Goodman and Reading

Kenneth Goodman is one of the most famous scholars and teachers of reading. He is associated with a psycho-linguistic position on the teaching of reading. His view is that what makes language both necessary and possible is the human brain’s ability to think symbolically (Goodman, 1996). Language is a tool that enables us to create complex systems that can represent even the most subtle experiences, concepts and ideas. For Goodman, it is a mistake to consider that written language learning is fundamentally different from learning oral language.

We learn to use written language later on in life, but Goodman sees this learning as no less natural as learning oral language. Both develop from the need for humans to think and communicate symbolically as individuals in society.

Written language is an extension of human language development that occurs when it’s needed: when face-to-face and here-and-now language is no longer sufficient” (Goodman 1996:118)
For psycho-linguists like Goodman, literacy learning does not begin when children enter school. Children arrive having had rich and varied literacy experiences and have already learned to make sense of print. Schools must not make the mistake of believing that the reading and writing curriculum is a set of new skills for children to learn. Teachers need to build upon and support what children already understand about language, both spoken and written. Supporting children’s language learning this way enables them gradually to control the system of written language.

Thanks to those good folk who have signed up as 'followers' of my blog. It is nice to know someone out there may be reading it. Good to see friends there too.

I went to the third 'Poetry Summit' - related meeting today. The Poetry Summit is a gathering of poetry-minded people, concerned to promote the publication and reading of more children's poetry. Representation from the Poetry Society, the Book Trust and The Poetry-Book Society and Macmillan Publishers today in London.

News that The Poetry Society has won funding to organise poets to go into University Teacher Education programmes and do days with students and tutors on poetry in primary schools. This should start in universities in a year or two. The brief is to show how poetry can be brought into schools across the curriculum.

The Poetry Society is also celebrating 100 years of their organisation with their 100 Poets in 100 Schools programme. Each of their poets goes into 10 primary schools. This starts in October. LEAs are organising which schools when.

If you have yet to watch Poetry Pie http://www.bbc.co.uk/cbeebies/poetrypie/ the time is right! This is a very popular children's programme with its own web site.

CLPE Poetry Prize

The Centre for Literacy in Primary Education (CLPE)have asked me to be one of the judges for their prestigious poetry prize. I'm thrilled. Jackie Kay won last year and will also be a judge. Very exciting and a great honour.

Where have all the artists gone?

Peter George Greenham, artist, born 9 September 1909, ARA 1951, RA 1960, Keeper of the Royal Academy Schools 1964-85, CBE 1978, married 1964 Jane Dowling (one son, one daughter), died Oxford 11 July 1992.

Bernard Dunstan wrote of him:

"PETER GREENHAM was a figurative painter of great distinction. His work was always based with conviction on traditional practices; it was both scholarly and sensitive and, like himself, totally without showiness or pretension."

There was a small exhibition of his work in the Royal Society of British Artist's show this month in the Mall galleries. Here's an example of one of his works that's in a private collection. His work can be found in the Tate Gallery. It is amazing that one can buy a Peter Greenham at a very 'affordable' price every now and again - could it be that that art like this is not valued anymore? High price or low price the real value is in the work itself.

Times Educational Supplement: B.Ed.

Gerard Kelly is the editor of the Times Educational Supplement (TES). In his editorial in February he argues for the abolition of the undergraduate route into primary education. He writes:

"Does it matter? Teaching is a practical not an intellectual pursuit. An intimate knowledge of Shakespeare's sonnets is of little use if the teacher lacks the crowd control skills to impart it."

I find it extraordinary that the writer of these lines is the editor of a newspaper that is there to appeal to and, I have always supposed, support, the teaching profession. Here he states that teaching does not involve the engagement of the intellect. So, now we know how he feels about teachers and their profession and would explain why the TES has noticeably been 'dumbed down' in its content over the last few years.

Anyone who understands teaching will know that his remarks are wrongheaded. Firstly, being a good teacher means being artistic, creative and above all well-informed about how children learn. Secondly, having an intimate knowledge about the arts and sciences will make a teacher passionate and interested about the world. Children are wise enough to see this and will respond positively. In addition, Kelly, the editor of the leading teaching newspaper in the UK, appears to conceptualise teaching as 'crowd control'. No wonder he wants to see the demise of the teaching degree, he advocates the classroom being policed by bouncers and riot police. I have to assume, Kelly is tired of editing the TES and wishes to move 'on' - perhaps to a journal on a subject he knows something about.

Most of his remarks about the undergraduate route into teaching are poorly informed. Kelly supports the Graduate Teacher Programme as it can "instill loyalty to a particular institution". A teacher needs loyalty to his/her profession and to the principles and knowledge base there-in. It would be extremely unhealthy for teachers to stay in one school for protracted periods of time. Headteachers will know that a good school encourages staff development and welcomes teachers moving on and the arrival of professionals with experience in different teaching environments and a love for different aspects of life, art and science.

Teaching, as a profession, is under attack. The suggested abolition of the undergraduate degree into primary education is part of this attack. Teachers need to resist any move to take away the link between teaching and the generators of professional knowledge - the universities. Save the the Undergraduate routes into teaching!

Rose...

News of the new curriculum for Literacy is coming out and in the Guardian today (25th March 2009) there is an article on the front page about its new emphasis on digital literacies. Check out the quote from Prof. Teresa Cremin on her view of the new orders -also on the front page.
http://www.guardian.co.uk/education/2009/mar/25/primary-schools-twitter-curriculum
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Welcome

Welcome to my blog. I'm a Principal Lecturer in Education in the UK and I intend to post my views about Primary Education over the coming years on a weekly basis. Every now and again I'll go 'off message' but generally I'll be writing about the primary education teaching profession with a particular interest in English teaching.