I think that Kim's point is interesting, because I had the same questions running through my head when I interviewed last week, about legislation and NCLB. Speaking with these teachers was so much different than criticizing this bit of legislation within the confines of a college classroom, with classmates who had no more experience or power than me. When we're college students, and we haven't taught full time it's hard for us to even think about making a difference in the legislation. However, these teachers seemed to be echoing our sentiments, and some have been teaching their whole lives. I kept asking what the teachers thought would make legislators see the detrimental effects of NCLB and they kept coming up with ideas like writing campaigns (which they've done to no avail). One special education teacher had a grand idea.
“I would love a legislator to come in and see the trouble that these students are having with these tests. The difficulty in taking the test is that many of their reading levels are below eighth grade. We’ve been promised for years an alternative test at this level, but we’re starting to realize that that may never come. I’m handing someone who has a 3.9 reading level, an eighth grade reading test. We prepare and give them samples, so they know what they’re supposed to do, but in the end its like giving an eighth grader’s test to a fourth grader. We’re not allowed to help them.”
The idea of having legislators come into the classroom is hopefully something that would make some bit of a difference, however how do we get them to see that this is what they need to do? When I first heard the question of the week - How do we become attentive to what we are unable or unwilling to see? - I thought that it would apply to the teachers’ unwillingness. However, now I see that this question works even better turned around, when we question how legislators can see through their pride or ignorance to what is really occurring in these schools. Children are being left behind. It's frustrating when we keep asking the same question with no new ideas, even from teachers who have been teaching their whole lives.