1. The problem that is being addressed in this action research project is the focusing of students learning rhyming words and word families in text.
2. The rational of this student explained by her is that knowing rhyming words and word families is an important skill to have to learn and make sense of a language. She feels that it would be in the students best interest to gain better skills in these areas so that future learning will come easier and that they may become more successful.
3. A heavy use of games will be used to help the students skills in rhyming and word families. Strategies I see include 'Thematic Instruction', by the use of the rhyming being the theme, and I also see 'Identifying Similarities and Differences', by grouping rhyming and word families together.
4. The question is 'Will the rhyming strategies change student attitudes about reading instruction?'
5. Evidence that she presents included; quoted statistics from researchers such as Wylie and Durrell, who stated that use of rhyming instead of decoding help children learn words more easily. And another quote also states that use of rhyming and word families enable students to decode new and difficult words in text. (Allen, 1998).
6. She plans on gathering data through pre and post test, visually observing student behavior, and through student example work. She also said that she would keep all of these notes and observations in her teacher journal.
Sunday, December 4, 2011
Analysis of Action Research #1
1. The title of this Action Research project is, 'Evidence of Understanding in an 8th Grade Classroom'.
2. The main question of the research focuses on, 'How do we know students are learning?'
4. The learning strategy that is being implemented (I see more than one), is Setting Objectives. I see this in his lesson particularly when he speaks about challenging the students to show him and their classmates, their understanding of the assignment given in a variety of ways and giving feedback to the students. Also another implemented learning strategy, of 'Providing Feedback'.
5. The evidence presented was when the students were able to provide the products that allowed for classroom feedback and applied to the content at hand. In this case these products could have been poems, comic strips, written discussions that the group had together, reading response outlines, or annotation of the text.
6. The data was collected from the students work and then the student classroom discussions about each others work. Students were asked questions about their work and how well they can see if their fellow classmates understood the story and the objective. The example piece used was a poem and student comments were recorded answering whether or not the particular student met the standards set at the beginning of the assignment.
7. The data was analyzed by taking the results of the classroom discussion and using it as a reflective tool for how he implemented this lesson. He, as I said before, recorded all of the students feedback and matched it to the standards that were discussed before the students started their projects.
8. The results found were that he realized students should be active in their learning and understanding and not passive. And by being active they found more purpose and drive in completing their objectives. Students were also able to produce more quality work because of the variety of choice they had to express their understandings.
9. These results can inform teacher practice by showing that there is more than one way for students to understand content and that they all do not process the content the same way. This also shows us that when students are given responsibility of their own learning more quality work is produced and students can actually more efficiently learn from one another.
2. The main question of the research focuses on, 'How do we know students are learning?'
4. The learning strategy that is being implemented (I see more than one), is Setting Objectives. I see this in his lesson particularly when he speaks about challenging the students to show him and their classmates, their understanding of the assignment given in a variety of ways and giving feedback to the students. Also another implemented learning strategy, of 'Providing Feedback'.
5. The evidence presented was when the students were able to provide the products that allowed for classroom feedback and applied to the content at hand. In this case these products could have been poems, comic strips, written discussions that the group had together, reading response outlines, or annotation of the text.
6. The data was collected from the students work and then the student classroom discussions about each others work. Students were asked questions about their work and how well they can see if their fellow classmates understood the story and the objective. The example piece used was a poem and student comments were recorded answering whether or not the particular student met the standards set at the beginning of the assignment.
7. The data was analyzed by taking the results of the classroom discussion and using it as a reflective tool for how he implemented this lesson. He, as I said before, recorded all of the students feedback and matched it to the standards that were discussed before the students started their projects.
8. The results found were that he realized students should be active in their learning and understanding and not passive. And by being active they found more purpose and drive in completing their objectives. Students were also able to produce more quality work because of the variety of choice they had to express their understandings.
9. These results can inform teacher practice by showing that there is more than one way for students to understand content and that they all do not process the content the same way. This also shows us that when students are given responsibility of their own learning more quality work is produced and students can actually more efficiently learn from one another.
Verbatim Questions
My 75 hour clinical was done in the art room. Some of the questions asked by the teacher to the students included:
What is cubism?
Does anyone know who Picasso is?
What are geometric shapes?
Answers by the students included many 'I do not Know', 'Squares, rectangles, triangles.'
Questions from students included:
How do I do this?
Is this good or right?
And one that I found very curious was, What color do we color the water if water is clear?
I feel that the answer the teacher gave could have lead to a learning experience about the idea of the artists and the artists process, but instead it was simply answered and discarded.
What is cubism?
Does anyone know who Picasso is?
What are geometric shapes?
Answers by the students included many 'I do not Know', 'Squares, rectangles, triangles.'
Questions from students included:
How do I do this?
Is this good or right?
And one that I found very curious was, What color do we color the water if water is clear?
I feel that the answer the teacher gave could have lead to a learning experience about the idea of the artists and the artists process, but instead it was simply answered and discarded.
Struggling Student - Fall 2011
In my 75 hour clinical I designed and implemented a PBL that dealt with one of my struggling students issues (staying seated, and moving around during class). My PBL and lessons were all focused on the students use of movement and being out of their seats; there were a few lessons that required students to be seated for lectures but I made them interactive asking and engaging students in the learning process.
For the short time I was able to implement this PBL, students were able to gather some of the main content I was teaching. My struggling student still had some problems but was able to make also make proper connections with the lessons and the content. I feel with more time and a stronger foundation of the principles of my lesson that even stronger connections could have been made. From my observations I didn't see a decline in learning but there was evidence of engagement of the PBL.
Again, I feel with more time and implementation of learning styles the struggling student, I feel would have made more and maybe even different connections to real world experiences.
For the short time I was able to implement this PBL, students were able to gather some of the main content I was teaching. My struggling student still had some problems but was able to make also make proper connections with the lessons and the content. I feel with more time and a stronger foundation of the principles of my lesson that even stronger connections could have been made. From my observations I didn't see a decline in learning but there was evidence of engagement of the PBL.
Again, I feel with more time and implementation of learning styles the struggling student, I feel would have made more and maybe even different connections to real world experiences.
Thursday, November 3, 2011
Student Survey Learning Styles
This graph shows the collected results of the 7th grade art class that I am working with. I was told that they did an ealier test of learning styles at the beginning of the year that measured them in three categories: Visual, Kinesthetic, and auditory. The survey I used measured them in 8 categories of Learning styles, it was given to one class of 23 students, and the data in graph is the results of the students top 3 styles the students scored in.
Friday, October 14, 2011
Double Entry #13
1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
The traditional teacher centered style of teaching. Educators are now trying to implement styles of learning that brings back the spark and path of true learning. By giving students relevant problems that exist in their world and having them work as cooperating teams. There for engaging them into the material in a more productive way that they can then retain more of the content that was introduced.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
PBL's support better learning by:
Project based focuses on an end product that students must create using and researching knowledge and content to come to their end product. Where as problem based learning focuses more on answering a question and coming up with possible solutions to an enduring question. And learning by design has the students actually diving into the making and creating, learning and solving by making mistakes and revisions.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
In my opinion having higher thinking skills and cooperating groups are the most important because students will be able to retain the information and instead of asking why they have to do the work, it may have relevance in their lives and are able to connect to their world. students will also be able to make longer lasting connections to the content and will benefit from the social skills they gain throughout their group work.
The traditional teacher centered style of teaching. Educators are now trying to implement styles of learning that brings back the spark and path of true learning. By giving students relevant problems that exist in their world and having them work as cooperating teams. There for engaging them into the material in a more productive way that they can then retain more of the content that was introduced.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.
PBL's support better learning by:
- Giving students better critical thinking skills, according to Edutopia article Shepard (1998) showed us this through his study of fourth and fifth graders, who were confronted with the enduring question of how to solve the housing shortage problems in other countries.
- The next example given was a longitudinal study of 2 British schools. This study by Boaler (1997, 1998) took the two schools and had one perform traditional teacher centered teaching and the other school was to implement PBL. After three years the schools were compared on their learning styles through a pre and post test. The results found that even though there were similar gains in factual knowledge the PBL students did better on the conceptual questions.
- The final example given talks about students who were given the assignment to make brochures about homeless students, (Penuel, Means, & Simkins, 2000) using multimedia. When these students were tested their results showed that they had higher marks in content master, sensitivity to audience, and coherent design.
- This approach has been found to be better, though, in supporting flexible problem sovling, application of knowledge, and hypothesis generation. (Dochy, Segers, Van den Bossche, and Gijbels, 2003).
- Additional studies have demonstrated that students who participate in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996) and to support their claims with well reasoned arguments (stepien et al., 1993).
- They also experiance larger gain in conceptual understanding in science (Williams, Hemstreet, Liu, and Smith, 1998).
- In one such study, however, Hmelo, Holton, and Kolodner (2000) asked sixth-grade students to design a set of artificial lungs and build a partially working model of the respiratory system. They found that the design project led to better learning outcomes than the traditional approach to instruction.
- Fortus and colleagues (2004) conducted a study with 92 students that tracked their learning across three design-based science units that included designing a structure for extreme environments, designing environmentally friendly batteries, and designing safer cell phones. Each unit contained multiple design and learning cycles. the research team found that both higher and lower achieving students showed strong evidence of progress in learning the targeted science concepts and students were able to apply key concepts in their design work.
- Design activity supports revisions and redesign their work product. The complexity of the work often dictates the need for collaboration and specific roles for different students, providing them with the opportunity to become "experts" in a particular area.
Project based focuses on an end product that students must create using and researching knowledge and content to come to their end product. Where as problem based learning focuses more on answering a question and coming up with possible solutions to an enduring question. And learning by design has the students actually diving into the making and creating, learning and solving by making mistakes and revisions.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?
In my opinion having higher thinking skills and cooperating groups are the most important because students will be able to retain the information and instead of asking why they have to do the work, it may have relevance in their lives and are able to connect to their world. students will also be able to make longer lasting connections to the content and will benefit from the social skills they gain throughout their group work.
Sunday, October 9, 2011
Double Entry #12
3 Things I have Learned...
1. The first thing that I learned or really actually realized was that verbal communication in the classroom can easily set up a hierarchy were the enviroment can easily be turned into teacher centered learning through IRE and subordinace of students. Realizing this will make me think even harder now how I engage students in verbal communication in the classroom.
2. I also didnt realized that questioning time was a factor, I think that students should be given time to answer a question, but i never thought about the time factor on which they try to answer. Thinking about this brings my attention to the idea that if a student gets the answer from an inpatient teacher then why should the student even try to answer the question.
3. A third idea presented in this aricle that created an awareness for me was the idea that its okay if every question does not have a 'right answer', and that it is okay for students to discuss ideas and possiblitlies leading into furthur questioning that can go deeper than the initial question asked.
2 Things I found interesting...
1. I found the break down of communication very interesting and how they found that from the start of the classroom that the way you commicate with your students will dertermine how they function and learn in the classroom.
2. I also liked how in the article they kept comparing the IRE way of teaching in paraelle to a more student centered learning enviorment.
1 Question I have...
1. How do you as a teacher know when to implement student centered teaching, does teacher centered need to be covered first so students have the tools to focus on a project or question at hand?
By asking an essential question, students must at first rely on their 'Funds of Knowlede' about the subject. Then they must engage other students to disscuss these ideas and collaborate why this effects them. I think that by giving students an opportunity to answer big questions can improve their ideas of self, and if implemented right they can learn how to talk and reflect with one another in a respectable way. By giving these students power in the classroom they can then become more engaged in their learning and can apply the content to themselves and their enviorment. This also gives them a chance to see how adults communicate in the real world, and that they are not islands unto themselves but a collaborative group that is learing and growing with one another.
1. The first thing that I learned or really actually realized was that verbal communication in the classroom can easily set up a hierarchy were the enviroment can easily be turned into teacher centered learning through IRE and subordinace of students. Realizing this will make me think even harder now how I engage students in verbal communication in the classroom.
2. I also didnt realized that questioning time was a factor, I think that students should be given time to answer a question, but i never thought about the time factor on which they try to answer. Thinking about this brings my attention to the idea that if a student gets the answer from an inpatient teacher then why should the student even try to answer the question.
3. A third idea presented in this aricle that created an awareness for me was the idea that its okay if every question does not have a 'right answer', and that it is okay for students to discuss ideas and possiblitlies leading into furthur questioning that can go deeper than the initial question asked.
2 Things I found interesting...
1. I found the break down of communication very interesting and how they found that from the start of the classroom that the way you commicate with your students will dertermine how they function and learn in the classroom.
2. I also liked how in the article they kept comparing the IRE way of teaching in paraelle to a more student centered learning enviorment.
1 Question I have...
1. How do you as a teacher know when to implement student centered teaching, does teacher centered need to be covered first so students have the tools to focus on a project or question at hand?
By asking an essential question, students must at first rely on their 'Funds of Knowlede' about the subject. Then they must engage other students to disscuss these ideas and collaborate why this effects them. I think that by giving students an opportunity to answer big questions can improve their ideas of self, and if implemented right they can learn how to talk and reflect with one another in a respectable way. By giving these students power in the classroom they can then become more engaged in their learning and can apply the content to themselves and their enviorment. This also gives them a chance to see how adults communicate in the real world, and that they are not islands unto themselves but a collaborative group that is learing and growing with one another.
Wednesday, October 5, 2011
Top Ten Project Reflection
The first example of exemplary in the Top Ten Project I feel was the Academic Rigor in which students developed new habits of mind. I believe they accomplished this through the learning of what fact and opinion is and how it was used in the books they were reading. They were questioned about what makes something a fact or opinion and then they were given several examples. Not only did students look at others work but they reflected on their own research and how they used facts and opinion to rank their animals.
The second example would be under Applied Learning, where the students had to work communicate with each other, collect and organize data, and analyze their information. I believe this was met through the students creating their own criteria that they would rank each animal, and they had to do research on each of these animals and validate their resources. Students also had to have open and clear communication with one another so they could properly rank the animals in a way that it reflected the entire class findings.
The third example that make this PBL exemplary was the Assessment Practice where their final product was presented to a wide audience. Since the final project was a wiki that is a social tool the students were able to get feedback from not only their school and community but from people all over the world. The video mentioned how the students kept up to date on how many people were viewing and voting on their site.
Pilver, R. (n.d.). Wikis and 21st century literacy instruction. Retrieved from http://top10.sblc.wikispaces.net/file/view/wikisand21stcentury.pdf
Reading and Language Arts: 4th Grade
RLA.O.4.1.1 identify and practice appropriate vocabulary:
RLA.O.4.1.8 interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.
RLA.O.4.1.9 determine the author’s purpose in literary and informational texts and use supporting material to justify author’s intent:
RLA.O.4.1.14 select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources)
RLA.O.4.1.15 use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16 use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17 increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.6 write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.12 use strategies to gather and record information for research topics:
Science: 4th Grade
SC.O.4.1.4demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.5 recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.6 support statements with facts found through research from various sources, including technology.
SC.O.4.1.9construct a hypothesis when provided a problem.
SC.O.4.2.1 describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.O.4.2.8construct and explain models of habitats, food chains, and food webs.
Fourth grade science. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
Fourth grade reading and english language arts. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
The second example would be under Applied Learning, where the students had to work communicate with each other, collect and organize data, and analyze their information. I believe this was met through the students creating their own criteria that they would rank each animal, and they had to do research on each of these animals and validate their resources. Students also had to have open and clear communication with one another so they could properly rank the animals in a way that it reflected the entire class findings.
The third example that make this PBL exemplary was the Assessment Practice where their final product was presented to a wide audience. Since the final project was a wiki that is a social tool the students were able to get feedback from not only their school and community but from people all over the world. The video mentioned how the students kept up to date on how many people were viewing and voting on their site.
Pilver, R. (n.d.). Wikis and 21st century literacy instruction. Retrieved from http://top10.sblc.wikispaces.net/file/view/wikisand21stcentury.pdf
Reading and Language Arts: 4th Grade
RLA.O.4.1.1 identify and practice appropriate vocabulary:
- multiple meaning words
- synonyms
- antonyms
- homonyms
- content area vocabulary
- context clues
RLA.O.4.1.8 interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.
RLA.O.4.1.9 determine the author’s purpose in literary and informational texts and use supporting material to justify author’s intent:
- to persuade
- to entertain
- to inform
- to determine a specific viewpoint
RLA.O.4.1.14 select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources)
RLA.O.4.1.15 use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols).
RLA.O.4.1.16 use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts).
RLA.O.4.1.17 increase the amount of independent reading to build background knowledge, expand vocabulary and comprehend literary and informational text.
RLA.O.4.2.6 write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.
RLA.O.4.2.12 use strategies to gather and record information for research topics:
- note taking
- summarizing
- paraphrasing
- describing in narrative form
- gathering information from direct quotes, maps, charts, graphs and tables
Science: 4th Grade
SC.O.4.1.4demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.
SC.O.4.1.5 recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.
SC.O.4.1.6 support statements with facts found through research from various sources, including technology.
SC.O.4.1.9construct a hypothesis when provided a problem.
SC.O.4.2.1 describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.O.4.2.8construct and explain models of habitats, food chains, and food webs.
Fourth grade science. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
Fourth grade reading and english language arts. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/popUp.cfm
Wednesday, September 28, 2011
Double Entry #10
Why is kid watching a critical practice for teacher to use?
To become an effective teacher you must know how to motivate your students to take part in the learning environment. Your students are not little machines or robots that you can just give information to and expect them to memorize and know it. They must have their interest sparked and their minds focused. To do this you have to understand and know your students. By kid watching you can listen and see what kinds of things your students talk about during class to their friends, they will probably not be talking about the assignment you have for them, they are more likely to be talking about their day and what they plan on doing after they go home. These can be important clues to connect their home interest to the classroom, sparking motivation and likely hood that the students will be engaged in the assignments you are giving them.
How is kid watching informed by cultural difference theory?
By kid watching you can see how each of your students vary in their cultural backgrounds and better understanding what kinds of levels they are on. By observing them on more personal level you can open their virtual backpacks to see what kinds of 'funds of knowledge' they are bringing with them to the classroom. These opportunities can allow you to better create and accommodate your lesson plans to best fit their needs and pace of learning. This in turn can do a multitude of things such as create a closer classroom community, cut down on behavioral problems and focus more on the tasks of learning.
To become an effective teacher you must know how to motivate your students to take part in the learning environment. Your students are not little machines or robots that you can just give information to and expect them to memorize and know it. They must have their interest sparked and their minds focused. To do this you have to understand and know your students. By kid watching you can listen and see what kinds of things your students talk about during class to their friends, they will probably not be talking about the assignment you have for them, they are more likely to be talking about their day and what they plan on doing after they go home. These can be important clues to connect their home interest to the classroom, sparking motivation and likely hood that the students will be engaged in the assignments you are giving them.
How is kid watching informed by cultural difference theory?
By kid watching you can see how each of your students vary in their cultural backgrounds and better understanding what kinds of levels they are on. By observing them on more personal level you can open their virtual backpacks to see what kinds of 'funds of knowledge' they are bringing with them to the classroom. These opportunities can allow you to better create and accommodate your lesson plans to best fit their needs and pace of learning. This in turn can do a multitude of things such as create a closer classroom community, cut down on behavioral problems and focus more on the tasks of learning.
Double Entry #9: Getting to Know your Students
Why is it important to encourage students to use primary language or code switch during literacy events?
So that the students are not pressured into having to use and learn the new language. Writing in their primary language can be a useful tool to get them to write expressively and how they want to convey what they are thinking and feeling. Once they are comfortable with their writing, they can then acquire new skills to translate their writings more effectively. Then learn new vocabulary and sentence structure translating something that they can connect to.
Does this apply to children with Appalachian dialects? Why or Why not?
Yes, because even though standard speaking individuals may think of it as garble, it is a dialect, with its own rules and vocabulary. And if someone grows up with a certain set of words and structure and that is all they know then who is to say that they cannot speak properly. To them it is the proper way to speak just as any foreign language of a different country. Different countries like America all have their own regions and dialects, like China, Europe, or Africa. And like America there may be a 'standard' or more popular dialect, but we do not disregard foreigners different dialects, we work them and should use equal opportunities for them to learn.
What are the differences between reading aloud from a students centered perspective and a teacher centered perspective?
The teacher centered perspective seemed to focus on what the teacher felt was important to get out of the story. She asked direct questions that were literal answers from the book, leaving little room for creativity or opinion. Students were thought that if they were speaking they were not learning so they had to remain seated and quiet while the teacher read aloud to them. I do not care for this approach, I think that the students even though they are quiet with their eyes forward are probably wondering in their minds about everything but the story. And only the few in the front would be able to really focus and be able to answer the question at the end. And they would also walk away from the story with no personal connection probably forgetting the next day.
Student centered perspective on the other hand takes the focus away from the teacher and puts it on the students. This then becomes engaging and students must take responsibility for their own connections they make. Students are able to ask questions and become inquisitive and think on higher levels of cognition. The story then takes a step back and the focus is placed on the students really taking in the information and making the book a tool for learning. I much prefer this approach, it allows the teacher to really see what kinds of connections are going on in the classroom and how students are taking in the information. This allows more effective gauging of student level and how to revise lesson to meet the students actual needs instead of where the teacher would expect or think they would be.
This article talks about code switching and the research they are doing in Appalachian Dialect.
So that the students are not pressured into having to use and learn the new language. Writing in their primary language can be a useful tool to get them to write expressively and how they want to convey what they are thinking and feeling. Once they are comfortable with their writing, they can then acquire new skills to translate their writings more effectively. Then learn new vocabulary and sentence structure translating something that they can connect to.
Does this apply to children with Appalachian dialects? Why or Why not?
Yes, because even though standard speaking individuals may think of it as garble, it is a dialect, with its own rules and vocabulary. And if someone grows up with a certain set of words and structure and that is all they know then who is to say that they cannot speak properly. To them it is the proper way to speak just as any foreign language of a different country. Different countries like America all have their own regions and dialects, like China, Europe, or Africa. And like America there may be a 'standard' or more popular dialect, but we do not disregard foreigners different dialects, we work them and should use equal opportunities for them to learn.
What are the differences between reading aloud from a students centered perspective and a teacher centered perspective?
The teacher centered perspective seemed to focus on what the teacher felt was important to get out of the story. She asked direct questions that were literal answers from the book, leaving little room for creativity or opinion. Students were thought that if they were speaking they were not learning so they had to remain seated and quiet while the teacher read aloud to them. I do not care for this approach, I think that the students even though they are quiet with their eyes forward are probably wondering in their minds about everything but the story. And only the few in the front would be able to really focus and be able to answer the question at the end. And they would also walk away from the story with no personal connection probably forgetting the next day.
Student centered perspective on the other hand takes the focus away from the teacher and puts it on the students. This then becomes engaging and students must take responsibility for their own connections they make. Students are able to ask questions and become inquisitive and think on higher levels of cognition. The story then takes a step back and the focus is placed on the students really taking in the information and making the book a tool for learning. I much prefer this approach, it allows the teacher to really see what kinds of connections are going on in the classroom and how students are taking in the information. This allows more effective gauging of student level and how to revise lesson to meet the students actual needs instead of where the teacher would expect or think they would be.
This article talks about code switching and the research they are doing in Appalachian Dialect.
Friday, September 23, 2011
Technology Survey
1. How many computer are in the classroom?
There is one computer in the classroom. It has internet access but is not hooked up to a printer.
2. Do they have internet access?
yes
3. Can you access Google tools?
yes
4. Do you have access to a laptop cart? Can they get on the internet?
yes, the building does have wifi.
5. Is there a computer lab? Do the computer have internet access? Can you access Google tools? How do you reserve it?
There are three computer labs that all have internet access, and google tools. Reserving happens in the beginning of a the year, and the art room gets it one day out of the year.
6. How many of your students have computers with internet access at home?
In the class I surveyed all of them had computers and only one had no internet access.
7. Are there locations in the community where students can access the computers and the internet?
Marion County Library
In the next year East Fairmont Jr High will be getting a new building which is said to have three computer labs, and each classroom will have 4 computer of their own.
There is one computer in the classroom. It has internet access but is not hooked up to a printer.
2. Do they have internet access?
yes
3. Can you access Google tools?
yes
4. Do you have access to a laptop cart? Can they get on the internet?
yes, the building does have wifi.
5. Is there a computer lab? Do the computer have internet access? Can you access Google tools? How do you reserve it?
There are three computer labs that all have internet access, and google tools. Reserving happens in the beginning of a the year, and the art room gets it one day out of the year.
6. How many of your students have computers with internet access at home?
In the class I surveyed all of them had computers and only one had no internet access.
7. Are there locations in the community where students can access the computers and the internet?
Marion County Library
In the next year East Fairmont Jr High will be getting a new building which is said to have three computer labs, and each classroom will have 4 computer of their own.
Wednesday, September 21, 2011
Journal Entry #8 : Getting to Know your Students
Why is it a mistake to group all English as Second Learners together? Give three reasons and examples from the reading in a blog posting.
One reason I believe if we were to group all ESL's would be not only limiting their exposure to American culture, but also limiting exposure to English speaking students. The text talks about "students bringing their learning a vast array of linguistics knowledge, cultural experiences, values, and assumptions." These experiences play a critical role in establishing an effective and meaningful literacy curriculum. And through these curriculum's we can create a more varied and rich learning environment for all children.
Children who are all learning English may be grouped together as "though their knowledge and experiences are the same, when indeed the only common thread among them is the face that they are learning English." this approach completely neglects that the students have different backgrounds and communities where they grew up. No student is the same even if they are of the same culture; for instance American children vary greatly from state to state, and even county to county. Why would we treat other nationalities differently?
A third reason why grouping these students together may have a negative impact is that "exposure to the English language may vary greatly from student to student." Some students may know some English words or concepts while others are starting from the basics. By mixing the groups students who are having a hard time learning another language will be able to hear the language in constant use and in real situations.
What is a virtual backpack and how does it relate to Funds of Knowledge?
The virtual backpack is 'along the lines of Moll's work and the Funds of Knowledge." This idea of the 'virtual backpack gives awareness of how students learn outside of school. The students will bring their prior knowledge, skills, values, assumptions, and resources that they have learned from home.' These ideas and notions of the virtual backpack, can make teachers more aware of their students talents and incorporating them into their lesson's as Moll suggested in the Funds of Knowledge.
Getting to know students:developing culturally revelant practices for reading and writing [Web log message]. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1
How to Teach Adults English As a Second Language -- powered by ehow
http://www.ehow.com/video_5103556_teach-adults-english-second-language.html
One reason I believe if we were to group all ESL's would be not only limiting their exposure to American culture, but also limiting exposure to English speaking students. The text talks about "students bringing their learning a vast array of linguistics knowledge, cultural experiences, values, and assumptions." These experiences play a critical role in establishing an effective and meaningful literacy curriculum. And through these curriculum's we can create a more varied and rich learning environment for all children.
Children who are all learning English may be grouped together as "though their knowledge and experiences are the same, when indeed the only common thread among them is the face that they are learning English." this approach completely neglects that the students have different backgrounds and communities where they grew up. No student is the same even if they are of the same culture; for instance American children vary greatly from state to state, and even county to county. Why would we treat other nationalities differently?
A third reason why grouping these students together may have a negative impact is that "exposure to the English language may vary greatly from student to student." Some students may know some English words or concepts while others are starting from the basics. By mixing the groups students who are having a hard time learning another language will be able to hear the language in constant use and in real situations.
What is a virtual backpack and how does it relate to Funds of Knowledge?
The virtual backpack is 'along the lines of Moll's work and the Funds of Knowledge." This idea of the 'virtual backpack gives awareness of how students learn outside of school. The students will bring their prior knowledge, skills, values, assumptions, and resources that they have learned from home.' These ideas and notions of the virtual backpack, can make teachers more aware of their students talents and incorporating them into their lesson's as Moll suggested in the Funds of Knowledge.
Getting to know students:developing culturally revelant practices for reading and writing [Web log message]. Retrieved from https://docs.google.com/viewer?a=v&q=cache:_5palgT26a4J:media.wiley.com/product_data/excerpt/24/EHEP0005/EHEP000524-1.pdf+getting+to+know+your+students+interview&hl=en&gl=us&pid=bl&srcid=ADGEESihbHTui0felcMHojEsBpnh8z7NAdzADlw2OA4q9Vocu4GnsE9vU6W8FAkura70mCyuOla1xOr-rr-Fx2SClUgdkg0vR_t62WIa7eI5Xv0hb-0RJGU6wkBN550lYlezIl_CDQ0s&sig=AHIEtbQinv4Hao96DU6foV8n3HZ8ybE5Ng&pli=1
How to Teach Adults English As a Second Language -- powered by ehow
http://www.ehow.com/video_5103556_teach-adults-english-second-language.html
Wednesday, September 14, 2011
Reflection : Photo Story and Culturally Responsive Teaching
The photo stories helped to create the ideas of reaching into our roots and seeing the different sides of the many students in the classroom. When first meeting other people or students I tend to have preconceived notions about what they are like, with everyone in the class my first impression of them were changed by watching these photo stories. Though the preconceived notions were not negative they were untrue of the individual or a simple idea of them, which has now become a more complex and positive view. I feel that my experiences of preconceived notions are probably quite similar to some of my other classmates and would be to future students who may have the chance to participate in a similar if not the same activity. Through these exercises I can better know my students and their backgrounds and use the idea of Moll’s ‘Funds of Knowledge’ to strengthen student’s interest in learning in the classroom. By using the student’s background knowledge and family experiences in my lesson plans for class activities, I would go about changing the ideas of cultural deficit that exist and turn them into cultural capitals (strengths), just as the idea of using a qualitative approach to connect the home and the classroom that is discussed in the Funds of Knowledge reading. For example when we did the classroom activity where we had to think of a deficit or a capital for West Virginia, I had said that even though our deficit was the ongoing stereotypes of being unintelligent and backward, we could use those feeling to better understand other cultures who suffer from their stereotypes. The article also goes on to ask how we as teachers can break these cultural deficits, and I feel that this photo story is a great way to begin. Not only will students be able to share their cultures and families to other students they can also then relate better to one another and create a sense of classroom unity. These ideas of classroom unity and building lessons plans around the children’s ‘Funds of Knowledge’, will then create the mindset for me to use culturally responsive teaching. Which as the Diverse Learners’ article talks about the importance of being culturally responsive and how as an educator I might go about achieving this in my classroom. By following the characteristics of this idea I plan to focus on changing my natural mind-sets to become positive for the students. I truly feel that emotions are contagious and that if I continually show tolerance, positive attitudes, and patience that my students can then use me as a model for themselves and how they treat others. In my art education lessons I have been keeping these ideas and concepts in mind, by creating lessons that focus on unity to complete tasks, and building on their strengths to create ‘out of the box’ ideas of art. I feel that the world of art is truly for everyone and that all students possess some artistic talent if not through traditional styles then through contemporary one’s that they can connect to through their world.
Friday, September 9, 2011
Culturally Responsive Teaching
This activity was not done in the traditional classroom or in a core subject, but in an evening where the ballroom team invited all cultures and ethnicity's out one evening to learn from each other different types of dance. We had many different nationalities that showed up. When the activity started everyone was asked to stand in a circle to engage in an icebreaker activity, where we would share our names and a couple other things about ourselves. After wards two hats were set aside, we would take turns choosing out of each hat (one being a hat full of ball room dances, the other naming a culture). When a ballroom name was picked we would take 10 -15 min to learn a couple of basics and then we would dance to music that fit the style. Then the other hat was chosen and a culture that was represented in the group would share a dance from their country and pick music and teach it to all the others. I really enjoyed this in activity, it helped to break barriers and make bridges through something that everyone does, and they were free to express themselves and where they were from, while learning about other cultures.
"Principles for culturally Responsive Teaching." Teaching Diverse Learners. Brown University, 2006. Web. 9 Sep 2011..
http://www.youtube.com/watch?v=UbgPl1ryrwg&NR=1
"Principles for culturally Responsive Teaching." Teaching Diverse Learners. Brown University, 2006. Web. 9 Sep 2011.
http://www.youtube.com/watch?v=UbgPl1ryrwg&NR=1
Wednesday, September 7, 2011
Tuesday, September 6, 2011
Double Entry 5 : 321 Response
Three things I have learned
I learned that no only the writer is responsible for the writing to take place, but also the indirect notions and thoughts of the readers, where there seems to be a hierarchy taking place where someones words are deemed more relevant than others.
My attention was also drawn to the idea that for people to be able to write they need to convey their thoughts and feelings in the most comfortable and easy way they know how first; such as their native language instead of forcing everyone to write a 'standard' way.
I am also learning that even though I know all areas of teaching overlap in certain areas I'm seeing it even more in the area of the arts; using sounds, visual images, and even movement to help students understand literacy in different methods that may help them make their own connections to literacy in a more intimate way.
Two things I found Interesting
As I said above about really learning how all these ideas connect I found them very interesting indeed, thinking of ways I could potentially use these in some of my lessons that would require students to express themselves orally or through script, or talk about art on a higher level. Being able to see, talk, and write about object presents 3 different ways of using literacy and communication.
I also found the 'what does this mean for teaching' interesting where they were discussing how a teacher should be able to implement these ideas in their management. These are all wonderful ideas but if a teacher is not trained properly in how to use these in their classroom the purpose of the objective could be easily lost. Its not only important to know these but to practice these and know when the best time to use them is.
One Question I Have
My question go back up to the knowing exactly how to use these techniques and ideas in the classroom. Like I said above they are very exciting and sound engaging and full of meaning for the students. I would just like to know the right way to go about using them, and if there are anytime where they may not necessarily be the best.
English beliefs about the teaching of writing. (n.d.). Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1
This wordle I found from an Art and Educator journal shows that the ideas of incorporating literacy 'across the curriculum' can be done and that it can actual enhance performance in the students understanding of literacy.
Maniaci, K., & Chandler-Olcott, K. (2010). "Still building that idea": Preservice art educators' perspectives on integrating literacy across the curriculum. International Journal of Education & the Arts, 11(4). Retrieved Sept.7,2011 from http://www.ijea.org/v11n4/.
I learned that no only the writer is responsible for the writing to take place, but also the indirect notions and thoughts of the readers, where there seems to be a hierarchy taking place where someones words are deemed more relevant than others.
My attention was also drawn to the idea that for people to be able to write they need to convey their thoughts and feelings in the most comfortable and easy way they know how first; such as their native language instead of forcing everyone to write a 'standard' way.
I am also learning that even though I know all areas of teaching overlap in certain areas I'm seeing it even more in the area of the arts; using sounds, visual images, and even movement to help students understand literacy in different methods that may help them make their own connections to literacy in a more intimate way.
Two things I found Interesting
As I said above about really learning how all these ideas connect I found them very interesting indeed, thinking of ways I could potentially use these in some of my lessons that would require students to express themselves orally or through script, or talk about art on a higher level. Being able to see, talk, and write about object presents 3 different ways of using literacy and communication.
I also found the 'what does this mean for teaching' interesting where they were discussing how a teacher should be able to implement these ideas in their management. These are all wonderful ideas but if a teacher is not trained properly in how to use these in their classroom the purpose of the objective could be easily lost. Its not only important to know these but to practice these and know when the best time to use them is.
One Question I Have
My question go back up to the knowing exactly how to use these techniques and ideas in the classroom. Like I said above they are very exciting and sound engaging and full of meaning for the students. I would just like to know the right way to go about using them, and if there are anytime where they may not necessarily be the best.
English beliefs about the teaching of writing. (n.d.). Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1
This wordle I found from an Art and Educator journal shows that the ideas of incorporating literacy 'across the curriculum' can be done and that it can actual enhance performance in the students understanding of literacy.
Maniaci, K., & Chandler-Olcott, K. (2010). "Still building that idea": Preservice art educators' perspectives on integrating literacy across the curriculum. International Journal of Education & the Arts, 11(4). Retrieved Sept.7,2011 from http://www.ijea.org/v11n4/.
Sunday, September 4, 2011
Where I'm From
I am from jet black coal, from squeaky clean Irish spring and many plentiful canning goods.
I am from the smooth, curvy hills and valleys that I would daily explore and make my home.
I am from the golden corn stalks, the blooming Iris’s, and the ever clear running spring, the feathery famosa and the shimmering petals of the mock orange.
I am from melodies of singing strings and many stories of years before, from Emma Cook and Bernice Abel and the York’s and Furr’s.
I am from the light-hearted but strong willed and the ever persevering.
From ’life isn’t fair’ to together we will get through this, life goes on.
I am from the humble morals and values of the church, the daily prayers of thankfulness, and communion with my family.
I'm from the friendly city and the hardworking miners and farmers of Alabama and West Virginia the robust aroma of char-coaled ribs and the warming welcome of morning’s homemade pancakes.
From the ornery antics of my grandmother’s childhood, sticking tacks in the teacher’s tires and scaring the neighbor kids, to the crazy tales of grapevine swinging and near death.
I am from gardens, orchards, fields of lush green grass, the rising and falling creek, the open air of the safeguard of the mountains, and the ever living memories of my heritage.
I am from the smooth, curvy hills and valleys that I would daily explore and make my home.
I am from the golden corn stalks, the blooming Iris’s, and the ever clear running spring, the feathery famosa and the shimmering petals of the mock orange.
I am from melodies of singing strings and many stories of years before, from Emma Cook and Bernice Abel and the York’s and Furr’s.
I am from the light-hearted but strong willed and the ever persevering.
From ’life isn’t fair’ to together we will get through this, life goes on.
I am from the humble morals and values of the church, the daily prayers of thankfulness, and communion with my family.
I'm from the friendly city and the hardworking miners and farmers of Alabama and West Virginia the robust aroma of char-coaled ribs and the warming welcome of morning’s homemade pancakes.
From the ornery antics of my grandmother’s childhood, sticking tacks in the teacher’s tires and scaring the neighbor kids, to the crazy tales of grapevine swinging and near death.
I am from gardens, orchards, fields of lush green grass, the rising and falling creek, the open air of the safeguard of the mountains, and the ever living memories of my heritage.
Saturday, September 3, 2011
Moll: Foundations of Learning
Quote:
One advantage to studying "human beings dynamically, within their social
circumstances, in their full complexity," Moll remarks, is that one can
gain "a much more complete, and, we believe, a much more valid
understanding of them."
Response:
As soon as I read this, I became very excited to read this article. It talks about how to make school more productive and exciting for all our students. I have often tried to base my teaching ideas around the idea of involving community, social aspects, and relativity to life to the students. These ideas being mostly centered around the use of art and how it is an important social tool for all communities in some way, and just not something that can be found in a museum. I really feel that this article was pushing for the idea of the classic classroom to be put aside and reviewed. Today very few children get excited about going to school, or even being involved with their classmates. The term 'school' has evolved into such a negative word that learning seems almost impossible for students of any race or ethnicity. But if we take it and introduce students to a new meaning of what it really means to learn then I think that a spark of interest would return. Schools are suppose to teach students and give them a chance to become productive and proud citizens, that is something I am failing to see. We seem to be turning out students who only do just enough to get by and are failing to see the advantages of school and what it can really do for them if as teachers we can provide proper and relative classroom experiences. I loved the example of the teacher who took this idea seriously and really worked to make her classroom not stale place of regurgitation but a small community of learners who worked individually and collectively to solve a problem. I feel that it is so important to get students to become active learners for themselves, and to really take the journey and connect to themselves only then will they really learn and gain pride in who they are. Learning should a growing process, is should become a way to broaden one's horizons and become part of them. Just to see the small paper city they were able to create by working together would be amazing. Also from the perspective of the learning styles there seemed to be a bit of everything for all types; speakers, papers/writing, and hands on projects. Stories of successful teaching and classroom participation, it seems always stems from the collaboration of not only teacher interactions, but students and teacher working together and understanding one another.
Moll, Luis. Cultural Funds of Knowledge 1. Web. 3 Sep 2011.
I chose this video because I felt that it best showed how students can take a hold of their own surroundings and really feel like they are achieving and learning. These activities these students are interacting in are building basic skills of communication and team work,and can be applied in the classroom as well as real life situations.
"Change the World in 5 Minutes-Everyday at School." YouTube. Web. 3 Sep 2011..
One advantage to studying "human beings dynamically, within their social
circumstances, in their full complexity," Moll remarks, is that one can
gain "a much more complete, and, we believe, a much more valid
understanding of them."
Response:
As soon as I read this, I became very excited to read this article. It talks about how to make school more productive and exciting for all our students. I have often tried to base my teaching ideas around the idea of involving community, social aspects, and relativity to life to the students. These ideas being mostly centered around the use of art and how it is an important social tool for all communities in some way, and just not something that can be found in a museum. I really feel that this article was pushing for the idea of the classic classroom to be put aside and reviewed. Today very few children get excited about going to school, or even being involved with their classmates. The term 'school' has evolved into such a negative word that learning seems almost impossible for students of any race or ethnicity. But if we take it and introduce students to a new meaning of what it really means to learn then I think that a spark of interest would return. Schools are suppose to teach students and give them a chance to become productive and proud citizens, that is something I am failing to see. We seem to be turning out students who only do just enough to get by and are failing to see the advantages of school and what it can really do for them if as teachers we can provide proper and relative classroom experiences. I loved the example of the teacher who took this idea seriously and really worked to make her classroom not stale place of regurgitation but a small community of learners who worked individually and collectively to solve a problem. I feel that it is so important to get students to become active learners for themselves, and to really take the journey and connect to themselves only then will they really learn and gain pride in who they are. Learning should a growing process, is should become a way to broaden one's horizons and become part of them. Just to see the small paper city they were able to create by working together would be amazing. Also from the perspective of the learning styles there seemed to be a bit of everything for all types; speakers, papers/writing, and hands on projects. Stories of successful teaching and classroom participation, it seems always stems from the collaboration of not only teacher interactions, but students and teacher working together and understanding one another.
Moll, Luis. Cultural Funds of Knowledge 1. Web. 3 Sep 2011.
I chose this video because I felt that it best showed how students can take a hold of their own surroundings and really feel like they are achieving and learning. These activities these students are interacting in are building basic skills of communication and team work,and can be applied in the classroom as well as real life situations.
"Change the World in 5 Minutes-Everyday at School." YouTube. Web. 3 Sep 2011.
Wednesday, August 31, 2011
Own The Word : Cultural Deficit Theory
This Link will take you to view my graphic organizer about the Cultural Deficit Theory.
Bolima, Donna. "Contexts for Understanding: Educational Learning Theories." N.p., n.d. Web. 31 Aug 2011. <http://staff.washington.edu/saki/strategies/101/new_page_5.htm>.
Bolima, Donna. "Contexts for Understanding: Educational Learning Theories." N.p., n.d. Web. 31 Aug 2011. <http://staff.washington.edu/saki/strategies/101/new_page_5.htm>.
Sunday, August 28, 2011
Blog Response : 'As Soon As She Opened Her Mouth'
Quote
"What do you expect from these people? Happens all a the time." pg 11
"they [the children] did not understand that print existed as a meaningful semiotic system." pg 6
"reading as a cultural practice" pg 7
Response
Starting from quote one, the words of a narrow minded individual (in my opinion), whom like us all in today's society see reading and writing as a natural process of becoming an individual. I read this quote and immediately become frustrated with thoughtless words that were said, degrading a 'people' because of their lack of literacy in the modern world. Literacy that has evolved over many decades and has become very distinct in various areas of the nation. Just like the people who have developed different features and physical attributes so we develop different ways of communicating. Which leads me into the next quote that I found intriguing, thinking about reading as a cultural practice rather than a rule of society. I really love the way that the author approaches the idea of literacy as something that is culturally developed; the author continues to make sense in my mind when she breaks this down even farther. Giving examples of how children in our society start to learn how to read and communicate with others, the key word is 'learn'. As she states in her essay communicating in the way we do, does not come naturally it is something that we see our caregivers and others communicate so naturally we learn to communicate in the same manner. I really do believe that this break down of learning communication and literacy explains why some regions and groups of people have a hard time communicating with others. If one culture of people learn to use mainly symbols and pictures to communicate then words to them would be unknown and meaningless. Just as if the culture used mainly vocalizations and words, then symbols may become meaningless to them. So in the instance of the authors case study the family which she did her study did not grow up in a culture that valued the ideas of using words and symbols to convey their thoughts and emotions which appears to have been taught like this through many of their generations.
I have never thought of literacy as a cultural idea before, like many of us we have been brought up to believe that being able to read and write properly and to certain standards was how 'normal' people got through life. And I certainly do think that these skills are important, more so for the fact that you can better protect yourself from others. As we have seen before, people who may not understand cultures of greed may be overrun and taken advantage of.
Back onto the original quote though, teachers who have this attitude do nothing but hurt the children they are suppose to be teaching and giving hope to. Its hard to be unbiased 100% of the time there are always hidden stereotypes that we may even be unconsciously unaware that we act upon, but the one thing that I feel we can be to help combat this is tolerant. Not becoming rash when a student cannot understand what you are trying to teach them, understand that you have to try your best to get on a similar wavelength just as the student is trying to do (meeting in the middle), learning from one another. If you are willing to learn from the student you may learn ways to better help them.
Reference
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)
Related Resource
This video was done by West Virginia student who discusses the impact that our dialect has and where it originated.
cited source
zachtriplett, . (Producer). (2009, November 30). [Audio Podcast]. Retrieved from http://www.youtube.com/watch?v=iIJq-T1FbQo
"What do you expect from these people? Happens all a the time." pg 11
"they [the children] did not understand that print existed as a meaningful semiotic system." pg 6
"reading as a cultural practice" pg 7
Response
Starting from quote one, the words of a narrow minded individual (in my opinion), whom like us all in today's society see reading and writing as a natural process of becoming an individual. I read this quote and immediately become frustrated with thoughtless words that were said, degrading a 'people' because of their lack of literacy in the modern world. Literacy that has evolved over many decades and has become very distinct in various areas of the nation. Just like the people who have developed different features and physical attributes so we develop different ways of communicating. Which leads me into the next quote that I found intriguing, thinking about reading as a cultural practice rather than a rule of society. I really love the way that the author approaches the idea of literacy as something that is culturally developed; the author continues to make sense in my mind when she breaks this down even farther. Giving examples of how children in our society start to learn how to read and communicate with others, the key word is 'learn'. As she states in her essay communicating in the way we do, does not come naturally it is something that we see our caregivers and others communicate so naturally we learn to communicate in the same manner. I really do believe that this break down of learning communication and literacy explains why some regions and groups of people have a hard time communicating with others. If one culture of people learn to use mainly symbols and pictures to communicate then words to them would be unknown and meaningless. Just as if the culture used mainly vocalizations and words, then symbols may become meaningless to them. So in the instance of the authors case study the family which she did her study did not grow up in a culture that valued the ideas of using words and symbols to convey their thoughts and emotions which appears to have been taught like this through many of their generations.
I have never thought of literacy as a cultural idea before, like many of us we have been brought up to believe that being able to read and write properly and to certain standards was how 'normal' people got through life. And I certainly do think that these skills are important, more so for the fact that you can better protect yourself from others. As we have seen before, people who may not understand cultures of greed may be overrun and taken advantage of.
Back onto the original quote though, teachers who have this attitude do nothing but hurt the children they are suppose to be teaching and giving hope to. Its hard to be unbiased 100% of the time there are always hidden stereotypes that we may even be unconsciously unaware that we act upon, but the one thing that I feel we can be to help combat this is tolerant. Not becoming rash when a student cannot understand what you are trying to teach them, understand that you have to try your best to get on a similar wavelength just as the student is trying to do (meeting in the middle), learning from one another. If you are willing to learn from the student you may learn ways to better help them.
Reference
Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)
Related Resource
This video was done by West Virginia student who discusses the impact that our dialect has and where it originated.
cited source
zachtriplett, . (Producer). (2009, November 30). [Audio Podcast]. Retrieved from http://www.youtube.com/watch?v=iIJq-T1FbQo
Wednesday, August 24, 2011
Tall Tales of WV: Breaking stereotypes
Quote:
"Saving the people in the Appalachians from themselves."
Reaction:
There were a couple of statements that caught my attention in this article, the one though that I felt the strongest about the particular part where the president of Berea (1897), out of needing money for the school decided to shift attention onto what he called 'Contemporary Ancestors' and made southern West Virginia out to be unintelligent backward 'hillbillies', stating that they needed to be saved from themselves.
I have lived in West Virginia all of my life and if its one thing we do not need is being saved from ourselves now or even then. West Virginian's are a strong people who were able to make a living off the rugged land that is covered completely in mountains. My grandparents and great grandparents both did it and raised their families and never went hungry and had clothes and a roof over their head.
I believe that it is truly ignorant of people to take any culture and slander it just because they do not understand it or have never been exposed to it. And another issue that arose in this article that made me raise an eyebrow was that the people who really pushed these stereotypes were corrupt politicians and people with money and power who couldn't care less about anyone but themselves. They saw that these 'hillbillies' were unknowing of such corrupt thoughts and ideas and took advantage of them stealing land and resources and then slandering them. These folk may have not understood the world of politics and money, but they understood how to treat people properly and with respect, many of these people like myself grew up in a strong family environment and learned what it meant to be a decent human being caring for all and giving of themselves when their neighbor.
Reference:
O'Brien, John . (2003). Tall tales of appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
Related Resource:
In this article I found while browsing stereotypes of West Virginia, what really grabbed my attention about this article was that the writer was wanting West Virginian's not to take the hillbilly jokes so lightly and to take responsibility of their heritage and home.
Cite for Resource:
Keeling, Jason. (2007, December 4). West virginia stereotypes: don't believe the hype. A better west virginia . com, Retrieved from http://www.abetterwestvirginia.com/2007/12/04/west-virginia-stereotypes-dont-believe-the-hype/
"Saving the people in the Appalachians from themselves."
Reaction:
There were a couple of statements that caught my attention in this article, the one though that I felt the strongest about the particular part where the president of Berea (1897), out of needing money for the school decided to shift attention onto what he called 'Contemporary Ancestors' and made southern West Virginia out to be unintelligent backward 'hillbillies', stating that they needed to be saved from themselves.
I have lived in West Virginia all of my life and if its one thing we do not need is being saved from ourselves now or even then. West Virginian's are a strong people who were able to make a living off the rugged land that is covered completely in mountains. My grandparents and great grandparents both did it and raised their families and never went hungry and had clothes and a roof over their head.
I believe that it is truly ignorant of people to take any culture and slander it just because they do not understand it or have never been exposed to it. And another issue that arose in this article that made me raise an eyebrow was that the people who really pushed these stereotypes were corrupt politicians and people with money and power who couldn't care less about anyone but themselves. They saw that these 'hillbillies' were unknowing of such corrupt thoughts and ideas and took advantage of them stealing land and resources and then slandering them. These folk may have not understood the world of politics and money, but they understood how to treat people properly and with respect, many of these people like myself grew up in a strong family environment and learned what it meant to be a decent human being caring for all and giving of themselves when their neighbor.
Reference:
O'Brien, John . (2003). Tall tales of appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html
Related Resource:
In this article I found while browsing stereotypes of West Virginia, what really grabbed my attention about this article was that the writer was wanting West Virginian's not to take the hillbilly jokes so lightly and to take responsibility of their heritage and home.
Cite for Resource:
Keeling, Jason. (2007, December 4). West virginia stereotypes: don't believe the hype. A better west virginia . com, Retrieved from http://www.abetterwestvirginia.com/2007/12/04/west-virginia-stereotypes-dont-believe-the-hype/
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