Wednesday, August 8, 2007
Inside Out Chapter 6
When you read good writing, you hear the sound of the writer talking to you. Diversity in classes is a source of richness and should be tapped. Students can be taken through exercises in mad talking, soft talking, and fast talking to think about what the corresponding sentences would be like.Some activities in developing voice include writing a dialogue with two very different points of view, recording one side of a telephone conversation, and listening to a conversation between two people.
Inside Out Chapter 5
The journal is an effective tool for building fluency. Many teachers have see students' writing ability bloom through journaling. Journals are effective because students can write about what interests them without fear of the red pencil. It is the one place they can write to please themselves, so they often take a great deal of pride in their journals. Journals are a pain for the teacher to keep up with, but
they keep the teacher connected to the students. Writing daily, keeping that writing together, and having it available for future viewing nurtures good writing. There are many ideas for getting students to write in their journals. I personally like a little structure. Many years ago, the idea was that students should have complete freedom. Without some structure, I'd get the same entries over and over.
they keep the teacher connected to the students. Writing daily, keeping that writing together, and having it available for future viewing nurtures good writing. There are many ideas for getting students to write in their journals. I personally like a little structure. Many years ago, the idea was that students should have complete freedom. Without some structure, I'd get the same entries over and over.
Inquiry Question
What constitutes a positive and effective classroom environment for limited English students with special needs?
Inside Out Chapter 4
Students worry about what they are going to write before they begin the process. Teachers can help by working to build fluency. A good way to accomplish this is by getting students to write about how they think and feel. Teachers have two important tasks in teaching writing: build confidence and develop voice. Many students hate writing because they are afraid of writing. Teachers can help by praising students for what they find noteworthy in their writingm even if it's just the hard work that the student put into the piece. Student writers often turn out lame writing when they are given topics they don't care about (TAKS Prep) and when the emphasis is
on correctness. Freewriting, journaling, quickwrites, and writing which is of personal interest or which ignite the imagination of the student build interest
which leads to the student writing with confidence and voice.
on correctness. Freewriting, journaling, quickwrites, and writing which is of personal interest or which ignite the imagination of the student build interest
which leads to the student writing with confidence and voice.
Writing Without Teachers Chapters 1 and 2
Writing is a process of discovery where students sort out, organize, analyze, and synthesize. Writing anxiety often comes from the misconception that the ideas and organization have to be in place in the student's mind before the student starts writing, when actually writing is the process where this takes place. Freewriting gets students' thoughts flowing, and should be done regularly in a writing class.
Writing is referred to as cooking a message instead of transmitting a message.
Anxiety about what you are going to write keeps you from writing. The process should
involve change and a focus and theme should emerge.
Writing is referred to as cooking a message instead of transmitting a message.
Anxiety about what you are going to write keeps you from writing. The process should
involve change and a focus and theme should emerge.
Inside Out Chapter 9
Writing is intimidating for students possibly because the focus traditionally has been on correctness. Good writing is thought-provoking. It is something that the reader can respond to, agree with, critique, ot argue with. The blank page can be a terrifying sight for student writers. We need to develop sensitivity to the student's
voice. Often their best writing is mixed up with their worst. Emphasis for decades has been on style, but voice is what makes the writing come alive. Voice explains why a poem is not written like a commercial, and why novels don't read like doctoral dissertations. Voice is the reason that bad translations are often awkward (and sometimes hilarious). Students who speak another language can make best use of voice by using that language in writing with enough context clues to help the reader figure out the meaning.
voice. Often their best writing is mixed up with their worst. Emphasis for decades has been on style, but voice is what makes the writing come alive. Voice explains why a poem is not written like a commercial, and why novels don't read like doctoral dissertations. Voice is the reason that bad translations are often awkward (and sometimes hilarious). Students who speak another language can make best use of voice by using that language in writing with enough context clues to help the reader figure out the meaning.
Digital Immigrants and Digital Natives
As an ESL teacher, I am aware that my students act as translators for their parents. I never thought that that went on in my family until I read this. At my house, cries from the study of
"Come help your idiot mother!" means that once again I am relying on my children to help me with some computer task. I went kicking and screaming into the digital age, but my children were born into it, learning computer skills from kindergarten. It comes quite naturally to them.
I am not sure if my son has actually ever read a whole book, but he is very smart, and he knows everything about history, sports, and military science. He has gotten his information from other places than I did when I was in school. My daughter is an avid reader and writer, and is also very technologically savvy. I have not seen the divide in my classroom between digital immigrants and digital natives because I teach true immigrants, who come to me with little
knowledge of technology. Most of them have cell phones, but often I am the one who shows them how to word process and get on the internet. I believe that this could change in a very short time. We have known for a long time that students learn better when they are in charge of their own learning. Digital natives are used to having access to information in their hands, and they are used to getting quick answers. There is still a lot that they can learn from digital immigrants, but the digital immigrants need to become familiar with the world, the language, and the methods of the digital native.
"Come help your idiot mother!" means that once again I am relying on my children to help me with some computer task. I went kicking and screaming into the digital age, but my children were born into it, learning computer skills from kindergarten. It comes quite naturally to them.
I am not sure if my son has actually ever read a whole book, but he is very smart, and he knows everything about history, sports, and military science. He has gotten his information from other places than I did when I was in school. My daughter is an avid reader and writer, and is also very technologically savvy. I have not seen the divide in my classroom between digital immigrants and digital natives because I teach true immigrants, who come to me with little
knowledge of technology. Most of them have cell phones, but often I am the one who shows them how to word process and get on the internet. I believe that this could change in a very short time. We have known for a long time that students learn better when they are in charge of their own learning. Digital natives are used to having access to information in their hands, and they are used to getting quick answers. There is still a lot that they can learn from digital immigrants, but the digital immigrants need to become familiar with the world, the language, and the methods of the digital native.
Life and Music
In this educational environment of test hysteria, schools look at the end – a passing test score, an acceptable, recognized, or exemplary rating, and they forget the journey. Time is taken away from quality literature and writing to prepare students for tests. Real student growth and progress is forsaken for test scores. Last year, I taught a class where most of the students were taking TAKS. They were ill-prepared for my curriculum because of some unfortunate situations the year before. I had to start at the very beginning with writing. They had to struggle through the literature, but because the writing and the literature were quality and something they could respond and relate to, they grew and learned. We wasted six weeks reading stupid TAKS literature and responding to TAKS questions and writing TAKS essays on topics that were not interesting and that no one cared about. Other than that the year was great. Unfortunately,
The TAKS scores were not good. Few passed. On the positive side, most were within one
hundred points of passing, and I think that they will pass next year. I looked like a failure and my students looked like failures. The destination was not reached. But the journey was fantastic. At the beginning of the year, they tried to refuse to do the assigned writing.
At the end of the year, they were telling me the kind of writing and projects that they wanted to do on the literature that we read. We became a family. We all changed each other.
The TAKS scores were not good. Few passed. On the positive side, most were within one
hundred points of passing, and I think that they will pass next year. I looked like a failure and my students looked like failures. The destination was not reached. But the journey was fantastic. At the beginning of the year, they tried to refuse to do the assigned writing.
At the end of the year, they were telling me the kind of writing and projects that they wanted to do on the literature that we read. We became a family. We all changed each other.
Tuesday, August 7, 2007
Who Has.... ? I Have.....
This is a questioning strategy that puts the question/answer process in the hands of the students. Instead of the teacher standing at the front of the room asking questions with the same people answering, each student gets the opportunity to ask and answer a question. To create this activity, write and number a list of questions and answers. I color-code so that students know, for example, that the questions are red and the answers are blue. Write question #1 on an index card. Turn it over and write the answer to question #2 on the back. Write question #2 on a second index card, write the answer to question #3 on the back. Go on until you have written all of the questions, then write the answer to the last question on the back of the card with question #1. The person who asks the first question will give the last answer.
This is good for checking understanding, and the students always love it.
This is good for checking understanding, and the students always love it.
Monday, August 6, 2007
My Immortal
This song is beautiful, yet very disturbing to me because it is about a mother lamenting the death of her child. I am so blessed that I have not experienced this kind of loss, but it is every mother’s fear, and it is awful beyond anything I can comprehend.
Although the child is physically gone, her maternal love is immortal. When her child was alive, she could comfort him when he was afraid, but now she is left alone, and
she is the one in need of comfort. His presence that once brought her joy now haunts her,
and she is comforted but tortured by the feeling that he is still with her. Her wounds won’t seem to heal, because the loss of a child is pain that never heals, not even time can erase it.
Although the child is physically gone, her maternal love is immortal. When her child was alive, she could comfort him when he was afraid, but now she is left alone, and
she is the one in need of comfort. His presence that once brought her joy now haunts her,
and she is comforted but tortured by the feeling that he is still with her. Her wounds won’t seem to heal, because the loss of a child is pain that never heals, not even time can erase it.
A Positive Classroom Environment for Disabled ESL Students
Running Head: DISABLED ESL STUDENTS
A Positive Classroom Environment for Disabled ESL Students
In APA Style
Ginny Thomas
The University of Texas at Arlington
ABSTRACT
Of the thousands of immigrant and refugee students who enroll in American schools
each year, many have disabilities which affect their ability to learn. To complicate matters,
these disabilities may have gone undiagnosed, or they may not have been addressed in the
student’s country of origin. To effectively teach these students, teachers themselves need
to be sensitive to the student’s needs, and they must be educated about the nature of the
disability to create an emotionally and physically comfortable learning environment for
the student.
A Positive Classroom Environment for Disabled ESL Students
Maria, an intelligent visually impaired fifteen year old girl, came to the United States
and began her American education. She spoke a little English, so coming late in the
year was not an issue, but her visual impairment made learning difficult for her. The
school district’s vision specialist provided glasses and other visual tools for her. Maria
had no problem wearing the glasses, but she never used the magnifying glass provided
for her to see her paperwork, or the collapsible telescope provided for her to see the
board.
In an ESL class, students are often self-conscious about their lack of proficiency
in the language. Expressing themselves in English is awkward. Limited English students
with disabilities have additional difficulties, because in addition to having to acquire
a new language, they must struggle with a physical or cognitive impairment that might
make learning more difficult. Disabilities can make social adjustment even more
difficult. Students who don’t understand differences can make life difficult for a limited
English or disabled student, and often, even the teacher doesn’t know what to do to help
the student learn and adjust socially. To create a classroom with a positive environment
for a disabled ESL student, the following factors have to be taken into consideration: the
teacher’s attitude toward the student and his/her disability; the teacher’s knowledge of the
nature of the disability; attitudes of students without disabilities toward disabled students;
instructional methodology which is effective and comfortable for the student; technology
which can help the student learn; and a classroom which provides an environment
without obstacles and which facilitates learning.
Students with disabilities have been physically included in classrooms for years, but
often they remain socially and academically isolated because of attitudes of the
teacher and other students (Brandon, 2006). In a study in Botswana, teachers were
surveyed about their attitudes toward students with disabilities. They expressed
negative attitudes toward the idea of having students with disabilities in their classroom,
but they reported positive attitudes toward the students themselves, and they reported few
problems with the students’ behavior. Teachers admitted that they felt inadequately
trained to deal with students with disabilities. The result of this study was a recommend-
ation to the Ministry of Education that teachers receive more training to deal with
disabled students, and that teachers with disabilities be hired to change the school’s
perception of people with disabilities (Brandon, 2006). A study in Ohio focused
on acceptance or rejection of students with disabilities by teachers. Teachers showed high
levels of attachment to students with disabilities who communicate with them and who
make a strong effort to achieve, but they showed high levels of rejection toward students
with disabilities who exhibit negative behavior. The study concluded that general
educators’ perceived lack of knowledge and expertise in the area of educating students
with disabilities rather than disregard for these students may explain the negative attitude
toward students with disabilities (Cook, 2007). In any classroom setting, teacher
support is important, and it is supremely important when dealing with limited English
students and students with disabilities. This support can be difficult to give when the
teacher does not understand the student’s learning needs. A study in Illinois revealed that
when students feel fully supported by their teacher, they are likely to engage more fully
and have higher achievement (Patrick, 2007).
Peer relationships are an important part of a healthy classroom environment. When
Maria did not want to use the tools that would help her see and learn, it was because of
her fear of ridicule and rejection by her peers. Maria was a great example of a disabled
person fitting in and contributing to the group. Her peers appreciated her sweet and gentle
personality and her fine mind that contributed so much to cooperative learning activities.
Limited English and disabled students are particularly vulnerable to peer ridicule because
of their differences. It is important for all students to learn the meaning of social inclusion
where the talents of everyone are developed. Students with differences and disabilities
can help to build character in students without disabilities by serving as examples of
strength and character in the face of obstacles. When positive relationships are formed
between students with differences and disabilities and their peers, an environment of
personal responsibility, kind acceptance, and thoughtful citizenship is created
(Lehr, 2006).
Limited English students and students with disabilities face tremendous challenges in
mastering the material. Appropriate methodology is especially important with these
students, but sometimes it can be a guessing game for the teacher to choose which is best .
In a study of M.Ed. students, teachers conducted their own research by surveying their
students. The results showed that through this research, teachers got to know their
students, their learning styles, and preferences for classroom activities. Teachers
modified their instruction accordingly, and found that better instruction and more
learning took place Dwight, 2007). Cooperative learning and project-based learning work
particularly well for limited English students because it allows them to interact and
communicate with each other to complete a task (Beckett, 2005). These methods
work well for students with disabilities because they allow them to use their talents
while avoiding their limitations. A Canadian study of Chinese-born ESL students showed
that they supported each other in cooperative learning tasks. They liked the idea that they
had a larger pool of ideas, that they could get a task completed faster, and that they got to
practice English more (Liang, 2004).
Reading and writing present challenges for these students, but fortunately, there are
technological solutions. Digital text technology can copy text and paste it onto a word
processing program where the font, font size, color, and background can be changed.
Across media transformation can convert text from written to auditory. As students type,
text is read back. A Reading Pen passes over the text, and highlights words on an
LCD screen and pronounces them (Barbetta, 2007). Compared to these, Maria’s visual
tools were primitive. In a perfect world, all students would be using technology, and the
technology that the ESL or disabled student used might be a little different, but should
not draw negative attention.
The physical environment of the classroom is important to any student, but especially
to ESL and disabled students. At-risk students perceive little order and organization in
class (Laurier, 2006). A well-ordered classroom facilitates learning. A study of
community college students revealed the obvious – that lighting, temperature, a
clear view of the board or screen were important. What was more interesting was that
students wanted a clear view of each other and the instructor, and that they wanted the
space and arrangement that would allow them to freely interact with each other
(Veltri, 2006),
In every classroom there are students with differences. Teachers must continually
educate themselves about the students they are teaching. They must coordinate with other
teachers who share the students, or who have expertise in the area of concern. Teachers
must also set the tone for respect of all students in the classroom, and give each student
the opportunity to grow and achieve academically and socially while sharing his/her gifts
with the class.
BIBLIOGRAPHY
Barbetta, P., Spears-Bunton, L. (2007). Learning to write: technology for students with disabilities in secondary inclusive classrooms. English Journal, vol. 9 (issue 2) p.86-91
Beckett, G., Slater, T.(2005). The project framework: a tool for language and skills integration.English Language Teachers’ Journal, vol.59 ( issue 2), p.108-116
Brandon, D.,Neube, M. (2006). Botswana’s agricultural teachers’ attitudes towards inclusion of students with disabilities in mainstream classes. Negro Educational Review, vol.57(issue 3-4), p.215-227
Cook, B, Cameron, D, Tankersley, M.(2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. Journal of Special Education, vol. 40, (issue 3) p.230-238
Fortin, L., Marcotte, D. Potvin, P.,Royer, E., Joly, J. (2006) .Typology of students at risk for dropping out of school: description by personal, family, and school factors. European Journalof Psychology of Education, vol. 21, (issue 4) p. 363-383
Lehr, D, Katzman, L, Clinton, L, Sullivan, E, (2006). Character education and
students with disabilities. Journal of Education, Vol. 187 (issue 4) p. 71-83
Liang, X, (2004). Cooperative learning as a sociocultural practice. Canadian Modern Language Review, vol. 60 (issue 3) p. 637-668
Patrick, H., Ryan,A., Kaplan, A. (2007). Early adolescent’s perception of the classroom social environment, motivational beliefs and engagement. Journal of Educational Psychology,Vol. 99( issue 1), p.83-98
Rogers, D., Bolick,C., Anderson, A., Gordon, E. Manfra, M. McGill, M., Yow, J. (2007). It’s about the kids:transforming teacher-student relationships through action research.Clearing House, vol. 80 ( issue 5), p. 217-222
Veltri, S., Banning, J. Davies, T.(2006). The community college classroom environment: student perceptions. College Student Journal, vol. 40 ( issue 3), p.517
A Positive Classroom Environment for Disabled ESL Students
In APA Style
Ginny Thomas
The University of Texas at Arlington
ABSTRACT
Of the thousands of immigrant and refugee students who enroll in American schools
each year, many have disabilities which affect their ability to learn. To complicate matters,
these disabilities may have gone undiagnosed, or they may not have been addressed in the
student’s country of origin. To effectively teach these students, teachers themselves need
to be sensitive to the student’s needs, and they must be educated about the nature of the
disability to create an emotionally and physically comfortable learning environment for
the student.
A Positive Classroom Environment for Disabled ESL Students
Maria, an intelligent visually impaired fifteen year old girl, came to the United States
and began her American education. She spoke a little English, so coming late in the
year was not an issue, but her visual impairment made learning difficult for her. The
school district’s vision specialist provided glasses and other visual tools for her. Maria
had no problem wearing the glasses, but she never used the magnifying glass provided
for her to see her paperwork, or the collapsible telescope provided for her to see the
board.
In an ESL class, students are often self-conscious about their lack of proficiency
in the language. Expressing themselves in English is awkward. Limited English students
with disabilities have additional difficulties, because in addition to having to acquire
a new language, they must struggle with a physical or cognitive impairment that might
make learning more difficult. Disabilities can make social adjustment even more
difficult. Students who don’t understand differences can make life difficult for a limited
English or disabled student, and often, even the teacher doesn’t know what to do to help
the student learn and adjust socially. To create a classroom with a positive environment
for a disabled ESL student, the following factors have to be taken into consideration: the
teacher’s attitude toward the student and his/her disability; the teacher’s knowledge of the
nature of the disability; attitudes of students without disabilities toward disabled students;
instructional methodology which is effective and comfortable for the student; technology
which can help the student learn; and a classroom which provides an environment
without obstacles and which facilitates learning.
Students with disabilities have been physically included in classrooms for years, but
often they remain socially and academically isolated because of attitudes of the
teacher and other students (Brandon, 2006). In a study in Botswana, teachers were
surveyed about their attitudes toward students with disabilities. They expressed
negative attitudes toward the idea of having students with disabilities in their classroom,
but they reported positive attitudes toward the students themselves, and they reported few
problems with the students’ behavior. Teachers admitted that they felt inadequately
trained to deal with students with disabilities. The result of this study was a recommend-
ation to the Ministry of Education that teachers receive more training to deal with
disabled students, and that teachers with disabilities be hired to change the school’s
perception of people with disabilities (Brandon, 2006). A study in Ohio focused
on acceptance or rejection of students with disabilities by teachers. Teachers showed high
levels of attachment to students with disabilities who communicate with them and who
make a strong effort to achieve, but they showed high levels of rejection toward students
with disabilities who exhibit negative behavior. The study concluded that general
educators’ perceived lack of knowledge and expertise in the area of educating students
with disabilities rather than disregard for these students may explain the negative attitude
toward students with disabilities (Cook, 2007). In any classroom setting, teacher
support is important, and it is supremely important when dealing with limited English
students and students with disabilities. This support can be difficult to give when the
teacher does not understand the student’s learning needs. A study in Illinois revealed that
when students feel fully supported by their teacher, they are likely to engage more fully
and have higher achievement (Patrick, 2007).
Peer relationships are an important part of a healthy classroom environment. When
Maria did not want to use the tools that would help her see and learn, it was because of
her fear of ridicule and rejection by her peers. Maria was a great example of a disabled
person fitting in and contributing to the group. Her peers appreciated her sweet and gentle
personality and her fine mind that contributed so much to cooperative learning activities.
Limited English and disabled students are particularly vulnerable to peer ridicule because
of their differences. It is important for all students to learn the meaning of social inclusion
where the talents of everyone are developed. Students with differences and disabilities
can help to build character in students without disabilities by serving as examples of
strength and character in the face of obstacles. When positive relationships are formed
between students with differences and disabilities and their peers, an environment of
personal responsibility, kind acceptance, and thoughtful citizenship is created
(Lehr, 2006).
Limited English students and students with disabilities face tremendous challenges in
mastering the material. Appropriate methodology is especially important with these
students, but sometimes it can be a guessing game for the teacher to choose which is best .
In a study of M.Ed. students, teachers conducted their own research by surveying their
students. The results showed that through this research, teachers got to know their
students, their learning styles, and preferences for classroom activities. Teachers
modified their instruction accordingly, and found that better instruction and more
learning took place Dwight, 2007). Cooperative learning and project-based learning work
particularly well for limited English students because it allows them to interact and
communicate with each other to complete a task (Beckett, 2005). These methods
work well for students with disabilities because they allow them to use their talents
while avoiding their limitations. A Canadian study of Chinese-born ESL students showed
that they supported each other in cooperative learning tasks. They liked the idea that they
had a larger pool of ideas, that they could get a task completed faster, and that they got to
practice English more (Liang, 2004).
Reading and writing present challenges for these students, but fortunately, there are
technological solutions. Digital text technology can copy text and paste it onto a word
processing program where the font, font size, color, and background can be changed.
Across media transformation can convert text from written to auditory. As students type,
text is read back. A Reading Pen passes over the text, and highlights words on an
LCD screen and pronounces them (Barbetta, 2007). Compared to these, Maria’s visual
tools were primitive. In a perfect world, all students would be using technology, and the
technology that the ESL or disabled student used might be a little different, but should
not draw negative attention.
The physical environment of the classroom is important to any student, but especially
to ESL and disabled students. At-risk students perceive little order and organization in
class (Laurier, 2006). A well-ordered classroom facilitates learning. A study of
community college students revealed the obvious – that lighting, temperature, a
clear view of the board or screen were important. What was more interesting was that
students wanted a clear view of each other and the instructor, and that they wanted the
space and arrangement that would allow them to freely interact with each other
(Veltri, 2006),
In every classroom there are students with differences. Teachers must continually
educate themselves about the students they are teaching. They must coordinate with other
teachers who share the students, or who have expertise in the area of concern. Teachers
must also set the tone for respect of all students in the classroom, and give each student
the opportunity to grow and achieve academically and socially while sharing his/her gifts
with the class.
BIBLIOGRAPHY
Barbetta, P., Spears-Bunton, L. (2007). Learning to write: technology for students with disabilities in secondary inclusive classrooms. English Journal, vol. 9 (issue 2) p.86-91
Beckett, G., Slater, T.(2005). The project framework: a tool for language and skills integration.English Language Teachers’ Journal, vol.59 ( issue 2), p.108-116
Brandon, D.,Neube, M. (2006). Botswana’s agricultural teachers’ attitudes towards inclusion of students with disabilities in mainstream classes. Negro Educational Review, vol.57(issue 3-4), p.215-227
Cook, B, Cameron, D, Tankersley, M.(2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. Journal of Special Education, vol. 40, (issue 3) p.230-238
Fortin, L., Marcotte, D. Potvin, P.,Royer, E., Joly, J. (2006) .Typology of students at risk for dropping out of school: description by personal, family, and school factors. European Journalof Psychology of Education, vol. 21, (issue 4) p. 363-383
Lehr, D, Katzman, L, Clinton, L, Sullivan, E, (2006). Character education and
students with disabilities. Journal of Education, Vol. 187 (issue 4) p. 71-83
Liang, X, (2004). Cooperative learning as a sociocultural practice. Canadian Modern Language Review, vol. 60 (issue 3) p. 637-668
Patrick, H., Ryan,A., Kaplan, A. (2007). Early adolescent’s perception of the classroom social environment, motivational beliefs and engagement. Journal of Educational Psychology,Vol. 99( issue 1), p.83-98
Rogers, D., Bolick,C., Anderson, A., Gordon, E. Manfra, M. McGill, M., Yow, J. (2007). It’s about the kids:transforming teacher-student relationships through action research.Clearing House, vol. 80 ( issue 5), p. 217-222
Veltri, S., Banning, J. Davies, T.(2006). The community college classroom environment: student perceptions. College Student Journal, vol. 40 ( issue 3), p.517
Friday, August 3, 2007
Character Education and Students With Disabilities
Title - Character Education and Students With Disabilities
Author - Lehr, Donna, Katzman, Lauren, Clinton, LeRoy, Sullivan, Eileen E.
Author's Purpose for Writing - To express that students with disabilities are part of school communities, and they can enhance character development in non-disabled students by serving as examples of strength and character in the face of obstacles.
What are the points made by the review of the literature?
All students should learn the meaning of social inclusion, which is part of a democratic society, which is at risk when a society fails to develop the talents of all its members.
Students can learn through interacting with disabled classmates to to develop attitudes and
behaviors consistent with enabling individuals with disabilities to become contributing members of society.
Students can learn about the difference between supporting people with disabilities and taking care of them.
Having students with varying abilities in schools necessitates differentiation of instruction
to meet the wide range of student needs. When teachers are able to meet the needs of a variety of students, they they provide a model for meeting the needs of community members.
When disabled students are given tools for learning, it helps them to develop higher order thinking skills.
Conclusion - The inclusion of students with disablities and their relationships with their peers
without disabilitiescan create an environment of personal responsibility, kind acceptance, and thoughtful citizenship.
Author - Lehr, Donna, Katzman, Lauren, Clinton, LeRoy, Sullivan, Eileen E.
Author's Purpose for Writing - To express that students with disabilities are part of school communities, and they can enhance character development in non-disabled students by serving as examples of strength and character in the face of obstacles.
What are the points made by the review of the literature?
All students should learn the meaning of social inclusion, which is part of a democratic society, which is at risk when a society fails to develop the talents of all its members.
Students can learn through interacting with disabled classmates to to develop attitudes and
behaviors consistent with enabling individuals with disabilities to become contributing members of society.
Students can learn about the difference between supporting people with disabilities and taking care of them.
Having students with varying abilities in schools necessitates differentiation of instruction
to meet the wide range of student needs. When teachers are able to meet the needs of a variety of students, they they provide a model for meeting the needs of community members.
When disabled students are given tools for learning, it helps them to develop higher order thinking skills.
Conclusion - The inclusion of students with disablities and their relationships with their peers
without disabilitiescan create an environment of personal responsibility, kind acceptance, and thoughtful citizenship.
Learning to Write: Technology for Students With Disabilities in Secondary Inclusive Classrooms
Title - Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms
Author - Patricia M. Barbetta, Linda A. Spears-Bunton
Author's Purpose for Writing - To review technologies that help students with disabilities master the writing process
What are the main points made in the review of the literature? Each stage of the writing process presents challenges for students with disabilities. Fortunately, there are technologies
available to students who struggle with reading and writing.
Digital text technology: A scanner with optical character recognition (OCR) software can copy text from a website and paste it onto a word processing program. The text can be modified by changing font, color, background, or by highlighting words. Autosummarize selects main idea sentences from a document. With Across media transformation, text is predsented in a different medium such as auditory. As students type, text is read back. The Reading Pen - As the pen is passed over the txt, the words are highlighted on an LCD screen and pronounced.
Text to Speech Technology: With Inteelitalk 3, students listen to and edit their own work because text can be read back
Word Prediction technology: As student types, software predicts the word, reducing the number of keystrokes the student has to make.
Conclusion - Writing is difficult, especially for students with disabilities. English and special ed teachers need to work closely together to plan strategies. Technology can be effectiv tool in helping special needs students learn to write.
Author - Patricia M. Barbetta, Linda A. Spears-Bunton
Author's Purpose for Writing - To review technologies that help students with disabilities master the writing process
What are the main points made in the review of the literature? Each stage of the writing process presents challenges for students with disabilities. Fortunately, there are technologies
available to students who struggle with reading and writing.
Digital text technology: A scanner with optical character recognition (OCR) software can copy text from a website and paste it onto a word processing program. The text can be modified by changing font, color, background, or by highlighting words. Autosummarize selects main idea sentences from a document. With Across media transformation, text is predsented in a different medium such as auditory. As students type, text is read back. The Reading Pen - As the pen is passed over the txt, the words are highlighted on an LCD screen and pronounced.
Text to Speech Technology: With Inteelitalk 3, students listen to and edit their own work because text can be read back
Word Prediction technology: As student types, software predicts the word, reducing the number of keystrokes the student has to make.
Conclusion - Writing is difficult, especially for students with disabilities. English and special ed teachers need to work closely together to plan strategies. Technology can be effectiv tool in helping special needs students learn to write.
Thursday, August 2, 2007
Sleeping Beauty
The fairy tale princess that I most resemble is Sleeping Beauty. I always loved her. A beloved aunt gave me the book when my youngest sister was born. That Malificent with two horns on her head was evil beyond anything that I could imagine, and I loved the way that Princess Aurora's dress changed from pink to blue and back to pink again. I spent a lot of time trying to figure out how I could make my clothes do that. I am like her because when I get bored, I fall asleep. I sleep through most faculty meetings. This is a big joke at work. It's a wonder I still have a job. It is also difficult for me to wake up in the morning. Sometimes my yard doesn't get done on time, and the grass and the bushes grow up high just like they did around Sleeping Beauty's castle, and there I am sound asleep. But is it a handsome prince that wakes me up? Of course not. It's my dog who has to go to the bathroom.
Wednesday, August 1, 2007
Contrasting Imagery in “Owls”
Mary Oliver uses contrasting imagery in “Owls” to convey her perception of the complexity of nature. She is a person who observes every nuance. She is alternately awed and intimidated by what she sees and hears. She describes the great horned owl as having razor-tipped toes, being swift and merciless upon the backs of rabbits, mice, and other small animals. She tells of finding headless bodies of blue jays and rabbits, knowing that it was the great horned owl that did them in. The horned owl’s scream is the sheer rollicking glory of a death-bringer, and he has an insatiable taste for brains. The author does find pleasure and wonder in nature, even with other species of owls. She can imagine a screech owl on her wrist, and learning something about the Arctic from the feathers of a great snowy owl. She writes of fields of poppies and lupines, and of roses growing in the dunes. In the end, she finds the sheer abundance of beautiful roses as overwhelming and intimidating as the presence of the predatory owl.
The View From Above My House
If Sasparillo flew over my house, he would see my two Bradford Pear trees which are growing
up to be lush and gorgeous. He would see my front porch with the rocking charirs, and maybe someone in my family sitting there trying to get some fresh air and a moment of solitude.
He would see cars going in and out of the driveway. Everyone in the house drives, so someone is always coming or going. As he flew over my backyard, he would see land that's only a few years removed from being a cow pasture - not much there. He might see my two dogs come bounding out the back door, barking their brains out at some poor soul trying to take a leisurely walk down the path behind my house. He would see the beautiful rabbit hutch that my yard man built for me recently. A huge spider has been building a web between the hutch and the back gate. Sadly, he would see the house behind mine that burned down yesterday. I don't think anyone was living in it yet, but it was a pretty house, and I had seen the workmen work so hard on it.
up to be lush and gorgeous. He would see my front porch with the rocking charirs, and maybe someone in my family sitting there trying to get some fresh air and a moment of solitude.
He would see cars going in and out of the driveway. Everyone in the house drives, so someone is always coming or going. As he flew over my backyard, he would see land that's only a few years removed from being a cow pasture - not much there. He might see my two dogs come bounding out the back door, barking their brains out at some poor soul trying to take a leisurely walk down the path behind my house. He would see the beautiful rabbit hutch that my yard man built for me recently. A huge spider has been building a web between the hutch and the back gate. Sadly, he would see the house behind mine that burned down yesterday. I don't think anyone was living in it yet, but it was a pretty house, and I had seen the workmen work so hard on it.
Tuesday, July 31, 2007
Demo Lesson - Fairy Tales, Elements of the Story, and Point of View
This lesson is for high beginning or low intermediate high school ESL students
I. Objectives:
Students will identify unique elements of fairy tales
Students will write from a different point of view
Students will use acquired knowledge to write personal narrative
II. Discussion - What is a fairy tale? What are some characteristics of fairy tales?
III. Read aloud -"The Paper Bag Princess" by Robert Munsch Illustration by Michael Martchenko
Chart the elements and identify point of view
IV. Matching/Grouping Activity
V. Read fairy tales online: Snow White, Cinderella, Rapunzel, and The Little Mermaid
VI. Chart elements on a graphic organizer
VII. Quickie Fairy Tale Group Write
VIII. Use an Open Mind Diagram to express the point of view of a character in the story
IX. Invitation to Write: Personal Narrative
9th Grade E/LA TEKS
1B write in a voice and style appropriate to audience and purpose
5B respond productively to peer review of his/her own work
6A expand vocabulary through wide reading, listening, and discussing
7B rely upon his/her own background to provide connection to texts
7D construct images such as graphic organizers based on text descriptions and text structures
8C read world literature, including classic and contemporary works
9B compare text events with his/her own and other readers experiences
11B analyze the relevance of setting and time frame to text's meaning
11C analyze characters and identify time and oint of view
11D analyze basic conflicts
Extensions:
Make a captioned mural of fairy tales
Write an original fairy tale
Write a fractured fairy tale
Make a hanger book of a fairy tale character ( a life-sized character made with a coat hanger and bulletin board paper) which includes a self-description and 1st person point of view telling of the story.
Fairy Tale Websites:
Sur la Lune
http://www.longwood.K12.ny.us/ridge/wq/savona
Children’s Story
I. Objectives:
Students will identify unique elements of fairy tales
Students will write from a different point of view
Students will use acquired knowledge to write personal narrative
II. Discussion - What is a fairy tale? What are some characteristics of fairy tales?
III. Read aloud -"The Paper Bag Princess" by Robert Munsch Illustration by Michael Martchenko
Chart the elements and identify point of view
IV. Matching/Grouping Activity
V. Read fairy tales online: Snow White, Cinderella, Rapunzel, and The Little Mermaid
VI. Chart elements on a graphic organizer
VII. Quickie Fairy Tale Group Write
VIII. Use an Open Mind Diagram to express the point of view of a character in the story
IX. Invitation to Write: Personal Narrative
9th Grade E/LA TEKS
1B write in a voice and style appropriate to audience and purpose
5B respond productively to peer review of his/her own work
6A expand vocabulary through wide reading, listening, and discussing
7B rely upon his/her own background to provide connection to texts
7D construct images such as graphic organizers based on text descriptions and text structures
8C read world literature, including classic and contemporary works
9B compare text events with his/her own and other readers experiences
11B analyze the relevance of setting and time frame to text's meaning
11C analyze characters and identify time and oint of view
11D analyze basic conflicts
Extensions:
Make a captioned mural of fairy tales
Write an original fairy tale
Write a fractured fairy tale
Make a hanger book of a fairy tale character ( a life-sized character made with a coat hanger and bulletin board paper) which includes a self-description and 1st person point of view telling of the story.
Fairy Tale Websites:
Sur la Lune
http://www.longwood.K12.ny.us/ridge/wq/savona
Children’s Story
http://webtech.kennesaw.edu/jcheek3/fairytales.htm
Research:
Research Guides
Warner, Maria .(1995) From the Beast to the Blonde. Farran, Strauss
Tatar, Maria. (2003)The Hard Facts of Grimms' Fairy Tales.Princeton, N.J.Princeton University Press
A Rhyme From My Childhood
Once upon a time
A goose drank wine
A monkey chewed tobacco
On the streetcar line
The streetcar broke
And the monkey choked
And they all went to heaven
In a little tin boat
A goose drank wine
A monkey chewed tobacco
On the streetcar line
The streetcar broke
And the monkey choked
And they all went to heaven
In a little tin boat
Inside Out Chapter 2
There is a diversity and richness of inner language that flows in all of us.
When we write, we dip into that flow and pull out ideas and words to put down on the page.
There is an anxious feeling that a word or phrase will slip by before we get it on the page.
Sometimes it is difficult to draw out the students’ inner language.
Our goal in teaching writing is to teach writing in a natural way, to get out of the way of our students. It is to make writing a part of their lives just as it is a part of ours.
We tend to teach writing in steps, but writing processes are recursive and do not follow neat separate steps.
We should introduce our students to a variety of ways of beginning, drafting, revising, and completing their work.
Help students develop fluency – get students comfortable with the language.
Control – coach students, and don’t discourage them.
Precision – Students should begin looking for better words and better constructions on their own.
Give students examples of writing that give students a feel for language, voice, and syntax.
Offer constraints (structure) but give students freedom to express themselves.
Students can’t be taught, but they can be coached. Coaches don’t advise, they listen and ask questions.
When we write, we dip into that flow and pull out ideas and words to put down on the page.
There is an anxious feeling that a word or phrase will slip by before we get it on the page.
Sometimes it is difficult to draw out the students’ inner language.
Our goal in teaching writing is to teach writing in a natural way, to get out of the way of our students. It is to make writing a part of their lives just as it is a part of ours.
We tend to teach writing in steps, but writing processes are recursive and do not follow neat separate steps.
We should introduce our students to a variety of ways of beginning, drafting, revising, and completing their work.
Help students develop fluency – get students comfortable with the language.
Control – coach students, and don’t discourage them.
Precision – Students should begin looking for better words and better constructions on their own.
Give students examples of writing that give students a feel for language, voice, and syntax.
Offer constraints (structure) but give students freedom to express themselves.
Students can’t be taught, but they can be coached. Coaches don’t advise, they listen and ask questions.
Monday, July 30, 2007
Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities
Title - Inclusive Teachers' Attitudinal Ratings of Their Students With Disabilities
Author - Bryan G. Cook, David L. Cameron, Melody Tankersley
Author's Purpose for Writing - To explore the use of a new rating scale that measures teacher's attitudes toward their students, and to investigate the attitudes of inclusion teachers toward their students with disabilities using a rating scale
What are the points made in the review of the literature? Teachers have less attachment to students with disablities who exhibit negative behavior, but they have high levels of attachment to students with disabilities who communicate with them and who make an effort to achieve.
Do they support the need for the study? yes
Author's inquiry questions - Do inclusive teachers feel greater concern, indifference, and rejection, but less attachment toward their students with disabilities?
Author's Methodolgy - A rating scale
Who is being studied? 50 inclusive teachers, the 156 included students with disabilities and 199 of their students without disabilities in Ohio
Over what length of time? one semester
What data is being collected? teacher attitudes about disabled and non-disabled students
How is it being analyzed? Zero-order correlations, ANOVA, four multiple regression equations,
MANOVA
Any other interesting or pertinent data -
How the author collected information - In faculty meetings, teachers rated their attitudes toward students on a 4 point scale
What the author discovered or conclusions/implications - The learning and behavioral problems exhibited by students with disabilities engendered inclusive teacher's relatively high rejection and low attachment ratings. The participating teachers tended to develop concern for included students with disabilities who had instructional needs that the teachers could reasonably address and did not exhibit the behaviors that elicit teacher rejection. General educators' perceived lack of experience, knowledge, or responsibility regarding the instruction of students with disabilities rather than teacher disregard may explain the higher indifference toward included students with disabilities.
Author - Bryan G. Cook, David L. Cameron, Melody Tankersley
Author's Purpose for Writing - To explore the use of a new rating scale that measures teacher's attitudes toward their students, and to investigate the attitudes of inclusion teachers toward their students with disabilities using a rating scale
What are the points made in the review of the literature? Teachers have less attachment to students with disablities who exhibit negative behavior, but they have high levels of attachment to students with disabilities who communicate with them and who make an effort to achieve.
Do they support the need for the study? yes
Author's inquiry questions - Do inclusive teachers feel greater concern, indifference, and rejection, but less attachment toward their students with disabilities?
Author's Methodolgy - A rating scale
Who is being studied? 50 inclusive teachers, the 156 included students with disabilities and 199 of their students without disabilities in Ohio
Over what length of time? one semester
What data is being collected? teacher attitudes about disabled and non-disabled students
How is it being analyzed? Zero-order correlations, ANOVA, four multiple regression equations,
MANOVA
Any other interesting or pertinent data -
How the author collected information - In faculty meetings, teachers rated their attitudes toward students on a 4 point scale
What the author discovered or conclusions/implications - The learning and behavioral problems exhibited by students with disabilities engendered inclusive teacher's relatively high rejection and low attachment ratings. The participating teachers tended to develop concern for included students with disabilities who had instructional needs that the teachers could reasonably address and did not exhibit the behaviors that elicit teacher rejection. General educators' perceived lack of experience, knowledge, or responsibility regarding the instruction of students with disabilities rather than teacher disregard may explain the higher indifference toward included students with disabilities.
It's About the Kids - Transforming Teacher-Student Relationships Through Action Research
Title - It's About the Kids - Transforming Teacher-Student Relationships Through Action Research
Author - Dwight Rogers, Cheryl Mason Bolick, Amy Anderson, Evelyn Gordon, Meghan McGlinn Manfra, Jan Yow
Author's Purpose for Writing - Action research is often used in teacher education programs to improve teacher reflection and practice, but there is little indication of its impact on students.
What are the points made in the review of the literature? Action research provides a vehicle for teachers to establish more personal relationships with students, develop a better understanding
of students as learners and give students a voice in the classroom.
Do they support the need for the study? Yes.
Author's Inquiry Questions - When teachers engage in action research, do they go beyond reflection and become more mindful of the students they teach?
Author's Methodology - Teachers formulated the questions, surveyed students, distributed questionnaires and surveys, analyzed results and reflected on implications.
Who is being studied? Teachers in an M.Ed program enrolled in a research class
Over what length of time? Over the period of the course (probably a semester)
What data is being collected? Teacher's final research reports
How is it being analyzed? No formal analysis is given, only observations
Other pertinent data - Action research has tremendous potential for encouraging teachers to
uncover and implement new and different ways to communicate with their students and fully involve them in curricular and pedagogical decision making
How the author collected information - Teachers conducted their own research, then submitted it at the end of the course to the author
What the author discovered or conclusions/implications - Teachers found that through action research they got to know their students, their learning styles, and preferences for classroom activities. Teachers were able to modify their instruction, and found that instruction/learning was more effective. Careful reading of the final reports identified including the child in the curriculum as a significant outcome of the final research results.
Author - Dwight Rogers, Cheryl Mason Bolick, Amy Anderson, Evelyn Gordon, Meghan McGlinn Manfra, Jan Yow
Author's Purpose for Writing - Action research is often used in teacher education programs to improve teacher reflection and practice, but there is little indication of its impact on students.
What are the points made in the review of the literature? Action research provides a vehicle for teachers to establish more personal relationships with students, develop a better understanding
of students as learners and give students a voice in the classroom.
Do they support the need for the study? Yes.
Author's Inquiry Questions - When teachers engage in action research, do they go beyond reflection and become more mindful of the students they teach?
Author's Methodology - Teachers formulated the questions, surveyed students, distributed questionnaires and surveys, analyzed results and reflected on implications.
Who is being studied? Teachers in an M.Ed program enrolled in a research class
Over what length of time? Over the period of the course (probably a semester)
What data is being collected? Teacher's final research reports
How is it being analyzed? No formal analysis is given, only observations
Other pertinent data - Action research has tremendous potential for encouraging teachers to
uncover and implement new and different ways to communicate with their students and fully involve them in curricular and pedagogical decision making
How the author collected information - Teachers conducted their own research, then submitted it at the end of the course to the author
What the author discovered or conclusions/implications - Teachers found that through action research they got to know their students, their learning styles, and preferences for classroom activities. Teachers were able to modify their instruction, and found that instruction/learning was more effective. Careful reading of the final reports identified including the child in the curriculum as a significant outcome of the final research results.
My Gift and What I Do With It
My gift is empathy (O.K., some people might laugh). I feel that difficulties in my life have been like mean teachers, but they taught me things, and I often seem to get lessons on understanding others. My students are culturally diverse, and also come with the baggage that all adolescents carry. I have not always responded to them in the best way, but I try. I went to live in France when I was 22 under the best circumstances. It was my choice, I had a comfortable life, and I was a student on a grand adventure. In spite of having studied the culture and the language
it was all difficult for me at first. I didn't understand a lot of what people were saying because they spoke so fast. I didn't know a lot about just getting through the day. I can't imagine how frightened and bewildered my students must be to be in a country that they may not have chosen to come to, and to live with poverty and discrimination. I can't make everything right for them, but I can greet them warmly everyday and let them know that they matter. I can try to teach them what they need to know to get by in this world.
it was all difficult for me at first. I didn't understand a lot of what people were saying because they spoke so fast. I didn't know a lot about just getting through the day. I can't imagine how frightened and bewildered my students must be to be in a country that they may not have chosen to come to, and to live with poverty and discrimination. I can't make everything right for them, but I can greet them warmly everyday and let them know that they matter. I can try to teach them what they need to know to get by in this world.
How I Will Be StellaLuna on My Campus
Although I love my job and my school, there are some major frustrations. The main frustration is the constant hysteria over test scores. We look bad on paper, and sometimes
it translates into drill and kill for the test when so much more valuable material could be taught. The other is the unavailability of technology to our ESL students. This is seriously appalling.
Next year, I want to take what I have learned here to make things different. I want my classes to be real communities of writers. I want them to be more connected to each other as writers and I want their work to be displayed so that other teachers can see what limited English students can do when they are connected to each other as writers. I will use peer response and
more peer editing so that students will know that it's not just about them and me, but about their role in this community.
+-
it translates into drill and kill for the test when so much more valuable material could be taught. The other is the unavailability of technology to our ESL students. This is seriously appalling.
Next year, I want to take what I have learned here to make things different. I want my classes to be real communities of writers. I want them to be more connected to each other as writers and I want their work to be displayed so that other teachers can see what limited English students can do when they are connected to each other as writers. I will use peer response and
more peer editing so that students will know that it's not just about them and me, but about their role in this community.
+-
Sunday, July 29, 2007
The Project Framework, a Tool for Language, Content, and Skills Integration
I. Title - The Project Framework, a Tool for Language, COntent, and Skills Integration
II. Author - Gulbahar H. Beckett and Tammy Slater
III. Author's Purpose for Writing - Does the Project Framework (project-based learning which
integrates skills with a self-assessment (graphing) component promote self-motivated learning?
IV. What are the points made in the literature? The Framework allows ESL students to see the value of project-based instruction by making explicit the various components which work together to promote higher level academic literacy: language, thinking skills, and content knowledge.
Do they support the need for the study? Yes
V. Author's Inquiry Question - Does project-based learning socialize students into a new way of thinking about language and language learning?
VI. Author's Methodology - The Project Framework is a tool that addresses the simultaneous learning of language, content, and skills
A. Who is being studied? 57 ESL students and their teacher at a Canadian University
B. Over what length of time? 3 classes of a 14 week course
C. What data is being collected? syllabus, lesson plans, student portfolios, student reflexions
D. How is it being analyzed? constant comparison
E. Any other interesting or pertinent data - all 57 were able to use the project
VII. How the author collected information - interviews
VIII. What the author discovered or conclusions/implications - The use of projects establishes a direct link between language learning and its application as well as to create opportunities which allow ESL students to develop their abilities in the target language by interacting and communicating with each other.
II. Author - Gulbahar H. Beckett and Tammy Slater
III. Author's Purpose for Writing - Does the Project Framework (project-based learning which
integrates skills with a self-assessment (graphing) component promote self-motivated learning?
IV. What are the points made in the literature? The Framework allows ESL students to see the value of project-based instruction by making explicit the various components which work together to promote higher level academic literacy: language, thinking skills, and content knowledge.
Do they support the need for the study? Yes
V. Author's Inquiry Question - Does project-based learning socialize students into a new way of thinking about language and language learning?
VI. Author's Methodology - The Project Framework is a tool that addresses the simultaneous learning of language, content, and skills
A. Who is being studied? 57 ESL students and their teacher at a Canadian University
B. Over what length of time? 3 classes of a 14 week course
C. What data is being collected? syllabus, lesson plans, student portfolios, student reflexions
D. How is it being analyzed? constant comparison
E. Any other interesting or pertinent data - all 57 were able to use the project
VII. How the author collected information - interviews
VIII. What the author discovered or conclusions/implications - The use of projects establishes a direct link between language learning and its application as well as to create opportunities which allow ESL students to develop their abilities in the target language by interacting and communicating with each other.
Cooperative Learning as a Sociocultural Practice
I. Title - Cooperative Learning as a Sociocultural Practice
II. Author - Xiaoping Liang
III. Author's Purpose for Writing - To determine whether Chinese-born ESL students see the benefits of cooperative learning
IV. What are the points made in the review of the literature? Research has shown benefits of cooperative learning for second language learners. It is unclear whether students can see the benefits.
Do they support the need for the study? Yes
V. Author's inquiry questions - How do Chinese immigrant students perceive their cooperative learning experiences in ESL classes? How do they act upon cooperative learning activities in these classes?
VI. Author's Methodology - Explore cooperative learning as a potentially dilemmatic sociocultural practice
A. Who is being studied? Chinese students in a Vancouver, B.C. high school
B. Over what length of time? Two years
C. What data is being collected? Attitudes toward the cooperative learning experience
D. How is it being analyzed? Through statistical analysis
E. Any other interesting or pertinent data - These students tended to divide up the task instead of actually working together
VII. How the author collected information - interviews, naturalistic observation
VIII. What the author discovered or conclusions/implications - These students were observed supporting each other. They had mixed reactions. They liked the idea that they could have a larger pool of ideas and get a task completed faster, and practice English more, but they also reported that it could be hard to reach a consensus, that many did not do their part, and that it meant that they spoke L1 too often/
II. Author - Xiaoping Liang
III. Author's Purpose for Writing - To determine whether Chinese-born ESL students see the benefits of cooperative learning
IV. What are the points made in the review of the literature? Research has shown benefits of cooperative learning for second language learners. It is unclear whether students can see the benefits.
Do they support the need for the study? Yes
V. Author's inquiry questions - How do Chinese immigrant students perceive their cooperative learning experiences in ESL classes? How do they act upon cooperative learning activities in these classes?
VI. Author's Methodology - Explore cooperative learning as a potentially dilemmatic sociocultural practice
A. Who is being studied? Chinese students in a Vancouver, B.C. high school
B. Over what length of time? Two years
C. What data is being collected? Attitudes toward the cooperative learning experience
D. How is it being analyzed? Through statistical analysis
E. Any other interesting or pertinent data - These students tended to divide up the task instead of actually working together
VII. How the author collected information - interviews, naturalistic observation
VIII. What the author discovered or conclusions/implications - These students were observed supporting each other. They had mixed reactions. They liked the idea that they could have a larger pool of ideas and get a task completed faster, and practice English more, but they also reported that it could be hard to reach a consensus, that many did not do their part, and that it meant that they spoke L1 too often/
The Community College CLassroom Environment: Student Perceptions
I. Title - The Community College Classroom Environment: Student Perceptions
II. Author - Sandra Veltri, James H. Banning, Timothy Gray Davies
III. Author's Purpose for Writing - To identify specific classroom attributes that contribute to
or hinder learning
IV. What are the points made in the review of the literature? Classroom arrangement can affect student interaction. Poor visiblity can be caused by poor lighting ad distance from tech equipment. Poor visibility can hinder questionning. Low lights and warm temps can lead to lethargy. Distracting noises can drown out lecture and discussion.
Do they support the need for the study? Yes.
VI. Author's Methodology - inquiry, discussion, dream drawings
A. Who is being studied? Students at an an old (1935) community college which has been periodically updated.
B. Over what length of time? That information was not given, but I would guess 1 day.
C. What data is being collected? Opinions about learning facilities and features that hinder or enhance learning.
D. How is it being analyzed? This information was not given
E. Any other interesting or pertinent data - The participants included distance learners
who cited problems seeing the tech equipment, and obstructions to their views of the class.
VII. How the author collected information - Authors met with students who participated in inquiry and discussion and submitted drawings of the ideal classroom
VIII. What the author discovered or conclusions/implications - Furnishings should facilitate a non-restrictive environment where students and instructors can freely interact. Most students showed a circular arrangement in their dream drawings which facilitated visibility of the instructor, the students, and the visuals. Light, bright colors keep students awake. Adjustable light settings are important so that students can have bright light to see, but which can be dimmed for power point presentations.
II. Author - Sandra Veltri, James H. Banning, Timothy Gray Davies
III. Author's Purpose for Writing - To identify specific classroom attributes that contribute to
or hinder learning
IV. What are the points made in the review of the literature? Classroom arrangement can affect student interaction. Poor visiblity can be caused by poor lighting ad distance from tech equipment. Poor visibility can hinder questionning. Low lights and warm temps can lead to lethargy. Distracting noises can drown out lecture and discussion.
Do they support the need for the study? Yes.
VI. Author's Methodology - inquiry, discussion, dream drawings
A. Who is being studied? Students at an an old (1935) community college which has been periodically updated.
B. Over what length of time? That information was not given, but I would guess 1 day.
C. What data is being collected? Opinions about learning facilities and features that hinder or enhance learning.
D. How is it being analyzed? This information was not given
E. Any other interesting or pertinent data - The participants included distance learners
who cited problems seeing the tech equipment, and obstructions to their views of the class.
VII. How the author collected information - Authors met with students who participated in inquiry and discussion and submitted drawings of the ideal classroom
VIII. What the author discovered or conclusions/implications - Furnishings should facilitate a non-restrictive environment where students and instructors can freely interact. Most students showed a circular arrangement in their dream drawings which facilitated visibility of the instructor, the students, and the visuals. Light, bright colors keep students awake. Adjustable light settings are important so that students can have bright light to see, but which can be dimmed for power point presentations.
Botswana's Agriculture Teachers' Attitudes Towards Inclusion of Students With Physical DIsablities in Mainstream Classes
I. Title - Botswana's Agriculture Teachers' Attitudes Towards Inclusion of Students With Physical Disabilities in Mainstream Classes
II. Author - Dorothy Brandon, Matoteng M. Neube
III. Author's Purpose for Writing - Although children may be included physically, they may remain socially and academically excluded because of teacher's and student's attitudes.
IV. What are the points made in the review of the literature? The teachers in the study had a negative attitude toward accepting students with disabilities into their classrooms, but their attitude toward the students' classroom behavior was positive. They also agreed that the presence of disabled students would promote acceptance of diversity among the non-disabled.
They felt that the extra attention that these students would require would be a detrement to
those who were not disabled. They felt that they did not have adequate training to deal with these challenges.
Do they support the need for the study? Yes
V. Author's Inquiry Question - What are teacher attitudes toward teaching physically handicapped children ?
A. Who is being studied ? Agriculture teachers in Botswana, Africa
B. Over what length of time? 10 days
C. What data is being collected? Survey of attitudes toward students with disabilities
D. How is it being analyzed? Statistical Package for Social Sciences
E. List any other pertinent data - These teachers had concerns because of the physical, hands-on nature of an agriculture class.
VII. How the author collected information - Surveys were delivered to the school, then picked up after 10 days.
VIII. What the author discovered or conclusions/ implications - Teachers attitudes were mixed. They reacted negatively to the idea of these students, but in reality, had few or no problems with them in this classroom setting. The teachers cited that thye had inadequate training and expertise to deal with these students. The attitude suggests that the Ministry of Education should focus more on providing training for teachers in working with students with special needs. It was also recommended that teachers with disabilities be hired to improve student
and teacher attitudes toward the disabled.
II. Author - Dorothy Brandon, Matoteng M. Neube
III. Author's Purpose for Writing - Although children may be included physically, they may remain socially and academically excluded because of teacher's and student's attitudes.
IV. What are the points made in the review of the literature? The teachers in the study had a negative attitude toward accepting students with disabilities into their classrooms, but their attitude toward the students' classroom behavior was positive. They also agreed that the presence of disabled students would promote acceptance of diversity among the non-disabled.
They felt that the extra attention that these students would require would be a detrement to
those who were not disabled. They felt that they did not have adequate training to deal with these challenges.
Do they support the need for the study? Yes
V. Author's Inquiry Question - What are teacher attitudes toward teaching physically handicapped children ?
A. Who is being studied ? Agriculture teachers in Botswana, Africa
B. Over what length of time? 10 days
C. What data is being collected? Survey of attitudes toward students with disabilities
D. How is it being analyzed? Statistical Package for Social Sciences
E. List any other pertinent data - These teachers had concerns because of the physical, hands-on nature of an agriculture class.
VII. How the author collected information - Surveys were delivered to the school, then picked up after 10 days.
VIII. What the author discovered or conclusions/ implications - Teachers attitudes were mixed. They reacted negatively to the idea of these students, but in reality, had few or no problems with them in this classroom setting. The teachers cited that thye had inadequate training and expertise to deal with these students. The attitude suggests that the Ministry of Education should focus more on providing training for teachers in working with students with special needs. It was also recommended that teachers with disabilities be hired to improve student
and teacher attitudes toward the disabled.
Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement
I. Title - Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement
II. Authors - Helen Patrick, Allison Ryan, Avi Kaplan
III. Author's Purpose for Writing - To examine the role of classroom social environment and how it influences student engagement and performance
IV. What are the points made in the review of the literature? In classrooms where mutual respect is promoted, students are freed from concern about ridicule and are able to concentrate on processing the task. Students motivational beliefs did mediate association between the classroom social environment and engagement
Do they support the need for the study? Yes.
V. Author's Inquiry Question - How do student perceptions of various aspects of the classroom social environment relate to their engagement in math?
VI. Author's Methodology - Analyze data on students from several schools
A. Who is being studied? 602 5th graders from 31 classes in 6 schools in Illinois
B. Over what length of time? That information was not given
C. What data is being collected? surveys, measures of academic engagement, school records
D. How is it being analyzed ? multivariate analysis, structured equation modeling
E. Any other interesting or pertinent data - student grades did not assess deep understanding
VII. How the author collected information - surveys were administered and collected in
one setting
VIII. What the author disccovered or conclusions/implications - When students feel emotionally supported by the teacher, they are likely to engage more fully and have higher achievement
and engage in self-regulatory strategies and task-related interaction. Adaptive classroom social environments enhance students' focus on mastery and feelings of efficacy and facilitate engagement.
II. Authors - Helen Patrick, Allison Ryan, Avi Kaplan
III. Author's Purpose for Writing - To examine the role of classroom social environment and how it influences student engagement and performance
IV. What are the points made in the review of the literature? In classrooms where mutual respect is promoted, students are freed from concern about ridicule and are able to concentrate on processing the task. Students motivational beliefs did mediate association between the classroom social environment and engagement
Do they support the need for the study? Yes.
V. Author's Inquiry Question - How do student perceptions of various aspects of the classroom social environment relate to their engagement in math?
VI. Author's Methodology - Analyze data on students from several schools
A. Who is being studied? 602 5th graders from 31 classes in 6 schools in Illinois
B. Over what length of time? That information was not given
C. What data is being collected? surveys, measures of academic engagement, school records
D. How is it being analyzed ? multivariate analysis, structured equation modeling
E. Any other interesting or pertinent data - student grades did not assess deep understanding
VII. How the author collected information - surveys were administered and collected in
one setting
VIII. What the author disccovered or conclusions/implications - When students feel emotionally supported by the teacher, they are likely to engage more fully and have higher achievement
and engage in self-regulatory strategies and task-related interaction. Adaptive classroom social environments enhance students' focus on mastery and feelings of efficacy and facilitate engagement.
Typology for Students At RIsk for Dropping Out of School
I. Title - Typology of Students at Risk for Dropping Out of School: Description by Personal, Family, and School Factors
II. Author - Laurier Fortin, Diane Marcotte, Pierre Potvin, Egi de Royes, Jacques Joly
III. Author's Purpose for Writing - To identify subgroups of students at risk for dropping out and the personal, family, and school contexts involved.
IV. What are the points made in the review of the literature? Students react to risk factors in different ways, but at-risk students form a heterogeneous population in the ways that they
react to these factors. Among this population, classroom organization and task orientation stimulated better performance. Unclear rules that were inconsistently applied increased drop-out risk. Punitive interventions increased drop-out risk. The quality of teacher-student relationship has an impact on student's performance.
Do they support the need for the study ? Yes
V. Author's Inquiry Question - What subgroups are in danger of dropping out? How are they
different from students not at risk?
VI. Author's Methodology - Categorize participants as at risk/not at risk, inquiry
A. Who is being studied? 810 7th grade students in the Quebec region of Canada
B. Over what length of time? nine years
C. What data is being collected? Family environment, personal characteristics, school plans, academic abilities, student-teacher relationships, school motivation
D. How is it being analyzed? Through tables and statistics
E. Any other pertinent data
VII. How the author collected information - Questionnaires by students, parents, and teachers,
school records, social skills rating system, Beck Depression Inventory, self-reported Delinquency Questionnaire
VIII. What the Author Discovered or Conclusions/Implications - Personal factors, such as
depression, and family factors, such as disfunction and lack of support contribute to the drop out rate of at risk students. School context, however, is a primary factor. Many at-risk students perceive little order and organization in class. Even students who maintained good relationships with teachers tended to drop out when the school was unable to provide a clear, consistent, and well-structured framework.
II. Author - Laurier Fortin, Diane Marcotte, Pierre Potvin, Egi de Royes, Jacques Joly
III. Author's Purpose for Writing - To identify subgroups of students at risk for dropping out and the personal, family, and school contexts involved.
IV. What are the points made in the review of the literature? Students react to risk factors in different ways, but at-risk students form a heterogeneous population in the ways that they
react to these factors. Among this population, classroom organization and task orientation stimulated better performance. Unclear rules that were inconsistently applied increased drop-out risk. Punitive interventions increased drop-out risk. The quality of teacher-student relationship has an impact on student's performance.
Do they support the need for the study ? Yes
V. Author's Inquiry Question - What subgroups are in danger of dropping out? How are they
different from students not at risk?
VI. Author's Methodology - Categorize participants as at risk/not at risk, inquiry
A. Who is being studied? 810 7th grade students in the Quebec region of Canada
B. Over what length of time? nine years
C. What data is being collected? Family environment, personal characteristics, school plans, academic abilities, student-teacher relationships, school motivation
D. How is it being analyzed? Through tables and statistics
E. Any other pertinent data
VII. How the author collected information - Questionnaires by students, parents, and teachers,
school records, social skills rating system, Beck Depression Inventory, self-reported Delinquency Questionnaire
VIII. What the Author Discovered or Conclusions/Implications - Personal factors, such as
depression, and family factors, such as disfunction and lack of support contribute to the drop out rate of at risk students. School context, however, is a primary factor. Many at-risk students perceive little order and organization in class. Even students who maintained good relationships with teachers tended to drop out when the school was unable to provide a clear, consistent, and well-structured framework.
Wednesday, July 25, 2007
My Friend, Judy
I am so lucky to have my friend Judy. We met our freshman year in college because we lived in the same dorm. She was a funny, freckle-faced Irish girl who was always laughing. You could always count on her to turn anything into outrageous fun. We flew to Memphis one time, then travelled down to New Orleans on a riverboat. We spent several days in New Orleans, where she introduced me to every good bar and strong colorful drink in the city. I took her to see A Chorus Line on her twenty-first birthday. We both got married, we both moved away, and we both had two children. I didn't hear from her for years until a college reunion party three years ago. She was back in Dallas. Our children are grown. We took up our friendship right where it left off. Has age, motherhood, or working changed us or made us more mature? Not at all !
We are fifty. When we get together we act like we're twenty, and to continue the tradition we started twenty-nine years ago, we each take the other to a musical on birthdays.
We are fifty. When we get together we act like we're twenty, and to continue the tradition we started twenty-nine years ago, we each take the other to a musical on birthdays.
Tuesday, July 24, 2007
Chicken Sunday
I would like to live in the community described in Chicken Sunday because it is for the most part a community of diversity and unity, where a little Russian-American girl is best friends with African-American kids and their grandmother, and where a Russian Jewish Holocaust survivor is able to find it in his heart not only to forgive, but to make a tremendously gracious gesture. I like the idea of church on Sunday followed by a big family dinner. It reflects spirituality and love of family and friends, which are so important to a quality life.
Monday, July 23, 2007
Literature Review
Lourdes, Ginny, Sherry
I. Title: An East Oakland Odyssey: Exploring the Love of Reading in a Small SchoolII. Author: Elena AguilarIII. Author's Purpose for Writing: Ms. Aguilar, a middle-school teacher, was disturbed by her students’ low reading level and by their negative attitude toward school, especially toward reading.IV. What are the points made in the review of the literature? Do they support the need for the study? (1) Students cannot describe anything they did over the weekend. They seem to find all activities, especially reading, boring. (2) The teacher has always loved reading, and as a child it greatly influenced her life.
She wants to pass this love of reading on to her students. (3) because she has these students for three years, she can do a 3 year study, focused on Eduardo
and her own inquiry.V. Author's Inquiry Question/sVI. Author's Methodology : Reading that is pertinent; multiple assessments; literature circles; multiple readings; dramaA. Who is being studied? EduardoB. Over what length of time? Three yearsC. What data is being collected: Participation in literature circles, attitude toward readingD. How is it being analyzed: survey, inquiry, observationE. Any other interesting or pertinent dataVII. How the author collected information: Observation, surveysVIII. What the Author Discovered or Conclusions/Implications: Increased confidence, improvement in his reading skills, positive experiences in literature circles, support from peers and adults
I. Title: An East Oakland Odyssey: Exploring the Love of Reading in a Small SchoolII. Author: Elena AguilarIII. Author's Purpose for Writing: Ms. Aguilar, a middle-school teacher, was disturbed by her students’ low reading level and by their negative attitude toward school, especially toward reading.IV. What are the points made in the review of the literature? Do they support the need for the study? (1) Students cannot describe anything they did over the weekend. They seem to find all activities, especially reading, boring. (2) The teacher has always loved reading, and as a child it greatly influenced her life.
She wants to pass this love of reading on to her students. (3) because she has these students for three years, she can do a 3 year study, focused on Eduardo
and her own inquiry.V. Author's Inquiry Question/sVI. Author's Methodology : Reading that is pertinent; multiple assessments; literature circles; multiple readings; dramaA. Who is being studied? EduardoB. Over what length of time? Three yearsC. What data is being collected: Participation in literature circles, attitude toward readingD. How is it being analyzed: survey, inquiry, observationE. Any other interesting or pertinent dataVII. How the author collected information: Observation, surveysVIII. What the Author Discovered or Conclusions/Implications: Increased confidence, improvement in his reading skills, positive experiences in literature circles, support from peers and adults
Chrysanthemum
I love this story because I can relate to having a weird name. In the early sixties I went to school with a sea of Debbie’s, Cindy’s, Cathy’s, and Kim’s. I was Virginia. Like Victoria, I was named after my grandmother. I had a grandmother name. Nobody ever teased me about it, but it was weird, and no one else had a name like that. I changed it to Ginny, and I have never regretted it. I wasn’t as courageous as Chrysanthemum, but then
I really didn’t like my name. Fast forward 40 years. I now teach students from other countries. They come in with names that sound strange to each other. Sometimes teasing does go on about names. This book would be a great thing for me to read to them to help them to respect and appreciate each other’s names.
I love this story because I can relate to having a weird name. In the early sixties I went to school with a sea of Debbie’s, Cindy’s, Cathy’s, and Kim’s. I was Virginia. Like Victoria, I was named after my grandmother. I had a grandmother name. Nobody ever teased me about it, but it was weird, and no one else had a name like that. I changed it to Ginny, and I have never regretted it. I wasn’t as courageous as Chrysanthemum, but then
I really didn’t like my name. Fast forward 40 years. I now teach students from other countries. They come in with names that sound strange to each other. Sometimes teasing does go on about names. This book would be a great thing for me to read to them to help them to respect and appreciate each other’s names.
My Someplace Special
My someplace special is the tiny chapel in my church. I still go to the same church that I
went to as a child. When I was a child and a young adult, the church was very small. It grew and we built a big, gorgeous sanctuary. However, the little chapel was always special to me because it is where I went to church as a child. It is where friends were, and it’s where I took my children to worship. It’s where my sister played Mary on Christmas Eve with her favorite doll as the Christ child and where I was confirmed along with so many of my friends. It’s where my children, dressed as a shepherd and an angel participated in the Christmas Eve live nativity. It’s very simple in its appearance. It’s a wood paneled A-frame with glowing Russian icons on the wall. I feel a sense of peace there that I do not feel anywhere else. Sometimes after church on Sunday I go there and light candles for those that need help and prayers. When I am in any kind of turmoil that is the place where I go to find solace. It’s as if when I go there with my problems I know that there is hope that those problems will be solved in a better way than I could ever imagine. I have prayed many desperate prayers there, and later everything worked out so well that I couldn’t remember what I prayed for. I have been to all of the great cathedrals of Europe, but to me this is where God lives.
My someplace special is the tiny chapel in my church. I still go to the same church that I
went to as a child. When I was a child and a young adult, the church was very small. It grew and we built a big, gorgeous sanctuary. However, the little chapel was always special to me because it is where I went to church as a child. It is where friends were, and it’s where I took my children to worship. It’s where my sister played Mary on Christmas Eve with her favorite doll as the Christ child and where I was confirmed along with so many of my friends. It’s where my children, dressed as a shepherd and an angel participated in the Christmas Eve live nativity. It’s very simple in its appearance. It’s a wood paneled A-frame with glowing Russian icons on the wall. I feel a sense of peace there that I do not feel anywhere else. Sometimes after church on Sunday I go there and light candles for those that need help and prayers. When I am in any kind of turmoil that is the place where I go to find solace. It’s as if when I go there with my problems I know that there is hope that those problems will be solved in a better way than I could ever imagine. I have prayed many desperate prayers there, and later everything worked out so well that I couldn’t remember what I prayed for. I have been to all of the great cathedrals of Europe, but to me this is where God lives.
Sunday, July 22, 2007
Ratrocination And Revision
I have crossed paths with Joyce Carroll several times. I attended her workshop on this subject twenty years ago. It made a lasting impression on how editing and revising should be done. I must admit that I have never followed it exactly. When she presented it all those years ago, she advocated using different colors of markers. Each student would have to have several different colors. I had classes of thirty. I was young and poor and I had one baby and another on the way. My school gave me a roll of tape and a stapler at the beginning of the year. That was the extent of my supplies. What I took from her workshop was that editing should be in the hands of the students. We're decades past marking up the students' papers in red and handing them back. We know that the students never looked at them anyway, and the teacher just missed a good night's sleep for nothing. This is a strategy that students can learn from. Don't we want them to look at their own papers critically ? By giving them the "clues", we are putting tools in their hands to improve their own writing. This is done before the paper is handed in, so it is actually a coaching tool. I could see a lot of individual coaching going on during the decoding process. The symbols are a more practical alternative to the color coding, and if used consistantly, could be internalized by the student after a few months.
Inside Out Chapters 2 and 3
James Miller uses a metaphor of colorful yarn to describe the inner language that is in all of us. As teachers (or coaches) of writing, our job is to help our students pull out their inner language and put it on the page. Writing is not always pleasant, and it doesn't always flow. The student cited in the article compares it to going through a maze. Elie Wiesel describes it as a "painful pleasure" and an "act of faith". I always carry the image of Lillian Hellman, played by Jane Fonda in the movie "Julia", throwing her typewriter out of the window in frustration.
One of my favorite authors, Truman Capote, didn't particularly enjoy the process of writing at all. These are people who choose to write. What is it like for our poor students ? We need to let
them know that the chaos that they experience when approaching writing is normal. Part of our job as coaches is to get out of the way when we need to and let them experience the process in a natural way. Writing is so scary for some of them, but we want to make it for them what it is for us, a sometimes maddening, but ultimately pleasurable form of self-expression. We need to let them know that in spite of our writing charts on the wall, writing does not always fit into neat little boxes. Letting them develop fluency, to get a feel and an appreciation for language in all of its forms is a good way to begin. Control and precision can come later. We want our students to have ownership of their writing. They need to read for models in their own writing. Writing is serious business, so certain protocols should be followed each step of the way. In coaching,
the student learning takes place while the student is learning or doing. In my own school experience, the teacher assigned the topic, sat at her desk, then wrote in red all over it when it was finished. Nobody ever looked at all that red writing anyway, so little was learned. How different to have the teacher/coach asking questions and exploring possibilities with the writer!
Talking is a good way to get the process started and to get ideas flowing(we Bluebonnets certainly do a lot of that!) Webbing, jotting, sharing with a partner are effective and
non-threatening ways of beginning to express ideas.
I have found over the years that students are only interested in seeing two things on my classroom walls: pictures of themselves and their own work. I try to put everyone's work up, because I think that the classroom should reflect everyone in it, not just the best writers.
The classroom environment is important. I have never had much to work with in the way of a room. I have studied the best configurations for a classroom, and I have decided for me that a fluid one is best. We move the furniture in my room a lot, and everyone understands what each configuration is for. Classes of writing have to be non-threatening. I believe that writing is a soul-baring enterprise, and you don't want to destroy the souls of your students. We, as teachers, have to nurture our students and choose our words carefully when critiquing. Knowing students , whether it's learning names quickly, or knowing something about them as people is
important because you have to let them know that you value them as people and that you and everyone else wants to know what they have to say. The Writer's Questionnaire and the Sentence Completion are good fast ways to get to know something about the student, and
they can be modified into ice breaker activities for the whole class. I don't like the Secret Telling, because I think it violates boundries. Nothing will scare a student out of becoming part of a writing community faster than feeling that his/her boundries are about to be violated.
The Coat of Arms, the Secret Box, the Road of Life, Behind the Mask, Creating Metaphors of Self and Wire Sculpture are all great activities of self-expression. I would have a problem in my class with the Impressions Word Game because my students love to ridicule one another. It's
always just in fun, according to them, but I have to constantly be aware of unflattering nicknames and jokes at others' expense. I don't allow it, and I have to be careful not to have them engaged in activities that encourage it. To me, the Walking Compositions are what it's all about. I always believe that if you can get students out of the classroom, they will learn more.
I have often used nature walks, ice skating trips, science field trips, and theater field trips as
a springboard for a writing project. The students were so excited to get out and go somewhere that the words flowed !
One of my favorite authors, Truman Capote, didn't particularly enjoy the process of writing at all. These are people who choose to write. What is it like for our poor students ? We need to let
them know that the chaos that they experience when approaching writing is normal. Part of our job as coaches is to get out of the way when we need to and let them experience the process in a natural way. Writing is so scary for some of them, but we want to make it for them what it is for us, a sometimes maddening, but ultimately pleasurable form of self-expression. We need to let them know that in spite of our writing charts on the wall, writing does not always fit into neat little boxes. Letting them develop fluency, to get a feel and an appreciation for language in all of its forms is a good way to begin. Control and precision can come later. We want our students to have ownership of their writing. They need to read for models in their own writing. Writing is serious business, so certain protocols should be followed each step of the way. In coaching,
the student learning takes place while the student is learning or doing. In my own school experience, the teacher assigned the topic, sat at her desk, then wrote in red all over it when it was finished. Nobody ever looked at all that red writing anyway, so little was learned. How different to have the teacher/coach asking questions and exploring possibilities with the writer!
Talking is a good way to get the process started and to get ideas flowing(we Bluebonnets certainly do a lot of that!) Webbing, jotting, sharing with a partner are effective and
non-threatening ways of beginning to express ideas.
I have found over the years that students are only interested in seeing two things on my classroom walls: pictures of themselves and their own work. I try to put everyone's work up, because I think that the classroom should reflect everyone in it, not just the best writers.
The classroom environment is important. I have never had much to work with in the way of a room. I have studied the best configurations for a classroom, and I have decided for me that a fluid one is best. We move the furniture in my room a lot, and everyone understands what each configuration is for. Classes of writing have to be non-threatening. I believe that writing is a soul-baring enterprise, and you don't want to destroy the souls of your students. We, as teachers, have to nurture our students and choose our words carefully when critiquing. Knowing students , whether it's learning names quickly, or knowing something about them as people is
important because you have to let them know that you value them as people and that you and everyone else wants to know what they have to say. The Writer's Questionnaire and the Sentence Completion are good fast ways to get to know something about the student, and
they can be modified into ice breaker activities for the whole class. I don't like the Secret Telling, because I think it violates boundries. Nothing will scare a student out of becoming part of a writing community faster than feeling that his/her boundries are about to be violated.
The Coat of Arms, the Secret Box, the Road of Life, Behind the Mask, Creating Metaphors of Self and Wire Sculpture are all great activities of self-expression. I would have a problem in my class with the Impressions Word Game because my students love to ridicule one another. It's
always just in fun, according to them, but I have to constantly be aware of unflattering nicknames and jokes at others' expense. I don't allow it, and I have to be careful not to have them engaged in activities that encourage it. To me, the Walking Compositions are what it's all about. I always believe that if you can get students out of the classroom, they will learn more.
I have often used nature walks, ice skating trips, science field trips, and theater field trips as
a springboard for a writing project. The students were so excited to get out and go somewhere that the words flowed !
Inside Out Chapter 1
All young people have unique thoughts, and all of them have the ability to bring those thoughts to the page. For some it is more work (for the student and the teacher) than for others. To make this happen, teachers need to be effective writing coaches. The teaching of writing is filled with obstacles - too many students, too many papers to grade, curriculums that don't allow enough time for writing, and the constant interruptions in a school day. The answer is to turn your class into a community of writers, to give your students strategies to write and revise and to hone your own skills as a writing coach. It is important that the teacher see the development of writing as a journey that never ends, and not a destination. This chapter cites the 1981 edition of the book, where Dan and Tom felt that writing instruction was insensitive to students. I found this interesting, because this was a time between my high school graduation and my teacher training. They mention that writing assignments were teacher-owned and focused on correctness. That was certainly true at my high school. I don't think anyone ever really taught us to write. You either could or you couldn't, and God help those that couldn't ! I was surprised in my education classes when they told us to put away our red pens and be sensitive to the students so that they could express themselves. So the red-inked bloodbath was over ! In high school, I remember writing as such a solitary enterprise. It was pretty much between student and teacher. If your paper was good it would be posted on the wall. Sometimes it was embarrassing. How different it is to create a community of writers who collaborate, share, critique, and cheer each other on ! I do not agree at all with the teachers in the article who say that collaborative writing leads to crowd control problems. I have had the opposite experience. I believe that working together is a natural state for students. If the assignment is interesting and they are given adequate guidelines, the product and the behavior are usually quite good. I love the idea of developing fluency first, and for so many years that was how we were encouraged
to teach our ESL students. We exposed them to language in a print-rich environment, with silent reading, read-aloud, journaling, language experience, and poetry. They responded so well. The affective filter was low. They acquired language and later we cleaned it up with revision
and a little more structure. They grabbed onto the joy of language first, and were ready to run with it. ESL students are not the only ones who struggle with language, and I think building fluency first is a wonderful, interesting, and non-threatening way to get them on board. I love the idea of not limiting students to a particular genre, but focus on self-expression as so many of our best modern authors are doing.
to teach our ESL students. We exposed them to language in a print-rich environment, with silent reading, read-aloud, journaling, language experience, and poetry. They responded so well. The affective filter was low. They acquired language and later we cleaned it up with revision
and a little more structure. They grabbed onto the joy of language first, and were ready to run with it. ESL students are not the only ones who struggle with language, and I think building fluency first is a wonderful, interesting, and non-threatening way to get them on board. I love the idea of not limiting students to a particular genre, but focus on self-expression as so many of our best modern authors are doing.
Saturday, July 21, 2007
Icarus (I Believe I Can Fly)
In the labyrinthe, Dad and I could not go on
And life was nothing but an awful song
But now I know the joy of being free
Flying above the Icarian Sea
If I can see it, then I can do it
If I just believe it, there's nothing to it
I believe I can fly
I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
See me fly to the sun's flaming core
I believe I can fly
I believe I can fly
I believe I can fly
See, I was flying way too high
The sun was shining hot in the Grecian sky
I felt the wax drip hot against my skin
I fell to the sea and was never seen again
I believed I could fly
I believed I could fly
Because I believed in me and only me
And life was nothing but an awful song
But now I know the joy of being free
Flying above the Icarian Sea
If I can see it, then I can do it
If I just believe it, there's nothing to it
I believe I can fly
I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
See me fly to the sun's flaming core
I believe I can fly
I believe I can fly
I believe I can fly
See, I was flying way too high
The sun was shining hot in the Grecian sky
I felt the wax drip hot against my skin
I fell to the sea and was never seen again
I believed I could fly
I believed I could fly
Because I believed in me and only me
Thursday, July 19, 2007
Nature is perfect beyond anything that man can create. Her wonders and variations are endless. I grew up in a family that camped and hiked. My mother can name any plant, wildflower, or bird. Today I realized that nature is something that has been missing in my life for awhile. I felt as if I were visiting an old friend - the kind of friend that can set everything right in your soul. I was filled with wonder, but also sadness because I feel that this should be a part of everyday life for everyone, and not just something that we experience when we take time out from our busy schedules. After taking just a few steps under the forest canopy, my stress levels disappeared and time evaporated. Normally when I walk, I am focused on the destination and how fast I can get there. Today it was about the journey - a journey filled with filtered sunlight, tiny butterflies, spider webs, and wild grapes ,with poison ivy and the possibility of snakes and bobcats thrown in for an element of adventure. As I walked on the trail, I could feel my heart pumping as I built up a slight sweat. My body was thrown into a natural, healthy, and active state. It occured to me that if we spent more time this way, the need for anti-depressants, ant-anxiety drugs, and diets would be greatly reduced. Is it any wonder that we all got to be better friends today ? More bonding went on today than in all of the other days combined. We all seemed to reconnect to our childhoods and to our roots. It ocurred to me later that when I was growing up, our best friends were the friends that we camped with. Natureis one of the common denominators of the human condition.I love wildflowers, and I try to learn the names of as many as I can and remember what they look like. Since we're not supposed to pick them, I collect them in my mind, their names, shapes, and colors. Today I was introduced to the Mexican Hat, a conical red and yellow flower, and frog fruit, a tiny lacy white flower. I would love to know where that name came from.After our talk back at the center, I became convinced that nature is vital to our mental, physical, and spiritual well-being. There is no art in any museum that can compete with the beauty that God has created. I drove home basking in the glow of this day, telling myself that I will spend more time outdoors, and that I will make sure that my loved ones do so as well. As I drove up to my house, my daughter ran out the door screaming that a giant spider had spuna web on our rabbit hutch, and that she was sure it was poisonous, and she was scared to death. I think I need to take that girl on a hike. It's been too long.
Monday, July 16, 2007
Critical Incident - Maria (Newly Edited)
Maria walked into my ESL class in mid-year, a soft angel with large brown eyes which were as dysfunctional as they were soulful. I had been given the information that she was visually impaired and that she would need extra help and understanding. When a bright and gentle child like Maria needs help, it's not hard to want to give it. The challenge is in knowing what to do. I had dealt with dyslexia, retardation, illiteracy, and brain damage in my ESL classes, but never visual impairment. I gave her a seat on the front row. Luckily, Gail, the visual impairment specialist showed up to give me assistance. She knew that I would be a good contact person for Maria's needs. Luckily, Maria qualified for free visual equipment. She showed up a couple of days later in coke bottle glasses. The thickness distorted her pretty eyes, but she didn't seem to mind. She worked hard and got along well with the other students, although I could see her struggling to see the board and holding her papers close. I wanted things to be easier for her. Gail was continually in touch with me about Maria's progress. A couple of weeks later, the other visual implements arrived - a large magnifying glass so that she could read papers, and a collapsing telescope so that she could hold it up to one eye to see the board. I was delighted that Maria's disability would no longer interfere with her ability to learn. I knew that Maria felt the same way. I was wrong. I never saw the telescope or the magnifying glass again. I asked Maria about them every few days. She always had some vague excuse. This would have been a real crisis had she not been such an intelligent and highly motivated student. Still, I was
dismayed that she was not using the tools available to her to make learning with a disability easier. Then it hit me. I'd been down this road before. When my son's 3rd grade teacher felt that he displayed attention and organization problems, she suggested that I make an organizational chart for him to keep at school. I took Polaroids of his books, notebooks, and supplies , and
made a chart of what went where in his desk, what he needed to take when he changed class, and what he needed to bring home in the afternoon to do homework. The chart found its way into the trashcan the next day. My son did not want to be perceived by his peers as different or having problems. Maria did not want to be defined by her disability. An unfortunate source of amusement for my Mexican students is giving nicknames (always unflattering) to others.
Loosely translated into English, I've had Donkey, Fatty , Mr. Potato Head, and Priscilla (an
effiminate boy) in my class over the years. I don't allow nicknames, but they do slip out often enough for me to understand what is going on. Maria was getting along well with everyone. Even those thick glasses didn't seem to draw much notice. I'm sure that she knew what she was in for once she pulled out that collapsible telescope and held it up to her eye to see the board. I talked to her after class. "What are we going to do?" I asked her. She told me that if I could use black instead of colors on the dry erase board that it would help. She asked me to write bigger.
The other students didn't notice when I started using only black dry erase markers, or
when I doubled the size of the letters on the board. I stopped by Maria's desk frequently to make sure that everything was clear to her. She was a wonderful contributor to her group
when we did cooperative learning, and often the work involved a large chart or graphic organizer that she could see easily. Although life was not easy for her, she thrived academically and socially, and luckily, no new nicknames were created from this situation.
dismayed that she was not using the tools available to her to make learning with a disability easier. Then it hit me. I'd been down this road before. When my son's 3rd grade teacher felt that he displayed attention and organization problems, she suggested that I make an organizational chart for him to keep at school. I took Polaroids of his books, notebooks, and supplies , and
made a chart of what went where in his desk, what he needed to take when he changed class, and what he needed to bring home in the afternoon to do homework. The chart found its way into the trashcan the next day. My son did not want to be perceived by his peers as different or having problems. Maria did not want to be defined by her disability. An unfortunate source of amusement for my Mexican students is giving nicknames (always unflattering) to others.
Loosely translated into English, I've had Donkey, Fatty , Mr. Potato Head, and Priscilla (an
effiminate boy) in my class over the years. I don't allow nicknames, but they do slip out often enough for me to understand what is going on. Maria was getting along well with everyone. Even those thick glasses didn't seem to draw much notice. I'm sure that she knew what she was in for once she pulled out that collapsible telescope and held it up to her eye to see the board. I talked to her after class. "What are we going to do?" I asked her. She told me that if I could use black instead of colors on the dry erase board that it would help. She asked me to write bigger.
The other students didn't notice when I started using only black dry erase markers, or
when I doubled the size of the letters on the board. I stopped by Maria's desk frequently to make sure that everything was clear to her. She was a wonderful contributor to her group
when we did cooperative learning, and often the work involved a large chart or graphic organizer that she could see easily. Although life was not easy for her, she thrived academically and socially, and luckily, no new nicknames were created from this situation.
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