ELLEN
BERG
Diary #8
Pull-Out Creep
I have kept my mouth shut up until now, but I have a feeling that it is going to be wide open, getting me into trouble soon if my principal's current philosophy continues to expand.
Essentially, in her eyes, pull-out programs are the solution for everything. Last year wasn't so bad. A few seventh graders were pulled out for extra reading and writing help, seventh and eighth grade boys with behavior issues were pulled out once a week for a male role-model program, and students were occasionally pulled for counseling sessions with our counselor. This year, however, we are in danger of going overboard. The reading and writing pull-outs were in danger of expanding to include sixth and seventh graders until I insisted it be a rotating group of students who received extra help on the day's assignment. Depending on what we do in class, students may or may not leave the room to visit the other teacher. I am working on getting her to actually sit in on the beginning of our classes so she can work more effectively with the kids. My real goal, however, is to gradually turn it into a team-teaching situation where no one is pulled out. The gritting of teeth Another pull-out we are dealing with this year is with Americorps volunteers. I love the organization, and I have two very close friends who just finished up two years of service in two St. Louis Public Schools. In their situations, they worked with small groups of students in the classroom. My principal, however, envisions the volunteers pulling out two designated kids from each language arts class every day, which essentially leaves students without any language arts instruction from a certified teacher. (Gritting teeth here) When I asked her if students were responsible for group projects, and, if so, how they would be able to participate if they were pulled, she asked, "Well, how often do you do group work?" My answer, "Almost every day," spawned, "Well, I guess they could just work in the class with you then." (Breathe, Ellen, breathe.) On top of all this I have students pulled for special tutoring session not connected to anything we are doing in class, resource, speech, group counseling sessions, role model programs, and on and on. I am starting to wonder just what, exactly, my role is, and how students can possibly benefit from pull outs if they are not tied to classroom instruction and grade-level standards. What do I do with the child who was pulled out the day before, missed the story we read together, and now has no clue what the discussion is about or how to do the assignment? Since my pull-out kids are the ones who are behind in reading and writing anyway, how can they possibly catch up? How about "pushing in"? I do not object to the idea that many of our kids would benefit from extra, individual help. I think there are better ways to accomplish that task, however. I believe strongly in the "push in" model where teacher assistants, volunteers, other teachers, even the resource teacher offer the students support in the classroom. More specialized programs like the role model program can be offered after school. I see a place for these things, I value them, but I do not see how isolating already isolated students is good for them at all. I am under the impression that research has shown pull-out programs are ineffective, and I am sure my principal is fully unaware of research that speaks one way or the other. If we are ever to move on as a school, we are going to have to make our decisions based upon careful consideration of the research and our students' particular needs. Right now we are generally subjected to the decisions that our principal makes. It is a benevolent dictatorship. And so, I count to ten, I work the system, and I try to do what is best for my students without rocking the boat prematurely. However, I anticipate that one day soon, as I look around a classroom that has been emptied from pull-outs, I will have to speak my piece.
