Always Ask Why: Practicing and Teaching Conversation Skills (Online Reflection #2)

This week’s assigned reading really got me thinking about best practices for group discussion in the classroom.  Discussion is an integral part of the English Language Arts culture, and a practice that helps both student and teacher disseminate important information and dig into to sometimes complex texts. This being said, what is meant to be meaningful and authentic discussion often turns into recitation sessions where the teacher is the “sage on the stage” and the students are receptacles of their knowledge. Bomer (2011) offers a solution to this all too common problem in man ELA classrooms. Engaging in participant talk rather than procedural instructions or recitation of facts to students is one of the most beneficial practices in teaching students how to have great academic conversations (p. 138).  Modeling thought and conversation processes for our students can lead to more productive class time and an easier transition into teaching this type of conversation. This demonstration will subliminally teach what a good contribution to a conversation is.  I also think this is a fantastic technique because you will still be able to guide the conversation, keeping it on track or moving it along if it stagnates, without taking direct control of the discussion.  Letting students respond to our ideas can also boost their confidence; if students feel at ease and confident enough to comment, contradict, or correct a teacher’s assertion (respectfully) they will have no problem jumping into any classroom discussion, formal or informal. 

Another strategy that can help students learn how to participate in classroom conversations is also teacher led. “Keep asking why” (Bomer, 2011, p. 139).  Sometimes the best way to help cement students’ understanding and increase participation is to simply ask why they think what they do.  While this may seem like an elementary approach, it really works! I used this strategy last week after reading Bomer’s suggestion and it developed a much more thoughtful and in-depth conversation about new topics.  It does take some getting used to however. I often felt like a three-year old trying to understand how the world works, but I think it was worth it.  It was especially beneficial for students who offer simple one word responses, it forces them to qualify their answers and really think about their response rather than guessing or doing the bare minimum.  I highly recommend trying this strategy out in order to foster deeper and more meaningful conversations with little work.  Often during classroom discussions, it is easy for teachers to get wrapped up in their learning objectives and what they want their students to know or particular knowledge that they want their students to obtain that they become too involved.  In a nod to Jackson’s (2009) article “Never Work Harder Than Your Students,” don’t! Asking why is an effortless way for students to develop their own authentic discussion and arrive at their own conclusions.

While each of these strategies is important for teaching great conversation, perhaps the most important thing a teacher can do is simply listen to their students.  Whether this is in academic conversation, in their actions and behavior, or listening to a personal problem, it is an educator’s duty to be mindful of our students’ needs and showing that we care. Listening and maintaining awareness is the first step in this endeavor!

Bomer, R. (2011).  Building adolescent literacy in today’s English classroom (1^st ed.).  Portsmouth, NJ: Heinemann.

Jackson, R. (2009). “Never work harder than your students and other principles of great teaching.” Alexandria, VA: ASCD. 

Practical Magic: Online Reflection #1

As I begin my student teaching journey, I realize that I have much to reflect upon.  And since it is a new year, I felt this post would be the perfect way to review and analyze my goals as a teaching professional along with my teaching philosophy.  I have always believed in a providing an education that will stimulate my students mentally, create learning experiences full of rigor, and most importantly that will equip them with the skills necessary to be successful outside of middle or high school.  These ideas best align with a pragmatic or practical theory of education. Pragmatism is a word derived from the Greek word “pragma” which means practice.  Pragmatists believe that the meaning of concepts lie in practical consequences. According to Ruth Anna Putnam (1999), “The Pragmatic outlook is forward looking, looking toward effects or future events rather than to the past.”  I think that this is an accurate statement.  In order to be a reflective practitioner in the field of education, it is imperative that you assess the past outcomes of your teaching, but that you look to the future and analyze the real world implications of your instruction.

I see this approach every day in my classroom (wow that’s weird I’ve never been able to call a classroom mine before).  Since my classes consist of high school seniors, determining a philosophy of education that is best suited to them is imperative.  Both my MT and I have come to the determination that this pragmatic approach will be the most beneficial for our students. Like the original pragmatists, we believe that our students’ reality is constantly changing and by applying knowledge and experience to new information, they will be able to negotiate solving problems as they arise (Cohen, 1999).  I believe in this approach, but often question whether it will be the most effective, especially in the English/Language Arts classroom.  Is it better to dig into an intricate piece of literature to find complex themes and literary devices (something that I love about this subject) or is it more beneficial to expose students to as many novels and literature as possible, helping students understand themes that are relevant to their everyday lives, and using that knowledge to help them navigate situations in their own lives?

I think this kind of questioning is important for every teacher to ask themselves when evaluating and developing their methodology and purpose for instruction.  For my students, the first approach is probably best.  As seniors graduating in a few months, most are not interested in drawn out critical analyses of works that have seemingly no connection to their lives today.  Instead, offering a multitude of experiences that can have a clear and concrete application (like problem solving, conflict resolution, resume building, professional writing) will be most beneficial for this group of students.

A practical approach to instruction can often have a negative connotation, but with the right learning activities and curriculum model in a disciplined and structured setting, success is the only option. While this method will guide my lesson planning and instruction in my student teaching semester, I think it is imperative that every educator takes the time each year to reevaluate their own philosophy and its relevance to their students.

Cohen, L.M. (1999). Philosopical perspectives in education. Retrieved from http://oregonstate.edu/instruct/ed416/PP2.html

Putnam, R.A. (1999). Pragmatism, ethics and education. Retrieved from http://eepat.net/doku.php?id=pragmatism_ethics_and_education

How to deal with a student who “doesn’t want you all up in their face…” and other observations

First, DON’T make eye-contact (you don’t want to upset her).  Say “hello” at your own risk. Don’t assign her homework; there will always be an excuse. Be friendly, but don’t “hover.” If you look over her shoulder at her progress, be discreet or brace yourself for a confrontation.  On the day of the quiz that you have had planned for weeks, and that the class is well aware of, know that she will refuse to take it. Try to explain that even if she didn’t read, it’s always best to try. Be met with resistance. You will want to argue. Other students will become distracted.  Give up and move on.  Ask to see her after class.  When she is out the door milliseconds after the bell, stay calm.  Think to yourself, “She is probably just having a rough day.” Make a note to talk to her tomorrow. 

The next day you are on alert, ready for a negative experience.  Become pleasantly surprised when she participates actively and even volunteers to lead a discussion.  Hope that this behavior continues.  Decide to forgive the previous day’s behavior to avoid having a talk with her. Know that this is probably NOT the best plan of action. Continue on with it anyway.

When she asks if she can use her bathroom pass to go get her book from her locker, offer her your copy. Immediately realize your error.  Try not to react when she says, “that’s not what I asked” and storms off.

Redirect the class when her negative reactions become a source of entertainment.  Feel a sense of pride when they all joke together and seem to have created a classroom community where EVERYONE IS INCLUDED.

When she comes to class announcing that she can’t get into her locker, sympathize with her but secretly question whether or not this is the truth.  Provide her with a new journal anyway.  Feel bad when a week later she returns the copy of the novel that she had checked out and explains the whole fiasco.

Feel even worse when she tells you that her mother has been in the hospital.  Offer support and guidance. Sense a wave of relief when you find out her mom and new baby brother are getting healthy. Realize there is a major correlation between her home life and her school behavior. Work with her and be gracious, always.

FORGET all the negative encounters each day.  Be positive and welcoming no matter what.  Learn to embrace her unique personality and use it to benefit the class. Recognize that she offers much more than meets the eye. Practice tolerance and acceptance.  Make an effort to make all students feel valued and included.  Don’t hold grudges. Let bygones be bygones.

Become a role model.

Become a teacher…

Engaging Students that are "Too Cool for School" Online Reflection #3

It is just a little past the point in the fall semester where I am starting to really understand my students.  This is an exciting time for me because I have never been with a group of students so consistently.  I have been able to see their personalities and talents develop, I sometimes feel like a proud mother! But, disappointment seems to linger often around my positive outlook.  

I had never really thought about just how different two classes of the same level could be. I am able to co-teach in two periods of Seniors Honors English (I feel pretty darn lucky about this) and I expected miniature versions of myself when I was a senior in high school; motivated, determined, and goal-oriented students.  While some of these students actually do exist (not quite as rare as a unicorn), most of them are restricted in one or more of these areas.  One of these is the desire to be “cool” –what does that even mean?  My second hour is 180 degrees different than first hour.  They are quiet, reserved, and seem to be quite judgmental of my MT and I whenever we deign to crack a joke or connect with them.  Here lies my problem; what do I do with the cool kids? The kids that are too concerned with their image and how they will be perceived by others?

I know that these students have much potential and could really contribute positively to the classroom environment.  One strategy that I can see as potentially beneficial is Peter Smagorinsky’s idea of introductory activities. Although it is already midway through the semester, introductory activities could be a beneficial way for my class to connect to one another. Creating a writing prompt about connecting with peers in a classroom could be the perfect way to bridge this gap.  “The act of writing can promote reflection about important exercises that will help students relate to problems confronted in literature”(Smagorinsky, 2008, 175). Not only would writing about this topic connect students to literature, but to each other as well. Following up the writing activity with some kind of group reflection is a necessary final step in this process. Sorting students into small groups and reading about each other’s experiences with fitting into a classroom environment could build comradery and connection.

Another strategy that I plan to utilize as much as possible is small groups.  Utilizing groups can help my shy students open up, will increase productivity and performance, and help them develop crucial interpersonal skills which they are obviously lacking (University of Surrey). This will help my class to be collaborative, without the watchful eyes of the popularity police. I have seen this work in glimpses already! When my students are in small groups, they are animated and engaged, each person working together like a well-oiled machine.

By no means do I want to purposefully make my students feel uncomfortable, but I want them to go outside their comfort zone.  Engaging fully in class activities will make learning more meaningful for everyone! The overall knowledge that I want to impart on my students is something bigger than this however.  I want them to know that regardless of what other people think, they should just be themselves.  I don’t know if this is possible, but I plan to try!

Smagorinsky, P. (2008). Teaching English by design. Portsmouth, NJ: Heinemann.

The University of Surrey. (2006). The benefits of group work. Retrieved from http://libweb.surrey.ac.uk/library/skills/Leicester%20Study%20skills/page_85.htm

Sharing Stories, Shaping Change at the 2015 KATE Conference: Reflection

Wow! My first KATE Conference can be described as nothing short of a success!  I was able to meet and mingle with some of the best English teachers in Kansas and I also was able to present some of my own ideas in a Breakout Session!

Both author Jacqueline Woodson and master story teller Laura Packer were in attendance at this year's KATE conference as keynote speakers.  These brilliant and talented women both had much to offer in advice and experience in their addresses, but I found Laura Packer's keynote speech the most inspiring.  On Thursday, she gave us all license to own our stories and to share that with our students.  Her presentation on the importance of story telling to English/Language Arts and the human experience in general were exciting and moving.  I also really supported the idea to connect students' own experiences to the stories that we tell and read in the classroom in order to create an engaging and cohesive environment! Jacqueline Woodson also offered much insight into her story telling process.  I thought that it was interesting that she has used her own experiences and perceptions of the world to shape what and who she writes about. If students read Jacqueline Woodson's writing I believe they will be able to feel and see that, creating a deeper connection with the text.

I attended many breakout sessions during the two days of the KATE conference, but one that really piqued my interest and got me excited (and a little nervous too) about my first year of teaching was called "Professional Proactive: Combating Teaching Like a Champion." Led by Isabela Nickel, a first year teacher, she alerted all the attendees of the session to many useful resources for both assessment tools and classroom management strategies and applications.I learned about plickers, a free and easy way to assess students using selected response prompts.  This seemed really exciting because it can be done in any classroom, regardless of classroom or district budget.  Another app that got me really excited is called TeacherKit.  This resource can allow teachers to monitor student behavior, grades, parent communication, and more.

Overall, my experience at the KATE conference has left a very positive impression.  I feel like my passion has been reinvigorated by the many insightful and exciting ideas that I received there.  I can't wait to come back next year!

The Journey (Genre Reflection #1)

For my first Genre Reflection, I created a poem that details my teaching journey.  To make this more meaningful I used the Haiku form to emphasize the natural process that becoming a teacher has been for me. I then formatted my words in an image to further reiterate the development I have undergone and the journey that has taken place for me to become a teacher. Enjoy!

Diagnosing Diagnostic Assessment (Online Reflection #2)

Last time, I posted about engaging my students in meaningful discussion through the use of literature circles.  I am really excited to facilitate this activity with my students starting Wednesday of this week. I think this will be a great opportunity to open up to each other and really dig into the memoir The Glass Castle that we have been reading.  I originally planned this activity in order for my students to meaningfully interact with each other and the text.  This is still my goal, but I have noticed that, especially in the last couple of weeks, my students have really begun to open up, rather organically.  I am excited by this because it shows me that they are engaged and interested in the work we are doing in class, and honestly it makes class with them much more fun, a bonus for all of us. 

Something that has really stood out to me in the last couple of weeks of my placement, and something that I had never really considered before is learning what to teach from your students.  I have heard of diagnostic assessment in classes in the past, but had never considered that it becomes more of a learning process for the teacher.  Recently, my MT gave me the chance to grade one class of student essays over a goal setting analysis.  These were considered a diagnostic assessment of the students’ basic ability to assess their strengths and weaknesses that will help them achieve their goal, and what obstacles they may need to circumvent.  The purpose of this short essay was to diagnose the writing skills of the class and determine where more instruction was needed.  Diagnostic assessment involves gathering and assessing data using students’ prior knowledge and skills.  This is created to help teachers effectively scaffold instruction. 

McTighe and O’Connor (2005) state that this assessment, no matter the form, must be carefully evaluated in order to be effective (pg. 14).  A careful consideration is important so that students can be best served and the teacher (me in this case!) can analyze students’ performance with that medium. With this diagnostic information, a teacher can gain greater insight into what to teach, how to teach, and how to connect to their students.   Reading and working with these “SWOT Analyses” really gave me the chance to understand what my students know.  For example, they were comfortable (pretty much across the board) with creating a thesis statement and supporting that with examples.  I was pleased overall with this fact given that it is a significant part of academic writing.  What I found most interesting however was the fact that a majority of my students need practice giving specific examples and creating a concise and coherent argument. As the semester continues I hope to incorporate activities that reinforce what they do know and bolster their confidence in the areas in which their skills are lacking.  This is important because another crucial piece to diagnostic assessment is actually doing something with the results of the evaluation.  If the essays are never returned to, progress cannot be made.  I think that forgetting about assignments can be a teacher’s kryptonite.  It can be incredibly easy in the hustle and bustle of everyday to overlook this crucial step which eliminates a prime learning opportunity for both teacher and student. It will be my job this year and in the future to make an effort to return to these diagnostic assessments. On a related note, Bomer (2011) mentions that it is easy for Secondary English teachers to “think a lot about grading” (pg. 219).  Grading, however, cannot be the only focus of an assignment. “Assessment, the more complex, descriptive, qualitative activity of understanding and recording who these learners are and how they are growing, is a constant and ongoing process” (pg. 220).  I absolutely love this statement.  In one short sentence it sums up the importance of any assessment, especially diagnostic, and the role of the teacher in facilitating the learning of their students.

Overall, through my time at my placement, I have grown to really appreciate and understand the art of diagnostic assessment.  I learned a technique in which I can enrich my students’ learning without undermining their prior knowledge and skills. Another aspect of diagnostic writing that I found beneficial was the personal nature of this essay. It gave me the ability to gain some insight into my students’ personal lives so that I can continue making connections with them throughout the semester and year. 

Works Cited

Bomer, R. (2011).  Building adolescent literacy in today’s English classroom (1^st ed.).  Portsmouth, NJ: Heinemann.

McTighe, J., & O'Connor, K. (2005). Seven Practices for Effective Learning. ASCD. Web.