Learning Letter

Dear Readers, 

I'm sad to say that this is my last blog post. Looking back on this quarter, I've done a lot, learned a lot, and busted my butt! I'm happy to say that this class was one of the best experiences of my life! I cannot believe I've done what I've done this quarter and haven't died from a heart attack! Before I sign off, I'd like to share what I've learned and what I want to work on for the future. 

From the blog posts, book talk, mini-lesson, and unit plan, I've done a lot this quarter. The blog posts offered me a chance at something I've never done before. I've heard of people blogging but have never participated myself. This new experience gave me a tool for potential connection with students in the future via blog posts. Throughout the blog posts, I can backtrack to see what I've done this quarter and what I'd like to look more into in the future. I've learned new terms like pedagogy, Readicide, etc. Most importantly to me as an aspiring teacher is the fact that I've learned the difference from presenting to a class to teaching a class and that knowledge makes me feel so confident in my pursuit of higher education and teaching in the future. This epiphany happened during the mini lesson on The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. To me, this assignment was difficult because I've never taught a lesson before. Going into the lesson, I didn't know if I was simply going to present to the class or teach the class. I found that through the structure of the lesson, it made it impossible not to teach rather than present information. This experience fueled the fire within me to feel more confident in my own abilities, but also gave me the relief that what I'm going into is my passion. I started as an apprehensive reader who didn't like education at all to someone who reads often (for fun) and enjoys education because I know see the value in it. The book talk I did on Seven Days by Eve Ainsworth was a great experience because collectively every student got a new insight on a novel and why we should implement it into our curriculum in the future. To me, this assignment was a book fair on steroids! I absolutely loved the idea of this assignment because it gave insight on what books could be great in a classroom and what books may be controversial in a classroom. Underneath the insight was the connecting principle on how important good books are for students and their education. By allowing students access to great novels helps readers better their education and better their successes in life. The unit plan was by far the most intimidating assignment for me. The fact that it was testing me on material that I’ve never heard of before, made me want to crawl into a dark hole and die! TPAs are something that I’ve never dealt with or wrote in my entire life and I find them to be difficult. After the unit plans completion, I’m proud of what I’ve accomplished in the short quarter we’ve had but I too want to use this assignment as a stepping-stone for something great in the future. This assignment really oiled my gears when it comes to the development of curriculum. After the assignment was completed I found myself wanting to continue working on it so that I could really perfect what I wanted to do! I do realize that I’m a perfectionist at times and this assignment made me go crazy for the amount of work that was put into it and the amount of late, sleepless nights I put into the assignment. All-and-all I’m glad I did the assignment the way I did because it has given me the confidence to improve on what I don’t know still and to not be afraid that I don’t know everything. I’m extremely thankful for all the assignments in this class.

The theories that were focused on in class and in the readings are absolutely the most interesting things I’ve read when it comes to educating. From Pedagogy of the Oppressed, Teaching Literature to Adolescents, Readicide, I Read It, But I Don’t Get It, and many more have offered me great insight on what to look for within students and also how to structure a class to include everyone’s learning and skill levels. These texts are something I will keep on my shelf at home and in the classroom so that I can use them in the future for my classrooms. 
Lastly, my participation throughout this course has redefined who I am as a student, a person, and a future teacher. It’s a lot to put into words but I feel that this class has given me the confidence to take on teaching with no apprehension. Will to be a struggle? Absolutely, but this class has given me multiple tools to better myself as a professional and as an educator. I’m very happy that this class exists and that Dr. Sean Agriss is the front man for this class because without him it could have been a terrible experience. As I’m wrapping up this final thought I want to thank everyone who’s been involved with my successes this quarter and in this class, without you all, I wouldn’t be the personal I am today. Thank you.

Forever Cheers.

Ryan

My take on: "Romeo and Juliet" by William Shakespeare (Billy Shakes)

Hello Readers.

Williams Shakespeare's (aka Billy Shakes) "Romeo and Juliet" is arguably the most over-taught piece of literature out there. That being said, I feel it is necessary to teach this piece of literature so that it can be remembered. I've been taught this piece of literature growing up in the public schooling system and I felt it always could have been taught better or at least differently. Like always, Billy Shakes offers readers the chance of romance through the telling of "Romeo and Juliet." It's crazy to think that either love like this was a thing or if Billy Shakes was this overly-romantic individual. To fall in love this hard, this fast, is unheard of these days, but the underlying message of romance isn't. This being said, simply reading this piece of literature and then having students write an essay on it doesn't sound fun or interesting at all. I'd propose a teacher having students connect this with pop culture by creating their own graphic novel of the story, or even acting out the story as a class for an audience. It's one thing to simply read this and forget it, but this piece of literature is a classic and arguably the most well-known story for a reason. It's up to the teacher to think outside the box to help students better understand the story or, at least, retain it long enough to care. Middle English isn't the most exciting thing to listen to or read for that matter. If students could take a few scenes and paraphrase it into a rap or a song, this could help students better understand the story by modernizing it. All-and-all, Billy Shakes killed it with this story, I just feel as teachers the potential for readicide is prominent within this piece of literature. There are more stories or sonnets by Billy Shakes that are just as good as "Romeo and Juliet" arguably. I just hope that teachers recognize this and teach pieces of literature by William Shakespeare differently. 

Cheers.

Ryan 

My take on: "In the Name of God" by Paula Jolin

Hello Readers.

WOW! If you haven't read this book yet, you need to! "In the Name of God" is the type of book that keeps you on the edge of your seat till the very end. This book is about a young girl named Nadia who lives in Syria. This book offers the theme of misrepresentation or misinterpretation of civilizations through the tool of the media. Americans are depicted a certain way, often times being referred to as "Westernized" and same goes for Syrians. The media's influence on negativity really strikes Nadia and her family so much that Nadia becomes radicalized in her faith. To me, it was awful to think that a 13-year-old girl could be thinking in such a way. The book offers a lot for students to read. Especially presently, with being Muslim in America as something of a negative attribute for a person, "In the Name of God" offers students a greater perspective on what it means to be faithful to your religion. The book questions how far a person will go to defend beliefs, Nadia decides that she's willing to kill herself in order to promote change within the world of religion. I remember reading this book and thinking to myself about how depressing this concept is. Growing up in America, at the age of 13 I was thinking about what television shows were on or where my friends and I were going to go play at, not whether or not I'd be radicalized to fight for my country and my religion. This book is an eye-opener to the hate that can be spread by the media and the hate that can be spread by human beings. As a teaching tool, this book could be controversial if used in the classroom. Especially at a time right now, where the Middle East has such a negative connotation representing it, parents and administrators might be hesitant on the teaching of this book. I personally think that this book could offer a lot to students and help change the social stigma of stereotypes on the Middle East. It's time that we take a stance on equality, not a stance to distance ourselves from one another to create tension. Through the narration of Nadia and her thoughts along the way, students could recognize that hate isn't something that one is born with, it is given to the individual through a multitude of ways. I recommend this book for classrooms, but it would need to be taught a certain way so that students and their parents, and administrators don't feel uncomfortable. Especially the negative connotations with the Middle East defining a lot of what some people think about all individuals from the Middle East, this book could propose some controversial discussion. I personally feel that it's at the time of feeling uncomfortable with a topic that a person learns the most because they are able to connect a lot of themselves into the lesson to promote learning. Food for thought! 

Cheers. 

Ryan 

My take on: "Maus" by Art Spiegelman

Hello Readers.

"Maus" by Art Spiegelman is the first graphic novel I've read. At first, the graphic novel was intimidating to me because of the distraction of the pictures and comic-like style of a graphic novel isn't the most appealing thing for me. As a continued through the novel, I noticed myself enjoying it more and more. "Maus" hits very close to home for me. My grandparents were from Germany and lived in Nazi Germany. This was a difficult time for them and Spiegelman shares this story which parallels his father's story. Spiegelman brilliantly uses the traditional plot line of "cat and mouse" in this novel to show the realistic reality for Jewish people during the Holocaust. The most powerful theme, for me, in this novel was the theme of guilt and blame. I say guilt because of the surviving Jewish individuals questioning their worth over others who've died from Hitler's reign. To me, this was impactful because no one thinks about those who've survived as feeling guilty for living. There are multiple ways to teach this novel to students. Not only could it be a resource for historical fact, but it could also serve for differential instruction as the words aren't difficult and the pictures supply understanding for visual learners. I personally would like to create a mini-play for students. This would entail the teacher separating the students into small groups, have them pick a scene and act out in front of the class. This would allow for students to work on performance skills, and also help with the understanding of the novel. As an assessment, students could compare and contrast the two volumes on themes and why Spiegelman constructed the novel into two separate volumes. Students could also look at the different narrators, Vladek and Art, to pinpoint differences and how their perspectives shape their understanding of the world and in turn, shapes the readers understanding of the events. All-and-all, I would recommend this novel for teachers. I could be used in a class to excite hesitant readers by changing up the "traditional" curriculum on classic novels. I know personally, I've never been taught through the tool of a graphic novel, but to me it looks fun!

Cheers.

Ryan

My take on: Edgar Allan Poe

Hello Readers.

To me, when it comes to great American writers, I think of Edgar Allan Poe. Having read a lot of his work, Poe uses themes and motifs to attract readers and question the deepest fears. My favorite short story from Poe would have to be, "The Fall of the House of Usher," because of how creepy and Gothic it is. Delving into the story, one will notice how sick and twisted the story is presented which allows for readers to feel emotions of terror. When Roderick Usher buries Madeline in the basement, readers get the sense of terror has Madeline screams for help and claws at the coffin. Poe's use of intense imagery creates a story that can be taught in a horror lesson around Halloween. In a lesson, I'd focus on the themes within the story that make it a Gothic piece of Literature. In this lesson, there could be the opportunity for kids to act out certain scenes of the short story. This would allow for students to interact with the text in a way other than reading and writing. There also could be a lesson devoted to mental illness within the characters. I'd like to focus on whether Madeline is a real-life individual or a character that Roderick created from a mental illness. To me, there are multiple ways that one could teach Poe. Constructing a 3-week unit on "The Fall of the House of Usher" would supply the teacher with multiple routes of teaching what Gothic Literature is and how Poe's use of themes and motifs can make readers address their own deepest fears. There is a lot to say about Poe and it's hard to pin-point one thing that I'd like to focus on, but I feel that as a great American writer, students would be able to connect with Poe from the mystery's he provides through works like, "The Fall of the House of Usher." Teachers could use the film, "The Raven," to connect the short-stories of Poe to film. this could help with differential instruction and make the lesson fun for students as the film was done very well. I'm excited to see what the presenters have in store for the class today and I'm hoping to be spooked by, "The Fall of the House of Usher." 

Cheers.

Ryan

My take on: Social Justice

Hello Readers. 

What do we mean when we discuss social injustice? Rather, what's social justice? Apart of these questions are terms that I feel society uses, but do we really know what they mean or look like? I'm hoping to shed some light on that with this post. First off, lets define social justice, "is the fair and just relation relation between the individual and society" (Wikipedia). Are you wondering why I just quoted from Wikipedia? Yes, I did; deal with it! This example from Wikipedia shows social justice as a relation between a person and their society. This relationship can either be good or bad, but nonetheless is a relationship one has in society. Rather than the bleak definition provided by Wikipedia, I found another idea on the definition of social justice, "a process, not an outcome, which (1) seeks fair distribution of resources, opportunities, and responsibilities; (2) challenges the roots of oppression and injustice; (3) empowers all people to exercise self-determination and realize their full potential; (4) [and] builds social solitary and community capacity for collaborative action" (anonymous). From this, I've determined that a nameless author has a better definition than Wikipedia did for social justice. Along with that, I also determined why social justice is important for our future classrooms. To me, social justice is the teachers ability to proved the best "care" so that students are able to succeed without any oppression or oppressive acts getting in their way of learning. By reviewing this author's definition, one could see how this way of breaking down what social justice is can help a teacher better their classrooms environment by using the steps in the very definition! I loved the idea that this breakdown provided for me as a future teacher! This idea of social justice needs to be in classrooms to prevent "banking" for students and provide a service that will help the students not only meet testing standards, but also be able to break barriers within their own educational goals. Great topic of study and I plan on personally using this idea in my classrooms. 

Cheers. 

Ryan 

My take on: "Critical Pedagogy in an Urban High School English Classroom" by Jeff Duncan-Andrade & Ernest Morrell

Hello Readers. 

As young or inexperienced teachers, it's nice to have examples of what good/creative teaching looks like. Utilizing resources such as this chapter helps aspiring teachers create an environment that helps students succeed. There's discussion in this chapter to, "...empower individuals and collectives as agents of social change" (Duncan-Andrade). To me, this is not only attracting students to be the best they can be inside the classroom, but also for the teachers who are learning alongside their students. This chapter discusses different alternatives to teaching English that will attract all levels of understanding. By pairing a movie with a novel, it allows for students to create emotion and understanding as they pair their life with the lessons and teachings in the novel. Rather than reading alone and then group reflection, this style allows a community inside the classroom to create conversations that jump-start understanding on a different level. By connecting topics of concern in a novel to the students' lives, it allows for greater success within the lesson plan. I personally enjoyed this idea because it allows for the students to connect in their own way. This takes out any anxiety of reading, and supplies the students with a new way to learn topics of history within a novel. Although this idea is good, I felt that the hip-hop poetry unit-plan was amazing! How clever! Since the music industry is just as interesting as social media for students, why not teach them something while using songs that are popular at the time. The authors provide a unit plan for readers that incorporates hip-hop with poetry to allow for a "dry" subject to become new and interesting to students who learn through music. By treating a subject like this, the teacher is allowing for the classroom environment to become fun and allow for students to take control of their own learning. This idea is something that I wished was around when I was learning poetry! Sounds fun! 

Cheers.
Ryan 

My take on: "Pedagogy of the Oppressed" (Chapter 2) by Paulo Freire

Hello Readers. 

Well, what do I have to say about this? For starters, it's blatantly pointed-out that banking-concept of education is not the way to go. As a future teacher myself, I appreciated this chapter simply because it gave me a philosophical outlook on education systems and gave me options for my future classrooms. My experience through the educational system in Spokane Public Schools, I feel that as teachers their philosophical outlook on education was given to them. I say this because it seemed to me that everyone was the same. "Read this and will discuss it and then write a paper on it." This sort of systematic "banking" system was apparent in my high school I feel. Freire points out that the oppression that teachers have on students really limits their abilities to flourish or succeed. This reminds me of the class discussion I had about not going to school to learn, rather go to school to figure out what that particular teachers wants. If a student figures out what teachers want, they are set for their future right? No! This style isn't learning, it's people pleasing that helps no one. The teacher feels as if they're doing their job, while the student knows nothing or retains little information. Although, some aspects of this chapter were over my head, I feel the message is clear. To me, I feel one must me consciously aware that the set-up of educational systems will directly affect students and in turn society. Without the ability to adhere to modern ways of thinking or using a educational system that isn't effective does nothing for everyone involved:

Yet only through communication can human life hold meaning. The teacher's thinking is authenticated only by the authenticity of the students' thinking. The teacher cannot think for her students, nor can she impose her thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.

This paragraph spoke to me a lot. Isolation does nothing in a classroom. Without communication from both parties involved, nothing will be accomplished. I believe in this concept 100%. Freire decides to say it a little more eloquently than most, but the idea is the same. Appreciated this chapter and plan on reflecting on it further. 

Cheers. 

Ryan 

My take on: "Assessing and Evaluating Students' Learning" by Richard Beach et al.

Hello Readers.

One of my greatest fears starting in the teaching profession is if I'm able to assess if students are learning what I'm teaching them. It's one thing to stand-up in front of a classroom and present a topic for your class in order to get a college credit, but how difficult is it to teach a topic for students to better themselves? This idea freaks me out! Richard Beach and other esteemed colleagues devised this chapter to help teachers assess and evaluate if what they are doing is helping the students and what they can do to fix issues that arise in the classroom. The opening example of the student teacher having different approaches to the mentor teacher is applicable throughout the teaching field. Multiple personalities means multiple perspectives at approaching a novel or topic of English. Beach is showing how different styles can have different approaches and Beach gives examples to help a range of teaching styles. My favorite example that was presented in this chapter was that of the portfolio exercise to not only show improvement from day one to the end of the term. This idea branches out to all different types of skills and abilities that arise in the classroom. What Beach points out is if the teacher is upfront and honest with his/her students, then the ability to lower anxiety when it comes to assessing them decreases. Who would have thought? To be honest with someone would increase their chance of trusting you/building a personal relationship with you, which in turn would help them feel more comfortable and allow learning to take full flight. If you cannot sense my sarcasm here, it's there! It's not that I think I know it all--believe me I don't--it just seems like a logical thing that teachers should have in the back of the minds. To have everything organized and layer out on the table so students know expectations and there isn't room for error, it seems like the teaching environment I see for my future and Beach has given me more tools to better assess and evaluate my future students. This chapter will be something I hold on to as a reference for different strategies for different classrooms I teach in the future! 

Cheers.

Ryan 

My take on: "Readicide" by Kelly Gallagher

Hello Readers. 

As future teachers, there are certain struggles that are sometimes out of our hands. Kelly Gallagher pushes for faculty and teachers to get the materials students need in order for success in the classroom. His humor and real-life examples supply readers with the understanding that they can make a difference in the dispersant of funds for school without books. Gallagher points-out that without the materials needed, then how is one going to learn to the ability that the state asks for? The politics involved is just one struggle that the teacher must face in order to get students proficient. Coming from a point where I've never been in a classroom setting before, it made me feel overwhelmed and if I could even help students. Gallagher at times seems to preach and exploit the bureaucracy that some young-teachers fear. To me, I'm just trying to get my lesson plans up to standard and I shouldn't have to worry about whether or not books are supplied to my students. Gallagher point-out that there is a mountain ahead of teachers and it's up to the individual to help not only the school out by supplying books to students, but also help the students that are in need of the books. Towards the end of the novel, I personally enjoyed the 'handouts' that were supplied. As teachers we must change the negativity that is revolving around reading and writing. English is arguably the most feared/disliked class for students who cannot read because the educational system isn't teaching them lifelong lesson, rather they are teaching the students to take a state proficiency exam. In Chapter 2, Gallagher point-out that as teachers we need to teach reading in a way that the students can relate to on an individual level. Rather than teaching them terms that they will most likely forget in a month, teach them what those terms look like in real-life examples so that they stick and help the student change their outlook on reading as a subject. I know personally, I felt as if the readings that I needed to do in high-school were bogus! I felt as if I would never have to use this is real life, so why try? Why not just go online a review the summary for the quiz? This is exactly what Gallagher is pointing out, the fact that as a nation, our educational system is killing reading so that students can no longer relate to it. Without reading, how does one expect to succeed when everything is based off of reading? Something simple as a tax return uses reading. These skills need to be taught at a young age so that students coming out of high school are able to read and articulate what they need to do in order to contribute not only to themselves, but also society. This novel helped me shed so light on my own frustrations, but also prepared me by going into the teaching profession. As English teachers we need to fight for the novel!

Cheers.

Ryan 

My take on: "I Read it, but I don't get it" by Chris Tovani

Hello Readers.

In the educational system today, it's fair to say that reading/reading comprehension isn't a students' favorite subject. Chris Tovani, points out how reading comprehension helps students succeed not only in reading and writing, but other subjects that shape them as a student. Tovani's strategies, to me, were worth-while for teachers to use in their own classrooms. While reading this, it made me question; Why wasn't this implemented into my upbringing in Spokane Public Schools? Noting that the book was published in 2000, it made me wonder why this book wasn't given to teachers? Well, if the book was given to teachers, why weren't the teachers at my high-school using these strategies? To me, it made no sense. Having trouble reading and writing growing up, I feel that the strategies given by Tovani, my comprehension skills would be much better than they are today. However, Tovani gave me strategies that I could even use in my own reading comprehension. The whole "Fake Reading" or the idea that one who reads just to get the assignment done, but doesn't actually remember or comprehend what they read, is totally me! The feeling of ADHD reading is something I've noticed myself doing. Not only does it not benefit me as a reader, it also doesn't benefit students who need to learn these strategies so they can become proficient. "Every student knows what it feels like to be a reading failure. They know what it's like to read a book and not 'get it.' They know how to fake-read and avoid reading at all costs" - Tovani. Tovani spoke to me the most in this simple statement. My first year in college at Washington State University (I remember vividly) having a mental breakdown because of all the reading I needed to do in the first week. Fake-reading my way through high school, I wasn't conditioned to read an entire book in one week. I was up to my ears in stress all because I was a fake-reader. It took me a lot of self-perseverance, and therapy sessions with my wife in order to make myself comfortable reading and knowing after, what I actually read. Tovani's strategies are gold and I plan on using these strategies in my future classrooms for those who are struggling more than others, and for those who think they know more than they do. Having a reading and writing disability myself, Tovani's strategies are real and teachers are able to put these strategies into a real-life example. Loved this book and recommend it to anyone who wants to teach!

Cheers.

Ryan

My take on: "Assignment Template; Aligned to California's Common Core State Standards for English Language Arts and Literacy"

Hello Readers. 

Today I'd like to discuss the state standards of English Language Arts and how a new teacher can achieve this. For me, it's to utilize your resources. This article explicitly spells out what needs to be down in order for you to not only succeed as a teacher, but also meet the state requirements from common core! How awesome is that?!? Coming from a background of little to no teaching experience, this template was a great resource in order for me to ensure my successes in the classroom. This template clearly lays it out step-by-step and gives multiple options for success in the classroom. Since not every classroom with be the same, this template addresses that issue with a multitude of examples all-the-while adhering to state common core standards. While reading this, I wondered to myself, "where was this when I was in school?", and the funny thing is, I've heard from experienced teachers that this "common core" thing isn't all-that. I beg to differ. According to California's standard, this template is a resource for all teachers to follow. It's not like its hidden away in the depths of Narnia. To me, this helps those teachers who may be particularly lazy at times and maybe lost when it comes to supplying students the material for their success. This template brought up material that I even forgot about, Ethos, Pathos, Logos. Of course this is a vital thing to have when it comes to understanding rhetoric, I just personally forgot that very important topic. It's amazing how much different high-school is compared to collegiate work. This template gave me that 'refresher' needed in order to fully understand what I'm expected of. This is primarily for California, however, I'd be curious to see if there is much difference between the California and Washington State. Doubtful, but one never knows. As young or inexperienced teachers, we must -again- unitize our resources so that we can supply future students with the best possible education. This template is something that I will continue to look at not only when I student teach, but when I create lesson plans. 

Cheers. 

Ryan

My Response To: "Team Teaching: Benefits and Challenges" by Melissa Leavitt.

Hello Readers. 

Today I'd like to discuss new teaching strategies within the classroom and how as aspiring teachers, we can either implement these strategies into our own practice, or even use some aspects of these strategies to better our teaching styles. Melissa Leavitt, PhD. discusses the importance of team teaching as a tool for discussion and the betterment of learning.  Personally, I've been enrolled in a course that utilized team teaching at Eastern Washington University. Did I like it? No. But, that was just a example of that this strategy looks like. The reason why I think it didn't work was the constant battle to speak between the two professors. To me, it seems as if this was there first time co-teaching a classroom and one didn't want to be forgotten as an instructor. This caused the classroom to become confusing and - I'm my opinion - not successful. Leavitt discusses something very important which this team lacked, the art of communication and acknowledging each other who are teaming up. In order to know someones teaching style, one must attend the other persons lectures to see how they structure their courses. The art of having two teachers in the classroom and the art of then having two different teachings styles could be a blessing. If a particular set of students doesn't like the style of one, they have the option of learning from the other teacher. Leavitt also discusses the "crossfire" technique while facilitating class room discussion. To me, I loved this idea! Having a teacher in the middle of the discussion really allows students to lower their anxiety and thus create an organic conversation. What I mean my organic is the sense that there isn't any built up anxiety of speaking so that valid or different points can be expressed by those who are not necessarily apt to speaking. While reading the article, I did have some questions on if this practice will be considered for the public schools in Washington, or is it just something that is implemented at the collegiate level at this time? To me, I know that having this in my high-school would have been something I'd thrive from. Having two teachers, a student is able to obtain twice the knowledge from two different perspectives. A great idea indeed! 

Cheers. 

Ryan 

My Response to "The Common Care State Standards for English Language Arts Instruction in Grades 6-12"

Hello Readers.

Aspiring to become a teacher, I've heard the terminology of common core. Not really knowing what is stood for or what it even was, I left it up to friends -who are teachers- that are already implementing the standard into their course work for their students'. From what I've heard, common core will take some getting used to. This chapter really spells out what common core standards mean and how as teachers, we can decipher the difference between ‘standardizing’ and ‘high expectations’. To me, the paragraphs discussing the difference between standardizing and high expectations given through the common core template helped define what common core means to students and how teachers can help facilitate learning through the common core standards. Living in a society where testing seems to be the most important aspect in education, common core gives teachers the tools to try and change that stigma. Growing up, I remember testing often and absolutely hating it because I knew it was something that was important and if I didn’t do well then there would be repercussions. This is partly why I love the idea of English classes. The mere fact that I’m better expressive through vocal and written language helps me when it comes to receiving a grade in an English course. Rather than having a multiple choice test that has answers close to one another but a student must choose the answer that is the ‘best’ answer just infuriates me. Lets allow students who are not particularly great at testing the option for written work so that their voice can be heard while answering questions. Some explain the process of choosing an answer better than filling in an “A”, “B”, “C”, “D”. Variety while testing learning helps stimulate growth within me rather than studying the same things over-and-over again. In this chapter we experience how colleagues ignore Kyle’s need for change through variety because the state board decided on standardizing the English department. Rather than reading the same “dead white guy” in every class, why isn’t there variety within the English departments? Why have I not read books from James Baldwin until this quarter; my senior year in college? This chapter made me question my voice within the educational realm and whether or not my voice would be heard. As teachers, we must remember why we are getting into the profession, to help future generations better not only themselves, but also to better society. Don’t let bureaucracy cloud your mind.

Cheers.

Ryan 

My Take on "Discussion in a Democratic Society" Chapter 1

Hello Readers.

For those of you who plan to become teachers or those of you who plan to improve their communication or analyzing skills I strongly recommend Discussion in a Democratic Society. Namely for those readers who aspire to become teachers, this chapter focuses on discussion and how teachers can facilitate good and bad discussion. To me, this chapter helped me understand how personal bias can get in the way of good discussion. As teachers, we must be in control of the room - classroom management - in order for our students to stay on task. What this chapter is helping new or experienced teachers with is the art of allowing discussion to control the room in a positive way so that students can increase their own understandings of the topic(s) at hand. "[Discussion] is a valuable and inspiring means for revealing the diversity of opinion that lies just below the surface of almost any complex issue". This quote really struck me while reading this chapter because I feel that it's right-on-point with what we as people forget. People allow their emotions to interfere with their reason which diminishes the discussion and leads to a limitation of growth. John Dewey discusses - no pun intended - the importance of growth, "the development of an ever-increasing capacity for learning and an appreciation of and sensitivity to learning undertaken by others. What I gathered from this was that growth can only happen if the conversation allows for the discussion to grow in concentration and complexity. A way for this to happen is for the teacher to be on his/her toes so to speak. As the conversation gets off the rails, it's up to the teacher to ask open-ended questions to shift the students thoughts away from the off-topic rant to a much more appropriate thought on the topic at hand. To me, this calls for tremendous responsibility. If we define discussion as a main foundation to success and learning within the classroom, as teachers we need to be on-top of the situation at hand and try to predict how the conversation will go after every question is stated. And you thought open-heart surgery was difficult?!? As readers, we mustn't forget what lies in the title of the chapter "Democratic".  As I said previously about classroom management, that's ONE key component. As teachers we must allow for discussion to become democratic allowing multiple opinions arise and multiple ways of viewing the world to arise. Not one person has the right answer all the time, it may lie within the student(s) who are afraid of speaking in a public manner. I'd like to point-out that what I've just discussed is only the tip of the iceberg so-to-speak when it comes to this chapter. Give it a good read, you'll enjoy it! 

Cheers.
Ryan 

"Book Talk" Topic!

Hello readers.

The "Book Talk" novel I decided to review is, Seven Days by Eve Ainsworth. For those who are unfamiliar, this novel tackles that on-going issue of bullying within the schooling system and how the younger generation are too quick to judge each other. This is namely why I decided on this book because it can be relevant in a local school setting, or anywhere a teacher is placed outside Washington. Thinking as a teacher - this novel would offer many things to students. The idea that not everyone is the same, differences are indeed good. A controversy -mind you I haven't read the novel yet - could be if the main protagonist inflicts pain or death upon someone because the bullying pushed that person to the edge of breaking. Bullying is a serious issue and can limit a students potential to grow and succeed academically. This novel, Seven Days will shed some light on bullying as a whole and how as teachers we must acknowledge the behavior that connects with bullying to create a safe environment for all in-coming students. 

Cheers.

Ryan