to use, borrow and adapt many of their
questions to my classroom. "Were the stars out last night?" is a
wonderful "wake up" question for the bulletin board. Others are
good starters for writing or learning center activities, or around
which to build learning activity packets. To quote Scollons, "We
need to prepare students by giving them a solid understanding of
their place on the earth, their place and identity in society, and
the ability to listen, observe, reflect and then communicate
effectively with others.
Weaving Curriculum Web s by
Corwin, et al (see
this publication),
describes what can happen when a spider comes to school. One
magical experience like this stands out in my memory. One glorious
morning in Northeast Oregon, teacher and students were outside
raising the flag and giving the Pledge of Allegiance. On this
particular morning, our leader was a first grader-probably
mentally retarded, certainly language deprived, and being raised
by a retarded mother and an alcoholic grandparent. As we finished
the Pledge, Anita, standing by the flag pole facing the rest of
us, pointed silently at the sky over our heads. We all turned and
there, touched by the morning sun, outlined against the blue sky,
were three geese flying in a perfect vee. We all watched until the
geese turned to black specks and disappeared in the blue distance.
Then the children turned spontaneously to Anita and thanked her
for showing us this wonderful sight we would otherwise have
missed. Geese kept coming up all day, in the children's writing,
and in their art. One of the readers happened to have a story
about an injured wild goose. The primary science lesson was on
signs of autumn. Unanswered questions sent several students to the
library. Beyond the curriculum webs we wove around the geese
something magical happened to us as a group, because we had shared
and valued that moment together, because the "least" of us had
been our teacher.
I try always to remain alert
and sensitive to moments like this. One device that helps me do
this is to have the children spend the first five minutes of the
day writing journal entries. By scanning these as I collect them
and at morning break I can get a good indication of anything
special that has engaged the children's interest. Of course, we
can't wait for the spider to come to school. Bulletin boards,
manipulatives, video tapes, music, field trips, mysteries,
learning centers, projects, and activity packets are all efforts
to provide the stimulus about which to weave relevant curriculum
webs.
As much as I believe in flexible
open-ended curricula and spontaneity, I also believe in structure,
drill, and mastery learning. Teachers need to be well trained and
well prepared. They need to know their subject matter thoroughly.
Here is the place for the kind of curriculum guide
our district is using, as a kind of
check list for the teacher to use periodically to be certain that
basic skills and knowledge are being mastered as we weave our
relevant webs.
For my own use I write lesson
plans somewhat differently from the ones I am required to submit
to my administrator. I like to write individual prescriptive plans
for each student at the beginning of the school year and at
intervals throughout the year. If report cards are prepared on a
nine-week basis, it usually works well to review these "IEP's" at
the same time.
My prescriptive plan for each
student will tell me where he is now in basic skills, in reading,
math, English, spelling and handwriting, which skills he needs
more practice with, and which he needs to learn next. For science,
health, social studies, art, etc., I will write group plans but
will also note individual weaknesses, and plan corrective
activities in these areas. Learning centers and individualized
activity packets allow for a range of interests, abilities, and
learning styles.
Children like structure and
predictability. They like to know what they are supposed to be
doing at any given moment during the day. One system I like, and
children seem to like, is to prepare daily lesson plans in the
form of job tickets for each child. The student's job ticket will
tell him what he is expected to complete during the day, what
pages in reading and math, how many lines of handwriting, what
spelling words to practice, and what his computer time will be. It
will also specify group activities and a variety of options for
free time.
It takes a while to prepare these
job tickets every evening, and I have found it self-defeating to
prepare them a day ahead, but the savings in teaching time in the
classroom is invaluable, especially in the multi-graded classroom.
This system helps students assume more responsibility for their
own learning. A student can see exactly what he needs to get done,
and can begin to learn how to budget his own time. After a few
weeks on this system, students will begin to move independently
from one activity to another without interrupting the group that
is working with the teacher. If a child is stuck, he can flip up a "Help" sign
on his desk, and move to another activity until the teacher is free to help
him.
Independent and group activities
are interspersed throughout the day. the trick is to keep drill
and practice activities within achievable limits and always to
include several open-ended reward" activities so that students are
neither bored nor frustrated, but spend a maximum amount of time
in meaningful activities aimed at advancing them along the
continuum of skills and knowledge set forth in the curriculum
guide. There will be times during the day for whole-group
activities, and times for the teacher to give individual help.
Such a system provides both for the drill and practice necessary
for true mastery of basic skills, and for challenge, variety and
spontaneity within the structure.
I was very interested to hear one
of the Rural Alaska Instructional Improvement Academy instructor's
comment that we do our students a disservice by not helping them
learn to concentrate in a noisy environment. This instructor was
recommending that students read aloud to themselves from their
computer screens as they practiced key-boarding and reading
skills. It certainly worked for our adult group, each of us
testifying that we could attend to our own voices and shut out our
neighbors' as we read aloud and typed. Children too attend
selectively and can learn to work efficiently in classrooms in
which different activities are going forward
concurrently.
Such a classroom may appear
unorganized and noisy at first glance. But if the teacher knows
the subject matter, and has planned well, continued observation
will demonstrate that educational objectives are indeed being met
in a positive learning environment in which students are learning
how to learn.
An appropriate elementary school
for the Kuskokwim Delta will be shaped by and integrated into the
village. It will reflect the values, traditions, and skills
selected and adapted by the village from the Native and mainstream
cultures. Curriculum guides will be flexible, relevant and
open-ended on the model of the Axe Handle Academy curriculum.
Teachers, many of them Native, will be well trained and
knowledgeable, sensitive to individual differences and cultural
ambiance. These enthusiastic teachers will have high expectations
of their students.
Teachers will stay flexible and
alert for the "teachable moment", respect the interests of their
students, and use every device and trick of their trade to make
the skills and knowledge they are teaching relevant to the
students' world. Teachers will be "learners" too and model the
attitudes, processes, and skills that will make life-long learners
of their students. There are ills in Western Alaska, as elsewhere,
that the schools did not cause and cannot cure. Students who
graduate from such a school will be part of the solution not the
problem.
Foreword
J. Kelly Tonsmiere
Introduction
Ray Barnhardt
Section
I
Some Thoughts on Village
Schooling
"Appropriate
Schools in Rural Alaska"
Todd Bergman, New Stuyahok
"Learning
Through Experience"
Judy Hoeldt, Kaltag
"The
Medium Is The Message For Village
Schools"
Steve Byrd, Wainwright
"Multiple
Intelligences: A Community Learning
Campaign"
Raymond Stein, Sitka
"Obstacles
To A Community-Based Curriculum"
Jim Vait, Eek
"Building
the Dream House"
Mary Moses-Marks, McGrath
"Community
Participation in Rural Education"
George Olana, Shishmaref
"Secondary
Education in Rural Alaska"
Pennee Reinhart, Kiana
"Reflections
on Teaching in the Kuskokwim Delta"
Christine Anderson, Kasigluk
"Some
Thoughts on Curriculum"
Marilyn Harmon, Kotzebue
Section
II
Some Suggestions for the
Curriculum
"Rabbit
Snaring and Language Arts"
Judy Hoeldt, Kaltag
"A Senior
Research Project for Rural High Schools"
Dave Ringle, St. Mary's
"Curriculum
Projects for the Pacific Region,"
Roberta Hogue Davis, College
"Resources
for Exploring Japan's Cultural Heritage"
Raymond Stein, Sitka
"Alaskans
Experience Japanese Culture Through
Music"
Rosemary Branham, Kenai
Section
III
Some Alternative
Perspectives
"The
Axe Handle Academy: A Proposal for a Bioregional, Thematic
Humanities Education"
Ron and Suzanne Scollon
"Culture,
Community and the Curriculum"
Ray Barnhardt
"The
Development of an Integrated Bilingual and Cross-Cultural
Curriculum in an Arctic School District"
Helen Roberts
"Weaving
Curriculum Webs: The Structure of Nonlinear
Curriculum"
Rebecca Corwin, George E. Hem and Diane Levin
Artists'
Credits
|
The
University of Alaska Fairbanks is an Affirmative
Action/Equal Opportunity employer, educational
institution, and provider is a part of the University of Alaska
system. Learn more about UA's notice of nondiscrimination.
Alaska Native Knowledge
Network
University of Alaska Fairbanks
PO Box 756730
Fairbanks AK 99775-6730
Phone (907) 474.1902
Fax (907) 474.1957 |
Questions or comments?
Contact ANKN |
|
Last
modified
August 14, 2006
|
|
|