Saturday, January 24, 2009
Language arts vignettes group c 4pm
View the NCTE/IRA vignettes at your level in the pdf standards handbook and then post entries on Class Blog for your group:1)propose “meaty” fat questions to discuss,2) make connections to your teaching and work with students, and 3)Please respond to two of your classmates’s entries in your study group.4) Consider how what you have learned from this book might support the work of your integrated language arts unit
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ReplyDeleteIn response to Middle School Vignette #1, I think it is essential to have some sense of a student's life outside the walls of the classroom. Both the curriculum and the teacher must be sensitive to the life circumstances a child may be experiencing at home. I think that teachers are very quick to comment in the classroom without taking the time to truly think about the emotional state of our students. We should all be sure to have a good understanding of the topics that engage our students in a positive learning environment as well as the issues that may cause a student to feel uncomfortable.
ReplyDeleteActivities that are student-centered are a good way of allowing students to tell what they want to and yet refrain from confrontational concerns. Furthermore, creating some sort of privacy by writing in journals, suggestion boxes, or even drawing illustrations can help students unveil some of their disclosed feelings in a very subtle way. I know that personally, I never refer to "Mom and Dad" as the individuals they go home to. Using phrases such as "whomever you live with", "people in your home", etc. are ways to avoid acknowledging messy family troubles that students may be ashamed of. All in all, knowing your students is half the battle of teaching and making sure that the curriculum is appropriate for the needs of your students is one of the many ways we need to strive to excel as teachers.
In response to Middle School Vignette #3, I feel especially interested in the activity described that involved students using both primary language/culture as well as the English language/culture. By allowing students to experience a task in both their native tongue as well as the English language structure, it creates an excellent set of expectations for second-language learners in terms of prior knowledge and new knowledge. By building the student's confidence as they demonstrate language skills in their primary language, it gives him or her a "jumping off point" and information that they can use in comparison to the less well-developed language they study. Also, since this activity was very individualized and the assignments required students to make a direct connection to their lives, students can then begin to "internalize" the new language.
ReplyDeleteI strongly support the use of videotaping for students to critique their own work. For all of us, seeing ourselves from the outside perspective can be quite beneficial. By giving students the opportunity draw conclusions about themselves and their peers. Constructive criticism as well as self-assessment is important for all age groups and watching themselves on videotape is a simple way of doing so. Finally, videotaping allows students to gain a sense of accountability as they can first-handedly witness their strengths and weaknesses.
In response to Middle School Vignette #2 I think that it is very important for content area teachers to model reading strategies. When classes are departmentalized, students don't always see the connections between the content areas and language arts. They see each subject as a separate entity. By building strong reading, study and research skills in the science class, students may see the connection to language arts.
ReplyDeleteThe use of graphic organizers helps students classify information. When students see these visual models in different subject areas they can make personal connections. They might use Venn diagrams in math, social studies and in language arts. In this way, they can see how the same skills apply to each content area.
In this sixth grade classroom the students benefit from the strategies modeled by the teacher. They can be successful because of the structure of the thematic unit. This is advantageous for the teacher because the students will be able to learn the steps in the research process.
In response to Middle School Vignette 5, I think that students learn the value of the written word when someone they respect responds to their writing. In this case, all of the students received replies and the principal met with them as well. Students feel their efforts were worthwhile and will be more likely to enjoy the writing process.
ReplyDeleteIn my sixth grade language arts class two years ago, the principal came into our room and asked the students about their concerns regarding school activites and policies. After brainstorming, the class wrote letters to the principal. We discussed the type of language we needed to use because of our audience. We also talked about using facts in our letters to support our ideas. Our class agreed that our lunchroom menu needed a change and they wanted to start a salad bar. They wrote a survey for the students and teachers to take online and they wrote a description for the lunch staff to view. The effort and motivation soared for these students. It took some time, but as a result, this year we have salad bar every Tuesday and Thursday.
The students in the vignette were motivated because of their concern about the poor behavior on the bus and the lack of manners affecting other children. Since this topic was meaningful to these students, they were able to effectively influence the school board and the administration. When the interest level is high, students respond more energetically to the reading and writing activites. By receiving positive results, this should encourage them to continue to write and understand the power of the written word.
In response to Stefanie's comment about being sensitive to our students' home lives, I feel it is important to understand the backgrounds and situations of my students. This enables me to choose reading materials that are interesting and meaningful to the students I teach. Where does understanding and knowledge end and prying begin? I know that some of my students have made rather personal comments in their small groups. How do you handle their senstivity? I would be terrified if other students used information or made fun of someone. In a small group setting, one of my students said he identified with the main character because he lived in a similar situation. His mother is an alcoholic. The other two boys made appropriate comments and my student seemed comfortable. Afterwards, the staff I work with discussed the situation and felt that the conversation was okay and that the group handled the discussion appropriately.
ReplyDeleteI would never want a student to feel uncomfortable in my room.
In response to Phyllis' comment on Vignette #2...
ReplyDeleteI think that Phyllis truly summated the feelings of many teachers that are content-area only. As we approach CMT and CAPT season, all teachers at our schools are encouraged to implement lessons and create activities that are based on the skills and approaches used in these standardized assessments. As I begin my classes in CCSU's Reading Program, I constantly look for ways of making a connection to basic literacy skills to the Spanish curriculum. I think teachers need to take a moment to remember our school-wide academic standards and make sure that all of us our striving towards those achievements. Even though I teach at the middle/high school level, students still need to practice the elements of reading. As Phyllis said, exposing these skills and approaches in using a variety of methods and subject areas can only improve students' knowledge.
In response to Phyllis concerning Vignette #5...
ReplyDeleteAlthough it is a great idea, actually writing to someone can pose problems in for you as teacher and for students. A way I try and create "authenticity" for all of my assignments, especially those written and project based,is to make it realistic. Instead of just have my eight grade students write a report about Central American countries, I create the assignment as one for a "CNN reporter" or "a travel agent" or even as "teacher for the day". This strategy not only empowers students, but also makes it so that students can relate their work to something that actually exists in society. I find that this approach is especially helpful with students that ask the dreaded question, "Why do we have to do this?" It try to touch on a multitude of job types and areas of interest so that all students have the chance to make some personal connection with the material they are learning.
I agree with Stefanie's comments based on Vignette #3. The students must get a real sense of other children's stories and cultures. By writing stories in both their first language and in English, they make a connection between the languages and their stories. This validates the importance of their first language as well as their second.
ReplyDeleteI agree also with the importance of videotaping. As a new teacher, many many years ago, I remember being videotaped by my master teacher. I was able to see myself deliver the lesson and interact with the children. It taught me many things. Children love to be on camera and they can watch their performances. They can see how to improve and offer suggestions to their peers. As they gain cofidence in their roles, they learn about their strengths and weaknesses. Students can assess themselves and understand how well they performed.
As a whole, these vignettes offer great ideas for building connections within the classroom and building a safe environment for students. In many of the vignettes, students are given an opportunity to select their own materials and work groups. This promotes self worth and independence in the students. In this day and age of standardized tests and meeting AYP, I wonder how creative teachers can be in order to instill the love of reading and learning because of the demands of the curriculum. How can I teach this unit and make it relevant to my students?