THE LILY by William Blake
The modest Rose puts forth a thorn,
The humble sheep a threat'ning horn:
While the Lily white shall in love delight,
Nor a thorn nor a threat stain her beauty bright.
Here it goes:
The poem is entitled “The Lily” which is white. White is associated with purity. Our first image is of a rose which is bright red and symbolizes love. Pure love seems to be on Blake’s mind. The modest puts up resistance. Sheep is associated with purity as well. The lamb of God. Thorns and horns resemble resistance. Blake transitions to the lily and ‘shall in love delight’ shows that the lily will love openly and won’t be modest toward love. Pure love not afraid to love. Blake always uses metaphors envolving roses and love and lambs. I can't help but have vivid colors of white and red. A thorn piercing white. Not going to happen for the Lily because of purity....
Thursday, December 13, 2007
Appleman Chapter 8
Appleman Chapter Eight
Critical Encounters: Reading the World
I absolutely adore the idea of literary stations. I think that it would be a fun interactive way of utilizing literary theory and would also provide students to work together and an outlet for some who have a hard time sitting. I think that the worksheet (appendix 6) provided is a great guideline to follow. “Critical encounters with theory help students and teachers re-evaluate what counts as knowing in the literature classroom…. First, literary theory has implications for how people read. Secondly, literary theory has implications for what is read. Thirdly, literary theory simulates the production of ideas and discourages reductive thinking” (138-139). I think that this is true and valid especially after reading the three texts we had for this course. This book does provide tools to become more familiar with contemporary literary theory, and also emphasizes the value of multiple perspectives by different readings. Appleman uses journals as a tool to see how the students respond to different activities. This is a very insightful way to see how effective the teaching process went.
This final chapter was able to pull everything together in a conducive manner to fully understand what Appleman is purposing. I think this book is extremely resourceful and I will definitely be keeping it around. I like the activities in the appendix as well.
Critical Encounters: Reading the World
I absolutely adore the idea of literary stations. I think that it would be a fun interactive way of utilizing literary theory and would also provide students to work together and an outlet for some who have a hard time sitting. I think that the worksheet (appendix 6) provided is a great guideline to follow. “Critical encounters with theory help students and teachers re-evaluate what counts as knowing in the literature classroom…. First, literary theory has implications for how people read. Secondly, literary theory has implications for what is read. Thirdly, literary theory simulates the production of ideas and discourages reductive thinking” (138-139). I think that this is true and valid especially after reading the three texts we had for this course. This book does provide tools to become more familiar with contemporary literary theory, and also emphasizes the value of multiple perspectives by different readings. Appleman uses journals as a tool to see how the students respond to different activities. This is a very insightful way to see how effective the teaching process went.
This final chapter was able to pull everything together in a conducive manner to fully understand what Appleman is purposing. I think this book is extremely resourceful and I will definitely be keeping it around. I like the activities in the appendix as well.
Wilhelm Chapter 6
Chapter Six
Expanding Concepts of Reading, Response, and Literature
Wilhelm says that time is one of the most important things to give for a successful literary response, and I can understand this fully. So many times in high school and today I have struggled with time and feel that I was unable to ingest all of the useful information and gain from the experience. I like how Wilhelm actually did research alongside his experiments with students, doing so he has successful gained awareness for himself, students, and future teachers.
I think that my role as a teacher is not one to ‘shove information throats,’ but to inspire and find methods that will. I do think that the teaching of the classics is very important; however why teach it in such a traditional and banal way? Wilhelms journal entry is very encouraging as well. What Wilhelm purposes are very encouraging and fun activities to make sure everyone is participating and engaged with what is being taught. The issues that he mentions on pages 148-149 are thought provoking. I like the idea of creating your own critical literacy through research. I feel that that is what I am doing with these education courses, and I will continue to do so in my future as an educator. I definitely have a better understanding of reader response and how it can be used as a successful tool in the classroom.
Expanding Concepts of Reading, Response, and Literature
Wilhelm says that time is one of the most important things to give for a successful literary response, and I can understand this fully. So many times in high school and today I have struggled with time and feel that I was unable to ingest all of the useful information and gain from the experience. I like how Wilhelm actually did research alongside his experiments with students, doing so he has successful gained awareness for himself, students, and future teachers.
I think that my role as a teacher is not one to ‘shove information throats,’ but to inspire and find methods that will. I do think that the teaching of the classics is very important; however why teach it in such a traditional and banal way? Wilhelms journal entry is very encouraging as well. What Wilhelm purposes are very encouraging and fun activities to make sure everyone is participating and engaged with what is being taught. The issues that he mentions on pages 148-149 are thought provoking. I like the idea of creating your own critical literacy through research. I feel that that is what I am doing with these education courses, and I will continue to do so in my future as an educator. I definitely have a better understanding of reader response and how it can be used as a successful tool in the classroom.
Wilhelm Chapter 5
Wilhelm Chapter Five
Reading is Seeing
I loved the little story at the beginning of this chapter. It’s so true, I have never thought about this. I think that it’s funny that Wilhelm talks about the pains that Walter and Tommy present in his class and later states that he likes them. I think that Wilhelm does an excellent job describing his students, this way the reader can fully understand what he is dealing with and what we may encounter. This chapter has a nice transition from the previous introducing visualization to his students. Visualization is very important part of reading, and some students simply don’t understand how to do it.
I love the idea of using art in classroom. Having the students draw a scene from a story sounds like fun and interesting idea to get students to ‘see’ the text. Wilhelm states that there are three significant aims of art education: 1) to increase the variety and depth of meaning people can secure in their lives, 2) to develop cognitive potential, which is achieved only through the exercise of various opportunities, and 3) to achieve educational equity. Doing this activity would promote community in the classroom and a response to literature. Wilhelm provides some really great activities to use to get students visualizing. I personally really enjoy the Picture Mapping idea. Using pictures and drawing pictures rather than note taking would be so much more interesting than the other option, and could be a useful tool for future classes.
I can totally understand why using artistic responses could engage readers. I think that this chapter offers great alternatives to reader response activities.
Reading is Seeing
I loved the little story at the beginning of this chapter. It’s so true, I have never thought about this. I think that it’s funny that Wilhelm talks about the pains that Walter and Tommy present in his class and later states that he likes them. I think that Wilhelm does an excellent job describing his students, this way the reader can fully understand what he is dealing with and what we may encounter. This chapter has a nice transition from the previous introducing visualization to his students. Visualization is very important part of reading, and some students simply don’t understand how to do it.
I love the idea of using art in classroom. Having the students draw a scene from a story sounds like fun and interesting idea to get students to ‘see’ the text. Wilhelm states that there are three significant aims of art education: 1) to increase the variety and depth of meaning people can secure in their lives, 2) to develop cognitive potential, which is achieved only through the exercise of various opportunities, and 3) to achieve educational equity. Doing this activity would promote community in the classroom and a response to literature. Wilhelm provides some really great activities to use to get students visualizing. I personally really enjoy the Picture Mapping idea. Using pictures and drawing pictures rather than note taking would be so much more interesting than the other option, and could be a useful tool for future classes.
I can totally understand why using artistic responses could engage readers. I think that this chapter offers great alternatives to reader response activities.
Wilhelm Chapter 4
Chapter 4
Using Drama to Extend the Reader
“Reading literature is not the reception of meaning, but the reader’s participation in a “transaction” with text that produces meaning” (88). Welhelm states that his less engaged readers cannot understand this concept, and this is what I will have to deal with in my future. Using drama as a method to engage students to enter the text is an excellent idea. Having a reader/text relationship is the aim of using drama in the classroom and Wilhelm provides examples and exercises to engage readers. Using drama as a way to bring in students “background experiences, schema knowledge, interests, desires, and questions to bear in the reading act” (91), can actually allow for the student to relate to the text and hopefully in future.
This chapter really taught me a lot about less proficient readers and what it is like for them. I really appreciate this because this is something I have not experienced. Using Kevin, Marvin, and Libby as examples really showed the importance of being energetic and passionate about literature. The dramatic activities that Wilhelm provides on pages 100-101 really are great to get students to understand stories. I think that the Epilogue really sums up the importance of meaning making of literature through the use of drama.
Using Drama to Extend the Reader
“Reading literature is not the reception of meaning, but the reader’s participation in a “transaction” with text that produces meaning” (88). Welhelm states that his less engaged readers cannot understand this concept, and this is what I will have to deal with in my future. Using drama as a method to engage students to enter the text is an excellent idea. Having a reader/text relationship is the aim of using drama in the classroom and Wilhelm provides examples and exercises to engage readers. Using drama as a way to bring in students “background experiences, schema knowledge, interests, desires, and questions to bear in the reading act” (91), can actually allow for the student to relate to the text and hopefully in future.
This chapter really taught me a lot about less proficient readers and what it is like for them. I really appreciate this because this is something I have not experienced. Using Kevin, Marvin, and Libby as examples really showed the importance of being energetic and passionate about literature. The dramatic activities that Wilhelm provides on pages 100-101 really are great to get students to understand stories. I think that the Epilogue really sums up the importance of meaning making of literature through the use of drama.
Monday, December 10, 2007
Webb Chapter Four
Webb Chapter Four
Addressing the Youth Violence Crisis
We are all going to face future classrooms where violence, gangs, drugs, and weapons will be on the student’s minds more so then the mini-lesson on commas. Even if these issues don’t directly affect the students they surely are surrounded by it every day in the media. What Webb does is explore the causes of youth violence within traditional literature and new texts.
I think that using Native Son is an excellent way to introduce racism and economic inequality being tied to violence, crime, and predigest. Webb has his student’s consider violence today compared to when the novel was written. I think that Scott’s viewpoint on the issue is very valid and Webb didn’t have much to say in response to his viewpoint.
Using Howard Zinn’s, A People’s History of the United States, is an amazingly progressive and awesome idea. I don’t know how well it would fly in a secondary classroom though.
“Yet I think that we should recognize that for those of our students who live in relative safety and prosperity, learning about the experience of others in different circumstances may lead them to take personally the unfairness and inequalities of our world” (57). I agree with this immensely. The same applies for homelessness and gender issues.
By using multicultural literature, the students can view the characters and the authors’ stance to gain insight on their different ethnic positions. Within multicultural texts topics of racism, crime, youth violence, poverty, and justice are all issues that can be considered. Teaching minority writers to address racial issues openly and maturely is something that I plan to do in my classroom.
I like the mass media idea as well. It seems like a great method to sharpen literacy.
Addressing the Youth Violence Crisis
We are all going to face future classrooms where violence, gangs, drugs, and weapons will be on the student’s minds more so then the mini-lesson on commas. Even if these issues don’t directly affect the students they surely are surrounded by it every day in the media. What Webb does is explore the causes of youth violence within traditional literature and new texts.
I think that using Native Son is an excellent way to introduce racism and economic inequality being tied to violence, crime, and predigest. Webb has his student’s consider violence today compared to when the novel was written. I think that Scott’s viewpoint on the issue is very valid and Webb didn’t have much to say in response to his viewpoint.
Using Howard Zinn’s, A People’s History of the United States, is an amazingly progressive and awesome idea. I don’t know how well it would fly in a secondary classroom though.
“Yet I think that we should recognize that for those of our students who live in relative safety and prosperity, learning about the experience of others in different circumstances may lead them to take personally the unfairness and inequalities of our world” (57). I agree with this immensely. The same applies for homelessness and gender issues.
By using multicultural literature, the students can view the characters and the authors’ stance to gain insight on their different ethnic positions. Within multicultural texts topics of racism, crime, youth violence, poverty, and justice are all issues that can be considered. Teaching minority writers to address racial issues openly and maturely is something that I plan to do in my classroom.
I like the mass media idea as well. It seems like a great method to sharpen literacy.
Sunday, December 9, 2007
Webb Chapter Three
Webb Chapter Three
Genderizing the Curriculum: A Personal Journey.
I think that it’s insane that it took Webb so long to read female writers. He seems like a progressive guy- well educated. At least he admits to being naïve.
Yes, many argue that women have the same rights as men; however it is still a patriarch society. Women are still being objectified and abused. Exploring gender equality in the traditionally male literary canon and exploring questions across cultures certainly can make English something more exciting. Understanding women rights and gender roles doesn’t only bring awareness but deeper character analysis.
It is important to introduce a feminist lens in the classroom. I think that Appleman did a better job explaining it in her chapter, perhaps because she is female. Haha!
I agree that working in secondary schools we will find ourselves in an overtly homophobic environment. Doing a queer study can be uncomfortable for many, but let’s face it, some of our greatest authors were gay or bi. Also, with so many hate crimes and ignorance on the issue, many students feel repressed and often suicidal. It can be used as an outlet for a lot. An understanding of the history will hopefully promote a more progressive attitude about the issue. I think that in our future homosexuality will become more accepted within our culture, it just takes time and awareness.
Genderizing the Curriculum: A Personal Journey.
I think that it’s insane that it took Webb so long to read female writers. He seems like a progressive guy- well educated. At least he admits to being naïve.
Yes, many argue that women have the same rights as men; however it is still a patriarch society. Women are still being objectified and abused. Exploring gender equality in the traditionally male literary canon and exploring questions across cultures certainly can make English something more exciting. Understanding women rights and gender roles doesn’t only bring awareness but deeper character analysis.
It is important to introduce a feminist lens in the classroom. I think that Appleman did a better job explaining it in her chapter, perhaps because she is female. Haha!
I agree that working in secondary schools we will find ourselves in an overtly homophobic environment. Doing a queer study can be uncomfortable for many, but let’s face it, some of our greatest authors were gay or bi. Also, with so many hate crimes and ignorance on the issue, many students feel repressed and often suicidal. It can be used as an outlet for a lot. An understanding of the history will hopefully promote a more progressive attitude about the issue. I think that in our future homosexuality will become more accepted within our culture, it just takes time and awareness.
Webb Chapter Two
Webb
Teaching about Homelessness
I think that Webb’s personal relationship with a homeless man has allowed him to be more open with the issue. This is good. It made him realize that “the most basic cause of homelessness was not an increase in laziness, poor education, or promiscuity, but a loss of jobs and services, and, above all, a shortage in affordable housing” (14). Often people don’t understand that it isn’t their fault, and assume they are drug addicts or ex-cons. There are a lot of issues that America has and a huge one is ignorance. Webb pins it when he uses the word ‘awareness.’
I like how Webb doesn’t just use literature in his classes. He ties in essays, documentary films, and speakers. This provides an outlet for what can be banal day-to-day reading of books. It is a fun and exciting way to understand situations better, therefore understanding the text better, and also bringing awareness. I think that it is important to understand literary techniques and context, but I like where Webb is going in his lessons which is above. “Thinking about the historical, social, and political contexts, developing thematic connections that put classic authors and works into dialogue with popular culture and common experience” (17).
I know a lot of colleagues find this controversial and that these lessons distract from our point of being English educators, but I think that with America being in such turmoil it is necessary. Ignorance is a major factor in hate crimes and it is important to understand the world. I think that it is important to encourage others to help out in the community and feel compassion; however it is also necessary to take precautions because some people really are crazy and mean.
Also, applying a Marxist method to the texts mentioned in this chapter would bring awareness. Marxist claims that everything done is determined by economy and how much money you make. By using this method you can better understand homelessness and racial stereotypes.
Teaching about Homelessness
I think that Webb’s personal relationship with a homeless man has allowed him to be more open with the issue. This is good. It made him realize that “the most basic cause of homelessness was not an increase in laziness, poor education, or promiscuity, but a loss of jobs and services, and, above all, a shortage in affordable housing” (14). Often people don’t understand that it isn’t their fault, and assume they are drug addicts or ex-cons. There are a lot of issues that America has and a huge one is ignorance. Webb pins it when he uses the word ‘awareness.’
I like how Webb doesn’t just use literature in his classes. He ties in essays, documentary films, and speakers. This provides an outlet for what can be banal day-to-day reading of books. It is a fun and exciting way to understand situations better, therefore understanding the text better, and also bringing awareness. I think that it is important to understand literary techniques and context, but I like where Webb is going in his lessons which is above. “Thinking about the historical, social, and political contexts, developing thematic connections that put classic authors and works into dialogue with popular culture and common experience” (17).
I know a lot of colleagues find this controversial and that these lessons distract from our point of being English educators, but I think that with America being in such turmoil it is necessary. Ignorance is a major factor in hate crimes and it is important to understand the world. I think that it is important to encourage others to help out in the community and feel compassion; however it is also necessary to take precautions because some people really are crazy and mean.
Also, applying a Marxist method to the texts mentioned in this chapter would bring awareness. Marxist claims that everything done is determined by economy and how much money you make. By using this method you can better understand homelessness and racial stereotypes.
Webb Chapter One
Webb, Chapter One
A Course in Contemporary World Literature.
Webb explains at the beginning of Chapter One that his student’s got really in Elie Wiesel’s, Night. I think that the questions that they were asking and their enthusiasm to embrace the text seem farfetched. I am curious how Webb was able to get his student’s actually into the text what sort of activities he did in order to keep them enthralled. I really like the idea of writing letters to Mr. Wiesel with questions and comments.
What is really great is how through the teaching of this text, the student’s were able to understand history as well. Webb state, “the Holocaust began to seem less like an abstracted evil and more like a real event in history- it began to seem, in other words, not so distant from the present day (2-3). This is really important. The Holocaust really interests a lot of students and to allow them to fulfill their curiosity through literature and their own research is inspirational. I like how Webb goes a step further for his student’s by actually inviting a survivor to his class.
I really enjoy Webb’s whimsical passion teaching Contemporary World Literature and that it “showed me ways that my teaching could center on sensitizing students to the experiences of others, help them communicate from heart and mind together, and connect them to pressing social issues” (5). Let’s just say Webb encompasses my teaching philosophy and has caught my attention.
This whole chapter is totally insightful. I feel that the student’s reaction to texts and using a reader-response method that also incorporates an understanding of history and self is where it’s at. I do understand that cultural studeies can be controversal, but it's about time we are progessive with our teaching.
A Course in Contemporary World Literature.
Webb explains at the beginning of Chapter One that his student’s got really in Elie Wiesel’s, Night. I think that the questions that they were asking and their enthusiasm to embrace the text seem farfetched. I am curious how Webb was able to get his student’s actually into the text what sort of activities he did in order to keep them enthralled. I really like the idea of writing letters to Mr. Wiesel with questions and comments.
What is really great is how through the teaching of this text, the student’s were able to understand history as well. Webb state, “the Holocaust began to seem less like an abstracted evil and more like a real event in history- it began to seem, in other words, not so distant from the present day (2-3). This is really important. The Holocaust really interests a lot of students and to allow them to fulfill their curiosity through literature and their own research is inspirational. I like how Webb goes a step further for his student’s by actually inviting a survivor to his class.
I really enjoy Webb’s whimsical passion teaching Contemporary World Literature and that it “showed me ways that my teaching could center on sensitizing students to the experiences of others, help them communicate from heart and mind together, and connect them to pressing social issues” (5). Let’s just say Webb encompasses my teaching philosophy and has caught my attention.
This whole chapter is totally insightful. I feel that the student’s reaction to texts and using a reader-response method that also incorporates an understanding of history and self is where it’s at. I do understand that cultural studeies can be controversal, but it's about time we are progessive with our teaching.
Tuesday, December 4, 2007
The Giver Presentation
I really enjoyed this presentation. I think that the book was an excellent choice and that everyone did a great job. The activities were fun and interesting, some that really will be great to use in my future. I thought that the activity at the beginning was an extellent alternative way to engage conversation. It was also a class ice breaker because we were able to see what our peer's utopia are. I think that the decision to use The Giver over Catch 22 because it was a fast and very interesting read. The crossing the line activity was rather interesting. I have never seen Freedom Writers and this activity really insprired me to rent it. MAybe after I see it i will understand why the questions had to be so personal. I think that they served as a great ice breaker, but too persoanl. I didn't like to know some of the things that people admitted to and i didn't want people to know some of the things I admitted to. I felt embarrassed when I was the only one that stepped up for a question and I think that younger students would not handle it as well. I don't know though...
Other than that I like the idea of the activity.
The You Tube idea was amazing as well. I think that it is totally awesome that students can be inspired to create a short movie about a book.
I definetely think that all the information provided will help me in the future.
Other than that I like the idea of the activity.
The You Tube idea was amazing as well. I think that it is totally awesome that students can be inspired to create a short movie about a book.
I definetely think that all the information provided will help me in the future.
Violent Cases presentation
I think that this presentation went great! I think that the book was really great and the graphics were amazing. I think that the group presented some great ways to approach graphic novels in the classroom. I really like the idea that Violent Cases was really short, and that it allows for a shorter lesson plan. I was impressed that the presentation went as well as it did in 2 1/2 hours. Drawing comics was a lot of fun and a great way to get the conversation going. I also thought that the Marxist theory presentation could have been really difficult, but it really allowed for an interesting conversation. Personally, I can't wait to use graphic novels in my class.
Monday, November 26, 2007
Group- Teach Experience
I think that the group teach experience went very well. We had five group members, and we were all responsible for certain aspects and teachings of Sylvia Plath's, The Bell Jar. Having such a large group in such a small class allowed for us to cover a lot of information by using different teaching methods and topics. Everyone presented important information to the class and overall we received a good reaction. I know that some teachers frown on knowing about the author's life, however, I felt that Plath's life is so interesting and necessary to know about in order to receive a solid understanding of her semi-autobiographical novel. Rather than teaching all together, we taught in different sections. This provided variety and an ability for our teacher personalities to show and the students to personalities as well.
Monday, November 12, 2007
Debriefing the Texts
Critical Encounters In High School English:
Teaching Literary Theory to Adolescents
by Deborah Appleman
Overall, I thought that this book was really benificial for any english teacher. I think that literary theory is very important to teach and understand at a young age and this book makes lesson planning easy. I think that every chapter is helpful and full of idea on how to teach literary theory. I really enjoyed the examples she provided and activities. Being able to read how her student's reacted to some of the lessons was also helpful. I was able to see how she handled tricky situations, like when the student pleaded about deconstruction. She used Hamlet for a lot of theory. Using the same text makes it easier for students to understand how to be critical. Being fully instructed at first, the students will then be able to apply different theories when necessary. Appleman's idea of using different stations around the classroom sounds fun, and i am looking forward to trying that in my own class. My favorite chapter had to be seven. It was very interesting and a good tactic to tie the book together. It also provides upcoming teachers inspiration to conduct a classroom like Martha's.
Literature and Lives:
A Response-Based, Cultural Studies Approach to Teaching English
by Allen Carey-Webb
I loved this book. I think that it is so fresh and beneficial for all teachers. Webb is very culturally aware and thinks outside the box. Webb's passion for teaching shines through in his writing. His narratives allow you to be put in the situations that he was in. We feel what he felt, and are able to follow along with his thinking process when figuring tough situations out. His book is easy to follow because it is consistant. I enjoyed that his book included a lot of political aspects because especially with the nation's present situation, it's important to teach for a well rounded understanding and awareness. Webb's inclusion of literary criticisms were beneficial as well. He made it easy to follow and was very descriptive with including activities in the classroom. His resources are awesome, they are definetely some that I will use. Having Allen Webb actually come visit the classroom was really neat. Never having met Webb, it was was amazing to meet him and actually talk about post-colonialism and open up for a Q&A. Overall, I think that this book has benefited the class and helped develop my teaching philosophies.
You Gotta be the Book
by Jeffrey D. Wilhelm
The title say it all! And I could not agree more. Wilhelm's book is great and is something that I will definetely use in my future classroom for reference. It is a great book to include in Engl 4800 course. I think that if you are an English Teacher and if you teach literature, this book is a very important read. I like how Wilhelm includes activites and examples to demonstrate the importance of Reader Response. He has great ways to get the students into the book; by using dramatization, writing from the perspective of a character, changing the ending, real-life role playing- we are able to read how the students react to the different activities. These are also great activities to use for my own classroom. Having a solid understanding of Reader Response is needed for students to continue learning other forms of literary criticism.
Teaching Literary Theory to Adolescents
by Deborah Appleman
Overall, I thought that this book was really benificial for any english teacher. I think that literary theory is very important to teach and understand at a young age and this book makes lesson planning easy. I think that every chapter is helpful and full of idea on how to teach literary theory. I really enjoyed the examples she provided and activities. Being able to read how her student's reacted to some of the lessons was also helpful. I was able to see how she handled tricky situations, like when the student pleaded about deconstruction. She used Hamlet for a lot of theory. Using the same text makes it easier for students to understand how to be critical. Being fully instructed at first, the students will then be able to apply different theories when necessary. Appleman's idea of using different stations around the classroom sounds fun, and i am looking forward to trying that in my own class. My favorite chapter had to be seven. It was very interesting and a good tactic to tie the book together. It also provides upcoming teachers inspiration to conduct a classroom like Martha's.
Literature and Lives:
A Response-Based, Cultural Studies Approach to Teaching English
by Allen Carey-Webb
I loved this book. I think that it is so fresh and beneficial for all teachers. Webb is very culturally aware and thinks outside the box. Webb's passion for teaching shines through in his writing. His narratives allow you to be put in the situations that he was in. We feel what he felt, and are able to follow along with his thinking process when figuring tough situations out. His book is easy to follow because it is consistant. I enjoyed that his book included a lot of political aspects because especially with the nation's present situation, it's important to teach for a well rounded understanding and awareness. Webb's inclusion of literary criticisms were beneficial as well. He made it easy to follow and was very descriptive with including activities in the classroom. His resources are awesome, they are definetely some that I will use. Having Allen Webb actually come visit the classroom was really neat. Never having met Webb, it was was amazing to meet him and actually talk about post-colonialism and open up for a Q&A. Overall, I think that this book has benefited the class and helped develop my teaching philosophies.
You Gotta be the Book
by Jeffrey D. Wilhelm
The title say it all! And I could not agree more. Wilhelm's book is great and is something that I will definetely use in my future classroom for reference. It is a great book to include in Engl 4800 course. I think that if you are an English Teacher and if you teach literature, this book is a very important read. I like how Wilhelm includes activites and examples to demonstrate the importance of Reader Response. He has great ways to get the students into the book; by using dramatization, writing from the perspective of a character, changing the ending, real-life role playing- we are able to read how the students react to the different activities. These are also great activities to use for my own classroom. Having a solid understanding of Reader Response is needed for students to continue learning other forms of literary criticism.
Monday, November 5, 2007
Appleman Chapter 7
From Study Guides to Poststructualism: Teacher Transformations
I enjoyed this chapter in Appleman's book. I think that everything that I've read so far has been very helpful and informative. This chapter just boosts this for me. I enjoy hearing teachers stories of how they have changed with time and more experience. Martha's experience and transition as a teacher is one that all teachers new and old need to read. The old Martha reminds me of my pre-internship mentor. She was extremely text-centered and traditional. Her student's oozed with boredom, as did I. While I was in her classroom she used texts that were found in every eleventh grade classroom; Faulkner, Fitzgerald, Hemmingway. The way she discussed the literature reminded me of writing a book report; rising action, climax, falling action. She also introduced terms and themes. I could not help but think about presenting these texts in a way that demonstrates that these are important peices of literature. With the use of theory, the student's would've acheived this. My mentor needs to go through a transitional period like Martha. I like how Appleman uses Martha as an example of the transitions teachers go through.
"She developed a more inquiry-based approach to literature, inviting student to develop their own questions about texts rather than memorize answers to her questions. She also abandoned her strictly chronological approach to literature in favor of a thematic approach that focused on the relationship between historical events and the literature of time" (119).
I think that this is awesome! Allowing the students to develop their own questions about the characters is an approach to reader-response. This makes way for other theories to be introduced.
I enjoyed reading how Martha's new classroom is set up in comparison to her old one. Having the "essence of students" all over her walls promotes an atmosphere where learning is fun.
Ongoing teacher research and development is crucial, especially with the age of technology here. Not being afraid of collaboration allows to put the student in center of the class. "Through active research, opportunity for reflection, collaboration, and curricular innovation, teacher not only can transform their own disciplinary knowledge but can set the stage for wider curricular reform as well" (129-130).
Being an ENGL 1000 instructor, I use reflection a lot. I keep a journal about my lessons and the reactions of my students for every class. Having this allows me to look objectively on my lessons and how they worked, or didn't. I think that doing reflections does improve teacher effectiveness. To me, Martha is a role-model for how I would like to run my class.
I enjoyed this chapter in Appleman's book. I think that everything that I've read so far has been very helpful and informative. This chapter just boosts this for me. I enjoy hearing teachers stories of how they have changed with time and more experience. Martha's experience and transition as a teacher is one that all teachers new and old need to read. The old Martha reminds me of my pre-internship mentor. She was extremely text-centered and traditional. Her student's oozed with boredom, as did I. While I was in her classroom she used texts that were found in every eleventh grade classroom; Faulkner, Fitzgerald, Hemmingway. The way she discussed the literature reminded me of writing a book report; rising action, climax, falling action. She also introduced terms and themes. I could not help but think about presenting these texts in a way that demonstrates that these are important peices of literature. With the use of theory, the student's would've acheived this. My mentor needs to go through a transitional period like Martha. I like how Appleman uses Martha as an example of the transitions teachers go through.
"She developed a more inquiry-based approach to literature, inviting student to develop their own questions about texts rather than memorize answers to her questions. She also abandoned her strictly chronological approach to literature in favor of a thematic approach that focused on the relationship between historical events and the literature of time" (119).
I think that this is awesome! Allowing the students to develop their own questions about the characters is an approach to reader-response. This makes way for other theories to be introduced.
I enjoyed reading how Martha's new classroom is set up in comparison to her old one. Having the "essence of students" all over her walls promotes an atmosphere where learning is fun.
Ongoing teacher research and development is crucial, especially with the age of technology here. Not being afraid of collaboration allows to put the student in center of the class. "Through active research, opportunity for reflection, collaboration, and curricular innovation, teacher not only can transform their own disciplinary knowledge but can set the stage for wider curricular reform as well" (129-130).
Being an ENGL 1000 instructor, I use reflection a lot. I keep a journal about my lessons and the reactions of my students for every class. Having this allows me to look objectively on my lessons and how they worked, or didn't. I think that doing reflections does improve teacher effectiveness. To me, Martha is a role-model for how I would like to run my class.
Appleman Chapter 6
Deconstruction: Postmodern Theory and the Postmodern High School Student
Using the music video that is really popular amongst the students age group is an excellent way to introduce deconstruction. Deconstruction is hard to understand, and the way that I have come to understand it is by figuring out everything that it is not. Take a desk for example; A desk is a desk because it is not a chair or a face. This leads us to the idea of language and how language creates this. It is nearly impossible for me to comprehend a world without language. However, language is made up of words - they are just words. I'm confused... and I think that Appleman may be too. Deconstruction is very difficult to understand, and I would beg to differ when she "on a whole, the lens of deconstruction works well with high school students" (110). She did mention that her students took readily to the lens- this would be crucial for the classroom in order for a successful lesson to take place. She never tells us how she handled Rachel's plea. I like resisiting surface meanings through marxist and feminist theory. I think that deconstruction just needs more.
Using the music video that is really popular amongst the students age group is an excellent way to introduce deconstruction. Deconstruction is hard to understand, and the way that I have come to understand it is by figuring out everything that it is not. Take a desk for example; A desk is a desk because it is not a chair or a face. This leads us to the idea of language and how language creates this. It is nearly impossible for me to comprehend a world without language. However, language is made up of words - they are just words. I'm confused... and I think that Appleman may be too. Deconstruction is very difficult to understand, and I would beg to differ when she "on a whole, the lens of deconstruction works well with high school students" (110). She did mention that her students took readily to the lens- this would be crucial for the classroom in order for a successful lesson to take place. She never tells us how she handled Rachel's plea. I like resisiting surface meanings through marxist and feminist theory. I think that deconstruction just needs more.
Appleman Chapter 5
A Lens of One's Own: Of Yellow Wallpaper and Beautiful Little Fools.
I like the idea of incorporating theory into the classroom. I think that it is an excellent thing to do besides a reader-response theory. It is important for students to interpret individual characters. By giving the students the proper lens to do so, a better understanding of literature and society is achieved. Promoting students to think outside the box and opening their eyes to the truth about American society is extremely important. This is one of the things that I am looking forward to in teaching english. With America in such turmoil as it is, we need our younger generations to consider what is happening and how to change.
Much like the quote that Todd has by Einstein "The world is a dangerous place to live, not because of the people who are evil, but because of the people who don't do anything about it. "
By using theory students can look analytically at novels and achieve a better understanding of what that novel is doing, or its importance. Also, thinking critically is something we should teach at a young[er] age. "Theory helps us recognize the essentail quality of other visions: how they shape and inform the way we read texts, how we respond to others, how we live our lives. Theory makes the invisible visible, the usaid said" (75).
Incorporating feminist theory into the classroom, we are opening the eyes and minds of students. The patriachy society that we live in has undermined women, and this is evident through literature. Appleman wants her students to use the lens of feminism by...
[1] how students view female characters and [2] appraise the author's stance towards those characters... [3] how students evaluate the significance of the gender of the author in terms of its influence on a particular work... [4] how students read the gendered patterns in the world."
This ease into a classroom is essential because consideration of how the student has been raised is important to consider. Some students may be completely niave to this idea, while others ready to learn more. Feminists are often viewed as hard headed man haters. I think that the activities 11 and 12 allow are a great strategy to introduce feminist theory. I especially enjoy the poem by Pedro Eisto that she uses. The responses that the students gave were great.
The students have already done a Marxist theory on Hamlet. I like the idea of going back to Hamlet to now use a Feminist one. I think that this will allow the students to understand how to apply theory seeing that they already did with Marxist- the responses were obviously successful.
I like the activity she uses, "can you think of anything that has happened to you or to a friend of yours in the past 2 weeks that could be better explained through a feminist lens"
The first response literally made me laugh out loud.
"One must question what kind of ideas this plants in the head of an impressionable 10-year-old: Stupid women are fun to watch. I shudder for the future" (91). On her sister watching Miss USA.
How true this comment is! I watch the Bachelor. It's wonderfully trashy, the women are portrayed as 'stupid,' and ready to do anything for this block headed, rich hottie. It's a great way to see how women are actually often portrayed in the media and literature. I think that developing an excercise using an add or television show could also help in introducing feminist theory.
I like the idea of incorporating theory into the classroom. I think that it is an excellent thing to do besides a reader-response theory. It is important for students to interpret individual characters. By giving the students the proper lens to do so, a better understanding of literature and society is achieved. Promoting students to think outside the box and opening their eyes to the truth about American society is extremely important. This is one of the things that I am looking forward to in teaching english. With America in such turmoil as it is, we need our younger generations to consider what is happening and how to change.
Much like the quote that Todd has by Einstein "The world is a dangerous place to live, not because of the people who are evil, but because of the people who don't do anything about it. "
By using theory students can look analytically at novels and achieve a better understanding of what that novel is doing, or its importance. Also, thinking critically is something we should teach at a young[er] age. "Theory helps us recognize the essentail quality of other visions: how they shape and inform the way we read texts, how we respond to others, how we live our lives. Theory makes the invisible visible, the usaid said" (75).
Incorporating feminist theory into the classroom, we are opening the eyes and minds of students. The patriachy society that we live in has undermined women, and this is evident through literature. Appleman wants her students to use the lens of feminism by...
[1] how students view female characters and [2] appraise the author's stance towards those characters... [3] how students evaluate the significance of the gender of the author in terms of its influence on a particular work... [4] how students read the gendered patterns in the world."
This ease into a classroom is essential because consideration of how the student has been raised is important to consider. Some students may be completely niave to this idea, while others ready to learn more. Feminists are often viewed as hard headed man haters. I think that the activities 11 and 12 allow are a great strategy to introduce feminist theory. I especially enjoy the poem by Pedro Eisto that she uses. The responses that the students gave were great.
The students have already done a Marxist theory on Hamlet. I like the idea of going back to Hamlet to now use a Feminist one. I think that this will allow the students to understand how to apply theory seeing that they already did with Marxist- the responses were obviously successful.
I like the activity she uses, "can you think of anything that has happened to you or to a friend of yours in the past 2 weeks that could be better explained through a feminist lens"
The first response literally made me laugh out loud.
"One must question what kind of ideas this plants in the head of an impressionable 10-year-old: Stupid women are fun to watch. I shudder for the future" (91). On her sister watching Miss USA.
How true this comment is! I watch the Bachelor. It's wonderfully trashy, the women are portrayed as 'stupid,' and ready to do anything for this block headed, rich hottie. It's a great way to see how women are actually often portrayed in the media and literature. I think that developing an excercise using an add or television show could also help in introducing feminist theory.
Monday, October 15, 2007
Appleman
Appleman
Chapter Four
Of Grave Diggers and Kings: Reading Literature Through the Marxist Lens, or, What's Class Got to Do with it?
After reading this chapter, and just now typing out the title of it, I have to agree with Todd, when he says, that the chapter is a somewhat disappointment. Michael makes an attempt to teach Marxist theory through Hamlet; however, it didn't work so well, and therefor, "What's Class Got to Do with it" wasn't really explained.
I feel that literary criticism is important to integrate in the classroom. It is a resent phenomonon that I wish I was inroduced to more while in high school. “At many colleges and universities, the inclusion of cultural and political lenses such as Marxism and feminism has become the rule rather than the exeption” (57), and I agree. This chapter made me consider reader response on a different level, because how can one truly understand Marxism if they can’t put themselves into the text?
So why teach Marxist theory? Well, I think that it presents a more richness and fulfillment to reading. Students now will have to consider “…political content of the text, the author, and the historical and sociocultural context of the work. … Where students as readers are situated culturally, politically, and personally in relation to the content of the text” (59).
The statement that “no book is genuinely free from political bias” is true, and it’s important for students to understand this pull of capitalism. As whole how your culture is socially constructed? A student considering this may gain a different perspective on the text, and consider things that they may never have before. It’s very modern. I’m excited to integrate new criticism in my classroom, and feel that they are important to understand and always consider.
Chapter Four
Of Grave Diggers and Kings: Reading Literature Through the Marxist Lens, or, What's Class Got to Do with it?
After reading this chapter, and just now typing out the title of it, I have to agree with Todd, when he says, that the chapter is a somewhat disappointment. Michael makes an attempt to teach Marxist theory through Hamlet; however, it didn't work so well, and therefor, "What's Class Got to Do with it" wasn't really explained.
I feel that literary criticism is important to integrate in the classroom. It is a resent phenomonon that I wish I was inroduced to more while in high school. “At many colleges and universities, the inclusion of cultural and political lenses such as Marxism and feminism has become the rule rather than the exeption” (57), and I agree. This chapter made me consider reader response on a different level, because how can one truly understand Marxism if they can’t put themselves into the text?
So why teach Marxist theory? Well, I think that it presents a more richness and fulfillment to reading. Students now will have to consider “…political content of the text, the author, and the historical and sociocultural context of the work. … Where students as readers are situated culturally, politically, and personally in relation to the content of the text” (59).
The statement that “no book is genuinely free from political bias” is true, and it’s important for students to understand this pull of capitalism. As whole how your culture is socially constructed? A student considering this may gain a different perspective on the text, and consider things that they may never have before. It’s very modern. I’m excited to integrate new criticism in my classroom, and feel that they are important to understand and always consider.
Sunday, October 14, 2007
MCTE Conference
MCTE Conference
On Friday, October 5th, I had the privilege of attending my first of I hope many, MCTE Conferences. The keynote speaker was Kathleen Blake Yancey, someone who I have read and heard of for awhile. Her opening speech was one that gave encouragement for the rest of the conference, which I found disappointing. She started out by discussion literacy and what we feel literacy is. My colleagues and I came up with the three C’s; comprehension, confidence and creativity. This was a great way to get everyone talking and quit yawning. Her visuals were stimulating and very useful. She then had us discuss literacy in the 21st century, which includes technology and digital social networking.
This is huge to consider now. Myspace and Facebook are two huge networking programs that everyone I pretty much know have clicked onto. Hopefully within the next two years I will have a classroom of my own, and considering where we are now with technology and how it’s always growing, it is important to stay on top of these databases. This opening speech actually made me think about this class, English 4800, and how much technology we use in for it. It’s nice to have a class that keeps me up to date.
I then ventured to “Hanging on by your Fingernails until you Gain a Toehold: Advice for Future Teachers from New Teachers.” This session was a waste of my time; however, I saw the majority of my colleagues here, and it’s nice to know that us future educators have a support group. Everything that was discussed has been discussed to exhaustion in my Education classes. Having a supportive principal, good classroom and students, supportive parent’s, etc. This is all obvious. Also, the presenter wasn’t a new teacher, she just surveyed new teachers. During this session I thought to myself, “The people that are in this room are the ones that probably don’t need to be.”
I then headed for the LGTB Literature session. This session was also disappointing. The speakers did try; however, some guy kept standing up and talking about being supportive of the gay students in your class. I did receive an excellent list of LGTB novels.
The last session I went to was the one about poetry. Here, the speaker had excellent ideas about teaching poetry. Her ideas were very reader response oriented, which was interesting. She had us do activities which involved writing out own poems following the style and structure of other famous poems. It was interesting to see everyone getting into it, and made me have hope about teaching poetry using this method.
On Friday, October 5th, I had the privilege of attending my first of I hope many, MCTE Conferences. The keynote speaker was Kathleen Blake Yancey, someone who I have read and heard of for awhile. Her opening speech was one that gave encouragement for the rest of the conference, which I found disappointing. She started out by discussion literacy and what we feel literacy is. My colleagues and I came up with the three C’s; comprehension, confidence and creativity. This was a great way to get everyone talking and quit yawning. Her visuals were stimulating and very useful. She then had us discuss literacy in the 21st century, which includes technology and digital social networking.
This is huge to consider now. Myspace and Facebook are two huge networking programs that everyone I pretty much know have clicked onto. Hopefully within the next two years I will have a classroom of my own, and considering where we are now with technology and how it’s always growing, it is important to stay on top of these databases. This opening speech actually made me think about this class, English 4800, and how much technology we use in for it. It’s nice to have a class that keeps me up to date.
I then ventured to “Hanging on by your Fingernails until you Gain a Toehold: Advice for Future Teachers from New Teachers.” This session was a waste of my time; however, I saw the majority of my colleagues here, and it’s nice to know that us future educators have a support group. Everything that was discussed has been discussed to exhaustion in my Education classes. Having a supportive principal, good classroom and students, supportive parent’s, etc. This is all obvious. Also, the presenter wasn’t a new teacher, she just surveyed new teachers. During this session I thought to myself, “The people that are in this room are the ones that probably don’t need to be.”
I then headed for the LGTB Literature session. This session was also disappointing. The speakers did try; however, some guy kept standing up and talking about being supportive of the gay students in your class. I did receive an excellent list of LGTB novels.
The last session I went to was the one about poetry. Here, the speaker had excellent ideas about teaching poetry. Her ideas were very reader response oriented, which was interesting. She had us do activities which involved writing out own poems following the style and structure of other famous poems. It was interesting to see everyone getting into it, and made me have hope about teaching poetry using this method.
Appleman
Chapter Three
The Lens of Reader Response: The promis and Peril of Response-Based Pedagogy
Reader Response is a theory that I was very unfamiliar with. I have a hard time picturing myself using this theory in my classroom. I do feel that reader response is excellent when it comes to poetry because with poetry, yes, there is importance with true meaning, history, context, form and poet; however, I feel as though the poem is more yours. The poet wrote it for you to interpret how you wish, and digest whatever beautiful images and lines they produce. At the beginning of the chapter, Appleman suggests a fruitful way to teach reader centered response: “Teaching it as one of a variety of theoretical approaches rather than as the only possible approach” (26). This statement, after reading the chapter, stuck with me. What’s nice about this theory is that it does put the student at the center of the activity, and allows the student to create meaning and engage in text that, perhaps, wouldn’t be possible without it.
Personally, I can’t recall using reader response while being taught literature. I can recall using it for personal readings such as Catcher in the Rye and The Bell Jar. I’m curious if because of the way I have been instructed hindered my opinion on the theory. Anyways, I agree with Rachel that “…something limiting about that position, something that might trivialize the importance of the real differences that exist between the students’ world and the world of the text. … Is the purpose of studying literature only to clarify out own existence and underscore our unique personal attributes?” (28). Call me old fashioned, but I do think that style, author, and history are extremely important to note while reading literature. I feel that knowing this and considering these facts while reading makes a person more intelligent and well rounded, also gains an appreciation for history. Again, I can’t help but think this is just the English major in me.
I do recall reading To Kill a Mockingbird, Of Mice and Men, The Hobbit, and The Great Gatsby in high school (Confessions of a True Believer.) I don’t remember any reader response, and I still gained a huge amount of respect for the writers and content. I was never taught different literary theories in high school though. After reading Reader Response and Native Son, I started to gain hope for this theory. I think that Martha has it right on on how to teach this theory by integrating others that are important to understand when it comes to literature.
Chapter Three
The Lens of Reader Response: The promis and Peril of Response-Based Pedagogy
Reader Response is a theory that I was very unfamiliar with. I have a hard time picturing myself using this theory in my classroom. I do feel that reader response is excellent when it comes to poetry because with poetry, yes, there is importance with true meaning, history, context, form and poet; however, I feel as though the poem is more yours. The poet wrote it for you to interpret how you wish, and digest whatever beautiful images and lines they produce. At the beginning of the chapter, Appleman suggests a fruitful way to teach reader centered response: “Teaching it as one of a variety of theoretical approaches rather than as the only possible approach” (26). This statement, after reading the chapter, stuck with me. What’s nice about this theory is that it does put the student at the center of the activity, and allows the student to create meaning and engage in text that, perhaps, wouldn’t be possible without it.
Personally, I can’t recall using reader response while being taught literature. I can recall using it for personal readings such as Catcher in the Rye and The Bell Jar. I’m curious if because of the way I have been instructed hindered my opinion on the theory. Anyways, I agree with Rachel that “…something limiting about that position, something that might trivialize the importance of the real differences that exist between the students’ world and the world of the text. … Is the purpose of studying literature only to clarify out own existence and underscore our unique personal attributes?” (28). Call me old fashioned, but I do think that style, author, and history are extremely important to note while reading literature. I feel that knowing this and considering these facts while reading makes a person more intelligent and well rounded, also gains an appreciation for history. Again, I can’t help but think this is just the English major in me.
I do recall reading To Kill a Mockingbird, Of Mice and Men, The Hobbit, and The Great Gatsby in high school (Confessions of a True Believer.) I don’t remember any reader response, and I still gained a huge amount of respect for the writers and content. I was never taught different literary theories in high school though. After reading Reader Response and Native Son, I started to gain hope for this theory. I think that Martha has it right on on how to teach this theory by integrating others that are important to understand when it comes to literature.
Monday, October 1, 2007
Appleman Chapter Two
Chapter Two
Here, Appleman describes that all your students will have different perspectives from different works; however, all of them are just as important. Yes, some may be wayy off, but like I said earlier, It's a start!
I like the different perspectives Appleman puts us through. Starting with Rachel and playing devil's advocate. I remember very well a teacher I had that is similar to Rachel. The reason why I remember him is because he would do this soo effectively. Understanding that there is more than one outide issue is detrimental for all college bound students. I like the idea of taking the idea of plot and considering it in other characters perspectives.
Star Wars, can one think about a better way to introduce archetypes in the classroom? Probably not. It's neat to see fun and interesting ways to teach literary theories without being too didatic.
I feel for any of this to be successful, the students and the teacher need to achieve a relationship that is comfortable and willing to think outside the box. Allowing the students to open their minds and explore different interpretations is a huge part in a student's academic and maturing life.
Here, Appleman describes that all your students will have different perspectives from different works; however, all of them are just as important. Yes, some may be wayy off, but like I said earlier, It's a start!
I like the different perspectives Appleman puts us through. Starting with Rachel and playing devil's advocate. I remember very well a teacher I had that is similar to Rachel. The reason why I remember him is because he would do this soo effectively. Understanding that there is more than one outide issue is detrimental for all college bound students. I like the idea of taking the idea of plot and considering it in other characters perspectives.
Star Wars, can one think about a better way to introduce archetypes in the classroom? Probably not. It's neat to see fun and interesting ways to teach literary theories without being too didatic.
I feel for any of this to be successful, the students and the teacher need to achieve a relationship that is comfortable and willing to think outside the box. Allowing the students to open their minds and explore different interpretations is a huge part in a student's academic and maturing life.
Appleman Chapter One
Chapter One
It's interesting how Appleman automatically makes a connection of literary theory and new classroom ideas. I never knew that literary theory had a stigma of being arbitrary. I suppose us English enthusiasts always found it apart of our everyday life (or, at least I do). I strongly agree with Appleman when she says, "...that contemporary literary theory provides a useful way for all students to read and interpret not only literary texts but their lives- both in and out of school" (2).
I feel that any means of allowing the student to connect with the literature is an excellent way to present literature. Reader-response is a great way to do this. Yes, your student may butcher the peice of literature, but it's a start! Learning about Marxist, modern, feminist, etc. analysis also engages curiousity, and excersizes the brain. It also is a history and philosophy lesson. I feel that a well rounded education does encompass knowing these thoeries.
It's interesting how Appleman automatically makes a connection of literary theory and new classroom ideas. I never knew that literary theory had a stigma of being arbitrary. I suppose us English enthusiasts always found it apart of our everyday life (or, at least I do). I strongly agree with Appleman when she says, "...that contemporary literary theory provides a useful way for all students to read and interpret not only literary texts but their lives- both in and out of school" (2).
I feel that any means of allowing the student to connect with the literature is an excellent way to present literature. Reader-response is a great way to do this. Yes, your student may butcher the peice of literature, but it's a start! Learning about Marxist, modern, feminist, etc. analysis also engages curiousity, and excersizes the brain. It also is a history and philosophy lesson. I feel that a well rounded education does encompass knowing these thoeries.
Monday, September 17, 2007
Wilhelm Chapters 1-3
Chapter One: Moving Toward a Reader-Centered Classroom.
Right away I can tell that I will be enjoying this book. Wilhelm writes in a way that comforts you; bringing in direct field experiences and sensitivity. It’s not just fact after fact after fact. I found it enjoyable that he paradoxes Plato’s definition of a slave and a student’s reaction to school. This book will be good for me because I was so much like Joanne while I was in school. I loved to read and read everywhere. I do; however, know that there are lots of students who feel opposite from me. I need to show them the excitement of reading so they can find pleasure in it.
In my Studies of the Novel class we currently discussed what makes a novel a novel. New Criticism has a lot to do with that. Breaking away from literal and becoming embraced in the arms of a good book: The role of the reader as an active meaning maker. I learned how to read using phonics and I remember actually enjoying it. I do see how it could be boring and redundant for students. That’s why I am really curious about this bottom-up approach in comparison to top-down. I think that it would be beneficial to many students.
Chapter Two: Looking at Student Reading
Under the section ‘What makes Valid Reading?’ I found the question, “How could the students and I create a learning climate that would be meaningful for all of us, one that emphasized our current readerly activities and human concerns? How could we run a class that helped to encourage vital and enriching reading experiences by building on what individuals already knew and could do, and that extended and developed them as readers from whatever starting point they now inhabited?” (p.27-28). I found these questions to stick out to me right away because I know that it’s important to develop these points.
Making sure that the students are reading for meaning and not just for concept is a fact that you don’t really thing about too much. It’s amazing how much work we teachers need to put into each student. I feel as though a lot of the problems with students who don’t enjoy reading is because the parent’s were too busy to read to them at home. Doing the proper research is very important.
Chapter 3: The dimensions of the Reader’s Response
One thing I found about going into education is how helpful books can be. They are full of great ideas and little secrets of the classroom. Wilhelm’s chapter 3 starts off with a whole bunch of different reader-response activities. I know that these will come handy when I am in the classroom and need ideas. The quick descriptions are nice too. I feel that genre for a student is something that is HUGE and needs to be constantly addressed. Understanding audience for both when they are writing and reading is detrimental to their experience. Wilhelm touches on this at the end of his chapter.
Right away I can tell that I will be enjoying this book. Wilhelm writes in a way that comforts you; bringing in direct field experiences and sensitivity. It’s not just fact after fact after fact. I found it enjoyable that he paradoxes Plato’s definition of a slave and a student’s reaction to school. This book will be good for me because I was so much like Joanne while I was in school. I loved to read and read everywhere. I do; however, know that there are lots of students who feel opposite from me. I need to show them the excitement of reading so they can find pleasure in it.
In my Studies of the Novel class we currently discussed what makes a novel a novel. New Criticism has a lot to do with that. Breaking away from literal and becoming embraced in the arms of a good book: The role of the reader as an active meaning maker. I learned how to read using phonics and I remember actually enjoying it. I do see how it could be boring and redundant for students. That’s why I am really curious about this bottom-up approach in comparison to top-down. I think that it would be beneficial to many students.
Chapter Two: Looking at Student Reading
Under the section ‘What makes Valid Reading?’ I found the question, “How could the students and I create a learning climate that would be meaningful for all of us, one that emphasized our current readerly activities and human concerns? How could we run a class that helped to encourage vital and enriching reading experiences by building on what individuals already knew and could do, and that extended and developed them as readers from whatever starting point they now inhabited?” (p.27-28). I found these questions to stick out to me right away because I know that it’s important to develop these points.
Making sure that the students are reading for meaning and not just for concept is a fact that you don’t really thing about too much. It’s amazing how much work we teachers need to put into each student. I feel as though a lot of the problems with students who don’t enjoy reading is because the parent’s were too busy to read to them at home. Doing the proper research is very important.
Chapter 3: The dimensions of the Reader’s Response
One thing I found about going into education is how helpful books can be. They are full of great ideas and little secrets of the classroom. Wilhelm’s chapter 3 starts off with a whole bunch of different reader-response activities. I know that these will come handy when I am in the classroom and need ideas. The quick descriptions are nice too. I feel that genre for a student is something that is HUGE and needs to be constantly addressed. Understanding audience for both when they are writing and reading is detrimental to their experience. Wilhelm touches on this at the end of his chapter.
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