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
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
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
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
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
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
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!
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.
Hello Professor Stearn & Class,
English Language Arts is a complex subject that is often simplified so much that only the surface is touched in middle and high school classrooms. Not only does this neglect the students’ right to learn and achieve their utmost potentials, but it hinders their opportunities of growing a love for English Language Arts.
Shakespeare, Chaucer and Poe, for example, need contextual analysis and personal input. For instance, when talking with a friend, it is always easier to provide advice and understand what he/she is saying if one can relate with the subject at hand. Therefore, the key to comprehension of literature is an emotional response and connection to the literary piece. Unfortunately, relevance is often forgotten in a classroom of Victorian and Middle Age texts. Provided alternatives, such as contemporary renditions of classic literature in addition to the original writings, students have the opportunity to grasp the topic better; thus being able to incorporate their lives into the readings assigned.
Hello,
My name is Jessica Exter and I am beginning my first semester as a graduate student here at SUNY Cortland. I come here with a Bachelors in English Rhetoric from Binghamton University. I am currently reading “The Last Nazi,” by Stan Pottinger. It is an exceptional novel about the search, capture and psychological analysis of the last living Nazi in America. I feel this novel would fit appropriately in an ELA setting when students are also learning about World War II in their history class. The ability to link subjects together is helpful in understanding, reviewing and retaining new information for students of all ages.
I look forward to meeting everyone in class!
