I entered Erika's classroom to study her students as writers—to find out the role writing played for them as learners of U.S. history. Erika entered this classroom to connect to her students—that was her number one goal. And Erika went in knowing that they would pass their state test. That information she would teach, for sure. Mainly, she would teach the students—and they would learn the information.
The students entered this classroom knowing of Erika's reputation. This was her 10th year at this school and as a teacher. They knew her expectations were high, they knew they would learn their U.S. history, and they knew she (and they) would be very busy throughout each class session. When observers came (and there were several) they often commented to Erika, "This is a general track It seems like a higher one." Yes, it seemed that way to me, as well.
I constantly wondered what role writing did play. The first thing I noticed was the a Breitling Replica Watches(http://www.imitatewatch.com/GoodsBrand/Replica-Breitling-Watches-19.html) pervasiveness of writing—not in the form of huge essay assignments— but in the form of many short pieces of in-class writing. Erika often stopped and said, "Write about this for a few minutes, and then we'll talk." Also, the students continued some of this writing as homework. Sometimes they read their in-class or homework writing to the rest of the students for discussion and to gain an appreciation for one another's thoughts.
In January Carlise wrote the text in Figure 3, and Erika asked her to read it to the class for discussion on a day I was absent. Erika, however, thought I might want to hear it, as I, a person who has lived in the South for only a few years, had initially been surprised to learn that Lincoln is not necessarily considered a hero. I asked Carlise to read her essay to me.
I commented on her strong feelings, she elaborated, and we conversed a bit about Lincoln. Then I asked, "What in this essay is new information that you didn't know before this class" Carlise replied, "About Dred Scott and Abraham Lincoln." I nodded and then said, "Mrs. Pierce thinks that writing helps you learn things better. Do you think that's true?" Carlise explained, "You see what you're writing down. When you just hear it, it's not easy to remember it. All the things in here, I'll remember because I wrote."
The frequent writing appeared to engage the students in a mode of learning that contributed to their ability to learn the content of U.S. history. Plus, the personal greeting and farewell from Erika each day this class met, her phone calls and e-mails to the Cartier Replica Watches(http://www.luv-replica.com/GoodsBrand/Cartier_Replica_Watches-6.html) students, and her recognition of each of them during class sessions allowed them to know that they count—and they are smart.
These smart students studied U.S. history in the kind of classroom milieu advocated by Percoco (2001) in his book about the importance of teaching about conflict—which includes bringing emotions into the students' experiences, talk, and writing. He wrote,
American Indians refer to the spiritual energy that flows between all living things as 'medicine'...may the power of'good medicine' permeate...all of your relationships in an effort to open the door of respect and understanding of the human community, (p. 8)
It's my wish that within the human community smart students may find personal connections to U.S. history—and find the emotional fortitude they need to resolve, rather than foster, the injustices they rightly feel.
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