(Page 260) “Though we can say (and should say), ‘You can do it!’ on a daily basis, the reality is that unless students believe us, they won’t do it, won’t even attempt to do it. And students won’t believe us unless we create opportunities for success.”
I whole-heartedly agree with Beers when she basically writes about building community with kids. We’re never going to get kids to reach their full potential if they don’t think we have a genuine concern for them. Having a rapport with students is essential for them to be successful in class. Think about it: which teachers in school did you work the hardest for? I suspect it’s the ones you thought cared about you. I really like that Beers explains that just because students feel valued in class doesn’t mean we have to lower our expectations. I think if we have an environment where students feel safe, that’s all the more reason to RAISE our expectations—they’re going to be more willing to work for us, so we have the opportunity taken them to new heights!
(Page 274) “We suddenly also understand why young adult literature, with characters like the readers, will appeal more readily to students than adult classics.”
I whole-heartedly agree with Beers when she basically writes about building community with kids. We’re never going to get kids to reach their full potential if they don’t think we have a genuine concern for them. Having a rapport with students is essential for them to be successful in class. Think about it: which teachers in school did you work the hardest for? I suspect it’s the ones you thought cared about you. I really like that Beers explains that just because students feel valued in class doesn’t mean we have to lower our expectations. I think if we have an environment where students feel safe, that’s all the more reason to RAISE our expectations—they’re going to be more willing to work for us, so we have the opportunity taken them to new heights!
(Page 274) “We suddenly also understand why young adult literature, with characters like the readers, will appeal more readily to students than adult classics.”
Amen! Perhaps if my teachers in high school had given me some YA literature, I would have actually read a book instead of the Cliff’s Notes. (Not that Cliff’s Notes are available for YA lit—another advantage of using it!) I really enjoyed reading about the stages of literary appreciation. I was able to reflect on students I’ve taught in the past and think about the stage they were as they were reading. What really got me thinking was the fifth stage of reading, “often not ever seen, but usually not seen before the college years.” Under the implications section, Beers notes that students at the fifth stage gain enjoyment from literary devices. Perhaps this is why so many of our students struggle with figurative language and other lit devices while reading. While they’re able to identify them in isolation, I think they have a more difficult time with them in general reading. If they’re only on the second or third stage of reading, they may not really be able to identify these things with much ease. I guess we just have to ensure that they read LOTS so that they can get to all of the stages!
13 comments:
Chapter 13 Creating the Confidence to respond
I could not agree more with you Diane, we must create an environment where our students feel valued and able to take the risk of letting their teachers see their weaknesses instead of just highlighting their strengths. Although we can't force kids through new stages of literacy (p. 275) we can encourage them to appreciate literature by providing them with opportunities to read things that we know will be pleasurable such as YA literature. In my class I don't tolerate the putting down of other students and do keep my expectations high but every once in a while you get a class that is so diverse you need reminding that you need to create and inspire confidence in your students because for some it is indeed a foreign idea to believe in themselves. For me to encourage students to speak up I have found analogies work well. If you give the kids an analogy and ask them to draw parallels from the analogy that seems non-threatening then they will respond and then see the parallels and build their confidence levels.
Interesting viewpoint when Kylene mentioned (p.264) teachers in a workshop that studied their shoes like students when asked to share their writing. We really don’t think about how hard it is to share among peers because we stand in front of students all day long. But this is completely different than presenting a personal composition in front of your peers. I have to admit I have no problem discussing a topic, but reading personal thoughts and feelings, or answering a question, I’m one of those who are suddenly very interested in their shoes. We need to remember that when teachers force each and every student to present a research project or read a poem they have written: why? Can the student not present the information to me? Something to think about…
I like the idea of “ding-a-lings.” I may use that because my second block is incredibly hateful to each other and it really surprises me when words start flying – and you guys know that I do not tolerate that type of behavior!
Another interesting comment was on page 265. “By contrast (referring to elementary school teachers), I see middle school and high school teachers who never even learn their students’ names, much less worry if students learn each others’ names.” What? How in the world can teachers not know their students’ names? I mean, sure I may recognize a face that I taught two years ago and not remember a name, but the name eventually will float to the surface of my brain. But to not know a student who is in your class currently? Wow! Really?
Reading stages: interesting, but I still have a student that won’t read! He really doesn’t fit into any of the stages. He is more between an unmotivated and unskilled reader. He can read, but chooses not to read, even thought I have (and other teachers have) researched his interests and genres that he may want to read. He just refuses to open a book in my class – and if he does, it is only to flip through the pages. Frustrating and challenging is what this student is!
I thought this was one of the best, most thought provoking, chapters we have read to date vis-à-vis our professional reading. Beers’ questions to students (pp. 271-273) gave me concrete ways to ask a student probing questions about a book he or she is reading in order to examine what the text meant to the student.
Just for fun, I want to play the devil’s advocate and mention I truly believe a lot of students miss out on some books that are essential classics. *Andrea gets on soapbox* We keep reading about how YA fiction is the way (the only way???) to reach alliterates. Why not do a book club and offer students the option of selecting a classic piece of literature? Of course, the teacher would go into this “eyes wide open” and (much like the teacher on p. 262 in our text) realize this would take a considerable effort on her part to “frontload information.”?!? I think the prospect of a student graduating and never encountering Huck Finn, Heathcliff, Meg, Jo, Amy, Beth, Hester Prynne, Holden Caufield, and MANY MORE is just plain sad. *Andrea steps off soapbox*
Last thought…. Isn’t the phrase “omniscient narrator” wonderful? Check out this higher ed. website to read more about the different ways authors write point of view! This brief link also includes a variety of additional literary terms.
http://academic.brooklyn.cuny.edu/english/melani/lit_term.html
I read all of the other comments that have been posted so far before adding mine, and I was happy to see that there were many mentions about building rapport with our students. It is so critical to being able to teach our students. I wish that more of our colleagues here at Airport would understand. On page 268, Beers mentions a number of ways students can interact with their writing. One of those is keeping a personal response log. I use this in my own classroom to interact with my students. They have to write ten lines a day in their writing journals, and I try my best to read them each afternoon. I learn so much about my students and their lives by reading there journals, and I enjoy writing back to them. It's a great way to dialogue and keep the lines of communication open. Granted, my numbers are lower than many of yours, so writing everyday or responding everyday may be unrealistic, but once or twice a week is probably possible.
In response to Andrea's comments about classic literature, I have to admit that I am more of a fan of current YA literature. At the same time, classical literature has its place. I just think some of our reluctant readers or nonreaders aren't quite ready. Personally, my mother tried for years when I was in middle and high school to get me to read Little Women, and I resisted. I could never get into it. At the age of 26, when I returned to school to switch from accounting to education, I finally decided to try it again. It is one of the best books I have ever read, and I cried at so many parts. I was ready for the book then, but not earlier in my life. And I am and have always been a reader. If we just keep pushing and pushing and trying to get kids interested in reading, I think eventually they will read the classics, but along the way they will also read a whole lot of current YA.
I attended the session entitled Think.com-Building a Literary Community across the Curriculum. The presenter was from Chapin Middle. This is a wonderful website that teachers can use to post assignment, check homework, and communicate with their students. We were able to visit student web pages and read their responses to their homework, book clubs, and various surveys. The district has to approve this website and the teacher has control over what the students can post. I was very impressed with the work of these middle school students.
I also attended Jamie/Christy's session. I was wondering exactly how they managed to have book clubs and still teach their curriculums and they explained it beauifully. Thanks.
While reading this chapter, I found myself nodding my head and feeling validated because I believe that building a sense of community in a classroom is of the utmost importance. I tell my students that my number one goal as a teacher is that they leave my classroom better people than when they entered. Creating a sense of community and teaching kids how to treat each other is an important step in helping them become better people. We’d like to think that kids already know how to do that when they reach high school, but we all know adults who can’t do that yet.
Having read the posts of others for this reading, I find myself straddling the fence. YA literature or the classics? I don’t think it has to be either or, but you’ve got to make instructional decisions based on what’s best for each class of students. Every year surely there are hundreds, perhaps thousands of YA books (both fiction and “informational”) published. Add that to the vast body of classic literature and there’s so much to choose from that English teachers are at a loss for how to expose students to what will benefit them the most. Maybe students could meet Huck Finn or Hester Prynne in their US history course when they’re studying the time period of those novels. I also believe that oftentimes the classics are important for students to be exposed to so they can pick up on allusions to the classics. That doesn’t mean that the only way to address the classics is to read them word for word. Movie versions can accomplish the goal of making sure that students encounter famous literary characters and story lines, especially since most of the classics taught in high school were written for adults.
As for the conference, I attended two worthwhile breakout sessions. The first one (which I don’t know the name of because I failed to save the handout on the breakout sessions) was about setting up an interactive webpage for students. They each have a personal page on the teacher site where they can create surveys, ask questions or make comments about books they’re reading, have a personal favorites book list, etc. It seemed like something students would really enjoy. Of course our issue is computer access for students both at school and at home. The second session I attended focused on vocabulary and gave strategies for getting kids out of the habit of using “dead” words, words that are overused and/or aren’t specific. The presenter had a list of words that kids shouldn’t use with suggested synonyms beside the “dead” words. Both sessions were worthwhile.
Creating the Confidence to Respond
On page 259, Beers asked, “where does the 1st grade energy go?”
I believe that by the time the students get to the high school, their energy is gone in a completely opposite direction than where it was in 1st grade.
In first grade, the biggest worry that you had was to hold your pencil the right way, not dropping your tray in the cafeteria, and making it to the bathroom on time.
Students today have so many things on their mind when they enter our classrooms, that the “school stuff” just gets pushed to the back somewhere. If it is convenient, it will reappear on cue, if not today then maybe tomorrow.
We must keep our expectations high for our students and hopefully our enthusiasm will carry over to them. Then maybe their brains will click into “school stuff” more often. We must also understand that society today is a lot different than when we were growing up and that sometimes we are the only “friendly” adult that the student can talk too.
As to the comments concerning student’s names and diversity, I have always made it a habit to learn every students name within the 1st week of my classroom. When I was teaching at the elementary level, it was much harder with 600 students a week, and sometimes I would call the right “family” name, but not the right “brother” name. The students would give me that “look” with their eyes and I would quickly correct myself.
I have always opened my beginning classes by telling the students that I don’t look at color, but rather what’s inside of a student instead. This has helped bring my classes together through the years. We still have problems at times with name calling and attitudes, but I quickly remind them that there is no “I” in the word Chorus, but rather “us” and we are a musical family that works together each day.
On page 270, Beers said that “we must create lifelong readers, not just school-time readers, then reading must be about something more than answering questions at the end of the chapter or book.” I can remember reading my social studies lessons in 8th grade and then answering the questions at the end of the chapter. That’s all we did the entire year. There was never any teaching going on in the classroom. I truly believe that the reason I don’t care for history or reading about it is because of the read/answer mentality that my 8th grade teacher had. I wish that she would have made the class more interesting. I also wished that my teachers would have asked us the questions that are present on pages 271-273. I think these questions would have helped with my comprehension of the text.
Joni--I love the idea of using the bell in your office! And are you speaking from experience about high school being difficult enough when you're good looking and intelligent?
Sacrificing a Saturday isn't so bad as long as you're getting something out of it! :-)
I think this has been my favorite chapter/assigned reading so far! I loved of Beers breaks down what happens to students from elementary school through high school and how those changes effect their wanting to participate/read/etc.
I loved the example on page 261 about the class who says they read the baby books and Mrs. So and So’s class reads the important stuff. Although some kids may not choose to do the work or are unable to do the work they do still realize that they are being given the “easy” stuff and high expectations are not held about them as they are about other classes. This example feeds right into the idea of the chapter about not having confidence or motivation. These kids knew their teacher had lower expectations and they performed to those expectations or even lower expectations.
I really enjoyed the ideas given to help encourage community and risk-taking in a classroom. Of these ideas, my favorite was Do Not Tolerate Put Downs and the example given using the bell. I see almost everyday with my freshman some type of put down or rude/inconsiderate comment. I always address them when they occur but it doesn’t seem to help. The bell idea is great! I may even try it! Like in the example, it will help my students realize how often something mean is said (even if it is about the work we are doing). Once the comments stop, we too will celebrate.
Chapter 13 is one my favorite chapters so far. I guess I’m locked into the fourth stage of literary appreciation. The readings I enjoy the most are the ones that help me think, ponder issues and solutions to problems. “Creating Confidence to Respond” is packed with fantastic useful information. I have students that come into my HSAP math class and the first thing that they say is “I don’t get math and never have”. Their confidence level is nonexistence. I try very hard the first few class meeting to prove to them that they do have the ability to learn and that in fact they already know a lot of math. I tell them we just need to fine tune what they already know and build upon their foundation of knowledge. “You can do it!” has to be expressed some days on an hourly base.
I think it is so important for the students to know each other in each classroom. The first day of school, I provide time for everyone to learn each others’ first name. I even give a candy reward for any student that can name everyone in class by the end of the period. During the semester, I have students working in pairs or small groups. It is music to my ears to hear them talk about assignments and even argue over who is right. Some students that are reluctant to participate in class discussions are much more vocal in their small groups.
I use to think teaching students how to solve word problems was clearly an efferent stance toward reading. I realize now that they not only need to carry the information from the text but just as important they need to live through the text. Most multiple choice questions have at least one answer that can be eliminated if students take an aesthetic approach to solving the problem. Hopefully as we continue to practice with word problems, my students will be able to respond to the problems by examining what the text mean to them.
Make-up Blog
When Kids Can’t Read: Chapter 13
Keeping some form of respect from their peers…
It is difficult to change the stigma of peer pressure. I agree with the author when she suggests the following strategies for making your classroom a safe and comfortable place for children.
Keep Your Expectations High
If you give them work that does not look age appropriate then they will not see its value. When working with reluctant readers, it is important to gather materials that look and are interesting.
Create a Classroom Than Encourages Risk
If the teacher has good classroom control and established classroom rules and consequences then the room is a safe atmosphere for learning. The students and the teacher should feel safe and secure in their working environment.
Do not tolerate put-downs
I can remember almost every put-down I received during my high school years from peers and teachers. Words can linger and hurt as deeply as a physical injury. Every classroom should stop put-downs and teach the positive way to correct someone.
Provide various ways for engagement
It is important to keep it interesting!!
The author lists several methods that can be used to keep the students’ engaged. I like the following methods: keeping a personal response log, joining in small groups, joining in classroom discussions, etc. The bottom line is to keep them actively engaged!!
When Kids Can't Read Chapter 13
From year one until year seven, I've had students ask me if they're in the dumb class. This frustrates me because no matter how many times I object, they know the difference between English III Honors and English Communication in the Workplace. I first learned about career clusters in an Education to Business Summit in Charleston in 2003, and I thought this would be the answer to tracking. I hope it does.
"Do Not Tolerate Put-Downs"
Students tend to put down others for several reasons, but I discourage bullying and put downs by ringing my brass bell. I read about one teacher using a hotel bell, and I thought about buying one. I decided to use the bell, and it helped. Now when students insult each other, they know they're going to hear the bell. They usually call the offender a ding-aling, too.
I usually let students choose their seats like Jimmy said, but this year I had to create seating charts. Two students happened to drop by when I was making seating charts, and they made suggestions. I turned the list of students over to them, and they discussed who hated who, who talked too much, ones everybody didn't like, and they did a great job. Now, though, students have moved into cliques--and this has been problematic. I have moved tables around, moved students around, and when they make comments about my keeping them from their friends, I don't acknowledge. The bottom line is that they are in class to learn, and I will do whatever I have to do to see that everyone has an equal chance.
I have to remind myself not to be sarcastic when they start their putdown, but sometimes it's the only way to show students how their comments affect others. A negative mood in the classroom is just as contagious as a positive one.
I think my class is like a first grade classroom sometimes. The energy really is contagious. My kids don’t raise their hands, don’t feel like they can’t answer and always are willing and eager to answer questions. My students may lack confidence when in the general population/environment, but in our classroom, it feels like a home setting and they are for the most part very comfortable to be themselves and participate. I know that my setting is much different than that of other teachers in that I am with my kids for usually 4 (sometimes more) years and that we are together 8 hours each day. My students not only see me at school, but we go on Special Olympics field trips together and therefore that extends our relationships even further. This allows them to really be at the maximum level of comfort in my classroom and actively participate. I do set very high expectations for my students and they are very aware of that. I do not accept seconds from them and encourage them to try new things and do things that are hard for them (which most things are). This community in my classroom really does help me be able to engage my students better and to teach them more effectively because they are so comfortable and are so willing to give of themselves in this class.
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