Critical Literacy/Critical Teaching

“That is what makes teaching so thrilling; each year there are new students to learn from and new lessons and theories to try and develop (Dozier et al, p.111).” Learning is continuous. I believe this concept resonates loud and clear throughout the entire book. Critical literacy encourages continuous learning from grade to grade and from year to year. With the three components highlighted within the text, teacher reflection, action research, and critical literacy, the authors of the book encourage the type of teaching and learning that is well thought out and based upon all the factors of education. I believe it is important to point out that education does not only involve our students. Of course students are our first priority, but in order to serve them effectively we must be aware of, not only their family, but the outside world as well.

Chapter 11 takes the time to map out what it means to make learning continuous. Learning does not stop when your students leave the classroom. One of the ways in which this occurs is through the relationships formed with families. “Making a connection with parents was something I thought would be impossible at the middle school level. It is so hard for parents to become a part of their child’s education once they reach this stage of education; there is a feeling that parents are not welcome, both by the children and the teachers (Dozier et al, p. 107).” Because parent involvement in middle school does seem to be less than when students are in elementary school it is our job, as their teachers, to reach out in a way that is welcoming and non-threatening. The authors suggested sending home a newsletter at the beginning of the year to the parents of students. Within the newsletter is an invitation for the parents to write me a letter about their child. The results were amazing. Parents loved being able to contribute to their child’s learning. Reaching out then led to a deeper understanding of the critical literacy theme noted time and time again. Being aware of the cultural and emotional backgrounds of each child promotes the type of environment for students that is real and authentic.