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