Monday, February 18, 2008
Effective Teachers in the Classroom
After spending many hours in the classroom as part of Tuesday Experience, I believe it is important to remember that being a teacher requires much passion, creativity, patience, and enthusiasm. One of our main priorities as future educators is to develop effective classroom communities, which consequently entails being an effective teacher. According to Tompkins, effective classroom communities include characteristics such as responsibility, opportunities, engagement, demonstration, risk taking, instruction, response, and choice (p. 21). However, I believe that in order to create effective classroom communities, teachers need to think outside of the box. I agree with Giroux's (1997) statement that challenges "teachers not to accept the status quo, but to be professionals and to take control of their own teaching and consider the impact of what they do in the classroom" (p. 17). Giroux's comment is profound because too many teachers follow the norm, forfeit their own creativity, and limit their individual teaching skills. Teachers need to reclaim their teaching tactics when devising methods of creating effective classroom communities. Just something to keep in mind throughout Tuesday Experience, while student teaching in the fall, and when orchestrating your own classrooms someday!
The Process of Writing
According to Tompkins' Language Arts: Patterns of Practice there are five stages of the writing process. The stages as outlined in the text are as follows:
Stage One: Prewriting
Writers use knowledge about the topic, writing, literature, and language systems. Writers are cued by previous writing experiences, genre, purpose, and the audience.
Stage Two: Drafting
Write use spelling and writing strategies, monitor writing, and create meaning.
Stage Three: Revising
Writers respond to the text, clarify misunderstandings, and develop interpretations.
Stage Four: Editing
Writers examine the text by correcting mechanical errors and reviewing sentence/paragraph structure.
Stage Five: Publishing
Writers produce a final copy of their compositions, share with audiences, reflect on the process, feel accomplished, and look forward to writing again.
Connections to Tuesday Experience
I have not witnessed all five stages of the writing process in my Tuesday Experience. The stages that I have noticed during writing workshop are primarily the last few stages - revising, editing, and publishing. During writing workshops the students will correct the teachers editing marks and also try to develop ideas that the teacher may have marked as underdeveloped. I have seen many of the students typing up their drafts on the computer for their final copy of their composition. As mentioned earlier, I feel as though much more time is spend on reading rather than writing throughout the day each Tuesday. Perhaps schedules are different depending on the day of the week. Overall, I feel more time should be spent on the writing process than I have observed thus far.
Tip for Writing Workshops
Rather than being swarmed by students, my teacher uses a number system. The students will take a number if they have a questions during the workshop; the idea is to maximize efficiency and reduce the amount of time students waste. The students know to continue working until their number is called. I feel as though the number system promotes working effectively and keeps the class organized during a period that students could easily get off task and distracted.
Stage One: Prewriting
Writers use knowledge about the topic, writing, literature, and language systems. Writers are cued by previous writing experiences, genre, purpose, and the audience.
Stage Two: Drafting
Write use spelling and writing strategies, monitor writing, and create meaning.
Stage Three: Revising
Writers respond to the text, clarify misunderstandings, and develop interpretations.
Stage Four: Editing
Writers examine the text by correcting mechanical errors and reviewing sentence/paragraph structure.
Stage Five: Publishing
Writers produce a final copy of their compositions, share with audiences, reflect on the process, feel accomplished, and look forward to writing again.
Connections to Tuesday Experience
I have not witnessed all five stages of the writing process in my Tuesday Experience. The stages that I have noticed during writing workshop are primarily the last few stages - revising, editing, and publishing. During writing workshops the students will correct the teachers editing marks and also try to develop ideas that the teacher may have marked as underdeveloped. I have seen many of the students typing up their drafts on the computer for their final copy of their composition. As mentioned earlier, I feel as though much more time is spend on reading rather than writing throughout the day each Tuesday. Perhaps schedules are different depending on the day of the week. Overall, I feel more time should be spent on the writing process than I have observed thus far.
Tip for Writing Workshops
Rather than being swarmed by students, my teacher uses a number system. The students will take a number if they have a questions during the workshop; the idea is to maximize efficiency and reduce the amount of time students waste. The students know to continue working until their number is called. I feel as though the number system promotes working effectively and keeps the class organized during a period that students could easily get off task and distracted.
The Process of Reading
According to Tompkins' Language Arts: Patterns of Practice there are five stages of the reading process. The stages as outlined in the text are as follows:
Stage One: Prereading
Readers preview the text and make predictions based on their knowledge about the topic, reading, literature, and language systems. Readers are cued by previous experiences, genre, purpose, and the audience.
Stage Two: Reading
Readers use word-identification and comprehension strategies, monitor reading, and create meaning.
Stage Three: Responding
Readers respond to the text, clarify misunderstandings, and develop interpretations.
Stage Four: Exploring
Readers examine the text by considering literary language, exploring the structure, and comparing the text to other texts.
Stage Five: Applying
Readers create projects and share with others, reflect on the reading, feel accomplished, and desire to read more.
Connections to Tuesday Experience
I have witnessed all five stages of the reading process in my Tuesday Experience. Each Tuesday the students participate in guided reading groups, literature circles, silent reading, and listen to a read aloud by the teacher. Last Tuesday, I facilitated a guided reading group of four students with lower reading levels; as a group we completed all five stages of the reading process. We previewed the book together and predicted what would happen in Two Star Day (stage one). We then read the book out loud taking turns for each page, which allowed each student to participate equally (stage two). Next, we talked about the book and the students asked questions (stage three). The teacher uses a packet of handouts with activities such as word searches and vocabulary practice, which is what the students were asked to complete. The final page in the packet has several open ended questions that foster higher level thinking and connection making (stage four). Finally, the students shared their answers and were proud of their work (stage five). Reflecting on the process of reading allowed me to better understand how students develop as readers.
Throughout the day, much time is focused on reading. I feel as though the students spend more time reading than they do writing throughout the day; perhaps the students spend more time writing on other days. Reading and writing are equally important processes; I plan on asking the teacher if other days are more focused on writing workshops just to be sure the students are receiving enough opportunities to master the five stages of reading and writing.
Stage One: Prereading
Readers preview the text and make predictions based on their knowledge about the topic, reading, literature, and language systems. Readers are cued by previous experiences, genre, purpose, and the audience.
Stage Two: Reading
Readers use word-identification and comprehension strategies, monitor reading, and create meaning.
Stage Three: Responding
Readers respond to the text, clarify misunderstandings, and develop interpretations.
Stage Four: Exploring
Readers examine the text by considering literary language, exploring the structure, and comparing the text to other texts.
Stage Five: Applying
Readers create projects and share with others, reflect on the reading, feel accomplished, and desire to read more.
Connections to Tuesday Experience
I have witnessed all five stages of the reading process in my Tuesday Experience. Each Tuesday the students participate in guided reading groups, literature circles, silent reading, and listen to a read aloud by the teacher. Last Tuesday, I facilitated a guided reading group of four students with lower reading levels; as a group we completed all five stages of the reading process. We previewed the book together and predicted what would happen in Two Star Day (stage one). We then read the book out loud taking turns for each page, which allowed each student to participate equally (stage two). Next, we talked about the book and the students asked questions (stage three). The teacher uses a packet of handouts with activities such as word searches and vocabulary practice, which is what the students were asked to complete. The final page in the packet has several open ended questions that foster higher level thinking and connection making (stage four). Finally, the students shared their answers and were proud of their work (stage five). Reflecting on the process of reading allowed me to better understand how students develop as readers.
Throughout the day, much time is focused on reading. I feel as though the students spend more time reading than they do writing throughout the day; perhaps the students spend more time writing on other days. Reading and writing are equally important processes; I plan on asking the teacher if other days are more focused on writing workshops just to be sure the students are receiving enough opportunities to master the five stages of reading and writing.
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