“Traditional, directive methods are nearly always found in working class schools and often found in middle-class schools. To acquire powerful literacy, one must feel powerful. Traditional, directive methods are inherently domesticating. They rarely lead to powerful literacy. Progressive, collaborating methods are liberating and empowering and can lead to powerful literacy, but they rely on a certain part of cooperation and goodwill of the students. Resistance of the working-class students to schooling makes the use of progressive, collaborative methods difficult to impossible.” (Patrick J. Finn, Literacy with an Attitude, pg. 204)
In agreement with this premise, I feel it is necessary to have a foundation and understanding of the varying quality of education that exists between the classes of society, as Finn explicitly presents in his book, “Literacy with An Attitude”. In agreement with Finn’s views, I have also aligned this thinking and expanded this to address the varying programs and quality of teaching that exist within school boards in our society, specifically the Toronto Catholic District School Board ( TCDSB). In my opinion, the implementation of “powerful literacy” stems from control. Once this control has been removed from the teacher and passed on to the students, we, as educators, have then empowered the students, thus in turn decreasing their desire to resist. Within our media, this was presented to us through a recent film and book, The Freedom Writers Diary, as I will refer to on a couple of occasions in this paper.
Teaching literacy is related to the inequality of society. We teach the lower-class of society not to take control of their lives and learning, but rather to follow rules and take orders. As stated by Finn, “poor children are not being as well educated as they could be”. Students in the lower – class classrooms are kept busy, so there is no room for misbehaving and the “ good “ students are the obedient ones, who do as they are told and work quietly at the mechanical, rote work of the day. This control is monitored and regulated by the classroom teacher through a means of”gatekeeping” (Finn pg. 148). In many situations, the “noise-level” of the classroom is equated with the amount of learning taking place. As presented in the study of 5 neighbourhood schools in New Jersey, Jean Anyon ( 1997) observed that students in lower-class school neighbourhoods were included in very little decision-making or choices; no instructions were given re: why the activity was done and the purpose for studying it. Methods of instruction were cut and dry; there was a right or wrong way of doing things without any discussion or collaboration between the teacher and student. Creative exercises were considered extras in the classroom and textbooks were written for the” low-achievers”. Following the reading of the textbook, students were given exercises of vocabulary drills and questions to check recall - a lower order thinking skill. Within these classroom settings, there was very little time for questioning and exploring. Derogatory comments were made about the students and expectations were low. In turn, the theme in the working class environment was resistance. Students vandalized the school and presented a lethargic attitude towards education.


This was exemplified in the novel and movie, The Freedom Writers Diary. This novel is a non-fiction account of a learning environment that existed in a lower-class neighbourhood of a Long Beach, California School (Wilson High School). Prior to the arrival of a young, new teacher, Erin Gruwell, the teaching style implemented to the lower-class students, was similar to that as presented by Finn and observed in Anyon’s study. Entering into a school where students were divided between the academic stream and the “non –teachable” stream, teachers believed these latter students were not worthy of a good education and as a result this attitude permeated through the walls of their classrooms. Attitudes and expectations among the teachers of these students were negative; their beliefs that the “non-teachable” students were not good enough and as a result, were never given the control of their learning potential. This resulted in an attitude of resistance and lethargy on the part of the students. It took a fresh vision from one new teacher to believe in these students and provide them with the guidance and modeling necessary to become thinking, questioning and creative students. Her struggle to “undo “the negative biases and attitudes that were deeply ingrained in the students, and to pass on the control of learning to her students, took a great deal of commitment, time and effort. This young, new teacher demonstrated an imperative to educating our students, as presented by Allan Luke (Ministry of Education web cast 2007), that being, it is our job to heighten intellectual demands and connectedness to the world for our students.
In comparison to the education of the affluent and elite schools Anyon observes the theme within these schools as being of excellence where creativity and personal development are encouraged. Teachers promoted the students to think for themselves and created environments/ experiences where students could discover and learn. Higher concepts were presented to the students and exercises of inquiry were nurtured at a brisk pace; the students were expected to keep up. The lessons were sophisticated and analytical and knowledge was viewed as being open to discovery; presented as making sense and thus had value to the students and relevant to the students’ life experiences. Creativity was encouraged and not hampered, promoting activities such as writing editorials to local newspapers where their opinions were expressed and welcomed. Free entrance and exit into their schools and negotiations occurred between the students and teachers should they require extra time to complete assignments. Thus the control within the classrooms and learning environment was given to the students and in turn empowered the students.
In “The Freedom Writers Diary”, Erin Gruwell confronted a group of “unteachable, at-risk” students. However, she was an anomaly to the existing attitude of the teachers within the school. Gruwell was from an elite education –trained environment and entered into this new teaching environment with the views of education as she knew it. She began teaching the lower-class students with the same expectations and attitude that were presented and modeled to her as a student. Trying to “undo” the negativity and simplistic expectations placed on these students for the past 12 years of their lives, took a great deal of effort and dedication. Her first, I feel the most difficult, challenge was to win the trust of the students and have them believe in themselves. She worked through layers of resistance to build an open learning environment of pride and confidence. Gruwell, slowly relinquished the control of learning over to the students. The class became a group of young adults who were motivated, self-thinkers. These students discovered the beauty and relevance of gaining knowledge as it connected to their personal lives. They saw how their actions and “voice”, as presented through their diary entries, were both heard and made an impact on society. After a period of time, their resistance waned and pride and determination grew.
Opportunities to assert their ideas and voice were presented to them in a nurturing, learning environment. All of this was implemented under a bar of high expectations and a” turn over” of control; the students rose to the occasion over and over again. If these lower-class students had been given a “traditional” type of education as presented by Finn, they would not have been educated as well as they were. Results, showed in the high percentage of students who both graduated from Wilson High School and continued their education after secondary school. This, traditionally, was not the situation for the lower-class students within this high school.
Within the Toronto Catholic School Board (TCDSB) we see the same situation occur, however, not necessarily as a result of social class, but rather learning needs. Under the umbrella of Special Service Programs, there exist two programs, the Special Education Program and the Gifted Program. In the special education classes, students’ learning needs vary from very needy to less severe. After identification from a series of tests and meetings, these students may enter into a program of a segregated or integrated structured type classroom setting. This will vary depending on the individual structure within a school. The students’ learning difficulties may vary from decoding words to recall of basic letter, sight words and information. Special attention is provided to address strategies and resources that will help the students to become literate individuals in our society. Many of these students have average to above average IQ.
An additional program that exists under the Special Services umbrella is the “Gifted Program”. Students enter into these programs after being testing through the CCAT (Canadian Cognitive Abilities Test) and occasionally, and for further assessment, followed by the administration of the WISC (Wechsler Intelligence Scale Component) assessments. IQ scores determine their acceptance into this segregated program. Although the focus of outcome for both programs is to develop literate individuals, the varying degree of the implementation and pedagogy of “powerful literacy” is immense.
Within many of the Special Education classrooms, students continuously work on handouts where they are asked to fill in the blanks and recall facts presented from a text. Exercises include “drill and kill” activities where lower order thinking skills are required. Control is evident and analogous to the explicit teaching. There is very little space for open dialogue and creativity.
In contrast, the structure and teaching style within the Gifted Programs are quite different. Students are continuously placed in a learning environment where creativity and open dialogue are nurtured. Conversations include students’ thinking for themselves and activities require higher order thinking skills. Students lead open discussions in groups with fellow peers where ideas and global issues are presented and analyzed. Collaboration exists on a regular basis. Opportunities to experience and get involved in “field trips” occur on an on-going basis. A reduction in teacher control is evident.
Although, powerful literacy can be visible in a variety of environments and presented through diverse teaching styles, the initial and foremost success in which it can exist in classrooms is through the relinquish of control on the teacher’s part in order to empower the student.

Marisa Melillo

Where I'm From

Where I ‘m From

I’m from DISTAR, SRA, Basal Readers,
Mr. Muggs and Dick and Jane.

I’m from A&W Root beer,
Mama and Papa Burgers and Big Macs.

I’m from Black Beauty, Little Women, Old Yeller and Little House on the Prairie.

I’m from the The Brady Bunch, Ed Sullivan Show, Tiny Talent Time and Love American Style.

I’m from The Beatles, Tina Turner, Earth, Wind & Fire, Bruce Springsteen and The Doors.

I’m from hide and Seek until the lights come on, baseball in the park, snow forts 6 feet high and bicycling without helmets.

I’m from no seatbelts, clackers, ball in a nylon stocking and playing dodge ball with all of the kids in the neighbourhood.

I’m from leaving basketball nets up all night and day, running on people’s lawns and playing ball hockey in the streets.

I’m from turntables, typewriters and writing and mailing letters to friends.

I’m from “children should speak when spoken to”, if you don’t have anything good to say, then don’t say it”.

I’m from Sunday drives, and eating dinner every night with my family.



Marisa Melillo

Literacy Response – Workshop 2 October 23, 2008

“Chronically unemployed makes and welfare mothers, concentrated in crime-ridden, desperately poor, inner-city neighbourhoods, numbers at least 1.5 million. One third of the black kids are poor for seven years or more of their lives.”(Garland, Therrien, L. & Hammonds, 1988) This is alarming! What are these numbers today? What does this constant rejection/ struggle do to society, but more importantly to this cultural group in our population? How does our society assist with this rising problem? Unfortunately, this problem does not exist solely in the neighbourhoods of the United States, but in Canada as well. The underclass being exclusively black has expanded to other racial groups.
The absence of positive role models, inadequate education, and tumultuous home environments negatively affects these students’ possibilities of being able to successfully compete with students raised in an upper class environment. In allowing children from these poor homes to witness positive role models, it provides a better start. The stress and turmoil of living in these environments negatively effects everyone involved i.e. the mother who is exhausted from working two jobs to keep food on the table, and the teenagers who need to work part-time jobs after long hours at school to assist with household expenses. After working those long hours, these same children are expected to keep up with their studies in order to prepare for tests and assignments.
Another problem that exists is the quality of education that is being provided to these students from the lower class homes. Many of these children are placed in classrooms for lower functioning students. The curriculum is watered – down and very low expectations are placed on these students. On the other hand, the upper class are educated in environments where the curriculum is presented in a democratic open environment. The students are encouraged to think for themselves and develop opinions and ideas based on a more extensive curriculum. The expectations of the students are much higher and as a result these students are challenged on a daily basis. It is this same population that are then thrown into society to compete for the same jobs that the children from the lower class are also competing for. It is no wonder that frustration and constant feelings of rejection and failure exist among this underclass population
As a result, of the reading in this workshop, I felt the desire and need to research some of the programs that are available to the underclass of our society. In addressing their cultural and economic needs, doors of opportunities are being opened to the underclass children. Programs (as presented on TV Ontario on Sept. 17, 2008) have been implemented to address this inequity issue. These programs follow the premise that spending on early years will eventually save on welfare down the road. The Harlem Children Zone Program is a program that supports both the social and educational needs in the lower class communities. While there is a math and reading focus for children, this program recognizes the difficulties that exist for parents who are not able to read to their children, opportunities for pre-kindergarten programs and family/ job counselling. The programs for adults teach resume writing, interviewing procedures, telephone etiquette, intensive remedial education and job training. Another program that has been implemented is the KIPP Program. This is a full extended school day /year program. Children are supported from birth to adult.
The underclass being exclusively black has expanded to other racial groups. In Canada, our native populations face poverty, alcohol/drug abuse and high drop-out rates. Circle of Light was a two day conference held in Toronto in November 2007. The conference was attended by more than 500 educators and administrators, faculties of educations, First Nations organizations and 19 students. The young people spoke of challenges they had faced and where they found the resources and support to help them face the challenges and obstacles they had to overcome. One key element in promoting academic success is to produce more Aboriginal teachers. Teachers who are sensitive to the needs and culture of the Aboriginal student The Centre for Spanish Speaking Peoples in Toronto has launched a new tutoring and mentorship program aimed at high school youths from Spanish-speaking countries. This program creates a culturally sensitive support system for Hispanic youths who are struggling within our school system. Like in the black underclass, there is a need for positive role models for Hispanic youths. They are working with teachers from Spanish-speaking countries to provide mentorship and tutoring. Children and youths, who perhaps would not finish high school, today perhaps have more of a chance.
As I am aware that initiatives in our education system exist; initiatives that have been strategically considered for all students of many different cultural and varying economic backgrounds, is enough being done? As our understanding of different literacy initiatives are constantly evolving, so too will our understanding of the reality of educating the underclass and meeting the needs of this group in our population.

What Are Schools For?

TVO has a series of programs this week at 8 p.m Last night's episode was titled "What are Schools for?" It was a very interesting discussion with a variety of educators, researchers and other hosts who are involved with educating students at the post-secondary level. I was very intrigued with the comment that our students today are being taught by a generation of teachers that are not to date with the ideas, technology and critical literacies that students of today require. I also found Bill Gates quote very interesting and enlightening! Has anyone seen the program tonight?