For the choral reading activity we did in class, our group chose to read Whoever You Are by Mem Fox. We decided to have Alexis read the main lines, and the group chorally read the repeated lines. In regard to the GLCEs we used during this discussion, we definitely had to use our speaking skills. We varied our voices to emphasize the key ideas by using a different tone and stressing certain words and phrases. For our book, the main idea was that there were children all over the world who were different, and yet the same. Their differences were on the outside, and inside all the children felt and experienced many similar things. To stress the idea of book, we chorally read the repeated phrase “Whoever you are, wherever you are, all over the world.” While reading, we read this line at a slower pace and stressed the words “whoever,” “wherever,” and “world.” We also read the phrase “Different from yours,” and stressed the word “different” by slowing the pace of the word and using a slight tone change.
As a group, we were able to incorporate a more discussion-oriented group. We each added our ideas, and felt safe enough in our group community to compromise. Also, in the beginning, we could not even agree on which style of choral reading to present, so we talked about it using the discussion style and agreed upon one. Each time we came across a problem, for instance the chorus changed slightly each time and we could not decide whether or not to read it each time it was different or only to do it the same way. When deciding this, each of our group members added their input, and then stepped up to question the input that they disagreed with, by asking, “Is that really repetitive if it does not consist of the same words? Would kids know how to do that?” Or, on the other hand, “The message is the same, so why would we read one chorus and emphasize it and not the other?” Overall, this discussion tactic was very helpful. Eventually of course, the discourse started to move toward evaluating each other’s responses, and the group who thought that we should not read each of the different ones came out on top because they had three group members versus the other group, which had two. However, the important part is that we were able to see how a discussion group could actually work, where someone put forth an idea, group members questioned and evaluated it, and a plan was agreed upon. Thus, I felt supported by my group members because we were able to utilize a discussion format in which each of our ideas were respected and we came to a group conclusion about how to do the activity.
When our group was interacting, I think the teacher in me was definitely showing itself. I was presenting my ideas, but was still very busy evaluating others and figuring out why my idea was the most right. I think that as I plan my own language arts lessons, I will definitely need to be aware of my tendency to evaluate. Also, because the experience of interpretive discussion was so conducive to building community and teaching students how to use a discussion-oriented discourse, I think that I will definitely have to incorporate it into my language arts lessons. In our group, I had to step down and accept others’ opinions, but I also got to question and evaluate them, while they provided the same constructive criticism for me. It allowed our group to see multiple perspectives, and the fact that we had to create a finished product, made us reason and rationalize until we were able to compromise on one method of presentation. In my class, one thing I will watch out for as we do the discussion-oriented group work is whether or not students are actually engaging in the discussion and are getting the value out of it. Overall, our group utilized the discussion method that Almasi presented well, and our choral reading was a successful way to address the speaking GLCEs. However, in completing this activity, I recognized in myself that I am quick to evaluate others’ opinions and answers, and I need to be aware of that when teaching a language arts lesson, and that this would be a great way to help students learn how to use the discussion model in small groups! I think this activity will be one I will definitely use in the future!
Tuesday, January 29, 2008
Monday, January 28, 2008
Choral Reading Lesson
Given the freedom to select and determine the type of book and choral reading we were to do in class, it was interesting to see how my group came to a general consensus as to how we should read our given choice of book. Perhaps it was learning choral reading as a young reader or in later years as a more experienced learner which made our choice seem so obvious to our group. We decided to read and share our story in a way in which one main person reads new text read for the first time, and everyone chimes in at the parts that are repetitive. This seemed obvious to our group. Though it seemed obvious, we still seemed to have a good discussion as to why the other methods did not work as well as our choice way did.
Most of the GLCE's for 8th grade were addressed in our group. Personally, as the main reader (teacher role) in this activity, I made a point to stress the necessary key ideas (namely, the differences among the text) so they would stand out. When it was time for us all to read together, we all read in a somewhat monotone and drawn out manner to emphasize the pattern of repetitiveness in the book. These were some of the speaking expectations of the 8th grade GLCEs. Some of the listening and viewing expectations were also addressed. For example, we specifically noted a change in body language when going from the main reader parts to the group parts. This conveyed to the group that their participating part was coming up and that it is social correct to participate. This was conveyed non-verbally. Even as we as a group practiced, some parts of the book were tricky to remember when we all read together and when we did not, so I as the main reader made sure they would know from my body language that we were all to read this part. Especially since we were reading about likes and differences, it is doubly important to note that parts read together were extra important in the overall meaning of the book after we practiced orally and got to see how we sounded. We were able to construct and adapt our presentation after we got feedback from listening to ourselves practice.
Looking back at our whole lesson, it is important to notice the scaffolding that Kate had given us, for had we not practiced one as a group, or had a list of the types of possible choral reading styles, we may not have been as successful with our presentation. This connects with Vygotsky's zone of proximal development theory in that we as learners can accomplish so much more with prompts and assistance than we could ever acquire alone.
I also think that though we looked at choral reading for 8th graders, I believe that choral reading is good for all levels of reading development. As I noted from a placement earlier in my education at MSU, young students are more confidant in participating in reading when they know what is to come. Kids will gain confidance in themselves as a reader and as a participator because it shows them that it is ok and even encouraged to be active in the classroom. Higher up in a child's education, choral reading can be studied to look closer at syntax, diction, rhythm, pattern, rhyming, etc. depending on which level they are at.
This activity was an excellent reminder that we are never too old to study choral reading and reap benefits from it, whether it helps someone study, teach a lesson, learn to read, or whatever the case. Choral reading is excellent at all age levels, and with the appropriate guidance can be helpful at any stage in education.
Most of the GLCE's for 8th grade were addressed in our group. Personally, as the main reader (teacher role) in this activity, I made a point to stress the necessary key ideas (namely, the differences among the text) so they would stand out. When it was time for us all to read together, we all read in a somewhat monotone and drawn out manner to emphasize the pattern of repetitiveness in the book. These were some of the speaking expectations of the 8th grade GLCEs. Some of the listening and viewing expectations were also addressed. For example, we specifically noted a change in body language when going from the main reader parts to the group parts. This conveyed to the group that their participating part was coming up and that it is social correct to participate. This was conveyed non-verbally. Even as we as a group practiced, some parts of the book were tricky to remember when we all read together and when we did not, so I as the main reader made sure they would know from my body language that we were all to read this part. Especially since we were reading about likes and differences, it is doubly important to note that parts read together were extra important in the overall meaning of the book after we practiced orally and got to see how we sounded. We were able to construct and adapt our presentation after we got feedback from listening to ourselves practice.
Looking back at our whole lesson, it is important to notice the scaffolding that Kate had given us, for had we not practiced one as a group, or had a list of the types of possible choral reading styles, we may not have been as successful with our presentation. This connects with Vygotsky's zone of proximal development theory in that we as learners can accomplish so much more with prompts and assistance than we could ever acquire alone.
I also think that though we looked at choral reading for 8th graders, I believe that choral reading is good for all levels of reading development. As I noted from a placement earlier in my education at MSU, young students are more confidant in participating in reading when they know what is to come. Kids will gain confidance in themselves as a reader and as a participator because it shows them that it is ok and even encouraged to be active in the classroom. Higher up in a child's education, choral reading can be studied to look closer at syntax, diction, rhythm, pattern, rhyming, etc. depending on which level they are at.
This activity was an excellent reminder that we are never too old to study choral reading and reap benefits from it, whether it helps someone study, teach a lesson, learn to read, or whatever the case. Choral reading is excellent at all age levels, and with the appropriate guidance can be helpful at any stage in education.
Wednesday, January 23, 2008
Choral Reading Reflection
When we were given the task to plan and perform our own choral reading, my group selected the book Brown Bear, Brown Bear, What Do You See? by Eric Carle. After reading through the book, we decided to use call and response because of the repetitive and predictable nature of the text. The students would chant the question parts of the text, inserting the appropriate color and animal from the teacher’s previous response, and the teacher would call out the answer that followed.
Some of the areas from the 8th grade GLCEs that this activity addressed included both speaking and listening expectations. Speaking GLCEs that were that students will be able to speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations; adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using enunciation to emphasize key ideas and concepts when presenting; and engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.. Listening GLCEs included that students will be able to listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.
I think that within my small group, there definitely was support for each member as we worked together to reach an end product. After reading so much about classroom norms, respecting each other, taking turns and making sure all members participate, I found that we all must have internalized these ideas throughout our own school experiences and our TE courses so that they are now second nature. Because we knew what was expected of us and had scaffolding for choral reading through the “All the Colors of the Race” activity, we were sufficiently prepared for our discussion with each other. As we worked together, we all took on the student roles discussed in Almasi of inquisitor, facilitator, respondent and evaluator. We shared our ideas and also challenged and responded to one another’s ideas about how to take our book and apply it in a choral reading. At the same time, we facilitated group participation by all members by encouraging one another to share their suggestions and ideas. Overall, we had a strong discussion about how to use our book selection for choral reading.
By taking on the roles described by Almasi and participating in discussions about the process of adapting a book to fit a different activity, I was definitely given an opportunity to think about my role as a teacher. Even though our book was simple, there were still a lot of positive benefits for using it in choral reading with younger children. First of all, students have to actively listen to the teacher’s part to know what color and animal to chant on their next turn. This involves taking the text and using it in students’ own voices. Also, students will practice reading fluency through the choral reading and strengthen the classroom community by taking part in reading together. As I look at the ways that this text could strengthen students’ literacy skills, I become aware of the fact that as a teacher, these will be things I will need to think about and decisions I will be making on a daily basis. At the same time, my experiences with the choral reading activity showed me that students should be given opportunities to work as a community and engage in interpretive discussions. As I’m sitting here right now, the words, “Brown bear, brown bear, what do you see?” keep playing in my mind like a broken record. Since I’m having trouble getting it out of my head, I know that the activity stuck with me. By using these types of activities in the classroom, students will hopefully be more engaged and take more away from the lesson than they might be able to otherwise!
Some of the areas from the 8th grade GLCEs that this activity addressed included both speaking and listening expectations. Speaking GLCEs that were that students will be able to speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations; adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using enunciation to emphasize key ideas and concepts when presenting; and engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.. Listening GLCEs included that students will be able to listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.
I think that within my small group, there definitely was support for each member as we worked together to reach an end product. After reading so much about classroom norms, respecting each other, taking turns and making sure all members participate, I found that we all must have internalized these ideas throughout our own school experiences and our TE courses so that they are now second nature. Because we knew what was expected of us and had scaffolding for choral reading through the “All the Colors of the Race” activity, we were sufficiently prepared for our discussion with each other. As we worked together, we all took on the student roles discussed in Almasi of inquisitor, facilitator, respondent and evaluator. We shared our ideas and also challenged and responded to one another’s ideas about how to take our book and apply it in a choral reading. At the same time, we facilitated group participation by all members by encouraging one another to share their suggestions and ideas. Overall, we had a strong discussion about how to use our book selection for choral reading.
By taking on the roles described by Almasi and participating in discussions about the process of adapting a book to fit a different activity, I was definitely given an opportunity to think about my role as a teacher. Even though our book was simple, there were still a lot of positive benefits for using it in choral reading with younger children. First of all, students have to actively listen to the teacher’s part to know what color and animal to chant on their next turn. This involves taking the text and using it in students’ own voices. Also, students will practice reading fluency through the choral reading and strengthen the classroom community by taking part in reading together. As I look at the ways that this text could strengthen students’ literacy skills, I become aware of the fact that as a teacher, these will be things I will need to think about and decisions I will be making on a daily basis. At the same time, my experiences with the choral reading activity showed me that students should be given opportunities to work as a community and engage in interpretive discussions. As I’m sitting here right now, the words, “Brown bear, brown bear, what do you see?” keep playing in my mind like a broken record. Since I’m having trouble getting it out of my head, I know that the activity stuck with me. By using these types of activities in the classroom, students will hopefully be more engaged and take more away from the lesson than they might be able to otherwise!
Tuesday, January 22, 2008
IRE Versus "New Discussion"
In my classroom, there is not a lot of large group reading and discussion happening. Nevertheless, based on today’s readings, the type of talk I am seeing in my classroom is mostly IRE (initiation – recitation – evaluation). My teacher reads some to the students, about twenty or thirty minutes of story time after lunch if she does not teach social studies. However, after the story, if she asks questions, she asks ones that are intended to gauge whether or not students paid attention to or read the story. What is frustrating about this is that a lot of times, the same students are answering the initiation questions, and then she is stuck evaluating the entire class on a few students who were particularly attentive. I notice that the IRE model is especially dominant in my class when students are reading or discussing informational texts.
On the occasion that the students were working on Writer’s Workshop, my CT worked to engage students in the first step of “Being Out and Stepping In.” She read through each story and gave students a question from this category that would help them expand on their story, emphasizing that these were questions that readers asked while reading a text. However, none of her questions went beyond this stage, and no question involved “Objectifying the Experience.” Due to the fact that I have not seen students discuss a book in depth, the only role that was mentioned in the Almasi article that I have seen was the Inquisitor. For this role, there are a few students who are constantly questioning things, although their questions are not received well or discussed on a regular basis.
In regard to scaffolding, most of my students would benefit from some form of scaffolding. Many would need them to have the teacher model each role, particularly that of inquisitor. My students seem to ask questions, but not higher-level questions, mostly questions that require simple answers. Also, since they are not used to engaging in texts, it would be helpful for my CT to ask a few probing questions to start the discussion, but then to let students follow up as respondents, and slowly let them take over the discussion. I think from that position, the teacher could step in to help the students’ transition from the IRE format to this new discussion format. She could do it by scaffolding, eventually allowing the students to run their own discussion, with little interruption. If my CT was willing to do this, I think that response-centered discussion could really take off!
For specific needs of students, there are a few students who need help thinking past the “Being Out and Stepping In” stage. They are less proficient readers, and are still practicing reading for the “what” of a story and not the “why.” These students would need to be shown, and helped to think through, how to be inquisitors, and how to respond to others inquisitions. Also, other students may need to help my CT scaffold by being a facilitator, and inviting these students to contribute to the group discussion. Finally, some students may need scaffolding especially in regards to behavior and attentiveness during book talks. Maybe another student could work with them, as well as the instructor, to help them be productive members of the discussion, instead of distractions away from the discussion.
Overall, there is little book discussion done in my classroom at all. This is incredibly worrisome to me because as Almasi stated, “…students who talk about what they read are more likely to engage in reading.” I think that more response-centered discussion, as well as more discussion in general, should take place. A crucial part of processing literature is missing, because my students hear a story and do not then actively engage with the material! I hope that this can be remedied, if not in my CT’s classroom, than in my intern classroom and certainly in my own classroom someday!
On the occasion that the students were working on Writer’s Workshop, my CT worked to engage students in the first step of “Being Out and Stepping In.” She read through each story and gave students a question from this category that would help them expand on their story, emphasizing that these were questions that readers asked while reading a text. However, none of her questions went beyond this stage, and no question involved “Objectifying the Experience.” Due to the fact that I have not seen students discuss a book in depth, the only role that was mentioned in the Almasi article that I have seen was the Inquisitor. For this role, there are a few students who are constantly questioning things, although their questions are not received well or discussed on a regular basis.
In regard to scaffolding, most of my students would benefit from some form of scaffolding. Many would need them to have the teacher model each role, particularly that of inquisitor. My students seem to ask questions, but not higher-level questions, mostly questions that require simple answers. Also, since they are not used to engaging in texts, it would be helpful for my CT to ask a few probing questions to start the discussion, but then to let students follow up as respondents, and slowly let them take over the discussion. I think from that position, the teacher could step in to help the students’ transition from the IRE format to this new discussion format. She could do it by scaffolding, eventually allowing the students to run their own discussion, with little interruption. If my CT was willing to do this, I think that response-centered discussion could really take off!
For specific needs of students, there are a few students who need help thinking past the “Being Out and Stepping In” stage. They are less proficient readers, and are still practicing reading for the “what” of a story and not the “why.” These students would need to be shown, and helped to think through, how to be inquisitors, and how to respond to others inquisitions. Also, other students may need to help my CT scaffold by being a facilitator, and inviting these students to contribute to the group discussion. Finally, some students may need scaffolding especially in regards to behavior and attentiveness during book talks. Maybe another student could work with them, as well as the instructor, to help them be productive members of the discussion, instead of distractions away from the discussion.
Overall, there is little book discussion done in my classroom at all. This is incredibly worrisome to me because as Almasi stated, “…students who talk about what they read are more likely to engage in reading.” I think that more response-centered discussion, as well as more discussion in general, should take place. A crucial part of processing literature is missing, because my students hear a story and do not then actively engage with the material! I hope that this can be remedied, if not in my CT’s classroom, than in my intern classroom and certainly in my own classroom someday!
Recitation VS. Discussion
In response to the readings for today, I can now reflect upon my classroom and I can definitely notice a trend. I mostly see recitation in my classroom. Occasionally, my CT will pause and give the students a few minutes to discuss, but since the students seem to be trained to just say answers, they just blurt out the answers to questions they think they are being asked. The students don't often reflect upon each others' comments more than saying "That's wrong."
I believe that this is an especially important time to promote more of a discussion-centered literacy learning since the students I have are so young. This is an important time for that because this can be something that the students can take with them and can grow off of and become confidant learners and thinkers.
I agree with the Almasi article which suggests recitation reaps more benefits than does traditional discussion, but I also have to question if this leads to students' misconceptions of ideas. For example, when my CT's classroom was helping my CT spell out words from a personal story she used for writing, she did not correct the students when they suggested incorrect ways of spelling. I also noticed similar patterns in some of the examples in the articles that were read. I understand the importance of encouragement and exploring and learning from one another, but what happens what it is incorrect to the point where it seems as if students are learning incorrect knowledge at school? This is of great concern for me.
In order for response-centered talk to take place, discussion should take place in the form of a web, with students expanding off of what others say and developing new ideas off of the ideas that started discussion. The teacher needs to provide encouragement and should monitor involvement. The teacher should also steer the discussion in the general direction of where the teacher would like the discussion to go, but provide the students with the opportunity to take theirselves there.
Some students in my class need particular types of scaffolding. For example, one of my students are disabled, so of course he needs 24/7 scaffolding. There are other students where they need concentration scaffolding, where the issues is focusing long enough to do the work. Some students just need the teacher as a support to remind them to hurry up because everything they do needs to be done to perfection so she naturally takes a longer time. As I learned the students' personalities and who they are, I am better able to help them.
I believe that this is an especially important time to promote more of a discussion-centered literacy learning since the students I have are so young. This is an important time for that because this can be something that the students can take with them and can grow off of and become confidant learners and thinkers.
I agree with the Almasi article which suggests recitation reaps more benefits than does traditional discussion, but I also have to question if this leads to students' misconceptions of ideas. For example, when my CT's classroom was helping my CT spell out words from a personal story she used for writing, she did not correct the students when they suggested incorrect ways of spelling. I also noticed similar patterns in some of the examples in the articles that were read. I understand the importance of encouragement and exploring and learning from one another, but what happens what it is incorrect to the point where it seems as if students are learning incorrect knowledge at school? This is of great concern for me.
In order for response-centered talk to take place, discussion should take place in the form of a web, with students expanding off of what others say and developing new ideas off of the ideas that started discussion. The teacher needs to provide encouragement and should monitor involvement. The teacher should also steer the discussion in the general direction of where the teacher would like the discussion to go, but provide the students with the opportunity to take theirselves there.
Some students in my class need particular types of scaffolding. For example, one of my students are disabled, so of course he needs 24/7 scaffolding. There are other students where they need concentration scaffolding, where the issues is focusing long enough to do the work. Some students just need the teacher as a support to remind them to hurry up because everything they do needs to be done to perfection so she naturally takes a longer time. As I learned the students' personalities and who they are, I am better able to help them.
Monday, January 21, 2008
Response-centered Talk in the Classroom
As this week’s readings demonstrate to us, there are countless benefits to engaging students in literary discussions and book talks. Based on constructivist principles, students learn by actively constructing meaning and understanding and relating new ideas to pre-existing ones. In contrast to traditional recitations, response-centered discussions and book talks enable students to interact with one another in meaningful discussions about a text and construct deeper understandings. Not only do these student-centered discussions help students better connect with a text, but they also provide many social-emotional, affective and cognitive benefits as well.
Although book talks and response-centered discussions are being implemented in classrooms across the country, they have yet to enter into the literacy curriculum in Rm. 122. In my kindergarten classroom, recitations as opposed to discussions are the norm. The I-R-E format of inquire, respond and evaluate can be frequently seen as the students respond to the teacher’s factual-based questions. Generally, the teacher will read a book and ask questions about what is happening in the story or who the main characters are both throughout and after the story. At this young age, students do need scaffolding to learn about the elements of a story. However, this does not mean that literary discussions beyond recalling facts are unnecessary.
Even though I am in a kindergarten classroom, I think that response-centered talk could be implemented with sufficient scaffolding from the teacher. The students are just learning to read and none of them are advanced enough to read a page of text on their own, but this form of talk could still take place based on books the teacher first reads to the class. Although students wouldn’t be able to refer back to textual quotes to support their discussion, they would build memory skills by recalling information to justify their responses. The teacher could scaffold students into this form of discussion by modeling responses to initial questions she poses. After students see what types of questions they should think about and how they should formulate responses, they will eventually internalize the strategies so they can take part in these discussions more effectively. The teacher may want to use whole-class discussions instead of small group ones so that students can hear a wide variety of responses and learn from one another.
While all students would need scaffolding because they have no prior experience with response-centered discussions and lack a large literary knowledge base, some students would require particular types of scaffolding. For example, some of the students are very shy and struggle during the literacy block. Many of these students leave the classroom each day for the resource room. They would probably need extra scaffolding as well as encouragement to build their self-confidence to participate in literary discussions. Also, there are a few students in the class who have behavioral problems and frequently talk out of turn or criticize their peers. They would need scaffolding about proper behavior and classroom norms so they would respect the other members of their group and give them a chance to share their opinions without being judged or ridiculed.
After reading about the value of response-centered discussions and book talks, I now look at the literacy curriculum in my field placement through a different lens. Although the children may be young, this should not discount their ability to take part in these discussions as opposed to strictly recitations. With so many students in the classroom in need of extra help who struggle with literacy, one solution may lie in introducing book talks into the curriculum.
Although book talks and response-centered discussions are being implemented in classrooms across the country, they have yet to enter into the literacy curriculum in Rm. 122. In my kindergarten classroom, recitations as opposed to discussions are the norm. The I-R-E format of inquire, respond and evaluate can be frequently seen as the students respond to the teacher’s factual-based questions. Generally, the teacher will read a book and ask questions about what is happening in the story or who the main characters are both throughout and after the story. At this young age, students do need scaffolding to learn about the elements of a story. However, this does not mean that literary discussions beyond recalling facts are unnecessary.
Even though I am in a kindergarten classroom, I think that response-centered talk could be implemented with sufficient scaffolding from the teacher. The students are just learning to read and none of them are advanced enough to read a page of text on their own, but this form of talk could still take place based on books the teacher first reads to the class. Although students wouldn’t be able to refer back to textual quotes to support their discussion, they would build memory skills by recalling information to justify their responses. The teacher could scaffold students into this form of discussion by modeling responses to initial questions she poses. After students see what types of questions they should think about and how they should formulate responses, they will eventually internalize the strategies so they can take part in these discussions more effectively. The teacher may want to use whole-class discussions instead of small group ones so that students can hear a wide variety of responses and learn from one another.
While all students would need scaffolding because they have no prior experience with response-centered discussions and lack a large literary knowledge base, some students would require particular types of scaffolding. For example, some of the students are very shy and struggle during the literacy block. Many of these students leave the classroom each day for the resource room. They would probably need extra scaffolding as well as encouragement to build their self-confidence to participate in literary discussions. Also, there are a few students in the class who have behavioral problems and frequently talk out of turn or criticize their peers. They would need scaffolding about proper behavior and classroom norms so they would respect the other members of their group and give them a chance to share their opinions without being judged or ridiculed.
After reading about the value of response-centered discussions and book talks, I now look at the literacy curriculum in my field placement through a different lens. Although the children may be young, this should not discount their ability to take part in these discussions as opposed to strictly recitations. With so many students in the classroom in need of extra help who struggle with literacy, one solution may lie in introducing book talks into the curriculum.
Tuesday, January 15, 2008
Goals for TE 402 Lit. Course
As I am finishing up college with my last semester, I realize that there is still so much that I need to learn before I am ready to enter the working field as a qualified teacher.
I have realized with my field placement that I belong best with younger children. My first goal for this course is to 1) learn how to select proper books for the appropriate age level. Also, 2) I would like to learn how to incorporate diversity into literature without it being known to the children.
I would also 3) like to learn how to react to situations that other children may find uncomfortable. For example, today in my CT's classroom, a boy was late to school. When my CT asked why he was late, he hesitantly told her it was because he had to pick his dad up from jail with his mother. Kids started asking questions and I would like to know how best to be prepared for the unexpected.
I also hope to learn 4) how to keep students attentive when it becomes obvious that I am losing students' interest. My last goal is that 5) I hope to learn how I can use reading as a skill to propel and motivate students in other areas of work.
I hope with this course I generally can become more comfortable and more confidant teaching literature to young students. I hope to get a lot of practice teaching literature and to always keep an open mind about all types of literature.
I have realized with my field placement that I belong best with younger children. My first goal for this course is to 1) learn how to select proper books for the appropriate age level. Also, 2) I would like to learn how to incorporate diversity into literature without it being known to the children.
I would also 3) like to learn how to react to situations that other children may find uncomfortable. For example, today in my CT's classroom, a boy was late to school. When my CT asked why he was late, he hesitantly told her it was because he had to pick his dad up from jail with his mother. Kids started asking questions and I would like to know how best to be prepared for the unexpected.
I also hope to learn 4) how to keep students attentive when it becomes obvious that I am losing students' interest. My last goal is that 5) I hope to learn how I can use reading as a skill to propel and motivate students in other areas of work.
I hope with this course I generally can become more comfortable and more confidant teaching literature to young students. I hope to get a lot of practice teaching literature and to always keep an open mind about all types of literature.
Monday, January 14, 2008
TE402 Literacy Goals
In regard to my development throughout this semester, I am hoping that a lot takes place! I hope to continue learning about
myself as a learner, and most importantly, about how to adapt my learning and my perceptions of how learning takes place to fit
with a diverse classroom of students. When reading through the first goal, I was surprised, because as part of a generation where
Facebook, Google, and YouTube are turning into the common place for the exchange of ideas and information, not once when
lesson planning do I think of incorporating technology, especially in literacy. Thus, with goal one, I hope to fully address
technology integration in my curriculum, and using the technology available to both myself and my students to benefit them
the most. The technology strand of my development also reappeared in the second course goal regarding my pedagogy, and as
I continue learning about technology, and getting more into the Holt district curriculum, my goal is to initially think of
using technology as a resource.
For my second course goal, I hope that I learn to holistically self-assess. I want to know my strengths and weaknesses as a
learner, because each day I realize more and more how strong an influence my educational biases will have on my
teaching and my students' ability to learn. Within the context of language arts, I think this should be particularly interesting
because I love to read and value reading and literacy as an integral part of childhood. Also, in my family, reading was a
frequent activity, and I would like to find ways to use my own positive reading experiences to encourage my students' families
to read together and incorporate literacy into their own homes daily.
Another goal, which is more important since the passing of No Child Left Behind, is to learn how to work toward the state
and national educational standards, without being confined by them. I know teachers who teach only what is given them, and
when this is presented to the students, their enthusiasm drains, because the teacher lacks enthusiasm and ownership of his/her
own lesson. Nonetheless, all students are still responsible on standardized tests for the same material. So my overarching
goal for both this year and for my career is to continue to find innovative ways to teach the required material, so that it is
meaningful and powerful for my students, and most importantly, helps make language arts enjoyable.
Overall, I am hoping that this course in conjunction with my field work will help me to identify my own preconceptions
about education and learning, find new and innovative ways to incorporate technology into my classroom, and to teach the
standards without teaching only to the standards. My hope is that by achieving these goals, or working towards them for the whole
semester, I will be able to become an effective teacher for a diverse group of students, not simply students who are like me.
Through my own love for literacy, I hope to make literacy exciting for the students in my current classroom, and to observe,
develop, and adapt great literacy activities that will be useful for my future classroom!
Goals for the semester
As graduation day gets closer and closer and the realization that next year I will begin teaching sets in, I have to admit that I still feel unprepared and a little scared. Therefore, my goals for this course revolve mainly around learning as much practical knowledge and skills as possible to help me next year.
My primary goal for this class is related to Goal #2 on the syllabus: developing my pedagogy. While I have learned some valuable things in my previous TE classes, I feel as though the majority of it has been very theoretical. While I understand the need to learn about teaching philosophies, schools of thought and children’s developmental stages, I hope that this course builds off that knowledge with practical tips as well. I hope to learn teaching strategies that I can implement in the classroom along with activities and classroom management techniques.
One of my other goals for this class is to learn more ways to create an inclusive community in the classroom. The thought of how much diversity will exist in my future classroom is slightly overwhelming at times, and so I’m hoping to learn how to reach a wide range of students, learning styles and abilities. I really think that collaborative learning and creating a positive classroom community are beneficial for students, and so I’m hoping to learn ways to set this up in literacy lessons particularly so students can learn from each other as well as from me. With so much diversity in the classroom, each student will have valuable contributions to make that I want to be able to draw upon in lessons.
Finally, I’m very interested in learning more about how to make sense of the curriculum frameworks I will be working with and how to plan lessons and units effectively around these standards. After completing the in-class survey on the first day of class, I realized just how much about literacy and learning that I still don’t know but will need to teach my students. I’m hoping to find answers to many of the questions that were on the survey so I can be a more effective teacher.
Overall, I know that jumping in and getting started is going to be the best way I can get prepared to have my own classroom in the future, but I hope that this course helps better prepare me for when that day arrives!
My primary goal for this class is related to Goal #2 on the syllabus: developing my pedagogy. While I have learned some valuable things in my previous TE classes, I feel as though the majority of it has been very theoretical. While I understand the need to learn about teaching philosophies, schools of thought and children’s developmental stages, I hope that this course builds off that knowledge with practical tips as well. I hope to learn teaching strategies that I can implement in the classroom along with activities and classroom management techniques.
One of my other goals for this class is to learn more ways to create an inclusive community in the classroom. The thought of how much diversity will exist in my future classroom is slightly overwhelming at times, and so I’m hoping to learn how to reach a wide range of students, learning styles and abilities. I really think that collaborative learning and creating a positive classroom community are beneficial for students, and so I’m hoping to learn ways to set this up in literacy lessons particularly so students can learn from each other as well as from me. With so much diversity in the classroom, each student will have valuable contributions to make that I want to be able to draw upon in lessons.
Finally, I’m very interested in learning more about how to make sense of the curriculum frameworks I will be working with and how to plan lessons and units effectively around these standards. After completing the in-class survey on the first day of class, I realized just how much about literacy and learning that I still don’t know but will need to teach my students. I’m hoping to find answers to many of the questions that were on the survey so I can be a more effective teacher.
Overall, I know that jumping in and getting started is going to be the best way I can get prepared to have my own classroom in the future, but I hope that this course helps better prepare me for when that day arrives!
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