Fecho, Chapter 1-3

In Chapter 1 of Bob Fecho’s Teaching For The Students, Fecho writes, “We test seemingly endlessly these days in order to find out what students know, to affix them with labels that remain with them throughout their schooling” (page 12). As a teacher who is well aware of the endless testing of our students, it was comforting to hear someone else acknowledge the problem of over-testing. More important than recognizing this however, was Fecho’s apparent understanding of the implications of this testing, including the placement of unnecessary labels on to our students. These labels are placed on to our students, which typically result in labeling that is often damaging for our students. Fecho’s absolutely correct illustration of what happens to our students is telling. Regardless of the test that our students are given (FCAT, Interim, FAIR, etc.), they are instantly “grouped,” which seems to mean categorized by score. Once this happens at my school, students seem to have a value placed on them. If they have scored too low, they are not typically cared about as much as kids who “seem” (based on test scores) possible of passing the FCAT or kids expected to pass. Students who score lower typically have more behavior problems in class and our school administration seems to have less patience when dealing with them. “Bubble” kids or students who generally score higher are often given the benefit of the doubt in a questionable situation and are often provided with more opportunity for exciting activities or incentives. Currently, the “bubble” 9^th and 10^th graders in reading were offered a field trip to Busch Gardens if they attend all four Saturday school sessions offered prior to the FCAT. I have also been told directly to focus on the kids who have a higher chance of passing than on kids who don’t. This is obviously an enormous problem.

            In Chapter 2 Fecho describes, “I needed to shift my teaching in ways that were more critical and that addressed issues of power and equity” inside his classroom (page 20). This sentiment was important to me, as I have frequently felt stifled by the curriculum I am expected to follow. As a result of this, I have been forced to limit the amount of instruction I consider more important than what is expected of me. In addition to this, I have never been afforded the opportunity in my pre-written curriculum to discuss power and equity. On the limited occasions we have discussed anything related to these topics, I chose to risk deviating from what I was expected to teach for the benefit of my students. This does not happen frequently and I often feel guilty for denying my students what I know they need. I found Fecho’s understanding of the necessity to alter ways in which we teach to be refreshing, as so frequently I am told otherwise. Teacher creativity in the classroom and in the means and topics of discussion are not typically at the mercy of the instructor. Fecho recognizes the need for a shift in education to address these problems. It was only when he changed his ways of teaching that he saw a positive change in his classroom and the ways in which he and his students interacted.

            Fecho further writes about his experience teaching in Chapter 3. He describes how his own students had difficulty expressing themselves with regards to their identities. This is a problem I have seen with my students, though I would acknowledge this as a small part of the bigger issue of our students’ difficulties in expressing themselves about anything. I have had students visibly upset, angry and crying and have witnessed their true inability to adequately describe how they were feeling. Our students lack knowledge of vocabulary, which seems criminal. Upon doing an inventory at the beginning of the year, my students on average knew 6^th grade vocabulary. Lacking the ability to effectively communicate their thoughts/feelings/ideas has translated into feelings of frustration. This coupled with the incredibly important need to be able to define their identities, Fecho writes about how he felt an obligation to provide his students with the opportunity to do so. Unfortunately, many of our students will not gain the knowledge of vocabulary they should know, but providing them with more words and phrases to use in their language is essential for their ability to successfully communicate with others, both in and outside the classroom.