I like you, Blog.

Initially, I thought that this blog would be annoying. Honestly, what college student has time for an educational blog? We only have time to peruse facebook and myspace mindlessly. I thought it would be another thing on my "to do" list. It is another thing on my "to do" list, but it is something that I look forward to. It's like the first few weeks of an exercise plan: it's painful at first, but once you see the results, you can't wait to get to the gym to tone your muscles! I like writing this blog. I haven't shown it to my mother yet, but I think it is one that I could, which is more than many college students can say about their blogs. I think I would like for her to see what I'm writing about education.

I am additionally taking a Professional Writing course, which has been a great supplement for my writing ventures in Edu 300. Overall, I am beginning to see that all the writing I have been doing for my English Major has truly been garbage because it was nearly all on topics that I did not feel one way or the other about. The most important thing that I have learned between Edu 300 and Professional Writing is that writing is best when you give a damn. Therefore, I believe I will make all possible efforts to allow my students to write about things that matter to them. It sounds like common sense, but somehow I've gone through 16 years of school without the majority of my teachers coming to this conclusion.

I want to write my book on something that matters to me... I was thinking of making it a story about my relationship with my boyfriend of six crazy years, but it seems too cliche. I was thinking of incorporating poetry, photos, drawings, dialogue, and narrative to tell my story. I'm not sure though.... It feels like a big decision, because I'll be walking away with a product that I may be able to use in my classroom, or even give as a special gift...It has to be good.

The Human Experience

Writing is communicating and reading is learning about what others wish to communicate. Communication is the base of all social networking. The most basic communication is non-verbal, but as we grow and mature we learn to use various means of communication. Often, when we refrain from communicating effectively with others, relationships are severed. In general, individuals who are more apt to "say what they mean, and mean what they say" are envied for their ability to put their thoughts and feelings out in the open, while others are more more timid and more protective with their words. Whether or not being more straigh-forward, or being more reserved in a given social situation is more beneficial, depends on the situation, but I often hear people saying they wish they could express themselves better.

If this is still an issue in the adult world, we must look back to our younger years and think about where we were in our progress in the communication struggle. Teenagers and effective communication do not mix; teenagers are sure that they have figured themselves out and are on high defense because adults are always telling them they have no idea what life is really like. Middle school aged students are worse off because adults are still telling them that they have no idea, and, they are old enough to recognize that they should try to defend themselves, but young enough not to know now to.

The more you communicate, the easier it is to handle these issues. Writing is an outlet for many students who are searching for themselves. Writing allows us to get ourself out of our head; reading our own writing gives us the ability to look ourself in the eyes and assess ourself from the outside, looking in.

As we read, we learn how others express themselves and find connections between our own experiences and the rest of humanities experiences. This link, at times, has kept many of us from going off the deep end, including myself. It is sad to think that many children are moving towards seclusion as time goes by without their learning to read.

As a teacher, I think it is important to read to your students so that they may have insight into the human experience, even if they are unable to read themselves. Secondly, I think that making sure you have heard each of your students read, in some form, so that you may assess their reading ability, before the end of the first three weeks of classes is important. The sooner you recognize a student that has a problem, the sooner you can help. I also think that it is important for teachers to remember that it is not solely your responsibility to mend the cracks in individual students' education; there is help out there - use it!

Hooked on Foniks...Shoulda' Tried It!

I was reading at a young age because my mother was devoted to ensuring that my older brother and I received plenty of love, care, and attention. We made a weekly trip to the library, where I would hide myself in a corner and read the books I had chosen because I could not wait to get home. My favorite children's book series was The Bernstein Bears. I owned (and still do own) nearly every book in the series. When I was up for a treat from my dad, it was either The Berstein Bears, or Barbie; they won my favor equally.
I remember the first chapter book that I ever read was Little House on the Prairie. I was so excited because it was over 300 pages long; I felt accomplished because I tackled such a big book on my first try. Now, I see that the print is huge and that it was all a trick, but more important memories are attached to that moment of victory. I was lying in my mom and dad's bed, next to my mom, our regular reading spot, when it happened. My mom used to read to us, and when my brother and I got old enough, we read to her. It was almost a daily ritual.
My mom isn't a school teacher, so she didn't focus on teaching us Phonics. I think I remember having a Phonics work book at some point during elementary school, but I do not distinctly remember it being an essential element to my learning how to read. Actually, I do not remember anything about learning how to read other than practicing all the time with my mom.
Somewhere along the way, I missed something though, because I am a terrible speller. My father is much worse, so maybe it's genetic! I was interested to learn in my Language Arts course, that Phonics has much to do with how children spell. It's frustrating to be a bad speller. For example, I dominate at the game Scrabble, but I am always having to ask my opponents how to spell things; I would be much better if I could spell. Also, as a teacher and an English major, I am expected to be a good speller. I feel that I am victim to much more ridicule than others because of my shortcomings in the spelling arena.

All I can say, is thank God for Microsoft Word's spell check. I would be a goner without it.

Ready, set, READ!

Reading for enjoyment, versus reading to learn: I prefer to read literature that is a mixture of aesthetic and efferent reading; aesthetic being reading for enjoyment, and efferent being reading that informs or teaches in some way. I think that as an English major, aesthetic reading is a pleasure that I am rarely at liberty to take part in. For example, Shakespeare is seemingly an aesthetic read, but to an English major it is just another opportunity to evaluate, study patterns, and analyze...wait...I'm not sure anyone but an English major would find Shakespeare a leisure read... Ok, Sahara Special would be considered an aesthetic read, but I never get to read books like that. What I DO get to read is a lot of classic literature that has been tossed between critics for so long that my English professor, whomever she may be, is more knowledgeable on the piece than the author himself. And then I analyze it. Because literature that is taught is usually taught because it has redeeming qualities that include, but exceed the realm of aesthetics, I must say my reading library contains no Stephen King, Danielle Steel, or Dean Koontz. However, the informational articles varying from topics such as school systems to "How to lift fingerprints" do enter my mind when I think of relaxing on the couch and reading. Like I said...it's a mixture. _________________________________________________________ The Reading Process: DO try this at home! Pre-reading: Background information, introducing the text, etc. ex: Introduce the author, or a major theme in the text. Pre-reading is so important, especially in middle school and high school. If the teacher does not "sell" the book to the kids, it is unlikely that they will work to get through the first chapter. Pre-reading activities can be, and should be, exciting, interdisciplinary, and FUN. Reading: reading aloud, with others, or silently ex: The teacher reads to the class. Whatever the reading method, I think that it should be varied. Students can read in pairs, to the class, alone, in small groups, or be read to by the teacher. One thing I took away from Edu 255, Reading in the Content Areas, is that "Round Robin" is the anti-Christ of reading. I found it very hard to completely steer clear of it though...any ideas, anyone? Responding: what did you think about what you read? ex: What was the author's purpose? How is the theme reflected throughout the text? As an English major, I revel in the enjoyment that I take away from responding to literature that I have read. Whether it be an opportunity in class to reflect orally or through a writing assignment, I am always excited to find missing pieces brought together through reflection and response. I hope to provide my students with the same opportunity. Exploring: why? ex: Think about this theme, how can you relate? Once I have responded to literature, looking into my own life and connecting to literature to my own experiences brings a whole new meaning to the text. Literature encapsulates the human experience; it lets us know that we are not alone in our pains and joys. I think that exploring beyond the text to make these connections is a vital step in the reading process; the most important, I might say. Applying: how does this apply to your life? Create something that connects your life to the text. ex: Free write about a time when you felt the same way the main character felt. Applying what you have learned through exploration makes the entire process worthy of your time and energy. If you read a tragedy, and learn nothing from it, catharsis was not achieved, and you have therefore wasted your time. Read to learn, and learn in order to better live. Capable Readers? In order to develop capable readers, you have to read. Read with them, read to them, have them present what they read, have them write about what they read, and ask questions about what they read. Model the reading steps... In response and in accordance with what Becky Forbes said regarding developing capable middle school aged readers, I do believe that the teachers biggest concern should be to choose texts that will captivate students. The more time and effort you put into making sure the text is one they will enjoy, the more respect you will earn from the students. I say this because no matter how hard you try, you will never be able to please ALL students, simultaneously with a text, but if you work towards a variety that attempts to meet the needs of many, students will work through the pieces they do not enjoy - for you, which is, in turn, for their own benefit. Where and how does reading take place? Reading does not always mean English class. Reading can happen in any classroom, and it should. By reading students are able to learn and attach our own bias and opinions before they are fed to them. Lecture often leaves students with a hint of the lecturer's attitude toward the subject being taught. I was taken aback by the presentations given by some of Meredith College's art and music education students. One student incorporated an entire Harriet Tubman novel during a unit about music sang around the time of the Underground Railroad. What an awesome use of integration! Reading can be a short article in the newspaper, a magazine ad, a telephone book, a series of checks (have you seen that piece of literature?), even posters on your classroom wall that students look to during "zone-out/daydream moments" (God-forbid you should allow time for these moments!).

A Beginning Note on Language Arts

I wasn't surprised to find viewing and visually representing on the list of the 6 language arts. I am a visual learner and therefore appreciate the inclusion of either into any of my classes. During my student teaching I worked to include both on a regular basis. For example, the students watched two film clips to learn about allusions. For me, seeing these two clips made the concept so much easier to understand; for some of my students, they needed a more textual explanation. Everyone learns differently.

I think adding these two new types of language arts show that not only have we made technological progress in the past 50 years, but we have also made progress in our education system. I do not fear that by adding visual and viewing language arts to the list that books will somehow flutter away and our children will only be left with video games representing time old tales (in gruesome and twisted ways). I think that by adding these we have simply broadened children's scope, and allowed for more differentiation. I think the more types of learning that are brought to educators' attention, the better chance we have of catching the children who might have previously fallen between the cracks.

In other news, I am excited to be reading Sahara Special! I was wondering about her mother though; her mother made some derogatory comments to her daughter concerning her intelligence. Sahara seems to think their relationship is fine, but I am wondering if her mother is 100% on her side... I am looking to find out more about that in the next chapter. Other than that, I think the story is smooth and easy to get lost in; teachers always like to here inspirational accounts that leave them feeling that they too can change the world for one little girl or boy : )