Not For The Lexically Challenged!

Here I am again trying to make sense of our readings for the week with a dictionary right where I need it. First let me say, I don't like to read others' postings until I have posted, but Billy's title caught my eye, and I couldn't resist reading a few lines. I must admit I laughed when he commented about how poorly written and/or edited the Alvarez essay was. I thought the same thing, but hesitated about mentioning it because I worry that it's only me. Okay, since I'm on the subject of Alvarez, let me just say I wasn't only disappointed with the writing/editing quality. I really expected to learn from her inquiry, only becoming confused as I tried to make sense of her purpose, her accompanying tables. Yes, I understand she was trying to figure out how to reach her students, how to get them to want to learn. I'm not sure a day passes by that I or every other teacher doesn't ponder this. But, seriously, what public school teacher has the time to conduct this sort of research? Or, would even have the blessings of her administrators or fellow teachers? Again, we have practice in theory on one hand and praxis on the other. I can't speak for everyone, but because of the pressure on teachers to cover as much as possible in a limited amount of time and to make sure we are preparing our students for PSSAs, Alvaraz's suggestions amount to fantastic fare. Although I am all about doing what I can to be a better teacher, even giving my students choices when possible, I shudder to think about basing my curriculum so heavily on the students' perception of what is important. 'Nuff said.

Now onto Lauer and Asher. Again I struggle with concept and understanding when I have nothing solid to latch onto. I desperately NEED examples for understanding, or some semblance of understanding. Thinking maybe I had missed something by not reading the Foreword and Preface, I went back and read those. Nope, I still struggle. I am hoping as we move forward in class I will be able to grasp onto those elusive terms of construct and modes of inquiry. I understand that one needs a motivating dissatisfaction, otherwise one would have no desire to research and conduct study on anything, including those everyday sorts of things that bother us, that nag at our psyche. But am I missing something here being so simplistic? I am wondering, though, whether we will have to conduct literature research relative to our initial declarations of research project topics. So many questions!!!

Finally, Lisa Ede's essay in Kirsch and Sullivan. I agree that theory and practice can often be at odds with one another, just as theorists and practitioners don't always see eye to eye. I hate to say it, but it reminds me of this recent gangbuster for LFS. I see Max Thompson (the apparent "founder" of Learning Focused Schools) as the theorist and teachers as the practitioners who are finding it increasingly difficult to practice what each of us knows works. I feel like I am constantly being pulled in two different directions: I am "encouraged" to incorporate as much LFS "stuff" into my curriculum, but at the same time I am trying to incorporate what I am learning as best practices, practices that are research-based. I am sure that Max has seen results with his new and improved methods, but as Edes points out--or at least this is what I take from her--what works for some may not work for all, and as teachers, it is our job to figure it all out. We just cannot blindly assume that each student, that each class will function as the others. And, nothing is more true than when it comes to teaching writing. I have to admit that Edes did tease me a bit when she suggested she construct narratives to describe what has lead her to her present concern with the issues of theory and methodology. Yes, I would finally get something concrete! Alas, it was not to be so.