book review

Fellow Classmates & Professor,

Here is the abridged version of my book review for this week:

Writer and veteran educator of America’s youth, Theodore R. Sizer, conducted a personal observation/study over the years in the education system, producing The Red Pencil: convictions from experience in education. As opposed to the standard instructional texts that guide soon-to-be teachers through their first day of teaching, Sizer criticizes and advises the past, present and predictable future of the educational system. Through Sizer’s writings, one comes to understand how socio-economic class has affected the classroom and teacher for years.

            A topic that has been focused on in AED 541 is incorporating young adolescent interests and relevant experiences into their reading and writing. Additionally, we have established that building a relationship with one’s students allows for better teaching and most likely higher achievement amongst students, since the teacher can gear his/her lessons to appeal to the students. Sizer first touches upon this on page 5 by stating, “… if we want a powerfully educated population we must attend to all aspects of each child’s situation…” Sizer adds that too many schools shortchange their students due the socio-economic state the school is in. “A successful school might be best described as one that produced “upper-class” – future-oriented – graduates,” writes Sizer in his portrayal of schools over time (Sizer 14). As one reads on, it becomes evident that Sizer supports and encourages “free minds” and “creativity” amongst both students and educators. Through historical examples and argumentative writing, Sizer proves his thesis a strong and useful one.

            Sizer discusses in greater depth the difference between teaching and learning, how to create a congruency between the two, the (negative and positive) significance of authority in the school and at home, and the structure and arrangement of the education system. Sizer’s study proves that the education system has failed its students, especially those of diverse and/or underprivileged backgrounds. Furthermore, Sizer demands for schools to honor and respect students’ differences, and provide attention to each student individually.

            Divided into chapters titled “Building,” “Authority,” “Order,” “Horace Compromised” (a reflection on his previous book on education), and the Epilogue, “Dodging Our Duty,” Sizer publishes his own case study on the education system. With suggestions and guidelines for reform, Sizer tells new and elder educators the education system is in desperate need of a facelift. This short, slender book intends to influence the decisions and practices of policy-makers, parents/guardians and educators. The Red Pencil motivated me to want to teach differently from my past teachers, become more involved with students, and embrace my future students’ differences.

homework due tomorrow?

Professor Stearns,

Hello! I was talking with a classmate earlier today and we both are unsure as to whether or not class will be held tomorrow night (10/16) after a day up in Rochester, and if 3 parts of our unit plan & reviews are due tomorrow or next Tuesday?? We would greatly appreciate your clarification on these questions. Thank you!

Fondly,

Jesica

Academic Success with Underachieving Students

Class,

Jackson & Cooper’s article on methods and strategies for bridging the gap with underachieving students, particularly those of minorities and underprivileged households, brings several points to the table. The question has always been, “But how can I relate?.” With the 8 Thinking Maps and The Frame, educators have a list of options for engaging the students. Each map provides a series of steps to start general and end specific or vice versa, highlighting links that would not be noticed with a basic reading of a text. I especially like The Bridge Map, for it prepares the students for the analogies in the SAT’s as well. It never hurts to learn additional information and/or inadvertently review for a future exam while doing an assignment.

Eisner’s definition of comprehension, “. . . ability to construct, create, and communicate meaning in many forms . . .,” gives hope for the students that find literacy and enjoying English class as a challenge (Beer 248). When a student can implement his/her own interests and strengths into his/her work, the outcome will be profound. Rather than suppress the students’ fascination with pop culture, allow the students to convey their interpretations and understanding of the subject through arts, free-write or mathematical symbols.

This all ties in with critical thinking and theory. A plethora of avenues to comprehension produces a stronger response and a greater likelihood of student participation – because now students have a way to connect to the work.

~Jessica

Understanding

Bierce’s article about understanding and the meaning of truly “understanding” brings several issues to my attention that I normally do not think about when I am learning a new topic. The three facets discussed in the article form an excellent guide for digging to find out if the student(s) truly grasp, understand, the subject being discussed. However, it should not be limited to the 3 facets. In literature from the standard canon of reading, students will most likely not be able to prove the reasons for why every character in The Canterbury Tales ventured on a pilgrimage to Canterbury. One can only assume based on the descriptions of their lifestyles and behavior throughout the journey.

Interpretation asks for the student(s) to show, rather than tell how they understand the literature they have read. This is a fairly accurate means to determining whether or not the lesson was understood. Proving that Canterbury Tales is a satire by using specific examples/quotes, the student is interpreting the reading. As Bierce states, interpreting is a form of “telling a story…” that translates the meaning of the literature in relevant terms. It draws a picture to the words.

I agree to a point that you do understand something if you can “teach it, use it, prove it, explain it, defend it, or read between the lines.” Proof of understanding something is not regurgitating it back; understanding is to be able to use it in writing, conversation and explain the topic being understood in entirely different words or another form of conveying a message (e.g. skit, drawing).

Overall, I enjoyed reading the “Understanding” article. I wonder how many educators consider whether or not their students really understand to this extent, though…

~Jessica

“Things I have to tell you” (book club)

This week for Book Club, I read “Things I have to tell you,” a compilation of poems and writings by teenage girls. If I was given the poems and writings without their ages printed on them, I would never guess that they are teenagers. Their words are profound, inspiring and shocking. My favorite piece, which happened to already be bookmarked by the previous reader, is “A Girl Snapping.” A 16 year-old wrote a fascinating, short essay for her application for Advanced Placement English; eloquently criticizing and challenging the school system and English department. The sentence structure is highly skilled for a teenager and brings emotion into learning.

We have been discussing in class ways to engage our young adolescent readers, as well as a variety of approaches a class may take to understand difficult classic literature.  I suggest reading “Things I have to tell you.” These young ladies speak the thoughts of high school students. Education, violence, world peace and family are just a few topics written about in this collection. The writings should reassure the reader that he/she is not alone in the trials and tribulations, as well as the perks, of adolescence.

In addition, many of these poems and writings should be converted into posters for the classroom. Posters with motivating words by their peers (of diverse backgrounds) is more interesting than than quotes by long deceased Caucasian men that were middle-aged when quoted.

~Jessica