Final Blog: I really enjoyed this course, which is slightly surprising to me. I thought I was going to be bored out of my mind, because, as an English major, I have had multiple classes teaching me how to teach English. What I was really impressed with, was how the class was structured to use the strategies to teach the strategies we were learning about. What I mean is, Amy did not use direct instruction, unless she was teaching us various ways to use direct instruction. Likewise, if we were to learn how to use a jigsaw method, then we would use a jigsaw activity as we taught ourselves about jigsaw activities. I really liked that.
However, what I really liked about the course was that it was not just another English major course, it involved various other majors. I firmly believe in cross curriculum team teaching. There is no way that I can teach my students everything that they will need to know about my topic, and I feel as though other majors know what I mean. However, by working as a team, as a faculty, and helping our colleagues to teach multiple things, we can achieve much more. If I were to, and I want to, have units where I teach about health, or math, or music, then the students will see that what they are learning in health, math, and/or music, is not just valid in the related classroom. These will not be big units, mind you, but enough to relate it to the topic at hand. Likewise, if other courses make sure that the students use their literary skills within their own settings, students will see that grammar is not just important while in English class.
I want students to leave my class with life skills that they feel competent and confident enough to use. I did not. When I decided to be an English major, I had to get a few tutoring sessions because I had no idea how to organize a paper or how to do research. My husband hated English class while in school and he thought he would never need it again, once he graduated. (Math too). His algebra teacher made a special arrangement with him, come in once a week and work with me, in order to graduate and he paid his cousin to write his senior paper for him. However, now that he has decided to get a real career instead of just hard labor, he has realized that he needed math skills and English skills. Lately, our road trip conversations start with, "KayDee, how do you use commas?" or something to do with literary skills. I want my students to leave my class being confident that they can write a paper, or read and understand a book if they need to. I know better than to say, "I want my students to leave my class with a love of English," because they won't. However, I do want all of my students to feel validated and comfortable within my classroom. I want them to be able to use the skills they use in my class within their other classes and throughout their life. I want them to see why being literate is important.
Sunday, December 9, 2012
Monday, October 22, 2012
My education and writing experience in my discipline were fairly traditional. Reading classroom books and writing papers. We wrote poems during small poetry units, research papers, and essays. My senior year in high school we wrote a persuasive essay.
My teachers had me express my understanding of my discipline through papers and tests. Usually the tests were short answer questions and we had to use full sentences. If we were reading a play, then occasionally we would act out snippets. Usually we would just assign different people to read different characters. The only fun writing I remember was when our teacher had us write an essay from another person's perspective in order to teach us 'voice' and the difference between 'narrator' and 'author.'
I think the way I was assessed in my discipline, as a student, was fairly practical but not very creative. Also, it did not promote any rich understanding of the subject area. We did not have very many group or class discussions until my senior year, which was a concurrent enrollment class. The teachers I had were not very good at keeping the focus on the subject matter at hand to be able to assess our understanding. To be fair though, we were brats and didn't want to talk about whatever book they had us reading.
As I teacher, I see myself assessing students in much the same way. I want to teach a junior high level, and at that age they are still gaining mastery at the knowledge and comprehension levels. That's not to say that I will not challenge my students and ask them deeper level questions, but I will have to assess where they are at. I have never taught that age of students before to know their specific needs. I really want to work with them on a portfolio that will encompass a semester at a time. I want to give them a handout, describing the essentials of that type of writing (persuasive essay, haiku, short story, research essay, etc.) and then I want to have them put their example of that writing behind the handout that they completed. That way, they will have a reference notebook to use in their future writing careers.
My teachers had me express my understanding of my discipline through papers and tests. Usually the tests were short answer questions and we had to use full sentences. If we were reading a play, then occasionally we would act out snippets. Usually we would just assign different people to read different characters. The only fun writing I remember was when our teacher had us write an essay from another person's perspective in order to teach us 'voice' and the difference between 'narrator' and 'author.'
I think the way I was assessed in my discipline, as a student, was fairly practical but not very creative. Also, it did not promote any rich understanding of the subject area. We did not have very many group or class discussions until my senior year, which was a concurrent enrollment class. The teachers I had were not very good at keeping the focus on the subject matter at hand to be able to assess our understanding. To be fair though, we were brats and didn't want to talk about whatever book they had us reading.
As I teacher, I see myself assessing students in much the same way. I want to teach a junior high level, and at that age they are still gaining mastery at the knowledge and comprehension levels. That's not to say that I will not challenge my students and ask them deeper level questions, but I will have to assess where they are at. I have never taught that age of students before to know their specific needs. I really want to work with them on a portfolio that will encompass a semester at a time. I want to give them a handout, describing the essentials of that type of writing (persuasive essay, haiku, short story, research essay, etc.) and then I want to have them put their example of that writing behind the handout that they completed. That way, they will have a reference notebook to use in their future writing careers.
Digital Literacy: I have been keeping track of the technology that I use over the course of a week. The technology that I use are my cell phone (a touch screen, but not a fancy phone), my computer (at home and at one of my jobs), and my television. I'm only counting the technology that uses a screen of sorts. I use my phone for texting and calling. I use my personal laptop for homework and music from youtube. I use my work computer for work and occasionally homework. I use the television for unwinding at the end of the day. I get online for roughly an hour a day on weekdays and usually not at all on the weekends. That is, unless I count the hours that I let Pandora play in the background. Then I will up it by about 10 hours a week. I would say that I am "glued" to a screen for roughly 5 hours a day, that is if I average all of my weekdays by all of the screens that I use. I exchange texts with my English major friends and my husband. I usually have to call my sister a few times a week because she is my boss and I text 2 of my other siblings because we rent from them.
The only online texts that I read are assignments from teachers or the occasional research on a web search. I suppose Facebook could count as an online text. However, I really hate reading from a computer screen, so I usually print out whatever I need to read. So I get on, print, and get off as fast as I can. I used to spend more time in front of a screen in previous years. I used to have more computer based homework and I used to have more time. This semester is more hectic than most.
To align my teaching with the digital age, I will be available to my students via email and a classroom blog. To be more earth friendly I will make additional readings available online, either through the classroom blog or through whatever system my school is using. I will make their rubrics, syllabus, and grades available online as well and make sure that parents have access as well. I do not see myself using digital as the primary resource for anything in my classroom, however. Technology is touchy and not all students or parents have it available to them. I will make it an option for those who like to go that route.
One nice use of technology is primary source documents that I can ask my students to utilize. There are excellent websites where the original and oldest copies of documents are posted as a jpeg. The only time I will ask students to interact with each other will be google docs to complete group work assignments. I will adjust as technology advances of course, but I firmly believe that students already are too proficient in using technology to interact. I believe that students need more practice interacting face to face and learning people skills.
Technologies that I intend to use in my instruction are various computers to teach them how to write papers, use google docs, and blogs, etc. I will also use web sites to gain access to more thorough information or the occasional movie clip or primary source document. If my students are unfamiliar with any technology I will use differentiated instruction or have them partner up with peer tutors.
The only online texts that I read are assignments from teachers or the occasional research on a web search. I suppose Facebook could count as an online text. However, I really hate reading from a computer screen, so I usually print out whatever I need to read. So I get on, print, and get off as fast as I can. I used to spend more time in front of a screen in previous years. I used to have more computer based homework and I used to have more time. This semester is more hectic than most.
To align my teaching with the digital age, I will be available to my students via email and a classroom blog. To be more earth friendly I will make additional readings available online, either through the classroom blog or through whatever system my school is using. I will make their rubrics, syllabus, and grades available online as well and make sure that parents have access as well. I do not see myself using digital as the primary resource for anything in my classroom, however. Technology is touchy and not all students or parents have it available to them. I will make it an option for those who like to go that route.
One nice use of technology is primary source documents that I can ask my students to utilize. There are excellent websites where the original and oldest copies of documents are posted as a jpeg. The only time I will ask students to interact with each other will be google docs to complete group work assignments. I will adjust as technology advances of course, but I firmly believe that students already are too proficient in using technology to interact. I believe that students need more practice interacting face to face and learning people skills.
Technologies that I intend to use in my instruction are various computers to teach them how to write papers, use google docs, and blogs, etc. I will also use web sites to gain access to more thorough information or the occasional movie clip or primary source document. If my students are unfamiliar with any technology I will use differentiated instruction or have them partner up with peer tutors.
Wednesday, October 3, 2012
Me as a Reader
My earliest memory of reading was when I was 4 years old. I walked up to my sister, who was reading on her bed, to tell her something, I think Mom wanted her. She wouldn't quit reading to look at me. I watched her brown eyes and noticed how fast they were moving over the page. I made a promise to myself that I would read that quickly some day.
Reading was really encouraged in my family. My parents had their personal library on display and readily available to us. When we would ask questions, my parents would usually try to reference a book when they answered. Or they would make us go look up the answer in a book, usually the encyclopedia. When my brothers and I were bored on summer vacations, we would read encyclopedias. Our family would also take a trip to the library every couple of weeks for us to get an armload of books each. Personal libraries were encouraged. I had my own bookshelf by the time I was in 3rd grade. In fact, in 3rd grade, my teacher created a special award certificate for me because I read and passed the AR (accelerated reading) tests on The Hobbit and The Merry Adventures of Robin Hood, written in Old English. I also remember telling my 3rd grade teacher that I had word recognition, although at that point I did not know what it was called. I just remember telling her that when I read, "I stop seeing the words and start playing a movie in my head."
Our elementary school had a special plaque that you could get your named engraved on if you earned 500 AR points. I shot for that all 3 years I was in Oakwood Elementary. In 3rd grade I was 100 points short. In 4th grade I had at least 575 points, but I didn't realize that the books had to be from various genres, and I mostly enjoyed fiction. By 5th grade there were hardly any books in the library that I wanted to read, but I got my name on that plaque. By that point I was a solid reader. I'm still always reading at least 3 books, besides my textbooks.
I have never disliked reading, except when I was forced to read a classroom book. Classroom reading in jr. high was really painful, because we moved really slowly and high school was only a little better. Looking back, I'm grateful that I was forced to read books that I didn't enjoy because it did teach me to broaden my literary horizons. However, at the time I would always keep one finger in the book that the class was reading (just in case I was called on to read) and my nose in my personal book. I was also really lucky to always have friends who liked that I was a quick study and a fast reader. I do not remember anybody in school making fun of anybody else for being "smart" or "dumb." The only time I tried to appear . . . less smart, was when I was with my rodeo team. Individual members were cool with me, but when we were in a pack I was not generally accepted.
As a teacher, I want to teach my students reading strategies. I want students to focus on metacognition and their before/during/after processes of reading. I want my classroom environment to be one where reading is encouraged and expected. I will require my students to have a recreational reading book from the school library. I think I would even be willing to start an after-school book club. I want literature to become a vital portion of students' lives. I want them to look for literary references in movies. By the time they leave my class, I want students to be able to see themselves as "learned." My dad always called us "learned" if we were well read. I want my students to leave not being intimidated by literature.
My earliest memory of reading was when I was 4 years old. I walked up to my sister, who was reading on her bed, to tell her something, I think Mom wanted her. She wouldn't quit reading to look at me. I watched her brown eyes and noticed how fast they were moving over the page. I made a promise to myself that I would read that quickly some day.
Reading was really encouraged in my family. My parents had their personal library on display and readily available to us. When we would ask questions, my parents would usually try to reference a book when they answered. Or they would make us go look up the answer in a book, usually the encyclopedia. When my brothers and I were bored on summer vacations, we would read encyclopedias. Our family would also take a trip to the library every couple of weeks for us to get an armload of books each. Personal libraries were encouraged. I had my own bookshelf by the time I was in 3rd grade. In fact, in 3rd grade, my teacher created a special award certificate for me because I read and passed the AR (accelerated reading) tests on The Hobbit and The Merry Adventures of Robin Hood, written in Old English. I also remember telling my 3rd grade teacher that I had word recognition, although at that point I did not know what it was called. I just remember telling her that when I read, "I stop seeing the words and start playing a movie in my head."
Our elementary school had a special plaque that you could get your named engraved on if you earned 500 AR points. I shot for that all 3 years I was in Oakwood Elementary. In 3rd grade I was 100 points short. In 4th grade I had at least 575 points, but I didn't realize that the books had to be from various genres, and I mostly enjoyed fiction. By 5th grade there were hardly any books in the library that I wanted to read, but I got my name on that plaque. By that point I was a solid reader. I'm still always reading at least 3 books, besides my textbooks.
I have never disliked reading, except when I was forced to read a classroom book. Classroom reading in jr. high was really painful, because we moved really slowly and high school was only a little better. Looking back, I'm grateful that I was forced to read books that I didn't enjoy because it did teach me to broaden my literary horizons. However, at the time I would always keep one finger in the book that the class was reading (just in case I was called on to read) and my nose in my personal book. I was also really lucky to always have friends who liked that I was a quick study and a fast reader. I do not remember anybody in school making fun of anybody else for being "smart" or "dumb." The only time I tried to appear . . . less smart, was when I was with my rodeo team. Individual members were cool with me, but when we were in a pack I was not generally accepted.
As a teacher, I want to teach my students reading strategies. I want students to focus on metacognition and their before/during/after processes of reading. I want my classroom environment to be one where reading is encouraged and expected. I will require my students to have a recreational reading book from the school library. I think I would even be willing to start an after-school book club. I want literature to become a vital portion of students' lives. I want them to look for literary references in movies. By the time they leave my class, I want students to be able to see themselves as "learned." My dad always called us "learned" if we were well read. I want my students to leave not being intimidated by literature.
Tuesday, September 4, 2012
Hello everybody!!! My name is KayDee Nelson. I was named after my grandfather, his initials form my name. His name is Kwen Delos. I was born on Friday the 13th and Halloween is my favorite holiday. I'm a farm girl. My entire family does rodeo. I also enjoy theater and dance. I competed in all three. Recently I have gotten into running. My husband, Justin, and I have been married for three years now. He still makes me smile. I enjoy vivid colors in all hues except any having to do with pink. I love all animals, except hairless mammals. I'm working three jobs this semester and my husband is attending police academy.
I am an English major and a Psychology minor. English, to me, is more than just the English major. English, to me, encompasses all aspects of communication. My discipline covers almost everything, and psychology covers the rest. Between communication and psychology the entire human experience is discovered and analyzed. It's very difficult for me to narrow things down. Even when I write papers, my professors complain that my thesis is too broad. I love to think of the big picture and draw connections to anything and everything. When I become a teacher I want to stress cross-curriculum cooperation.
I was drawn to my teaching disciplines because they focus on the big picture and then can be narrowed down when the big picture gets boring. I actually wanted to be a math teacher, but then I realized that if I teach English I can have more variety in my teaching material.
My definition of literacy is being able to comprehend the communication (visual, auditory, sensual, etc.) surrounding and then being able to interact with the communication on some level. Being literate, to me, does not mean that one has to be fluent or skilled. For example, I may not be fluent in biology, but I can understand how a cell wall works. I may not have more than a handful of Spanish words at my command, but I can understand some Spanish and then get my meaning across.
I am an English major and a Psychology minor. English, to me, is more than just the English major. English, to me, encompasses all aspects of communication. My discipline covers almost everything, and psychology covers the rest. Between communication and psychology the entire human experience is discovered and analyzed. It's very difficult for me to narrow things down. Even when I write papers, my professors complain that my thesis is too broad. I love to think of the big picture and draw connections to anything and everything. When I become a teacher I want to stress cross-curriculum cooperation.
I was drawn to my teaching disciplines because they focus on the big picture and then can be narrowed down when the big picture gets boring. I actually wanted to be a math teacher, but then I realized that if I teach English I can have more variety in my teaching material.
My definition of literacy is being able to comprehend the communication (visual, auditory, sensual, etc.) surrounding and then being able to interact with the communication on some level. Being literate, to me, does not mean that one has to be fluent or skilled. For example, I may not be fluent in biology, but I can understand how a cell wall works. I may not have more than a handful of Spanish words at my command, but I can understand some Spanish and then get my meaning across.
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