Reading and Writing for Resiliency, Essay Example

The video addresses the need to use different types of literature in the curriculum. Tatum points out that the students are often overloaded by the agenda of the teacher. The approved texts are layered with a multitude of these hidden agendas- attempts to build vocabulary, teach classic literature, teach about historic authors, teach symbolic analysis, etc., and Tatum explains that conscientious education involves more than meeting minimum standards.

All of these skills would be aided with the use of an independently chosen text, which provides personal connections to the reader and critical thinking about an area of interest. One student explains that he chose to read The Diary of Anne Frank because Anne was about his age and he, too, could have gone through the same events if he had lived during that time. Tatum calls this “meaningful” learning, and one student who was asked defined part of its meaning as being “something that you love and take care of”. This potential for meaningful learning makes the use of their favorite school-appropriate magazines (for one example) an invaluable source for re-training or refreshing the skills of the readers.

Meaningful learning also places much of the responsibility on the teacher as well. If a teacher loves- and wishes to take care of- learning, then he should have a drive to make the acquisition of meaningful learning easier for the students. This implies that the teacher must always remember that people are diverse and will have a wide range of reactions to different texts.  “It’s not just about students’ literature development; it’s about students’ lives”.

References

Heinemann Professional Development. (March 31, 2010) Reading and Writing for Resiliency. YouTube. Retrieved November 6, 2010 from     <http://www.youtube.com/watch?v=PhLrNJvUqUE&feature=player_embedded>.