Bright Ideas Conference Write-Up

I had so much fun attending the Bright Ideas conference! It was a great experience to be able to ride there with such great colleagues, talking all the way there about what kind of teachers we want to be and about English Education in general.

The first workshop we went to was very helpful, and I am so glad I went to it. In that session was a panel of MSU Student Teachers who were just about done with their internships. Basically they gave us advice on our internships, what to do and what not to do. They had many helpful hints and facts a bout what to expect in our internship year.

They put a lot of our fears or concerns at ease - or at least were honest about what to expect. The best chunk of advice I received was that you can't control everything but you can control yourself. They all agreed that to be successful in your internship and teaching in general is to know yourself and know yourself well.

They said that it is very important to establish strict rules and boundaries on the first couple days, and also that you can't lead a double life. They said that when your personal life or own interests and personality traits comes through into the classroom students really enjoy it. They also talked a lot about how you won't be the same during your internship, and that even though you may still be a college student you can't exactly act like one anymore.

All in all I took away a lot of great advice from this panel, and I felt really relieved after talking with them.

The second panel was about scaffolding and helping the students through a big assignment through taking it little by little. I took away some great resources from that workshop. I see a lot of scaffolding would be needed in order for some classes to do a Multi-Genre project.

I am so glad I went to this conference, and after two great conference experiences I will be sure to go to any other conferences such as these that come my way.

Linda Christensen Conference Write-Up

The Christensen Conference was a very unique experience and I'm very glad I attended both the talk and the workshops.

The lecture she gave was really great because we saw what Christensen was really like in person and see how close she was to how we imagined her. She reminds me a lot of Dr. Alison Baer, which is funny because they are both amazing teachers who love the written word. At times when I felt that Christensen's book was a little wishy-washy I now take those stories at face value, and as inspiring stories from her past.

I feel like she's a really genuine person who truly cares about kids and that gives her book more meaning and value in my opinion. She's someone who I'm definitely not ashamed to say I aspire to be like as a teacher.

The first workshop I went to was pretty good, I heard about a good book and also about questioning the classroom.

The second workshop I went to was really amazing and I learned so much about teaching the Holocaust in our classrooms from that workshop. It came in really handy while I was writing my Unit Plan for ED 3020 on WWII.

I emailed the presenter of this workshop, Katherine Ha, after her conference and she emailed me back her book list - many of which I included in my annotated text set for LS 3010. I could tell how knowledgeable she was, and she told us all about how she spent ten days in New York doing an extensive and intense program focusing around the Holocaust, run by a Holocaust survivor and author of The Sunflower, a novel about forgiveness.

She also promoted applying for programs such as this as a teacher, because it really enriched her class and her lessons. Much of the resources she gave us she received while in this program in New York.

She was very excited and vocal about how great of an experience it was for her and how much it impacted her classroom as well as her teaching.

All in all I was very glad I went to this conference - it was a truly interesting and helpful!

Grammar Group

I absolutely LOVED the way the grammar group set up their presentation. It was so cool how they made us be in "Paris" and we were a group of selected students. That created a really fun atmosphere for the first day of their presentation.

I kept forgetting that the group was about grammar, even though we were looking at grammar the entire time. I think this reflects well upon them, because they made grammar seem really fun and entertaining.

The Poetry Group

I loved it! The Poetry Group was so much fun, and I loved hearing everyone else's poem as they were funny, heartfelt and a whole host of other adjectives. I kept the handouts they gave and will use them as references as well as they wikispace. It's nice to have them as a reference for when I'll be teaching - I can just pull out one of those hand outs and do a poem about whatever subject we're doing a a class at the time.

For instance a poem can be done on To Kill a Mockingbird using an I Am poem, taking the voice of one of the characters.

Communities Group

I really enjoyed the presentation by last week's group. Their activity with the pictures and writing on those pictures was really fun and it's always nice to use creativity with projects like that in a group setting.

The second day of their presentation I was sick and not in class, but I heard all about their game and the activity the class did together and I'm very disappointed to have missed it! It sounds like choosing roles and acting them out was a great way to put yourself in another's shoes and to have some fun as a class.

Overall I feel that they did a great job, and all group members did their part in presenting.

Group Teach Experience

Overall, group teaching was AMAZING. I liked getting to know the people in my group, and it was great to come together to learn about Multi-genre projects. I've learned so much about MG projects, how to make them, and the pros and cons.

Probably the best part about teaching the class about MG projects was that I was so excited about it, I got to share that excitement with them. MG projects are so fun and have many benefits, it was a fun to talk about it as a group of future educators.

The worst part was probably making the tedious copies - but that tells you how fun the rest of the project was. The rest of the project was nice because I wanted to learn about MG projects, and I got to learn about it with people who also wanted to know more about them and how to use them in classroom.

I can't wait to see what other people do with their group teaches! I know they'll all be great.

Q's for Linda Christensen

1. Did you ever worry about getting "too personal" with your students? Where do you draw the line about how much information about your personal life you talk about with them?

2. What do you know about "Six Traits" writing? How do you feel about "Six Traits" writing, and how would you include it in the classroom?

3. What do you consider to be the hardest aspect about teaching young people, and what do you do to overcome this aspect?

Chapter 8 of Reading, Writing, and Rising Up

Tracking is a hot topic both in Christensen's book and in education studies as a whole. English class or math class, tracking happens and there's no getting around it. Christensen makes some great observations in her chapter on tracking and how to deal with teaching "lower- tracked" students and how to teach mixed classes.

When one student said, "Schools are set up like beauty pageants - some of us were set up to fail. They way they treat us, they might as well say, 'you suck, get lost, get out of here.'" it broke my heart! Mostly because I understand and have seen what this student is talking about.

I've noticed lately, especially now that I'm out in the schools pre-interning, that it's not the negative comments that cut more often. Sure, there are teachers who are negative I'm sure, but more often there are teachers who are apathetic. Those apathetic folk who don't give praise or criticism are just as bad as teachers who tell students out loud that they are worthless. Not telling students anything at all, IS telling them they are worthless without saying it out loud.

Spoon-feeding students bits of information, nothing in-depth, is just like silently letting them know that anything more than that would be over their head and they wouldn't be able to handle it. No student fails if they are never given the opportunity to succeed, and I think Christensen recognizes this in this chapter.

Chapter Four of "Is It Done Yet?"

Peer editing, as discussed in class, is an important step in revising. While I don't think it's necessary for students in middle school all the time or for every assignment, a fresh eye for each paper that isn't the writer is necessary.

Using different rubrics for each assignment, and checking those rubrics to make sure they're actually rating what is important in the paper and are requiring what they need to learn and take away from the paper.

Chapter Three of "Is It Done Yet?"

One idea I liked that comes out of this chapter is the idea of showing students work that is good, and also accessible to them. Students who think, "Yeah, I could do that" are much more likely to try harder and have a better final product in the process. Students should understand that modeling isn't wrong, and modeling (not copying) another person's work or ideas or concepts shouldn't be discouraged.

Chapter Six of Reading, Writing, and Rising Up

I think Christensen was brave for tackling the issue of immigration, and with its parallels to our times it's a subject that needs to be talked about in classrooms.

Like the "Where I'm From" poem, the topic of immigration helps students understand where they come from, and where their classmates come from. The idea of doing research and teaching students how to do their own research is a concept which they'll need to learn, and learning it about their heritage will add a more personal element to their research. The personal element is an element that Christensen always keeps in mind in her lessons, and it is because she understands that the more personal an issue is to a student, the harder they will work and the more that they will learn.

Chapter Two of "Is It Done Yet?"

Describing the steps of revision like an ice cream cone was a great visualizer for the subject, and the steps Gilmore outlines are definitely the most crucial points of revising a paper. Even to this day it's almost second nature to want to proofread and do all the superficial changes first, just because they are the easiest.

I like the idea of students helping develop the topics, and I think it's very important for them to be able to write a thesis clearly, and with a purpose. Many papers don't work out because they lack purpose, and they lack passion. Without these two things, many students can't write a essay that would truly be enjoyed by the teacher, or the student themselves.

Chapter One of "Is It Done Yet?"

The aspect that struck me most about the first chapter of Gilmore's book is his answer to the question "Is there a system?"

Gilmore writes, "every student, every class is different." I feel that that concept is very important because it is a very easy thing to forget both as a teacher, and as a writer of books for teachers. It's easy to generalize about students and about classrooms, and easier still to forget that each is different. Every class has its own members, and each member has their own personality that will either me like many others you've know, or unlike any you've ever met. In this way it is important to cater to the needs of each class - even though you may be teaching the same subject to the same age group four times a day, I believe you should be teaching it four different ways. This should be done both for the teacher's sake, and the sake of the students.

Each student deserves the best possible, and having a teacher who is bored with the material or the lesson doesn't help anyone learn.

Chapter Five of Reading, Writing, and Rising Up

I love The Color Purple and the way Christensen uses it in her teaching. I love that she uses it because not only is it relevant because of the poetic quality of the writing, but it's also historical in nature and thus educational in more ways than one. I think it's great how Christensen illustrates how students reading their poetry helps their classmates realize they aren't alone, and that many of the same things have happened to them.

As we found through our poems in our class, it seems that a lot can be discovered about others and about ourselves through writing and reading our poetry. This is important because we, as educators of English, are teachers first - English teachers second.

Chapter Six of Cohesive Writing

This chapter is a short reflection, and I'm not sure how to reflect on Jago's reflection, so I think I'll comment on the book in general.

I liked this book, and I feel like it worked well paired with Christensen's book. Christensen's book puts a personal face on a lot of the things Jago writes about in a more objective manner. Jago's four objectives make a lot of sense to me, and I'll definitely be remember them while I'm teaching. The importance of revision and positive feedback are important factors in making students into writers. One of the greatest thing that can stem from achieving these objects is that students won't just feel comfortable about writing, some students will have fun writing. Enjoying writers and writing, and what it takes to be a writer, is one of the greatest things about English literature and the study of it.

Chapter Five of Cohesive Writing

This chapter has several good points about writing papers, one of them being that "teachers do a disservice to students if they accept first-draft jottings as finished papers" (83). Until recently I didn't know the true value of revising papers. If a student never has the opportunity to rewrite an assignment, they will never correct the first mistakes they had made and those are more likely to make those mistakes again. Jago also stresses the importance of writing to become a better writer. Improving your writing through writing is a big theme of Christensen's teachings, and Jago affirms that practice makes for better writers. The person writing comments on the paper example might have been a little critical, or at least a little to forceful. Positive comments are good, and asking the student questions to help encourage their thought process is also a good thing to do.

Chapter Four of Reading, Writing, and Rising Up

The most interesting part of this reading for me was what Christensen has to say about students avoiding being creative or taking risks with their writing because they are afraid of making mistakes. A side effect of society's emphasis of grammar leads many students to worry that writing freely and without stress. Granted, grammar and spelling errors can be distracting to teachers as the reader, but the important thing about students writing is their message and what they are trying to say. The point they are trying to make and what they want to get across through their words and tone is the most important factor during writing exercises and free writes. Using words students use at home is the best way to make them feel comfortable, and thus more able to write meaningful things.

Chapter 4 of Cohesive Writing

One of the great things about chapter four that I noticed was the Reflection Chart on page 75. This seems like a great tool for students and any writers of papers in general, to use in aid to their work. Everything the chapter said about rubrics was interesting; consider the debate about whether or not papers should even use rubrics.
I’m not sure what else to say about chapter four. The Christensen reading is usually more stimulating for me, and although these chapters are helpful in many ways, they lack the personality that Christensen brings to the table.

Chapter 3 of Cohesive Writing

The essay written on teen suicide was so well-written I had forgotten that it was a female who had written it. She got into character so well – almost too well. That is something which this chapter addresses as well. Jago writes, “No wonder many English teachers are shying away from creative writing” (49). I can definitely see where the rising violence in schools and the need for teachers to report any suspicions would give rise to problems where creative writing is concerned. If we think about it, what are most books about? There are at least one or two violent or traumatic things that happen to propel the plot and give rise to the climax.
By making it taboo for students to write about violence or traumatic events (something they may see or experience daily) we put our students in a box where they are forced to write cookie-cutter stories, with dry or contrived plots. Sure, there are some great stories without any violence or trauma.. none that I can think of at the moment, but I’m sure they are out there. Somewhere.

Chapter 3 of Reading, Writing, and Raising Up

My favorite part of this chapter would have to be the Bill of Rights for Girls, and I almost feel like it should say the Bill of Rights for Women, because grown or young there are many females out there who believe they have certain rights that are on this list. I like the whole idea of writing for an audience, because although some writing is private and should remain that way, some writing ends up being so profound, funny, or reflective that it should be shared - it wants to be shared and the reader would benefit if it was. Along with this, some students can't be motivated unless they know someone is going to read their writing. Students might think, "No one's going to read this, why should I bother making it good?"

I also enjoyed reading the piece on page 73 entitled "A Woman's Silent Journey." Not only does it idenify with many of the female readers, it also strikes a controversial cord regarding the social idelogies around the female images. Erika Miller dicusses Barbie dolls, Disney movies, and other culturally accepted products that marginialize women and make girls strive for impossible and unnecessary perfection.

"Tar Baby" by Khalilah Joseph was also fascination to read, espcially when she brings up movies such as Waiting to Exhale and Pretty Woman. I'd heard things about Waiting to Exhale before, although I've never seen it, but I can see how innapropriate it is.

Chapter 2 of Reading, Writing, and Rising Up

There are so many things I love about this chapter – it’s hard to know where to begin. First of all, it’s very interesting to read the critiques on cartoons and Disney movies not only because we don’t always think about them in a critical way, only in a nostalgic one. Secondly it’s interesting to me because I’m just coming out of Adolescent Literature, where we looked at books like Anne of Green Gables and The Adventures of Tom Sawyer, taking critical looks at gender roles and race roles in society. Just as literature not only reflects society, but shapes it – movies do the same. Especially movies and literature geared towards a young audience. These movies and books targeted toward the young are enforcing, or attempting to enforce, certain ideologies about our roles in society.

On the Praise Poems, I find them a really good and positive idea. Although I’m not sure how I’ll be able to easily write one myself. In a society that is plastered with photos and images of what we are supposed to look like, it’d be difficult for anyone to get past that and talk a bout what they really value and embrace about themselves. I feel like I can write this poem, but I’m really not sure how much I’ll want to share it with the rest of the class. I mean what if I write about something about myself that no one else finds interesting or relevant? I’m sure every student Linda Christensen had write a Praise Poem had this exact same worry.

Praise Poem : Standing Strong

Sometimes they’re painted
Sometimes they’re not
Sometimes they smell
Most times they don’t

They are my feet
They can withstand 135 pounds of woman
For eight hours at a time
Busy busy busy
Running all the time.

They don’t put up a fight
They know better
I have things to get done
And they don’t hassle me

Others may complain,
But mine do not.
My soles are as strong as my spirit.

I’ve stood up to people
I’ve stood up for people

I’ve walked to a job
I’ve walked home
I’ve walked away from a job
I’ve walked to a new home
I’ve walked to school
I’ve walked away from school
I’ve walked to some friends, and away from others
I’ve walked to some men, and away from most

While some things may change
I’ll always be walking forward
On the two feet
That God gave me

Chapters 1&2 of Cohesive Writing

I like the idea of students reading the A papers, or at least reading examples of what is good about another’s papers. It is at least more realistic than expecting the students to read professional essays and literary articles.

In the second chapter I learned that anthologies are making efforts to include non-fiction in their books. Jago writes that “many state standards demand that students read ‘informational materials and workplace documents’” (24). This statement baffles me, especially after discussing in other education classes the value of teaching students in efforts to make them into “model citizens” or “productive members of society.” This way of thinking seems dehumanizing to me. I don’t argue with the value of nonfiction, however; some of the best reads are articles or true stories. I think I’d just like to know what exactly a “workplace document” is supposed to be. Are we priming our students to be cubical paper-pushers, or are we more concerned with making sure they have a range of writing to chose from? I hope it’s the latter, and I believe I’ll think of it that way since some students may benefit from different sorts of readings such as “workplace documents” to keep them interested.

Jago’s writings seem to promote placing students into groups to do their discussing and question-answering. I like this idea and I also like what she has outlined on page 26. I also like how Jago points out the importance of defining the difference between the persuasive and informational writing. It can be confusing when writing a paper, because largely when one is writing something informational the writer also has an opinion on the subject. It’s important for the students to know whether they are expected to be telling and informing, or taking a stance and making an argument.

Chapter 1 of Reading, Writing, and Rising Up

The thing about sitting in a circle is that everybody is facing each other, and no one can hide. The same can be true about poetry. Poetry leaves room to tell it all or to hide, and at the start of a class I think the best thing for students are to make those first steps towards introducing themselves. Even if they all know each other from previous classes and years in school, people change and should always be given new opportunities to introduce themselves - especially at their young age. Giving students time to think about who and what the come from helps them reflect and grow on who they are as people. I think that’s a big part about teaching that Linda Christensen seems to understand well – that teachers have a responsibility not only to teach their subject, but also help the students learn about themselves.

Read-Arounds are something I definitely plan to utilize in my classroom, and even before reading this I noticed how much different discussions and classes can be when student circle-up. That’s probably how I’ll say it when I’m a teacher. On discussion days when we’re going to share our writing or talk about something we’ve read, I’ll come in and say “Alright let’s circle-up…”

One question I’ll have to ask Christensen, or anyone else who has ideas on the issue, is how person to get with your students. My original thoughts were to not tell students much at all about my personal life – as little as possible, in fact. Then I think back to my favorite, and most effective, teachers in high school. Thinking about them made me realize that I knew a fair amount about their personal lives. Christensen writes, “My willingness to share my life opens the doors for students to share theirs. I write stories about my father’s alcoholism, my poor test scores, my sister’s wayward ways, and my first marriage to an abusive man” (15). I suppose in the end it’s a judgment call, and a personal preference.

Where I'm From

I am from hand lotion
And sweet smelling perfume.
I am from kiddie pools
And gobs of sun screen.

I am from computers, home depot trips and projects.
I am from screen door installations, new paint jobs,
And renovations.

I am half of a whole –
My brother a half, and I the other.
Two peas in a pod, a pair of “goofballs”

I am from mac’n’cheese

I am from grilled cheese
I am from potatoes with cheese
I am from string cheese
I am from nachos and cheese
And “These are nach-yo nachos”

If you were to come into my parents home
There is yelling, and sarcasm,
And my mother pretending to be annoyed at my father
When really she is glad he’s there to annoy her..

I am from sarcasm, I am from yelling
I am from my mother and my father.
I am glad they are there to annoy me.