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.
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.
