Kyle Talking

Me, The Struggling Student

2007-11-16T09:35:00.001-08:00

Big Question 24 - What subject(s) did you dislike or struggle with as a child? Was there are definitive reason why you disliked this subject(s) -- what were the factors: teacher, learning environment, techniques used, boredom, etc?

I don’t really know what this says about me (now becoming an English teacher), but all throughout school, I struggled with English classes. I was, and still am, a slower reader. I always had trouble keeping up with reading outside of class. I really had trouble reading out loud in class, as well. I can even remember a time in seventh grade when the other students in class would purposely make me have to stop reading out loud because I would have trouble starting again.

So, I guess it all centers around my reading ability.

Later, I realized that the reason I took so long reading was that I really stopped to think about everything. I had to understand what was going on and try to apply the scenarios to my experiences in order to remember them. Another thing that happened later in high school was people coming up to me to have me proofread their papers. I didn’t even realize it until then, but I knew grammar.

I disliked journaling about myself and my feeling when I was in grade school, and I still do. But besides that, it was never really the subject, techniques, teachers, or boredom that made me struggle in English. It was my different way of learning and the environment of the classroom where I always felt like couldn’t read as well as everyone else.

My teaching strategies are focused on the classroom as a safe learning community. It took me understanding myself to realize that I actually was a good English student. I don’t want my students to have to struggle to figure that out on their own.

Learning Environment

2007-11-15T09:58:00.000-08:00

Big Question 22 - On any given day, if a stranger entered your classroom what would they think about the learning environment you create? What would it tell them about you as a teacher, or your relationship with your students?

The baseline is: I want my classroom to be the safest environment that my students will be in during the day (besides, hopefully, their own homes).

I know that sounds really happy and cheery and everything, but that is honestly how I want to function.
I want my students to argue with each other in a civilized manner.
I want my students to bounce ideas off of each other.
I want my students to work together.
I want my students to be able to come in, sit down, feel absolutely physically comfortable, and know that they are going to be absolutely intellectually challenged.
I want my student to be able to present their work knowing that their efforts will be heard and appreciated.
I want my students to be a community of readers and writers.

That said, my question to the reader is: Where does one go to argue with colleagues in a civilized manner? Where does one go to bounce ideas off colleagues? Where does one go to work together with colleagues? Where does one go to be absolutely comfortable? Where can one go to be intellectually stimulated in all sorts of ways? Where does one go for community?

I submit that best answer to this series of questions is: A Coffee Shop

That is the atmosphere I want in my classroom because I feel that that is the atmosphere where literary discussion and presentation will be exemplified! If my students can come into my classroom knowing that they are going to be able to sit down with their favorite delicious hot beverage and discuss ideas that are floating around in their heads about what they have read or present a presentation to an audience of peers… I believe that they will learn!

I would hope that this type of atmosphere would say that I am a teacher focused on the idea of classroom community, who is willing to try outside-the-box thinking and be a little crazy while at the same time remaining real and relaxed with my students.

If a stranger came into my classroom, I hope his or her response would be something like, “Can I grab a cup and stay a while?”

Excited to Teach

2007-11-02T11:37:00.000-07:00

Big Question #19 - Name 2 topics in your discipline that you are excited to teach about and tell us why?

The teaching of English and Language Arts is typically divided up into two topics. These are Literature and Composition. Literature can further be divided up into many topics: classic or modern, by genre (mystery, fantasy, romance, etc.), or by a different genre (poetry, short stories, novels, etc.) Composition can be further divided up into two more topics: grammar and style.

As far as literature is concerned, I am very excited to teach poetry. I like poetry because everyone hates poetry. People seem to just write poetry off as some mystical entity of writing that isn’t supposed to mean anything, or is just written all flowery and showy. Normally when poetry is taught, it is taught as its own entity. This just furthers the separation of this genre of writing from actually meaning anything. I am going to teach poetry as part of the units that relate to students’ lives. The great thing about poetry is that, when you really look at it, and find meaning in it, then it speaks to you in a personal way. It is this voice that I want to show to my students.

When teaching composition, I am really looking forward to showing that line between grammar and style. Yes, there is a right way to write. There are rules, and those rules have meaning. However, once you know those rules and how they function, then you can bend or break some of them for stylistic purposes. The key is knowing what rule you are breaking, why you are breaking it, and how it is going to affect your writing. Your personal voice is what makes you a writer, and you can only display your personal voice through grammatical stylistic choices.

Leaving My Mark

2007-10-29T09:02:00.001-07:00

Big Question #9 - How do you plan to leave your “mark” on your students, your peers, your school, or your profession?

As my students leave my classroom, I really want them to pick up on a few things. I want them to believe that they can understand literature. If they have it in their minds that they can, then they will continue to strive to be able to. I want them to know that I am not always right, and also, they will not always be right. It is OK to be wrong, because that is how we figure out what is right. In literature, as long as you can justify your thoughts with context or background information, then you can be just as valid as anyone else. I know that analyzing literature won’t be a normal part of everyone’s day once these students are out of high school; I just want to show them a little insight into how people think and interact with one another and instill in them the passion to know “why.”

I hope that my peers and coworkers will be able to feel that I have brightened their days, too. I want them to know that they can always come to me if they need anything and I will try to help. I hope that they will be able to steal as many ideas from me as I do them. I hope that as long as I am a teacher, I will be able to say that through the challenges, this profession will be rewarding and fun.

I want to let the students think, and encourage them to think for themselves. They are smart, they just have to be told that someone believes in them and that they can do it. Then they need to be pushed into their potential. That is how I hope to leave my mark.

Behavior

2007-10-19T08:12:00.000-07:00

Big Question #8 – Why does society hold teachers to higher standards of moral and ethical behavior?

Society holds educators to higher standards, and it should. When a school district hires a teacher, it trusts that person with the youth of the community. Whether the students want to be there or not, the teachers have the responsibility to educate. It is their job to make sure that when the youth graduate from their school, they are ready for whatever comes next. That not only speaks for subject area content knowledge, but also societal behavior.

No matter what subject you are teaching, you are also teaching your students how to interact with one another. You are teaching teamwork, tolerance, and the ability to voice an opinion and stand up for that opinion. You are teaching professionalism. Students need to know how present themselves in “life after school” situations. They will need to show up on time, be respectful, and work hard. How can they possibly learn those ideas if their instructor does not show them that example?

Just as I will be teaching English from an extensive knowledge of literature, hoping that my students will pick up something from my teaching, I will be setting a moral and ethical example in and beyond the classroom, hoping that my students will pick up something from my behavior.

For some students, class time might be the only structure of their lives. As teachers, we are entrusted with that time, and we owe them that discipline. Yet, we have to be disciplined at all times, ourselves. We must know that any aspect of our public lives in and outside the classroom is up for display and criticism. Keep in mind, we never know when we will see our students, and they are always watching.

Things I Will Not Compromise

2007-10-14T11:36:00.000-07:00

Big Question #7 – Name three things you hold dear and on which you will not compromise. Why?

This question is important to me because educators should understand their values. Knowing what is important to me as a teacher will help set the basis for my instruction style and teaching experience. Three things that I feel strongly about are: Teaching Classic Literature, Teaching Grammar and the Writing Process, and Maintaining a Safe Discussion Atmosphere.

Some English Teachers will say that Classic Literature no longer holds much value for students today. I disagree. While more modern literature is important and should in no way be disregarded, classic literature holds timeless values that can relate to students today just as well as to students from years past. When students learn to see the relationship between their lives and classic literature (such as Shakespeare, Steinbeck, Hawthorne, Blake, etc.), then they will be more apt to gain an appreciation for literature and the different perspectives on the human experience.

Students’ futures can be made or broken due to their writing ability. They need to be taught to write properly and professionally. Real life application for writing is crucial for students to see this importance. When they realize that grammar actually is important for college entrance essays or professional resumes and portfolios, then they will be able to the importance of editing, revising, and the writing process. No matter what your level of intelligence, if you cannot write effectively, you will be perceived as unintelligent. Teaching for multiple intelligences is great, but student still need to learn to write to the best of their abilities.

A safe discussion atmosphere is central to having a great learning experience. Only when differing viewpoints are presented will excellent discussion arise. Having a great discussion about literature’s relevance holds the capability to opening students’ minds to new realities. This can only happen when every student feels as though his or her thoughts will be heard and openly discussed. Education about literature happens because students are driven to learn what other people think. Then they can form their own views out of the melding of perspectives.