Making Connections in the Classroom
As stated in my teaching philosophy, I believe that everyone goes through life continually learning new things. While our students may think teachers know everything, we simply do not. We continue to grow through exploration, inquiry, professional development, technology, etc. In my own classroom, I promote this message of continual learning and exploration. I want children to love to learn, work hard, and have fun in school. So many times, students say their favorite subjects are lunch and recess. Although I love that kids like to be social and be with friends, I want students to love content subjects. Specifically, I want children to love to read. In this graduate program, I focused on literacy. I looked for ways to bring more literacy into my classroom and how to foster a love for reading. I believe that loving to read will not only bring joy into your life, but possibilities for learning and discovering new things. Throughout the graduate program, I have learned many new practices and strategies to bring back into my class. I was able to write lessons, work with students individually, bring new mentor texts into the classroom, create an online portfolio, and more. All of these resources have not only helped me grow as an educator, but also have added new tools to my “toolbox” of teaching. This particular course, ED 870 Capstone Seminar, has allowed me to have great reflection in my learning. This program reminds me to approach my job in a different way. Especially, knowing and understanding my students to the best of my ability. When you truly know your students, you are able to make deeper connections with them. These connections impact their attitude about school, their motivation in learning, their ability to open up and take risks in the classroom. I will also remember to represent my students in the books and medias that I choose to bring into the literacy block.
Fostering a love for reading could be a difficult task for some students. In some of my courses, I worked with students individually to better gage their interests and motivations in literacy. I have learned that when students are interested in what they are reading, they are more likely to learn more from that text. I think this can be applied across subject areas. When students have an interest, for example, in science, they are more willing to plunge into the learning and retain that information. This is something I aim to improve on as a teacher: really understand my students and make those connections early. Each student has a story to tell and unique traits and interests that they can bring to the classroom. I am hopeful that I can showcase those attributes and let them shine. When discussing effective literacy instruction, teachers need to focus on assisting students to ensure the best for all different learners. It is important for educators to know and understand the different policies and standards for literacy instruction and even more importantly, the rationale behind the standards and policies that allow for children to become better readers. When I think back to my grade school days, I remember taking standardized testing. I remember the pressure and stress of the testing. It is crazy to think that I was so young yet felt such a need to achieve well on the tests. Although I was never a strong tester, I always loved to read. My love for reading led me to wanting to become a teacher. I need to remind myself about my own education and my own motivations.
Just like all students learn in different ways, all students are also motivated in different ways. This year I tried to focus on what motivated each student when it came to literacy. A big part of this was letting students choose which books that would like to read. Student’s development of autonomy, or being in charge of their lives, is central. I have found this to be true in my classroom. When I give students the choice of what to read, most are excited and interested in what they are reading. In my classroom I do “Status of the Class.” This gives students the choice of what they are reading but keeps them accountable. Students must submit to me everyday the page they are on and a sentence of comprehension. I am also able to see if students are stuck on a book or keep switching and I try to help them find a book right for them. I have noticed that Status of the Class motivates students to want to read because it is enjoyable and a way to share with me what they are reading. Below are three classes that helped shaped my new way of thinking through this graduate program.
Fostering a love for reading could be a difficult task for some students. In some of my courses, I worked with students individually to better gage their interests and motivations in literacy. I have learned that when students are interested in what they are reading, they are more likely to learn more from that text. I think this can be applied across subject areas. When students have an interest, for example, in science, they are more willing to plunge into the learning and retain that information. This is something I aim to improve on as a teacher: really understand my students and make those connections early. Each student has a story to tell and unique traits and interests that they can bring to the classroom. I am hopeful that I can showcase those attributes and let them shine. When discussing effective literacy instruction, teachers need to focus on assisting students to ensure the best for all different learners. It is important for educators to know and understand the different policies and standards for literacy instruction and even more importantly, the rationale behind the standards and policies that allow for children to become better readers. When I think back to my grade school days, I remember taking standardized testing. I remember the pressure and stress of the testing. It is crazy to think that I was so young yet felt such a need to achieve well on the tests. Although I was never a strong tester, I always loved to read. My love for reading led me to wanting to become a teacher. I need to remind myself about my own education and my own motivations.
Just like all students learn in different ways, all students are also motivated in different ways. This year I tried to focus on what motivated each student when it came to literacy. A big part of this was letting students choose which books that would like to read. Student’s development of autonomy, or being in charge of their lives, is central. I have found this to be true in my classroom. When I give students the choice of what to read, most are excited and interested in what they are reading. In my classroom I do “Status of the Class.” This gives students the choice of what they are reading but keeps them accountable. Students must submit to me everyday the page they are on and a sentence of comprehension. I am also able to see if students are stuck on a book or keep switching and I try to help them find a book right for them. I have noticed that Status of the Class motivates students to want to read because it is enjoyable and a way to share with me what they are reading. Below are three classes that helped shaped my new way of thinking through this graduate program.
TE 849: Methods and Materials for Teaching Children’s and Adolescent's Literature. This course reminded me of literacy practices and philosophies to bring into my classroom. Literacy is having the ability to understand text, media, signs, literature, etc. For all students to have success as literacy learners, I have to instill confidence in them and see growth in each area. To have success as a literary learner, students will need to be fluent and communicative in their reading and writing. I believe that effective readers are strategic. Using different strategies to construct meanings will connect multiple areas of development such as phonemic awareness, word recognition, and a linking of manifold genres. A safe environment fosters literacy learning. When students feel unsafe, their confidence decreases. From the course, I walk away with a better understanding of how to use this reading confidence to form a love for reading. I believe that literacy can change my students’ lives. When I think about my students as readers, I think about all of the things they bring to the table. My students bring different races, religions, socioeconomic status, gender, abilities, and more. Along with all of these differences, they also bring unique passions and interests. I need to remember all of these differences and passions when choosing the texts for the classroom. This course has reminded me to make the books relatable to my students. It is important that I try to find texts that represent my students. I want literature to be something that students can use to escape but also feel valued. It is also crucial for students to read literature that represents what is going on in the world around them. Sharing current events with my students is important. As long as current events are presented in a kid friendly way, it is important for children to know what is happening in the world and how it affects them. This could also spike passion for career paths and some critical and problem solving thoughts. I want literature to empower my students.
TE 838: Children’s Literature in Film. This course asked me to really look into film language or a film that was based on written text. In school we used to be so excited to finish a book and be able to watch the movie. It wasn’t until we started getting into the film that we began to notice small and big differences between the two. Some students liked the differences, others detested them. Many students would ask why. Why did they skip this scene? Why is this character different? Why did they add that to the movie if it wasn’t in the book? Until we really dive into the media analysis of the film and look at the film language, we do not know. These differences and changes are not random but systematic. Filmmakers are intentional in every angle, sound, word, etc that is displayed in the film. In this course, we explored one central story in different ways. We read the book and watched the films. Both film and text offer several small differences that aid the storyline and aesthetics. However, each difference is a makeup of the film language. When viewers are able to read the film, they are able to understand the film language and the intricate details of the story. The autonomy of filmmakers allows for them to share the story in a creative way. Although the text and film share the same messages, the slight differences add to that media in a particular way. All of these differences, similarities, sounds, angles, etc, are important because they add to the theme and aesthetics of the story. Before taking this course, I would have read the book and watched the movie looking for similarities and differences. While I still can’t help looking for those things, I now ask the why behind the changes. Why do the filmmakers change that aspect of the book? Wouldn't it be easier to keep it exactly the same? Now knowing a lot of these reasons, I realize that filmmakers are very intentional in their portrayal of a book. There is even more pressure when that book is a phenomenon within pop culture and society. Then, the film has a lot of expectations to live up to. By starting with Charlotte’s Web, we were able to look more closely at film language and purposeful camera shots and angles. Through those activities, I was able to better understand the significance of angles. Moving through the course, we began to look at deeper messages into the films that that filmmakers wanted to convey. When we watched Charlie and the Chocolate Factory, both films offered different messages that the filmmakers wanted to focus on. For example, the first film supported an honest and not greedy message, however, the second film focused more on family and love. It is fascinating that even the “same” movie can offer different insights. My thinking really changed when I read and watched The Little Mermaid. The movie was always a favorite of mine as a child but once I used a filmmaker’s lens, it is clear that the messages in the Disney film are flawed. When I think about the messages that I did not understand as a child but was influenced by, I can see why the film seems to be overlooked as a great children’s film. This made me start to think about how many other “classic” movies that I loved as a child supported similar messages. I began to look at other films in a similar lens to fully dissect what the filmmakers intentions were. I also began to reflect on the affect these films have on pop culture and consumer goods. In order to see this on a very large scale, we looked at the affect of Harry Potter in pop culture and the world. Harry Potter pioneered children literature into the filmography world. Due to the popularity and hype surrounding each book and film, filmmakers were very carefully in aligning the films with the books. I think that is why the differences are even more intentional than most films. Many of the differences were based on film length. For the final week, Percy Jackson and The Lightning Thief, once again demonstrates the intentions of filmmakers. While the film has multiple differences, the filmmakers decisions were made to fit the intended audience. Through these works mentioned above and others that were not mentioned, I have been able to better understand the motivations behind filmmakers decisions in bringing books to real life.
ED 800: Concepts Educational Inquiry. As an educator, I believe that all teachers are unceasingly growing in their instruction, knowledge, and craft. It is important that teachers require inquiry in their teaching. Through this course, I have developed my knowledge of inquiry and its connection with new media. This past school year was my second year of teaching. The first week of meetings and professional development workshops were very overwhelming to me. My school and especially my building is entirely paperless in its communication. All staff meetings, all sign ups, etc are online which I could handle, however, we adapted a brand new math curriculum that was strictly online. Right away, I had to rely on inquiry to gain the knowledge and the organization of the “educational institution.” In order to function properly in my job, I had to have “the ability to read with hypermedia,” and, “the ability to communicate in digital formats”. I instantly thought about this course and how individuals use inquiry to learn on their own. Being a person that grew up as a digital native, the thought that I felt inadequate using technology humbled me. There is no doubt that our society is moving toward digitally centered instruction. New and constantly refreshed information along with consistent communication technologies play a tremendous role in education. However, through my own experiences and inquiries, my interactions with using technological innovative tools are critical to my students. By exploring technology in my classroom with inquiry, students will be exposed to digital media with education significance. Furthermore, they will be presented the tools and undeniable knowledge of the internet. Through this course, I have recognized the power of inquiry and how it impacts my instruction. I have also been able to apply it to my own life and experiences.
As I finish my graduate program, I am reminded of all the tools and resources that I will walk away with. I understand that knowing your students is very important. When you know your students, you can tap into their motivation, ability, and character. Moving forward, I hope that I use these resources, tools, and strategies to continue to be the best educator that I can be. This program has helped me grow as a learner and educator.
TE 838: Children’s Literature in Film. This course asked me to really look into film language or a film that was based on written text. In school we used to be so excited to finish a book and be able to watch the movie. It wasn’t until we started getting into the film that we began to notice small and big differences between the two. Some students liked the differences, others detested them. Many students would ask why. Why did they skip this scene? Why is this character different? Why did they add that to the movie if it wasn’t in the book? Until we really dive into the media analysis of the film and look at the film language, we do not know. These differences and changes are not random but systematic. Filmmakers are intentional in every angle, sound, word, etc that is displayed in the film. In this course, we explored one central story in different ways. We read the book and watched the films. Both film and text offer several small differences that aid the storyline and aesthetics. However, each difference is a makeup of the film language. When viewers are able to read the film, they are able to understand the film language and the intricate details of the story. The autonomy of filmmakers allows for them to share the story in a creative way. Although the text and film share the same messages, the slight differences add to that media in a particular way. All of these differences, similarities, sounds, angles, etc, are important because they add to the theme and aesthetics of the story. Before taking this course, I would have read the book and watched the movie looking for similarities and differences. While I still can’t help looking for those things, I now ask the why behind the changes. Why do the filmmakers change that aspect of the book? Wouldn't it be easier to keep it exactly the same? Now knowing a lot of these reasons, I realize that filmmakers are very intentional in their portrayal of a book. There is even more pressure when that book is a phenomenon within pop culture and society. Then, the film has a lot of expectations to live up to. By starting with Charlotte’s Web, we were able to look more closely at film language and purposeful camera shots and angles. Through those activities, I was able to better understand the significance of angles. Moving through the course, we began to look at deeper messages into the films that that filmmakers wanted to convey. When we watched Charlie and the Chocolate Factory, both films offered different messages that the filmmakers wanted to focus on. For example, the first film supported an honest and not greedy message, however, the second film focused more on family and love. It is fascinating that even the “same” movie can offer different insights. My thinking really changed when I read and watched The Little Mermaid. The movie was always a favorite of mine as a child but once I used a filmmaker’s lens, it is clear that the messages in the Disney film are flawed. When I think about the messages that I did not understand as a child but was influenced by, I can see why the film seems to be overlooked as a great children’s film. This made me start to think about how many other “classic” movies that I loved as a child supported similar messages. I began to look at other films in a similar lens to fully dissect what the filmmakers intentions were. I also began to reflect on the affect these films have on pop culture and consumer goods. In order to see this on a very large scale, we looked at the affect of Harry Potter in pop culture and the world. Harry Potter pioneered children literature into the filmography world. Due to the popularity and hype surrounding each book and film, filmmakers were very carefully in aligning the films with the books. I think that is why the differences are even more intentional than most films. Many of the differences were based on film length. For the final week, Percy Jackson and The Lightning Thief, once again demonstrates the intentions of filmmakers. While the film has multiple differences, the filmmakers decisions were made to fit the intended audience. Through these works mentioned above and others that were not mentioned, I have been able to better understand the motivations behind filmmakers decisions in bringing books to real life.
ED 800: Concepts Educational Inquiry. As an educator, I believe that all teachers are unceasingly growing in their instruction, knowledge, and craft. It is important that teachers require inquiry in their teaching. Through this course, I have developed my knowledge of inquiry and its connection with new media. This past school year was my second year of teaching. The first week of meetings and professional development workshops were very overwhelming to me. My school and especially my building is entirely paperless in its communication. All staff meetings, all sign ups, etc are online which I could handle, however, we adapted a brand new math curriculum that was strictly online. Right away, I had to rely on inquiry to gain the knowledge and the organization of the “educational institution.” In order to function properly in my job, I had to have “the ability to read with hypermedia,” and, “the ability to communicate in digital formats”. I instantly thought about this course and how individuals use inquiry to learn on their own. Being a person that grew up as a digital native, the thought that I felt inadequate using technology humbled me. There is no doubt that our society is moving toward digitally centered instruction. New and constantly refreshed information along with consistent communication technologies play a tremendous role in education. However, through my own experiences and inquiries, my interactions with using technological innovative tools are critical to my students. By exploring technology in my classroom with inquiry, students will be exposed to digital media with education significance. Furthermore, they will be presented the tools and undeniable knowledge of the internet. Through this course, I have recognized the power of inquiry and how it impacts my instruction. I have also been able to apply it to my own life and experiences.
As I finish my graduate program, I am reminded of all the tools and resources that I will walk away with. I understand that knowing your students is very important. When you know your students, you can tap into their motivation, ability, and character. Moving forward, I hope that I use these resources, tools, and strategies to continue to be the best educator that I can be. This program has helped me grow as a learner and educator.