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Richard Ross ELA IV

Interesting how each individual has an independent opinion and definition about the aspect of literacy as it relates to reading and writing.

Children are the crux of public, charter and private school existence for an incredibly high percentage of the United States. Children from all walks of life make the composition of population in schools incredibly multidimensional, “thick”, and “multi-stranded” simply by way of student population; which in and of itself is fluid and inconsistent in a single academic calendar, and in turn is multiplied by 13 years in any given child’s life; provided they complete the duration. This super complex physical dynamic, multi-layered socio-cultural diversity, and immeasurable intellectual playground, which is almost chemically bonded together in the government sponsored mandated amalgamation of an attempt at securing the economic and political future of a nation moving at incredible speed towards an unknown target, is overwhelming at a minimum for any individual student, teacher, staff, or administrator. THIS is the education juggernaut. It is rich in context for any student, or teacher. Moll, et al (1992) posits “In comparison, the typical teacher student relationship seems "thin" and "single-stranded," as the teacher "knows" the students only from their performance within rather limited classroom contexts”. I strongly disagree! I understand the context of student-teacher relationship is different than what it might be for the child with an uncle who spends holidays, picnics, and labor related events with the student, yet the school environment provides an alternative context which also inherently cannot be replicated at home during aforementioned events. Potentially, the dichotomous contexts between “home” life and “school” life for any student could be equally valuable, productive, and intense, especially given the artifacts mentioned above conglomerated under the roof of a single building. The incalculable volume of experience in a single hour afforded by a classroom setting of peers, material resources, and instructors may well be unmatched in any setting in America or elsewhere. Conversely, a family reunion picnic filled with family and close friends reflecting on shared experiences and simultaneously creating new strands of connection constructed through events mutually felt and faced provides an emotional context for an individual which would also be unmatched. Simply overstating and exaggerating one context over another given each scenarios potential to contribute greatly to the holistic welfare of the individual seems…contemptuous and derisive, given our common goal of accentuating aspects of education which approve and edify individuals holistically. Realistically, a student will, in the course of an academic year, spend more hours with a lab partner in fourth period chemistry class than an uncle mending fences on the family ranch. These contexts should not be at odds, but valued for their unique and important contributions in a child’s life that will enhance and enrich and provide foundationally sound framework for ongoing edification and development.