Thursday, January 31, 2008
Insights from my observations
Hi everyone, Kevin here. This is my first post, so if it...kinda sucks, please just bear with me. We have been discussing our writing and our future student's writing in class, and we have come to a few conclusions. Apparently, we have several different opinions about what are the best methods to write ans what are the best methods for our students to write. Additionally, we also have various opinions about what are the correct rules of grammar to require our students to follow when writing their papers. I have been observing the 11th grade English class at Harrisburg High for two weeks, and part of my duties have been to grade, you guessed it, five paragraph essays. First, if you have not had the experience of grading high school papers, it can be a challenge. There are times when the papers are barely coherent, so I have been exposed to plenty of errors. Additionally, my CT has given me a list of the errors she is most concerned with. This is what I would like to discuss. At first, I was a little apprehensive about only checking for certain errors, but after a discussion with my CT, it occured to me that we are working with high school students of various abilities, not college students in a composition class who might be trying to prepare for upper division English. Some of the students I am working with may start a sentences with "and," but they are not using the word and its placement as a dramatic device. They have simply confused the rules of grammar. Having learned this valuable lesson, it is my opinion that, whether or not our language and its grammar rules are constantly in flux, we as teachers must use a standard that is somewhat universal and basic. What do you think?
January 30th class
Hey everyone! I'm not going to make this very official...because most of my blogs aren't. But anyone, I'm just going to give everyone a quick summary of what was discussed and said during class yesterday.
We started off the class yesterday by reflecting on what we learned while writing our essays. There were some excellent points brought up during this discussion. Among them were the following: We should not expect our children to be able to sit and write a paper well in a twenty minutes period. One person had said that if they aren't able to write that way, how do they expect students to do it? Some of us expressed struggle in breaking down our thought processes and then putting them on paper. Others of us talked about how we need the pressures of procrastination to write acceptable papers. We were asked a very interesting question: did the fact that it was a draft take the pressure off of us as writers? Some of us said they still felt pressure to write well because they knew the teacher would be looking at it. Others thought it helped relieve pressure and made the writing experience enjoyable for several reasons. Some really enjoy hearing feed back from Missy and feel that it makes writing a paper more of a learning process. Another important topic that was discussed was the use of rough drafts, are they or aren't they a good idea? Some feel that using drafting is like punishment. They just want to be done with the paper when it has been written once. Others think it is a great idea because the children have a chance to learn about their mistakes without being punished for what they have done wrong.
We also discussed the readings of the week, the first being Language Across the Cirriculum. The question everyone wants to know, is language across the cirriculum an effective and important way of teaching? I think many of us agreed that it was a good idea, but were a little intimidated about approaching other teachers with the idea. A common misconception is that we are the experts of this concept and should, therefore, put all of our time into making it work. It was brought up that it is important t make parallels for the students in several classes, incorporating what is being learned in other classes into your class and visa versa. Doing this helps the students make important connections about real life situations. As for suggestions on how to promote language across the cirriculum, be expected to run into people who are resisting change. It is important to approach them in was that make them feel comfortable with the idea of change. We also talked about the implicit rules they had in the book and how many children really have that experience in school. The next reading, Understanding Composing: I know what it is, addressed this idea of being able to feel when something is right or wrong. How do we explain this feeling to children and help them understand this concept of feeling the difference? Does reading out loud help the student feel the difference? Another issue we will discuss later on in class is the idea of students greating on their personal improvement or on a set scale. The last reading, No Smoke, No Magic, we talked about the idea of control in the classroom. Is it better to have a well organized classroom but have the students dreading school or a classroom with complete chaos in which students interact and actively learn? There is also the idea that writing something wrong makes it permanent in the person's mind. Is that true? We also focused on how there is no black and white in Language Arts. It seems that there is only gray. Do we focus on the content of writing or grammar and mechanics?
I'll keep my opinions to myself for now. I really want to learn more before I decided what I think the answers to all these questions are. Have a great weekend everyone!
We started off the class yesterday by reflecting on what we learned while writing our essays. There were some excellent points brought up during this discussion. Among them were the following: We should not expect our children to be able to sit and write a paper well in a twenty minutes period. One person had said that if they aren't able to write that way, how do they expect students to do it? Some of us expressed struggle in breaking down our thought processes and then putting them on paper. Others of us talked about how we need the pressures of procrastination to write acceptable papers. We were asked a very interesting question: did the fact that it was a draft take the pressure off of us as writers? Some of us said they still felt pressure to write well because they knew the teacher would be looking at it. Others thought it helped relieve pressure and made the writing experience enjoyable for several reasons. Some really enjoy hearing feed back from Missy and feel that it makes writing a paper more of a learning process. Another important topic that was discussed was the use of rough drafts, are they or aren't they a good idea? Some feel that using drafting is like punishment. They just want to be done with the paper when it has been written once. Others think it is a great idea because the children have a chance to learn about their mistakes without being punished for what they have done wrong.
We also discussed the readings of the week, the first being Language Across the Cirriculum. The question everyone wants to know, is language across the cirriculum an effective and important way of teaching? I think many of us agreed that it was a good idea, but were a little intimidated about approaching other teachers with the idea. A common misconception is that we are the experts of this concept and should, therefore, put all of our time into making it work. It was brought up that it is important t make parallels for the students in several classes, incorporating what is being learned in other classes into your class and visa versa. Doing this helps the students make important connections about real life situations. As for suggestions on how to promote language across the cirriculum, be expected to run into people who are resisting change. It is important to approach them in was that make them feel comfortable with the idea of change. We also talked about the implicit rules they had in the book and how many children really have that experience in school. The next reading, Understanding Composing: I know what it is, addressed this idea of being able to feel when something is right or wrong. How do we explain this feeling to children and help them understand this concept of feeling the difference? Does reading out loud help the student feel the difference? Another issue we will discuss later on in class is the idea of students greating on their personal improvement or on a set scale. The last reading, No Smoke, No Magic, we talked about the idea of control in the classroom. Is it better to have a well organized classroom but have the students dreading school or a classroom with complete chaos in which students interact and actively learn? There is also the idea that writing something wrong makes it permanent in the person's mind. Is that true? We also focused on how there is no black and white in Language Arts. It seems that there is only gray. Do we focus on the content of writing or grammar and mechanics?
I'll keep my opinions to myself for now. I really want to learn more before I decided what I think the answers to all these questions are. Have a great weekend everyone!
Wednesday, January 30, 2008
Comments on Class 1/23/08
We spent much of this particular class period discussing the various approaches to the teaching of writing in the classroom. I think that, to the extent that was possible, we covered all of the theoretic possibilities. However, although I appreciate all approaches as valid ways in which to present essay writing in the English classroom, I can't help but let my inner cynic shine through and observe that it is extremely difficult to apply these principles in the practical classroom. In fact, it is extremely difficult to illicit any kind of written response to anything from a short prompt during class or an essay question on a test. I fail to see how modern educators are to balance the use of writing process theories with the practical need to aid students in simply creating a complete sentence. There are so many of the basics that are thought to be covered early on in students educational career that they have far from mastered even in their last year of high school.
Personally, I am more inclined to teach writing as a circular process that involves several stages and a product that must always be considered in progress. However, many of my students are just beginning to be able to grasp abstract thinking of any sort and it is difficult to get them to understand that an essay is essentially a living thing and that it is never truly finished. Much of the language that would go along with a teaching approach of this kind would confuse rather than instruct them.
The resistance to change is powerful, perhaps most so for young people who yearn for stability in all parts of their lives. Most of my students (low achievers and high achievers alike) are obsessively concerned with the idea that they have the "right" amount of paragraphs, are saying the "right" things, and are constructing sentences and paragraphs in the "right" way. I can not say that I blame them. How can we encourage them to take responsibility for the essay when they are not fully acquainted with the standards in which they will be judged. The fact that they will be "judged" at all creates massive amounts of anxiety. I spend most of my day dealing with this anxiety that manifests itself in anywhere from constant questioning to acting out.
On the other hand. To give students complete freedom would be dangerous. They would most likely not complete anything substantial if their was "no point" i.e. a grade. Where is the middle ground? I am not sure myself. It seems as though the only solution would be a innate sense of the worth of writing and creating being ingrained in children's psyches at a young age. As time travel is not possible and we are entering the classrooms soon or have already, I am at a loss as to how to create an educational environment that fosters the type of writing that we as educators are interested in.
Sorry for the pessimism. See everyone in class.
Jamie Barcus
Personally, I am more inclined to teach writing as a circular process that involves several stages and a product that must always be considered in progress. However, many of my students are just beginning to be able to grasp abstract thinking of any sort and it is difficult to get them to understand that an essay is essentially a living thing and that it is never truly finished. Much of the language that would go along with a teaching approach of this kind would confuse rather than instruct them.
The resistance to change is powerful, perhaps most so for young people who yearn for stability in all parts of their lives. Most of my students (low achievers and high achievers alike) are obsessively concerned with the idea that they have the "right" amount of paragraphs, are saying the "right" things, and are constructing sentences and paragraphs in the "right" way. I can not say that I blame them. How can we encourage them to take responsibility for the essay when they are not fully acquainted with the standards in which they will be judged. The fact that they will be "judged" at all creates massive amounts of anxiety. I spend most of my day dealing with this anxiety that manifests itself in anywhere from constant questioning to acting out.
On the other hand. To give students complete freedom would be dangerous. They would most likely not complete anything substantial if their was "no point" i.e. a grade. Where is the middle ground? I am not sure myself. It seems as though the only solution would be a innate sense of the worth of writing and creating being ingrained in children's psyches at a young age. As time travel is not possible and we are entering the classrooms soon or have already, I am at a loss as to how to create an educational environment that fosters the type of writing that we as educators are interested in.
Sorry for the pessimism. See everyone in class.
Jamie Barcus
Friday, January 25, 2008
Thought vs Talk
Someone typed up an interesting comment to the class notes [please read], and it caused me to add this topic-
The phrases "Think before you speak" or "Talking before you think" come to mind when I think about that last little philosophical question that was asked of us before we left class the other day. It is really a thought provoking question. (Please forgive the pun if there is any.)
I have come to a personal conclusion that there are many levels to the thought process or different levels of classification that may be made.
Some of the examples given about feral children for instance brought me to this conclusion. You could say that there are least two distinct levels of thought. One is fueled by primitive needs and natural instincts; it is something that is almost inborn. The other is fueled by a higher order. Things that are required to be able to type up analysis and understand it let us say for example. Now I am not say that these stages are easy to define. They also seem to possess smaller mini-stages or levels within themselves.
Medical research has laid out that different areas of the brain are used for certain types of thinking. I suppose one could make the argument that depending upon what it is, it is possible to talk before you think. Though I do not really believe so.
I cannot recall who said this, but they were correct in stating, “Thinking is a necessity to being able to talk.”
Overall I would have to conclude that the formation of a thought always comes before the ability to talk. Granted there are many different levels and stages to the process, but I would have to say that talking is the function of thought. You could also conclude talking is just a means for us to be able to express our thoughts to others; that that is the only real reason who vocalize in the first place.
Jennifer Gartman
The phrases "Think before you speak" or "Talking before you think" come to mind when I think about that last little philosophical question that was asked of us before we left class the other day. It is really a thought provoking question. (Please forgive the pun if there is any.)
I have come to a personal conclusion that there are many levels to the thought process or different levels of classification that may be made.
Some of the examples given about feral children for instance brought me to this conclusion. You could say that there are least two distinct levels of thought. One is fueled by primitive needs and natural instincts; it is something that is almost inborn. The other is fueled by a higher order. Things that are required to be able to type up analysis and understand it let us say for example. Now I am not say that these stages are easy to define. They also seem to possess smaller mini-stages or levels within themselves.
Medical research has laid out that different areas of the brain are used for certain types of thinking. I suppose one could make the argument that depending upon what it is, it is possible to talk before you think. Though I do not really believe so.
I cannot recall who said this, but they were correct in stating, “Thinking is a necessity to being able to talk.”
Overall I would have to conclude that the formation of a thought always comes before the ability to talk. Granted there are many different levels and stages to the process, but I would have to say that talking is the function of thought. You could also conclude talking is just a means for us to be able to express our thoughts to others; that that is the only real reason who vocalize in the first place.
Jennifer Gartman
Thursday, January 24, 2008
Notes from class on 1-23-08
Jennifer Gartman
what we did: split of into smaller groups to discuss four educational theories from the print out "Chapter Seven: Teaching Composing Processes."
Criteria for group discussion focus:
1. Summarize the main position of the theory.
2. Identify the key proponents of the theory.
3. Identify the pedagogical implications.
4. Identify any faults/drawbacks.
Stage Model Process Theory
1. prewrite-write-revise; was a series of set stages you had to follow for the writing process
2. Rohman and Wlecke
3. sets up a chart for the teacher and students to follow through with on a one way street
4. not everyone can write in a set pattern like that
Recursive Theory
1. likened to a tornado; is not a linear process: may start at prewrite go for write but then move backwards and so on until end result is achieved.
2. Emig
3. students must write as well as the teachers; everyone must share their writings with everyone else
4. process a bit chaotic; no set rules; some may not be comfortable with
Cognitive Development Theory
1. looks at students' cognitive process and development; the brain's development is the focus; set up of stages for development
2. Piget, Vzg, Emig, Mofit
The American Question: How can I push my student/child forward to next level?
Connection with writer and audience and subject
Social Contructionism
student as social learner
awareness of audience
vky
giving a speech in your head before writing
colab ideas with groups
discourse communities
Implications: create a discourse community in classroom
Problems?
Idea of thinking before talking or talking before thinking. We were unable to answer this. Major conclusion was that we thought before we talked. Comparison with animals and humans. Teacher says rhet and comb are open field for research of all kind
what we did: split of into smaller groups to discuss four educational theories from the print out "Chapter Seven: Teaching Composing Processes."
Criteria for group discussion focus:
1. Summarize the main position of the theory.
2. Identify the key proponents of the theory.
3. Identify the pedagogical implications.
4. Identify any faults/drawbacks.
Stage Model Process Theory
1. prewrite-write-revise; was a series of set stages you had to follow for the writing process
2. Rohman and Wlecke
3. sets up a chart for the teacher and students to follow through with on a one way street
4. not everyone can write in a set pattern like that
Recursive Theory
1. likened to a tornado; is not a linear process: may start at prewrite go for write but then move backwards and so on until end result is achieved.
2. Emig
3. students must write as well as the teachers; everyone must share their writings with everyone else
4. process a bit chaotic; no set rules; some may not be comfortable with
Cognitive Development Theory
1. looks at students' cognitive process and development; the brain's development is the focus; set up of stages for development
2. Piget, Vzg, Emig, Mofit
The American Question: How can I push my student/child forward to next level?
Connection with writer and audience and subject
Social Contructionism
student as social learner
awareness of audience
vky
giving a speech in your head before writing
colab ideas with groups
discourse communities
Implications: create a discourse community in classroom
Problems?
Idea of thinking before talking or talking before thinking. We were unable to answer this. Major conclusion was that we thought before we talked. Comparison with animals and humans. Teacher says rhet and comb are open field for research of all kind
Wednesday, January 23, 2008
Welcome to the English 485a Blog
My intention for this blog is to provide you with a space to discuss your responses to readings, class discussions, and teaching scenarios. I expect your posts to be thoughtful and to demonstrate your critical thinking skills, and I will frequently use your posts to direct class discussions. You should plan to submit a minimum of ten posts to the blog throughout the semester; your post can respond to another classmate's post or you can start a new topic. You can only receive credit for 2 posts per week, so avoid waiting until the end of the semester and submitting multiple posts to "catch up."
I look forward to reading what you have to say!
Please note that I expect your posts to be thoughtful and to demonstrate critical thinking skills. I cannot, in good faith, give equal credit to a post that indicates an engagement with the reading for the week and to a post that discusses how the temperature of the classroom was unbearable.
I look forward to reading what you have to say!
Please note that I expect your posts to be thoughtful and to demonstrate critical thinking skills. I cannot, in good faith, give equal credit to a post that indicates an engagement with the reading for the week and to a post that discusses how the temperature of the classroom was unbearable.
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