Here are some excerpts from When Poverty's Children Write that our group really enjoyed...
"Literacy can be viewed as the cornerstone for all current and future learning. It is through literacy that unknown places, people, and things are opened to children. It is through literacy that children explore their thoughts and understandings. It is through literacy that uncharted waters can be navigated. It is through literacy that children come to understand not only their world but also the world around them"(10). This excerpt comes from the very beginning of the book. We enjoyed it because it is a great word picture of the importance of literacy in children's lives.
"In schools that serve disadvantaged children living at or below the poverty line, one of the main barriers that must be overcome in order for effective writing to occur is children's lack of trust.... Therefore, a loving, consistent community within the classroom must be maintained in order for children to learn to depend on and trust in the safety found within the walls of school"(19-21). The second chapter of our book talks about building trust and community in schools, and how important that really is, especially when working with underprivileged children. This excerpt tells us that by having a loving, consistent community in our classrooms we can gain the trust needed to teach children literacy.
"Children write best what they know most about....they [middle class students] write what is familiar to most teachers and is therefore rewarded. Children who live in poverty also have a wide variety of experiences with the world in which they live. But these same middle class norms suggest, however, that their experiences are somehow inappropriate and irrelevant to a classroom setting. In order for children to write what they know best, teachers acknowledge and celebrate their world experiences even when they are uncomfortable to hear"(46). This quote comes from the third chapter of the book when the author is talking about building up literacy in the classroom. We liked this excerpt because it is such a good reminder that middle-class norms do not apply to student's who live in poverty, especially when it comes to literacy. We need to start where they are at and build on that, not fault them for something they cannot help.
"Classrooms where children know they are worthwhile individuals with something to say and write are classrooms where teachers are consistent and trustworthy....They know that in order for writing to flourish, children need an environment where experimentation takes place without fear of retribution, where exploration is common, and where risks are taken and mistakes are made. They need an environment where they can do the work of writers"(53). Writing is a process. It has many steps, some creative and some practical. When it coming to writing, it is not just a "once and done" deal. It takes thought, practice, and room to make mistakes. In the fourth chapter of our book, this is what the author is talking about. Students need to have room to make mistakes and try new things. That way they will come to find out how they like to write and what they like to write about.
"Teachers teach, model, and demonstrate that writing involves operations of the mind and spirit and is a process of making meaning to communicate with others"(75). If we could summarize writing in a sentence this would be it. In the fifth chapter of our book, the author gives many practical steps in the writing process, such as brainstorming, drafting, revision, and editing. This excerpt reminds us how important it is to model this process for our students, not just teach it to them.
"Teachers wander and wonder as children constantly reveal themselves through their writing, their speech, and their interactions with others. Teachers wander among the children as they work and play, taking note of the oral language they use and asking questions concerning its meaning. They wander around the room as children engage in writing, recording the knowledge they have about print. They wonder about the lives of their children, and they work to accommodate the similarities and differences that each child brings to the classroom. They wonder about the knowledge with which children come to school, and they seek to capitalize on their strengths rather than focus on either their real or imagined deficits. In short, teachers are curious about their children. And it is within that curiosity that wise teachers emerge"(91). This is a wonderful summary of a wise teacher who works with students living in poverty. This excerpt is towards the end of the book and to us really raises some questions on what it looks like for us to be wise teachers. It calls us to a higher level of teaching, to observe our students and to know what is going on in their lives. Students who live in poverty can be more of a challenge and they need wise teachers who are genuinely curious about them and about their writing. When these students are paired with wise teachers, good things will come of it.
