Ch. 6 – A Profound Challenge

IMPLICATIONS FOR CLASSROOM PRACTICE

This is the final chapter in “Reading Don’t Fix No Chevys”.  The focus of this chapter is to have teachers be aware of our students and what we really want from them.  We must ask ourselves questions constantly so we don’t fall into a routine where our students get bored and where we lose focus of what our job really is.  We must help students stay engaged and remember that we are there to teach students not teach a certain subject.  Our students need to remain our focus.

As teachers it is imperative that we keep students inquiring about texts and motivated to read.  This is challenging because we have time restraints and so many different types of learners in our classrooms.  The authors emphasize the importance of keeping lessons interesting by applying humor, which helps the students enjoy the lesson.  Most students play sports or do activities because they are fun.  Learning can be fun and interesting if we keep in mind what we want the outcome to be.

Giving students choices will keep will allow them a sense of freedom with their learning. This will help them feel that they have a sense of control and allow them to feel as if their choices are valued.  We must engage students from the beginning and throughout to keep them interested and allow students to apply their readings to their social life and personal feelings.

All of these suggestions made by the authors were made because of the way the boys approached reading and literacy.  Through their reading logs and interviews they found what the boys thought about reading and decided on suggestions that could possibly help in these areas of struggle.

I thought that this chapter helped me focus on how I approach teaching and how I too might be guilty of falling into a system of routine and habit.  School does not have to be place where the teacher is the one with control.  If we give our students a sense of responsibility for their learning we are empowering them.

Ch. 5- May I Have The Envelope Please?

THE TEXTS BOYS ENJOY AND WHY THEY ENJOY THEM

This chapter focuses on why boys choose the types of texts they do and what they actually get out of certain texts.  In the previous chapters the authors have mentioned that boys choose texts for different reasons. 

Many reasons the boys choose what they do is because they feel a sense of personal connection to the reading. They liked stories that had underdogs and villains and strongly related to many of the characters in certain types of readings.  The boys seemed to prefer readings that prompted interesting discussion for them and involved movement when discussing.

Many of the boys used technology to engage in reading and writing and expressed that they found this helped them socially. Materials that were engaging and motivating kept the boys interested in reading. Visual stimulation played an important part in what they boys seemed drawn to and texts that were explorable and sustain engagement through multiple perspectives and powerful ideas were all texts that the boys were drawn to. Funny texts were also a type of writing that they boys seemed to enjoy and kept going back to.

Developing a relationship between reader and characters from a text is important to keep the reader interested.  This can be done with just a little bit of effort. If a teacher takes the time to get to know their students they can offer texts that are engaging and interesting to the reader.  Activities that help a student make a connection can be done throughout the reading.  Helping a student make a connection even before the reading begins will help draw the reader in and want to read. If activities are done during the reading the reader is better at applying what they are reading and make connections to the world around them.  After the reading is complete having students identify with the reading allows them to apply their reading to what they already know and helps them to feel as if they have established a relationship with the text.

I liked this chapter the most. I felt as if it gave useful ideas that can be applied in any classroom to help any type of learner.  These are things that as a college student I can do with myself to help me be a better reader and learner.  

Ch. 4 Mostly Outside, Rarely Inside

SITUATIONS THAT PROMOTE LITERACY

The boys in the study were asked to keep a complete daily log of everything that took place in their lives.  The authors were trying to make a connection of literacy activities both inside the school as well as outside of the school.  It was clear to them that many students were not even recording their literacy practices that took place at home.  Smith and Wilhelm went over the logs with the boys every four to six weeks to discuss their findings. 

The boys were not enthusiastic about reading and considered it more of a chore. One student was grounded for his whole sixth grade school year for not doing homework.  He told them that he would rather sit and stare at the wall than read, while waiting out his punishment in his room.  The authors established a set of four themes associated with how these boys addressed literacy and reading.  Only three of the themes were mentioned in this chapter and the fourth one was mentioned in the next chapter.

COMPETENCE- Competence includes having an identity about something specific. This includes knowing the social language that surrounds an activity and having a community of practice to go with it.  Some boys in the study made a connection to competence when speaking about their favorite singer or athlete.  They understand what being competent in an area is and they recognize when someone lacks competence.  The boys also recognized their feelings of a lack of competence in literacy and reading and this contributed to their lack of interest and reluctance to try something new.  The boys said that they would like to form relationships with teachers to help them feel more confident in these subjects.  They went on to talk about how they want a teacher to know them personally, care about them individually, and be passionate about what they are teaching.  These suggestions that were made by the boys has been proven to increase success in students.

 

Control- The boys in the study wanted to feel a sense of control when it came to reading.  They wanted a sense of freedom to have a choice of what reading materials they read. They also wanted the ability to pursue their own interests in reading.  They boys did not like being forced to read something and said that they would like to be encouraged to read things that are of interest to them. Many of the schools that these boys attended did not do this.

Appropriate Level of Skill- Being challenged was something that boys wanted.  They did not want to be underestimated yet and the same time the boys would avoid situations if they thought that they were too challenging and didn’t have the self-confidence that they could do it.  The boys wanted to be challenged but only if they thought that they could complete the task and they liked being able to monitor their success in that task. The length of the reading was intimidating to some students and they were immediately turned off before even beginning the reading. The same rang true for the style of reading they encountered and the unfamiliarity. These all played a major part in how motivated the students were.  

This chapter also covers topics that are important for setting long-term goals for students so the students are aware of why they are doing something.  Offering constant feedback also helps with this. Many of the boys liked the idea of reading things that could actually happen and things that help them learn something specific. They also liked readings that taught them how to help others and things that involved information about gaming.

The experience of reading in school must be connected to the reading out of school in order for the boys to develop a sense of competence and security in their reading abilities.  This will help them become comfortable with reading and gain confidence.   

Ch. 3 – Do The Right Thing

THE INSTRUMENTAL VALUE OF SCHOOL AND READING

I found this chapter difficult to summarize because it talks about the boys specifically.  It shares the profiles of the boys in the study and how they feel towards different activities.  The boys were shown the profiles of others and asked how the other profiles made them feel and what they thought about the person who did the profile. The author wanted to get a better understanding of how students feel toward other’s responses. This goes on for half the chapter, and although it was interesting to learn about the boys in the study, I find it hard to share specifics in a short summary.

One of the few topics that the chapter did discuss was how socialization plays a part in literacy for boys.  This goes back to what chapter two said about socialization and friendships and how this makes boys feel.  In this chapter, it goes a bit further.  It talks about how many boys view reading and literacy as a feminine action. It is not considered masculine by many.  They go on to discuss how specific boys in the study feel towards a boy who is particularly interested in reading. It reveals that many boys do feel this way towards reading and even ridiculed males that were interested in literacy.

A factor that the author’s tried to keep in mind when conducting their interviews was how race and class played a part in how the boys felt towards literacy.  In one interview a boy exclaimed, “Reading this makes me feel white!” The authors pushed further to find out just what the boy meant. He went on to explain that the act of being educated is associated with being white. Not all the boys in the study felt this way but there were some that agreed.  Some students claimed that it is not about what color you are there is just no way that anyone can be that interested in reading.

The authors emphasized the importance of creating an environment that is motivating for learners.  It is not about the color of your skin but how their school motivated them to read and encouraged them.  The same rang true for socio economic class. Motivating readers can be done by anyone if it done correctly.

Smith and Wilhelm also talk about the importance of reading outside of school.  Literacy and reading can be encouraged in different aspects of a student’s life. Athletes can be encouraged by the skills that they learn from playing ball.  Whether it is skills such as building character, revealing and building values and even creating opportunity are all aspects of a student’s personality that will flow over into literacy and learning.

Although I found this to be a difficult chapter, I felt that it shared vital information about the boys.  The fact that the authors could tie in a student’s attributes to reading made me feel that, as a teacher, I need to recognize a student’s experiences in life and help them apply them in a classroom environment.       

Ch. 2- Going With The Flow

What Boys Like To Do and Why They Like To Do It

Chapter 2 goes specific and in depth on the information we were given in the interchapter between chapter one and two.  The students in the study are asked specific questions about things they are interested in.  They are asked to rank activities according to importance to them and asked to self evaluate whether or not they consider themselves good at something.

The part of the chapter that I found most interesting is that the authors give suggestions as to how to get to know your students and help them. They discuss the importance of setting clear goals and feedback. Without goals students cannot identify if they are competent in an area or if they are improving.  Giving immediate feedback is also important because students need to feel valued. When teachers take the time to offer feedback it shows the student that what they did was not only worth reading but also worth commenting on. This is a way for students to feel as if they are getting assistance on an assignment even if the teacher is not aware of the consequence of the feedback given.

Smith and Wilhelm discuss how students focus on the immediate experience of something and how we as teachers must be aware of this.  For example, while playing basketball the player does not think of the fundamentals that they are learning. They are focusing on the game, the score, rebounds, defense, etc. The same applies to literacy and our students.

Socialization and friendship affect our students in the areas of literacy and reading as well.  Many boys don’t feel that their friends would understand if they wrote or read poetry. This is an example of how friendships can influence students.  Socialization also plays a part because if students don’t feel that their learning is supported by their social network, it will affect them negatively.

Keeping activity new and avoiding falling into a routine that doesn’t change also affects students negatively.  Students need to be kept on their toes and introduced to new activities to hold their interest.  The authors suggest for teachers to think about what their students can bring to an assignment and what students can teach to one another each rather than what the teacher can teach.  The teacher should ask them selves about the quality of learning they want for their students instead of what the students are attempting to learn.  

I think that the suggestions made by the authors in this chapter are an awesome way for teachers to be aware of their students and how we might approach teaching our students.  I feel that these suggestions can be suitable for all age groups and both genders. 

Interchapter

Meet the Boys

The next section of the book is not actually a chapter.  It is a small section in between chapters to introduce the readers to the some of the boys that participated in the study.  This section included information about the boy’s interests and what literacy was to them and how it is incorporated into their lives.  This includes what they feel towards reading and how reading is involved in their day-to-day activities.

Another part that I thought was particularly interesting in this mini-chapter was that the author talked to the boys about perseverance and how they feel towards different activities.  This included things they excelled at and things they struggle with.  Sports, extra curricular activities and school were topics covered.  The boys talked about how it made them feel when they struggle in an area and how they feel when they excel. They talked about how they persevere when they are not that good at something, how this makes them feel and how they overcome.

I found this to be a great insight to the boy’s personalities that were in the study.  The way that these boys attack a problem or simply ignore it is a fascinating way to see how they would approach struggles with reading.  I think this would be similar to how they would react if they were struggling with a concept in literacy and how they would approach trying to improve.

This type of information is good to know when you are working with students.  Knowing your students and their areas of struggle are important for a teacher.  It is also just as important to know their strengths! 

Chapter 1-What's Going Down

In this chapter Smith and Wilhelm discuss the role society plays in creating an atmosphere where there is a “boys will be boys” attitude and that there is little that anyone can do to change that line of thought.  The fact that girls have lower achievement scores in math and science receives quite a bit of attention yet the fact that boys still score lower in literacy is accepted as being a genetic factor.

School systems are still failing boys in the area of literacy education and as students go up in grade level, the gap between boys and girls continues to widen. The fact that there is this gap is enough to question why it is.  Is it because tests are gender biased? Do tests discriminate towards lower socioeconomic groups and minority groups?  How does all of this play a part in boys and literacy?

Wilhelm and Smith say that over time societies view of males and their traditional roles have changed.  Gender roles have shifted in many cultures and this can influence boys and their learning.  What was once considered to not be a male role or occupation has changed and therefore leads to different experience and interactions.

One factor that the author’s continually want to point out is that this is not a battle against boys and girls.  They feel that areas of struggle exist in both sexes and that the area of boys and literacy needs must be addressed. The authors state they have three main worries when it comes to the literacy needs of males and how we can help. 

•     They don’t want males to be oversimplified. The fact that this is simply a difference in gender is not an answer to the problem. 
• ·      They also don’t want to lose sight of the individuals.  If boys and girls are pitted against each other then there will be no room for growth and improvement.  Teachers especially need to be aware of this and take careful consideration when giving boys and girls assignments and tasks.  The authors do not want teachers to limit what boys are exposed to based on what society says.  

• ·      Lastly, they do not want boys achievement to be assessed only on success in school.  Strong literacy practices outside of school and at home often are unvalued and unrecognized.

Wilhelm and Smith offer ways to help teachers understand how their practices can help boys in their area of struggle. 

• ·      Get to know your students and create a classroom community.
• ·      Offer different ways of learning. Computers, media, and song.
• ·      Conduct interest inventories through letters so teachers can see where the students personal interest lie.
• ·      Assign a class officer.  This allows students to use writing from a personal viewpoint of what is going on in the classroom. This makes the students feel valued.
• ·      Allow students to share a song with the class. This allows a student to be recognized as an individual.

The authors offer many methods for teachers to get to know their students; eat lunch with them in the cafeteria, go to student concerts, plays or athletic events. All of these let teachers get to know their students on a personal level, which is the first step in being able to help a student achieve.