Juxtaposition: Ed Theory and Ed Reality

Reading a top-notch theoretical treatise on pedagogy inspires us with the potential of powerful teaching and learning. It evokes images of highly engaged students dissatisfied by their first read of a text, demanding more - demanding closer reads, in-depth discussion, and analysis. It promises transformation for adults and students alike- the former recognizing new paradigms, the latter becoming motivated, informed citizens of our democratic society.

It is also confuses and frustrates with juxtaposed images of think tank learning cells versus thirty disengaged middle schoolers balking at the first read.

In short, where is the intersection between theory and reality in our classrooms and how do teachers direct traffic there such that their classrooms and students progress toward higher learning, deeper understanding?

Berger et. al, in their book Transformational Literacy, outline the seven dispositions critical for students’ success: “They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably. They come to understand other’s perspectives and cultures.”

This is accomplished through a text-based curriculum where students read and re-read, where they discuss, think and write about what they read. It’s an environment where teachers read and re-read the standards, where they too discuss, think, and compare standards to student work such that they know what it looks like when students do or don’t achieve the mark.

This is a learning community where school-based and district administrators provide teachers with “the support necessary to develop a new repertoire of skills and knowledge and to pursue with their colleagues a significant rethinking of teaching practice.”

Unfortunately, however, for far too many teachers this represents Utopia rather than Jefferson Middle School or King High School or …. Too many teachers are exasperated with professional demands beyond teaching and are exhausted by the volume of students as well as the diversity of student needs without adequate support. And Leadership is often lost because they lack the understanding or time or resources or other to create these learning communities.

Of course, authors such as Berger are not at fault. Their view is from beyond the cave; it is enlightened. They provide vision, and without that progress is impossible. And I have taught in this reality, in a public North Carolina early college high school where administrators, teachers, and students worked together toward the common goal of student success. It is possible, but is it possible everywhere and for everyone?

Certainly some circumstances are far more challenging than others - schools lacking learning cultures, overcrowded schools and classrooms with particularly difficult populations and inadequate resources.

Are these places beyond reach? Can theoretical visions affect these places and their overwhelmed teachers?

These are the questions that will accompany me as I work to join theory and practice over the next several weeks with middle grades ELA teachers across our district. Will dialogue and the development of a collaborative vision for instruction prove to be nothing more than a theoretical detour or will it create a dynamic learning culture that advances student learning?