I can honestly say that technology has been somewhat of a life-changing force in the past year, so it's quite appropriate that we would be reading about it at this point in our Composition class. When I say life-changing, I don't mean that I've subscribed to Facebook or any other popular social networks - lack of interest in sharing personal details of my life or hearing about other peoples' precludes me from taking that step. For those of you who are truly tech-savvy, the small hurdles I've overcome this year are probably laughable. But when the school year ended in June of 2010, I left for an academic sabbatical with two goals in mind: one to earn a writing certification; and two, to break free of my self-imposed fear of technology. The writing classes have been truly valuable, and I'm one class away from earning the certification. Mission almost accomplished. However, the journey into the unfamiliar realm of technology didn't actually start, or at least become consuming, until last week when I started a digital storytelling class. (Thanks, Katie!) While the prospect of learning how to write more effectively, and especially how to more effectively teach writing to my students, was exciting, I put off embarking on the techno-journey as long as possible. If Katie hadn't recommended the DS class (which is completely on-line by the way - a truly huge undertaking for me), I'd probably still be thinking of a way to get out of it! I just didn't have any interest - and it probably showed in my frustration when I'd take my fourth-graders to the computer lab each week. Truth be told, I wasn't a complete techno-idiot... Obviously I had to teach lessons using the Internet, keep a computerized grade book, and I even signed up for the portable SmartBoard when it was available. (The fact that there were no instructions or in-services on how to use it didn't help my interest level!) But it got to the point where I felt that even if I didn't care about technology for myself, I owed it to my students to become more proficient. So in the past eight days, on my first-ever laptop, I've worked with FotoBabble, GoAnimate!, Animoto, and I'm currently writing a digital story, all of which had to be shared with the entire class! Talk about immersion! I've always told my students that we learn by doing - but until now, I haven't been practicing what I preach when it comes to technology. Come August, with a lot more practice, I'll be ready to confidently face my class knowing that we share a connection that I hadn't been able to share with any previous class. (Plus, I can teach them to write!) Now that's a year well spent!
So you ask yourself, "If she doesn't like sharing personal information, then why is she babbling on about it?" My thought is that the above ties in nicely with this week's readings on several points. In discussing emerging technologies, Moran's essay states that teachers need to know about [these] technologies so that they may incorporate them, or not, as they deem appropriate, into their classroom practice, and so that they may advise and teach those of their students who have access to these technologies and who are using them in their writing. (Tate 203) I can't teach something that I don't know, which shortchanges students. Additionally, George's essay speaks of the increasing importance of visual literacy. (Miller 1435) The connections between visuals and writing become increasingly more technical every day - our students (and teachers) need to keep up (or in some cases, catch up) if we are to stay competitive in the field. Finally, Miller and Shepherd discuss blogs and the importance of kairos. (Miller 1451) We are obviously living in a "cultural moment" which is defined by social media. Who would ever think of a blog as its own genre?
I can't help thinking that I'm stuck between two mindsets: the old-schoolers who find technology detrimental to society, and those who were born and raised in this information age where technology seems to come as second nature. I definitely see the benefits of technology, and teaching technology to our students (including composition). But it's not second nature to me - it's had to grow on me, so to speak. So for now, I'll be content to play around with and practice my newly gained digital writing skills, and perhaps I'll even be inclined to expand it further at some point. There seems to be everything to gain, and nothing to lose...
Monday, March 28, 2011
Monday, March 21, 2011
As for the red pen, give it a rest...
Last summer, I spent the entire month of July participating in the Capital Area Writing Project. Obviously, we learned about writing: how to teach writing, how to improve our own writing, what makes a "good" writer or piece of writing. But before we could really concentrate on those important aspects of writing, we discussed at length the experiences that shaped us as writers, or in some cases, non-writers. Without exception, each member of the class shared at least one, sometimes more than one, experience where a former teacher had a lasting impact on his or her writing development. We heard a few stories about inspirational teachers whose passion for writing and teaching writing positively impacted their students and helped them to cultivate a love of writing themselves. Unfortunately, we heard more than a few stories of teachers whose flare with the red correction pen stifled not only student creativity, but their overall confidence and feelings of self-efficacy when it came to writing. Some even referred to papers that appeared to be 'streaked with blood' from strokes of red pen. Forgive them Father, for they know not what they've done...
This week's readings, took me back, so to speak, to those weeks in July when so much time was spent completely immersed in writing. Most relevant would be Haswell's discussion regarding the marking/correcting of student papers, and whether the shortcuts we as educators develop both lighten the workload and help students to improve their writing. I've often wondered whether the time I invest in helping students to correct and revise their drafts, through my review and ultimately individual conferences, actually makes a difference. I've come to the conclusion, after seeing final drafts submitted post-conference, that some students actually take to heart the suggestions and discussions we have regarding their writing. They care about what I have to say, because they know that I care about them. I've also concluded that some students, no matter how much time, effort, and positive reinforcement I share with them, just plain do not want to write. Have they, at the tender age of nine, already been positively or negatively impacted by a teacher or life experience with regard to writing? (My personal trauma occurred when I was five years old and attending a Catholic kindergarten, thus the earlier comment...)
I also found Haswell's discussion on the communication, or lack thereof, between teachers and students of particular interest, as well as the inconsistent expectations among teachers. The five activity nodes of Du Gay's 'Circuit of Culture' also helped put this communication, as well as the difficulties of instructional response overall, into perspective for me. Although elementary classrooms are self-contained for the most part, we do on occassion share students in particular subjects. We often have "team meetings" to ensure that our expectations in these subjects are consistent across the grade level, but what about vertical expectations from one grade to another throughout the District? It seems that it still boils down to building a strong foundation at the elementary level, so that students are later able to build upon that foundation in higher grades.
I feel like my mind is going a million miles an hour (too much coffee?), so I'm not sure how well I'm articulating my thoughts. But I'll close by saying that having had this school year off, I've had time for a lot of personal and professional reflection, and this week's readings have given me additional insight as to what kind of teacher I want to be when I return to the classroom in August. I've given an abundance of thought to the challenges of teaching, the importance of our jobs, and how the attitudes and enthusiasm that we "deliver" in our classrooms impact our students. I hope that come August, I will enter my classroom refreshed, enlightened, and ready to face the ever-changing challenges that education presents.
This week's readings, took me back, so to speak, to those weeks in July when so much time was spent completely immersed in writing. Most relevant would be Haswell's discussion regarding the marking/correcting of student papers, and whether the shortcuts we as educators develop both lighten the workload and help students to improve their writing. I've often wondered whether the time I invest in helping students to correct and revise their drafts, through my review and ultimately individual conferences, actually makes a difference. I've come to the conclusion, after seeing final drafts submitted post-conference, that some students actually take to heart the suggestions and discussions we have regarding their writing. They care about what I have to say, because they know that I care about them. I've also concluded that some students, no matter how much time, effort, and positive reinforcement I share with them, just plain do not want to write. Have they, at the tender age of nine, already been positively or negatively impacted by a teacher or life experience with regard to writing? (My personal trauma occurred when I was five years old and attending a Catholic kindergarten, thus the earlier comment...)
I also found Haswell's discussion on the communication, or lack thereof, between teachers and students of particular interest, as well as the inconsistent expectations among teachers. The five activity nodes of Du Gay's 'Circuit of Culture' also helped put this communication, as well as the difficulties of instructional response overall, into perspective for me. Although elementary classrooms are self-contained for the most part, we do on occassion share students in particular subjects. We often have "team meetings" to ensure that our expectations in these subjects are consistent across the grade level, but what about vertical expectations from one grade to another throughout the District? It seems that it still boils down to building a strong foundation at the elementary level, so that students are later able to build upon that foundation in higher grades.
I feel like my mind is going a million miles an hour (too much coffee?), so I'm not sure how well I'm articulating my thoughts. But I'll close by saying that having had this school year off, I've had time for a lot of personal and professional reflection, and this week's readings have given me additional insight as to what kind of teacher I want to be when I return to the classroom in August. I've given an abundance of thought to the challenges of teaching, the importance of our jobs, and how the attitudes and enthusiasm that we "deliver" in our classrooms impact our students. I hope that come August, I will enter my classroom refreshed, enlightened, and ready to face the ever-changing challenges that education presents.
Monday, March 14, 2011
Breaking Down Barriers
http://www.youtube.com/watch?v=E0vh2x_JAiQ
Teachers work hard to build a sense of community in their classrooms; a place where mutual respect plays an integral role in whether the classroom environment blossoms into a community of learners or one that x's off how many more days must be endured before the torture ends. Working in a culturally diverse district makes this job even more important, and more difficult. It almost seems as though a wall exists between the teacher and certain students - not for any reason that one can specifically define - it's just there. Let's face it, establishing meaningful relationships is easier with some students than others, and there always seems to be a few that you just can get through to. Freedman expresses the importance establishing this social relationship when examining "specifically how writers, from early cihldhood through adulthood, form social relationships with teachers and peers in ways that shape their learning and become part of their individual thinking, their cognition." (1050) Although Freedman speaks specifically of writers, I would argue that the same holds true for all students. It is when students feel important and respected and connected that they flourishl, both academically and socially. They are comfortable in their environment, and are more willing to take risks.
For this reason, I found Freedman's comparison between British and U.S. teachers very interesting. I'm not sure if Britain's educational system works any better than our U.S. system, but the fact that those surveyed focus their attention on their students' development, nurturing their creativity, focusing on meaning-making, and helping them to write in a variety of ways. (1051) It's not that U.S. teachers don't do these things, as I'm sure many do. However, I find it interesting that the U.S. teachers surveyed focused more on creating meaningful activities for the curriculum. (1051) I wonder if their students are "left behind" like ours are labeled?
While on the subject of feeling connected (or perhaps disconnected), I found the research in Brodkeys "Literacy Letters" very disheartening. In reading the letters written between teachers and basic writers, I couldn't believe the insensitivity and disconnectedness directed from the teachers to the basic writers. I would hope that the "teachers" would be better prepared to respond to the obvious pain and need expressed by the basic writers. The teachers seemed to be from another planet altogether. If they were so unable or unwilling to reach out to those in need, whether the distinction between the parties is cultural, economic, or social, then how could they possibly have effective relationships with their students?
Finally, I really enjoyed the activity Lynn used as an example in his "Imitation" section. (184) I can see this type of exercise being of great value at a teachers' inservice, then scaled down a bit for students. I'm definitely adding this to my "list of things to try" in the fall.
Teachers work hard to build a sense of community in their classrooms; a place where mutual respect plays an integral role in whether the classroom environment blossoms into a community of learners or one that x's off how many more days must be endured before the torture ends. Working in a culturally diverse district makes this job even more important, and more difficult. It almost seems as though a wall exists between the teacher and certain students - not for any reason that one can specifically define - it's just there. Let's face it, establishing meaningful relationships is easier with some students than others, and there always seems to be a few that you just can get through to. Freedman expresses the importance establishing this social relationship when examining "specifically how writers, from early cihldhood through adulthood, form social relationships with teachers and peers in ways that shape their learning and become part of their individual thinking, their cognition." (1050) Although Freedman speaks specifically of writers, I would argue that the same holds true for all students. It is when students feel important and respected and connected that they flourishl, both academically and socially. They are comfortable in their environment, and are more willing to take risks.
For this reason, I found Freedman's comparison between British and U.S. teachers very interesting. I'm not sure if Britain's educational system works any better than our U.S. system, but the fact that those surveyed focus their attention on their students' development, nurturing their creativity, focusing on meaning-making, and helping them to write in a variety of ways. (1051) It's not that U.S. teachers don't do these things, as I'm sure many do. However, I find it interesting that the U.S. teachers surveyed focused more on creating meaningful activities for the curriculum. (1051) I wonder if their students are "left behind" like ours are labeled?
While on the subject of feeling connected (or perhaps disconnected), I found the research in Brodkeys "Literacy Letters" very disheartening. In reading the letters written between teachers and basic writers, I couldn't believe the insensitivity and disconnectedness directed from the teachers to the basic writers. I would hope that the "teachers" would be better prepared to respond to the obvious pain and need expressed by the basic writers. The teachers seemed to be from another planet altogether. If they were so unable or unwilling to reach out to those in need, whether the distinction between the parties is cultural, economic, or social, then how could they possibly have effective relationships with their students?
Finally, I really enjoyed the activity Lynn used as an example in his "Imitation" section. (184) I can see this type of exercise being of great value at a teachers' inservice, then scaled down a bit for students. I'm definitely adding this to my "list of things to try" in the fall.
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