M. Myers- Recitation Literacy

From reading this blog, I understand that Recitation Literacy was meant to suit the social environment and needs of the time. However, after all that I have experienced at Kent State and from my few experiences in the classroom, I cannot fathom how anyone thought that recitation meant understanding. Experience based learning was second or third in the hierarchy. I can picture this classroom scenario, with students standing and reciting lines or writing lines repeatedly. That would be a horrible way to learn, because memorization means next to nothing.

I can remember going to a bible camp that would give you a candy bar if you could recite every book of the bible. Well, I did it... but I can remember about 1/4 of the books today. I have no idea what these books were about of what the names meant (but at least I got my Hershey bar).

I think that recitation still exists. Diagramming sentences and copying sentences is probably still done. However, I really hope we all know that experience and hands-on-learning is how we can help our students understand and apply meaning. Teachers are no longer authoritative sources of all wisdom, but guides to learning and discovery.

Jago Chapter 7- Literature, Knowledge, and the High School Graduate

In Jago’s Chapter 7 of Classics in the Classroom, Jago explains that she tried to make lessons meaningful to students’ lives. Jago states: “I look for ways to engage students in lessons where they apply what they learn from literature to more familiar circumstances, for example, an election.”

I loved that Jago had her students evaluate the characters of Julius Caesar as if they were possible candidates. This shows students what they would look for in a president. Since these are high school students, they will soon be voting and need to know how to evaluate a candidate. Also, giving specific examples from the text supporting their decisions is a necessary skill in analyzing literature.

I loved Jago’s text. It really inspired me to think about my teaching and my purpose as a teacher of English. I feel like Jago and I share the same beliefs about teaching English. Thank you for selecting this book, Dr. Pytash! I will miss you next year! Thank you for everything!

Final Reflection- Teaching Literature in Secondary Schools

This semester in Dr. Pytash’s methods course, I found my true teaching philosophy. Until this semester, I was petrified of student teaching. I truly was not prepared to teach and I felt horribly uncomfortable writing a lesson plan. However, I really did learn so much about creating lessons and teaching effectively.

I owe most of my discovery to the teaching metaphor. I tossed around different ideas all semester, but I did not love any of them. I thought they were all so impersonal and generic. Then, my dear friend Amanda Cox made it all clear to me. She said: “Just do something you love! Like running!” Well, I do love running! I made so many links between my teaching philosophies and running that I uncovered a few aspects of my philosophy I never even realized that I had.

What really eased my fears of student teaching was making lesson plans. I had made one lesson plan prior to this class, so it was such a relief to find that lessons don’t always have to take a week (or two) to create! This is not to say that careful planning does not go into making a lesson, but it is not as intimidating as I thought. I am so much better equipped with all of my resources and experience now!

I loved our classes on facilitating discussion. I think that I honestly know how to have a meaningful classroom discussion. The video with Yvonne Divans Hutchinson helped so much. It also helped to see her ease in the classroom!

I did my discussion with Lauren, and at first, things weren’t going as planned. I thought I had failed as a teacher for the first three minutes! However, I learned the importance of modeling. If Lauren and I would have shown what we expected, then it would have been much clearer and the beginning of our fishbowl discussion would have gone much smoother. Our discussion, once everyone figured out what we were doing, ended up being incredibly successful! Perspective taking seems to be my favorite way to analyze plot and character.

With all of the lessons that I created, the lessons of my classmates, and all of the online resources that have been shown to me, I think it is safe to say that I am ready to teach The Great Gatsby. I am so confident that I will be able to teach that book, because I know it inside and out! Jago gave so many strategies, too, that will help me to teach any novel.

The Literary Theory as Strategy assignment was so meaningful for me. It got me to think about what I want students to see when I teach a novel. I did Social Class, which actually revealed many of my beliefs that I truly was not aware of until this assignment. Somehow in the midst of writing this essay, I found my true feelings on our government, our society, capitalism, law and even immigration. This was important for me to make myself aware of my beliefs, but it was more important because I found that these strategies can enlighten students on their own beliefs and inspire them to be critics of their world. Which is what this semester was all about for me—I found that my ultimate goal is for students to be sophisticated readers and critics of their world.

Multi-Modal Literacies- Final Reflection

At the beginning of this course, I was not sure why I would be blogging on pop culture. Although, since I keep up, I did not have a problem with it! I later learned that everything multi-modal is text—books, movies, music, games, etc. I came to this realization through our Multi-Genre Autobiographies. That was one assignment that had several purposes. Since I am preparing to student teach in the fall, I am highly considering using this assignment. This project will allow me to get to know my students and what they like. I can also show them that they are all involved in literacy and literacy applies to their lives everyday.

I loved the activities that we did at the beginning of each class earlier in the semester. There were several others found in Dr. Kist’s book, also! I loved fun activities that get students moving, conversing and engaged in literacy. I was always scribbling the activities down as fast as I could so that I can use them when I teach! While “Pass the Pen” was hilariously fun, I loved the simulation game, the five clips with women, and the postcard pass the most. These activities, in my opinion, were a lot like critical literary analysis, especially the five clips of women. I would love to use that as a way to teach the “gender lens” of literary analysis. The Film Study Guide assignment did the same thing and is a great way to get students to think critically.

When Michelle Cahoon spoke to the class about Autism, I was thrilled to know that multi-modal literacy is a great strategy for students with Autism. After this class and Michelle’s talk, I feel like I am more equipped to teach students with disabilities.

The Wiki was one of the most meaningful assignments I have had at Kent State. I love that I looked for important qualities in the lessons that I want to teach and that everyone else did the same. It is also great that we can use them! I have already gone searching for some good ideas!

At the beginning of the semester, I was horribly afraid of student teaching. Yes, I am still nervous. But I have made tremendous strides in finding my beliefs and my teaching philosophies. I feel that with all of the materials that have been given to me and with my preparation, I am not only ready to take on student teaching in the fall, but I am ecstatic for my first day at Erwine Middle School!

Speaker: Michelle Rhoades Cahoon

In just 45 minutes, I learned so much about Autism. I work at a day care and I have had several children with Autism in my care. I have never been trained on how to work with those children, so it was sort of frustrating for me. Since my shift was in the afternoon, I was there for "play time," when the scheduled school day was over. There was no structure, just ripping the room apart as best as the kids could! I think that any child care provided needs to be provided with tools and resources in order to help the child maintain a comfortability and in order for the teacher to not lose her mind, because it is honestly frustrating when you don't know what to do.

I didn't realize how many people are affected by Autism. It showed me that I need to be prepared for what lies ahead, so that I can actually help ALL of my students learn.

Compare/Contrast “Naruto, Vol. 1: The Quest of the Ninja” and “American Borne Chinese”

I absolutely loved “American Born Chinese,” but I did not particularly like “Naruto.” I was worried about being able to read a graphic novel, since I have never been into comic books or any other graphic novels. However, “American Born Chinese” is a wonderful book for someone like me, who is just getting started with graphic novels.

Both graphic novels had great stories. Both stories were inspiring and very humorous at times. However, the “Naruto” storyline is one that is relatively overplayed. I’ve read too many stories about the trickster-orphan who goes on to greatness, it is sort of cliché. “American Born Chinese” had a story that has to do with real issues currently in the United States. On the back of the book, one critic compared it to Toni Morrison’s phenomenal (in my opinion) novel “The Bluest Eye.” I totally agree with that critic. I would teach “American Born Chinese” in my class, because it provides insight into the lives of Asian-American students. Through reading this, students can gain another perspective and critique the silly Asian stereotypes. This book has qualities that books of the Canon also possess, because through reading this book and books in the Canon, students may become better critics of themselves and of society. I think it is extremely important for students to not only be aware of stereotypes and complications of being an immigrant, but more important, to challenge the stereotypes and complications by learning to appreciate diversity and one’s culture.

The narration was simply placed in the boxes, where it was clear that it was narration. The balloons with dialogue were very easy to follow, also. However, the illustrations were so great, that the narration and dialogue bubbles were almost not even needed. I liked that the words were emphasized when necessary and that English-slip-ups were included. It was also effective to the portrayal of Chin-Kee that his R’s were L’s, and his L’s were R’s. The pictures were so well drawn that the story was totally clear to me. I especially liked the pane without any words at all, at some points, the illustrations drove the story. The large panes that took up the whole page were not only effective, but they made the book a super-quick read! I loved the characters and their illustrations. Chin-Kee, the Chinese cousin, was an exact depiction of common negative Chinese stereotype. The portrayal of the characters’ emotions was also very effective in the illustrations; perhaps my favorite was the frustration in the Money King’s face, it always made me laugh.

It sounds strange to say, but I liked the clean look of the page. There was a thick rim of white border on each page and thick white gutter that made reading the book easy and fast. In “Naruto,” I hated that the entire pages were covered in black ink. It was frustrating to me that the pages in “Naruto” didn’t have the same neat look that “American Born Chinese” (the color may have helped, too).

Clearly, I am extremely biased toward “American Born Chinese.” It deserved the manny awards it has won! I simply cannot put my finger on whatever has made “Naruto” such a hit. I had so much trouble figuring out how to read it. Once I had realized how it is meant to be read, I was still confused. There was too much going on in each page, my eyes must have gotten lost in the chaos. I researched and found that there are several volumes of "Naruto," there is a "Naruto" game, cartoons and it even a movie. I would recommend the book to students, however, because I know it is extremely successful and that others love it.

Gaming Guest Speaker

Evan Schwaab came to speak to us in class about gaming on April 5. I was so relieved that a student teacher was coming to talk to us about gaming, because to be honest, I know absolutely nothing about gaming.

Even when I was little, gaming has always been sort of foreign to me. I never had a Sega or a PlayStation. The most I can do is play Wii Sports, Sing It, and Guitar Hero. Those games do not have much to do with literacy.

I was amazed to see how much reading and intellect goes into the games. I never realized that games come with a full story to read and understand in order to play the game. The player uses literary strategies while playing, which leads to critical thinking (and that is the goal of English Ed!).

Like Dr. Kist said, it would be interesting to base an assignment off of a game, but it would be difficult to grade. However, it is possible to assess a gaming assignment in the same way teachers assessed students using "Oregon Trail" in elementary school. The teacher would have to know the game really well, and the player would fill out a worksheet documenting the stages and steps in the game. Questions could be formed for the game just as they are formed for a novel.