Literacy Education Essay

teaching is provided for all, it is our federal governments promise that education be fond to every ace. But what if a learner is not adequate to(p) to contain or has difficulty acquiring knowledge? They atomic number 18 then given the probability to att eradicate a alterative physical body so that they jackpot cut up with the lessons. But what if the scholarly person is not actually illiterate or in need of bettering classes but only needs a little serving in adjusting to the up-to-date lesson plan? This is what Mike go realized as he worked his way finished his give schooling and subsequently on as an educator.During his early education, Mike Rose was not a straight A student nor did he stand pop out among his peers, his early school life was quite ordinary. In Lives on the Boundary, he recounted the difficulties he encountered as a middle class immigrant family but how education and his encounters with some of his teachers had freed him and en sufficientd h im to venture out into the world (Graff, 1994). He thus fartually gradational with a bachelors degree from Loyal University and earned a graduate fel pocket-sizeship with UCLA.Rose argues that students stuck in remedial classes atomic number 18 not necessarily in that respect certifyary to lack in intelligence but because of lack of support from a social and economic standpoint. He goes on to question standards used in evaluating intelligence and calls for a change in the standards for a to a greater extent equalized opportunities in education. He also duologue of changes in the way literacy is taught to students who are underprepared. He seeks to develop a new political plat organize that atomic number 50 adapt to the needs of the students in remedial classes and that is counseling on meaningful composition and critical thinking rather than on grammar and usage.He also seeks changes in the philosophy of education that goes beyond the financial profit and education gained a s measured by the usual canvass. Failed Education there are times when a student is not cap equal to(p) to learn or fails in class and the usual notion is that the child is scatty in intelligence and is amazed in a remedial class in enjoin for them to grasp knowledge. But Rose (1989) argues that more lotstimes than we admit, a failed education is social more than intellectual in gunstock (p. 225). What can Rose mean by this?Essentially Rose talks of the educationally underprepared students, those who are often placed in remedial classes, which was label as the sick section or hospital section (p. 210) which is can already be termed a stigma to those who attend these types of classes. But in his book, Rose (1989) makes one realize that many of these students fail and fall into remedial classes not because of lack of intelligence or lack of skills but in the main because of the lack of understanding of their teachers and the lack of opportunity provided for them due to a in novation of reasons not limited to the academician.He explores how these factors including their economic situation and social standings fix the performance and perception of these remedial students. He notes that the problem of dwindling academic performance and the statistics that show such problems are misguided and should be reassessed to imply a broader perspective. He also notes that the current technique used in measuring intelligence and learning from a student is restricted and depraved and should be reevaluated.He argues that the usual approaches used in teaching literacy to students who are underprepared is essentially useless, in terms that the student learns essentially nothing if focus is given to grammar and usage and that this way only ends up in provide the thought that the student lacks intelligence. He seeks a change in the current curriculum to a more accurate and pervasive one. learnedness to pick up and WriteLearning how to read and write correctly is cr itical to a students success in school and in later life. One of the most excellent forecaster of a childs success in school is the level where a student progresses in learning and writing, but what if the learning process is inhibited by a strain of factors that includes economic and social ones that pr neverthelessts a student from learning unremarkably as other students who dont face the same caboodle as them. How can learning then be attained?In Crossing Boundaries, Mike Rose recounts his experiences with a number of remedial students who exhibited low test score results at the beginning but through his help was able to understand what was needed from them to be able pass the test (Rose 1989, p. 219). Looking at the various characters depicted in the book, one cursorily realizes that a number of the characters embody the typical sample of youth in the US. These students, coming from a vast and multi-cultural society enveloping a categorization of shapes, colors, sizes, ethn icity and culture also typifies the Great American Middle Class.many of the remedial students share a common trait, which is the problem of not being able to communicate well and usually through no fault of their ingest. Many of our schools youth are thrown into the lowest unit of ammunition of the socio-economic ladder even though they do not belong in such places or the very least be able to toady out of this rung. Much of their talents and gifts wasted away obviously because they werent able to commune through reading and writing or was not able to grasp the basics and thereby they are left to fend for themselves.Learning is a social process as Rose points out that there is a need for the teacher to connect with the student in score for learning to be achieved, which he has accounted for in many of his experiences in his own schooling and later on in his teaching of remedial students in inner city LA. Rose suggests that once a teacher learns more about his student, it paves the way for the teacher to fully comprehend writing preferences thereby allowing for a more meaningful exchange between the teacher and the student. As an educatorRose argued that test scores and the usual competencies used to sess a students intelligence are obsolete in this day and age. He notes that problems of the dwindling scholastic performance of todays youth may not be as bad as it is if reforms in teaching and education are put in place in order to adapt to the needs of the remedial class that dictates an discriminating approach that cultivates the inherent intelligence of this youth that focus on originative thinking rather than focus on the traditional approach that is nock on the formalities of language.As an educator and proponent of literacy this author realizes that even as one seeks to hold knowledge and guide students towards being literate, one must also be flexible and adaptable to the environment and the student they promise to teach. One realizes that each individual is different in their own rights and the teacher as a proponent of literacy should learn to embrace that identity operator adapting to the needs of the student so that learning can actually give place and that the student will be open to learning.The author through this reading also notes that a teacher as he seeks to impart knowledge to his students must also learn about his students in order to really teach them and enable his students to reach their fullest capacities and this might mean adapting a different set of techniques in teaching and learning to cope with the multilateral student body that encompasses todays school setting. ConclusionEducating a student is generally academic in nature, you need to be able to teach the student the basics of the language in order for the student to be termed literate. Reading and writing concur with literacy. In a sentience that when a student understands the lesson and is able to connect the words together and form a coheren t and understandable statement then one can derive that the student is indeed literate. But one has to understand that simply because the student cannot comprehend the connection of various words means that they are illiterate.A variety of factors including poverty, responsibilities outside the school and lack of opportunity often leads a student to fail miserably at school. At the end of this reading the author comprehends the reality that there are a variety of students that encompass the school clay and that in this sense the teacher is support to develop creative ways of teaching and stimulate the significance of an educators vocation.And part of it is learning how to cope with the different situations of various students and even teachers that hinders learning (Preskill, 1998). This author realized the significance of education and what it means to be educated, also this author notes that as education must change in order to adapt to the gush of societal demands and strains. It can be cogitate that there is a need for a guiding principle that encourages the system to embrace the rich mix of language, custom and legend that is America (Rose 1989, p. 238).The reading has prompted this author to be a more sensitive educator, someone who is antiphonal to the consequence of labeling and a teacher who understands the bond between teacher and student. full treatment Cited Graff G (1994) Disliking books at an early age. In Falling into theory distant views on Reading Literature, ed. David Richter. Boston Bedford Books Preskill, S (1998) Narratives of teaching and the quest for the second self. Journal of Teacher Education 49(5) pp. 344-357. Rose, M (1989) Chapter 8 Crossing Boundaries. In Lives on the Boundary pp. 205-238. New York Penguin Books.