Why would I be willing to try process drama in my classroom? Honestly, I would be willing to try it simply for the fact that my students will have to interact with one another outside of the realm of text messaging. I have witnessed several examples of poor social skills in my student observations, and in my opinion this is ridiculous. Kids rely on technology far to much for communication and we are losing the common social skills that generations past have taken for granted. For instance, kids need to learn to react to each other without the protection of an electronic device. Using an emoticon does NOT give you the right to be nasty to someone else. I really think that students struggle with this!
Anyway, back to process drama and Pirie's quote the "[one] function of drama [...] is its compelling invitiation to widen our focus beyond the individual, to include interactions with others and with contexts " (p. 51). I agree! Kids need to interact with each other and the texts in a way that is concrete and real. Sure they can do it via the computer, but I like the added challenge of forcing students to be in the same room to complete a project. Imagine that?! It's also important for works that were meant to be seen and not read (like Shakespeare's plays), and students need to understand how both the text and the stage directions work together. It would also force them to understand tone and purpose as a lot of what they will be doing is left up to their interpretation. So of course I would try this in my classroom because the benefits far outweigh my concerns!
Tuesday, November 13, 2012
Friday, November 9, 2012
It's Been a Long Week
Ok, perhaps I'm just being cynical, but what is the benefit of doing literature circles online? It's cute in theory, but the same thing can be accomplished with good ol pen and paper, and considering the problems that technology can introduce in the classroom (technical difficulties, distraction, cyberbullying) is this really worth it? I think that this was just a desperate attempt to reach students that is pointless in a real classroom. Sorry, but I'll be sticking with the good old fashioned way of doing things for this particular activity.
The Logistics of Technology
What I've noticed while in field is that sometimes the difficulties of using technology outweigh the benefits. For instance, I watched several students waste class time when their laptops wouldn't work properly, and several teachers experienced technical difficulty as well. I just don't know if it is worth the hassle in all instances.
That being said though, in the yearbook room I saw students flourish with the help of technology. Students were engaged, creative, and excited about their work. However, this goes back to a point that I made previously in that maybe technology is best left to the classes that are designed around it rather than as an addition to a "traditional" classroom. Thoughts?
That being said though, in the yearbook room I saw students flourish with the help of technology. Students were engaged, creative, and excited about their work. However, this goes back to a point that I made previously in that maybe technology is best left to the classes that are designed around it rather than as an addition to a "traditional" classroom. Thoughts?
Friday, November 2, 2012
Unlimited Possibilities?
The Kist book brought up some points that I really want to discuss further. I found this chapter to be particularly challenging in an ethical sense. For instance, I have had several co-ops tell me to delete my social media accounts because the kids will use them in inappropriate ways. I also had a co-op whose personal account was hacked by a student afters school, and he spent time changing his password and updating his security settings. Why would I want to encourage this kind of negativity in my classroom? I understand that it can be valuable, but I just don't know if the value is worth the risk and the time I would have to spend monitoring my students outside of class, even if the account wasn't their real identity. It's a great source for networking, but as far as the standards are concerned a pen, paper, and markers would do much the same thing.
In the book, Liz created a curriculum that was "available for students to interact with [...] whenever they want" (101). Problem! Students don't ever want to do work, especially outside of class. In fact, I witnessed what happened when a teacher assigned homework. Less than half the class brought it back to school the next day. If it isn't done in class, then it doesn't get done. So yes, this may work for highly motivated or tech-savvy kids, but for the general population, at least as far as I've observed them, they would receive zeros for anything assigned outside of class. Again, this works in theory and I would love to try it, but it would have to be in a super specific population of students and I just don't know how feasible that would be.
In the book, Liz created a curriculum that was "available for students to interact with [...] whenever they want" (101). Problem! Students don't ever want to do work, especially outside of class. In fact, I witnessed what happened when a teacher assigned homework. Less than half the class brought it back to school the next day. If it isn't done in class, then it doesn't get done. So yes, this may work for highly motivated or tech-savvy kids, but for the general population, at least as far as I've observed them, they would receive zeros for anything assigned outside of class. Again, this works in theory and I would love to try it, but it would have to be in a super specific population of students and I just don't know how feasible that would be.
Wednesday, October 24, 2012
Epiphany!
So, I had a moment while sitting in my room with the t.v. on and a magazine in my hand...advertisements can be a valuable teaching tool, and one that I had forgotten about! It's also one that I have seen implemented in both a high school and collegiate setting with great success. Students are exposed to so many ads in their daily life, that they already have so much previous knowledge on this subject. I don't think that they realize that they are experts on the subject. They also aren't aware of how much their lives are saturated by advertisements, and I think it's important that they realize this. Also, the project ideas are endless!
1. ad analysis
2. Make a print ad touting a book or play
3. Make a commercial or trailer
4. Create a game with company symbols
5. Compare and contrast
6. Product creation
These are just off the top of my head! In a class where we are striving to teach in the medias that our students will be familiar with, I think that this is a fabulous idea and one that I have done as a student and will implement as a teacher. Again, not exactly original, but now that I have remembered it I doubt I'll forget it again :)
1. ad analysis
2. Make a print ad touting a book or play
3. Make a commercial or trailer
4. Create a game with company symbols
5. Compare and contrast
6. Product creation
These are just off the top of my head! In a class where we are striving to teach in the medias that our students will be familiar with, I think that this is a fabulous idea and one that I have done as a student and will implement as a teacher. Again, not exactly original, but now that I have remembered it I doubt I'll forget it again :)
Friday, October 19, 2012
Teaching the "How"
I like the idea of the Lund article, so I will start with the positives before I raise my concerns. Firstly, I love that this article mentions working with changing literacies rather than against them. Afterall, if Hollywood is constantly rewriting and reworking the classics then why shouldn't my students? I think rather than trying to fight the video and film world, my time and energy would be better spent embracing it and using it to teach my students valuable lessons in a form that they are familiar with.
I also like the idea that it would build a strong sense of team-work among my students. I want to encourage community and this seems like a great way to do it. The idea of having students draft a script and a storyboard are fabulous, and they will have to employ a lot of knowledge in order to make it effective.
However, what if my students do not have access to the equipment necessary to complete a full on video, and what if I do not have time to implement teaching of the technology into my curriculum? In order to combat this potential problem, I will focus more on the "how" of video production rather than critiquing the actual product. For instance, we can talk about filming techniques and what they mean, but I don't see a lot of value in the students actually doing it. Yes, it would be fun, but no, it is not necessary. A storyboard and a script will get them thinking just as much, and I am not wasting valuable time, resources, and energy on furthering what they have already learned. Overall, I like the idea, but I will adapt it to fit my needs and means.
I also like the idea that it would build a strong sense of team-work among my students. I want to encourage community and this seems like a great way to do it. The idea of having students draft a script and a storyboard are fabulous, and they will have to employ a lot of knowledge in order to make it effective.
However, what if my students do not have access to the equipment necessary to complete a full on video, and what if I do not have time to implement teaching of the technology into my curriculum? In order to combat this potential problem, I will focus more on the "how" of video production rather than critiquing the actual product. For instance, we can talk about filming techniques and what they mean, but I don't see a lot of value in the students actually doing it. Yes, it would be fun, but no, it is not necessary. A storyboard and a script will get them thinking just as much, and I am not wasting valuable time, resources, and energy on furthering what they have already learned. Overall, I like the idea, but I will adapt it to fit my needs and means.
Monday, October 15, 2012
Cool Stuff
Alright. This week I have a lot to report as I did my observations, part of which took place in a tech center. It was awesome! For the first time, I actually saw kids collaborating and learning in a complete tech environment. The class was designed to take up 4 full semesters, or two years at the high school level and focused on designing a video game as the final project. There were 2 possible routes that students could take. The students that I observed had chosen to take the artistic route (as opposed to the programming route) and were in the first and second semesters of the program. Ultimately, they will complete the program and have there own video game already under their belt, as well as apps that they can create and own the rights too. No joke, some of these kids already have offers from employers and they aren't even seniors yet!
However, what impressed me the most was how engaged they were the ENTIRE class period. There was dialogue and students were engaged in other things, but ultimately the work got done and it was high quality! They were in a creative environment (the room had couches, collaboration tables, white boards, bright colors, twinkling lights, and individual laptops for all students) and it showed in the quality of the students work. They were learning real world skills at a high school level that catered to their interests, and I can't wait to hear about their finished products!
Ultimately though, this experience was also a little sad. One student was observed in the tech classroom and then again in the standard English classroom and he was like a completely different student. He was so engaged when he was on the Internet, but then when doing a traditional writing assignment he was fidgety and uninterested. I maintain my stance that programs like this should be offered as electives for students like this. It's sad that we don't see these differences in kids, and more importantly, it's sad that we don't aim to help students like this. He wasn't any "dumber" than kids who excelled in a traditional classroom, but obviously his strengths showed in other areas. We shouldn't punish students for this, but overall, this was a wonderful experience and opportunity and I can honestly say that I see real world value in all tech classrooms.
However, what impressed me the most was how engaged they were the ENTIRE class period. There was dialogue and students were engaged in other things, but ultimately the work got done and it was high quality! They were in a creative environment (the room had couches, collaboration tables, white boards, bright colors, twinkling lights, and individual laptops for all students) and it showed in the quality of the students work. They were learning real world skills at a high school level that catered to their interests, and I can't wait to hear about their finished products!
Ultimately though, this experience was also a little sad. One student was observed in the tech classroom and then again in the standard English classroom and he was like a completely different student. He was so engaged when he was on the Internet, but then when doing a traditional writing assignment he was fidgety and uninterested. I maintain my stance that programs like this should be offered as electives for students like this. It's sad that we don't see these differences in kids, and more importantly, it's sad that we don't aim to help students like this. He wasn't any "dumber" than kids who excelled in a traditional classroom, but obviously his strengths showed in other areas. We shouldn't punish students for this, but overall, this was a wonderful experience and opportunity and I can honestly say that I see real world value in all tech classrooms.
Thursday, October 4, 2012
Kajder Text
The Kajder reading for this week was incredibly insightful. Firstly, I loved that she commented on the necessity of her student's having a choice in what they read and how they present it. As far as the audiobooks are concerned, I think that this is a great idea to implement into the classroom. I also liked that the teacher (Kristen) gave the student's the freedom to pick the images they wanted to use to represent their work. I was confused though when she said that some kids had trouble with this and were "print-trained" (p.73). That hurts me as a future ELA teacher. I never want my kid's to be frustrated by choice, and I think that in this case maybe telling them that there were no wrong answers and giving them a rubric to follow may have alleviated the problem. Type A's always need a rubric. Just saying.
The story of Leo (p. 67-9) also saddened me, however this sadness has nothing to do with the student and everything to do with the tests that we subject them too. I completely agree that the definition of literacy needs to be reworked, but then so does the testing scheme. It's obvious that everyone learns differently and yet we value people based on a biased and boring standardized test. The same kids that are accepted into prestigious art schools are not the same as those who apply to an Ivy League college, and those that enter the business world are no less valuable than those that choose to go on for higher education. So why would we not test them differently or offer multiple variations of these standardized tests so that every kid has the chance to succeed on at least one? They would still have to learn valuable skills, but we would meet them halfway by allowing them to be themselves and if they find the education more useful, wouldn't they be better engaged? This is a shame and in my classroom I never want a child's worth to be determined by his grade. So allowing the freedoms offered in this chapter is something that I would definitely consider.
Finally, Kristen mentions that she works in a school where student's are not formally tracked (p. 70). I don't know how I feel about this? Thought? I was tracked throughout my educational career and saw a lot more benefits than I saw disadvantages, because there was always the option to opt out. However, I admit that I've never seen a classroom that wasn't "tracked," so I guess I'll just have to wait and see and form my opinion later.
The story of Leo (p. 67-9) also saddened me, however this sadness has nothing to do with the student and everything to do with the tests that we subject them too. I completely agree that the definition of literacy needs to be reworked, but then so does the testing scheme. It's obvious that everyone learns differently and yet we value people based on a biased and boring standardized test. The same kids that are accepted into prestigious art schools are not the same as those who apply to an Ivy League college, and those that enter the business world are no less valuable than those that choose to go on for higher education. So why would we not test them differently or offer multiple variations of these standardized tests so that every kid has the chance to succeed on at least one? They would still have to learn valuable skills, but we would meet them halfway by allowing them to be themselves and if they find the education more useful, wouldn't they be better engaged? This is a shame and in my classroom I never want a child's worth to be determined by his grade. So allowing the freedoms offered in this chapter is something that I would definitely consider.
Finally, Kristen mentions that she works in a school where student's are not formally tracked (p. 70). I don't know how I feel about this? Thought? I was tracked throughout my educational career and saw a lot more benefits than I saw disadvantages, because there was always the option to opt out. However, I admit that I've never seen a classroom that wasn't "tracked," so I guess I'll just have to wait and see and form my opinion later.
Wednesday, October 3, 2012
Warning: This is a Rant (Note the Angry Red Font)
Dear Academic Universe,
Why on Earth do we need to have 9725 different types of citation guidelines? This is a serious question as a personally see absolutely no reason why we can't just pick one? One of the main complaints I hear from educator's is that they don't have enough time to teach everything that they are supposed to. Well here's an idea....eliminate all the irrelevant citation styles and that's a few extra days of teaching the important stuff!
I do think that plagiarism is a huge problem, and in integrating new medias into our classrooms it is a constant worry, but maybe kid's would be more open to citing information if we didn't make it so stinking difficult! For instance, if everyone who is reading an academic article (which is a very specific audience to begin with) can't find the original article based on an MLA citation and works cited page then isn't this a problem with comprehension? I don't think that capitalizing or not capitalizing a title makes any difference at all, nor do I think that it matters what is in the parentheses after the citation as long as it references the proper article in the works cited. It's annoying for me as a future educator so I can only imagine how my future student's will respond. Just saying. In my opinion, sometimes simplicity really is best!
Why on Earth do we need to have 9725 different types of citation guidelines? This is a serious question as a personally see absolutely no reason why we can't just pick one? One of the main complaints I hear from educator's is that they don't have enough time to teach everything that they are supposed to. Well here's an idea....eliminate all the irrelevant citation styles and that's a few extra days of teaching the important stuff!
I do think that plagiarism is a huge problem, and in integrating new medias into our classrooms it is a constant worry, but maybe kid's would be more open to citing information if we didn't make it so stinking difficult! For instance, if everyone who is reading an academic article (which is a very specific audience to begin with) can't find the original article based on an MLA citation and works cited page then isn't this a problem with comprehension? I don't think that capitalizing or not capitalizing a title makes any difference at all, nor do I think that it matters what is in the parentheses after the citation as long as it references the proper article in the works cited. It's annoying for me as a future educator so I can only imagine how my future student's will respond. Just saying. In my opinion, sometimes simplicity really is best!
Monday, October 1, 2012
Other Teachers Who Want to Help!
Fascinating. I had no idea that teacher's were so into blogging? Not only are they into it, but they are good at it! It was amazing how much information I was able to gather in about twenty minutes of blog surfing. Of course, some stuff didn't apply to me, but some of the blogs put into words things that I have been feeling for years! They agree with me! How cool is that? They also have great ideas that I, as a student and inexperienced teacher, can totally benefit from! Yay! :)
Some of my favorites were rebeccablood.net and doyle-sciencetech.blogspot.com (On this one, check out the Dr. Seuss as science teacher blog! It's something I think could be useful in ELA classes too with a few adaptations)
Some of my favorites were rebeccablood.net and doyle-sciencetech.blogspot.com (On this one, check out the Dr. Seuss as science teacher blog! It's something I think could be useful in ELA classes too with a few adaptations)
Friday, September 28, 2012
Quick Ideas for a Rainy/Lazy/No Coffee Available Day
So...I found this site and think it's pretty useful. I especially liked the ideas for teaching graphic novels. I know this is a print media, but my love of graphic novels totally outweighs this minor detail. :)
Check it out!
Check it out!
Wednesday, September 26, 2012
Yes! I Can Use This!
Of all the readings we have done so far, Chapter 3 in the Kist book hit home for me. It addressed my main concerns with bringing new medias into my classroom and introduced tools for getting around these concerns. First and foremost, I learned a new word! Intranet was a completely foreign concept to me, but if it is a way to introduce the web in a controlled and safe manner then I have absolutely no reason for not using this in my classroom. However, first I will have to have a very open and honest talk with my students about the very real threat that is cyberbullying. They need to know that what they post will be being monitored and that it is not alright for them to be mean to others no matter what media they are using. I also liked the rules that were mentioned. I think they are incredibly relevant and concise, and student's would "get it."
Also, from doing this assignment I have realized that I really don't mind blogging. It's a lot easier than I thought it was going to be and I actually get excited to read other's responses to my posts. I truly do think that I will try to integrate this into my classroom now that I know there is a safe way to do it. Students can be as creative as they want to be and the hyperlinking option is awesome! It's relevant and easy! It also would help to avoid a lot of the plagerism concerns I have, because they are just linking to the original rather than copying it as their own. However, a definition of plagerism will still need to be addressed before this is introduced because it is important for kids to know as they prepare for college or the real world.
Finally, I like this idea because, as was discussed in several of my classes so far this year, missing a day and preparing for a sub can be incredibly difficult. Having a "blog day" when I am absent would be super easy. The kids would still be being productive and all the sub would have to do is to monitor them. I think that this is a huge win-win!
Also, from doing this assignment I have realized that I really don't mind blogging. It's a lot easier than I thought it was going to be and I actually get excited to read other's responses to my posts. I truly do think that I will try to integrate this into my classroom now that I know there is a safe way to do it. Students can be as creative as they want to be and the hyperlinking option is awesome! It's relevant and easy! It also would help to avoid a lot of the plagerism concerns I have, because they are just linking to the original rather than copying it as their own. However, a definition of plagerism will still need to be addressed before this is introduced because it is important for kids to know as they prepare for college or the real world.
Finally, I like this idea because, as was discussed in several of my classes so far this year, missing a day and preparing for a sub can be incredibly difficult. Having a "blog day" when I am absent would be super easy. The kids would still be being productive and all the sub would have to do is to monitor them. I think that this is a huge win-win!
Friday, September 21, 2012
The Shock Factor
In another class, I was discussing ways in which to get students excited about English and the shock factor came up. Specifically, we were discussing the short story "A Rose for Emily," by Faulkner in which an elderly woman sleeps with her murdered husband's corpse. Gross right?! However, I still remember this story from when I read it in high school! That's impressive! Clearly, it had an effect on me, even if that effect was that I was totally grossed out.
In teaching, I think that this may be a strategy that is underestimated and I don't like that. It is so simple and yet so effective! Why not teach things that students have an emotional reaction to, or find a way to make them have an emotional reaction to a story? This is where a lot of other medias can come into play as music, pictures, and videos can all trigger these responses in kids. Again, something so simple that can have an incredible impact.
In teaching, I think that this may be a strategy that is underestimated and I don't like that. It is so simple and yet so effective! Why not teach things that students have an emotional reaction to, or find a way to make them have an emotional reaction to a story? This is where a lot of other medias can come into play as music, pictures, and videos can all trigger these responses in kids. Again, something so simple that can have an incredible impact.
Wednesday, September 19, 2012
The Problamatic Gap
I went to a high school that I would consider to be very "plugged in." We had video studios, a student run broadcast, mobile laptop and camera centers, and several computer labs. However, at home, I had a phone and access to a computer that I hated because it was super slow. I would have dreaded the idea of a teacher assigning homework or a project online because it would have taken me hours longer than doing it by hand. Yes, I could do it, but no, I don't want to do it! I can't help but think that while some of my students live on the computer and would jump at the chance to do an in depth project online, others would be like me and absolutely dread it, or even worse, not have access to the required technologies to even attempt the project. Even if I assign the project in class, I know that this is not fool proof. Technology is touchy and can be problamatic even if the students do know what they are doing. Why would I want to make some of my students sit through this torture that I endured on several occassions in high school? It was awful!
Kajder talks about this gap between tech savvy students and low tech students in her book when she says "that within every class of students or every room of teachers, some will have seemingly instinctive skills when it comes to wroking with new technologies and others will struggle to find the button to turn it on" (35). I never want my students to dread what we are doing in the classroom, but how do I engage these two groups of students that are literally at opposite ends of the spectrum?
I apprecitated Kajder's representations of the teachers, but for my own classroom I have a slightly different take. I liked Liz's idea (38-41) and the variety of texts that she introduced in her classroom. Of the teacher's represented, I am most like her and would make it my responsibility to bring these differing "texts" into my classroom. However, I would give the students more options in the project segment of the lesson. I cannot force students to use these new technologies, but I also can't inhibit it or ignore the fact that they are out there. So, why not compromise? If a student wants to do his project online then fine. I will tell the student what technologies we have available and that it is his responsibility to make sure it works when it is time for him to present. However, I will also have the option to do it the way that I would prefer as I feel that the ideas and concepts that the students are learning are more important that the "glitz" of the final project. Why not have an option for a storyboard? Same ideas, no computer necessary! :)
We live in a technologically advanced society. I can't argue with that, nor would I want to as technology has improved my life. That being said, I think the focus should be on the students learning rather than the medium through which this learning occurs. It is up to my students to decide which way they want to learn and as long as the concepts are being internalized I am going to call the lesson a success!
Kajder talks about this gap between tech savvy students and low tech students in her book when she says "that within every class of students or every room of teachers, some will have seemingly instinctive skills when it comes to wroking with new technologies and others will struggle to find the button to turn it on" (35). I never want my students to dread what we are doing in the classroom, but how do I engage these two groups of students that are literally at opposite ends of the spectrum?
I apprecitated Kajder's representations of the teachers, but for my own classroom I have a slightly different take. I liked Liz's idea (38-41) and the variety of texts that she introduced in her classroom. Of the teacher's represented, I am most like her and would make it my responsibility to bring these differing "texts" into my classroom. However, I would give the students more options in the project segment of the lesson. I cannot force students to use these new technologies, but I also can't inhibit it or ignore the fact that they are out there. So, why not compromise? If a student wants to do his project online then fine. I will tell the student what technologies we have available and that it is his responsibility to make sure it works when it is time for him to present. However, I will also have the option to do it the way that I would prefer as I feel that the ideas and concepts that the students are learning are more important that the "glitz" of the final project. Why not have an option for a storyboard? Same ideas, no computer necessary! :)
We live in a technologically advanced society. I can't argue with that, nor would I want to as technology has improved my life. That being said, I think the focus should be on the students learning rather than the medium through which this learning occurs. It is up to my students to decide which way they want to learn and as long as the concepts are being internalized I am going to call the lesson a success!
Friday, September 14, 2012
The Effectiveness of Movies?
I recently had a class where the major assignment was a lesson plan that meshed a movie with a literary work. I originally thought that this was an absolutely fantastic idea, but upon observing some members of the newest generation i don't know if I can say this with total confidence anymore.
For instance, I have a niece that "relaxes" by listening to her iPod, while half watching t.v. and simultaneously chatting with multiple friends on her electronic tablet. How on earth can I expect her, at 11 years old, to sit through an entire movie? I guess I understand that this multitasking is important as her grades are stellar and she has a solid friend base, but how much is to much? At some point she is going to have to sit through an important, although boring, meeting or lecture and I don't know how confident I am in her being able to be "understimulated."
I am not sure how problamatic this is, but maybe part of the problem isn't in the teachers not introducing technology, but in that they don't institute the "right" technology or enough of it? However, how much is enough, and where do I draw the line? I don't know how I feel yet. Just wondering...
For instance, I have a niece that "relaxes" by listening to her iPod, while half watching t.v. and simultaneously chatting with multiple friends on her electronic tablet. How on earth can I expect her, at 11 years old, to sit through an entire movie? I guess I understand that this multitasking is important as her grades are stellar and she has a solid friend base, but how much is to much? At some point she is going to have to sit through an important, although boring, meeting or lecture and I don't know how confident I am in her being able to be "understimulated."
I am not sure how problamatic this is, but maybe part of the problem isn't in the teachers not introducing technology, but in that they don't institute the "right" technology or enough of it? However, how much is enough, and where do I draw the line? I don't know how I feel yet. Just wondering...
Readings for Sept. 17
First and foremost, I really liked the article by Short, Kauffman, and Kahn because I feel like they made some excellent points and I hope to integrate some of what they talked about into my classroom. I think it is important for future teachers to realize that students come to us already having previous experience in using multiple sign systems, but to often in schools we take this freedom of expression and learning away from them by telling them what to do. How is that fair? I believe that my students will learn best in an environment that is tailored to their needs, whatever their needs may be. Hopefully, I will never be a teacher that stifles their creativity and inhibits their learning.
That being said, I also loved that they touched upon the idea that there is no "wrong" answer in many literature discussions. This brought back a powerful memory for me as I witnessed a teacher employ this way of thinking to great success. In eleventh grade, we read "The Awakening" (by Kate Chopin), and in the end it is strongly implied that the main character commits suicide by swimming into the ocean and letting the waves carry her away. However, in a literature discussion one student disagreed, arguing that it never explicitly said she never came back and he thought that she would regret leaving her young kids and swim back. My teacher struggled with this idea as that obviously was not what she thought the ending was, but she never told him he was wrong and respected his ideas, even letting him complete an assignment as if she weren't dead. This has stayed with me all these years, because yes, I am going to disagree with students, but I never want to tell my students they are wrong, especially if they can back it up with logical reasoning. It is all about respect in the classroom.
But, back to the main point of the article, I love the idea of art in the classroom because I think that many times kids work better with less restrictions. They aren't afraid to mess up if they know I am not going to grade it and I love risk taking in english class. I have always been someone who needs to doodle or draw pictures to get my point across and I will encourage this in my students. They are more than welcome to write/draw/paint/record whatever they want in their classroom journals and I will be happy to look at all of it because my main goal will be to get them engaged in learning. As was mentioned in the article, the most engaging presentations involve multiple medias and sign systems, and this goes both ways. I plan on not only encouraging these behaviors in my students, but I want to employ them in my lesson plans as well. Hence, this article wasn't just helpful in gaining strategies, but also in critiquing my own teaching style to become more well rounded.
Finally, the most powerful moments for me in learning are when I can relate something I am learning now to previous knowledge that I already have. This intertextuality, as it was referred to in the article as, is super important because knowledge is a journey, not simply a destination, and that is super important!
That being said, I also loved that they touched upon the idea that there is no "wrong" answer in many literature discussions. This brought back a powerful memory for me as I witnessed a teacher employ this way of thinking to great success. In eleventh grade, we read "The Awakening" (by Kate Chopin), and in the end it is strongly implied that the main character commits suicide by swimming into the ocean and letting the waves carry her away. However, in a literature discussion one student disagreed, arguing that it never explicitly said she never came back and he thought that she would regret leaving her young kids and swim back. My teacher struggled with this idea as that obviously was not what she thought the ending was, but she never told him he was wrong and respected his ideas, even letting him complete an assignment as if she weren't dead. This has stayed with me all these years, because yes, I am going to disagree with students, but I never want to tell my students they are wrong, especially if they can back it up with logical reasoning. It is all about respect in the classroom.
But, back to the main point of the article, I love the idea of art in the classroom because I think that many times kids work better with less restrictions. They aren't afraid to mess up if they know I am not going to grade it and I love risk taking in english class. I have always been someone who needs to doodle or draw pictures to get my point across and I will encourage this in my students. They are more than welcome to write/draw/paint/record whatever they want in their classroom journals and I will be happy to look at all of it because my main goal will be to get them engaged in learning. As was mentioned in the article, the most engaging presentations involve multiple medias and sign systems, and this goes both ways. I plan on not only encouraging these behaviors in my students, but I want to employ them in my lesson plans as well. Hence, this article wasn't just helpful in gaining strategies, but also in critiquing my own teaching style to become more well rounded.
Finally, the most powerful moments for me in learning are when I can relate something I am learning now to previous knowledge that I already have. This intertextuality, as it was referred to in the article as, is super important because knowledge is a journey, not simply a destination, and that is super important!
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