The Discourse of Discourses

STANDARDS.

One of the most daunting and dreaded words in the teacher's language. Standards inevitably pressure one to reach specific targets. 'Accountability' coincides with standards. How do we hold ourselves, as teachers, and our students accountable in the most suitable way?

Of course, each teacher will have their own approach; writing is not defined in just one way.

Thus, creating a discourse amongst the academic realm. The skills mastery discourse, for example, revolves around the necessity for meeting set standards and criteria. This specific discourse expects the administration, specifically teachers, to identify certain targets within a framework for children; the children are expected to meet these. Essentially, it focuses on the degree to which a learner's skill performance adheres to mainstream norms.

According to those that resonate with this discourse, writing is an "ideologically neutral school task through which children demonstrate skill competency or display content knowledge" (344).

It does NOT focus on communicating personal meanings or carrying out social functions.

Here is an even more specific break-down of

what is expected of both the teacher and the student:

Student:

As children write, they are expected to follow teacher directions and complete their work in "conventionally accurate ways" (344). Such actions of a child that can be seen within this discourse include: repeated practice (such as flashcards), sitting correctly, independently reproducing the correct text.

Teacher:

Within this Skills Mastery Discourse, teachers are expected to act as technicians. They are expected to reach the report card benchmarks. They must score according to a writing rubric and send the collected writing samples to a central administration center.

Annual Yearly Progress is a primary component of this discourse. During faculty meetings, for example, the collected samples and class averages get compared and critiqued.

With all of this being said, it should ALSO be expected to have some discomfort! Such expectations will undoubtedly create inner and outer tension for any teacher. It will most likely leave a teacher to feel compelled to adhere to the government mandates.

Of all the discourses available to consider, what is important is to examine them all and provide a suitable and balanced mix of a variety.

One's choices should be intentional, but also heartfelt.

The choices you make will vary from year to year. Each child and class is unique and deserves considerate and genuine examination.

Messy Hands

Even when presented the same text, readers often have different interpretations of what they are reading. As mentioned in 'The Case of the Messy Hands' article, Debra Goodman points out that "good reading means 'making sense,' not 'getting the words right'"(190).
...How do we make sense of this?
...WE PLAY!
One fun strategy for making sense of language revolved around a detective-like game called, Messy Hands. If something confuses you while you're reading, then (pretend) to make a smudge over that confusing part.
What word can make sense in place of that smudge?
Meaning clues and language clues are KEY to solving any reading mystery!
Also, here's a hint provided by Debra Goodman:
If you can't come up with a good guess for one of the smudges, then just keep reading!
You can always go back later.
The Case of the Messy Hands activity would be a fantastic strategy to integrate into the classroom. My suggestion? Let the kids actually get messy and play with their words!