In preparing for active research project between a couple of my graduate classes, I was fortunate enough to be directed to an article that appeared in a July 2008 copy of English Journal. In the article, “Research Matters: Authentic Literacy and Student Achievement (NCTE membership required for viewing),” Rick VanDeWeghe describes how important it is for English teachers to push students to achieve authentic literacy. Using the research of Mike Schmoker, he defines authentic literacy as “the ability to read, write, and think effectively.” This is accomplished when “students engage in deep reading based on provocative questions posed before reading and then have opportunity to ‘argue and support an interpretation from one or more texts’ in writing.” I would also add that it’s possible for students to have that opportunity to argue and support interpretations through class discussion, as well. Continue reading
This is kind of interesting.
In reading and preparing for my lessons this upcoming week on Niccolo Machiavelli‘s rules for a prince or leader, I couldn’t stop thinking about his rules as if that leader was a teacher. Call it whatever critical lens you want, but it was interesting looking at his beliefs about leaders through the eyes of a preservice teacher. Without going into the specifics about what Machiavelli believes (you know, in case my students come across this post) he does offer some interesting questions about what a leader – er, rather, a teacher if you’re using this lens – should do and how he or she should act.
If you aren’t familiar with Machiavelli, he lived during the late 1400s and early 1500s. Living during the Renaissance, he was quite the humanist. He also held some power in Italian politics. His party (used loosely in comparison to contemporary American politics) eventually lost power in Italy and he was arrested, tortured and banished – and, of course, left without any political influence. Because of this, he ended up writing The Prince, in which he outlines, through personal mental struggle, how leaders should act in power. It’s a really interesting read, but using my “Educator Lens” I couldn’t help but apply his beliefs to the so-called leader of the classroom, a teacher.
Here are some of those characteristics and roles of a leader, as suggested by Machiavelli, to think about: Continue reading
I was recently forwarded an email from ASCD that focused on supporting preservice teachers. There were four that I think are worthy of sharing:
- Learning and Teaching for the Long Haul by Amy Baeder
- The Benefits of Asking “How Can I Improve This Lesson?” by Alice Kramer
- Professional Relationships Influence Preservice Teacher Success by Tracy L. Durksen and Robert M. Klassen
A short article that includes a 4-minute video shows the importance of asking questions in a lesson. What kind of questions to ask first? What about wait time? How many times should I repeat a question? The video deals with students in the primary levels, but I think some of the points brought up could apply to secondary level.
I’ve had about three good weeks in a row right now. I haven’t felt overwhelmed by graduate classes or teaching – and I’ve actually been able to make it to the gym 4-5 times a week. It’s a great feeling. Maybe it’s because I’m managing my time better. Maybe it’s because I’m getting more comfortable at my placement. Or maybe it’s just a mix between those two in combination with another aspect: planning.
This might be the biggest change I’ve noticed over the last couple months. It’s not that I wasn’t planning before – and it definitely wasn’t that I felt it was unnecessary – but it seemed like I was just stuck in a rut. My mentor would plan the lessons and I’d follow in the footsteps of those lessons. In a sense, I felt like robot that copied exactly what it saw.
But in the last few months, especially since the start of the new year, I’ve made it a goal to get more involved in the planning. Even if it’s just looking a week at a time, I’m staying focused on what I want to teach and how I want to go about doing it. I’m getting the readings done well in advance of these lessons on the weekends. And because of that, I’m able to get multiple readings in before the actual lesson. I’m more prepared and comfortable when I teach, now. So, while planning has greatly impacted how I approach my teaching, I’ve also noticed that it’s having a huge influence on my students. It’s a win-win all-around and it’s all because I took the initiative to get ahead on my planning to make a difference for me and for my students.
And because I like this feeling so much, I don’t expect to ever go back to how it was. Planning lessons is crucial to keeping my good mood and rest of my life less stressful.
It’s amazing what a good day toward the end of the week can do for an intern. I’m able to look at everything in my teaching with a positive light. And even with the things that I know I need to work on or fix, I look at critically but with hope. One such thing area of focus for me that I’ve started thinking about lately is holding individual accountability in collaborative learning. Continue reading
This is a vlog post regarding student engagement and motivation in the classroom, as well as outlining my plans to help increase class participation.
This video is password protected. For access to the video, please send me an e-mail and I will send you the password.
Over the summer, I had this post about the struggles of teaching a difficult text. You can read a little more about my questions and thoughts in that blog post, but I want to draw attention to something that a friend of mine and current teacher made in one of the comments for that post. I bring this up because, while teaching seniors this year, I’ve run into students who won’t do the readings for class discussion because they find the text too difficult. Now, that post back in July was actually more about teaching “dangerous” texts as opposed to “difficult” texts. But what Sean said in the comments stuck out to me as I was thinking through some issues with student motivation when it comes to reading:
On another note, was “teaching this book” how this was worded as you discussed in class? That is how I remember the verbiage in my Pitt Ed classes as well. But, since I have been in the classroom my mindset has focused more on the text as a vehicle to teach skills. The difference may seem subtle linguistically, but has serious pedagogical implications for one’s approach to planning and teaching.