The Final Post (of the semester)

Alright, so I started out with a super creative blog post, but it wasn't working. It may be because my brain is nearly mush due to all these finals. Anyhow, I have definitely learned a lot from this class. I figure it's best to hit the highlights...

I understand phonics so much better. We learned about phonemic awareness in class, and I saw many examples of teaching through the use of phonics in my field placements. So I will definitely be encouraging children to sound out their words and use inventive spelling (well, as long as they're young enough to be in this stage) in my classroom.

Through this class, I've also realized that there is a lot more to language arts that I thought there was. My shock began with the SIX language arts and it went from there. Now I know many of the little pieces of information that fit together to make one gigantic language arts subject.

I learned that a classroom of college students can have an entire conversation using markers and a white board (I really liked that class).

I've rediscovered my joy of writing. Though, I think after writing my final book I should just get over my entire senior year - I feel like that thing was depressing. However, it was a good experience and I was happy to remember how much pleasure I used to receive from writing. Along with this, I've also learned more about the writing process and have already started thinking of some creative ways to include it in my classroom.

Finally, after taking this class I have become very interested in the entire subject of language arts. I combined the information from this class with a small segment from one of my child development classes about preschool literacy and I came to the conclusion that I wanted to write my senior thesis on early literacy. So, thanks to this class, I will be looking more into the classroom environment and it's impacts on children's development of literacy in the early elementary years. I am very excited about this topic.

Overall, this was a wonderful class and I learned a lot more than I stated here (but I've already written one book for this class; I don't think I should write another). I can't think of any super interesting or creative ways to end this post. That is sad. I'll just end with a smile. =)

Prepare to be surprised....

...I used to write poetry. Yeah, no surprise. I think this entire blog is filled with my memories of writing and how much I loved it. But, yes, poetry used to be my way of releasing energy and emotion. Therefore, I have two favorite poems - one that I have created, and one that I have read.

My favorite poem isn't a happy one, "Stopping by Woods on a Snowy Evening" by Robert Frost. As dark as it may be, this poem may be a great way to teach and show students how a lot of poetry goes beyond the words into a deeper meaning.

It, of course, is also just a great example of poetry. I think I love this poem because I feel so calm when I read it. It's sad, I know, but there's something eerily peaceful about the whole situation. I picture a cool, dark evening in the crisp snow. A tired man, and a tired horse. I love winter.

Anyhow, this could be a way to open a new door to a different type of poetry for my students. No, I don't expect deep, dark, serene imagery. However, my students could dig deeper than "Today I had fries for lunch, they are fun to munch..." (Those were the basis of my poems when I was in elementary school).

Maybe I could share this poem as my favorite poem to my class. Then each student could go on a hunt for her favorite poem as well. We could have a large group discussion where we share our favorite poems and explain why we like them. This could lead into a more in depth discussion of the mechanics of poetry (What kind of poem is this? What devices did the author use to express his message?)

I love poetry.

And I'm going to take a risk...and post one of my poems (not my favorite, sorry) here at the end.

I figure I should leave on a happy and cheesy note...

lay under the stars

jump in the leaves

swim through the ocean

swing through the trees

smile at a stranger

laugh at yourself

go crazy with friends

hold your hand out to help

pick a bright flower

feel the grass on your toes

run through a sprinkler

take a sip from the hose

dance in the rain

sing to the sky

feel the wind in your hair

find your wings, you can fly

I think I've heard the word "talk" 731 times today

I love the movie, Freedom Writers, and I was so excited when you said we would be watching a clip in class. One day, I am determined to read the book.

I understand that this is a true story, so it is very likely that a conversation such as the one we saw in the movie actually happened. I love the clip and everything that happened, it is no doubt that talk and communication were needed in that classroom. In fact, talk and communication are needed in every classroom. I just have two questions: How would this look in an elementary school classroom? and Where do you draw the line?

I understand the second question depends on the classroom situation, so I think I may just leave that one out in the open until I become more familiar with my own class. However, I do wonder if conversations like the one from the clip in the movie are possible in an elementary classroom. Unfortunately, there is no doubt that students have plenty of deep troubles that they need to deal with in their own lives, but is it appropriate to discuss any of these things in the classroom? I feel like elementary school talks would be FABULOUS for discussing what we've been learning, but would it be possible to use impromptu conversations such as the one in the Freedom Writers to enhance the learning in my classroom?

I think children have interesting and different insights into the world, but would it be better to have these conversations in a notebook instead of during class time? Maybe that would be a good place to start...have the children start a response journal and then see what they have to say.

I know, I sort of veered away from the subject of instruction. But, as we saw in Freedom Writers, learning isn't always about academic knowledge. Also, there is always academic knowledge to be learned in every day conversation.

I think I've just answered my own questions; however, feel free to add more "talk" to this post. =)

I think I went off on a tangent...

The revising and editing process has been interesting for me. On one hand, I like to watch the reactions of my peers as they read my story. I even enjoy (yes, enjoy) listening to their comments afterward. It was very helpful for me to hear that my shifts from past to present were slightly confusing and needed to be fixed in some creative way. And, of course, it's always helpful to have my type-o's and grammatical errors pointed out to me. It was also a relief to hear that my story was well liked and had the effect I had hoped it would on the reader.

On the other hand, it is difficult to place my hard work into someone else's hands. It's hard for me to come to terms with the fact that this person who knows nothing about my life or the story that I am telling is going to tell me how to fix it. It makes me fairly nervous to be honest.

Yet, this is very common practice for me. I don't typically trust myself, and I really do like to hear other people comment on my work. I have a favorite "editor" who typically reads my stuff and is honest (like the time he asked me if I was asleep while writing my ENG 111 research paper).

I think this is absolutely essential in the classroom. Students are able to practice many different skills. Of course, there are the obvious language arts skills (reading, writing, grammar, etc), but students also practice social and emotional skills as they bravely hand their hard work over to another peer. For this reason, I think it would be best to either keep the same partner for at least half of the year, or to let the students chose their own partners when peer conferencing.

Who would think that language arts would be so emotional...maybe I made it too emotional.

Hmmm...

I'm known in my family for having a freakishly detailed memory. I remember random things from long ago with detail, when my family either doesn't remember or has some vague memory of what I am talking about. For this reason, I have felt awful every time I've posted a blog and not remembered my school days in detail. I just thought I would throw that out there and apologize for my lack of memory - hopefully as I write this, it will all come back to me.

I do remember participating in a literature circle for EDU 255 last semester. I loved the book I read (The Green Glass Sea by Ellen Klages), and I had an excellent group to read with. I thin literature circles do a great job of teaching responsibility and independence to younger children. I also believe that the independence of a literature circle is what makes it so exciting to students. Okay, I don't have personal experience with this, but I believe that when you give a child an important job, such as the many jobs/responsibilities in a literature circle, he feels important and will work to fulfill his duty. So, of course, these would be some definite pros to literature circles - supporting the development of independence and excitement about reading!

Currently, I observe writer's workshop in a first grade classroom twice a week. I like that the students are able to take time to write on their own. I am a big fan of writing - so I love watching everyone focused on their paper. I think the repetition of writer's workshop throughout the week really helps the students to better understand the process of writing, and it allows them to greatly develop their writing skills.

I think I remember doing a literature focus unit in the 5th grade. I remember reading Number the Stars by Lois Lowry. I also remember learning more about the Holocaust, watching my teacher cry when she talked about seeing the children's shoes in the Holocaust Museum, and creating a board game at the closing of our unit. Unfortunately, I don't remember many details about the experience; however, I can say that I like the overall idea. Personally, I like to have some time to take in the contents of anything I read (okay, anything important that I read), and I believe this allows the students to do so. The only thing I fear is picking a book that bores students.

I am so very sure that I have experienced many thematic units and reader's workshops throughout my educational career, and yet, I remember nothing. Of course, thematic units are a great way to pull students in and help them to really understand a certain subject. Reader's workshop allows students to get quality reading practice that leads to further development.

I'm sorry - I didn't add many dislikes or cons in this discussion. I'm sure they're out there, but I think they mostly involve teaching style and the students in the classroom.

Whew, my brain hurts from all this remembering.

I actually "broke" this book because I opened it so many times...

I think a great book to use in my future classroom would be Bud, Not Buddy by Christopher Paul Curtis. I haven't read it in a while, but I still remember that it's about a young boy living on his own who goes on a search to find his father. I remember how he holds all his special things in a suitcase, and how he rides a train all by himself. Oh and I'm pretty sure that while Bud is in the orphanage some boy shoves a pencil up another boy's nose and some boys poor water over a boy so that he will wet the bed. In any case, I loved reading that book, and I feel that my upper elementary students would love it as well, and they can also gain a lot from the story.

I think the theme of the book is all about survival and courage. The story is set in the Great Depression - a time of great struggle for everyone, but especially for a 10 year old boy living on his own. Teaching this book could involve having the children work out strategies to make it through their own struggles, and teaching about the difficulties and social issues of living during the Great Depression.

It's tough for me to pick out one story element. Bud's character, obviously, is essential to the story, but I believe that overall the setting may be the strongest element in the story. It is very apparent that Bud's journey would have gone much differently if it occurred today or in any other time period.

I see many potential lesson plans using this book. Bud is a fairly rebellious child, so I think it would be great if the students could compare and contrast his appropriate survival strategies and his inappropriate survival strategies. This could lead into a writing activity, and could be applied to the children's lives as they brainstorm ways to appropriately solve their own life difficulties. Of course it is also good for social studies as a teach about the Great Depression, and it could also be great for math - maybe we could track the miles that Bud travels on his journey.

I'm liking this idea more and more...now I wish I hadn't left that book at home.

I think I start every post with a memory...

In my 10th and 11th grade English classes (I had the same teacher both years...but that's an entirely different story) I (I meaning the entire class) was asked to keep a journal. Every morning my teacher would have a prompt written on the board, typically dealing with what we had been reading or learning in class. My favorite days were always Fridays - Fridays were ALWAYS "Free Write Friday!" Anyway, journal time was usually my favorite part of the class because I was allowed to write as much as I wanted, and I knew that my thoughts would almost always be heard. I was one of those nerds who LOVED to get her journal back and see the teacher's comments.

That journal experience was much like this one. Evey week I see a topic on the discussion board and write my thoughts. I am allowed to somewhat informally express my thoughts, and I love it. I think I like blogging better because I type a lot faster than I write, and it hurts my hands less. I also know that it is available to more people than my classroom journal. While I'm not sure how many people outside of the classroom would really wish to read this blog, I know that the option is out there.

Another thing I like about this blog is that it gives me another option. Ever since that 10th grade I've told myself that my future students would have a daily journal to write in just as I had done. However, maybe the students could start a classroom blog as well. It opens up some interesting options in the classroom. It might not be that each individual child would have a blog, but maybe I could designate one blogger of the day to write on a classroom blog instead of in his/her journal. I think that would be really interesting for the students, parents, and other teachers to read. Hey, I kind of like that idea.

So it's been a good experience. I do have to say that I've never been a big fan of writing to a prompt (who doesn't like free write Friday), but I'm pretty sure that is just part of school in general. So far this has been a positive experience and I look forward to continuing to share my ever so fantastic (at least I like to think so) thoughts.

Buy one, get many more!

I think one of the things I like most about the idea of being a teacher is the idea that "teacher" does not mean one job, but it means many jobs.

I'm sitting here staring at a chart that explains the many roles of a teacher during language arts instruction - organizer, facilitator, participant, instructor, model, manager, diagnostician, evaluator, coordinator, and communicator. Just reading the list is a little overwhelming, but exciting at the same time.

I think this list and others like it help me to realize the importance of every teacher I've had, and my importance as a future teacher. I'm will not simply be an adult standing in front of a class trying to teach, but I will go through an entire process of getting students ready to learn, helping them learn and interact, and assessing and encouraging them along the way.

I believe that one of the most important roles on this list is "participant." This also goes along with the role of "model." It makes me realize that I will be a student all of my life - even as a teacher I will still be a student. I remember my 5th grade teacher (amazing woman) would always remind us that she never asked us to do anything that she hadn't done herself. She would then either work on a project together with us, or show us her filled out worksheet or activity. This effort on my teacher's part to show us the work she put into our lessons gave me a true respect for her. I want my future students to understand that I'm working with them through this learning process.

Of course, all the roles of a teacher are important, and I'm beginning to understand that it is going to take a lot of work and effort to really influence these children in a positive way, but I am looking forward to it.

An Effective Community

"In order to have an affect on someone else, you must first allow him to effect you." -Ralph Fletcher

This quote is the one quote from the video that really stuck out to me. However, it stuck out to me because I had a hard time understanding it or even believing it to be true. Why would someone have to affect me before I could affect them, because if that's the case then no one would ever be affected because before they could affect me I would have to affect them but then I couldn't do that until they affected me...whew. I think I've finally got it figured out, though.

While creating and developing a writing community I need to get to know my students. It is important to understand their interests (in the world and in writing) and the things they dislike. I need to let who they are affect me. Once I have an understanding of an individual, I can better assist in helping that child through the writing process. If I don't let the child affect me first, I will be of no help to them as I don't understand them or where they're coming from.

In a teaching community it's much the same idea. I need to understand who my students are and where they are in life. I need to let their personality sink in. Once I have done this, I will be a more effective teacher. The more I know my students, the more I let them talk to me and give me their opinion, the more I can incorporate these things into my teaching and gain their attention and have a great impact on their learning.

So maybe the concept isn't as impossible or as confusing as I first believed it to be.

Worthy

If I wanted to sum this post up in one sentence I would simply tell you that writing is worth reading if the reader wants to read it. However, the more I think about that statement, the less I find it to be true. In my opinion, if the reader likes the writing, then it was worth reading, but if the reader does not like the writing it doesn't mean the writing wasn't worth reading (how's that for a weird sentence).

I think a pleasant piece of prose is something obviously worth reading. Some may argue that to them a story is trash and not worth reading - but to the reader who finds it entertaining or enjoyable the story is worth it - so in this case, "worthy" is a relative term.

As I was writing the first sentence of this post I was reminded of The Great Gatsby by F. Scott Fitzgerald, one of my favorite books of all time. However, as I was forced to read it in the tenth grade with my overly pessimistic English teacher, I hated the book. Alright, I loved it once they found Gatsby in the pool and also, for some strange reason, I think I could read the last page of that book over and over and still get the same emotional reaction. So I hated the experience of reading that book, but it was worth it. I had the same experience reading The Scarlett Letter by Nathaniel Hawthorne. However, there was never a moment in that story that I decided I actually liked it; it wasn't until I came to college and was asked to read it again that I began to understand and value it's message.

I hope this is making sense. There have been too many times that I believed I was being tortured as I read word after word on a page in a book, but in the end I found many of these experiences worth my time. Now the question is, why were these stories worth my time? I believe it's because they have a deeper meaning in them to which I can relate. No, I cannot directly relate my life to The Great Gatsby or The Scarlett Letter, but I can take major themes and apply them to my life.

Not to be cheesy, but it's as if the writing is inspiring, or gives me hope, or just tells me I'm not crazy for feeling the way I feel - I can take more from it than simply a story, and that's something worth reading.

I lied to my kindergarten teacher...

My dad told me this story when I was in 4th grade and had to write a biography about myself - I asked him for a funny story, and after rejecting the "you were dropped on your head as a baby" story, I received this one. Once upon a time when I was five, I started kindergarten and I was very excited. A few weeks after school began (or maybe it was only a week, I don't know) my parents came in for a parent-teacher conference. The meeting was all fine and dandy until my teacher mentioned something about me learning to read (sorry, I wasn't there and don't know specifics). My dad looked at the teacher confused and replied, "Learn how to read? Kris already knows how to read - she's been reading for months!" From that point on I was no longer allowed to pretend I couldn't read and was forced to read one-on-one with my teacher during nap time. The end.

I remember learning to read by sitting on my dad's lap and going through Hooked On Phonics. As for anything else having to do with language - I do not know. Honestly, I hardly remember Hooked On Phonics. I remember each level had a different color and I never made it to the last level. I'm honestly very sorry, but I don't remember much about learning language. I remember speech therapy when the therapist told me not to put my tongue between my teeth when I said "sss," and I remember in the 5th grade illustrating being "in a pickle" with two different pictures for two different meanings (my picture was in the newspaper and it filled up a fourth of the page - I was excited).

I'm not entirely sure how this impacts me as a student learner. Obviously, I am taking my knowledge and putting it into every day practice, but I'm not entirely sure how it got there.

Maybe what I should take from this is that I should make the experience more memorable for my students. I'm not entirely sure how important it is to remember the process of learning something, but now I'm confused has to how I ever learned anything at all. I think I take for granted the fact that the knowledge is now just a part of me. I want my students to enjoy the process of learning language and to gain some sort of memorable experience that will stick with them, and an experiences that helps them to learn at the same time. They should have a better language story than being a sinful five year old.

"Hi, I'm Sahara! Yes, like the desert..."

This weekend my sister found out she is having another daughter (yay!). Maybe I should suggest the name Sahara...

When we first started reading Sahara Special I didn't quite know what to expect. I suppose that's how it goes with most books you read out loud in a classroom - you put your full faith and hope in the teacher and her book choices. Thankfully, this is quality.

I like the basic idea to the story - Sahara is "special needs," but we hear the story from her point of view. I love Sahara's voice. She is an interesting girl filled with attitude living her life.

To begin, I can relate to this story because I am SURE Sahara has heard many jokes about her name. Do you know how many times people have asked me if I'm "Reel"?

More seriously, Sahara wants to be a writer and doesn't understand everything that has happened in her life (Why did her dad leave? Why does she have to sit in the hallway with the special needs teacher?). I can relate to that sentence. As has been mentioned probably too many times in the blog already, I have always found interest in writing. Also, probably like everyone else in this world, I don't understand everything that has happened to me in my life.

I am predicting that Sahara makes friends with the girl from the library, and maybe her writings in the library are discovered. Although, I'm not going to lie, I would be disappointed if her secret notebook was revealed to the rest of the world - I like the idea that it doesn't come out until she is in college or older. I also fear that the story with "Peaches" may not be over - I don't know if Sahara will be put back in the program or if there will be some other sort of encounter, but I think there is more to come.

I'm looking forward to reading more in the story. =)

I really can't think of a create title...

Yes, I will go ahead and say that I was honestly surprised that there were six language arts. I understand that arts has an "s" at the end and all, but I always considered language arts to be one subject. The fact that this subject contained six whole parts shocked me. I suppose if I had really sat down and thought about it (because apparently it's harder to think while standing) I would have come to the conclusion that there were many parts to my language arts classes, but that never happened and I was surprised.

Now that I'm over the shock of the separate categories of language arts, I will say that viewing and visually representing are different, but important parts of language arts. What people have been saying is true - the times are changing and technology is increasingly becoming more important in our society. If language arts is defined by the study of modes of language, it is essential to place visual representation and viewing in this list. I actually just realized - what am I doing right now? I am using technology to visual represent my thoughts on language arts. Right now you are viewing and reading my visual representation of language arts. That may be a little complicated. The point I'm trying to make is that visual representation and viewing are inevitable parts of understanding language.

I'll try to be less confusing in this paragraph. I do have experience with all six of the language arts. However, as I expressed just a post ago, my best experience is with writing. I remember in first grade we were required to write a story a day - guess what my favorite time of class was. I suppose I liked writing so much because I was good at it, but it was also a good release for me as I got older. I have many journals at home that are fun to go back and re-read. It's also really fun to find the stories I would type on my computer at home. Like the one about a girl named Angel who saved her teacher's life. One of my lame childhood dreams was to make a journal entry of every day of school one year. I was then going to do some editing and turn my journal into a novel. That never happened. Okay, I got off track. I've always gotten good comments and feedback on my writing, and it always felt good to be writing, so I've always enjoyed writing. Since I've felt the same since I was fairly young, I'm not sure if this will ever change. I hope this blog isn't working against me. I don't claim to be the best writer out there by any means, but I do believe it will always be my favorite on the language arts list.

I've Never Been a Fan of Titles...

I've always wanted to be a writer. In the 3rd grade I got accepted into this school of the arts as a creative writing focus student - I thought I was hot stuff. Of course, funding for 4th graders vanished into thin air. Therefore, I could not attend the school. I was promised a spot at the school in 5th grade, but would you guess it - my family moved that year. Yes, that was a pointless story - if there was a point it was to prove my ever existing interest in writing. I think this blog will be a good experience for me.

So since this is a free post and all, I do believe I will finish with a joke:
What do you call an illegally parked frog?
Toad.

Let's hope that is the last corny joke ever posted on this thing.
=)