After reading the select sections from Linda Christensen's Reading Writing, and Rising Up, i feel that i've been reacquainted with issues i've already thought about as an up and coming teacher. I've already staked (to myself) my own advocacy for untracking classrooms and in my career I hope to help eradicate the use of standard-english-only in language arts classrooms. I was most interested in the "reluctant learners" section and it's tips for the less enthusiastic students.

I thought that the "tea party" method discussed in this sectoin was an insightful trick, however, i'm skeptical as to how effective such groupwork ALWAYS is...To believe that all "reluctant learners" will benefit from group work seems presumptuous. I can remember from my own experience as a student that "reluctant learners" often seemed to find group work to be trite and redundant- sometimes it lead to an excuse to socialize and minimize work effort. To me, group work was notoriously a good way to cut corners. I myself was introverted and tended to work better alone. When it was a subject that i was reluctant about, group work was either a hit or miss...I either felt motivated by those in my group who understood what was going on and were willing to help me understand too, or I was even more withdrawn and uninterested if those enthusiastic peers were not there to draw motivation from. I do think that "reluctant learners" can sometimes be drawn in through more individual (but just as meaningful) assignments that can also allow for critical analysis without the distraction of groups.

I felt encouraged by the next strategy discussed in the section, which involved students writing poems about their lives and backgrounds as a way of "celebrating their voice." I do feel that "reluctant learners" are often reluctant because they don't feel any conncetion to the material that they are supposed to be learning from and about...I know that in certain subjects, such as math, i was always very reluctant because i felt in no way connected to the material and i didn't see how I could possibly use it to better myself in the future. I felt like the notion propelled by my teachers that it was "important" was a myth that i could easily see through, thus causing my reluctance in putting forth the frustrating effort to learn it. For students whose identities are often marginalized by society, they may feel the same way about learing The Scarlett Letter as i did about learning Geometry. If my math teachers had found ways to show me where math was found naturally in the real world, or had made an effort to show me just how useful it is in life, i would have probably appreciated it more. I think that by helping all students celebrate their own individual identities in such ways as writing and sharing poems, songs, or stories that emphasize our own place in the world, it may help marginalized and "reluctant" learners feel more appreciated and better understand the connection between themselves, the texts that they are forced to read, and humanity in general.

As a teacher, i feel that i'll probably try to rely equally on interesting group work that doesnt seem banal or superflouous (coming up with assignments that are worthwhile may require the help of my students) and on creative, inwardly-focused individual assignments as a way to help those "reluctant learners" of all kinds feel confident in their ability to come to the forefront of their education and it's direction.