Morning Pages 4.21.16

As a future English teacher, teaching literacy and reading is somewhat of a give in, but that is why I feel like it needs to be talked about even more. Many topics that are "give-ins" are sometimes overlooked, or assumed to be taught when in fact they really are not. This is simply due to the fact that many think, "oh, you're teaching reading, therefore you must be teaching literacy", which is simply not the case. Yes, they are very similar, but they also need to be taught in different ways. Giving the students the gift of literacy is giving them the gift of understanding, critical thinking, and so much more. Yes, they need to learn to read, but they will be better readers if you focus more on the literacy aspect -- the rest will follow closely behind. 

Marginalization of Different Student Groups

Sadly, there are many different groups of students that subject to marginalization - whether it be based on their race, financial background. family situation, ect. But one group that I am passionate about is the disabled student population. A few months ago, I read the book Out of My Mind by Sharon Draper, and it was so very eye-opening. It is an easy read, but speaks volumes of what so many disabled students endure in the school system these days. On a side-note, I highly recommend every future educator to read this (it's only $5 on Amazon, what's there to say no to?) Anyhow, the book is narrated by a little girl named Melody, who has a disability that renders her unable to speak. Through reading this book, I found that so many disabled students are treated like they are dumb, or little children when in fact they are in junior high or high school - and yes, their disabilities make it more difficult for them to learn, but it also means that they are simply able to learn in different ways.

Many programs for disabled students barely have any room for the students to expand their learning by excelling through higher grades or levels - their classes simply stay the same throughout their experience. Some schools are getting better at this, but I just think that many teachers think its easy to run a classroom of disabled students because they don't need to be taught complex ideas. The thing is, they may not need complex ideas yet, but at the very least they need enough new material to stimulate growth. They may grow at a slower pace than others, but they still deserve to be given the best chance to try.  

Becoming an English Teacher Ally

There are truly so many students out there that are struggling with literacy because they are also learning a second language, like I mentioned in a previous blog post, but personally I think there are also many young students who are simply just struggling with reading and literacy. Many English speaking students are also slow readers, but sometimes they can be overlooked or overshadowed by so many ELL learners. I think literacy for all students needs to be taught consistently and thoroughly.

 On the International Literacy Association webpage, their main statement is -  
"The ability to READ, WRITE, and COMMUNICATE connects people and empowers them to achieve things they never thought possible. It truly is the basis of who we are and how we interact with the world." 

It is so true! Literacy is the basis of all learning, and it should be a priority to help every student excel in it. As a future English teacher, my goal is to make it a priority in my classroom, even above content. How are students supposed to understand content if they cannot succeed in their literacy skills? I've found during my time in Lesher Middle School that there are plenty of tools out there to help promote literacy while also teaching content. One example I have seen in the classroom I've been placed in is a kind of chapter book that also includes definitions/connotations of more difficult words. It is simple and easy to read, no need to look up the definitions in the back of the book - they are right there on the bottom of each page. The more difficult words are in bold print, and the explanation of them is printed directly below. This way, while students read out loud in class, you can have one student be responsible for always reading and defining the bold words. Then the students are hearing the definitions as well as having to stay on task because of the popcorn reading (and defining) method. 

      

Meeting with Antero

My meeting with Antero is this coming Thursday, but I already know it is going to be a fabulous learning experience & conversation, so stay tuned for all the details coming soon!

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Update! Just had my meeting with Antero today, and it was so eye opening to the simplest of things that people just frequently forget. We talked about ELL learners, and how to make them feel more comfortable in the classroom. How to make them feel respected, how to choose the right words to teach in, how to create a learning environment that encourages them, ect. 

Making ELL students know that their culture is respected is a huge priority for me. Me being from a totally different culture than them, I never want them to feel like I'm talking down in any way, shape, or form. Antero said that bringing it back to the basics, not pushing specific vocabulary, creating an environment where they can share their cultures with one another is the ideal way to do that. One specific line that Antero said that stood out to me was, "If you decorate your classroom only with things that inspire you, you will be putting your students in a cage". That idea really struck me -- I never thought about how visual motivation could be done "wrong". What helps and inspires me or others close to me may not be anything near what inspires my students, especially ELLs. Pictures speak a thousand words, and visual aids within the learning environment are so important to ELL students. Creating a learning environment that helps them start to understand and take in American language as well as support the sharing of their own is imperative. A few tips Antero passed on about allowing students to share their own cultural preferences were to have the students pick the music of the day -- allowing this will let them share a part of themselves with the class. 

Overall, the meeting with Antero was so nice and informative, he is so full of wisdom and love for teaching. :) 

Eagle Rock: a Non-Traditional Education Setting

Eagle Rock School and Professional Development Center is located here in northern Colorado, and is a non-traditional high school setting for students who need a different alternative to "normal" education. Their mission statement says it all:

"Implement effective and engaging practices that foster each student’s unique potential and help young people use their minds well at Eagle Rock School and to support schools nationally to do the same.  Eagle Rock serves adolescents who are not thriving in their current situations, for whom few positive options exist, and who are interested in taking control of their lives and learning."

They stand for the importance of supporting fully engaged education. Such an inspiring place!

I personally think that this program sounds extremely effective, caring, and helpful. Everyone learns differently, and simply because a student doesn't succeed in the traditional high school setting doesn't mean they cannot or will not succeed. 

The educational setting that Eagle Rock provides is a place that will consistently keep up with each individual student's needs. Learning in this setting will spark each student's interest, and (hopefully) re-ignite their desire to learn if they have previously lost it due to their experience in the standard school system. I think it will help students find subjects they are truly passionate about, and encourage them to continue with them.   

Becoming an Ally for ELL Students

ELL learners have a special place in my heart because I have personally worked with so many during my time this semester at Lesher Middle School. Recently, we watched a powerful video on how they frequently can only understand a few sporadic words per sentence. They are just as smart as any other student - they just simply cannot understand the language they are being taught in. How are they ever supposed to improve if we as teachers do not take them under our wing? The following is a combination of my sources I have found, and my top takeaways after reading them.

While researching different ways to support ELL learners, I came across quite a few helpful sources. This first one was nice and organized in a list, with creative ideas. 

All twelve of these tips are super helpful, and able to be integrated into many different aspects of the classroom. I think that is the most important part - integrating ELL learning into all different corners of the classroom, to ensure you aren't letting any certain subject take precedent over another. 

I also found a testimony from a local teacher in Denver, who works mainly with ELL students.  

What I found most interesting about her technique was the steady use of activating prior knowledge. Prior knowledge is so very important, especially for ELL students. If you can give them some common ground to grab onto while trying to learn this new language, it will make their understanding so much easier. She also uses scaffolding, which goes along with activating prior knowledge, it basically means building upon that bank of prior knowledge. By using scaffolding, you are ensuring that no gaps between understanding are created. Being a thoughtful ally to all ELL students that are learning not only a brand new language but a new way of learning is our responsibility as true educators.  

Morning Pages 4.14.16

I think the Privledge Walk is a very eye opening exercise and experience, but as for using it in the classroom I think it would depend on the different demographics of students in my room.  For example, I think the age factor would come into play for me as a teacher, because although it is a great eye-opening concept, it can only be fully understood with certain kinds of thinking. It is a heavy concept, and I would hate to spring it on a class full of students who weren't mentally ready. It may create less conflict between students, or it may create more - I think it is a powerful tool that needs to be used carefully and thoughtfully. If a class is too young, I feel like this exercise may make the more privileged students who end up in the front feel guilty, or bad - which is not the intent. The intent is simply perspective, but as an educator, we need to make sure that our students fully understand that before tackling this exercise. 

Morning Pages 4.12.16

Filling the role of "teacher as a reader" is something that I feel is frequently overlooked (quite unintentionally) by many.  We assume that since students are reading textbooks, that they are being encouraged to read, but in my opinion that is so far from the case. Many students read textbooks simply because they are required to, not because they enjoy it or even want to learn more.  Plus, there is also a huge difference in content, writing style, and basically everything between a textbook and a novel. There are infinite numbers of books in our world, each a different contemplation of the same 26 letters - it is truly amazing. Students should be encouraged by words, reminders, and examples that there is far more to reading than just their school textbooks. Teachers should make it a priority to explain to students about the different genres of text, how they can find one that fits their style, ect. Getting students excited about reading is all about getting them involved in a book about something that interests them rather than bores them. Give them the oppourtunity to pick their own cirriculum by letting them choose any topic at all for their free reading - you will see, that they will all pick specific topics that are unique to their own interests. They will be motivated and excited to read, which will instill in them a love of books that will last their lifetime. 

Morning Pages 4.7.16

Recently I have been teaching quite a few mini lessons in the classroom I've been placed in at Lesher Middle School, and have not only learned a lot from the students, but also from the process of planning and executing a lesson. The first time I taught a full class, I realized that I hadn't planned on certain amounts of down-time. For example, that 5 seconds while you're writing on the board? Yeah, you can loose students' attention within the first 3. Luckily, the class I was teaching was very respectful, quiet, and attentive - but I can only imagine what would have happened in a more rowdy group. Without actually experiencing what it feels like to get up and teach, the realization that you are going to have to plan through those few seconds of down-time and count them as important may slip by unnoticed. Personal expereinces in the classroom are beyond valuable. 

Impacted Student Interviews

For this section, I interviewed my boyfriend Aj, my best friend Danielle, and my co-worker Kyle. I asked the same questions in each interview, and took down a few notes.

While interviewing Kyle, he told me all about his high school teacher named Mr. Sheers. As he talked about him, I could tell that he was different than the rest because Kyle had told me previously that he really did not enjoy school as a kid. One statement that he said during our conversation was that he thinks Mr. Sheers made such an impact on him because he "tried to relate to us more than he tried to get us to relate", which I thought was fascinating. This is the core of what it means to be an ally for your students - becoming their confidant & friend prior to trying to teach content is very important. For Kyle, he knew that Mr. Sheers would always make a point of getting to chat with him about things he enjoyed rather than just content or homework. Especially for students who already dislike school and many of their teachers, this is important.

My second interviewee, Aj, explained to me that he loved his high school Spanish teacher (Miss Stivers) because she was patient with her students and got to know most of them on a more personal level. Aj said that she would always take a few minutes to ask the students about their weekends, what was bothering/exciting them today, ect. which made her more appealing to students like Aj. Simply knowing that the teacher cares about the things you like and enjoy, creates a better relationship. Caring about your students is also crucial to becoming a teacher as an ally.

While interviewing Danielle, she told me about her first grade teacher, Miss Moss. She explained that Miss Moss made quite an impact on her at such a young age because she was a fun teacher who still had rules for her classroom. Danielle said, "she was respectful and creative, and helped us think outside our own boxes". Later on in our interview, Danielle also confided in me that she used to get bullied quite a bit during her first grade year, and Miss Moss would allow her to help her out in the classroom during lunch so that she wouldn't have to go out with all the other students. This is also an important part of becoming a teacher as an ally - knowing when a student needs a safe place to rest. Even though her experience with Miss Moss was at such a young age, Danielle still remembers it vividly because it meant so much to her at the time, to simply have a safe place to go during lunch.

I think all three of these amazing teachers were great allies to their students, or at least to these three students I interviewed. They were supportive, encouraging, personal, kind, and caring. Each one wanted to better the environment that their students were learning in, and create a safe spot of every kind of child. Let's all aspire to be teachers like this!

   

Letter to an Ally Teacher. . .

Dear Ms. Zale,

You have impacted my life more than you know, ever since I walked into your first period photography class in 7th grade. Thank you for noticing that I was quiet, and different than the other kids. Every time you came over to my desk and whispered encouraging comments about my work, you inspired me to keep going. Thank you for always asking me about the place I missed more than anything - Oregon. Moving states right before you start 7th grade is hard! You made (at least that one class) so much more bearable.

As I transitioned into high school, I'm so glad I got to have you for a few more art classes! Your sarcastic humor with the class but friendly chat with me, made me feel so special - like I was your favorite, although technically I knew you weren't allowed to have any. And since you used to live in Oregon too, I felt like we always had something special & unique for just us to talk about.

When I was a senior & I took A.P. Art with you during the last period of every day, I was always so happy to get to your classroom and relax! Especially that year, I felt like we were friends more than teacher and student, because our class was so small we had so much time to talk. You were always 100% honest with me about how life as a teacher would be if I decided to continue to pursue this career choice, and for that I thank you as well. On a more funny note, that time you told me the story behind the star tattoo you have on your foot made me feel like you truly did enjoy spending time with me.

Thank you for always making me feel special, and know that just because I was quiet didn't mean I wasn't worth something. You always encouraged me to be real, never let anyone tell me what to do, and work hard at the things I truly cared about. Thank you for setting a true example for me of what a teacher as an ally looks like.

Because of this example, I know exactly how I want to treat my own students someday - with respect and honesty. I always want to see the worth in the quiet student sitting in the back row, and never overlook anyone's potential.

love always,

Lauren    

50 Great Teachers

As I was reading through NPR's articles titled "50 Great Teachers", I came across a few that stood out to me as extra special. The following teachers are fantastic examples of how much of an ally we should truly be for our students - 

I read through the article about the SXSW Education Conference first, and realized that so many lives are touched by teaching. Even though we might not see it in the moment, we are constantly effecting unique minds and lives. The people who attended this conference all were asked to write a note to a past teacher who helped them in some way, and so many of them were inspiring, for example - 

"Mr. Bua only taught Malamed one elective at his suburban New York middle school, but that didn't matter. "He was someone who was there to support me and my interests outside of the classroom," Malamed says. "He inspired me to be much more than just a student." Malamed remembers Bua staying after school and spending time working on a big social awareness project. "He helped me begin to find relevance and purpose in my learning experience.'" 

This teacher, Mr. Bua, was an ally for his students because he supported them as human beings and gave them importance, which is what a true ally should aspire to do. Being an ally means supporting and cheering on your students, in & out of the classroom. 

The second source I read dealt with college professors, but I was still interested in it even though I am studying to be a secondary educator - I thought it would be interesting to see the similarities and differences. In this article, I found an important similarity between the two - preparing your lessons with the outcome in mind. In my E340 class, I am currently learning about lesson planning, and how important it truly is to keep the end goal in mind. After reading this article, I realized that it is true for all subjects and levels. 

"They prepare by thinking about the intended outcomes [of their instruction]. They treat their lectures and discussions as serious intellectual endeavors." 

By preparing your lessons with the end in mind, and treating everyday like an important day, you are consciously making the most of your students' time, which also conveys respect. Being an ally is all about respect and being on the same page as your students - planning your lessons ahead with the end in mind helps keep the end goal in the forefront of everyone's brain. 

Lastly, I took a look at this article. This woman inspired me so much, even though she is a math teacher and I am pursuing English. She clearly is not in the teaching profession for the money, or for the days off, but for the kids. She lives and works in a small, poor town in Oklahoma. Her classroom is far from updated, but she makes it colorful, imaginative, and lively. She gets paid less than all the schools around her, but she still stays because she believes that "these kids deserve better". Being an ally includes giving. You must be selfless with the time you spend with your students, teaching them by example what is truly important in this world. 

Overall, the teachers mentioned on this website were amazing, inspirational, and hard working. Each one thought outside the conventional box, which lead to greater student involvement and success. We can all learn so much from simply hearing what these other teachers have to say and tell about their experiences as an ally and cheerleader for their students. 

Morning Pages 4.5.16

Personally I have never had any expereince with bullying, but I have known kids who have. It tears them apart, makes them feel like their ideas are insignificant, and lowers their self esteem immensely. Just recently for one of my other classes, I interviewed a 6th grade student at Lesher Middle School here in Fort Collins. One of my questions was, "is there anything you dislike about this school? what is it and why?" Sadly, his answer was bullying. He explained to me that he rarely gets bullied himself anymore, but that he witnesses it happening to so many others and it makes him uncomfortable. Keep in mind, this student explained to me earlier in the interview that he wants to join the military someday so that he can "protect all the women and little kids in America" - he has a huge heart. Bullying doesn't just effect those who are direct victims, it effects the entire morale and feel of the student body. Lesher has the best moral and student enthusiasm I've seen, they hold themselves to a very uplifting and positive vibe. But even then, bullying still sneaks in. Answering the question, "how do we stop bullying?" is a tricky one. All I know is that we need to continue addressing it in each individual situation, support/encourage students to rally against it, and hope for the best.