When I initially read this article, I completed related to the literal meaning.  So many times in this EdS. program I have had to “read” articles that were “over my head” and that I did not feel equipped to read.  Fortunately, I was not asked to read these articles in preparation for a test or quiz!  I have utilized a variety of strategies to help myself “get through” some tough articles.  Often I read it once to get a general sense of what it is about.  I re-read paragraphs or pages that are un-clear in an effort to sort out their meanings.  I have resorted to dictionaries and thesauruses to pull out un-known vocabulary.  However the most helpful tool has been to discuss these articles in class and respond to them in writing.  By having to put my thoughts into written words, I am forced to synthesize new information and make connections to my own experiences and previous text.  Often as I write, my own thoughts evolve and I cause myself to re-think what I have read and written.  More surprising and engaging if to discuss these difficult articles with my peers.  It still amazes me that two or three different people can read the same article and come away with various interpretations of the same words.  I truly enjoy these challenges and varying perspectives.  And if someone constucts meaning from the text in a manner similar to my own, then I am validated in my beliefs and comprehension!

     If I look at the more figurative meaning of this chapter and think about how it relates to this course, beyond the readings and reflections, I look at how it related Jaeger’s article.  I am sure that on many occasions, she was very afraid…afraid for he students, and her own profession.  However, she did not close her door and allow that fear to paralyze her.  She found the inner strength to fight for what she truly believed in, no matter what the risk.  I like to think that I am an advocate for my students and that if “push came to shove” I would do the right thing.  By doing so, I am providing my students and own children with a positive role model for critical change.  If I can instill that value in all the children that come through my classroom, the world just might be a better place!

This article left me feeling very uneasy as an educator.  The sad fact is that I’m sure incidents like the ones described are occurring in districts across America.  I understand a district’s need to implement research based programs in an effort to promote achievement.  So much of what we do in our county is driven by data.  I’m curious as to what kind of data the Open Court program was producing at Downer elementary school.  It’s a very scary proposition to be a teacher and have to advocate for what you truly believe is right, especially when it goes against the top-down mandates provided by central office.  It’s also very difficult to teach something that you truly don’t believe in or have enthusiasm for…the students respond to the attitudes of the teachers.  We are the decisive elements in our classrooms.  I have been very fortunate to have worked in settings where my philosophies and teaching methodologies match the visions and goals of my school.  I can’t imagine being at odds with my administrators on pedagogy.  Teaching is too complex and difficult when everyone is on the same page!  After reading Fullen’s book, What’s Worth Fighting For in Schools, and providing a staff development opportunity to our staff, I realize that issues such as the ones described in this article are worth fighting for, not necessarily jeans days or even common planning time.  We have to pick and choose our “battles” on a daily basis, with our students and with our administrators.  I have to strongly believe that what I am teaching each day is in the best interest of my students and will help to promote their achievement.