The Dreamkeepers "Education, like electricity, needs a conduit, a teacher, through which to transmit its power- i.e., the discovery and continuity of information, knowledge, wisdom, experience, and culture. Through the stories and experiences of eight successful teacher-transmitters, The DreamKeepers keeps hope alive for educating young African Americans."
Wednesday, October 27, 2010
Essence extractor- appendix A
"The intent of the study was to document the practice of highly effective teachers of African American students."
Appendix A- Discussion Leader
So what did you think? I didn't think I would get much from it, but it actually was really insightful. It helped me understand the makings of the book, the "why" behind everything... a long with the "who." I liked the fact that each teacher was credible, they had to be selected to be a part of it. No one volunteered, they believed that they chose from the best of the best. What I also sensed though was that these teachers for the most part had prior experience with "African Americans" either through they way they were raised or where they went to school... and that was essentially what they needed to be good teachers in the urban setting. I'm not sure if I'm getting my point across clearly, but does that makes sense? Do you agree, yes or no?
Thursday, October 21, 2010
10/21/10
Overall, I have really enjoyed the stories within this book. I have learned the most from them. I don't believe that I will be a better teacher for African Americans after reading this book. I just became more motivated to meet their needs.
Essence Extractor: Sfess (Appendix X)
Trust one another’s judgment…
Personally, I do not think this type of study could be effectively documented if there was not trust between the teachers and the researchers. Trust was really demonstrated as the teaching strategies were demonstrated and explained. They trusted their own pedagogy as well as the comments and feedback from their colleagues (through honesty and trust).
Personally, I do not think this type of study could be effectively documented if there was not trust between the teachers and the researchers. Trust was really demonstrated as the teaching strategies were demonstrated and explained. They trusted their own pedagogy as well as the comments and feedback from their colleagues (through honesty and trust).
Literary Luminator: SFess (Appendix X)
“I questioned my role as researcher and developed a greater respect for the expertise of the teachers.” (pg. 186)
The research focused on the profession learning processes while the data was collected, interpreted, and analyzed. The approaches used were varied and really captured the “spirit” of each teacher. I feel the data was a fair representation of the teaching and was respectful of the students thinking and involvement in the classroom.
Every so often a teacher suggested that she did not remember something shown on tap or did not know why she had done it. (pg. 187)
Can you imagine if had to try to remember what you did with your classroom during 30 classroom visits? The observations lasted from 1 ½ - 2 hours and were either scheduled or unscheduled. It would be very beneficial to see myself teach over a stretch of time & have my colleagues make suggestions and comments!
Each participant in this study exhibited the “ethic of caring.” (pg. 191)
The group studied in this book consisted of both African American and White teachers. The notion of “ethic of caring” (a theory about what makes actions right or wrong) was expressed both implicitly and explicitly throughout the study. Ethic of caring sets the tone for the classroom and promotes the interest and culture of everyone in the classroom.
The research focused on the profession learning processes while the data was collected, interpreted, and analyzed. The approaches used were varied and really captured the “spirit” of each teacher. I feel the data was a fair representation of the teaching and was respectful of the students thinking and involvement in the classroom.
Every so often a teacher suggested that she did not remember something shown on tap or did not know why she had done it. (pg. 187)
Can you imagine if had to try to remember what you did with your classroom during 30 classroom visits? The observations lasted from 1 ½ - 2 hours and were either scheduled or unscheduled. It would be very beneficial to see myself teach over a stretch of time & have my colleagues make suggestions and comments!
Each participant in this study exhibited the “ethic of caring.” (pg. 191)
The group studied in this book consisted of both African American and White teachers. The notion of “ethic of caring” (a theory about what makes actions right or wrong) was expressed both implicitly and explicitly throughout the study. Ethic of caring sets the tone for the classroom and promotes the interest and culture of everyone in the classroom.
Creative Connector: SFess (Appendix A)
“drawing on the wisdom of practice” (p. 179)
When I was a high school teacher, I had always thought that “best practices” referred to the shared experiences of seasoned teachers who believed that what they do in their classrooms works. I borrowed many “best practices” from colleagues whose work I respected. I also tap into the Internet and find websites displaying available lessons across subject areas that “work.” How did teachers “grab” best practices before the Internet?
The book is based on an Ethnographic study (pg. 179)
I am currently taking a research class at Naz & can really relate to this type of study. It’s a study that used four components: teacher selection, teacher interviews, classroom observations and videotaping, and collective interpretation. Connections with the book and teachers can be obviously referenced to the interview questions on page 183 (great resource for future active research within my own classroom).
I wondered how the massive amount of data collected was interpreted. On page 184 it was explained that the interviews were transcribed and retyped, they were then coded for key words and phrases, and then applied to themes relating to pedagogy and culture.
Why was the term “culturally relevant” NEVER used during the study? It was never used as teachers’ may not have been as honest with the conversations that took place and they may have “behaved” differently.
When I was a high school teacher, I had always thought that “best practices” referred to the shared experiences of seasoned teachers who believed that what they do in their classrooms works. I borrowed many “best practices” from colleagues whose work I respected. I also tap into the Internet and find websites displaying available lessons across subject areas that “work.” How did teachers “grab” best practices before the Internet?
The book is based on an Ethnographic study (pg. 179)
I am currently taking a research class at Naz & can really relate to this type of study. It’s a study that used four components: teacher selection, teacher interviews, classroom observations and videotaping, and collective interpretation. Connections with the book and teachers can be obviously referenced to the interview questions on page 183 (great resource for future active research within my own classroom).
I wondered how the massive amount of data collected was interpreted. On page 184 it was explained that the interviews were transcribed and retyped, they were then coded for key words and phrases, and then applied to themes relating to pedagogy and culture.
Why was the term “culturally relevant” NEVER used during the study? It was never used as teachers’ may not have been as honest with the conversations that took place and they may have “behaved” differently.
Tuesday, October 19, 2010
Creative Connector- Chpt. 7
"Classes are relatively small..." -pg. 140
I went to a private school for most of my life, and most of the classes were very small. My graduating class only had 24 students in it. I believe this would be such an awesome idea for every school! Not only would there be SO many more jobs available for all of us, but students would be able to receive more one on one education... the classroom teacher would not have to spread herself so thin to meet the needs of her students.
"African American children cannont afford the luxury of shielding themselves with a sugar-coated vision of the world." - pg. 139
This was a lecture I've always heard from my parents while growing up. It has stuck with me and now I try to do my best and don't want teachers or other students to think less of me or not have as high standards for me because I am an African American. I feel like I get the hardest critique from African American teachers rather than peers.
"Conduct student teaching over a longer period of time and in a more controlled environment." -pg. 135
When I completed my first student teaching experience.... I was crying. They threw me a party and I did NOT want to leave... I felt like I was just getting into the swing of things and that it was in a sense my classroom. I did not want to leave and I believe either we should stay at the same school for the entire 12 weeks or they should some come up with another idea.
I went to a private school for most of my life, and most of the classes were very small. My graduating class only had 24 students in it. I believe this would be such an awesome idea for every school! Not only would there be SO many more jobs available for all of us, but students would be able to receive more one on one education... the classroom teacher would not have to spread herself so thin to meet the needs of her students.
"African American children cannont afford the luxury of shielding themselves with a sugar-coated vision of the world." - pg. 139
This was a lecture I've always heard from my parents while growing up. It has stuck with me and now I try to do my best and don't want teachers or other students to think less of me or not have as high standards for me because I am an African American. I feel like I get the hardest critique from African American teachers rather than peers.
"Conduct student teaching over a longer period of time and in a more controlled environment." -pg. 135
When I completed my first student teaching experience.... I was crying. They threw me a party and I did NOT want to leave... I felt like I was just getting into the swing of things and that it was in a sense my classroom. I did not want to leave and I believe either we should stay at the same school for the entire 12 weeks or they should some come up with another idea.
Literary Luminator- Chpt. 7
"...If we're behind in the class we're a problem and if we're ahead we're a problem." -pg. 137
I believe that it is OK (sometimes) to be behind... to take that extra time to help your students better understand the material. Teachers have so much pressure to be on schedule, and when other teachers are ahead...its easy to push forward and lose track of the students needs.
"What African American students need are better schools." -pg. 137
Amen! In the city of Rochester they need to re-vamp the current system and change the environment, goals, teachers, themes, activities... to make it more of an enjoyable and safe environment for the students.
"One parents spoke of a daughter who kenw how to do cursive writing when she was 7 years old but was told she had to print because. 'We don't do cursive until 3rd grade.'" -pg. 137
This is ridiculous! She is not going to be able to practice what she knows because she is ahead? This is so backwards... and I believe we should praise students for their desire to get ahead instead of trying to push them back or make them feel bad because other students are not at their level. NO, NO, NO!
I believe that it is OK (sometimes) to be behind... to take that extra time to help your students better understand the material. Teachers have so much pressure to be on schedule, and when other teachers are ahead...its easy to push forward and lose track of the students needs.
"What African American students need are better schools." -pg. 137
Amen! In the city of Rochester they need to re-vamp the current system and change the environment, goals, teachers, themes, activities... to make it more of an enjoyable and safe environment for the students.
"One parents spoke of a daughter who kenw how to do cursive writing when she was 7 years old but was told she had to print because. 'We don't do cursive until 3rd grade.'" -pg. 137
This is ridiculous! She is not going to be able to practice what she knows because she is ahead? This is so backwards... and I believe we should praise students for their desire to get ahead instead of trying to push them back or make them feel bad because other students are not at their level. NO, NO, NO!
Discussion Director-Chpt. 7
I really enjoyed this chapter. I believe that it was the most helpful out of all of the chapters. I enjoyed the fact that she not only shared her story but received a lot of input from other professionals. Pretty much what it came down too was the fact that for these African American students, the teacher is the one that spends the most time with them and really knows what their needs and abilities are. It should be left up to the teacher to figure out what strategies are best for them. Do you agree or disagree with this overall analysis of the chapter?
Wednesday, October 13, 2010
Chap.7-Literary Lunminator-Meredith O.
" I've worked long enough to know what will work and what doesn't work." (p.141)
I think it's important for teachers to realize that through experience they can do better. It's also important to take advantage of advice from teachers who have been around longer then you. I think this just emphasizes the importance of communication in schools.
"Deep down they do not believe that African American students can be successful academically." (p142)
Teachers need to believe and motivate their students. If students aren't interested or feel they are going to fail before they even start, they won't be successful.
" Provide opportunities for observation" (p.147)
Teachers can learn a lot about teaching from watching each other teach. They can get new ideas and might even be re-motivated to try new things in their teaching. I think teachers could really benefit from getting more observation time.
Creative Connector- Chpt. 6
"She then begins calling on the students in round-robin fashion to read the story aloud."- pg. 114
I learned about what this was called in undergraduate school... and it reminds me of how all of my teachers said, "Don't do this!!!" Then one of the teachers in the chapters is using this with her students. Ha! Maybe since it was drilled into my head this way, I am not a big fan of this, but what do you guys think? I think it allows for students to be looking off into outer space cause they already know when they are going to be called on to read, especially in a larger group setting. We all did that when we were kids, right?
"I'm pretty easy going about a lot of things, but I keep my reading time sacred." -pg. 115
My elementary school, and teachers were huge on Accelerated Reading (program) and this meant we HAD D.E.A.R. time EVERY DAY! Oh... and D.E.A.R. time was SILENT!!!!!!!!!!!!! I think I will most definetly take this same approach when I get my own class... the ability to read and become a fluent and successful reader will take you to great places:)
"Devereaux's reading lessons seem almost scripted." -pg. 113
This was my whole college career. No offense to anyone... but I already know what to expect. Surprise me and I might change my opinion on this area. I don't think it matters how long ago you were in college... It just feels as if college professors feel as if they don't have to try as hard to "entertain" us becuase we are now "adult" learners.... adults or not...everyone likes to have fun! I know everything has its place...but...please.
I learned about what this was called in undergraduate school... and it reminds me of how all of my teachers said, "Don't do this!!!" Then one of the teachers in the chapters is using this with her students. Ha! Maybe since it was drilled into my head this way, I am not a big fan of this, but what do you guys think? I think it allows for students to be looking off into outer space cause they already know when they are going to be called on to read, especially in a larger group setting. We all did that when we were kids, right?
"I'm pretty easy going about a lot of things, but I keep my reading time sacred." -pg. 115
My elementary school, and teachers were huge on Accelerated Reading (program) and this meant we HAD D.E.A.R. time EVERY DAY! Oh... and D.E.A.R. time was SILENT!!!!!!!!!!!!! I think I will most definetly take this same approach when I get my own class... the ability to read and become a fluent and successful reader will take you to great places:)
"Devereaux's reading lessons seem almost scripted." -pg. 113
This was my whole college career. No offense to anyone... but I already know what to expect. Surprise me and I might change my opinion on this area. I don't think it matters how long ago you were in college... It just feels as if college professors feel as if they don't have to try as hard to "entertain" us becuase we are now "adult" learners.... adults or not...everyone likes to have fun! I know everything has its place...but...please.
Literary Luminator- Chpt. 6
"A piece of crystal." -pg. 111
Wow! If only we ALL thought of EVERY child as a crystal... what kinds of classrooms would we really see?
"You will read, and you will read soon."- pg. 114
Sometimes as teachers you have to be willing to lay down the law! In other words, let the students know who's boss and how everything is going to go down. Not all, but some children really benefit from this form of instruction.
"None of them was able to solve the problem." -pg. 122
You have to love the grammar in this sentence. So, the "blackness" comes out!
Wow! If only we ALL thought of EVERY child as a crystal... what kinds of classrooms would we really see?
"You will read, and you will read soon."- pg. 114
Sometimes as teachers you have to be willing to lay down the law! In other words, let the students know who's boss and how everything is going to go down. Not all, but some children really benefit from this form of instruction.
"None of them was able to solve the problem." -pg. 122
You have to love the grammar in this sentence. So, the "blackness" comes out!
Discussion Director- Chpt. 6
A lot of the chapter focused on giving us background knowledge on the teachers that were discussed throughout the book. For example, where they came from and how they got to where they are today. That was nice, but I also felt a little board by it and would have rather heard more stories and strategies during that time.
Overall, culturally relevant teaching is so crucial and I believe it invites the students into the classroom, and makes that setting more like a home to them. Do you believe that the examples the author provided demonstrated this topic effectively? I would have to disagree with that. If I could re-name the chapter I would name it, "Reading Strategies and their Positives and Negatives." Or something to that effect. Do you agree with the title of this chapter? If no, what would you change it to?
Overall, culturally relevant teaching is so crucial and I believe it invites the students into the classroom, and makes that setting more like a home to them. Do you believe that the examples the author provided demonstrated this topic effectively? I would have to disagree with that. If I could re-name the chapter I would name it, "Reading Strategies and their Positives and Negatives." Or something to that effect. Do you agree with the title of this chapter? If no, what would you change it to?
Tuesday, October 12, 2010
Vocabulary Vitalizer: Ch. 7 (S. Fess)
1. Subversive: a cause of overthrow or destruction
2. Delegitimate: to diminish or destroy the legitimacy, prestige, or authority
3. Periphery: the outward bounds of something as distinguished from its internal regions or center
4. Oppressor: to crush or burden by abuse of POWER or authority
5. Engender: to cause to exist or to develop : PRODUCE POLICIES that have engendered controversy
6. Intrinsic: belonging to the essential nature or constitution of a thing
7. Recessionary: a period of reduced ECONOMIC activity
8. Confounding: to put to shame
9. Apolitical: having no interest or involvement in POLITICAL AFFAIRS; also :having an aversion to politics or political affairs
10. Decontextualized: to remove from a context
2. Delegitimate: to diminish or destroy the legitimacy, prestige, or authority
3. Periphery: the outward bounds of something as distinguished from its internal regions or center
4. Oppressor: to crush or burden by abuse of POWER or authority
5. Engender: to cause to exist or to develop : PRODUCE POLICIES that have engendered controversy
6. Intrinsic: belonging to the essential nature or constitution of a thing
7. Recessionary: a period of reduced ECONOMIC activity
8. Confounding: to put to shame
9. Apolitical: having no interest or involvement in POLITICAL AFFAIRS; also :having an aversion to politics or political affairs
10. Decontextualized: to remove from a context
Essence Extractor: Ch. 7 (S. Fess)
The teaching profession...personal responsibility, power, and vision.
Creative Connector: Ch. 7 (S. Fess)
Of what use it know that a few teachers can do outstanding jobs with the very students that others believe incapable of being taught? (p. 139)
I believe that all students are capable of being taught and that teaching to all students is a very serious undertaking. I view the most important role of a teacher is the obligation to make sure that the teaching I do in class is relevant to the students that I am teaching to. The key words of my teaching philosophy include relevance, love of my subject, enthusiasm, knowledge, organization, feedback, and respect. In essence, I strive to deliver to my students something worth knowing, convey it with enthusiasm, and provide my classroom with organization that will stimulate students to grow in their knowledge of the subject and to THEMSELVES!
Culturally relevant teaching is about questioning (and preparing students to question). (p. 140)
I feel that teachers need to be constantly reminded of these questions as they plan and prepare their curriculum. Remembering to create units that provide a “personalized education” for each student/classroom will undoubtedly create an educational opportunities that are aimed at preparing all students to be successful, not just in their own communities, but as “world-citizens.” When paying attention to crating personalized plans; attention is given to each student’s learning styles, interest, current skill levels, and personal goals. Students are motivated to learn and feel that the learning they are doing in your classroom is valuable—the “why do I need to know this stuff?” question—they feel they can be successful with the learning task.
I too believe and hope that if we can dream it, we can surely do it. (p. 156)My “beliefs” about the teaching profession…EVERY child deserves a teacher who believes in their potential, no matter the student’s circumstance and it begins with a teacher who can think outside of their classrooms—one that can get beyond textbooks and enter into a world where learning is connected.
I believe that all students are capable of being taught and that teaching to all students is a very serious undertaking. I view the most important role of a teacher is the obligation to make sure that the teaching I do in class is relevant to the students that I am teaching to. The key words of my teaching philosophy include relevance, love of my subject, enthusiasm, knowledge, organization, feedback, and respect. In essence, I strive to deliver to my students something worth knowing, convey it with enthusiasm, and provide my classroom with organization that will stimulate students to grow in their knowledge of the subject and to THEMSELVES!
Culturally relevant teaching is about questioning (and preparing students to question). (p. 140)
I feel that teachers need to be constantly reminded of these questions as they plan and prepare their curriculum. Remembering to create units that provide a “personalized education” for each student/classroom will undoubtedly create an educational opportunities that are aimed at preparing all students to be successful, not just in their own communities, but as “world-citizens.” When paying attention to crating personalized plans; attention is given to each student’s learning styles, interest, current skill levels, and personal goals. Students are motivated to learn and feel that the learning they are doing in your classroom is valuable—the “why do I need to know this stuff?” question—they feel they can be successful with the learning task.
I too believe and hope that if we can dream it, we can surely do it. (p. 156)My “beliefs” about the teaching profession…EVERY child deserves a teacher who believes in their potential, no matter the student’s circumstance and it begins with a teacher who can think outside of their classrooms—one that can get beyond textbooks and enter into a world where learning is connected.
Monday, October 11, 2010
Creative connector- Chpt. 4-5
Pg. 66- "I think I use the 'lunch bunch' thing for a lot of reasons."
This reminds me of one of my student teaching experiences in Brockport. The teacher would use it as a reward system for those that were able to finish their work throughout the week. She would invite them up to her classroom to watch a movie... and pretty much the kids loved it. This is something that I might utilize in my own classroom.
Pg. 67- "She begins each school year by giving each student an 'entry questionnaire.'"
I know many teacher that have used this... I think it is a good idea? A tool that can be referenced throughout the year, and possible used as a motivator for students. For example, if they say that they like cars... bring in some cars to help them solve their math problems.
Pg. 68- "What is it that you like about the class?" "The teacher! She looks us in the eye when she talks to us, respects us, listens to us, she speaks to us when she see us in the hall or in the cafeteria."
Well, these seem simple, but there are many teacher that do this and others that don't. My high school math teacher was one of these teachers. I loved him. He would always ask us about our life, and is everything ok? It really is the simple things that make a difference.
This reminds me of one of my student teaching experiences in Brockport. The teacher would use it as a reward system for those that were able to finish their work throughout the week. She would invite them up to her classroom to watch a movie... and pretty much the kids loved it. This is something that I might utilize in my own classroom.
Pg. 67- "She begins each school year by giving each student an 'entry questionnaire.'"
I know many teacher that have used this... I think it is a good idea? A tool that can be referenced throughout the year, and possible used as a motivator for students. For example, if they say that they like cars... bring in some cars to help them solve their math problems.
Pg. 68- "What is it that you like about the class?" "The teacher! She looks us in the eye when she talks to us, respects us, listens to us, she speaks to us when she see us in the hall or in the cafeteria."
Well, these seem simple, but there are many teacher that do this and others that don't. My high school math teacher was one of these teachers. I loved him. He would always ask us about our life, and is everything ok? It really is the simple things that make a difference.
Literary Luminator- Chpt. 4-5
Pg. 101- " I had not earned them because I wanted to be an outstanding student. I had earned them because my teachers did not think I could earn them and I had vowed right there and then to live up to my own standards."
For how many students is this also their reality?
Pg. 75- "Decision making is one of the most important skills the kids can develop."
This is true, in and outside of the school settings. We need to teach problem solving skills.
Pg. 96.- "Teachers expect students to come to school reading and if they resent those children who don't. If that's the case, what do they need teachers for?"
We can't complain when someone else hasn't done what we are supposed to do in the first place.
For how many students is this also their reality?
Pg. 75- "Decision making is one of the most important skills the kids can develop."
This is true, in and outside of the school settings. We need to teach problem solving skills.
Pg. 96.- "Teachers expect students to come to school reading and if they resent those children who don't. If that's the case, what do they need teachers for?"
We can't complain when someone else hasn't done what we are supposed to do in the first place.
Chapter 4-5 Discussion leader
The idea of "family" is good and has its points, but how much of this is really true or relevant to the educational restrictions put upon us by our current educational system. For example, one of the teachers shared that she picked up some of her students for church. Well, that sounds like an awesome idea... but in reality, or should I say in America, there are so many things that could go wrong in this situation. What do you think of when you hear the word family? How does or doesn't it relate to the classroom setting?
Culturally relevant teaching is essential! I love the example on page 92. The teacher asked the students how would you describe the princess in the story that you read (there were no pictures in the book). An African American child describe the princess as a Caucasian with blond hair. Well, the teacher seemed so surprised by this, but lets get real! Maybe she had brown hair, but she most definitely in our minds would not be Asain, or black, or Indian. She would be white! Let's look at all of the Disney movies... until recently when they came out with the "Princess and the Frog" I don't see why you would expect any other answer from this child. Thankfully times are changing, and that will allow it to be easier to generate culturally relevant teaching. It's so funny... relating it back to my own personal life. It was hard for my parents to find African American Barbie dolls, so I never really played with them. Now that I am in a relationship, heading toward a long-term commitment with a Caucasian male, we always talk about the future...especially kids. I've asked him before, "What color dolls are our babies going to play with?" Of course... he says white!
Culturally relevant teaching is essential! I love the example on page 92. The teacher asked the students how would you describe the princess in the story that you read (there were no pictures in the book). An African American child describe the princess as a Caucasian with blond hair. Well, the teacher seemed so surprised by this, but lets get real! Maybe she had brown hair, but she most definitely in our minds would not be Asain, or black, or Indian. She would be white! Let's look at all of the Disney movies... until recently when they came out with the "Princess and the Frog" I don't see why you would expect any other answer from this child. Thankfully times are changing, and that will allow it to be easier to generate culturally relevant teaching. It's so funny... relating it back to my own personal life. It was hard for my parents to find African American Barbie dolls, so I never really played with them. Now that I am in a relationship, heading toward a long-term commitment with a Caucasian male, we always talk about the future...especially kids. I've asked him before, "What color dolls are our babies going to play with?" Of course... he says white!
Saturday, October 9, 2010
Chap.7-Creative Connector-Meredith O.
“…we must not legitimate the inequity that exists in the nation’s schools…”(p.142)
Thursday, October 7, 2010
Literary Luminator: Ch. 6 (S. Fess)
By building on some success-starting with something they had already mastered-he may have been more successful in engaging the student in the skills he intended to teach. (pg. 135) This quote is critical for me as an educator as students learn more effectively when they...
already know something about a content area AND
when concepts in that area mean something to them AND
to their particular background or culture
When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose.
already know something about a content area AND
when concepts in that area mean something to them AND
to their particular background or culture
When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose.
Creative Connector: Ch. 6 (S. Fess)
The text says, “She brought readings and the language from her graduate studies into her sixth-grade classroom,” (p. 120) and this reminds me that I will also have a lot to bring back to my classroom next fall. Upon entering college for the first time in 20 years, I was filled with mixed emotions. I was excited, nervous, and very overwhelmed. The idea of getting another master’s degree and additional certification became a reality this past August. Over the past few months, the sharing of ideas and stimulating conversation within the classroom has enabled me to think and reflect in ways that I have not done in many years. I am excited about the impact I’ll have in the classroom next September as I reenter the teaching profession. I have come to realize that knowledge isn’t always something that’s able to come out nicely packaged; it’s something that has to be acquired and communicated.
"Devereaux does a number of thing to encourage reading." (pg. 124) In addition to Julia’s ideas to encourage reading, I also let my students pick their own books for assignments and have them lead discussions about the books they have read. They love to be the center of attention! I also bring aspects of their books to life within the classroom by listening to music mentioned in books or looking at pictures of people and places connected to their stories. Putting students on a point system for reading books is also very effective. Reward a certain amount of points for every book they read and a certain amount of points for difficulty level. Then give them a prize or party for reaching a certain level.
"Devereaux does a number of thing to encourage reading." (pg. 124) In addition to Julia’s ideas to encourage reading, I also let my students pick their own books for assignments and have them lead discussions about the books they have read. They love to be the center of attention! I also bring aspects of their books to life within the classroom by listening to music mentioned in books or looking at pictures of people and places connected to their stories. Putting students on a point system for reading books is also very effective. Reward a certain amount of points for every book they read and a certain amount of points for difficulty level. Then give them a prize or party for reaching a certain level.
Wednesday, October 6, 2010
Chap.6 Rigorous Researcher--Meredith O.
I researched Whole-language and basal text literacy methods that were mentioned on page 121.
Whole- Language- Focus on meaning and strategy
- Students learn and memorize entire words
- Children start writing early
- A variety of diverse literature can be used
- Makes use of Guided Reading
- Integrates other subjects in the curriculum
- They tend to have trouble decoding new words
Basal readers - A highly structured way to teach reading
- Books have selected words to introduce with attached questions.
- They are easy for teachers to use because of the pre-structured nature
- Help to prepare students for what is on state tests
- Help to determine what level a students is reading at
- They tend not to encourage an interest and enjoyment in reading
Chap.6- Literary Luminator- Meredith O.
“Students’ real-life experiences are legitimized as they become part of the…curriculum.” (p.127)
Chap. 6 Creative Connector--Meredith O.
“You’re a perfect class. If you’re perfect raise your hand!” (p.119)
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