Last Reflective Post

Three aspects of my lesson plan that would hopefully make Kittle proud would be: my plan to workshop our argumentative pieces, my letting my students write about something that has directly affected their lives, and lastly my modeling what an argumentative piece should look like before  assigning it to my students to write. Penny Kittle has so many times referred back to the pedagogical practic of modeling. In fact every genre she explores with her students she models for them. Modeling is extremely essential, even in the workforce employees are trained for weeks sometimes months and shadow other employees who do similar jobs. Modeling provides students with a strong starting place, a jump off point if you will. In my lesson plan my class and I read and annotated Martin Luther King's "Letter from Birmingham". By discussing and pinpointing Dr. King's claims, his counter-arguments, his evidence, his reasoning's, his use of facts and creating emotional resonance students  are able to begin their piece with a "perfect" final product in mind.

       In my lesson the task of  creating an argumentative piece is to write about an injustice they have faced and create an argumentative essay or speech to be read that fights against why that injustice should no longer exist. For example students can respond to those who say "Kim Kardashian has invented cornrows". Students may use personal experiences of how cultural appropriation has negatively affected them, create a claim declaring that African Americans were the first to wear braids and white culture has stolen their hairstyle from them. The student may then use reasoning and evidence to back up their claim. This is but one example students can use. In line with modeling Martin Luther King's letter, by having the students write their own argumentative piece based on an injustice they have faced, I, like Kittle am letting my students know that writing does not stop at a objective summary or book report, but starts with them and their experiences. In her book Kittlle mentions a student who had recently lost her mother. Kittle says all the student wrote about was her mother and she let her. Sometimes (I know for me this is the case) writing brings healing. For students to have a voice and a say in the events in their lives that have caused them outrage may give them their voice back in the situation. After a hurtful break up at the age of 16 I wrote the rudest, nastiest poem I could think of, then went to the open mic I knew  my ex would be performing at with his new boo and performed my poem. The crowd was stunned. And after weeks of crying, I had gotten my voice back. I now felt powerful. By writing these argumentative pieces about injustice hopefully my students will get their voice back as well.

The most important task of a writing teacher is encourage students to bring their ideas, thoughts, pains, memories and  creativity to life as their words dance, entertain and heal others on a inviting and welcoming blank piece of paper.

I believe my greatest challenge as a writing teacher so far has been wanting to change the words of my students. What I mean is, often times as I read what my students write and understand what they are trying to say, it is hard for me to not say "ohh okay, I get what you're trying to say, write this instead". So far I have not had my own classroom and instead I have been helping teachers execute their lesson plans. Therefore the standards, assignments and requirements are not mine to create, rather I am simply enforcing the ones made for me. Luckily, I have been able to have conversations with many of my students about "academic language" and in the simplest terms I have explained academic language was just  "saying everything you want to say in a fancy way". In that way I feel as though or at least I hoped to instill in them there isn't one correct way to speak, just multiple ways to use language depending on the circumstance. Yet and still even with this acknowledgement the kids are one of two things: (1) soooo obsessed with getting a good grade and so they want me to simply make all their corrections for them because they figure me, as the teacher, is correct and them, as the student, is wrong or (2) they don't care about their grade at all yet I, knowing their grade, will do anything to stop them from failing. Both of these situations end up with me saying "okay, I get what you're trying to say, write this instead." And so this is my struggle.  I hope this struggle becomes less of an issue when I start to teach my own classroom and from the beginning of the class encourage free thinking. I type this solution as one sentence but as  I write it, I know it will not be an easy task. Grades have been such an integral part of student learning, it is hard for students to let the grade go and others who have been so frustrated with the system and find out that with a bit of summer school you'll be advanced to the next grade, have totally given up on grades. And it is my job to say " we come to school to better and further our thinking NOT to get grades"

My favorite activity for this year was the discussion of multiple languages. It opened up my perspective on use of language and gave me a platform to have the same discussion with my students.  I also really really enjoyed the Who Am I as A Writer? assignment. I really do love myself and so given the opportunity to share me, with others always makes me happy. I can think about a couple of students I work with that share that same train of thought. But on a deeper level being asked to go down memory lane of myself as a writer brings up beautiful and scary memories. It brings up insecurities and accomplishments. Doing the project helped me realize how far my writing, my thinking and my beliefs have come.

Last Reflective Blog post

      Three aspects of my lesson plan that would hopefully make Kittle proud would be: my plan to workshop our argumentative pieces, my letting my students write about something that has directly affected their lives, and lastly my modeling what an argumentative piece should look like before  assigning it to my students to write. Penny Kittle has so many times referred back to the pedagogical practice of modeling. In fact every genre she explores with her students she models for them. Modeling is extremely essential, even in the workforce employees are trained for weeks sometimes months and shadow other employees who do similar jobs. Modeling provides students with a strong starting place, a jump off point if you will. In my lesson plan my class and I read and annotated Martin Luther King's "Letter from Birmingham". By discussing and pinpointing Dr. King's claims, his counter-arguments, his evidence, his reasoning's, his use of facts and creating emotional resonance students  are able to begin their piece with a "perfect" final product in mind.
       In my lesson the task of  creating an argumentative piece is to write about an injustice they have faced and create an argumentative essay or speech to be read that fights against why that injustice should no longer exist. For example students can respond to those who say "Kim Kardashian has invented cornrows". Students may use personal experiences of how cultural appropriation has negatively affected them, create a claim declaring that African Americans were the first to wear braids and white culture has stolen their hairstyle from them. The student may then use reasoning and evidence to back up their claim. This is but one example students can use. In line with modeling Martin Luther King's letter, by having the students write their own argumentative piece based on an injustice they have faced, I, like Kittle am letting my students know that writing does not stop at a objective summary or book report, but starts with them and their experiences. In her book Kittlle mentions a student who had recently lost her mother. Kittle says all the student wrote about was her mother and she let her. Sometimes (I know for me this is the case) writing brings healing. For students to have a voice and a say in the events in their lives that have caused them outrage may give them their voice back in the situation. After a hurtful break up at the age of 16 I wrote the rudest, nastiest poem I could think of, then went to the open mic I knew  my ex would be performing at with his new boo and performed my poem. The crowd was stunned. And after weeks of crying, I had gotten my voice back. I now felt powerful. By writing these argumentative pieces about injustice hopefully my students will get their voice back as well.

The most important task of a writing teacher is encourage students to bring their ideas, thoughts, pains, memories and  creativity to life as their words dance, entertain and heal others on a inviting and welcoming blank piece of paper.

I believe my greatest challenge as a writing teacher so far has been wanting to change the words of my students. What I mean is, often times as I read what my students write and understand what they are trying to say, it is hard for me to not say "ohh okay, I get what you're trying to say, write this instead". So far I have not had my own classroom and instead I have been helping teachers execute their lesson plans. Therefore the standards, assignments and requirements are not mine to create, rather I am simply enforcing the ones made for me. Luckily, I have been able to have conversations with many of my students about "academic language" and in the simplest terms I have explained academic language was just  "saying everything you want to say in a fancy way". In that way I feel as though or at least I hoped to instill in them there isn't one correct way to speak, just multiple ways to use language depending on the circumstance. Yet and still even with this acknowledgement the kids are one of two things: (1) soooo obsessed with getting a good grade and so they want me to simply make all their corrections for them because they figure me, as the teacher, is correct and them, as the student, is wrong or (2) they don't care about their grade at all yet I, knowing their grade, will do anything to stop them from failing. Both of these situations end up with me saying "okay, I get what you're trying to say, write this instead." And so this is my struggle.  I hope this struggle becomes less of an issue when I start to teach my own classroom and from the beginning of the class encourage free thinking. I type this solution as one sentence but as  I write it, I know it will not be an easy task. Grades have been such an integral part of student learning, it is hard for students to let the grade go and others who have been so frustrated with the system and find out that with a bit of summer school you'll be advanced to the next grade, have totally given up on grades. And it is my job to say " we come to school to better and further our thinking NOT to get grades"

My favorite activity for this year was the discussion of multiple languages. It opened up my perspective on use of language and gave me a platform to have the same discussion with my students.  I also really really enjoyed the Who Am I as A Writer? assignment. I really do love myself and so given the opportunity to share me, with others always makes me happy. I can think about a couple of students I work with that share that same train of thought. But on a deeper level being asked to go down memory lane of myself as a writer brings up beautiful and scary memories. It brings up insecurities and accomplishments. Doing the project helped me realize how far my writing, my thinking and my beliefs have come.

Last post :(

                                                                      Not This 

 Feedback is one of my favorite areas of communication, right next to sweet talk and spoken word poetry.I love feedback, I'm always asking for it, "how do you think this went for me? Do you think I could have done better?" I think feedback is a major key for self development. A man once told me he did not realize how big and intimidating he appeared to others. Once he was told he was able to approach people in a more relaxed manner. I think feedback is a wonderful thing.As a future teacher it pains me to say  I do not recall getting feedback on my work until my junior and senior year of college. Up until that point my writing was constantly being evaluated but no one stopped and spoke to me on how to grow as a writer. Working in the public schools now, I get it! It is not easy. Teachers are required to teach students a certain formula, meaning freedom (as far as writing) is not encouraged. Students and teachers are also expected to reach certain standards. Working with 30 students at a time they all seem to want to be "correct". So after every sentence they come to me and ask "is this right Ms. A?" With 30 students trying to be correct and get a good grade asking you "is this right?" all at once, you can be shoved into an evaluating corner. For times sake, for standards stake, you say "yes that is right, no take that word out, who's next? No that sentence doesn't sound right." When it is 2 teachers in the room , it is a little easier to give more substantial feedback to more students.
      Also mentioned in Kittle's chapter is my students desire to be "correct"' and this need comes from the hidden circular of grading. The higher the grade the more acceptable and honorable the child feels as a student.  Even if the child is not reaching their full potential and they receive a high grade, they are satisfied. The same occurs vise versa, when a student can work really hard yet they do not receive high grades, they can feel like giving up.  During my undergrad by technical terms  I deserved a  certain grade but based on  the effort and hard work  I put into those classes I deserved an A. It was  then I realized how corrupt the grading system could be. Luckily I received the grades I deserved but not all teachers operate beyond the rubric given to them to follow. Which is why I believe a relationship with students is extremely for every aspect of education. The conference Kittle mentions allows for the teacher to get inside the students mind and possibly help him or her on a deeper level.
      I really like the idea of self evaluation, often times I don't think about how I piece my work together or how certain parts of my work reveal particular patterns about my writing style. I like the idea of doing a self evaluation piece before the final piece, maybe after the 2nd draft. I agree with Kittle that self evaluation promotes flexible and reflective thinkers. Assessment is a very personal aspect of the teacher/student relationship. It is unfortunate that instead of possible guidelines teachers are required and told how to asses students. But like Kittle, the power we do have can be exercised and if we can't change the world we can affect our classroom.

Blog post 7 !

     In her article "Digital Designs English Language Learners and Readers Review in online fiction" Rebecca aims to bridge the gap between school-based literacy practices and student interest. Student disinterest has become a wide spread issue for teachers in the 21st century.  Teachers are now being provided ways to keep students focused and engage their interest while simultaneously instilling academic values. Black 's article and research adds a new perspective to this old conversation. Black focuses on English Language Learners. The topic reminds me of a story I've told often since it has happened. After sitting in an ESL class one period where the students needed constant  reinforcement and direction, I witnessed one of the students from the class in a car blasting the newest rap song! Loudly he yelled "Nothing can stop me I'm all the way up!" no reinforcement was needed, no need to repeat the directions. This occurrence showed me that with or without the teacher, students are learning. This article can be very useful in helping teachers combine interest with learning. By spending time with my students I've learned that Ashely loves blogs, Jamil has watched every movie ever and loves to share his opinions on them, and that Malik is a huge 90's rap fan and can tell you more about these rappers than their own parents can. Having these students write about what is of intrest to them while teaching them and helping them come up with different ways to express these ideas would be a feel good moment for I'm sure not just me but any teacher.

In the second article, I was introduced to a new term : Translanguaging.Translanguaging means allowing our students to use their home languages actively in the classroom. If I am  to be honest once I was finally able to wrap my mind around what this meant (it was a bit confusing at first) my initial  reaction was " that would mean a lot of chaos in the classroom".  But once thinking about it I figured anything done with structure in the classroom has the potential to succeed. I've always been an advocate of culturally responsive teaching, in that I do believe  that students should be able to celebrate and be proud of their culture in the classroom. But oddly enough, I completely disregarded language as a part of culture. Students cannot truly incorporate their cultures into their learning if they completely put aside their home languages. Translanguaing can be done in multiple ways in the classroom. One example is allowing students to take notes in whatever language they speak. Which to be honest I've been doing for awhile now. For example in history class I use slang to define the larger words  I may not understand.  I tell my own version of historical happenings. In this way students can have an emotional  attachment to what they are learning.
Another way of incorporating trans language in to the class is by assigning projects where students explore, investigate and share with the class their languages. To be honest I've never heard or even thought of such idea as translanguaging. And I am sure a lot of fear goes into teachers hearts when they first hear of it.  Language holds a sense of power. And who ever is outside of the language being spoken feels as though, they hold no power. Though it may seem scary, power in any classroom should be shared and balanced. I hope that students will take the opportunity and ability to write in their home languages seriously. Because often kids test boundaries and play jokes and games and say mean or inappropriate things in their language where the teacher will not be able to pick up on, it just what adolescences do ( even some adults do it). But as I mentioned earlier, anything with structure has the potential to succeed. Once I was able to grasp the concept I realized translanguaging in the classroom has the potential to be a beautiful thing

Shifting perspectives---> Blog #6

                                                                Language of Power

      In her article Deborah Dean points out a few positions that teachers knowingly or unknowingly take about the use of language in their classroom. The first stance declares that language can be right or wrong.  Often teachers believe their job is to correct their students and correction as Deborah Dean explains is connected to this concept of right and wrong. The second way to view language is through the lens of grammar as oppose to content. This choice is made in a classroom when students are assigned papers and the only red marks on their paper pertain to their grammar usage as oppose to constructive feedback on how to make their writing more meaningful. I have dealt with teachers as colleagues and teachers as instructors that have been disciplinarians on either stances and from my opinion (and Ms.Dean's) it is important for teachers to shift from these ways of teaching language.

     I truly appreciate Deans referring to English  (a core subject) as language. In English class students write papers, which involves language and  students read literature which involve language. And so English class in those terms is really the study of language. I can identify with Deans multiple shifts of  perspective for I have gone through many shifts myself. As I’ve written in many assignments and even in my first blog post, academic writing terrified me. In middle school during the grammar lessons I obediently complied. I did the worksheets, I did the assignments and got 100% on every grammar quiz. But once each section was over, the information just taught left brain.The grammar lessons I was receiving was not being conceptualized in to my everyday writing (and I was an avid writer). The writing on my own, stories, poems and much more,  I deemed separate from the grammar lessons. The two were never taught together. And so even up until college I thought I was dumb, and  I was never going to get this grammar thing right. I told myself " the only reason grammar is so hard for you to understand is because you are not smart". 
     Ms. Deans shifted her perspective on writing to more of a contextualized base approach as oppose to grammar and even tried to mix both. It was only until last semester with Professor Mayher that I realized that the two could come together and I did not have to buy a grammar text book to make it happen. He explained that writing was like a song. When students read their work there  was a rhythm intertwined with the way the words were said. Grammar was the melody that held the song together. Without knowing or realizing it  the students are editing their work and fixing their grammatical errors! With the right  model text, students could sing the song of their works and see where and how it falls in line with the Beyonces' of literature. Hearing this eased my mind. I had been writing all my life and yet would freeze when the idea of grammar entered the picture. Ms.Deans wants to remind teachers“grammar is not a singular construct. Language is like the rest of life: choosing the best options available in our particular situation". Grammar is not grammar with out language and language is meant to be understood not dissected and beat over students heads.

    After reading the article I appreciated the information being offered but realized the article was referring to "language" but really meant to say  "the language of power". Language is a broad term. In America we have students speaking one, two, three or more languages at home and then being forced to speak another  in school. Not only are they being forced to learn this language 1. their home language is not being appreciated or taken into account and 2. they are not explaining WHY they are being forced to learn this language.  Academic language or Standard English is not the only way to communicate, yet it is the desired way of communication in many institutions.  It is important we let our students in on this little secret. Other wise English class or "Language" class becomes a way to tell our students their home language is inferior and less valuable than standard English. Teachers are outwardly implying "when you write like this and I mark it with an X, that means the way you speak is wrong and the way I speak is correct. Correct means superior and incorrect implies inferiority." Academic language is important for lawyers, teachers and other white collared jobs, but what of those students who want to dance or build houses like their fathers? Why make them feel inferior because of language? I say all of that to say this: it is vital and key to explain to students why we are teaching them "language" or else there will always be a disconnect between what we are teaching them and what they are taking away from it.

Kittle chapters 9&10 and weekly readings

     
               To alienate human beings from their own decision-making is to change them into objects.” 
                                                                                  ― Paulo Freire

                                       

        “The oppressors do not favor promoting the community as a whole, but rather selected leaders.” Paul Freire in his book "Pedagogy of the Oppressed" writes about  a long existing power struggle in the education system as we know it today. In this power struggle teachers withhold from getting to know their students on a deeper level. Educators believe  they are the main and only source of power and knowledge in the classroom. Teachers attempt to maintain a professional relationship with their students in order to establish and hold on to their perceived sense of power. Often, teachers believe they know what is best for the child. Throughout my very short time learning the history and current condition of education I realized the only thing missing was and is the voice of the child. Admittedly, The power the teacher upholds at time is not asserted purposely but subconsciously. With comments like the ones the teachers in Kittle's chapter nine express so nonchalantly, power is assumed and the learning is exhibited on the child rather than discussed with the child. The teacher as the giver and student as receiver is where Freire's theory of Banking Education comes to play in the classroom. Teachers believe students are blank and empty vessels waiting and wanting to be filled by their teacher's knowledge. This is obviously wrong because students have their own lives outside of the 8 hours they are in school. When Kittle's colleague  says "well of course if you let them just write about themselves they will. That’s easy. Literary criticism: that's hard." This colleague presents the idea that what she knows how to do is better than what the students know how to do and in order for them to be successful they must forget self and focus on what the school considers valuable. With low graduation rates and high drops out rates and a number of students claiming "school is not for me", I do not think this way of educating students is working so well. 

     
        I respect Kittle for a number of reasons. She puts the needs of her students first. She sits and asks herself what can make education more relateable and enjoyable for these students. I like to believe leaders are actually the best servants. When asked to lead a group of people I find that learning is more effective when the knowledge is  flowing from both directions. Kittle remembers a time with her husband where she completely blanks out at the hardware due to her lack of interest in tools; she understands why her students may blank out during a lesson forcibly given to them on a topic they do not enjoy.  Kittle in her school's circular deeply think about ways they can enrich their readers and writer. Her collage Jason shared a piece with the class on his own analysis of The Scarlet Letter including some introspect to his personal life, because of his sharing and model analysis Jason is building a community in his classroom: a community of self assessment, openness and trust. This type of environment help students who may be used to the overbearing ad restricted emotions that come with academic writing. As Jason and Kittle have done, teachers should make the exchange with their students an equal one.

    
      In chapter 10 Kittle speaks about multi-genre projects. I have never done one throughout my education and the thought of administering one to a group of 30 students gave me a bit of anxiety. What I adore about Kittle is she does not harbor any secrets. And what she does for herself, she does for her students. There is no separation in approach or behavior. Kittle admits she is no expert at blending genres but she knows Don Murray is and so she will follow closely behind his works to gain a deeper understanding. In her write along them class, Kittle is an advocate for mentor text, she not only advocates for them in her classroom but she uses mentor texts in her personal and professional life. To admit one does not know something is to create a pathway to new information, new knowledge and new wisdom. But to act as though one is an expert in it all is to close all doors and gates to true knowledge. The doors are always open in Kittle's classroom. 

In relation to circular planning Chapter 14 of Milner and Milner: “Planning Lessons” helps new teachers and even veteran teachers who feel as though they are stuck in the question of how do I plan? This question hits home for me. Even today, though I now understand the components of a lesson plan and what to include in one, I find myself asking questions such as “do I write the lesson plan a night before based on my student’s comprehension of the work from the previous lesson or are my weekly lesson plans written during the weekend? How do I pick a unit to write about and when do I create unit plans, in the summer? Planning, though slowly making more sense to me is still a relevant question I struggle with. For students who have not yet created a lesson plan the advice given to Milner is perfect, “write down all of your ideas…just get it all down on paper….take one of those ideas write as much as you possibly can on that concept. Each sheet of paper represents one lesson”. I was completely taken away by the simplicity of how to write a lesson and wish I had learned it this way before I was given the templates to fill out. Lesson plans are only a delivery system of the ideas that one has in their head! There is no need to complicate a lesson plan, a lesson plans only exist to make sure teachers do not stand in the front of the classrooms singing songs of "umms and what else did  I want to say?"

Where I see Milner and Kittle agree with Freire is in their belief that the student is also involved in the lesson planning. Teachers cannot expect to teach what they what and how they want to a room full of different learners and expect to effective. Milner reminds teachers that lesson planning is a “balance awareness of personal needs of your students and circular guides and textbook resources.” Though some teachers are given lesson plan guides, delivery and execution is in the hands of the teacher. During my grad school experience one of my professors allowed the last 6 weeks of school to be decided by students and to be taught by students! The last 6 weeks o f school was student picked and student led while the first weeks of school were picked by her and monitored by her. If teachers can find this balance in creating their circular then all parties will benefit. Though this chapter  along with Burke's Composing a Curriculum was quite informative and helpful including timing tips, flexibility and instructional design, even Milner expresses that lesson planning includes homework, paper load for the teacher, routines and classroom management. So though I do think reading about it helps, there is nothing that can prepare a teacher for those aspects other than being in front of your students. 

Kittles Podcast & Kittle chapter 6

      I absolutely loved listening to Kittle's podcast! She made herself vulnerable by revealing those who have helped her through her writing process  and the times she didn't feel that she was an adequate writer. Listening to a woman who has won awards for her writing speak about her fears and issues along the way, makes listeners like me who are still on the early phases of their writing journey extremely encouraged. I always say this but I truly do appreciate my graduate school experience. I am truly learning and picking up on ways I want to manage my classroom when I am trusted with one. Hearing Kittle speak on her family life growing up with an abusive father and hectic household reminded me the power that writing has. I myself began writing because I was filled with so much emotions about everything in my life. I kept journals and diaries and songs and stories under my mattress right up to my senior year of high school. Writing was more than an outlet it was how I spoke to the rest of the world and more importantly how I spoke to myself. Though I loved all my English teachers throughout my middle and high school education, personal writing was not really encouraged. I wrote in my home journal about me and then I wrote in my school journal about the book we were reading. But what about students that didn't have journals at home? How are they supposed to speak to the world or speak to themselves? Kittle brings up this point very beautifully. Writing is a way to engage with the world and often standardized testing and such take away this mode of communication from students. Students forget that writing is thought on paper. Writing instead becomes a strict formula to be followed. I really did enjoy listening to Kittles speech, it honestly made me take her book a little more seriously.
   I  love the idea of a clipboard to make sure you get to every student during the day! Wow! I also love the statement where she explains she doesn't revise plans. Its so easy to hear a plan that you know may not go so well and want to shut it down, but part of the process of developing ones self as a writer is to be able to take a look at ones own work and determine what works and what does not, as oppose to others revising for you. The chapter focuses on students writing and learning at their own pace, Tuesday's can't be devoted to editing and Thursday's polishing. What if one spills into another? Then the students pacing and time spent on their work will not be genuine. But I also asked myself, aren't there due dates? Ultimately students work are being timed and graded. In my writing workshop class I completely forgot I we being graded because the teacher and class encouraged me to challenge myself as a writer but due dates haunted me like scars from s drunken night one can not remember. I had to have my draft by a certain day and then the final paper by a certain day. Though this teachers students how to write in a timely fashion, it can cause the writing to be less genuine. Which is where maybe free write journals would be a good asset. I think I'm writing as I'm thinking at this point.
     Overall Kittle is a very vulnerable writer and is transparent with her readers. These are two important characteristics to posses as s writing teacher.