Homework for Tuesday 9/6:
- Read pages 4-6 of the 7th grade Indiana State Standards.
- Read pages 4-11 of the Framework for Success in Postsecondary Writing.
Housekeeping for Tuesday 9/6:
- All the This I Believe emails have been returned to their senders with some notes from Dr. Benko. No further communication about the project is necessary unless you need any extra help or support with your project; don’t hesitate to email or meet with Dr. Benko during office hours if you have any further questions!
- A hard copy of our first drafts for the This I Believe projects is due tomorrow (Thursday 9/8) in class. Make sure you get them printed off tonight!
- Next week’s readings (days 7 and 8 on the schedule) are going to be flipped: if you’re working ahead, make sure you’re reading Smagorinksy Chapter 2 and Dr. Benko’s article on Tuesday and Martin’s Not Every Sentence on Thursday.
- Upcoming Assignment Alert! Twitter reflection papers are due on Thursday 9/15 (day 8).
- Bonus housekeeping: Ask Dr. Benko why Katherine got in trouble over Labor Day weekend.
Let’s Form Some Good Habits
In class we discussed the Frameworks for Success reading and broke into partners to discuss and decide which habits of mind (curiosity, openness, engagement, creativity, persistence, responsibility, metacognition, and flexibility) and experiences with reading, writing, and critical analysis we thought were most important for postsecondary writers. Every group chose either flexible writing processes or critical thinking as their most valued experience. Persistence, metacognition, curiosity, and responsibility were all listed as important habits to instill in our students.
During our discussion, we talked about how these were framed as “habits of mind” instead of “skills”. Dr. Benko highlighted how we were teaching our students “ways of being” instead of life skills. Emily loved the article and spoke to how she believed, “writing can be taught, and those skills are important, but more than that, writing is such a creative and personal thing.” Cassie commented that instead of just teaching new habits, we were “breaking bad habits” as well. Beth added that writing through the lends presented in the article provided a way of becoming a more “well rounded” student and adult. Kaleb built off the idea of personal responsibility and stated that “you have to set yourself up to succeed” and coined a solid phrase of using the habits as a way of “mental conditioning” for our students to build off of. We then started a brief conversation on critical thinking, in which Kayla gave a great quote from her COMM220 class. Her professor told her class that, “critical thinking is taking all available evidence from all perspectives and looking at it.”
So How Can We Use This?
“Erin, you’re throwing a lot of information and quotes from class at me right now, but why should I care?” As future teachers, we can use this framework to help our students form good habits to use for the rest of their writing lives. As a class, we discussed the implications for these frameworks in the classroom and what commitments we must make to our future students.
Brittany stated it was important to continue our education as teachers and to make sure that (through scaffolding) we were breaking apart huge projects into “manageable chunks.”
Emily, Alivia, and Kaleb all spoke on their own experiences in the classroom: teachers writing while narrating their writing process highlighted metacognition, peer evaluation using an “I wonder…” model to address areas of writing that could use more development, and teachers letting students write before going through an editing process.
Resources for continued teacher education:
- ASCD conferences
- NCTE Annual Convention
- ASU GSV Summit
- Serious Play Conference
- Online Professional Development
A Standard Fit?
Our last discussion stemmed from our reading on the Indiana State Standards. The class as a whole seemed to have some questions on creating connections between the reading and writing standards as well as knowing exactly what to teach. Alyssa finally spoke up (stop keeping your good ideas quiet) and commented that she viewed the standards as a list of skills students needed to possess before going into the next grade, but that, as teachers, we should “be slippery” and treat standards as a sugar cookie we can embellish upon. In this discussion, we hit the important point that the standards are written for teachers, not for our students. As such, we need to look for ways to sell English to our students as relevant, interesting, and important. Dr. Benko then spoke to how the standards give us the “WHAT?“, but not the “WHY?” or “HOW?“. Those questions are open to our own interpretation and decoration using the habits of mind.
Moving Forward and Finishing Up
There have been advances in federal education standards after the repeal and subsequent replacement of No Child Left Behind, but Indiana led the way to creating individual standards in states that adopted the Common Core standards in 2010. While the new standards are still under some scrutiny by some educators and politicians, many agree that the new standards are better suited to educators and student needs. Using these standards in our classrooms clears the way to dispose of the old “cookie cutter” ways of teaching, and to adopt newer, more open models of teaching in our classroom. Remember, using the standards as your code of conduct is a dangerous game – follow them lightly and utilize your own interpretation!
Finally, we had a long and cyclical discussion on students who can’t versus students who won’t. Some key points are as follows:
- Some students have a lot going on! It’s not our responsibility as teachers, but as human beings to try to find out what they may be and to help.
- Blame cannot always be placed somewhere. If it’s not you as the teacher, it may not be the parents or the student either. Sometimes it may just be circumstances.
Taking the time to consider and investigate cultural differences in education and the value our global community places on education today can also grant us a more complete and deeper understanding of students who may not be motivated in the classroom. For further reading in this area, I’ve linked to an article on using encouragement in the classroom as a motivator as well as a blog post on how student engagement and motivation has an impact on learning and behavior.
Afterward this last discussion, the class broke the last few minutes of our time together down for individual time to fill out another exit ticket about our future teacher commitments before heading out for the day.
Due for Thursday 9/8:
- Read School Writing vs. Authentic Writing
- Hard copy of This I Believe rough draft #1
- Be ready to work with our favourite standards again
(If you’d like some bonus reading; Anne Whitney’s essay on the schoolishness of school is not required, but comes highly recommended by our own Dr. Benko.)
Have a great day!