Reading response to "Holding on to Good Times in a Time of Bad Ones" by Thomas Newkirk.

Reading response to "Holding on to Good Times in a Time of Bad Ones" by Thomas Newkirk

After reading "Holding on to Good Times in a Time of Bad Ones" by Thomas Newkirk I found a lot of good insights and practical ideas to incorporate in my classroom. Newkirk points out in this new era of accountability that, "There is an epidemic of teaching to the test--and anyone who denies this is simply not facing reality. This major problem, I argue, is that graphite-based assessment cannot touch some of the more important qualities we strive for in education, and even when human readers must be used, writing has to be bent out of recognition to be tested.  The new technological tools to "rate" writing without human readers are testaments to how far we have advanced toward mechanized literacy" (Newkirk 4).  Newkirk recognizes that teachers and students do have to have some measure of accountability but that this is not the answer.  He mentions that there needs to be a "careful balance between agreed-upon standards--and teacher initiative.  Teachers cannot simply be free agents, choosing, for example, not to teach writing.  Standards are useful when they do not proliferate, when they can be used to focus instruction and not disperse it" (Newkirk 6).  Standards are helpful when they are not too rigid and specific to allow for teacher decision making.  Unfortunately, many of the standardized tests and standards-based curriculum are so restrictive they do not allow teacher creativity and they take ownership away from teachers own craft and expertise.  Teaching to the test and following rigid standards not created by teachers is actually counterproductive to teaching and learning because it stifles creativity.  I liked how this author mentioned that most law makers, politicians, businesses, and the Department of Education still treat schools like factories and the students as products, much like in the early twentieth century.  This trend in education limits teachers in the decision making process about curriculum and students, and as a result does not foster creativity, individual growth, and critical thinking skills to meet the demands of the 21^st century workforce.  

It is critical to allow children, especially boys, to be given freedom to write freely and willingly.  When we allow students to tap into their interest areas and allow choice the more authentic their writing will be.  It was interesting to read that unfortunately, many non-readers see reading as an isolating and anti-social experience.  When doing homework students often times put on the television and wear their ear buds to resist this seclusion and isolation because they do like it quiet.  I often allow my students to listen to their ear buds while reading and writing because they say it helps them focus and pay attention more (even though I know that they are not supposed to have them out).   For most of my students I believe that it does help them comprehend and focus better because they are more productive and able to focus their attention on the task at hand, so I guess I will deal with the consequences if/when I get caught. 

According to Newkirk, independent reading declines substantially in the middle and high school years and book reading among boys completing comes to a halt.   Researchers believe that the use of textbooks and the mere fact that teachers are divided into separate subject areas contributes substantially to this decline.  In other words, textbooks turn readers off in middle school and high school, “they fail young readers on four dimensions of reading—authorship, form, venue, and duration” (Newkirk 118).  This information was very helpful to me because it gives me another prospective in terms of the reasons why my students may dislike reading so much.  I usually contribute their lack of motivation and desire to read was mostly due to their learning disabilities.  

I really liked how Newkirk pointed out that,

“When you’re not into book yet, it’s really obvious (laughs).  It’s like you’re standing in line for a diving board on a windy day and you’re freezing your nuts off.  If you’ll excuse the expression (laughs).  Where was I? Oh yeah.  It’s like you’re in pain and you have your arms wrapped around you and the concrete is scratching your feet.  The first part of the story is the line and the ladder and the board.  When everything comes together and you jump it’s like you’re in this underwater world INSTANTLY and then you just stay down there and never come up until someone makes you,” (Newkirk 123).  

Here is a You Tube video that I thought was worth watching on engaging students with ADHD in reading.