Okay, I'm not sure if we were supposed to put this on here or google docs, so I did both. I changed my question and I am not completely done with my Inquiry. I found 4 sources and only discussed one of them so far. If I did this wrong or you have any critics, let me know.
The Teacher Exploration Workshop (The Question and Profile & Philosophy):
Beginning Kindergarten Writing
The Question:
What are the best strategies for beginning kindergarten writing?
Philosophy & Profile:
This matters to me because I have only been teaching for less than two years. I feel that I lack the knowledge of how to teach writing through instruction. My Kindergarten students come from a low socioeconomic background and lack extra help with writing from their caretakers at home. Many parents would never sign my student’s folders or participate in their homework that I send home. I feel they also struggle with writing due to the repetitive workbooks and boring journal topics that they have to follow. For instance, when I started working in the district that I am at, I was told to have them trace their name over and over until they learn how to write it. Also, they had to copy sentences and questions I wrote down and they had to answer them. This was their daily journal until the end of the year. What about letter formation? All the students did were workbooks that you would trace letters in. Do they really learn by only doing repetitive work? When do they get to think for themselves? My next group of students, I am going to try everything in my power to change my ways of writing instruction. I want to motivate them, come up with create writing activities, and let them have a mind of their own. I want to stray away from the old fashioned type of writing that this district participates in and make writing fun.
My concern comes from my inexperience, lack of support from parents, along with the student population. The students in this district are difficult to teach due to low-socioeconomic status. The breakdown of the race or ethnicity is approximately 1.2% African American, 22% Hispanic, 76% White, and 9% other. The economically disadvantaged students consist of 61.9% and 45% at-risk. Many parents are uneducated and have never been to college and many did not graduate high school. This information is important because this is a challenge that I have had to face on a daily basis with my students. Due to parents being uneducated they do not seem to understand the importance of education for their child. I have had parents gripe at me when I ask for them to practice skills with their child at home. I was told, “It is not the parents job to educate their child, but mine”. Part of this statement is true because the teacher is supposed to teach their child. On the other hand, parents can have a huge influence on their child more than they realize. Kindergarten is a group that needs plenty of repetition, creative activities, and a lot of positive support. Parent’s can help do this by practicing skills a little each day at home with their child. With all this information a person would realize the students at my school lack the support they need. How do teachers like myself help motivate Kindergarten students to want to learn how to write the best way?
The Teacher Exploration Workshop (The Inquiry): Beginning Kindergarten Writing: An
Annotated Bibliography
Edwards, L. (2003). Writing instruction in kindergarten: examining an emerging
area of research for children with writing and reading difficulties. Journal of
Learning Disabilities, 36(2), 136-148. Retrieved from EBSCOhost.
Keaton, J. M., Palmer, B. C., Nicholas, K. R., & Lake, V. E. (2007). Direct
Instruction with Playful Skill Extensions: Action Research in Emergent Literacy
Development. Reading Horizons, 47(3), 229-250. Retrieved from EBSCOhost.
Singh, S. (2010). Independent and Collaborative Writing in a Kindergarten
Classroom. Journal of Reading Education, 36(1), 48-53. Retrieved from EBSCOhost.
Singh’s article gives really effective strategies for Kindergarten writing. It shows how to model writing and independent writing. Taking an approach that is based on real experiences in a particular kindergarten class. The students are given the chance to make connections based on reading and writing based on real life experiences.
Singh offers effective ways to model the writing process and independent writing. He gives the activity, time length, group size, the procedure, and the objectives. This article also presents examples of independent and modeled writing. This article showed evidence on how children are able to understand and demonstrate problem-solving, mechanics of writing, and use their social skills while working collaboratively.
Information in this article could be used in the curriculum writing in a kindergarten class. A couple of the topics address how to model writing and write independently. The chart of modeling writing would be appropriate for activities and kindergarten writing. Also, the article shows pictures of independent and modeled writing that could relate to other students.
Vander Hart, N., Fitzpatrick, P., & Cortesa, C. (2010). In-Depth Analysis of
Handwriting Curriculum and Instruction in Four Kindergarten Classrooms. Reading
and Writing: An Interdisciplinary Journal, 23(6), 673-699. Retrieved from
EBSCOhost.
Sunday, June 12, 2011
Thursday, June 9, 2011
The New Question - LeAnn Robertson
After much frustration and way too big an umbrella, I have come up with my final question, so consequently it will require a rewrite. Anyone have any feedback?
New Question:
How can I change teaching writing from a formulaic process taught in rigid sequence to a flexable method with recursive componants?
New Question:
How can I change teaching writing from a formulaic process taught in rigid sequence to a flexable method with recursive componants?
Michele's Big Question!
My question is this: What strategies can I use in order to be a more effective teacher of writing so I can better motivate my students?
Profile and Philosophy
Ryan J. Calhoun
Dr. Votteler
SHSU Writing Project
8 June 2011
Teacher Exploration Workshop: Profile and Philosophy
The Question:
How can I get students to offer more than just surface-level or hollow responses to analytical writing prompts?
Profile and Philosophy:
This matters to me because after two years of working with a variety of students one on one as a tutor, a semester of student teaching at two grade levels, and six months of classroom teaching, I have had the opportunity to work with a diverse of level of writers from eighth-graders to doctoral students and have noticed a common area of weakness. I have found that although many students claim to understand the concept of forming an argument, making an assertion, and providing evidence for it, they do not quite understand how this really works in application. In a recent essay in my classroom, the students were tasked with evaluating the leadership ability of Odysseus using a clearly defined set of criteria, and while many students competently chose quotations from the text which could potentially prove their points, these quotations were frequently followed by statements such as: “This quote shows that Odysseus is a good leader,” offering no further proof to support their points. I have found through my tutoring experience that although the phrasing of statements such as these may improve greatly from the time students begin their high school careers to the time they enter college, the root of the problem behind statements such as these remains; students are making unsupported claims in their writing. One of the greatest challenges that students face is the coming to terms with the realization that no matter how eloquently they write or what evidence they pull from the text, if they cannot effectively explain how their evidence proves their points and why those points are relevant to their central arguments, then they have, in effect, said absolutely nothing. This pervasive problem plaguing our pupils is only going to get worse if we do not find and correct this issue as soon as it arises. The problem then is: How is this to be accomplished?
Scripted Exposure
Brandie J. Buford
SHSU Writing Project
8 June 2011
The Question:
This matters to me because my students suffered this year as I struggled to accept my label of writing teacher. They said I would no longer be teaching reading; they said I would be teaching writing. Pause. I thought to myself how can one exist without the other. It is no wonder I felt a part of my soul rip away; I was loosing my best friend. I cringed at the thought of teaching grammar, writing research papers, and evaluating TAKS prompt essays for the entire year. Previously, as a reading teacher, my students and I could escape the stony walls of our school and encounter new challenges, new characters, and new perspectives on life as we read aloud, silently, and in small groups. This year, however, my students and I were imprisoned to RM 229 in August, paroled in June and enthusiastically danced to the recycling bin to destroy the writing folders. I had never done that before, and the shame of such savage behavior against discourse nauseated me to the core. Being nauseated lead to anger; anger lead to disappointment; disappointment lead to humility, and humility has brought me to this inquiry.
SHSU Writing Project
8 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy): Scripted Exposure
The Question:
How can I break the barrier between my passion for reading instruction and my tolerance of writing instruction?
Philosophy & Profile: This matters to me because my students suffered this year as I struggled to accept my label of writing teacher. They said I would no longer be teaching reading; they said I would be teaching writing. Pause. I thought to myself how can one exist without the other. It is no wonder I felt a part of my soul rip away; I was loosing my best friend. I cringed at the thought of teaching grammar, writing research papers, and evaluating TAKS prompt essays for the entire year. Previously, as a reading teacher, my students and I could escape the stony walls of our school and encounter new challenges, new characters, and new perspectives on life as we read aloud, silently, and in small groups. This year, however, my students and I were imprisoned to RM 229 in August, paroled in June and enthusiastically danced to the recycling bin to destroy the writing folders. I had never done that before, and the shame of such savage behavior against discourse nauseated me to the core. Being nauseated lead to anger; anger lead to disappointment; disappointment lead to humility, and humility has brought me to this inquiry.
My students deserve better; honestly, they need better instruction and engagement than what was provided to them this school year. I recall memories of passing by my students in the mornings; they would faithfully arrive at school with the best they had, and often times, that meant just themselves in uniform. Though they were not prepared with binder, pen, and paper for the day’s work, they were prepared to listen and learn from me, although often times, I felt as though I was not providing beneficial writing experiences. My students vary in socioeconomic background, linguistic ability, and are of Hispanic and African American descent. Classes are blended so that there are no homogeneous regular, special or G/T writing classes. This heterogeneous mixture was an overwhelming challenge that I was successful in addressing as a reading teacher, yet as a writing teacher ,I failed them. Upon review of their TAKS scores, my students exceeded the requirements of the standards tested; I should be satisfied and utilize this exploration to focus on strengthening composition through effective syntax and diction, but when I reflect upon their attitudes toward writing based upon the instruction I provided, I am categorically unacceptable. I struggle with myself as I take upon the role of the writing teacher, but I can not see myself abandoning my first love, reading, so I ask myself: How can I break the barrier between my passion for reading instruction and my tolerance of writing instruction?
Wednesday, June 8, 2011
Found Poem
The voice of a winning formula
Original, venture, exclusive, model
value, luxury
sought upon the energy
the artist in us
Original, venture, exclusive, model
value, luxury
sought upon the energy
the artist in us
The Teacher Exploration Workshop (The Question and Profile & Philosophy)
The Question:
Will incorporating technology throughout the writing process at the lower elementary level improve the quality of writing (i.e., conventions, conferencing, content,)?
Philosophy and Profile:
This matters to be because at our campus teachers have expressed concern regarding the quality of writing produced at the fourth grade level. I think as STAAR is implemented, building a strong writing foundation at the early elementary level will become increasing important and looked at with more scrutiny. The internet has become a crucial component of our lives, yet that isn’t always reflected in classroom teaching. I feel I have a responsibility to my students to do everything possible to ensure they have the skills necessary to produce work that is interesting, creative, grammatically correct, and contains substance. I believe digital writing will help my students become more successful writers who are prepared for the twenty-first century.
I teach in the first grade inclusion classroom. I work at a Title I school so many of my students have a low socioeconomic status. Some of my students do not have computers at home so access to computers at school is very important. My students have one hour of computer time each week during Specials. Based on past year’s experience, my students have been successful using many internet sites and typing final drafts of their writing on the computer. My students with special needs are often most successful when they have the opportunity to complete activities using a computer.
Will incorporating technology throughout the writing process at the lower elementary level improve the quality of writing (i.e., conventions, conferencing, content,)?
Philosophy and Profile:
This matters to be because at our campus teachers have expressed concern regarding the quality of writing produced at the fourth grade level. I think as STAAR is implemented, building a strong writing foundation at the early elementary level will become increasing important and looked at with more scrutiny. The internet has become a crucial component of our lives, yet that isn’t always reflected in classroom teaching. I feel I have a responsibility to my students to do everything possible to ensure they have the skills necessary to produce work that is interesting, creative, grammatically correct, and contains substance. I believe digital writing will help my students become more successful writers who are prepared for the twenty-first century.
I teach in the first grade inclusion classroom. I work at a Title I school so many of my students have a low socioeconomic status. Some of my students do not have computers at home so access to computers at school is very important. My students have one hour of computer time each week during Specials. Based on past year’s experience, my students have been successful using many internet sites and typing final drafts of their writing on the computer. My students with special needs are often most successful when they have the opportunity to complete activities using a computer.
Lisa A. Kwoka - Question & Philosophy
Lisa A. Kwoka
N. Votteler
SHSU Writing Project
8 June 2011
How can I ensure students transfer learned grammar skills to their own writing?
Philosophy & Profile:
This matters to be me because classroom instruction should be applicable to real life.
It would appear students master grammar concepts if grades on grammar exercises serve as indicators. However, if student writing served as the indicator grammar proficiency would be received deficiency marks at best. Student writing does not indicate students’ ability to transfer mastered grammar concepts. In the past months, I have read articles centered on this topic. These articles shed light on researchers’ belief in student writing truly being the key to unlocking this problem. The recommendation is to abandon isolated grammar instruction. Instead, researchers encourage educators to use the errors in students’ writing to drive instruction. I’m all for work shopping a piece of student writing with its author. In the S.I., I’d like to dig deeper into the question I’ve posed and also into the logistics of individually work shopping student writing with large numbers of students. This concern results from the sinking feeling I get each time I read over student writing riddled with blaring errors. I can’t help but feel that the student was aware of such an in your face error when he or she turned the paper in. When questioned, however the student feigns ignorance. If the student truly did not see the error, then teaching proof reading techniques are the least I can do for my students. Proof reading strategies alone feel inadequate, however. I feel like I’m failing to treat the real problem which appears to be students’ inability to create the most polished piece of writing possible.
Most recently, I worked at a local high school where the demographics reported approximately 70% Black, 20 % Hispanic, and 10% White/Other. The only other significant factor I was made aware of during my employment there was that there was a tremendous amount of moving within the district. By this I mean, parents were so impoverished that it was not incomprehensible for a family to move every three months to a new residence to avoid eviction. Poverty adds additional stress to any learning community. I don’t know how much of a factor it plays in student writing, but I can not discount it in my search for assistance with my question.
***Disclaimer... I’m so tired I’m bleary eyed. I feel fairly certain many of these sentences can be re-written so as to present a much more reader-friendly text. My apologies if you’ve struggled to understand this text and reserve the right to fix it up tomorrow. I’ve submitted it at this time only out of respect for those who have asked for it by this evening.
N. Votteler
SHSU Writing Project
8 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy): Making Grammar Instruction Count
The Question:How can I ensure students transfer learned grammar skills to their own writing?
Philosophy & Profile:
This matters to be me because classroom instruction should be applicable to real life.
It would appear students master grammar concepts if grades on grammar exercises serve as indicators. However, if student writing served as the indicator grammar proficiency would be received deficiency marks at best. Student writing does not indicate students’ ability to transfer mastered grammar concepts. In the past months, I have read articles centered on this topic. These articles shed light on researchers’ belief in student writing truly being the key to unlocking this problem. The recommendation is to abandon isolated grammar instruction. Instead, researchers encourage educators to use the errors in students’ writing to drive instruction. I’m all for work shopping a piece of student writing with its author. In the S.I., I’d like to dig deeper into the question I’ve posed and also into the logistics of individually work shopping student writing with large numbers of students. This concern results from the sinking feeling I get each time I read over student writing riddled with blaring errors. I can’t help but feel that the student was aware of such an in your face error when he or she turned the paper in. When questioned, however the student feigns ignorance. If the student truly did not see the error, then teaching proof reading techniques are the least I can do for my students. Proof reading strategies alone feel inadequate, however. I feel like I’m failing to treat the real problem which appears to be students’ inability to create the most polished piece of writing possible.
Most recently, I worked at a local high school where the demographics reported approximately 70% Black, 20 % Hispanic, and 10% White/Other. The only other significant factor I was made aware of during my employment there was that there was a tremendous amount of moving within the district. By this I mean, parents were so impoverished that it was not incomprehensible for a family to move every three months to a new residence to avoid eviction. Poverty adds additional stress to any learning community. I don’t know how much of a factor it plays in student writing, but I can not discount it in my search for assistance with my question.
***Disclaimer... I’m so tired I’m bleary eyed. I feel fairly certain many of these sentences can be re-written so as to present a much more reader-friendly text. My apologies if you’ve struggled to understand this text and reserve the right to fix it up tomorrow. I’ve submitted it at this time only out of respect for those who have asked for it by this evening.
Cassie Manley: Question and Philosophy & Profile
Disclaimer: This is a first, rough draft. I've already modified my question. It and the adjusted (and fully hashed out) philosophy & profile to follow.
In other words, please don't judge me.
Cassie Manley
N. Votteler
SHSU Writing Project
8 June 2011
The Question:
Philosophy & Profile:
The Teacher Exploration Workshop (The Question and Philosophy & Profile): Literature Circles in an Unlikely Place
The Question:
How do I incorporate successful literature circles into a World History class?
Philosophy & Profile:
This matters to me because I have tried various, mainly homemade, approaches to literature instruction in my previous two years as an English teacher and had very mixed results. When I tried a version of literature circles, some groups sailed along beautifully, digging deeply into challenging texts and engaging in inspiring dialogue, with little to no input from my co-teacher nor me, and some groups struggled with the text and each other all the way through. These groupings were changed at the start of each quarter, so I can’t attribute their respective successes or challenges to particular mixtures of students. I suspect that particular students’ leadership was a factor here, but I feel certain it can’t be whole explanation. This is also important to me because next year contains a lot of change, and consequently a lot of opportunity, for both me and my school. Among the changes in store is an adjustment to the length of time of the World History block: four hours. My principal has expressed a desire and my co-teacher and I are excited by the possibility that this change allows for the World History class to become more of a Humanities class, to incorporate literature, art, and music. This obviously leaves plenty of room to incorporate meaningful literature study in the class, and it allows the English class to be more a composition class, which is something the lower level English teachers have desired for some time.
The question then is how to do this well. I am grateful for the opportunity to research this topic and gain knowledge about what has worked for others in the past. I believe that literature circles are a fairly common practice in the inspired English classroom, so my solution may be as simple as incorporating tried and true practices here. I’m not sure if the subtle twist of setting will factor in at all.
Discussion-Because Digital Writing Matters (Introduction)
I couldn't remember if we were supposed to do this on-line to, so I did just in case.
1. The first quote that made a lot of sense, was on page 2 in the introduction. It was talking about how students have a higher level of availability to Internet access. This doesn’t mean that learning will take place automatically. Students still need a mentor or guide that is prepared. I agree with this because there are many teachers that are opened to technology but there are still teachers that refuse to use it. It is our jobs as teachers to motivate students and relate their learning to real life experiences. This would be the use of computers. On page 10 it talks about an elementary teacher asking her students to join in on a word processing space. All the students put their input, which I thought was great. The part I didn’t agree with was pulling it up on a projector and asking students to point out student’s responses that were salient. I feel this might embarrass some of the students. I think that because I would have been one of those students. I think this would defiantly be a challenge that teachers need to really think about. Digital literacy is wonderful as long as we help students feel safe and comfortable using it.
2. The chapter I would be most interested in reading, would be chapter 2 because it talks about the writing process and how to write in a digital world. It will focus in on how teachers can use digital tools to help students and their writing.
1. The first quote that made a lot of sense, was on page 2 in the introduction. It was talking about how students have a higher level of availability to Internet access. This doesn’t mean that learning will take place automatically. Students still need a mentor or guide that is prepared. I agree with this because there are many teachers that are opened to technology but there are still teachers that refuse to use it. It is our jobs as teachers to motivate students and relate their learning to real life experiences. This would be the use of computers. On page 10 it talks about an elementary teacher asking her students to join in on a word processing space. All the students put their input, which I thought was great. The part I didn’t agree with was pulling it up on a projector and asking students to point out student’s responses that were salient. I feel this might embarrass some of the students. I think that because I would have been one of those students. I think this would defiantly be a challenge that teachers need to really think about. Digital literacy is wonderful as long as we help students feel safe and comfortable using it.
2. The chapter I would be most interested in reading, would be chapter 2 because it talks about the writing process and how to write in a digital world. It will focus in on how teachers can use digital tools to help students and their writing.
Sofi Teston: The Question and Profile & Philosophy
Sofi Teston
N. Votteler
SHSU Writing Project
7 June 2011
The Question:
Philosophy & Profile:
This matters to me because I believe that an integral part of my students’ successes in writing stems from using collaboration throughout all phases of the writing process. By allowing them to bounce ideas off each other before they write, encouraging them to seek clarity for structure as they draft, encouraging them to experiment with peer suggestions during revision, insisting that they have others double-check their editing, and then allowing them time to share with one another once they are ready to publish, my students have repeatedly grown as writers, become more confident in their writing tasks, and yes, even excelled on the state-mandated TAKS tests. More importantly, they have learned that I am not the only source of writing knowledge- the value each other and themselves as writers and critics. I believe that my low socio-economic and ESL students have especially benefited from the opportunity to share with others. However, I want more for my students than I am currently providing. I want to move them beyond the comfort of their classroom peers and introduce them to another level of collaboration. I can’t help but wonder how they would be affected by the introduction of collaborative technology. If they are already successful within the small confines of my classroom walls, how might they excel given the limitless boundaries of the Internet? If their forty-three minutes of class time were expanded to after-school hours and weekends and the summer- any time that they could log on- how might my students grow even more as writers and critics? How might this encourage my non-college bound students to reconsider their career path and my college-bound students to prepare for the academic collaboration they will face when they graduate?
N. Votteler
SHSU Writing Project
7 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy):
The Effect of Collaborative Technology on Writing
The Question:
How would the use of collaborative technology affect my students’ writing?
Philosophy & Profile:
This matters to me because I believe that an integral part of my students’ successes in writing stems from using collaboration throughout all phases of the writing process. By allowing them to bounce ideas off each other before they write, encouraging them to seek clarity for structure as they draft, encouraging them to experiment with peer suggestions during revision, insisting that they have others double-check their editing, and then allowing them time to share with one another once they are ready to publish, my students have repeatedly grown as writers, become more confident in their writing tasks, and yes, even excelled on the state-mandated TAKS tests. More importantly, they have learned that I am not the only source of writing knowledge- the value each other and themselves as writers and critics. I believe that my low socio-economic and ESL students have especially benefited from the opportunity to share with others. However, I want more for my students than I am currently providing. I want to move them beyond the comfort of their classroom peers and introduce them to another level of collaboration. I can’t help but wonder how they would be affected by the introduction of collaborative technology. If they are already successful within the small confines of my classroom walls, how might they excel given the limitless boundaries of the Internet? If their forty-three minutes of class time were expanded to after-school hours and weekends and the summer- any time that they could log on- how might my students grow even more as writers and critics? How might this encourage my non-college bound students to reconsider their career path and my college-bound students to prepare for the academic collaboration they will face when they graduate?
The implementation of collaborative technology in my 2A Title I rural school would present multiple challenges. First, not all of my students have equitable or even adequate access to technology. On the high end of the technology scale, I have a handful of students who own the latest Mac, Kindle, iPad or 4G iPhone. At the low end, are those without a computer and without a cell phone. Sadly, these latter students are often the ones who already struggle the most. As one of my students succinctly put it, “It’s just not fair. The kids with the toys (technology) just keep getting smarter and I keep getting dumber. I can’t afford to keep up with them.” In between I have a mixture of technology owners. In addition, our district's technology is limited to one computer lab that is shared between the sixth through twelfth grade classes; my classroom houses one laptop... mine. Given our latest cuts in educational finance, the outlook for additional technology is limited. Because our community is so small (our town sports a convenience store, two restaurants, two mechanic shops, and a drive-through dry cleaners, and a courthouse. No library. No WiFi hotspots. Not even a McDonald’s where students can log in), students can’t even use outside resources to access technology. Pack these limitations together with parents’ fears about the Internet, my administrations’ concerns about which sites to block and which to allow student access to, and the task seems almost impossible. Almost... If I’ve learned nothing else from my students over the past fifteen years of my teaching, nothing is impossible if you set your mind to it. I hope my research will serve as the impetus to begin.
Discovered Poem #1
Life.....
GROSS INJUSTICES
JUST PRESS PRINT!!!
in retreat.....
an internal matter...
Silhouette.
GROSS INJUSTICES
JUST PRESS PRINT!!!
in retreat.....
an internal matter...
Silhouette.
How to post
If your trying to post, just go all the way up to the top right. There should be your e-mail name, new post, and sign out. Just click on new post and put your information in. You can preview it before you post. When your ready to post push publish or post. Hope this helps.
Crystal's Poem
Fight Cravings
Be healthy
Perfection is not the key
Neither is a pleaser
Lose yourself
Buzz around pretty whisperer
Trust Beyond
Redefine within
Be healthy
Perfection is not the key
Neither is a pleaser
Lose yourself
Buzz around pretty whisperer
Trust Beyond
Redefine within
Question & Philosophy & Profile
Crystal Parker
N. Votteler
SHSU Writing Project
7 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy): Improving Writing Instruction
The Question:
What is age appropriate writing for Kindergarten?
Philosophy & Profile:
This matters to me because I have only been teaching for less than two years. I feel that I lack the knowledge of how to teach writing through instruction. My Kindergarten students come from a low socioeconomic background and lack extra help with writing from their caretakers at home. Many parents would never sign my student’s folders or participate in their homework that I send home. I feel they also struggle with writing due to the repetitive workbooks and boring journal topics that they have to follow. For instance, when I started working in the district that I am at, I was told to have them trace their name over and over until they learn how to write it. Also, they had to copy sentences and questions I wrote down and they had to answer them. This was their daily journal until the end of the year. Do they really learn by only doing repetitive work? When do they get to think for themselves? My next group of students, I am going to try everything in my power to change my ways of writing instruction. I want to motivate them, come up with create writing activities, and let them have a mind of their own. I want to stray away from the old fashioned type of writing that this district participates in and make writing fun.
My concern comes from my inexperience, lack of support from parents, along with the student population. The students in this district are difficult to teach due to low-socioeconomic status. The breakdown of the race or ethnicity is approximately 1.2% African American, 22% Hispanic, 76% White, and 9% other. The economically disadvantaged students consist of 61.9% and 45% at-risk. Many parents are uneducated and have never been to college and many did not graduate high school. This information is important because this is a challenge that I have had to face on a daily basis with my students. Due to parents being uneducated they do not seem to understand the importance of education for their child. I have had parents gripe at me when I ask for them to practice skills with their child at home. I was told, “It is not the parents job to educate their child, but mine”. Part of this statement is true because the teacher is supposed to teach their child. On the other hand, parents can have a huge influence on their child more than they realize. Kindergarten is a group that needs plenty of repetition, creative activities, and a lot of positive support. Parent’s can help do this by practicing skills a little each day at home with their child. With all this information a person would realize the students at my school lack the support they need. How do teachers like myself help motivate Kindergarten students to want to learn how to write the best way?
N. Votteler
SHSU Writing Project
7 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy): Improving Writing Instruction
The Question:
What is age appropriate writing for Kindergarten?
Philosophy & Profile:
This matters to me because I have only been teaching for less than two years. I feel that I lack the knowledge of how to teach writing through instruction. My Kindergarten students come from a low socioeconomic background and lack extra help with writing from their caretakers at home. Many parents would never sign my student’s folders or participate in their homework that I send home. I feel they also struggle with writing due to the repetitive workbooks and boring journal topics that they have to follow. For instance, when I started working in the district that I am at, I was told to have them trace their name over and over until they learn how to write it. Also, they had to copy sentences and questions I wrote down and they had to answer them. This was their daily journal until the end of the year. Do they really learn by only doing repetitive work? When do they get to think for themselves? My next group of students, I am going to try everything in my power to change my ways of writing instruction. I want to motivate them, come up with create writing activities, and let them have a mind of their own. I want to stray away from the old fashioned type of writing that this district participates in and make writing fun.
My concern comes from my inexperience, lack of support from parents, along with the student population. The students in this district are difficult to teach due to low-socioeconomic status. The breakdown of the race or ethnicity is approximately 1.2% African American, 22% Hispanic, 76% White, and 9% other. The economically disadvantaged students consist of 61.9% and 45% at-risk. Many parents are uneducated and have never been to college and many did not graduate high school. This information is important because this is a challenge that I have had to face on a daily basis with my students. Due to parents being uneducated they do not seem to understand the importance of education for their child. I have had parents gripe at me when I ask for them to practice skills with their child at home. I was told, “It is not the parents job to educate their child, but mine”. Part of this statement is true because the teacher is supposed to teach their child. On the other hand, parents can have a huge influence on their child more than they realize. Kindergarten is a group that needs plenty of repetition, creative activities, and a lot of positive support. Parent’s can help do this by practicing skills a little each day at home with their child. With all this information a person would realize the students at my school lack the support they need. How do teachers like myself help motivate Kindergarten students to want to learn how to write the best way?
LeAnn Robertson
N. Votteler
SHSU Writing Project
7 June 2011
The Question:
How do I incorporate creative writing into grammar instruction without compromising the rigor needed to maintain testing scores?
Philosophy & Profile
This matters to me because I find that students struggle with usage and punctuation even at the senior level. Intensive grammar instruction is rarely incorporated in today’s English classroom. In the attempt to put ideas on paper, grammar and structure are often lost. The correct usage and proper format are often totally ignored. I want to take a creative outlet and use it as vehicle for instruction in usage, formatting and mechanics, because I am convinced that my students learn what they do. I hope to take writing and make it an outlet for expression not just a means to an end (a passing grade). My students are so ingrained in a writing formula, that creativity is lost and ideas are stifled by the ever present grammatical mistake.
Writing is viewed as an end product (grade) and not a catalyst (method) for grammar instruction. Repetitive phrases, poorly chosen adjectives and weak ideas result in inadequately formed sentences and incorrectly used verbage.
The racial make up of my classes is about 30% anglo, 30% Hispanic and 40% black, with the majority of the campus being Title I (lower socioeconomic background). They lack life experieces needed to grasp the importance of formal language and often fail to see the connection to their world and lives. They live in a rural community which places little demand on them to exceed their parents current standard of living. As a result they are often viewed not as problems to be solved but irritants to be endured. Turning the tide of this apathy begins with one class. It is this question that compels me to examine the writing process as a catalyst for intensive grammar instruction.
N. Votteler
SHSU Writing Project
7 June 2011
The Question:
How do I incorporate creative writing into grammar instruction without compromising the rigor needed to maintain testing scores?
Philosophy & Profile
This matters to me because I find that students struggle with usage and punctuation even at the senior level. Intensive grammar instruction is rarely incorporated in today’s English classroom. In the attempt to put ideas on paper, grammar and structure are often lost. The correct usage and proper format are often totally ignored. I want to take a creative outlet and use it as vehicle for instruction in usage, formatting and mechanics, because I am convinced that my students learn what they do. I hope to take writing and make it an outlet for expression not just a means to an end (a passing grade). My students are so ingrained in a writing formula, that creativity is lost and ideas are stifled by the ever present grammatical mistake.
Writing is viewed as an end product (grade) and not a catalyst (method) for grammar instruction. Repetitive phrases, poorly chosen adjectives and weak ideas result in inadequately formed sentences and incorrectly used verbage.
The racial make up of my classes is about 30% anglo, 30% Hispanic and 40% black, with the majority of the campus being Title I (lower socioeconomic background). They lack life experieces needed to grasp the importance of formal language and often fail to see the connection to their world and lives. They live in a rural community which places little demand on them to exceed their parents current standard of living. As a result they are often viewed not as problems to be solved but irritants to be endured. Turning the tide of this apathy begins with one class. It is this question that compels me to examine the writing process as a catalyst for intensive grammar instruction.
Adrienne's ?P&P
Adrienne Sodemann
N. Votteler
SHSU Writing Project
7 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy):
Finding Common Ground in the Writing Celebration for a Kindergarten Team
The Question:
How can I find common ground among team members with vastly differing philosophies to
celebrate kindergarten writing at the end of the year?
Philosophy & Profile:
This matters to me because for the past two years, I have built a framework for celebrating kindergarten writing, together with a teammate, that has been a poignant experience for all who were involved. We called it, Masterpiece Theater. In this celebration, each child chooses one piece of writing to stretch, edit, type, print, illustrate and publish. Then in May, we invite the parents to come to our classroom and the students read their stories aloud, into a microphone, for all the families. This showcases not only their writing skills, but reading skills as well. Each child has their own copy of their "book" to take home and we compile a second copy into a bound version that becomes an actual library book. This past spring, an impromptu meeting was called, wherein the principal, assistant principal and the kindergarten team were called together to find out why half of the team was doing one celebration and one another. We were told we could not do Masterpiece Theater this year. At this point in time, all of our preparations were made, parents were expecting it and so were the children. The principals allowed us to continue for this year, but told us we had to all be on the same page in 2010. The other half of our team argues that what we were doing was developmentally inappropriate and puts undue stress upon the students to perform. Their idea of a developmentally appropriate celebration consisted of inviting the parents into the room before school starts to eat donuts and browse through a spiral notebook that has the students writing for the whole year.
The concern is for the kindergarten team to show a cohesive front to the community, without giving up the powerful experience of the Masterpiece Theater. The parents and families at our school are very involved with their children's school experiences and have given a great deal of positive feedback to us about their own impressions of this celebration. The argument that the Masterpiece Theater writing celebration is developmentally inappropriate can be debated against and possibly won, but that alone will not necessarily be enough to allow us to continue this celebration. Half of the team consists of two teachers who have been teaching together for many years and do not embrace change easily, especially when the change is a shift in a philosophy of teaching. The other half is very open to change and both have very learner-centered classrooms. How can two such differing philosophies of teachers come together on an end of the year celebration of kindergarten writing?
Question/Philosophy & Profile DRAFT
Leigh Anne Jones
N. Votteler
SHSU Writing Project
7 June 2011
The Teacher Exploration Workshop (The Question and Profile & Philosophy): Getting Students to Connect to Writing
The Question:
How can I get students to personally connect to their writing and still guarantee exemplary results?
Philosophy & Profile:
This matters to me because I believe writing is a personal experience. It takes courage to show who you are in such a permanent way and to have people criticize and critique the things, the personal things, that are written down. I still find myself backing off when the time comes for me to write something down that must be shared with a public group, especially if it is a group of people that I haven't built any relationships in. I know from over hearing student conversations, cumulative folders, and past teachers that a lot of my students have lived through hard things, much harder than I ever had to experience when I was only 9 and 10 years old. With that I also know that some have had awesome experiences; amazing family trips, cool stories from relatives in the armed forces, and huge awards from out of school activities. I know these kids have something to write about, but I'm stuck between getting those stories down and fighting with the tradition that says "each story has to be a page and a half and must have five, AND ONLY FIVE, paragraphs, each paragraph has to be at least four to six sentences long, you must also have at least one simile and metaphor in each of those 5 paragraphs"...the list keeps going and going and going! I have it memorized. My fellow teachers have it memorized. My students have it memorized. I have literally pounded that list into their small, fragile brains to the point that they HATE writing, and to be honest, I do to with that stinking list!
Where is the room for the creativity? Where do they actually have a safe place to put down all those emotions and experiences? Not in a classroom that is governed by a formula for writing. So that brings me back to my problem that I am so desperately seeking an answer for, how can I get students to personally connect to their writing and still guarantee exemplary results? What really scares me about approaching this thin ice is that good teachers, seasoned teachers, swear by this formulaic writing. I can't say that I blame them, for years now they've achieved really great scores. But when I'm home, away from my students, away from my colleagues, I feel guilty. I know that I am doing these students an injustice in their education. I know that if these students continue down this path that they will altogether turn their backs on writing anything that has any real value. With over 70% of my fourth graders coming from low socioeconomic backgrounds (broken homes, parents working two and three jobs, going home to look after younger siblings) I know that my students are constantly being told by their environments they do not have a voice, an opinion, or much value to what they feel and know. I want the experiences in my writing classes to completely squash those falsities, to enliven children to write what they feel and in the end know that their feelings and thoughts are valid and worth an audience.
Michele's Question
https://docs.google.com/document/d/1tDH99QA3emy4idJ9WAijJKUaPHpe-4h7bc3Jg8cOQus/edit?hl=en_US
Tuesday, June 7, 2011
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