My Belief Statements

The following are my belief statements about the teaching of reading. These are the principals I will use to create my classroom. My beliefs are based on the things I have learned in my Language, Literacy and Learning course, from our class readings, texts outside of the class and other events from my life.

1.) I believe students will be excited to read and get more out of the books, if the teacher provides the enthusiasm.

By reading Nancie Atwell’s, In the Middle: New Understanding about Writing, Reading, and Learning, I have realized when she talked about how much she liked a book, it made her students want to know more about it. If the teacher is not interested in the class activities, how are the students going to be? Also last semester when I was teaching for Kent State’s First Year Colloquium course, my students told me they were more engaged in the activities by my enthusiasm. They informed me that when I portrayed a good attitude in class, they became more interested in the work. I made it seem important and they wanted to know why. From these two sources I have determined a lot of the success comes from the teacher’s outlook.

2.) I believe doing reading workshops in class will help students become active readers in their adult life.

It is very important to stick with canonicals texts, and bring out the inner meanings which make them the classics. Teachers can make these fun and creative, but I also strongly believe students should get the opportunity to read novels they are interested in during class time. When I was in school, teachers often told me why a certain novel was so great and fascinating, but I did not always get the chance to find out for myself. By students choosing their source of reading, teachers are helping them engage in books they are interested in. I want to inspire students to make reading part of their life after they graduate and by getting into the routine of choosing books for themselves will help them in the future.

3.) I believe students should write letters to their peers and instructors about the books they are reading in the workshops.

Nancie Atwell suggests this strategy and shows several examples of her student’s letters in, In the Middle. By writing to each other about their novels, they are informing their classmates about what they do and do not like about their current reading. This is similar to what they will do someday. Students will discuss their reading and what they think about it. Also in the future they will suggest what they think someone else should or should not read. Writing these letters will help guide students down that path. By writing letters to the instructor they will be able to address issues or certain events in the novel they may not understand. In the end, they are embracing discussion of books.

4.) I believe students do not have to write book reports or long papers to evaluate their progress or understanding of a novel.

In my Language, Literacy and Learning course I have learned that extensive papers are not always the best way to assess a student’s learning. Throughout the semester, our class has learned ways to evaluate student’s work without giving extensive writing assignments. I think the most beneficial assignment was the weblogs because they allow students to pick three quotes and why they thought it was so relevant to the story. It also incorporates technology and how to send an appropriate e-mail. I got more out of doing eight weblogs through out the semester verses doing a research paper that is usually crammed in a two-week period. I think students will as well. Also having students participating in blogs or a book bistro is allowing each student to express what they believe is essential in a story. These types of assignments are more engaged in conversation and this is how people discuss novels when they are older and not in a five-page paper.

5.) I believe educators should do a reading record form throughout the school year along with their students.

If teachers are documenting their reading territories then it will show students how interested and important reading is to them. Reading is a lifelong activity and this show’s student’s that their teachers have reading goals as well. I think it could be interesting for teachers and student’s to discuss their reading records together. They can express books they enjoyed or ones they abandoned. By joining in this activity students will know teachers think their variety and quality of reading is important and it should be for the student’s as well. I thought the reading records we did this semester were important, but I would have liked to hear how the process went for my classmates.

6.) I believe instructors should create reading activities that help advanced as well as struggling readers.

This semester in my reading methods course we read collections from Kylene Beers, When Kids Can’t Read: What Teachers Can Do. This book demonstrates mini-lessons teachers can use to build confidence in their students that are not at a high reading level compared to their classmates. In our classes, a lot of the time activities go well because we are working with other people who like to read and are able to pick up strategies that will help them become better readers. In this environment, the activities will go smoothly, but in the classroom some students will be struggling. I believe Beers provides activates educators can use to give advice to improve student’s reading and help them learn these guide lines to use with their pleasure reading.

7.) I believe students should read multi-cultural texts, to learn diversity and about different backgrounds.

This semester when I attended my first educational conference, the workshops were focused on teaching multi-cultural texts. I was so excited to learn new lesson ideas geared toward this topic. It is very important for student’s to understand other ethnicities and learn about their culture. We live in a country with so many backgrounds and it is respectful to know the lives of others. If students read more literature driven in this direction, then they will be more aware of the world around them.

8.) I believe using technology in the classroom will help students understand and learn the material better.

Throughout the semester, my instructor Dr. Kist and the other cohort professor Dr. Bruce, encourages using multi-modal activities in our classroom. My class and I have practiced several strategies that our instructors are suggesting will help with learning and they were right! By doing the weblogs and the canonical and literature circle wiki’s I have gotten so much out of the reading. Doing the video poem was my favorite use of technology and I believe this will be the student’s highlight assignment as well. Doing the blogs I have been able to connect more with the class and learn new things about literature and politics in the teaching profession. I think my future student’s will have the same type of experience with technology.

9.) I believe mixed-ability grouping is beneficial for struggling readers.

I think by putting successful readers combined with less-advanced readers will help them learn strategies to improve their level of reading. Successful readers have picked up ideas and specific approaches to their reading to help improve there level of ability. I learned the concept of mixed-ability grouping from my Educational Psychology course and applied with Beers activities will help students see what their peers are doing to succeed with their reading. This approach will be a good way for students to get advice from someone besides their teacher.

10.) I believe teachers need to supply their students with before, during and after reading activities.

Throughout the semester my Language, Literacy and Learning course has given several strategies that can be used at anytime during the reading of a text. I have discovered it is not only important to do activates during the reading to assist with learning and after to assess the student’s learning, but also before. By doing before reading activities, it introduces and gives the students the chance to make predictions about the story. By introducing the novel, students can also learn the time period is was written in. I am thankful we have been keeping track of all of our activities because it will be a great source to reference to.

Classroom Set Up

Is this poster similar to something you saw in your own school? I always remember seeing motivational signs my teachers had plastered around their classroom. When I saw this poster, I thought about the way I want my own classroom to look like someday.

In my mind, I envisioned a book shelf piled with novels, a rug and bean bag area for pleasure reading, plants, color, a graffiti wall and the list could keep going with ideas. I wondered if I would include posters like this in my room because it seemed normal in the high school atmosphere. When I was in school, I usually thought the posters were a little "cheesy" and they did not speak to me on a deep level. This realization made me think of an idea for something we could include in our classrooms. It is similar to a graffiti wall, but does not include the student's favorite poetry or song lyrics. Instead the students would pick a quote or statement by an individual they see as motivational or inspiring and put them on a "motivational wall." This way when the students see the board, they will remember their role model and try to live by their words of advice.

This could be a fun idea for high school students or they may think it is weird. I can not say for sure, but the idea came across to me and I was wondering what other people were thinking. Any further ideas or suggestions?

My Video Poem Experience

Currently in my Language, Literacy and Learning course we have been working on video poems. My group decided to do our video on "Alone" by Edgar Allan Poe. We spent time filming shots and attempted to act to the best of our abilities. Most recently we have been editing our footage, adding in the text and special affects and incorporating music.

Dr. Kist and Dr. Bruce have given us a lot of time to work on this project. I have enjoyed working with my group and being able to express ourselves. Current English teachers may not find this assignment related to their job. It might not be the most traditional assignment, but I have learned so much from it. Video poems teach students how to work with others, use time management, interpret a poem or excerpt and use technology. By doing this project I have learned poetry in a different way. I think it is a great project and I look forward to seeing every one's videos.

Even though we are not literally writing, we are taking the same steps as writing a document. When composing a paper, you have to brainstorm ideas then organize your information and sources. Writing and editing come next and this process continues throughout the work. The video poem was done in the same context. Our group chose a poem, we discussed our interpretation of it, brainstormed possible shots and the rest followed. It might not come across as similar, but they definitely are.

The Future of Education in America

The upcoming Presidential Election is important to me because I am concerned about each nominee’s goals to help improve education in America. I am thinking about working in an urban school district and I would like to make sure the candidate I vote for wants to help inner-city schools. Often students enrolled in these types of schools come from underprivileged neighborhoods, with limited health care and from homes with low property values. This affects the funding available to the schools and I would like to know how the future President will handle this dilemma.

Go to this link to hear Obama and his plans to help this situation: Obama and Education. This is a collection of short excerpts from his whole speech. If you do not want to go through the nine minutes of clips, listen between the minutes 6:30- 8:00 and this will specifically address education, but I suggest you listen to the whole ten minutes of clips from the full speech. If you are interested to hear the full speech go to: http://www.youtube.com/watch?v=ffxOSEj_sQM. The whole speech is not focused on education, but a lot of the factors presented in the speech affect race in American. If anyone else is interested in starting a career in the same type of setting, I suggest you watch this speech.

Teaching Teachers: Three Perspectives on Becoming an Educator

Recently I found a great clip about the bond between a student teacher, her cooperating teacher and an education professor. The discussions and their thoughts are going to be similar to how we are going to feel next year during our student teaching.

The short video also discusses the frustrations an educator may face when a lesson does not go the way they intended. This clip may help bring your confidence back up and let you know it is okay to keep trying. You might fail a few times, before getting things right. These instructors let you know it is okay to struggle at times, if you are trying your best.

I hope everyone enjoys this short five minute video:

http://youtube.com/watch?v=yotqmsjd4AQ

Virginia Hamilton Conference

Hello again! Last Friday, April 11, 2008, I went to my first educational conference and it was a beneficial experience. It was The 24th Annual Virginia Hamilton Conference at Kent State University. Going with other INLA students was extremely valuable to get their perspective as well.
The day started out with two key note speakers, Mr. Jerry and Gloria Jean Pinkney. Jerry is a successful illustrator for children’s picture books and Gloria Jean writes novels. They both discussed their inspirations for their work and their presentation was excellent. I actually would have liked to hear them speak some more, but the day had to go on. Soon after, a noted author, Russell Freedman, received an award for his outstanding work in literature. He gave a short speech for his gratitude.
Then the workshops began! Each workshop was broken up into about an hour slot and would be held in two different time sessions. Every attendant got to choose three out of ten workshops that seemed most interesting to them. My first workshop session included an author, an editor and their relationship. They discussed the things they had to work out in the process of writing a novel and the obstacles they have to face to create a great story. The author is Andrea Cheng and her editor is Louise May. Even though it was not a session that can easily be incorporated into a lesson plan, I still found it beneficial if I ever wanted to become serious in the writing field.
The next workshop I attended taught how to interpret multicultural texts through reader’s theater. The conductor of the session was Tony Manna and he was fabulous. He gave the entire group great ideas to help students feel comfortable expressing new ideas through multicultural texts. We did a lot of activities with poems and working in groups. He incorporated ideas that I will definitely use someday.
My final session was fantastic! It was held by Sherry Mooers and I want to validate Sherry for everything she does for her students! She is a very dedicated educator and I found her to be an inspiration. She works in a very poor, urban school in Mississippi. Mooers gave the entire room an abundant amount of lesson plan ideas. I am seriously thinking about teaching in an urban setting and she gave us low budget ideas that are really creative with great themes integrated.
Going to this conference was better than expected and I am now more excited then ever to attend the educational conference in San Antonio, Texas, next fall.

Anxious for Future

Hello all! Welcome to my blog spot. My fellow INLA friends and I are very excited to have the opportunity to express ourselves in a new way. During the past three years at Kent State I have been picking up bits and pieces of information and advice to help me in my future career as an educator.

For the past two years I have been a middle school cheerleading advisor. The experience has been amazing and great way to work with young adults. Even though I am not chatting with students about their latest favorite novel, I have been able to gain an understanding of the factors you do not always think about when coming into the teaching business. Some aspects that I have learned to work through are cooperating with parents, listening to a troubled teen and handling the frustrations during "rocky" days. Even though there are bad days, the good ones always seem to stand out and make it all worth while. Coaching has given me the opportunity to gain a sense of fulfillment, help teach young adults something new, laugh and have fun.

My goal is to take my two years of coaching and apply it towards teaching. I am nervous for student teaching, but even with the butterflies, I am still motivated to make it the best experience for the future. It is just one more step to reach my goal of starting a career in education.