Teach With Your Heart

Teach With Your Heart was a fun, fast read--one that I got through much faster than I had anticipated. It read like a story, and in the end I think that was my biggest critique--it is a story.

Reading this made me feel like I was in a fantasy world. The feats that Erin Gruwell is able to accomplish are amazing-- and totally unrealistic. While I absolutely enjoyed reading the amazing tale of one teacher's successes (and failures, in my opinion, as well), it was a little disheartening to know that I could never attain to this level of success.

First of all, Erin Gruwell comes from a privileged background which allows her to give things to her students that almost any other teacher would find impossible. She buys them their own copies of books, takes them on countless national (and international) trips, and more. While reading about this was fabulous (and maybe, on a superficial level, "inspiring"), it was ultimately just a "fantasy read."

What I did like about the book were the moments we were truly connected with Gruwell's students. This books definitely emphasizes relationships with students and the importance of getting right in there with your students' interests, mannerisms, and issues that they may face. For this reason, I truly valued the book. By page 80 alone, I had cried 2 times-- that is how I know Gruwell is a genuine writer; I firmly believe you can't fake or forge those kind of connections with students.

I also liked the brief glimpses we got into Gruwell as an actual educator-- the Shakespeare lesson was a good example-- where we actually see the TEACHER in action; not the celebrity or the storyteller. I think this book could have benefited from more of those moments.

Overall, I had mixed feelings about the read. I would definitely assign portions of it to a 402 class, maybe even just the opening chapter where we see Gruwell at her "most real"-- she is in he first day of class, mortified-- just to use as a discussion piece. I probably would not assign the entire book though, because although I think the book means well, we really don't get much "reality."

Teach with your Pocketbook???

okay. sorry. I fear I am being wicked snarky.

But, I have to say, there is a part of me that had this thought, while reading. She keeps spending her own money. Or, getting money from these outside sources. And, there is a way in which it just feels unrealistic to me. Ack. I feel SO mean-spirited. But, I decided to just be honest with you all. [I would definitely not share this reaction if this were a "whole class" context. Nor would I share it if I didn't know most of you pretty well...]

I have to also be honest and say that right now, Thursday PM, I have not yet finished the book. I am hoping to get most of it read by tomorrow AM.

I am finding it interesting to read this alongside the book on charter schools that I am also reading.

And, don't get me wrong, there are things I am liking. But, there are a number of things I am finding unrealistic.

Reading through the posts so far, I am happy to see all the different reactions you have had and the different ideas/issues you are bringing up.

thanks! I'm looking forward to talking more tomorrow.

Thoughts on Teach with your Heart

Drawing from what Heather touches on below, I have always had a really hard time swallowing Gruwell's writing. Heather talks about how amazing her teaching style is and questions, "How can anyone live up to that?" In my opinion, this is exactly what makes it so hard to read. It seems like such an idealistic theory of teaching that at times it's almost unbelievable. Obviously, these are her memoirs and she has actually accomplished all of these things, but I don't really feel like I benefit from reading things like this, but rather, I end up feeling discouraged and lazy.

I, like Gruwell, feel the need to diverge from my priveledged upbringing and teach less fortunate kids, but everytime I am faced with a story like this, I wonder if I am actually cut out for that profession. I know I can teach, and I do have a passion for it, but I cannot imagine spending that much of my day to day life devoted to my students. I think both Lora and Heather speak well about this issue of balance, so I'll try not to repeat anything, but I just have to say that I felt that guilty pang of not wanting to sacrifice my personal life for my teaching as well.

As I struggle with my personal feelings about Gruwell and her writing, I have to just take it for what it is and try to appreciate all that she has accomplished. I can't hep but wonder how the heck I would ever achieve even half of what she did, but all I can do is try to accomplish my own set of goals. More importantly, the fact that she has accomplished so much only works to pave the way for us as we get teaching jobs and realize that there are a lot more schools who need a driven teacher to spark change and reformation.

"Teach With Your Heart" Post

As I first starting reading the book I was confused since it began very similarly to Freedom Writers, but without the journal entries, and I was discouraged thinking, "I've already read this." Then the story changed so I was okay with it. I liked how this book went much deeper into Erin's thoughts on how to deal with her classroom. She is an incredible teacher, however I feel like she was only able to accomplish so much because she literally gave her all to her students. It scares/saddens me that her marriage had to suffer as the consequence. She taught with her whole heart. I hope to also teach with my heart, so I'll use Erin as an example as to where to draw the line. I just don't want to burn out. This raised a question for me, "Can I be just as good of a teacher if I don't throw my whole life into teaching?" I think the answer will come as I begin teaching and I'll compensate to what I'm given. Keeping a balance that Heather mentioned below.

My Thoughts on "Teach with Your Heart"

First I have to say- as usual, the book is far superior to the film!! I have found myself choked up so many times, crying in the coffee shop reading. I think Erin Gruwell and the Freedom Writer's story is so inspiring! She is a very gutsy gal, and I greatly admire her determination, her drive, and her caring nature.

I saw Gruwell questioning some of the same things we are questioning currently in this course- she says, " What did I believe in? Did I have convictions of my own? I'd spent my life studying other people's beliefs, never really formulating my own" (p.10). We all are searching for meaning in what we do- a purpose. I found myself also questioning- "What do I believe? What do I stand for?"

When I saw how Melvin was reacting to her efforts in the classroom, all of the outside knowledge she was gathering so that she could relate to her students and form a connection with them, I was inspired. I became excited to do the same- to relate to my students, to learn about them, to uncover how best to help them learn and help them become the people they want to be. Gruwell says, "As I became familiar with my student's idiosyncrasies, I began to subtly infuse them into my lessons" (p.31). I see this as being the sign of a successful, teacher who wants to make a difference and who truly wants her students to learn.

Can I just say, as an aside, I laughed out loud when she dropped the F-bomb in front of Stephen Spielberg! :)

This may sound a bit defeatist, but so much of what Gruwell did in her classroom seems almost impossible and fictional. How could she meet all of these people, do all of the things, make such a difference in so many kids lives? It is amazing! And overwhelming! I feel that I can only pale in comparison when I get in the teaching field. Who can compete with her?? I too hope to make a difference, but I know that it will be on a much smaller scale. If I can reach a handful of students when I begin- help them believe in themselves and show them that learning can be fun and exciting, I will see that as a success and a nice foundation to build on.

Something that really struck me when I was reading the middle of this book, when her marriage was failing, but her classroom was thriving, was the need for balance. BALANCE. It is crucial, with any job- but especially teaching. It is so easy to get caught up in the students' lives, to work long hours, to get little sleep, and to ignore things you once deemed important in your life. This is one model I will not follow. Gruwell threw herself into her work so much that it became her life- she had no balance. My family is extremely important to me- they come first. I think it will be so important to start off my career with a goal of being a balanced person. I want to be the best teacher, the best mother, the best wife, and the best person I can be- in order to do this I must find balance, I must not let one area stifle the others. I know this will be difficult, but I do know that I do not want my personal/home life to fall apart as a result of striving to be the best teacher I can be.

In closing, I want to say that I see this book as being a great resource for philosophical purposes and as a teaching model- there are a lot of activities and ideas we can actually take from this book and use in our classrooms. A couple of my favorite activities that she did with the students were the Shakespeare lessons, in which she allowed the students to translate the plays into slang so that they could better understand them, and when she put Romeo and Juliet in the context of inner city gangs, also the assignment leading up to the dinner with Zlata really jumped out at me- she asked her students to teach their parents and family members all they knew about the Holocaust and Bosnia, what a great way to further their learning and to introduce their family members to some knowledge they may not possess.

I'm loving this book and am a bit saddened that I am nearing the end.

My quick thoughts on the readings

Before I post some comments on all of your entries, I wanted to just make a few quick comments myself, about reading these pieces.

Dewey: I love reading Dewey. His writing and his thinking feel so graceful to me. Not exactly sure why that is the word I chose, but, it’s what comes to mind. He is alternately easy to follow, yet deep and complex in his thinking.

I love the points he makes about the importance of following the child, of using the child’s natural curiosity and interest in the world as a way to “structure” learning, that you can build true learning opportunities around the things that kids are naturally interested in, and that you can do the necessary “foundational”, rigorous, disciplined type of thinking and work all in that context. His points about the difference between school as a place where kids listen versus school as a place where kids work.

The Mathews piece about the lack of a public in the public schools did not do a huge amount for me, though I think his basic point is a true and good one. This idea of schools belonging to us and the importance of all of us caring and participating seems profoundly important to me.

Meier, I think, makes similar points, though I think she does it in a more engaging and vivid way. I was just more drawn in to her piece than the other one.

Both pieces strike me now, differently, I think, than they did in prior readings (years ago). This is because I look at schools now not only as an educator but as a parent. One of the things that both pieces either talk about or allude to, I think, is about people "choosing" (or not) to send their kids to public schools. That is, if the schools are public, and they are for all of us, then we need to send our kids there, and at the same time get involved and work to make sure they are serving/meeting our needs.

Here, in Maine, this is not that much of an issue, because the public school is usually pretty much the only game in town. But, having lived in a number of places, and having seen this issue come up in a number of contexts, I think one thing that happens is that people, for all sorts of different reasons, choose not to send their kids to the local/public school. This weakens the public system, and is, I think, one of the things these two authors are thinking about. I feel lucky that the schools here are decent, and that I feel good about my kid’s experience there.

But, all over the country, parents are bailing on the public schools, for various reasons, and this is a major problem that will only contribute to the weakening of the system, in the ways I think Meier and Mathews are talking about. Meier’s piece is called “In Defense of Public Education” and Mathews is called “The Lack of a Public....”. One of the ways I think about these two pieces is as an argument for the public – that would be those of us with kids who can go to public schools – to participate, to use the schools. Use it or lose it. Maybe one of them said that in their piece.... now I can't remember...

Here's a question, then, are people then "irresponsible", if they choose not to send their kids to the public school? are they not taking their responsibility as a citizen seriously enough? it's one of those tensions, isn't it? We have to decide between the individual (our own child) and the larger whole (the whole society, or the larger school system, depending on how you look at it).

Mike Rose. I just love reading his stuff. In this chapter, his descriptions are just so rich and wonderful. Such great detail, and the voice he uses to write it is so generous, so full of respect and able to create a sense of dignity and integrity around the whole enterprise (by which I mean the classrooms and teaching and learning he documents).

As I read, I kept making connections in my mind to aspects of what we do in EDU 301: Content Literacy. So, I walk away from that reading wondering whether I should perhaps start using it in that course. It is an example of much of what I feel like I try to get at and convey in Content Lit. Something for me to ponder, as I think about teaching the course in the fall.

Book Choice

Hi Ladies,
Did any of you choose the book "You Can't Say You Can't Play", about the preschool class for the independent reading choice? If not, I'm interested in it.