Practice Case #1

The significance for domesticating people of the difference between being able to read and being able to write is crucial. Levine argues that on the whole it is

"...writing competencies that are capable of initiating change. Writing conveys and records innovation, dissent and criticism; above all it can give access to political mechanisms and the political process generally, where many of the possibilities for personal and social transformation lie." (Levine, 1982: 262)

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The class I generally enjoy teaching the most is Digital Imaging. The general public does not seem to know what that means most of the time. I usually explain it as graphic design and, if I want to get into more detail, the creation and manipulation of various digital images, videos and animation. After a quick Google search about Digital Imaging, I found a slogan by a company that calls themselves Digital Imaging, Inc. that explains my class well, "Bringing the Art of Technology to the Technology of Art". Students who complete the class will meet their graduation requirement for an art and technology credit. The use of a variety of different programs and technology to make unique and beautiful art is so exciting to be a part of. 

Like in any class, some students easily excel while others need more support and time to complete assignments. Although, even the typically strong students who are unfamiliar with Apple and/or Adobe products or lack creativity can struggle in this class. Meanwhile, the rebellious C student who loves to play with computers and draw 'gets it'. 

Another aspect of the class that we created a Simulated Workplace. We created a company called "Pixel Pop Media". The 'company' is divided up into departments based on student interest and abilities, including but not limed to, Management, Inventory, Information Technology and the Creative Consulting departments.  Our class is 'hired' at times to create digital art for the public, charity (usually chosen by the students), other schools or other classes. Sometimes "employees" have a variety of tasks  including finding new ways to organize our workspace, communicating with the public and helping in the development of projects. 

Not only is this class incorporate art, technology and workplace skills it is also part of an English embedded credit program. Students who take the remaining three classes in this career cluster or Career and Technical Education (CTE) completer area (Game Design I, II & Web Page Publishing) earn a transitional English credit through the English related assignments over the course of all four classes and with the support of the CTE English teacher.

These tasks can even take the artistic computer nerd (and I say nerd with utmost respect & admiration) out of their comfort zone. But, with so many opportunities for a variety of skills, most students find their niche within the class and can easily succeed. Nevertheless, most students succeeding sometimes doesn't feel like enough to an educator. I want all my students to be successful in my classes and it troubles me when that doesn't happen. 

I have a student now who I cannot figure out how to help. 'Dwayne' is a kind and respectful student who says he enjoys the class and likes me as a teacher but it is a struggle for me to get assignments from him. He is skilled enough in technology- probably more so than many of his classmates from taking and passing Game Design I. He has a few close friends at school but lacks friends in my class. He is extremely quiet and seems to get discouraged easily. I can say with almost absolute confidence that he has never initiated a conversation with me to ask me a question. He speaks very little and only when spoken to. I have made a habit of stopping to talk with him to check on his progress and see if he needs any help. He does not have a documented learning disability and doesn't appear to have one. He has a very supportive family who is concerned about his ability to graduate high school because of his grade in my class and others. Although, he may have always lacked a strong drive to succeed, it is my understanding he may be having more problems in school than he normally has had. He is involved in at least one extra circular activity but has had to limit participation due to him not meeting the minimum grade requirements.

Although there are no prerequisites, students who have taken Game Design are more familiar with the computers and many of the programs used. Again, students who have little technology background in school or at home need some extra assistance. He has had extra exposure to technology through my Game Design I class. He struggled at times but had a very helpful student and friend sitting next to him.

This is a class of 21 students varying in grades 9-12. When I stop and sit next to him and ask him how his assignment is coming along and if he needs any help, he will eventually tell me what he needed help with or why he stalled on his progress. It is usually something minor that should not become a roadblock but does for him. When he does get his work done, most of it meets the criteria and sometimes he can do great work.

I do know English is not a strong subject for him and he and his teachers are probably content with 'functional literacy' but lacking higher caliber English skills have hindered him in my classes (as Game Design also has the embedded English credit component). Authentic literacy comes to play in at least two particular assignments I can give as an example, the greeting card and the game storyline. The students created an original greeting card. It needed to have images and text. A major struggle for him with the greeting card was the he could not think of what to write. That was it. It could have been a sympathy, Easter, love, cope card or any other idea he had for a card (Will you go to prom with me? card). I did ask for it to be creative. This takes more than functional literacy. This is creative writing. In Game Design, students are required to create an original educational video game. It must have a story. Who is the character? What is their goal? Who is the enemy? What is the setting? How does the character reach the goal? Why does the character avoid the enemy? What happens if they lose? Again, this assignment also requires authentic literacy.

Today I asked the counselor to meet with the student to find out if she could why he did not turn in a major assignment that he had a lot of time to complete. He essentially had no answer for her.

"Did you understand the assignment?"

"Yes."

"Did Mrs. Jackson help you?"

"Yes."

"Is there a problem with the class or Mrs. Jackson?"

"No."

His mother, the counselor and myself are all at a loss on what to do. However, I will not give up.

One thing I should be able to relate to is struggling in school. Often times, I did not care very much about my grades in high school and I have let life get in the way of my formal education. My goal is to make this become a success story.