March 16, 2010

Recently, I listened to a first grade student read. The little girl read “Curious George Goes to the Movies”, and had difficulty recognizing only three words. She proudly said no when I asked if she read the book before. One of the words was concession, as in the concession stand containing refreshments George sees when he and the Man in the Yellow Hat enter the movie theater to see a film. I did all that’s been recommended to me so far when a student has difficulty pronouncing a word. Had her start over and get her mouth ready to say the first sound in that word. She stopped cold when she got to it that time. Next was sounding it out. She knew it began with the hard “c” sound. She stumbled to the final phonetic sound, but still looked vexed by the word. Then I went practical.

“You know, you see it in the lobby of the movie, the counter with the popcorn and candy and stuff.” I said, almost sure I jogged something to make her remember going to one of the cinemas in our area.

“No.” she said.

I had to ask. “Have you been to the movie to see a fairy tale, like “Shrek” or “Peter Pan”?”

“No, I have never been to one, the movie”, she said, smiling, then looking back at that picture of the concession stand in the book, that quintessential illustration of the interior of a cinema from an earlier era. It dawned on me that it looked like the one my folks took me to see those Disney classics (and “The Godfather”) of my childhood. Then I realized that, in this technological age of cable and DVD’s, it is fathomable that she could, at age six or seven, still have not have been to a cinema to see one of these new fairy tale films.

Such advances have come with a cost, though. Consider how many more children may not have been to the movie, an environment where we are basically required to sit quietly and not disturb the other patrons watching the film, not to mention acting in an orderly fashion when waiting in line to buy snacks. The movie theater, museum, church, the library, all places where a parent can imprint in their children’s minds the importance and necessity of, at some point, sitting quietly, listening, and interacting with peers and adults in an intelligent manner. You know, the way they are supposed to act when in a learning environment. It leaves me with two questions: Are parents being thoroughly informed about basic concepts they can instill in their children prior to entry into the structured, formal learning environment that is a school and, conversely, are parents listening if and when an educator suggests introduction and re-enforcement of those habits at home through practical experiences?

Parents, you gotta wonder why your children go on so very few field trips, and when they do, it is very seldom a class visiting a site or event relating to a learning component the teacher may be covering. It’s because teachers and those who approve such excursions have grasped the harsh reality that says if the student chooses not to respect themselves and others, listen, follow directions, try to comprehend a day’s lesson, and contribute intelligently during discussion or debate in a classroom, chances are great they won’t be able to perform the aforementioned tasks during a field trip.

As for the young lady who read Curious George so well for me, she listened as I read to her class, which was more than I could say for a great portion of the group. She was very polite, and followed directions the entire class, like someone who would know what to do if you took her to see a movie.

More later on why I think that little girl already has a jump on many in her class, and in our society.

Skip Harrison is an educator, freelance journalist, and parent who resides in Trenton, New Jersey.