The completion of this portfolio has been tedious but very rewarding. I have acquired a wealth of knowledge which appears to be practical and realistic. I feel prepared to face the demands of the teaching profession. I no longer feel like I am doing an injustice to the young minds rendered in my care. I feel equipped to answer their many questions, cater to their ceaseless needs and to help each child as best as my humanly self will allow. I am grateful to my lecturer who has always been there, guiding us along the way, ready to answer any questions we may have, clarify misconceptions we may possess and to stir us on the right path when we stray. This has been a wonderful exercise and I would recommend it to any English teacher who is searching for some guidance to dispel the myths that English Language is boring. I feel blessed having been exposed to this material and in sharing my experiences with you the readers.
Thankyou for taking the time to share in my experience.
Poetry plays a pivotal role in the reading connection. William Shakespeare in his Preface to Lyrical Ballad states that "poetry is the spontaneous overflow of powerful feelings". Poetry when read out loud should stimulate a need to know more in students about the creative use of words and language (Gunning, 2000).
After reading the article it was apparent that planning is crucial and imperative when teaching students poetry. Additionally, students must be taught to read and consider poems in a holistic manner and gain insight into students into students' interests and feelings about what has been read.
It is also important that students be taught strategies to read and aid in their comprehension of poems. For instance, teachers should encourage the use of the KWL Chart as was previously discussed in older posts, along with in cooperate fluent oral reading and choral reading.
Teachers should seek to make poetry fun for students and expose them to a variety of short poems. These short poems can be used for students to highlight similarities and techniques used by poets. Poetry should not be taught in isolation. Thus, it can be used with language classes. For example, a poem can be used to help students to identify sensory words which can be used to write a descriptive piece. Similar to any other type of writing, poetry must be assessed. Students should be taught to use self assessment and peer assessment checklists to evaluate their work and that of their peers. Hence, students are not only autonomous learners in the language classroom but the literature classes as well.
POINT TO NOTE: As a teacher, it is important that we create inclusive classrooms to cater to every student in our class, from those students who are present with disabilities to those who are gifted. It is important that we frequently monitor our peers, enhance memory comprehension and to ensure that every child is gaining the most out of each lesson. Remember to always encourage your students.
Before participating in the writer's workshop, I held the same misconception as one of the speakers in the video. I believed that the reading and writing connection was merely students responding to what they have read. I never internalised it as the two processes working in unison to help students understand and appreciate what they are reading. While participating in the workshop there are a few ideas which stimulated my interest. Students should be encouraged to write with an audience in mind. As I read this I began to reflect on my years as a student. I recall only be asked to write with an audience in mind when preparing letters or arguments. However, the workshop highlighted the importance of having students write with an audience in mind. Writing with one's audience in mind directs the words we use or guides one's writing. This takes me to another point which captivated my interest. Writers are decision makers. Thus, writers decide what happens in the story. I have never thought of writing from this perspective. This may drastically change how I react to writing in that, when I am driven to tears out of sympathy for a character, I will no longer cry. However, I may become furious at the writer for allowing the character to endure such agony.
Furthermore, I was amazed that a teacher could revisit books that students have read without hearing disgruntled sounds from students. The use of the same books for different purposes was a brilliant idea, one of which I will seek to employ in my classroom. For instance, after reading a book, a teacher may choose to revisit that book to aid with teaching literary devices or new vocabulary words.
Additionally, the use of students in the planning stages. The teachers monitored students and used what they suggested to direct their teaching. One teacher stated that when she began listening to her students, she no longer had sleepless nights preparing lesson plans. Likewise, I was fascinated with the use of students work to carry out mini lessons especially because the students were so receptive and particpative in the exercise. While I also enjoyed the idea of conferencing, I did not agree with the idea of dual conferencing because every student is not the same and may respond differently. Thus I would not employ dual conferencing if the students did not work in pairs.
Although the ideas presented all appeared to be realistic and well- organised, I can still foresee some obstacles which may hinder its success in a classroom of thirty- six adolescents. I observed that many if not all of the strategies were implemented in small classes and with students in the primary levels. Therefore, it is my belief that it will be a bit difficult to implement these strategies as smoothly into a larger classroom with older students. In addition, it will be even more demanding on teachers to conference with each child individually on a regular basis as was seen in the video. There was also the issue of using students work to teach mini lessons. While I applauded the idea, I thought of my students and how difficult it was to get some of them to share their work. Hence, I feel like it is almost impossible to use their work as an instructional tool.
After partcipating in the workshop, I will no longer view reading and writing as independent processes. However, one is dependent on the other for it to be carried out effectively. For instance, reading helps to
generate ideas for writing
learn new vcabulary
learn how to use the mechanics of the language effectively
Moreso, writing tools help to understand what has been read. Additionally, writing is reinforced by speech, through listening and reading. Therefore, as teachers we should use the two processes simultaneously when teaching our students.
Teaching Writing Strategies and Self- Regulation Procedures to Students with Learning Disabilities
After reading the article presented by De La Paz (2010), it highlighted some of the expectations for students in Grade K to twelve by the NCTE. Initially, I thought that these expectations were unrealistic, especially with the diverse students and the capabilities in today's classroom. Moreover, I felt that it demanded teachers to be miracle workers in their quest to fulfil these expectations. For example, NCTE puts forward that students should be able to use effectively the different genres , with complete knowledge of the skills demanded to complete those pieces, taking into consideration audience and purpose. I am not in the view that this is unachievable, however, I do question how possible this is with each student? This question puzzles me when it is apparent that not every child is at the cognitive level expected for his chronological age. Some students in the twelfth grade are still unable to read fluently. Thus, how are they expected to write effective pieces?
The article nonetheless presented the view that students are indeed writing despite the common myth that they are not. I do agree with this statement because students write via the mediums provided by technology. For instance, the students are blogging, always using twitter, posting comments on facebook, sending emails and text messages or instant messaging via their Blackberries. Thus, as teachers before we conclude that our students do not engage in writing, we should explore these alternatives by in cooperating these mediums in our classroom. This will enhance students' motivation, since the writing becomes personal. Therefore, as teachers we can encourage students personalisation of work by helping students find their own voice. This can be done through the themes selected thus, providing them with choice and using a combination of genres. Students can express themselves using journals or engage in free writing.
In an effort to aid students in becoming better learners, Graham, Harris, MacArthur, & Schwartz (1991) Harris & Graham (1996) developed an approach referred to as the self-regulated strategy. Self - Regulated Learning Strategy Learning which is guided by metacognition (thinking about one's thinking), strategic action and the motivation to learn. (Butler and Wunne, 1995; Winne and Perry, 2000). The learners
are cognisant of their academic strengths and weaknesses
have a repertoire of strategies for tackling academic tasks
are self-observatory
Development of Self Regulated Strategies
Deshler ans Schumanker (1986) posit that in self- regulated learning, students learn task specific strategies for composing such as planning and revising. The learning is scaffolded to help them master the use of the strategies. Students learn goal setting, self instruction and self monitoring.
I believe that teaching students to become self-regulated learners is of paramount importance. Students learn to become independent of the teacher and take responsibility for their learning. This development of independent learners, will encourage students to take ownership of their learning and aid with the transition into tertiary education or distance learning where the lecturers are only facilitators.
Teachers therefore, have the responsibility of modelling and helping students identify verbal statements and physical actions. Moreover, teachers are to promote student mastery of the targeted writing process. Hence, as teachers we need to become and understand what it means to be a self- regulated learner in an effort to develop our students.
We must teach our students strategies for planning and revising their work. As we discussed in the previous blogs, there are many strategies which students can use to plan their work such as Webbing and Brainstorming. In addition to planning, students must also be taught strategies to revise their work and that of their peers to provide feedback. Some of the strategies which can be used are self- assessment checklists and rubrics.
Teaching our students to plan and revise independently is beneficial to the students . This improves
their quality of writing
their approach to writing
their self- efficacy
It should be noted that this can be achieved through the integration of the process approach to writing.
Harris and Graham (1996) suggest these stages when teaching self- regulated strategies:
Activate student's prior knowledge
Discuss the strategy and obtain students' commitment
Model the use of the strategy and self-regulated statements.
Demonstrate mastery of strategy
Provide opportunity for collaborative practise
Encourage independent practise
The following is a video to help provide further clarity on Self- Regulated Learning.
The article also puts forward the need to employ Cognitive Strategy Instruction (CSI). Cognitive Strategy Instruction (CSI) is an instructional approach which emphasises the development of thinking skills and processes as a means to enhance learning. It is aimed at enabling students to become more strategic, self-reliant, flexible and productive in their learning endeavours. (Scheid, 1993) Halpern (1996) adds that CSI is based on the assumption that there are identifiable cognitive strategies which can be taught to most students.
Read (2005) posits that Cognitive Strategy Instruction is effective especially for students with learning disabilities. Students with learning disabilities often do not develop the types of strategies that their normal peers do as suggested by self- regulated learning. Cognitive Strategy Instruction utilises a combination of strategies to aid students through modelling and memorising.
I agree that these strategies are critical to our classroom teaching to cater for every student in our class. It is important that we create an inclusive environment in our classrooms. I am eager to implement some of these strategies in my classroom in order to be a more effective teacher and to develop autonomous learners.
After viewing the video presentation on the different purposes for writing it cemented the view that usually students do not know why they are writing. Thus, it is the teacher's responsibility to assist learners in finding their purposes for writing. The purpose of one's writing is often tied to the audience that the writer has in mind. Consequently, this will determine the form of the piece. For example, if the writer's purpose is to persuade his audience of a particular view, then he will use a persuasive piece to relate his views. Similarly, in poetry if the poet seeks to present an argument then he will do so in the form of a sonnet. Therefore, it is vital that we teach students the purpose of writing. By teaching our students skills for each purpose of writing, we equip them with for life outside of the school environment. Thus, the transition will be easier for them when they need to produce pieces of writing.
Additionally, we need to expose our students to different genres. The exposure to different genres will highlight to students the purpose for each genre. It is essential also, that we show the relevance of their writing to their everyday life in order to make the writing more meaningful.
I really enjoyed the Art lesson used in the video to help students write their compositions. I found it was creative and appealed to each type of learner in its own unique way. Students were given the instructions to create their own monsters, while writing down instructions so that another student can attempt to draw the monster. After the students were drawn, it was obvious that their writings lacked clarity in expression and that they needed to be more specific so that others could understand. Also, the teacher was able to show provide students with occupations where they would need to use this kind of technical writing.
Moreover, the video also highlighted that students need to be taught to value their ideas through the use of journals, logs or quick writes. The video reinforced the idea of allowing students to write and value what they write. As a result, when I do return to the clasroom, I intend to use some if not all of the strategies to encourage my students to write, enjoy what they write and see the relevance of their writing. I enjoyed the video and found it very useful in my understanding of making the writing classes meaningful to students.
Hall and Strangman (2002) define Graphic Organizers as a visual and graphic display which depicts the relationship between facts, terms and or ideas within a learning task.
Graphic Organizers are useful tools for teaching students to
-classify ideas
-communicate more effectively
-structure their writing
Graphic organizers have proven to be useful in and out of the language classrooms. Willerman & Mac Harg, (1991) posit that graphic organizers are useful in developing the comprehension ability of students, as well as their vocabulary. However, it is imperative that students are taught how to use the graphic organizers foir them to be useful. When students are equipped with the necessary skills for using graphic organizers they are able to take ownership of their work and become independent learners by extension.
There is a wide variety of graphic organizers, each one suited to organize different types of information. These are only a few examples of these organizers:
Fish Bone or Herring bone: A graphic organizer strategy that helps students identify and organize relationships between causes and effects. The key event (or the effect) is the "head" of the fishbone, and the causes of the event make up the "bones" or categories.
Story Board and Chain of Events
These organizers can be used to place main events in order of occurrence and can help students to organize information according to various steps or stages.
Venn Diagram and Compare and Contrast
These organizers can assist students to compare conceots based on their similarities and differences.
Cycle Map: is useful for organizing information that is circular or cyclical, with no absolute beginning or ending.
Cluster: this graohic organizer is useful for the organization of concepts, ideas, and as a pre-reading activity.
KWL: An instructional strategy to find out what the students know, what they want to know, and ultimately what they have learned as a result of their study.
FIVE W's and H:
The five 'W's (what, when, where, why, who) plus an 'H' (how) provide a strategy that is often used in news reporting in order to provide the audience with a quick overview of an event. It generally involves the following:
What: What happened?
When: When did it happen?
Where: Where did it happen?
Why: Why did it happen?
Who: Who was involved?
How: How did it happen?
Additional Reading
There are many other graphic organizers which can be sourced at these websites:
Brainstorming also referred to as List Making is a process of generating a great deal of information within a short time by building on the association of previous terms mentioned.
As a teacher, I believe that it is of paramount importance that we encourage our students to engage in brainstorming. Brainstorming allows our students to explore their ideas as well as listen and encourage that of their peers. As a result, creating a sense of team effort among our students. In an effort for us to effectively teach and encourage brainstorming, there are several techniques which we can teach our students. A few of which are:
Free Writing
Listing or Bulleting
Perspectives
Cubing
Clustering/Mapping/Webbing
Journalistic Questions
Thinking outside the box
This techniques along with others can be used to help students generate their ideas. If one technique does not work another can be employed to achieve the same results. It should also be noted that when we teach our students Brainstorming techniques, we are encouraging them to become independent self- regulated learners while they explore their creativity.
Here are Steps to Better Brainstorming
Sloane (2010) suggests that these steps will help teach students how to brainstorm. In her article she puts forward that teachers should
Provide students with opportunities for practice
Be enthusiastic and motivating
Choose topics carefully
Encourage different ideas (divergent thinking)
Categorize big lists
Count ideas presented by students
Reread ideas often to students
Keep a record of ideas discussed
Encourage students to consider purpose and audience
Encourage the use of dictionaries, thesauruses and encyclopedias
Thus, if these techniques are used correctly, students should be on their way to better brainstorming.
The following video is aimed at providing you with a better understanding of Brainstorming. Take a look>>
In the earlier posts of these blogs, I made mention of the Product vs Process Approaches to writing. We delved into the importance of both stages and I concluded that personally, I prefer to use the process approach both as a teacher and as a learner. In using the process apporach, writers generally make use of The Writing Process. The first stage of the Writing Process is known Pre- Writing.
Prewriting is the first stage of the writing process. It is at this stage that we explore our ideas about a subject. Prewriting helps to put ideas in a written form which may not be organised but help with out drafts. It is of paramount importance that as teachers and writers we engage our students and ourselves in the pre-writing process to help generate our ideas. There are a variety of ways to help with generating those ideas, known as pre-writing strategies. Everyone may not employ the same strategy but here are a few which can be very useful when engaging in the first stage of the writing process.
Pre-writing is geared towards getting students to form a topic. This can be done through:
getting one to respond to literature or music
listing
brainstorming
PRE- WRITING STRATEGIES
Some useful pre- writing strategies are:
Freewriting: one uses this strategy to write all the ideas he possesses on the subject. The focus is not on the sentence structure, grammar or the mechanics of the English Language. Free- writing is usually done in five to ten minutes and the aim is to gather all the ideas one has on a topic ranging from the least important to the most important.
Brainstorming: Similarly,to free writing brainstorming involves putting all the ideas one has on paper. Usually, free writing takes the format of a paragraph while brainstorming appears as a list.
However, the aim of both strategies is to write all that you know on the subject.
Clustering: this strategy usually begins with a circle in the middle containing the main idea. Smaller circles then branch off from the main circle with ideas which the writer possesses in relation to the topic. It is advisable that similar ideas are grouped together.
These are only a few strategies which can be used in the pre- writing stage. The following link wil; provide you with many other strategies which you can use.
The following video is aimed at supplementing the above reading. Enjoy!
After using the above strategies, it is advisable that you use a graphic organise to represent your ideas. Graphic organisers will be explored in s subsequent post.
The purpose of the writer in the descriptive piece "Lou's place" is to provide the audience with a vivid image of the restaurant. The writer seeks to present his audience with not only a visual of the place but by extension - an experience through the constant use of adjectives. Readers are able to experience Lou's restaurant as the writer recalls because of the intricate details which the writer presents. Readers are feel like they are presently at the restaurant in the middle of town of Sunbright, Tennessee.
Readers feel a sense of belonging as the writer describes
"the hardened veneer on some of the tables is missing a notch here and there.The paint on the walls has cracks and there is a perennial smell of hamburgers permeating the air. The casual observer could be forgiven for thinking the place is about to fold financially; instead, what we found that night was a well camouflaged center of social activity and the finest, most accurate, information available..."
The writer's purpose is also achieved as reader's feel like on-lookers as we long to inhale the aromas of the atmosphere. The use of artistic language to appeal to the senses of the audience provides a holistic experience of the restaurant. Additionally, the flashback technique, helps create a sense of reality and consistency as readers are made to believe that tradition prevails in this Sunbright town. The writer's purpose is also achieved because readers are able to form their own conclusions despite what has been presented. Thus, through the effective use of sensory images and the flashback technique readers are able to experience Lou's restaurant.
After reading three different pieces of writing, these are the strategies which I identified that were used by the writers to communicate with their audience:
The following strategies were identified in " The Faceless Teacher"
In an effort to present the argument on the rapid rate of which technology is sipping through the doorways of the classroom, the writer employs the use of figurative language to present his ideas more vividly. For example, he makes use of personification and similes such as "websites can shift and vanish like ghosts." Thus, this comparison highlights the speed aat which the technological advances are constantly changing.
Throughout the piece, the writer uses formal language and appeals to the audience's logic to communicate to his audience. The writer compares the advancements of the computer to the industrialised changes of man from susbsistent farmers to the dependence on machinery. The students being the hunters and the computers the machines. Further comparisons were made in support of the writers view that human teachers were more suitable and efficient in the classroom. The writer emohasized that the human teacher possessed the ability to teach, devise and make calculations while the faceless teacher cannot teach but can only calculate and display. These comparisons help to strength the arguments of the writer while presenting both sides of the argument.
In this descriptive piece, the readers are greeted with a memory of the writer. The memory travels back to the first time the narrator ever stumbled upon Lou's place. Readers are served with an in depth description of the restaurant' s features from its tables, chairs, floor,to the aromas. Readers are then introduced to Lou and immediately we are exposed to some of her values. She values cleanliness as is evident in her words that no matter how poor a man is he can be clean. The writer also uses Lou's speech to sublty provide readers with an insight into Lou's educational background. After a detailed description of the place, the writer exposes readers to the customs of the people, from drinking to gossiping. The use of the flashback technique also highlights that although persons have travelled in and out of the town, the customs of the people have remained the same. The audience feels a sense of belonging while reading this piece since the writer is so intimate with the descriptions which he provides.
3. Narrative- Alina
In this narrative, readers are presented with a visual picture of the main character with the use of adjectives. The story is presented via a first person narrator with the use of figurative language such as simile and personification "sun is struggling". The writer uses artistic language and sensory images to achieve his purpose which is to tell readers what has happened. The use of the proverbs and slang "transports" readers into the event which is occurring and creates a sense of intimacy between the reader and the narrator. Readers experience only what the narrator exposes them to and are "forced" to accept what the narrator presents.
This video is aimed at helping you understand the different ways writers appeal to their audience to achieve their purpose
TYPE
PURPOSE
AUDIENCE
CONTENT
STYLE
VOICE
ORGANIZATION
ARGUMENT
To persuade the audience that the viewpoint being presented should be supported.
Persons interested in the topic of discussion, who may be influential on the matter.
Introduction
Contains a thesis which presents the foundation for the rest of the argument.
Paragraphs
The paragraphs contain supporting details which further substantiates the main argument, providing empirical evidence where possible. Additionally, a good argument will present possible arguments of the opponents to strength their argument.
Conclusion
The conclusion reinforces the main points but does not introduce a new point. It is the final opportunity to persuade the audience that they should support your claims.
The writers usually employ technical arguments to appeal to individuals reasoning but some writers may also play on the audience's emotions through artistic language.
The speaker's voice can range from authoritative on the subject which is also usually very formal.
An argument usually has a thesis/ major claim
This thesis is supported by paragraphs with supporting details and counter arguments
The conclusion reiterates the major arguments mention previously.
DESCRIPTION
The main purpose of a descriptive piece is to present visual images to the audience by appealing to their senses.
The audience will vary depending on the subject being described.
The introduction which provides readers with an insight into the subject being described. The paragraphs which follow will provide intricate details about the subject.
The writers exploit affective factors associated with senses.
There can be use of technical language to present the obvious facts.
The voice may vary depending on the subject which is being described and the impact the writer wants to infringe on the audience.
Description employs spatial organization. It demands a sense of order in an effort to effectively create a visual image or sensory image. For example describing an individual from the physical features from the head down.
Exposition
The aim of expository writing is to inform or explain an idea.
The audience would be the person (s) whom the writer is trying to inform about the idea.
The structure will determine the content of the exposition.
Expositions generally make use of technical language.
Formal
Expositions can be organised in the following ways:
Cause and Effect
Sequencing
Comparison and Contrast
Classifications
Definitions
Narration
The narrator's purpose is to provide the reader with a sense of what has happened.
Readers of the narrative piece
Plot
Characters
Setting
Conflict
Climax
Resolution
Narrators tend to employ artistic language when presenting their stories to provide readers with a vivid image of what is being presented. However, when relating history and giving instructions the language is more technical.
Less formal and more personal
The voice may be sympathetic to one character which the narrator wants to the readers to sympathize with.
Narration can be temporal and chronological in its organization.
The completion of this portfolio has been tedious but very rewarding. I have acquired a wealth of knowledge which appears to be practical and realistic. I feel prepared to face the demands of the teaching profession. I no longer feel like I am doing an injustice to the young minds rendered in my care. I feel equipped to answer their many questions, cater to their ceaseless needs and to help each child as best as my humanly self will allow. I am grateful to my lecturer who has always been there, guiding us along the way, ready to answer any questions we may have, clarify misconceptions we may possess and to stir us on the right path when we stray. This has been a wonderful exercise and I would recommend it to any English teacher who is searching for some guidance to dispel the myths that English Language is boring. I feel blessed having been exposed to this material and in sharing my experiences with you the readers.
