Turtle

Hello Class,

The text “Still Life with Turtle” disappointed me so. As far as depth, I feel the story could have gone much further (perhaps I will feel differently when I get a chance to read the entire story?). The boy expanded his interest past turtles once the seasons changed, but beyond that, it seemed stagnant on the boy catching and observing the lives of turtles.  I would have liked to see more of a contrast between the boy’s personal life (with examples of events that took place while growing up and at the time that he discovered turtles) and the life of the turtle/the emotions and thoughts that were evoked from the boy.

On a positive note, the story does show young adolescent readers how one can connect with something/someone that appears to be one’s polar opposite. “Turtle” calms the nerves of young readers that fear they will not understand or like a piece of literature because they have nothing in common with the character(s). Carrell demonstrates that below the surface there are similarities and the most peculiar thing may influence a person’s life.

The boy’s friendship with the young girl is that of a teacher with a student, as Allison eloquently put it. As we have been discussing in class and previous readings, the young boy/teacher has the girl/student become part of his adventure. In order to grasp the meaning of the story, a student must enter the story, and read it from the perspective of the character(s). Reading it from different perspectives (i.e. the girl, the boy) gives the students a better, heightened sense of the story’s purpose. The boy, the teacher, the story is being SHOWN rather than TOLD.

~Jessica

Theory and Criticism in the Classroom

Hello Professor Stearn & Class,

The first few chapters in Appleman’s Critical Encounters in High School English touch upon several techniques and methods used, in addition to obstacles and problems teachers come across when instructing a class on how to write a powerful critical lens in both secondary and college levels.

The most poignant statement in Chapter 1, “The Case for Critical Theory in the Classroom,” has to Appleman’s quotation of Bonnycastle’s view on studying theory: “. . . It helps you discover elements of your own ideology, and understand why you hold certain values unconsciously. It means no authority can impose a truth on you in a dogmatic way-and if some authority does try, you can challenge that truth in a powerful way, by asking what ideology it is based on. . .” (Appleman 3). Theory tells students to question and argue the ideologies and beliefs of writers and speakers. A vast amount of young adolescents from today’s generation attend school in a multicultural setting. Ideologies, upbringings and interests are diverse, some are new to others and many come with preconceived notions. The study of theory allows the students to expound on their ideologies and beliefs, then understand and consider the ideologies of others. The broadening of perspectives gives the student(s) the ability write strong, meaningful and possibly mind-changing lenses.

Chapter 2, “Looking Through the Glass,” is my favorite chapter in Appleman’s book, so far. Four Vignettes, or methods, of approaching critical theory through interpretive and literary meaning are presented in the chapter. A poem, nursery rhyme, group discussion of multiple perspectives and constructs of critical theory in literature and a movie demonstrate the plethora of ways a teacher can interest his/her students in critical lens work. I particularly like the nursery rhyme technique because the students were able to use their creative and artistic mind in an English classroom setting. While having fun and laughing at the Democrat’s point of view towards “There Was an Old Woman Who Lived in a Shoe,” the students were unintentionally (before being made aware of it) sharing their ideologies, and understanding that “meanings are constructed” by who is telling the story and how (Appleman 15). As I have stated in previous postings, relevance makes all the difference in captivating an adolescent audience and making a mark. The students also learn from this lesson that every story, poem, etc. has multiple perspectives and meanings that it can take. What may appear obvious may sound and effect a reader on another level when different words are emphasized (e.g. “My Papa’s Waltz” by Theodore Roethke).

In class, I would like to further discuss the purpose of theory and criticism in the classroom. Can you come up with other strategies and lessons for bringing the students to a clear comprehension of theory and how to write a critical lens?

See you all in class.  *Jessica

assessment of Gruwell class discussion

Hello all,

In case it doesn’t state who I am on the posting, this is Jessica.

On Tuesday, Sophia and I facilitated the discussion for “Teach With Your Heart,” by Erin Gruwell. I was pleased at the number of people that participated in the discussion, which developed into quite the heated debate on Gruwell’s integrity and motives. Unfortunately, the debate prevented us from evaluating the strengths and purpose of Gruwell’s memoir.

In our next class, I would like for us to discuss the positives in Gruwell’s memoir. What helpful techniques and method did Gruwell use INSIDE the classroom in order to capture her students’ attention? Let’s review the ways she was able to connect with her students; then come up with our own methods that could have worked, but weren’t used.

Lastly, think about the dissection of words. Gruwell writes that her students could not relate with Shakespeare because of the language. Once the students transcribed a scene in more hip lingo, they were enthralled by the literature.

Please ponder the topics I have mentioned for our second discussion of “Teach With Your Heart” on Tuesday. Have a wonderful weekend!

“Teach With Your Heart”

Hello Class,

“Teach With Your Heart” is a profound memoir of a young woman’s journey in student teaching at an urban school with mostly underprivileged, neglected students.  The issue of relating current events in the students’ lives with the events in mandated literature rises throughout the memoir. Gruwell challenges the traditional methods of teaching with discussion topics that appear irrelevant, but ultimately capture the students’ attention and interest. Gruwell demonstrates how sports, television and music serve purposes inside the classroom as well as in the personal lives of students after 3 p.m. I found that the techniques Gruwell used would have been helpful when I had to learn Shakespeare’s “Romeo and Juliet” and Hemingway’s “The Old Man and the Sea.” A lesson, and educator, can impact a student’s life if given the opportunity to understand each other.

As far as questions and/or confusion that came to me while reading “Teach With Your Heart,” I found the relationship that Ms. Gruwell had with her students outside of the classroom would be unacceptable nowadays. One must be extremely cautious when interacting inside a classroom, and virtually physically non-existent in the students’ lives outside of the classroom. Unfortunately, sexual predators and sex scandals of this day and age prevent education to go beyond Monday – Friday, 8 a.m. – 3 p.m., with between the teacher and his/her students.