Friday, February 24, 2012
Eye Candy
Ive been feeling the winter doldrums lately. Not that this winter hasn't been fabulous as far as winters go, but the month of February always seems to drag on. I am more than ready for this scene:
Resources
In my classroom I understand that I am not the only available resource that parents and students can use. There are myriads of online resources that available as well.
I am linking several websites that may be helpful to parents and students.
Illinois State University's website:
http://http://www.illinoisstate.edu/
Illinois State Board of Education's website
http://www.isbe.state.il.us/
National Council of Teachers of English
http://ncte.org/
Illinois Interactive Report Card
http://iirc.nui.edu/
I am linking several websites that may be helpful to parents and students.
Illinois State University's website:
http://http://www.illinoisstate.edu/
Illinois State Board of Education's website
http://www.isbe.state.il.us/
National Council of Teachers of English
http://ncte.org/
Illinois Interactive Report Card
http://iirc.nui.edu/
Past Work
Here are some examples of work that I have done in the past.
From ENG 375: A Canon of Texts that I would teach in a future classroom
My Cannon for Adolescents
As a teacher, deciding which texts to incorporate into your curriculum is a big undertaking. Which texts you include and which you don’t are important to think about because it makes an impact on your students. I think the best curriculum for adolescents involves texts from multiple genres, dealing with interesting themes that are representative of authors of different gender and ethnicities. Not every student is going to be passionate about classic literature; so you have to vary the texts and teaching strategies in your classroom to try to reach the interests of your students.
From ENG 375: A Canon of Texts that I would teach in a future classroom
My Cannon for Adolescents
As a teacher, deciding which texts to incorporate into your curriculum is a big undertaking. Which texts you include and which you don’t are important to think about because it makes an impact on your students. I think the best curriculum for adolescents involves texts from multiple genres, dealing with interesting themes that are representative of authors of different gender and ethnicities. Not every student is going to be passionate about classic literature; so you have to vary the texts and teaching strategies in your classroom to try to reach the interests of your students.
In my cannon, or my list of texts I would teach from, I have noticed that I have a reoccurring theme and that is texts that are from American authors, dealing with issues in America both past, present and in the future. I think that I am naturally more interested in national events rather than international ones. I would take a guess that this is also true for adolescents as well. Themes and ideas that Americans dealt with in the past are often still present today, such as economic disparity and racism. I think that high school kids are at the age where you can discuss important if not uncomfortable issues and read a book, like To Kill a Mockingbird that uses the n-word. That being said, the texts I have chosen would be geared towards Junior/Senior English students due to their content. So in my cannon I do take a very general chronology of American texts, beginning with texts as I mentioned, To Kill a Mockingbird and ending with texts that deal with future societies, such as The Hunger Games.
To Kill a Mockingbird by Harper Lee
I think this is an excellent book to read and to teach. The setting, Alabama in the 1930’s, is very different from Central Illinois in 2011, but the characters seem so personable and many of the issues are still lingering in our society today. One of the book’s major themes is tolerance of others, and specifically tolerance of race and gender. Many other lessons are presented throughout the book but I would focus on this theme as other texts I have chosen deal with it also.
To Kill a Mockingbird by Harper Lee
I think this is an excellent book to read and to teach. The setting, Alabama in the 1930’s, is very different from Central Illinois in 2011, but the characters seem so personable and many of the issues are still lingering in our society today. One of the book’s major themes is tolerance of others, and specifically tolerance of race and gender. Many other lessons are presented throughout the book but I would focus on this theme as other texts I have chosen deal with it also.
“The Wife of His Youth” by Charles Chestnut
This short story is a light-hearted look at life after the Reconstruction period. The main character Mr. Ryder was once a slave in his youth, but after obtaining freedom moved North and became accepted into white society. He must have had light skin tone, which is an interesting issue in itself. As a slave he had married a woman but it being a slave marriage it wasn’t legal so he never went back for her. This woman comes to his home looking for her long lost husband, and he realizes that this was the wife of his youth. I chose this story because it was short, but also because it brings up issues of race, and class during this interesting time in our history.
This short story is a light-hearted look at life after the Reconstruction period. The main character Mr. Ryder was once a slave in his youth, but after obtaining freedom moved North and became accepted into white society. He must have had light skin tone, which is an interesting issue in itself. As a slave he had married a woman but it being a slave marriage it wasn’t legal so he never went back for her. This woman comes to his home looking for her long lost husband, and he realizes that this was the wife of his youth. I chose this story because it was short, but also because it brings up issues of race, and class during this interesting time in our history.
“Neighbour Rosicky” by Willa Cather
This is a “feel good” story about a poor farmer’s love for life. Issues of immigration, poverty during the Great Depression and life on the farm are present. The main character does die in the end of the story, but he dies happy so the reader also feels it is a happy ending. I think it is important to have stories like this in your class, that aren’t all gloom and doom.
This is a “feel good” story about a poor farmer’s love for life. Issues of immigration, poverty during the Great Depression and life on the farm are present. The main character does die in the end of the story, but he dies happy so the reader also feels it is a happy ending. I think it is important to have stories like this in your class, that aren’t all gloom and doom.
The Great Gatsby by F. Scott Fitzgerald
This book is the epitome of showing the “American Dream” during the Roaring ‘20s. I read it in high school and it is very prevalent in many high school English curriculums. What I remember most about our analysis of it in high school was the use of colors and how that adds to the complexity etc. Along with the plot, it is interesting to look at those stylistic features of the text.
This book is the epitome of showing the “American Dream” during the Roaring ‘20s. I read it in high school and it is very prevalent in many high school English curriculums. What I remember most about our analysis of it in high school was the use of colors and how that adds to the complexity etc. Along with the plot, it is interesting to look at those stylistic features of the text.
Show “American Dreams” (2002-2005)
Moving along into the Sixties, I thought this show captured the time period well and was created for teen viewers, so it could spark an interest with the students. It shows one family, the Pryor’s, from Philadelphia. The older brother goes off to war in Vietnam and the sister frequents the set of American Bandstand, the teen TV phenomenon of the time. When this show aired I was in high school and I actually did watch it and I liked it. It had romance and cameo appearances by singers etc. I would show an episode or two in class.
Moving along into the Sixties, I thought this show captured the time period well and was created for teen viewers, so it could spark an interest with the students. It shows one family, the Pryor’s, from Philadelphia. The older brother goes off to war in Vietnam and the sister frequents the set of American Bandstand, the teen TV phenomenon of the time. When this show aired I was in high school and I actually did watch it and I liked it. It had romance and cameo appearances by singers etc. I would show an episode or two in class.
Music from the Sixties and Seventies
I think it would be fun to go along with the show to play some popular music from that time. The show has a very good soundtrack and I would do a short analysis of the type of music that was popular, types of dance moves etc.
I think it would be fun to go along with the show to play some popular music from that time. The show has a very good soundtrack and I would do a short analysis of the type of music that was popular, types of dance moves etc.
The Hunger Games by Suzanne Collins
This is a fairly recent book that has become pretty popular with adolescents. It is set in a future time that it not really specified, but the society functions in a very different and extreme way from what we are used to. I liked that the protagonist was female and that she was a role model figure, had a strong character etc. The book is lengthy, but it is a fast read. A movie is in the works I believe so I could include clips from that if it was available.
This is a fairly recent book that has become pretty popular with adolescents. It is set in a future time that it not really specified, but the society functions in a very different and extreme way from what we are used to. I liked that the protagonist was female and that she was a role model figure, had a strong character etc. The book is lengthy, but it is a fast read. A movie is in the works I believe so I could include clips from that if it was available.
Fahrenheit 451 by Ray Bradbury
I would also include this book in my cannon. It is a great book and it basically says “Save the books!”, “Save the knowledge!.” The main character, Guy Montag, is a fireman whose job entails burning all books that are found in people’s possession illegally. In this society the government has ordered that some books be destroyed as a way to censor the ideas people are exposed to. Like many adolescent texts this is a story of maturation for Montag. I think the message is appropriate for a classroom setting and a junior/senior class.
I would also include this book in my cannon. It is a great book and it basically says “Save the books!”, “Save the knowledge!.” The main character, Guy Montag, is a fireman whose job entails burning all books that are found in people’s possession illegally. In this society the government has ordered that some books be destroyed as a way to censor the ideas people are exposed to. Like many adolescent texts this is a story of maturation for Montag. I think the message is appropriate for a classroom setting and a junior/senior class.
Calendar
Through my scheduling app on this blog, you can see the times I am available. It also might make it easier to see time when I am NOT available. Here is my weekly schedule:
| Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|
| 3:00-6:00 Class | 11:00-4:00Class | 3:00-9:00 Class | 11:00-4:00 Class |
My Educational Musings
Here are my reflections on my teaching philosophy, in case you were interested.
Realizing the Democratic Ideal lays out ten moral and intellectual virtues that all educators should possess. Taking a self reflective view of these virtues, I was able to pin point some that I was not confident in having achieved. I believe my areas of challenge are sensitivity to diversity, understanding of what effects learning and having a deep knowledge of my content area. One virtue that I feel I have not developed yet is sensitivity toward the varieties of individual and cultural diversity. If I took this virtue at surface value, then I would feel that I am developed in it. I am aware of most varieties of diversity and am certainly respectful of people’s cultural differences. However, I see this virtue applied in the classroom. Teaching a predominately white middle class curriculum, are you able to be sensitive to the students who might not be reached through that curriculum? In this situation I can recognize that I am lacking in this virtue. To solve this, I think I need more experience in the schools. To be a teacher capable of handling students of all ethnicities and cultural backgrounds, I especially need experience in diverse schools. My time at Illinois State University will most definitely prepare me to work in diverse settings. The education requirements of completing 50 hours of observations in a diverse school will benefit me. Peoria is close to home for me, so I will observe in Peoria schools, where the population is much more varied than my former high school.
Another area of teaching that I feel I am not qualified yet in is having an understanding of what affects learning and appropriate teaching strategies. As a teacher I need to be aware of the different ways student’s learn and what will work best with them. Recently, I heard a professor say that we need to learn to teach others who are not like us. That can translate into many forms, but I take that statement to mean that how you as the teacher learn will be different from how your students learn. As a teacher, you need to be accommodating for other types of learning other than your own. I feel less confident in knowing what affects a student’s learning and also strategies to help a student if they are not grasping the material. Courses that I am currently taking and will take in the future will offer me the knowledge that I need in this area. Tutoring can also help me with this challenge. By working closely with a student, I could infer what kind of learner he/she is and compare that to my own type of learning. Making this connection will help me to become a successful teacher of different learners.
Finally, one area that I again am lacking in is a wide general knowledge and deep knowledge of the content that I will teach. Thus far in my college career I have had several courses in English, which is what I will eventually teach. The courses I have taken have been introductory. To be able to teach students I will need to know a great deal about my subject area. As I take more classes in college, I will choose courses in English that I know I am not as familiar with. This will enhance my knowledge of English. I also have not gotten a good grasp yet of how to teach English. Being a student in an English class teaches me how to be a student, but now I need to transition and put myself in the teacher’s role. Now as I take more English courses at Illinois State University I will notice exactly how the teacher/professor is running the class.
No teacher is perfect, but those who love what they do strive to be more effective and better able to connect with their students each day. The virtues as mentioned in Realizing the Democratic Ideal are set as a foundation and a guide for teachers and aspiring teachers to better themselves. As I work toward my goal of becoming an educator, I need to work upon the areas of challenge within those virtues: sensitivity toward individual and cultural diversity, having an understanding of what effects learning and learning strategies and possessing a deep general knowledge of my content area. Developing these virtues while at ISU will prepare me for the responsibility of managing and teaching a classroom full of students.
Realizing the Democratic Ideal lays out ten moral and intellectual virtues that all educators should possess. Taking a self reflective view of these virtues, I was able to pin point some that I was not confident in having achieved. I believe my areas of challenge are sensitivity to diversity, understanding of what effects learning and having a deep knowledge of my content area. One virtue that I feel I have not developed yet is sensitivity toward the varieties of individual and cultural diversity. If I took this virtue at surface value, then I would feel that I am developed in it. I am aware of most varieties of diversity and am certainly respectful of people’s cultural differences. However, I see this virtue applied in the classroom. Teaching a predominately white middle class curriculum, are you able to be sensitive to the students who might not be reached through that curriculum? In this situation I can recognize that I am lacking in this virtue. To solve this, I think I need more experience in the schools. To be a teacher capable of handling students of all ethnicities and cultural backgrounds, I especially need experience in diverse schools. My time at Illinois State University will most definitely prepare me to work in diverse settings. The education requirements of completing 50 hours of observations in a diverse school will benefit me. Peoria is close to home for me, so I will observe in Peoria schools, where the population is much more varied than my former high school.
Another area of teaching that I feel I am not qualified yet in is having an understanding of what affects learning and appropriate teaching strategies. As a teacher I need to be aware of the different ways student’s learn and what will work best with them. Recently, I heard a professor say that we need to learn to teach others who are not like us. That can translate into many forms, but I take that statement to mean that how you as the teacher learn will be different from how your students learn. As a teacher, you need to be accommodating for other types of learning other than your own. I feel less confident in knowing what affects a student’s learning and also strategies to help a student if they are not grasping the material. Courses that I am currently taking and will take in the future will offer me the knowledge that I need in this area. Tutoring can also help me with this challenge. By working closely with a student, I could infer what kind of learner he/she is and compare that to my own type of learning. Making this connection will help me to become a successful teacher of different learners.
Finally, one area that I again am lacking in is a wide general knowledge and deep knowledge of the content that I will teach. Thus far in my college career I have had several courses in English, which is what I will eventually teach. The courses I have taken have been introductory. To be able to teach students I will need to know a great deal about my subject area. As I take more classes in college, I will choose courses in English that I know I am not as familiar with. This will enhance my knowledge of English. I also have not gotten a good grasp yet of how to teach English. Being a student in an English class teaches me how to be a student, but now I need to transition and put myself in the teacher’s role. Now as I take more English courses at Illinois State University I will notice exactly how the teacher/professor is running the class.
No teacher is perfect, but those who love what they do strive to be more effective and better able to connect with their students each day. The virtues as mentioned in Realizing the Democratic Ideal are set as a foundation and a guide for teachers and aspiring teachers to better themselves. As I work toward my goal of becoming an educator, I need to work upon the areas of challenge within those virtues: sensitivity toward individual and cultural diversity, having an understanding of what effects learning and learning strategies and possessing a deep general knowledge of my content area. Developing these virtues while at ISU will prepare me for the responsibility of managing and teaching a classroom full of students.
Introduction
Hi everyone!
My name is Elise Gerkin and I am using this blog as my "Educational Space". You will see past work from classes at ISU and extra "space" for future academic use. Thanks for visiting!
You can contact me through email at emhouge@ilstu.edu
If you would like more information on ISU and the Bloomington/Normal area, take a look at the school's website. http://www.illinoisstate.edu/
My name is Elise Gerkin and I am using this blog as my "Educational Space". You will see past work from classes at ISU and extra "space" for future academic use. Thanks for visiting!
You can contact me through email at emhouge@ilstu.edu
If you would like more information on ISU and the Bloomington/Normal area, take a look at the school's website. http://www.illinoisstate.edu/
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