Some ideas on teaching English from the English Journal (EJ), September 2007, a publication of the National Council of Teachers of English (NCTE).
How use films with novels?
Gives students film clips and asks them to turn the clips into text. J Golden. EJ (Sep. 07), 28.
How can students learn more about English grammar?
Students learn more about English grammar by studying Spanish. J Golden. EJ (Sep. 07), 30.
How help students visualize the settings in novels?
Create a "virtual world" with pictures and maps accompanying text from the novel. CM Arver. EJ (Sep. 07), 37-42.
How help students expand their literary discussions beyond the classroom?
Students create blogs in response to the literature they are reading and discussing in class. Other students are able to respond to these responses on the blog. An advantage to students who are quiet and don't speak up in class discussions. C English. EJ (Sep. 07), 56-61.
How help students go beyond the books they are reading?
Using The Orchid Thief by Susan Orlean as a model of the world of collecting orchids, students used either their own collectibles or started a new collection and researched the collectible from a variety of sources. Emphasis was on the variety of sources used and the variety of media used in the presentation. KE Moynihan. EJ (Sep. 07), 69-76.
How can students produce a research project on video?
Two fifth-grade students produced a documentary using video, stills and audio on African-American history. J Ranker. EJ (Sep. 07), 77-82.
What should we do about the digitized books now being collected by Google and other organizations?
One teacher had students compare the 16 different translations of the Odyssey. A Webb. EJ (Sep. 07), 83-88.
How help students improve their critical thinking?
Students reviewed critiques of products from different sources on the Internet. From this review came a list of standard questions to ask. M Rice. EJ (Sep. 07), 89-93.
How help students improve vocabulary for the SAT?
"Spark-Notes" has produced "vocabulary novels," novels that emphasize the vocabulary likely to be encountered in the SAT. [RayS: An idea whose time has passed. Vocabulary used to be important in the SAT when antonyms, analogies and sentence completions were three of the four verbal sub-tests, the fourth being reading comprehension. But now that only sentence completions remain part of the SAT, why go to the trouble of reading "vocabulary novels"? Just read to learn ideas, whether fiction or nonfiction. The vocabulary will come from extensive reading of interesting books. The same exposure to words comes from weekly reading of Newsweek, Time and US News and World Report. ]
Other topics:
The issue of choosing words in reading assignments to pre-teach. Visiting the NCTE Convention in New York city. Technology may change but "story" is essential. Learning some lessons on teaching by working with a personal physical trainer. Teaching students to critique on-line multi-modal Web sites.
Monday, October 8, 2007
Thursday, October 4, 2007
Language Arts. September 2007.
Some ideas on teaching English from the journal Language Arts, September 2007, a publication of the National Council of Teachers of English (NCTE).
How help children practice their reading?
Children at noon meet adult volunteers from corporations to eat together and engage in a variety of reading activities. Such a program must be supervised. Teachers and reading specialists can help the volunteers select books and offer suggestions about activities to use with the individual children. ET Dawes. LA (Sep. 07), 10-19.
How help young children to relate literacy and science?
Kindergarten students observe bird feeder outside the classroom. They raise questions, learn to use bird publications, record their findings, take pictures for reference and evidence of the answers to their questions, etc. P. Whitin. LA (Sep. 07), 20-30.
How help young students become interested in words?
Student wears a "hat" (a crown) with an interesting word he has discovered written on it so that when other children or people ask about the word, he can explain it to them. P Pargh, et al. LA (Sep. 07), 31-42.
How involve the community in the classroom?
In this article, a poet who resided in the community became a guest teacher of poetry to 8th-grade students. AM Wiseman. LA (Sep. 07), 43-51.
How should schools be reformed?
Author suggests that beyond fifth grade in which basic skills are taught, students should engage in independent study with less and less time devoted to a standardized curriculum. J Lemke. LA (Sep. 07), 52-61. *** [RayS. One of the most interesting ideas I have encountered in my professional journals. Working out the details of such a reform will be difficult, but I think it is an idea worth pursuing.]
How deal with the problems of urban education?
We need to change the image of urban areas by presenting positive images of what actually occurs in urban areas. V Kinloch. LA (Sep. 07), 61-68. [RayS: All right, this will not solve all the problems of urban education, but I think it is one piece of the puzzle. The only images of urban areas I see are the "If it bleeds, it leads" of Channel 6, Action News each night--a daily chronicle of murder, rape, arson, and other assorted violence, etc. The perfunctory 30-second image of students gathered around the piano or receiving awards does not convey the kind of positive image needed to change people's views of urban areas.]
What are some examples of ugly and confusing language in educational publication or, when is an idea not an idea?
"Hope and possibility are key dimensions in the development of agentic identities." "...open opportunities to reframe the outcomes of education." p. 76. "One danger of undertheorizing transfromative learning...." p. 78. "It's about designing a particular kind of ecology that is saturated with tools, forms and networks of support...." p. 73. "Identifying the contradictions in the various activity systems that make up people's everyday lives...." p. 72. "...education practices that are not thoughtfully mediated...." p. 74. KG. LA (Sep. 07). [RayS. Ugh!]
How help children practice their reading?
Children at noon meet adult volunteers from corporations to eat together and engage in a variety of reading activities. Such a program must be supervised. Teachers and reading specialists can help the volunteers select books and offer suggestions about activities to use with the individual children. ET Dawes. LA (Sep. 07), 10-19.
How help young children to relate literacy and science?
Kindergarten students observe bird feeder outside the classroom. They raise questions, learn to use bird publications, record their findings, take pictures for reference and evidence of the answers to their questions, etc. P. Whitin. LA (Sep. 07), 20-30.
How help young students become interested in words?
Student wears a "hat" (a crown) with an interesting word he has discovered written on it so that when other children or people ask about the word, he can explain it to them. P Pargh, et al. LA (Sep. 07), 31-42.
How involve the community in the classroom?
In this article, a poet who resided in the community became a guest teacher of poetry to 8th-grade students. AM Wiseman. LA (Sep. 07), 43-51.
How should schools be reformed?
Author suggests that beyond fifth grade in which basic skills are taught, students should engage in independent study with less and less time devoted to a standardized curriculum. J Lemke. LA (Sep. 07), 52-61. *** [RayS. One of the most interesting ideas I have encountered in my professional journals. Working out the details of such a reform will be difficult, but I think it is an idea worth pursuing.]
How deal with the problems of urban education?
We need to change the image of urban areas by presenting positive images of what actually occurs in urban areas. V Kinloch. LA (Sep. 07), 61-68. [RayS: All right, this will not solve all the problems of urban education, but I think it is one piece of the puzzle. The only images of urban areas I see are the "If it bleeds, it leads" of Channel 6, Action News each night--a daily chronicle of murder, rape, arson, and other assorted violence, etc. The perfunctory 30-second image of students gathered around the piano or receiving awards does not convey the kind of positive image needed to change people's views of urban areas.]
What are some examples of ugly and confusing language in educational publication or, when is an idea not an idea?
"Hope and possibility are key dimensions in the development of agentic identities." "...open opportunities to reframe the outcomes of education." p. 76. "One danger of undertheorizing transfromative learning...." p. 78. "It's about designing a particular kind of ecology that is saturated with tools, forms and networks of support...." p. 73. "Identifying the contradictions in the various activity systems that make up people's everyday lives...." p. 72. "...education practices that are not thoughtfully mediated...." p. 74. KG. LA (Sep. 07). [RayS. Ugh!]
Tuesday, October 2, 2007
College Composition and Communication. September 2007.
Some ideas on teaching English from the journal College Composition and Communication, a publication of the National Council of Teachers of English (NCTE).
What to do about plagiarism?
Have students discuss their problems with a student board--especially if the student is from another culture. E Whitaker. CCC (Sept. 07), 125-127.
What do we do about the increasing number of students speaking varieties of English?
Review of three books dealing with the problem of vernacular "Englishes," including African American Vernacular English, Indian English, Philippine English, Caribbean Creole English, Hawaiian Pidgin, West African Pidgin English, Spanglish and Tex-Mex English. Reviewed ideas are general and not very helpful. Main problem is how to bridge the gap between out-of-school English and academic English in the classroom. C Severino. CCC (Sep. 07), 128-138.
How valid is scoring compositions by machine?
Review of Machine Scoring of Student Essays: Truth and Consequences by PF Ericsson and Richard Haswell, editors. 1006. Variety of contributors. No easy answers. Gives information and research on machine scoring. The big question: machine scoring for what reason? The usefulness of machine scoring of essays depends on the the answer to that question. C Rutz. CCC (Sep. 07), 139-144.
Other topics: 1. The role of the writing clinic. 2. On the history of rhetoric in the writing program at the University of Chicago. 3. A study related to teaching learning disabled students in freshman English. 4. Much ado and mumbo jumbo on saying the right thing at the right time. 5. Discussion of the working conditions of adjunct writing instructors. 6. The self-doubts regarding teaching and scholarship of four women who have earned their doctorates. The problem is rooted in their mothers.
What to do about plagiarism?
Have students discuss their problems with a student board--especially if the student is from another culture. E Whitaker. CCC (Sept. 07), 125-127.
What do we do about the increasing number of students speaking varieties of English?
Review of three books dealing with the problem of vernacular "Englishes," including African American Vernacular English, Indian English, Philippine English, Caribbean Creole English, Hawaiian Pidgin, West African Pidgin English, Spanglish and Tex-Mex English. Reviewed ideas are general and not very helpful. Main problem is how to bridge the gap between out-of-school English and academic English in the classroom. C Severino. CCC (Sep. 07), 128-138.
How valid is scoring compositions by machine?
Review of Machine Scoring of Student Essays: Truth and Consequences by PF Ericsson and Richard Haswell, editors. 1006. Variety of contributors. No easy answers. Gives information and research on machine scoring. The big question: machine scoring for what reason? The usefulness of machine scoring of essays depends on the the answer to that question. C Rutz. CCC (Sep. 07), 139-144.
Other topics: 1. The role of the writing clinic. 2. On the history of rhetoric in the writing program at the University of Chicago. 3. A study related to teaching learning disabled students in freshman English. 4. Much ado and mumbo jumbo on saying the right thing at the right time. 5. Discussion of the working conditions of adjunct writing instructors. 6. The self-doubts regarding teaching and scholarship of four women who have earned their doctorates. The problem is rooted in their mothers.
Monday, October 1, 2007
Journal of Adolescent and Adult Literacy (JAAL). September 2007.
Some ideas on teaching reading and English from the Journal of Adolescent and Adult Literacy, a publication of the International Reading Association.
What are the effects of inadequate reading skills on youngsters?
Think of themselves as non-readers or poor readers. Avoid reading. Attempt to become invisible Act out in order to create distractions. S Hughes-Hassell and P Rodgo. JAAL (Sep. 07), 22.
How approach the study of the Holocaust through The Diary of Anne Frank?
Separate myths from reality in reading and learning about Anne Frank. K Spector and S Jones. JAAL (Sep. 07), 38-48.
Why don't students read poetry?
One reason is myths about poetry and poets: using drugs; eccentric behavior; mental illness; bohemian sexuality; loves of poverty and misery. L Young. JAAL (Sept. 07), 50.
Other topics: 1. Dealing with problem students by recording every fact about them and then submitting to qualified professionals when concerned about their behavior. 2. Students who are studying fiction write fiction. 3. Response to an article about encouraging critical reading by embedding false information in reading materials.
What are the effects of inadequate reading skills on youngsters?
Think of themselves as non-readers or poor readers. Avoid reading. Attempt to become invisible Act out in order to create distractions. S Hughes-Hassell and P Rodgo. JAAL (Sep. 07), 22.
How approach the study of the Holocaust through The Diary of Anne Frank?
Separate myths from reality in reading and learning about Anne Frank. K Spector and S Jones. JAAL (Sep. 07), 38-48.
Why don't students read poetry?
One reason is myths about poetry and poets: using drugs; eccentric behavior; mental illness; bohemian sexuality; loves of poverty and misery. L Young. JAAL (Sept. 07), 50.
Other topics: 1. Dealing with problem students by recording every fact about them and then submitting to qualified professionals when concerned about their behavior. 2. Students who are studying fiction write fiction. 3. Response to an article about encouraging critical reading by embedding false information in reading materials.
Thursday, September 20, 2007
College English (CE). September 2007.
Some ideas on teaching English from College English, September 2007, a publication of the National Council of Teachers of English (NCTE).
How should we deal with plagiarism?
Leave out the anger. AE Robillard. CE (Sep. 07), 10-31.
What is the subject of composition?
Students have no trouble answering this question in biology and history, but they have difficulty answering it in composition. MR Boland. CE (Sep. 07), 32.
What was the role of Louise Rosenblatt in the reading of literature?
"She challenged the major theories and theorists of literary theory of the time and attempted to turn literary studies in a new direction. She did so by demonstrating the relevance to the study of literature of the human reader...." E A Flynn. CE (Sep. 07), 68.
What should college English consist of?
It's many things--literature, linguistics, creative writing, rhetoric, composition. We need to unite them all in a coordinated principle, see the parts as part of a whole. Northrop Frye. Author suggests rhetorical functions, poetic functions and referential functions. F D'Angelo, CE (Sep. 07), 89.
How should we deal with plagiarism?
Leave out the anger. AE Robillard. CE (Sep. 07), 10-31.
What is the subject of composition?
Students have no trouble answering this question in biology and history, but they have difficulty answering it in composition. MR Boland. CE (Sep. 07), 32.
What was the role of Louise Rosenblatt in the reading of literature?
"She challenged the major theories and theorists of literary theory of the time and attempted to turn literary studies in a new direction. She did so by demonstrating the relevance to the study of literature of the human reader...." E A Flynn. CE (Sep. 07), 68.
What should college English consist of?
It's many things--literature, linguistics, creative writing, rhetoric, composition. We need to unite them all in a coordinated principle, see the parts as part of a whole. Northrop Frye. Author suggests rhetorical functions, poetic functions and referential functions. F D'Angelo, CE (Sep. 07), 89.
Wednesday, September 19, 2007
Teaching English in the Two-Year College (TETYC). September 2007.
Some ikdeas on teaching English from the journal, Teaching English in the Two-Year College (TETYC), September 2007, a publication of the National Council of Teachers of English (NCTE).
What is the mission of the two-year college?
Part liberal arts, part occupational training, part remedial education, part general-equivalency-diploma preparation. J Andelora. TETyC (Sep. 07), 6.
What should be the focus of two-year-college English instructors?
Learn how to teach grammar effectively. M Blaauw-Hara. TETYC (Sep. 07), 30-40.
What do we know about how instruction in writing classes meets the needs of the students in the disciplines?
"However, little is known about how instruction in writing classes meets students' needs in the disciplines." D. Becket, et al. TETYC (Sep. 07), 63.
What types of writing must students learn in other disciplines?
We need to learn what kinds of writing and specialized writing skills are needed in the disciplines and we, therefore, need to broaden our instruction in writing classes to take these needs into account. D Becket, et al. TETYC (Sep. 07), 63-72. [RayS: I was always under the impression that Writing Across the Curriculum people thought English instructors needed to teach instructors in other disciplines how to teach writing. The suggestion in this article assumes that instructors in other disciplines already assign specialized writing and the ones needing to learn how they do this are the English writing instructors. Probably the solution to meeting the writing needs of students in disciplines other than English is mutual understanding of what all disciplines do in writing. Interesting.]
How help students attend class more regularly?
Students must write a narrative which they read to the class in order to persuade the class that their excuses should be excused. Having completed the exercise, the teacher excuses the absence. K Dirk. TETYC (Sep. 07), 74-75. [RayS: The idea is so unusual I think it makes sense.]
How help students learn the language of grammar?
Students select a slip of paper with a grammatical term on it and then must write an explanation of the term. R Pourteau. TETYC (Sep. 07), 75-76. [RayS: Good idea. I would try it.]
How help students understand and enjoy poetry?
They write parodies of stanzas from famous poems--like, "Do Not Go Gentle Into That Rough Draft." M S Stewart. TETYC (Sep. 07), 76-78.
Other topics: On the role of scholarship in the mission of the two-year-college faculty. Using films to sensitize white American students to injustice against minorities, including African-Americans. Changing nature of the college classroom in which the mainstream culture now consists of minorities.
What is the mission of the two-year college?
Part liberal arts, part occupational training, part remedial education, part general-equivalency-diploma preparation. J Andelora. TETyC (Sep. 07), 6.
What should be the focus of two-year-college English instructors?
Learn how to teach grammar effectively. M Blaauw-Hara. TETYC (Sep. 07), 30-40.
What do we know about how instruction in writing classes meets the needs of the students in the disciplines?
"However, little is known about how instruction in writing classes meets students' needs in the disciplines." D. Becket, et al. TETYC (Sep. 07), 63.
What types of writing must students learn in other disciplines?
We need to learn what kinds of writing and specialized writing skills are needed in the disciplines and we, therefore, need to broaden our instruction in writing classes to take these needs into account. D Becket, et al. TETYC (Sep. 07), 63-72. [RayS: I was always under the impression that Writing Across the Curriculum people thought English instructors needed to teach instructors in other disciplines how to teach writing. The suggestion in this article assumes that instructors in other disciplines already assign specialized writing and the ones needing to learn how they do this are the English writing instructors. Probably the solution to meeting the writing needs of students in disciplines other than English is mutual understanding of what all disciplines do in writing. Interesting.]
How help students attend class more regularly?
Students must write a narrative which they read to the class in order to persuade the class that their excuses should be excused. Having completed the exercise, the teacher excuses the absence. K Dirk. TETYC (Sep. 07), 74-75. [RayS: The idea is so unusual I think it makes sense.]
How help students learn the language of grammar?
Students select a slip of paper with a grammatical term on it and then must write an explanation of the term. R Pourteau. TETYC (Sep. 07), 75-76. [RayS: Good idea. I would try it.]
How help students understand and enjoy poetry?
They write parodies of stanzas from famous poems--like, "Do Not Go Gentle Into That Rough Draft." M S Stewart. TETYC (Sep. 07), 76-78.
Other topics: On the role of scholarship in the mission of the two-year-college faculty. Using films to sensitize white American students to injustice against minorities, including African-Americans. Changing nature of the college classroom in which the mainstream culture now consists of minorities.
Tuesday, September 18, 2007
The Reading Teacher. September 2007.
Some ideas on teaching reading and English from The Reading Teacher (RT), September 2007, a publication of the International Reading Association.
What is needed for student achievement in reading?
Focus on just three factors: motivation to learn; high expectations; time on task. D Fisher and N Frey. RT (Sept. 07), 323-43.
How teach economics to primary-grade children?
Through children's trade books, of which there are quite a few. Article lists titles. YV Rodgers. RT (Sept. 07), 46-55.
How help children develop personal global friendships?
Pen pals. http://www.epals.com/; http://www.ks-connection.org/. http://www.kidlink.org/. http://www.ipfs.org/. MA Barksdale, et al. RT (Sept. 07), 58-68.
What are some strategies for improving vocabulary and reading?
Generate synonyms, antonyms and other words related to the new word--better than writing the word in a sentence. Encourage students to think out loud as they read. Write a summary paragraph. R Boulware-Gouden, et al. RT (Sept. 07), 70-77. [RayS: I especially like the suggestions on vocabulary. Thinking out loud as the student reads could give insight into how the student reads. Writing a summary paragraph is ALWAYS a good idea.]
What are some examples of ineffective vocabulary instruction?
Giving students definitions. Writing words in a sentence. SR Gill. RT (Sept. 07), 78.
Other topics: The problem of Arabic speaking students and reading in American schools. Problems with literature circles.
What is needed for student achievement in reading?
Focus on just three factors: motivation to learn; high expectations; time on task. D Fisher and N Frey. RT (Sept. 07), 323-43.
How teach economics to primary-grade children?
Through children's trade books, of which there are quite a few. Article lists titles. YV Rodgers. RT (Sept. 07), 46-55.
How help children develop personal global friendships?
Pen pals. http://www.epals.com/; http://www.ks-connection.org/. http://www.kidlink.org/. http://www.ipfs.org/. MA Barksdale, et al. RT (Sept. 07), 58-68.
What are some strategies for improving vocabulary and reading?
Generate synonyms, antonyms and other words related to the new word--better than writing the word in a sentence. Encourage students to think out loud as they read. Write a summary paragraph. R Boulware-Gouden, et al. RT (Sept. 07), 70-77. [RayS: I especially like the suggestions on vocabulary. Thinking out loud as the student reads could give insight into how the student reads. Writing a summary paragraph is ALWAYS a good idea.]
What are some examples of ineffective vocabulary instruction?
Giving students definitions. Writing words in a sentence. SR Gill. RT (Sept. 07), 78.
Other topics: The problem of Arabic speaking students and reading in American schools. Problems with literature circles.
Subscribe to:
Posts (Atom)