As I was reading Henry's research I found myself intrigued by the amount of journaling used. I have always used journals, but I am now seeing how I can use them so much more effectively. If using them correctly it seems that you should be able to get your students to reflect on the text as well as reflect on themselves by making connections, which in turn helps the teacher to get to know the student on a deeper level.
I really liked how this author used relevant topics with her afterschool group. I can definitely see how African American girls would become interested and involved about these discussions. I think I would have been interested in these topics as an adolescent, but I don't remember discussing any "real" murders when I was in school. I can only imagine how engaged the whole class would be in that discussion. You could definitely see the growth Kay made in her journal throughout the group meetings. I wonder as a second grade teacher if there is a way to change up my guided reading groups (every once in a while) by gender, cultures, etc. and really dive into literature that would be interesting to each specific group. I find this to be an interesting concept and I can already picture it working in my room. I could see breaking them into groups by cultures and helping them become experts on their culture and then switching books, so all students are becoming experts on all the cultures to gain that respect of each other. I'm not sure this (switching) would quite work based on gender, but I could definitely split them up by gender and use literature that would appeal to that group. Hmmm. . . I can't wait to try this next year. I know it wouldn't be to the extent of the afterschool groups in the Henry research and Staples article, but at least it would be a step in the right direction.
I can definitely see in the classroom how students with English as a Second language would struggle with expressing "their voice" when it comes to literature. I have to agree with both the articles that the more practice these students have, even if it is oral to start, the better they will get. I really liked how Staples suggested letting them use any form of English, but challenging them to use a different form, even if it isn't Standard English they choose. The more they feel comfortable stepping out of their comfort zone, the more they might risk using Standard English.
As I was reading these articles I think it was made clear that students need to have some ownership in their learning. In the Henry article the girls were given the opportunity to change the direction of the conversation with ease. The students in the afterschool program in the Staples article helped prepare the list of text that would be used. I see how important that is to students and hope to do a better job of this in the following school year. My students are able to pick the independent book of their choice (as long as it is on their level), but I have almost always chosen the text I use during my guided reading groups. I have a feeling I will have a lot more interest and my students will be more motiviated if they are given the chance to help choose the text.
I am taking from this article that I need to use all possible resources to help give all my students a voice about literature, and that all students might not express their thoughts about literature in the same way, so it is up to me to find that outlet for each individual student.
Angie Sigmon
Comments (7)
Angie, I agree with you that students need to take some ownership in their own learning. I can see that as a way to truly have them get involved in the classroom and to feel a real part of that classroom. It would give them a starting point and would hopefully help them to be more comfortable when delving into areas of literacy where they may not be in their comfort zone.This is one area where I hope to improve myself, in expecting the students to be a part of decisions on what and how to study certain topics or works in the classroom.
Posted by Anonymous | June 13, 2010 11:18 AM
Posted on June 13, 2010 11:18
Angie,
I also learned a lot from this article. I have used journaling and "cooperative" reading/dialog groups within my EC reading/writing class. In my reading groups, I did choose the books and I assigned the "jobs" within the groups: leader, notetaker, etc. I see giving the students more freedom within the groups can lead to the students having more ownership of their learning. I think, as a "stereotypical" rule, we teachers, feel we need to control most aspects of the learning environment. Giving students more opportunity to express their voice promotes independent thinkers.
Susan Hines
Posted by Susan Hines | June 13, 2010 11:37 AM
Posted on June 13, 2010 11:37
I have seen journaling used in almost every classroom I have been in. Most of the time it was used to reflect on what the student thought about certain readings or projects. Never was it used to reflect on how a reading or project made a student feel. I think that in order to gain knowledge from a piece, a student needs to reflect on how they feel about a subject. How did the subject change their thinking, attitude, or even their lives? By reflecting in a journal this way, not only does a student comprehend more of what he/she learned, but they begin to understand themselves as well.
Posted by Sarah Hutson | June 13, 2010 12:34 PM
Posted on June 13, 2010 12:34
Angie,
Having students take ownership in their learning is a key! Once they see they are respected and wanted in their room they will have true buy in to whatever is presented to them. Having such a tone in a room will also allow the student sto experience an absence of threat in the room and will build a relationship with the teacher will continue to help strengthen their learning. Once the relationship is built, the outlets that each of the students need will become apparent. Tappin into these outlets will again allow the students to take more control of their learning and skills will become mastered.
Teachers need to be open to a change of direction with the lesson if the students so desire. Too many teachers view their lesson plans as concrete rather than a guide that is flexible.
Michael Lemke
Posted by Michael Lemke | June 13, 2010 4:54 PM
Posted on June 13, 2010 16:54
I agree with you about giving the students choices in what they read and even in how they chose to write about it. At the same time, I know that as a teacher it is my responsibility to teach them to write in Standard English using the appropriate grammar and conventions. So were should we as teachers draw the line of choice and expectations?
I think your idea of putting students in groups and having them become experts on the various cultures represented would be a great way to help students learn to embrace those from different cultures and help them value them as important parts of the class with much to offer.
Posted by Tracy Icenhour | June 14, 2010 5:44 PM
Posted on June 14, 2010 17:44
Angie, Oops! I didn't see your title and it is the same as mine! Sorry, but it was the main truth of what the articles had to say. I also agree with your post about ownership. Taking ownership of a project or topic is so important for teens. They are trying to become adults and they already think they know everything. ha ha So why not use that to a teacher's advantage? Let the students decided things within reason. Within reason would be different for different groups. What works for an inner city group of kids may not work for a rural farm community of kids.
Posted by christy findley | June 14, 2010 6:36 PM
Posted on June 14, 2010 18:36
I do think having a say is very important especially as students get older. I have found that allowing my students to have input into as much of what we do (and how we do it) as possible helps with student engagement. While it is not always easy (and sometimes not possible), it is definitely rewarding to see the differences that it makes!
Posted by Christy Laws | June 15, 2010 2:02 PM
Posted on June 15, 2010 14:02