The learning never stops...

Overall from this semester, this class, and as a future teacher I have become a more critical thinker and sharing what I feel and believe.  What has helped me achieve this was through open discussions, higher level thinking and questioning, and the constant reflection of how to become a better teacher.  I have had the willingness and openness to share what I feel whether I was right or wrong or agreed or disagreed with anyone.  I am proud of myself for doing this because I feel it is very important for teachers to be open, willing, and reflective to their students and themselves.

            I have learned quite a few strategies I will definitely take along with me and adapt them to my Elementary Education major.  One strategy I really loved was the Gallery Walk.  This is great for students of all ages and also different content areas.  It allows students to see other students’ work that they have done.  They can reflect or do whatever you ask them to do with what they posted around the room.  This strategy I have never seen before and I would love to try it with my students in the future.  Another strategy I really enjoyed was all the different ways to group students.  Students get used to the same thing day to day.  They need different ways to interact with one another and also different people.  Students won’t get bored when you change things up which will lead to more thoughtful discussions and thinking.  As a teacher, I would definitely change the way I group my students day to day just so they are used to everyone in the classroom and not just a certain four or five people. 

            I have certainly learned a lot from preparing and delivering content to my students.  This is an area I feel I have made progress but also an area that progress can always be made.  As a teacher, I will definitely over plan, but I will not rush my students to complete all of those activities.  I would rather see my students getting the content or having a great discussion than be worried about time and my lesson plan.  I WILL NOT STRESS if I don’t get something completed or even if something does not go as planned.  That is what being a teacher is about.  It’s about learning from your experiences and your lessons day to day.  That is why it is important to REFLECT about everything you do, whether it went well, should I do this again, how I should change this, am I getting across to all of my students; the list goes on and on.  As a teacher, I most definitely will do this so I know if my students are being taught in an appropriate way.  There are also different ways to reflect by either asking yourself or even your students. 

            This class and everyone in the class have taught me to be open, have no fear, there is no right or wrong, and most importantly showing respect.  All of these go into creating the right environment you want set for your classroom and that is a comfortable, open setting.  That is what I want to achieve and set for my students.  I am so grateful for having the opportunity to take this course.  I have benefited from this class without a doubt even if it isn’t the targeted grade level I will be teaching.  It is great for me to take a class like this to see different ways literature can be taught.  I may have a student someday be at a much higher level and I will have to use everything I learned to make sure I am getting the most out of that student.  It has made me become more aware and open to new ideas.  Every day I am learning more and more ways to be a better teacher and that will never end.  I think that is important for teachers to remember that learning never stops.

Shakespeare and Student Performance

            This week I chose Chapter 8, “Goals and Limits in Student Performance of Shakespeare.”  This chapter talked about adding “more use of student performance in teaching both Shakespeare and drama in general” (96).  I feel it would be beneficial to use student performance while using Shakespeare.  Performance can create a better understanding and allow students to use their creativity.  Frey states, “One reason to use student performance in teaching drama is to help students see differences between dramatic and nondramatic forms.  Most drama is designed for performance, and students need to understand what that means” (96). 

            I can remember in high school using the stage to perform a small scene of a Shakespearean play for my tenth grade English class.  We had to prepare everything from props, costumes, what the script meant, memorizing the script, actions, and expression to use, etc.  I was a little nervous about doing this, but once we started I felt much more comfortable with what we were doing.  It ended up being one of my favorite things we did that year.  Everyone thought it was fun and different from anything we had done.  I was unsure how to “act out” Shakespeare, but that is what my teacher had taught us.  She taught us the basics and how to read into Shakespeare.  Frey even talks about teachers incorporating the basics.  On page 96, “if a teacher is going to devote three or four weeks or more to a play, he or she should be able to teach basic literary analysis and divide the class into groups asked to work up a small part of the script for a memorized and blocked performance.”  This is what my teacher did. 

            You may wonder about the ones who are nervous and shy, or do not want to do it.  I was one of those students at first, but after I knew exactly what we were doing I felt more comfortable.  Our teacher did not grade on our acting skills alone, but we had to try our best and be prepared which made me less nervous.  Frey made a good connection that I never really thought about.  He compared it to a speech.  Every student has a speech or some sort of presentation where they have to stand up in front of the class, so why not incorporate plays?  As teachers, we need to expose our students to these sorts of things or they may get bored with the same things that go on.  If we present our students with our expectations, our focus, the information they need to know to succeed, etc, then our students should feel excited about performing a scene.  If students are having trouble understanding what to do or if a teacher wants another resource to use, you can tie in different films that model excellent acting skills the students can gain from.

            On page 97-98, “it does promote collaborative learning. And it helps students to reappropriate and refashion a piece of their culture in a responsible way, to choose and to create instead of to consume.  But it teaches students more about the meaning of a play and about the nature and functions of drama than they can learn through any other method I know.”  I feel what Frey said is very important.  When students are able to be hands-on and collaborate, they are able to learn more and gain a better understanding. 

I found the following website very helpful on how to incorporate Shakespeare into your classroom in many various ways.  It also provides some great resources to use too.

http://www.pbs.org/shakespeare/educators/

Stand OUT

Branding and technology are definitely two things teachers will have to know about and address.  They are things that will be on the rise more than they are now till we are teachers.  Both of these articles were fantastic and made some excellent points. 

            If you take a look at your students, you will see they are influenced by advertisements and branding.  This is a big thing today.  Some students may not realize how much they are truly affected by it.  Even as a college student and adult today, we are all affected.  I loved how Kramer compared the influence of media.  On page 301, he said “I wondered how, without lecturing or moralizing on the issue, I could enable my students to see that media influence, like the water in which fish swim in the ocean…”  The water is invisible to the fish, just like media is invisible to us.  Media has such an incredible impact that it begins to shape who we are and become.  The idea of branding is to “fit in” and deem what is “popular”.  Advertisements present a positive image to make them appealing.  It creates an image to be achieved when most of the time it is unattainable.  The image is altered and computerized.  Reading this particular article, reminded me about Feed.  Advertisements are geared for specific targets and displayed at certain times to get the most out of the advertisement.  A lot of thought goes into making an advertisement, and we should have our students using that same level of thinking following these advertisements and branding. 

As a teacher we have to encourage our students to think and try hard to achieve what they want.  We want to teach our students to think for themselves and not each other.  We want to see the individual uniqueness and differences in our students.  We want our students’ identities to come from their own thinking, and not what they are seeing around them.

On page 302, the teacher had her class take two quizzes, just like the ones we took in class last week.  This goes to prove that more students know more about popular culture than academic information.  I liked when she asked the students why this is, and it is because popular culture is represented EVERYWHERE through logos, TV, commercials, etc.  Students are bombarded with information on a daily basis, so why wouldn’t they know it.  It’s everywhere and we have grown up all around it.  Advertisement will lead our students into being uncritical thinkers.  As a teacher, I will do everything possible to present this in my students.  They will think, they will critique, they will analyze and question, and they will be an individual.  All of the media, branding, and advertising is just so incredibly overwhelming.  We are consumed with constant advertising every day.  I want to encourage my students to think on their own and make them of the media and what it tries to do. 

Who knows what advertisements will be like in five to ten years?  We are already so consumed.  I cannot image what it WILL be like.  We will have students more wrapped up into media than we already are.  Our students have grown surrounded by this type of atmosphere.  We have to guide them to be individuals.

Technology is also a growing trend that is here to stay.  For our students’ success, we have to start incorporating technology into our classrooms.  We have to make a move to combine traditional and contemporary strategies.  A way to do this is to get to know your students.  This is extremely important I think for anything you do with your class.  By observing your students, you can recognize positive aspects to get them motivated and succeed.  We have students growing up submerged in technology, why not use what they know to help them succeed? 

On page 544, Tarasiuk says, “The technology is present in schools, but the focus of curriculum in the schools is still based on traditional forms of text.”  This is so true.  Schools have the technology, but the curriculum needs to change to allow the use of more technology for students.  As a teacher, we have to be open when it comes to more contemporary strategies.  Technology is not a bad thing.  Students are able to be very creative and thorough while using technology.  Since they are comfortable with using a computer and other resources, they overachieve and make projects more meaningful.  I will definitely bring in a contemporary twist into my classroom to see what all my students can succeed at by using technology.  Students can use all sorts of different resources are on the Internet.  Be open to what your students can teach you.  They know how to explore websites and create things on their own.  Allow them to use the contemporary flare with the traditional ways.  It is all about combining traditional and contemporary together.  Incorporating technology will truly bring out something amazing from your students.   



Censorship

Censorship is an increasing situation in all districts and states.  “The Ripple Effect of Censorship: Silencing in the Classroom” brings forth the issues with censorship.  Censorship is truly “silencing” teachers and students. 

            On page 59, Noll states, “their subsequent hesitancy to use—or decision not to use—certain pieces of literature for fear of negative repercussions.”  Teachers have to be tremendously cautious as to what they are teaching and what novels or pieces of literature they choose.  Making this decision is like a teacher being trapped in a room full of mouse traps covering the floor.  One wrong move can cost you. 

            Censorship is different in different districts, but it is still on the rise.  Teachers are seeing the same issues too.  Noll noted on page 60 that, “they have been questioned, challenged, or censored for their use of certain literature.”  Every English teacher thinks about censorship and “expressed concern about the issue of censorship” (60).  A teacher has to limit their students because of the fear of censorship which should not have to happen.  A student should receive the most out of their education.  When a student hits the “real-world” there isn’t going to be any censorship.  A student should be exposed to these pieces of literature to grow as a person.  Some of the material may be offensive or something they do not agree with but parents and students need to understand it’s a piece of literature that was chosen for a reason and they will learn something from it.  A student should NEVER be limited!  School districts fear the parents.  On page 60, Natalia had a complaint from a parent about Helter-Skelter.  The parent did not know anything about the novel.  The school district made the parent happy by removing the text.  Parents have misconceptions and assume so many things that they end up limiting their own child.

            Since we cannot avoid censorship and we will all be first year teachers soon, this is something we will have to face.  School districts do vary from one another but you have to be careful as to what you choose in your classroom and reading material.  One teacher mentioned in the article expressed on page 60, “that set the tone for my career in teaching, and I have been cautious ever since.”  A certain text can cost you your job. 

            On page 61, “it has a negative effect that has worked harm, both in chilling the spirits of teachers and students and in placing some books in the deep freeze.”  Teachers are questioning and reviewing texts that they have used before.  They remove them from their own list in fear of censorship and their job.  As a teacher, we have to play it safe.

            Some teachers have started teaching censorship which I feel is what needs to be done.  Students need to be exposed to these issues.  They cannot be sheltered.  On page 62, a teacher encourages, “her students to read, discuss, and write about novels which have been censored elsewhere and to share the books with their parents.” I feel the way to decrease censorship is to address it with students and parents which is where teachers see complaints coming from.  A student can learn a lot and grow from the exposure of censorship.  As a teacher, I feel you can get meaningful discussions through texts that are controversial. 

Here I found an article about censorship and how to handle it in your classroom:

http://www.educationworld.com/a_curr/curr031.shtml

The American Library Association has a link about banned books and the issues that go along with it.  It also gives a list of the top banned books of the year, etc.

http://www.ala.org/ala/issuesadvocacy/banned/index.cfm

Find THEIR Voice

What can I say? Wow! I am loving these readings.  Beyond Tolerance was an incredible article.  There is such an important message that Raquel Cook brings across.  Through her experiences with 9/11, she found out what education is really about and why we need it. 

              Kids today are hooked into the media.  They believe what they hear from the TV which we all know we cannot always believe.  It is all about having the latest technology and video games.  I notice this even at the daycare I work at--the school aged kids are hooked on their Nintendo DS’s.  I found myself thinking what are these kids going to be like in the future? 

            Cook talked about questioning the future of her students through what they saw important in the media.  The students could not tell her anything about history or anything that can be truly meaningful to their lives.  Cook began to teach World Literature and redecorated her whole room, making it into a journey.  The students would travel and experience pieces of literature from all over the world.  The way Cook described her room, I would think the students would be excited to learn about World Literature.  I can remember learning about World Literature, and it was not the most thrilling reaction.  The walls were blank and I was not exactly sure what to completely expect, but my teacher made it a completely different experience.  Students may feel World Literature is a history lesson but history comes out of literature. 

            On page 20 of Beyond Tolerance, you can see the students transforming through different world events that have occurred.  Pictures are powerful and can represent literature.  Pictures can speak a thousand words.  Students were told when these photos were revealed to America the media was lying.  The students began to realize you cannot trust the media. 

“English is a language; we use language to communicate ideas; history and culture are the exchange of ideas; language is history is culture is power” (20).   I think this is an incredible quote.  This is what literature is about. I could not agree more with what Cook had to say right there.  You can get so much out of literature, and it can have an amazing impact on you and your students.  This can bring other students to speak out. “YOU HAVE A VOICE” (20).  Teachers need to encourage and remind their students that they have a voice--they have a say to say what they want especially in a classroom where is it encouraged.  If you want your students to speak openly, you have to be willing to as well.  Students will feel more comfortable.

“What will they use their voices for” (20).  The students matured and changed their feelings.  On page 21, her students talked about joining the Peace Corps, and making a difference.  I liked how Cook assigned the homework, especially for a senior classroom.  There was just one rule to stay in the geographical region.  The students were able to use their best abilities and what they were passionate about to design their homework which all worked into literature.  Through different experiences, it exposes students to new things. 

As teachers, we have to go beyond the tolerance level to find the voices we know our students have.  We are “to teach communication, inclusion, curiosity, and questioning” (22).  That is what English is and what is so great about being teachers. 

Literature Circles

After reading the required chapters in Literature Circles, Chapter 2 stuck out to me the most.  On page 18, Daniels states the “Eleven Key Ingredients” for Literature Circles.  These are guidelines for what goes into having successful literature circles.  I feel these would help a first year teacher who may be unsure about what to do or how to go about developing literature circles.  One key feature I really like is to allow the discussion topics to come from the students.  This makes the students in charge of what is happening in the group.  The discussion comes from the students and what they have come up with.  I feel this is key because the students will be more interested in the literature circle since they have the responsibility of coming up with questions and discussing them.  I completely agree with what Daniels had to say on page 22.  He states, “After all, if kids never practice digging the big ideas out of texts themselves and always have teachers doing it for them, how can they ever achieve literary and intellectual independence?”  As teachers, we have to allow our students to use higher level thinking.  We cannot always do it for them or they will never grow and develop within themselves. 

            Another chapter I enjoyed reading was Chapter 7 about books and materials.  I can remember using some of the same strategies when I was in school.  As a teacher, the quality of the book matters.  On page 94, Daniels talks about a science project that gets smelly.  What’s the point?  You want students to see development, take risks, and grow while reading a story.  It is important to remember the reading level of the students.  You don’t want a student frustrated while reading.  The point of literature circles is to have students reading at their “fluency level” (95).  Teachers now have more options for literature circles.  There are Reading Response Logs where students place their thoughts and responses to the reading.  Students immediately are prepared for discussion.  Post-its are great for having evidence from the text right in front of the student.  They are able to write notes on the points about a passage.  Students are prepared for discussion by having everything they need right in the book.  Clipboards allow students to have discussion anywhere they would like to and take notes easily. Role sheets have lots of variety to them.  Roles can be added or removed depending on the group and the importance to the text.  Roles allow students to focus on one concept then share in discussion.  As a teacher I would allow my students to choose what they like most so they are able to get the most out of their class-time discussion.  I feel students can combine a couple options to get the most out of their discussions.

To get Role Sheets, there are a variety of ones in our text, or I found a website with role sheets. The internet is a great resource of finding materials and resources to use.  On this particular website I like the section Ways to Share Books.

http://www.abcteach.com/directory/basics/reading/literature_circles/

Harvey Daniels also has a website, literaturecircles.com that is being updated at the moment.  He reviews books that work well for literature circles.  I plan on checking back often to look at the reviews he has made. 



"Teaching Standard English" and "Untracking English"

            I just wanted to say, since taking this course; I have found the readings so intriguing and useful.  I enjoy reading everything we have been assigned.

            As soon as I read the title “Teaching Standard English: Whose Standard,” I thought the same thing when I read the title.  What is Standard English and where did the “standard” come from?  The first paragraph shocked me!  I can’t believe a teacher would do that to her students.  As a teacher, you should never embarrass your students.  We are not teachers to embarrass students, we are teachers to help and build confidence in our students.  I can relate to not saying words correctly, one word that sticks out in my mind that I ALWAYS say incorrectly is wash.  I have always pronounced it “warsh” (putting a “r” in it).  This is the way my father and grandparents have said it and it’s something I picked up on too.  I try to correct myself but I still feel like I’m saying it incorrectly. 

            I love the part on page 101, when it talks about the kind of teacher to be.  As a teacher, I do not want to see my students struggle the way I struggled.  I want to help my students, just like my teachers helped me to succeed.  It is important for teachers to “know when to correct and how to correct” (101).  If a teacher does not know how to do this the right way, it could hurt the student more than help them. 

            Students often do not take the risks they need to.  They play it safe because they do not want to fail.  I want my students to take risks to push themselves to higher levels.  Students grow this way and that is what I am looking for in my students.  I want them at a new higher level of thinking when they leave me to go into a different grade.  An issue many students face as to why they play it safe is because they are afraid they will be devalued, as mentioned on page 101.  We want students to talk about what they feel.  We want them to have a voice and to keep that importance, otherwise what is the point.  For these students, it is much easier for them to think of something they know and can relate to.  This is how you get them to write, to write about what they know and what is familiar to them.  Students are often intimidated and unsure what to write about. 

            The section on page 102, “but eventually they write. They write stories. They write poems…,” this reminds me of reading and watching “Freedom Writers”.  That was such an inspirational movie that I wrote a letter to the Freedom Writers and actually received a detailed letter back.  I was so surprised to hear back from them.  The encouragement and motivation Erin Gruwell provided is how I want to be towards my students.  I realize that it will probably be a different teaching experience but I can still take what she did and never give up on any student.

Once you have the students writing, the class needs to hear these writing.  It is essential to allow every student to have the opportunity to share, an example of this is a read-around circle.  It is good to hear what everyone has to say and everyone can learn from others experiences.  Students can come to realize they relate to others experiences and make connections.  By this, students become more open and share/write more.  As a teacher, you must create a comfortable and safe sharing place, where you go over with your students what is expected of them.  If there is an environment where students make fun of each other, students will be humiliated and shut down.  Teachers have to remember this because humiliation is the worst thing that can happen to a student that sets them from success and failure. 

When teaching the “standard”, it must be done without embarrassment from anyone.  It is through student’s experiences reading articles, stories, poems, etc. in “Standard English” that they will learn.  We, as teachers, must TEACH them.  It is important that a student knows not to let go of “who they are” while learning the “standard” because that is what makes them an individual.

Once reading “Untracking English: Creating Quality Education For All Students,” a few things just came to mind right away.  Everyone is capable but when assumptions are present, it changes all of that.  Teachers need to realize it is possible to teach a diversity of students and succeed at it.  Yes, it will take changes and adaptations to do so but it is worth it in the end.  We do not want our students thinking they are put into a category because they have nothing going for them.  I do not see how some teachers expect their students to fit into the same “cookie-cutter” mold.  They are unwilling to change for the students’ success and to recognize differences in learning.  I want to be the teacher who makes a different in a student’s life.  I want to differentiate for the success of each and every one of my students.  Not let them fail when there is a change I can make to stop that from happening.  My number one priority is to recognize each student for who they are and meeting their goals in succeeding.

One strategy I really liked from this article is the dialogue journals.  I feel like this is a less intimidating concept for students at all levels.  They are able to have prepared questions and go to their small groups for discussion.  Then they are prepared for large group discussion after feeling rehearsed. 

***To continue from the last blog, concerning graphic novels.  There is a website called ToonDoo that allows you to create your own cartoons.  It is an excellent website for both teachers and students.  I highly recommend it!!!

http://www.toondoo.com/



"Using Graphic Novels, Anime, and the Internet in an Urban School", Wilhelm;s Chap. 5

“Using Graphic Novels, Anime, and the Internet in an Urban High School” provided several strategies that I plan on using in my classroom as an Elementary Education major.  I feel these strategies mentioned in the article can be adapted and modified to this younger age.  I can totally relate and connect with the information presented here.  I, for one, am a very visual person.  I feel when I had struggled with reading when I was younger these strategies would have been a great way for me to comprehend and make meaning of a story.  When I am able to establish the meaning myself, I can remember everything so much better.  Most students seem to be the same way, especially for English Language Learners.  They do not know the English language yet, therefore, they connect with visuals.  With graphic novels, the importance is stated; “limited amount of text would allow students to read and respond to complex messages with text that better matched their reading level” (20).  Even according to Wilhelm’s text, he mentions on page 158, “visualization was considered to be an important part of reading and that it has been shown in various ways that the use of mental imagery has various powerful positive effects for readers”.  I just find myself agreeing, connecting, and knowing exactly what Wilhelm is talking about.  Imagery helps students check their comprehension, whether they “see” it.  That can play an important role in whether or not a student is getting the text. 

Students are able to use dialogue in a more meaningful way, in ways they can reflect, relate, and connect.  By taking a graphic novel or comic strip that is wordless or has wordless sections, the students are able to use their thinking and “reader response” to what they visualize.  The students seem to understand the “visual vocabulary” more than the “written vocabulary” as the article puts it and I absolutely agree. 

As I mention, in my blogs and in class, as a teacher you can gain many various perspectives on using visual literature, along with the other strategies of having open ended questions/discussions to create that meaning and understanding for a student.  As a teacher, you will come away with so much more than the “right” answer or interpretation; you will have a whole class full of various meanings and understandings.  A teacher can learn more about a student through what they are writing (whether using visuals or not).  In the article, it mentioned a student connecting the wordless strip to his own life.  Most often authors and artists create their masterpieces using their own personal experiences and lives. 

I really enjoyed reading about the photography project on page 23-34.  This allows for the creativity students should be able to express, especially in a way that does not seem like it is used enough.  The students create the meaning and will remember it.  I know if I was able to do a project like this I would not forget it.  I can remember in high school doing a project my senior year that was a scrapbook.  There were no guidelines to follow, just our creativity.  It turned out to be one of the best things I ever created and written.  I feel when you use your imagination, your creativity, your knowledge the better you will remember that experience and that information.  As a teacher, including those things in a lesson for a student to use, will increase the comprehension they get in return. 

I was doing a little research and found a website where three teachers were interviewed about incorporating graphic novels into the curriculum.  It had great feedback and seemed to be a positive experience for the teacher, the students, and the school.

http://www.graphicnovelreporter.com/content/elementary-schools-libraries-and-comics-roundtable

How can you put this comic into words?

Wilhelm's "You Gotta BE the Book" Intro, Chap. 1,2,3

After reading Wilhelm’s “You Gotta Be the Book,” I was immediately intrigued.  The introduction was so interesting and made me think of things I have never thought of before.  Wilhelm brought forth his own experiences and strategies that worked for him and also ones that did not work for him.  I put myself in his place wondering what it would be like to be in his sort of situation and who knows maybe one day I will be in that same situation.  Wilhelm’s introduction is the way every book should be for a student, to grasp their attention and hold it for the chapters to come.  Since I am interested in the material presented by Wilhelm, I am hooked to it and want to learn from it.  Wilhelm even pointed out in his introduction, on page 13-14, when working with Sasha, that the student’s interest is a key component to becoming successful in reading.  By adapting to the student’s interest and following the common procedures as the other students, it can make the biggest difference in a student who is reading and not reading.  Sometimes to start out, a teacher may need to take into consideration what the student likes to hook them into reading and to not be reluctant.  I have learned from previous reading education courses and professors that a student should be slowly introduced to different genres and books by letting students read what interests them first such as magazines  Since I am an Elementary Education major with a reading minor, I have learned the key for elementary students to start reading is by reading what interests them.

In Chapter One, when reading the section the “Bottom-Up Approach,” Wilhelm talked about Randy, a student who said that school will only get worse.  I thought about this and related it to the school-age kids I have at the daycare where I work.  I often hear the kids say how much they hate school and it just gets worse and worse each year.  I feel this has to do with difficulties in reading, not liking to read, and the way reading is being taught.  Randy was the same way.  He hated to read.  Students learn how to read from the “Bottom-Up Approach,” which means “parts to whole” (19).  A student is working from the bottom to the top, working with the simplest components to the more complex to complete the “whole” being able to read.  There is a strong emphasis today on students learning phonics which is the understanding of the letter to sound relationship in the basics of learning how to read.  I can remember in elementary school being taught “whole language” rather than phonics.  Whole language is the opposite of phonics.  It consisted of reading a book the way it looks without sounding out the words.  I struggled learning how to read through “whole language”.  I feel as though I needed a background in phonics to know the letter to sound relationship when reading.  I agree with Wilhelm when he states, “I understand that students have to know some phonics to read” (19).  Phonics often turns into doing worksheets and engaging themselves in a book.  Reading should be a combination of phonics and “whole language”.  This gives students the chance to know their letters and the sounds that they make and apply them to reading a book. 

As I continued to read in chapter one, I came across a part about having the “correct” interpretations when reading (23).  Students feel the need to have the “correct” answer rather than answering how they feel or interpret the question.  Students shy away from answering questions if they feel as though they will be incorrect.  I know from experience when I was in elementary school up until high school I would not like to answer questions I did not feel were the correct answer to the teacher.  Now that I am in college, I like to answer questions giving my interpretation and answer of the question because it may be something the professor has not thought about before.  This comes from reading books that there is only one answer, but really there are many meanings to a book.  It is all about how the student views the question.  Teachers often push memorization and for students to think the same thing.  Students do not create their own meaning through that process.  We want students to tell why the text is important, how they can connect it to their lives and other stories, and why they need to learn it.  I feel teachers often get the question from students as to “why we have to do this”.  I have learned this from previous professors, if a teacher cannot justify why, then why does a student have to learn or create meaning from reading a story. 

As I read through the rest of the chapters, I paid close attention to Chapter Three.  I was very interested and found a lot of useful strategies.  What really stuck out to me were the sections on relating to the text.  I feel this is very important while reading, comprehending, and giving to a text.  This is also something I do while I read.  On page 79, Wilhelm talks about relating to characters.  Students often relate themselves to the main character.  They put themselves in that perspective while reading.  I feel this is incredibly important and agree with Wilhelm because the student is able to have a higher level of thinking while relating to the characters which ultimately gives the teacher many different perspectives and meanings.  A teacher wants to see their students thinking differently rather than having that same or that “correct” answer.  On page 93, Wilhelm reflects on how the students relate the text to his/her life or to the world.  The students are using their prior knowledge to connect to the text.  This is something as teachers we can teach to our other students, because this highly engages them to the text.  Through my college education, my professors have talked about role-playing.  In elementary education, we use “readers-theater” which is similar to role-playing.  Students are able to become the character and work with one another to role play.  I love how Wilhelm describes the importance of role-playing.  He states, “This highlights the importance of balancing shared and individualized readings. When students read individually, they can exercise their individual taste and response, and they can encourage others to read the books they have enjoyed.  When readings are shared, students have the opportunity to create response together, to compare response and ways of reading, and to learn from each other about these ways of reading” (96).  Students can connect and interact with one another through reading.  This is very important to a classroom is incorporating individual and shared reading. 

As I have read through the chapters in Wilhelm’s “You Gotta Be the Book,” I have found many connections I can relate to on a personal level and ways I can connect as a teacher-to-be.  He provides many strategies and useful information that is easy to read and comprehend.  Even though Wilhelm’s text is geared for the adolescent age level and I am an Elementary Education major, I am still able to relate what I have learned so far in the courses I have taken and can adapt them to a level for the elementary age level. 

My Literacy Profile

I am a reader, but it has not always been this way.  When I was in elementary school I struggled tremendously.  I had a reading disability which made reading very frustrating.  As I over came my disability, reading became more enjoyable to me and is something I love.  As I read, I love comparing myself to the characters and putting myself into that situation.  The anticipation in books makes me keep reading and wanting to read more.  This is how I know I have a good story in my hands.

I can remember my mom reading to me every night when I was little till the end of elementary school.  As I began to learn how to read, I would read to my mom, but I did not like to read at school.  I always felt embarrassed that I read slower than others and did not always know the same words as my classmates.  I feel I struggled with reading and vocabulary because I was taught “whole-language”.  I had trouble with the letter-to-sound relationship (phonics) and I feel if I had been taught a little bit of phonics I would have had more success.  I don’t remember too many books that I read in middle school.  In high school, I read The Secret Life of Bees, The Scarlet Letter, The Great Gatsby, To Kill a Mockingbird, Animal Farm, The Grapes of Wrath, The Lord of Flies, The Glass Castle, A Separate Peace, etc.  When I have free-time to read now, I love to read just about any genre.  I love finding meaning in poetry and even trying to write my own.  I read a lot of Jodi Picoult, Nicholas Sparks, Mitch Albom, etc.  One of my all time favorite books is Breakfast at Tiffany’s.  Just like many others, I have enjoyed reading the Twilight series.

            I am majoring in Elementary Education with a minor in reading.  By taking this course, even though geared for an older age group, I feel I am still able to adapt to the same strategies with a little tweeking.  I may also have more advanced students who could be at this level.  I want to give my students an enjoyable experience with reading since reading is an essential part of our lives.  Reading is everywhere.  I do not want my students to experience what I went through.  I do not want them to be embarrassed and shut down when it comes to reading.  I will use the strategies I learn to make every child succeed through differentiation and introducing different genres.  I want to be the teacher that motivates my students to read and enjoy reading.  I feel the greatest thing a teacher can accomplish is making an impact and difference on someone’s life.