Revisiting the Student Experience

Author(s): Margaret Rauch

Source: Journal of Reading, Vol. 37, No. 7, Classroom Talk about Text (Apr., 1994), pp. 594-
595
Published by: Wiley on behalf of the International Reading Association
Stable URL: http://www.jstor.org/stable/20172362 .
Accessed: 18/06/2014 06:43

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp

.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.

Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extend
access to Journal of Reading.

http://www.jstor.org

This content downloaded from 188.72.126.41 on Wed, 18 Jun 2014 06:43:53 AM

All use subject to JSTOR Terms and Conditions
 be asked include: How did this
Wear and learn In what ways are
expression begin?
individuals African inAmerica? If sim
Milford A. Jeremiah
ilar labels were formed for other eth
nic groups, what would they each
Slogans printed on tee shirts have
a part mean?
become of modern life. In
"It's a Black Thing" could stimulate
urban centers and on campuses, one
a prereading discussion on the origin
sees many individuals wearing tee
shirts wjth messages that presumably of the expression, its meaning, and
its relevance to the students' daily
express the wearers' individuality and
life.
cultural affinity. Why not use these
for literacy instruction? Tee shirt statements can also be
shirt slogans
are available and useful with used in writing classes. They serve as
They
students of any age. relevant topics for writing and the
We need to be selective in the teacher can ask students to write
choice of shirts for teaching purpos about them using selected styles or
es. We could begin with tee shirt structures, such as cause/effect, com
statements that are ethnic, historical, parison/contrast, definition, and
and sociopolitical. Here are some description. For example, about the
j g^ered. is an inscription "Support Black Colleges,"
examples (There
in some categories.) students could be asked to use cause
overlap
and effect structure in arguing the
Ethnic You Wouldn't Understand: reasons for and the results of sup
It's a Black Thing; 2 Black?2 or not
porting supporting Black col
Strong?The Black Woman;
leges.
Support Black Colleges; Nubian out that the
It should be pointed
Queen; "I Am an Endangered
ideas expressed here, although
Species" directed to an African-American stu
Historical: The Black Woman: dent body, could serve as instruction
Mother of the Earth; Respect the al units for other ethnic and racial
Black Woman; Black Woman: Love, groups. Students can learn from the
prot:ect ^^ Respect; African in messages out on the apparel
spelled
America; A People United Will worn by members of many segments
Never Be Defeated of their society.
1^^^ Sociopolitical: Free Mike
Tyson;
Jeremiah teaches at Morgan State University
Teach; Banana Republic; White
in Baltimore, Maryland, USA.
IJLk Men Can't Judge, Either; He'll

i?^^ [Mike Tyson] Be Back; Stop the

Violence; A Black Woman Is lust As
Smart, Just As Able, Just As Willing;
Each One Teach One
Revisiting the
Ask students to submit a list of student experience
statements they have seen on tee
shirts. The collection should provide Margaret Rauch
you with some you can use to teach a
variety of skills. For demonstration The sights, sounds, and feel of the
purposes, let's start with interpretive classroom are quite different from a
reading. Place the inscriptions into teacher perspective as opposed to a
categories as suggested above. Then student perspective. Since I had not
evoke background information about been a student for many years, I felt it
them. was time to sensitize myself to what
For example, for "African in students were seeing, hearing, and
America/' some questions that could feeling because it would make me a

Copyright? 1994
594
JOUmal Of Reading 37:7 1994 International Association
Reading
April

This content downloaded from 188.72.126.41 on Wed, 18 Jun 2014 06:43:53 AM

All use subject to JSTOR Terms and Conditions
better reading and study skills > The first time the teacher asked inal problem, could I apply what I
teacher. Therefore, I enrolled in a for a homework assignment, I looked knew?
beginning Spanish course. around in surprise. I had not heard I discussed test taking and test
What did I learn from revisiting the the assignment being given the day anxiety with my students. What study
classroom as a student? Following before. I asked the student sitting strategies help when preparing for
are some events
I recorded and dis behind me when the assignment was application type test questions? What
cussed with in my reading
students given. She said it was written on the can be done to alleviate text anxiety?
and study skills classes. board in Spanish, and the teacher Test anxiety was part of the reason I
mentioned it. made silly mistakes. I told the stu
> The first day in class I learned
Reflection: When my students would dents I reviewed my study procedure
that most of the students had back act surprised and say they did not and decided what changes Iwould
ground knowledge of Spanish and
know about an assignment, Iwould make for the next test. One change
could understand what the teacher
often be skeptical and irritated. I also would be to focus more on applying
was saying. Obviously I could not on the board
write my assignments what I learned instead of learning the
understand and anxiety
anything and discuss them in I information as a collection of facts.
class; therefore,
struck. That
night I sat down and had assumed students should be I planned to spend more time
Also,
thought about the strategies I taught aware of my assignments. Now I am with a tutor.
and decided which ones would help more patient when students explain To summarize, as I taught my read
me: reviewing often, seeing a tutor,
why they do not have their assign I dis
writing out the information in addi ments. I am also trying to be more ing and study skills classes,
tion to reciting, and reading ahead to cussed how Iwas applying the infor
explicit as Igive assignments.
mation inmy Spanish class. I told my
know what was coming so notetaking
> When I took the first test, I students about my successes, fail
would not be so difficult.
recalled my old feelings of test anxi ures, and the changes I made.
Reflection: I taught students to ana
what each class involves and to ety. Iwent over the list Ioften discuss Students could relate to my progress.
lyze
with students: Do the easy questions But more importantly I could relate
decide what study strategies will be
I told students what strate first, try to think through the difficult to what my students were experienc
effective.
questions, recheck answers to deter ing in their courses.
gies I planned to use. In addition, I
mine if you made a mistake, and Yes, the sights, sounds, and feel of
introduced the tutoring center I co
don't be concerned if you are the last a classroom are much different for
direct and strongly encouraged stu
student to hand in your test. students than for teachers. I recom
dents to take advantage of the free
Reflection: I, like many of my stu mend that other teachers consider
services. I explained how Iwould
dents, can remember information and revisiting the student experience. It
never survive in my
Spanish class
do well on factual questions. can be a challenging and enlighten
without the help of a tutor.
However, the application questions, ing journey.
> We listened to Spanish tapes as in this case writing original sentences
part of our homework. I could catch in Spanish, were very difficult. Math Rauch codirects the Academic Learning
words and phrases, but not the com was the same way for me?I would Center at St. Cloud University in St. Cloud,
plete message. The teacher explained know the formulas, but given an orig Minnesota, USA.

that we had to learn to cope with

ambiguity, and eventually as our
Spanish improved we would under
stand. I have never coped with ambi
guity well. I like to be in control!
Reflection-.When I talked about how I
felt about ambiguity, several students Open to Suggestion carries classroom suggestions and other stimulating short items
related to teaching reading for adolescents and adults. Items have been peer
agreed with me. Being patient and
reviewed except for anonymous ones adapted from the literature.
learning as the puzzle is put together Potential contributions should be submitted toJR Editor, PO Box 8139,
can be a challenge. A support system
Newark DE 19714-8139, USA. Send 4 copies and a self-addressedt stamped
of a tutor or study group may help for
envelope correspondence.
reduce anxiety created by ambiguity.

Open to Suggestion 595

This content downloaded from 188.72.126.41 on Wed, 18 Jun 2014 06:43:53 AM

All use subject to JSTOR Terms and Conditions