This being the final week of C&I English 473, I’d like to say that my time spent in these tutorials has been very captivating, practical and thought engaging. The class has aided me to have a level of understading in english enducation and how to better myself as a prospective teacher.
This week took a look at poetry and how it can be applied in the classroom, because I came into this class about half an hour late (traffic, rain, the sun, moon and planets not being aligned) I came into class without an idea of what was going on. Placed into group of friendly strangers, we were given a simple task. Read the poem “I like that stuff” by Adrian Mitchell
An excerpt of the poem
I like That Stuff
“Lovers lie around in it
Broken glass is found in it
Grass
I like that Stuff
…
Elephants get sprayed with it
Scotch is made with it
Water
I like that stuff
…
Man made fibres and raw materials
Old rolled gold and breakfast cereal
Platinum linoleum
I like that stuff
…
Well I like that stuff
Yes I like that stuff
The earth
Is made of that stuff
And I like that stuff”
-Adrian Mitchell.
The task was to think about the conventions of the poem and how it can be viewed.
Form my analysis; this poem employs subjective binaries. The stark contrast between the romance of lovers and the broken glass creates an argument and could perhaps be the voice of different personas. One could read this as a conversation between three or four people. The poem is quite a cleaver one and therefore it can be approached at many different angles. When we performed this poem, as a group of six, our challenge was to find way in which the reading would include all members. Thus we stuck with the format of 2 stanzas each and a continuation of the line “I like that stuff” said by one group member.
So what was the importance of this activity?
I believe it displays the possibilities teachers have at approaching poetry, one can create a song, or an act or a monologue. The options for creative and performing outlets concerned with poetry are endless. I think the main point of this is to ‘let students go’ let them approach the topic from the direction they want. I believe this will make any topic more interesting and practical.
Hopefully, I can take these ideas with me and apply them to my practicum.
Monday, May 28, 2007
Monday, May 21, 2007
Week thirteen was an introduction to viewing texts. One point that was addressed is that the curriculum only considered visual texts into their planning in the early nineties. So we asked,
"why were viewing outcomes introduced into the curriculum?"
• Visual texts are more popular
• Most common text
• Need the skills to analyse
• Inter-textuality
• Complimentary
• Engages
• Market economy, value and attitudes.
This is just a short list of why these we should consider viewing as a part of the curriculum.
Skills and conventions
• Interpretation
• Themes
• Juxtaposition
• Lighting
• Sound
• Cinematography
• Editing
• Symbolism
This all ties in with the purpose and audience.
So putting this all into a context, we looked some picture books.
The rabbits by john Marsden & Shaun Tan outline the settlement of the Europeans through the device of fable. Using rabbits to represent the Europeans and possums to represent the natives. This is a text that conveys the message of settlement and its impact on the the environment. The message is conveyed through symbolism.
So who are picture books made for?
The answer to this question is subjective and the audience is not always limited on specific demographic. I believe picture books can offer a message to everyone. These meanings come in a visually engaging way and thus have the ability to capture a wider audience.
Picture texts can be taught to any age group and should be considered for future lesson planning.
"why were viewing outcomes introduced into the curriculum?"
• Visual texts are more popular
• Most common text
• Need the skills to analyse
• Inter-textuality
• Complimentary
• Engages
• Market economy, value and attitudes.
This is just a short list of why these we should consider viewing as a part of the curriculum.
Skills and conventions
• Interpretation
• Themes
• Juxtaposition
• Lighting
• Sound
• Cinematography
• Editing
• Symbolism
This all ties in with the purpose and audience.
So putting this all into a context, we looked some picture books.
The rabbits by john Marsden & Shaun Tan outline the settlement of the Europeans through the device of fable. Using rabbits to represent the Europeans and possums to represent the natives. This is a text that conveys the message of settlement and its impact on the the environment. The message is conveyed through symbolism.
So who are picture books made for?
The answer to this question is subjective and the audience is not always limited on specific demographic. I believe picture books can offer a message to everyone. These meanings come in a visually engaging way and thus have the ability to capture a wider audience.
Picture texts can be taught to any age group and should be considered for future lesson planning.
Monday, May 14, 2007
Prac, good times..
This week allowed us to reflect on our prac.
This question was addressed to those who have experienced prac.
“What things did we notice while on prac”
Three things that I noticed on prac:
1. The office environment and teacher support.
I did my practicum experience in a lower socio economic area; there were quite a few students who would out quote a toll on teachers. Teachers would return from class with a story and those were quite entertaining, funny or sometimes, quite disappointing. In those cases where teacher had built up frustration, the cohort would support those who need it.
2. Diversity of student levels.
Students in my Year 10 class had achieved outcomes of level 3 all the way to level 5. This is quite a large difference. Thus students have t be taught at an individual level.
3. Kids love to watch movies…
There are some things I would like to address on my future practicum.
1. Have more of a presence in the room. While I am on prac, I want students to realise that I am a secondary teacher, rather than a teacher’s helper. Of course, my last prac was also my first, so it’s all a matter of time.
2. I need to understand the students on a more individual level, that means, knowing their levels and history in terms of education and personal life. Its about building trusting relationships with students.
One thing that was mentioned during this class
The first commandment: “Do No Harm”
It will be hard to live by those words, sometimes teachers want to tear a child apart in rage. We'll try our best.
This question was addressed to those who have experienced prac.
“What things did we notice while on prac”
Three things that I noticed on prac:
1. The office environment and teacher support.
I did my practicum experience in a lower socio economic area; there were quite a few students who would out quote a toll on teachers. Teachers would return from class with a story and those were quite entertaining, funny or sometimes, quite disappointing. In those cases where teacher had built up frustration, the cohort would support those who need it.
2. Diversity of student levels.
Students in my Year 10 class had achieved outcomes of level 3 all the way to level 5. This is quite a large difference. Thus students have t be taught at an individual level.
3. Kids love to watch movies…
There are some things I would like to address on my future practicum.
1. Have more of a presence in the room. While I am on prac, I want students to realise that I am a secondary teacher, rather than a teacher’s helper. Of course, my last prac was also my first, so it’s all a matter of time.
2. I need to understand the students on a more individual level, that means, knowing their levels and history in terms of education and personal life. Its about building trusting relationships with students.
One thing that was mentioned during this class
The first commandment: “Do No Harm”
It will be hard to live by those words, sometimes teachers want to tear a child apart in rage. We'll try our best.
Dip Ed-ers
This week was set aside for the Dip. Ed. students to engage in discussion on their adolescent reading lessons. Two groups were formed, consisting of around 7 to 8 people per group. Needless to say, the class was very loud. I’d say the adults are no different to year 8s. They teased, poked, yelled, joked at each other throughout the talks. Dip. Ed. students… fun.
On a more serious note, the content that was covered in this lesson was quite interesting. One such text that stood out to me was The Divine Wind By Garry Disher.
“On the eve of WWII, suspicion runs rampant in Hartley Penrose's small town. Even though they've done nothing wrong, the town is turning against its native Japanese residents--including Mitsy Sennosuke, the girl Hart loves despite himself. the result is a wrenching, unforgettable story of romance, betrayal and turmoil that rocks both the world and the heart.”
ć¼short blurb taken from http://www.msss.sd8.bc.ca/Library/newbooks.htm
Quite an interesting story, and I would like to read it for myself when I have the time.
Another observation throughout this lesson, is that a good way to start a novel is by looking at its cover.
As obvious as that may sound, many students neglect the importance of the cover and do not consider viewing it analytically.
Some things that should be analysed when viewing a cover:
• Significance of the title
• Characters
• Symbolism
• Size
• Orientation
• Setting
Not all book covers will reveal everything about the story, however, it is good practice to consider the meanings produced by these covers. In effect, the teacher is initiating a visual lesson, which can aid the achievement of viewing outcomes.
On a more serious note, the content that was covered in this lesson was quite interesting. One such text that stood out to me was The Divine Wind By Garry Disher.
“On the eve of WWII, suspicion runs rampant in Hartley Penrose's small town. Even though they've done nothing wrong, the town is turning against its native Japanese residents--including Mitsy Sennosuke, the girl Hart loves despite himself. the result is a wrenching, unforgettable story of romance, betrayal and turmoil that rocks both the world and the heart.”
ć¼short blurb taken from http://www.msss.sd8.bc.ca/Library/newbooks.htm
Quite an interesting story, and I would like to read it for myself when I have the time.
Another observation throughout this lesson, is that a good way to start a novel is by looking at its cover.
As obvious as that may sound, many students neglect the importance of the cover and do not consider viewing it analytically.
Some things that should be analysed when viewing a cover:
• Significance of the title
• Characters
• Symbolism
• Size
• Orientation
• Setting
Not all book covers will reveal everything about the story, however, it is good practice to consider the meanings produced by these covers. In effect, the teacher is initiating a visual lesson, which can aid the achievement of viewing outcomes.
Monday, May 7, 2007
The Cay
This week was focussed on the B. Ed students and their adolescent reading tasks.
I will give a brief run through on what Rebecca and I presented and some of the interesting points which came up during the presentation.
The text that I chose for this teaching experience was The Cay. Taylor, T, (1969. America. Doubleday Publishing.
Review
…The story delves into racial prejudice and challenges readers acknowledge cultural diversity. Ironically, only through Phillips blindness is he able to see past the superficial, revealing the true character of Timothy. Readers will enjoy the development of Phillip and Timothy’s friendship as they struggle to survive against all odds. Their conversations will enlighten young and old readers and this story of survival, understanding and friendship and an unforseen ending makes for a memorable read.
The tasks that I had students engage in:
• Cover analysis
• Get students to write 3 sentences predicting the story.
• Chapter summaries
• Chapter titles
• Word list.
• Comparison of their predictions
• Book review
• Letter to the writer.
This is where I must change the approach to this learning program. Students find chapter summaries a daunting process. Often a chapter summary is mainly for teachers to know if students are reading the book or not. Having to rewrite what you have read can be a boring task. With ever task, students need to see the practicality of the task. I often hear the question from students “why are we doing this?” This question should not be taken as a sign of ignorance or stupidity. The question poses quite a complex problem on the teaching methods. If you ever hear that question being asked, as a teacher, I encourage reconsideration of your approach to the lesson. Authenticity and practicality should be obvious to students.
These ideas were discussed during the class. I will consider alternative ways to monitoring students reading in future; hopefully apply these on my next practicum too.
I will give a brief run through on what Rebecca and I presented and some of the interesting points which came up during the presentation.
The text that I chose for this teaching experience was The Cay. Taylor, T, (1969. America. Doubleday Publishing.
Review
…The story delves into racial prejudice and challenges readers acknowledge cultural diversity. Ironically, only through Phillips blindness is he able to see past the superficial, revealing the true character of Timothy. Readers will enjoy the development of Phillip and Timothy’s friendship as they struggle to survive against all odds. Their conversations will enlighten young and old readers and this story of survival, understanding and friendship and an unforseen ending makes for a memorable read.
The tasks that I had students engage in:
• Cover analysis
• Get students to write 3 sentences predicting the story.
• Chapter summaries
• Chapter titles
• Word list.
• Comparison of their predictions
• Book review
• Letter to the writer.
This is where I must change the approach to this learning program. Students find chapter summaries a daunting process. Often a chapter summary is mainly for teachers to know if students are reading the book or not. Having to rewrite what you have read can be a boring task. With ever task, students need to see the practicality of the task. I often hear the question from students “why are we doing this?” This question should not be taken as a sign of ignorance or stupidity. The question poses quite a complex problem on the teaching methods. If you ever hear that question being asked, as a teacher, I encourage reconsideration of your approach to the lesson. Authenticity and practicality should be obvious to students.
These ideas were discussed during the class. I will consider alternative ways to monitoring students reading in future; hopefully apply these on my next practicum too.
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