Concluding Reflection


When I opted to apply for Teacher's College I was advised to choose English as a minor by teachers who had previously left the hallowed walls of the division. The main reason was that the work load was overwhelming. However I chose it as a minor because my first passion is the foreign languages.

This course lived up to my expectations- it was very challenging and at times I often asked myself why I chose English. But being someone who never likes to back down from a challenge I took the course on  Teaching Adolescent  Literature head on. It forced me to enhance  my technological skills  through the online portfolio and it made me more reflective in my teaching practices. Whenever the lecturer would make a comment on a common error novice English teachers made in the classroom  when teaching Literature to adolescents I would shrivel up inside, thinking of the detrimental effect I must had  on  my students in my ignorance. No wonder they always complained about not liking the subject!

Despite its challenges, I am thankful that I did the course because it also made me more knowledgeable in my practices, and I definitely intend to make use of my new found knowledge in the classroom. Literature as is often proven in the numerous research carried out is about the human experience. it is something to be experienced, not simply read and move on. I intend to make this experience come alive in my class when I return to teaching so that my students can say 'Miss, we had a wonderful class today. We are looking forward to the next class'.

Lesson Plan

Subject: English Literature

Topic: Characterization

Strands of Language Arts to be employed : reading, writing, listening, speaking

Duration: 80 minutes

Objectives: Students should be able to:

1.     Use role-play to deduce the rules that govern all relationships/ families

2.     From the role-play students are to deduce the consequences for breaking rules

3.     Recognise the importance of effective communication by identifying the reasons for the miscommunication between Margaret and her father, Mr. Cruickshank

4.      Clearly state  possible methods for resolving conflict with family members

Lesson context:

Instructional strategies

To be employed: role-play, guided questions

Materials/media: basic props (hats, scarf etc), text: Harriet’s Daughter, journals, slips of paper in plastic bag

Introduction: Scenario: ‘you have come home late on a school night without informing your parents. Upon arrival, your parents ask for an explanation’.

Procedures:

1.     Students will form groups of three

2.     Students will be given the guidelines for developing their role-play. In the guideline students will be given the instructions to plan their role-play. Students have 5 minutes to prepare their presentations

3.     Students will dip for the order of the presentations

4.     Students will perform their role play within a three minute duration

5.     Students will be instructed to take notes during each presentations paying particular attention to the problem, the causes of the problem, how each person (parent and child) behaved and the solution to the problem

6.     As a class students will engage in a guided discussion based on the points identified in step 5, immediately after their performances

7.     Students will then be instructed to turn to the section in the novel where Margaret is confronted by her father after her late arrival from school

8.     Students will read the section aloud.

9.     The teacher  will pause at strategic points to ask students questions such as

Ÿ  What would you have done if you were Margaret?

Ÿ  Why do you think Margaret saw nothing wrong with her behaviour?

Ÿ  Why do you think Margaret’s father was upset?

Ÿ  How else do you think Margaret’s father could have dealt with the situation?

Ÿ  How do think Margaret felt after her father’s scolding?

Ÿ  If you were Margaret would you have continued her behaviour?

Ÿ  Have you ever been in a situation similar to Margaret’s?

Ÿ  What was your reaction?

Ÿ  How did you feel upsetting your parents?

Conclusion: Students will be asked to write a letter in their journals addressed to the character Margaret/ father expressing their feelings about their reactions in the situation. They must focus on the problem, how the problem was handled and the appropriateness of the strategy used to deal with the problem.

Evaluation: Students’ performances and journals will be assessed with the use of a rubric.

                        

                                               EVALUATION OF THINK PAIR SHARE

It is important that a teacher of any subject evaluate the strategy or strategies used in the classroom as to determine if they helped in achieving the objectives of the lesson. As a cooperative learning strategy, Think Pair Share was designed to provide students with ‘food for thought’ and has traits which prove beneficial to both the students and the teacher in the classroom.

In Think Pair Share there is an element of wait time, a phrase coined by Groisser (1964). With wait time, students have an opportunity to carefully think out their responses to the questions provided, which improves the quality and quantity  of their response (Rowe 1974) .In this student centered strategy students are also provided with the opportunity to think aloud their responses with another student before they make their presentations to the class. In this manner, students’ peers can help them clarify their ideas or add further input, resulting in enhanced discussions in the classroom. Students also retain concepts better when they discuss them.

In addition to this benefit, students also tend to feel more comfortable with their ideas when aware of the thoughts of their peers. Think Pair Share improves student and student interaction and further boosts their self esteem and morale.

Students engaged in the Think Pair Share strategy spend more time on task, which reduces the eventualities of classroom management problems for the teacher. Another benefit for the teacher is that Think Pair Share can easily be incorporated in the Literature lesson since there is no specific material needed.

In conclusion, Think Pair Share allows students to share their ideas in a non threatening atmosphere, where no student is made to feel that his answer is wrong or stupid. In the Literature classroom, all students should be made to feel that their contributions are important to the overall discussion.

Think Pair Share at a glance

P I G S F

Positive interdependence

The students are able to learn from each other

Individual accountability

Students are accountable to each other for sharing ideas. The student may also be required to share their partner’s ideas to another pair or whole group.

Equal participation

Each student within the group has an equal opportunity to share. It is possible that one student may try to dominate. The teacher can check this does not happen.

Simultaneous interaction

High degree of interaction. At any one moment all of the students will be actively engaged in purposeful speaking and listening.

References

http://olc.spsd.sk.ca/DE/PD/instr/strats/think/ (retrieved 18^th April 2011)

http://www.eazhull.org.uk/nlc/think,_pair,_share.htm (retrieved 18^th April 2011)

 Using THINK PAIR SHARE to Teach a Concept in Adolescent Literature (edited version)

Adolescents usually find themselves in the fourth stage of literary appreciation where they find themselves in the story. It is therefore pertinent that we choose novels with themes which are relevant to their lives. This is why I chose to teach the idea of responsibility  to a Grade 9 class (ages 14 -15) in the novel Green Days by the River written by Michael Anthony using the THINK PAIR SHARE strategy with some modifications.

Why responsibility? Responsibility is an issue which all persons have to deal with heedless of age. However, the adolescent is constantly faced with new responsibilities as he develops both physically and cognitively.

In the novel Green Days by the River, which is often termed a ‘coming of age’ novel, the protagonist Shell, who is also an adolescent is faced with responsibilities he did not have previously. By teaching the idea of responsibility to students it is hoped that they will get a better understanding of the character and by extension themselves.

Students’ background knowledge  would first be activated by asking them some questions.

·         What does the words or phrases come to your mind when you hear responsibility?

·         What responsibilities do you have at home?

·         When someone says to you that you are a responsible person what do you take it to mean?

I would encourage a discussion on the following questions then slowly narrow it to the novel just read. I would write some questions on the blackboard and give the students some time to think of their responses. Some of the possible questions are

·         What responsibilities did Shell have to take on after his father was no longer able to care for the family?

·         Do you think he acted responsibly by engaging in sexual intercourse with Rosalie Gidharee?

·         Overall, would you consider Shell to be a responsible teenager? Use evidence in the novel to support your answer.

Students would then write down their responses in their journals and afterwards pair off with a classmate to discuss their beliefs or ideas. After the paired discussion, students would return to their seats where a whole class discussion would ensue on the questions posed.

READING STRATEGIES
Reading is a cognitive skill which requires persons to decode, make meaning or interpretations from texts or symbols. The Literature teacher is therefore responsible for equipping his students with the necessary strategies to approach varied forms of literary pieces in order to engage students in critical thinking. Reading strategies can be categorized as pre reading, during reading and after reading.

Pre Reading Strategy

One pre reading strategy is titled The Pre Reading Plan or PReP. This strategy was founded by Langer (1981) and it aids teachers in activating students’ prior knowledge. It takes place in 3 phases. The first phase is called Initial association. This is where students make associations with the concept to be taught, by brainstorming ideas. The teacher poses the question ‘What comes to mind when you hear …?’ and writes down students’ responses on the blackboard.
The second phase called Secondary reflections is where students are required to reflect on what made them think of the responses they gave. The teacher asks, ‘ What made you think of…?’
and once more notes students’ responses.
In the final phase, called Refining knowledge the teacher encourages to think of new ideas, reformulate their ideas or elaborate on what was said. The teacher asks ‘Do you have any new ideas or thoughts after hearing your classmates?’

During Reading Strategy
‘If I can’t picture it, I can’t understand it.’ Albert Einstein

Visualization is a strategy which can be used for during reading. It encourages students to create a mental picture of the events in the novel or text. Visualization is similar to making a movie in your head, using the sensory images like sounds, smells, touch and emotions as a guide. It also aids students in better language comprehension, expression and critical thinking.



After Reading Strategy

Think Pair Share is a cooperative learning strategy developed by Lyman (1981). Students think alone for a response to a question posed by the teacher for a specified amount of time then pair off with another student to discuss their ideas. After the paired discussion students then share their responses with the entire class.

INTEGRATING LITERATURE IN THE CURRICULUM
The ultimate aim of the Language Arts teacher is to get his students to become lifelong readers. By integrating literature in the curriculum, it is hoped that students will gain an understanding of and an appreciation for literature.
One of the ways in which this can be done is by using specific genres in the teaching of literature. Restrepol (1988) declares that books should not be considered in isolation, but as part of a larger section of literature, and that students should be exposed to one genre of literature at a time.
Literature in the form of drama can also be integrated in the curriculum, as drama opens students to discover what it means to be human. (Karabas and Leinwein 1985). They also postulate that drama activates students’ imagination , insight and self knowledge.
Another way of integrating literature in the curriculum is by using a thematic approach; this includes short stories, poems and non fiction of different genres of young adult literature. Why use young adult literature? Hipple (1981) cited in an article by Marshall George declared that ‘ literature for young adults is fine literature , about themes that are universal, with quality that is stunning. Such literature merits- and rewards-attention.’
The thematic approach to literature enables students to see the ‘big picture’ or idea of a topic they work on. Thus, when using this approach, students learn not only about literature, but from literature. The teacher may have students use the literary works in literature circles, book clubs or jigsaw.
In all of this integration of literature in the curriculum, can grammar be considered an asset in the teaching of literature? In his article Language Matters: Grammar as a Tool in the teaching of Literature, Paul Doniger worries at the question whether grammar can be considered an invaluable tool in the teaching of reading, discussion of literature or to develop critical thinking skills. There is no conclusive evidence as minimal research has been done on the impact of grammar instruction on the study of literature.
However, Richard Ohmannn’s article cited in Language Matters declared that ‘each writer tends to exploit deep linguistic resources in characteristic ways- that his style, in other words, rests on syntactic options within sentences.’ An understanding of grammar is therefore needed if the students are to correctly interpret literary works. Paul Doniger also maintained that as teachers, we can use analysis of grammatical points to deflect students’ complaints about difficult literature
.

References
Davis, S. & Johns, J. (1990). Integrating Literature in Middle School Reading Clasrooms. Eric Digest . Eric Clearinghouse on Reading and Communications Skills. Bloomington IN
Doniger, P. (2003). Language Matters: Grammar as a Tool in the Teaching of Literature. English Journal. 92, (3)
George, M. (2001). What’s the Big Idea? Intregrating Young Adult Literature in the Middle School. English Journal.

           INTEGRATING LITERATURE ACROSS THE CURRICULUM

Literacy, especially the skill of reading is invaluable in all subject areas. Fictional as well as non fictional texts provide a plethora of information on all subject areas. Students’ learning has often been labeled as ‘compartmentalized’ in nature. However, connecting literature to other subject areas enriches both subject areas, as well as reinforcing students’ knowledge in both. Also too, approaching literature from a different angle using literature can increase students’ motivation to learn. (Lake 1993 cited on website www.freepatentsonline.com)

Literature in Mathematics

Using literature in Mathematics reinforces the idea that Mathematics is everywhere. Draper (2002) cited in the above website remarked that Mathematics and literacy are inseparable in the constructivist classroom. Mathematics teacher who integrate literature in the classroom concur that the key to understanding Mathematics is reading and writing. Moyer (2000) cited on the same website concluded that ‘Mathematical reasoning and problem solving can be found in authentic reading and writing materials.’

One of the strategies used for integrating Literature in the classroom is by selecting books which explore Mathematical concepts and having students compare these books to other pieces of literature, (Aysha Khemakhem, Qatar Academy Primary). Another strategy is to pose questions which allow students to use a higher level of thinking.

Literature in Science

The integration of Literature in Science enables students to link ‘Science content with literary standards.’ (Wallace 2004 ). It also gives students a context for concepts they are learning in class. (Ansberry and Morgan 2005) .By integrating Literature in Science, students are able to develop a Science based vocabulary. Furthermore, with constant exposure to Literature students are able to engage in critical thinking, write and read like actual scientists, as they develop a sense of familiarity with the writing process. The teacher can have students perform the experiments proposed in the literature to see if they come up with the same results. Students can also be placed in groups to go through the literature and decide which of the concepts are facts as opposed to made up theories.

Literature in Social Studies

Social Studies is often deemed boring or dull by students. By integrating Literature in the subject, abstract concepts such as government and society can be made comprehensible to students. Literature in Social Studies affords students the opportunity to reflect on their roles in society, as well as the effects of possible human actions locally and globally. It broadens their perception of the world, enabling them to reflect on their lives.

In conclusion, Literature should not be viewed as an isolated subject as research has shown that it can be applied in all language areas. If teachers agreed to integrate Literature in their subject area learning would prove to be more meaningful and satisfying to both teacher and student.

References

Marquette, E. Bringing Children’s Literature together with Social Studies. Retrieved from http://www.chatham.edu/pti/curriculum/units/2006/Evans.pdf

Integrating literature in mathematics: a teaching technique for mathematics teachers. Retrieved from  http://www.freepatentsonline.com/article/School-Science-Mathematics/227078104.html (9th April 2011)

Integrating Mathematics and Literature. Retrieved from http://qapmath.qataracademy.wikispaces.net/file/view/Integrating+Math+and+Literature.pdf

(10^th April 2011)

Teaching Across the Curriculum with Children’s Literature. Retrieved from http://wps.prenhall.com/chet_darigan_childrens_1/4/1149/294214.cw/index.html (9th April 2011)

Titles That Advocate the Strengths of Using Literature Across the Curriculum. Retrieved from http://www.uleth.ca/edu/currlab/handoutsnew/litlinkshandouts/integratingliteraturesummaries.html (10th April 2011)

        STAGES OF LITERARY APPRECIATION AND THE ADOLESCENT

Literary appreciation, as defined by Nielsen and Donaldson (1993) cited in a power point presentation on the stages of literary appreciation is ‘the ability to gain pleasure and understanding for literature.’

Although I taught at a secondary school for five years I only taught literature in my final year and I never considered my students’ reaction to the text. Neither did I consider their previous experiences which would impact on their attitude to the text. I never questioned them about their reading likes and dislikes. Their enjoyment of the novel was not my aim- it was simply teach and test for me. I told them how they were supposed to interpret the novel.

Now that the veil of ignorance has been lifted from my eyes and I am aware of the stages of literary appreciation I know my flaws of teaching literature to my students.

Secondary school students tend to be at level four of the literary stage which is ‘Finding one’s self in a story.’ According to Erikson (1968) adolescents at this point are experiencing a crisis of finding one’s self as well as their place in society. They constantly ask themselves ‘Who am I? ‘Where do I fit in?  Which is why the genre of literature selected is critical at this stage.

In selecting literature, young adolescent literature is recommended as they deal with problems and issues that are central to the young adult’s life. We also need to select YAL which show them how to resolve conflict in a positive way.YAL helps them in their search for understanding the ‘complete world of today.’ (Carlsen 1980 cited in Hinton to Hamlet: Building Bridges between Young Adult literature and the classics). Carlsen goes on to comment that ‘as developing readers, many students cannot find answers to the questions in such challenging classics such as Jane Eyre and Hamlet…yet’

As teachers of literature, we need to take into consideration students’ stages of development when selecting literature. It is also important to remember that students ‘move along these various reading stages depending on the subject matter, the genre, their interest level as well as their individual reading abilities and habits.’ (Carlsen 1980).

The strategies employed in the classroom should also help students in the quest of finding themselves. The teacher should employ students to respond to the text on a personal level; students can also talk about the characters and justify their actions in certain situations.

Whatever the strategies employed by the teacher, they should be student centered in nature. The goal is to encourage students to become life long readers, as it is through reading students come to understand human relationships and can begin to answer some of the answers about themselves.

Reference

Herz, S & Gallo, R. (2005). From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. Westport,CT:  Greenwood Press. Retrieved from http://books.google.com/books?id=Wg77SNlqP6MC&pg=PA18&lpg=PA18&dq='stages+in+literary+appreciation'&source=bl&ots=uzGr31Wmvb&sig=8xx3668Pl7neJGp1l1LSKBOnjZY&hl=en&ei=AwKhTYLPH4LW0QGw34GhBQ&sa=X&oi=book_result&ct=result&resnum=10&ved=0CFYQ6AEwCQ#v=onepage&q='stages%20in%20literary%20appreciation'&f=false (9^th April 2011)

                         THE LITERATURE BASED APPROACH REVISITED

‘Preparation for teaching literature has commonly focused on lecture demonstrations while not attending in any deliberate way to the conditions, needs and abilities of the learner trying to read those texts. The focus is on the text, not on the learner.”Here is the text, read it, learn about it, tell back what you have learned.” (Art Young and Toby Fulwiler 1995).

The goal of the Language Arts teacher is to get his students to read, to think about what they read and most importantly to enjoy the experience. A literature based approach in the classroom entails the use of  authors’ original literary pieces (poems, novels etc) to assist students in developing literary skills. According to Wells (1990) cited in Young and Fulwiler (1995). Children and young adults develop literary skills by having real literary experiences and getting support from more experienced individuals.

If used properly, a literature approach can support the integration of all language skills which are manifested in the activities presented. The first step in implementing a literature based approach in the classroom is selecting literature which is relevant, of high quality and interesting to the students. The literature must also be performance based.

After this has been achieved the teacher can get students to read as writers, by having them comment on the writers’ craft such as use of language. This can be done by placing students in groups and having them determine the literary elements in the literature piece. Students can also discuss how the text pertains to their lives in literature circles. Rosenblatt (1938) in Young and Fulwiler (1995) declares that ‘the meaning does not reside ready made in the text or in the reader but happens or comes into being during the transaction between reader and text.’

The teacher can also have the students write as readers by having them keep journals or diaries to reflect on their responses to the novel. Students can also write a piece of work on their own or turn a piece of writing into their own. Students can also have writers workshops. In small groups, students tend to develop a sense of community, which increases their awareness of audience and understanding of the social construction of knowledge (Janet Emig, Writing to Learn cited in Young and Fulwiler (1995).  She went on to add that learning to collaborate has helped students learn to compose, revise and edit more effectively by expanding their sense of audience from the teacher alone to other students in the class.

The literature based approach is very beneficial in the classroom as it enables students to take charge of their learning in an atmosphere conducive to learning. Students gain knowledge and have fun at the same time.

References

Young,A., & Fulwiler, T. (Eds).  (1995). When Writing Teachers Teach Literature. Portsmouth, NH: Boynton/Cook Publishers Inc.

What is literature based instruction? Retrieved from http://www.eduplace.com/rdg/res/literacy/lit_ins0.html (10th April 2011)

   Michael Anthony’s Green Days by the River Meets Criteria for Adolescent Literature

‘Adolescents deserve access to a wide variety of reading material that they can and want to read.’  (Moore et al 1999).

It is the dream of every Language Arts teacher that his students read some form of literature not because he has to but because he wants to. Since the advent of adolescent or young adult literature (YAL) in the early 1900’s, this problem has ameliorated. Bushman and Bushman(1997) cited in a paper by Douglas I-ping Ho  define adolescent literature as literary works written ‘about or for young people.’

Adolescent Literature speaks about experiences which adolescents know about and they are geared at helping them gain some understanding about themselves.

When considering the novel Green Days by the River some characteristics of adolescent literature can be found among the pages. Prost(1988)  cited in a paper by Douglas I-ping Ho  and Reed (1994) cited in a paper by Wei Keong Too both agree that one major characteristic of adolescent literature is that the protagonist is usually a young adult and the story is usually told from his/her point of view. This is seen in the novel as fifteen year old Shell Lammy is the protagonist relating the story in the first person persona. ‘ I heard the dogs barking and I knew it that old man Gidharee was coming up the road.’ His friends Joe and Lennard are also adolescents like him.

Another characteristic of YAL proposed by Reed (1994) is that the persons are either ‘single dimensional or out of the picture, while adults act as a mentor for the young adults.’ Again this is reflected in the novel as Shell’s father is portrayed as bed ridden with whom Shell converses about girls while his mother ‘worked in one of the beach houses.’ No description of his parents are given; however Shell looks up to Mr. Gidharee, an Indian plantation owner whom he often wished his father was as strong as.

Another characteristic of YAL found in Green Days by the River is that dialogue is frequently used, which makes the novel progressive in action, rather than episodic.

Bushman and Bushman (1997) also declare that the language in YAL matches that of young people. In the case of Green Days by the River, the dialect used in prevalent in the Caribbean which makes for easy reading by the adolescents.

Characters in YAL are faced with challenges which result in change and growth. Shell is forced to drop out of school to work on the cocoa plantation due to his father’s illness. This experience triggers a growth in his maturity as he takes on the role of ‘man of the house.’ He is also faced with the challenge of choosing between his two love interests Joan and Rosalie.

In conclusion, YAL has the potential of broadening the minds of the readers and allowing them to experience events in the security of their imaginations.

References

Anthony, M. (1967). Green Days by the River. England,Oxford: André Deutsch Limited

Butcher,K & Manning, L. Young Adult Literature and the School Curriculum. Retrieved from http://www.education.com/reference/article/young-adult-literature-school-curriculum. (9th April 2011)

Ho, D.

1

Using Young Adult Literature to Teach EFL Reading and Writing. Using Young Adult Literature to Teach EFL Reading and Writing. Retrieved from
wwwlib.ntut.edu.tw/www/ntut/journal/35-1/35.doc (9^th April 2011)

Too,W. Young Adult Literature: An Alternative Genre In The Reading List. The English Teacher,35. Retrieved from http://www.melta.org.my/ET/2006/2006_4.pdf (9th April 2011)

YA Lit . Retrieved from http://www.breitlinks.com/my_libmedia/adolescent_lit.htm

                THE ROLE OF LITERATURE IN THE CURRICULUM

Young children find it easier to assimilate new information when this information is presented within the structure of a story (Wells, 1986).

With the increasing popularity in technology in the forms of mp3 players, video games and the internet, it is become extremely difficult for young people to acquire a taste for reading literature. When given a choice between watching a movie or reading, the youth may most likely gravitate towards the movie.

Young persons often tend to associate the word ‘literature’ as an act for obtaining information. A college student defined literature as’ … anything someone writes for other people to read in the form of a text. There will be questions to answer after reading. Literature can be ancient (Shakespeare), informative or modern (Fitzgerald, Hemingway). Literature is just anything someone throws together to read.’  Whatever the misconceptions or views of literature may be, there is no doubt that literature plays a crucial role in schools’ curriculum.

One of the role it plays is to increase cultural awareness in students (Piper 1986 cited on eduplace. com). It is not logical for students to visit all the places they read about in literary works; it is through the literature they gain awareness of foreign cultures without having to leave their country. It is therefore pertinent that the information presented in the texts is as accurate as possible. In addition to broadening students’ perspectives on varied cultures, literature also serves to decrease negative stereotyping of these cultures. (Litchner and Johnson 1973 cited on eduplace. com).

Another role of literature is to improve students’ self concept. Literature which is similar to a student’s ethnic and cultural background helps that student develop a healthy concept of himself. (Hittleman 1978 cited in eduplace. com).

A third role of literature is to expose students to works they might not otherwise take their time to read. Life is a learning process; therefore what an author wrote a hundred years ago can teach and even inspire us in life. (Young and Fulwiler 1995).

Yet another role of literature is to provide students with the opportunity to reflect on characters’ actions in certain situations and deduce the lesson or theme that the writer is attempting to bring across to his audience.

Unfortunately, students at times are not given the opportunity to explore these roles of literature. Too often they are rushed through the literary works, as we teachers hurry to finish the syllabus.

In conclusion, novelist C.S. Lewis comments on the importance of literature. “Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have become.

References

Young,A., & Fulwiler, T. (Eds).  (1995). When Writing Teachers Teach Literature. Portsmouth, NH: Boynton/Cook Publishers Inc.

Importance of literature. Retrieved from http://www.buzzle.com/articles/importance-of-literature.html (9th April 2011)

The Role of Multi Cultural Literature.  Retrieved from  http://www.buzzle.com/articles/importance-of-literature.html (9th April 2011)

Introduction

                                                   INTRODUCTION

At the risk of sounding cliché, I always wanted to be a teacher; from the age of five to be exact. The idea of having several pairs of eyes fawning on me, my words carefully listened to with utmost reverence appealed to me the most.

I got my wish and taught at various secondary schools for five years. Although foreign languages are my true love, there is a place reserved in my heart for Language Arts. My passion for reading and literature on the whole somewhat influenced my decision to become a Language Arts teacher.

I taught Language Arts but its importance in the Caribbean context never dawned on me. I believed that teaching Language Arts was all about getting my students to write CXC. However it should be about getting students to be aware of the language variations which they are constantly bombarded with in the media. With this awareness comes an appreciation which would make them want to learn other aspects of the language.

The gravity of my decision to opt for English at teacher’s college hit home when I entered my first English class. English teachers in the Caribbean have the important role of getting speakers of English and French Creole to speak the standard variety in order to become well rounded students. In the words of Ludwig Wittgenstein ‘The limits of my language means the limits of my world.’

Whatever it is we teach students, we need to consider how they learn. I never had a philosophy of learning until my training at teacher’s college. Learning is an interactive process. It takes places between teachers and students as well as among students. Constructivists like Piaget (1954) propose that children learn best when they are actively involved in or ‘constructing’ their own knowledge, therefore children should not be passive in their learning. Vygotsky (1968) also stated that children learn through social interaction so it is crucial that we give students an opportunity to communicate their ideas with peers in small or large groups.

As facilitators of learning, teachers also have to ensure that students feel safe in their environment and that it is conducive to learning. This is something I was guilty of as I never afforded my French Creole speakers in the class an opportunity to speak their language in the classroom.

This portfolio is geared at reflecting on concepts in the teaching of adolescent literature. From this portfolio I hope to become a more reflective teacher in my practices, where my decisions are based on the needs of my students and not the curriculum.

References

Ludwig Wittgenstein’s quote retrieved from http://thin kexist.com/quotations/language/2.html (8th April 2011)

Morey English Academy.  Philosophy of learning. Retrieved from http://www.moreyenglish.com/philosphy-of-learning.htm (8th April 2011)

           

                        

Using the literature based approach in the classroom

The goal of every teacher in the classroom is to enrich his/her students' literacy skills and to instill in them an appreciation of literature. Too often students' attitude to literature is negative and they see the act of reading a novel as a task rather than an experience, something to enjoy or indulge in.
By using the Literature Based Approach, students are given the opportunity to read as writers and vice versa. The aim of the Literature Based Approach is to promote active engagement and colloborative work so that the learners contribute to class activities through direct interaction with either the teachers or their peers.Fontas and Hannigan (1989) argue that once students understand the general meaning of the whole text, they are better prepared to deal with the analysis of the parts.
It is therefore the teachers' responsibility to utilise strategies in the classroom to enable students to read as writers and eventually write as readers.
In using the Literature Based Approach, the selection of novels is a crucial element. The novels should interest the students and have some connection to their personal lives, which is why it is recommended that students have a say in the selection of novels. It is also recommended that the novels selected contain several themes and perspectives as to maintain the students' attention.
One of the strategies the teacher can use to engage students in reading as writers is to have them look for the style, tone, literary devices and other tools of the writer's craft. Students can then comment on the effectiveness of the writer's craft, saying what they would do differently. They can also partake in writers' workshops, where they discuss their views on certain parts of the novel.
The students can also encouraged to reflect on the characters' actions and choices, and then discuss whether they agree with them. In this way, students are interacting with each other by sharing ideas, asking questions and reflecting on their understanding.
Another strategy the teacher can employ is to encourage the students to connect the novel they are reading to their personal experiences, as well as to other novels they have read.
In an article edited by James Flood and Diane Lapp, having students to read aloud is also another strategy. in this way, the novel is turned into a performance, making the story alive for the students. ' Students don't want teachers to read books aloud. They want them to act the books aloud.' (Lesesne 1996).
A further attempt to have students read as writers is to have students read alone in order to construct their own meaning of the text and to  instill in them the habit of reading for pleasure.
in having students write as readers, the teacher can make them write their thoughts or reflections on aspects of the novel. After reading a part in the novel also, students can write a predication as to what they think will transpire next, or what they want to happen, justifying their responses.
If done effectively, the Literature Based Approach can integrate all four skills of the Language Arts to the cognitive benefit of the students.

Welcome

Hello everyone. I hope that this blogging experience will prove beneficial to all of us as we course through the teaching of adolescent literature. May it make us more efficient and responsible teachers, dedicated to making our students appreciative of the art of literature.