11/26/2024
Our classrooms are becoming more diverse at increasing speeds. What does a diverse classroom look like? Although readers might reflexively think of one’s race or ethnicity, there are a multitude of factors to consider. In Nebraska, there are more children from single-parent households than ever before. A teacher may have a class in which multiple children have diagnosed learning disabilities, as well as children from families of immigrants and refugees who have experienced trauma and may have limited education. Many teachers are not equipped to teach such diverse populations, and it is the responsibility of administrators to provide adequate training and resources. When sending their children off to school for the day, parents cannot fully comprehend the challenges faced by the teacher. This can all result, unfortunately, in a well-meaning but misguided attempt by administrators to address the challenges by spending more on materials that do not work.
It is imperative that we continue to enhance our instruction to meet the needs of our students. The experts, aka the teachers, need autonomy to do what is best for the students in their classrooms. We need to be very careful about telling educators that everything they have been doing is wrong and that there is only one right way to teach reading. Educators across our nation have been listening to a podcast called Sold a Story. While I agree with a number of points made throughout much of the podcast, I have many concerns and questions about it. I notice many of our top curriculum publishers are using the “Science of Reading” narrative from the Sold a Story podcast, to sell their materials that are flying off the shelves at exorbitant costs to those who fund public and private schools alike. When we talk about the science of reading, we are talking about a body of age-old scientific research that proves we need systematic, structured phonics. Here are the questions I have:
Why did educators across our nation stop teaching phonics?
What was the research that educators bought into that resulted in the widespread teaching of the “Whole Language” approach?
Why are so many shocked about the old science that shows that systematic phonics works?
Why are the same curriculum publishers who have failed so many students across our nation now on board with the “science of reading” narrative like it is new information?
Aren’t we doing the exact same thing to educators when we purchase new materials from these publishers and tell teachers they MUST teach these materials with fidelity?
I will delve more into these questions and the “science of reading” in upcoming posts. As we explore deeper, it is important to remember that students today are NOT the same as students of the 20th century. Technology, social media, the breakdown of the nuclear family, and the changing demographics have resulted in diverse needs within the classroom walls. My upcoming articles will not only help to unravel the education narrative for the general population but provide a framework for teachers that helps to differentiate literacy instruction for the ever-increasing demands in today’s classrooms.
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