I am currently in a 4th grade class for my 75 hour clinical experience. I have noticed a few students that seem to struggle a bit in different areas, but there are two that I have really decided to focus on. The first child is a young girl who just recently moved to the area from Delaware. She has been said to have OCD, and it is evident in the way she keeps her desk and worries about the condition of those around her. She also tends to get very distracted by how others are acting and wants to control their behavior. This causes her to lose focus in class and focus on others. However, she seems to attempt to pay attention to class more than she does on others. Her grades, on the other hand, are not very good. My host teacher has been unable to get records on this child so far, to my knowledge, so we are unsure of any other areas she may be struggling in. She also misses a great deal of school. I'm am unsure of how to assist her at this moment, since not much is known about her due to lack of records, but I try to assist her when I can, as much as I can.
The second student is a boy who is very outspoken. He is a constant behavior disturbance in the class - talking out, backing talking the teacher, bothering his peers, being a class clown, etc. Ever since day one, I have been interested in finding out what is going on with this child. The teacher has not said much about anything that may be going on with this boy, other than he "wears her down," which is visible, because she is always having to correct him. The token reinforcement/discipline system in the school does not seem to phase him. He will get upset when he has to move a stick, but then regresses back to the same behavior within ten minutes. He is a very smart child, and does well on his work, when he puts the effort into it and actually completes it. Last week, I noticed that he seemed to be uninterested in the math lesson. I asked him if he was understanding what was being presented, and he said yes. However, I could see on his paper that he didn't understand. So, I pulled a chair up to his desk and began working one-on-one with him. This seemed to help him, and he was focusing more on his work. He seemed to also be prouder of himself when he got an answer right. I think part of his problem is that he feels alone/left out. His desk is away from the others and beside the teacher's desk. When I went to go back to my desk, he said, "Don't leave! I like having someone to talk to." So, I stayed and continued to watch him finish his math. This strategy did not seem like much to me, at the time, but it seemed to make a little bit of a difference. I am going to try to use proximity more with this child, and see if that will help him, as well as the teacher. If she does not have to focus on him as much, the entire class may benefit in the long run. He's a good kid, and I can see his potential. I just need to figure out how to best help him see it, as well.
Monday, October 31, 2011
Wednesday, October 19, 2011
Double Entry Journal #15
1. Give an example of an authentic form of assessment the students engaged in a PBL performed well on? The mathematical/geometry project of developing the playhouse for the community center was a very interesting and authentic assessment, and the students did very well initially on the project, and were even able to tweak their designs after to make even more improvements.
2. How does project based learning promote intrinsic motivation? Intrinsic motivation is promoted through project based learning because students are often solely responsible for the completion of the assignment. The projects are also more interesting, most times, than your average content that is being taught. The students get more involved and dedicated to the project, and in turn, have more motivation because they really want to do well on the project and do the best they can to succeed.
3. What do students who experience PBL do better than student who receive traditional direct instruction? PBL students tend to work more interdependently because they have more group experience. They also develop social skills that will not be developed in the traditional classroom because they are not able to interact as much. Students also develop confidence and are able to take control of their learning, which
4. How does PBL align with John Dewey's philosophy of education? Dewey calls for using more imagination in the learning, and PBL allows for creativity to take place in ways that traditional learning doesn't even begin to touch. He also talks about how we need to accompany all types of children and learners, and PBL reaches to all of the children in different ways so that they all can succeed.
5. Why do our assessment practices need to change if we are going to prepare students for the 21st century? Our current assessments are too generalized and standardized to really assess what our students know. Also, they do not allow for children who learn differently to succeed because they are aimed at one kind of learner with too much information being tested. We need to change into more authentic and active types of assessment that can be tweaked to meet the needs of any kind of learner, and that can show us more than whether or not they can make educated guesses and color in the correct bubble.
2. How does project based learning promote intrinsic motivation? Intrinsic motivation is promoted through project based learning because students are often solely responsible for the completion of the assignment. The projects are also more interesting, most times, than your average content that is being taught. The students get more involved and dedicated to the project, and in turn, have more motivation because they really want to do well on the project and do the best they can to succeed.
3. What do students who experience PBL do better than student who receive traditional direct instruction? PBL students tend to work more interdependently because they have more group experience. They also develop social skills that will not be developed in the traditional classroom because they are not able to interact as much. Students also develop confidence and are able to take control of their learning, which
4. How does PBL align with John Dewey's philosophy of education? Dewey calls for using more imagination in the learning, and PBL allows for creativity to take place in ways that traditional learning doesn't even begin to touch. He also talks about how we need to accompany all types of children and learners, and PBL reaches to all of the children in different ways so that they all can succeed.
5. Why do our assessment practices need to change if we are going to prepare students for the 21st century? Our current assessments are too generalized and standardized to really assess what our students know. Also, they do not allow for children who learn differently to succeed because they are aimed at one kind of learner with too much information being tested. We need to change into more authentic and active types of assessment that can be tweaked to meet the needs of any kind of learner, and that can show us more than whether or not they can make educated guesses and color in the correct bubble.
Monday, October 17, 2011
Double Entry Journal #14
From: Teaching for Meaningful Learning
What are some challenges to inquiry approaches to learning? Teachers that want to implement these approaches, or are being asked to, may not completely understand the approaches, what they require, etc. They may not be as confident in this form of teaching. Time for planning and implementation may also be difficult to juggle. With these stressors on the teachers, students may not have the required support to be successful at these approaches.
What are the benefits of group work? Give two concrete examples from the reading. When students are able to work in groups, they tend to have better social and behavioral skills developed. Children are able to bounce ideas off of their peers, collaborate and share the work load, stay on task better, connect with their peers on different levels and learn from each other. Also, through collaborating with their peers, they are learning vital life lessons about working with others that will carry throughout their entire lives.
Name one strategy to support group work and find an example of that strategy on the Internet and link me to it. Using Roles in Groups - Role Cards, Multiple Group Strategies for Older Ages
What are some challenges to inquiry approaches to learning? Teachers that want to implement these approaches, or are being asked to, may not completely understand the approaches, what they require, etc. They may not be as confident in this form of teaching. Time for planning and implementation may also be difficult to juggle. With these stressors on the teachers, students may not have the required support to be successful at these approaches.
What are the benefits of group work? Give two concrete examples from the reading. When students are able to work in groups, they tend to have better social and behavioral skills developed. Children are able to bounce ideas off of their peers, collaborate and share the work load, stay on task better, connect with their peers on different levels and learn from each other. Also, through collaborating with their peers, they are learning vital life lessons about working with others that will carry throughout their entire lives.
Name one strategy to support group work and find an example of that strategy on the Internet and link me to it. Using Roles in Groups - Role Cards, Multiple Group Strategies for Older Ages
Verbatim Questions
Questions asked by the teacher:
- Who can tel me what's going on so far?
- What does the word "marine" mean?
- What does it really mean to work a million hours?
- Why do ranches have to be so large?
Questions asked by the students:
- I really did not hear too many questions being asked by the students, other than the basic, "May I go to the bathroom?" "Do you have a pencil?" and "How do I do this?"
- Who can tel me what's going on so far?
- What does the word "marine" mean?
- What does it really mean to work a million hours?
- Why do ranches have to be so large?
Questions asked by the students:
- I really did not hear too many questions being asked by the students, other than the basic, "May I go to the bathroom?" "Do you have a pencil?" and "How do I do this?"
Learning Style Survey Data
Of 22 students surveyed, here is the data reflecting their learning styles:
Wednesday, October 12, 2011
Double Entry Journal #13
From: Teaching for Meaningful Learning
1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
The instructional model of the teacher using a textbook as the main source of knowledge in the classroom.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies. As seen in the two-year British study done by Bosler, the students who were involved in the project-based learning did better when exposed to conceptual problems on the exam. Bosler commented that the students had a more "flexible" knowledge of mathematics that allowed them to be better engaged in thinking and exploring than the children that were traditionally taught. The studies that Thomas did also favored project-based learning because the children were able to think more critically, and therefore also carried more confidence in their learning than those from traditional teaching. Several researchers have also noted the changes in motivation, not only for students, but for teachers as well, that take place with project-based learning. These researchers have noted changes in attitudes toward learning and skills as well.
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies. Problem-based learning allows for students to better connect with problems that they may potentially face in their lives, and create solutions by working in groups for the best solution. These students are more in control of their learning than traditional students, and they are developing critical problem solving skills that will connect with every aspect of their lives. Problem-based learning is used in the medical field a great deal, and a lot of the research comes from this usage. Problem-based learning can also be seen in the use of case studies in Teacher Education. I can account for the fact, that I often learn a lot from working on solving cases, and I like this method of learning.
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies. Learning by design varies from traditional teaching because the students are actually creating something. This approach is much more hands-on and involved than traditional teaching. The students are working to design, revise, and create something using 21st century skills that is unique to them. By doing so, they are taking the reins in their learning and working to create a way to learn best. The "Where I'm From" project reminds me of this approach.
5. What are the differences between the three approaches?
Each approach has a different guiding aspect - projects, problems, or designing. They all use these aspects to make the inquiry processes a little different for each approach, and therefore leading to potentially different ways of learning, which can allow all kinds of learning styles/students to be reached by any one of these approaches.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? With all of these, the children have a say in their learning. That is not always the case with traditional learning, and is very sad, if you ask me. I feel that, since the students are learning, they should have some control. They should be able to learn in the best manner for them, and through the best approach that fits them. I like all three of these approaches, because they are different, but yet they all have a similar goal - to allow students to branch out, develop their learning, and to make it stick and last for more than just a testing period.
1. Read the Introduction. What "dominant paradigm" is showing signs of wear?
The instructional model of the teacher using a textbook as the main source of knowledge in the classroom.
2. According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies. As seen in the two-year British study done by Bosler, the students who were involved in the project-based learning did better when exposed to conceptual problems on the exam. Bosler commented that the students had a more "flexible" knowledge of mathematics that allowed them to be better engaged in thinking and exploring than the children that were traditionally taught. The studies that Thomas did also favored project-based learning because the children were able to think more critically, and therefore also carried more confidence in their learning than those from traditional teaching. Several researchers have also noted the changes in motivation, not only for students, but for teachers as well, that take place with project-based learning. These researchers have noted changes in attitudes toward learning and skills as well.
3. According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies. Problem-based learning allows for students to better connect with problems that they may potentially face in their lives, and create solutions by working in groups for the best solution. These students are more in control of their learning than traditional students, and they are developing critical problem solving skills that will connect with every aspect of their lives. Problem-based learning is used in the medical field a great deal, and a lot of the research comes from this usage. Problem-based learning can also be seen in the use of case studies in Teacher Education. I can account for the fact, that I often learn a lot from working on solving cases, and I like this method of learning.
4. According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies. Learning by design varies from traditional teaching because the students are actually creating something. This approach is much more hands-on and involved than traditional teaching. The students are working to design, revise, and create something using 21st century skills that is unique to them. By doing so, they are taking the reins in their learning and working to create a way to learn best. The "Where I'm From" project reminds me of this approach.
5. What are the differences between the three approaches?
Each approach has a different guiding aspect - projects, problems, or designing. They all use these aspects to make the inquiry processes a little different for each approach, and therefore leading to potentially different ways of learning, which can allow all kinds of learning styles/students to be reached by any one of these approaches.
6. In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches? With all of these, the children have a say in their learning. That is not always the case with traditional learning, and is very sad, if you ask me. I feel that, since the students are learning, they should have some control. They should be able to learn in the best manner for them, and through the best approach that fits them. I like all three of these approaches, because they are different, but yet they all have a similar goal - to allow students to branch out, develop their learning, and to make it stick and last for more than just a testing period.
Monday, October 10, 2011
Double Entry Journal #12
From: Social Significance of Patterns of Questioning in Classroom Discourse
Three things you learned:
1-Despite all of the technology available in the classrooms, language is still the primary source for communicating the curriculum and teaching in the classroom.
2-Language communicates control, especially in crowded situations, and is there to establish and maintain social relationships.
3-Teachers also bring personal perspectives and anxieties into the classroom with their language.
Two things you found interesting:
1-Language reflects personal identity, cultures, etc.
2- IRE - Teacher initiation, student response, teacher evaluation - is the most common pattern of classroom discourse in classroom of all grade levels.
One question you have:
1-Not sure of a question...
From: Learning to Ask Essential Questions
Essential questions can be valuable for teaching because they provide an overall thought for the lesson that can keep the students on task, questioning throughout the lesson, and guiding the lesson. These questions do not have an immediately known answer, and may sometimes be learned over the course of a few days/lessons. These can also help teachers base curriculum and stay central around the same thing as they are teaching and building the concept.
Three things you learned:
1-Despite all of the technology available in the classrooms, language is still the primary source for communicating the curriculum and teaching in the classroom.
2-Language communicates control, especially in crowded situations, and is there to establish and maintain social relationships.
3-Teachers also bring personal perspectives and anxieties into the classroom with their language.
Two things you found interesting:
1-Language reflects personal identity, cultures, etc.
2- IRE - Teacher initiation, student response, teacher evaluation - is the most common pattern of classroom discourse in classroom of all grade levels.
One question you have:
1-Not sure of a question...
From: Learning to Ask Essential Questions
Essential questions can be valuable for teaching because they provide an overall thought for the lesson that can keep the students on task, questioning throughout the lesson, and guiding the lesson. These questions do not have an immediately known answer, and may sometimes be learned over the course of a few days/lessons. These can also help teachers base curriculum and stay central around the same thing as they are teaching and building the concept.
Thursday, October 6, 2011
Double Entry Journal #11
From: Teacher Reflection of the Top Ten
Examples of the 6 A's:
Category: Authenticity, Exemplary: "There is an external audience for the student work." -- This is seen through the cluster map on the Wiki that the students created, which shows the students where people are visiting the site from, and how many people are viewing in each area. The students also presented this project to the Board of Education, which gave them a different external audience, and another chance to get the information they learned out to others.
Category: Academic Rigor, Exemplary: Students develop new habits of mind (e.g., questioning; precision of language and thought; persistence). -- I feel that students were able to develop new habits of mind because the teacher let them control a lot of their learning in this lesson/unit. The students were challenged to find solutions to the problems that arose (the rankings, for example), and find ways to implement the solutions. The students took the reins a lot throughout this project, and they were able to create their learning, while the teacher mainly guided them.
Category: Applied Learning, Exemplary: Students use multiple high-performance work organization skills (e.g., working in teams; using technology appropriately; communicating ideas, collecting, organizing, and analyzing information). -- The students were always using diverse methods while learning. There were multiple aspects on the Wiki that were learned and used, as well as working in teams on the information, problems, solutions, etc. The students had the opportunities to vary their instruction constantly throughout the lesson/unit, which I feel helped them excel and learn what was being presented to them.
Category: Active Exploration, Exemplary: Students gather information from a variety of primary sources and use a variety of methods (interviewing and observing, collecting data, model-building, using on-line services). -- The students used the internet for their research, and then transformed it into their own words and built their own pages on the Wiki (animal profiles, Wiki in general, etc.) They had the chance to look at multiple resources and use different techniques to learn about and build on their knowledge.
Category: Adult Connections, Exemplary: Students have multiple contacts with adults outside of school who have expertise and experience and who can ask questions, provide feedback, and offer advice. -- This goes along with how the people around the world commented on the students' Wiki about the information, layout, etc. The Board of Education was also there to ask the children questions, and give them feedback on how the project went, and so on.
Category: Assessment Practices, Exemplary: The final product is a culminating exhibition or presentation in front of an informed audience. -- This basically covers how the students presented the final project and the findings, etc. in front of the Board of Education at the end of the project.
CSO's that match this lesson:
Science:
SC.O.4.1.6:
support statements with facts found through research from various sources, including technology.
SC.O.4.2.1:
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.O.4.2.2:
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
Reading & Language Arts:
RLA.O.4.1.3:
use pre-reading strategies to comprehend text (e.g., activating prior knowledge, predictions, questioning).
RLA.O.4.1.9:
determine the author’s purpose in literary and informational texts and use supporting material to justify author’s intent:
* to persuade
* to entertain
* to inform
* to determine a specific viewpoint
RLA.O.4.1.13:
judge the reliability or logic of informational texts.
RLA.O.4.1.14:
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.12:
use strategies to gather and record information for research topics:
* note taking
* summarizing
* paraphrasing
* describing in narrative form
* gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.14:
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.3.4:
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.
RLA.O.4.3.3:
recognize communication skills (e.g., speaking rate, audience, etiquette, active listening).
Examples of the 6 A's:
Category: Authenticity, Exemplary: "There is an external audience for the student work." -- This is seen through the cluster map on the Wiki that the students created, which shows the students where people are visiting the site from, and how many people are viewing in each area. The students also presented this project to the Board of Education, which gave them a different external audience, and another chance to get the information they learned out to others.
Category: Academic Rigor, Exemplary: Students develop new habits of mind (e.g., questioning; precision of language and thought; persistence). -- I feel that students were able to develop new habits of mind because the teacher let them control a lot of their learning in this lesson/unit. The students were challenged to find solutions to the problems that arose (the rankings, for example), and find ways to implement the solutions. The students took the reins a lot throughout this project, and they were able to create their learning, while the teacher mainly guided them.
Category: Applied Learning, Exemplary: Students use multiple high-performance work organization skills (e.g., working in teams; using technology appropriately; communicating ideas, collecting, organizing, and analyzing information). -- The students were always using diverse methods while learning. There were multiple aspects on the Wiki that were learned and used, as well as working in teams on the information, problems, solutions, etc. The students had the opportunities to vary their instruction constantly throughout the lesson/unit, which I feel helped them excel and learn what was being presented to them.
Category: Active Exploration, Exemplary: Students gather information from a variety of primary sources and use a variety of methods (interviewing and observing, collecting data, model-building, using on-line services). -- The students used the internet for their research, and then transformed it into their own words and built their own pages on the Wiki (animal profiles, Wiki in general, etc.) They had the chance to look at multiple resources and use different techniques to learn about and build on their knowledge.
Category: Adult Connections, Exemplary: Students have multiple contacts with adults outside of school who have expertise and experience and who can ask questions, provide feedback, and offer advice. -- This goes along with how the people around the world commented on the students' Wiki about the information, layout, etc. The Board of Education was also there to ask the children questions, and give them feedback on how the project went, and so on.
Category: Assessment Practices, Exemplary: The final product is a culminating exhibition or presentation in front of an informed audience. -- This basically covers how the students presented the final project and the findings, etc. in front of the Board of Education at the end of the project.
CSO's that match this lesson:
Science:
SC.O.4.1.6:
support statements with facts found through research from various sources, including technology.
SC.O.4.2.1:
describe the different characteristics of plants and animals, which help them to survive in different niches and environments.
SC.O.4.2.2:
associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).
Reading & Language Arts:
RLA.O.4.1.3:
use pre-reading strategies to comprehend text (e.g., activating prior knowledge, predictions, questioning).
RLA.O.4.1.9:
determine the author’s purpose in literary and informational texts and use supporting material to justify author’s intent:
* to persuade
* to entertain
* to inform
* to determine a specific viewpoint
RLA.O.4.1.13:
judge the reliability or logic of informational texts.
RLA.O.4.1.14:
select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).
RLA.O.4.2.12:
use strategies to gather and record information for research topics:
* note taking
* summarizing
* paraphrasing
* describing in narrative form
* gathering information from direct quotes, maps, charts, graphs and tables
RLA.O.4.2.14:
use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
RLA.O.4.3.4:
create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.
RLA.O.4.3.3:
recognize communication skills (e.g., speaking rate, audience, etiquette, active listening).
Monday, October 3, 2011
Technology Survey - Clincal Activity
My clinical placement is in Mrs. Basagic's 4th grade classroom at Jayenne Elementary.
How many computers are in the classroom? There are 4 student computers and 2 teacher computers.
Do they have internet access? Yes.
Can you access Google tools? Yes.
Do you have access to a laptop cart? Can they get on the internet? Yes; Yes.
Is there a computer lab? Does it have internet access? Can you access Google tools? How do you reserve it? Yes; Yes; Yes; Reservations are made by a sign-up sheet. However, at the moment, the lab is only being used for Reasoning Mind - a mathematics program funded by grant money. The mobile lab is in the process of becoming it's own stationary lab on the first floor of the school.
How many students have internet access at home? 25 out of 27 students have access to the internet at home.
What are some locations in the community where students can access computers and internet? The students can go to the public library. Many students also attend after school day-care type programs, such as 6-12 Mac, where they can access these resources.
How many computers are in the classroom? There are 4 student computers and 2 teacher computers.
Do they have internet access? Yes.
Can you access Google tools? Yes.
Do you have access to a laptop cart? Can they get on the internet? Yes; Yes.
Is there a computer lab? Does it have internet access? Can you access Google tools? How do you reserve it? Yes; Yes; Yes; Reservations are made by a sign-up sheet. However, at the moment, the lab is only being used for Reasoning Mind - a mathematics program funded by grant money. The mobile lab is in the process of becoming it's own stationary lab on the first floor of the school.
How many students have internet access at home? 25 out of 27 students have access to the internet at home.
What are some locations in the community where students can access computers and internet? The students can go to the public library. Many students also attend after school day-care type programs, such as 6-12 Mac, where they can access these resources.
Wednesday, September 28, 2011
Double Entry Journal #10
Kidwatching is a critical approach to knowing the students in a classroom. Teachers can know what their lives are like outside the classroom, where they come from, etc. However, if they are also observing how the students work in the classroom in different situations, then they are getting to know their students more fully, instead of just partially. This will allow the curriculum planning to be more directed to the needs of the students, and can create more one-on-one situations that will better benefit the students. The teachers can use what they know about their students' lives outside the classroom to affect how they work with the students (which ones are targeted more, etc.) but this is an effective tool for all students, and will assist teachers in more ways than they may realize. It may be a time consuming task, and may not be done as often as teachers would like, but can be worth the time in the long run. This can also continue throughout the school year, but may be most beneficial at the beginning of the year, and then can be built upon as learning progresses.
Monday, September 26, 2011
Double Entry Journal #9
By allowing students to switch between the primary language and the one they are learning, they are able to continue to make connections between the two languages, as well as further develop each language. Students can use experiences from both sides, strengthen what is being learned, and feel more confident. Teachers need to make sure that students have chances to do this. They can use oral language and communication with others to help the students learn. Dialogue journals can also be a good thing to allow the students to use both languages, and the teachers can see where the students are in their learning, find ways to help them, give individualized feedback, and so on.
I think that this could apply to children with Appalachian dialects, especially the use of dialogue journals. Students can write freely without the need to focus on spelling and/or grammar, hold on to what they know as their dialect, and the teachers can assist them and learn more about them on this level.
During a teacher centered read-aloud, the teacher is in control of how the discussion and reading goes. She is the one who is guiding the questions, possibly reading the story, and maintaining how things in the classroom go. However, when the read-aloud is student centered, the children have more control over their learning. They are able to discuss with classmates, work out ideas by bouncing them off of another person, and generate their own learning in a way that is not as possible with the teacher centered approach. Both can be beneficial, but it depends on the task(s) and the situation(s) as to which is more appropriate at the time.
Related Resource:
This is a directory for resources on teaching Appalachian topics in school, that has many categories, including literature.
http://www.appalachianstudies.org/resources/K12/ASAs_K12-ResourceDirectory.pdf
I think that this could apply to children with Appalachian dialects, especially the use of dialogue journals. Students can write freely without the need to focus on spelling and/or grammar, hold on to what they know as their dialect, and the teachers can assist them and learn more about them on this level.
During a teacher centered read-aloud, the teacher is in control of how the discussion and reading goes. She is the one who is guiding the questions, possibly reading the story, and maintaining how things in the classroom go. However, when the read-aloud is student centered, the children have more control over their learning. They are able to discuss with classmates, work out ideas by bouncing them off of another person, and generate their own learning in a way that is not as possible with the teacher centered approach. Both can be beneficial, but it depends on the task(s) and the situation(s) as to which is more appropriate at the time.
Related Resource:
This is a directory for resources on teaching Appalachian topics in school, that has many categories, including literature.
http://www.appalachianstudies.org/resources/K12/ASAs_K12-ResourceDirectory.pdf
Wednesday, September 21, 2011
Double Entry Journal #8
From -- Getting to know students: Developing Culturally Relevant Practices for Reading and Writing
It is a mistake to group all English as a second language learners together for several reasons. As seen through Bianca and Rosa, they may not want to communicate with each other. They may be on different levels in their learning, have different learning styles, different interests, etc. Just because they are learning English as a second language does not mean that they are destined to be the best of friends or the perfect match of support. Students who are English as a second language learners also need interaction with many different people, instead of just people who are similar to them. By being around the same type of person all day, these students may only be exposed to similar things and most likely aren't getting any new experiences that will aid their learning. Also, if a teacher is immediately lumping these students together, they are not fully taking the time to get to know their students, what their experiences and funds of knowledge are, how they learn best, and so on.
A virtual backpack is just a more concrete way of visualizing the funds of knowledge that students bring with them to classrooms. Teachers need to think about this backpack and all of its contents, such as their knowledges, skills, how they act, who they are, where they come from, their experiences, etc. This backpack is full of so much that teachers often tend to write off because they may feel that there is no way to incorporate the backpack into their teaching, or because they may not realize how vital it is for these students to be able to use their virtual backpack's contents in the classroom and in their learning. By finding a way to bring these aspects together with the classroom and curriculum, students can have more ways to be successful, can feel more welcomed in the classroom, and can build and develop more connections between home and school.
Related Resource:
This was an interesting document found on the NCTE website that sets up eight beliefs on teaching English as a second language learners.
Supporting Linguistically and Culturally Diverse Learners in English Education
It is a mistake to group all English as a second language learners together for several reasons. As seen through Bianca and Rosa, they may not want to communicate with each other. They may be on different levels in their learning, have different learning styles, different interests, etc. Just because they are learning English as a second language does not mean that they are destined to be the best of friends or the perfect match of support. Students who are English as a second language learners also need interaction with many different people, instead of just people who are similar to them. By being around the same type of person all day, these students may only be exposed to similar things and most likely aren't getting any new experiences that will aid their learning. Also, if a teacher is immediately lumping these students together, they are not fully taking the time to get to know their students, what their experiences and funds of knowledge are, how they learn best, and so on.
A virtual backpack is just a more concrete way of visualizing the funds of knowledge that students bring with them to classrooms. Teachers need to think about this backpack and all of its contents, such as their knowledges, skills, how they act, who they are, where they come from, their experiences, etc. This backpack is full of so much that teachers often tend to write off because they may feel that there is no way to incorporate the backpack into their teaching, or because they may not realize how vital it is for these students to be able to use their virtual backpack's contents in the classroom and in their learning. By finding a way to bring these aspects together with the classroom and curriculum, students can have more ways to be successful, can feel more welcomed in the classroom, and can build and develop more connections between home and school.
Related Resource:
This was an interesting document found on the NCTE website that sets up eight beliefs on teaching English as a second language learners.
Supporting Linguistically and Culturally Diverse Learners in English Education
Wednesday, September 14, 2011
Where I'm From Reflection
When it comes to the digital story “Where I’m From” project, many aspects of culturally responsive teaching were evident. For many students in West Virginia, the so-called “cultural deficit” of living in West Virginia is all they hear about, and they are unable to take pride in their home. This project allows students a chance to really connect with where they are from, as well as share their story with others. I found myself falling back in love with my home state, and really taking a new-found sense of pride in where I come from and wanting to show the cultural capital I feel with the world. I was also able to get to know my peers on another level through watching their videos, which allowed me to feel more connected to them and as though our classroom was becoming a community.
Creating digital stories also allows students a new opportunity to create their own learning, as it is an open ended assignment that allows students to work with more non-traditional ways of completing assignments. Students can step away from the traditional pencil and paper, and can build their 21st century skills to learn in some unique ways. With the assignment being open ended, we were able to take the reins in our learning and creation of the projects, and I really enjoyed that. It gave me a chance to get excited about a project, and take pride in my work for the first time in a long time.
Digital stories also reach to students on many different levels with many different learning styles. With the various aspects of text, pictures, music, and video being put together in this assignment, students of all learning styles can be reached. Students can also bring their prior knowledge and/or outside knowledge to the project to assist in the development. I was able to bring in my love of photography and editing, as well as my interest and passions, to create a video that contained many different components able to reach my various learning styles.
Overall, I thoroughly enjoyed this assignment. I was able to learn about myself, take pride in myself and where I’m from, and then share that pride with others. My family even enjoyed this project, because it was something that I took pride in and wanted to share. I even made them cry! From my experience, I can see that this is something I want to institute in my future classroom with my students. Not only is this a good alternative to typical assignments, this will allow me to get to know my students, their families, their interests and beliefs, where they are from, any funds of knowledge they are bringing with them, and so on. I recommend that all teachers do something similar to this, because if the students get as excited as I did, this assignment will become more than a project – it will become an adventure.
Creating digital stories also allows students a new opportunity to create their own learning, as it is an open ended assignment that allows students to work with more non-traditional ways of completing assignments. Students can step away from the traditional pencil and paper, and can build their 21st century skills to learn in some unique ways. With the assignment being open ended, we were able to take the reins in our learning and creation of the projects, and I really enjoyed that. It gave me a chance to get excited about a project, and take pride in my work for the first time in a long time.
Digital stories also reach to students on many different levels with many different learning styles. With the various aspects of text, pictures, music, and video being put together in this assignment, students of all learning styles can be reached. Students can also bring their prior knowledge and/or outside knowledge to the project to assist in the development. I was able to bring in my love of photography and editing, as well as my interest and passions, to create a video that contained many different components able to reach my various learning styles.
Overall, I thoroughly enjoyed this assignment. I was able to learn about myself, take pride in myself and where I’m from, and then share that pride with others. My family even enjoyed this project, because it was something that I took pride in and wanted to share. I even made them cry! From my experience, I can see that this is something I want to institute in my future classroom with my students. Not only is this a good alternative to typical assignments, this will allow me to get to know my students, their families, their interests and beliefs, where they are from, any funds of knowledge they are bringing with them, and so on. I recommend that all teachers do something similar to this, because if the students get as excited as I did, this assignment will become more than a project – it will become an adventure.
Sunday, September 11, 2011
Double Entry Journal #6
As I was reading the article, I was having a difficult time thinking of culturally responsive teaching that I had encountered during my time here at FSU. However, when I got to point six in the article, Reshaping the Curriculum, I saw that one of the ways mentioned was to interview a community member about the topic at hand. I, then, remembered that I did an interview assignment my freshman year in Intro to Education with Coach Baker. I was to interview a former teaching about the education profession. I remember that it was a neat opportunity to see a former teacher in a new light, as a potential colleague, as well as learning about their thoughts and feelings on the profession, along with some of their strategies. I'm not sure if this is really considered culturally responsive teaching, but this is the first thing I resonated with as I read.
Reference:
Principles for culturally responsive teaching. (n.d.). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
Related Resource:
I just really liked this image. When I think of culturally responsive teaching, this picture is what comes to mind.
Reference:
Principles for culturally responsive teaching. (n.d.). Retrieved from http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml
Related Resource:
I just really liked this image. When I think of culturally responsive teaching, this picture is what comes to mind.
Wednesday, September 7, 2011
Double Entry Journal #5
From the reading, NCTE Beliefs about the Teaching of Writing
3 Things I Learned:
- "As they grow, writers still need opportunities to talk about what they are writing about, to rehearse the language of their upcoming texts and run ideas by trusted colleagues before taking the risk of committing words to paper." I knew this, but it does not happen much anymore like it should. So, even though this thought has crossed my mind, it doesn't happen in schools past the elementary levels, and it should happen some more.
- "...teachers must minimally understand...Ways of organizing the classroom and/or schedule to permit individual teacher-student conferences." This does not happen in the classroom much anymore either, and this should be something that is working on in teacher education, as well as something that experienced teachers often try to work on.
- "Writing happens in the midst of a web of relationships." It can be hard to imagine just how much can, or should, go into writing. It was neat to read about all the relationships and paths that writing crosses.
2 Things I Found Interesting:
- "One of the features of writing that is most evident and yet most difficult to discuss is the degree to which it has “voice.” The fact that we use this term, even in the absence of actual sound waves, reveals some of the special relationship between speech and writing." This was just a very interesting statement to me!
- "It makes a difference, too, the culture a writer comes from, the ways people use language in that culture and the degree to which that culture is privileged in the larger society." A lot of people would never imagine that culture plays a part in writing, so this statement was interesting.
1 Question I Have:
- What is the best way to incorporate all of these situations, like culture, technology, student-teacher conferences, etc., into the already crazy hectic and cluttered curriculum requirements? Just in little steps as best is possible?
Reference:
National Council for Teachers of Education, (n.d.). National council for teachers of education beliefs about the teaching of writing. Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1
Related Resource:
This was a neat article called, 30 Ideas for Teaching Writing, and I thought this was a neat list with lots of possibilities.
3 Things I Learned:
- "As they grow, writers still need opportunities to talk about what they are writing about, to rehearse the language of their upcoming texts and run ideas by trusted colleagues before taking the risk of committing words to paper." I knew this, but it does not happen much anymore like it should. So, even though this thought has crossed my mind, it doesn't happen in schools past the elementary levels, and it should happen some more.
- "...teachers must minimally understand...Ways of organizing the classroom and/or schedule to permit individual teacher-student conferences." This does not happen in the classroom much anymore either, and this should be something that is working on in teacher education, as well as something that experienced teachers often try to work on.
- "Writing happens in the midst of a web of relationships." It can be hard to imagine just how much can, or should, go into writing. It was neat to read about all the relationships and paths that writing crosses.
2 Things I Found Interesting:
- "One of the features of writing that is most evident and yet most difficult to discuss is the degree to which it has “voice.” The fact that we use this term, even in the absence of actual sound waves, reveals some of the special relationship between speech and writing." This was just a very interesting statement to me!
- "It makes a difference, too, the culture a writer comes from, the ways people use language in that culture and the degree to which that culture is privileged in the larger society." A lot of people would never imagine that culture plays a part in writing, so this statement was interesting.
1 Question I Have:
- What is the best way to incorporate all of these situations, like culture, technology, student-teacher conferences, etc., into the already crazy hectic and cluttered curriculum requirements? Just in little steps as best is possible?
Reference:
National Council for Teachers of Education, (n.d.). National council for teachers of education beliefs about the teaching of writing. Retrieved from https://docs.google.com/document/d/1kBob4rwoBfMr5KibZLGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1
Related Resource:
This was a neat article called, 30 Ideas for Teaching Writing, and I thought this was a neat list with lots of possibilities.
Monday, September 5, 2011
Double Entry Journal #4
Quote:
"An important aspect of the teachers' participation in the household research became the more sophisticated understanding they developed about the children and their experiences. There is much teachers do not know about their students or families that could be immediately helpful in the classroom..." (Moll , Amanti , Neff, and Gonzalez, 1992)
Response:
I really liked this quote and connected to it. There is a lot that teachers do not know about their students. Looking back to Table 1 - A sample of household knowledge, it is easy to see just how much outside knowledge students can bring with them into the classroom. I know that I had never really considered students carrying this knowledge with them into the classroom until recently, and a great deal of teachers across the country probably have not thought about that either. I know that teachers need to "know their students" and many probably feel that they do. However, if they are not allowing their students to use what they already know and are carrying with them in the classroom, then they are not really getting to know their students. There is a lot more to children than just what they like to do, where they live, etc., and that is what this research helped me to realize.
Reference:
Moll , L. C. , Amanti , C, Neff, D, & Gonzalez, N(1992). Theory into practice: qualitative issues in educational research; funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. (Vol. 31, No. 2, pp. 132-141). Taylor and Francis, Ltd. Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vZTI5ZmI3M2EtNzVlOS00MWQzLThkZDgtNDQwNWJmYmFmMzBl&hl=en_US
Related Resource:
This video was made by someone for a class project. It is a good way, in my opinion, to show a student's funds of knowledge. It shows a child in the classroom, as well as at home and in his community. This video shows that they is often a lot that a child brings with them that the teacher may not know and/or understand.
Click here to view video.
"An important aspect of the teachers' participation in the household research became the more sophisticated understanding they developed about the children and their experiences. There is much teachers do not know about their students or families that could be immediately helpful in the classroom..." (Moll , Amanti , Neff, and Gonzalez, 1992)
Response:
I really liked this quote and connected to it. There is a lot that teachers do not know about their students. Looking back to Table 1 - A sample of household knowledge, it is easy to see just how much outside knowledge students can bring with them into the classroom. I know that I had never really considered students carrying this knowledge with them into the classroom until recently, and a great deal of teachers across the country probably have not thought about that either. I know that teachers need to "know their students" and many probably feel that they do. However, if they are not allowing their students to use what they already know and are carrying with them in the classroom, then they are not really getting to know their students. There is a lot more to children than just what they like to do, where they live, etc., and that is what this research helped me to realize.
Reference:
Moll , L. C. , Amanti , C, Neff, D, & Gonzalez, N(1992). Theory into practice: qualitative issues in educational research; funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. (Vol. 31, No. 2, pp. 132-141). Taylor and Francis, Ltd. Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vZTI5ZmI3M2EtNzVlOS00MWQzLThkZDgtNDQwNWJmYmFmMzBl&hl=en_US
Related Resource:
This video was made by someone for a class project. It is a good way, in my opinion, to show a student's funds of knowledge. It shows a child in the classroom, as well as at home and in his community. This video shows that they is often a lot that a child brings with them that the teacher may not know and/or understand.
Click here to view video.
Sunday, September 4, 2011
Saturday, September 3, 2011
Where I'm From Poem
I am from the heavenly hills of West Virginia, from peaceful sunsets and animals roaming free. I am from the blue house with burgundy shutters, from home grown gardens, from swaying hayfields. I am from family; from the Brown’s, from the Paugh’s. I am from where moms and dads were high school sweethearts. I am from puppies that become like children. I’m from remembering; from guardian angels who are still surrounding us. I’m from Memorial Day Parades, Friday Night football games, and marching band. I’m from God’s grace, and knowing He’s always near. I am from racing, from country music, from spending time with friends. I am from Grafton, West Virginia, from history, from my home among the hills.
Wednesday, August 31, 2011
Double Entry Journal #3
From the reading, Contexts for Understanding: Educational Learning Theories]]
Reference:
Bolima, D. (n.d.). Contexts for understanding: educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm
Sunday, August 28, 2011
Double Entry Journal #2
Based on "...As soon as she opened her mouth!...": Issues of language, literacy, and power
Quote:
"While documenting the effect of growing up in a nonliterate family on Donny's conceptual knowledge of written language and the problems this posed for his learning to read and write in school, I had to ask what the school was doing about this. How were they dealing with the experiential difference so that his learning could proceed? Nothing. Absolutely nothing. Not only were they failing to address this experiential difference...they were also seemingly unconcerned about his failure to learn. How could this be? Having seen two of my own children through elementary schools and having garnered a wealth of experience with schools in general, I knew that teachers, specialists, and administrators would have created quite a big fuss if any middle-class child finished first grade knowing how to read only one word. Parents would be called and consulted, assuming they hadn't already been haunting the school corridors, testing would have been recommended and carried out, the instruction and teaching would have been questioned and examined, and elaborate educational plans drawn up to remediate this issue would have been drawn up." (Purcell-Gates, 2002).
Reaction:
This passage, as well as a few that followed, really shook me to my core. I have worked with students from low-income homes, who often do not have parents who are able to assist them with their learning due to their own inabilities. However, the majority of those parents still want their children to learn, and want to find a way to make that happen. True, there are some parents from low-income families who are not as eager as Donny's mother, as you read about in the later passages. But, no matter how eager or not the parents are, it is the teacher's responsibility to help students learn. Teachers are not supposed to pick and choose who they help. Just because a parent is from a lower class, rural area, broken home, etc. does not mean that they do not deserve the same education as a middle or upper class child who may have more parental support, as well as financial stability, and so on. I was so upset by the fact that Donny was sent to the second grade, despite the fact that he was unable to complete what was asked of him at that level. Unfortunately, too many children are waved through like this. I know of a child who was not taught to do long division, and has been struggling because of this. We live in an age, however, that this child can use a calculator, so teachers do not want to take the time to teach the other method. I've tried to assist this child, but it confuses her so that she gives up and returns to the calculator. What are we, as teachers/future teachers, doing to the future of this country? Isn't it part of our job description to care and provide an education to every student that crosses out path? I thought that's what we are supposed to be doing, or at least that's what I want to do with my career. Children, especially ones from low-income, less stable, broken situations, need to know that someone cares about them. Even if their parents care, they may not be able to give the support and guidance that children need, and that is where we are supposed to come into play. We should not be discriminating or thinking that it doesn't matter if a child doesn't learn to read. "Someone else will do it," some people may think. But, what if there is no one else but you? What if this child feels let down and gives up, drops out, etc. after they leave your room? Are you ready to live with that? ALL children should be given the BEST opportunities to learn. ALL. And, if we as teachers don't think we can even attempt that, then we need to decide on another profession.
Reference:
Purcell-Gates, V. (2002). "..as soon as she opened her mouth!..": issues of language, literacy, and power. In L. Delpit & J.K. Dowdy (Eds.), In the skin we speak: an anthology of essays on language, culture, and power (pp. 122-140). Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk&hl=en_US
Related Resource:
This article listed below are some reader responses to a New York Times article. All of the points are valid, and points that I couldn't include in my post. It goes to show that people, not only teachers and parents, notice that children are struggling. There may not be one clear, definite answer to correcting these situations, but it is going to take work and opinions being presented like this article to get things to change.
How Schools Can Help Struggling Students
Quote:
"While documenting the effect of growing up in a nonliterate family on Donny's conceptual knowledge of written language and the problems this posed for his learning to read and write in school, I had to ask what the school was doing about this. How were they dealing with the experiential difference so that his learning could proceed? Nothing. Absolutely nothing. Not only were they failing to address this experiential difference...they were also seemingly unconcerned about his failure to learn. How could this be? Having seen two of my own children through elementary schools and having garnered a wealth of experience with schools in general, I knew that teachers, specialists, and administrators would have created quite a big fuss if any middle-class child finished first grade knowing how to read only one word. Parents would be called and consulted, assuming they hadn't already been haunting the school corridors, testing would have been recommended and carried out, the instruction and teaching would have been questioned and examined, and elaborate educational plans drawn up to remediate this issue would have been drawn up." (Purcell-Gates, 2002).
Reaction:
This passage, as well as a few that followed, really shook me to my core. I have worked with students from low-income homes, who often do not have parents who are able to assist them with their learning due to their own inabilities. However, the majority of those parents still want their children to learn, and want to find a way to make that happen. True, there are some parents from low-income families who are not as eager as Donny's mother, as you read about in the later passages. But, no matter how eager or not the parents are, it is the teacher's responsibility to help students learn. Teachers are not supposed to pick and choose who they help. Just because a parent is from a lower class, rural area, broken home, etc. does not mean that they do not deserve the same education as a middle or upper class child who may have more parental support, as well as financial stability, and so on. I was so upset by the fact that Donny was sent to the second grade, despite the fact that he was unable to complete what was asked of him at that level. Unfortunately, too many children are waved through like this. I know of a child who was not taught to do long division, and has been struggling because of this. We live in an age, however, that this child can use a calculator, so teachers do not want to take the time to teach the other method. I've tried to assist this child, but it confuses her so that she gives up and returns to the calculator. What are we, as teachers/future teachers, doing to the future of this country? Isn't it part of our job description to care and provide an education to every student that crosses out path? I thought that's what we are supposed to be doing, or at least that's what I want to do with my career. Children, especially ones from low-income, less stable, broken situations, need to know that someone cares about them. Even if their parents care, they may not be able to give the support and guidance that children need, and that is where we are supposed to come into play. We should not be discriminating or thinking that it doesn't matter if a child doesn't learn to read. "Someone else will do it," some people may think. But, what if there is no one else but you? What if this child feels let down and gives up, drops out, etc. after they leave your room? Are you ready to live with that? ALL children should be given the BEST opportunities to learn. ALL. And, if we as teachers don't think we can even attempt that, then we need to decide on another profession.
Reference:
Purcell-Gates, V. (2002). "..as soon as she opened her mouth!..": issues of language, literacy, and power. In L. Delpit & J.K. Dowdy (Eds.), In the skin we speak: an anthology of essays on language, culture, and power (pp. 122-140). Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B6DFAmexYq7vMGQxMjI1OTEtMjAyZS00NzJmLTg1OTUtODlmMGQ0ZDIxOTVk&hl=en_US
Related Resource:
This article listed below are some reader responses to a New York Times article. All of the points are valid, and points that I couldn't include in my post. It goes to show that people, not only teachers and parents, notice that children are struggling. There may not be one clear, definite answer to correcting these situations, but it is going to take work and opinions being presented like this article to get things to change.
How Schools Can Help Struggling Students
Wednesday, August 24, 2011
Double Entry Journal #1
From the reading: Tall Tales of Appalachia
Quote:
"My own father spent his life backing up, apologizing for the space he took up in the world. He took the hillbilly stereotype to heart and all of his life believed that he was backward and inferior -- a despair I, too, have been trying to escape all of my life." (O'Brien, 2003).
Reaction:
As I was reading this passage of the article, my heart broke. It is so awful, in my opinion, that people from Appalachia have to feel this way. I consider myself a country girl, what Appalachia is, has been, and always should be. My grandpa is a farmer, and I've grown up on the farm, watching him and my father raise cattle, plant and tend gardens, work in the hayfields, and so on. We hunt for our food, butcher the cattle we raise, and grow our vegetables. Now, if being this kind of determined person, like my grandpa is, just living off of the land God blessed him with, is something to be ashamed of, then I must have missed a bulletin. I'm proud of where I'm from, and although I hear all the stereotypes, I just laugh them off. If other people want to make fun, they can go ahead. I'll always be a West Virginian, born and raised, hardworking, and PROUD of my heritage. The video we watched in Dr. Jones' class on Tuesday was basically my life, and it reinforced just how proud I am to be a West Virginian, and how I would not want anything to change.
Reference:
O'Brien, J. (2003). Tall tales of Appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=2&src=pm
Related Resource:
After reading this article, I decided to search "Proud of Appalachian heritage" to find my related resource. This article from Huntington, WV was the first to come up in my search results, and it really resonated with me as a future teacher, as well as a proud West Virginian. This article shows ways that Jenny Hobson has tried to help her students be proud of where they are from, and could really benefit us as future teachers.
Jenny Hobson: Teach children to be proud of Appalachian heritage
Reference:
Hobson, J. (2008). Jenny Hobson: teach children to be proud of Appalachian heritage. Herald-Dispatch, Retrieved from http://www.herald-dispatch.com/news/x2065285750
Quote:
"My own father spent his life backing up, apologizing for the space he took up in the world. He took the hillbilly stereotype to heart and all of his life believed that he was backward and inferior -- a despair I, too, have been trying to escape all of my life." (O'Brien, 2003).
Reaction:
As I was reading this passage of the article, my heart broke. It is so awful, in my opinion, that people from Appalachia have to feel this way. I consider myself a country girl, what Appalachia is, has been, and always should be. My grandpa is a farmer, and I've grown up on the farm, watching him and my father raise cattle, plant and tend gardens, work in the hayfields, and so on. We hunt for our food, butcher the cattle we raise, and grow our vegetables. Now, if being this kind of determined person, like my grandpa is, just living off of the land God blessed him with, is something to be ashamed of, then I must have missed a bulletin. I'm proud of where I'm from, and although I hear all the stereotypes, I just laugh them off. If other people want to make fun, they can go ahead. I'll always be a West Virginian, born and raised, hardworking, and PROUD of my heritage. The video we watched in Dr. Jones' class on Tuesday was basically my life, and it reinforced just how proud I am to be a West Virginian, and how I would not want anything to change.
Reference:
O'Brien, J. (2003). Tall tales of Appalachia. The New York Times, Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html?pagewanted=2&src=pm
Related Resource:
After reading this article, I decided to search "Proud of Appalachian heritage" to find my related resource. This article from Huntington, WV was the first to come up in my search results, and it really resonated with me as a future teacher, as well as a proud West Virginian. This article shows ways that Jenny Hobson has tried to help her students be proud of where they are from, and could really benefit us as future teachers.
Jenny Hobson: Teach children to be proud of Appalachian heritage
Reference:
Hobson, J. (2008). Jenny Hobson: teach children to be proud of Appalachian heritage. Herald-Dispatch, Retrieved from http://www.herald-dispatch.com/news/x2065285750
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