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I tried to post this last night from my “Smart-phone.” It didn’t work so well, so either my phone is smarter than I am, or *shudder* I actually believe that’s true. What a messed up world! But that’s another post.
What I wanted to post last night was this:
Church meeting…I’m there early…a lady I knew was there…I tried to make small talk…she was concerned because she was not in “Church clothes” for the meeting and I was there with my tie and coat…I reassured her that since she had likely just come from work, there was no problem…she had just come from work, so I asked what she did…she is a teacher…I said, “That’s great! I’ll need to talk with you and ask for your help because I want to teach and my Masters degree will be done by June”…she looked me up and down, asked me what I wanted to teach…”English,” I reply, like a good, optimistic scholar…”Good luck with THAT!” she says with a, too me, disheartening voice…
Here’s where the title comes in. Why is it that I try so hard to build others up just to have myself trounced? Regardless if she has had a bad experience teaching or not, regardless if she knows that English positions are hard to acquire, why pour rain on someone’s parade? Or, have I just been “brain-washed” through instructor training and in the Church that I need to nurture those around me? I don’t think that last one is true, because that would mean at the bottom of it all, I’m just a “bad person” and I really don’t think that’s the case…I don’t think that’s ANYBODY’s case. So, the lady at Church likely just had a hard, busy day in front of students…holidays are coming…Church meeting was early in the evening…she probably hadn’t had time to eat dinner…so she was maybe just cranky. As for continuing to build up others, maybe, someday, someone other than my wife, kids and family will think that I’m worth building up…so all my efforts won’t be in vain.
It’s so easy to tear a building down…a sledge hammer, bulldozer, maybe a crane…all too easy to use. Creating or repairing a building requires so much more…plans…planks cut just right…nails, screws…plywood, sheetrock panels, all those have to be cut to just the right size…
So, things are drawing to a close in ENG555 and LIT 512. I’ll post this up here, if anyone reads it, feel free to comment. From what I understand, a teacher’s “Teaching Philosophy” changes and evolves with them. So, if my current philosophy seems naive, find a classroom for me to get into! It’s pretty hard to write about “being” a teacher when the door is constantly SLAMMED in my face when I try to “become” one. (Geez, here I go ranting…maybe I’ll post another blog in a bit and let my unleash my full tirade…)
Well, I’ll say this last bit, then post my Philosophy and Activity –
IF THERE IS SUCH A DIRE SHORTAGE OF MALE TEACHERS WHO WANT TO TEACH AND HAVE A POSITIVE IMPACT ON THE YOUTH OF THIS NATION, WHY AREN’T YOU ALL KNOCKING MY DOOR DOWN???
Okay, now for the Philosophy and Activity:
PHILOSOPHY OF TEACHING
“Learning is a lifelong process and I have as much to learn from my students as they have to learn from me – and each other!”
My students each come from a family and culture that is unique to them. My years of experience instructing adults and the travels I have made help me to respect and help others respect the individual learners in my class and ALL who enter my classroom are learners. Digitization and the common usage of English across the internet are only two reasons to explore our own expression within the traditional, conventional ideas of English studies while requiring us as world learners to reach out and develop understanding.
All have the right to know what occurs in my classroom. Each student has the right and expectation to have ample opportunity to share their voice. They will listen to and read the works of others. In this way, we will each discover new ways to express ourselves and also discover new ways to listen. My students will know what is expected and required of them. I maintain a door that is always open to all learners. Each class will have an individual website providing syllabi and class blogs on which students will provide each other feedback and discuss class topics.
I will provide ample material for students to apply critical thinking and discover how they can make projects meaningful to them and applicable to them as individuals. As we examine works of literature, my learners will progress as individual readers, critics and writers. I will mentor my learners as I encourage them to “take ownership” assigned texts and ask them demonstrate that by responding to assignments in a personal, insightful manner. As assigned tasks become alive to us as learners, our writing and creative expression will thrive.
“Just because it’s been written before, doesn’t mean you can’t make it yours!”
OBJECTIVE: Empower students by helping them realize that “classical texts” are accessible, translatable to today’s speech and frame of reference. Students will rework an assigned piece through brainstorming, reflective writing and engaging in peer feedback. This exercise will be repeated with different styles or periods of literature, such as the Classicists, Romantics and Modernists. As the students become more proficient, we will use larger selections. The student writing will allow for creative flow and allow learning through peer feedback and participation.
BACKGROUND: Stylistic characteristics of the assigned piece will have been introduced and discussed before beginning this activity. Word lists will allow students to research, learn and assimilate any new vocabulary. By the time students begin this activity, they will have become familiar, through word lists and class discussions, with some of the language and imagery presented in a classic literary piece.
1. We review as a class examples of the style specific to the piece.
2. We will identify and discuss any words that need further clarification. We discuss student expectations regarding the piece we are about to read.
3. As a class, we read aloud “The Tell Tale Heart,” by Edgar Allen Poe. (NOTE: I submit this work by Poe as an example. It could just as easily be “The Lottery” by Shirley Jackson, or some other work.)
4. Students make notes of where in the story their expectations were met or not met. We will pause as needed to clarify any points.
5. Each student will identify a section of 2-3 paragraphs that interested them.
6. Students will rewrite their sections using words, phrases, etc. that THEY would use to retell the story. These will be shared with the class and ultimately on the class blog.
FEEDBACK: I will review with each student the style and word choice they used. In situations where the student had difficulty, I will explore with them ways to paraphrase, letting them arrive at their ultimate solution. I will end my feedback always on a positive note.