OP-ED by Cindy Whitaker, Second Grade Teacher Sheridan Elementary School
In the 1980s and 90s, most Arkansas teachers used something called the whole language curriculum. It focused on helping children develop reading and language skills by making connections between reading and real life. But whole language teaching methods did not include much phonics instruction. I was in elementary school in the late 80s and struggled as a reader. Now that I understand literacy education, I realize that I just needed more phonics instruction. That would have expedited my reading ability.
A new approach called balanced literacy came on the scene in the early 2000s. This expanded the whole language methodology but included more phonics instruction.
In 2008 I obtained my masters in reading from the University of Arkansas at Little Rock and began using the balanced literacy methods in my classrooms when I first started teaching.
But learning methods continue to evolve, as they should. Thankfully, there is a growing push for much more phonics through R.I.S.E. (Reading Initiative for Student Excellence), an initiative of the Arkansas Department of Education. I’ve seen a huge difference in my students’ ability to learn through more phonics under this program. All Arkansas teachers under 6th grade are required to teach it, and the curriculum looks different in grades K-3 than from 4-6. It has changed the way I teach, and I see the benefits.
Prior to R.I.S.E., students who had markers of dyslexia often slipped through the cracks. For example, my daughter should have been diagnosed with dyslexia earlier.
R.I.S.E. took a while to implement and was just beginning when she was in first grade, then COVID happened. She did not get the help she needed until almost 5th grade. Now R.I.S.E seems to be more mainstream, and I see it working.
But to implement the strategies of R.I.S.E. and improve literacy rates, teachers need different support inside the classroom. This is best achieved through additional staffing, like paraprofessionals and student interns, which we call “helping hands” that can walk around and help students who need more attention while teachers can focus on the main lesson. Even just to make copies, take care of recess duty or get students from point A to point B, another adult helps tremendously—which allows for more planning time.
Planning time for teachers is so valuable. It’s when we can focus on what we need to do for our students and strategize lesson plans. I have 40 minutes of planning time each day. Every other day I get an extra 20 minutes if I don’t have recess duty. I plan for five subjects for 24 kids and differentiate lesson plans by students’ needs. But those 40 minutes also include paperwork, parent communications and other variables.
Another way to support teachers is through recalibrating how teachers are paid and school funding. I work for the Sheridan School District where I feel very supported and have most of the resources I need like books and supplies. Since the LEARNS Act has been implemented, our district, along with districts across the state, has had to make significant budget cuts.
The LEARNS Act also changed incentives for continuing education for teachers. I have been teaching for 20 years, and new teachers coming into the field are earning close to what I earn—which is incredible for them. However, one of the reasons I obtained my master’s degree was because of the state’s pay increase incentive. As a result of these changes, there is no financial incentive for continuing education.
Ultimately, to help improve literacy rates for Arkansas students, we can support teachers by allowing them to continue implementing more phonics curriculum under the R.I.S.E. initiative while our leaders work to fund more classroom aids or paraprofessionals and recalibrate teacher pay. Adjustments in these two areas will go a long way.
