Creating A Classroom Structure By Mary Ann Hoberman

938 Words4 Pages
“YOU READ TO ME, I’LL READ TO YOU!” Creating a classroom structure with all of my children screaming that sentence in unison reflects my ideal format for literacy development. My literate experience, with English as a Second Language, was unconventional; and, it somewhat mirrored the children’s book, You Read to Me, I’ll Read to You, by Mary Ann Hoberman (Hoberman & Emberley, 2001). When you flip through the book, you can’t miss the color variations accenting how the author wants her readers to interact with each other, which is the methodology that helped me read, write, and speak in school. When I asked my parents to share stories, they humbly explained that they couldn’t assist with my literacy advancement. As Haitian and Jamaican citizens, who barely spoke English, they told me that I learned from my teachers and by my own intellect, though they are a great support system, always praising my efforts for high achievement. However, there is one story that makes me smile when I hear it. At three years old, I started daycare with no knowledge of the English language; and thankfully, the school was welcoming and paired me with an English speaking child. After months, the teacher prompted the class to start the morning routine. I raised my hand and said, "Teacher, me. Sing." As a director, I led the class in our morning schedule by singing “God Bless America.” My educator beamed with joy when my mother picked me up, and that was a significant turning point in my life. As noted in Literate Lives, our ideologies shape who we are and how we see the world. (Flint, 2008, p. 5) In spite of the fact that my childhood story isn 't reflective of actual reading, it demonstrates how social interaction impacts learning. I believe other childr... ... middle of paper ... ...s abortion. Participating in the programs incorporated the critical model of schooling, which I believe is suitable for older children, allowing them the chance to question educational content and have “a more global context for learning.” (Flint, 2008, p. 9) In retrospect, I am the first to admit that I do not know a wealth of textbook information about the field of Education. On the other hand, what I do have is the innate passion to impart knowledge in the minds of young learners, producing insightful children who are confident and capable of creating a class atmosphere that fosters analytical thinking, proper communication, and imagination. Using strategies to implement the inquiry, and whenever possible, critical models of schooling are my preferred method for teaching and effectively connecting with students like Quantez, Robert, and Elaine (Flint, 2008, p. 3).

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