The Politics Of Language- Christensen Chapter 4

I think that this chapter in Reading, Writing, & Rising Up serves as a good reminder for us educators in regard to the way we approach language in our classrooms. As a member of the majority, I often take for granted the idea that the language I speak, the grammar that I use, and so on and so forth is something that was innately natural to me. I grew up throughout my life, with basic rules and principles, and a way of speech that was similar between school and home. I picked up on reading and writing fairly early, and always enjoyed it so there was never much hesitation in presenting for a class, or compiling a written response.

With this idea in mind, I thought that Christensen did a great job of using her personal experiences to relate how frustrating and intimidating it can be, to feel as an outsider to 'standard' English. I really enjoyed that at the end of one of the first sections she discusses how it took her years to undo the damage that her high school teacher Mrs. Delaney did to her, and about the conclusions that she was able to draw only after many years of reflection and discovery. "For too long , I felt inferior when I spoke. I knew the voice of my childhood crept out, and I confused that with ignorance. It wasn't. I just didn't belong to the group who made the rules. I was an outsider, a foreigner in their world. My students won't be" (page 104). I think this personal response by Christensen is important because it details a genuine statement that took her much time to realize. Likewise, in our classrooms we are going to have many students of various racial and ethnic backgrounds, and many of which speak English as a second language. Rather than segregating these students, or pointing out their differences in speech, I feel it is essential we embrace the various cultures that are prevalent in our classroom. I have a close friend who is in first year of teaching in Florida, and over half of her class speaks English as a second language, or comes from a family where English is not spoken in the home. Regardless of the different pronunciations, or basic structures of writing that still need work, every student has a story to tell. I think it was great how Christensen used former students, and others in the class to relate personal experiences, so others can jump in with their own stories. I think this is a great exercise for diversity in an English classroom, because it is able to break down those initial barriers and stereotypes that may surround students when they first walk in the door.

Ultimately it is our job as a teacher to present material and better educate the students that our in our classroom. However, it is also essentital that we enrich the lives of our students, and give them encouragement and confidence to face the world, especially if they are not the 'standard.' We make personal decisions on the type of material we teach in class- through the literature and assignments that we hand out out on a daily basis. Therefore, I feel that it is crucial that our classroom be one that celebrates diversity, and the differences that our students have within themselves as well as the similarities that they can share as a group. Likewise, if students feel accepted and comfortable in a class, they will feel more wiling to participate and conduct themselves accordingly both in class and through their writing.

Writing About Literature- Jago Chapter 4

I think that many students dislike English growing up because there is so much room for interpretation. Ironically this is just one of the reasons I enjoy English, and writing in general. The idea that typically there is not a right or wrong answer, and there is always room for new ideas, and that the same question can be asked to a class, and 30 different responses may be given- to me is awesome. At the same time, writing in a high school setting, specifically when being tested needs some structure in order to provide successful responses. I hate that I keep bashing my high school teachers, but now as I continue on in my education, I recognize the difference between skating by, and going above and beyond in the classroom.

For instance, speaking as someone that is a horrible test taker I always look forward to letting myself shine in the writing sections of the exams, specifically when I reflect on what I know about literature. I feel that this chapter did an excellent job of presenting ways for students to think criticially about literature and write about it. For example, I think the reflection chart on page 75 would be very useful to prepare for a written exam. I think that this chart would be a great way for organizing thoughts in such a way that would be useful for examination, or future essays. I think that its important that this chart not only leaves room for what the student believes is the author’s message, but their own personal beliefs as well.

Likewise, one concept that was always given to me in high school was that as long as you could support your opinion/argument with evidence from the text, that you were in good shape. I think many students get nervous about using quotations, or finding ones that they feel match what they believe. With this in mind, I thought that the worksheet developed by Meredith Louria about “Five Things To Do With A Quotation” would be an excellent tool to use in the classroom. I think often times students find a quote without much thought, and these questions do a wonderful job about thinking critically about the text. By applying these ideas, I feel that students could find support that was more relevant and interesting in their essays about literature. I think it would also create more confident and well written responses.

Teaching Narative Writing- Jago Chapter 3

I thought it was rather ironic that this chapter tied in so well to the discussions we had in class only a few days before. While I enjoyed the piece of narrative fiction that was presented in this text, I could not help but wonder where is the line? Michele Payne responds to this type of writing by recommending that teachers focus on responding to the student's writing rather than to the content, warning against the impulse to read student texts through a psychotherapeutic lens. While I can understand where she is coming from in this statement also makes me further wonder..where is the line?

In claire's response to her writing, she stated that this piece of writing was therapeutic to her because it helped show her that there would be people in her life that could see the signs. She was able to gain from her writing that there would be people there who would always care about her, and be there for her. However, what if she wrote this piece of fiction, or if it was another student and they didn't get the same interpretation out of the process? What if they in fact felt the opposite, and related more to the character that finds no way out of their troubles.

Maybe my interpretation and views are skewed based on my life experiences. Growing up I had family members that suffered from bouts depression, as well as several close friends that walked that fine line. During my junior year of high school we also had two suicides within a short period of time, which was a bit life altering for the entire student body. I can't help but think, that if I read this particular piece of writing that it would be a cry for help. I am not sure how to exactly take off that psychotherapeutic lens. How do you see writing for what it is, with out a hidden agenda? < Am i being too critical? I just really think I'd have a hard time not worrying if I recieved a student essay much like the one discussed in this chapter...

As teachers, and even in my current job as an RA we are told to look out for the warning signs, and i think its hard to establish when someone is being creative, and when its a cry for help. Will it be a situation where we have to use our best judgement and hope to God we are making the right decision? I love the idea of using creative writing in the class room, and having having these narrative pieces.. but I can't help but fear that I would read more into things than I should or vice versa. I suppose as we stated in class if we address our students with the guidelines and what our policies are in regard to confidentiality that the rest is out of my hands.

Overall this chapter hit home for me mainly because of the student essay, I could ramble on and on about some of the prompts and excercises Jago uses, which I enjoyed, but for now I think I've said enough..

Writing the Word & The World- Chapter 3

"I've watched kids write through rapes, parental abuse, the humiliation of the SATs, and track, the daily bombardment of messages from commercials ("you are pretty enough, strong enough, smart enough"), budget cuts that mean they won't get any loans or scholarships for college- but these kids passed out of my room every day and went back into the world that wounded them . I patched them up and sent them out without tools to understand- or stop the brawl they lived with" (Christensen 58).

I know you have heard it before, life is messy, life is funny, life just aient fair. Yes, aient. We do not live in a world of perfection, where our families match those on tv with the group hugs and cliche sappy music whenever a lesson is learned. Life happens, its painful, and tragic and beautiful all rolled into one wild and crazy adventure.

One concept that I really felt connected to in Christensen's writing was her passion towards having her students be empowered to use their voices. Whether this be through stories, poems, essay, her intention was to allow their stories to fill the room , their emotions to spilled across the pages. "Students learn to sing their lives through writing. They use writing to take the power of their pain."

One of the most powerful tools that I felt Christensen used was the Forgiveness poem exercise which she felt personally convicted to use. Upon my initial reading, and skimming of the student examples I was tossed face first into my own life story, my own tale of forgiveness. As a teenager, one can often feel disconnected from their loved ones, and as stated it is typical for their to be some resentment, or bitterness just brewing within. By using writing, and specifically poetry as an outlet, a student that is hiding and dealing with this pain on a daily basis has an escape. At least for that moment, for that time, a moment away..to release the burdens from their chest.
From a personal stand point, throughout much of my adolescence I dealt with resentment and bitterness towards my father for my parents divorce. I was not able to personally forgive him for various things that occurred over the course of my life, and while I had the occasional conversation with a close friend, I just carried that pain along with me, and never thought about writing, and particualrly not in the form of poetry. As i got older I found journaling, and loved the freedom that I was able to derive from writing my thoughts and feelings. However as I read through the Forgiveness poem excercise I thought that this would have been a wonderful creative writing approach to use in a high school class. I recognize that this may be personal, forgiveness is not easy, its intimate and confusing, and hard as hell. However, I feel that by giving students the option to face their inner demons, the chains that are being held on their heart, that perhaps they would find that sense of freedom. In this situation I think that writing a forgiveness poem in the form of a journal entry in a class would be most appropriate rather than doing a read around, however after the course of the class if students felt comfortable sharing their stories it may be a good approach to learning empathy 'and walking a mile in someone elses shoes.'

As someone that loves to write, I wish that I had this knowledge, this freedom long before I discovered it. I wish that I had teachers in my life that encouraged me to write the contents of my heart, to not be afraid to face what ever I was running away from. Life is not perfect, and it never will be, and I do feel that writing can heal, that it can mend broken hearts, and help create insight and reflections that may haver never come together otherwise. I may be cheesy and silly and completely naieve, but I feel that these excercises like the forgiveness poems, or the praise ones discussed an entry or two below, could make a difference in someones life. Not necsesarily life changing for all, but maybe an ounce of good insight for someone who needs it.

"Fill your paper with the breathings of your heart."
William Wordsworth

Unlearning The Myths That Bind Us- Christensen Chapter 2

We all have those awkward years. The big framed glasses, the teeth that stick out a little too far than they should, the awful hair do's combined with straight leg jeans that seemed like a good idea at the time. Mix that in with denim headbands and a case of overwhelming shyness and you have a good view of the little girl that sat in the front row throughout much of her early education. Have a hunch at who I may be speaking of? Hmmm...

One quote that I absolutely loved from this chapter was in regard to the praise poems that Christensen often uses in her classrooms. Christensen remarks, "As I try to equip students to 'unlearn the myths that bind them' in history, literature, and popular culture, I find it necessary to balance the critical stance we strive for in class with times of laughter, and playfulness. I want to create more opportunities for joy.” In today’s society there are so many stereotypes specifically regarding the way in which a man and woman should act, how they should look, and everything in between. Growing up I definitely was someone that felt a lot of pressure to fit in because I didn’t fit into the cookie cutter image of what I felt I needed to be. I didn’t realize the way the media had an influence on the image I created for myself, and likewise the way I compared myself to others to fit in. In elementary and middle school I was just plain awkward, and it didn’t help that my glasses were ridiculously large, and that I was in desperate need of braces to say the least. From an early age I had a bit of an individualist approach, I would wear clothes that didn’t match,funky printed hats, or things that were a bit out of the norm for those that I surrounded myself with. However, once I became more aware of what others thought of me, I became self conscious and began to conform to the way I felt others wanted me to be. As with most individuals in grades 7-12 you grow a lot in your own skin, and sometimes you follow the crowd because, hey it’s the easy solution.

I realize that this may sound like another long winded, but I swear I have a point J I feel that throughout my education (not that it was bad by any means) but I lacked the encouragement from my teachers as is demonstrated through Christensen’s style of teaching, and activities. I thought that the idea of the praise poem was an excellent way for students to be proud of who they are, whether it be a personal attribute or something in their life that has some signifance. With poetry being a challenging concept for students to get excited about, I think that this type of assignment would at least receive only minor moans and groans. Throughout these chapters we have been reading, there is a great desire to build a community within the classroom. I feel that these type of assignments like the “I am From” poem in chapter 1, and the “Praise Poem” in chapter 2 are excellent tools to help students look to themselves to find inspiration for writing. Likewise, by sharing these poems together, helps break down barriers and create an environment of joy and laughter.

Christensen explains that if she wants her students to imagine a more just society, that it is something that needs to be demonstrated in the classroom in terms of what is good and what is bad. I like the idea of creating a classroom that can be a safe haven from the dictating messages of the media in terms of image and lifestyle. While it is our job as teachers to teach material, our role goes far beyond grading papers and creating lesson plans. Self confidence can go a long way, and if we can help develop a sense of comfort, and self esteem through writing, and sharing, why not jump at such an opportunity? I know that while I learned a long the way to be proud of who I am, and what I stand for, it would have been encouraging during my adolescence to have class time and homework that would help praise…me.

Cohesive Writing: Teaching Informational and persuasive writing- Chapter 2

As I thumb through these chapters by Jago, I begin to feel as though I missed out some really important writing ideas during high school. For instance, this chapter focuses on writing informative and persuasive style essays. Jago is correct in her statement that it is hard to teach students to write cohesive analytical essays, because they do have a lack of experience with such genres.

One idea that I found very helpful in this chapter was in regard to writing a persuasive paper. For instance, I thought that it was very accurate that often times students come to a teacher in hopes that we can provide them with what they believe could be the perfect topic. I can easily relate to the struggle that occurs when trying to find something to write about, you want it to be good, and something that your peers would enjoy.

One lesson that Jago uses that I found very constructive was the use of newspapers as a way to expand their horizons and find possible writing ideas. Often times in high school I had to find newspaper clippings for specific class room assignments typically for my social studies class. However, I cannot recall ever using editorials or news stories as a way to generate ideas in an English classroom. It can be confusing to distinguish the difference between persuasive and informational writing, so by using these tools can help students learn the difference. For example, Jago uses the example of Andre using an article he found on the Lakers, and transformed it into a persuasive creative writing piece. I think that this example is important to consider because it shows how a student was able to take something they personally related to and were able to create an authentic piece of writing. I have learned over the years that if I am excited over my writing that not only will it sound better, but others will also be more excited to hear what I have to say. Instead of writing on the same topics that are most familiar for a persuasive or informative essay, I think it important that as educators we help students explore their creativity. For instance, while I did not write many persuasive/informative essays in high school I had a speech class that did similar writing prompts. While my teacher did not have us do exercises such as the newspapers we were still encouraged to step out side the box, and write on something that we were excited by. With this idea in mind, I wrote an informative speech on the tv show Saved By The Bell. I had a lot of fun with it, and my excitement was visible, which is something I feel lacks often in highschool writing. I really enjoyed Jago’s concepts, and think that the use of newspapers is one that is often underrated in today’s classroom. With the use of technology it would even be possible to use the internet in class and explore websites like cnn.com, or scholarly news articles to find topics for each student. As an educator it will be our job to motivate students to go beyond what is safe, and discuss ideas that matter to them.

Cohesive Writing- The Method Chapter 1

In this first chapter by Jago I found myself often nodding along as I read through the text. One idea specifically that I could relate to on a personal level was the problem students face in regard to “getting started.” Jago states it well when she says, “It is not that they don’t want to do the assignment. They just can’t figure out where to begin. Inertia, rather than indolence, keeps those pages blank.” How true of a statement is this? Sadly enough I found myself procrastinating all weekend on writing these blogs, not because I didn’t want to do them, or because I had not done the necessary reading, but because I couldn’t think of where to start. Sometimes my head is so filled with thoughts, and ideas that it’s so hard for me to put those concepts into a paper or in this situation a blog. Writing for me has been something that has come rather easily, I write regularly and often in one way or another. However, when it comes to classes, specifically writing an essay I may start it several times, and then wait until the night before to shell out an assignment. While this is a habit I find myself participating in I am not saying that I am comfortable with this behavior. I would hope that as a mentor and educator to my students that I could help them not fall into the same habits that I have unfortunately fallen into over the years. With this idea in mind, I really enjoyed Jago’s insight on starting small, and writing as much as you can in a timed period. Free writing is something I often did in my high school, and had my teachers presented this in an un intimidating fashion, I feel that I would have enjoyed it more. For instance, often times when we had a free write we were told that this would be turned in at that time, and it put a lot of pressure on us as students. However, had I simply been told, “This is a tool to get you started on creating ideas, and eventually resulting in a draft of your paper” I would have been more enthused about such an assignment. It is comforting to think that even those 50 words or so that you can create in that period of time, are 50 less that you need to do. Starting a paper is the hardest, so once you begin the rest will surely follow.

One style of writing that caught my particular attention was the question paper method of writing. I really enjoyed this style because it allows students to think critically about what they are reading, and by asking questions, they are forced to go back to the literature to find the answers. By doing a close read, students are able to answer their own questions rather than relying on the answers being spoon fed to them. I feel that this approach is essential specifically when dealing with poetry that can be challenging for students to analyze. From personal experience I found that by applying my own thoughts and questions, I was able to dive into reading on a more personal and intimate level. This idea is a great way to be able to relate better to literature that perhaps may have seemed impossible to find a personal connection with. Jago discusses how a question paper is an example of a form of dialogue between the writer and himself. I feel that this process is great for exploring literature and asking questions, and then working with others to find connections and varying points of view. I plan on using such an exercise in my own classroom, and think that its something that was often overlooked in my English classes during adolescence.

Chapter 1: Building Community out of Chaos

I believe there is something great to be said, when a group of strangers can come together and despite all odds grow together and create a sense of community. One concept that has been discussed throughout my educational career, and even in my current profession is the idea of developing community. While I was reading the first chapter of Christensen last night I was moved by her honesty specifically in regard to the fact that her classroom's often did not display the cookie cutter image of perfection. Instead her room presented a sense of chaos, filled with students that were not necessarily looking to further their education, and lacked the motivation to even complete homework assignments. Rather Christensen's students were merely in school to socialize and try and avoid the problems that were occurring beyond the walls of their high school. The classrooms that were discussed throughout the chapter painted an intimate and authentic portrayal of what classrooms can realistically be like. While, it would be great to believe that one could go in each day, and provide a classroom that was motivated academically, creating a sense of togetherness, while respecting the teacher at the same time, it is not reality.

Currently I am a resident assistant in Valley 3, which is primarily an all freshman res hall in valley 3. Before I continue, I feel that I should apologize in advance for all that read my blogs, because I'm sure you will hear me relate things back to my residents a lot, sadly my job has taken over most of my life :) With that being said, one reason for taking the position was because I felt that this experience would be helpful towards my career goal of becoming a secondary educator. Since August, I have been on a very interesting journey. I realized very quickly, that sometimes no matter how hard you try to provide a positive atmosphere, people are still going to try to tear you down. For instance, as a member of Residence life some simple ways we are supposed to do to create community on our floors, is by doing programs to get people to know one another, putting up bulletin boards/decorations, and trying to have people keep their doors open. I must say it very frustrating, when you have days where you spend hours making bulletins boards and door decs, only to wake up the next morning to a sea of construction paper and tape, and know "hey now i have to redo these, thanks." Likewise, it is disappointing when you put a lot of time and effort into programming, and have one person show up. However, despite the struggles, one thing I have learned is persistence. Even though things may be hard, and people really get under your skin, know just what buttons to push, you cannot give up.

One of my most influential professors I have had at Western did an excellent job at creating a sense of community in the classroom, he developed one of those classes that was more like a family by the time the class ended. One concept that he used in his classroom and strongly encouraged was the use of story telling and self disclosure. Throughout the chapter Christensen details the importance of being willing to talk about your personal life, as a break through for getting your class to open up. This idea of self disclosure was one that my professor often used on a daily basis, whether it was something influential and profound, or an embarrassing moment that happened with his family. His ability to discuss his life stories, helped break down those barriers and be more comfortable to discuss our thoughts and opinions, both as a group, and individually through writing. By inviting student's lives into the classroom, community can develop, and people can recognize the similarities that share, as well as developing a greater understanding of those around them. In a similar fashion, by growing closer as a group this benefits group discussions and interactions over the course of the semester, etc.

One way that I was able to make a break through on my floor was through self disclosure. During floor meetings, or one on one conversations with residents I tried to tell them stories about my life, and encouraged them to get to know one another as well. I noticed that often times when I told about myself, it opened up many doors, and made individuals feel comfortable discussing problems that they were facing. To be honest I did not feel fully prepared for some of the stories that I heard, and I really was able to gain an insight on many students and the lives that they were going through. Hard lives, very hard. My heart really grew for my residents, and likewise I noticed that their empathy for myself and others grew through continued persistence and quality converastion. Much like the examples in this chapter, a sense of respect was gained through these interactions, and different actions I have taken to really create a community has been responded to in a positive fashion. Christensen states, "As critical teachers we shouldn't overlook the necessity of connection students around moments of joy." This seemed very powerful to me, because I feel that gaining community should be a positive experience, that can be a sigh of relief for some. Some students do not have a pleasant home life, or sense of structure, or routine and while it may not always be possible to "all get along" there are steps we can take to try.

Through my experiences alone I have learned that nothing is ever how we imagine it to be, and theres never going to be perfection. Life is messy. It's kind of like that song, by Frou Frou (yes from Garden State) haha.. "Theres beauty in the breakdown" Sometimes things are going to be chaotic and crazy, and we need to let go of what we think we are supposed to do, and just be real... Essentially as educators we may not be able to use every stategy that is designed for the typical classroom, and sometimes people are going to be disrespectful, and sometimes no matter what you do somebody is not going to like you. However, if you continue to put yourself out there, and focus on the positive things, and try to gain a sense of community, it could be influential in the lives of those around you.

& this would be the end of my first long winded ramble :)