Robin,+10,+HALR+ch.+15,+Tracking+and+Ability+Grouping

An exciting item recently caught my attention tying instructional perspectives of a veteran teacher and two textbook selections. Taken from the MCTE’s April edition of the e-met journal is an article by Janice McGeorge, MCTE Elementary Chair, titled //Food for Thought: Classroom Connections Inspired by a Famous Food Critic//. In her article, Janice shares her experience attending a seminar by author and food critic Ruth Reichl. McGeorge writes of her unexpected discovery connecting the restaurant experience to the classroom experience. I especially loved her comparison of restaurant success and classroom success because the resonance created connections of my own between her article, and two other pieces I have recently read. McGeorge concludes in her article an inspiring reflection of Ruth Reichl’s response to the question, “what makes a great restaurant?” Ruth said, “You must understand your audience. You must serve wonderful food in an environment that makes your guests feel special and welcome. And then, the chef will live up to your expectations.” Naturally, McGeorge made her own connection to the classroom stating, “So then, what makes a great classroom? You must understand your students. You must read aloud wonderful literature in an environment that makes your students feel special and welcome. You must provide ample time for writing while guiding young writers with the literature you intentionally choose to share. You must expect your students to learn and do well. And then they will live up to your expectations”. Setting high expectations, not only in rigorous curriculum and instruction, but also in the expectation of students’ ability to achieve high standards, is an essential component in a high-performance classroom. An aspect of high expectations I had not considered before, was from the perspective of student ability tracking and the potential influences on student achievement. After reading McGeorge’s restaurant piece reminding us to “Expect your students to learn and do well. And then they will live up to your expectations” I was pleased to subsequently read of setting high expectations in the Handbook of Adolescent Literacy Research text. Of particular interest, was the chapter on Tracking and Ability Grouping, where a quote appeared on page 231, from Donelan, R. W., Neal, G.A., & Jones, D.L. (1994), from __The promise of //Brown// and the reality of academic grouping: The tracks of my tears__, //Journal of Negro Education//. The reference to “//Brown”,// as in “Brown v. the Board of Education”, the landmark case that in 1954 determined segregated public schools were not, and could not be made, equal, and that segregated public schools violated black students’ constitutional rights under the 14th Amendment, triggered my special education interest. Further, the text went on to speak of student achievement and stimulating curriculum and instruction in much the same way as McGeorge had spoken. Notably so when Donelan is quoted as “Teachers must be prepared to organize and facilitate stimulating experiences for all students. They must see all students as capable and expect their active involvement” (HALR, 1994). __ Food for Thought __, Janice McGeorge []

__ The Law and Special Education __, Mitchell Yell

__** Comment from Kristen Krug: **__ I totally agree that we cannot settle for less from our students. Even when I think back on some of my favorite classes from grade school through college, I always recall the tough ones. I don't recall them just because they were hard, I recall them because they were challenging and I learned something that still sticks with me today. Eliminating tracking would be difficult because it is part of our culture. I don't think it necessarily exists to keep people down or hold them back, it is more like a side effect.

As teachers, we are bound by our standards and master syllabi, and it is a delicate balance to figure out how to challenge our students more without getting in trouble. Sometimes when I am teaching a remedial writing course, I get nervous someone is going to complain, saying I make them do more than they are expected to do. I don't let it stop me. Maybe one day I will get into trouble, but I don't care. I have seen the results in my own classes. I have also been thanked in following semesters when they go on to write in a composition course that will "count" toward their graduation.