POSSIBLE LIVES By Mike Rose

Caren Rothstein and Jennifer Park

Please post your reading schedule ASA

Book Context and Background

Mike Rose, a former teacher and advocate spends years visiting schools around the United States and documenting excellence in the classroom. He relates positive stories of teachers and students that are actively engaged in interactive, meaningful and multicultural learning. The book was published in 1996 - his travels occuring in and before 1994. Therefore, this book was written before George Bush had ever uttered the words, 'No Child Left Behind", and before technology was as prevalent as it is today. Despite this, his expositions are inspiring and exciting. Good teaching was and is the same- that which allows students to construct new meaning from their present life's experiences. Each chapter tells of classrooms in various regions of the United States. We will note our comments, having traveled with the author to the following places:

Chapter 1 -Los Aneles and the LA Basin -In spite of the tiny print, the author draws the reader into the classrooms of the LA Basin area. Using expressive imagery(it was the emerging blue of the morning...and towers of the city softened deceptively in this light) he describes not just students we all know and love, the atmosphere of classrooms we have come to call home, but also the moments that we cherish. "I just love it", he said softly, "when the bell rings and nobody moves".  Excellence in teaching is highlighted by connections used especially by drawing students in through the arts- graphic, dramatic, video, etc. CR

Although only one of the schools mentioned in chapter one was an elementary school, it was nice to "step" into other schools in CA.  I especially liked how the classes are not your conventional ones, as Caren pointed out, despite the emphasis on testing.  I also liked the fact that these classes brought together a diverse group of students who are disadvantaged (SES, language/cultural barriers, etc.) and exposed them to what an affluent school would offer their students.  The teachers believed in their students' abilities and "possibilities".  "Know your students' limitations, but don't lower your standards.  These kids, no matter what, they'll meet 'em" (Rose, p. 58).  I love hearing that since I work with special needs children. JP 

Chapter 2-Calexico, CA -On the border of California and Mexico. Connections. This chapter highlighted the importance of making connections in teaching. The children write about a grandmother who was mugged- everyone knows the story. "The children in room 42 were becoming civic beings". They learned because it was real. It occured to me while reading this how in our global world we teach in a detached way. I remember reading in TTCTW how we don't remember how history because it is not connected to anything significant for us. This really struck a chord for me. This is the basis for constructivism. We must connect information to what children already know. This chapter was my AHA! moment.cr

In addition, the chapter emphasises the importance of mentoring fellow teachers.  "'If you don't get support, you die a little every day'" (p. 63).  I also enjoyed reading about such amazing bilingual classrooms and wonder how so many people would want to dissolve such a beneficial program.  How many people have you met in the US that know at least another language and those from other countries that know a minimum of 2?  Aren't we trying to compete with the rest of the world?  There certainly is a "power of participation, a belief that engagement in the classroom will lead to rich cognitive and linguistic development, extending outward to the world beyond" (p. 79).  Much like Freire's love, Rose also mentions "care" that teachers have for their students, their profession, and for the potential in all people and all things.  JP

Excellent point Jennifer- we in the US are so egocentric! We think the world should accommodate to us. The result is that the rest of the world looks at us with contempt. I so envy those with bi/multilingual skills. Why do we devalue it in schools?cr

Chapter 3-Baltimore, MA -I love these words "...first graders come to school come to school with a lot on their minds and a twitch in their developing muscles". Oh, Mike Rose, you do write beautifully. This chapter is an ode to Whole Language and integrated curriculum. Ah, the good ole days...I, for one yearn for those days again...anxiously, anticipating the pendulum swing , when we could teach with materials taken from the child's world. A story written from candy wrappers, restaurant logos, cereal boxes and soup labels. When. like the teacher in the class that Mr. Rose visited a class pet becomes the center of a child's world...cr

I think it's important to teach both whole language as well as phonics.  But I do agree that bringing materials into your classroom that is reflective of where the children grew up and/or are exposed to makes a great impact on their learning.  Ms. Terry did a fabulous job connecting her classroom to her students' families, cultures, religions, communities, and each other.  I think it's wonderful how she goes against the norm and has a good example of an interdisciplinary curriculum based on student interests and themes.  I especially liked and want to try the Morning Unity Circle next year where the class gathers each morning and "meditates" on how special each is and hwo much better each will do that day.  It's like a daily verbal contract/goal. JP

Chapter 4- Chicago, Il -Again beautiful words that paint pictures of students, "kids who are always in trouble, you sense that they're barely holding spirit and flesh together"...."the delicacy of achievement and all that could happen to destabilize it"..."the room was charged with the intensity of people thinking hard and well". Oh I would like to steal those words(Wasn't it Picasso who said good artists copy, great artists steal?). But mostly this chapter is a Speech and Language Pathologist's realm. It is all about language and how it shapes our perception of reality. Examing a teacher's use of novel (As I Lay Dying by William Faulkner) analysis Rose concludes that "language is central to ...our definitions, categories, and judgments...and serve to legitmize existing social inequities and biases". We do indeed think through language, forming toughts using our native language- therefore all of our ideas are language based- just ask Vygotsky!cr

A student is quoted with the folllowing statement: "I think a teacher has one of the most important jobs in the United States - educating students so they can be of some significance in the future - and they're treating teachers like their jobs aren't worth anything."  This student, and the remainder of the chapter of the city of Chicago schools, were having to deal with not only the uncertainty of living in a low SES, gang-inflicted, racially divided underpriveleged neighborhood but now were uncertain of their educational future...will school be open this week or will be be out on the streets?  "I realize there's things going on that I don't understand, I don't know much about all the legal stuff, but it makes me feel like me and the other students aren't worth enough for them to sit down and say: 'We have to get this solved.  No matter what, we're going to compromise and come up with a solution.'...you can't run away from it.  What we need to do is speak out.  Say 'this is important!'  No one has the right to keep people from getting the best education they can, from trying to make the best of themselves" (p. 148).  What a well-spoken, wise high school student.  Reading this chapter reminded me a lot of Freire and the struggles he fought for in Brazil.  How interesting that we have similar struggles but we live in a Democratic society.  Is our educational system not democratic?  Why does it function in such a manner then?  "Reform ...involves not only a restructuring of goverance arrangements, but, as well, ...a 'deep restructuring' of beliefs about what children can do" (p. 191).  Don't short-change our students because of whatever.  JP   

Chapter 5-New York, NY -After reading the Chapter on New York I wanted to cry. It highlighted alternative high schools that were being developed in the NYC school system. They were all wonderful ideas that had grown from dedicated teachers who understood the need to connect with student's interest and the community. But an educated guess would be that after the implementation of NCLB, those schools lost their funding and their potential students are now lost amond the myriads of others being taught to succeed on irrelevant tests. NYC is my home school system and feel special allegiance to the gigantic struggles of that system. How can you not love a system that tries atleast to name a school "The 1199 School for Social Change?"cr

I think what I liked about this chapter was the hope that each interviewee had for making a difference in their students' lives as well as the school and community at large.  Caren made a good point that these schools were prior to the NCLB.  It sounds like these schools are the predecessor of the charter schools.  It also put great emphasis on culture.  I especially liked the quote "'a school is a culture.'  You build a culture.  It doesn't walk in the door with you" (p. 202).  I think we often forget that school is a culture and we have to foster it as well.  I also hear too often of teachers complaining but not doing anything about it.  "Changing a system means you have to change something about yourself.  It's not just how you do things, but how you think" (p. 203).  So true.  JP 

Chapter 6- Berrea and Wheelwright, KY-From NYC to Appalachia. Not just teaching lessons being learned here- cultural lessons are being learned by yours truly. This chapter chronicled a small teaching college where students work off their tuition and are dedicated enough to remain and teach in Western KY. A wonderful scene is documented where a teaching teacher brings out clipped Gary Larson cartoons and asks students to note why they found certain cartoons funny. It is a great lesson in probing for our brains for connections.cr

I agree with Caren how Rose is such a poetic writer.  He sums up his trip to KY in the following manner: "The journey revealed much about the way tradition and innovation can play off each other and the interrelation of hope, risk, vocation, and faith, many kinds of faith, in good teaching" (p. 238).  What I got out of this chapter is  that there has to be a relationship between what the students read and learn in school and their own life experiences.  That's how you can "figure out what they know - and engage it.  Invite it" (p. 247).  JP

Chapter 7- Mississippi -Ah Mississippi. The land of controversy. Ever reminding us that children need to be educated regardless of what goes on politically around us. Teachers who rise above. What heroes/heroines. Stories of The Algebra Project/ teaching children to ask which way? in math - not just how many? ( again, I ask- can we still do this with NCLB?)  A physics teacher who loves her subject and involves children of all ages in her subject. It makes me wonder why we are so linear in our grade system. Why doesn't the high school invite the elementary school over to see it's science? What fun that would be! And most wondrous of all, teachers who through role play are able to help children see what their adult counterparts cannot- the other side of the story. cr

"Nobody talks openly about it, but this color business is about power.  [Race relations] is going to destroy our whole nation, not just Mississippi, if we don't address it" (p. 294, 295).  I was really moved by how openly these teachers discussed the injustice associated with race with their students.  They make their academic lessons not only applicable to their life but also socially important to them to take a stand.  "If we don't learn to deal with them [in the classroom], then were are we going to learn to deal with them" (p. 296)?  They learn to overcome what others assume you cannot do based on your color.  Despite people trying to censor books, these teachers keep fighting on their students' behalf.  "If you don't live something, literature is just about the only way you can learn it" (p. 295).  I agree with Caren, why doesn't the cluster schools visit each other?  JP

Chapter 8 -Monatana-A ONE ROOM SCHOOL HOUSE!! Did you know that existed still? Could you imagine having students in grades one through seven all in one room, and most of your students are siblings? And wait have I mentioned that you live in a house attached to the school and your bathroom is the one used by the students? Visitation by the opposite sex is frowned upon by the school board which of course is manned (womanned) by the parents of your students. This is a situation where curriculum integration and multiage grouping is a necessity! I am in awe! The teacher uses the plants and animals outside his door to instruct in science. And I was impressed with the level of individual instruction that the teacher and paraprofessional seemed to want to give. This speaks directly to what we as special educators struggle with daily with RTI(response to intervention). Mark Rose says, "in the hands of good teachers, the small multigrade classroom gives rise to the possiblity of dealing with special needs directly and within th eflow of daily instruction." The key here, I think, is mulit-age.cr

Like Caren, I was in awe with this chapter.  It literally is Little House on the Prairie.  The whole chapter talks about teaching a diverse population and I thought about my position as a special educator throughout.  I wonder if we could have a school where the parents could decide if they wanted a traditional classroom by grades or a multi-age classroom.  I think that this would be a possible solution for students who are not developmentally ready to move on according to standards but are not special needs either.  The second half of the book talks about a half-day pre-school called Co-Teach funded through and located at the University of Montana.  Co-Teach reminded me of my first practicum in graduate school at U of IL.  They also included students with special needs with their typically developing peers.  The teachers and the classroom was filled with care, love, affection, safety, etc.  One parent commented, "[My son's] social skills have improved 100%.  They teach kids how to deal with situations rather than fighting over them" (p. 358).  Another parent comments, "They learn to use words" (p. 358).  These statements reminded me of Paley and the readings from our play class how children are taught to test and never taught the social skills to mature.  How wonderful setting for a child with autism and other special needs to be nurtured in such an environment.  Rose sums it but well when he says, "The creation of community must included concerns about civic space and rights and the social bond, but it also has to include the acknowledgment of human growth and potential" (349).  Well said.  JP   

Chapter 9-Tuscon, Arizona-This chapter left me an emotional wreck. I have always seen Native Americans as an extremely spiritual people and am devastated by the lack of respect accorded to their culture. This was the story of students that were exceptional and brought to the University for a special program, "But that didn't mean they were unacquainted with sorrow or loss or a boredom that threatens to flatten out all hope". The teachers flooded the students with language- language thrust at them from literature, words laden with power until they shook with emotion and connected it to their own passion. It is the story of teachers that love students and students that learned to love to learn. CR

This was a poetic chapter about the complexity of life, in this case on the Navajo Reservation with a small group of Hopi outside Tucson, AZ.  "She's a weaver, she's a creator, this Spider Woman [Michelle, one of the teachers], and she creates the web of life...But for the students you'll be meeting, contradictions are less of a problem, they're in the weave of things" (p. 365).  The teachers did a wonderful job of bringing their experience and heritage into the curriculum and connecting it to the literature; "So she tried to provide focus and organization by making connections among the things the students said, by returning to a previous exchange or pointing out a recurring theme" (p. 369).  This chapter emphasized the importance of preserving the traditions and identify in order to achieve in life.  These are "inseparable" (p. 382). JP 

Chapter 10 -Conclusions - I feel like a fool. How did I ever think I understood multiculturalism before I read this book? This book has stretched me so far (does anyone remember the doll Stretch Armstrong???). I used to think Multicultural meant Black, White, Hispanic, Asian, Christian, Jew, Muslim. Now I know it means so much more. Every inch of our country is rich with traditions and history. Every child comes to school with arm loads of complicated neural pathways that have been burned in the laps of both love and fear. We are nations within nations within nations. As teachers we own a shared sense of awe at our ability to learn as humans. It is a testament to the plastcitity of the brain that some have learned at all, given the cold and bloodless nature of much of our present teaching methods. I have learned so much. That learning is meaningless unless we can hook it to something we already know. Connections are the end-all, be-all. That students do not want us to lower our standards, but that if you find a way to "make that eighth grade book accessible" they will struggle through it. I have learned that knowledge plays out in "social space" and that language is how we intersect cognition and relation. The teachers in this book are excellent examples of instructors that use every resource available to fight for what they love most- their students. I have to believe they are still engaged  in the scrappy day to day struggle for their children. They take knowledge- bend it, shape it, manipulate it, until it becomes engaging to the learner. This is teaching. This book humbled me (are you happy Freire?). In the end, Mark Rose notes how often we are misguided in the name of justice in the schools and the end is to enact bias. And so he concludes "To weigh common practice in the balance of your won beliefs and expereince, your knowlede, your sense of the possible, is a dynamic and powerful act". My sense of the possible - it is what gets me up at 5:30 am every day!...cr

Especially after hearing Gorski, this book really strengthened in me the hope, the possibilities, and the faith in our students, our parents, our community, and ourselves as educators and what could be..."nurture the ability to imagine the possible and act from hope" (p. 412).  Like Caren indicated, Freire's idea of education being the ultimate form of democracy is evident in each of these examplary classrooms.  Each room equates safety.  The physical safety, the safety to speak your mind, the safety to take a risk as a student and as a teacher, and safety from belittlement.  I think that any of these stories could have been in Respect by Sara Lawrence.  It is our responsibility to be respectful of our children and provide them the best education they can have, regardless of their SES, race, sex, etc.  We show this respect by embracing their history, culture, and language, challening their minds with interesting and broad curriculum, providing them with opportunities, and having them "as agents of their own development" (p. 416).  "They rise to whatever expectations are set" (p. 415).  Long story short, get involved.  You can make a difference and open up possibilities for your students. JP