A Child’s Lessons

You entered my world (was there ever life before you?), and I reveled in the knowledge that I would be able to spend the next eighteen years teaching you about the wonders of life.

Yet, as you grasped my heart – became my heart – I learned what it means to love unconditionally, and the realization settled in that I would not be the one teaching, but learning. And what a phenomenal instructor you have turned out to be.

Through your innocence, I learned about pure love;

Through your helplessness, awesome responsibility;

Through your eyes, true beauty;

Through your mistakes, much patience;

Through your questioning, genuine thought.

Through your frustrations, I learned I can't fix everything

And the pain the comes in allowing you to falter in order for you to stand.

Through your kindness, I learned about true caring;

Through your love, about myself;

Through your sadness, empathy-

I shared our pain, would have taken it from you, but then you wouldn't be you.

Through your happiness, I experienced pure joy;

Your laughter is one of the most beautiful songs I will ever hear.

Through your coming, I learned about life,

And through your going, I learn to do the impossible – letting go while holding on!

I know that you will continue to teach me as you continue to mature into the beautiful young woman you are becoming. Know that your dad and I are so very proud of you – not for all of the awards and accomplishments – but for the caring, Christian heart you engender daily and the difference you have made and will continue to make in our lives and the lies of others.

My prayer for you is that you will move forward with the grace and confidence you have embodied in the past and that the l Lord will keep you close as you embark on the net leg o life's journey.

Unlocking Doors

Creating a Skeleton Key: Unlocking the Doors for All Readers

 

"Aw, Miss, do we have to read ANOTHER book?" As several students continue yet another chorus of the "same old song", my mind wanders back to a cold winter's night, several months ago. The wind outside my window howled with the frigid night air, but under my warm downy comforter and snuggled in my cozy over-stuffed chair, I basked in the sun on the island of Oahu with my favorite detective, solving yet another mind- boggling mystery. Recalling the warmth of the hot chocolate's steam tickling my nose and the richness of its flavor teasing my taste buds as the story unfolded, I couldn't imagine life without reading another book.

So other than the obvious fact that as individuals our interests differ, why do some students seem to truly dread, and often ignore, reading? Could it be that as individuals our learning styles also differ? And could it be that when forced to learn like "everyone else" because "this is the proven" (the newest?) method of teaching
everyone to read, many do not learn. And if some don't learn (while others do), these students often begin to feel incapable of learning or determine that it is just too much effort, just too hard. If this is the case, reading becomes a struggle, an opportunity to fail (yet again), and definitely not a means to further learning or pleasurable entertainment.

Instead of perpetuating the problem, my desire is to become part of the solution as a teacher who not only appreciates the learning differences of my students but personifies the idea of life-long learning by continuing my education in a manner that will enhance theirs. I would like to become, in essence, a skeleton key – one that would open the varied learning style doors. If I can grasp and communicate those methods available to assist all students with reading, maybe I can help others discover the unbelievable beauty in reading and understanding the ideas, stories, and instructions of others, ultimately, perhaps, even guiding each individual to the wonders of scripting their own ideas or beliefs for posterity.

Whether fiction or nonfiction, instructional or entertainment, attitude changing or thought enhancing, reading – the ability to truly comprehend and experience the written word – changes lives, strokes imagination, stimulates potential to change the world, individually, providing for each student more richness and flavor than the steaming cup of cocoa often accompanying my newest adventure into the excitement of the imagination or the mysteries of our real and ever-changing world. Reading unlocks doors to new worlds; my hope is to help create the appropriate key meant for each individual. And hopefully hear, "Hey Miss, when do we get to read another book?"

 

An Understanding Heart

A'\

 

An Understanding Heart

I once heard tell that to have a child is to decide forever to have Your heart walking1 around outside vour bodv.

 

Her baby sleeps.

She watches with amazement.

The calm, quiet, consistent breathing

Her heart lies there.

 

And her baby grows.

She watches with excitement.

The first wobbly steps towards walking

Her heart toddles off.

 

And her toddler grows.

She watches with anxiousness.

The very first day of schooling

Her heart enters nervously.

 

And her child grows.

She listens with frustration.

Many days of arguments

The first accusations: "But you just don't understand."

She thinks, "But one day you will."

Her heart moves away angrily.

 

And her daughter marries.

She watches with nostalgia

The first moments of a new journeying

Her heart separates uncertainly.

 

And the wife grows.

She assists with happiness

Her first days of grandmothering

Her heart doubles magically.

 

My baby sleeps.

I watch with awe.

My first steps of understanding

My heart lies there.

 

Wilson © 2004

Flying Up and Away

How does one look forward while longing to go back?

There is something comforting in the known, the familiar.

Especially when it comes to offspring.

 

Who decided they should leave the nest anyway?

Are we birds – don't they have to shove those babies out?

Mine is ready to fly – no pushing necessary.

Everyone keeps telling me this is good – this is what I have been working towards all along.

Isn't good supposed to feel – well – good?

It doesn't!!

Yet it does. Watching her fly makes my heart soar.

Yet, I can't seem to squelch the desire to check the sky for

Storms,

Dark clouds,

Hail,

Vultures.

 

As she flies I note,

She is strong,

She is able,

She will get a little wet, but weather the storms,

Lose her way at times, only to avoid dark clouds at others,

Move through the hail, but learn when to seek shelter

And

Encounter vultures, only to truly recognize doves.

And hopefully she will always know that warmth, shelter and unconditional love

Can always be found in the safety of the nest.

 

 

 

Building a Bridge to the Future: One Conversation at a Time

Building a Bridge to the Future:

One Conversation at a Time

Melissa Mask Wilson

Sam Houston State University

"A movement toward teaching writing and reading as meaning-making, social processes has been an usher of significant change for many teachers of language arts during the past quarter century (Carroll, 1995, p. 61). I consider myself one of the many. As a teacher of English (from language arts to literature to TAKS prep), my ultimate purpose in the classroom is to help students learn how to continue learning on their own once leaving the classroom. I hope to build future citizens with the capability, initiative, and will to become productive citizens in society. As I study and learn more about educational theory and theorists, I find that constructionist theory and the educational theorist John Dewey support and validate my own educational philosophy.

"From a constructionist viewpoint, learning occurs when individuals integrate new knowledge with existing knowledge. In this theoretical perspective, the integration of new knowledge with existing knowledge can only occur when learner is actively engaged in the learning process" (Tracey & Morrow, 2006, p. 47). I have witnessed first hand the lackadaisical attitude of students who find no interest whatsoever in the task laid before them. Actual learning relegates to the back seat as teachers attempt to resurrect any sign of motivation. Yet when a student's interest is tweaked, the driver (teacher) must move quickly to get out of the way or risk injury as the student scrambles over the back seat into the front. With the student as driver (actually engaged in the activity), I relish my role as navigator in the next seat (presently able to use the extra brake on my side when necessary). Eventually, I will not be around, and if the student lacks the ability to drive and navigate on his/her own, then that individual will "go nowhere". And it is this very reason that I find my own guidance through Dewey's Inquiry Theory – a problem-based theory that allows the student to move through the stages necessary for melding previous information to newly acquired information through the means of hands-on discovery. "Dewey was a constructionist because he saw that, although it is the teacher's job to create an enticing curriculum and a supportive, motivating environment in the classroom, in the end it is the student who must actively create his or her own learning" (Tracey & Morrow, 2006, p. 50).

When determining the benefits of a constructionist viewpoint for students, the following proves true:

1. Children learn more, and enjoy learning when they are actively involved rather than passive listeners;
   
2. Education works best when it concentrates on thinking and understanding, rather then on rote memorization. Constructivism concentrates on learning how to think and understand;
   
3. Constructionist learning is transferrable. In constructivist classrooms, students create organizing principles that they can take with them to other learning settings;
   
4. Constructivism gives students ownership of what they learn, since learning is based on students' questions and explorations, and often the students have a hand in designing the assessments as well. Constructivist assessment engages the students' initiatives and personal investments in their journals, research reports, physical abilities to express knowledge through a variety of ways. The students are also more likely to retain and transfer the new knowledge to real life;
   
5. By grounding learning activities in authentic, real-world context, constructivism stimulates and engages students. Students in constructivist classrooms learn to question things and apply their natural curiosity to the world;
   
6. Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Students must therefore exchange ideas and so must learn to "negotiate" with and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real world, since they will always be exposed to a variety of experiences in which they will have to cooperate and navigate among the ideas of others. (Educational Broadcasting Corporation, 2004, p. 1)
   

Considering the benefits of this theory, the diverse group of learners gracing the halls of Huntsville High School cannot help but grow and learn from the implementations of these ideas. Our school houses over 1900 students within four grade levels, and their abilities prove as diverse as their backgrounds (spanning the gamut from poverty level, middle income, to well-to-do) and previous educational experiences. Our students truly represent a melting pot in all aspects of their lives (including my group of AP English 3 juniors and junior Grad Prep class), while our low tax base creates budget deficits and classroom overcrowding. So the question becomes and continues to be – how does a teacher meet the needs of all students regardless of background experiences or classroom size? The answer – engage and utilize the diversity of background experience within each child. Create groups, teach each student to work within that group, and then read, discuss, question – learn to work together and gain knowledge and experience for the eclectic ideas that only such diverse groups can produce.

The answer is easy; the action is not. To engage and motivate students takes time and effort on the part of the teacher. How can I know what motivates someone when I do not even know the someone? Unfortunately for the student, oftentimes the most effortless means of teaching originates with lecturing on information and then having students answer questions about such information. Easy for the teacher, time consuming for the student, unproductive for both. With this type of "teaching", the benefits of conversation are lost. The wealth of information from both the student and the teacher are lacking as a sharing of ideas and differing of experiences drown amongst the sea of "busy" work. Pamela Carroll, in her article "John Dewey for Today's Whole Language Middle School", indicates that "when we help students build a web with their past personal experiences and knowledge so that they will have a support structure for receiving new information and experiences, we provide them with the essentials of learning" (1995, p. 64). When I lecture and assign questions, I am tearing down the web not assisting the spider. Coming to this realization, I no longer utilize this form of "teaching". Questions do still exist, but often with the group working through them together or, better yet, using them as models to create their own questions about the essays, stories and poems assigned. When it proves necessary to give information before an assignment, I teach with mini-lessons and modeling, (which themselves often lead to discussion) with the intention of accessing background knowledge and scaffolding upon the information ascertained from the students. If I assign questions without feedback or discussion, either before or after the assignment, how will the students know if they are on the right track? Or even in the right vicinity? They cannot. How will they benefit from the ideas of others? They will not. And what does a grade really teach them? Nothing.

Dewey promotes the idea of Inquiry Learning (Tracey & Morrow, 2006). When educational philosophy allows for the interests of the learner to mesh with the required curriculum, learning becomes interesting and takes on a more problem-based (or inquiry) method of teaching and learning, both for the student and the teacher. The teacher grows intellectually from creating curriculum (of course, the best growth here would also arise collaborating with colleagues) that challenges and intrigues the student, and the students grow intellectually from becoming a participant in their own learning. Our utilizing "the scientific method allows the learner to systematically bring prior experiences and knowledge to bear on new events and information, resulting in intellectual growth" (Carroll, 1995, p. 65). With this idea in mind, I am utilizing a type of literary circles in the high school classroom. The essays, articles, stories, poems, and even multiple-choice tests (a must for AP and even TAKS based classes). Incorporating this idea of collaborative learning into the classroom will present a myriad of new learning opportunities for critical thinking throughout the class.

Literary Circles – Preparation and reading

To promote curiosity and tap into background knowledge, before reading and working with a reading piece, the students will collaborate within their groups to think about and discuss broad universal themes and questions associated with the essay topic. I will move around the room, making a point to visit each group, listening, commenting, and assisting where necessary. If the piece assigned is common to the entire class, then we will take a few minutes to discuss as a whole group – each group sharing ideas and information arising from earlier discussions.

Literary Circles – Questioning

Prior to this group meeting, the students will have learned about different levels of questioning and the purpose of each. As they begin to read, there will be a designated stopping point where each will pause and indicate any questions he/she may have up to this point of the essay. If another group member can answer the question (utilizing support from the work), then he/she will do so here. If not, the questions should be considered by all as the reading continues. Upon completion of the first reading, questions will be provided to the group. They will discuss the level of the question, but most importantly, the possible answers and reasoning for such answers, again utilizing support from the reading piece. After a second reading, the students will work to determine their own questions from the excerpt or essay, utilizing the previous questions as models when necessary.

Literary Circles – Mastering the tests

When all of one's learning culminates with the successful completion (passing) of one test, these tests must be addressed. Fortunately, the means does not have to be boring. When a test reading is assigned, each member of the group must read individually (silently) and answer the questions assigned. The piece is graded (without making any marks on the student's test – only the student know his/her grade). The test is returned unmarked and the students move into groups. Each student rereads the piece and then the group collaboratively discusses the possibilities within the answer choices. The group discusses and debates on which answer is correct, providing proof from the reading piece to support his/her answer choices. The members must come to some kind of consensus for each question. For each answer, the group gets correct, collectively, points are added to the original grade.

Each of these strategies encourages accessing background information, discussing with others, thinking critically, creating part of one's own curriculum and (hopefully) coming to the realization that there really is no one right answer when it comes to reading, questioning, and understanding. Student's create more meaning from the assigned curriculum and practice skills that will create thoughtful and productive citizens in the future. Though modified a bit, they access the scientific method, create questions and possibilities, and then move forward to determine, define, and support their own interpretations, giving them thought and validity. Hopefully, these literary circles will allow the student to move past simply discussing the assigned article and will "present guidance that will help [them] cultivate new interests and increase understanding within their worlds" (Carroll, 1995, p. 64).

The reality is that schools are only the beginning of learning and should be, in reality, the place where students come to learn how to learn. Creating life-long learners should be the ultimate objective of every teacher, regardless of subject matter. When we allow them to be curious, to follow that curiosity and rein it in, turn it around, lead it forward (whatever proves necessary for the moment), then we create a society of independent thinkers who appreciate the beauty of wonder and discovery while understanding the necessity of some guidelines and structure. The benefits of discussion, conversation, sharing ideas, debating differences has never been so obvious or real to me as in these past few months. I love the fact that our "textbook" is actually entitled Conversations (Routman, 2000). Reggie Routman also refers often to the importance of reading for the sake of reading and that not all of the extra assignments and projects consistently associated with the reading are necessary for learning to take place – conversations are! These ideas have influenced my biggest change this year. One of my teaching assignments is known as a Grad Prep (TAKS) class. The students need some extra work (especially in the area of writing) to strengthen their ability to successfully tackle this test.

As the year began, I created a curriculum which consisted of reviewing the test itself (through) different versions over and over again (even bores me just thinking about it). It was not so much that I believed this was best practice, but only practice for a group of students who were in danger of failing this test and losing the opportunity to graduate. However, fortunately for them (and definitely me and my future students), I took to heart the theories, reading advice, and conversations associated with my Sam Houston reading class. I not only read but also experienced first hand the power of discussion and a sharing of ideas. The readings made sense, the theories validated the readings, and the conversations enhanced the readings and further explored the theories. Therefore, I changed my curriculum for this class. I cannot say that it was one activity, but a complete change of strategy taking place. Though the test and strategies are utilized off and on throughout the course, reading, writing, and discussion (not to mention the acquisition of back ground knowledge) became the focus of the class. The students (many who lack motivation or simply detest school) have taken an interest in the class (some more than others). They have gone from a group in which the phrase "this is boring" was audible to individuals who appreciate the opportunity to read (one student indicated in a journal that he never thought reading could be fun before), write along their own interests, and discuss both books read orally and individually. The interests, writing, and conversations often still revolve around ideas and strategies for the TAKS, but the students are much more apt to participate when they know that their interests and ideas are being considered as well. In addition, I have come to accept this as part of the process. Even when it comes to constructivism, the theory "does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies the role, so that teachers help students to construct knowledge rather than facts" (Educational Broadcasting Corporation, 2004, par 7).

This theory at times is accused of causing students to have to "reinvent the wheel" (Educational Broadcasting Corporation, 2004, par. 8). However, "students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings" (Educational Broadcasting Corporation, 2004, par.8). My goal as an educator is to constructively guide the students, help them navigate as they practice in the driver's seat so that eventually, not only can they navigate and drive for themselves, but hopefully, each will move over and navigate as other new drivers learn the rules of the road (of course while traveling to places of interest).

Works Cited

Carroll, P. S. (1995). John Dewey for Today's Whole Language Middle School. Middle School Journal , 61- 68.

Educational Broadcasting Corporation. (2004). Concept to Classroom: Workshop: Constructivism as a Paradigm for Teaching and Learning. Retrieved November 23, 2007, from Thirteen ed online: http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Routman, R. (2000). Conversations: Strategies for teaching, learning, and evaluationg. Portsmith: Heinemann.

Tracey, D. H., & Morrow, L. M. (2006). Lenses on Reading. New York: Guilford Press.

Educational Philosophy

Educational Philosophy

Literacy in the Classroom and Beyond

Melissa Mask Wilson

Sam Houston State University

As a teacher, I believe I have an obligation to consider seriously and often my views on literacy in the classroom. My beliefs directly affect those individuals under my tutelage. Therefore, as a professional educator, I believe my goals should include comparing my own observations and conclusions in the classroom with those of educational researchers and theorists.

My beliefs originate in my own classroom. I have taught in the public school system for eleven years, beginning as a fifth grade teacher to my present post as an AP junior English teacher and junior writing and reading teacher. My journey to the classroom proves a little unconventional as I began my teaching career with a provisional certificate, having previously earned a BA in English. I believe it is important that, at the time, to obtain the teaching certificate the on an "alternate" route required the "teacher" to return to college and complete the thirty plus hours in education that those on the "regular" route obtained. I believe I am better prepared to work with my students and have a clearer understanding of the educational philosophy supporting my teaching practices.

And when it comes to melding the educational philosophy with my findings, I believe my observations mesh with three theorists in particular: Camborne, Dewey, and Rosenblatt. Though I am a secondary teacher, I have the benefit of having taught several grade levels and observing students at different places in their literacy journey. I am also in the unique position of having taught many of the same students as they moved through the school system.

Through this experience it is my observation that maturity plays a large role in student learning, or the actual utilization of the abilities they possess. Regardless of the age group I taught at the time, each group appear to learn best and with the most motivation when conversation becomes an integral part of reading and writing. I believe that within a reading and writing classroom it is vital that each student understand the difference between determining facts and inferences that are found directly within a work (whether fiction or non-fiction) and the personal experiences and/or creativity that each individual student brings to the work itself. As teachers, we often spend a great deal of time not only on fiction but also connecting that fiction to the student's background knowledge, own personal experiences and creative ideas. This is a vital and important function in order to help students scaffold to a higher level of understanding, synthesize new learning with old, and take their present understanding to a new creative level. However, no matter how important this aspect is, it is just as important to help a student understand that, especially with non-fiction reading, it is also important to be able to take a work or facts at face value.

For example, though we want a medical doctor to be able to think creatively when necessary (especially if our case is a bit different from the norm), it is just as important, if not more, that he/she be able to read a medical journal or medical book for the specific facts found in the literature. I do not particularly want him/her to get creative when it comes to removing my tonsils. I also want him/her to be cognizant of which body part happens to be the tonsils as well as their exact location. When it comes time for the mechanic to fix my brakes and do a through check up on the car, I certainly hope he knows how to read a manual on mechanics and stick to the facts without becoming too creative.

I believe this idea follows along the same basic path as Rosenblatt's (Tracey & Morrow, 2006) theory speaks to two kinds of responses to reading: aesthetic and efferent. She also promotes the idea that there are different reasons for reading informational texts and literature. Understanding and determining the difference between the two, the manner in which both work alone and in tandem originates and grows from classroom conversation about the different genres available and read by the students and the teacher.

I also believe that all children (regardless of age) learn best in a secure and risk free classroom environment. Working hard and completing work well is important, but the knowledge that a piece can be redone and reviewed with the teacher tends to allow for a lot more creativity and risk taking when it comes to student work. If we are truly in the job of teaching, then it is important that the student be given every opportunity (of course he/she must choose to take it) to redo, rework, and rethink previous learning or product. When a student becomes comfortable enough with the teacher and the students around him/her, more risks are taken, and serious and sincere learning takes place – oftentimes, the student even finds it enjoyable and amazes himself/herself at what can actually be achieved. I believe this idea expands on the belief of Camborne's (McCauley, Garrett, & Daleo, 2003) that children learn best when these characteristics can be found in a classroom – as he found them in the home of strong readers:

• Emersion
  Demonstrations
  Used learning themselves (practice)
  Response – parent feedback (teacher feedback)
• Responsibility
  Predictability
  Engagement

I believe that when these characteristics are found in a risk free classroom, the students will learn, just as they did in these homes. One has to believe that the parents in such homes did not spend time "grading" the student or docking points for "late work". Though I know that these are important "responsibilities" for the student, especially when it comes to developing the character and maturity necessary to be a productive citizen, neither directly relates to cognitive learning. The students need to be able to redo work, correct errors and continue learning (scaffolding) by taking what they have learned and continuing to work with the teacher to master the new learning (synthesizing it with the old). Along these same lines, a student's "outside life" needs consideration. When life events occur, the student is not always able to focus at that moment on a particular "type" of learning (though whatever difficulty he/she is going through definitely constitutes and education of some type). When a student knows that the teacher has high but realistic expectations and that outside factors will be considered at times, there is less stress on the student – thus a calmer and more comfortable atmosphere in which to learn.

Most importantly, I believe that we enrich the lives of our students and the life of our country when we give our future citizens the resources to survive in and contribute to our society as a whole. When a child believes in himself/herself, has confidence in his/her ideas and abilities to promote or express those ideas, then we have created not only a better citizen but potentially a citizen who can make a difference to others, who can intelligently review information (both aesthetic and factual) and who will have the confidence (from successes in a no-risk classroom) to expand on the information and generate new ideas to promote or question governmental ideals. And I believe that the idea of teaching a student with the ultimate intention of creating a future productive citizen mirrors Dewey's (Simpson, Jackson, & Aycock, 2005) personal theory of learning. He believed a person should be able to vote intelligently, think individually, contribute competently, and be able to serve democratically. Words are power. And when we produce a citizen that can read critically, write intelligently, and think independently, we, as teachers, have contributed to the life of that child and the strength of our nation. "The pen is mightier then the sword". Truer words have never been spoken; however, while a swordsman's skill and power derives from understanding and honing his craft, the writer's power over the swordsman derives from understanding language and its ability to influence others through the power of ideas.

Works Cited

McCauley, D.J., Garrett, R.&Daleo, M. (2003). Foundations of Literacy. Language, Literacy
and Special Populations. Huntsville, Texas, USA: Sam Houston State University – Wildcatter Productions.

Simpson, D., Jackson, M., & Aycock, J. (2005). John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice. Thousand Oaks: Sage Publications.

Tracey, D. H., & Morrow, L. M. (2006). Lenses on Reading. New York: Guilford Press.