California State Universities Expository Reading and Writing Course Assignment Template

I think the assignment template is a great idea to help our students. The article gives definitions of what the thing is that the students need to know and then it also describes how students can do it. An example is reading rhetorically; first there is the definition and then all practices the students can do. I like that the article guides the teachers and gives ideas of what to do in a discussion or writing activity. I appreciate that the article gives us ideas for guiding questions for a discussion. Since I have never been in a classroom discussion as the teacher, I am hesitant about discussions in general. The section about noticing language is quite important to me because I sometimes struggle understanding the language or tone of the text. I think that if I’m open with my students that I’m not perfect at everything it will make them more confident to speak out and risk being wrong. I think the exercises in this text can be used by us as teachers to hone our skills and show our process if thinking to the students. We want to be the best models we can for our students. I also think it’s important for the teacher and the student to reflect on the reading (and writing) process. As teachers we need to continue to grow and reflect on what we do. Reflection is important for us and our students. We also need to make sure that our students can connect what they’re reading to the writing that will follow. I personally like journals and reflections but the students will need to know how to write for different audiences. It’s important for us to give our students practice taking a stance on ideas and supporting evidence with the text (which is a Common Core standard.) I also appreciate that the article has the writing process. It goes very in depth and can be very helpful for me (as a current student) and for my future students. I could print it off (or save it) as a reference for writing. Lastly, I like the revising and editing work shops because I hate it but I know they both are an important step in writing. Re-reading this in the future will help me remember all the little steps to the reading and writing practice in the future to help my students.  

English Language Arts Common Core State Standards

I think that the idea of Common Core standards would be a valid idea if everyone was on the same page. I like the idea that if everyone in the country adopted the standards, then every student would be expected to know the same thing. This would (in theory) make it easier on kids who move around a lot. I also like the idea of every teacher being able to teach the standards in their own way. We often hear that what works for one student might not work for another. Well, if you think of it like that, the same could be applied to teachers. Not every teacher is going to have the same teaching style. Allowing teachers, especially veteran teachers, freedom to teach in their own way would be more beneficial to student learning.

The article states that the common consensus among the public is that common core is a dysfunctional system. It isn’t easy to adopt standards overnight, but of course the public thinks that schools should become perfect overnight. I have heard many people in my community grovel about the “stupid common core math.” When I mention what common core is and that it applies to English Language Arts as well, they tell me I (an English education student) know nothing, it’s just another way for the government to mess with the public youth. I think without the public knowing what Common Core truly is, they will always find a way to argue against it. As teachers we will just continue to do our best educating our students and trying to inform parents what the standards are and why we use them.

Common Core wants to focus on better learning for the person of the 21^st century. I think that is a great idea, new ideas for a new century. Better learning also means better schools and classrooms for our students to have proper growth. I can’t help but think how cool it would be to be able to create my own classroom around my curriculum. (I want to teach in a rural area, so that is highly unlikely, but a girl can dream!)

I think that it is important for us to not only focus on the good ideas of Common Core but also the problems that might arise because of it. Problems that can arise are fragmented curricula, overly specific standards, teaching to the test, and failure to acknowledge cultural diversity. All of these are problematic but the most interesting to me is the fragmented curricula. (Cultural diversity is also an issue but so many other classes talk about it I’d prefer to focus on something new.) I never thought about how my curriculum will have to flow together. If it is all broken up and jumbled no one is going to understand the point of learning what we did. Units should be connected and bring a higher level of thinking to each new unit.

(Beach, Thein, and Webb’s “The Common Core State Standards for English Language Arts Instruction in Grades 6-12: Origins, Goals, and Challenges” )

"Discussion as a Way of Teaching" by Stephen Brookfield

I think as future teachers it is really important for us to understand what makes a discussion good and helpful or bad and unproductive. I was never in a class before Eastern where well thought out discussions took place. I had experienced lots of lectures and students arguing without a purpose. I like the idea that before discussion takes place in a classroom there are some ground rules and basic ideas set in place. No teacher had ever done that for me, but I feel as if rules are important so everyone can take part in the discussion and know how to proceed with the discussion. When reading about the circle of voices I like the general idea but maybe not the whole practice. What I live is that everyone will have a chance to say something. I know in high school I was afraid of sounding stupid, so I never wanted to speak up. Circle of voices would give more anxious kids a chance to say something and still be heard uninterrupted which is really good for the smart, silent kids we’ll have in our classrooms. What I don’t understand is in the second part after the discussion why the students can’t expand on their ideas. I understand they are responding to ideas already stated, but what if they’re response doesn’t make sense without an expansion? Is that when a student would then ask them to expand so it makes sense? (I think that makes sense not that I have thought about it.) I also like the idea that everyone in the group has a role. As I got older I often fell into the position of Devil’s advocate. I think it would be a good idea to introduce the students to all the different roles, assign them roles, and as they get more comfortable with class discussion fall into their own role or even many if the shoe fits. I think as a teacher I would have to monitor that and make sure everyone fits in to the discussion not only a few students. I honestly love this article because it gives us so many different ideas on how to have a successful discussion and how to reach all kids. I do think it’s important to make sure all kids are involved and get comfortable with the class. I also think that it is important to make the students feel comfortable enough to speak in the discussion and not feel judged. In many education classes we talk about an exit ticket for the day or week. I like that the article brought up the anonymous questionnaire for the students to fill out. I feel that would help us as teachers know how to approach the next discussion more successfully and allow us to grow with our students. There are many different questions you could ask to help the students grow, become more comfortable, and just have a better discussion for everyone. I think positive and negative feedback is very helpful for both the teacher and students. I also found the case study with Gary to be quite interesting. It seemed to me as if no one was actually listening to each other and they were judging too quickly. Some were trying to show off or have a story time and not answering the question. Maybe if Gary had done the circle of voices everyone could have had their thoughts heard about the topic instead of getting off track. I also think that there needed to be some ground rules. An example could be don’t accuse each other, try to ask questions. I think it’s really hard to say what Gary should have done since I wasn’t in his shoes and I haven’t really had time in a classroom with willful adults. Finally, I think as future teachers we also need to keep in mind how to structure the discussion and what questions to ask to keep it relevant and productive.