After reading about poetry and non-fiction genres, I had decided what genre pieces to make. I had begun them with utter confidence in my choices. While reading chapters 5 and 7 (particularly chapter 7) of Hale, new ideas began swirling around in my head. Is I read about the different ideas I could see myself doing them. I picture making a video, and artistic renderings that would capture the sentiment of my topic. I thought about writing a short story which had not occurred to me as an idea before. Now I am reconsidering all of my options, and some of them, I am even looking forward to trying.
I loved reading Seedfolks. It is such a sweet heart warming story. As I finished the book I felt compelled to run out and find an empty lot in an inner city, that I could use to grow food and communities. I realize this was not the point of reading this book for our class. I get that we are considering characterization, and this book does it beautifully. Even though you may not know any one character as well as you would if there were one main character who told the whole story, you do get a feel of who all the different people are. This method of telling a story in some ways has the ability to go much deeper than a traditionally told story. With multiple perspectives you can see prejudices as the misunderstandings that they are. It is a sweet story, and even though I haven't figure out how it can be useful for my multi genre research paper, I still want to start an inner city garden.
Sunday, October 31, 2010
Thursday, October 21, 2010
Poetry and Investigations in the Classroom.
Reading an article about invitationals did not leave a clear picture in my mind of what they are, or how they work. Rather I got the general impression of group investigations which is an idea I love. Even though I do not feel, after reading the article that I could go into a classroom and set this up, I do feel like I am left with great ideas and inspirations for classroom learning. One part of the article that particularly struck me was, the child who wondered why people who write news, think kids would not be interested. That is a good question. I think that children knowing more about the issues of the world is extremely valuable. I got the idea while reading, for a class news paper "In Our Own Words." Along the lines of an invitational, I would have groups of students pick an issue, and read articles about it, translating them as a group, into language that is easily understood by children. I also do very much like the idea of invitationals, as presented in the article, but need more information before I could do what is being suggested.
Though I do not write poetry, I have done it in the past for classes, and emotional expression. I can understand, to some extent, why people struggle with poetry. I was talking to a friend the other day who is completely opposed to writing poetry herself. People I think feel silly, especially when expressing emotions this way. There is also some confusion about how to do it. For some, the freedom of expression is liberating, while others I think may just feel lost. for this reason I really liked the chapter on poetry. I think that the instructions for writing poems are useful, but even more useful would be repeated practice and experimentation with these poem structures in the classroom. Once students can experiment with different poem techniques and find that they kind of like some of the stuff they produce, the world of poetry will open up a little for them.
Though I do not write poetry, I have done it in the past for classes, and emotional expression. I can understand, to some extent, why people struggle with poetry. I was talking to a friend the other day who is completely opposed to writing poetry herself. People I think feel silly, especially when expressing emotions this way. There is also some confusion about how to do it. For some, the freedom of expression is liberating, while others I think may just feel lost. for this reason I really liked the chapter on poetry. I think that the instructions for writing poems are useful, but even more useful would be repeated practice and experimentation with these poem structures in the classroom. Once students can experiment with different poem techniques and find that they kind of like some of the stuff they produce, the world of poetry will open up a little for them.
Monday, October 18, 2010
Active Learning VS. Passive learning
I really enjoyed reading the Donut House article by Rebecca Powell and Nancy Davidson. It really resonated with me after just having completed my research on ADHD students in the classroom. In the beginning of the article when they are describing a teacher who is unsuccessfully trying to get students interested in a bland literacy activity, I though of ADHD students and how they struggle to focus. Even students who have no disability at all are likely to have a hard time connecting with a lesson that is not relevant or exciting to them. Unfortunately I often see this type of teaching in practice. The students who are not paying attention are considered the problem. I would like to think of it as a teacher problem. If the students aren't engaged, what does the teacher need to do differently?
The donut hole learning experience is a good example of what a teacher can do differently to engage students in their own learning. Rather than telling the students what they should know, with "situated literacy," the teacher provides opportunities for students to connect what they are learning with the real world.
I was struck by the section where it talks about how traditionally, at-risk students, who need extra help to learn, are given more of the kind of work that they are failing to be successful with. It seems that these students would be very lucky to overcome the "schooled learning" and develop an enjoyment of reading and writing. In many cases unfortunately, I think the education process is setting the student up to reject literacy, when with a little creativity it might be possible to turn a literacy learning experience around.
The donut hole learning experience is a good example of what a teacher can do differently to engage students in their own learning. Rather than telling the students what they should know, with "situated literacy," the teacher provides opportunities for students to connect what they are learning with the real world.
I was struck by the section where it talks about how traditionally, at-risk students, who need extra help to learn, are given more of the kind of work that they are failing to be successful with. It seems that these students would be very lucky to overcome the "schooled learning" and develop an enjoyment of reading and writing. In many cases unfortunately, I think the education process is setting the student up to reject literacy, when with a little creativity it might be possible to turn a literacy learning experience around.
MGRP ADHD
I chose to work on the multi genre research paper with a classmate. I was struggling to solidify my topic when I heard a very similar, much more clear topic from a classmate. We both were interested in studying ADHD, but her thoughts about it were focused on adjusting teacher thinking about it in order to accommodate the student. My focus had been to find the cause and figure out how to prevent it. After a little bit of research I realized that my idea for a topic was not a realistic one. I was very happy to focus on what I as a teacher can do to make ADHD less of a problem for individuals and class groups as a whole.
Because of the nature of working with a partner, we needed to set deadlines and meet to discuss topics. We also had to carefully organize the paper. Because of the organization and planning, I found it much easier to do the paper. I was able to focus my research to look at each aspect of the topic individually and systematically.
The best part of researching my topic was the way it helped to to see students differently. About half way through the paper and research, I went to a high school to substitute teach. In that classroom I immediately noticed some students who were exhibiting ADHD like behaviors including, speaking out, moving around, and refusal to do the work. For the first time in my life I looked at one student in particular and just felt bad for him. Even though he was "being difficult" I could see that the worksheets and copy-out-of-the-book exercises could not possibly be holding his attention. The truth is that none of the students seemed to be learning anything from it, but the "good students" were the ones who just sat quietly and did their "busy work." I think it is not right to ask any student to do that kind of passive work, much less a student who struggles to stay focused. Why would he be interested in working that hard for work that is so meaningless? I was grateful for the new perceptions I have gained by researching this topic.
Because of the nature of working with a partner, we needed to set deadlines and meet to discuss topics. We also had to carefully organize the paper. Because of the organization and planning, I found it much easier to do the paper. I was able to focus my research to look at each aspect of the topic individually and systematically.
The best part of researching my topic was the way it helped to to see students differently. About half way through the paper and research, I went to a high school to substitute teach. In that classroom I immediately noticed some students who were exhibiting ADHD like behaviors including, speaking out, moving around, and refusal to do the work. For the first time in my life I looked at one student in particular and just felt bad for him. Even though he was "being difficult" I could see that the worksheets and copy-out-of-the-book exercises could not possibly be holding his attention. The truth is that none of the students seemed to be learning anything from it, but the "good students" were the ones who just sat quietly and did their "busy work." I think it is not right to ask any student to do that kind of passive work, much less a student who struggles to stay focused. Why would he be interested in working that hard for work that is so meaningless? I was grateful for the new perceptions I have gained by researching this topic.
Wednesday, October 6, 2010
How Can I Help?
Today I had the opportunity to work one on one with several young writers. I was quite excited to tryout all that we have been working on in class. I have been planning extra activities for the class that would give me the chance to do writers workshops and today, in my first experience with the language arts lesson of my classroom, the opportunity presented itself naturally. Clearly these are relevant skills that we have been working on.
I am grateful for having read Hale and her explicit instructions. Without ever having done writers workshop, it is already automatic for me to search for the strength, then find a craft to work on. For the most part I felt like it went very well. I was generally able to find a strength to discuss, though in some cases it was hard. I was also able to find something to work on next with the student. What I discovered through this process was that I need to look over the books again for ideas. With such young writers who could do little more than identify the first sound of words, I stumbled over how to help them. What assistance should I give them? What suggestions should I make? I have no idea if the next step was an appropriate one or if there was something else that was obvious that I missed. I must say though, that it did give me a feeling of excitement and joy, when I said, "Do you remember the suggestion I made?" and she nodded, and she did it! I imagine the lingering questions over the correctness of my on the spot judgments will ease over time. To feel like you are offering the tools your student needs most at the time they can best use them, seems like a comfort of the experienced teacher. For now, I will try to continue to do writer's workshops, and to work one on one with students as often as possible.
I experienced a twinge of sadness after the satisfaction of working one on one with several students today. Working on craft lessons and math concepts and many other skills with individual students seems like an incredible valuable teaching method. I can only guess that if schools remain in the same situation in which they find themselves now, I will not necessarily have extra teachers wondering around my classroom offering one on one attention to my students. It would be an opportunity lost to not be able to work with students one on one.
I am grateful for having read Hale and her explicit instructions. Without ever having done writers workshop, it is already automatic for me to search for the strength, then find a craft to work on. For the most part I felt like it went very well. I was generally able to find a strength to discuss, though in some cases it was hard. I was also able to find something to work on next with the student. What I discovered through this process was that I need to look over the books again for ideas. With such young writers who could do little more than identify the first sound of words, I stumbled over how to help them. What assistance should I give them? What suggestions should I make? I have no idea if the next step was an appropriate one or if there was something else that was obvious that I missed. I must say though, that it did give me a feeling of excitement and joy, when I said, "Do you remember the suggestion I made?" and she nodded, and she did it! I imagine the lingering questions over the correctness of my on the spot judgments will ease over time. To feel like you are offering the tools your student needs most at the time they can best use them, seems like a comfort of the experienced teacher. For now, I will try to continue to do writer's workshops, and to work one on one with students as often as possible.
I experienced a twinge of sadness after the satisfaction of working one on one with several students today. Working on craft lessons and math concepts and many other skills with individual students seems like an incredible valuable teaching method. I can only guess that if schools remain in the same situation in which they find themselves now, I will not necessarily have extra teachers wondering around my classroom offering one on one attention to my students. It would be an opportunity lost to not be able to work with students one on one.
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