I don't think that we had tracking in my high school. If we did, I was pretty unaware of it. I think that one of Christensen's biggest strengths is that she allows and encourages students to work as a group. Students can learn from each other and gain new knowledge just from having a discussion in class. Being able to work with others is also a valuable skill in the real world.
I am glad that Christensen has the students do things like work in a group to act out scenes from books. That is something that we used to do in high school, and it definitely helped me to a better understanding of Shakespeare!
I also think that is is more important for students to look more critically at fewer texts. I do think that it is important for students to practice reading, however, being able to think critically might encourage students to read more on their own. You could always give students a book list at the beginning of the year for extra reading.
Sunday, March 9, 2008
Christensen Chapter 5
My favorite activity from this chapter was the interior monologue. I think that students can learn something by trying to picture what it would be like in another person's shoes. I liked that the students had to place themselves in difficult situations, such as a soldier in a war, so that he or she can imagine new feelings from a different perspective.
I also like that Christensen uses poetry to help teach a lesson, whether it is in English or history. Having students both read and write poetry in this way makes students become more emotionally involved in the content, which in effect helps them become better learners.
I also liked the Remember Me Poems. I'm not sure if I would have the students write about each other. I think it would depend on how close the class felt towards each other. I do think this activity could be modified so that the students wrote the poem about someone they cared about, and it would still be effective.
I also like that Christensen uses poetry to help teach a lesson, whether it is in English or history. Having students both read and write poetry in this way makes students become more emotionally involved in the content, which in effect helps them become better learners.
I also liked the Remember Me Poems. I'm not sure if I would have the students write about each other. I think it would depend on how close the class felt towards each other. I do think this activity could be modified so that the students wrote the poem about someone they cared about, and it would still be effective.
Christensen Chapter 4
I agree that students' home languages should be recognized, however in reality, being able to speak and write standard English is the ticket to a higher education, higher class, and better job. I know that it is unfair for those who come from homes where standard English is not spoken, but it is equally disadvantageous for students not to teach them the rules of the "cash language."
Christensen's classroom is very diverse. In a classroom like this, I think it is important to do activities that incorporate and celebrate ethnic diversity. I especially enjoy the poems and stories that use the students' home language. I do wonder what Christensen would do in a high school like the one I attended, where 90 percent of the students are white. What would these poems look like? Should people in power be ashamed of the world they have created? How can you make a classroom of privileged students learn a lesson about language without making them feel like their ancestors were evil?
Christensen's classroom is very diverse. In a classroom like this, I think it is important to do activities that incorporate and celebrate ethnic diversity. I especially enjoy the poems and stories that use the students' home language. I do wonder what Christensen would do in a high school like the one I attended, where 90 percent of the students are white. What would these poems look like? Should people in power be ashamed of the world they have created? How can you make a classroom of privileged students learn a lesson about language without making them feel like their ancestors were evil?
Monday, February 25, 2008
Gilmore Chapter 7
I am so glad that we are done with this book. I have read far too many chapters about revision. If we are constantly revising, then when will we have time to write something new? And, will we ever really finish anything?
How can you expect students to revise and give them deadlines? How can you grade them on a piece of writing that they could potentially revise for decades to come? Okay, so I am getting a little carried away. I am just a little sick of revision.
I like that Gilmore gave us a separate chapter for revising creative writing. It is nice to know that there are different methods of revision depending on the genre. Actually, the bulleted list on page 136, under the heading "Tips for Revising Creative Writing" will be useful. These are lessons that I have learned before, forgotten, and now are printed in this book that I will keep on a shelf in my future classroom. Thank you Mr. Gilmore, and good night.
How can you expect students to revise and give them deadlines? How can you grade them on a piece of writing that they could potentially revise for decades to come? Okay, so I am getting a little carried away. I am just a little sick of revision.
I like that Gilmore gave us a separate chapter for revising creative writing. It is nice to know that there are different methods of revision depending on the genre. Actually, the bulleted list on page 136, under the heading "Tips for Revising Creative Writing" will be useful. These are lessons that I have learned before, forgotten, and now are printed in this book that I will keep on a shelf in my future classroom. Thank you Mr. Gilmore, and good night.
Gilmore Chapter 6
Speaking of technology.... Okay, so Gilmore was writing this chapter for teachers who have never used a computer. Maybe I am being to hard on him. I think that technology should be used as a tool in the writing classroom.
I know that students need to understand how to utilize computers, because technology is continuing to rise and will probably never go away. It seems like today, if you can't use a computer, then you better learn how to do something else. You just can't seem to make it today without one.... Take my blogs for instance. Without them, I will not pass this class!
Obviously, students can write faster, write more, and check their spelling on a computer. And it is great that teachers can now project lessons in front of the classroom using a computer. But, I still think that students need to read more in order to become better writers.
I know that students need to understand how to utilize computers, because technology is continuing to rise and will probably never go away. It seems like today, if you can't use a computer, then you better learn how to do something else. You just can't seem to make it today without one.... Take my blogs for instance. Without them, I will not pass this class!
Obviously, students can write faster, write more, and check their spelling on a computer. And it is great that teachers can now project lessons in front of the classroom using a computer. But, I still think that students need to read more in order to become better writers.
Gilmore Chapter 5
I must be getting old, because I can't remember ever having to write an on-demand essay during class. It seems like even when we had to write an essay as part of an exam, the teachers always gave us the question ahead of time. In fact, I remember being able to write the essay ahead of time, and then bringing it to class on the day of the exam.
I really like the idea of replicating an on-demand testing center in the school. I think that it is important not to "trick" students. By that, I mean, why not just tell students what is expected of them? Aren't teachers allowed to tell students what the SAT readers are going to be looking for in their essays? I love the idea of sharing the test standards with the students, and then having the students actually read and practice grading fifty to sixty of their peers' essays.
I know that it sounds like a lot of reading, but so what? I had a professor tell our class the other day that generations in America are becoming less and less literate. Part of that is due to our increasingly visual society and T.V., and the obsession with getting things faster. I love technology, but I think that students (including myself) need to practice reading more!
I really like the idea of replicating an on-demand testing center in the school. I think that it is important not to "trick" students. By that, I mean, why not just tell students what is expected of them? Aren't teachers allowed to tell students what the SAT readers are going to be looking for in their essays? I love the idea of sharing the test standards with the students, and then having the students actually read and practice grading fifty to sixty of their peers' essays.
I know that it sounds like a lot of reading, but so what? I had a professor tell our class the other day that generations in America are becoming less and less literate. Part of that is due to our increasingly visual society and T.V., and the obsession with getting things faster. I love technology, but I think that students (including myself) need to practice reading more!
Gilmore Chapter 4
I keep reading about the color marking strategy of revision. I have never actually done this before. Although Gilmore explains the ways in which students can go about highlighting their essays, my question remains unanswered: What do the students do after they are done color marking their paper?
Are the students supposed to be looking for patterns? For example, should students count the number of yellow verbs they have in their essay? If the students are highlighting "good writing" in one color, and "bad writing" in another color, then do they just go back and revise the "bad writing." I would like to know more about the process of color marking. Besides decorating an essay, what is it?
Again, I like peer editing for the most part. I still think that the stronger writers are at a disadvantage in the benefits of peer editing, but it is helpful to teach students several techniques and then let them practice on each other's and their own papers.
Are the students supposed to be looking for patterns? For example, should students count the number of yellow verbs they have in their essay? If the students are highlighting "good writing" in one color, and "bad writing" in another color, then do they just go back and revise the "bad writing." I would like to know more about the process of color marking. Besides decorating an essay, what is it?
Again, I like peer editing for the most part. I still think that the stronger writers are at a disadvantage in the benefits of peer editing, but it is helpful to teach students several techniques and then let them practice on each other's and their own papers.
Subscribe to:
Posts (Atom)