Dear all:
Please use the last two weeks on the blog to continue to discuss any pressing issues or discuss your seminar projects. Use this forum to share ideas or ask questions. You might also want to comment on the presentations and continue talking about issues they raised.
Janet
Tuesday, April 17, 2007
Wednesday, April 11, 2007
Tuesday, April 10, 2007
My buddy, Socrates, and I...
The Showalter article’s description of the Socratic approach to teaching literature puzzled me, because how my students and I proceed through that process looks rather different. Our discussions are not geared towards predetermined ends. We make it a point to stay open to new ‘takes’ on the readings. I also take much of the teacher directed aspect out of the discussions. I don’t talk, I let the students do all of the talking. I do give them a grade based on the quality/quantity of their input, but I’m generous. :) Occasionally I provide some big scoped, deep questions; but once students get an idea of ‘the type’ of discussion that’s expected, they take over from there. In some ways what we call a Socratic Seminar resembles the spirit of Parker J. Palmer’s open hospitable, spiritual learning space (mentioned in the Showalter article). Because of this atmosphere, my students last year nicknamed the Socratic Seminar, calling it Socratic Love Circle). I told them they couldn’t call it that because I’d start getting weird questions from their parents about what I was doing with their kids here at school. :)
I also like the eclectic preparatory approach. I don’t think any teacher wants to look like a dumb ass; but given stressfully short amounts of time to prepare quality lessons, I see it happening too often. I do elaborate on the ideas that my students have raised during Socratic discussions, but I usually only give myself the last five minutes of class because it’s so much more enjoyable to watch them stumble across the ideas themselves. I should mention that I’ve only used Socratic Seminars with my high-ability students, but I’ve almost gotten brave enough to try it with ‘regular’ students.
Based on the way I’ve learned and used the Socratic discussion, it seems that Socrates wouldn’t be down with teaching conflicts. Our discussions aren’t debates, there’s no winner, no losers, only ideas. Since they’re seventh grade students, of course, judgments are made during discussion, and to be frank, they’re probably necessary. Yet, we’ve encouraged an environment where you don’t judge too quickly. It seems like the best questions don’t have easy, clear, immediate answers anyway.
I briefly want to put on my persona hat though. I’ve made it a point to share my writing with my students every time that I give a large writing assignment. It took me a while to get used to the intimacy, and it is somewhat scary, just like hooks describes it. However, I hear absolutely no grumbling about the length of assignments, students have a better understanding of what I expect, and for some strange reason, they’re interested in me… oh, and my writing too. :) I think students sometimes don’t believe that we as teachers can even complete the assignments that we give them. I guess it’s kind of like proving that you can walk the walk after you’ve talked the talk.
I also like the eclectic preparatory approach. I don’t think any teacher wants to look like a dumb ass; but given stressfully short amounts of time to prepare quality lessons, I see it happening too often. I do elaborate on the ideas that my students have raised during Socratic discussions, but I usually only give myself the last five minutes of class because it’s so much more enjoyable to watch them stumble across the ideas themselves. I should mention that I’ve only used Socratic Seminars with my high-ability students, but I’ve almost gotten brave enough to try it with ‘regular’ students.
Based on the way I’ve learned and used the Socratic discussion, it seems that Socrates wouldn’t be down with teaching conflicts. Our discussions aren’t debates, there’s no winner, no losers, only ideas. Since they’re seventh grade students, of course, judgments are made during discussion, and to be frank, they’re probably necessary. Yet, we’ve encouraged an environment where you don’t judge too quickly. It seems like the best questions don’t have easy, clear, immediate answers anyway.
I briefly want to put on my persona hat though. I’ve made it a point to share my writing with my students every time that I give a large writing assignment. It took me a while to get used to the intimacy, and it is somewhat scary, just like hooks describes it. However, I hear absolutely no grumbling about the length of assignments, students have a better understanding of what I expect, and for some strange reason, they’re interested in me… oh, and my writing too. :) I think students sometimes don’t believe that we as teachers can even complete the assignments that we give them. I guess it’s kind of like proving that you can walk the walk after you’ve talked the talk.
Friday, April 6, 2007
Teaching (YA) Literature
OK, so we've really been talking about this (or around this) all semester, but next week's articles in the course pack directly address the topic of teaching. They also tackle the unanswerable, but forever fascinating, question, "Why teach literature?" Showalter even discusses the perhaps-even-more-difficult question, "What is literature?"
We're at the end of the coursepack, and we only have a few more weeks left in the semester. So, at this point, what do you think about teaching YA literature? Why do you think you (we) teach literature? Do any of Showalter's or hooks' or Appelman's or Rosenblatt's theories speak to you? Why or why not? If they do, which ones and how?
J
We're at the end of the coursepack, and we only have a few more weeks left in the semester. So, at this point, what do you think about teaching YA literature? Why do you think you (we) teach literature? Do any of Showalter's or hooks' or Appelman's or Rosenblatt's theories speak to you? Why or why not? If they do, which ones and how?
J
what are the benefits of reading literature?
Although I like to read literature I never thought of the things that I’m seeking from literature. My teachers in elementary and secondary schools never explicitly or implicitly allowed me to taste the value of the assigned readings. The main purpose for reading literature was to answer the discussion questions following the reading session, and then to master the correct answers to pass the exam. I never thought of other benefits of reading literature because no body taught me to enjoy reading it. No one was able to teach me, at least, one of the reasons for reading literature that were mentioned in the Literacy and Experience article. They never invite me to explore that literature can comfort me, touch me, amuse me, make me dream, make me laugh, make me shudder, make me weep, make me think, or make me learn things about the kinds of people and ways of life alien to my own. I was ignorant of the power of literature on one’s life.
I would say that if one gets the chance to know the benefits and values of something, he or she may start to think to try that thing. For example, I started to drink green tea after I have read an article about the health benefits of green tea. Same thing with Literature; if our students, specially those who hate to read literature, have the chance to learn the benefits and values of reading literature they may decide to try it, never know they may love it! If they like it the would keep tasting different types of literature until they reach to the point that they are enjoy reading literature not for the sake of exams but for the sake of entertaining themselves.
Many students feel that literature is totally isolated from their practical life, but it is the role of a teacher to bring these issues clear to them and model how literature can be a reflection, in some way or another, of our world and our life whether in the past, present, or future.
I would say that if one gets the chance to know the benefits and values of something, he or she may start to think to try that thing. For example, I started to drink green tea after I have read an article about the health benefits of green tea. Same thing with Literature; if our students, specially those who hate to read literature, have the chance to learn the benefits and values of reading literature they may decide to try it, never know they may love it! If they like it the would keep tasting different types of literature until they reach to the point that they are enjoy reading literature not for the sake of exams but for the sake of entertaining themselves.
Many students feel that literature is totally isolated from their practical life, but it is the role of a teacher to bring these issues clear to them and model how literature can be a reflection, in some way or another, of our world and our life whether in the past, present, or future.
Thursday, April 5, 2007
Lies, Damned Lies, and Statistics
Heather, thanks for sending that article to us. It's quite relevant to the discussions we've been having lately.
One of the author's points makes me wonder, though...Kathleen Kennedy Manzo cites the following information as an argument in support of the idea that canonical texts are somehow no longer serving students' needs:
"Reading scores on national tests may reflect students’ dissatisfaction with the content of their English classes. On the latest 12th grade National Assessment of Educational Progress, one-fourth of students tested could not demonstrate even basic skills on the test of reading comprehension and text analysis. Another third scored at the basic level, which requires overall understanding of text excerpts, as well as some interpretation and analysis."
So, if one-fourth (or three-twelfths) of students are below average (or basic), and one-third (or four-twelfths) of students are average (or at the basic level), doesn't that mean that five-twelfths (or almost half) of the students are above average? I fail to see why this information is alarming. It sounds like a pretty regular distribution to me.
If I'm missing something here, please let me know. Any thoughts?
One of the author's points makes me wonder, though...Kathleen Kennedy Manzo cites the following information as an argument in support of the idea that canonical texts are somehow no longer serving students' needs:
"Reading scores on national tests may reflect students’ dissatisfaction with the content of their English classes. On the latest 12th grade National Assessment of Educational Progress, one-fourth of students tested could not demonstrate even basic skills on the test of reading comprehension and text analysis. Another third scored at the basic level, which requires overall understanding of text excerpts, as well as some interpretation and analysis."
So, if one-fourth (or three-twelfths) of students are below average (or basic), and one-third (or four-twelfths) of students are average (or at the basic level), doesn't that mean that five-twelfths (or almost half) of the students are above average? I fail to see why this information is alarming. It sounds like a pretty regular distribution to me.
If I'm missing something here, please let me know. Any thoughts?
Tuesday, April 3, 2007
Trauma week
I am asking my students to read, Bridge to Terabithia, so I thought I would read the book for this class and be ahead a little bit as the class begins mid-April. The book, published in 1977 has become popular again to the recent movie release. Katherine Paterson wrote the book to help her son and herself as they grieved the death of one of her son's friends as he was growing up. The book has themain characters as young adults who become friends and then are separated by a tragic accident. Leslie tragically dies trying to cross the creek leading to Terabithia while Jesse, her best friend is attending a fieldtrip with a teacher. Jesse must deal with the grief and regret that the accident may not have occurred if not for his selfishness in not asking Leslie to go along with them to the art museum. The story is realistic, students should be able to come to terms with death and literature can certainly help.
I also had the chance to view the movie as well as view the 1985 movie version on DVD, they are different and rich with symbolism.. I will ask my students to complete a graphic organizer(remember last week as they will read the novel, view the 1985 movie version and then we will attend as a class and see the recent movie release). The process of death and dying is hard for all let alone students. I can recall specific incidents at the elementary school where I was principal at: a house fire claiming the lives of 5 students, a car accident claiming the lives of 2 students, and a suicide by a seventh grader. The faculty, staff, students, parents, and community assisted each other during those terrible times. And we read literature and poetry to assist us.
I also had the chance to view the movie as well as view the 1985 movie version on DVD, they are different and rich with symbolism.. I will ask my students to complete a graphic organizer(remember last week as they will read the novel, view the 1985 movie version and then we will attend as a class and see the recent movie release). The process of death and dying is hard for all let alone students. I can recall specific incidents at the elementary school where I was principal at: a house fire claiming the lives of 5 students, a car accident claiming the lives of 2 students, and a suicide by a seventh grader. The faculty, staff, students, parents, and community assisted each other during those terrible times. And we read literature and poetry to assist us.
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