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Rob_Hugo@PortNWI have concerns and questions in two areas. Research seems to indicate that in the schools where there are classroom libraries of at least three hundred books that are included in the classroom curriculum, the students do better. At the recent AEMP (Academic English Mastery Program) Conference (an LAUSD program), I set two students up in business in the Exhibit Hall. They sold childrens books suitable for classroom libraries to the teachers attending the conference. They represented two publishers: Harcourt and Scholastic.
The Problem: There were few books available for children to read that dealt with stories by and about the people of East Asia, whether Asian born or American born. The two new books I did find, Sword of the Samurai: Adventure Storeis from Japanby Eric A. Kimmel and The Lotus Seed by Sherry Garland and Illustrated by Tatsuro Kiuchi were not purchased by any of the teachers attending the conference, although they purchased other books and although these are the teachers who should be sensitive to cultural diversity. The argument can be made that the students needed a wider selection of books on Asia for children. So can we come up with a list of 100 or more books for children by or about the people of East Asia that are currently in print? The books should include all reading levels, K-9, so that any child using the books can find something in their reading comfort zone.
Then how do we get teachers in schools where there are no or few Asian students, to understand that their classrooms must expose their students to the people of the world in ways that transend the textbook? In other words, can we take what we are learning, and create a formalized approach for sharing it with our colleagues who may never attend a seminar of this nature?
clay dubeLynne's comments and questions point to an important issue. In February, we organized a human rights in Asia 2-day workshop for educators. More than 40 teachers participated and most found it immensely rewarding. A few submitted lesson plans for multicultural specific salary point credit, however, which were devoid of Asia content. When we asked them to rework them, some said that since they didn't teach Asian kids there was no point in trying to include Asia.
Our goal must always be to expand the worlds of our students, and especially to help them spot, as Yang YE suggested, our similarities as humans.[Edit by="Clay Dube on May 9, 11:22:20 AM"][/Edit]
AnonymousI recently attended the California Social Studies conference in Burbank and went to several sessions that addressed these issues...as in, I have a recommended list and name of the teacher who did the seminar of using literature to introduce social studies topics. All of these papers are at school so I'll have to post more info later with the specifics.
AnonymousWhy does it have to be books? My class library consists of a variety of material such as newspaper and magazine articles, downloaded documents, material for projects, computer exercises (webquests) and some books.
AnonymousI am really looking forward to getting the book list from lsutton. I think my students will benefit a great deal from having a wider reading list. Thanks. .....Lynne
AnonymousIn response to why does it have to be books?
It was not my intention to give the impression that the classroom envirnment was limited to books. I have all types of realia, from quilts to fine art to pottery and artifacts from India and Mexico.
My classroom environment has ten computers: 6 Macs connected to the internet and 4 IBMs that can run the good computer programs on science, space, world museums, phonics, chess, etc. There are some magazines. But the cost of a magazine subscription for a product that rips easily and bearly lasts the school year simply is not cost effective for me. The books I have purchased last me three to four years.
I also show videos starting an hour before school on cold days.
Research shows the classroom should have all of the things you and I mentioned, plus three to four hundred books. Let me give you an example of how important this is.
It is time for students in my classes to start turning in their books so that we can do the inventory, figure out which books the children can take home and keep and pack the rest of the books away for the new students next year. Students have been bringing back arm loads of books, some from reading levels other than their own. It seems that in some households, my requirement of at least 30 minutes reading per night is being done not just by my student, but the whole family. And in many cases they are reading to each other.
To me there's nothing more important than a literate society
AnonymousI agree! I was just suggesting other material when you can not find books.
Larry
AnonymousStudents have been bringing back arm loads of books, some from reading levels other than their own. It seems that in some households, my requirement of at least 30 minutes reading per night is being done not just by my student, but the whole family. And in many cases they are reading to each other.
To me there's nothing more important than a literate society
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I hope every teacher feels as you do re. the importance of a literate society.
I am encouraged by your success! To be honest, I have a real challenge to intrest our high school young adults in taking a book home. I know many have a job and it takes a real discipline to read daily. You are doing a fabulous job. Congratulations! -magda