BD+PREP+WORK+FOR+CLASS+2+-+9-4-2013


 * "Getting Started" Chapter Response **

The “Getting Started” article was such a practical, helpful article to read as I think about student teaching and the first year as an English teacher. I generally dislike getting up in front of a large group of people, so one of my worst fears is the first few minutes of my first ever English class. I loved that this chapter specifically addressed some of my main concerns and stressed the importance of truly investing in your students and recognizing the potential that they all have. The way the Tchudi and Mitchell suggested beginning an English class seemed to communicate a strong push for unity in the classroom as the foundation for a successful class. I specifically loved the idea of the reading inventory and using that information to create a book list tailored to each student. I’m a firm believer in the idea that every student can learn to love reading – they just have to find a book that relates to them. I also thought it was important that the students know upfront that the opening activities will not be graded or used against them later in the class. However, the instructor should inform the students that the activity does have a specific purpose for the class. I loved what the author’s said about how students need to know that there is a structure to the class and communicating the structure early on will help them be invested in every assignment. I also appreciated the comments on teacher expectation and the weight that it often carries. Especially in a diverse setting, I want to be sure that I communicate positive expectations for all of my students, regardless of ethnic or socio-economic background.

In my first class period, I think I would begin with a questionnaire or reading inventory and perhaps have the students share a couple of the answers from the activity so that I not only get to know them, but they also get to know each other. I would also mention a few class rules so that my expectations are clear from day one. I appreciated what Tchudi and Mitchell wrote about observing veteran teachers in this area and asking them for tips on how to start off the class well.


 * "What's Worth Knowing" Chapter **

a)The purpose of education should be to __ educe __ knowledge by asking students important, relevant questions. b) This chapter communicates the importance of using questions to find meaning. They identify one of the major problems with education today is the idea that teachers should pour knowledge into a student’s empty brain. The fundamental flaw in this pedagogy is that students come to the classroom with many perspectives, experiences, and yes, knowledge. The authors argue that we should be attempting to draw out this knowledge and then ask students to consider how they know what they know. The aim, then, in education is to teach students how to think, instead of teaching them to memorize facts. This perspective shift allows all students to see learning as an essential part of the human experience, instead of as something disconnected from their “real” lives. c)How would you integrate this type of curriculum into a typical public school setting, keeping with Common Core, etc? How can I as a teacher get students asking these types of questions and still teach new, potentially required, information? How can I help my change their perception of knowledge and education, especially in the short amount of time we spend together? How can I help my students see themselves as producers of knowledge? d)I think asking these kind of questions can be a great way to gage how students perceive English and writing, as well as potentially assuage their fears about the class or assumptions that they are “not any good at it.” In the English field especially, we want our students to be asking questions all the time, whether the questions be related to a text they are reading or a research question for a paper they are writing. So much of reading and writing begins with asking tough questions and finding meaning in language. Since I have benefited from a “questioning” type of education, I hope to implement these ideas as a foundation for my students to use when they read poetry and fiction, as well as in their daily lives.

e) How do we determine meaning? Why is it important to learn? Who/what determines “truth” or “rightness” How do we gain knowledge? Why study English? Why read “classic” or older literature? How does literature/writing relate to daily “practical” life? Who determines “standard” English?


 * ELA Standards **

// NCTE // These standards are concise, yet comprehensive. They address several different elements of English Language Arts and clearly state the objectives and purposes of each element. The NCTE standards seem to communicate a strong commitment to multi-ethnic education and advocate for students with a limited English proficiency. The standards stress the importance of technology as a way to learn and interact with information, which aids students in further research ventures, as well as practical survival skills for their future workplace.

// Common Core // I like that the Common Core Standards give a detailed defense for the standards, as well as communicate the background information that led to the standards. Seeing the “big picture” before reading the specific standards helps teachers have a framework for the curriculum. The 6-12 standards specifically state not only the desired outcomes for ELA classrooms, but also give explicit methods for teaching each grade level. The specificity of the Common Core standards is helpful, but also overwhelming.

I appreciate the succinct nature of the NCTE standards, and I believe they work well as plumb lines for determining what should be included in lesson plans. They are easy to articulate and remember, which makes them easy to recall without having to constantly re-read or study them. However, the Common Core standards address many of the details that are necessary when attempting to plan lessons towards a particular standard. The detailed descriptions of each objective take away any “grey” areas or potential misunderstandings/misinterpretations of the standards. These explicit goals are necessary in order for teachers to properly measure growth from grade-to-grade. The Common Core standards are written for the teacher, but simultaneously, they are written with the student in mind. They seem to demonstrate the weight that American culture places on college and the workplace, highlighting a more “practical” view of ELA. The NCTE standards carry a similar perspective, but don’t articulate it as frequently or clearly. The NCTE standards seems to take on a more global perspective of objectives, while the Common Core focuses in on a more microscopic level, citing even punctuation as part of the objectives. These observations lead the reader to believe that the NCTE standards leave more room for the teacher to interpret and implement the standards as they see fit, while the Common Core standards leave very little room for deviation. As a teacher, I will engage the NCTE standards as my go-to objectives for every lesson plan and for the class as a whole. However, I will engage the Common Core standards as specific ways to ensure that my lesson plans are working towards a measurable goal, as well as relying on the specific methods mentioned in each standard. Common Core will help me teach my students how to think critically whether reading or writing, whereas NCTE will help me engage diverse sources and various medias.