Well Rounded Students: Acculturation and Critical Analysis (Part 2)

By Christopher Zoukis

With this encroaching ignorance in mind -- an ignorance enhanced by steel gates and gun towers and all they represent -- it is up to us as correctional educators to do what we can to protect our students.  We already do this by exposing them to the tools we have available to us: books and questions.  But there is still more to be done.  A 20-year-old social studies text isn't going to do the trick.  Neither is an iron fist.  Our goal isn't to force our students to do anything, but to sell the idea of education to them; to convince them.  And once they are convinced, we must facilitate the transfer of knowledge.

If we were to bring newspapers into our classrooms and to convince our students to read them -- and enjoy them -- this habit and skill would carry on outside of the classroom.  Hence, they would leave our classrooms with a true life skill which would enrich their lives and prepare them for success in a world in which the chow rotation doesn't count as current events.

My suggestions for implementation are simple, effective, and relatively inexpensive:

~Whenever feasible, allow students to read a newspaper instead of an outdated textbook.  Have them write a synopsis or short reflective essay based upon an article which particularly interested them.  This will provide work completion and enhance critical analysis and reading comprehension skills.

~Some newspapers have condensed editions available which are emailed directly to subscribers.  The New York Times has a particularly useful 12-page version.  This could be printed off and copied each day for classroom usage.

~Newspapers often offer educational discounts.  Or, if there is no budget at all for extras, speak with your local public library.  The head librarian would probably be thrilled to save the day old papers for you to bring to your students the following day.

~Allow students to elect to spend 30 to 45 minutes each day reading the newspaper -- or the condensed electronic version -- as a reward for good behavior and attendance.  Even better, allow students to take copies of a digital condensed edition with them back to their housing units.  If enough students engage in this kind of reading, open up some class time for group discussion.  This will motivate the hold-outs to read and will enhance critical thinking skills.

~Always be innovative.  Remember, you are an educator, not some kind of custodian or keeper of the keys.  Your mission is to inspire.  Do it enthusiastically and with passion.  By doing so, your passion will become your student's passion.